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!
Wednesday, December 30, 2009
Wednesday, December 9, 2009
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.
Thursday, December 3, 2009
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!”
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!”
Friday, November 20, 2009
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!
Wednesday, November 11, 2009
Teaching grammar
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.
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.
Thursday, November 5, 2009
When you were a child . . .
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.
Wednesday, October 28, 2009
Studying sugar
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.
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