First, I set my materials in the back on a desk and pulled out a storybook that I had with me. While I was waiting for ST1 to arrive, I read to the handful of Ss: reading it several times and asking all kinds of questions.

After several minutes, the best student in the class said, “Gogo Loves English One.” “Yes, Sokleap will be  coming to teach.” “No, no Sokleap.” “No?” “No, she’s school.” “She’s at school?” “Yes, she’s school.” “Okay,” I thought, “It looks like I’m teaching today.”

I pointed to the textbook and elicited the responses I wanted to discover where they were in the book. It was time for the 4^th section, I gathered, the review. I conducted the review speaking as little as possible so that the students were the ones to talk and tell me, “What’s this?” “It’s an eraser.” “Can you fly?” “No, I can’t.” “I’m Susan Jane. What’s your name?” “I’m . . .”

Later in the day, when it was time for ST2’s class, I half expected that he wouldn’t show up either, but he did. (As he taught, I wrote quite a long list of suggestions and praises to him regarding his teaching. I’ll include them in a future glob entry. All in all, I think he’s doing quite well.) When I asked him about ST1, I said that I needed to know their schedule. “Oh, we have a schedule,” he said. “Yes, but no one told me the schedule.” “Oh,” he said as his face showed his understanding.

Only a few minutes later, ST1 showed up. “Sorry auntie!!!!! I had to go to school.” “Okay, will you be here to teach tomorrow?” I asked. “No,” she replied. “And on Friday?” I asked. “Yes,” she replied.

After some more back and forths, I surmised that she had to go to school (to register for next year’s classes) on Wednesday and Thursday. She assured me that she’d be present next week.

Okay, so this morning I was thinking to myself, “Should I go to the next section: Who’s she? Who’s he? (as in she’s my sister, she’s my mother, he’s my father, he’s my brother, etc.) or should I review the first 3 sections more?” I felt that I should review more. The 8 a.m. class is technically comprised of the “slower” learners. For the past few weeks, I’ve been working with a few of the Ss after ST1 teaches the official class. I started first with one darling girl who I wasn’t sure could read. She definitely knew the alphabet, but how to say the word that was formed using the alphabet? Hmm, I didn’t think so.

So one-by-one I went through the words on her “alphabet” page. First, I would simply point at the letters in the alphabet that comprised the word (which she knew only because she recognized the picture representing it, not because she could read it). She would say the letter. I would ask again. I did simple progressions until I hoped she was starting to see how the letters, when combined, formed the word. After several sessions of this, I could see that she was really starting to get it.

The word got out and my little “mini-class” grew.

: ) So it goes.

And now, to bring us back to today, “Hmm,” I thought, “How much have they really learned, and how much are they simply parroting, hoping that the word they yell out is in fact the word on the page?”

“Hi. I’m Susan Jane. What’s your name?” I said as I went around the room in a random pattern eliciting the appropriate responses. I continued going through the different “marker sentences” they’d learned: What’s this? It’s an eraser. What’s this? It’s an apple. What’s this? It’s a pencil.

I had a feeling that when the student teachers were teaching this section (and showing how nouns that start with a vowel use an rather than a), the students hadn’t really learned the vowels.

“What are vowels” I asked. Lots and lots of rumpled brows filled the room.

I wrote “vowels” on the whiteboard. “Oh . . .” I could see some of the Ss thinking.

“A!” one called out. “Yes, a,” I replied as I wrote an a on the WB. “And . . . ?”

And not too long later, the list was filled in: a, e, i, o, u.

I went around the room randomly asking the Ss to say the vowels (and deliberately leaving them written on the WB). After everyone confidently answered my question, I erased them from the WB.

Shocked expressions filled the room.

Again, I asked, “What are the vowels?”

And by golly, if they all didn’t manage to say them. By now, they’d heard “a, e, i, o, u” umpteen times. Yes, the real test will be when I ask them tomorrow. I’ll keep you posted.

I continued the review and decided to give them a little “test.” So often, the stronger Ss yell out the answers and don’t give the other Ss a chance to respond on their own.

“Sounds like you’re not controlling your class well, Susan Jane,” I can hear you say. Yes, at times it’s that, but most often it’s the culture of how the classes are run here. The Ss seem to really get excited when I mime, “Shhhh,” and show how I want them to be quiet so that the other student answers alone. They get quiet and look at me expectantly. “Will she/he be able to answer correctly?” I can see them thinking.

But to create that setting takes a conscious effort on my part.

I realized that I wanted to really know if they were learning this or not.

To ensure that they didn’t speak to one another and look at their books, I mimed putting their books in the desk. Next, I moved them around the room so that they were far apart from one another.

I then asked them to write 12 different somethings on the blank piece of paper that I’d given them. (I say somethings because it was partly single words and partly full sentences.) Of the 12 Ss, only one was able to write the sentence, “Can you sing” Yes, he left off the question mark. Seven were able to write, “I’m Gogo” yes, no period (or point, dot, stop, etc. as it is also called here). Seven did reasonably well. Five did not.

Okay, to be fair, I have to ask, “How would they have done if I had been able to mime the word (rather than simply say it and ask them to write it)? Would they have known the words then?” I’m not sure of the answer. That will take another session when I can be with them one-one-one.

And, maybe it’s not very important for them to be able to write the sentences: What’s your name?, Can you sing?, and Nice to meet you? Maybe it’s more important to simply be able to say them and use them with others. But now I know more clearly what they can and can’t do.

As I think about it now, I also wonder, “Why go through the book so quickly if most of the Ss aren’t really getting it? And, do they really need to ‘get’ it 100%, or do they simply need to get the ‘idea’ of it?” I’m not sure of the answers; I’m thinking out loud (and in print : ).

The questions (for the staff at FLO to ask themselves) are: “Do we want to simply go through the books for the sake of going through them? Or do we actually want to teach the Ss? Do we actually want the Ss to learn? And if we do want the Ss to learn, what’s the best way to assist them in their learning?”

Personally, I think the students at FLO could really benefit from taking classes taught by 2 to 3 ESL trained teachers who would work at FLO full-time.

Also, I think it would be much better for the teachers to go through the different sections more slowly. What to do about the few Ss who are faster learners and get it more quickly? Have supplemental material for them to do; they can continue to learn on their own at their own pace.

Or, if that isn’t an option, and FLO feels that it needs to keep to some kind of a schedule, enlist the help of older and more proficient FLO Ss to tutor the “slower” learners. I really think that the “slower” learners can learn if they’re given the special attention that they need. Just today, when I got the rest of the class to be quiet and listen, the first little girl that I began to work with one-on-one was able to answer and write the correct answer. She just needed a little more time.

Aloha for now,

-sj

*in addition to the two I teach in the afternoon

** student teacher one