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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. After Miss Johnson saw that Rosa was having hesitations speaking, she should have arranged an important meeting with her parents. Not just an invitation or a gathering, this is a "must happen" situation. With that one meeting, she could have noticed that Rosa's parents do not speak English either. After knowing this, she would have taken an even stronger approach to help Rosa. 2. The first thing, is to send home notifications in their native language. The reason why they were not responding is because they couldn't read it. I would also keep it short, simple and too they point. Our American "chit chat", does not translate well into other cultures. 3. Miss Johnson could gladly thank the student for her lovely gift but pull her to the side and let Rosa know that this is not exactly what she meant and for her to return the shoes to her parents. Explain to Rosa again what the purpose of the shoe box is for and make sure she understands. I would also send a note home to the parents to make sure that there is no sign of disrespect for not accepting the gift. |
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