Brandy Barnett

As soon as I walked in, I saw one of the same students in the same “time out” desk as last week. I didn’t ask Mrs. Beach about him, but I did observe him today. Two tests were given first thing this morning, a spelling test and some other test possibly comprehension. Students had cardboard blockers they put up around them since their desks were facing each other. After the exams the students got to do a cutting/coloring activity. That is one thing I notice about Mrs. Beach. She does a great job about limiting instruction or activities to about ten minutes before she engages them in something else whether it is related to the previous activity or not. I think that is good since children in first grade have a short attention span. During a group activity where they learn about each other, no one called on the boy who had been at the time out desk. Finally, the teacher took over and gave him a turn. His face brightened up with a big smile. He was so excited to be included. I felt sad for him. I wonder if the time at the isolation desk has affected the way the other children see him. Mrs. Beach has at least one student who has English as their secondary language. I spent some time talking with one of the ESOL paraprofessionals.
Emerald Shores Elementary uses a Structured Immersion Program. In this program, ELL/LEPs stay in the classroom with their native English classmates. There are 2 ESOL paraprofessionals (each one is responsible for 3 grades). They go around to each classroom that contains ELL/LEPs and work with them if they need any extra assistance. They are also available for their parents and work with the teachers as well. Two reasons that influenced their decision for this model are: #1. Their parents prefer this method. They do not want their child pulled out of the classroom. The child already feels different than the rest of the children. #2. Being alone with a child in a “pull out” situation may create an environment that could result in allegations. The paraprofessionals feel that it is not a safe program for their careers. I would recommend this type of program. The paraprofessionals are bilingual speaking Spanish and English. They work with ELL/LEPs of all different L1 languages. Their job is to explain things using ESOL techniques (visuals, hands on, etc.) She said that she always answers the child in English even if Spanish is more comfortable for them. She says that the children learn so much from watching and observing other children and mimicking what they do. With the requirement that all teachers have to now be certified in ESOL teaching strategies, I have to wonder if their position will eventually be phased out. Their purpose is work with ELL/LEPs of all different languages using ESOL methods, so the fact that the paraprofessionals are bilingual may not be enough of an asset to keep them in the school system once all teachers become ESOL certified.