ADR ADVISOR Beth Lynne has spent 30 years in urban education settings in New York and New Jersey. She held positions as an elementary teacher, a middle school science and math teacher, a special education teacher, and a high school English teacher. Dr. Lynne was also a school disciplinarian and vice principal. Her passions are educating and accommodating diverse learners and incorporating technology in lessons. She adapted her doctoral dissertation into a popular book, Creating a Technological Learning Profile to Customize Instruction for Diverse Learners. Also, Dr. Lynne is trained in PBSIS (Positive Behavior Interventions and Supports) and helped implement the plan in her former school district. Now in retirement, Dr. Lynne assists others in self-publishing their books and writing their dissertations.
A Look at How Foreign-born Students are Faring in the Pandemic
At this writing, students around the world have been on lockdown since March 2020. As a result, online and virtual environments have been used by school districts in order to reduce regression and loss of skills. This essay presents a look at English language learners (ELL) and challenges they face as a consequence of loss of face to face instruction. Regulations, testing, the digital divide, support of ESL students, and improving attendance in relation to ELLs is examined. A section about implications for future instruction as LEP students as classrooms open up again and some who have graduated go to the next phases in their lives is explored.
College loans, credit cards, mortgages—they all add up to a lack of disposable income, and worse yet, with the possible social security shortfall predicted by the year 2034, no extra funds to put away for retirement, so today’s high school students run the risk of not having enough money to live on through their golden years. Even worse, they may find it difficult to support themselves and their eventual families. It is difficult to predict what will happen to our economy, but if today’s high school graduates learn to arm themselves financially, they can live a comfortable life with a soft monetary cushion.
I worked as an educator for twenty-five years in NJ until I retired a couple years ago. The entire district in was a low socio-economic community. One of the major complaints teachers made was that parents didn’t care about their kids. Once I became a school disciplinarian, I found that parents felt the same about teachers—they were just there for the paycheck. Imagine that! If one would believe both parents and teachers, then who did care about the kids and why was there this disconnect between parents and teachers?
One thing I could piece together was that the parents were fierce about their children. If their kid didn’t have the correct gear or the child’s cell phone was taken or someone was picking on their child, they were at the school demanding action. So it was not accurate that they didn’t care. They cared; it was just that education was not their number one concern. It was the perceived role of the school in the health, welfare, and rights of their child that was paramount.