Hi, I probably am looking at the situation differently than you, but, I do not think sharing research in that they are all of our responsibility will affect the situation.
I believe you are referring to homogeneous vs. heterogeneous grouping of students. What is leading the teacher to view instruction in this manner? Could it be that the teacher does not know how or feels insecure in teaching ELL students? Does he/she feel it would delay the progress of the other students? Could it be that the teacher does not differentiate instruction or know how to use the students’ strengths and weaknesses in a lesson? Maybe this teacher does not know how to work with a colleague in a push-in program. These are just a few possibilities. I hope this has given you a helpful way to approach the situation. Casey In a message dated 8/25/2010 5:13:55 P.M. Eastern Daylight Time, [email protected] writes: Is there an article I can reference specifying the importance of teaching all the students in our classrooms. I have a teacher who wants to put all the ELL students in one room and have another teacher support them. My goal is for her and many other teachers to understand that as teachers working with ELL students in our classroom, although it may be difficult, they are all of OUR children. TEACH THEM AND THEY WILL LEARN! PLEASE HELP. Thanks Hillary Marchel Reading Specialist Hawthorn Elementary North [email protected] We can take some gratification at having come a certain distance but it should be a deeper satisfaction, even an exhilaration, to recognize that we have such a distance still to go. --LEWIS THOMAS _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
