Running head: PRACTICAL APPLICATION INTERVIEW AND CRITIQUE

Practical Application Interview and Critique Angelia M. Martin SEI/503 Advanced Structured English Immersion Methods November 10, 2013 Susana Turowski

PRACTICAL APPLICATION INTERVIEW AND CRITIQUE

Practical Application Interview and Critique Classroom Teacher: Ms. Dori Spray School: Ridgecrest Elementary School Content Area: ESL Teacher Grade Level: Elementary K - 5 In SPE/530 Advanced English Immersion Methods Instructor Turowski assigned the class an individual writing assignment. Each student were asked to interview a classroom teacher or a student teacher with experience in a content area or a grade level in which one do not have experienced and determine what effective teaching strategies the teacher implements in his or her lessons for students. This paper focuses on an interview and critique of elementary level classes taught by Ms. Dori Spray. Ridgecrest Elementary School is a kindergarten to fifth grade elementary school. It currently holds four hundred and thirty-nine students. The student ethnicity of this school consist of 37% Black, 30% Hispanic, 26% White, 5% of two or more races, 1% American Indian/Alaska Native, and 1% Asian students. Ms. Spray case load consist of sixty-six ell students she see weekly. She implements lessons for thirty to forty-five minutes depending on setting and lesson. Each setting consists of students ranging from seven to twelve students. Interview This interview took place on a regular school day at a public elementary city district school on a Wednesday, November 6, 2013 during an educational setting. This interview focused on Ms. Dori Spray implementing teaching strategies in a collaborative education setting.

PRACTICAL APPLICATION INTERVIEW AND CRITIQUE

After class observations, one sat down with Ms. Spray during her planning period for an hour to discuss important topics in teaching and implementation of lessons for her students. Effective Teaching Strategies There are two strategies teachers are to corporate within his or her lesson plans. These strategies are effective teaching and classroom management strategies. Ms. Spray biggest effective teaching strategies observed were scaffolding, modeling, and communication response. These strategies directed instructions during whole group, small group, and one-on-one classroom settings. Ms. Sprays teaching and classroom strategies allowed her availability to work with students indirectly and cooperatively with students with minimum disruption in her classroom. One of Ms. Spray biggest strategy is never to eliminate a student, but always include every student in whole group setting. This day Ms. Spray effective teaching strategy focused on communication response. The kindergartens students were whole group with expectations that every student responds to her questions during her teaching. Each student had to respond with a thumb up, thumb down, and think-say it (hand over mouth) method. The higher grades consist of small group involving ell or special education students. These students expectations consist of focusing on teacher, building confidence, and giving correct response. Ms. Spray implemented one-on-one setting to two students on this day. She focused on comprehension, phonics, letters, sight words, and thinking-time. Ms. Sprays organization of instruction was developed and received by the students. She seemed to have a natural at teaching the students and keeping his or her attention on the lesson.

PRACTICAL APPLICATION INTERVIEW AND CRITIQUE

Ms. Spray used direct instruction, cooperative instruction, and independent self-directed instruction in the classroom. The key to effective teaching is meeting the education needs of her students providing different strategies. Modeling a skill or a concept Classroom teachers are responsible for delivering instruction to students and helping them understand and apply concepts while making sure that each student progresses satisfactorily and learns the necessary skills to achieve throughout school. Effective teachers use strategies that encourage students to interact with each other, share ideas, and think critically (Hollowsell, 1999-2013). It is important to note Ms. Sprays role in modeling skills or concepts, fluency, and comprehension to help her students develop English. Ms. Spray uses the following techniques to help plan lessons for a range of students: Flip charts: to equip Ms. Spray with tools to help them design high-quality instruction and to respond appropriately to English Language Learners (ELL), especially in grammar and phonics. Breaking words apart: the concept dropping the y and adding ies

Building vocabulary Increasing vocabulary helps students communicate with others and his or her reading. Implementing pictures is important with working with ell students. This method help students grasp and learn words. She also uses technology, such as You Tube and School Tube to help build vocabulary.

PRACTICAL APPLICATION INTERVIEW AND CRITIQUE

Providing opportunities for repeated practice and use Ms. Spray uses the reading story of the week from the each students general classroom to repeat practice and use. She teach whole group for one-day rereading the story of the week. Then she uses one day for practice with the small group. Next she uses independent practice with students on another day. This allows practice as needed depending on students progress. Providing immediate feedback Ms. Spray provides immediate feedback in small groups. She allows parents and students 24 hours of work sent home. Daily work in the classroom, she distributes papers to student allowing student to feedback immediately during small group. This allow student improve in communication and get constructive feedback on work. It is important to give positive feedback to motivate students to help improve his or her learning. Students classwork are filed in his or her folder allowing time to manage paperwork. Selection, adaptation, and sequencing of current curriculum materials There is a very large population of ell students at Ridgecrest Elementary School. Following proper accommodation and modification to meet the needs of the ell students is top priority. Pearson is the curriculum material implemented for lessons and activities for the students. If a student is struggling in reading, Ms. Spray uses Finish Line that the city school district purchased and Pearson ell guide for translation in guiding reading. Utilizing current materials for SEI Instruction To utilize current materials for SEI instruction, Ms. Spray make sure her students received all the proper strategies and resources available. Listen, speaking, reading, and writing are important for ell students to learn to pass the Access Test to get out of the ell program.

PRACTICAL APPLICATION INTERVIEW AND CRITIQUE

Ms. Spray provides daily writing assignments for the students. She also uses table fluency (poem) and vocabulary. Delivering successful cooperative lessons Delivery is a key component is education. The importance of delivering a successful cooperative lesson helps students builds confidence, motivation, and success. Ms. Spray implements those traits in her lessons during whole group, small groups, and one-on-one. Conclusion Ms. Spray is a compassionate teacher who strives to incorporate learning strategies to meet the need of her students. Though she struggle on days to meet her case load of students; she reminds herself that it is not about her it is about the need of her students. Her goals each day is to motivate her students and understand the need of each one. SIOP plays a key component in her students success providing the appropriate strategies for the accommodations of her ell students.

PRACTICAL APPLICATION INTERVIEW AND CRITIQUE

Reference Dori Spray (personal communication, November 6, 2013) Great Schools. (1998-2013). Retrieved November 10, 2013, from http://www.greatschools.org/alabama/huntsville/742-Ridgecrest-Elementary-School/ Hollowell, K. (1999-2013). eHow. Retrieved November 9, 2013, from http://www.ehow.com/way_5723924_effective-teaching-strategies-concepts.html