This resource class is designed to help these B1 ESOL students improve
their reading and study skills and to strengthen their ability to communicate in English.The students are middle class and literate in their native languages.Students
come from South America, Africa, Asia
and the Middle East.Some have studied English
in their home countries.They are working to move out of ESOL into regular classes.They will be tested and evaluated later this year to determine if they have made enough
progress to move to regular all English classes.
Objectives are observable, measurable and targeted to SOL standards: write 3-5 paragraphs
on the same topic, provide support with details, use transitions, use sentence variety and appropriate word choice. They also
will work on subjects from other classes and receive help from the teacher as needed.The writing prompt is written on the board:Describe your most important
goal and how you plan to achieve it.
Strengths/ Suggestions / Questions:
Students write for 25 minutes on a given topic.The teacher checks it at a later time and provides feedback.The
assignment encourages them to think long term and to plan.Questions are open-ended
and give students an opportunity to write freely about topics of interest to them.Students
enjoy the feedback they receive and this in turn motivates them to write without fear of failure.
The teacher welcomes students individually as they enter the classroom, setting up an atmosphere
for acceptance and safety.The teacher has routines in place so that students
know what is expected of them.On Fridays they write in their journals.All students must come to class with materials with which to work.The teacher hands out the journals and explains the writing assignment.She explains the meaning of goal and gives examples to illustrate.
This class meets every day so it is helpful when they have work from other classes
that requires long-term planning.They are better able to keep up with their
school work because they can get assistance in this class every day.Most of
the students have questions or difficulties with biology and history classes.
Abby keeps the students on task by reminding them of the classroom rules.There
is lots of space between the desks and the room is quiet as all students work on their writing.
Strengths/ Suggestions/ Questions:
After lunch one student comes in late and asks to go to the library to do some research
for another class.Because he has been late many times before, the teacher does
not allow him to go.Instead, she offers to allow him to use her computer to
do the research and email the results to himself so that he can print them out and turn them in for that class.He does not want to do this and asks to go to the office when he cannot get his way.The teacher holds her ground.She writes him a pass to the
AP’s office and then sends an email to let them know he should be arriving and why.This is a good solution to what could be a potential problem.The rest
of the class also sees that rules are in place and will be followed just as if the regular teacher were in charge of the class.Good job!
In addition to the writing, students also work on words frequently confused by native
English speakers: your, you’re; there, their, they’re; then, than.The teacher has an excellent handout for this exercise. She uses a large
font for easy reading and provides practice with 12-15 sentences for lots of reinforcement.
Time is used meaningfully in the second half of the class after lunch as students work on individual subjects.Students are reading, writing, using the dictionary, and doing worksheets.
Strengths/ Suggestions/ Questions:
To keep students on task, the teacher gives participation grades for the week.Every Friday she has students take the grade sheet out of their notebooks and gives
a grade of 1, 2 or 3.Students can earn up to 15 extra points this way.Students are responsible for keeping the grade sheet and the teacher returns it the
next class with their grade for the week.Also, students have input and can determine
for themselves how they performed during the week.Most are honest about their
performance, showing they are aware of how they are doing.
Abby shows excellent classroom management skills.She thinks things through and has a plan for handling lateness, inattention, and non-participation.She holds her ground when a student challenges her and the students accept her authority.She is friendly and helpful to the students when they seek her help with schoolwork, but she is also firm
and fair in her demands for good classroom behavior.