Learning as a Teaching Assistant in Ontinyent, Spain

Posted on September 12, 2019May 27, 2021 by Leesa Truesdell

Edgar Llivisupa is a native New Yorker completing a dual degree in Business Journalism and Spanish Literature and Language. His goals while teaching abroad are to improve his Spanish, test his capabilities as a teacher, and to travel.

Edgar has been living in Ontinyent, Spain for one school year. Ontinyent is located in eastern Spain near Valencia. He is a teaching assistant at a primary school and will be returning to the same school this September. He enjoys learning Valencian and interacting with the locals.

Edgar is looking forward to returning for another year. He wants to continue his progress with his students and dive deeper into the Spanish culture and lifestyle.

Meet Edgar

Why did you choose to come to Spain and Europe?

“There were many motivations for me to live abroad. Firstly, it had been rare in my life for me to venture outside New York. In fact, I had traveled out of the tri-state area only a handful of times, so I was itching to leave. Secondly, after failing a calculus course I switched my major to Spanish and started taking more intensive coursework. During a literature class, the professor flagged up the North American Language and Culture Assistants Program. As an American, there was already an innate curiosity to visit Europe. As a descendant of Hispanics, I was also inquisitive about Spanish culture and how much it influenced Latin America. Thirdly, I had a brother living in Madrid. This put me at ease after reading online testimonials from other participants in the program.”

Why did you choose to teach abroad?

“While I had considered studying abroad in the past, the costs made it seem out of reach. I was never the type to look for grants or scholarships to aid my studies. Alongside that, I would have to pick courses that would grant me credits at my college. Instead, this program gave me the opportunity to work abroad, which made me more comfortable rather than going abroad as a student. I hadn’t considered teaching before, but regardless, I have approached my tasks and responsibilities with an open mind and strived to do my best.”

Have you ever taught before? If not, what were you doing before you decided to move abroad?

“I’ve never taught before. Rather, I was working very close to home at a pharmacy. It had nothing to do with what I was majoring in, but I wanted some work experience and a reference for the future just in case. Earning my own money felt rewarding as it lessened my dependence on my parents and when I decided to participate in the program, it meant I could start saving for my year abroad.”

What did you think teaching abroad would be like? Where are you teaching?

“I am an English teaching assistant at a primary school in Ontinyent, Spain, located in the Valencian Community.

I had a feeling that teaching abroad would be extremely difficult as I had no previous experience. And I had been put off it as a career by what my public school teachers had to say about it.

I also had no idea what my students’ proficiency level would be so thank God for the chance to do some homework on them on the Internet. The school’s online blog gave me a great insight into the faculty, the students, and what the school looked like. There were documents on the English classes, their textbooks and other learning materials. I was also heartened to see that the school had recently embarked on a cultural exchange with public schools in Africa. So my arrival wasn’t going to be jarring as they had already opened their hearts and minds to another culture.”

What expectations did you have before you came here?

“I had no expectations coming to Ontinyent. That isn’t to say that I wasn’t looking forward to it. Knowing I had finally made it out of New York meant I was aware that I would have a good time regardless of where I wound up.”

What were your perceptions of Ontinyent during your first year?

“Again, I had the Internet to thank for discovering that it wasn’t amongst the most isolated towns in the region (looking at you there, Bocairent). I saw there was a decently-sized shopping mall with chains like Zara and GAME (an equivalent of GameStop), as well as a movie theater. All of the major Spanish banks were there. And most important of all, there was a train station to Valencia.

By the end of the first year, I had learned that family is highly valued in Ontinyent. At least once a week, regardless of work or social schedules, the family, from grandparents to grandchildren, will share a meal together.”

What were some of the accomplishments of your first year?

“Moving and living abroad is a big accomplishment in itself with all the changes it has brought me. I had never lived away from home or on my own before. Suddenly in my own flat, there was no one to clean up, cook, or pay the bills. Those responsibilities all fell on me.

Many people had warned me that the town isn’t ideal for young people with few nightlife options or places to hang out. Instead I just traveled to the major cities before returning to the calm of Ontinyent. It was a great balance for me.”

What do you want to achieve for your second year?

“As much as I strive to plan my life (after all, I first heard of this program three years ago), I have no idea where it is going. This year, I am going to lay foundations in case I decide to relocate to Ontinyent for good. This includes continuing to study the local language, Valencian, which is a dialect of Catalan.

I want to attend Spanish language courses. While I know enough to be considered a native speaker, I still lack confidence. So it would help to be more proficient and understand the basic facets of the language.

Also, while I can assume I did a decent enough job to warrant a warm and lovely “see you soon!” party at my school, I do feel that there is a lot I can improve on. Since I’m returning to the same center, I don’t have to spend the first few months meeting the faculty and students or familiarizing myself with the town. Like I told some of my co-workers, I come back ready to work!”

What advice would you give to other participants about your first year? What are some of the things they must do and some things they must absolutely not do?

“The most important thing to realize about this program is that it is going to take a while to adjust to living in Spain if you’re not in a major city. You’re not going to easily find foreign cuisine or people who want to, or can, speak English. By the time I acclimatized to living abroad, which for me was around the New Year, I was already at the halfway point of my tenure. Keep that in mind if it takes you longer to adjust to a new surrounding.

Another piece of advice I have, and this is more personal, regards technology. Yes, it makes us all connected but while it is great to talk to loved ones back home, attempt to disconnect once in a while. Enjoy your newfound independence in a different setting.”

How do you feel about your integration into the culture so far? How did you prepare before you arrived?

“Before my arrival, I explored the town’s tourism website and looked at the traditional dishes, holidays, and festivals celebrated throughout the year. Being in a small town helped me integrate easier than a tenure in Madrid or Barcelona. There aren’t fast-food chains to satisfy my American tastebuds. The stores in Ontinyent close around 8pm. And my town is also multi-generational.

Now that it’s a year later, I can say it was a great change for me. I am happy to be away from New York. Ontinyent was the perfect size for me. Living in big cities can cause anxiety if you don’t have a big weekend planned or spend too much time at home. Choices are limited in a small town. Most weekends entail a simple football match or drinks at someone’s apartment. I appreciated simple living. When I went on trips during vacation or long-weekend excursions, I had a greater drive to explore and enjoy my time away.

Culture Shock Made Easy

Since I am of Hispanic descent, there wasn’t much of a culture shock. The passion for football extended to my family, so I ended up attending a match at every stadium of the eight La Liga teams based in Madrid and Valencia. I was even able to attend the trophy ceremony for Valencia CF’s triumph in the Copa del Rey, the Spanish domestic cup competition.

The lack of a language barrier also made it seamless to fit in. I didn’t have much of an opportunity to stand out as a foreigner. However, with my co-workers and their family and friends, it was always fun to let them introduce themselves in English. I would always follow in Spanish and leave them astonished. It meant I was able to meet everyone in a more personable fashion. They would ask me about my life in New York and how I was adapting. Meanwhile, I would ask them about their life in a small town.

Looking Forward to a Future in Ontinyent

Alongside that, learning Valencian has helped a lot. Understanding a conversation between two native speakers, saying that I was taking classes, or just switching from Spanish to Valencian continually impressed people. They couldn’t believe a New Yorker was not only interested in their language but was making a serious effort to be proficient in it even as they considered it “useless for my future in the country.” Even today, weeks removed from Ontinyent, I still think in Valencian.

I had an enjoyable year in Ontinyent, and I’ve met some of the most generous and accommodating people. Because I have traveled around so much, I’ve seen more of Spain in one year than most people I know who’ve had the opportunity to visit in all their years of living in Spain. While I have a hard time measuring how well I’ve integrated into my new town, it has been enough that a few months away is difficult for me. I am eagerly looking forward to my second year.”

An Expat Living and Working Abroad in Ontinyent, Spain

Edgar shares details about his first year abroad living and working in Ontinyent, Spain. He provides guidance for first-year teachers who are just arriving. Expat life is not easy. It can take longer than one expects. After having lived in the Ontinyent area for a year, Edgar feels as if he has made friends at work and started to better understand the language. He is trying his best to learn and understand Valencian and they appreciate his willingness to do so. It takes time. Sometimes expats live abroad for years and still don’t feel a sense of full familiarity within their new home. Edgar plans to try his best in his second year to understand the culture better by perfecting Valencian.

We look forward to hearing more about Edgar’s second year in Ontinyent. Stay tuned for his second update in the late fall.

by Leesa Truesdell

ESL Certifications: Where to Begin

Posted on July 16, 2019December 4, 2020 by Caroline Hazelton

by Caroline Hazelton

The world of English as a Second/Foreign Language teachers is a delightful one, whether we are teaching it where it’s the dominant language to non-native speakers (English as a Second Language) or in another part of the world where it is a non-native language (English as a Foreign Language). There are literally so many situations you can find yourself in if you love other cultures and languages. You can:

build an American dream in an immigrant child or adult learning ESL
teach brilliant international students in English for Academic Purposes programs
teach English online in dozens of countries from your own office
go abroad… and have a “Dream Abroad!”

However, every dream has a road, and every road has a starting point. How do you get to all of these places above? After all, you’re going to need some formal training to explain such cases like “I have eaten,” which means “I previously ate, my previous eating still affects me now, and will continue to affect me into the future” kind of grammatical teaching and understanding.

Where to Begin with ESL Certifications

Here are a few steps to gaining ESL/EFL credentials in specific situations.

Earn a Bachelor’s or higher. This is true in nearly every English teaching case. I suggest majoring in ESL Education or in a related field.
Gain cross-cultural experiences as a volunteer, either abroad or both.
(Recommended but not required) Study a second language.

Steps 1-3 are your “launch pad.” Once you’ve done these things, you have three other options to figure out where you wish to be:

Option A: Earn your ESOL certificate or endorsement to teach English for Speakers of Other Languages (ESOL) in public K-12 schools.

Option B: The universally-accepted TEFL certificate lets you teach abroad or in many online English teaching platforms. In my case at EF, my degree credentials substituted this requirement.

Option C: If you wish to teach ESL in a university or in a college, a Master’s is usually necessary. Again, you can either major in ESL Education or a different field such as linguistics, English, Education, etc. Note that teaching English as a Second Language or English for Academic Purposes is usually for non-credit courses. If you wish to train future English as a Second Language teachers, a PhD in one of the fields mentioned above might be necessary.

My ESL Journey

I want to end this on a personal note, as I realize this article has been on the technical side thus far. Teaching English as a Second AND Foreign Language in my case has been a delightful experience, but figuring out how to get where I wanted to go was overwhelming in my early days of undergrad.

I come from a tiny community in the rural southern United States. There were no opportunities in my hometown that would prepare me to be an ESL teacher. Instead, I had to leave. I had to volunteer in Texas, travel overseas multiple times, and volunteer with international students at my university. This was all in addition to learning Spanish and getting both degrees before I was even truly qualified to teach ESL. I’ve held several positions in different cities and states as my personal life changes. While this field requires a unique set of skills, it also allows flexibility.

Start Seeking Opportunities with ESL Certifications

This guide is coming from someone who knew in the very beginning of undergrad that I wanted to teach both Spanish and ESL. For some of you, you may not have even considered ESL/EFL until recently. Oftentimes, there are many interests, goals, and dreams that might not happen the way we imagine. In other cases, we don’t realize a passion that we have for a cause until later in life. If that sounds like you, figure out the skills and education that you already have and start seeking opportunities to add to your repertoire. For example, a former colleague wanted to teach English as a Foreign Language overseas for the Peace Corps. Despite her education, she was rejected for lack of ESL experience. She made up for this volunteering at one of the last schools I taught at, and I hope she’s gotten where she wanted to go.

Teaching English as a Second Language is both satisfying on the intellectual and humanitarian level, not to mention, quite fun! I hope to see many of our Dreams Abroad readers join me in obtaining their ESL certifications!

Teaching Abroad at a Bilingual School in Madrid, Spain

Posted on April 4, 2019May 18, 2020 by Ellen Hietsch

by Ellen Hietsch

Alex Warhall remains a ubiquitous presence during our second year teaching at a bilingual school in Madrid: my flatmates and I have discussed clearing our mini dining room so that he can sleep there, so he can constantly bring us joy with his ukulele freestyling and delicious dinners. It’s no surprise that such creativity has helped him shine as an auxiliar in his return to the primary school where he worked last year. Read all about his first teaching abroad interview here.

Amongst our bops between barrios and open mic night debuts over the past few months, Alex and I have rarely talked about work in depth – unless it was for him to beam with pride about a video project he’d developed and directed. Our conversations are chaotic curiosities, jumping from considering the profound to a stream of Documentary Now references in a matter of minutes. We recently found the chance to catch up on the depths of Year Two at his Getafe Primary School. This is the conversation that followed:

What is a typical day at your school like?

“My schedule is different every day. While I can generally forecast the basic outline for my week, it’s challenging to predict my daily schedule. Surely, I know which classes I will be going to, but what I will be doing in those classes varies. My most consistent tasks during the day are guiding speaking exercises, proctoring oral exams, correcting students’ writings, or playing the role of “examiner” in the mock PET exams. If I had to pinpoint a typical daily occurrence at my school, I would say that during morning break and lunchtime I learn a new Spanish phrase from my coworkers (I would share some of these phrases, but they tend to be inappropriate).

These consistencies aside, there are often more surprises in my day. Some days I arrive at school and find out that I’m going on an excursion. Other days, I’m asked to help students practice their dance routine for Carnival. For the whole month of November, I was directing, filming, and editing introduction videos that we later shared with a fellow school in Madrid. These surprises are what make my days so exciting and my school so fun.”

How many people do you work with (auxiliaries included)? How many classes do you teach?

“When I began the school year in October, there were only two auxiliaries—including myself (both American). Because our bilingual coordinator wanted to equally distribute the native English in each of the six grades, we didn’t have overlapping classes during this time. Then, after the New Year, our school gained two additional auxiliaries (both Australian). With these additions, my schedule was revised. Now, I have the pleasure of working with all three of the auxiliares at my school. My revised schedule also has me working with three different classroom teachers: the third, fifth, and sixth-grade teachers. When I’m working with these teachers, I rarely ever run the classroom. Instead, I conduct speaking activities with small groups that reinforce the teacher’s lesson plan or prepare the students for the upcoming Cambridge English exam.”

Are you forming working relationships with coworkers?

“Definitely! This is my second year teaching at my school. Last year, I worked with such kind and sociable people. Unfortunately, they didn’t have permanent positions and, as a result, didn’t end up at the same school. So when I thought about the upcoming school year and the new teachers joining us, I wondered if I would bond with them the same way that I did with those from last year. I soon discovered that the new teachers were also friendly and easy to work with. I’m really grateful for my coworkers and appreciative of the culture at our school, which fosters friendships among coworkers. Some of my best nights out in Madrid have been with my coworkers—from going out dancing to eating churros at St. Gines while waiting for the first Metro to arrive at 6:30 AM.”

Are you forming bonds with students? Does the school foster the creation and maintenance of these relationships inside and outside the classroom?

“Yes, absolutely. I would say my school fosters the maintenance of these relationships inside and outside of the classroom. I spend a lot of my time working with small groups. During these sessions, I have the opportunity to learn more about my students’ interests. It probably goes without saying, but many of my students love Real Madrid fútbol, which is also my favorite soccer team. Often times, we will chat about the previous night’s match, reliving the highlight-worthy goals or complaining about the devastating blunders.

A few of my students share my affinity for the Marvel Comic Book movies. Whenever we’ve seen the latest film, we’ll have informal discussions about it. One of my students enjoys reenacting his favorite scenes. The most impressive part of that is that he does it in English! I also love playing basketball. Whenever the weather is nice and I’m wearing the right gear, I’ll join the students during playground time for a game—it’s the only time I’m the tallest person on the court (and not by much). I’ll sometimes pause the game to teach basketball fundamentals—some students like this and others prefer that I don’t interrupt the game. Either way, we have fun.

Outside of the classroom, I have been invited to students’ gymnastics competitions and fútbol matches, some of which I have attended. I’m very grateful for these moments because I think it improves the teacher-student relationship inside the classroom. I get to see how they behave in a setting where maybe they’re more focused, doing something they’re passionate about. On top of this, they get to see me in a more casual setting and understand that I care about their lives outside of the classroom.”

What is your favorite part of the day? Why?

“As I’ve mentioned before, my class schedule is different each day so I don’t actually have a favorite part of each day, but I do have a favorite part of the week! Every Wednesday and Thursday, I do a language exchange with Mario, the secretary at my school. He is very motivated to speak English fluently and his energy is contagious. The topics of discussion are plentiful and varied. I always walk away from these intercambios having laughed a bunch and learned something new. When my weekend ends that fateful Monday evening, I genuinely look forward to these intercambio sessions. Indeed, these twice-weekly intercambios have drastically improved my Spanish. Thus, they have also improved the quality of my time in school and in Madrid as a whole. I’ve gotten to know my coworker’s way better as a result and I’ve been able to meet more people in Madrid.”

How is the material being taught to students? Is there a specific method being used?

“Every teacher has their own style and methods. I work with teachers that have remarkable classroom control and are able to give an attention-grabbing lecture whereby the students—hanging on every word—simply listen, laugh, and take notes. Other teachers who work with me are integrating technology into their lessons. They show educational videos or use interactive games on the smartboard. I also work with teachers who read directly from the textbook, which sometimes works and sometimes bores the students. I think the best teachers are able to read the energy of their students. They teach their lesson in a way that matches said energy. For example, the students typically have a lot of residual energy left from playground time and typically need some time to decompress. One teacher that I work with will read them a short story so that they can just relax and listen.”

How do you prepare your lessons for each class? If you don’t plan lessons, how do you prepare for class?

“At my school, I’m not responsible for planning lessons. Occasionally, a teacher will ask me to give a presentation, prepare a song on my ukulele, or tell a story for the class. In this case, I will take the time I feel is needed to prepare something of quality. If I haven’t been asked to prepare something, then I won’t. Not out of laziness, but because my teachers are always well-prepared. Most days, just before class starts, the teacher will tell me what they would like me to do with the students during the day and then provide me with the materials to accomplish their objective.”

Do you work at a bilingual school? What does that mean to you? What does that mean according to the community of Getafe?

“I do work at a bilingual school. To me, it means speaking English. Always. Occasionally, the students ask me to say “Hola” or “Que tal” or some other Spanish words and phrases. Nonetheless, my job is to continue speaking English with them no matter what—even if they have a low English level. The reason I do so is that if they think that I know any Spanish at all, then they may stop relying on their English skills to communicate with me. To the community of Getafe, “bilingual” means teaching every class in English, except for math and language. It also means speaking English with the students in the hallways, on the playground, and even when disciplining.”

What standards are your classroom teachers using to measure the performance of their students?

“I’m not entirely sure what standards my classroom teachers are using because it’s rarely a topic of discussion between us. However, the work we do with the 5th and 6th graders is aimed at preparing them for the Cambridge Preliminary English Exam (PET). We have been giving them mock exams at the school. I’ve been responsible for evaluating their performances in the four categories of the exam: reading, listening, writing, and speaking. The marks I give them are based on the standards set forth by the Cambridge University English Assessment.”

Does your school have a set of shared goals and expectations for what knowledge and skills will help their students succeed?

“Whether or not my bilingual school in Madrid has a written document spelling out the shared goals and expectations, I’m not certain, but I do have a strong sense that there are three general goals: build their confidence in English, prepare them for secondary school, and show them how to be well-rounded adults. We build their confidence in English by constantly immersing them in the language. To enhance their language learning, we prepare them for secondary school by giving them frequent exams and homework every night. We also teach them useful study habits that will help them manage their time and be self-reliant. Finally, we show them how to be well-rounded adults by emphasizing manners and kindness inside and outside of the classroom.”

Looking back at our first Teach Abroad interview, what have you learned most about yourself since your arrival to Spain and/or Europe both in the classroom and out of the classroom?

“In the classroom, I’ve learned that I struggle with classroom control and discipline. This year, I’ve had a particularly challenging time getting through to the fifth graders. On the whole, they are eager and enthusiastic students. As with any class though, there are a select few who have disinterested attitudes. Getting them to participate, or even listen quietly for that matter, can be an overwhelming task.

As a generally kind-hearted and relaxed person, I find it difficult to dole out punishments, and when I do, it’s hardly convincing. Granted, I’m not expected to discipline at my school. However, I want to be able to help my classroom teachers manage their class when they need it. There are a few talented disciplinarians at my school. I’ve been observing their interactions with the students in hopes of improving in this aspect. Although, I think my reputation among the students as a “funny” assistant will ultimately prevent me from earning their obedience when it comes to discipline.

Outside of the classroom, I’ve learned to let go of my insecurities when it comes to speaking Spanish. I think in the past I’ve missed out on having a lot of great conversations and meeting a lot of cool people because I feared my Spanish wasn’t good enough. I was too fastidious when it came to speaking correctly that I just avoided speaking Spanish altogether. Now, I seek out situations where I can speak Spanish, knowing that what I’m saying is probably imperfect, but understood nevertheless. Consequently, my command of the language has improved and my vocabulary increased. I guess I learned to accept, even appreciate, the failings because those moments are what foster learning.”

What I Learned From This Interview Teaching Abroad at a Bilingual School in Madrid, Spain

Having had a difficult relationship with my school in my auxiliar days, I was jealous when Alex told me about his intercambios and freedom to utilize his creative talents in the classroom. Teaching in a bilingual school in Madrid definitely has so many positives! He has a talent for connecting with everyone he meets that shines at his school too. Combined with his easy adaptiveness to the ever-bouncing expectations of the auxiliar, Alex and his school mutually thrive from the other’s presence. It wouldn’t surprise me if his students were are as thrilled to spend time with him as my friends and I are.

Thanks for sharing, Alex! We at Dreams Abroad are looking forward to your final update at the end of the school year.

Resource Guide for Teachers: Non-Bilingual Students

Posted on December 11, 2018April 20, 2019 by Ellen Hietsch

by Ellen Hietsch

I spent the summer before my first year of teaching English in Madrid tossing lesson ideas back and forth with secondary school teachers I knew, and saved a spot in my suitcase for activity books with creative writing prompts and unique vocabulary words. However, being placed at a non-bilingual school with a generally lower English level meant that I would have to shift my lesson planning focus. While this took some time, through trial and error I found compromising teaching methods that were both enjoyable to older students and English level-appropriate. Here are a few of my favorite ESL lesson planning tricks to serve as a resource guide that could be a success at any type of school:

Presentation Resource Guide for Non-Bilingual Students

Ah, powerpoint. I still remember getting so excited about making my own backgrounds and adding only the wildest animations to my presentations in elementary school. But after 5th grade, my fear of public speaking was more powerful than my love of rainbow gradient backgrounds.

By learning to tailor my presentations to my students’ needs, I was able to engage them thoroughly and gain confidence in my public speaking when they reacted well to my lessons. My presentations included a little bit of everything.

Templates
- - Google Slides: this was my go-to. Its format is straightforward and easy to use.
  - Prezi: a little more complex than Google Slides, students will be amazed by its signature, unique transitions between slides

Questions: adding a question to info-heavy slides gets students involved and keeps their attention
- - ESL Conversation Questions: if you’re at a loss for ideas, this website has discussion question ideas for a wide variety of topics

Videos: including a video is a great way to add variety to a presentation! They are great for practicing listening skills and sharing a bit of your own culture.
- - LearnEnglish Teens: I love British Council! Their entire LearnEnglish Teens website is interesting and relevant, especially the Video UK section (under the UK Now heading). Its videos are divided by skill level, so you can easily find something that any class would enjoy.
Grammar: if you include review exercises every few slides, new info is certain to stick.
- - English Club: groups of exercises with a wide range of difficulties and topics. These can break up long stretches of teaching. My students loved getting to come up to the computer to solve a problem.
  - ESL Games World: if students picked up on a lesson really well, I would reward them with a game week. They loved the chance to beat their classmates! This works best with smaller groups so that everyone gets a chance to participate.

Projects: I like to conclude my presentations with a project that involves all the new skills students have learned. Students can review everything while getting to express a bit of creativity. Here are some of my personal favorites:

Talent Show: have students write a little description of a talent they have that must include a number of relevant grammar or vocabulary. Then, they can each present for the class. This can be done periodically throughout the year, as they keep adding to their English skill set.

Memory Book: give the students a theme to write about, such as vacations, birthdays, or their school year. Have them pick four specific memories related to the theme, each of which must include a different past verb. They can draw pictures if they want, or if they are completing the activity over a longer period of time, bring in their own.

Contact YOUR Teachers

When I began to encounter situations in the classroom that wouldn’t occur at a bilingual school, I reached out to my high school teachers with whom I am friends with on Facebook. They ARE professionals in the field, after all! Even if your former teachers have never taught ESL, they have years of experience with lesson planning, discipline, and engaging all types of students. They can act as excellent support systems and mentors if you find yourself overwhelmed by the expectations of working at a non-bilingual school. They can serve as your own interpersonal resource guide.

Competitions for Non-Bilingual Students

A fail-proof way to motivate students is winning, and what’s a better way to do that than through competition? After my competition-based lessons, I’d be able to hear the winning team bragging to their friends for minutes afterward. Alongside the joys of winning, students get to practice teamwork skills in the process. A wide variety of strengths can shine together while playing a game. No resource guide would be complete without these classics.

Here are a Few of My Favorites for Students:

Categories: divide the class into teams. On the blackboard, write a theme: this can be literally anything, from general grammar points like adjectives or present continuous verbs, or a specific vocabulary topic. Each group then gets two minutes to think of as many words as possible that fit this category. Students receive points based on the number of correct answers. Whichever team has the most at the end of a few rounds, wins!

20 Questions: this is a great game for students who are just getting started with English. I have even played it before with kids who are on their first lesson, but it can be a great way to introduce new vocabulary to anyone. Divide the class into teams, and give them a word. The teams then take turns trying to guess the definition by asking yes-or-no questions. Whichever team guesses the correct definition gets a point.

Scavenger Hunt: this game is best for classroom vocabulary, but if you can get permission it can really be played anywhere on school property. Divide the class into teams and give each one a vocabulary list of things to find and label. If the game is taking place in a larger space, have each team take photos of what they have found. Whoever finds and correctly labels the most things on their list wins. Bonus: if the game does take place in the classroom, you can keep the labels there for the year and encourage students to always refer to these things in English.

Practical English Lessons

I think one of the most exciting things for me while learning Spanish has been being able to use the language in my daily life. Having yourself in the classroom as a native English speaker gives your students this same unique opportunity. Conversational lessons can be one way to incorporate this well, but teaching practical skills in English can go beyond simply asking students questions.

The best thing to remember in this resource guide about practical English is that just about any topic being studied in class can easily have real-world applications. To practice food vocabulary, have them design their dream menu and then act out a restaurant scene. If they are learning directions, have them tell you how to get to their favorite place in their town. If possible and with permission, you could even start a pen pal program with a class at one of your old schools to practice letter writing: this is a practical English assignment that would actually have an effect in the real world! When students build confidence in various practical interactions, their general conversational skills will improve as well.

Creativity is a Must for Students

Having just graduated from college when I started teaching (and therefore not having been too far removed from high school either), I remember how long the school day could feel. Often, the last thing that students want to do is sit through yet another lecture or complex project.

When I could tell that my students were restless, a creative lesson would be the most productive means of teaching. Mixing up the routine got students enthusiastic and less likely to drift away as the class went on. Students also enjoyed getting to use their language skills to do something other than taking notes.

Go-To Games: a Resource Guide

Mad Libs: everyone, including me, seemed to be obsessed with these when I was in elementary school. The basic concept is that there is a story with blanks throughout it. Students select a word from a word class to complete the story without receiving any details of the story. Then, read the story with students’ word suggestions: it’ll likely make no sense! If a student has a high enough English level, they can then write their own Mad Lib. There are plenty of templates online, but you can write your own as well and cater them to specific lessons.
Pictionary: another classic that can be played with any lesson. Divide students into teams, and give them words to draw. The rest of the team has to then guess what the student is drawing. If the student who is drawing’s team cannot guess correctly, the other team gets the chance to guess and win a point

Get Personal With Lessons

private lessons abroad ellen hietsch — Dress-up from my Halloween private lessons—Marceline the Vampire Queen.

During conversational lessons, I would get excited when students started asking me questions about myself. To an extent, I was an open book with them: toward the end of the year, I even asked one of my older classes for opinions on houses my family had been looking at buying when we moved to New York. Having someone new and from a different country in the classroom is exciting for students, and in my experience, they were super curious about my life.

Even if you’re not willing to share a lot about your personal life with students, there are ways that you can use a personal touch to spark interest in conversational English. If you have a talent, share it with your classes. I often brought my ukulele to classes. If they completed lessons without problems, I would play them a song.

Grammar Lessons – a Resource Guide in Finding Structure

Have your students get personal in their speaking lessons too! During grammar lessons, I included writing assignments that incorporated the topic and always had students share something about themselves. Games like Two Truths and A Lie can also add structure to speaking lessons: have students think of three things about themselves, two of which are true and one which isn’t. Then, make the class guess what each lie is. By encouraging students to direct lessons toward their interests, conversations will happen more organically.

Final Thought For Our Resource Guide: Non-Bilingual Students

Most students I worked with were excited to have someone new in the classroom, especially from a different country! With a strong knowledge of what works–and doesn’t work–for your audience, tapping into your students’ curiosity to make the most of your time together will be simple. I hope this resource guide provided new opportunities for you and your students!

Teaching ESOL, Spanish, and Online Classes in the United States with Caroline Hazelton

Posted on December 4, 2018July 6, 2021 by Leesa Truesdell

Caroline Hazelton is from Jacksonville, Florida. When she isn’t teaching ESOL, lecturing part-time at a university located in South Florida or teaching online classes, Caroline is a wife and mom to two beautiful daughters.

She is one of the best presenters I’ve ever had the pleasure of working with. Caroline and I met at Florida State University’s College of Education where oftentimes we were asked to engage and interact in meaningful dialogue with our classmates. We studied education, so we pretty much had presentations every other week, and Caroline always had stellar presentations. I remember her specifically as being one of the best presenters in our class. She has a passion not only for Pedagogy and Foreign and Second-Language Curriculum, but for life. Caroline’s enthusiasm is contagious. She is a fourth-generation teacher and once up in front of a classroom, she draws you in with her love of language.

Meet Caroline, the language enthusiast:

What do you like most about teaching international students?

“When you teach international students, you see brilliant thinkers from other parts of the world who possess different talents, perspectives, and attitudes. They also arrive with their own academic strengths and passions from their desired degree programs. Every university student is already a thinker and a learner, or else they wouldn’t be there. And what’s more they can see things very differently from Americans which can be challenging but stimulating. For example, last year at another school, a Chinese student told me that World War II was tragic but helpful. As an American and as a granddaughter of veterans, I could not get my head around the concept of WWII being “helpful.” But from his perspective, China had benefited from the territory inherited from the war.

Teaching ESOL – teaching languages and cultures to people is my passion. There is something about watching a student embrace a language. I subscribe to the linguist Noam Chomsky’s theory of “universal grammar” which asserts that humans have an innate ability to learn languages. It is fascinating to watch someone partake in a process that is more often reserved for small children.

It is also amazing to watch a new identity form. Humans tend to isolate themselves into groups that look the same, act the same, and share the same culture. Yet when we learn a new language, we adopt its culture. We cannot simply stay in our own culture with people just like ourselves because we now have the ability to communicate with those who are different from us. I do not want to see people hiding away with clones of themselves. I want to see them mingling with others, celebrating their cultural and linguistic identities. As you learn more about another language, you can relate to another culture and begin to develop multiple “identities.” When we do, we can relate to more people. This makes the world a little smaller and more unified.”

What did you like most about teaching a foreign language to US students?

“Teaching Spanish to non-speakers with mostly American backgrounds meant that these students were discovering a world that had been hidden within their own. Now that they were able to begin understanding, they could now be a part of it. I saw this when I taught university students all the way down to my elementary school students. Spanish is everywhere in the United States. I would have students who could communicate with friends, family, co-workers, or clients and would come to class and tell me about it. Students would find that they could now listen to more music. This was because we would listen to and translate music in Spanish in class. Spanish is simply everywhere in the United States.

I see myself in my students. As I was learning, I didn’t abandon my first language when I learned another, but in fact, gained a new identity. Of course, my second-language identity is a whole different component than my first. But, teaching Spanish in the United States has helped my students find their own “second identities.” I can help them connect to another world within their own.”

What did you find was the most challenging part of teaching both groups of students?

“It’s important to realize that anytime you are speaking a second language, no matter how much you know of it, you will still struggle to express yourself. Your mind might blank on a word. You might have complex thoughts, but all of your cerebral energy is going to simply put the words out there. Some students are able to be bold and learn despite this insecurity, but this really upsets some. Teachers can ease this anxiety by creating a warm, welcoming classroom environment so students feel comfortable taking risks. I’m happy to say that on my university course evaluations this was something students mentioned. The relaxed environment I strived to create made them feel okay with failing.

In teaching ESOL, I find it’s very important to show students what you do as a teacher when you stumble on a word or have some other kind of miscommunication. Even in our first language, there are already enough miscommunications. These can range from different intended meanings, different references, body language, etc. which we have to resolve in daily life. Being open about our own mistakes encourages students. In other words, showing students that failure is okay is both a challenge and extremely important.”

What did both sets of students have in common? What was the difference?

“Both groups are trying to communicate in their second language and learn it better. The difference is that with international students, there is more at stake in learning English. In the United States, many students are studying Spanish as a foreign language for a required credit. Most students learning Spanish just need to pass a foreign-language requirement and continue with their studies. For international students in intensive English programs, they usually cannot pursue their degree studies, face visa issues, etc. if they do not pass their English courses. They are actually trying to live in a culture where the language and culture they are learning is dominant. This is actually helpful when teaching ESOL. My Spanish learners were not in that situation. In other words, language-learning issues remain the same, but the motivation levels and stake factors do not.”

Where are you currently working? What are the challenges that your international students encounter?

“Recently, I got hired as an adjunct lecturer on an intensive English program at a reputable university. I am also teaching ESOL – English as a foreign language – online with a well-known language and travel company. Since my experience here is limited, I will reflect on my experiences with international students as a whole.

International students struggle with differences in classroom etiquette. For example, in Chinese culture, students are expected to recite while American students are expected to critique. An American student abroad might come across as loud, opinionated, or arrogant in cultures similar to the Chinese. Likewise, certain cultures are more tolerant of issues such as plagiarism. In the US, plagiarism is grounds for expulsion from the university. It’s important to consider subtle misunderstandings due to language and culture when teaching ESOL. Each language carries certain “attitudes” with it derived from its surrounding culture. Chinese- and Korean-speaking students carry a need for “respectful language” that doesn’t necessarily exist in English. This is different when compared to Brazilian and Portuguese students, who might carry more of a “friendly” attitude. Students aren’t even aware of these minor differences until they begin their second language/culture-immersion experience.”

What challenges do you have working with international students?

“First, there are always misunderstandings due to differences in language, especially when teaching ESOL. To be honest, there are times I cannot understand what a student is trying to communicate due to accent or vocabulary. While I have to be kind, I do have to let the student know I cannot understand them. This is the only way they will be able to improve their language skills. Usually, it is just a grammatical or syntax issue, or possibly a pronunciation error that we can fix together. When handled correctly, you can help students save face for when they are communicating with someone not as “linguistically patient” as their teacher.

Secondly, and I hate to mention this, but any time you are teaching, especially teaching ESOL, you have to make sure to be on the lookout for how your gender plays a role. This is especially true of cultures where gender and sexuality vary from that of your own where you know “what to do/not to do.” I have had students who seemed to develop crushes on me at different schools. You are their teacher, you are their hero, and sometimes you are of a different culture. This can be attractive to some. As a result, I have to watch how I dress. I also have to know who/when/how I am interacting with my students, and when to let my bosses know if necessary. This is true of any school though, and not just of international students. It’s unfortunate, but it’s part of the world we live in.”

What advice would you give to someone who works with people from other cultures?

“Be patient and get out of your comfort zone!”

What is one example of something you have done differently or some way you have changed as a result of your experiences?

“As a result of my experiences, I try to process headlines from an international perspective. Having regularly communicated with other cultures, it has shown me that one country’s interpretation of events may not be how another country sees it. I try to read Al Jazeera English in addition to The Washington Post and The Atlantic. I will watch Despierta America on Univision in the mornings to see what’s on the mind of Hispanics before watching CBS in the evenings. Once I meet people from the countries I see on the news, I chat with them about what I see. It helps me determine if the reporting I see is my country’s perspective or if there’s some truth to it.”

Caroline is unique because she has taught pretty much every type of learner in each age group. Because she is a self-taught second-language learner, she brings a set of skills to the classroom other than the basics. Her ability to connect culture and fear caused by misunderstandings is what motivates her each and every day when teaching ESOL. We look forward to hearing more from her about her new teaching position in the upcoming months.

by Leesa Truesdell

Wasan Tawfeeq Talks Teaching Arabic at FSU

Posted on August 7, 2018July 21, 2021 by Leesa Truesdell

Last time I saw Wasan was while she was teaching her students Arabic at around 11:00 am on a Thursday morning. The class was attentive, engaged, and speaking Arabic! Since then, Spring semester has ended, the Summer semester is almost over, and Wasan successfully defended her dissertation. Wasan’s dissertation study was, “The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners.” She will graduate with her Ph.D. this summer and continue to work as Dr. Wasan Tawfeeq at Florida State University in the Department of Modern Languages, teaching Arabic.

What is a typical day at your school like?

“I teach two classes from Monday to Thursday. Each class period is about 50 minutes. I teach the first class, which is ARA 1121. It’s a level two Arabic class. The second class is ARA 2220, which is a level three Arabic class, so it’s a bit more advanced.”

How many people do you work with and how many classes do you teach?

“I work with two people mostly. I see the chair of the department and another Arabic professor. We’re all considered faculty. Also, I work with three other employees who help me with administrative stuff like printing and finalizing documents. I teach my two classes alone, however.”

How are you forming relationships with coworkers?

“I enjoy forming social as well as working relationships with my coworkers. We meet during off-campus and on-campus activities. There are a variety of activities that we do during the semester that let us engage with one another and talk about our social lives. Fortunately, we do not just talk about work!”

What about forming bonds with students?

“It is very important for teachers to build positive bonds with their students. The purpose of teaching is not just about how to convey materials, but also the challenge of creating an appropriate atmosphere. My job as a teacher is to help build an environment that helps to strengthen the relationships among the students themselves, as well as between him or herself and the other students.”

How does the school foster the creation and maintenance of these relationships with the students inside and outside of the classroom?

“As a foreign language teacher, I believe one of the program’s responsibilities is to foster and maintain the relationships between the students and the teachers. Furthermore, it should also foster a relationship among the students themselves. Fortunately, that is what our program does. We schedule a lot of activities. My program fosters activities that are not just related to cultural learning, but also other activities that help students track their Arabic achievement.”

What is your favorite part of the day? Why?

“My favorite part of the day as a teacher is when I see my students understanding the subject. Nothing quite beats seeing them comprehending new material. I love to see my students’ smiles on their faces. It just warms my heart. It tells me that I am doing my job right as a teacher.”

How do you prepare your lessons for each class? If you don’t plan lessons, how do you prepare for class?

“I prepare my lessons on a bi-weekly schedule. Each day I prepare my lesson with a lot of details, since I am teaching a foreign language. I believe it should have games, activities, and videos. I try to make sure that each lesson includes all of the four language skills: speaking, listening, reading, and writing.”

What does teaching mean to you?

“I love teaching, especially teaching Arabic. It is very important to me that I help people learn other languages. Arabic is one of the most important languages in the United States. It is one of the top five most popular spoken language in the US.”

What standards are your classroom teachers using to measure the performance of your students?

“In our program we use tests, oral projects, presentations, quizzes, and final exams. By using a culmination of different grades, we can see where each student shines or is having a more difficult time.”

Does your school have a set of shared goals and expectations for what knowledge and skills will help your students succeed?

“Yes. In my program we have a weekly meeting. During our weekly meeting we discuss what our plans are for our students, so as to help them achieve their goals.”

Looking back at our first Teach Abroad series interview, what have you learned most about yourself since your arrival to the USA? Both in the classroom and out of the classroom?

“I have gained a lot of experience through teaching and life. There is no limit to gaining knowledge because you can learn something new every day. This is especially so in the classroom. Teaching is about exchanging what you know with your students. However, teaching is not a one-way experience. My students are not the only ones who learn, because I am also learning right beside them. Together, we grow every day.”

Both Dreams Abroad and I would like to take a moment to say congratulations on a job well done to Wasan! Best of luck to you on your journey ahead – we are proud to have you as a We Teach member. Congratulations and thank you for the time you spent sharing your story with us. While teaching in itself is a challenge, teaching a foreign language has its added difficulties. Wasan has brought fun back into the classroom while continuing to encourage her students.

by Leesa Truesdell

Another Year, Another Summer: Back to Texas

Posted on July 17, 2018October 25, 2021 by Emma Schultz

I feel like I blinked and the 2017-2018 academic year was over. It feels like just yesterday I was returning to Spain for my second year of teaching English as a foreign language in a small town north of Madrid. With another year of wonderful experiences, exciting travel, new discoveries, and fond memories under my belt, I’m off to Texas again for a summer at home.

On a field trip with my students in my first month of teaching.

The summer transition is an interesting one. Last year, reverse culture shock slapped me right in the face. I’m not sure we fully realize all the changes we’ve undergone until we return to a place we’ve been away from for awhile. That’s what going home was for me – the realization that I had changed, coupled with the realization that home didn’t feel quite the way I had expected it to.

Having these realizations is important, but it can be a difficult experience. From my time at home last summer, I know that the way for me to tackle it best is to fill my summer with meaningful projects and experiences. Putting my time, energy, and passion into things helps me readjust anywhere, anytime. Here’s how I’ll be doing it this time around:

1) Focus on the Future

While I’m home, I’ll also have my eye on the horizon. Next year, I’ll be returning to Spain to study Spanish and complete some internship work in the field of international education, and there is plenty to prep for that. I’ll also continue researching graduate school programs and planning visits accordingly.

2) Remember to Stay Present, Too

Focusing on the future doesn’t mean trying to live there. While I’m prepping for my next steps, I’ll also stay connected to the here and now by spending time with friends from home, my family, and the places I’ll be during the summer. After all, my time at home is pretty limited these days, and I want to enjoy it.

3) Give Yourself Some Structure

As appealing as a fully relaxed summer at home might sound, I know I’d get about a week in and go stir crazy. I know that, especially for me, structure is really important. I need to have something to put time and energy into consistently. This is why I’ll be working in my small town’s Visitor’s Center for the second summer in a row. My projects are always different and there is always something to do – a perfect fit to help me transition back to being at home.

4) Make Some Exciting Plans

Life abroad is a whirlwind – I travel much more than I would otherwise. Because most things are unfamiliar, I have new experiences more often. One of the challenges of moving home for a summer is that most things are familiar. There is so much comfort in that, but it can also feel like a huge drop-off from what I’m used to. Last summer, I was glad I saved a little time and money to travel. I’m looking forward to a couple of small trips this summer, too. It helps keep things dynamic.

5) Use the Time to Reflect

Going home is a great opportunity to reflect on your past year. What were your biggest accomplishments? How did you grow? What do you want to change moving forward? Returning to your roots gives you the chance to answer these questions and more. Take that insight into whatever your next steps might be. It’s always been easier for me to process things like this from a distance.

However you’ll be spending your summer and whatever changes you might be making in your life moving forward, summer is a great time for transition and change. I’m looking forward to spending my upcoming weeks in Texas and enjoying a bit of home before I go back to Spain for year three!

by Emma Schultz

My Return To Florida For My PhD

Posted on June 5, 2018June 8, 2020 by Dalal Boland

by Dalal Boland

For nearly 4 years now, I have been teaching English to native Arabic speakers in a Kuwait college. From covering different content to teaching grammar and vocab, I knew that my job title of “assistant teacher” was only temporary. I always recognized my studies at Florida State University to be the first chapter of pursuing an even higher education: my doctoral degree.

The educational facility that I work in allows their employees to apply for a scholarship grant after 2 years of being a teacher. In the spring of 2017, I was eligible to apply. I was fortunate enough to be one of the candidates to obtain a Ph.D. scholarship. Earning that scholarship was only the beginning of all the hard work that I had to do. I had to look for accredited universities in the USA and apply to them. Before that, however, I had to have an idea of what my future dissertation was going to be about (which at that time, I had none!). What follows is how I decided to return to Florida for my PhD.

Where to Begin?

The Kuwait Cultural Office of the Kuwait Embassy is an institution located in Washington, D.C. It has the purpose of promoting higher education plans for future Kuwait students who have the intention of attending school in the USA. In other words, if anyone intends to go to an American university, he/she needs to check whether their school meets the regulations offered by the cultural office.

My first step was to access that website in order to look for accredited universities that offer the program that I wanted to apply to. The Kuwait Cultural Office’s information can be accessed through www.kuwaitculture.com. After doing my research, I managed to come up with a list. There were 16 universities that offered my program and complied with the regulations. After writing down that list, I then had to apply. I decided to read some research in order to determine the focus of my future dissertation. After applying to the 16 universities, all in different states, I was finally accepted into several.

Final Decision to Return to Florida for my PhD

I decided to choose the University of South Florida, Tampa, majoring in curriculum and instruction (English Education). I chose USF due to its remarkable print in the field of education. Also, I liked it because Tampa is located in the heart of Florida! When the immigration documents were issued, it was then time to have my F-1 visa issued.

If I were to talk about how I feel about my acceptance to USF and having to move back to the States, I would have to say that I feel a bit overwhelmed! I am so excited to take on this next chapter of my life. It’s my big return to Florida for my PhD. It will be the second chapter of the “million miles dream” that I talked about in my very first post. Despite the anxious feelings, I am ready for my adventure in Tampa to begin! School doesn’t start until August 20^th. I am scheduled to arrive in the US on August 3^rd. This means I should have plenty of time to prepare. I can’t wait for that day to come!

José G. Carrasco Talks Teaching in Miami-Dade Schools

Posted on May 3, 2018August 7, 2021 by Leesa Truesdell

José G. Carrasco was born in Rio de Janeiro, Brazil and moved to New York at the age of five. He speaks three languages: Portuguese, English, and Spanish. José is currently teaching Mathematics in the inner-city Miami-Dade public schools system. He received his undergraduate degree in microbiology from the University of Miami. José worked in a lab for a few years, conducting research, and later moved to Tallahassee to be closer to his daughters.

While in Tallahassee, he completed his master’s in curriculum and instruction and earned an education specialist degree. José moved back to the Miami-Dade area to once again live closer to his daughters, and teach full time as he conducted research to complete his dissertation for his Ph.D.

For those of you who do not know him, the best way to describe José would be that he’s a smart, kind kid at heart. If you aren’t laughing when José is around then you must be in trouble – with him!

“I want to make a difference in that one kid’s life — that one kid who doesn’t see what we all see.” – José G. Carrasco

Why did you choose to come to the USA?

“This is a tough one. My parents separated when I was five years old and my mother brought me to the States without my father’s permission. He was furious and made arrangements to bring me back home. It took him almost a year to get me back. My parents eventually got back together and decided to live in Bristol, Connecticut.”

What are your goals while you are teaching in Miami and studying at FSU?

“My goals are to conduct more research in teaching and eventually finish my Ph.D. I see myself teaching for another six to seven years in the public school system, and eventually teaching at the college level. The hands-on experience that I am able to attain in the classroom will allow me to have a better grasp of how educational research can be used in the field.”

Have you ever taught before? If not, what was your career field?

“Before I went into teaching, I worked in a lab as a research assistant. After going through a divorce, I decided to make a change and decided to transition my career into teaching. I went for a higher degree (M.Ed. and E.Ds.) at Florida State University in Curriculum and Instruction. Before accepting my current position two weeks before Christmas break, I was working in a charter school. That experience was okay, but the administration was not helpful and the school was very unstructured. The school that I’m working at now is better organized. They want me to be a classroom teacher next year, so I may have a new experience. So, instead of teaching two subjects, they would rather I teach a self-contained fifth-grade class.”

Why did you choose to teach and also, why did you choose FSU over other schools?

“I had friends and connections at FSU that work there and encouraged me to apply. I actually almost went back to the University of Miami, but I was offered a better financial aid and a research assistant job at FSU, so it made more sense for me to go there.”

What assumptions or expectations did you have before you came to the USA?

“When I moved to New York as a child, I was very surprised by many people’s lack of knowledge about the rest of the world. When I would tell people that I was from Brazil, they would ask questions such as ‘What part of Puerto Rico is that in?’ and ‘So you speak Spanish?’. I do speak Spanish, but Portuguese is the primary language in Brazil. Puerto Rico is actually part of the United States. I was very surprised by many people’s lack of knowledge.”

“My biggest culture shock was actually moving from New York to the South. The differences between the various parts of the U.S was very surprising to me. My perspective is that the education system is much better in New York than in Florida. This is at least true of the schools that I’ve been to. The differences in the education system within the United States are very surprising.”

What has been the most difficult since you began teaching?

“The most difficult thing is dealing with the negativity from other teachers. Some of the older teachers are really passing down a lot of negative attitudes to newer teachers. Another challenge is that a lot of new teachers from programs like Teach for America are really unprepared and quickly realize that teaching is harder than expected. Also, in Miami, the mentorship program is not nearly as strong as it is in Tallahassee. In Tallahassee, all new teachers get a mentor. It’s not like that in Miami. Some teachers seem to just be following a script. Also, the lesson planning and planning for differentiated instruction takes a long time.”

What has been the best experience?

“My favorite part of teaching is seeing students learn. I really enjoy connecting with the students and making my lessons engaging. Before I began teaching, I had experience in an after–school program and mentorship through my master’s program. That was really helpful to make me feel more prepared. I teach because I love sharing knowledge. To see students and see their progress. I like to be the one that inspires my students to be passionate about acquiring knowledge. ‘Teaching by any means necessary’ is my motto.”

How has standardized testing affected your teaching experience?

“Data collection programs such as i-Ready take up a lot of instructional time. It’s sad that sometimes we just have to teach kids how to take tests. Instead of teaching basic math skills, I have to teach [my students] how to answer standardized test questions.”

As a teacher in the Miami-Dade schools, how has the current political climate affected your immigrant students?

“Whether they came to the U.S. legally or illegally, they are happy to be here and are taking advantage of the opportunities that they have. There is anxiety and hope for the DREAM Act to pass, but I think that my students really do feel like their school is a safe haven. Superintendent Alberto Carvalho originally came from Portugal and overstayed his visa. He was undocumented and stands up for immigrant students.”

Wrap Up

After speaking with José, it’s clear that he is passionate about seeing his students succeed. He teaches because he truly enjoys his craft. There are teachers who teach to get a paycheck, and then there are teachers who do their job because they love what they do. José is clearly the latter of the two. He spends his free time with students in the Miami-Dade schools who struggle with the material just to ensure that they know there is a solution, and a way to overcome whatever it is that is stopping them from achieving their highest potential.

José and I will continue our interview after he completes his first year as a Mathematics teacher. We will hear about how his first year went and if he plans to stay in the public school system in the Miami-Dade area. Stay tuned for more with José in a couple of months.

by Leesa Truesdell

Teach in Spain and Learn How to Live

Posted on April 18, 2018October 25, 2021 by Justin Hughes-Coleman

Kyle Talbott is a fellow language assistant that works at the same school that I work at this year. He is a very charismatic person and is also very knowledgeable about the culture and history of Spain. He was even before starting this year! Because he is this way, I thought he would be the perfect person to speak about his first year in Madrid.

Why did you choose to move and teach in Spain?

“There were several factors that brought me to Spain. I studied Spanish language and literature in college, so living in a Spanish-speaking country was almost an inevitability. It would seem kind of senseless to spend all that time learning Spanish to not have a chance to put it to use! I also have tenuous familial connections with a Spanish family that lives in Alcala de Henares. However, I am not Spanish – not even European – but my family has a history in Spain that spans back to when my grandfather was stationed here in the sixties. Both my grandfather and my father were in Spain while serving in the U.S. Air Force. Lastly, living in Europe has been a goal of mine for many years. Spain just seemed like the natural choice given the above circumstances.”

What are your goals while you are here?

“I came to Spain with two goals: one was to find a way to stay in Spain for a few years. The other, more important goal, is to learn how to live differently. Living in Spain is sort of a daily adventure. The Spanish culture feels almost alien at times, and the rhythm of life here is distinctly different than in the States. My hope with coming to Spain was that being in this strange and interesting environment would open my mind to different sorts of lifestyles.”

Have you ever taught before? If not, what was your career field before you got into teaching?

“I had actually taught before coming to Spain. In the year and some months before coming to Spain, I was teaching two English as a Second Language classes at a small community college in North Carolina. I also taught an Adult Education/GED course for about six months. In fact, I took this position as a language assistant in order to get experience teaching children. I figure that if I am going to pursue a career in education, then I should broaden my experience with teaching people of all ages.”

What did you think teaching in Spain would be like? Where are you teaching?

“I am teaching in a small primary school called CEIP Antonio Osuna, in Tres Cantos. Tres Cantos is a small, middle class town about 30 km north of Madrid. I really only had one apprehensive about teaching here in Spain, and that was working with children. These are little kids too with an age range of 4-11. Before Spain I had not spent any significant amount of time around kids younger that about 15.

My understanding of kids was that they make a lot of noise and are generally dirty creatures. I had already taught before, so I knew that I could do that. I knew that my job assisting another teacher would be drastically less demanding than teaching a course myself. Happily, the anxiety I initially felt about working with kids has dissipated. Actually, most days, I enjoy some of them. Other days I enjoy none of them, and one day I am sure that I will miss them.”

Why did you choose to teach abroad and why did you choose Spain over other countries?

“Ok, full disclosure, I had many reasons to leave the states that had been accumulating for quite a while. Primarily however, I just had to escape from the country that just elected Donald Trump as president. That may amuse, offend, or confuse you, but, that is the naked truth. As I said before, Spain was the natural choice for living abroad if I was going to be in Europe. I was also just curious to live in Europe. I wanted to understand how people in Europe relate to one another socially and politically, relative to how we relate to each other in the States. In conclusion, I had a desire to live abroad ever since I started college in 2012. Once Trump was elected, that desire transformed into an imperative.”

What are your perceptions of Madrid so far?

“I want to start by saying that Madrid is a fantastic city! There is literally something for everyone in this city. Personally, I enjoy city life, so Madrid is a good fit for me. My only problem with Madrid is its small size. Being small is not necessarily a problem, unless you try to cram 3 million Madrilenos into the same small city. It is the 9th most densely populated city in the European Union, but it wouldn’t be if the city were not so tiny. Living in a densely populated city means you are always dealing with crowds, and personal space as you know it is impossible to maintain. I have only lived in the center of Madrid since being here, and this is probably why I am focused on the crowd sizes. In the next year, I want to move further away from the center where I hope to enjoy Madrid even more!”

What has been the most difficult since you arrived?

“Honestly, it’s the little differences between life in the States and life in Spain that I find most frustrating. For instance, maybe only around half of the businesses are equipped to take credit/debit cards; for some reason there are only six kinds of topping combinations for pizza in the whole country; copious amounts of bread is served at every meal and in between meals; stores don’t open until 11 or 12 on regular working days; the whole country seems to regularly go on vacation simultaneously and then nothing at all is open; and lastly, the Spanish put as much milk into their coffee as they do coffee.

Sadly, flavored coffee creamer is something you are just not going to find in Spain. Aside from these minor frustrations, I would have to say the amount of walking required to live in Madrid has been difficult to adjust to as well. I can confidently say I have done, by far, more walking in the last 4 months than I have in the past 4 years! On the one hand walking is better for my health and the environment than driving, on the other, walking is tiring and time consuming.

Teach in Spain and Get a History Lesson

For me, a history buff, I enjoy sightseeing and touring museums the most. So, my most memorable experience would definitely be seeing the Amphitheater and Circus Maximus in Mérida. Both date back to the time of Christ, and both are amazingly well preserved. It might sound completely uninspiring to most, but seeing and touching these monuments puts you in touch with everyone who has done the same over the centuries! Imagine, someone living in 1502 was vacationing in Spain and visited Merida. Even in 1502 these structures were over 1,400 years old! Now, imagine all the people who must have visited these monuments just in the 5 centuries between his visit and mine! This feeling of solidarity that you have with people who may have lived centuries ago is something that I find to be just endlessly romantic.

I have also very much enjoyed the Spanish people. They have a very generous and practical nature in general, and many of them have invited me into their homes. I have had several Spanish feasts that I am likely to never forget. Admittedly, I am sometimes intensely annoyed by certain cultural practices of theirs, but, I find them to be fascinating, if not a perplexing people.”

Kyle has hit the ground running with his time here and to teach in Spain. I know that he is staying for at least one more year to pursue a Master’s Degree. I hope to hear more about his adventures in Spain and beyond!

by Justin Hughes-Coleman