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Helping Your Auxiliar Help You!<br />Viola Wilbanks<br />
Introduction<br /><ul><li>About me
Acknowledgements</li></li></ul><li>1.)  Understanding  challenges for Auxiliares.<br />2.)  Looking at the Auxiliar’s role...
The Auxiliar Experience:<br />In general feeling under-used.<br />“I’m basically the person who carries the CD player from...
Role of the Auxiliar:<br />CD player vignette <br /><ul><li>  Who’s at fault?
 How can we avoid this kind of situation?</li></ul>Holiday expert<br /><ul><li> What factors are at play in this situation?
 How can we improve this situation?</li></li></ul><li>Main Challenges:<br /><ul><li>Lack of teaching experience.
Language/culture barriers:
Minimal Spanish required
Self devaluation (not teachers)
Intimidation
Classroom control:
Combination inexperience and cultural differences
The unknown.</li></li></ul><li>Role of the Auxiliar:<br />Definition according to the Consejería de Educación:<br /><ul><l...
  The assistant and the classroom teacher (or the school representatives) may agree upon other activities and responsibili...
Role of the Auxiliar:<br />Common uses of Auxiliares:<br /><ul><li>  Oral warm-ups.
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Helping your Auxiliar Help you!

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Talk given at 25th GRETA conference. Discussion about how to better utilize Language Assistants in bilingual classrooms.

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  • Me:American, 3 years in two centersResearch: good stuff from J. Alcalde Lopez look at toward end recognize his contribution speaking on Sat-encourage assitance
  • Auxiliares feel under-used and confusedUnderstanding challenges means looking at different experineces. What’s happening here?
  • Apply challenges to specific experiences.“Intimidation/classroom control” BIG—exagerated (keep it light/fun) be aware that this isn’t usually where your Auxiliar is coming from leading to misunderstanding/feeling uncomfortable/afraid to talk to you (still shocking)
  • Definition is really broad and liberating -leaves room for growth/creativity and individuality -let’s look at how to make that unique relationship possible.
  • Quote: expression “stuck in a rut” think of wheels and the path they make, how difficult it is to get OUT of that rut
  • Speaking from experience: Surprise about sharing meals/houses, etc.simpsons (FUN!)Spelling Bee -couldn’t have happened without support and enthusiasm of bilingual coordinator -in your control to really open doors to creativity.Internet: concise—blog wiki, motivational
  • My questionnaire: clarify expectations for auxiliaresSecond meeting: after they’ve gotten established
  • Fighting discontinuity: My experience in three years (two centers) every year a new coordinator and not much idea about what to do.
  • Communication: understandingauxiliar and helping them understand you.Encourage creativity and be surprised.
  • Tailor making your bilingual program: -relationship with your auxiliar -building bridges between cultures -tap the potential: what we’re really there for “cultural ambassador” BREAK OUT OF THE CLASSROOM! Make your path, avoiding the ruts!
  • Transcript of "Helping your Auxiliar Help you!"

    1. 1. Helping Your Auxiliar Help You!<br />Viola Wilbanks<br />
    2. 2. Introduction<br /><ul><li>About me
    3. 3. Acknowledgements</li></li></ul><li>1.) Understanding challenges for Auxiliares.<br />2.) Looking at the Auxiliar’s role: my experience.<br />3.) Thinking “outside the classroom”: expanding the Auxiliar’s role.<br />4.) Getting it done: tools for organization.<br />Where Do We Start?<br />
    4. 4. The Auxiliar Experience:<br />In general feeling under-used.<br />“I’m basically the person who carries the CD player from one class to the next”<br />-Anonymous Auxiliar<br />“I liked holidays last year because (…) I knew I would feel somewhat useful in the classroom for a week or so; but I didn’t like that I felt (…) being a “cultural ambassador” only meant talking about American holidays”<br />-Kristen K. (Auxiliar)<br />
    5. 5. Role of the Auxiliar:<br />CD player vignette <br /><ul><li> Who’s at fault?
    6. 6. How can we avoid this kind of situation?</li></ul>Holiday expert<br /><ul><li> What factors are at play in this situation?
    7. 7. How can we improve this situation?</li></li></ul><li>Main Challenges:<br /><ul><li>Lack of teaching experience.
    8. 8. Language/culture barriers:
    9. 9. Minimal Spanish required
    10. 10. Self devaluation (not teachers)
    11. 11. Intimidation
    12. 12. Classroom control:
    13. 13. Combination inexperience and cultural differences
    14. 14. The unknown.</li></li></ul><li>Role of the Auxiliar:<br />Definition according to the Consejería de Educación:<br /><ul><li> Grantees will teach 12-16 periods per week
    15. 15. The assistant and the classroom teacher (or the school representatives) may agree upon other activities and responsibilities they should be involved in, such as conducting conversation lessons, attending faculty meetings, making class presentations and participating in extracurricular activities such as workshops, field trips, student exchanges, music and theatre performances or sports events.</li></ul>http://www.educacion.es/exterior/usa/en/programs/us_assistants/default.shtml<br />
    16. 16. Role of the Auxiliar:<br />Common uses of Auxiliares:<br /><ul><li> Oral warm-ups.
    17. 17. Reading vocabulary; creating games/worksheets.
    18. 18. Translating vocabulary.
    19. 19. Holiday presentations.
    20. 20. Helping teachers with English.
    21. 21. Finding web resources.
    22. 22. Creating bilingual curriculum.</li></ul>Approximately 90% of work is inside the classroom.<br />
    23. 23. Why is so much time spent in the classroom?<br />“The most damaging phrase in the language is: “It’s always been done that way.” <br /> --Grace Hopper (computer scientist)<br /><ul><li> Dangers of getting “stuck in a rut”: auxiliares, teachers, schools. </li></ul>Thinking “Outside the Classroom”<br />
    24. 24. Thinking “Outside the Classroom”<br />Coordination hour:<br /><ul><li> Most productive hour of the week
    25. 25. Dual purpose
    26. 26. Your Auxiliar is more than a native accent--tool to help improve the bilingual program as a whole</li></li></ul><li>Thinking “Outside the Classroom”<br />The “Other”<br /><ul><li> Meals and meal times
    27. 27. School sports / dances / parades
    28. 28. Homes: building materials, gardens.
    29. 29. Exposing myths: Simpsons</li></ul>School involvement<br /><ul><li> Spelling bee, etc.
    30. 30. Internet</li></ul>Get to know your Auxiliar!<br />
    31. 31. Getting it Done: Footwork<br />Theoretical to practical:<br /><ul><li>Guia de Auxiliares created by José A. AlcaldeLópez, IES La Arboleda, Lepe (Huelva)
    32. 32. pages 9-10
    33. 33. My questionnaire for teachers
    34. 34. Meeting prior to Auxiliar’s arrival.
    35. 35. Second meeting three-four weeks after Auxiliar’s arrival.</li></li></ul><li>Getting it Done: Footwork<br />Fighting discontinuity:<br /><ul><li> Greatest challenges for centers (teachers and Auxiliares)
    36. 36. Archive all contributions.
    37. 37. How to improve.
    38. 38. Instructions for classroom, school activities.</li></li></ul><li>Wrapping Up<br />Clear communication.<br /><ul><li> Personal/cultural differences.</li></ul>Encourage creativity .<br /><ul><li> Learning together.</li></li></ul><li>“Camintante, no hay camino… se hace el camino al andar.”<br /> --Antonio Machado (poet)<br />
    39. 39. Web Sources<br />http://www.slideshare.net/violap22/teacher-questionaire-greta<br /><ul><li> slideshare.net and type “teacher questionairegreta” search engine</li></ul>http://pepagomez.wikispaces.com/file/view/Guía+para+centros.pdf<br /><ul><li> Pages 9-10 Auxiliar questionnaire</li>
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