In the ESOL placement, we use the "push-in model." Usually we are pulling small groups aside IN the classroom. I get how the students get to stay in their classroom with their classmates can create a community. What I don't get is when the others are doing a completely different lesson and the students that are sitting with me are being distracted or the other way around. It is frustrating when the students in my small group are looking around the room to see what their friends are doing. I think the "push-in" doesn't work when that is happening. Now I have witnessed a successful form of the push-in model. The teacher does centers around the time that we come in. During this time, I get to serve 2 separate small groups within the 30 minutes. The other students are already doing something else during their time in the centers. It works out well because of the number of students being serviced in this class. We get to split the group of 8 into two groups of four.
It is just frustrating when I have to talk over the teacher or the other students to help the students in my group. I can't blame the students because they are Kindergartners. I can't blame the teacher because she still has to teach the other students. I just wish the ESOL and general Ed classroom teacher would just work together to turn the push-in model into a successful model.
The above website calls the push-in a "plug-in." It offers some great tips for the ESOL and Classroom teacher to collaborate. This is what I was thinking it would be like before I entered my placement. It is obviously different.
In the ESOL placement, we use the "push-in model." Usually we are pulling small groups aside IN the classroom. I get how the students get to stay in their classroom with their classmates can create a community. What I don't get is when the others are doing a completely different lesson and the students that are sitting with me are being distracted or the other way around. It is frustrating when the students in my small group are looking around the room to see what their friends are doing. I think the "push-in" doesn't work when that is happening. Now I have witnessed a successful form of the push-in model. The teacher does centers around the time that we come in. During this time, I get to serve 2 separate small groups within the 30 minutes. The other students are already doing something else during their time in the centers. It works out well because of the number of students being serviced in this class. We get to split the group of 8 into two groups of four.
It is just frustrating when I have to talk over the teacher or the other students to help the students in my group. I can't blame the students because they are Kindergartners. I can't blame the teacher because she still has to teach the other students. I just wish the ESOL and general Ed classroom teacher would just work together to turn the push-in model into a successful model.
http://www1.pgcps.org/esol/index.aspx?id=57694#In
The above website calls the push-in a "plug-in." It offers some great tips for the ESOL and Classroom teacher to collaborate. This is what I was thinking it would be like before I entered my placement. It is obviously different.