Transitions

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

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

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

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

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

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

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

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

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

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

Feedback

One question during our writing activity today was particularly illuminating. We write and talk a lot about what students enjoy about English classes and how they are helpful in their lives. After talking about the multitude of reasons students like English classes, we asked what they didn't like about English classes. Here were some of their answers:

• Testing
• Coming to class late
• Sharing a paper with my partner while reading because I can't see 
• Speaking 
• Computers
• Waking up early in the morning

Testing was by far the most popular answer. Many students said that they felt like an hour was not enough time to complete it. Others said they didn't think the tests accurately reflected their level. This provided a nice venue for my teacher to have a candid conversation with the class about the importance of testing as related to school funding and answer questions students had. I'm sure all students are told this when they enter school, but from their reactions, the light bulb went on for some learners as she spoke.

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

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

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

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

Show, don’t tell

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

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

I wrote the first question on the board:

Have you ever taken a trip on an airplane?

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

Testing

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

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

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

Multi-level Classrooms

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

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

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

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

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

Repetition

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

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

How will you celebrate National Volunteer Week?

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

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

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

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

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

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

Sharing the Power Conference and Awards Luncheon

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

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

Book Discussion - The Latehomecomer

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

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

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

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

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

When: Tuesday, April 20 at 6:30 pm

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

Cost: Free

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

Feelings

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

Happy

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

Angry

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

Nervous

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

Health Literacy Movie Night - March 3

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

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

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

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

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

Cost: Free

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

"How to Train the Aging Brain"

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

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

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

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

Teaching and Technology

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

Chance encounter

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

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

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

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!