ESL 2 (high beginners)
My breakout reading groups were regular for a time but became more scattered once I shifted my schedule. Factoring in holidays and one night where six folks showed up (none of whom were the advanced readers), I’ve done one breakout session since the end of October. Additionally, I did my Loaves and Fishes Food Pantry PowerPoint for the class as a whole right before Thanksgiving which was my third and fourth go doing this (same night I did it for a different ESL 3 class). The L&F PP went better. I understood the timing of it and had refined it to emphasize the “Wh- Question Words” linguistic piece. When I taught to my soon-to-be class subbing a couple of weeks earlier, the current teacher had made up some sheets to take notes which I handed out and they helped. Both these recent classes had some students who had used the pantry before and talked it up which helped. I was cleaner and focused on the teaching not just the content. If the first presentations were lackluster, these two went well.
As to the breakout reading group for more advanced readers, we simply read aloud from three separate readings into lesson one of Book Two. I read, we all read, they read individually. I think the increase of engagement with new texts helped (worksheets slowed things down). As to the whole class, I find myself missing them on Tuesdays. The students in the new class are all good and dear, but I feel a bond to the class I started with in September.
Last breakout update: We read from the What’s Next Book II. There were four students, three Afghan and one Hispanic (Guatemala). We had two stories: one that presented -ow and -ou sounds and the other -oo. I read then we read (but this time for reasons unknown we fell into a pattern where I read and they echoed). Then each read in turn struggling with different words and pronunciations. They asked good questions and we ended up in an extended discussion of the difference between wants and needs which I didn't expect. The murmuring of help continued from past classes, sometimes helpfully, sometimes less so. There still seems to be a deference to the Muslim man from the other Afghans but I’m not sure if that is age, gender, or respect for learning (he’s a deeply studied math guy). The Guatemalan woman seems unfazed by this and just treats him as anyone else, They all seemed to enjoy the stories and asked for copies to take home. We may do one more session, but the end of the semester testing looms so maybe not.
ESL 3 (low intermediate)
I subbed once for the teacher I am taking over for in January. The lesson plan she provided essentially worked but remembering how well clothes bingo worked earlier in the year, I’d gathered a bunch of different foodstuffs in different containers and placed random price tags on each can, jar, box, etc. This corresponded with the content from Unit 3 of Stand Out 2 which we were doing that class. I was supposed to use some cards, but they were not where they were supposed to be so having these goods really helped. It went fairly well and we got through all the materials. I shadowed this class once a week for the past month and have gotten know the students and jumped in as asked or needed. We did testing this week and I ended up reading the test to a sight impaired reader. This teacher has a good strategy with the textbook (zigging and zagging with the textbook), uses lessons with games (flyswatters, dice with pronouns on them), made banana bread together and baked it (following a set of directions to teach imperatives), and is particularly good as retouching learning from the class before. I find I learn from everyone. We'll announce the teacher switch Monday.
Book Club I (CASAS Levels 3/4)
I’ve had one meeting of Book Club I (intermediate readers) where we read The Proudest Blue by Ibtihaj Muhammed, a children’s book with a strong story and wonderful art. It focuses on a young Muslim girl wearing her first hijab through the eyes of a younger sister. I had two participants, which is half as many as usually show. We read about two thirds of the book. It seemed to go well but the low attendance was concerning. We have one more session next Friday morning then a new book in the new year.
Dialogue Café (Conversation)
I get ten to twelve attendees each Friday that often starts slow but builds over the two hours. I’ve had structures and have leapt up to explain words and phrases on the white boards. But the feedback is do less. Don’t do any planning. Sit folks at tables and let them talk. Don’t so much guide as let it flow. If no one talks, no one talks. If we teeter between controlled, semi-controlled, and free then the school wants this to free on steroids. So I follow the protocal this last Friday and yes there were plenty of awkward pauses bur also plenty of spontaneous talk.
Some thoughts from the semester:
I find myself tired. Three hours on my feet leaves me spent both physically and emotionally. I hover between success and failure hour to hour as I try to connect and lead a room. It is what I signed up for; I’ve felt great about things at times but I’ve also struggled at times. Part of a learning curve including how to pace myself. I’m currently part of four classes all at once, taking a thoughtful online course, and managing my life and relations. Doable but I get worn out and the stress shows at times. I knew late career moves would be challenging so I need to buckle up, but ever-so humbling.
Taking three steps back and letting the students carry the load is the lesson I need to learn. It’s one thing to say that the class/café/club must be student centered but praxis, the doing, is another thing altogether. I need to get out of my own way so to speak. I’ve said this before but allowing silence, giving folks time to form their thoughts, is a big thing for me to embrace. It sounds so very simple but I make this hard sometimes. I’ve got good things ahead of me if I can manage myself better. I need to focus and plan, then execute a plan and think through all four aspects of language learning. My sudden (to me) thrust into these new positions has me stressing speaking (understandably) but I need to address the other three with equal dispatch. And digital!