While instructing, educators need to be familiar with all students present in the classroom, and adjust the curriculum appropriately. For English Learners, and all learners, the focus of instruction should move away from strictly textbook and worksheet-type teaching. Instead, a classroom that utilizes SDAIE (specially designed academic instruction in English) strategies and provides more hands-on lessons, manipulative use, group activities, and visual and performing art will better facilitate English language development. Furthermore, providing English Learners with links to their own cultural background and prior academic learning, while reinforcing his or her first language, virtually guarantees a student’s success in school.
During my advanced student teaching experience at Casita Center for Science, Math, and Technology, I had the opportunity to team teach with a teacher whose classroom consisted primarily of English Learners. I taught the students Social Studies, and specifically the westward movement. Rather than using a textbook to guide my instruction, I pulled together ideas from various sources, as well as created numerous lessons. The lessons incorporated visuals (pictures), music and art activities, group work, cognitive thinking, and also allowed students to "become" pioneers as they crossed the United States in a wagon train. The result was a five-week Social Studies unit that engaged all students in the classroom, regardless of their academic or English level. Through the success of this unit, I am confident in my technique of “going beyond the textbook” to teach students. I plan to continue teaching in such a manner throughout my teaching career.
