Teaching, as with any job...particularly ones that involve a social aspect, is like an unpredictable roller coaster. One activity will work perfectly with one class, and then tank with another class at the same level. One class might be completely engaged one day and then all over the place the next.
This week, my second week of teaching, was full of ups and downs. The week began with a couple warm, sunny days. Days like that can be far and few between with the fog, clouds and rain in Saint Pierre. Of course, the students could barely contain themselves. But still, we got through those days. Thursday afternoon I had to call in backup from the homeroom teachers. However, the week ended on a sweet note. Today, Friday, went smoothly with the students being attentive and engaged.
The grade 8 class has been working on a unit about mysteries, so we played this game today: http://www.onestopenglish.com/community/lesson-share/lesson-share-archive/speaking/speaking-murder-in-the-classroom/154250.article
In fact, we had spent yesterday going through the story and creating character profiles so that the students would know how to answer questions about their character and today we began by reviewing the questions and key vocab before the students got down to business. I split the class into two teams that were competing to solve the mystery first. They stayed on task and they spoke in English! I don't think I've ever heard them speaking so much English independently. I would highly recommend this game.
The grade 6 class has been working on writing fairy tales. The grade 6 text book has a fairy tale which has some adjectives, nouns and verbs missing. But I gave them the option to write their own fairy tales, which a couple of pairs chose to do. Most of them have finished their rough copies and today they were able to create little folded paper castles in which they will be writing the good copy of their fairy tale. This was the part they were excited to do. I will post pictures of their finished work when we are completely done. That won't be for about two weeks though, because the grade 6s are going away on a trip to Langlade next week.
Anyway, at the end of my last class for the day, a student asked me if I was going to be teaching here in September because he would really like to have me as a teacher next year. I don't know if I will be able to work at this particular school come September, but this child definitely made my week worth all the ups and downs. :)
Friday, June 14, 2013
Sunday, June 9, 2013
New approaches
"Walked," answers the young French student in response to the question "What is the past tense of walk?"
"Very good," I reply. "Would you like to write it on the board?" I offer her the chalk.
The young French student stares at me with amazement. "Me?" she asks, her voice coloured with amazement and excitement. I nod and she smiles, walking up to the board with a spring in her step, taking the chalk and giggling while she writes "walked" on the board.
This is one of two responses I get from the students in my English classes here in Saint Pierre. The other is "Me? No, no" with a vigorous shake of the head.
Teaching in the French education system is quite different than the Canadian, in terms of the teaching methods. For example, the awe I see in response to the idea of students writing on the board, a practice that is quite commonplace in Ontario classrooms. On one hand, this makes the task of engaging students that much easier. My interaction-based approach with the students differs from what is generally a teacher-directed system. Of course, this way of teaching is meant to be engaging, even with students in Ontario who are used to it. But, the novelty of this approach for these French students generally grabs their attention.
On the other hand, it's more difficult using this approach, because the students have not had practice with it. Hence the fact that some of the students are much too shy to write an answer on the board. I found at first, when attempting to use the "think-pair-share" method, which was so enthusiastically discussed in teacher's college, students had no idea what to do. I told them to talk to the person beside them about what they understood in the text we read. The classroom went dead silent. I don't think the students are ever quieter than when I ask them to talk.
Anyway, I haven't done anything particularly interesting with the students this week. I was getting to know them, what they've already learned and laying the foundation for the weeks to come. I have a couple interesting projects in mind. I'll let you know how they go! :)
"Very good," I reply. "Would you like to write it on the board?" I offer her the chalk.
The young French student stares at me with amazement. "Me?" she asks, her voice coloured with amazement and excitement. I nod and she smiles, walking up to the board with a spring in her step, taking the chalk and giggling while she writes "walked" on the board.
This is one of two responses I get from the students in my English classes here in Saint Pierre. The other is "Me? No, no" with a vigorous shake of the head.
Teaching in the French education system is quite different than the Canadian, in terms of the teaching methods. For example, the awe I see in response to the idea of students writing on the board, a practice that is quite commonplace in Ontario classrooms. On one hand, this makes the task of engaging students that much easier. My interaction-based approach with the students differs from what is generally a teacher-directed system. Of course, this way of teaching is meant to be engaging, even with students in Ontario who are used to it. But, the novelty of this approach for these French students generally grabs their attention.
On the other hand, it's more difficult using this approach, because the students have not had practice with it. Hence the fact that some of the students are much too shy to write an answer on the board. I found at first, when attempting to use the "think-pair-share" method, which was so enthusiastically discussed in teacher's college, students had no idea what to do. I told them to talk to the person beside them about what they understood in the text we read. The classroom went dead silent. I don't think the students are ever quieter than when I ask them to talk.
Anyway, I haven't done anything particularly interesting with the students this week. I was getting to know them, what they've already learned and laying the foundation for the weeks to come. I have a couple interesting projects in mind. I'll let you know how they go! :)
Tuesday, June 4, 2013
Starting out...
At the end of my year at teacher's college, we had to do an internship wherever in the world we wanted. I chose a high school in Saint Pierre et Miquelon...French islands off the coast of Newfoundland. I wanted to find out how foreign languages were taught in another system and, of course, to improve my French.
As my five week internship came to an end, an opening for an English teacher at a middle school became available. I applied. At first it looked like there might be problems due to my Canadian nationality and I gave up hope. And then it turned around. I found myself accepted for the job beginning 4 days after the end school.
Today was my first day of teaching. Two classes in grade 8, one grade 7 and one grade 6 (these are the Canadian equivalents to the French system). The day went well, particularly grade 6. My teacher education has prepared me for kindergarten-grade 6, so it'll be a bit of a trial by fire for me, teaching the grade 7 and 8 classes!
If you have any suggestions for teaching ESL to French students let me know! As the month goes on, I will post more about what goes well and what doesn't.
As my five week internship came to an end, an opening for an English teacher at a middle school became available. I applied. At first it looked like there might be problems due to my Canadian nationality and I gave up hope. And then it turned around. I found myself accepted for the job beginning 4 days after the end school.
Today was my first day of teaching. Two classes in grade 8, one grade 7 and one grade 6 (these are the Canadian equivalents to the French system). The day went well, particularly grade 6. My teacher education has prepared me for kindergarten-grade 6, so it'll be a bit of a trial by fire for me, teaching the grade 7 and 8 classes!
If you have any suggestions for teaching ESL to French students let me know! As the month goes on, I will post more about what goes well and what doesn't.
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