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
No comments:
Post a Comment