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.
Wednesday, April 22, 2009
Wednesday, April 15, 2009
Spring energy
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.
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.
Wednesday, April 8, 2009
Caves versus graves
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!
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!
Tuesday, April 7, 2009
Where in the world
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.
• 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.
Wednesday, March 18, 2009
Speaking of Minnesota
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.
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.
Sunday, March 15, 2009
Budget cuts threaten much needed ESL classes
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.
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.
Wednesday, March 11, 2009
Challenging English
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.
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.
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