MY CLASSROOM Rebekka Fry MY VISION ELLs will: learn English at the same time as the Curriculum see themselves as an equal member of the Learning environment feel that their culture and language are valued and be encouraged to become bilingual and bi-literate have confidence to express their opinion and know they have a voice know that they are able to think creatively, critically, and can generate new knowledge meet high expectations when they are involved in setting appropriate goals have opportunities to choose pathways that honour their strengths and interests RECEPTION IN THE SCHOOL ELLs will be greeted and have a school tour. The ESL department will conduct the family interview and initial orientation (with the help of necessary interpreters and other supports) The ESL department will work together with guidance and other subject departments to create a timetable for the student Teachers will receive the STEP and additional information to properly welcome the student in their classroom RECEPTION IN MY MUSIC CLASS On the first day of school, all students in the classroom say their name and one thing they would like to share. ELLs are encouraged to participate, but may skip this if they are uncomfortable All students learn each others names in the first week to make future group work easier Students who arrive later in the school year receive a warm welcome and get a chance to learn names of the students around them in their first week All students learn to play a string instrument, so everyone is at a new beginning together INITIAL ASSESSMENT INFORMATION The results of the initial assessment help me pair ELLs with other students in the class My seating plan incorporates pairs of students who will be asked to work together ELLs will either be paired with a student of the same background/culture or with a strong student in the class Depending on their STEP and prior knowledge of music, ELLs will get their individual Music Theory and Music History goals INSTRUCTIONAL STRATEGIES AND ACCOMMODATIONS Students will get extra time and One-on-One coaching to understand note names Aslong as students are comfortable with the first 7 notes of the Alphabet, they can easily learn note names and transfer this skill. They just need more gestures, explanations, and repetition
Students have the freedom to sit and observe when I am
teaching posture, bow hold, left hand position, etc. until they are comfortable All students will get teacher support and individual conversation time, so the ELLs do not stand out (this often makes them feel more comfortable) INSTRUCTIONAL STRATEGIES AND ACCOMMODATIONS There are many opportunities to work with the students around them, while I work with individuals Especially when other students speak the same language, I encourage them to find a space in the room to re-locate and work together in their language (both for playing and Theory) Depending on the class, I give more or less opportunities for group work (depending on the comfort level of ELLs, their prior experience in schooling and the outcome of student product) Group work usually means having the group play a piece of music together. They often have to make their own decisions about style (like where to play loud or soft) which is a safe way for ELLs to express their opinion or expertise about the music at hand. The groups also works together to ensure that everyone can play the music, and students are free to decide who plays which part (usually some parts are easier and others harder) Some written work gets simplified (e.g. point form instead of sentences) while more complex Theory might get eliminated for ELLs on a lower step INSTRUCTIONAL STRATEGIES AND ACCOMMODATIONS Some accommodations that ELLs can access any time include Anchor charts that include bow hold, left-hand position, note names, musical terms Translation tools (they often have their phones and are allowed to use them for translation any time) Word walls/templates for written work Possibility to ask their student buddy questions at any time (I often give a few seconds/minutes in between songs to give students the chance to clarify/practice ELLs always make great use of this time) Make eye contact with me and I will come over and help (I will come anyway if a student is struggling) ESL teachers in the school can help (and even come to me if they need help with the content first) MULTICULTURAL MATERIALS There are several time in the course where students can pick their own songs, which they would like to learn Igive options, but students can always find their own materials and get them approved Students who want to play music of their culture, or a different culture, are encouraged to do so Iaccept music that is printed, but also a recording, which the student wants to match by ear MULTICULTURAL MATERIALS Another Part of the Music course includes listening to Music and talking about it This is usually done as a whole class, until the very end, when students will have a written project While we mainly talk about Western Elements (Melody, Harmony, Rhythm, Timbre, Texture, Form) we can use these to analyze music from anywhere this can start a great discussion about the differences in Western Music and other music (like the use of quarter tones, or instruments we do not know) This is where we encourage ELLs to bring in their music and, if comfortable, tell us something about it, before we analyze it MULTICULTURAL MATERIALS Music presentation When I was in high school, we all had to research our background and prepare a presentation on the music of one of the cultures in our family history Often, parents got involved in teaching students about their background, and helping them pick some favourite music We were even asked to bring a small food dish for the class, which often included parent involvement Many students really liked this project, as they learned more about themselves and saw that we all came from somewhere are some point It is my goal to incorporate a project like this into one of my music classes soon! CONCLUSION Since Music is its own language, it can sometimes be a great transitional tool for a student who already knows music from their time prior to Canada The new language can also be an additional challenge for an ELL who is trying to catch up and learn yet another form of communication (they will need time and patience, but usually enjoy it in the end) Music involves a lot of group work, which helps meet new students (often even from different grades, as this is an open course) Even students who speak almost no English can succeed in music, since they can copy many things by watching them. This is a nice break from having to do paper-and-pencil work Students can incorporate their own culture and music and often fiddle around with their own songs when practicing at home.