Running Head: M5 Ethical Dilemma

M5 Lauras Dilemma Assignment

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.

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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.

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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.