I loved chapter 1 and 2 from The Inner World of the Immigrant Child. It is no secret that my passion lies with working with immigrants and English Language Learners. These articles game me practical ideas on how to set up my ESL classroom and activities to help them learn. THe film strip, the rug or island, group rooms and an ART TABLE! I haven't gotten this excited about my possible own classroom all semester! It also showed how a teacher that is forced to use the "pull-out", whereas the kids are removed from the classroom for a period or more a day, can work. I liked that she allowed the kids to choose if they needed more or less and that she set up her room like a sanctuary.
However, there are some quintessential parts to the set-up that are IDEAL, and therefore will not always work. First her obvious support of the administration and the school as a whole. She was able to allow kids to virtually come and go when they needed with a maximum of 3 visits. This is wonderful for the needs of the immigrant student, but how difficult would that be to manage as a school or a classroom? You can't let every kid decide so how do you explain that THESE kids get to? How do you convince a mainstream teacher that an immigrant child gets to decide if they stay in their classroom? Is it fair to the teacher or their other students?
Which brings me to my next point. I loved that the first student Dennis wasn't graded until he asked to be graded. This makes sense. While a student is dealing with the emotional distress of their recent immigration and the stress of learning a new language it doesn't makes sense to grade them. However, is that realistic in this standards and test driven curriculum that we are working with? Is it fair not to test Dennis but test other students that are going through difficult time? Are they even allowed NOT to test them?
I hope I am as lucky to get that kind of support and freedom.