All posts by eslbeth

About eslbeth

I am an ESL teacher in Vermont. I love my job and am working desperately to make the world a better place. Why don't you join me?

Winding Down

Group PhotoIt’s been a year.

And now we’re nearly done.

We went outside last week to take a picture to give to all the amazing people we have been working with this year.

Lida got her poster on Friday, as did two of our volunteers who have been faithful companions through this year.

It’s been wonderful and amazing and heartbreaking and and and….

I wonder if we will continue next year. The journey is still uncertain. I’ll be posting still to this site to show all the other things that have happened in this whirlwind month. Like going to Cirque Mechanique with our small class. And playing with Lida (three times since I’ve last posted!!! I’m not keeping up.).

The most amazing thing has been that we have seen students grow and learn. The amount of change, the amount of community building in this group has been phenomenal. We see students sitting together in the cafeteria, crossing language sub-groups. We see them as a welcoming cohort, bringing others in with an easy smile. We see them as young people who really needed help, and for the most part, are ready to move ahead.

Our posts will continue through the YES program (year end studies… a fairly new program at BHS that allows students a chance to explore with adults) because I will be leading some of these people on a “Welcome to Burlington” tour. We’ll be exploring all sorts of sites in and around Burlington.

It should be fun.

But I’m still not done with our class.

So stay tuned, dear readers. We’re not done yet!

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Mountains in Many Languages

How do you say that in your language?

As more of our students move away from the “Entering” level of WIDA’s English Language Development scale and move toward “Developing,” we need to up the ante.

Our class is all about oral proficiency.

IMG_0487When students can start to express themselves in English, they can start to make use of something we in the ELL world call transfer–when they are able to move knowledge gained in their first language to knowledge in the new language.

It’s not something that always happens automatically; if it did, we could all be able to quickly move from babbling on like children to having academic conversations in a second language as soon as we had the words and grammar structures to express ourselves fully. Yet we see it all the time: well-educated students who start school in the United States and find everything–EVERYTHING–so hard to do.

And many of us have experienced it ourselves: I may know all the words for buying tickets in another language, but every time I go to a country where I’m not relying on English, I get a little confused and nervous about the transactions. Even going to Great Britain or Canada can put one off a bit: The circumstance, the currency, the math, the geography, the background knowledge we have around purchasing tickets–all that cannot be trusted anymore and makes the task that much harder.

So what we can do as teachers is to show students that they do have that language base, and that by practicing, the task will get easier.

We are now in quarter 4, and it’s a bit late to try to transfer students into new classes, even if there were room in the courses where we would put them. We only have five days each left of blue and white days on the block schedule. This is a time for wrapping up the year rather than to start afresh.

But these students have grown beyond our survival English class. They are ready to take on the world NOW. So we’ve decided to launch into a geography unit to prepare them for one of their classes next year. The social studies teacher says one of the most difficult parts of the course is to get them to memorize landforms and biomes.

Two weeks ago, my partner teacher and I went to a SLIFE (Students with Limited or Interrupted Formal Education) conference with Helaine Marshall and Andrea DeCapua in Massachusetts. There, we learned about the Mutually Adaptive Learning Paradigm, or MALP.  At the link here, you can download a copy of the checklist. But basically it comes down to this:

  • Making the lesson relevant
  • Maintaining interconnectedness
  • Incorporating Shared and Individual accountability
  • Scaffolding written word through oral interaction
  • Incorporating tasks that require academic thinking
  • Making tasks accessible through familiar language

Because our class is oral, I’ve focused on that to begin with. And this has backing from the realm of brain-based learning as well. Janet Zadina cautions teachers against focusing on lecture alone:

Too often we study just by repeating the receptive pathway; firing and wiring it, by having students see or hear the material repeatedly. That is not very effective. We want students to activate their neural network and recreate, reassemble, and retrieve the information.–Dr. Janet Zadina

So here’s the plan:

We’ve been asking our class to find pictures of words on their ipads. Then we ask them to find that in their own countries and share that picture in a file. The ones below were the ones the shared with me of “mountains.”

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As soon as we got those photos together, we asked for an artist to make a picture of a IMG_0488mountain and for everybody else to write–if they knew–the word for “mountain” in their own language.

Here’s what we got.

Not bad, huh?

So the one thing that’s missing from this is the academic task. We will learn  how to define terms in English. Categorizing. Such a huge skill. Then, I think I’m going to ask them to create their own flashcards or their own display, perhaps using Animoto, Thinglink or Explain Everything.

The coolest thing about this unit, though, is that students are chatting each other up. The boat picture at the top of the post? The one in the lake? They had to ask me what that was, then they shared words for that. There are some languages in our classroom, Burmese and Karen, for example, that are very close and share words. And sometimes Arabic and Somali can have some similarities in how the words are pronounced.

It’s so wonderful to see them stretching themselves, but most of all, to see them reaching across language subgroups.

It’s a beautiful thing.

Noisy Focus: Be Mindful of the Beat

Lindsay has been teaching us this year about maintaining focus.

And what is that really?

We are so incredibly focused on multitasking that we just can’t focus. It’s crazy.

And so we’re working a little bit about how to undo that.

When we are breathing, we try to pay attention to where our mind goes. We try to focus on different body parts, and when we lose focus, we notice it, and refocus. Lose focus? Breathe and refocus. Get angry? Breathe and refocus.

It’s really about trying to figure out what should have the biggest chunk of one’s attention at any given time.

And if you’re a teen-ager, it’s even harder.

248x249xcmlnewlarge-300x300.png.pagespeed.ic.whX9LpOZe_I walked into the room just this morning, saw four boys sitting at the back tables, each glued to his iPad. They had focus all right.

And now, back to Lindsay.FullSizeRender 4

We did breathing, brought in a little creativity as we all came up with our own movements to breathe, and then we played this game.

One of our students got so excited of learning the pattern that she ran around the room and asked to play the game with almost everybody.

One student knew it would be a challenge, so she tried, and then she hid.

But the important thing is that she tried.

And all successes are just that: successes!

Please Mr. Postman: Christmas in April

Every year, we order Christmas cards. And every year, we order too many. And we have a good dozen or so that sit, undelivered, collecting dust.Screen Shot 2015-04-29 at 10.25.15 PM

But this year, it’s Christmas in April.

We’ve been working at writing addresses, remembering phone numbers… And I really thought we should figure out WHY we needed to know our addresses. So I took all these cards to school and we’ve been practicing on a worksheet, getting us ready for the real thing.

And the day finally came.

LETTER TIME.

All of the students were instructed to follow a model I drew on the whiteboard. They had to copy my address from the board onto the envelope, and in the addressee spot, they had to write their own address, including ZIP code.

If you never send a letter, why would you ever need a ZIP code???

I had intended to go to the post office after school and to buy stamps. I was going to take pictures of putting them on and sliding the envelopes into the slot. But another partner teacher who was observing just happened to have poinsettia Forever stamps.

What’s a letter without a stamp? You have to know where the stamp goes.

So amazing, the questions that came up, needing to know where the stamps go and which way, how high up to write their own addresses, whether or not they could use lines… So cute, the whole thing.

So they got them ready, slid the cards into their envelopes and sealed them. That was a whole thing. Do we really have to lick them??? One student tried to use his water bottle so he wouldn’t have to lick the glue!

And now we wait.

Did it work?

Will the post office be able to decipher their writing?  … anticipation!


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Introductions 

    • I can say hello and goodbye in a polite way
    • I can introduce myself and others
    • I can fill out a form with my name, address, phone number and birth date
    • I can complete a simple online form (job application info)
    • I am able to give personal identification information

Post-It Note Body Parts

Face, Girl, Smile, View

Joy.

That’s all we’re looking for.

Joy in learning.

And it can happen.

So as part of our learning with body parts–mostly so students can have the vocabulary they need to be able to go to the nurse’s office and say what’s wrong and how much it hurts–we decided to spend a little more time teaching the names of body parts.

Screen Shot 2015-04-29 at 10.05.27 PMWe did this recently, asking students to draw themselves and label the parts. This was all heavily scaffolded. Then we came back to the pictures a couple of days later and asked them to write the words (if they knew them) in another language. I did one in German. I learned German ages ago, when I was in high school and then became a foreign exchange student. But it’s been decades since I’ve really used it. Nice party trick, though.

But we needed something to reinforce those words. And we fell upon sticky notes. What can bring more joy, more smiles, than seeing your teacher covered in sticky notes?

Repetition = retention.

And joy.

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My Body, My Health 

    • Able to express a minimum of 8 feelings (happy, sad, angry, cold, hot, hungry, thirsty, sick…)
    • Able to express some medical situations (headache, stomachache, period, sore throat)
    • Identify major body parts

Classified: My Frought Journey Into Little Boxes

Now here is a great blog post. It really gets to the heart of what I’m struggling with now.

This view of  kind of describes the turmoil I put myself through in trying to create a lesson for students on describing family members. In order to say what our family members look like, we have to draw lines. Is he short, or is he tall?

To give our students the words they need to be able to use English to describe their friends in the cafeteria, we really have to draw those lines. If there are few choices, we are severely limited. The blog post above, A Simple Lesson on the Social Construction of Race, shows how limited choices lead to really harsh lines in many areas, not just height:

“Skin color is like height.  If we just look at three groups with very different skin colors, there appears to be a significant and categorical difference between those three groups of people. But, if we consider a wide range of people, it becomes clear that skin color comes in a spectrum, not in categories (such as the five from which U.S. citizens are forced to choose on the census).”

And therein lies my problem.

When I am asking students to describe how they look or how to compare themselves to a family member, it’s all so sticky when they don’t have much of an English word bank to go on. And giving them lots of choices is also not very productive.

Suzy did the lesson while I was off teaching Kevin’s class. But that’s a whole ‘nother story…

I avoided the skin tone issue on the word wall I put up, but students asked. Suzy tried to introduce the concept of “light skinned” to a Congolese student. The student ended up associating “light skinned,” a concept she was not familiar with, and “white skinned,”

Hmmmm.

Now to deal with this, we would have to try, in very simplistic terms, to get into skin color and what that means. So we’ll cross that bridge later.

Here is the amazing work that Suzy got our class to do:


family

  • I can say what I look like
  • I can say what someone looks like
  • Able to use basic descriptive words (pretty, ugly, tall, short, young, old, big, little)
  • I understand basic opposite terms
  • Able to identify family (father, mother and so on) and their relationship to me (older sister)and whether they are in school or no
  • I am able to sort items into categories

Connecting over distances

Connecting.

While we were at a conference to learn about Students with Limited or Interrupted Schooling (SLIFE), our students were working on opposites, connecting with us via email and messaging, and describing selves and family members.

They didn’t quite get to families, but we are well on our way. And the fact that we got anything while a sub was there–our first real sub of the year, where neither of us was in the room–is quite impressive.

Kudos to Carolyn for pulling it off, honestly.

Opposites are so important when learning how to describe. We so often describe ourselves by not only physical features but how we separate ourselves from others. We did this using a framing app. Not the best I’ve ever used. So I’ll keep looking for one that is easy to navigate.

He is tall; I am short. I am big; she is little…

We’re so good at categorizing in English, putting things into boxes…

We’re going to start using Animoto as we move forward. It’s a fun website and app, and it’s easy to use. With students just beginning to learn English, it’s well-suited for using sentence frames and gives enough choice that students can create slideshows that look vastly different, even if they are all using the same sentences. It helps us meet that graduate expectation of creativity, which is so hard at this level. Since they are limited by the words they know, they have to be given other avenues for choice and voice.

The one here is an example of an Animoto video.

And now… VACATION!