Everyone has heard the saying, “It takes a village to raise a child”. This common term has come to fruition in an intermediate class I support regularly. The other day a colleague and I discussed some incredible gains made by a student who entered the school in late October with minimal English language proficiency skills. More specifically, the self-confidence demonstrated by the student sharing thoughts and opinions during literacy and math lessons. This conversation fostered self-reflection. In this post I will share strategies used to encourage a safe learning environment for students.
1) Be Visible and Available
The nature of my role requires me to support students in the mainstream classroom. Generally I support students in alternate spaces (a corner of the classroom, a shared space such as a pod located near the classroom, a quiet hallway or nearby office) though occasionally I provide students with intensive support alongside other students in the classroom. This year I made the decision to move my working area closer to the classrooms I support. It was helpful to have been generously shared space by colleagues nearby. I now make it a priority to be physically visible to my students, as well as the teachers I work with. If ever a student requires a quick response or the classroom teachers require additional support during a period I am not necessarily supporting, I am able to respond promptly. Being available also develops strong communication and collaboration with teachers. Although we rely heavily on sharing resources via Google Docs, being in close proximity fosters a culture of co-planning and co-teaching. Students new to the country with little language skills react favorably to such a positive environment.
2) Be a Cheerleader
Teachers hear the term “advocate” regularly, but what does it really mean? For teachers working with English Language Learners, it means providing daily reassurance that things will become clearer with time, proper support and empowerment. It means including them in all learning tasks. It means letting them know we want them to be heard and included. Many students at my school share the same first language as the newly arrived students at school so this is achievable by placing ELL students in groups with students they are able to converse with. This environmental accommodation has been pivotal in developing students’ confidence, and willingness to share their thoughts and ideas. They feel welcome and supported, and are given the opportunity to share their learning. Upon the arrival of one of my students in the fall, I encouraged his participation by sitting right beside him. Now I provide nods of reassurance from across the classroom when he decides to raise his hand. It is helpful to students for to be surrounded by welcoming classroom teachers.
3) Establish a Collaborative Environment
As mentioned previously, sharing physical space with other teachers in a common area helps with co-planning and co-teaching. It also helps to create a nurturing environment for students who need to be supported at all times of the day (recess, before and after school). Teachers who do not necessarily support all of my students are able to engage in conversation with them, promoting a safe learning environment. I prioritize introducing my newly arrived students to all teachers that share the common space. A new student who joined us in late January has daily conversations about various topics with teachers he does not necessarily work with in the classroom. These educators are all on the same page in working together to make students feel included.
How do you build positive learning environments for ELL students? How do you encourage newcomer students to be risk takers? What else can we do as teachers to nurture student growth?
