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Real World Teaching Situations

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Megan recently accepted a job as a first year kindergarten teacher in a community that is primarily Hispanic. A majority of her students are second language learners and many have parents who do not speak English. Megan has never spoken a second language, ignoring two years of high school French that left her conversational but not very confident. She is worried and anxious about how best to bridge the language gap in her classroom. As she prepares for her first year as a teacher, she wants to be sure she does as much as possible to help make the transition easier and to facilitate clear communication between her and her students/their parents.

1.What initial steps can Megan take in order to determine what level of language capabilities her students have? What resources can she use to help her?
2.What strategies can she use on the first day of class to help determine the interests of the students in her classroom?
3.How can she include aspects of her students' language and culture in her plans for the school year?

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1.What initial steps can Megan take in order to determine what level of language capabilities her students have? What resources can she use to help her?

To determine the language capabilities of English Language Learners, Megan should use assessments that classify the ELL students according to whether they are beginner, medium, or advanced English speakers. This can be accomplished by having the students engage in exercises that assess their vocabulary acumen and also use discussions through readings for the students. The students who are beginners will have difficulty speaking or ...

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The real world teaching situations are examined.

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Problem Encountered in a Real World Teaching Situation

Amanda teaches elementary school art at a small school outside of Detroit. Within her department, only one other teacher on staff teaches the same courses as her. The other teacher, Maureen, has been difficult to work with, largely because she refuses to acknowledge the state standards within their subject. Instead, she plans her own units based on what she thinks is important. "I know better than the state what these kids should know," she has told Amanda on more than one occasion. Within the school, there is very little oversight within her department as most of the energy goes to core subjects. Amanda has begun to feel uneasy about the other teacher's methods and the way they are affecting students. She approaches the other teacher to discuss her unease, but she is greeted with disdain when Maureen says, "Don't tell me what to do."

What is the best way for Amanda to proceed in handling the situation?
Who should she approach first with her concerns? How can she ensure that the situation is handled as professionally as possible? What is her professional responsibility in the situation?

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