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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. Miss. Johnson would need to have a meeting with Rosa about her hesitations. ESOL students tend to hesitate because they're scared they are doing something wrong and they don't want to be judged. She needs to assure Rosa that she will not be judged and that everyone is here to help her learn. 2. Miss. Johnson is doing a lot to try to get parent involvement but things are not working out for her. Ms. Johnson could have someone who is a translator call their house or visit their home. If the parents do not answer their phone she could even get a translator send a letter that is written so they can read it. 3. This is an example of miss communication, however Miss. Less could making a learning situation out of it by discussing with the class that everyone makes mistakes and that it's okay. Next time Miss. Lee will know that she needs to get the translator to send the note home. |
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