You are on page 1of 2

Kevin Williams

Prof. Reilly
EDUC 359: ELL
ELL Student Observation
School: Scranton High School
Grade: 10
1. Some strategies I saw being used were attempting to slow
lessons down to the speed of a English language learner. The
teacher would attempt to keep the lesson at a pace that would
benefit the ELL student; however this means that students with a
good grasp of the language would also be slowed down. Some of
these students need to be challenged, making this not the best
method of instruction. I did see peer interaction, which is
beneficial in that the ELL student got to receive real
communication skills. Finally, I saw the teacher give the student
a sheet of vocabulary word with definitions that would help the
student in the lesson. However, I think this could have been more
effective if the teacher, during group work time, had gone over
the vocab list to ensure comprehension.
2. I did not observe too many out of the ordinary classrooms
situations other than the slowing down of the lesson, which led to
too much free time and distractions for typical students. I liked
seeing the peer interaction with the ELL student, the teacher
always made sure they were communicating with peers, and
gave this student extra leeway when it came to talking during
quite working time.
3. As discussed above, the ELL student completed work with
another group of students to help facilitate their language skills.
This interaction was positive and was beneficial to all students.
The teacher could have been more involved in allowing things
down for just that student in particular and ensuring that they
had things explained, like on the vocab sheet.
4. The ELL student was allowed to use the vocabulary sheet as well
as the student next to them if they needed extra assistance. I
feel this was effective. I also learned from my teacher that the
student sometimes has a helper come in to work one on one with
him. I could see this being incredibly beneficial, as this student
will receive the one on one teaching they need to master the
language.
5. The classroom seems incredibly comfortable for the ELL student,
almost too comfortable. The student is incredibly social, which is
facilitated by the teacher constantly involving him in group
projects and work with other students. This is good in that it

allows for better communication but can be disruptive, as


sometimes the student does not stop his communication.
6. I think the student has a pretty good grasp on the English
language, simply for hearing them speak in the classroom one
can hear that they have basic sentence structure skills and
vocabulary. The only issue is they struggle for word sometimes
and will use the wrong word or tense for the situation. I think
with just a little more help the student will be at the level of his
peers in no time. I feel as though this student is on the social
language level as they can communicate very well socially but
not in the true academic sense yet.