Bradley Howells

Professor Olalde

ED 227

3 December 2018

Reflection Summary

As I reflect on all of my observations, interview, class discussions, connections with the

Grace English School students, and readings, there are many significant take-ways that I have

developed this semester regarding the teaching of English Language Learners. Each are best

practices and effective methods of teaching that will influence my educational teaching career,

especially with those who are nonnative English speakers. They involve the use of graphic

organizers, the use of visuals, getting to know your students’ interests, getting to know your

students’ background, and the reference and implementation of the WIDA standards and can-do

descriptors.

First, using graphic organizers while teaching ELL students is extremely important and

exceptionally beneficial. Using these result in better comprehension for students because they

help organize and structure important information in a visual way. As mind maps, they promote

active learning methods, and they help students develop higher level thinking skills while

promoting creativity.

Second, the use of visuals for ELL students is a must. Like many learners, ELL students

learn well by connecting a topic to an image of that corresponding topic. Since visuals are a

different form of explanation and because they are a universal language in themselves, students

are able to better learn English terms when they are paired with a corresponding image. By doing
this, a connection in the mind is easier made, and students are able to learn in a more meaningful

and personal way.

Third, getting to know ELL student interests is immensely important. By doing this,

teachers are able to connect to students in an easier way on a personal level, and this determines

the teacher’s individualized method of instruction. When the teacher uses student interest in the

instruction, many times the student will be more engaged, therefore they will learn more

information in a more meaningful way.

Along with getting to know ELL student interests, it is also crucial to know both the

personal and academic background of the students. When this is done, the teacher is able to

appropriately teach at a comfortable level for student learning knowing their individual

capabilities. The student will then receive appropriate instruction, and also individual student

needs will be better met.

Lastly, being introduced to WIDA and their website is something that will definitely be

referenced in the future while teaching ELLs. Since ELL students do not learn on the same level

as native English speakers due to the language barrier, these students must be instructed in a

different manner with different standards and expectations. WIDA provides this for educators,

and they also provide descriptions of what each ELL student at each language level is capable of

doing through can-do descriptors. These descriptors are beneficial in lesson planning for ELL

students when the language acquisition level of the student is known by the teacher in advance.

Each one of these take-away statements involve common concepts that will be used in the

real classroom, and each one has been observed in the real classroom, therefore the theory of

these statements have been put into reality for effective teaching instruction.