Discussion Questions, and Bloom's Taxonomy

The Solution
The best solution for Rosa’s problem is for her teacher to make some adjustments in the classroom to help Rosa adapt. The most important change is to set Rosa up with a partner who she feels somewhat comfortable with, who will sit next to her throughout the entire day to help her with class work, directions and will be a friend who Rosa knows she can come to with questions. Also, Rosa needs to continue with regular meetings with the guidance counselor which may help Rosa to talk about her feelings and her worries about school once she feels comfortable with Mrs. Levitt.

The Parents of Rosa
Rosa’s parents really need to take part in her new school and the teachers and faculty that Rosa sees everyday. By not going to a teacher conference with Mrs. Harris, they are only hurting Rosa. Rosa’s parents need to work on learning English not only for their sake but for their children as well. Mr. and Mrs. Delgado need to attend the suggested conference with Rosa’s teacher, principal, guidance counselor, and ESOL teacher, to discuss what they can do to help because Rosa’s teachers are doing their best.

The School Principal
Mrs. Harris is aware of Rosa’s problems and is concerned for her and has agreed to check up on her a few times a week, giving her kind words and encouragement. Mrs. Harris concurs with the counselor’s recommendation for mediation outside of the classroom and will continue to meet with and support her teachers and any classroom changes they make.

The School Counselor
Mrs. Levitt feels it is vital for Rosa to learn to and have the opportunity to express herself and her feelings. Mrs. Levitt will work with Rosa one on one twice a week to talk with her about school, friends, family, etc… Since Rosa is already feeling the anxiety of a new school with new people, she hopes that after meeting with Rosa on a regular basis, she will begin to feel more comfortable around her and may help her to open up and discuss some of these issues.

The ESOL Teacher
Mrs. Rios does not see many of the behavior problems that Rosa’s teacher reports. While she does support change in the mainstream classroom, Mrs. Rios does not want to change or adjust any of the dynamics or her own classroom since Rosa seems comfortable and does not display the same behavior problems in her ESOL class. Mrs. Rios also hopes that Rosa’s parents will agree to come to a conference is she is present, so that together they can talk and do whatever needed to help Rosa with school.

Discussion Questions

1.) How could the strategies and concepts learned from this case study be applied to a real life situation?
2.) Why is it important to communicate with all stake-holders of your ESOL student?
3.) How would you go about a meeting of the minds with the stake-holders?

Bloom’s Taxonomy Questions

Knowledge:
1.) What did I learn from this case study?

Comprehension:
2.) What are some things I could do in my classroom from the case study to help an ESOL student?

Application
3.) Why do you think we have ESOL programs to help students with English?

Analysis:
4.) If I had a problem with an ESOL student misbehaving or not doing their work, who should I talk to about it? Who should I involve?

Synthesis:
5.) I would like for you to think about an ESOL student that you know. I want you to think about the things teachers and administrators are doing for them. Are those things the same things you would do?

Evaluation:
6.) Would life be easier for people, especially teachers and administrators, if we did offer ESOL classes in schools?