Case
Accommodations

I am in a 2nd grade internship classroom that has two ESOL students. One of the students is speech emergent and the other may be early production or pre-production. The student is quiet and does not like to interact with the other students very much. The student is on track to be evaluated for a learning disability. The issue is that the teacher seems to work more with the girl that is a the higher level rather than the boy that is on the lower level. I would think that they both need some accommodations to in their class. What can I do to get her to see that she is not helping the lower level boy?

Posted on: 02/20/18 | Views: 717
Solution #1
I would talk to your CT about the situation and ask them specifically what they are doing to remediate the lower level student. If nothing is being done to aid the lower student I would talk to the administration about the different ESOL services your school provides.

This is a good idea. Talking with the teacher to understand their position wouold be very helpful, and allow you the chance to see what you can do to help. Going to administration to see what is offered will also put you in the position to best help your student.

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Solution #2
Talk to your CT about what accommodations the student needs, especially because of the evaluation that is happening. If you can, work with the student in small group of one on one to try and assess some of the things that could help. I have a student in my ESOL intern room right now that is similar, and she works well one on one, or with a specific student. If there are students that could help him, I would suggest that too. Good luck!

I think that the one-on-one idea is good, if possible. Working with students individually can sometimes be challenging for teachers when they have a classroom full of students. It would be very beneficial to the student if it could work out this way.

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Solution #3
Since this is your internship and a lot of the assignments require work with a student, I would choose this student who is not getting the extra accommodations and make sure to meet with this student, find appropriate effective modification for the student, and then communicate your modifications with your CT. She may not have the confidence, tools or knowledge on how to effectively modify curriculum with ESOL students. Seeing the progress your having with the ESOL student may give her the resources to continue what your doing after you leave and finish with your internship.

This is a great solution. This is an opportunity for you to learn from a student, as well as provide an alternate learning opportunity for the student.

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Solution #4
I would talk to your CT about your concern and as what current accommodations are in place for that lower achieving student. I would also ask her if you could work with the student and learn his strengths, weaknesses, and his interest so you could help to pair him with an ideal peer that would benefit him and that would get along with the student. If you're CT doesn't want to cooperate or make efforts to help that student I would inform your supervisor of internship and the administration.
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Solution #5
I would actively help the student myself and then at the end of the day once the students are gone for the day address your concerns for the student. Review what you worked on with the student and allow her to look over and recognize that he does need additional support or help. Give her possible ideas or methods to assist student with.
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Solution #6
I would speak to your CT, asking if you can help as well.
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Solution #7
I think it is important ti sit down and talk to your CT. Express your concerns and if you feel comfortable maybe you could suggest to personally work with the lower student.
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Solution #8
I would first talk with your CT and discuss with them your feelings towards the situation then if nothing is being done I would discuss the situation with the ESOL teacher on campus.
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Solution #9
Talk with your CT about the situation and tell them how you feel. Together you can make a plan to help both students.
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Solution #10
I would the situation neutrally and approach it in a collaborative matter. I would say something to the effect of "I noticed that student x,y,z was having a difficult time with activity x,y,z. Would you like me to pull the student and work on this with them individually?"
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Solution #11
I would talk with the CT. And ask her to tell you to explain that student and his needs. Then you could give your comments.
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Solution #12
I would start to work with the girl and spend as much time as I could with her to help accommodate things for her. While accommodating things for this student, I would also keep track of everything I am doing for this student. Once I feel as though I have enough evidence I would go to mt CT and show them the difference the girl student is making with accommodations and extra help. Hopefully, this will help your CT see that both of the students in her classroom need help.
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Solution #13
I would explain that the lower level student needs the lesson broken down more so that he can get on the same level as the girl and to bring the instruction down to his level and give the girl some extended instruction if able
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Solution #14
I would ask your CT about the accommodations required for the lower level student and how she is implementing them. This could give her a hint and motivate her to show you in class how she is accommodating for the student.
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Solution #15
I would talk to your CT about your concerns about the student and go over some ideas of accomdations you may have.
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Solution #16
I would ask to see the students IEP and ask how you can help work with the student to make sure that he is getting his accommodations in the classroom. To make it seem like you are not telling the CT she is not doing her job, you can say you want to experience what is like working with a student who is ESOL and needs accommodations.

If I were in this situation, I would exactly do this.

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Solution #17
I would communicate with the CT about possible ways to accommodate the student, and then look in to other resources considering the circumstance.
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