I found that very kind and beneficial to the students, who even though understood and spoke English well, could still gather the information from another point of view. The Aide in the classroom spoke only in Spanish to the two newest students. She would go over what Mr. Gonzalez had just finished teaching and would make sure they had a clear understanding. As soon as she saw that they had grasped the information well, she'd move to do other activities with them, and only then would she incorporate both languages. She spoke to all the students she helped in a very gentle tone of voice. She never got loud with the students or lost her patience, even when you could tell that she was getting a little bit frustrated when a student was having difficulty grasping an activity. Even though most of the students spoke English, they would still only speak Spanish to talk to the Aide, even if it was to ask questions that had nothing to do with the assignments. In addition, the students spoke Spanish amongst themselves when they were allowed to speak to one another. .
As for non-verbal interactions, there was a couple. Mr. Gonzalez used a sequenced pattern of clapping to get his students' attention if at any point the class became too rowdy. If Mr. Gonzalez was speaking and all of a sudden one of his students started talking or drifted away from paying attention, Mr. Gonzalez would stand in front of the classroom quietly until the disruptive student caught on to what was happening. If a question was asked to a student and it was answered incorrectly, Mr. Gonzalez wouldn't shout or say wrong right away. First, he would just look at the student for a brief moment and try to get the student to understand that he is incorrect. Mr. Gonzalez would also slightly shake his head. I asked him why he uses this technique and he said that he wants the student to know their wrong and understand why. He doesn't like telling them upfront that they're incorrect.