Possible Solution, reflective
from home and parents & resources
Possible Solution: (Kalisha Holloway)
We the STAT team have reviewed the
information, and have agreed on a solution for Tomoko Tadeshi. It
seems that Tomoko and her parents disagree with the methods that Tomoko’s
teacher is using in the classroom. There are apparent cultural differences
that are affecting Tomoko’s ability to do well in school. Tomoko
comes from a culture where speed is not the best way of learning.
She seems to be frustrated by the teacher’s pace of instruction,
and by the teacher’s feedback to Tomoko’s responses. Tomoko
is also frustrated with the group work. She doesn’t understand
the importance of group collaboration. She feels that the other children
will take her answers. Tomoko seems to work best under these three
settings: Rote-Memorization, Passive learning, and Individual work.
Here are some solutions that we have come up with:
• Tomoko will be allowed more time to complete her assignments.
• The teacher will randomly choose students to call on by pulling
names from a box.
• The teacher will minimize the size of the groups to motivate
Tomoko’s participation. The group should consist of no more
than three individuals. This will help Tomoko feel more comfortable
working in group situations.
• Instead of interrupting Tomoko, the teacher will give a time
limit for every student to think before answering the question (no
less than 30 seconds). With this method, the teacher is able to keep
the class moving, but still allow Tomoko ample time to compile her
response before verbalizing it.
• The teacher should provide opportunities for the students
to write their answers as opposed to always verbalizing them. This
activity will allow Tomoko time to work alone, and at her own pace.
• The teacher should supply weekly progress notes for Tomoko’s
family. These notes should include information on Tomoko’s scholastic
and social success.
Tomoko does not seem to be struggling with the content of the assignments,
rather, the administration. Tomoko is a very bright girl. Tomoko and
the teacher must work together to create and personalize a plan of
1. How could the teacher make Tomoko more successful
in the classroom?
2. Can you describe the learning environment in Tomoko's homeland?
3. Is a bilingual education being encouraged for Tomoko?
4. Would Tomoko fare better on an intelligence test administered in
Japanese or English? Explain.
5. How has the Tadeshi’s involvement in Tomoko’s education
impacted her learning?
6. Are there any other possible causes of Tomoko’s stagnation
in her English education?
7. How does Tomoko’s lack of social relationships with other
children affect her schooling/education?
Bloom’s Taxonomy of Critical Thought:
Level 1- Knowledge: Learn the information.
Sample Verbs: Define, find, follow directions, identify, know, label,
list, memorize, name.
1. What is the history of Tomoko Tadeshi’s family with regards
to the English language?
2. List the key developmental stages of language learners, and label
Tomoko’s progress is association with those stages.
3. How does Tomoko’s family encourage her development with English?
4. Name some activities or characteristics of Tomoko’s family
life that might aid her in her attainment of the English language.
5. Identify the situations in which Tomoko uses her native language.
Her home language.
Level 2- Comprehension: Understand
Sample Verbs: Account for, explain, express in other terms, give examples,
1. Please give specific examples of Tomoko’s language situation
before moving to America.
2. Should we assume that because Tomoko began her formal education
in America, she should quickly adapt to American schools and the English
3. Describe some of the advancements that Tomoko made with regards
4. In your own words, explain what “passive learning”
means and how it relates to Tomoko’s education.
5. Explain any cultural characteristics of Japanese culture that may
have a significant impact on Tomoko’s linguistic development.
6. Is it possible that Tomoko's learning difficulties are stemming
from social maladaptation or culture shock rather than the teaching
Level 3- Application: Use the information.
Sample Verbs: Apply, compute, construct, convert, demonstrate, derive,
1. Does Tomoko’s situation require parental and faculty intervention?
2. What are some activities that Tomoko's family could do at home
to encourage more social interaction at school?
3. Construct a timeline to show Tomoko’s progress with Japanese
and with English.
4. Using your knowledge of Tomoko’s linguistic development,
construct a learning activity to help her in a specific language area
(i.e. pronunciation, grammar, sentence structure, negation, etc.).
5. Research the rules and expectations of Japanese schools. Develop
of list of classroom rules that integrate Japanese behavior expectations
with American behavior expectations.
Level 4- Analysis Level: Break
the information down into its component parts.
Sample Verbs: Analyze, compare, contrast, criticize, debate, determine,
1. How does Tomoko’s language development compare with that
of other ELL students? Is she progressing sufficiently?
2. How does Tomoko’s social development compare with that of
other Asian ELL students? Are there any notable characteristics?
3. From the information given, determine whether Tomoko is bilingual,
semi-lingual, or neither.
4. Draw a conclusion about the type of ESOL program, if any, in which
Tomoko should participate.
5. Compare and contrast the expectations of Tomoko in her home environment,
with the expectations of the school.
Level 5- Synthesis: Put information
together in new and different ways.
Sample Verbs: Build, combine, create, design, imagine, invent, make
1. Does Tomoko’s withdraw in social situations warrant psychological
2. What might the results be if Tomoko continued her education without
any outside intervention?
3. Is it possible that Tomoko’s struggles are a result of the
teaching approach of the instructor?
4. What are some alternative explanations of Tomoko’s change
5. Pretend that you have an interview with Tomoko Tadeshi. Create
a list of questions to ask her at the meeting.
Level 6- Evaluation: Judge the
Sample Verbs: Assess, defend, evaluate, grade, judge, measure, rank,
1. Is Tomoko’s scenario common among all ELLs?
2. Is it specific among ELLs from a certain region?
3. Should Tomoko’s situation be addressed academically? Socially?
4. Is it the duty of the general education teacher to accommodate
ELLs such as Tomoko?
5. Is Tomoko’s behavior atypical for the school?
6. Evaluate the perceptions and misperceptions that school faculty
members might have about Tomoko’s (as an Asian ELL) ability
to adapt to American language and culture.
Letter From Home: (Carolynn Pearson)
This is a note from the Tadeshi family. In
it, they have made a few suggestions about some possible solutions
to aid Tomoko’s education.
I have been told that the way the classroom
runs will be changed. My Tomoko has never been so unhappy about school
in her life. I will make sure that several of the solutions that we
discussed will be followed as well as my solutions that I would like
to see progress.
I recommend that:
• The teacher allow my Tomoko plenty of time to complete classroom
• The school educate the teacher with the skills that are needed
for an ESOL student.
• The teacher let Tomoko know that group settings are OK.
• The teacher send progress notes home on a weekly basis.
• Tomoko is given an equal amount of time when answering a question.
Teacher Note (Carolynn Pearson):
Tomoko is a very smart girl with a lot of potential.
Meeting the need of an ESOL child does not come easy for me. With
that in mind, there will be a few things that I will change in my
classroom to facilitate Tomoko's needs. The first thing that I will
change is her learning environment. For example, I will give Tomoko
more time to complete her work, I will put fewer children in group
discussions, and I will attempt to meet any other needs that might
come up in the future. I will also attend ESOL courses to educate
myself with ESOL students, so that I can understand and meet their
needs at a higher education level. Finally, I will provide a progress
update each week for her parent's. As her teacher, I want to make
sure that she receives an education at the highest level.
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