I am particularly proud of this research that is concerned with the interventions put in place to assist one of my high-performing but at-risk English language learner’s (ELL) academic performance, social potential, and emotional stability. Over the course of six weeks, a number of methods are attempted, reflected upon, discarded, improved, and solidified, in order to achieve a moderate, though precarious at the time, success for the student in concern. This student has since gone on to fully integrate and excel in not only her English class, but all others through the diligent continued work of my colleagues in my absence. These efforts included modification of marking, 1-1 teacher time, technological supports, colleague consultation, peer-mediation, parental involvement, remediation, self-regulatory practices, and social expansion (PCs 1-12).
A View to Thrill 