Ch. 1:
I found chapter one to be quite informative in the way of describing the diagnosis, treatment, and assessment of English Language Learners. The discussion of the three I found to be quite applicable to our future professions. With diagnosis, we need to know where our students are coming from, to see if they need extra help. The quicker we are able to diagnose the issue, the quicker we can give that student assistance. I have seen this time and time again in certain schools I have either observed or assisted in, where a student goes right under the radar until it is too late. It's one of the most heart-breaking things. However, if we can diagnose quick enough, we will be able to "treat" the student so that we can advance their English proficiency and guide them back towards the general education.
Ch. 2:
As I did think that chapter two was a bit easier to read, it might have been due to the fact that I was shocked and yelling in my mind about what the book said is an "effective teacher." The book states an "effective teacher" is considered one if they have students whom perform better on standardized tests than the other classes, and that just isn't fair or right. I feel our education system is going into the trash because we are teaching to the test. Students are losing their creativity and thereby losing enjoyment in learning, both in the classroom and outside. Teaching repetitively bores students. They feel like it is the same constant thing all day, every day, and therefore they go into cruise-control and coast through the school day. I can't give you a detailed definition of what an "effective teacher" is, but it definetly involves more than just test scores.
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#happytuesday
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