Resource Sharing!!!

Currently I teach ELLs in a custom designed ESL program at a private high school in Vancouver. The resources that I have chosen to share differ in terms of their design and nature. I have also included  a short activity that I use on the first or second day of school with ELLs (my students are mostly newcomers, but I used at three separate international schools when co-constructing our learning environment). 

Resource One: http://www.tesol.org I have never used this resource in my class, but it was recommended to me by my current mentor. tesol.org has a wealth of various resources, mostly free, (resource center: http://www.tesol.org/connect/tesol-resource-center) that teacher's can use to engage English Language Learners. To paraphrase Pellegrino in his TedX Talk, cultural collaboration involves both learning about one another and will lead to the creation of a positive school culture. (Pellegrino, TedX) Michael Allan in his article Cultural Borderlands outlines that an international school may have a 'largely mono - culture' (Allen, 63) and this resource will encourage students express themselves and allow them to work towards a fluid school culture that allows minority students to participate meaningfully in said school culture. Moreover, collaborative activities like the ones posted, allow cultural mixing and encourages the sharing, in many cases, of experiences causing the building of confidence and to "be open to new friends" (Sears, 84) and the inclusivity of introducing new students to their cultural experiences. (Sears, 84)

Resource Two:  http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/ell_planning_tool.pdf Recently I started teaching in Vancouver, British Columbia and when I arrived at my new school I was presented with this document. I do not necessarily feel the document is complete or perfect in its current form, but I do find it helpful as a classroom tool, as about 80% of my students are newcomers to Canada. Not only does the document provide reading and writing strategies as well as a checklist for evaluation, but it includes an interesting section, "Intercultural Competencies". Though it can be problematic to evaluate a student's adaptability to culture, I think the document has value in that it provides suggestions and of how to support those at various stages of their adaptation and "comfort" to/in Canada. Dack and Tomlinson warn that there can be, "dire consequences", (Dack & Tomlinson, 11) if a teacher misinterprets behavior or actions in class; this document can serve as a reminder of the types of experiences that newcomers may be having when adapting to culture in Canada and manners in which to address them. 

Resource Three: Class Laws Activity - I am a firm believer in co-constructing your learning environment. Dack and Tomlinson in their article, Inviting All Students to Learn first ask teachers to, "Recognize and appreciate cultural variance" through appreciating learner's, "experiences and histories, and valuing their lenses on the world." (12) They go on further to ask teachers to see students as individuals by understanding that though cultural pattern's exist, teachers need to look beyond those patterns. (12) Both Sears and Allan differ in terms of their feelings about the influence of international schools on the learner, but they agree that they should be involved in co-constructing their school environment. Sears concludes that this environment becomes student's, "true home", (Sears, 84) while Allan notes, that students, "construct their own narratives" (Allan, 81) within a larger school culture and it is essential for students to be able to be actively involved in the construction of this learning environment.

Class Laws Activity

1. I have students sitting in groups of 4 (I allow them to sit anywhere they like - I am all about choice and I think it sets the right tone on the first day- though I know many teachers do go with a seating plan and if this works for you that is fine)
2. I then play a ball game with the students (we toss the ball around the classroom – I begin and end – and when they catch it they tell the class their name, where they are from and something interesting about them).
3. After introducing myself first and giving some additional information last (the more I share with my students the more they seem to open up), I begin the Class Laws Activity.
4. I explain the difference between a law and a rule and how I have to abide by the laws as well as they do.
5. Each group gets a white piece of paper and must come up with 5 laws for our class.
6. I then have each group put all of their laws on the board.
7. After all the laws are on the board, they all go up and vote for as many laws as they like by putting a check-mark beside the laws they agree with. They can vote for any law except ones that came from their group (Note: laws are often repeated, shows commonalities amongst cultures, but there are some that are vastly unique, which is great too and I celebrate these differences).
8. I then go over all the laws that were voted for on the board celebrating each and every one that got even one vote.
9. I then take a photo of all the laws, type them, and post them in the classroom.

I really like this activity as it really gives students a feeling of ownership over their classroom and allows them to express their individuality. As well, as many students are newcomers and they tend to sit with others from of a shared cultural background or language, this means that each and every culture will be represented to some degree in the laws and they get to see all of the cultural norms they share with each other. It truly helps create a positive environment and fosters collaboration on the first day. I have attached a copy of the laws that my classes created this year. Note: because they are ELLs I do change some of the language. Its good as a modelling and vocabulary tool as well for them on Day 2 when the laws are posted.

Teaching Overseas: Comparing Experiences

Having recently read Rubinah Atcha's account of her first overseas teaching experience, I have reflected and discussed the following question: How does Rubina’s story capture issues of cultural complexity and personal growth in relation to international teaching? How is her story similar to or different from your own?

Like Rubina, I first travelled under an intended vale of ignorance. I didn’t really understand the complexity and subjectivity of culture. I grew up between a mostly white town and working class city in Ontario and went to university at Trent in Peterborough, a town not exactly known for its tolerance and ethnic diversity. Rubina’s story highlights the various complexities in culture, from lack of religious tolerance to differing practices in terms of discipline. Understanding and coping with illness abroad as well as the changing and often complex relationships with students are things that Teacher’s College can never prepare one for.

The impact that students in a boarding school atmosphere have on a teacher is one that is truly extraordinary. Rubinah’s interaction with her students and unintentional inspiration was a direct result of her openness to the culture she had yet to fully understand. When one makes the often-difficult decision to leave their culture and enter another’s, they must be open to both sharing their cultural experiences, but more importantly learning from those whose culture you have become a part of.

Having taught at a boarding school in China for three years I developed a familial type role with students. Like Rubina, they would often stay in my classroom (as it was often much nicer than their dorms) after class and in supervising study hall at night, I became very much a confidant to many. As students were unable to leave the school without permission from parents (often they only could get this the odd weekend) I would bring them food from outside restaurants at night (unlike Rubina, I was provided nice logging away from campus). These often new found friendships last a lifetime. 

Rubina discusses the various cultural challenges that she faced when going abroad, but the undertone of her writing is that these cultural challenges, though sometimes leading to her illness, in the end made her not just a stronger person, but a more well – rounded, educated and culturally aware person (leading to her global citizenship so to speak). Her experience with different religions and disciplinary practices within her school led to her growth and the development of rapport with her students. These experiences not only furthered her growth as a teacher, but as a person as well. Through her shared experiences with her students she was able to provide a comforting, inclusive and safer learning environment.

I like Rubina, arrived in China intentionally ignorant of my new environment. I had only used the Internet to briefly research where I was going so that my family could have a better sense of just how to find me. Rubina’s belief in that she was better going to a new place somewhat ignorant, I think is also the right approach. The experience then becomes more authentic as she says and there are know preconceived notions of what your “environment” will be like. I took the same approach during my second experience. Although, upon moving to Hong Kong, I did more research, as I was not moving there alone and had travelled there numerous times before. The experience defiantly felt different.

Overall, Rubina describes many aspects of a first overseas teaching experience and emphasizes the need to be open to new cultures, experiences, and personalities. She provides an accurate representation of apprehensions and challenges faced by many going abroad for the first time. However, I would say that her experience does represent one of the more ‘extreme’ experiences in terms of where she went and the environment she both lived and taught. That said, her experience does demonstrate the importance of flexibility, cultural sensitivity, and compassion in overseas teaching.

Atcha, R. (2009). Teaching in Nigeria. In C. Richardson & W. Richardson, (Eds.)., The Experiences of First-year teachers, pp 9-29. Youngstown, NY: Teneo Press.

Note: The second portion of this task asks me to think about the implications of narrating experiences teaching overseas helps teachers to reflect on personal and professional identities. 

This reading and reflection/analysis, has directly led to my own reflection of my personal and professional identity and already has me thinking about how I can get back overseas, maybe where I belong.

My Teaching Journey So Far..

My journey overseas started for a variety of reasons. I, like many graduates, was bartending (doing a job outside of teaching while looking for employment), had a roommate and was doing what I could to manage student debt. I had some university colleagues that moved overseas; one who went to Thailand to teach. Seemingly all at once my roommate lost his job and could no longer afford rent, so I was pulling doubles to stay afloat. Eventually this became too much and in around May of 2007 I was moving back with my mother. After speaking to my friend in Thailand she put me in touch with Elspeth Morgan at Queen’s University. After contacting Elspeth and receiving the, “Any friend of Crystal’s is a friend of mine!” email in return, I was given a list of jobs overseas.

After some consideration, I chose to apply for a job in China mainly because it was an Ontario Overseas School and that gave me some degree of confidence in its legitimacy. Within a week I had an interview at a Tim Horton’s in Bellville and soon after that was applying for my visa to China. In August of 2007 I was on a plane to China. Circumstance is what got me teaching Overseas, passion kept me.

After teaching for 6 months in China I began travelling to Japan and Thailand and so on. I loved teaching overseas (and still do), and after spending 3 amazing years in China I decided it was time to move on. Interestingly enough my school in China was inspected and I must have made a fair impression on the inspector from the Board as he took the position as principal at my target school in Malaysia, where after an application and short interview, I was hired. I then spent 3.5 amazing years in Malaysia where I met my wife, life long friends, amazing students, and simply had sets of experiences I will never forget.

The decision to move to Hong Kong was challenging. After moving to Canada with my wife and trying to find a job in Ontario for 7 months, our savings was drying up! I was now much older and my wife was waiting for her residency. June came; no jobs were in sight.  I was offered a position at the largest English Language Center in the world in Hong Kong. It was very late in the hiring season and my wife and I decided this was something we should go for. She is a nurse and we knew she could get employment in Hong Kong, so we went abroad again. After a year with the Language Center an opportunity to teach at an Ontario Overseas School in Hong Kong arose. I took it (frankly the money was too good to say no). I taught there for a year and the teaching atmosphere was not for me so we decided to leave. I got offered a job in China again and we were ready to go back. However, in life you never know what will happen and after being home for 1 week I was offered two interviews in BC (my new job required me become certified in BC). The school we chose was too good to be true. Its campus is beautiful, our apartment is wonderful with a mountain view and for the first time I feel settled. However, my ultimate goal will be to be overseas again, this time as an administrator or inspector.