6. "...the teacher understands and responds to a wide variety of student diversity including cultural differences and special-needs students..." (Nolan & Hoover, p. 91, 2010)
Vulnerable Student Populations
While finishing my undergrad at BYU, I decided to work towards my TELL (Teaching English Language Learner) Endorsement, and the classes I took as part of this helped show me that there are a wide variety of students out there who do not fit the typical student mold. Students who are learning a second language, English is particular, are a vulnerable group. I had empathy for them, as I had served as an LDS missionary for two years in Brazil, and though I speak and spoke passable Spanish, Portuguese is in fact a different language, and it took some 6 months or so for me to become proficient in it. I remember the struggle it was to understand what was going on, the challenges of learning the language, local customs, unique slang in different areas, etc. This knowledge helped me in my coursework and experience in better understanding how to assist and teach ELLs in my own classroom. I completed the following courses as part of my degree, which did much to assist me in helping teach more diverse students:
While finishing my undergrad at BYU, I decided to work towards my TELL (Teaching English Language Learner) Endorsement, and the classes I took as part of this helped show me that there are a wide variety of students out there who do not fit the typical student mold. Students who are learning a second language, English is particular, are a vulnerable group. I had empathy for them, as I had served as an LDS missionary for two years in Brazil, and though I speak and spoke passable Spanish, Portuguese is in fact a different language, and it took some 6 months or so for me to become proficient in it. I remember the struggle it was to understand what was going on, the challenges of learning the language, local customs, unique slang in different areas, etc. This knowledge helped me in my coursework and experience in better understanding how to assist and teach ELLs in my own classroom. I completed the following courses as part of my degree, which did much to assist me in helping teach more diverse students:
One more note: vulnerable populations can exist in many different forms. One that we deal with a lot at my current school are low-SES (socio-economic status) students, who come from families who may not have many financial resources. In fact, we are a Title 1 school, with nearly 50% of our students on reduced or free lunch. While writing a technology grant, I became intimately familiar with the challenges these students face. This was in part because of the survey I conducted for that grant (see: Merit Academy At-Home Internet Usage Survey). As a result, I knew that a good portion of our students did not have easy access to an internet-connected device, and this helped me plan and modify my curriculum to provide education equitably for those students. This knowledge also proved critical to student success during the recent COVID-19 soft school closure,
My Moral Duty
As the ESL Lead during the 2020-2021 school year, I put my undergraduate coursework to good use. In my work with ELLs & SPED students, I have learned that patience is incredibly important, because each one of these wonderful children comes with their own personality, dreams, and skill levels. I have an ethical duty to make sure that each student is receiving the appropriate accommodations, and, if needed, modifications to help them be successful.
Now, not all students have learning disabilities. Some are even exceptionally smart, and they require accommodations as well, to keep them from becoming bored or getting off-task. I work into each of my assignments enough flexibility that I can help accommodate nearly all of my students (and modify for those that need additional support). For instance, some students are so clever that they get assignments done more quickly than others, so I may encourage them to complete 2 of 3 options, rather than the required 1 of 3. Or, I'll give them feedback and goals for improvement to continue to improve the work they've done, while I also assist other students in reaching a more modest goal, but a goal more appropriate for their skill level.
Again, these accommodations are highly personalized, because each one of these students is unique, and their abilities are unique as well. By treating them with respect, and developing a rapport with them and their parents, I've been able to help many such students be successful, and also help make parents an integral part of the learning process. Diverse learners can range from severely disabled to a slight speech impediment, yet each of these students needs our help, and so I am honored and blessed to have the opportunity to do so.
As the ESL Lead during the 2020-2021 school year, I put my undergraduate coursework to good use. In my work with ELLs & SPED students, I have learned that patience is incredibly important, because each one of these wonderful children comes with their own personality, dreams, and skill levels. I have an ethical duty to make sure that each student is receiving the appropriate accommodations, and, if needed, modifications to help them be successful.
Now, not all students have learning disabilities. Some are even exceptionally smart, and they require accommodations as well, to keep them from becoming bored or getting off-task. I work into each of my assignments enough flexibility that I can help accommodate nearly all of my students (and modify for those that need additional support). For instance, some students are so clever that they get assignments done more quickly than others, so I may encourage them to complete 2 of 3 options, rather than the required 1 of 3. Or, I'll give them feedback and goals for improvement to continue to improve the work they've done, while I also assist other students in reaching a more modest goal, but a goal more appropriate for their skill level.
Again, these accommodations are highly personalized, because each one of these students is unique, and their abilities are unique as well. By treating them with respect, and developing a rapport with them and their parents, I've been able to help many such students be successful, and also help make parents an integral part of the learning process. Diverse learners can range from severely disabled to a slight speech impediment, yet each of these students needs our help, and so I am honored and blessed to have the opportunity to do so.
Sources
Rockwell, N. (1974). The Spirit of America [Oil on Canvas]. New York: The Franklin Mint.
Nolan, J., & Hoover, L. (2010). Teacher supervision and evaluation - Theory into practice (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Rockwell, N. (1974). The Spirit of America [Oil on Canvas]. New York: The Franklin Mint.
Nolan, J., & Hoover, L. (2010). Teacher supervision and evaluation - Theory into practice (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.