Classroom Observation 9/14

On Tuesday, September 14th, I conducted my first field observation of Ms. T's ESL class at Oakland Middle School. I had visited there briefly last week to introduce myself, and I was eager to roll up my sleeves and to really get started. I thoroughly enjoyed meeting my mentor and was excited to observe a different ESL classroom from my own at ELS. I brought along with me: my field journal, a voice recorder, and camera to take note of all the things that I would see, hear, and learn.

TEACHING

What was the purpose of the lesson?

CLASS: High/Intermediate ESL Reading and Writing Class.

The purpose of todays's lesson focused on the following objectives:

• Reading comprehension
• Making predictions
• Chronological Order (time sequence)
• Vocabulary (synonyms)
• Writing: Journal writing (critical thinking)

How was the lesson structured -- methodology, appropriateness, materials for second language learners, adapations?

Student population: 7 Hispanics and 1 Chinese

MATERIALS:

• The Magician's Elephant by Kate DiCamillo
• Student journals

METHODOLOGY and APPROPRIATENESS:

Ms. T has a very unique method of instruction in her ESL classroom. She begins the lesson formally and moves from a formal to informal structure throughout. Immediately after the students get settled, she begins to read aloud a chapter from the novel The Magician's Elephant by Kate DiCamillo. (She asked me prior to beginning the lesson if I enjoyed reading, and if so, if I liked juvenile literature. She had a tone of excitement in her voice, so I knew that whatever this book was about -- she liked it.)

The students had read the current chapter for homework the previous night, so they followed along as Ms. T read aloud. She used an emphatic tone while reading and kept the students on track by asking questions while she read. She also walked around the room -- staying in close contact with the students to make sure that they were listening and on task.

She has a dynamic presence in the classroom, and the students find her engaging. At one point, I noticed that out of the 8 students, only 3 had their books open and were actively following. I wondered why she didn't demand that the other students who were not following open their books to join in? I know in my own classroom I would have. I reflected a little bit on my own teaching style here and realized that I have such a formal nature in my own instruction. (This situation would have severely irritated me, and I would have demanded participation.) However, as I continued to observe, I realized her methodology. In the back of the room, sat a hispanic boy, who to me, looked like he was clearly not paying attention. She approached his desk and asked him a question in regards to the reading selection. "What season is it?" asked Ms. T. I was sure he would get it wrong. "Winter," he said. In this situation, she was assessing two things: student listening and reading comprehension skills. It didn't matter that the boy's book wasn't open. It didn't have to be for him to meet her objectives.

As soon as the read aloud segment ended, a student-centered response session proceeded. and the focus moved on to time sequencing and reading for main ideas. Students were assigned to write 7 main events from the story in their writing journals. She also included some foreshadowing and asked them what they thought might happen next. They answered orally and reviewed their answers as a group.

The class concluded with a vocabulary exercise. Ms. T wrote the focus words on the board and asked the students to come up individually to the white board to write synonyms for each word. If the students were unsure, their textbooks included the vocabulary word along with the definition of each word and a picture for visualization and guide.

All of the objectives for this class were successfully met.

ADAPTATIONS FOR ELLs

Adaptations in learning for the ELL students were noted in the following 2 ways: textbook and spelling exceptions.

New vocabulary includes pictures within the text to help students visualize new words for word building.

When the students were invited to share the synonyms for word building, one of the students responded, "Ms. T, you know I can't spell." Ms. T replied, "You know that's okay for now." For this lesson the objective was word acquisition, not spelling. She adressed the importance of spelling, but let the students know that what they were trying to learn now were new words.

How did the second language learners react and interact?

The students interacted very well as a group, with the teacher, and independently. They clearly listen to Ms. T's instructions and highly respect her as their teacher. For example, at one point of the lesson, the students became excited (like 12 year olds do) and started conversing with eachother about something off topic. (Wednesday is supposed to be a half day, so they were very concerned about where they'd be eating lunch since dismissal is at 11:15.) Ms. T gave instructions to get them back on track with the phrase, "Eyeballs on me, so I know that you're listening." At this point, I found myself in a silent monologue revisiting the days when I taught middle school Social Studies. What a nightmare. "Not gonna work," I thought. However, Ms. T triumphed. All of the students immediately stopped what they were doing and their "eyeballs" were on her. They began their journal writing projects and worked very quietly in their "thinking time."

COMMUNITY

What evidence of "community" in terms of the second language did you observe?

Ms. T's morning high/intermediate classroom is a dynamic community. It is clear that for many students, this room is their niche --the place where they feel most relaxed when the mainstream English world seems stressful or overwhelming.

The ESL students are excited when they walk into Ms. T's classroom. I noticed immediately that Ms. T keeps up with the reading interests of the students and is a big advocate for literacy at home and in the classroom. A new series of books, which the students referred to as "The Bones" books apparently seem to be popular amongst middle schoolers these days. Today, Ms. T had brought in a crisp new collection to share with her students. These kids were definitely excited, and they shared that excitement with the group. "LOOK! Ms. T's got the Bones books!" The students interacted intimately with eachother and shared a real sense of belonging.

I also observed that in the ESL classroom, they comfortably were able to ask questions about school events and random miscellany they might have missed or didn't understand in the morning announcements, such as: lunch for tomorrow, early dismissal, etc. The students in Ms. T's classroom don't feel aprehensive at all in asking her to clarify information.

What is required to become a member of this classroom or learning environment -- consider language, literacy, content instruction, materials, etc.?

The requirements to join this classroom are simple: need for ESL instruction. Each student plays their own role in the community. I observed some students as leaders, others participating simply because everyone else was, and it seemed like the thing to do. However, the thing I noted most was: THESE STUDENTS WERE ACTIVELY PARTICIPATING AND ACTIVE IN THE SLA PROCESS.

Another thing I noticed was the presence of cultural acceptance. The one Chinese student, who culturally by nature is known to be a quiet participant in class, is respected by the teacher and the students. The hispanic students who are culturally conversationalists are respected and taught in accordance to their strong points. At one point of the class, one of the hispanic students was interested in borrowing a book from the classroom. Ms T said, "Wait! I am saving that book for one of my students in the next class who speaks Chinese, and I think that this book would be really good for him. I want him to be interested in reading." The student said, "Oh, ok. I'll pick something else. Maybe he'll like that one."

In order to be a successful participant in this community, the main requirement is a desire to improve and to succeed; however, not only wanting it for yourself, but your fellow classmates, as well.

ETHNOGRAPHIC PERSPECTIVE

What events occurred during your observation - formal interactions and informal interactions?

There were many events of both formal and informal interaction that occurred during my observation. Below are a few instances of note:

INFORMAL

Students keep their journals for safe-keeping in the ESL classroom. At the onset of the lesson, Ms T. quickly passed them out to students and said, " Does everybody have their junk?" I thought this was interesting. Again, it made me rethink my own teaching formalities and lack of the latter. By using street talk and other vocabulary at the student level, the teacher was connecting with the students and engaging on a personal level. She then quickly changed into formal teaching and officially began the lesson. Throughout the lesson, this would happen many times. Ms. T changes from informal to formal with ease.

During the student question response, Ms T would ask questions and students would call out the answers without raising their hands. For example, in one instance the teacher said, "What do you think is going to happen, now?" Students jovialy shouted out answers, and it was not a problem. They were all engaged in the lesson.

FORMAL

During independent journal writing time, Ms T said, "Oh, I have to take attendance!" One student replied, "Why, Ms T? You know we're all here." She again replied, "I know, but the office needs it for their records." This was representation of teacher duty to maintain records - an administrative duty in the classroom.

I also noted classroom procedure. Students who lacked supplies such as pencils or erasers knew the protocol. When necessary, each student in need politely raised his/her hand to make the request even if group classroom conversation was in progress.

What can an observer see if he/she entered the classroom at this particular time?

An observer entering this room during this class period would see a classroom in ACTION. The teacher, Ms. T, is the dominant presence and guide, but it is an interactive place. Students interact with the teacher and with the eachother. There is an excitement and enthusiasm for learning in the air. Learning is fun. As an observer, I wanted to participate.

There is also an evident stress on the advocacy for literacy. This is shown in the classroom decor. Bookshelves overflow with books. The word "READ" is displayed on the walls, and the quotation "Reading is an adventure that never ends," hangs for students to see and to imagine the possibilities. Ms. T has made the lesson today an adventure, for sure. Her emphatic tone in the read aloud and enthusiasm behind her questions, helped the students embark in the Magician's Elephant's journey.

Another thing to note is the "newness" of the classroom. Oakland Middle School just opened in August, 2010. This is its first year it is operating as an academic instution. The floors are shiny and clean, and the smell of fresh paint is still in the air.

What evidence of "acceptance and welcome" would a second language learner see?

Ms. T's ESL classroom is a comfortable and welcoming environment, but it is not the room that makes it so, but the teacher. Each student is welcomed into her classroom and it is shown from their demeanor and active participation that they feel comfortable and safe there. The golden tones in the room help to make it warm, but there appears to be a true love of reading present and an acceptance of language and diversity.