Foreign Language Teachers Can Help Us Rock Achievement with Our ELL's

Public education faces many 21^st century challenges. As the demographics of the United States changes, our approaches in education must adjust. The number of English language learners (ELL) enrolled in public schools nearly doubled from the year 1998 to 2009. Sadly, there is a significant achievement gap between ELL’s and their native English-speaking counterparts. Also alarming is the lack of training that teachers receive entering the workforce on how to teach ELL’s. When it comes to reading intervention, teaching ELL’s can be especially tricky. This is why a multifaceted approach is needed when it come to Response to Intervention (RTI) for ELL students.

One huge challenge in RTI for ELL students is that many teachers of ELL’s (at least at the secondary level) are themselves not bi-lingual (in the student’s native language). Depending on the program ELL’s are receiving determines whether they are receiving bilingual instruction. This can really pose a problem when pre-assessing students since much of what we learn about students is done through formative assessments with oral language. Research suggests that reading deficiency can exist with our ELL students for different reasons. For example, a student might have adequate literacy skills in their first language but need help translating those skills into their second language. Another student might have inadequate literacy skills in their first language and English because of lack of experience in school (some of our students coming from South America may have never been enrolled in a formal school until they get to this country). And finally, there are the students who have poor literacy in both their first language and English, even after reading intervention instruction – perhaps these are our true learning-disabled children.

            

What is needed to address RTI with our ELL population is training our Spanish-speaking teachers how to pre-assess and deliver intervention. In Maryland, 50% of our ELL’s come from homes where Spanish is the spoken language and 8% come from French speaking homes. Middle schools have an in house secret weapon to aid in RTI, which is their foreign language teacher. Many foreign language teachers are fluent in both Spanish and French. They also have a deep knowledge of those languages on a linguistic level and can help a reading intervention teacher determine the level of basic literacy an ELL has in their first language. A foreign language teacher could also help in the screening process to determine if a reading deficit exists because of a learning disability (if they had the proper training). Using our foreign language teachers as resources in RTI also helps them out as well, since their classes and positions are often first on the chopping blocks when funds are cut.

            

But the great irony in reading intervention and ELL’s is highlighted in a study that appeared in Developmental Psychology, Volume 39 (2003). Nonie Lesaux worked closely with a school system in Vancouver, Canada to study 1000 students. She created a highly specialized curriculum that was rooted in phonics and used small group instruction. They collected more than average data (true RTI) and found that by second grade (the study began in kindergarten), the ELL students out performed their native English-speaking counterparts. In conclusion, bilingualism seemed to give the ELL students a leg up in acquisition of literacy. So if we could truly unlock the root of the problem in reading intervention for our ELL’s, then we could deliver the proper intervention and accelerate them through thus closing the achievement gap. Perhaps we should look at our influx of ELL’s as something of a possible achievement windfall if we can unlock our students at the primary level. If Lesaux’s study is true then small group instruction and individualized learning plans are particularly important at the primary elementary level. And of course everything we already know about intervention is that early is best. Additionally let’s be smart with our teacher talent and work in partnership with foreign language and language arts departments.

Back to School Angst? Choose Joy

In a couple of days hundreds of thousands of children will be getting back on that yellow bus and returning to the normalcy of school. Parents across America will be collectively doing a dance of joy and clinking glasses. Teachers will be sitting in curriculum meetings listening to education initiatives and new ideas that could bring success to their students if implemented. Ultimately there will be a collective feeling of joy, excitement, anticipation, and for some kids and parents - trepidation.

For some families, returning to school brings tremendous anxiety. The unknown, change in routine, increased rigor, and unpredictable social dynamics creates angst. Not every kid enjoys school. Not every kid is successful in school. And there are some kids who bring such learning baggage with them that they may have never had a successful moment in school. Sad isn't it?

So what is the best strategy for those kids? What is the most important determinant factor of success? What teaching strategies work best? I honestly don't know about what's best for every kid at any given moment. But I do know what can make or break a student in an instant - the teacher in the classroom. It sounds so simple right? It really is that simple. The teacher can decide the culture of learning that students will have in her/his room and can implement it.

One thing I noticed today as I visited my kids' school for open house; the teachers were visibly HAPPY! My kids were greeted with high fives and smiles... and even HUGS from last year's teachers. A smile, a high five, and even yes a hug (I know these days maybe that's not allowed) instantly relieves the angst. Choosing to be happy at your job, despite the fact that bashing teachers is a very popular past time, will have a domino effect. Attitude is contagious. Every day is an opportunity to choose joy and enthusiasm over rigidness and fatigue. Teaching is a profession that has the capacity to keep you mentally young. What an advantage teachers have over bankers, businessmen, politicians, lawyers, and doctors. We are in a profession where everyday we are reminded of youth and all of the possibility and potential it brings.

So today I choose joy over fatigue. I choose excitement over angst. I choose possibility over improbability. I choose to be happy in my job. I hope every teacher my kids have make the same choice. If so... we're all good.

Acupuncture for Kids (yes it works)

Fifteen years ago I was plagued with chronic sinus headaches. My sinuses would immediately seal up after every time I ate. I had been on every medication and even had surgery. Still no relief. I went to acupuncture as a last resort. My first treatment I felt immediate relief. It was also the first time I was able to quiet my body and just be. Fast forward fifteen years, my sinuses are no longer a chronic problem. But my eight year old is plagued with OCD/tic disorder and PANDA's. In addition, his teachers began to be concerned about his focus. My mother's intuition was telling me not to go the medication route because of how reactive his autoimmune system is. I wanted to try something different with him.

When I tell people that my eight year old goes to acupuncture reactions are varied from horrified (you let them put needles in your son?) to curious. My practitioner believes in the importance of building a trust between himself and my son. If my son was fearful and unwilling then the treatment would not work as well. So the first couple of appointments he used acupuncture beads. Eventually, Dr. King convinced my son to allow the needles. It was remarkable to see after a couple of weeks of regular appointments, tics and compulsive behaviors began to disappear. And once that happened, focus returned to my son's life. While it seems a paradox to talk about focus problems for OCD sufferers, it is a real struggle. The OCD is the distraction and can become the only focus which creates extreme anxiety in school when its time to buckle down and get work done. Then it is a vicious circle. Acupuncture can really help reduce anxiety in your child. It also can provide a time for your child to recognize what a quiet mind feels like. I don't know that my son ever knew what it was to feel truly relaxed before acupuncture.

I took Karsten twice a week for about three months. During that time, he gradually became more focused and self aware. We even noticed that he began to excel in hockey (which my son totally credits to acupuncture). Eventually our acupuncture appointments and commitment lessened. By spring, we just didn't seem to need it  and by summer I was done with it. Just didn't seem necessary with our lackadaisical summer demands.

Seemingly out of nowhere, my son asked me to take him back. "Mom I need to go see Dr. King," he declared one afternoon last week. It makes perfect sense for us to go back for a maintenance appointment because school starts next week. And with school returns all of those old demons and insecurities. But again the great thing for us was that Karsten was able to advocate for himself and recognize a treatment that helps him to cope. We will probably go back twice a month for a little while. Acupuncture doesn't solve every problem and tic but it can help just as much as any medicine. The best part of acupuncture for us was that it helped us take the first wellness step with our son that put on us a much healthier and holistic path.

How to Survive Lunch Duty - a 12 Step Program

Lunch duty. For those who find themselves in year one of this lovely assignment, below is a helpful guide. You will go through a range of emotions while coming to terms with this new role. In order to survive while retaining your good mood (and your appetite) it is important for you to know that you are not alone. But do understand that it takes an entire school year to accept your new reality. However by the end of the year, I can guarantee that you will find yourself at the twelfth step.

Lunch Duty - 12 Steps

1. Disbelief - This is the shortest step. This occurs when you are told by your administrator that you have been assigned daily lunch duty. When you're told the news you will smile and nod and then later express your disbelief to the guidance counselor who shares your lunch duty. This person will be supportive but will also assure you that yes this is happening every day all year.

2. Anger - This step can take some time, especially if you've been assigned 7th grade lunch duty. You will feel outrage - like you've been wronged in some way. You will think a lot about kharma. You will ask yourself, "How have  I wronged the Universe to deserve this?"

3. Denial - "This is not my job. Someone else will have to do this." Unfortunately, you will realize quickly that no one will do this for you - unless the principal tells them to. But there is no amount of goodwill you've given a colleague that will equate them taking your lunch duty.

4. Acceptance - "F*&^! This is my job." This step happens after your first county meeting where you meet others like you who actually are assigned more than one lunch duty in their building.

5. Repulsion - After you've accepted your new responsibility you will start to notice things about lunch duty and you will be grossed out. First you'll notice that school lunches are beige unless there's pizza on the plate. But for the most part, school lunches are an array of earth tones. You'll notice that the smell of the cafeteria is always the same and while it does smell like food, it doesn't make you feel like eating. Let's not even talk about the eating habits of middle school boys.

6. Shock - There are lots of shocking things about lunch duty. I could list 100 or more. But my first year of lunch duty the most shocking thing I saw was my friend Sue eating her own lunch while providing active supervision. The smells, sights, and sounds of 300 8th graders eating their lunch had absolutely no effect on her.

7. Lounge Singer - There's a microphone at lunch duty. When holding that microphone you will fight an irresistible urge to sing show tunes and 80's TV show themes (for me it was and still is "The Love Boat" theme).

8. Inspiration - Your going to have a brilliant idea on how to fix lunch room behavior. (It won't be brilliant or original and probably will involve assigned seats).

9. Admiration - You will discover that there is a person in your building who has all three lunch duties. This person never complains and will even tell you that they like it. You will come to admire that person.

10. Appreciation - You start to realize that you know every student in the grade of your lunch duty. You don't just know them but you see them in a completely new way. You will notice some students sitting off to themselves while others will cram uncomfortably at a popular table. You will notice who sits at the Vera Bradley table and who sits at the table where no one seems to be eating anything. You will notice who cleans up after themselves and who doesn't. You will appreciate all that you see and notice. At some point during the year, this knowledge will be valuable to your colleagues who teach these students in the classroom.

11. Eating - You will eat your lunch during lunch duty. This will happen organically and you will shock even yourself. There will be a day where you just have to. You will be so so so hungry. It just happens.

12. Cleaning - You will pick up food off the floor while simultaneously talking to a colleague and eating your own sandwich. You won't even blink while doing this. This is the final step. This is your new reality and you are fine with it.