Fourth Session With ELL

My ELLs are beginning to study Africa.  One of my students had completed the worksheet I was given to work on with her, and the other student had just recently taken an exam on another unit and had not yet been introduced to the unit on Africa.  I brought blank maps for them to fill out and use to study.  After completing a map, I helped them practice recalling the names of countries by filling out a third map.

After the last geography lesson I conducted with my ELL students, I thought I came prepared with the map and some ideas about how best to memorize information.  I studied and quized myself right along with my students.  I readily admitted that I was not a student of geography and so did not know where everything was on the map.  They seemed to enjoy my participation, but when it came to the area of the map where countries are difficult to pronounce, tiny, and crowded together in a way that makes it nearly impossible to memorize them, then the lesson seemed to totally fall apart.

It was at this moment, when the air seemed to be sucked out of the room entirely and my students were quietly staring off into space or stealing glances at their classmates around the room, probably wishing that they had not been stuck with me, that I realized that I could have made this lesson something else entirely.  I could have brought in a book on Africa, whether it was an earth science book, a travel brochure, or a book of fiction relating to Africa, I needed something to relate what they were about to learn to someting outside of the rote memorization of a map.  I should have supplemented what they usually get in their geography class with something new and interesting.  Because geography is not my strong suit, I should have thought much more in terms of how to make the information interesting and accessible and less about what their individual teachers will be teaching on the unit. 

I have felt in my mini-teaches and in my work with ELLs that I am trying too hard to try and anticipate what the cooperating teacher wants or will do with the students, rather than designing lessons and activities that are original and interesting.  This sounds odd, but like any new job, I try to observe what others around me are doing and then do much the same kind of thing.  Teaching is different from any job I have ever attempted to do in the past.  The creative thought that is required of good teachers is immense; it is shaped and informed by standards, curriculum, and the needs of the students.  I really hope my last session with my ELL students is much, much more engaging than this one.  I plan on changing my approach by going to their teachers for a framework, but I will rely on my own creativity to design objectives and a lesson.

Geo-graphy

Today I worked with my buddy and a new girl.  We were looking over their Geography homework that dealt with the Middle East, and I helped them by introducing a study strategy: list-group-label.  We looked over the countries and major bodies of water in the region.  The most important idea that I communicated to them was writing down the information more than once, in fact several times, in order to learn the information on a map.  As obvious as this seems to me now, I don’t believe I learned how to study until I got to University, and the idea of writing down information that was difficult for me to remember was a revelation at one time.  We also discussed the region in light of current events, past and present, and I asked them why studying the region might be important, and what do they think is the benefit to them of learning geography. 

Nevertheless, I do think I taught them a study strategy that is rather obvious and basic, but one that they had not necessarily been taught.  For example, one of my buddies showed me her study guide, which was only partially filled out mind you, but she showed it to me as if to say “here’s my study guide, I have it, it’s in my binder, and that’s all I’m going to do with it!”  If I had had more time with them, and with the hindsight that I now have, I would have gone further with introducing the students to graphically organizing their information with the goal of retaining the information and ultimately learning about the region so that they would eventually be able to think of the places on the map as dynamic, populated, and fascinating.  I think that many students at the high school level simply have trouble with learning the information, and not because they are intellectually deficient in some way, but because they need to learn how things are organized in text and graphs, and how to use that organization to their best advantage.

The experience was quite good for several reasons: 1.) I realized that I don’t have to know my topic so completely and perfectly in order to teach these kids because it’s the study skills, reading skills, and thinking skills that they need help cultivating at this stage. 2.) My buddies were cooperating and learning because they were engaged with an activity, and not just listening to me speak–they were forced to participate because there were only three of us, and I think that was definitely good for them.

My second meeting with J went really well.  Although I was encouraged to take my time with the lesson/activity that I was going to share with J, I really rushed right into the lesson.  I did manage to ask him if he was playing soccer (it was a rainy day and he looked at my like I was crazy, though I meant the question generally), and I asked how his family was, and if he was ready for the TAKS test.  He was very polite and very cooperative.

During the listening and speaking portion of the activity, J was able to answer questions reasonably well, especially when I showed him the text.  I gave him some background knowledge about the piece: I explained that the protagonist and his family were migrant farmworkers who had recently been deported from California.  The piece was an account of the family’s reaction to the good news that their visas had been approved.  J seemed to connect to this bit of information.  I think it was safe to assume that his background knowledge was activated.

Meeting My ELL

J is a very sweet young man.  He was incredibly respectful and quite the skilled conversationalist despite the language barriers.  My “Me Poster” allowed me to show him my family, my hometown, my love of food, and my love of reading.  His eyes really lit up when I talked about my little boy, so I asked him plenty of questions about his family.  Even though I don’t know a thing about soccer, not to mention team Mexico, I think I showed him that I was interested in him, his interests, his family, and his country and language of origin.  I really enjoyed talking to a student one-on-one; the experience has definitely served to make me much more comfortable talking and interacting with students.

The most apparent reality that I have come to appreciate not only from my ELL but also from my classroom observations, is my intense need and desire to learn Spanish.  Following this all-consuming block process, I am determined to study Spanish and work toward proficiency.  I don’t see how it is possible to engage students, not only ELLs but also students who simply identify more with the culture and language of Mexico/Latin America, without at least a working knowledge of their language.  For example, today in Ms L’s English class, she was having the students think up adages, pithy sayings that communicate a moral or cultural value.  I noticed two students, who incidentally spoke perfectly good English, having a bit of trouble coming up with sayings in English.  I wished that I could remember some Spanish folk-sayings (I took a Texas folklore class last semester and we studied plenty of Spanish sayings).  It made me think toward the future, when I am in the classroom, I will want to come to class prepared with examples that all my students can appreciate, use, and benefit from.

I am really motivated to help, in my little way, to contribute to a school environment in which all students feel included, able to participate, and like the content is relevant and relate-able to them.  I think this is achievable with plenty of preparation, and a brush up of my Spanish vocab!