Reflection for ELL:

1. As the teacher for the lesson my biggest challenge was having enough material for the
full seven minutes of the presentation. I found this challenging because I could not use
my words to expand on the topic of getting to know your classmates. I could not prolong
each subpoint of the individual by creating conversations. However, the presentation was
very basic and once the student saw the image they could move on with the lesson. This
was a large obstacle to overcome throughout the. Once I taught the lesson it was the
perfect amount for the seven minutes.
2. As the teacher while I was teaching the lesson, I found it extremely difficult to not speak.
This was especially challenging when the students looked at me blankly as if they were
not understanding what I was describing through photos. I would use body language and
gestures for the students, so they knew what to focus on. Although it took extra time, the
students ended up understanding what was being said through guessing multiple times
and the teacher shaking her head yes or no.
3. To overcome these challenges that were present throughout the lesson, I used gestures
and body language. These gestures resulted in the overall understanding of the content
throughout the lesson. I shook my head yes or no to allow the students to know if they
were on the right track. As for conversation, the students took it upon themselves to have
engaging conversations about the slides with each other, therefore making the lesson
more meaningful.
4. This activity stimulated trying to instruct ELL students as a teacher because the student
most likely will not understand the content that is within the lesson. Therefore, images
help the students feel engaged and help piece the information together. With this in mind,
I solely made the presentation images so the students could piece information together.
This activity allowed me as the teacher to take a new perspective of the classroom
through an ELL student’s eyes. It was challenging but with proper engagement the lesson
will be meaningful to all the students in the classroom, especially the ELL student.
5. As a student, I solely relied on the concrete photos and videos within the other lessons to
help guide me through the other content. Without this the classroom was unorganized due
to the wild accusations people were trying to guess what the PowerPoints were saying.
6. I can relate this activity to an ELL student in an English-speaking classroom because I
could not understand what the teacher and other students were saying for the lesson. This
made me solely rely on the sense of sight. Overall, I felt that an ELL student probably
just hears noise and gestures and most of the lessons were this way which modeled what
an ELL student must experience in an English-speaking classroom.
7. I believe the purpose of this activity was to immerse yourself both as the teacher and the
student to see the perspective of an English Language Learner. As the teacher, it was
challenging to get the point across to students that most likely did not understand what
was being said. This allowed me to come up with creative ideas to make sure they
understand which was primarily photos and gestures. On the other hand, it was
challenging as a student to understand what the teacher was trying to teach within the
lesson. I mostly depended on photos within the lessons or the chatter of the other
students. The other students, however, are not a good resource in case they are incorrect.
Overall, I feel the activity made me feel more aware of students that are having difficulty
understanding material, especially an ELL student. It allowed me to understand a new
point of view in the classroom which will be helpful in the future!