Beginning with the End In Mind

8580915870_f08788c2a9In anticipation of the beginning of the semester, here’s what’s on my mind:

  • What can I do to set a great tone for the semester?
  • How do I meaningfully and efficiently communicate expectations to everyone?
  • Am I prepared to help people log into the class computers? This system is particularly weird!
  • How am I going to support the students with the lowest tech skills?
  • What is a reasonable and early indicator that a student is in danger of failing the class?

Looking back at thoughts from the end of last semester, some more things to think about:

  • What are three things I can do this semester that I will be proud of?
  • What can I improve from last semester? (perennial answer: teacher talk, Emily. Teacher talk.)
  • What take-aways do I want to foster all semester long?

A few posts with ides for the first day:

Lastly, just for kicks, a few posts from previous First Days:

 

Photo Credit: solidariat on Flickr

You’re reading Beginning with the End in Mind, originally posted at LearningToTeachEnglish.com.

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Summer Vacation!

34323588412_cd71f2d88bHello!

I have decided to take the summer off from publishing on this blog.

The plan is to return in September when I start assistant teaching again, or possibly before.

Some links around this blog that may be helpful to you while I’m away:

Have a great summer!

 

Photo Credit: Carmine.shot on Flickr

Taking Notes

 

6016780468_67a298ed8eUnrelated to teaching, I began bullet journaling this year. It’s kind of a thing, but having done it for several months, I see why it’s popular.

The idea with a bullet journal is that it’s for everything, so I took it to class with me. And rather than just say to myself, “that activity my lead teacher just did was so awesome, I’ll definitely remember it whenever I begin lead teaching again,” I went ahead and jotted them down. I collected way more ideas than I’ve written up for this blog.

While I was jotting, I also took notes on student reactions to all sorts of things – activities, assignments, assignment review, conferences, etc.

And while I was thinking about those, ideas popped into my head speculating as to why their reactions were so different than what I’d expected, or other interesting activities, or different angles for lessons, and even blog posts to publish in this space.

Taking notes helped guide and expand my thinking about our class in a way that I hadn’t expected. I went from wanting to feel a bit more organized as a stay-at-home mom, to poaching great ideas from my lead teacher, to really pretty deeply considering the intersection of the students and the syllabus.

Also unexpected: I’ve reread my notes several times already. Since they’re in my bullet journal and I always have my bullet journal on me, rereading happens pretty organically.

I’ve already characterized assistant teaching as amazing professional development, and I found this semester that taking notes took my learning and reflection to another level.

 

Photo Credit: matryosha on Flickr

You’re reading Taking Notes, originally posted at LearningToTeachEnglish.com.

 

On Unfriendly Students

15781780806_450ff528e2This semester, we have one student who came across as unfriendly at first. It was hard to put my finger on why, or on whether it seemed to be more of an aggressive thing or a defensive thing.

It turned out to be a defensive thing, from years and years before she even came to the USA. It had nothing to do with me at all.

Finding this out made it a lot easier for me to interact with her.

But Emily: you’ve never seen it not be a defensive thing. So just go ahead and assume that they’re protecting themselves for a reason that makes sense to them, and act accordingly.

 

Photo Credit: Dennis Jarvis on Flickr

You’re reading On Unfriendly Students, originally posted at LearningToTeachEnglish.com.

Learning to Meddle

As I mention basically every post nowadays, I’ve been assistant teaching for a couple semesters, and it’s completely awesome.

I think I did a fine job in my first semester. The class was pretty small and pretty quiet, and everyone kept to themselves. I mostly worked with the same few students, though I did try to touch base with everyone each session. Sometime near the end of that semester one of the students I helped all the time said something funny and I smiled, and she remarked that it was so nice to see me smile sometimes because I was always so serious. I really enjoyed that semester, and I was chagrined to find out that I was hiding it so well!

So this semester my number one goal was to come across as less grave and more friendly.

At first, this took the form of just making sure to smile even if I felt awkward.

And I’ll be honest, I was feeling very awkward about offering help. I mean, I’ve always been more than happy to help anyone who asks, but I figured that not everybody wanted my help. I certainly wouldn’t have wanted the assistant’s help when I was a student. And did it make sense to interrupt people’s trains of thought to see if they had any questions? I personally dislike being interrupted.

So I walked around remembering to smile, and helped out the few people who flagged me down.

But one thing I could do a lot as an assistant was observe. And as I observed this class, I realized that the students in this group were interacting with each other all the time, and that this was deeply connected to the very positive, energetic feel of the class. When I first described it to my husband, I exclaimed in disbelief, “They meddle with each other! And they like it!”

I realized that there was a significant divide between our cultures and expectations. And I figured that if they liked being meddled with, my respectful restraint probably came across instead as standoffish, even when I smiled.

The only way toward my goal was to join in the meddling.

This was definitely outside of my comfort zone. I’m kind of shy, and I fear being annoying. And it was extra unnerving to treat people in a way I was pretty sure I wouldn’t want to be treated. But I did it anyway.

It went so well.  It was an absolute joy.

The response was immediately 99% glowingly positive. I had to work a little bit on one person, but we got there in the end.

And I learned so much.

I learned to check that people understood the task’s instructions right away. (This is less obvious during class when I understand the teacher’s directions perfectly.)

I learned that talking face to face with one person or a very small group had much more impact than speaking from the front of the room.

I learned to go ahead and interrupt.

I learned to gently joke that if I did their writing for them, I’d be getting the grade.

I learned to have them remind me that they were next in line to work with me.

I relearned some basics for about the 600th time: to always start from what they know, to use examples, that they won’t remember what’s not written down, and to speak reasonably simply to reduce their cognitive burden.

I learned to help without leading. And I learned that leading is very distracting.

I learned to reach out in a way that I’d somehow missed before.

I’m grateful. And I’m looking forward to learning from my next class in the fall.

 

You’re reading Learning to Meddle, originally posted at LearningToTeachEnglish.com.

Ending with the Beginning In Mind

3526550845_d4e3d14c85As class starts to wrap up, here are some of the end-of-semester thoughts that are on my mind:

  • what are their lasting take-aways (content and impressions)?
  • are they prepared for their next courses? How do I know?
  • am I proud of myself? Why?
  • what did I learn?
  • am I prepared to teach/assist better next time? How?
  • feeling sad that an enjoyable routine is coming to an end
  • feeling inspired to fill that time in great ways this summer
  • feeling excited to assistant teach again in September

So looking back, looking at now, and looking ahead. Thinking, feeling, wondering.

The funny thing is, right now I can’t actually imagine what it’s like to be at the beginning of a semester. I’ve been there, you know, a lot. It just feels a universe away from right now.

I’m guessing that as the summer comes to a close, I’ll be wondering what it feels like to be at semester’s end as I start to face an unknown new one.  So here’s where I’m at right now, Future Emily!

Looking forward to the last few sessions of a great semester, and looking forward to writing Beginning with the End in Mind in a few months!

 

Photo Credit: Nicholas Canup on Flickr

You’re reading Ending with the Beginning In Mind, originally posted at LearningToTeachEnglish.com.

 

Three Links About Seeing

So much important reading this past week.

Please check out these three short pieces. Each one is worth much more than the 30 seconds it takes to read it.

 

“Five years ago, in Dushanbe, Tajikistan, I wanted to dye Easter eggs with my kids.”

 – Seeing Things from Another Angle by Alanna

 

“The whole ESL class walked to the library yesterday. Young children, too. When we emerged, it was raining. Then this happened.”

 – Something Right In The World by Marilyn

“Emotional connection is our default. We only added words and symbolic logic much later.”

 – With The Sound Off or On? by Seth