A few days ago, a new student arrived in my EAL class in Peru ( EAL- English as an additional language.). The new student speaks Korean and Japanese, and has studied a bit of English; all of the classes, though, are taught in English, except the Spanish class. So, picture yourself in that situation: You are new to an English speaking school in a Spanish speaking country; you are about 12 years old; you speak two languages that have little to do with where you are now. Difficult, to say the least.
To begin the class, I asked students to introduce themselves to the new student. My students are very welcoming so this was easy for them. They clearly tried to make connections with him as they mentioned music, games, and other cultural ideas that he might be interested in. Then, one of the newer students introduced himself saying something like, “I am also new here, not quite as new as you, and I found it easy to make friends here. I hope you also are able to make friends. I will be your friend.”
I will be your friend.
Imagine the world if this is how everyone received new people, immigrants, refugees, the stranger, the unknown. It could happen.
Do your students say what they want to write before they write it? Whether it is a short exit ticket, the resolution of the conflict in a narrative, a lab report, or something else, there is a lot of power in oral rehearsal at every age.
An easy way to do an oral rehearsal with your students is to do a think-pair-share. You may have heard of this strategy where students take a moment to think about the answer to your question, and then turn to a partner who is near them to share the answer. To complete the cycle, have students write what they shared.
Another way to set up oral rehearsal is for students to have writing partners. Before writing, partners can share what they will write about based on the instructions for the day. After they write, they can share their writing and get some feedback from the partner. I like to set up partners for the length of the unit so that students can build that friendship that good writing partners need.
Yes, all of this takes modeling and practice.
This week I did a small experiment with two of my students who are learning English. I asked them first to write about a movie and I gave them five minutes to write. Then, I had each one tell us about a book that they liked. Here is a picture of their answers. I added a word count to each text.
Sure there is lots to work on with their English, but look at the difference in language production! Oral rehearsal is definitely worth the effort.
Teachers, at times, argue about silly things. Years ago I walked into a classroom and into heated discussion that pitted Bloom’s Taxonomy against Webb’s Depth of Knowledge. (Really, I did!) While there were teachers on either side of the discussion, they were all arguing for the same thing: Good Questions! After listening for a while, our literacy coach wondered aloud, “How about using both to get the students think in lots of different ways about many different ideas?”
That’s the ticket! Let’s use the ideas of Bloom and Webb to motivate student thinking, speaking, and writing. If you haven’t revisited Bloom and Webb in a while, now might be a good time to review the questions you ask, think about your wait time, and consider who does most of the talking in your class. (Someone once told me that the person in class who is talking is the one who is doing the learning. It was probably that same literacy coach).
The resources (click on the pictures) are tools to get you thinking and to get your students thinking. Have high expectations for your students and they will rise to the challenges that you scaffold for them. All students can and do learn. We can help them.
Today is Election Day in the United States. Please vote.
And when you vote, please consider your beliefs, your values. When I vote, I tend to think about the greater good. I think about the people who have not had the luck, the blessings that I have had. I consider the Catholic Church’s preferential option for the poor, the impoverished. Who would create conditions and policies that would favor them?
I also think about welcoming the stranger, the migrant, and the children. Which candidate will create conditions at home and abroad where all feel welcome and safe? No one wants to be forced to leave home, but sometimes it is necessary for reasons of health and safety. Who will be welcoming while helping to create a world where migrating is a choice, not a matter of life or death?
I think about education. When quality education is available for all, possibilities emerge, futures are possible. Education never stops; we never stop learning. Which candidate will create conditions so that life-long learners have the opportunity to think critically? I want people to think deeply and from various perspectives. I want people to see the world in shades of grey while avoiding dualistic thinking. We weave the tapestry of the world with many colored threads. That beauty is diminished with either/or thinking.
I think about the future. When we care for the world, the air, the water, we will preserve the world for future generations. No one wants to breathe dirty air nor drink contaminated water. Which candidate will promote healthy development so that the future is better for all? We know that some resources are non renewable. How are we preparing now for a future without those resources? Which candidates will help us create a better world for the future?
The world I long for, I try to help create everyday, sometimes with more success than others. In addition to the above, I think about rights and responsibilities, the dignity of work, health care, peace, and solidarity with the most vulnerable. My vote can help create that world. I will do my part.
Please do your part and vote your values, hopefully for an inclusive world built on solidarity, love, and hope for all.
As I teach my classes, four sections of the same grade level content, I become a better teacher- I notice the mistakes that the previous class made; I understand their misunderstandings; I see the gaps in my teaching. I learn. That being said, class #4 receives all of my learning from the previous three classes and produces higher quality work. They may even receive, on average, higher grades (I will check to see if this last item is true).
Is this unfair for class #1? Is it unfair that the teaching they receive, because they receive it first, will always be a little less complete and polished? Is this like asking if it is unfair for the first child in a family to have to train the parents?
Now, I return to weave the threads of learning for that first class, perhaps with colors not as bright but beautiful nonetheless.