I used to talk to them all the time…

Four months ago I found out the my master’s program was going to have an emphasis on diverse language learners. “Fancy shmancy,” I thought, “That sounds special, but really what do they have to do with teaching?” I knew what to do with diverse language learners… surround them with English, teach them some vocab, and sneak in a little grammar. Hand me that diploma, I’m good to go.

It didn’t take long until I realized that it had everything to with teaching. Everything to do with my teaching. In the last 12 years, Colorado’s public schools enrollment have grown by 12%. During that same time the amount of English Language Learners has grown by 352%.

My classroom is consistent with this growth, meaning that most of my students’ first language is something other than English. Unfortunately, many of these students have had teachers who adhered to the same beliefs I alluded to in the first paragraph. They’ve been told that their first language has no place in the classroom and the important thing for them to do is to solely focus on English. I believe that it’s critical for these students to learn English, but I’m beginning to see the social, emotional, and educational impact this approach has taken on them. Nowhere have I seen it clearer than my recent conversation with my student, Salene. It left me aching and even more committed to learning all that I can about diverse language learners.

(This conversation happened as Salene was preparing for her student-led parent-teacher conference)

Salene: I’m really nervous about my tomorrow.

Me: Why?

Salene: Well, when I lead my conference I’ll have to talk in Spanish. My parents don’t really know English and I don’t speak Spanish good anymore.

Me: Oh, I’m sure you’ll do great.

Salene: No, I really don’t remember it.

Me: Really? What do you do when you’re at home?

Salene: Well, I used to talk to them all the time when I was like three, but because school is in English I just get confused all the time. I don’t really remember Spanish anymore so I just talk to my sister because she can speak English. I just don’t really talk to my parents.

In case you’re wondering, this isn’t rare. I’m starting to hear about the loss of first language from a number of my students. Something has to change about our understanding of English Language Learners. Salene’s success in academics and English doesn’t make up for the fact that, at age nine, she’s lost her relationship with her parents.

(Alli)

Great job ______!

Melody (student names are changed) is a friendly, out-going student. However, it’s clear that her self-confidence is struggling this year. Her mom shared that her weight has become an issue recently and her peer interaction isn’t great. Progress reports indicate that she’s a couple grade levels behind in literacy (typical for most of my students). 

Melody’s grasp of English is also continuing to develop. She compensates for this by raising her hand anytime she thinks a question potentially could be asked. She might not know the answer, might not understand the question, and might not even have a thing she wants to say, but she firmly believes that a hand in the air is better than nothing. She’s willing to do just about anything to have her voice at the table, but it’s clear that she feels frustration with her comprehension and communication. 

A simple interaction with her taught me a lot about the power of direct feedback. I’ve been told over and over to not just say “Great job”.  ”Great job” connected to a specific action carries much more weight.  My co-lead teacher exemplified this beautifully earlier this semester:

Melody: I noticed there are right angles in all our classroom’s windows and doors.

Teacher: Melody, that comment was very smart. Thank you for sharing it with the class.

Melody: That was the first smart thing I’ve ever said!

What a heart-warming moment. Such a genuine response.

Defining moments happen when we directly connect our praise to specifics. I’m working on developing this skill in the classroom and relationships.

(Alli)

Intro to My Life

It should have been a clue about my future when at seven years old I insisted that my friends interview to determine who would be our “teacher” during pretend school. I’m not sure many second graders care enough about their imaginary education to insist upon those standards.

It was a clue, but a clue that went unnoticed until just a couple of years ago.

While in college I began to have my eyes opened to the astounding education issues in the United States (primarily urban schools). Witnessing these same issues in Tanzania developed my understanding of the injustice occurring. Schools were not acting as the “great equalizer” I assumed they were. I took every opportunity in my Political Science course to research and write about education (Undocumented Children and Our Public Schools, Civic Education, senior paper on No Child Left Behind, etc…).

I explored a number of options for what this interest meant for me as a young grad looking for a work in possession of a Political Science degree. Not exactly the ideal resume, but I found a program which fit the bill beautifully and which seemed to think I would fit their bill as well.

Denver Teacher Residency (DTR) is an innovative program which launched this summer. Partnering with University of Denver and Denver Public Schools, it prepares professionals to work in Denver’s high-needs classrooms. Check out the website for more information.

Consider this my intro to what’s probably going to be my favorite blogging topic. I can’t wait to discuss the achievement gap, my students’ ridiculous quotes, and ideas on addressing this civil rights issue. What a teaser… hope you can sleep tonight.

(Alli)