Tuesday, December 7, 2010

A Matter of Perspective: Guest Blog Post by Bridget Kromhout

I volunteer one night per week teaching the evening advanced class at the MLC Lake Street Learning Center. Recently, we've been discussing point of view. Some students have been finding this topic challenging; while they may know the mechanics of first person versus third person, translating that into the idea of a narrator speaking from some specific POV seemed too intangible for some.

At our last class before Thanksgiving, the curriculum featured the interactions of the Pilgrims and the Wampanoag tribe of Native Americans. A student asked for a clarification of the difference between "to settle" and "to invade". As usual, I tried to elicit definitions from his fellow students before providing my own take on it. Much to my delight, another student began talking about colonialism, and others pointed out the inherent bias in any historical account written by those who might want to justify or obscure the past. Even learners who are often reluctant to participate jumped into this discussion with their opinions.

Students who had been struggling with the idea of viewpoint suddenly had a concrete and relatable reference point. One brought up as an example what he had learned as a schoolchild in Mexico about how Texas became part of the US (which portrayed the US government in a much less flattering light than the version I learned in Minnesota!)

Though we digressed from the planned curriculum, I saw this lesson as a resounding success. It's always a win when the learners share their own insights! A new perspective makes all the difference in helping illuminate a difficult concept.

Thanks, Bridget, for sharing a glimpse into what it's like to be a volunteer! Readers: if you would like to share your stories abd/or reflections on tutoring, please contact Tricia at volunteer@themlc.org.

Wednesday, December 1, 2010

Guest Blog Post: Dave Burklund at MLC Lake Street

During conversation practice with someone who belonged to the Ethiopian Coptic community I learned that they don't eat turkeys! I don't know why that surprised me and stuck with me, but I enjoyed that personal connection.

And that's why I volunteer - the engagement with my community in ways that I would not normally have access to. I wanted to volunteer at an MLC program in my neighborhood for this reason - my personal ties and investment in my specific locale. Yes, I am working to help non-native speakers learn English, but I am learning too, every session.

Thanks, Dave, for sharing! For readers - if you'd like to be a guest blogger, please contact me at volunteer@themlc.org.

Tuesday, November 16, 2010

Guest Blog Post: Melissa Martinson

When I looked at a family tree worksheet from a beginning ESL textbook, the black and white line drawings didn't instantly capture my attention. I feared the diagram would be even more distant for my beginning ESL students. So what did I do? I turned on my laptop, opened iPhoto and printed pictures of my own family members. When I got to class, I taped a photo of me on the white board. The learners laughed. one told me the picture was too pretty to be of me (I didn't know whether to be flattered or offended :) ). Then, one-by-one, I taped my mom's, dad's, sister's, brother-in-law's, and neice's photo on the board as I identified their family role and explained relationships. This lesson made it easier for me to teach, and in turn made it easier for learners to grasp! And it was fun and made us laugh too.

Thank you Melissa, for sharing your story!

Wednesday, October 27, 2010

Creating an Immersion Environment: Grouping Students Together Who Don't Speak the Same First Language

Yesterday I observed Nikki's intermediate level class at the MLC Lake St Learning Center. When I arrived many of the students who spoke the same first language were sitting together at tables. For example, the Somali speakers sat at one table and the Spanish speakers sat at a different table. Part way through the class, Nikki asked the students to pair up with someone who spoke a different first language. She instructed students who were sitting with other students who spoke their same first language to move to a different table.

In my opinion, this strategy is very successful. I think it helps students learn more because  it creates an environment where students are forced to rely on English to communicate rather than their native languages. In this way, it challenges students to be more creative and think harder about how to say what they want to say. I also think anecdotally that students who speak the same first language tend to make similar mistakes, and so switching people up may help minimize this challenge.

As a life-long language learner (Norwegian, Spanish, Mandarin), I know from my experiences with immersion  that if the other people in my environment can't speak English, I am challenged to speak more Spanish, Norwegian, etc. I am also forced to think more creatively about how I say things. For example, if I can't remember the word for ATM, I might try to get the meaning across by asking for a "caja de banco" (literal translation: bank box). Immersion situations force you to think harder and use the words that you do know to get by. This experience helps you to practice more and learn faster.

We can create this immersion experience in ESL classrooms, but it probably won't happen on its own. We need to set the tone for the classroom in order to establish an immersion environment. Nikki did this by mixing up students so that they couldn't fall back on their native languages to communicate. I'd like to hear from you. What ideas have you tried to create an immersion environment? What's working? What challenges have you encountered?

Tuesday, October 19, 2010

Guest Blog Post: Susan W. B. Susan works at the Minnesota Literacy Council

Thanks to Susan W. B. for sharing her advice in today's guest blog post.

To someone who is unsure about teaching/tutoring I would say:
The learners will guide you.

Don't feel like you always need to be "in control" or "the expert". Take your cues from them; engage as a peer to a peer, and they will tell you what you need to know. Your most important tool is your desire to engage, to learn for yourself and help others learn. Also, there are many resources to help you grow as a teacher - training workshops, other volunteers, your coordintaor, online resources, etc. If you want to strengthen your skills, the opportunity is there.

Friday, September 24, 2010

Introductions!

If you are a regular follower of this blog, you might be wondering why there haven’t been any new posts lately. I can explain. Your former blogger, Bailey, has started her new position working at the MLC Lake Street site as an ESL teacher and site coordinator. I’ve taken over her role as Volunteer Program Assistant/ Hotline Specialist. I’ve been here for a few weeks learning my new job, and now I think I’m finally ready to get my feet wet with this blog. I know it will be hard to live up to Bailey, but I’ll do my best to keep it interesting.

So, I’d like to start off by introducing myself.

1) I am a former MLC training participant and CLUES volunteer. I loved being in the classroom and getting to know my students, but after 6 months, I had to quit volunteering because my job situation changed.

2) I look forward to finding a new volunteer opportunity teaching ESL:
a) because it’s fun and rewarding and b) so that I can relate more to MLC volunteers and learners.

3) I am a passionate believer in the power of education to change peoples’ lives. In the MLC’s annual report it says, “Illiteracy is the greatest solvable social challenge of our time.” I strongly believe this to be true, and this is a principle that guides the work that I do.

4) Hablo español. Aprendé hablar en Chile.

5) I am looking forward to getting to know MLC volunteers better. Please help me do this by introducing yourself. If you register for training or an in-service workshop, I am likely the person who will register you. If you think you have something you’d like to contribute to this blog, by all means, contact me! My email is tbrooks@themlc.org. Thanks!

Thursday, August 19, 2010

Transitions

I apologize for the lack of posts; this summer has been a time of transition for me. Starting next week, I will be working full time at the MLC Learning Center - Lake Street in South Minneapolis as an ESL Teacher and Evening Coordinator. Due to this new venture, I had to leave my volunteering position at Metro North but now am daily in the classroom with my own class of pre-literate learners. It has been wonderful to document my volunteering experience; this blog will be continued by staff and other volunteers, so keep checking back!

Thursday, July 8, 2010

Guest Blog Post: Elaine Zimmer, tutor at MLC Learning Center - Northeast

Thanks to Elaine Zimmer, tutor at MLC Learning Center - Northeast, for sharing her wisdom in today's guest blog post!

When I retired 11 years ago, I knew that I wanted to tutor as a volunteer.  I’m a teacher at heart, love social interaction and have always enjoyed learning and sharing knowledge. After my MLC training, I chose to work at the Sumner Library location in North Minneapolis where I got hooked.  I have been at Trinity in Northeast Minneapolis for about five years.

I think teaching English as a volunteer with MLC has staying power for me.  What makes me stay? The students have chosen to come and are motivated to learn, even though most have very hectic and difficult schedules. They leave with a smile on their face. I try to make learning fun. I’m also a thespian at heart. I make myself available to students before class, during the break, and after class if they have questions, which many do.  I have helped a couple of them with love letters, so I know they feel connected to me. I remind myself often that my contact with the student needs to give them a caring and positive feeling.

Thursday, July 1, 2010

'English Only' City Ordinance


A recent article about the proposed "English-only" ordinance in Lino Lakes by Ruben Rosario: 'English-only' proponent might try comprehending facts only


How would this ordinance impact immigrant/refugee communities living in Lino Lakes and the surrounding areas?

Friday, June 25, 2010

Guest Blog Post: Curt Cameron, tutor at the Hubbs Center

Thanks to Curt Cameron, tutor at the Hubbs Center, for sharing his story in today's guest blog post!

The first day I walked into the Hubbs Center, I thought, “Am I going to be of any use to these people? Am I going to know what to do or enjoy this? Is this going to be challenging?” After I sat down with a learner and started working with them, it got easier and now I look forward to it.

I’ve been doing this for about two and a half years, since I retired from the business world.  I didn’t have an education background, so there were a lot of things that… well, you forget things over the decades, so there was quite a learning curve for me in some areas.

The very first day I was there, someone came in and wanting help with algebra. It had been a couple of years since I’d figured out the slope of a line. The first thing I did after class was go to a bookstore and buy a book about grammar and one on algebra. That was my first investment in this whole thing. 

Wednesday, June 9, 2010

Feedback

One question during our writing activity today was particularly illuminating. We write and talk a lot about what students enjoy about English classes and how they are helpful in their lives. After talking about the multitude of reasons students like English classes, we asked what they didn't like about English classes. Here were some of their answers:
  • Testing
  • Coming to class late
  • Sharing a paper with my partner while reading because I can't see 
  • Speaking 
  • Computers
  • Waking up early in the morning
Testing was by far the most popular answer. Many students said that they felt like an hour was not enough time to complete it. Others said they didn't think the tests accurately reflected their level. This provided a nice venue for my teacher to have a candid conversation with the class about the importance of testing as related to school funding and answer questions students had. I'm sure all students are told this when they enter school, but from their reactions, the light bulb went on for some learners as she spoke.

Tuesday, June 8, 2010

Guest Blog Post: Pat Strandness, tutor at MLC Learning Center - North Side

Recruiting volunteers for the Minnesota Literacy Council has allowed me to meet and hear the stories of numerous literacy volunteers throughout Minnesota. It is fascinating for me note the similarities and difference to my own volunteering experience. Thanks to Pat Strandness, tutor at MLC Learning Center - North Side, for sharing her story in today's guest blog post!

I have been teaching since 2000. That’s when I left a career of a few decades of teaching high school English. It was a nice round number, easy to remember. I also remember one morning that I taught, the morning of 9/11, which was fairly early in my volunteer teaching career. I’ll always remember that day – drawing that picture of the buildings and the airplane and trying to explain what was happening.

I’ve taught at a few different sites, I taught at MLC Northeast and at Pillsbury House, but Sumner’s been my home. For me one of the rewards of teaching is the inspiration I draw from my students. I sometimes feel that I get more out of it than they do; the corrective perspective it offers on my own life. My own small grievances are brought into perspective when I know more about their lives and their resilience.

Wednesday, May 26, 2010

Giving Directions

Last Tuesday night, the Neighborhood House intermediate ESL class I teach worked on giving directions. We did a variety of activities, including a map information gap, role plays giving directions to a partner and writing about the various places in and around learners' hometowns. It was interesting to note what landmarks and surrounding cities they chose to feature in their paragraphs.

My favorite thing we tried was this puzzle activity from MLC's Reading for Life - it's on pages 10 - 11; sorry about the huge document! I enjoyed this creative way to get learners thinking about directions (north, south, east and west) while employing critical / analytical skills. All sixteen learners were absorbed in solving the puzzle. It was a good reminder that adults enjoy brainteasers as much as children.

Friday, May 21, 2010

Show, don’t tell

One concept drilled into me during my TEFL class was the need to explain grammatical points and abstract definitions through concrete examples comprehensible to learners. In other words, instead of providing a word’s definition when a learner asks, it can be more illustrative to model the word in a context to which the learner can relate.

Today the teacher in my class accomplished this beautifully. We were working on questions starting with, “Have you ever?”

I wrote the first question on the board:

Have you ever taken a trip on an airplane?

One learner asked the meaning of “ever.” My teacher pulled down the maps at the front of the room. She asked me, “Have you ever been to Texas?” To which I answered, “Yes, I have been to Texas." She proceeded to ask me about multiple locations in the United States, pointing to the map and using the "Have you ever?" questions as I answered. Through modeling the correct usage with a visual learners understood, she successfully conveyed both the meaning and usage of the word "ever." I find it challenging to think of such illuminating examples on the spot, but it probably gets easier with more teaching experience.

Wednesday, May 12, 2010

Testing


“Would you mind proctoring a test today?” After recent staff cuts, the learning center was a hive of activity. Learners in all three classes had been tested yesterday, but those who were absent still needed testing, so I pulled them from their respective classes. These CASAS tests are administered periodically; they determine if a learner can advance to the next level, and the collective results greatly impact programmatic funding.

Things went really well, though while I was explaining the directions and administering the sample questions, one learner was completely flabbergasted. I tried to explain how to fill in his answer sheet, but he stared at me blankly. Luckily, there were two women sitting in the near vicinity that spoke his native language, so they were able to quickly relay how to pencil in the bubbles as I supervised. Normally, learners are strongly discouraged from using their native language in class, but in this instance, it was helpful to expedite the process as the rest of the students were waiting for me to begin the test.

After the quick tutorial from his peers, the learner appeared to be at ease for the rest of the testing period, but it was a good reminder to exhibit sensitivity for the variety of educational backgrounds in the classroom. Whereas a multiple choice bubble answer sheet seems like second nature to me, many adults are unfamiliar with testing procedures.

Wednesday, May 5, 2010

Multi-level Classrooms

Spring has brought change to the learning center. Due to tight budgets, a few teachers were relocated to different schools. Typically the learning center has four levels of morning classes, but now the classes have been condensed to three.

It was surprising to walk into the room and see a mixture of faces from what used to be both the level two and level three classes. Nearly every table and chair was filled, forcing me to squeeze through tiny aisles to correct papers. At first, I presumed that the learners would quickly become frustrated, as I thought they were at varying levels based on my previous work in both classrooms. However, as the class progressed, it was interesting to note how the multi-level dynamic played out.

Students were quick to explain things to each other, patiently assisting their partner. As I listened to students relay instructions to one another, I realized what good practice it was for them to utilize English in this manner. Additionally, when asked to do a different type of assignment than they were used to doing, some students surprised me with their ability or inability to complete the task. A few students that were strong in grammar for example, struggled to complete a vocabulary exercise.

It was illuminating to assess students' skills in this new environment. I was reminded of the common disparity between the skills of a learner, speaking and writing for example, depending on the strengths and experiences of that person.

While I am not advocating in favor of staff cuts nor diminishing the challenges of conducting multi-level classrooms, it was fascinating to watch how learners handled the situation. I was reminded of the resiliency and enduring positive attitude of adult immigrant and refugee students.

Wednesday, April 28, 2010

Repetition

Sometimes it is a struggle to create riveting blog posts after volunteering at Metro North for two and a half years because frankly much of the work is repetitive. Nearly every lesson is now familiar to me, as new learners cycle in and out of my class. Lately, the teacher I work with has asked me to work in a higher level grammar class about once a month. Learning to teach different subjects helps to combat the monotony of sheer repetition.

However, even within my own class, I am amazed at how much the same lesson can vary depending on the group of students in attendance. Interacting with and hearing the stories and struggles of each student is what makes me return back week after week. The relationships formed while working with students makes the learning center feel like a place of genuine community. Seeing a learner understand a concept for the first time, successfully write a sentence or express an idea in English never ceases to be gratifying to me.

Monday, April 19, 2010

How will you celebrate National Volunteer Week?


National Volunteer Week, April 19 - 24, is a time to celebrate the contributions of volunteers across the nation. Here at the Minnesota Literacy Council, we applaud the myriad of literacy volunteers giving their time and skills in adult basic education programs across the state.

Thank you for empowering adult learners to reach their learning goals!

How do you plan to celebrate National Volunteer Week? Share your ideas here!

"It’s hard to identify one element of volunteering which stands out among so many. Working with adult students who are so eager to learn fills me with a sense of purpose and joy; it has been a very energizing, meaningful experience."

-Pat Harlan-Marks
MLC Volunteer Tutor - North Side Learning Center

Wednesday, April 7, 2010

Registration Open for Sharing the Power Conference - Saturday, April 24


Sharing the Power Conference and Awards Luncheon

Looking for fresh classroom activities and teaching strategies? For many years, the Minnesota Literacy Council has been bringing together volunteers, learners, and practitioners to share ideas and celebrate accomplishments in an annual spring conference. Choice from a variety of short sessions to attend. See the list here.

Please join us, and spread the word to your learners and volunteers, who share the power of learning every day. Early registration is encouraged. Click here for more information and to register.

Tuesday, March 16, 2010

Book Discussion - The Latehomecomer

The Latehomecomer: A Hmong Family Memoir by Kao Kalia Yang tells the story of one woman's experience growing up in Saint Paul with her family after living in Thailand's Ban Vinai Refugee Camp.

"When she was six years old, Yang’s family immigrated to America. She evocatively captures the challenges of adapting to a new place and a new language, and also gives voice to the dreams, wisdom, and traditions passed down from her grandmother and shared by an entire community."
- Coffee House Press

Read an interview with the author and watch the book's trailer.

All volunteers and friends of the Minnesota Literacy Council are invited to join us for this book discussion in celebration of National Volunteer Week. Participants will have the opportunity to share their thoughts, questions, and reactions to the book.

Everyone is welcome to attend the discussion, whether they've read the book or not, to learn about the issues raised in this compelling memoir. Light snacks and refreshments will be served.

When: Tuesday, April 20 at 6:30 pm

Where: Minnesota Literacy Council, 756 Transfer Rd., St. Paul

Cost: Free

Please RSVP to arunchey@themlc.org with the number of persons in your party.

Thursday, March 11, 2010

Tips for Multi-sensory English Classes

Looking for tips to make your English class more multi-sensory? Interested in issues of English language instruction for blind or visually impaired learners?

Check out my co-worker Jessica's new blog: www.eslfortheblind.blogspot.com

Wednesday, March 10, 2010

Feelings


Learners ruminated and wrote about the question, “What makes you feel______?”

Happy

• my family
• roses
• traveling to China
• summer weather
• playing with my children
• goats and baby chickens
• learning at school

Angry

• war
• hearing bad news from Somali
• silence between me and my husband
• cooking everyday
• waking up early
• friends talking behind my back
• how my husband is treated at work

Nervous

• scary movies
• people being killed in my home country
• not understanding English
• winter
• injections
• flying on an airplane
• visiting the doctor
• my manager

Friday, February 19, 2010

Learning from my peers

Watching my peers teach at Neighborhood House has helped me glean strategies to augment my own teaching. My peers demonstrate a myriad of teaching strategies we’ve learned in our TEFL class; it has been helpful to see best practices incorporated into the lessons we actually teach.

I’ve observed my co-teachers calling on specific individuals by name while they are teaching. By knowing and using the students’ names, they are able to check the comprehension of quieter students and ensure that no one dominates the conversation.

Similarly, my peers elicit material from the students to use in their explanation of grammatical points. This produces material that is learner generated, resulting in high level of student interest and class participation. They ask students questions to produce vocabulary words, questions and phrases.

Many of my classmates do a fantastic job of floating while the students are working. While floating, I hear many of them handling error correction in a productive way by not just telling the students the correct answer. Many times they will ask if the student can see something that should be changed, and if they don’t, they will give them a hint to highlight the segment that needs correction. If the student is still confused, they will give them multiple choices to choose from, and at this point, most learners can self correct.

All of the practices I have observed while watching my peers lead to a very learner centered lessons; the goal of a good English teacher. It has been helpful to not only teach but to watch my peers embodying what we are learning in class.

Wednesday, February 10, 2010

Health Literacy Movie Night - March 3


Low health literacy affects a person's health status more than any other factor, according to the Minnesota Health Literacy Partnership.

Join us for an evening of short films and discussion on this important topic. Updated information about trends in health literacy and strategies to improve it will be presented by a member of the Minnesota Health Literacy Partnership, along with a Q and A session.

Please invite friends or family to attend. All volunteers and anyone interested in literacy are welcome. Snacks will be served.

When: Wednesday, March 3, 2010, 6:30 pm

Where: Minnesota Literacy Council, 756 Transfer Road, St. Paul

Cost: Free

Please RSVP to arunchey@themlc.org with the number of people in your party.

Wednesday, February 3, 2010

TEFL

December marked my second year volunteering! During this time, I’ve been fortunate to have been under the tutelage of immensely skilled, nurturing teachers. Spurred by my tutoring experiences and a desire to someday teach abroad, last September, I decided to pursue my TEFL (Teaching English as a Foreign Language) certificate.

For the past five months, I have been a student in Hamline University’s TEFL program. I would enthusiastically recommend this intensive program to anyone; the curriculum, the professors and my classmates have all been superb.

An additional, tremendous benefit of this program is the 40 hour practicum included in the course. Since January, I have spent two evenings a week at Neighborhood House, located in the Paul and Shelia Wellstone Center in West Saint Paul, where I teach, observe and give feedback to my peers as we teach. We work with an intermediate class of about 20 learners, most deriving from Spanish-speaking countries, along with a few students from African and Asian nations.

I team taught my first lesson with two of my peers and was responsible for reviewing and introducing new material for a lesson related to family vocabulary. I started with a mingle activity. Students were given a grid with sentences like “I am a mother” with different family words. They had to go around asking people if they were a _______. The activity went well, but next time, I would probably just have the grid squares say “mother,” “father,” etc, because the students were capable of producing sentences themselves.

Next, I created a family tree with pictures of my own family and used that to review family words. This worked well and got the students engaged in asking questions about my family. I introduced using have/has by asking the class questions about my family tree: “How many sisters do I have?” I demonstrated has by asking students questions about their families: “How many sisters does Mario have? Mario has three sisters.”

To me, this lesson emphasized the importance of teaching grammar in a contextualized setting. By utilizing visual aids, I found that learners are able to engage with the subject matter in a tangible way. Soliciting answers from the students about their own families encourages language production and builds community within the classroom as learners share about themselves. While my lesson was by no means perfect, it was illuminating to see the importance and value of teaching in this manner.

Wednesday, January 20, 2010

"How to Train the Aging Brain"


Check out this article from the New York Times that explores learning and the aging brain and how this translates into best strategies for adult education.

Deputy science editor Barbara Strauch posits that our brains become more distracted as we age (surely we can all attest to this!) and asks if this aging brain can still benefit from education. The answer is a resounding yes as she argues that scientists have found that brain development continues into middle age and that adult brains can find big picture solutions better than younger brains.

I found the second half of the article most useful; it suggests that the best teaching strategies for adult learners involves mixing up routines and coming into contact with new points of view to challenge assumptions instead of just rote fact learning.

How do you see this playing out in adult basic education classes? Click here for the full article.

Wednesday, January 13, 2010

Teaching and Technology

Check out my coworker's great blog related to adult basic education and technology.

Monday, January 4, 2010

Are you a Basic Skills Computer Tutor?


Check out this resource featured it the Minnesota Literacy Council's Tutor E-newsletter this month:

Computer literacy is crucial in today's world. Whether you're developing a basic computer skills class or looking for tutoring tips, our Web site offers an array of information to support you as you plan activities tailored to the needs of your learners.

Find a sample needs assessment form, online resources and more to help your learners gain basic computer skills at www.themlc.org/compskills.