Читать книгу EL Excellence Every Day - Tonya Ward Singer - Страница 52

 If an EL struggles, do I blame the struggle on the students’ EL status or seek to understand the specific opportunity for growth? Do I lower my expectations or reflect on how I will change my teaching so the student will succeed?

 How is my response to how a student struggles different for different student groups in my classroom (e.g., EL, GATE, low-performing students, white students, black students, boys, girls)? What differences do I notice in what I say, what I do, and the time I wait before stepping in?

Be in inquiry about these questions across a week of teaching. For example, reflect:

 When a high-performing student struggles with a challenge in my classroom, how do I respond?

 When a student who performs well below grade level struggles with a challenge, how do I respond?

 When an EL struggles with a challenge, how do I respond?

 What differences do I notice in the wait time I provide, what I say, or how I say it? What differences do I notice in my nonverbal cues and body language?