Lauras dilemma hit me hard, as Ive experienced similar situations in teaching
students with special needs. This dilemma is essentially about knowing how to best address the immense, unfair gap between a learner and an assessment. Laura feels deeply conflicted regarding what she views as her role as a human (nurturing and educating the student in every situation), and her role as an educator (to uphold the responsibilities she has been assigned, even when they may seem completely unfair). Laura wanted to be able to help Rosa with the assessment because Rosa couldnt possibly do it on her own. She embraced the philosophy, First, do no harm. By proceeding with the test as it stands right now, she risks doing harm to the student. So, Id like to introduce a slight twist to this assignment, if I may, by going back in time to the beginning of the school year: If Rosa is to succeed not just in reading, but in the U.S. education system, Im going to need to do what Laura has begun, in giving Rosa developmentally appropriate materials to begin learning how to read and write the English language, while also preparing her for the upcoming test. To do this, I would begin by giving all students a probe of their reading material in a format similar to the SAT state assessment. This at least gets them comfortable with the format of the test, and the expectations for it. It also allows initial success, which I hope will foster motivation in the learning process, as well as fostering trust in me as the educator. At first, I will be able to read the directions to Rosa, and I may even read some or all of the passage. Ill certainly respond when Rosa requests help. As time progresses throughout the school year, however, Ill want to scaffold in a manner that will allow Rosa to become more independent in the process.
M5 Ethical Dilemma
In order for a student to really experience success, Im going to need to add in
specific strategies for reading, like how to pick out main idea, key words, etc. Laura didnt mention that she had worked on these skills with Rosa. In fact she mentioned that while the rest of the class focused on comprehension, Rosa was focusing on other things (in Module video). Ill need to help Rosa hone in on vocabulary with the LINCS strategy and others like it (Ellis, 1992), and in fluency with such strategies as partner reading and repeated reading drills (interventioncentral.org), even as she uses different materials than most of the class. Ultimately, we need Rosa to feel as comfortable as possible with the upcoming assessment, even if that means she can only pick out the vocabulary or character names shes able to recognize. At the same time, it is common for many students, not just students like Rosa, to feel isolated and defeated after such an assessment. Its important to have a class discussion about the assessment, where each student receives reassuring statements such as those noted by previous ELLs who are now teachers (stellarcenter, 2010). This should include progress each student has made throughout the year, as well as the advice from Principal Santos: reward students for doing their best (and for improvement throughout the school year)! (in Module video). There are times when educators need to stand up to unfair practices and voice concern at the school, district, or even the state level, with high-stakes testing being part of that conversation. However, we must embrace the idea that Rosa deserves the opportunity to participate with her piers so as not to violate her Least Restrictive Environment and inclusion with her peers. I may be able to get Rosa reasonably close enough to readiness that she doesnt feel defeated by this process, limiting harm done.
M5 Ethical Dilemma
3 References
Lauras Dilemma Perspectives from Educators. (2016, November 28).
Retrieved from https://kuconnect.ku.edu/courses/745/assignments/15607?module _item_id=46554 within C&T807 Module 5. Ellis, E.S. (1992). The LINCS Vocabulary Strategy. Lawrence, KS. Pearson Hall. Intervention Central Academic Interventions. (2016, November 28). Retrieved from http://www.interventioncentral.org/response-to-intervention. Unpublished name. [Stellarcenter]. 2012, December 3. From an ELL Student to an ELL Educator. Retrieved from https://www.youtube.com/watch?v=EZwabwdLRNg.