Soy Profesora: My first time teaching

After a couple weeks shadowing and having begun teaching at the Escola Oficial de Idiomas (EOI), I feel that I am extremely lucky to have been placed in a school that values my independence and ability to be creative. During my lesson time, my co-teachers usually leave the room and allow me to conduct my presentations on my own. Although EOI takes a very hands-off approach to their auxiliares—which is technically a big no no according to the Xunta—I love the autonomy to be able plan my own lessons and activities for my students. Most of the students attending classes at EOI range from 16 to 70 years of age and are looking to improve their English skills for career opportunities, travel, general communication, and enjoyment of the language. In opposition to other auxiliares who teach in primary and secondary schools, I know that most of my students are there by choice and wish only to better themselves.

I am currently working as an assistant to six different teachers. Attending each one of their classes once a week for an hour, I am able to provide cultural insights and communication as someone from the United States and as a native English speaker. Due to the fact that most of my students are working or attending university full time, most of the classes I give take place in the late afternoon and evening. My schedule rotates between yellow and blue weeks where I attend to different classes and language levels. Based on the Common European Framework of Reference for Languages (CEFR), I work with the B2.2 and C1.1 levels which include students with intermediate to advanced knowledge of the language. Typically, I teach two to four classes per day and have every other Monday and Thursday off. Each class I teach on yellow and blue weeks have different students, so in all I teach 18 different classes.

While my first week at EOI was spent shadowing classes and meeting for coffee with my co-teachers, I was finally able to start creating my own lessons! On account that it was my first interaction with the students, I decided that my first two weeks would be filled by a “Getting to know me” presentation followed by a short activity and discussion. My presentation was based on different facts about where I am from; my family and friends back home; favorite books, movies, television series; my hobbies; what I studied in school; and my experience as an estudiante de idomas. Then I asked my students their names, where they were from, and why they were learning English. Finally, hoping to create a bigger discussion, I created a true or false game about the United States. These included the following statements:

1. T/F: There are more McDonalds than public libraries in the United States.

2. T/F: The Statue of Liberty is located in New York.

3. T/F: There is no official language of the United States.

4. T/F: The United States is smaller than China.

5. T/F: New York is the capital of the United States.

I crafted my statements in a way to create a dialogue after the reveal of the answers—F,F,T,T,F for those who weren’t sure—that opened up the door to talk about the different stereotypes my students had of people from the EEUU and the country in general. I found these discussions to be the most revealing and interesting parts of my classes. While stereotypes about guns, obesity, patriotism, racism, health care, voting, and family values came up, I made sure to push and ask them what the differences and similarities they had with those topics in Spain. I learned a lot from their beliefs and stereotypes about me and more so the why behind them. Sadly most of the stereotypes of Americans tended to be true, however I loved to hear the outrageous stereotypes and questions some of my students shared with me. These included whether or not prom existed, why we didn’t like Canadians (not sure where this one came from…), and why Americans tend to be more upfront about their emotions. I love being able to joke around with my students and push boundaries of what is normally not discussed within a classroom environment. I have found myself trying to explain the electoral college way too many times—something that I am still attempting to completely understand myself—and laughing about the simply fact how most Americans are unable to point out other countries on a map.

My experience so far has been very fun and even more revealing. I can’t wait to get to know my students and fellow teachers better. In the future, I believe a short 15 to 20 minute lecture followed by a 40 minute activity that promotes speaking is the best formula for my lessons. That way, I can take time to explain what my experience was like in the United States, create a discussion about that topic, and have time to answer any and all questions that may arise. In the coming weeks, I have to cover the themes of education, travel, food, and health. I will make sure to continue posting my lesson plans and the outcomes of each! If anyone has any suggestions of what I should include within my next lesson such as video clips, music, and/or games, please let me know!

My students, my school, and my way to work