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School Culture and English Language Learners
English Language Learners (ELLs) are the nation’s fastest growing subpopulation, with the highest dropout rates and lowest graduation rates of all subgroups. Although accurate statistics on the ELL population can be found by visiting individual district and education department websites, it is very difficult to find accurate current statistics on the total number of English language learners. These students must meet the same graduation requirements and standards as the English-speaking population. Therefore, schools must provide an environment that is inclusive of their culture and accessible to ELLs according to their needs. Teachers are encouraged to learn to use teaching strategies that engage students at their level and ability. For these reasons, helping children feel that they can succeed begins with the orientation process. So here are some questions about your school culture as it relates to your ELL population.
- How much does your school staff know about the culture of your new students?
- How can your school staff learn more about reaching ELLs? How can your school staff foster a sense of community among students, parents, faculty, and staff?
- Does your school have an action plan to encourage ELL students to test? If so, what is the plan and do all employees know what it is?
- Does your school have regular ELL training on topics like placement, parent involvement, and culture?
- Does your school have student ambassadors or student mentors paired with new ELL students to better support their transition to a new school?
- How does your school guide your ELL parents and students?
- How can school staff make the first day a success for ELLs?
- How can school staff assess your ELL’s learning ability to determine the level of instruction needed?
- Do you give incoming students a diagnostic test to better place them in class?
How did you answer the above questions? Did you answer yes? Is your school welcoming to immigrant students and their families?
Immigrant children face many challenges. English language learners come to school with a wide range of life and educational experiences due to their diverse backgrounds. They may have come to the United States under false pretenses or separated from family members to pursue a better life in search of the “American Dream.” They suffer from the stress of moving from one country to another because they don’t know the language. Communication is the number one challenge that nearly all ELL students and parents struggle with; then there is culture shock.
Culture shock is dealing with the stress of something new and unfamiliar. Students learning English as a second language may come from a country where the goal of education is mechanical teaching and learning. Therefore, these students are not used to learning through discovery, and the idea of thinking critically and sharing out loud is not heard. ELLs may avoid engaging classroom activities, group discussions, or group work because they may feel threatened by a language barrier, unclear performance expectations, or because they may not know the correct answer. They may also get the wrong answer, which may cause the teacher not to respond. Teachers who do not understand the child’s culture may perceive this behavior as disrespectful or blame the student for not participating, when in reality it is simply a case of “culture shock.” Many ELLs are not used to praise and may feel uncomfortable when asked to share an opinion or belief. They may consider it a personal thought and do not feel safe sharing it with others. At the extreme end of the spectrum, you may find that ELLs have never had formal education in their home country and are educationally and socially lost, so they may need long-term orientation to every lesson and activity. This requires teacher patience and truly differentiated instructional strategies for teaching to be successful for ELLs in this setting.
Instead of stressing out ELLs more than what would naturally occur with cultural stress, be creative and patient. Support learning and growth at all levels. Celebrate all cultures in the classroom and at school. Learn about different countries Allow ELLs to share their country, language, and purpose for coming to the United States. Talk to them personally. When you teach a new word in English, have your ELLs teach you a new word in their native language. Doing so builds great relationships and opens up lines of communication that create a sense of safety and comfort. Students want to feel safe in the classroom. Provide a classroom (classroom) mentor to answer questions, help ELL students navigate the classroom, provide peer tutoring if needed, or whatever else is needed until they are comfortable with classroom routines, expectations, and classroom activities. The mentor can rotate weekly, allowing other students to participate in your mentoring program. ELL translated documents, homework sheets, lesson activities, and more. give it You can do this by translating documents on Google Translate, Yahoo Translate or other online translators for free. Encouraging students to use a bilingual dictionary for tests and quizzes, such as translated documents. Word-for-word translations provide support and are additional resources for success.
We know that culture can affect classroom behavior, but it can also affect understanding of content. The role of the school and the teacher is important in creating a safe and comfortable environment that supports these students’ development as bilingual learners. Teachers have a unique opportunity to use the culture and experience they bring to the school to enhance the learning of all students in the classroom. Reinforcement helps students see a clear connection between what they do and what they achieve. With careful planning and open communication, your school will not only make the first day of orientation for a new ELL a very positive experience, but you will also create an atmosphere of inclusion and belonging that makes the student want to be at school. but also to enhance his academic, social and personal achievements.
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