Cultivating Love in the Classroom

"Love" is a concept that can easily be dismissed as abstract or sappy – something that has no place in the classroom. But love is the foundation for positive relationships, and positive relationships are the foundation for effective teaching and learning.

As teachers, we know that connection and community are vital to our sense of well-being. We experience more than we have the time or bandwidth to properly address. We bear witness as our students struggle, in the classroom and the outside world. But demands on our time are high, and the pressure to always be “productive” can make it feel counterintuitive to slow down and invest in interpersonal growth. If we’re always putting out little fires, we may have limited time to build a safe and sturdy infrastructure. But the investment is always worth it.


Fortunately, we understand more than ever before that both social-emotional education and positive, trusting relationships play a crucial role in effective systems. Pedagogies like trauma-informed teaching, radical vulnerability, growth mindset, and academic optimism are all well-studied approaches, and ones that cultivate love. 

How do we get started in establishing a culture of love in the classroom? How do we help students experience the trust and vulnerability required to truly learn, while also keeping our academic expectations high and our instruction brisk and rigorous? And how do we maintain that culture throughout the year as we inevitably falter, fatigue, and experience demoralizing setbacks? 

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Incremental Revolution: A Constructing Meaning Success Story

Donna Doherty blog author photoDonna Doherty, Eureka City Schools
Guest blogger

Three years ago ... I did not know how to write a simple essay. It would take me about two weeks, and now I can write an essay without really needing any help. This progress was achieved by practicing a lot and writing big essays to prepare me for college. I realized that it’s not as bad as what I thought it would be, to be writing essays all the time. –Mayra 

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Secondary Systematic ELD Instructional Units: A Teacher’s Perspective

SysELDSecUnit1Cover 72dpi 1To engage successfully in coursework taught in English, secondary English learners must operate from a competent second-language base. Many adolescent ELs are LTELs, or long-term English learners. They have spent most or all of their educational careers in American schools and are comfortable using English in most settings. On the surface, these students do not seem to need specific language instruction. However, their verbal fluency often masks their need to gain a deeper understanding of English.

This is where the Secondary Systematic ELD Instructional Unitscome into play. They have been carefully designed to offer language instruction that is interactive, student centered, standards aligned, and specific to students’ identified proficiency level.

Six units are planned for three proficiency levels – New to English/Beginning, Expanding/Intermediate, and Bridging/Advanced. The goal of Unit 1: Pathways to Success is to learn language to interpret a range of concepts related to success. English learners learn about and explain habits of success, discuss challenges that prevent people from meeting goals, and observe ways to develop habits of success.

I was fortunate to have the chance to talk with Duyen My Tong, a Secondary Systematic ELD teacher who taught the unit last fall, about her work, the classroom, and how students responded to the new unit. 

Welcome, Duyen! Today we are going to talk about the SysELD Pathways to Success Expanding Unit.

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Increasing English Learners’ Academic Language: Gradual release in content-area classes

How long do English learners need extensive language support? When should you reduce the language support?

Teachers who include explicit language support in their content instruction may grapple with when and how to reduce scaffolds and foster independence. Our goal is for students to accurately, flexibly, and confidently express their content understanding. Therefore, to begin to answer these questions, we must first identify the reasons for providing explicit language instruction and how we create effective language support. 

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English Learners and the Department of Education: Equity, access, and advocacy

"Every child should be able to receive the very best that our country has to offer, regardless of his or her circumstances of birth." - Kevin Kumashiro, 2017

What is the role of the U.S. Department of Education in ensuring equity? 

While public education is largely guided by state and local agencies, the U.S. Department of Education (DOE) plays an undeniable role in influencing public education. We have an obligation to understand how federal policies impact our student populations.

blog doe chart.FINAL

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4029 Hits

Refining English Language Development: A district's journey

wilmaWilma Kozai, Director; former assistant superintendent, Grandview School District
Guest blogger

 Every school district faces daunting challenges in meeting diverse students’ needs. Some of these struggles are unique, but many are shared by multiple districts. Telling our stories of implementing new initiatives is a way for us to build our collective understanding of the practices and systems that help or hinder our progress towards achieving our goals.

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English Language Development Materials: Five questions to answer before adopting

ccssAccording to Title III requirements, regardless of the type of program in which English learners are enrolled, they must receive instruction in English at their level of English proficiency, as well as meaningful access to grade-level academic content (Castañeda v. Pickard, 1981). School systems are compelled to structure the day to ensure English learners receive explicit language instruction for these two related, but distinct, purposes:

  • Integrated ELD to provide meaningful access to language arts (and other content) instruction. Grade-level content learning is in the foreground; it is the purpose for instruction – and while students’ language development needs must inform planning, the instructional goal is achieving the demands of grade-level content.
  • Dedicated ELD to grow students’ proficiency in English. Proficiency-level language learning is in the foreground; it is the purpose for instruction – and while grade-level literacy needs must inform planning, the instructional goal is developing English language.
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Artful Questioning: Crafting inquiry for powerful collaboration

Collaboration has become a buzzword in education. Like many educational innovations, collaboration can be a vague concept that does not conjure up specific practices or actions. Yet when clearly understood and purposefully implemented, collaboration is a powerful aspect of ongoing, site-based professional development. So what are the key components of effective collaboration?

Clear purpose – People understand the reason for each specific meeting, what the outcome will be, and their role and responsibility within the group. Reasons for meeting can include planning for the next week or unit, or even outlining the next semester. The purpose can be analyzing student work for trends that will inform instructional next steps. Or it can be focused on solving a complex problem, such as: What are we doing to serve this particular group of students? Is this the right intervention and how do we know? How can team (or site) assets be leveraged to make the best use of resources for meeting student needs?

Trust  The collaborative team has a safe place for honest conversation to grapple with ideas and share struggles and successes without fear of judgment.

Reflective practices  Successful collaboration rests on a group’s investment in continual improvement. This depends on owning our own viewpoints and actions. We use self-reflection – both individual and collective – to assess our success and learning, and to own our role in the outcomes we are getting. When done well, collaboration results in positive forward movement.

One way to lead collaborative meetings while encouraging reflective practice is through the art of questioning. How we frame questions can bolster – or hinder – forward movement. That is, artful questioning leads to constructive reflection on our practice.

blog artful questioning chart1

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Teaching ELD: What every educator ought to know

There’s an exciting convergence moving our collective thinking forward. With new ELD standards expanding on and building from the work of Common Core State Standards (CCSS) and other content standards, we are encouraged – obligated! – to think about how we equip English learners with the language they need for all aspects of their academic day.

We are evolving beyond the limited notion of ‘sheltering’ instruction to considering how we integrate ELD into content instruction so students learn the language needed for subject-matter demands. And rather than thinking of ELD as a time to teach basic vocabulary and grammar – or relying solely on integrated ELD to teach English – the field is acknowledging that English learners deserve a daily designated ELD block that builds foundational knowledge of English into and through the content.

blueprint graphicThis refined approach to providing language support for English learners aligns beautifully with E.L. Achieve’s Blueprint for Serving English Learners Throughout the School Day. Our research-based and federally compliant model illustrates how school systems can structure the school day to ensure English learners receive explicit language instruction for these two related, but distinct, purposes:

  • Integrated English language development within content instruction (Constructing Meaning), and
  • Designated ELD (Systematic ELD) to grow students’ proficiency in English.
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Explicit Language Instruction: Why does it matter if students understand how English works?

While the Common Core English Language Arts Standards do not prescribe specific instructional approaches, there are several key shifts that have significant implications for classroom practice. 

  • With a focus on reading increasingly complex texts, students must learn to respond to questions based not on factual recall, but rather on the relationships among ideas and between different texts, and on their interpretation of those texts.
  • Learning to use evidence from text and their own experiences, students must articulate their thinking to demonstrate a depth of understanding, research skills, and analysis.
  • The emphasis on gaining knowledge through higher-order thinking skills means that providing a brief written response or selecting a correct answer from a list of options is no longer sufficient to demonstrate learning.

Each of these shifts has a critical point in common: a lot of language is needed to accomplish the work. To successfully meet academic demands, English learners need an internalized knowledge of written and spoken English – the ability to confidently and adroitly make skillful language choices to express their thinking.

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6432 Hits

Growing English Proficiency, Pt. 1

What's practice got to do with it? structured interaction

In this series, we discuss Student Interaction Routines, which are task-based strategies that help ensure each student has abundant strategic practice using new language for meaningful purposes. Developing a robust wheelhouse of interaction routines enhances student engagement and increases productive talk time.

To become confident and agile English language users, English learners need an abundance of oral practice to process new learning, think through their ideas, clarify concepts, and use newly taught academic language to express their understanding.

Unfortunately, research has shown that English learners are often passive classroom observers (Ramirez, 1992; Foster and Ohta, 2005). When they do contribute, their comments are typically limited to brief utterances in response to teacher questions. The teacher asks a question, the student responds with a single word or short phrase, and the teacher moves on to the next student. Lingard, Hayes, and Mills (2003) found that in classrooms with higher numbers of students living in poverty, teachers talk more and students talk less. English language learners in many classrooms are asked easier questions or no questions at all and thus rarely have to talk in the classroom (Guan Eng Ho, 2005). 

That leaves little opportunity for English learners to internalize newly taught language and concepts, deepen understanding, express thinking, and grow ideas.

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English Learner Achievement: It's not just what you do, but also what you believe

elizabeth raquelElizabeth Macías, Director of Secondary Services
Raquel Núñez, Director of Elementary Services

 

There is little disagreement about some of the challenges English learners face in meeting the content and language demands of grade-level standards.

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4457 Hits

Explicit English Language Instruction: A key to reading comprehension

raquelRaquel Núñez, Director of Elementary Services

 

The Lower Yukon region is an isolated area of Alaska that serves native Yupik families. Children in the villages acquire English from their elders, who are English learners themselves and speak a variation of the language. 

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Long-term English Learners: Improving equitable access and academic rigor

paulPaul R. Hanson, Science Teacher and Department Coordinator, Liberty High School, Hillsboro, Oregon

 

“A school with high academic optimism is a collectivity in which the faculty believes it can make a difference, that students can learn, and that high academic performance can be achieved.”

 – Hoy, Tarter, & Hoy, 2006

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English Language Development: Selected readings for teachers and administrators

Debbi Puente, Director of District Support
Raquel Núñez, Director of Elementary Services 

 

Teachers and administrators are always learning – so it's always a good time to curl up with a good book, especially one that deepens your knowledge base and pedagogy.

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Building English Learners' Metalinguistic Awareness: To know about knowing

aide raquel

Aidé Vásquez-Yepez, Elementary Associate
Raquel Núñez, Director of Elementary Services

 

During language arts time, a usually quiet first-grade English learner offered his teacher a writing suggestion: “We can use ‘and’ to put those two sentences together. It would sound better.”

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Quality ELD in Dual Language Programs

elizabethElizabeth Macias, Director of Secondary Services and Bilingual Support 

 

"Researchers found that students who received focused second-language instruction made more than five times the gains of students who did not." – Goldenberg, 2013

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4188 Hits

ELD in Dual Language Programs? Making the Case for Explicit Language Instruction

elizabethElizabeth Macias, Director of Secondary Services and Bilingual Support

 

It has long been the premise of Dual Language Education that language learning happens during meaningful interactions of different language groups within well-scaffolded lessons. 

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3546 Hits

Constructing Meaning in the Arts

scott townsendScott Townsend, Secondary Services Team

 

“I am so glad that the arts community has gotten the message that the arts have a central and essential role in achieving the finest aspects of the common core.”

– David Coleman, president of The College Board and Common Core State Standards (CCSS) author

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Systematic ELD or Constructing Meaning: Principal tips for successful implementation

debbiDebbi Puente, Director of District Support

 

"A positive school culture is the bedrock upon which a strong school is built, and the school leader is pivotal in achieving this environment."
– How Leadership Influences Student Learning

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2312 Hits

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