PRACTITIONER RESEARCH REFLECTION

2/11/21

So, I was going to send this to Frances in an email. Instead, I added it to my web page. I didn’t post a final reflection. I will do that in May. This is an update, as well as one of many drafts, of my “exam” project. I also tried another font. I am really living it up.

My initial proposal has evolved, I feel focused and scattered at once. When I began working with H, we were exclusively online. I had opportunities to meet with her and to get to know her. H is a 6^thgrader who had ELD (English Language Development) embedded in her elementary experience. Middle school does not. In mid-January, the governor approved the opening of secondary schools. After 11 months of virtual learning we returned to our schools on 2/9. I met H on the 9^th. I was looking out for her, as she was for me. So, my whole schedule changed with the return to school. My time with H has changed. My day is again filled with students, including breakfast and lunch. So, now, I have to get creative in how and when I can work with H. I am so happy that we have returned to school.

My question throughout my masters has involved literacy engagement. Now, I am asking “How can I help an emerging English learner, navigate and engage in middle school?” I have researched and read a great deal about engaging ELD students. I am adding to my research. Currently, I am reading and researching strategies for engagement in our Covid learning environment. H’s needs have changed. Our schedules have changed. My ELD 6^thgraders’ class overlaps with my 5^thperiod 8^thgrade ELA. I learned a great deal from H’s mother, A, her Spanish teacher Mr. Y, and, our bilingual assistant AF. I learned that H needs support in an English dominated world. I narrowed my case story to just H. My other 6^thgrader, AX, continues to be in a virtual class.

Edutopia has articles about current literature in the time of Covid. One strategy that our schools are implementing is called “chunking”. All teachers do it. Our curriculum expects it. We don’t really think about chunking because we are doing it in our classrooms. The reason it’s so important now, is that we are limited in our time with students because they are behind, don’t come to class, lack all interest, and, or, are acting like teenagers. Chunking is breaking the information to be learned down, checking for understanding, and, practice. Most ELD materials are set up into chunks of information. Unfortunately, that is not always the case with ELA materials. I believe the teachers in our middle school are doing this for their subject matter.

Between August and January, I had thirty minutes per class, three days a week. Now, I have a “regular” bell schedule with three groups of students. H is in group A. She comes to school Tuesdays and Wednesdays. It turns out that she needs lots of academic support in English. I have reached out to her English teacher with an offer of helping her modify assignments. H needs support. I am learning how to find that support and be that support.

So, I have been spending a great of time talking to colleagues and H’s mom, to get a better picture of her needs. I will help her with figuring out how to navigate our learning platform, Schoology, and, differentiate her assignments. H wants to come to school. She wants to learn.

My case story will include the struggles that I encounter in order to help H. These struggles are limitations in some respects, and, opportunities in other respects. H and I were getting comfortable in our virtual school world. No, JUST, getting comfortable. Now, we are learning a whole new routine. Honestly, as crazy as it feels, it’s great and challenging to be back. I see this as an opportunity for H to get involved in her English environment. She will make friends, interact with lots of different adults, and, learn English. Part of this case story is building a positive relationship between ARF and our school. I have a translator, AF, who is helping to build this relationship. I get to see Mr. Y, my colleague and H’s Spanish teacher, on a daily basis. Talking with these wonderful people has helped me create a better picture of H. She is the age of my niece.

My question, “How can I help an emerging English learner, navigate and engage in middle school?”, can be answered. I love the implications for the future. I have missed dreaming about the future.

Back to the present. Here is a vignette that I started.

2/8/21

Tomorrow I meet H, in person, for the first time. It’s a whole other level of connecting with her. I just spent the last half hour explaining the schedule to her through an email message in English and google Spanish translate. She’s a 6^thgrader who’s core classes are on the third floor of the building. Her language support, two floors down, is in the 8^thgrade hall. They are steep stairs. Then, there’s the issue of being around 8^thgraders. Heaven help her. Wow, that’s intimidating. It will be a lesson in navigation, practice, and perseverance. I hope to see her when she gets dropped off in the morning. I will have to give her a socially distanced, “so glad to see you!!” She’ll be my only student.