We Have Books and We Want to Share

Tate Publishing has gone under leaving Two Teachers truly on the Edge! We have books on hand that we want to sell you at HALF the price while we look for another publisher. Now is your chance to get all 8 books from What Do I Want to Be When I Grow Up? for a fraction of the original retail cost.

Get all eight books for $45 – This includes shipping!

To Purchase please contact Amy and Lori at:






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As an administrator I can stand back and see things so much more clearly. The fight and exhaustion of meeting all the needs of so many diverse learners is still my responsibility, but in such a different way. Like a counselor that helps a patient in emotional need, who explains strategies on relationships, it’s now my job to explain what needs to be done on a daily basis for students who are ELL in the general education classroom. Although TESOL training is extremely important when working with students whose primary language is something other than English in American schools, everyone in a classroom does not have this certification yet teach these very special students for hours a day. The ELL teacher is usually a support for that student throughout a very long day.

Here’s the challenge for most general education teachers who work with ELL Students; these teachers already have close to thirty students in one room who all have needs! Think about it. Every day, all day, these teachers have to determine the ways each of his students learn best, generate diverse lessens that each student can connect with, assess them for knowledge, rethink lesson that don’t work, and then fit in all the curriculum. It is a daunting job and one that is extremely important. With that being said, no teacher has the right to ignore even one child in the classroom when it comes to providing the accommodations needed to make a child succeed in school. So Ell, or ESL, or now EL (English Learners) students have to be recognized and unfortunately they may be a bit easier to ignore, especially if they are no longer identified as English Language Learners or have never been identified.

An accent doesn’t necessarily make an ELL student, but it is a fine clue. Does the child primarily speak a different language at home, meaning, does the child walk off the school bus and enter a completely different culture? During breaks, how often are they immersed in their home language and English isn’t even heard? Educators talk about summer slide in academic learning. The fact that when students do not speak the language of their school, they will experience summer slide. Students that are well versed in social English speaking can be so easily overlooked. Their fluent speak is misleading. They may speak with confidence with their friends and even adults, but most will still struggle with academic vocabulary and the more complex the subject matter, the more the child will struggle.

Academic vocabulary is a whole other bird that has to be attacked straight on across the curriculum. Teachers have to teach vocabulary, and they have to revisit it often in many different ways. Students need to be able to use the words in context. They have to be able to visualize the meaning of the words and develop background knowledge. It helps to know the origin of the word, how it fits into the subject area, and its multiple meanings. Prefixes and suffixes have to be taught. Students need to know the meanings of them and how they change the connotations of the words. Verb tenses are a challenge for just about everyone, but especially for ELL students, but once they recognize them and understand how they affect the meaning of a sentence their writing will improve dramatically.

Put yourselves in their shoes. Go to a social event where English is not spoken. Immerse yourself in an event where your language is not spoken. How do you feel? Do you get everything being said? Can you engage in a meaningful conversation where your intent is understood easily? Think about the ways your learning would be affected if you could not understand the instructor, if all of your friends had it pretty easy and were engaged in the activity, if you were sitting on the sidelines. Would you meet the standard?

Really use your assessments. Stop pointing fingers. Reflect on your own teaching practices. Teach your students! Go outside your comfort zone and look for strategies that work with the students in your classroom. You may have to change your lesson plans. You may have to lengthen your lessons and some standards may have to be sacrificed to truly TEACH another one. Take your time and do it right. After all, it’s about the students.

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