Casa Rosales

Casa Rosales

Saturday 27 October 2012

Waving or Drowning?

Waving, waving!

All is well in my world, I'm glad to report. I haven't been posting as much as usual but as we often find out, sometimes real life interferes with blogging.

I've had a busy, rather unsettling week which, I'm glad to say, has ended satisfactorily. Nothing bad has happened but things have been occupying my waking and sleeping moments to the extent that blogging has been difficult.



As well as trying to be a good mum to my lovely three, I am also trying to be a good teacher to my various classes of English and my one Spanish conversation group. This takes preparation - lots of it - which I am glad to do because it certainly helps to have an idea of what should be happening! Ironically, I find that the more detailed the preparation, the more I struggle to stick to it - ever the broad brusher! Whilst I like to do lots of preparation, but what works for me is to have plenty flexible ideas that I can adapt to how the students seem that day - going with the flow - as well as delivering some specifics.

Waving?
At the end of last week's teaching, the proprietor of the academy, Maria - a lovely woman who set up the academy about 20 years ago - came to me, full of concern. The parents of some of the first level class had been in to see her. They were worried because their child had no homework from their new teacher and didn't seem to be doing much in their activity books. In fact, they said they didn't do any work, they mainly played games or sang songs. It didn't seem right in their eyes. The teacher last year - who I am now replacing - gave homework and tests and worked through text books with the children and they could always point to what they had done that day when they went home. Maria began to say could I give the children some homework each week...please?!

For some of the older classes, I ask the children to practice new vocabulary, or I give them a crossword or word puzzle to do at home; I gave another class the task of finding the past tense of several verbs and this week, I've asked one more advanced group to bring in lots of phrasal verbs (a verb plus another word which changes the meaning of the original verb - e.g. look+after, take+care etc) so we can practice using them in conversation. But for the little ones, who have two and a half hours a week with me, I don't think homework is either necessary or appropriate.

At this age, 8-9, children need to expand their still limited vocabulary and, equally importantly, they need to know the correct pronunciation of these new words. Learning from a native English speaker is really helpful as I really make them get their tongues around the difficult things - differentiating between 'sh' and 's'; sounding consonants clearly and correctly and always challenging Spanish pronunciation of those words that are the same or similar in both languages - a Spanish speaker can't always do this, however good their pronunciation and grammar. I managed to convince Maria that I don't want the children to spend a lot of time writing just yet as that is a sure way for them to 'hear' the words they see as if the words were Spanish - the eye doesn't need to pronounce 'table' - it knows what it is - but the Spanish eye will 'hear' it as 'tab-ley'.  This really impedes understanding for an English listener - and surely, they want to learn so they can speak English to English speakers - most Spaniards understand each other well when they speak English as they all make similar mistakes!

I'm no expert, though I am fast developing my own view about how to teach English, but I think singing is not only jolly good fun but really good for teaching the rhythm and intonation of English - as well as increasing vocabulary. I still remember the words of songs that I learnt in my French lessons - who else could still pluck an Alouette to the bone!





And I'm sure my students will never forget the digit called 'thumb' after singing 'One Finger, One Thumb, Keep Moving' several times; or how to pronounce 'shoulders' (difficult!) after singing 'Head, Shoulders, Knees and Toes'....it's also an excellent form of exercise for me too!
We 'Hokey Cokey' to practice left, right and parts of the body. We sing 'I know an Old Lady who Swallowed a Fly' to learn the names of animals and phrases of exclamation and to capture English intonation - 'I don't know why she swallowed a fly' (as well as a dollop of English black humour - I LOVE the last line.)

Yes, waving!
And games! Educational ones, I mean, for learning language. We play games most days and nothing will make me stop!

If I sound a bit defensive in this post, it's because I was torn between knowing parents were unhappy with their children's lessons and worrying that Maria thought I wasn't teaching properly, feeling I was somehow 'doing it' wrong - and yet, also feeling that it was absolutely inappropriate to have the children after a day at school, sitting down quietly and 'studying' English in my class.

So, I suggested to Maria that if any parents were concerned, then they could come and talk to me directly and I could show them my lesson plans, explain how the games and songs are part of a proper learning process and say why giving them homework could be counter-productive if they ended up with poor pronunciation. She has never had a native English teacher who could speak to the parents in their own language before and I was grateful that she thought it a good idea. We agreed they could come on Thursday at 6.30 when I finished teaching my last class.

My conversational Spanish is not bad but I spent some time (a lot!) during the days before Thursday practising various phrases out loud - on my walks with Darwin - hoping they sounded convincing and that my Spanish was up to it. I knew there would probably be at least one if not two parents who would come and see me.

Not waving....
As I showed my class out on Thursday, I caught my breath at the number of people in the entrance hall. Maria had sent a general note to all the parents of my first level class - and they'd ALL come! HELP!

At this point, the adrenalin kicked in and fortunately, my years of addressing teachers, head teachers and other groups stood me in good stead and I started speaking to them - determined that they should feel confident that I had a 'method'; to understand that it was different from a classroom teacher in Spain's method, but it was a suitable method for teaching a language to youngsters.

To be fair, most came without an issue - they just wanted to know that their child was doing OK - and many told me their children were very enthusiastic about their lessons. One came to me at the end and said she was a teacher herself and she really liked my approach and that I'd explained everything very well. I was SO relieved!

And I am glad to say that the two who did have concerns left feeling much happier, especially as I said that the homework I could sanction was revising new vocabulary - writing it down too - plus saying the alphabet out loud in English and using it to spell out words. I also told them their children should watch some TV in English by changing the audio channel to the original language. So much of what's on TV here is in English - lots of American English cartoons, but also plenty English documentaries. (Yes, I do listen in English when I can!)

And Maria was delighted with what I had said and how the parents seemed when they left. Yey! I left feeling fantastic...though the next day, whilst taking Darwin for a walk with FR, it hit me that now, I really have to deliver! Quite a responsibility.

I'm off now to practice my singing....and waving!

27 comments:

  1. Lucky kids - it's rare to find a teacher who can make learning fun.

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  2. Thanks, Annie. I do have one little boy who doesn't like singing...or drawing..or playing games...so there's always a challenge! Axxx

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  3. Step by step you will also realize how alcalainos, in general, and alcalainos parents particularly, really are. We use to appreciate the good work, and specially, when it is doing with interest. On the other hand, bosses use to be quite similar in everywhere.

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    1. Thank you, Ana! I think it was quite a shock for some parents that my classes were 'fun' not 'serious' but I do hope the children will learn just as much - maybe more - and enjoy their learning too. Axxx

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  4. For what it's worth, I trained as a language teacher, and your thinking is spot on! It is VITAL for the children to learn what the word sounds like and how to say it, before they go anywhere near the text. Nothing ruins an accent like trying to read a foreign word in your own language!!

    Keep up the good work :)

    PS - I can still sing Alouette as well!

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    1. Thanks Allyson, it's really helpful to me to have feedback - I've thought a lot about the subject of language learning but my experience is still quite limited. I know from learning myself that sound production is hard to master but that without it, no one understands you!
      We could have an online singalong if we have enough people who remember!
      Axxx

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  5. Hi Annie,

    I can write what I know about language teaching on a postage stamp but I would like to think I know a thing or two about how children learn. Engagement is paramount and this is especially true for younger children. Your approach is also endorsed by my friend who is a very successful French teacher.

    I strongly believe that the biggest difference I can make is to have pupils leave me loving science and wanting to learn more. Factual knowledge will come later.

    Is it more important that kids can spell PHOTOSYNTHESIS or that they appreciate that without it the world is doomed and why? Our scientists and engineers of the future (and past) are not better scientists because they can spell or are brilliant at copying or writing up experiments as I did 40 years ago!

    Good on you for sticking to your principles. I'm worried about changes Gove will make to the curriculum.

    Keep up the good work
    Gaynor x

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    1. Thank you for your lovely words of wisdom, Gaynor. I had honestly forgotten when I wrote this that so many of my readers are, or have been, teachers!! I was thinking more about the concept of teaching here in Spain - I hadn't been prepared for the challenge I met about how I'm teaching. My husband said that parents would move their children away from this academy to another if they weren't happy - and that was Maria's fear - so we'll have to see whether I've really managed to convince them in time! They pay for the lessons and they want IMMEDIATE results...it is quite a challenge. I will stick to my methods but it's important that both children and their parents have confidence in me - and there's no way these children will be speaking fluent English by Christmas...but singing it, maybe!
      Axxx

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  6. I think you are spot on Annie. Learning has to be fun and it looks like you are making it fun for these children. It seems like you are also getting the parents on side and I'm sure that's half the battle.

    Well done!

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    1. I do hope so, Ayak! As I said to Gaynor above, the parents want to see results after every lesson and as most of them can't speak English themselves, they want to see words in books! It's going to be an interesting term - and I will stick to my guns and make it fun!!
      Thank you for your kind words.
      Axxx

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  7. I find rhythm, singing and talking out loud the best way to learn. Writing things down might help with a bit of reinforcement but at the end of the day what you need to do is 'speak' the language and the children in your classes might have more chance of this than I did after nine years of formal French lessons. Lucky children and lucky parents I'd say.

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    1. Hello, (can I call you OldTat for short? Without being rude, I mean?) and welcome. Many thanks for your reassuring words. Here in Spain, there is a huge pressure on students to pass exams (much greater than anything I remember in the UK and we only left 2 years ago) and so they are subjected to a constant pressure - learn this; test; learn that; test; - I don't like it for my own children in their schools, but I simply won't teach English in that way. I agree absolutely that the end aim is to speak the language - not to demonstrate your skills on a piece of paper but not be able to utter a coherent sentence out loud.
      Thanks again,
      Annie
      xxx

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  8. Hi Annie, well done, I think you're approach is spot on. I have been teaching here in Alcala now for 4 years and I too cannot understand the mentality of Spanish teachers and parents when it comes to learning and free time.

    In school they work through their books, it doesn't seem like they do anything else except - work through their books!! Then homework, sometimes mountains of it. Extra out of school hours classes should be a more relaxed affair. The poor kids, a lot of the time, are swamped and need some free time or fun time.

    I try and make my classes fun as well as achieving some learning. Sometimes easier than it sounds!!! I also find that along with songs and games that using hand gestures relating to either letters of the alphabet or days of the week etc. greatly improves their learning speed and by just either making the gesture or pointing they come up with the word.

    However, I do chuckle to myself sometimes as I can visualise the face of the poor English teacher within their 'proper school' when she asks 'who knows the days of the week?' and they all start making funny faces and making strange hand gestures at her (whilst obviously pronouncing perfectly the days of the week) lol

    Keep it up.

    Mandy

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    1. Mandy, you darling!! Thank you for your lovely comment - for confirming and agreeing with my thoughts. I do appreciate it so much.
      As you know, parents have very high expectations but I think even Maria was surprised at the turn out on Thursday. You will also know that once the children start having fun, it occasionally feels more like riot-control! We may have to compare hand and face gestures one day - perhaps over coffee - that would be fun!!
      Speak soon,
      Axxx

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  9. Annie I know nothing about languages, but a fair bit about teaching and learning, and it sounds to me as if you are totally on the money.

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    1. Thank you, Annie. I really hope I'm getting it right. It has become very important to me that I do a good job at teaching these children - they are so enthusiastic and their parents have such high expectations of them. I just want them to enjoy their learning and to come away with a love of English.
      Axxx

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  10. Oh Annie, I can imagine the stress you went through when you heard about the parents' concerns, and am sure that facing that meeting must have been really tough. However, on two fronts, you were bound to come through.....one, I have seen you face very hostile audiences......parents and staff facing school reorganisations ( ok...closure) and groups of school inspectors/ contact officers, whose alliance to someone with whom you rarely agreed, was apparent. You always came out as a person who knows their stuff, with total integrity, and with children's interests at heart.
    Secondly, you are clearly a dedicated teacher who has a firm understanding of different learning styles and prepares for the students to have the best possible learning experiences. I am so glad you stood your ground, with the parents ( and I can imagine the charming and heartfelt way you will have done that)and with the boss.
    This is a brilliant post Annie, and as you can see from the essay length responses it has triggered....it has struck a chord with many of your followers. Keep up being the brilliant educator that you are ! Jxxxx

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    1. Oh Janice, thank you so much for this! I particularly love the euphemism 'someone with whom you rarely agreed'!! I particularly remember a presentation early in my career, set up by Jack Howey, to introduce using a standard set of statistics that would allow comparisons between schools! You can imagine how that went down! (I will have to write to you about this as it stirs up so many memories..)

      It was only when Ian Blakely commented on my facebook link that I realised that - as well as you - there were quite a few teachers who might read this post. I had a little panicky moment then but it's worked out really well as there have been so many genuinely knowledgeable replies, not least yours, that have reassured me. I know I am on the right track but it was quite difficult to stand my ground with Maria and then face the parents and explain in Spanish. I think at the time of writing, I though THIS was my achievement, but now, I know the most important thing is sticking to my methods and giving the children an enjoyable learning experience.
      Thanks again - will be in touch very shortly.
      Much love,
      Axxx

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  11. Annie - I like your style. Aways did and with all the lovely comments you'be got so do others. I don't need to say keep up the good work - you just will. Take care xxx

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    1. Aww, thank you Celia - I am most touched by this comment. Big hugs, Axxx

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  12. I'm not a teacher but I am a learner and have been getting to grips with Spanish.
    I read in Spanish as much as I can...I'm not up to literature reading standard yet but I can do the opinion columns in the press...and can only echo your statement that if you read it you pronounce it in the way your previous language experience has taught you.

    Thus I speak Costa Rican Spanish with a strong French accent!

    It is a difficult situation where you are teaching in a results driven private sector in a culture where piles of work is seen as proof of progress but for the sake of those kids learning a foreign language, stick to it!

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    1. Thank you Fly! I actually read Spanish quite badly - I find the way journalists write as quite torturous, but I can carry on a conversation all day in passable Spanish with my neighbours and friends here. And I really try to mimic the sounds of the Spanish letters - with the result that I am well-understood, if not grammatically perfect.

      You are right about the results-driven sector - there are probably around 8 or 9 academies in the town and whilst they are not directly competitive (no dirty tactics, at least), each has to try and hold on to the students they have, and enrol new ones each year - and all in an economic crisis.
      Thank you for your encouragement - I shall be singing again tomorrow.
      Axxx

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  13. As a language learner, rather than a teacher, I thoroughly enjoyed this post, Annie and would love to have had you teaching me a language when I was 8 or 9. As it was, I started French in my first year of grammar school, back in the dark ages of 1957. Luckily I had a truly inspired teacher, who believed that singing was a great way to learn good pronunciation, even though we inevitably had a lot of written work.

    So I too can still sing Alouette from memory, as well as the whole of the long (and gory) first verse and chorus of the Marseillaise, among other little gems. I even know and can still sing by heart a lovely little French folk song about Normandy, which I credit with sowing the seed of owning a little cottage there. :-)

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    1. Oops, meant to add that I think you handled the parents beautifully, hearing their concerns, yet sticking to your own guns. Well done!

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    2. That's lovely, Perpetua - thank you too for your kind words. I've just returned from teaching and I really feel much more confident now and am hearing the improvement in the childrens' accents. I too had a wonderful French teacher; she was very strict, but we sang and by golly, we learnt such a lot from her. It's a shame she was only our teacher for two years. I'm lucky because the other teacher, a Spanish woman, is a really excellent teacher and very creative and from this term, we are really working closely together - I have the chance to learn a lot from her.

      I guess you've arrived safely at your destination - hope you had a lovely trip.
      Axxx

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  14. Hi Annie. Sorry this has taken a while. I am teaching 4-7 year olds German and taught 7-11 year olds French for a few years. Also, until recently, I was training primary teachers to teach a foreign language, many of whom weren't confident or fluent in the language themselves. Songs have always formed the main thrust of my teaching and what I encouraged teachers to use most. Currently with the infants learning German (they get 30 mins every 2 weeks) I do no written work whatsoever. I use songs and rhymes and some DVDs showing life in Germany which combine language learning with Intercultural Understanding. I use a mixture of genuine English songs and songs written for language lessons. I think they are THE most powerful tool for remembering both words and structures. They are real and varied and not text book and contrived. A child will often remember something from a song at a later date when being taught a new construction or grammar point. Equally you can point out the fact that you have been using this already in such and such a song and it feels familiar and unthreatening. I also try to add as many gestures as possible to songs as I really think this helps things to "stick" with young children. (Mind you I do worry that there's a whole generation of kids from Buxton who whenever they meet someone from Germany will still put both arms up high and make an arc representing the sun rising as they say Guten Morgen!!) I also use finger rhymes - it depends on the class but even 10 and 11 year olds have been happy to do them because of the sense of achievement they get when they can perform the whole rhyme. For unconfident children they can participate without understanding every word - they can just join in with the actions first. The listening and majority of speaking is at text level ie speaking fluently rather than remembering words. When children learn a nursery rhyme or finger rhyme in their native language they don't acquire one word at a time. They can say a rhyme or sing a song at a far earlier age than they can string together a whole sentence ie they perform at a text level before word level.
    Anyway ..... you are right!! And I haven't mentioned how much children LOVE learning by song and enthusiasm and enjoyment is the key to any learning.
    Well done on sticking to your guns- a bit of face to face explanation usually goes a long way doesn't it? I don't know anything about the education system/ ethos in Spain but my experience of French and German schools is they are much more formal than here with an emphasis on written work and homework.
    I can send you a few sources for language songs and rhymes - will maybe contact you by private message on Facebook.

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    1. Great response, thank you so much, Kerry. I will find you on Facebook. Axxx

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