Model School Week 1

We finished our first week of Model School and I am exhausted, but oh so satisfied. 

After only 3 weeks of TESL training I thought that, for sure, Model School was going to be a train wreck: I barely knew how to lesson plan, I didn’t know what classroom management strategies I was going to implement, I didn’t even know if my HCT (Host Country Teacher, aka, my co-teacher) was going to show up. If all else failed I at least had my previous teaching and tutoring experiences to draw from, but even then, how was I suppose to walk into the classroom feeling confident and ready to teach? There was just so much that could go wrong.

But nothing went horribly wrong. It went really well for our first week.

In Model School, my HCT and I (Team A) are paired up with another PCT and her HCT (Team B) to teach 6^th grade. We alternate teaching, so one day Team A teaches and Team B observes, and the next day it switches. It is the Peace Corps’ hope that by observing each other we’re able to improve as teachers. Along with team observations, Peace Corps staff will also conduct formal observations starting week 2 of model school.

The school day is broken up into 3 periods and 2 breaks:

Period 1- 8:30am to 9:15am (Language Arts)

Break- 9:15am to 9:25am

Period 2- 9:25am to 10:10am (Language Arts or Literature)

Break- 10:10am to 10:20am

Period 3- 10:20am- 11:05am (Math or Science)

Student Dismissal

After we dismiss our class, we have until noon to lesson plan with our HCT (Which yes, is nothing. Don’t ask me how I plan for three 45-minute periods in that time.) The PCTs then head back to PATS for lunch from 12pm-1pm, followed by language class until 5pm. The days are long, and we’re all drained by the end of 3^rd period, but it’s been a really rewarding experience so far. Not to mention I don’t think I’ve ever learned so much in just one week. 

Model School is held at Madenolhimw High School, but is for students in grades 4-8.  The students are from schools around the area. And while they may be enrolled in a certain grade level, they are typically reading and writing 2 to 3 grades lower than that. My 6^th graders, for example, are at about a 3^rd to 4^th grade level. This makes it extremely challenging to teach the national benchmarks and standards, but I’ll save that discussion (okay, more like rant) for another time.

Some of the students are extremely shy, especially when speaking English, while others are outgoing and eager to practice their English. The majority of them, however, will never tell you if they don’t understand the material being presented. We’ve established a thumbs up (no questions, they understand everything)/to the side (questions, they need clarification)/down (no idea what the teacher is saying, the teacher is speaking too fast) comprehension check in our classroom, but even then the students will always give us a thumbs up. They’re not blunt like American students who will tell the teacher if they’re lost. I try to refrain from labeling it as a cultural difference, but honestly that’s what it is. Micronesian culture is non-confrontational, so it’s something we’re adapting to in the classroom. And that’s fine. We’ll just have to get creative.

We have, however, tapped into our students’ strength to make our lessons flow and be more engaging. And you know what their strength is?

Dancing.

It’s fate. I adore dancing. I dance in my underwear in my room. I dance in my living room with my host sisters. I dance during Mortlockese class breaks. I dance in the rain with my fellow PCTs. I dance anywhere and everywhere. It’s fate.

In the first few minutes of class, we have our students stretch, warm up their bodies (because it’s not hot enough in Micronesia already, duh), and then either dance or do a class-related activity that involves moving around the room. It’s like magic. The shy students start smiling and talking, the outgoing students get to express themselves, and everyone remembers the material better because of TPR (Total Physical Response).

We’ve tried to incorporate as much movement as possible into the lessons this past week of Model School. We’re lucky to have a small class of 12 students so we have lots of space both inside and outside of the classroom. We’ve taken our students outside for a blind-fold game, we’ve taught them the Cha-Cha Slide, we’ve held relay races, and much more.

It’s draining. We’re running out of ideas. We have very limited resources. But we’re dancing and moving every day. And our students are learning, leaving the classroom happy, and are coming back each day ready and excited. That’s all I can really ask and could have hoped for.

As I was saying goodbye to our Temporary Country Director, Michael Ketover, last week, he gave me a big hug and said, “Keep dancing, Rachel.” Although I only knew Michael for a few weeks, what he said really hit me hard. I may have no idea how to make the best lesson plans, I may not know what classroom management strategies I’m going to use, and I may not even know if my co-teacher will show up. But that won’t stop me. I’ll keep dancing.

Love,

Rachel

Laurel and I

P.S. I would love to hear of any dance/movement activities that have worked for you inside or outside of the classroom that you think I may be able to tie into my lesson plans!