Reflection Of An English Language Learner

As an educator, I know that not all students progress at the same rate. Some students are unable to learn as quickly as others are, while some students grasp the material with ease. While teaching the class in general at a regular pace, I, as an instructor, have an obligation to create modifications in order to accommodate the needs of both the slower learners and the gifted learners. For example, one of my students is an English Language Learner (ELL) who occasionally cannot grasp the vocabulary as rapidly as the rest of the class and at times has difficulty understanding the assignment. I have modified my instruction for her by giving her more of my time, going over the instructions with her individually to ensure she understands the language,
Cindy had been sitting in the front corner of the room behind my podium (see attached artifact 5e_Original_Seating_Chart.) I had placed her there in pursuance of separating her from distractions so she might be better able to concentrate on her work. Since I usually teach this class with the students in small collaborative groups, I thought Cindy might be having difficulty getting along with her group, or, perhaps, she was feeling isolated. Therefore, I created another seating chart, which placed her more in the middle of the room, in an aisle seat (see attached artifact 5e_New_Seating_Chart), and with a different group of students. I chose this seating position hoping to instill a feeling of inclusion for her, a sense of freedom (not being in a corner), and to give her a chance to work with different classmates. In addition, the new seating arraignment gave me easy access to her so that I could assist with whatever needs she might have. I noticed an improvement in her behavior immediately, but her grades were still not on a par with the rest of the
I have changed the way I teach her by allowing her to work individually instead of in a group while giving her the option to work with a group if she chooses. I also allow her to work at her own pace, and make certain to have an extra assignment planned for her if she finishes early. Cindy has also gained the privilege of tutoring her classmates if she completes her work early. I often stop at her desk, compliment her on her work, and ask if she has any questions. Her behavior is less contentious (although she is still sometimes contrary) and her grades have greatly improved. Cindy 's relationship with me both in and out of class is much friendlier and she is more respectful. I would never have known that Cindy is a gifted student had I not developed an individual learning plan for her. Knowing that students progress at different rates necessitates learning strategies designed to inspire and encourage erudition in each student. As an educator, my duty is to modify my instructional methods to meet the needs of individual students whether they learn at a slower pace or are gifted students. By diligently observing my students and discovering their individual learning styles, I strive to create individual learning plans in the pursuit of facilitating learning for every student. My goal is for my students to reach their highest