During my practicum, my perfectionism was a crippling hindrance. The mentor teachers didn’t tell us teachers in training what we would be teaching until a day or two before. We got out at around 3:00 and had one night to come up with the next day’s lesson plan, find all materials, make all posters, cut out and paste any pictures, design crossword puzzles or whatever. It was sheer torture for someone like me who needs LOTS and LOTS of planning time.
Having read a lot about introversion, I know that–as a rule–introverts need time to process information. In business meetings, I will take notes then go back to my desk and think about things. I’ll continue to think about it that night and might talk things over with my partner. I’ll sleep on it. By the next morning, I might be ready to present my ideas to the group…preferable IN WRITING.
Working in the hospice kitchen proved to be a challenge to me. As long as everyone who was supposed to show up showed up and as long as those who showed up did what they were supposed to do, I did fine. Last-minute changes to the menu, broken appliances requiring me to improvise, missing ingredients or implements put away in the wrong drawer… any of these things would throw me off balance. I would stand there trying to think what to do. Many Saturdays there was an extroverted woman working reception at the same time I worked the kitchen. She was brilliant when it came to thinking things up with two seconds’ notice. For example, one day a very sweet, courteous and bored child came into the kitchen to ask if she could help us out in any way. I stared at the child and drew a blank. P said, “Why don’t you go around all the hallways closing the blinds?” I was in awe of her fast thinking.
In teaching, you absolutely have to be able to think on your feet. This was pointed out to me in my training, in my practica and each time I interviewed for a teaching job. This is clearly my hugest area of weakness.
This week I am rotating among three classes in my temporary role as teaching assistant. Level One is no problem. I just sit next to the weakest student and help him when I see he’s struggling. I have one Chinese gentleman who asks me to pronounce things for him. The next time I sit by my new friend with the two little girls, I plan to write what the teacher is saying while he talks. I might pull her out to the T.A. room one day and spend some time working on that day’s words and phrases.
When I help in the Level 2 class, that’s no big deal, either. I just have to walk around and help whoever calls “teacher.” They have enough language to be able to ask for what they need.
The literacy class is another story.
The literacy teacher asked me for some of my time at least once a week. He has about twelve students who are continuing with him for another semester, so he wants to build on what they already know rather than losing the momentum, which is what would happen if he started over at the beginning for the benefit of the three newcomers. The three newcomers do not know the alphabet yet.
That’s where he wants me to come in. He asked me to–as soon as I’m comfortable–take them into another room and work on the alphabet. I was planning to spend the weekend studying literacy teaching materials on technique and methodology. You don’t just sit someone down and teach them the letters starting at A and ending with Z. No. There is all this theory out there and recommendation regarding which letters should be taught together and how to do it. For example, you teach Bb on the same day as Dd because they need to see that the bump on the b faces right and the d faces left. This much I remember from skimming through the literacy literature when I was preparing to interview for the position of literacy teacher. So yeah, I was planning on studying all that this weekend to help me feel prepared to spend two hours in another room with these three ladies. Today was to be strictly an observation day for me–no helping.
But when I got to D’s class, the need was dire. The three newcomers were staring at the whiteboard looking like little deer caught in someone’s headlights. I went to the cabinet and found the phonetics flash cards. D introduced me to the three ladies (mother and two daughters) and away we went to the computer lab for some quiet.
I had no idea until they gathered around me in the lab and stared at me expectantly what I was going to do with those flash cards. They have just barely enough English for us to tell each other our names. We did that. We smiled a lot, a universal language. Well, I remembered the part about teaching similar-looking letters at once. So I grabbed the Bb, Dd, and Pp cards from the deck and we started.
“B,” I said, pointing to the B.
They said “B.”
“Bus,” I said, pointing to the word bus underneath the picture of the bus.
“Bus,” they said.
“B says ‘buh’ ,” I said. “Buh, buh, bus.”
I repeated that with the Dd card. Then I quizzed them by holding up one card and making a questioning face.
They got it right.
I held up one then the other then the other, mixing it up and moving the cards around like a shell game to see if they could still name each one. When they could get them with 100% accuracy, we added another letter or two to the mix.
M for milk, N for nest. I saved C and G for later since both of those have a hard and soft sound.
We did about half the alphabet this way.
The next activity I thought up was to lay out about ten cards and have them find all the Ts on all the cards. They found the T in tiger and also the two t’s in kitten, the two in mitten and the one at the end of nest. We did that with a few letters.
Another activity I thought of was to turn the cards over and read the four keywords on the back. I read them, they repeated them, and then I would pick one of the four words to teach them. I chose the ones that I needed them to learn for our lessons together. They learned “letter,” “word,” “pencil,” and “paper,” to name a few.
We also did a little bit of copying of the letters into notebooks.
By then it was the time when all classes take a 15-minute break. I let them go join their classmates in the hall.
While they were away, I thought about what else we could do. It occurred to me that some of the magiscule letters don’t bear much resemblance to their miniscule counterparts. So I ran back to the classroom to get my whiteboard markers. I went back into the deck of flashcards and pulled out the first six we had worked on. I wrote the capitals on the left side of the white board and–out of order–the small versions on the right.
When my ladies came back after break, I showed them the board. I pointed to big F, saying “Big F” and drew a line down to small f to connect them. Then I erased the line and held out the marker to one of them. She smiled and came up to try it. At this point I noticed that the shiest one of them–the one who is slowest to catch on–got animated and smiled. The twinkle in her eye said she was keen to do this. She drew a line between big B and little b. I gave her a beaming proud smile and said, “Good job!” Thumbs up! She smiled even bigger as she returned to her chair. We played three more rounds and covered all the consonants.
By that time they had been with me for two hours and I figured they were reaching the saturation point. I said, “Good work! Enough for one day! You can go back to Teacher D’s class and sit down.” With the help of gestures, I made myself understood. They went back to catch the last bit of the plenary lesson.
Part of me feels funny. The part of me that likes three months’ notice so I can read every book on this specialized subset of ESL pedagogy on the planet is a bit out of her comfort zone.
But there’s another part of me that feels really good. I did it! I DID come up with something and it wasn’t half bad.
I can’t wait to work with them again (AFTER reading all the literacy material on the planet this weekend, of course)!