Facilitate Communication In The Classroom

Teachers can create an optimal learning environment for students by creating an anxiety free and respectful atmosphere where the student can feel safe talking in class. ELL students should not be pressured into talking in class, they may not feel comfortable for talking for months, talking in class should be voluntarily based only. Teachers should avoid cognitively demanding communication where the student has to analyze information quick, or at least make it minimal. Also, students can start participating in class by simply saying or shaking their head yes or no to communicate feelings or thoughts. Students need context clues in class in order to understand material that they can see. Classrooms should encourage motivation and risk-taking …show more content…
Teachers should have students create a graphic organizer to help develop more strategic language learning. Advanced planning is required in creating language objectives which allows teachers to better anticipate the academic English needs of all students and increasing the comprehensibility of the lessons. Teachers need to review what skills will be taught in a lesson and to pick and choose which skills to keep in the lesson to help the student more academically and continue developing their language while the student meets the state standards for the grade level at the same time. Using pictures around the class to represent topics or key terms can help the student understand what is being asked when they may not have the English vocabulary for the words yet. Teachers should make sure that all students do tasks that fall on all levels of Blooms Taxonomy, so a couple of tasks can fall on the higher end. It is important for ELL students that objectives be stated at the beginning of the lesson and reviewed with the students at the end of the lesson to allow them to see if they have met the objectives; some examples would be to choral read the objectives or write down the objectives in their journals. Students would need different scaffoldings to make sure they understand the work based on their needs but the objectives can be different based on the students’ needs as long as one objective is the same for all students. Some students can orally list text features found in a non-fiction book while other students can pick words from a word bank to make a list of text features in a non-fiction book. Students also need accommodations and extra support in learning a new