Week 2 - Wir sind bunt!

This week was a special week at my school.  On Monday I simply went into a 10th grade class, listened to the grammar instruction, introduced myself and answered questions again.  However, Tuesday through Thursday the school celebrated the theme "Wir sind bunt!" (formerly "Bunt statt braun") with three days of projects and presentations.  Some students did art, others music, still others theater.  I sat in on a Handarbeit class (basically, arts and crafts).  We made coloful pompoms and cords out of string that we turned into decorations for the hall and the sign out in front of the school.  The first day I spent with a group of 10-12 graders and the second day I hung out with 7-9 graders.  I also had a chance to look around at the other projects, such as the artwork.  Then, on Thursday, a stage was setup in the courtyard, and the students presented their dances, skits, and songs.  There was also a food table called the "Internationale Meile" set up.  It was so much fun, and I was glad to have the chance to get to know some of the students a bit better.

On Thursday I also had a nice chat with a 12th grader at the school, a Polish student.  I asked her if students personally chose to come to this Polish-German school or if their parents encouraged them to do so.  She said that most of the time it is the students' own decision, that they want to go to the school.  She also explained to me that at the end of their time at the Gymnasium, the Polish students recieve diplomas not only from Germany, but also from Poland, but that this school is not any more work than going to school in Poland.  It was such a nice conversation, and I was able to learn a lot about the situation at the school.

- Amy

First Week Experiences

This week I officially started my position as a teaching assistant at the Deutsch-Polnishces Gymnasium in Löcknitz.  According to the information we received at orientation, we should spend the first couple weeks in our schools observing classes and preparing to start teaching.  However, my teachers got me up in front of the class right away, not teaching full lessons, but definitely active.  For the most part, I felt pretty confident, since I have teaching experience.  The only time I felt pangs of nervousness was when I taught a random history lesson in a 9th grade class (my grasp of American history is not that great).  At least my lesson was in English!

In most classes, I simply introduced myself and answered questions the student had about the United States.  I did this in two of Herr Hettig's 11th grade English classes.  One class was very curious, asking all sorts of questions from "You can't drink until you're 21...  So do teenagers not drink at all?" to "Wait, the highest speed limit you've ever seen is 75 mph/120 kmp?!"  That class period was a lot of fun, and tiring!  

The other 11th grade class was more reserved, at least when talking to me (they were pretty talkative amongst themselves) and the hour felt longer than an hour.  I tried keeping the conversation going by pointing out the differences between restaurants in Germany and the U.S., as well as mentioning the driving age and drinking age, but most of the students seemed to be checked out.

The most fun was when I introduced myself to Frau Krumrück's 8th grade English class.  We talked a lot about food and music.  Also, just like in the first 11th grade class I visited, all of the Polish students wanted to know what I knew about Poland and if I had ever been there.  I reassured them that I would visit at some point or another, and impressed them with probably the only Polish phrase I know, "dzień dobry."

I also introduced myself to Frau Krumrück's 11th grade class, although this did not last the entire period, as my other introductions did.  Instead, we spent the rest of the class talking about a story the students had read called "Walk Proud, Be Proud" about a young African American girl experiencing a woman feeling sorry for her for racial/class reasons.  I listened to the students read their summaries, and Frau Krumrück had me make comments on the content and the grammar.  I then talked a bit about my views on the story.

During this lesson where I was asked to talk about the state of the relationship between races in the United States, as well as when I introduced myself and answered students' questions, I was struck by how I was expected to represent and answer for the United States as a whole.  I had heard that I would be expected to do this, but even so, it surprised me.  I made sure to let each class know that I was only speaking from my own experience in the Midwest, and that the United States is so varied that I couldn't possibly answer for every single American.

In addition to these classes, I also listened to a couple students from Frau Krumrück's 11th grade English class give presentations about their exchange experiences in the U.K. and Thailand, and I went into Frau Zornodt's 7th grade class to help with a Station Activity the students were doing.  I sat in the back and students came to me to correct worksheets as they finished each one.  (The 7th graders were also so much fun!  Their eyes shined when I told them they did a good job.)

Overall, I had a lot of fun this week, and I am really looking forward to this year of teaching.  Frau Krumrück, Herr Hettig, Frau Gaertner, and I sat down on Thursday to start discussing where I would be when, and we decided that I would spend much of my time with the 11th graders, as well as the 8th graders, since this is the year they learn about the United States specifically.  After I helped out in Frau Wollenberg's class, she also mentioned that she would like me in her class every once in a while, so I am sure I will have plenty to do between those four teachers!

- Amy

Introduction - Preparing to Teach

Last Monday, September 2, I headed to the Köln Hauptbahnhof to meet all of the Fulbrighters and head off to our orientation at the hotel Maria in der Aue in Wermelskirchen.  We were there until the morning of the 5th, learning all about registering with the city, getting a visa, and, of course, teaching in German schools.  

Before orientation, I thought that all Fulbrighter teaching assistants were placed in secondary schools, such as Gymnasien and Realschulen.  However, I was surprised to learn that some of my colleagues have been placed in elementary schools (Grundschulen), middle schools (Mittelschulen), and occupational schools (Berufschulen).  There are so many wonderful opportunities out there for English teaching assistants.

I am glad and excited to be placed in the Deutsch-Polnisches Gymnasium in Löcknitz, Mecklenburg-Vorpommern.  This is a secondary school (grades 7-12) for both German and Polish students.  My Betreuungslehrerin (the teacher who is looking out for me), Frau Krumrück, told me that it is sometimes hard for the Polish students at first, since all of their classes are in German.  This definitely reminds me of English language learners in the U.S. school system, and it will be interesting to see how the new Polish students adjust to their lives at the school.  This also explains why I was placed in this school in particular.

When I applied for my Fulbright, for my extra-curricular project I suggested that I take a look at German language learners in German schools.  I expected to be placed in a school with a large Turkish population, perhaps in the Berlin area.  I was not expecting a community that is 7% Polish, but I am so excited for this unique opportunity.  How many other teaching assistants have gotten the chance to teach at this school?  Not many, I would think.  I am in a subgroup of Fulbright teaching assistants in the "Diversity Program."  We are all in schools that have a diverse population for one reason or another, and I am also eager to learn about my colleagues experiences this year.

So, back to orientation.  We were split up into groups according to our Bundesländer (states), and in these groups we found partners or trios with whom to prepare a lesson.  My partner, Ashley, and I were assigned to plan a lesson for 9th grade students.  Looking through the sample Unterrichtsmaterialen (teaching materials) we were given, we found one worksheet on the differences in dating between Germany and the United States and another about giving advice.  We decided to combine the two.  Our lesson went as follows:

1. Introduction - We reminded our students that yesterday they learned about dating in the United States and compared it to dating in Germany.

2. Review -  We helped the students create a list of things they learned about dating in the United States.

3. Introduction to Advice Activity - We looked at one dating problem on the worksheet in the Unterrichtsmaterialen and as a class we formulated some advice.  (There was a great transition here by Ashley.  "Well, you know, sometimes dating doesn't go well.  And then you need some advice.")  After we had some advice ideas, Ashley and I acted out the problem posing and advice giving as a skit. 

4. Advice Activity - We split students into pairs and gave each pair a problem.  They then thought of advice.

5. Skits - The students then each took turns performing a skit with the problem and advice for the class.  Before each skit, we read through the problem on the worksheet as a class to make sure they all understood the problem.  After each skit, we asked the class if the advice was good or bad or, if there was more than one piece of advice given, which was better.

6. Situations - Finally, we looked at our list of pieces of advice and asked the students to think of other situations in which the same advice could be given.  For example, if the advice was to "be careful," this advice could also be given to someone planning on doing something dangerous, like cliff diving.

7. Wrap Up - We gave the students the homework of  writing to an advice column and then switching roles and giving themselves some advice.

Looking back on this lesson, I would switch some things around.  For example, I would read through all the problems as a class before splitting them off into groups instead of before each skit.  I would also move the skit example after students brainstormed advice in pairs and before they were ready to prepare their skits.

All in all, Ashley and I were pretty happy with our lesson and our performance for our group.  We received a lot of helpful feedback, including the couple items I mentioned above, as well as some nice complements.  It was great already having some teaching experience under my belt though.  A lot of the teaching assistants have never taught or even tutored before, so I am feeling pretty confident in my position.

Tomorrow I am going to go into a classroom and talk to students about a story they are reading.  It should be fun and interesting!

- Amy