Sometimes I think Marzano and friends should walk in our shoes a day or two.
Sent via DROID on Verizon Wireless -----Original message----- From: kea...@aol.com To: mosaic@literacyworkshop.org Sent: Fri, Aug 27, 2010 02:54:45 GMT+00:00 Subject: Re: [MOSAIC] motivation for ELL teachers I guess we can agree on the vital importance of good teaching and teachers, but I do feel it necessary to reiterate that this is not about low teacher expectations. It is about realistic expectations of just how many small groups/ teachable moments/ differentiated lessons/ etc. etc. one person can possible accomplish in one day in a general ed classroom and still meet the needs of all her students. And more importantly, is that truly the best we can do for the child needing help? On that I am afraid I have to agree to disagree with Marzano, et.al. who in my opinion have sold us all a bill of goods. -----Original Message----- From: Hillary Marchel <march...@hawthorn73.org> To: Mosaic: A Reading Comprehension Strategies Email Group <mosaic@literacyworkshop.org> Sent: Thu, Aug 26, 2010 2:29 pm Subject: Re: [MOSAIC] motivation for ELL teachers Let me reiterate again, I was not looking for research and in NO way critiquing her teaching methods. As my reply stated, she is an excellent teacher in and out of the classroom. She is a hard worker and her efforts are indisputable. As my original email specified we often work as a team and she is a team player. AGAIN, I was looking for motivation and I am of the belief this type of work is not unrealistic, teachers and their ELL students are trumping research every day. Look at the pygmalion study, the bottom line of the research whether you agree with the finding is, "Teacher expectations can and do affect student achievements." Marzano claims, “The single most influential component of an effective school is the individual teacher...”. I'm sorry your staff doesn't get the support they need and I can understand your frustration. Here at North we support each other and respect the work each is trying to do for "our" children. I hope you will find the support you need soon. I did find two websites that are going to be of great help, http://larryferlazzo.com/index.html > Larry Ferlazzo, who teaches large immigrant populations from Mexico and SE Asia. The best way to start exploring this site is by first clicking on English . The English page will lead you to thousands of activities appropriate for English Language Learners or for young children who are native English-speakers and are just learning to read. These include Social Studies, Math and Science activities specifically for English Language Learners. The other sites listed under "Subjects" on this page have links more appropriate to native English speakers. > > (Thank you again for this reference) The Cognitive Academic Language Learning Approach (CALLA) is an instructional model for second and foreign language learners based on cognitive theory and research. CALLA integrates instruction in priority topics from the content curriculum, development of the language skills needed for learning in school, and explicit instruction in using learning strategies for academic tasks. The goals of CALLA are for students to learn essential academic content and language and to become independent and self-regulated learners through their increasing command over a variety of strategies for learning in school. Hope this helps. Hillary Marchel Reading Specialist Hawthorn Elementary North march...@hawthorn73.org We can take some gratification at having come a certain distance but it should be a deeper satisfaction, even an exhilaration, to recognize that we have such a distance still to go. --LEWIS THOMAS On Aug 26, 2010, at 10:28 AM, Renee wrote: > This is such a good reply! I particularly think it's important for > colleagues to support each other WITH the knowledge and understanding that not only these, but many expectations are not only unrealistic but damaging to children. > > Renee > > On Aug 25, 2010, at 8:48 PM, kea...@aol.com wrote: > >> >> MANY excellent teachers are feeling overwhelmed and exhausted with the demands of planning, differentiating, assessing,and documenting growth (or lack of) for children who's needs go beyond the resources of a regular ed classroom. We know we can't possibly meet the needs of all these children, even if we could clone ourselves, and it is simply not fair to them if we quietly acquiesce and not scream for a better plan. >> >> Perhaps what this teacher really needs is for her colleagues to show that they understand these expectations are extremely unrealistic and that you will support her in concrete ways rather than recommending research or critiquing her teaching methods. After all, they are all of our students, not just hers. Even more, perhaps the best thing you can do is to let her know that you know she is doing a good job. The current burn out of dedicated, wonderful teachers is a reflection of the current state of educational "reforms" and the naivete of the political bureaucrats initiating them. Putting ELL, Autistic, SPED, and now even remedial kids into a classroom with little or no support leads to failure for everyone, including the teacher. >> >> I am sorry to be so down but this really hits a nerve. Today's RTI meeting was unbelievable. We have a great staff of dedicated, caring, professionals yet we are numbed by the expectations and the lack of support available. >> We will take a deep breath and do our darnest, but nobody really believes this is in the best interests of our children. >> >> Please, oh please, isn't it time for the pendulum to swing again??? >> >> >> >> >> >> >> >> >> >> >> -----Original Message----- >> From: Hillary Marchel <march...@hawthorn73.org> >> To: Mosaic: A Reading Comprehension Strategies Email Group <mosaic@literacyworkshop.org> >> Sent: Wed, Aug 25, 2010 8:23 pm >> Subject: Re: [MOSAIC] Ell Students >> >> >> Thank you for your reply. I probably was not clear in my first email. I was not >> looking for research. I was looking for articles that would build her confidence >> specific to other schools or teachers who have had success with ELL students in >> their schools or classrooms. This teacher instructs using all the best practices >> that you mention. She is an excellent teacher. So you can imagine my surprise >> and disappointment. I believe she is feeling overwhelmed and I can understand >> that but her proposal to put her ELL's in a classroom separate from her other >> students was very disappointing. >> >> >> >> >> On Aug 25, 2010, at 5:10 PM, casey1...@aol.com wrote: >> >>> >>> Hi, >>> I probably am looking at the situation differently than you, but, I do not >>> think sharing research in that they are all of our responsibility will >>> affect the situation. >>> >>> I believe you are referring to homogeneous vs. heterogeneous grouping of >>> students. >>> What is leading the teacher to view instruction in this manner? Could it >>> be that the teacher does not know how or feels insecure in teaching ELL >>> students? Does he/she feel it would delay the progress of the other students? >> >>> Could it be that the teacher does not differentiate instruction or know how >>> to use the students’ strengths and weaknesses in a lesson? Maybe this >>> teacher does not know how to work with a colleague in a push-in program. >> These >>> are just a few possibilities. >>> I hope this has given you a helpful way to approach the situation. >>> Casey >>> >>> In a message dated 8/25/2010 5:13:55 P.M. Eastern Daylight Time, >>> march...@hawthorn73.org writes: >>> >>> Is there an article I can reference specifying the importance of teaching >>> all the students in our classrooms. I have a teacher who wants to put all >>> the ELL students in one room and have another teacher support them. My goal >>> is for her and many other teachers to understand that as teachers working >>> with ELL students in our classroom, although it may be difficult, they are >>> all of OUR children. TEACH THEM AND THEY WILL LEARN! PLEASE HELP. Thanks >>> >>> Hillary Marchel Reading Specialist >>> Hawthorn Elementary North >>> march...@hawthorn73.org >>> We can take some gratification at having come a certain distance but it >>> should be a deeper satisfaction, even an exhilaration, to recognize that we >>> have such a distance still to go. >>> --LEWIS THOMAS _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
