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Start Your Marvelous Education Journey with a Guide Captain:

My philosophy of linguistically Diverse Students Teaching

With increased globalization significantly impacting the delivery of education,
having English language learner (ELL) in classrooms is increasing diversity in schools.
As future educator, my philosophy of teaching addresses individual language
improvements, skills of community with small groups, and cultural differences. I would
like to metaphor my teaching career as an education journey, my classes are the boats, my
future students are sailors and I am a captain to determine a better direction and a more
feasible destination to my sailors.
I believe that English language learners (ELLs) in my future classes should have
access to high quality education and the same opportunity to study as other students. Thus
far in my service learning experiences in my education courses study, I have been
observing the teachers are developing their curriculum by further teaching ELLs
pedagogical skills and how students are accomplishing alternatively on some temporary
limitations. During a group project of rediscover of North America, my students are
going to read material in groups and then discuss that period of history and how it relates
to our real life. The class activity encourages my students to think deeply about what they
can change and make better. Having my ELLs integrated in the classroom can provide
students with greater opportunities to learn and the teacher with greater opportunities to
make their curricula effective. All of this can help ELLs to learn from native speakers,
and develop their English skills so that they can transfer their first language to a second
I believe that a warm classroom environment can increase academic achievement
and encourage the entire class. The routines discussion is one of most effective way to

create a warm classroom environment. Routines discussion will happen in my future

classes at least twice per week, because discussion in the classroom is not only providing
opportunities for ELLs to practice their English, but also establish their vocabulary
development. Cooperative learning is a form of scaffolding provided by classroom peers
that contributes to the oral language development of ELLs in several ways (Wright,
2004). During my service learning, I felt that the students oral languages improved by
class discussion. As a future teacher, I think that class routines discussion will help me
identifying the ELLs English proficiency by their words choice, pronunciation, and
grammar during the routines discussion.
I believe that establishing a community of readers and writers in my English
language classroom is a natural result of a process that is balanced with all kinds of
reading and writing experiences. Higher education students have a virtually unlimited
number of opportunities to write English through fiction or nonfiction materials. How
deeply the students reflect on and write papers about the materials give signals to teachers
about how much they understand the text they read. For example, as ELL myself, I often
need to read texts several times, because it includes new vocabulary learning and
sentence developing. From a future teachers perspective, I would like to follow the
Common Core Standards required for ELLs both English language proficiency and
content area knowledge (Initiave, 2015). My students may have many reasons that they
dont understand the teachers explanation, but the lack of vocabulary may be the
common reason ELLs have difficulty. So vocabulary development is important and
challenges ELLs. I should teach and put vocabulary in the daily curriculum for my future

I believe that the Sheltered Instruction Observation Protocol (SIOP) model is

important to me to understand each of the features that students will present in my future
classes. As a future elementary teacher, I will need more than one way to approach a topic
or subject. For example, if children literature is the topic, I will let each student in my
classes share one interesting book they read in their home countries or share the name of
books in different language. I think that language is an essential way for students to
understand their environment. By observing an Alston Elementary teachers class, I
learned that there are three parts of lesson delivery, including content objectives,
language objectives and students engagement. I felt that students learned, practiced and
applied language skill with each other in her class (PearsonSIOPModel, 2012). Overall, I
think the SIOP model is not only helping teachers plan the effective lessons, but also is
the checklists for teacher consistency.
I believe that being passionate about helping students and loving what I do each
and every day will benefit me in reaching my teaching goals. Knowing that teaching is
hard work and the extra things that you do to help children will often go unrecognized or
unappreciated. I need to shake off the bad days and celebrate the good days, find ways to
let each one of your students know that you love them and care about them. I am pretty
sure that I know who the English language learners are, how to delivery the language
teaching and many effective teaching strategies. All these things merge into my teaching
ELLs in my future classes.
As I mentioned, when my sailors think they are going to take my education
journey to reach the successful island, they need a guide captain like me to give right
direction with the winds blowing in the island. I knowing about the ELLs; I am

comfortable to using effective tools and strategies to my future teaching in the inclusive
classroom; I would like to following the Common Core Standards requires to reinforcing
reading and writing with ELLs and become qualities of an effective ELL teacher.

Initiave, C. C. (2015, 11 20). Students who are challenage and Career
Ready in Reading, Writing, Speaking, Listening, &Language. Retrieved
11 20, 2015, from Common Core State Standars Intiave:
PearsonSIOPModel. (2012, 5 20). Component 7: Lesson Delivery.
Retrieved 11 20, 2015, from YouTube:
Wright, W. E. (2004). Foundations for Teaching Englsih Language
Learners . Philadephia: Caslon.