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Monday, October 2, 2017

Welcome to Madrid!

I am completing my international practicum at Colegio La Salle San Rafael in Madrid, Spain.  I have been placed in a few different English language classes, rather than with one age group for the whole day.  At Boston College I study elementary education, and here I am mostly with the secondary students which has been really interesting.  My day consists of 4 different class periods with four different age groups, 3 being secondary and 1 primary.  Thus far I do believe that I prefer the primary students, as my studies suggest, however I am eager to see how I feel at the end of the semester in regards to working with the older students.

So far my day has consisted of taking pairs of students in the hallway to have meaningful conversations in English.  The teachers have expressed to me how important they think it is for the students to practice their English by participating in a fluid conversation about everyday life, school, and hobbies.  In addition to that, I have also enjoyed assisting the teacher in class by helping students one on one while working on an individual task, or simply helping to redirect attention to where necessary.  I have noticed that the Spanish students' behavior towards the teacher is much different than in the United States.  Here students talk over the teacher and ignore her instructions far more than in the U.S.  In fact, it was so bad one class period where I felt like I needed to step in and tell the students that their behavior was unacceptable because of how rude they were to their teacher.  Although I wanted to step in, I refrained since I am still new to the school and need to understand the cultural differences that I may just need to get accustomed to.  Rather than step overstep, I just walked around and quietly asked students to stay quiet and focused.  This is something that has been an issue only mostly in the secondary classes and I am interested to see how it changes over the semester.

The elementary students are excellent at English.  So good, that I think they may be better than the secondary students!  I was speaking with their teacher and she informed me that these students were part of the first year of having bilingual education at their school.  It was incredible to see how smart and attentive they were, while also speaking impeccable English.  The secondary students instead have only had a few hours of English class a week since they began school as a young child.  It is really amazing to see the difference a bilingual education makes in language acquisition in young children.  I have only scratched the surface of my experience here and I look forward to the exciting time with my students to come!

Friday, September 29, 2017

Classroom Management at Escuela Carlos Aguilar

My pre-practicum is in a 1st grade classroom at Escuela Carlos Aguilar. So far I am enjoying working in the classroom and have made note of classroom management procedures put in place by both the classroom teacher and the school as a whole. I was placed in a private Catholic school for my first practicum placement in a 5th grade class and it has been quite a change to be at this school with such a young age group.
Our classroom is made up of 25 rambunctious 1st graders who are the youngest grade at the school. The classroom is fairly small and with all the materials stored around the room there is not a lot of space for movement about the classroom. For the first few weeks the tables were arranged in two long rows, but as of last week Eli (the classroom teacher) changed the tables around into smaller groups of tables put together. The students do not have assigned seats in the classroom and I wonder if that is not something that is common in this country because I know some of the students in the class could benefit from being closer or farther away from others.
Throughout the first few classes one of the main focuses Eli has made is teaching classroom rules to the students. She has pictures posted on the board of children siting properly in their seats, respecting one another, raising their hands, etc. When she first showed the students these pictures she had them tell her what they thought they meant and in this way they were able to comprehend in their own words how they should be behaving in the classroom. These “posters” have stayed on the wall since the first week and Eli occasionally will refer back to them to remind the students how they should be acting at school. Eli also teaches a lot through song. All of the students are eager to learn the new songs whether they are about the new subject they are learning or about cleaning up after themselves.
The students at Escuela Carlos Aguilar are given a much greater amount of independence than I would ever imagine seeing at an American elementary school. When the kids need to go to the bathrooms, which are located out around the building, they can walk out of the classroom and go by themselves. Also, before any meal they eat at school (there is no cafeteria so snack and lunch are eaten in the room) or after painting the students have to wash their hands and are given soap and sent off on their own to the bathroom sinks. Additionally, at any point during the day the kids are wandering out of the classroom which leads to a general patio or blacktop area and I have to go and corral them back inside. However, for the most part they know how they are supposed to stand in line, girls lined up behind each other and boys on the other side and they all participate in classroom activities.

Since I have never worked with this young of an age group I am unsure exactly what the normal criteria are for discipline but I do think this class could benefit from more clear instruction on how to problem solve amongst themselves to lead to less hitting, pushing, kicking, etc. Although the class size is big and the room is a little smaller the students should be able to respect the space and one another without always needing teacher intervention. I will continue to note other ways Eli manages the classroom in the weeks to come!  

Wednesday, May 31, 2017

Teaching and Final Thoughts About Beechen Cliff

During my final day at Beechen Cliff, I taught two lessons. The first was

observed and for a class of Year 7 students, and the second was with a small group

of Year 10 students. Both lessons went well overall, but there were definitely some

things I would have done with the Year 10 students if I had more time or was better

about spending the time I did have. The Year 7 lesson went smoothly, but I wish I

spent more time on the first part of the lesson than I did. With both of these lessons,

I have learned yet again the importance of time management. When I have taught

lessons in the past, I have had a problem with not having enough planned for the

class period, and rushing through certain activities. This semester, I think I have

gotten better about structuring my lessons. Now I just need to work on figuring out

exactly how much time I should spend on each segment—specifically trying to

spend more time on the important elements of the lesson, and less on the activities

that are less substantial.

I have really enjoyed student teaching at Beechen Cliff overall. All of the

English teachers were very welcoming, and they engaged in conversations about

teaching and my past experiences in schools often. In my past prepractica, I spent a

lot of my break time with either my supervisor or the other student teachers.

However, in this time around, I ate lunch in the English department’s staff room, and

therefore was able to interact with the teachers and listen to some of their thoughts

about teaching and Beechen Cliff as a school. It seems like a lot of the teachers are

happy at Beechen Cliff and enjoy teaching the students there. A few have mentioned

to me that they wished they had more freedom in their curriculum planning. It

seems that many find the National Curriculum a little rigid, and aren’t happy with

the extent that they have to teach to the GCSEs.

I have also really enjoyed working with the students at Beechen Cliff for the

most part. Many of the students are very insightful, and several of them are very

funny when they strike up a conversation with me about Compton, the Red Sox, and

Donald Trump. They have a lot of really interesting things to say, but I wonder if

they are not engaged by the way some of the teachers instruct the material. Many of

the teachers tend to deliver their lessons and only ask students to copy things down

or write for an extended period of time. I think the students find group work

stimulating, as well as projects, but I rarely see this in classes.

Beechen Cliff was an insightful experience for me because I got to not only

witness a British school, but also an all boys school. I have enjoyed exploring the


implications of both.

The Importance of Shakespeare in the UK's English Curriculum

There is one unit at Beechen Cliff that spans all years and all academic levels:

Shakespeare. Every year, the students can be sure that they will be learning at least

one Shakespeare play. In Year 7, the emphasis is on A Midsummer Night’s Dream,

Year 8 is an adapted version of Othello, Year 9 is Romeo and Juliet, and Year 10 is

Macbeth. I have not really observed many Year 11 classes, but I would be shocked if

they did not study Hamlet. These plays are often the subject of a unit of work.

Of all of the ways the teachers handle how they deliver this unit in its

entirety, I thought the Midsummer Night’s Dream unit was most effective. Each class

in Year 7 individually studied the play, pairing it with scaffolds and videos so that

the students, who are still pretty young, would understand. Then, each class was

assigned a scene from the play. Within the classes, the students would be grouped

with five or six other students. Each would choose a character from that scene to act

out. Then students were given the opportunity to rehearse this scene as if they were

performing it to a wide audience. Students were encouraged to bring their own

creativity into the play, acting out the scenes in whatever way they saw fit. Each

group would then perform their scenes to the rest of their individual classes. The

teacher would decide which group performed the scene best, taking into account

how well they understood their lines and how enthusiastic they were in the way

they presented their characters. Once the teachers decided which group was best,

those groups would perform their scene in front of the entire Year 7 on a stage. The

scenes would go in order, so that each class is represented and each students gets to

witness what watching A Midsummer Night’s Dream would be like.

I thought this unit was an effective one because the classes I observed were

always very engaged in rehearsing their scenes. The other Shakespeare units do not

interest the students very much. In the Year 9 class I participate in on Tuesdays,

many students have told me that they do not understand the language in Romeo and

Juliet, and that the plot is too confusing to grasp. They have only studied the play by

looking at the lines and analyzing them. Perhaps if the students were given the

opportunity to engage with the play in a more creative and personal way, they

would like it more.

With this in mind, I planned my lesson for next Tuesday to engage the

students creatively. My CT was extremely helpful in providing me with the materials

I would need to deliver this lesson effectively. It is situated at a point in the unit

where students should understand Treasure Island’s characters and be prepared to

create characters that model the ones imagined by R. L. Stevenson. I am looking

forward to teaching this lesson and I hope the students find it engaging and


meaningful.

Thursday, April 13, 2017

Notable Differences: Education in America and England

When I first decided to student teach in England, I did not think British education would differ very much from American education. Because the languages are the same and the culture is not too unfamiliar, I expected many similarities between the two countries in terms of schools. Along with partaking in the Education Tutorial at my program in Bath, I am taking a class called “Education in England.” This class, in combination with the prepracticum at Beechen Cliff, has allowed me to discern many differences between Education in England and Education in America.
For starters, the entirety of England follows a “National Curriculum.” Unlike the United States, which delivers the Common Core through the states, this curriculum must be followed by all teachers across the country to prepare students for the national tests in Year 10 and Year 11: the GCSEs. The GCSEs remind me of the MCAS tests I took as a high school student in Massachusetts. I think teachers have a tendency to “teach to the test” in regard to both of these exams, but I have noticed that teachers do more so at Beechen Cliff than in my high school. Once students are in the higher years, the class become more and more aligned with what they need to know for the test. In the Year 10 class that I observe, my SP often teaches poems she specifically says will be featured on the GCSE. We look at examples of strong answers to GCSE prompts in many classes. Teachers teach like this in the United States, of course, but not to the same extent. Many educators who I have spoken to at Beechen Cliff wish they had a little more flexibility in their curriculum and lesson planning that what the National Curriculum allows.
Another difference is the way religion is handled in schools. In the United States, there has always been a drive to separate church and state, which has naturally influenced schools to only discuss religion in historical contexts. But in England, the first schools were sponsored by Churches, and many still are. These “Faith” schools are not privatized the same way they are in America. As I mentioned in my last blog posts, classes often discuss religion, and in the English classes I have observed, we often look at poems with Christian themes. I think there is a critique to be made in regard to both American school and English schools in how they handle religious education. While schools in America rarely celebrate the variety and importance of religion, some schools in England can promote certain religions over others.

I have enjoyed exploring how education in America and England vary from one another. Small differences like uniforms (which are staples in public schools as well as private) and bigger ones like religion have been so interesting to notice. I am excited to find even more, along with the many similarities between schools in the two countries.

Introduction to Beechen Cliff Secondary School




Beechen Cliff is an all boys secondary school that sits on a hill overlooking the center of the city in Bath, England. The students begin attending Beechen Cliff in Year 7, and many continue on to the co ed “Sixth Form,” which is the final two years of high school, specifically meant to prepare students for university. At Beech Cliff, there is a strong presence of athletics, as the school encourages students to achieve both in class and in sport. I often see many students carrying field hockey sticks or playing basketball outside between classes, representing the active nature of the student body.
One difference that I have noticed between Beechen Cliff and the schools I have student taught at is that the schedule is much more stretched out. Students do not begin class until 8:45, and classes last for an hour. After each period, students have a ten minute break. This break is more than just passing time for students to get from class to class--interestingly enough, Beechen Cliff’s prospectus states that the reason for such long breaks between classes is to “encourage students to be active,” both promoting a sense of athleticism again and insinuating something about the way the teachers feel about the nature of male students who have sat at desks for too long. Likewise, the prospectus highlights Beechen Cliff’s unique ability to serve the needs of male students often, noting the library, which is “crammed with fiction specifically targeted at boys’ interests” along with the expansive breaks. While I think these notions have a tendency to oversimplify gender perceptions and values, the students overall seem to be pretty satisfied with the school’s structure.
There is a noticeable sense of community and cohesion among the students. In general, they are very respectful to their teachers and friendly with each other. They are gathered into Houses (yes, it’s just like Harry Potter), mixing with their classmates from other years, to attend tutor groups and assemblies twice a week. During these sessions, the students discuss current events, citizenship, religion, and general school news. In the Year 7 classes I have been observing, students have been preparing scenes from Shakespeare’s A Midsummer Night’s Dream in small groups. Each class has been assigned a scene and each teacher has been assigned the task of choosing which of their small groups acts out the scene best. Once teachers have decided, the whole Year 7 will gather in the assembly hall to watch A Midsummer Night’s Dream in its entirety, performed by the selected groups. While the Houses bring students from across the school together, I think this Shakespeare unit is an excellent example of how the students experience a sense of unity within their grade.
I am excited to spend more time at Beechen Cliff, both observing English lessons and teaching a few at the end of the semester.