Adult Literacy Volunteer

We've Moved our Blog!

2011-12-19T13:59:00.005-06:00

At the Minnesota Literacy Council, we recently launched a new website http://www.mnliteracy.org/, and we've moved the blog to this new site!

We also have a new name. Formerly the Adult Literacy Volunteer blog, this blog is now called "Volunteer Voice."

Check us out at www.mnliteracy.org/volunteers/blog!

Sincerely,
Tricia & literacy council staff

MLC Volunteer Book Club Meeting - December 13 - Zeitoun

2011-12-05T14:32:00.000-06:00

Do you like to read and talk about books? The MLC Volunteer Book Club is led by and for the volunteers who attend and meets approximately every three months at MLC's main office. All volunteers, program staff and those interested in literacy are invited to join us. This quarter the members have chosen to discuss Zeitoun by Dave Eggers.

When: Tuesday, December 13, from 6:30 - 7:30 pm

Where: Minnesota Literacy Council's main office

700 Raymond Ave, Ste. 180, St. Paul 55114 see map

Questions? Contact Allison at arunchey@themlc.org or

Tricia at tbrooks@themlc.org.
Please RSVP to arunchey@themlc.org.

Movie Night at MLC

2011-12-05T14:10:00.001-06:00

Volunteers and those interested in literacy are invited to watch the documentary How Do You Spell Murder? This film explores the powerful connection between illiteracy and crime. “America's prisons are full of men and women who come from deteriorating urban neighborhoods with failing public school systems. Almost three-fourths of those incarcerated have not graduated from high school and a staggering 70 percent are functionally illiterate and read below a fourth grade level.” (from the film’s website)

How Do You Spell Murder? was filmed at New Jersey State Prison and “spotlights a flourishing inmate-run literacy program called L.I.F.E. – Learning Is For Everyone” (Impact Publications). It will be followed by a discussion facilitated by Abby Roza from Hennepin County’s Adult Correctional Facility in Plymouth. This film contains some explicit language.

When: Wednesday, December 14, from 6:30 – 8:00 pm

Where: 700 Raymond Ave. Suite 180, St. Paul (see map)

Cost: Free

Please RSVP to arunchey@themlc.org with the number of persons in your party. Friends and family are welcome to attend.

Hope to see you there!

December Literacy Leader - Joe Halvorson

2011-12-05T14:03:00.000-06:00

After teaching English in China for a year, and really enjoying it, Joe Halvorson came back to Minnesota determined to help with literacy in his community. He is now a two-year volunteer at the Minnesota Literacy Council, tutoring mostly Computer Literacy classes at MLC Learning Center -Lake Street.

Joe understands that the digital world’s peculiar language and culture can be extremely daunting to newcomers. “People who grew up around computers take those skills for granted,” he says. “Using a keyboard and mouse is by no means instinctive – it takes a lot of practice and patience on the part of new learners.” Joe matches this practice and patience every Monday night.

Bailey Craft, ESL Teacher and Evening Volunteer Coordinator at Lake Street, has high praise for Joe’s style of instruction and level of engagement. “Joe is a patient and caring teacher,” she remarks. “He’s super invested in those he teaches, and students comment to me about his clear, accessible teaching style. When unexpected obstacles arise in class, Joe is pragmatic, thoughtful and calm.”

When asked how volunteering with adult literacy has impacted him, Joe cites, for one, an increase in his public-speaking skills. “Communicating complex tasks to beginners is a challenge,” he says. “You have to put yourself in their shoes and figure out the simplest and best explanation.” He also enjoys being “in touch with people from different cultures and backgrounds.”

The best thing about volunteering, though? Seeing progress in action. Although Joe will be leaving at the end of this year – and will be dearly missed by many – his legacy leaves a line of digitally self-empowered people, who now have access to countless opportunities, a giant boon to individual and community alike. “Computer literacy is a 21st century survival skill,” Joe asserts. “If you want to find out about school closures, keep up with events in the community, or stay competitive in the job market it is increasingly necessary to know how to use a computer.”

Thank you, Joe, for sharing and helping to articulate MLC’s vision. Your skill, dedication and compassion are deeply appreciated. You truly are a leader in literacy.

Joe Halvorson attended a MLC training, earned his tutor certificate and started changing people’s lives. He does it for a few hours a week. If you would like to volunteer with adult literacy—or with computer literacy—simply follow the links or email your questions to volunteer@themlc.org.

Another Success

2011-10-22T18:23:00.002-05:00

The most recent Lake Street Center GED graduate, Chelsey Hicks, shared some observations with us now that she has completed her GED classes and all of her tests.

Chelsey was born in Tennessee but grew up mostly in Florida. She said that she didn’t like her high school very much, and that once she began seeking her GED she had some negative experiences with other programs. Until she came to the MLC Lake Street Learning Center, she felt pushed aside and unheard. She feels that the Lake Street Center has a very comfortable environment, better than any other place she has tried. At Lake Street, Chelsey has felt that she is a member of a team, that everyone is working together toward a goal, and that you can ask any questions you need to ask, they will always be answered.

While studying for her GED at Lake Street, Chelsey learned that she was good at taking tests and that she was smart. She was especially happy to get an educational assessment.

Chelsey advises other GED students to always come to class, even though there are days that you won’t feel like it. She also suggests that people make time after class to study. Lastly, she urges others to at least try for the GED scholarship. This was not something that she came in expecting to get, but she found it really useful, and gratifying to have received it without consciously trying for it.

Now that Chelsey has met this major goal, her plans are to continue her education. She has many more options now than she had before, and although she isn’t sure what she will study yet, she knows that now is no time to stop!

~Carol Wahl, GED Intern, Lake Street

The Minnesota Literacy Council is deeply committed to the success of students like Chelsey. If you would like to get involved with a similar program, opportunities abound. Several learning sites throughout the metro area are in need of GED tutors, including two on Franklin Avenue, one on Hennepin, two on Lake Street and more. Visit themlc.org to learn more about locations and other volunteer positions. Or email your questions to volunteer@themlc.org.

Call for Community Tech Tutors

2011-10-22T17:51:00.001-05:00

From Bing Images

Well-versed in the exquisite cyber arts? Enough to be dangerous? Help your neighbors improve their digital kung-fu by becoming a community technology tutor.

As a community technology tutor, you’ll introduce new pupils to the basic styles and techniques of digital literacy: the potent way of the web-browser, the elegant power of broadband technology, the deadly speed of email, the furious efficiency and deep mysteries of word-processing software, and much more. With your help, students will leave our program well-prepared to journey into the world wide web, using search engines, creating resumes and filling out online job applications with decisive, foe-crushing force.

There are many who lack the essential knowledge and skills to utilize new technologies. Your tutelage can make all the difference.

I go in peace.

Not a techie? Find other ways to volunteer with adult literacy. To learn more, follow the links or send your questions to volunteer@themlc.org.

October's Literacy Leader:

2011-10-10T14:17:00.000-05:00

Elizabeth Burns

- Hubbs Center, St. Paul

Many adults in America experience the challenges of learning a new language and adjusting to a new culture, which can be extremely difficult - and terrifying. That’s why we’re lucky to have people like Elizabeth Burns, who volunteer and work to lessen those challenges and to quell some of the fears associated with them.

Elizabeth came to St. Paul’s Hubbs Center after meeting Ruth Rodriguez, the Hubbs Center’s volunteer coordinator, at a University of Minnesota volunteer fair. Over the past two years, she’s had amazing success as a volunteer classroom assistant. As a result of Elizabeth's excellent volunteer experience, she was offered a work-study position at the Hubbs Center (an off-campus work-study site through the University of Minnesota). Through her volunteering, she has been able to grow, take on new responsibilities, and help support her own educational goals, as well.

Last year, Elizabeth volunteered in Mary Pat’s ELL class. Mary Pat says, “[Elizabeth] enters our classroom with her charming smile and amazing personality, and the heart of every learner in the room is captivated…she has a unique, humorous, yet quiet style that promotes others to listen to her ideas and wisdom.” With such a dynamic teaching assistant, it’s little wonder that over the past months, dozens of learners in her classes have shown marked improvements in attendance, attention to work, and test scores.

In a typical evening, Elizabeth meets with the teacher before class to discuss and review the lesson plan. She greets students as they filter in. Conversations are struck, jokes told, and while everyone catches up on each other’s dealings and current events, Elizabeth edges the discussion into alignment with the lesson plan. After that, she circulates the classroom, answering questions and helping students individually as needed.

When we asked Elizabeth what she likes best about her volunteer work, she emphasized the relationships she’s built with learners and the joy she gets from their successes. She says, “I love coming in week after week and being able to tell that they have learned something and have effectively used their new conversation skills or interview skills.”

An exemplary adult literacy volunteer, Elizabeth has earned the respect and admiration of the students she serves and has inspired those she works with. “We all have an impact on each other’s lives,” she says. “I am so glad to be a part of their journey here at Hubbs.”

Outstanding Adult Learner

2011-09-14T14:47:00.002-05:00

Abdillahi Mohamud:
Lake Street GED Graduate
& Scholarship Recipient

How do you feel now that you have your GED?

“I’m excited, delighted. I feel like it’s a milestone.”

When hard working volunteers in adult literacy meet hard working learners like Abdillahi, the results are undeniably good.

Abdillahi Mohamud was born and raised in Somalia, and came to the United States in September of 2010. Abdi enrolled in the MLC GED program in May 2011, and recently obtained his GED with help from the new MLC GED scholarship fund.

“The scholarship helped me a lot, and opened the door for future scholarships I may receive. It was my first one!” Receiving the scholarship was very important to Abdi, and he really appreciates the opportunity to receive such an honor.

Abdi has worked very hard for this accomplishment. With his incredible work ethic, diligence, and intelligence, he received an average score of 516 on all five GED tests! (The minimum passing average is 450.)

Abdi is currently applying to several colleges and universities to continue his education. While he is undecided as to what his major will be, he said he is interested in Informational Technology and Business Management.

When asked what he learned throughout this experience of studying for his GED, he said, “It boosted my confidence. It made it easier for me to understand the way of learning here [in the U.S.]. It motivated me to go to college and get further education.”

Abdi would like to encourage those still studying for their GED to continue to become hard workers, to become strong, and to not be afraid of the GED process.

“There are a lot of people out there who don’t know where to start. Getting a GED will be the foundation. The Minnesota Literacy Council helps people do that.”

Abdi is the 3rd GED Graduate at Lake Street and the 1st Lake scholarship recipient!

Lindsey Cermak
GED Coordinator
Minnesota Literacy Council

37.1

2011-08-29T11:14:00.000-05:00

That’s the percentage of Twin-Cities-metro residents who volunteered their time in 2010, according to a study from the Corporation for National and Community Service. The CNCS complied data from the U.S. Census and the U.S. Bureau of Labor Statistics, which shows that Twin Cities residents have retained their long-held status as national leaders in volunteering.

In her article, “Why Twin Cities residents volunteer more,” the Minnesota Post’s Cynthia Boyd found that volunteers save America billions, with last year’s efforts being valued at $2.2 billion for the Twin Cities alone, this according to officials from both the CNCS and the Minnesota Association for Volunteer Administration. With the world’s economy on its heels and America reeling from nearly four years of recession, help is needed now more than ever. Minnesotans understand that no contribution is too small. Last year, some of us volunteered a handful of hours, others put in ten or twelve per week, some committed full-time to their respective causes, but together, we lifted our community to the no.1 slot.

Mary Lynn Smith from the Star Tribune takes a good stab at the “why” in her article Twin Cities helping hands lead nation. In it, she quotes Community Service corporation’s CEO, Robert Velasco, II, as well as the head of Lutheran Social Service, Mark Peterson, who attribute the results to both individual and institutional compassion. We have high rates of education and home ownership, short commutes, a generous, civic-minded corporate environment, and a generally warm-hearted population that doesn’t mind baking the occasional pan of lasagna for a hungry family, or driving it over to them.

Minnesota’s volunteers save billions of dollars in service costs, feed, educate, and provide counsel to their neighbors, and assist with daily needs and personal goals, sometimes helping in the realization of dreams.

Volunteers, volunteer organizations, corporate sponsors, faith-based groups, and a wide, effective range of public programing and funding are what keep Minnesota’s legacy of fellowship and goodwill alive and active throughout our great state. The Minnesota Literacy Council knows that adult basic education is vital to our continued success. Adult basic education programs enrich the lives of Minnesotans and ratchet up the potential for economic growth.

If you can read this post, and know what a couple of billion means in relation to the state or national debt, and if you can get here (as you must have) via web, read and contextualize the data, assess the claims, follow the links and reach a conclusion, odds are you have a better chance of finding a job and supporting a family than someone who cannot read, or do basic math, or surf the web. Speaking, reading and comprehending English; learning to use math and quantitative reasoning, computers and web-tools; preparing for a GED test; these are some of the things people can accomplish when they meet with a volunteer in community literacy.

I’m glad to have a role in MLC’s mission, and proud to live in a community where 37.1% of the people strive to connect with and strengthen other members. Congratulations to all volunteers. You address your convictions by taking action, and you deserve your community’s deepest thanks.

Joe Conry

Volunteer Outreach Intern

August Literacy Leader

2011-08-08T12:06:00.003-05:00

August Literacy Leader - Mike Hennessy

Five years ago, Mike Hennessy spotted an ad for ESL tutors in his local community education brochure. He answered. At the initial training, Mike learned of a high need for GED math tutors and offered to help in that arena instead. Since then he's been tutoring math at the Wayzata ABE program.

A couple of years after joining up, Mike met with another opportunity. He heard that IOCP (Interfaith Outreach Community Partners) needed more tutors in their computer lab. "I offered to help them," he writes, "and have been tutoring in the computer lab and teaching basic computer skills plus basic Word and Excel for over a year."

Once a week, Mike spends his morning helping students prepare for the GED--the math portions mostly, but he isn't shy to help in other subject areas when needed. He says that he prefers tutoring one-on-one because "it's easier to focus on what a student needs and build up their confidence one-on-one." With Mike's help, several adult learners have overcome their fear of math, some have passed the GED; others can now set up email accounts, apply for jobs online, use a word processor, and attach or post resumes.

When asked how volunteering has impacted him, Mike responds: "It's humbling when I see students pushing to get their GED while balancing kids, one or more jobs, in some cases learning English, and other day-to-day issues. I really want to help them succeed. Also I've had to re-learn some of the math, especially parts of algebra that I've forgotten over the years, so it keeps my mind working."

Cheryl Lubinski, Wayzata's ABE Coordinator, says that Mike is "a very active and versatile volunteer." She recalls last summer, when Mike drove a handful of students to their GED graduation ceremony, students who otherwise would have lacked the transportation. He caters his skills to different learning styles, and even works on call for students closing in on test day. In addition to his volunteer role at Wayzata ABE, Mike also volunteers with AARP to do free tax-preparation. Using this skill set, he has helped many of his students who needed this free service.

"Michael is a wonderful community volunteer," Cheryl writes. "He has the admiration and respect of the many individuals whose lives he has touched."

Thank you, Mike, for your amazing contributions.

Do you know an exceptional volunteer? Each month the Minnesota Literacy Council highlights a talented and enthusiastic adult literacy volunteer in Minnesota. To nominate someone you know, please contact Tricia at tbrooks@themlc.org.

Thoughts on Movie Night

2011-07-14T15:32:00.001-05:00

by Joe Conry

Picture from http://brothertowns.com/.

At MLC’s most recent Movie Night, John Gutterman from the Advocates for Human Rights introduced and led a discussion on the documentary Brother Towns by Pueblos Hermanos.

The film moves between Jacaltenango, Guatemala and Jupiter, Florida, crossing the voices of impoverished Guatemalan families with those of concerned Florida contractors, residents and civic leaders to create a compelling narrative weave. It follows Jupiter’s mayor in her efforts to support a very successful community resource center called El Sol. An awkward dance with state and federal officials ensues, with lawmakers trying to determine the center’s legal status, weighing it against the need, and against obvious results. And that’s where it ends, more or less undecided—a divided community pleading for a legal resolution.

The post-film talk was lively. Gutterman emphasized the human side of immigration, the ground-level issues, like family, jobs, and the crucial services provided by volunteer-, non-profit-, and faith-communities. He also shared a bit of his intimate knowledge of the 2008 Postville Raid, when federal officials stormed a meatpacking plant in Postville, Iowa, arresting and imprisoning hundreds of migrant workers.

Many discussions about immigration revolve around economics. ‘Can we afford to keep our borders open?’ ‘Is a more open immigration policy sustainable?’ ‘Is it fair to taxpayers?’ And that’s totally understandable. The issue is, after all, a global search for (or, depending on your camp, defense of) economic opportunities. But the people in Brother Towns—the frustrated contractors and migrant workers alike—are not driven by greed but by need, by an obligation to contribute their skills to the world and thereby provide for their families, and to somehow weather the shock of massive social, cultural, and economic changes.

The takeaway point for me was this: if we discuss only the economic components of immigration (jobs, taxes, medical expenses, etc.), then we advance the notion that our relationship with newcomers and guest workers is purely exploitative, and if you’ve seen this film, or have ever known or worked with any recent immigrants, you know that can't be the case.

It was great to encounter so many compassionate, informed people at Movie Night. Brother Towns was well worth the drive out. MLCers are a really neat bunch.

Thanks for a wonderful Monday evening.

Troubling News for Florida's Adult Learners

2011-07-09T17:11:00.002-05:00

According to an article from the Orlando Sentinel, from this month forward, adults in Florida with literacy and educational needs can expect to pay anywhere from “$90 to $360 a year for adult-education courses,” as recently mandated by Florida’s state government. Nationally, Florida has one of the highest percentages of adults who struggle with limited literacy skills, rendering the state’s decision a bit incomprehensible. High fees will only discourage vulnerable populations—like refugees, new immigrants, and families living at or below the poverty level—from acquiring much-needed educational resources. In my view, making it more difficult for potential workers and innovators to access public education forums is a step in the wrong direction.

The Minnesota Literacy Council, along with its network of volunteers and affiliates, is committed to keeping community education programs affordable (if not free) for learners. In our 2009/2010 program year, MLC directed the efforts of more than 1,000 volunteer teachers and tutors, who donated a combined total of over 27,000 hours, a value of $565,217. These volunteers worked with approximately 30,000 adult students, helping them to meet specific educational goals.

The prevailing tradition in Minnesota is to invest in the long-term success of all of its residents, which is a huge reason why our state remains a national leader in community literacy. Although a handful of our over 500 adult literacy programs charge a $10 or $20 fee for materials, the fees are not mandated by the state, and learners are not denied access if they are unable to pay.

As we hope for improvements in Florida, we should take a moment to appreciate the comparatively robust health of Minnesota’s community-education programs, as well as to acknowledge the crucial role of our many incredible volunteers.

Joe Conry
MLC Volunteer Outreach

MLC and the Minnesota Twins

2011-06-22T15:27:00.001-05:00

Photo courtesy of Bing Images

The Minnesota Literacy Council, together with its partner, Rasmussen College, will staff an information table at four Twins games this summer. If you're coming to the game, find us to learn about exciting opportunities for volunteering in literacy programs throughout the state.

We'll be attending games on June 29th, July 20th, August 22nd, and August 24th. Hope to see you there. Go Twins!

Join MLC at Twin Cities World Refugee Day

2011-06-22T14:48:00.000-05:00

Photo courtesy of http://tcworldrefugeeday.org/

The Minnesota Literacy Council will be at Minnehaha Park for the Twin Cities World Refugee Day this Saturday, June 25th, from 12:00pm to 6:00pm. Look for us in the Communnity Resource Fair Tent near the bandstand.

Come by to help Minnesota recognize its more than 100,000 refugees. The event raises awareness of opportunities and issues refugees face when resettling, and creates an opportunity for longtime Minnesotans to build a cultural bridge with some of their newest neighbors.

Bradley Craig, June's Literacy Leader

2011-06-22T13:49:00.000-05:00

For the last seven years, Bradley Craig has been tutoring adults at the Grace ABE program in Apple Valley. He began tutoring immigrant adults in English as a Second Language, and last fall he also started tutoring adult GED students in math. During his two volunteer shifts each week, Bradley helps students individually and supplements the licensed classroom teachers’ lessons. When Bradley works with the GED students on math problem-solving, he asks the students to take turns explaining the steps to derive the answers. He finds ways to relate what his students are learning to practical situations or current events.

Bradley and the teachers he works with share a great mutual respect for each other. Bradley writes that “the professionals for whom I work respect my outside experience and relate to me more like a peer than as a helper, so I feel like I’m delivering value to them as well as the students.” The teachers describe “his strong work ethic, loyalty to the students he works with, and willingness to go beyond the volunteer role to make a difference in the lives of students.” One teacher writes that Bradley’s “patience is endless and his calm nature creates a comfortable learning environment. He truly enjoys the subject matter and that enthusiasm has rubbed off on the students. Students he has worked with have shown great improvement and have moved up levels.”

When describing the impact that volunteering has had on him, Bradley says, “I’ve met so many interesting, hard-working people. My eyes have been opened to the richness that immigrants bring to our country. It is rewarding to help people to learn our language and our customs, as well as to help some get a step closer to becoming citizens.”

Bradley’s students wanted to share their appreciation as well. One writes, "Thank you for donating your time to make us better for the future." Another says, “I am happy to study with Brad and appreciate what he does for the school.”

Thanks, Bradley, for the great work you’re doing!

Save the date for MLC's next Movie Night - July 11

2011-06-07T10:18:00.003-05:00

All volunteers and those interested in literacy volunteering are invited to a free movie night:

We'll be showing "Brother Towns"

When: Monday, July 11, from 6:30 - 8:30 pm

Where: Minnesota Literacy Council's main office

700 Raymond Ave, Ste. 180, St. Paul 55114 see map

Photo courtesy of "Brother Towns" website

Brother Towns, by Pueblos Hermanos, is a documentary about facing the challenges and benefits associated with immigration. The film treats the topic from the perspectives of two towns, one in Guatemala, one in Florida, illustrating what it’s like – and why it becomes necessary – to uproot and travel to a distant place.

The movie will be presented by John Gutterman from the Advocates for Human Rights. Discussion and resource sharing will follow.

Family and friends are welcome. Light refreshments will be served.

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

Interested in finding out more about MLC?

2011-06-02T12:17:00.000-05:00

Join us for MLC's Beyond Books - Literacy Mingle and Open House!

Whether you're new to the Minnesota Literacy Council or a longtime literacy advocate, our new Beyond Books events have something for you! Join us to discuss what literacy means in this day and age and how the literacy council is meeting the need for literacy programs and services. There will be light snacks to enjoy as you peruse stations and learn what's new in literacy programming this year.

Thursday, June 9, 2011 from 5:00-6:30pm

MLC main office, 700 Raymond Avenue, Suite 180, St. Paul 55114 (map).

Beyond Books open houses are free events -- not fundraisers. June's session features a slight twist, however -- the prize drawing for the organization's annual raffle! Tickets will be available for purchase prior to the 6 p.m. drawing, but you won't be pressured to enter.

Can't make it next Thursday? Then, mark your calendar for Tuesday, August 9, 2011 - the next Beyond Books event!

My Favorite Part of Volunteering

2011-03-25T16:42:00.001-05:00

As a CLUES volunteer I had to travel across town in rush hour traffic to make it to my volunteer class on time. Driving through rush hour is no fun, especially considering the road construction on the 62/35W exchange. I would arrive to CLUES around 6pm tired and tense. When I got there, I’d have to quickly organize the worksheets, make copies, and gather materials together for my 6:30 class. The CLUES volunteer coordinator, Angela, was always very helpful, and she was good at checking in with the group of volunteers to make sure we had everything we needed. With her help, I always managed to prepare for my class in time, though I was usually a little flustered going in.

When I started to teach my small class of students, I began to relax and loosen up. As my students and I settled into class, my stress seemed to unwind itself. My class would usually joke around, and we had fun with the activities. By the end of class I seemed to have forgotten my own stresses/problems and replaced them with positive energy and optimism. Watching my students learn and knowing that I was helping them learn English, which is something essential to their livelihood, was extremely rewarding and it made me feel good.

The good feeling and energy that you gain from helping adults learn English is one of the things I enjoyed most about volunteering. In my job at the Minnesota Literacy Council, I’ve had the opportunity to speak with and hear from many literacy volunteers, and they have reminded me of this feeling. I’ve realized that many volunteers notice it. It’s neat to discover that this is something that many of us share as literacy volunteers.

Guest Blog Post: Beata at MLC Arlington Hills

2011-01-06T09:09:00.000-06:00

My name is Beata and I have been volunteer teaching ESL classes at the Arlington Hills Learning Center since September 2010. A few months ago my students and I were talking about Halloween in the United States and one of my Spanish speaking students shared with me that the word for haunted house in Spanish was called Casa de la Bruja. I repeated this phrase a couple of times in my mind. It seemed easy to me and I thought I memorized it but by the time I got home that night I had already forgotten it.

These were only a few new words and I couldn’t believe I didn’t remember them. This made me realize that learning a foreign language is not as easy as some may think and even the easiest thing can be a challenge. English is my second language too but throughout the years I have forgotten how tough it was for me to learn it at times and I have been taking for granted the ability to speak the language. This experience put things into perspective for me and made me realize that learning a few words in a new language is not that easy. I appreciate my student’s efforts and hard work a lot more. I admire my students and value them and am amazed by how hard they try and learn English. During the class I’ve been spending a lot more time on new vocabulary. On that one cold October night I learned that remembering a few words in a new language is not as easy as it seems.

A Matter of Perspective: Guest Blog Post by Bridget Kromhout

2010-12-07T17:21:00.000-06:00

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.

Guest Blog Post: Dave Burklund at MLC Lake Street

2010-12-01T09:51:00.000-06:00

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.

Guest Blog Post: Melissa Martinson

2010-11-16T16:15:00.000-06:00

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!

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

2010-10-27T11:57:00.001-05:00

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?

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

2010-10-19T10:38:00.000-05:00

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.

Introductions!

2010-09-24T12:00:00.002-05:00

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!

Transitions

2010-08-19T17:07:00.000-05:00

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!

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

2010-07-08T19:26:00.001-05:00

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.

I’d like to share something that happened last week that has never happened before. Our writing lesson subject was: “Is it ok for parents to hit their children?” That question evoked the most student feedback of any I have ever asked. One of the shyer students said, “Your parents should love you and children shouldn’t feel afraid of them. If you hit them, the children won’t feel that way.” Very profound from one of my shyer students. I talked about the cycle of abuse. Most students stayed through their break time to write a response and several stayed after class to finish. That has never happened before, and I was amazed. Give them something they have a strong opinion about, and you can’t stop them.

To make a new student feel comfortable, I write prompts on the board and ask everyone to say “I’m _________. I’m from _________. I’ve been in

America

________.” I include myself in that introduction. I usually bring bananas for them to have at break time. I have heard some amazing stories that students have felt comfortable enough to share with the rest of the class pertaining to the lesson.

Three variations that I use for individual students’ reading out loud are:

I start out reading myself and ask all students to follow along. Before I start, I remind them that I will stop and ask a student to read the next sentence. I will either continue reading after that, or ask the student to pick another student to continue reading. The students are more diligent about following along.
Last week after each student finished writing about their favorite food, I asked them to pass their paper to the right. Then they took turns reading their neighbor’s story out loud to the class.
I have also started out reading the first sentence, letting each student take a turn in seating order reading the following sentences.

I feel very blessed to have the opportunity to share my knowledge and information with those who are so eager to learn. Kudos to the gifted MLC staff who give staying power to this outstanding program. I must include a special thanks to the Carlson School of Management for recently developing a user-friendly web site for the Northeast Learning Center. Thank you to Jodi, the evening coordinator, who was always there every week for my tech questions but now no longer needs to be.

'English Only' City Ordinance

2010-07-01T09:35:00.001-05:00

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?

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

2010-06-25T13:26:00.005-05:00

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.

The Hubbs Center in St. Paul is a fairly large operation; it’s part of the St. Paul Public Schools designed for adult learning. They offer courses in GED and college prep, some technically oriented courses, CNA, Pre-nursing – there’s quite a variety. They have a media center where they have computers for online learning. In the media center, they have an area for tutors to work one-to-one with learners, or if we’re busy, one tutor to three learners working on just about any subject that they want help with. On any given day, I work with beginning learners to advanced learners in any of the subjects taught there. I like that because I’m not doing the same thing or going to the same classroom every day.

The most enjoyable aspect for me is the learners. They are an impressive group of people. I am so in awe of them when they talk about their life experiences and stories, the things they’ve had to endure. Some of it’s very sad. But there’s always this: they've survived. They’re here in this country trying to adapt to a very different culture than most of them are used to. They’re dealing with the economics of living in America and the pace of life here.

I started taking courses at the Minnesota Literacy Council and found online websites that I could use for getting information about grammar. Some of the very simple words that we use every day can be challenging to define in an easy, concise, easy manner that the learners can understand. In short, it's been a very enjoyable experience for me.

Feedback

2010-06-09T15:03:00.000-05:00

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.

I was impressed that the teacher had the foresight to include this question in the exercise; it was productive to receive feedback from the students.. The conversation retained a positive note for the entire time, and I think the students went away feeling like their voices had been heard, even if not everything could be changed. The teacher offered solutions for things that could be adapted, like providing a paper for a learner who has trouble seeing. Inviting suggestions and allowing frustrations to be listened to in a respectful manner really sets an attitude of reciprocity in the classroom and works to debunk the traditional hierarchical student-teacher relationship.

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

2010-06-08T11:00:00.009-05:00

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.

I’ll share with you what may have been my single most rewarding experience in my relationships with my students. I teach at the advanced level. I’ve done different levels at different time, but am now teaching the advanced level. In our class we had a really beautiful young Somali woman who was quite a bit younger than the other students. She didn’t seem to invest much effort or much of anything in what we were doing, so I wound up taking an interest in her. A suggestion I would offer to other volunteers is that, when opportunities arise for talking with students one on one, take them. She used to sometimes arrive a little bit early to class, and it took me a while before I figured out this was an opportunity. I tried to get my preparation for teaching done so I could build a little bit of a relationship with her. I know a colleague of mine is very good at inventing excuses to have a student stay after class to talk about something. Very often it’s the times when you can talk with students one on one that you can have a transformative effect on your relationship with them. I started off saying something which was true, which was that I thought she was beautiful. Are there any young women – or people – who don’t appreciate hearing that? Something else that may have helped was that a friend of mine and I decided to go to together the Somali mall to get henna on our hands. My students were very interested. They didn’t make a big deal about it, but they noticed. I think that may have been another small step in building my relationship with this young woman.

On another occasion I wore to class a kimono. I have a student who’s Japanese and I love Japanese kimonos. It was no big deal, but she noticed. I think it’s important when we can not just affirm our students through things that we say, but in what we do. They’re here in America feeling that the culture they love and cherish is something that makes them odd ducks. And it’s affirming when something we do lets them know that we really appreciate something that’s part of their culture.

So I started sharing a little more with the young Somali woman and she wound up starting to become a more active participant in class. All of her teachers noticed the change. In one of my conversations with her before class I asked her, “What’s going on in your life?”

One thing that I’ve learned in my 10 years of volunteering is about the students who come to our classes. They’re there because they have a language need, but also because often, in one way or another, they’re stuck. They’re stuck in their lives. Sometimes they’re stuck in a bad marriage. Sometimes they’re stuck in a family that doesn’t know how to help them move forward in this culture. Sometimes they’re stuck with no job. I’ve sure seen a lot of that in the last year. And we help them get unstuck. I’ve learned that as much as I hate to lose students, when we see them move on, that’s our greatest success.

I asked her, “Would you like to be working?” She said yes, that she’d like to be working and she’d like to be a doctor. So then I said “Would you be interested in volunteering at one of the hospitals? Would you like me to look into that for you?” She wasn’t quite sure. So I got the materials, and I showed them to her. Her interest was very tentative, and at first she declined volunteering. Then later on, she said “Let’s do that.” And it never happened because then another opportunity entered her life. She found out through a friend about a program that she could try at MCTC. So we’ve lost her, but for those of us who taught her, she went from a student that we regarded as almost unreachable to one of our most committed and ultimately most successful students.

So my advice: when they present themselves, use opportunities to speak one-to-one with students. And second, go get henna.

Giving Directions

2010-05-26T13:00:00.008-05:00

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.

Show, don’t tell

2010-05-21T09:30:00.000-05:00

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.

Testing

2010-05-12T11:52:00.006-05:00

“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.

Multi-level Classrooms

2010-05-05T13:19:00.002-05:00

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.

Repetition

2010-04-28T10:50:00.000-05:00

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.

How will you celebrate National Volunteer Week?

2010-04-19T10:19:00.005-05:00

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

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

2010-04-07T14:18:00.003-05:00

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.

Book Discussion - The Latehomecomer

2010-03-16T09:49:00.003-05:00

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.

Tips for Multi-sensory English Classes

2010-03-11T14:41:00.007-06:00

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

Feelings

2010-03-10T15:08:00.009-06:00

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

Learning from my peers

2010-02-19T15:39:00.003-06:00

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.

Health Literacy Movie Night - March 3

2010-02-10T12:48:00.005-06:00

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.

TEFL

2010-02-03T12:45:00.000-06:00

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.

"How to Train the Aging Brain"

2010-01-20T12:25:00.000-06:00

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.

Teaching and Technology

2010-01-13T15:37:00.000-06:00

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

Are you a Basic Skills Computer Tutor?

2010-01-04T16:03:00.007-06:00

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.

Chance encounter

2009-12-30T10:48:00.002-06:00

Yesterday I made a quick stop at Holy Land on my way home from work for some groceries. While in the checkout line, I realized that a learner that had previously been in my class was checking out in front of me. She noticed me; we said hello, and then she asked, “Do you remember where I am from?” I answered, “Of course, from school!” Her eyes brightened, and she told me that I had a good memory. The cashier finished ringing her up, we exchanged goodbyes, and she hurried off outside into the snow.

Though the entire exchange lasted under a minute, our brief conversation proved to be thought provoking. Since I only see my students in the context of the classroom, it’s easy to forget that they live and work in my community. It was wonderful to see a familiar face from class in the rhythm of my everyday life. Clearly she had been touched that I remembered her, but the feeling was mutual. I couldn’t help but think about how different community life would be if more people had the chance to interact with immigrant and refugee populations or even just their neighbors in general.

Our class has a few weeks off until the end of the year. While the extra time in my schedule is welcome at this time of the year, I do miss the learners. Happy holidays!

Snow

2009-12-09T15:05:00.002-06:00

Today's thick snowfall made me predict that our class would be quite tiny. I was wrong! Although we started with just two students, by an hour into class, ten more had arrived.

I asked the students what they thought of the snow and most gave me a scornful look. Leah, from Sudan, said, "Teacher, the roads are so dirty today!" Samira told me that her van had spun in a circle on a side street near her home. I asked her if she drove to school today, and she replied that she did. "English classes are very important to me, Teacher," she replied, "But I still don't like the snow!" Other learner said that the snow made them homesick for winters in their native countries.

Inspired by their dogged perseverance to attend class, I asked how learning English made them feel. They responded:

• Happy
• Glad that I have good teachers
• Excited but sometimes stressed
• Nervous when I don’t know new words
• Good because I can find a job
• Happy but tired because it is very hard for me

I was happy to see that falling snow and blustery weather wouldn't stop my stalwart students.

Fat in Fast Foods

2009-12-03T09:27:00.008-06:00

Susan, the nutritionist from the from the University of Minnesota Simply Good Eating program, returned to our class today, much to the delight of the learners.

Students took a survey about how often they ate fast food. Most rarely ate fast food, though some reported eating it once or twice a week. Susan was impressed; she said one women in another class consumed fast food five times a week or more. Learners stated that price, convenience and flavor influenced them to eat fast food.

Students talked about how some of them had gained weight since coming to the U.S. They brainstormed the following reasons:
• cheap junk food
• eating fast foods
• drinking soda
• too much sitting at work
• driving everywhere instead of walking

The nutritionist told learners that a healthy adult needs about 60 grams of fat a day. She gave examples of foods and variable fat content depending on the method of preparation. For example, a baked potato alone contains zero grams of fat, mashed potatoes with butter have approximately 5 grams of fat, and French fries can have anywhere from 19-30 grams of fat, depending on the portion size.

Students completed a worksheet in which they circling the food in a pair that they believed contained the most fat. One pair tripped up nearly everyone; learners guessed that a taco salad would have less fat than a soft shell bean burrito. In fact, depending on the salad ingredients, taco salad can have anywhere from 600 – 900 calories, whereas a typical soft-shell burrito without cheese and other ingredients can have as few as 300. The nutritionist passed out a handout with healthier options at fast food restaurants with tips such as eating skinless chicken or taco salads without the shell.

Learners analyzed pictures of fast food meals with the nutritional information. Depicted meals were from fast food restaurants such as Kentucky Fried Chicken, McDonalds, Taco Bell and Burger King and contained various combinations, such as two burgers and a large Coke or one taco with a small side salad. Students had to identify the collective calories and amount of fat in the meal, as well as how many minutes it would take to walk off the meal.

One of the more astounding meals consisted of a quarter-pounder with cheese, medium fries, coke and an apple pie from McDonalds. This combination contained over 1,250 calories and 59 grams of fat – a whole day’s worth. It would take approximately 307 minutes or over 5 hours to walk this meal off! All of the learners were blown away by these statistics. Amira commented, “It’s really very terrible. Thank you, teacher for telling us this information!”

Giving thanks

2009-11-20T10:21:00.001-06:00

After explaining some typical traditions surrounding Thanksgiving, learners listed what they were thankful for:

• My family
• Being healthy
• My teachers at school
• My car
• That my children can go to college here
• Food to eat and my children
• My parents and how they took care of me
• My job
• Time off to rest with my family

Everyone was excited that they had the week off from classes next week. Happy Thanksgiving!

Teaching grammar

2009-11-11T15:42:00.001-06:00

One thing that amazes me about the teacher I work with is her ability to seamlessly incorporate grammar into a contextualized writing lesson that draws from the experience of the students. Today we worked on questions starting with “Do you know how to” and “Would you like to.” My teacher wrote the following simple definitions after introducing questions one at a time:

Do you know how to ride a motorcycle?
Do you know how to = Can you

Would you like to know how to fly an airplane?
Would you like to = Do you want to

Students immediately understood the more complex way of asking the question after seeing the simple definitions. The teacher did not have to launch into a detailed grammatical explanation, but the students understood meaning through the context and practiced different forms of the answer, as they responded to the questions and asked their partner. (Yes, I do know how to ride a motorcycle. No, I don’t know how to ride a motorcycle. Yes, she/he does . . . No, she/he doesn’t . . . )

Sometimes grammar can feel very daunting to teach, but doing so in a manner where meaning is emphasized over a strict repetition of grammatical forms seems easier to both teach and understand. My teacher also does this with vocabulary words. Today she defined “ride” as “sit and go.” There was a collective “ohhh” of understanding as all of the learners instantly were able to envision the verb. Through the use of pictures and simplified definitions, my teacher is able to aid learners in grasping new vocabulary and structures of English.

When you were a child . . .

2009-11-05T14:10:00.006-06:00

Today learners wrote about things pertaining to their childhood. They seemed to enjoy this topic and became quite animated while sharing their answers.

When you were a child, what was your favorite animal?
• Peacocks
• Birds
• Baby goats
• Cows and calves
• Horses on my farm
• Tigers (though this was hotly contested by some students who said they hated wild cats because they attacked humans)
• Brightly colored fish
• Camels
• Chickens

What did you like to do when you were a child?
• Play with my friends
• Swim in the river
• Help my dad feed the animals
• Cook with my mom
• Play games with my sister

Where did you like to play?
• Under my bed
• In the yard
• At the park
• Near the river
• Under the kitchen table

What did you like to eat?
• Candy
• Mangos and papayas
• Honey and bread
• Cookies and pizza
• Milk
• Spaghetti
• Bananas

I was struck by how many answers were similar between students from vastly different parts of the world. In some respects, children are children the world around.

Studying sugar

2009-10-28T16:18:00.000-05:00

Today’s class period focused on healthy beverages and was led by Susan, from the University of Minnesota Simply Good Eating program. Throughout the lesson, the students were highly engaged and asked numerous questions. First, students surveyed their peers to find out the answers to the following questions:

1. What do you drink when you are really thirsty?
2. What is one healthy beverage?
3. Do you drink tap water?

The majority of students said they drank water when they were very thirsty. For question two, answers were varied but most were juices, milk and water. One student answered Sunny Delight and another mentioned coffee. Susan explained the negative effects of caffeine and taught the students how to check labels to discover how much juice beverages contained, the ideal being 100% vegetable or fruit juice.

Most students said that they drank tap water, though some said they didn’t. One student said she didn’t like the taste, and another said she heard that you could get depression from drinking tap water. Susan assured the learners that tap water in this area is good to drink. I’m always glad for these lessons after hearing some of the bizarre misconceptions learners hold.

For the final activity, the students each picked an empty beverage can of differing varieties – fruit cocktails, various sodas, fruit punches, fruit juices, coffee drinks, tomato juice, etc. Their task was to use the label to determine how many grams of sugar and subsequent tablespoons each contained.

Everyone presented their findings to the class. The healthiest drink was V8 tomato juice with only one teaspoon of sugar. The most shocking result was the energy drink AMP made by Mountain Dew – the 24 ounce can had about 87 grams of sugar – nearly 22 teaspoons! Learners were shocked to find out how much sugar was in beverages they regularly consumed.

Ali proudly stated at the end of class, “Well, Coca-Cola is going to be loosing one of its best
customers – me!” He said that he went through multiple cans a day but was planning to quit after learning about the sugar and caffeine content. He emphatically thanked the nutritionist, and everyone in the class said they wanted her to come every week.

Student authors to share their work

2009-10-01T10:25:00.007-05:00

School was on break this week, but I wanted to share this upcoming event. It's quite inspiring, and you get the chance to meet and support adult learners!

Journeys Reading
Adult learners from diverse programs throughout Minnesota will come together to share their voices in celebration of MLC's annual publication, Journeys: An Anthology of Adult Student Writings. Honor their dedication and hard work as they read original stories, poems and autobiographical pieces.

Thursday, October 15 at 6:00 pm

Loft Literary Center (Open Book)
Loft Literary Performance Hall
1011 Washington St.
Minneapolis, MN 55415

The public is welcome and no RSVP or registration is required.

Fall Tutoring Kickoff

2009-09-30T10:32:00.001-05:00

Interested in meeting other volunteers while improving your tutoring skills? Attend the Minnesota Literacy Council's Fall Tutoring Kickoff! This mini-conference will feature a variety of 45-minute sessions designed to give you fresh activities and ideas.

Saturday, October 17 from 8:30 am - 12 noon

MLC Learning Center - Lake Street
2700 E Lake Street, Second Floor
Minneapolis, MN 55406

FREE

Register online here: www.themlc.org/registrationform

What do you learn in school?

2009-09-16T15:47:00.004-05:00

When asked in class today, here were some of the learner's responses:

• Reading, writing and speaking English
• Things about other countries from people in my class
• American culture
• How to look for and work at a job in Minnesota
• Computer skills
• Words to talk to my kid’s teacher
• Pronunciation
• Food safety
• English conversation skills that help me to have more opportunities

Clearly the skills they are aquiring go far beyond the classroom. It was a good reminder of why I volunteer and the impact adult basic education has on the lives of the learners.

Conversation Circles

2009-09-09T14:30:00.003-05:00

On occasion, I help out in an English conversation circle at the Saint Paul Arlington Hills library on Thursday nights. This has been a great experience in addition to volunteering at Metro North – the format is casual, as we break into small groups based on language ability and just talk for about an hour. It’s easy to connect with learners on an individual level, and if possible, we encourage the learners to select topics and initiate conversation.

At the conversation circle this week, I met an incredibly inspiring learner. Marco has been in the United States for three years and only began taking English classes this past January. I had split off with a group of three advanced learners, and it was readily apparent that his language skills were the most sophisticated in the room. His passionate drive to learn English seemed to radiate out of him, affecting all those around him.

He told me that his top three goals are to 1) learn English, 2) learn English and 3) learn English. Marco holds two jobs and goes to English classes at two different adult learning centers when his schedule permits, in addition to the English conversation circle. He wakes up at two or three in the morning to deliver newspapers, and then goes to his full time job at a moving company, sometimes in total working up to 16-20 hour days. Marco said he attends English classes as much as he can; he spoke appreciatively of teachers who were willing to give him lessons to take home to study. In spite of his seemingly impossible schedule, Marco did not complain. He simply said that it was all necessary for him to learn English, and that nothing could get in the way of this goal. His family – his wife and two young daughters – live in Guatemala. When he has learned what he has deemed to be enough English, Marco will return to his native country to teach his daughters the language so that they will have more opportunities in life.

Marco asked the other learners in the group about their learning goals. One of the other learners in my group told me that Marco has been instrumental in his English language learning process, saying that when he feels to tired to go to class, he thinks of Marco and all he has sacrificed to learn English. He said that Marco inspires him to continue his education, something that he views as necessary to survive and be successful in the United States. Marco’s tenacious attitude and work ethic obviously inspire those around him, students and teachers alike.

A Lesson in Empathy

2009-09-02T14:49:00.012-05:00

On Sunday I returned from a respite from volunteering and work; I was lucky enough to spend the last two weeks in August on an amazing European vacation traveling in France and Italy! While I have previously traveled quite a bit, it was the first time I went to countries where I or someone I was traveling with did not know the language. While nearly everyone we encountered was extremely patient and kind as I struggled to express myself through pantomiming and my hastily assembled handful of French or Italian phrases, I was reminded of my students learning English.

Every small task, from ordering meals to purchasing train tickets, became a potentially exhausting endeavor, often rife with miscommunication. Clearly most of these encounters were not life threatening and provided more laughs than headaches, but I couldn’t help thinking about learners in my class who struggle to use English to make doctor’s appointments, read prescription labels, decipher bank statements, enroll their children in school and perform other essential functions.

I hope to remember the range of feelings that accompany navigating a country in a language foreign to me, especially the challenge, frustration, and at times humiliation of not being able to express myself, acquire information or even just chat with people.

Clearly vacationing in Europe does not even begin to compare to the varying experiences of the immigrants and refugees in my class learning English, and while most Europeans I spoke with knew at least some English, many students’ native tongue is not spoken by, or sometimes has never even been heard of by many United States citizens. However, being immersed in the language barrier challenge for two weeks has given me an even greater admiration for the students’ determination. I suspect the experience will translate into more patience in the classroom.

If we were to travel to your former country . . .

2009-08-12T15:22:00.004-05:00

Today we did a writing activity that incorporated new vocabulary words as well as geography. My co-teacher and I wrote questions on the board which the students had to copy and answer in complete sentences. After each question, we did the activity where the students walked around the room asking others the question they had just answered.

These were the questions we answered:

If we were to travel to your former country . . .
• To what continent would we go?
• How would we travel?
• What weather would we expect?
• What type of clothes should we take?
• What languages would we hear?
• What cities would we visit?
• What kinds of houses do people live in?

Continent was a new vocabulary word for many students. Those who had previous schooling quickly realized what the word translated into in their own language and had no problem with the concept. Others were learning the concept of a continent for the first time; it was tricky to explain. One moment that was particularly striking for me occurred while I was working with a learner from Ethiopia who readily participates in class. I asked her what continent she was from, and she was able to pick out Africa from list. I then asked her to show me Africa on the map of the world, and she could not do so.

Volunteering in adult basic education is never without humor – today one learner wrote “air balloon” instead of “airplane” when describing how she traveled from Vietnam to the United States.

Changes

2009-08-05T14:44:00.002-05:00

One of the challenging things about volunteering is that it seems learners move up to the next level just as I’ve gotten to know them. Obviously this is a great problem to have and gives me a sense of accomplishment as a volunteer when a learner in my class moves to the next level, but nevertheless there are some learners I miss interacting with each week. Both Mandisa and Aziza moved up to level three!

It’s interesting how the class makeup shifts over time. All classes are multiethnic, but this winter the class I worked in was predominantly composed of Spanish speaking learners, mostly in the 20-35 age range. Today we had 14 students in class and none were Spanish speaking. The majority were African students, many from Somalia, Ethiopia and Sudan, as well as Middle Eastern students, mainly from Iraq and Palestine. The average age was much older as well – 40-50 years old, and some much older.

Working with such an experienced teacher has been helpful to observe how she deftly adapts class lessons for the learners she serves. She’s quick to curtail or tweak a lesson if she senses it is too easy or difficult for the learners, and takes into account what counties learners hail from when giving examples.

Calcium - 3 a day!

2009-07-15T15:42:00.014-05:00

Calcium was our class topic today. Students guessed how many bones were in Bob the model skeleton, who had the same number as a person. Guesses ranged from 10 to 360 bones as students debated what qualified as a bone. Arturo was declared the winner with his guess of 200 - closest to the correct answer of 206. He won a toothbrush to use on his teeth bones!

We learned that we all need at least three servings of calcium a day to keep our bones strong. Dairy and non-dairy, along with osteoporosis, were new vocabulary words. We discussed that dairy foods are products of cows and goats, and that cheese, milk and yogurt were dairy foods high in calcium.

Each student picked their favorite calcium food from a pile of glossy food pictures. They then had to determine their food's name and if it was a dairy food or not. One by one students came to the front to present.

We ended class by making a delicious, calcium filled treat. Each pair of students was given one line of recipe directions on a slip of paper. As the direction was called out, that pair came forward to perform their task. After a demonstration, we ate string cheese as well, which the students marveled over.

Here’s the recipe we followed for a refreshing Orange Julius. Enjoy!

Orange Julius
Combine in a blender:
- 1 cup milk
- 1 cup ice cubes
- 6 ounces frozen orange juice (half a can, preferably calcium fortified)
- 1 tablespoon sugar
- ½ teaspoon vanilla
- ¼ cup powdered milk
Blend until smooth, about one minute.

Attendance Awards

2009-05-13T14:30:00.002-05:00

Each month the teachers at Metro North conduct an informal, school-wide attendance awards ceremony. Learners and teachers from all four levels of English classes cram into a classroom, and one teacher presents certificates to the winners, announcing the names one by one in a dramatic fashion. To add to the anticipation, another teacher keeps track of the class each winner belongs to; the class with the most winners at the end lay claim to bragging rights for the next month. Along with a certificate, winners receive some sort of school supply as a prize. Today’s prize: a twelve-pack of pencils.

After being an audience member at a few attendance award ceremonies, I believe that this is an excellent retention activity and way to give students well deserved recognition. Honoring learners in front of their peers reinforces the fact that good attendance is crucial to learning English.

Some students shyly accept their awards but not Mandisa. Today she whooped and cheered as her name was announced and did an impromptu victory dance to the front of the room to collect her prize. The room erupted in laughter; everyone loves Mandisa.

5 Senses

2009-05-06T14:28:00.001-05:00

Today’s worksheet involved ruminating about each of the five senses. Here in the United States, it seems that children learn about the five senses at quite a young age. Many of the adult learners in my class had not learned then in a group like they are taught here. The hardest to explain in English was the sense of touch. Because the statement on the worksheet used the word “feel,” many students initially wrote emotions instead of reporting tactile responses.

Learners had to finish each of these sentences. Here is a sample of their answers:

Something that looks pretty
• my children
• the ocean
• stars in the sky
• peacocks

Something that tastes delicious
• pizza
• fried chicken
• rice and beef
• ice cream sundaes
• papayas and mangos

Something that sounds beautiful
• lions
• Gospel singing
• accordions, guitars and trumpets
• owls

Something that feels nice
• my baby’s head
• goat fur
• a cool breeze
• healthy body
• blankets

Something that smells good
• rain
• perfume
• flower gardens
• deodorant

After completing the worksheets, the learners each wrote their answers to each question on the white board. Then, the whole class would ask the person, “____. what looks pretty?” That person would read their question, and the other students would repeat it. This proved to the an effective way to share new vocabulary words, work on pronunciation and allow learners to get to know each other.

Journey to Minnesota

2009-04-22T16:08:00.000-05:00

Today was the final lesson of the grid activity series; the questions revolved around their journey to Minnesota. All of the students were quite candid in their responses, and I felt like I was able to connect with some on a deeper level as they relayed their stories to me.

The first question asked how they got to Minnesota. We explained the word “route” and had the students list all of the cities they traveled to before finally arriving in Minnesota. No student had journeyed through less than three cities prior to reaching Minneapolis. Faizah had gone to nine cities, starting in Mogadishu, Somalia and traveling to Nairobi, Kenya by bus, and then by plane to New Delhi, India to Bangkok, Thailand to Taipei, Taiwan to Los Angeles, California to Chicago, Illinois to Washington, D.C. then finally to Minneapolis! Maria wrote that she had walked and taken a bus all the way from Ecuador to Guatemala to Mexico to the United States. Fareeza had come from Iraq to Syria to France to New York to Minneapolis.

They then wrote about when they arrived in Minnesota. The length of time varied from three months to forty years. Juan arrived in 1970 and worked on a cattle ranch in Texas. Bekele, from Ethiopia, came in January 2009. I was shocked to find out how long some of the students had been here because the length of time in the country did not correspond to their English level in many cases.

They wrote about who traveled with them to the United States. Many said siblings, family members or friends. Makda came with her five children ten years ago and told me that now one of her children has graduated from college with a business degree and the other four are currently enrolled at the University of Minnesota.

I was surprised by the amount of detail each person recalled about their trip to the United States. Their stories were as varied as their backgrounds. People reported being sick, tired, happy and depressed about what they were leaving behind. One student recalled hating the airplane food and another said they liked watching the movies on the plane.

We ran out of time before doing the final question, which was a shame because it asked about what they brought with them to the United States. I think their responses would have been fascinating.

Spring energy

2009-04-15T10:06:00.001-05:00

Today my students seemed to have a case of spring fever. The staff teacher in my classroom had to ask students repeatedly to put their pencils down while she was talking. She firmly explained that when the teacher is talking, it is time to listen. All of the students nodded and said things like, “Yes, teacher. Sorry!”

We also do an activity where everyone stands up, mingles, and asks other people a question we have just worked on answering. The expectation is clear that all students need to stand up and continue asking people until a teacher tells them it is time to move on to the next question. Some people need to be told to stand up when the activity starts, and many times people sit down before it is over. Today the staff teacher stopped the class to explain the importance of speaking practice.

Clearly not everyone in the class was acting this way, and the people who were doing it didn't do it in a defiant manner. On the contrary, students are overwhelmingly positive, grateful and respectful to other students and teachers. It seems the impeding spring weather is making everyone, students and teachers alike, a bit antsy. It would have been nice to have done an activity where we could have gone outside, though that is not possible logistically for our class.

Caves versus graves

2009-04-08T15:44:00.001-05:00

Geography was woven into the grid activity again this week. We talked about caves, a new vocabulary word for all of the students. After showing a picture from an encyclopedia, some students said they had seen caves while others had not. One woman asked if caves and graves were the same thing. I explained what a grave is used for, which she knew, and then said that graves were only for deceased people. I told her living people like to explore caves, but it was hard to explain that caves could also be used as graves.

We talked about mountains, valleys and deserts and learners had varying options on whether they liked these regions. Many people said they did not like deserts because of the dry climate and snakes. Aziza, the brave one of the group, said she would like to go because she enjoys seeing new places. This brought to mind the time when we were talking about flying airplanes, and everyone in the class decided they’d be too scared to be a pilot, except for Aziza!

Where in the world

2009-04-07T15:27:00.001-05:00

Today’s topic was traveling. The questions alternated between "have you" and "would you like to":
• Have you been to South America?
• Would you like to travel to Antarctica?
• Have you seen the Pacific Ocean?

We used the globe to point out various countries and continents. Nearly everyone decided they wouldn’t like to visit Antarctica expect for Aziza and me. Many cited the cold weather as their reason, but Aziza was determined to see the wildlife. It was interesting because sometimes the students didn’t grasp the concept of imagining, in that they thought that they had to answer based on if they had the financial means to travel to that place at this time. I had to explain to them that we were only thinking in theory and that it didn’t matter if we literally were able to go to those places.

One thing that impacted me was when the students were asked if the weather in the north and south poles was hot or cold. Some students repeatedly answered hot for one of the poles. It was a good reminder of the disparate previous educational backgrounds of the students in my class.

Speaking of Minnesota

2009-03-18T16:08:00.002-05:00

There were eighteen students in the class today, along with three new students, so it was a bit challenging to get around to correct everyone’s work. We did the grid activity again; the questions invoked their opinion of Minnesota - comparing and contrasting it to their home countries.

First the students wrote about what they liked about Minnesota. Their list included the rule of the government, social service programs, care for the elderly, free education, free English classes and the weather in the spring and summer. Makda said she liked the fact that Minnesota was multicultural.

When asked what they didn’t enjoy about Minnesota, students emphasized the cold weather and snow first and foremost, followed by tornados, floods and speeding tickets. Not surprisingly, many students didn’t know the word “flood” or “tornado,” and so I attempted a poor drawing/pantomiming act that they found hilarious.

We talked about what they missed about their home countries. Students gave passionate answers, and many of the shyer students who rarely speak up contributed. Their list was varied: family members, friends, homes, farms, food, oceans, neighborhoods and mosques or churches. Fareeza, from Iraq, spoke about her daughter she hadn’t seen in years. Aziza spoke longingly of the mountains near her home town in Somalia. Paco reminisced about his favorite dishes he would eat in his home in Mexico. The mood in the room became somber for a moment as the class, which typically as a whole is extremely upbeat and positive, reflected on things they had left behind.

The next question asked them to think of things that are the same in Minnesota and their home country. At first, many people looked at me blankly and some laughed. “Teacher, nothing is the same!” Ayanna said. I challenged them that surely something was similar. Aziza was to the first to answer. “People,” she said. “People are the same where ever you go.” Other people chimed in with answers such as furniture, freeways, flowers, animals, trees, newspapers, sunshine and the weather. Many students began heatedly debating with one another about whether an answer was true for their country. Mya, from Laos, wrote “McDonalds.”

At the end of class, we discussed the differences, and not surprisingly, the list was large: free education, food, culture, time zone, calendar, language, music and clothing. On a side note, we discussed the difference between wild animals, farm animals and pets. When explaining the difference, the students gave examples of each category. I learned that camels are considered farm animals in many countries.

Budget cuts threaten much needed ESL classes

2009-03-15T17:18:00.001-05:00

This post is not directly tied to the adult basic education center that I work at, but it pertains to the field as a whole. The Minnesota Literacy Council (MLC) has five learning centers in the Twin Cities area.

As you may know, Saint Paul is dealing with a major budget deficit which is now threatening the MLC Learning Center – Rondo Library. A current proposal (due for a City Council vote on March 23) would close the Rondo Library at 7:30 p.m. each evening, making it next to impossible for the coordinator and her fabulous team of volunteers to provide much-needed ESL classes to Midway residents. So far this year alone, the MLC Learning Center at Rondo has served more than 80 students for more than 1400 hours during evening library hours. Will you join me in voicing your concern about these cuts to local officials?

Here’s what we can do:
Call:
• the Governor’s office (telephone: 651-296-3391 or email tim.pawlenty@state.mn.us)
•the Mayor’s office (651)266-8510
• your state senator and state congressperson (find them here: http://www.gis.leg.mn/mapserver/districts)
• and your district council representative (find your district rep here: http://www.stpaul.gov/index.asp?nid=1180 )

Tell them that you are a constituent/partner and that libraries are important to you! Express that cutting Rondo Library’s evening hours would make it impossible for MLC to continue to provide free English classes to the members of our community who need them the most.

Challenging English

2009-03-11T17:28:00.000-05:00

Although my students have a base vocabulary and comprehension level that is higher than the very beginning students, I find myself unable to explain something coherently at least once every time I go. Adults ask extremely engaging and thoughtful questions and are generally quick to speak up when they don’t understand something.

I also teach Spanish classes to native English speakers at Fridley Community Education Center, and whereas I get to tell them that Spanish is a phonetic language, I’m constantly reminded that the same is not true for English. Today Aziza was very hung up on the difference between “no” and “know,” as she was trying to hear the difference in pronunciation. After assuring her that there wasn’t any, she looked at me and asked why we would have the same word sound exactly the same. I had no answer for her.

What did you want to be when you grew up?

2009-02-25T12:43:00.002-06:00

Today there were four new students in our class of fourteen. One had moved up from the beginning class, and the others were new students to the school. Today we continued talking about what things were like when the students were children. It was an excellent way to incorporate past tense verbs, and we used the chart mentioned in the previous posts.

One of the most interesting questions the learners answered was what they had wanted to be when they grew up. We compiled quite a diverse list of professions: artist, teacher, cook, seamstress, writer, doctor, doorman, tailor, soldier, dancer, disk jockey, etc. Ayanna said she had wanted to be a mechanic or an electrician. Faizah said that she had wanted to be a nurse, but instead she was now a cook. The new student from the beginning class, Lina, said she had wanted to be a police woman. Aziza insisted that she had wanted to be a soldier or a business woman. Makda said that she had wanted to be a teacher and that in Ethiopia, she had taught young children at the mosque near her home. She said it made her sad that she was not currently teaching here in the United States. I can just picture her teaching young children, and she seems like she would be a patient and wonderful teacher. We didn’t talk about what they were doing now, but it would have been an interesting discussion about what opportunities they feel they have here.

Rules

2009-02-18T16:33:00.001-06:00

This week we talked about childhood using the grid activity to practice past tense. One question that yielded really interesting results explored the rules parents had for the learners when they were children.

The teacher wrote the question on the board, and then asked the group to list the classroom rules. At this, the students became very animated and produced quite a list:

• Speak English in class.
• Sit next to someone who doesn’t speak your language if possible.
• Call if you are going to be absent.
• Don’t stand around in the halls at break time.
• No cell phones in class.
• Sign in and out on the computer when you come to class.
• Don’t park in the marked spots in the lot.
• Bring a pencil and notebook to class.
• Be on time for class.
• Have respect for everyone.

I was quite surprised at how quick and eager they were to rattle off the rules. After completing this list, the teacher asked the students to name some family rules from childhood. I realized that this had been an excellent teaching technique in that if she had just asked the question right away, many students wouldn’t have grasped the concept of rules. Now after practicing with the school rules, the students launched into a list that included:

• No hitting or bothering people
• Come home after school
• No stealing things from other people
• No watching bad movies
• No smoking or drinking alcohol
• Don’t fight with your friends
• Use good manners and say kind things to others
• Do your schoolwork before going out to play

It struck me that every one of the rules on the list had been a rule my parents had for me when I was a child. Everyone in the room, regardless of nationality, seemed to be nodding in agreement as the rules were shouted out. I think everyone in the classroom was surprised to discover that in spite of cultural differences, more familial rules were similar than different; they seemed to have a universal quality.

Shopping debates

2009-02-11T14:41:00.006-06:00

Today’s topic for the grid activity was shopping. At first I doubted if it would be a topic that would fill up the entire class time, but I was definitely wrong! We had a lively discussion regarding the prices at Cub, Sam’s Club, Rainbow and Target. When asked what they liked to shop for, some students listed foods or clothes, while other students listed dream purchases like homes and fancy cars. Next time, it would be interesting to ask how shopping is different than in their home countries.

One student came back to class today after a long absence. Mandisa has been in our class since I started over a year ago. She was home sick for nearly a month which was troublesome as she is probably over seventy years old. The class nearly erupted in applause when she entered the room today! Unfettered by her age, Mandisa brings an energy and joy into the classroom with her stories and sharp wit. She came to the United States from the Democratic Republic of Congo more than ten years ago and worked as a seamstress. She and her husband have retired and live near the school in Columbia Heights. I asked her once why she was interested in learning English, and she said with a smile that she never wanted to stop learning until the day she died. Her slow progress never seems to blunt her enthusiasm to learn English as well as other languages. As we’ve discovered, Mandisa also dabbles in other languages, much to the delight of the Spanish speakers in the class. When she walks into the room, she often yells greetings in Spanish to other students, who really seem to get a kick out of it.

Fun with foods

2009-02-04T12:36:00.001-06:00

Metro North has a partnership with the University of Minnesota Extension Simply Good Eating program. Every month, a dynamic representative comes to class to teach about an aspect of nutrition. It is always interactive, with fake food, real store ads to examine, food containers, food related prizes to take home and a snack at the end. Today’s topic was food safety. Learners had to take colorful pictures of various food items and stick them to the white board in the refrigerator, cupboard, freezer or counter section. Most students did pretty well, but others made some severe errors, such as leaving meat on the counter. It really made me realize the value of the activity, as clearly all of the students have had different experiences with food depending on their cultural background, education level and other factors.

By the end of the class period, all of the students seemed much more confidant in food safety and storage. Each student received a thermometer to take home and test the temperature of their refrigerator and freezer to make sure they were within safe ranges for food storage. It was quite a challenge to explain how the thermometer worked to some students, as some had never seen one before. Even many students who were familiar with a thermometer were baffled by the measurements. It was exciting to observe their enthusiasm to go home and practice what they had learned.

What do you think of the weather?

2009-01-28T15:06:00.001-06:00

We began an ongoing activity in class today that simultaneously focuses on grammar points, discussing certain topics and following concrete directions. Each student has a grid with two squares horizontally and five squares vertically. To the left side of the grid, there are lines. The students have to number the lines corresponding with five grid spots. They then write their name in the first square on the top. They have to ask their partner how to spell their name and write it in the top right square.

The activity revolves around asking and answering questions about a certain topic. Today’s topic was the weather. I wrote a question on the board, and they would have to copy it in the correct spot on their paper. We would then discuss how they would begin to answer the question, and how they would answer the question according to what their partner said, using he/she. One question was: do you like the weather in Minnesota during the winter? We would brainstorm how to answer the question: I do/don’t like the weather in Minnesota during the winter. He/she does/doesn’t like the weather in Minnesota during the winter. Another question was: what was the weather like in your country during January? The weather in _______ during January is ________.

The learners would then write the answer to the question in the square under their name, across from the question. After filling in their answer, they had to ask their partner, and transcribe their partner’s answer in the square next to their answer, under their partner’s name. It sounds confusing, and a few of the learners were perplexed at first, but it was good practice for following directions for things like forms or applications. During this time, I circulated the room, helping people and making corrections. After most people were finished, everyone in the room stood up and had to ask many different people the question. After everyone had talked with others, they returned to their seats and the process was repeated with a different weather related question. We’ll continue using this same grid with other topics in the weeks to come.

Participating in history

2009-01-21T16:02:00.001-06:00

After class today, Aziza, one of the particularly inquisitive students called me over to her desk. She was holding a printed out copy of Obama’s presidential inaugural address and was attempting to read it. Clearly most of the vocabulary was far above her current level, but it was evident that she was doggedly plowing through it, as many sentences were underlined and notes were written in Somali in the margins. She asked me to define inaugural and a few other related terms, and then proudly told me she wanted to read the speech for herself, since she didn’t catch all of the words when she watched it on television yesterday. The image of her working so diligently to understand the declarations of our new president really made me appreciate the respect she has for her new country. While not abandoning her own culture and language, Aziza strives to be engaged and informed to positively contribute to her community. I’ve had that same experience with most of the students I’ve worked with, which I think contradicts many stereotypes people have about immigrants and refugees.

Back from break

2009-01-14T13:48:00.000-06:00

There were only about ten students in class, which is quite low as we usually have over twenty. It was amazing to see how much more we were able to help students in-depth with fewer students in the class. It was nice to be able to spend more that a few seconds with each student before moving onto the next one. Today we worked on an activity in which there is a picture of an old man sitting on a chair, and in pairs, students get to make up a story from the prompts given about the old man. The worksheet called it a poem, and many of the students were unfamiliar with this word. I had a hard time describing what a poem using the limited vocabulary words they know.

Another thing that was difficult for the students was the concept of making things up. They kept motioning me over and asking me questions about the man. I had to tell them repeatedly that they were able to create the man’s story. After a while, they seemed to get the hang of it, and some of the answers were quite amusing. Each class period, the teacher and I try to encourage them to utilize words they don’t know in the class exercises. A picture dictionary is provided for this purpose. At the end of the class period, students read their poems to the class.