Home | How It Works | Stats Login | Register         Case: Hesitations to speak English Miss Johnson enjoys teaching Kindergarten very much. Her love for children has allowed her to be a "natural" in the classroom. She has been so comfortable instructing Kindergarteners, that she has never felt unprepared for any situation that might occur in her daily classroom routines. Miss Johnson is confident in the reputation she has gained with her students and their parents. Miss Johnson started this particular school year with a few ESL (English as a Second Language) students in her classroom. Her self confidence did not waver as she carefully planned her lessons with these second language learners in mind. Miss Johnson continued to strengthen her teaching skills as she observed the progress of her students, including the ESL students who had become very much a part of the Kindergarten class. One certain ESL student, Rosa, was learning English at a slower rate than the other language learners. Miss Johnson attributed Rosa's reluctance to speak the new language to her shyness and lack of confidence. Furthermore, Rosa's parents had never responded to Miss Johnson's notes and invitations. Miss Johnson decided to give the situation more time and not worry about rushing to conclusions. When February arrived, Miss Johnson sent home notes with her students informing parents about the upcoming Valentine's Day Kindergarten party. She asked parents to send a shoebox to school in order for their children to decorate it, in preparation for the special day. The next day Miss Johnson's eager students began bringing in their boxes. When Rosa presented a nicely wrapped box to Miss Johnson, the classroom grew silent. For the first time in her teaching career, Miss Johnson was not prepared for this moment. She asked Rosa if she should open the box. Rosa smiled and nodded for her teacher to unwrap the box. When Miss Johnson took off the bow and unwrapped the box, she realized that Rosa's parents had not only wrapped the shoebox but had put something in it. Miss Johnson slowly opened the shoebox as everybody watched. Much to Miss Johnson's surprise, the box contained a brand new pair of lady's shoes. All of the Kindergarteners laughed, all except for Rosa. Questions: 1. After observing Rosa's hesitations to speak English, what approaches could Miss Johnson pursue to assess the situation? 2. What steps can Miss Johnson take to assure parental communication and involvement? 3. How could Miss Johnson make a pleasant learning situation out of the Valentine box event? Solution: (Rates are posted for this solution!) 1. I think that Miss Johnson should talk to Rosa about her "hesitations" to speak English. I have learned through my experience with ESL children that they don't want to abandon their culture, and their parents stress this as well. I think that this puts a lot of pressure on the children. If Miss Johnson sits down and talks to Rosa personally, she can find out what is holding her back. 2. I think that Miss Johnson is doing a lot to try to ensure parent involvement with Rosa's parents. However, because she hadn't heard back from them there is a problem communicating. The problem could be as simple as they don't speak or read English and they can't understand the notes that Miss Johnson is sending home. Miss Johnson could have a translator translate her letters and attach a Spanish copy to each note she sends home. 3. I think that Miss Johnson can make a pleasant learning experience not just to herself but to the whole class. That situation is a prime example of what a miss-communication is. Rosa's parents clearly thought that they were supposed to send in a box of shoes and not a shoe box. Miss Johnson should discuss with the children that everybody makes mistakes and you need to be clear with your thoughts so things can't get turned around.                 Rating The suggested solution is respectful of the individual (student) Yes The suggested solution is relevant to the case Yes The suggested solution is reasonable (easy) for the teacher to implement Yes The suggested solution is likely to solve the problem/issue Yes The suggested solution is original Yes Comments: Rated On: April 24, 2013 1:54 am Rated By: Elizabeth Powers                 Rating The suggested solution is respectful of the individual (student) Yes The suggested solution is relevant to the case Yes The suggested solution is reasonable (easy) for the teacher to implement Yes The suggested solution is likely to solve the problem/issue Yes The suggested solution is original Yes Comments: Addresses the problem in a positive manner while still addressing to the issue effectively. Rated On: October 19, 2014 11:08 pm Rated By: dePyja                 Rating The suggested solution is respectful of the individual (student) Yes The suggested solution is relevant to the case Yes The suggested solution is reasonable (easy) for the teacher to implement Yes The suggested solution is likely to solve the problem/issue Yes The suggested solution is original Yes Comments: Agree Rated On: February 24, 2015 4:43 pm Rated By: zyWute                 Rating The suggested solution is respectful of the individual (student) Yes The suggested solution is relevant to the case Yes The suggested solution is reasonable (easy) for the teacher to implement Yes The suggested solution is likely to solve the problem/issue Yes The suggested solution is original Yes Comments: If I were in this situation, I would exactly do this. Rated On: October 20, 2015 11:41 pm Rated By: RuTemu                 Rating The suggested solution is respectful of the individual (student) Yes The suggested solution is relevant to the case Yes The suggested solution is reasonable (easy) for the teacher to implement Yes The suggested solution is likely to solve the problem/issue Yes The suggested solution is original Yes Comments: I agree Rated On: October 6, 2020 1:58 pm Rated By: Meghan Fletcher