4303 Miss Teacher interview


https://www.youtube.com/watch?v=o0XA3Ua7xBI


For my final entry I was able to interview someone that I have worked very closely with in my development of becoming a teacher.  She is fairly new to teaching, but I have learned more from her than anyone else that has mentored or taught me about classroom management.  She moved to the United States at a very young age and began attending US schools in the second grade.  She discussed how difficult it is for both bilingual and monolingual students to master mathematical concepts during a lesson.  From working with her I have noticed how she is able to move these particular students to one area of the class so that she can help them more directly and the positive results from doing so.  She notices that many monolingual students will listen less to the English translation of mathematical concepts because they are struggling with learning math and English at the same time.   When asked about the differences between the behavior of monolingual and bilingual students I was surprised by her response.  She stated that generally speaking bilingual students have less behavioral issues.  She said that at first monolingual students are shy, but after awhile they will become more disruptive because they are not understanding the English portions of the lessons and that causes them to get distracted and distract others.  She states that coming from a similar situation as the monolingual students allows her to motivate them because she is the example of what they can one day become.  For the most part that seems to have a real influence on her monolingual students.

Comments

  1. jonathanwomack17April 16, 2019 at 12:21 PM

    Hi Eric!

    The person I interviewed for this vblog actually has a very similar background to the person you interviewed. I think that really helps understand SLL students and how to motivate them. I thought it was really interesting that the teacher reported monolingual students' behavior actually gets worse because they become more and more frustrated over time. Again, I think coming from a monolingual background would really help understand these students and how to get them intrinsically motivated (Ortega, 2013, pg 176), which means they are choosing to learn for themselves instead of sort of just following along.

    Ortega, L. (2013). Understand second language acquisition. London and New York: Routledge.

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  2. SLAJensenJordanSpring19April 20, 2019 at 8:31 PM

    Hello Eric! It is interesting to me as well that your teacher said that monolingual students tended to be more distracted than bilingual students because they were having issues with comprehension. The students with frequent behavior problems in my class have similar issues although not from a language barrier. This might be an argument for an ESL program over a dual language program but further research is definitely needed to study which program yields the most benefits for the students. As Wright illustrates, an ESL class would have monolingual students but they would be mostly taught in their native language and therefore have less issues with comprehension whereas in a dual language class, part of the class might be struggling with comprehending the language the teaching is using (Wright, 2015).

    Wright, E. W. (2015). Foundations of Teaching English Language Learners: Research, Theory, Policy, and Practice. Caslon Publishing.

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