A second issue we are going to discuss tonight that is directly related to our service learning is selection of an appropriate partner. Several of you have mentioned your dissatisfaction (some for different reasons) with the partner that you have chosen to work with. Others are still having trouble even getting one session completed. First, let's think about the reasons behind the trouble. Is it last-minute planning? Is it lack of communication? Is it lack of motivation on the part of the student or the volunteer? Second, let's think about whether our issues with dissatisfaction would be made irrelevant if problems with retention were taken care of (if so, see previous post about retention). If the issue is not retention, how can the problem best be solved? If you LOVE the partner you are working with, what do you love about it? Is it the way the partner's organization is run, or is it due to the student(s)? If you are dissatisfied with it, why? is it related to the partner organization or to the student(s) you have? How can you overcome the problem to make the volunteer experience more relevant and more of a learning experience for you?
Note that not every partner is a good choice for everyone! As we develop the service learning component of the TESOL program, part of what we want is a better understanding of how different partners can help meet the needs of the different students that we have in the program.
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I love the partner I am working with. The environment is good. The material is great. The students are enthusiastic although their English proficiency is really low. I enjoy the time I spend with them.
ReplyDeleteActually, I was in charge of teaching the whole class for almost two hours this afternoon. My students and I cooperated well to make the whole class an enjoyable experience. Many of them came to me to say, "Thank you, Ruby. I like your class." My husband was there recording my teaching. I will watch the video later and evaluate my own teaching. So far so good. I guess my energy and enthusiasm for teaching English just came back.
I like my partner, I began my observation hours last week. I really enjoyed the class, the teacher was well prepared and the students were enthusiastic about the class. I like the way the program is structured; they have a set schedule, students are provided with a book which must be followed until the end of the program. I'm not very comfortable getting advanced activities on my own, the book really helps me in organizing my activities and strategies. I just taught today, I was nervous and happy at the same time, everything went well :)...
ReplyDeleteBy virtue of the fact that my placement at Brookhaven College is still a work-in-progress without substantial student contact, I'll outline the situation and where I am planning to go from here. Brookhaven College expressed a need for a tutor in ESL. Sounded perfect! A 10 hour tutoring course is required of all tutors, even volunteers and adjuncts who also serve as paid tutors, prior to being allowed to tutor. The tutoring is done in a large communications lab on a walk-in basis. Tutors chose the hours that they are available.
ReplyDeleteThe bulk of the students who utilize the lab are non-native speakers, so the potential is unlimited, however, based on my time to date the availability of the tutoring has not been effectively communicated to the student body. Because I believe in this program and want to see it flourish I will be contacting the instructors in the various ESL classes to introduce myself and set up a time to visit their classrooms. It is my experience that if students recognize a familiar face, it is easier for them to approach a tutor or instructor, so I will be pursuing that aspect.
The placement involves any aspect of reading or writing. It can be for an English course, per se, or assistance in writing or reading for other college courses on campus. There are many reference resources readily available along with computers dedicated to the tutoring section.
As the Brookhaven experience will potentially offer volunteer opportunities for those living in the Dallas area, I will continue to attempt to “grow” this opportunity.
My partner is a really interesting case-study for me, and I enjoy the class time we share, but unfortunately she is inconsistent. She often cannot come to our scheduled time. Recently she has begun calling me beforehand, so that I don't go to the library for no reason (which is very kind, really) but the issue remains of attendance.
ReplyDeleteWithout constant attendance students are unlikely to improve their English, and as teachers if our students don't show up we may feel that our lessons are inadequate, students have no motivation, etc. This is all perfectly natural but there is an important fact to keep in mind: most of our students here in Arlington are adults who have the same busy lives as we do. They might have sudden changes in schedule, sick children, or car trouble.
So as long as your students contact you when they are unable to come... don't feel bad if your class is suddenly half-empty!
I am working again this semester with Arlington Reads. Although I was very frustrated with the partnership last semester, I have realized (as Cindy noted) that each partner has something good to offer. What I enjoy about Arlington Reads is the flexibility. Right now, my life is fairly hectic, so having a flexible schedule and being able to "cancel class" during a bad week is nice. Also, even though Kayce (the director of the program) would prefer that we tutor in 2 hour increments, a more personal schedule can be created with the student. I have also found that the one-on-one tutoring creates more of a friendship that what might occur in a classroom.
ReplyDeleteAlthough last semester I was frustrated by the lack of resources, I think part of my frustration stemmed from simply being in a new situation and learning by trial and error. As any teacher will tell you, no amount of training or resources can adequately prepare you for the classroom (although they do help). Many times, we learn by doing, and since tutoring for a semester, I have discovered the great resources available at the library, as well as online. With our focus this semester on reading & writing, I realize that the Arlington Reads curriculum (the Laubach series & the new books they purchased), as well as their resources at the East Branch (several readers) will be very beneficial to my student.
Even though I really enjoy the one-on-one tutoring situation & the flexibility, there are some drawbacks. For example, my student did not arrive the first day of class and did not call to say she was not coming. I think that the director did not adequately communicate that this was a one-on-one session, so she didn't realize that if she didn't come, there would be no class. It wasn't until I called to confirm with her for the following week that she asked if this was a group class or individual session.
I also wonder what happens with our students' files after they are matched. Because most of us are only volunteering at most a few hours a week (Sharon definitely being the exception), we only meet with our students once or possibly twice. We all know that you cannot learn a language by only practicing for 1-2 hours a week. So, I would like to know if the students are able to be selected again to realistically meet their goals.
One other negative that I have found with Arlington Reads is that if you would like to teach a conversation class, there is not much flexibility. Last semester I attempted to arrange a conversation class time, but the only times available were in the middle of the day when I had class or worked. Similarly, this semester the only available times were on Saturday or during the weekday. I know that the program is lucky to have the resources they do, but I wish that the conversation classes were able to be flexible (as far as finding a time & place for them) like their one-on-one tutoring is.
My experience so far (beginning in the Fall) is with Arlington Reads. I taught a conversation class last fall, which went well overall. I enjoyed teaching the class and the challenges it placed before me, though at times I wanted more flexibility than the provided times to teach. Because I wanted more flexibility, I decided to try the one-on-one tutoring through Arlington Reads. So far this has not turned out like I had hoped. For the last three or so weeks, I have been attempted to contact two different people that have expressed interest in being tutored through the Arlington Reads program. I have had trouble getting the individuals to respond to my phone calls and emails in general. When I had a response, we scheduled a time and place, but the individual did not show up.
ReplyDeleteWhat are the reasons for this? My opinion is that this is a lack of communication (and possibly motivation) between me and the agency in general. They have ‘sort of’ tried to help me nail something down or contact the individual, but not on a consistent or timely basis. Maybe they their workers are stretched in various directions with tutoring and so on that it’s hard to communicate with and assist the volunteers at times…I’m not sure.
How can it be solved? Still thinking about it...
I have finally had contact with Brookhaven College ESL, and will be beginning to volunteer as an assistant in the writing/reading classes on Monday, 2/15. I will let you know if they need more people.
ReplyDeleteIn my situation it was an off to a bad start, all the process to complete the requirement was started in time to avoid being late e.g application and background check, after all that, I was called for the first class but when I reached there, there wasn't any class but a promise that another student has been arranged for the next week, that student never showed up either, for the third time one of my class fellow had arranged for me to observe one class today which got cancelled for today's weather.It is strange that no students are available even for free class.
ReplyDeleteI guess I should contact that PANDA if he/she agrees.
ReplyDelete