This was a great response. I retired this year and a good part of the reason
were outlined in this response. I got tired of doing a "great" job with
stellar results, but feeling bad inside because although I knew I was meeting
district expectations and planning calendars, I felt that my teaching wasn't
meeting the kids' needs. I wasn't able to do it because I had to teach, not
what the kids needed, but what the district expected.
----- Original Message -----
From: [email protected]<mailto:[email protected]>
To: [email protected]<mailto:[email protected]> ;
[email protected]<mailto:[email protected]>
Sent: Wednesday, August 25, 2010 8:48 PM
Subject: Re: [MOSAIC] support for classroom teachers/ELL/sped/etc
MANY excellent teachers are feeling overwhelmed and exhausted with the
demands of planning, differentiating, assessing,and documenting growth (or lack
of) for children who's needs go beyond the resources of a regular ed classroom.
We know we can't possibly meet the needs of all these children, even if we
could clone ourselves, and it is simply not fair to them if we quietly
acquiesce and not scream for a better plan.
Perhaps what this teacher really needs is for her colleagues to show that
they understand these expectations are extremely unrealistic and that you will
support her in concrete ways rather than recommending research or critiquing
her teaching methods. After all, they are all of our students, not just hers.
Even more, perhaps the best thing you can do is to let her know that you know
she is doing a good job. The current burn out of dedicated, wonderful teachers
is a reflection of the current state of educational "reforms" and the naivete
of the political bureaucrats initiating them. Putting ELL, Autistic, SPED,
and now even remedial kids into a classroom with little or no support leads to
failure for everyone, including the teacher.
I am sorry to be so down but this really hits a nerve. Today's RTI meeting
was unbelievable. We have a great staff of dedicated, caring, professionals yet
we are numbed by the expectations and the lack of support available.
We will take a deep breath and do our darnest, but nobody really believes
this is in the best interests of our children.
Please, oh please, isn't it time for the pendulum to swing again???
-----Original Message-----
From: Hillary Marchel
<[email protected]<mailto:[email protected]>>
To: Mosaic: A Reading Comprehension Strategies Email Group
<[email protected]<mailto:[email protected]>>
Sent: Wed, Aug 25, 2010 8:23 pm
Subject: Re: [MOSAIC] Ell Students
Thank you for your reply. I probably was not clear in my first email. I was
not
looking for research. I was looking for articles that would build her
confidence
specific to other schools or teachers who have had success with ELL students
in
their schools or classrooms. This teacher instructs using all the best
practices
that you mention. She is an excellent teacher. So you can imagine my surprise
and disappointment. I believe she is feeling overwhelmed and I can understand
that but her proposal to put her ELL's in a classroom separate from her other
students was very disappointing.
Hillary Marchel Reading Specialist
Hawthorn Elementary North
[email protected]<mailto:[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
On Aug 25, 2010, at 5:10 PM, [email protected]<mailto:[email protected]>
wrote:
>
> 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]<mailto:[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]<mailto:[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
>
>
>
>
>
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>
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>.
>
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>
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Man
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