Today, I was beyond excited because, for the first time, besides the online class I am currently teaching, I could finally teach in the classroom and lead the class. The week before, I discussed my lesson plan with my Mentor Teacher. He was helpful. I also discussed the lesson plan with my partner, Wulida. From today’s activity, some things stuck in my mind.
First is the bonding. Some students came late today, and that already made me nervous. Maybe they did not like the class or chose Wednesday’s class over Monday’s. I was wondering why. Wulida and I had to text them to ensure they were coming. I started today’s class with two students only. After some time, the other three students showed up. I was so happy and confident. The students were sorry for being late. I told them to be more punctual and to let us know if they can or cannot make it to the class. They seemed to agree, so we continued the lesson. Students were active in answering questions in the classroom. There are some instances where they raise their hands to speak simultaneously. When reviewing body parts, I incorporated TPR and Audiolingual methods several times.
I think that helps them to improve their pronunciation skills. We also laughed at jokes during the break. Wulida and I did not leave the class during the break because some students stayed and talked with us. It is lovely because they used to leave the room two meetings before and sit in the lounge. We talked about favorite food and culture in West Africa and Indonesia. We also played the game “Health Vocabulary Charades.” It was fun. When I wrapped up today’s lesson, students actively participated, answered, and asked questions.
Second, I am amazed by their sensitivity and curiosity. (We learned about the use of HAVE/HAS & NEED” to explain health problems and the medicine needed. While working on the worksheet I prepared, students debated with each other about the correct medicine they required for a specific health problem. For example, Ibrahim and Mamadou were unsure if they needed just aspirin for headaches. They believed that they would need something else like ibuprofen. They also mentioned some herbal medicine from their country, which is fantastic. I also asked them to translate the vocabulary into their language; students are active today.
Next is the translanguaging. Regarding the game time I mentioned, I divided the class into two groups. In group A, Abner did not understand the instructions I gave. I tried to modify how I spoke, and still, he did not understand. Ibrahim, Mamadou, and Denia tried to explain to him in their language. Abner then understood, and we continued the game. It was fun to see how cooperative and supportive the students were to their classmates.
Questions I am left with:
1. How can I effectively address and manage students who arrive late, ensuring that it doesn't impact the flow of the class?
2. How can I further promote cultural exchange and sensitivity within the classroom to maintain a positive atmosphere and open conversations about different cultural backgrounds?
3. Regarding translanguaging, how can I effectively manage and facilitate communication when students resort to their native languages during group activities?
Teacher G, SDC Boston MA, 2024.
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