Monica Vaidya

Classroom Observation
Introduction to English Language Learners
May 3, 2015
1. F. is a student who is not only learning English, but has special needs as well. Therefore,
he is receiving many different techniques and accommodations. For example, one method
I have seen be very effective for him is to have accommodated worksheets. Most of the
time, these worksheets contain pictures of words that he is learning. That way, F can
connect the picture to the word and understand better. F. is also receiving a variety of
accommodations for his special needs like a teachers aid and a special seat. One
recommendation I would have for the teacher to benefit not only F. but the rest of the
class as well would be for them to repeat new vocabulary they are hearing. I have often
heard the students mispronounce their spelling words (by sounding it out) and then
struggling with it later.
2. Since F. does have special needs, one might think he has some out of the ordinary
behaviors. However, this is untrue. Ive found that F. plays well and speaks to the other
students in the classroom. One main difference however is that F. has slightly different
manners than the other students. For example, during breakfast time F. likes to take his
time eating while the teacher and other children rush. It is usually not until almost the end
of breakfast time that he realizes he is the only one still eating. We have talked about in
class how different cultures approach different times of the day differently- especially
meal times. In my opinion this is why he takes so long to eat- in his Mexican culture he is
used to sitting down for a prolonged period of time to eat meals.

3. Some interactions I see between ELL students like F. and other students is that the other
students in the class are very patient. I think that is a general quality of children- that they
want to be friends with plenty of people so they take the time to get to know the new
student. However, I have noticed that when teachers are working with F. or other ELL
students they can sometimes become frustrated. This is perfectly normal because there is
such a language barrier between the teacher and the student, and all the teacher wants is
for the student to understand them. I think with my cooperating teacher in particular she
becomes frustrated because he processes information more slowly than the other students
due to his limited English proficiency and his special needs.
4. F. receives a plethora of accommodations due to the fact that he is not only an English
Language Learner but the fact that he has an IEP as well. One resource that he has is an
aid that works with him one-on-one throughout many parts of the day. His aid speaks a
little bit of Spanish so she has the chance to communicate with him. Furthermore, F.
receives accommodated worksheets during class. His worksheets often include pictures
of vocabulary he might not know or pictures of the general information that the class is
discussing. This appears to be effective for him because when I have worked with him
one-on-one, he appears to understand what the class is learning. Furthermore, some of his
worksheets include fun activities like word hunts and crosswords and F. enjoys these. It
also proves that he knows and understands the vocabulary.
5. Overall I would say that the classroom environment that F. is in is not particularly
comfortable for him. There are no accommodations through the classroom like signs in
Spanish or maps. Also, F. is seated far from the teachers desk and is seated alone, with his
desk not connected to any other desks. I think this shows that the classroom is not very
comfortable for him because he is literally cut off from the other students. However, on

the plus side this does not hinder his friendship-making with the other students because
he still plays with the other students at lunch and recess.
6. F. is relatively comfortable with the English language, however I think he is currently
transitioning out of his speech emergence period. Generally, he wont speak unless
spoken to first or prompted to. When he does speak, he is very quiet probably because he
is nervous he may miscommunicate something.
7. As presented on the checklist, F. does receive some accommodations due to his limited
English proficiency. His work is organized for him to keep everything in order, and
receives worksheets and study sheets more suitable to his learning. Furthermore, when in
group projects he is often paired with a student who processes information at a higher
level or who better understands the material. Regarding peer tutoring, it is only done in
English, or he will work alone with his aid who tries to communicate with him in some
Spanish. I think one recommendation I would put on the checklist would be to pair F. up
with a student who may be fluent in Spanish, but to instruct the other student to not speak
solely Spanish with him. This would help F. not only understand the material better, but
ease his transition into English.