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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 could educate herself on Rosa's culture. This may help her find other approaches to help Rosa with speaking English. The teacher could meet with the student privately and ask Rosa what issues she may be having, what emotions she may be feeling, and what you as a teacher can do to better assist her. Rosa should know that you have her best interest at heart. This can be done by showing her that you care. The teacher could bring in a resource teacher who speaks Rosa language. The teacher could assist Miss Johnson with some useful techniques and reasoning as to why Rosa may be progressing slower than the other students. 2. Miss Johnson never considered that the parents may not speak English. Many children translate for their parents. If Rosa is unable to translate for her parents, a translator should be selected to visit the home. Miss Johnson could accompany the translator to the home on one occasion, this may allow her to get a feeling of why Rosa may not want to speak English and is progressing slowly. This will also let the parents see that Miss Johnson cares, is taking the initiative and is acceptable of all cultures. Miss Johnson will learn from this experience and from now on can send home two versions of notes home to parents. One note in English, and another note in their native language. This will limit confusion. 3. Miss Johnson could thank Rosa for the gift, and when students are not around discuss what was mean't by the note then. The child should not feel embarrassed. Students should be told that laughter wasn't necessary and how thankful you were that Rosa and her parents put thought in getting you a gift. students could be taught that laughter will make Rosa feel worse and that it was all a form of miscommunication on your behalf. |
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