First Scenario sample (2)
docx
keyboard_arrow_up
School
Cincinnati State Technical and Community College *
*We aren’t endorsed by this school
Course
105
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by MateArt94
Student 1
Rakel Thompson
Professor Huxell
EDU 105 002 4 February 2024
Scenario 1 Alejandro - NAEYC 2a-2b Tag 5,6
Scenario:
While you watch the videos from Chapter 3,
Culturally Responsive Teaching
and
Inclusion: Classroom Implications for General and Special Educators
think about the inclusive classroom where children with different abilities are supported by their teacher and specialists to optimize their learning. A new child, Alejandro, will be entering your kindergarten class in the coming weeks. You have already met the little boy and are excited he will be joining your classroom. Alejandro’s first language is Spanish. You have invited Alejandro’s parents to join you for a parent-teacher conference before Alejandro’s first day of school. Before the conference, you take some time to reflect on what you’ll need to know to best meet Alejandro’s needs.
1.
Do you (the parents) speak English?
Going into the meeting knowing rather or not the parents speak English is a must. Rather the parents are immigrants or refugees it is imperative to know. “The remaining one-quarter of the ELLs included
immigrant children and youth born in a country other than the United States”(3-2). In order for this to
go smoothly I need to know whether they speak English, and if they don’t what steps do I take to accommodate them to have a beneficial meeting. 2.
What is the primary language spoken at home?
If Alejandro is coming from a family that speaks some English at home, or knows basic English we can build off of that. If Alejandro has only heard one language in his home and has not heard any English then
we are building from the ground up. “One of the first things you should do is get to know your students
Student 2
and develop an understanding of their cultural and language background. It will be helpful for you to know how long the students have been speaking English and what language is spoken in the home”(3-2d).
Getting to know what his home life is like and what language they speak will be beneficial. I can try and include them in his homework to work on words if they know English, and if not give them some material
to help all of them to further Alejandro’s education.
3.
Does Alejandro have any special needs or disabilities? Will he need an IEP?
Alejandro might be better learning in his dominant language, but might struggle learning in English. Helping to identify where the issues are different in each language will help to better teach Alejandro. “Teachers, parents or guardians, special educators, other professionals, and the child (whenever appropriate) are all involved in the development and approval of the IEP”(3-3b). His parents may already know that he needs extra help with his math, or his reading or writing. So asking this question will help us
clearly understand what path to put Alejandro on. The earlier we identify where these problems are, the better it will be later on in his education.
4.
What type of learner is Alejandro?
In order to teach Alejandro it is better to know how he learns. To be able to tailor instructional strategies, to match his preferred way of learning. Recognizing his learning style will create better communication with about his needs, and what works best for him. “An important distinction to note is that multiple intelligences are considered an individual’s intellectual ability, while learning styles are the way one approaches a learning task”(3-3a). To encourage a positive and engaging learning environment, leading to
academic success
5.
Do you have any questions for how I can support Alejandro?
Alejandro’s parents might already have specific goals or cultural expectations for him. Asking his parents
will open a line of communication and partnership. They may have concerns or questions. Talking to his parents and having a close relationship will help further his academic learning at home. “Further, the policy mandates that teachers and administrators are provided professional development to learn and develop strategies for teaching ELL students and the schools offer activities that support community and parent engagement for families of ELL students”(3-2b). Better parental involvement may occur from asking them questions or them asking me questions. Self-Evaluation:
1. For each question on your list:
a. Explain how this question addresses the issues in the scenario.
Asking whether the parents speak English will help limit a barrier. Asking what language is spoken at home will help in knowing whether he only predominantly speaks his dominant language, or if he speaks
English too. Knowing if he has disabilities will help in creating a curriculum to cater to his needs. Knowing what type of learner he is will help.
b. Give evidence from the chapter supporting this question (with citations).
Student 3
2. Describe and justify how your list of questions would improve teaching and learning in the scenario.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help