ESL/Bilingual/SPED Teacher Interview

Interview with Mrs. Martinez, Lavaland Elementary School

1) What is the “feel” of instruction/learning in the classroom? Tense, active, relaxed, enjoyable, comfortable, etc.? Why do you think this is the case, at least at this point in time?

The learning classroom felt very enjoyable and active. Students were sat at tables, not desks. I also noticed some students were seated at the main table that Mrs. Martinez was sitting at, giving the classroom a more relaxed, informal vibe. I think this is the case because this classroom in particular is an ESL classroom and children come to the classroom as a pull out program, so the idea is to be more relaxed than your typical classroom setting which may seem a little tense to some students.

2) What appears to be the relationship between the teacher and the students?

The teacher seems to know each student individually and she seems to know certain aspects of their lives. For an example, when Mrs. Martinez asked the class a question about how to say monkey in Spanish, she asked a student what her grandmother says at home. The purpose of this ESL class is to preserve the Spanish language students learned at home; however, Mrs. Martinez's job is to ensure that students learn how to read and write in Spanish, since that is not typically taught within a native Spanish speaking household. Mrs. Martinez knew that the student lives with her grandmother, so she asked her what Spanish word she uses for the word monkey.

3) How interested are the students in the content or learning materials? How do you know?

Students were completely engaged in the material. Mrs. Martinez showed some videos of learning the alphabet in Spanish, and every student participated in singing the song along with the little puppy on the board. (Link to video at bottom of the page).

This was refreshing to see, because every student participated in an activity that I think would otherwise be not as successful in classes that are too large, or simply classes with older students who do not care to participate in silly activities such as these. Mrs. Martinez's students in this class in particular are in first grade.

4) How is instruction related to students’ real life experiences, interests, or needs?

Being that this class' sole purpose is to preserve the language children use at home, Mrs. Martinez caters her class toward what the students are experiencing in their every day classes to coincide with their Spanish class. If she knows the first grade classes are working on the water cycle, she makes sure that her lesson plans revolve around the water cycle in Spanish so her students can make connections. I think this is a really awesome lesson planning skill to have in a class such as this one, because it is reinforcing the knowledge into the students brains, only it is being done in two languages.

5) In what ways does the teacher adapt instruction/materials to address students’ needs and strengths?

Mrs. Martinez separates students into groups depending on their needs. She has some students who do not speak Spanish at home, but would like to learn Spanish. All of these students sit at the same table in order to work on their specific materials with peer help. She also has a group of students who are completely ESL, and she does the same for that group as well.

6) How would you describe the demographics of the students (age range, ethnic groups, gender, new or returning, primary language, etc.?

Age range- 7-8 years old

Ethnic groups- Primarily Hispanic

Gender- 7 boys, 6 girls

New or returning- Students are enrolled at Lavaland Elementary and have a primary teacher. Mrs. Martinez is their POP teacher for the Spanish Enforcement class.

Primary Language: The primary language among most of the students is Spanish. However, students usually only speak this language at home, so are encouraged to speak it in class.

7) What is the overall management style (organization of time/space/ resources, expectations of students’ responsibility and behavior)? What works well, and why?

Organization of time/space/resources: The class seemed to have a simple theme of introducing new concept with videos on the promethean board, followed by revisiting information that was learned the previous day, to ending the 45 minute class with journal work of the new day's topic.

I feel this format works well for these students because they are in first grade and first grade lesson plans must be shorter than lesson plans of older aged children. Each lesson plan seemed to the point, and typically only covered one standard at a time. As stated before, Mrs. Martinez works alongside what the students primary teachers are working on in class, and I feel this is working well for her class.

8) Describe or sketch the physical environment of the classroom below (seating, supplies and equipment, work areas, lighting, etc.)

Pictures of the classroom are linked at the bottom of the page. :)

Interview Questions:

How would you describe your ELL/ESL/bilingual program model?

I would describe my model as being very structured, yet open to interpretation when need be.

What is your philosophy of teaching?

I believe that all students are unique and have something special that they can bring to their own education. I will assist them in any way I can in order to express themselves and accept themselves for who they are, as well as embrace the difference in others.

What is your philosophy of classroom management?

Providing a safe environment for my students to express themselves and delve into their culture and native languages. I want a comfortable classroom environment and for my students to think of my class as a safe space.

What are issues facing you as a ELL/ESL/Bilingual teacher?

I have no issues facing me as a teacher, but I see the issues arise in my students and their families with language barrier. I oftentimes serve as a translator for parents when they speak with their student's primary teachers.

What are issues facing students in your program?

Our school is very poverty stricken with a high number of homeless students. A lot of our students main concern is not doing well on a test or turning in their homework. Students in my program speak Spanish at home but have no idea how to write or read the language. This is an issue that these students are working toward bettering.

How could ELL/ESL/Bilingual programs be more effective for your students?

I think a bilingual program would help my students communicate in both of the languages they use on a day to day basis. My class already creates that environment for the students that speak Spanish at home and English at school, but it is a little complicated for the students who do not speak Spanish, and the students who only speak Spanish. All of these students are put in one classroom.

Share a little background of yourself, please (schooling, teaching experiences, achievements, degrees, etc.)

I have been teaching for 15 years. I taught kindergarten and first grade for much of my teaching career, but have recently moved to ELL these past three years. I have my bachelor's degree in elementary education. I love teaching and I love children. I have two children of my own who are in fifth and sixth grade.