teaching!
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My classroom!
We have started school! The children came on Monday and today we had our first day of classes. It was a lot of work, intense, challenging and overall amazing. Many have asked, why teach English in a refugee camp? The purpose of this program is to enhance these children’s literacy skills in English. In Lebanon, refugee children are not allowed to go to public school (in which children are taught English) but are allowed to take the BREVAT exam which will help them be accepted to high school or university. This test however is completely in English. So the refugee children are at a disadvantage. The program understands the oppression that these children live in and want to do what they can to help these children and enhance their future. We also live in a world in which English in the predominant language and can lead to better future potential. These children deserve all the potential they can have.
On Monday, the children came in for their diagnostic exam in which we tested their English skill level. The exam also helped our directors decide what teachers will teach which levels, etc. I was given the lowest level English speakers (literally the children who know NO English). Like for real, not a word of English. Woohoo, here we go, bring it on!
I was a bit worried at first but my directors encouraged me that with my level of teaching experience it would be the best fit and that’s why they want me teaching those students. Also because there are typically more behavioral problems with lower levels…and I definitely have some experience in that ;). My Arabic skills are also not proficient which worries me; I will only be able to translate a little. But my directors thought that this may be good as it will immerse the children completely in English and make them really have to think before they ask or answer a question.
Tuesday was the first day of real classes. A typical day looks like this: I teach my first group of students for 2 hours and then teach my extra-curricular (theater/dance/music!) with a lunch break following. Those students then leave and another group of students come to school. I then teach another two hour English class with the extra-curricular class following for students. Our day ends at 6pm even though we usually stay later to plan for the next day.
Like I mentioned before, for the extracurricular I am teaching a theater/dance/music class in which the students will put a performance together at the end. I am co-teaching with one of my other program member’s Holly. We really want the final product to come from the students and a more creative, self-expressive project. The students today were a bit shy and afraid to speak aloud. So I will probably need to use a lot more movement and music.
As I’m writing this, I’ve now had three days of classes. The students I have are a definite mixture. Some of them are shy and nervous to speak English, while some are the definite “show-offs” of the class. And their names have been challenging to learn but also have been helping my Arabic pronunciations…and to all my friends who “called it”, I definitely have more than 3 Mohammad’s, Hassan’s and Ali’s. The best is that in one class I have a Mohammad and Ali, they are friends and are constantly in trouble, therefore in class I have found myself calling out “Mohammad, Ali stop talking!” Totally just makes me laugh thinking I’m saying Mohammad Ali ;)
So far, it’s been challenging but none of the days have been a complete disaster. As I told my roommates the other night, I feel like each day leaves me reflecting on what I can improve on and make better for the next class. The level of my students is completely beginner so it’s been challenging learning how to best communicate directions to them. I have been using gesture ALL THE TIME. I have a feeling I’ll come back to America talking like an Italian…full on with hand gestures and all.
Another challenge is activities and instruction for those activities. For example, the other day I wanted to play a simple game of Simon Says, it was an epic fail. They understood the copying part with the movement but they did not understand to NOT move when I didn’t say Simon Says. It’s been a lot of trial and error with many activities and ideas I have. Each time I lesson plan, I need to think in a totally different way than I’ve ever had to lesson plan before.
One highlight of this week was a lesson I did today. I've been reading my students "The Lorax" ) and I really wanted to make a connection. I also wanted to take my students deeper and make the lessons more meaningful. So I had them create their own Lorax and I tied in vocabulary to it by having them identify the body parts that we learned in our vocab unit. After that, we talked about what it means to "speak up" for your community. We had a discussion about Shatila, the camp and also Palestine. Although this sounds like it went smoothly there were bumps, of course. The students at first had a hard time understanding what I meant but then they started to come around. Remember, these were beginner students, who speak no English. They can recite vocabulary and words but I am trying to enhance their actual comprehension. And also, have them use more creativity! I prompted them with a sentence of "I speak for the _________." Their products were awesome, one boy wrote "I speak for Palestine" and another wrote about Shatila and the camp. I was excited that the kids actually reached the goal I had for them.
As the weeks continue I’m sure I’ll have more to share! But for now, I should go, it’s the 4th of July and my roommates are watching “1776” in honor. ;)
An image to leave you with: the evening call to prayer began a bit ago (by the way, I love the call to prayer--so beautiful!). At the same time, my one roommate started playing some John Phillip Sousa to get in the 4th of July mood…so yes, I am now sitting on the floor in my apartment in a refugee camp in Lebanon, listening to Stars and Stripes while the call to prayer blares outside my window.
Two cultures intersecting, love it.
My classroom!We have started school! The children came on Monday and today we had our first day of classes. It was a lot of work, intense, challenging and overall amazing. Many have asked, why teach English in a refugee camp? The purpose of this program is to enhance these children’s literacy skills in English. In Lebanon, refugee children are not allowed to go to public school (in which children are taught English) but are allowed to take the BREVAT exam which will help them be accepted to high school or university. This test however is completely in English. So the refugee children are at a disadvantage. The program understands the oppression that these children live in and want to do what they can to help these children and enhance their future. We also live in a world in which English in the predominant language and can lead to better future potential. These children deserve all the potential they can have.
On Monday, the children came in for their diagnostic exam in which we tested their English skill level. The exam also helped our directors decide what teachers will teach which levels, etc. I was given the lowest level English speakers (literally the children who know NO English). Like for real, not a word of English. Woohoo, here we go, bring it on!
I was a bit worried at first but my directors encouraged me that with my level of teaching experience it would be the best fit and that’s why they want me teaching those students. Also because there are typically more behavioral problems with lower levels…and I definitely have some experience in that ;). My Arabic skills are also not proficient which worries me; I will only be able to translate a little. But my directors thought that this may be good as it will immerse the children completely in English and make them really have to think before they ask or answer a question.
Tuesday was the first day of real classes. A typical day looks like this: I teach my first group of students for 2 hours and then teach my extra-curricular (theater/dance/music!) with a lunch break following. Those students then leave and another group of students come to school. I then teach another two hour English class with the extra-curricular class following for students. Our day ends at 6pm even though we usually stay later to plan for the next day.
Like I mentioned before, for the extracurricular I am teaching a theater/dance/music class in which the students will put a performance together at the end. I am co-teaching with one of my other program member’s Holly. We really want the final product to come from the students and a more creative, self-expressive project. The students today were a bit shy and afraid to speak aloud. So I will probably need to use a lot more movement and music.
As I’m writing this, I’ve now had three days of classes. The students I have are a definite mixture. Some of them are shy and nervous to speak English, while some are the definite “show-offs” of the class. And their names have been challenging to learn but also have been helping my Arabic pronunciations…and to all my friends who “called it”, I definitely have more than 3 Mohammad’s, Hassan’s and Ali’s. The best is that in one class I have a Mohammad and Ali, they are friends and are constantly in trouble, therefore in class I have found myself calling out “Mohammad, Ali stop talking!” Totally just makes me laugh thinking I’m saying Mohammad Ali ;)
So far, it’s been challenging but none of the days have been a complete disaster. As I told my roommates the other night, I feel like each day leaves me reflecting on what I can improve on and make better for the next class. The level of my students is completely beginner so it’s been challenging learning how to best communicate directions to them. I have been using gesture ALL THE TIME. I have a feeling I’ll come back to America talking like an Italian…full on with hand gestures and all.
Another challenge is activities and instruction for those activities. For example, the other day I wanted to play a simple game of Simon Says, it was an epic fail. They understood the copying part with the movement but they did not understand to NOT move when I didn’t say Simon Says. It’s been a lot of trial and error with many activities and ideas I have. Each time I lesson plan, I need to think in a totally different way than I’ve ever had to lesson plan before.
One highlight of this week was a lesson I did today. I've been reading my students "The Lorax" ) and I really wanted to make a connection. I also wanted to take my students deeper and make the lessons more meaningful. So I had them create their own Lorax and I tied in vocabulary to it by having them identify the body parts that we learned in our vocab unit. After that, we talked about what it means to "speak up" for your community. We had a discussion about Shatila, the camp and also Palestine. Although this sounds like it went smoothly there were bumps, of course. The students at first had a hard time understanding what I meant but then they started to come around. Remember, these were beginner students, who speak no English. They can recite vocabulary and words but I am trying to enhance their actual comprehension. And also, have them use more creativity! I prompted them with a sentence of "I speak for the _________." Their products were awesome, one boy wrote "I speak for Palestine" and another wrote about Shatila and the camp. I was excited that the kids actually reached the goal I had for them.
As the weeks continue I’m sure I’ll have more to share! But for now, I should go, it’s the 4th of July and my roommates are watching “1776” in honor. ;)
An image to leave you with: the evening call to prayer began a bit ago (by the way, I love the call to prayer--so beautiful!). At the same time, my one roommate started playing some John Phillip Sousa to get in the 4th of July mood…so yes, I am now sitting on the floor in my apartment in a refugee camp in Lebanon, listening to Stars and Stripes while the call to prayer blares outside my window.
Two cultures intersecting, love it.
My drawing of the Lorax ;)
My student's work: he wrote: I speak for Palestine
1 comments
Beautiful Kim! What an experience you are having and putting your all into teaching as usual! Keep that positive attitude and know you are making a world of difference in the lives of these children. Can't wait to here all about it in Paris!
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