This is part of a series of posts called ESL Assistant Teaching Tips. I’m writing from the point of view of an assistant ESOL instructor in academic English classes at a community college. For background, here’s why I love assistant teaching, and here is what the basics of the set-up look like. I hope that other assistants will find this useful, and that this wonderful classroom model will spread!
As an assistant teacher, I’m paid to come in for the second hour of a two-hour class. The idea is that this time in class should be set aside for group tasks, writing tasks, reading tasks, conferences, etc. that would all clearly benefit from having a second teacher in the room to work with small groups or individual students.
Second hour usually looks like this.
But it doesn’t always.
The first section of the class might run long, or an exam might take up the entire class session, or the needs of the students and curriculum might not fit that format every class period, or there might be a last-minute sub because the teacher’s car broke down and so the lesson got flipped up-side-down (true story).
What I’m saying is, there will be occasions when you show up to class only to find that the teacher is working with the students in a way that does not remotely require a second teacher. You could literally play games on your phone – you’re that unnecessary.
Um, yeah, don’t play games on your phone.
You’re not necessary in that moment, but there’s the rest of the class period and the rest of the semester to consider.
And there are so many useful ways to fill the time.
In the past, I have used this type of class time to:
- write answer keys,
- evaluate particularly tricky-to-grade essays as a second opinion,
- write sample paragraphs,
- scribe as the teacher and class went over textbook answers
- stand on the side, strategically near the most commonly confused students, so they could whisper questions to me,
- take notes in my bullet journal of ideas and experiences to inform future semesters
You could also use the time to:
- read the novel or article your class is working on,
- reread the syllabus and schedule of assignments,
- grade homework with objective answers
And there are certainly many more opportunities beyond these little lists.
What to Do If You’re Suddenly Idle
So you walk into class and the teacher shoots you an apologetic look as s/he leads an activity that clearly doesn’t include a second teacher. The agenda on the board shows more of the same.
You’re parked near the students who often need a boost, but they’re on their A-game today and they don’t need you.
My suggestion: see what preparation and grading help you can provide during those times.
If appropriate, ask the teacher if there’s any homework to check or preparation you can do for next class.
If you can’t interrupt to ask, take a look at the syllabus and see if there are any samples you can prepare for future units.
If all else fails, take some notes for your own future use and be on the alert for anything you can do to help as the lesson continues.
How to Be Prepared
Even though it’s a pretty rare occurrence, there will be times when there’s nothing obvious for you to do as assistant teacher.
It’s not ideal for you or your lead teacher to be scrambling in the moment to find something to occupy you. I mean, it’s better than playing Candy crush or standing stock still against the wall, but better still would be if you already had a task in mind.
Specific tips coming up next week in Part II.