One of the problems mentioned was that
the parents thought the worksheets were too advanced. Rosa should
not have to take worksheets home. She should not even have to do
any worksheets. If she can’t complete her work in class, what
makes the teacher think that Rosa will complete it at home? During
the math portion of the class, the teacher should think about pulling
Rosa aside for five or ten minutes during their independent work
time and give her one-on-one help if possible. If Rosa has to have
homework, the teacher can come up with assignments where maybe Rosa
needs to create a couple of problems on her own and solve them (if
they are word problems, then she can write them in Spanish if she
feels more comfortable with that). Then the teacher can get a student
to translate that for her (the ideal classroom- a student that speaks
Spanish and English that can help the teacher out). Another problem
that the parents had was that they think Rosa does not benefit from
group work. Perhaps Rosa has been placed in a group where there
are lower level students that really can’t help Rosa out.
Rosa can be placed in another group where there is a student that
can translate things for Rosa. She should be placed with a partner
(peer tutoring) that she can benefit from. The teacher should have
no problems with letting other students translate and help Rosa.
Also, Rosa needs to sit somewhere else in the classroom (perhaps
towards the middle of the class and towards the front). Rosa should
be moved away from the window since we noticed that she has been
staring out of the window and being ‘off task’ during
math class (see Phase IV).
Another solution to Rosa’s problem is since the principal
visited the classroom and noticed that they were not doing any hands-on
activities, the principal should approach the teacher and talk to
her about that. The principal has been asking, ““Why
is Rosa not paying attention?” and, “She looks like
she cannot understand the teacher, is that what is really going
on?”. The principal has now been making scheduled trips to
visit Rosa’s class with Rosa in mind to make sure that the
teacher has indeed been making modifications to help Rosa. Ever
since they talked, the teacher has been getting the students actively
engaged with something meaningful. For example, the teacher gives
her more pictures or manipulatives to capture her interest and help
her along while learning. The students have been interacting with
each other more with engaging hands-on activities. The teacher is
now walking around the classroom and paying attention to all of
the groups and spending time with each group. The teacher is also
making an effort to spend time with both the boys and girls equally
(this was also one of the teacher’s problems- paying more
attention to the boys rather than the girls- the principal noticed
this). Since Rosa may also need more ESOL instruction, the ESOL
resource teacher has also made an arrangement to come and visit
Rosa during math time and sit at her groups’ table and spend
more time with her. Additionally, instead of giving her three warnings
and then sending her to the principal’s office, the teacher
is now making an effort to try out Jim Fay’s philosophy. She
is giving Rosa choices, for example, asking, “Would you like
to work on this assignment on your own or would you like to work
with a partner?”
The school psychologist will continue to work closely with ESOL
resource teachers, Rosa’s parents, her classroom teacher,
the school administrator, and student services personnel to help
coordinate services to Rosa.
Write 3 reflective/discussion questions
based on the whole case study.
a. When you think about Rosa compared to Sergio, is it important
to take their home life into consideration? Why?
b. Who should be involved in determining what an ESOL student needs?
c. What is the best strategy for teaching reading and writing to
Rosa?
Write 6 questions using Bloom’s taxonomy based on
the case study.
Knowledge -
Relate Rosa's syntactical abilities to Sergio's syntactical abilities.
Where did Rosa live and with whom?
Define Rosa’s language skills in English
and Spanish
Comprehension:
Should we compare Rosa to
her older siblings to see if they are having the same problems as
she is- with not paying attention during the math?
Should the teacher not attempt to re-interpret
the information through pictures and hands-on activities or even
incorporate cooperative learning groups during the math portion
of the class just because Rosa’s parents think she does not
benefit from group work?
Application -
Interpret and solve Rosa's problem with math.
Analysis –
Compare Rosa’s development from when she first arrived to
the present moment.
Compare Rosa’s language development to those of her peers.
Synthesis -
Is it correct to blame Rosa’s home life for her difficulty
in acquiring the L2?
Evaluation:
Is it necessary for us to find out the root of Rosa’s emotional
problem, or should we just stick to making more ESOL modifications
for Rosa during math time?
How do you think Rosa feels about learning English from her brothers
and sisters?