This is Andrea from our Early Childhood classes at U of C. I didn't realize you were in Fort McMurray! Hope your TAB placement is going well!
In response to assignment 7, I agree that it was difficult to think of strengths Salim had in the classroom since the video clip only provided with him being sent to a desk, and then he started perforating in the teacher's chair. He looked withdrawn and depressed with his head and eyes looking down. I liked your comment that his culture could be that he is not supposed to look at his teacher in the eye perhaps. Mrs. Janes should do some initial testing for English proficiency, literacy and math skills. Then she will know where to place him in her class with reading and writing groups. Salim will likely need out of class support from the ELL teacher or resource teacher to help him catch up with his peers. Even though he may have had access to an English school Salim may have not had much formal schooling being brought up in a war-torn country with schools frequently being closed because of acts of violence in their community. I agree that Salim and his parents are probably very eager to get their Refugee status settled and this factor in addition to his culture shock and possible lack of English will require him and his family to get extra outside of school support. It would be very important to have an interview with Salim's parents which may require an interpreter. They are trying to provide the best they can for their son which is seen by their action of trying to move to Canada and flee their war-torn country. Government agencies that support refugees would be a place the parents can turn to for additional support which will positively help Salim feel more secure in his personal life and at school. I like the idea of playing games as a class that will not require a lot of English to help Salim feel comfortable with the other children. Having a buddy in the class to help him stay on task would be beneficial for his learning. I think Mrs. Janes' focus will need to be on helping Salim get the supports he needs in the classroom and from other staff to be successful in school. Mrs. Janes can give pre-assessment tests and involve other staff. The school psychologist, speech and language pathologist, resource teacher, ELL teacher, an interpreter, the principal should all be involved with the general education teacher Mrs. Janes, Salim and his parents.
Hi Jessica,
ReplyDeleteThis is Andrea from our Early Childhood classes at U of C. I didn't realize you were in Fort McMurray! Hope your TAB placement is going well!
In response to assignment 7, I agree that it was difficult to think of strengths Salim had in the classroom since the video clip only provided with him being sent to a desk, and then he started perforating in the teacher's chair. He looked withdrawn and depressed with his head and eyes looking down. I liked your comment that his culture could be that he is not supposed to look at his teacher in the eye perhaps. Mrs. Janes should do some initial testing for English proficiency, literacy and math skills. Then she will know where to place him in her class with reading and writing groups. Salim will likely need out of class support from the ELL teacher or resource teacher to help him catch up with his peers. Even though he may have had access to an English school Salim may have not had much formal schooling being brought up in a war-torn country with schools frequently being closed because of acts of violence in their community. I agree that Salim and his parents are probably very eager to get their Refugee status settled and this factor in addition to his culture shock and possible lack of English will require him and his family to get extra outside of school support. It would be very important to have an interview with Salim's parents which may require an interpreter. They are trying to provide the best they can for their son which is seen by their action of trying to move to Canada and flee their war-torn country. Government agencies that support refugees would be a place the parents can turn to for additional support which will positively help Salim feel more secure in his personal life and at school. I like the idea of playing games as a class that will not require a lot of English to help Salim feel comfortable with the other children. Having a buddy in the class to help him stay on task would be beneficial for his learning. I think Mrs. Janes' focus will need to be on helping Salim get the supports he needs in the classroom and from other staff to be successful in school. Mrs. Janes can give pre-assessment tests and involve other staff. The school psychologist, speech and language pathologist, resource teacher, ELL teacher, an interpreter, the principal should all be involved with the general education teacher Mrs. Janes, Salim and his parents.
Thanks for the thoughtful response Andrea!
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