and Bloom's Taxonomy
The best solution for Rosa’s problem is for her teacher to
make some adjustments in the classroom to help Rosa adapt. The most
important change is to set Rosa up with a partner who she feels
somewhat comfortable with, who will sit next to her throughout the
entire day to help her with class work, directions and will be a
friend who Rosa knows she can come to with questions. Also, Rosa
needs to continue with regular meetings with the guidance counselor
which may help Rosa to talk about her feelings and her worries about
school once she feels comfortable with Mrs. Levitt.
The Parents of Rosa
Rosa’s parents really need to take part in her new school
and the teachers and faculty that Rosa sees everyday. By not going
to a teacher conference with Mrs. Harris, they are only hurting
Rosa. Rosa’s parents need to work on learning English not
only for their sake but for their children as well. Mr. and Mrs.
Delgado need to attend the suggested conference with Rosa’s
teacher, principal, guidance counselor, and ESOL teacher, to discuss
what they can do to help because Rosa’s teachers are doing
The School Principal
Mrs. Harris is aware of Rosa’s problems and is concerned for
her and has agreed to check up on her a few times a week, giving
her kind words and encouragement. Mrs. Harris concurs with the counselor’s
recommendation for mediation outside of the classroom and will continue
to meet with and support her teachers and any classroom changes
The School Counselor
Mrs. Levitt feels it is vital for Rosa to learn to and have the
opportunity to express herself and her feelings. Mrs. Levitt will
work with Rosa one on one twice a week to talk with her about school,
friends, family, etc… Since Rosa is already feeling the anxiety
of a new school with new people, she hopes that after meeting with
Rosa on a regular basis, she will begin to feel more comfortable
around her and may help her to open up and discuss some of these
The ESOL Teacher
Mrs. Rios does not see many of the behavior problems that Rosa’s
teacher reports. While she does support change in the mainstream
classroom, Mrs. Rios does not want to change or adjust any of the
dynamics or her own classroom since Rosa seems comfortable and does
not display the same behavior problems in her ESOL class. Mrs. Rios
also hopes that Rosa’s parents will agree to come to a conference
is she is present, so that together they can talk and do whatever
needed to help Rosa with school.
1.) How could the strategies and concepts
learned from this case study be applied to a real life situation?
2.) Why is it important to communicate with all stake-holders of
your ESOL student?
3.) How would you go about a meeting of the minds with the stake-holders?
1.) What did I learn from this case study?
2.) What are some things I could do in my classroom from the case
study to help an ESOL student?
3.) Why do you think we have ESOL programs to help students with
4.) If I had a problem with an ESOL student misbehaving or not doing
their work, who should I talk to about it? Who should I involve?
5.) I would like for you to think about an ESOL student that you
know. I want you to think about the things teachers and administrators
are doing for them. Are those things the same things you would do?
6.) Would life be easier for people, especially teachers and administrators,
if we did offer ESOL classes in schools?