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Reflections: Standard 3.b. Implementing and Managing Standards-Based ESL and Content
Instruction.
The first artifact I chose for Standard 3b is from the Course EDC 727- Teaching English
as a Second Language (Pre-K to Grade 6). It is a from a Sheltered Instruction Observation
Protocol (SIOP) lesson that I designed on bullying. Its target audience is 2nd grade ELLs. This
topic is excellent for early childhood. They may or may not understand the nature of bullying
and how it affects others.
Bullying, is a tremendously important topic because of its implications for later
childhood. If a child learns to not to and/or spot the bullying early, he/she may be a catalyst for
preventing it in later years. They can perhaps be more sensitive to others and learn when to
report it or ameliorate it. Furthermore, it meets the standard because the instruction is
meaningful and builds relevant vocabulary.
As one can see, the lesson utilizes a YouTube video to demonstrate the effects of
bullying. After viewing the video, students would discuss it in small groups, building on their
language development. The goal would be to pair up novice students with more fluent ones.
Hopefully, the novice ones would gain more speaking techniques as a result.
Also this is a great way to use students speaking skills on the video. Therefore, the
language learning objectives would be met in a non-threatening way. Giving the students
opportunity to be videoed would certain provide this relaxed atmosphere, while skillfully using
their new language. Afterwards, students would have to create a web, further utilizing their
vocabulary and language skills. All of these activities provide a way to meaningfully digest the
material, while using different teaching methods.
This artifact helped me as an educator because it gives me the strategies to work with
very young children. As a Middle School teacher, I wouldnt know to have children come to the

rug. And I dont think all adolescents enjoy being on video. Its a very self-conscious age,
which can be obsessed with its appearance. However, younger children would be overjoyed to
be on video.
If I were to obtain a position working with early childhood, Ill be better prepared with a
sample lesson for this age group. I think the visuals, discussions, use of vocabulary and
movement are crucial for this age. Activating their learning on multiple levels cant be
emphasized enough. This will not only help them build strong relationships with their
classmates, but enhance their academic strengths as well.
The 2nd artifact I chose is taken from the Course ESC 761- Linguistics for ESL and
Bilingual Teachers. This artifact is an observation of a High School ELL course offered at
Fordham University, geared towards preparing these students for college. This class, in
particular was designed to help students with the personal statement portion of the college
application.
The teacher was encouraging the students to write a draft about a time in their lives that
was difficult and what they did to get through it. She used metacognitive strategies when asking
them why drafting is important and its purpose. Even though the students answered in choppy
English, their answers were pretty proficient.

I thought this was excellent, because it asks

students to think about their thinking. Ive used this several times in my classroom to decipher
if my students understand what Im asking of them.
Furthermore, she read a draft piece to them about a story shed written about how her
grandparents met in Austria. The story, The Photograph recounted their meeting, but before
they met, grandmother was meant to be married to a 40 year-old man. Since she was only 16 at
the time, the kids found this a terrible situation. The teacher and students had great

conversations over this and she even asked them to use their phones to look up a 40 year-old
man.
As they continued to discuss the story, I noticed the students were engaged and asked
many pointed questions. Because they could identify with immigration, they had some
connection to her story. She also led the conversation while including unknown vocabulary and
a lot of corrective feedback. I really admired the way she respected their voices, while gently
correcting them.
This artifact meets the standard in that she implemented a variety of standards-based
teaching strategies and techniques for developing and integrating English listening, speaking,
reading and writing for a variety of social and academic purposes. And she implemented
learning around both subject matter and language learning objectives. Lastly, she used
meaningful instruction to build relevant academic vocabulary.
I benefitted several ways by observing this teacher. She was very passionate about her
work. Being in the classroom daily, sometimes I feel like my passion needs revival. At that
point, I try something different or go off curriculum totally in order to rejuvenate. I also enjoyed
how she respected their voices while interacting with the story. Clearly, their English needed
work but she welcomed their opinions and questions while providing corrective feedback. I need
to do this with my students. Currently, I dont teach ELLs, but my students need a lot of
reassurance and warm correction where necessary. Also, I love her use of technology. My
students arent allowed to have phones on them, but I can demonstrate different images from my
computer on our screen. They feel more connected with the material when that happens. And
they especially feel connected when they get to run the computer.

Im taking several techniques/strategies from this very seasoned teacher. She was a great
role model on how to keep students engaged with writing and literature.