Before I get into today’s content, I just wanted to give you a very brief update on the whole “Conquering the Academic Schedule, as introduced to you in last week’s blog post right here. Let’s just say that I haven’t perfected what I envisioned my schedule to be just yet. That’s okay, though. I’ve been adjusting the schedule a bit for the early morning to-dos. I think I initially went too aggressive with what I thought I could get accomplished between the times of 6am to 10am. So, I’m reworking it a bit to move one, daily personal task and one professional, daily task from that time frame to some late afternoon/early evening slots.
Also, I need to account for those last minute things that come up that are priority, knocking the routine to-dos out of the way. Do I just skip those routine items for the day when those spur-of-the-moment situations come up or do I reschedule them for another time that day? Honestly, to answer my own question, I think I need to factor in some daily buffer time to work with to handle these situations. I really should opt to keep daily tasks on the schedule as best I can.
Anyway, just wanted to put my work-in-progress scheduling thoughts out there for you. Not that you necessarily care about them one way or the other, but putting my scheduling thoughts into this blog help make them more real to me. And, I do believe I’m more accountable to take action on things when I publish my sentiments on this site for the world to see. So, thank you for being here, because your presence helps me to keep moving forward with my goals.
Now, on to the new content for today . . .
I’m so excited to announce that I’m officially adding a new skill set to my reading tutoring repertoire. I’m now developing an aptitude for successfully teaching English Language Learners (ELLs). Yes, “English Language Learner” is what ELL stands for in case you’ve seen it before and didn’t know what it meant. If you’ve seen the acronym ESL, ESL simply stands for “English as a Second Language.”
And, there are many ESL programs to assist ELL children and adults. I actually serve children in one of those programs. And, I love it! I didn’t even know that I would have an opportunity to develop my teaching chops in this capacity this academic year, but the opportunity presented itself to me and I’m all for it.
There are definitely some differences in reading instruction that I’m working on each time I work with these incredible children, and it’s amazing how quickly instinct, natural abilities/inclinations, and formal educator instruction can combine and produce results to help children learn a new language.
It also helps that my family and I are learning Hebrew, because I’m able to put myself in my students’ shoes to draw from lived experience in assisting them in the most effective way(s) I know how. It’s also created a deeper empathy I feel for children who are not only very new in their overall reading journeys, but also brand new in their reading journeys in a new language.
I admire these children. They’re resilient and their sweet young minds soak up everything they can. It amazes me how they come eager, ready, willing, and able to learn and take on the challenges in front of them. And, their desire to learn makes all the difference in the world in how quickly and adeptly they will take on the English language this academic year. And so, the ELLs I teach are actually teaching me to hold that same attitude and demeanor as I work to increase my skill level in reading and speaking Hebrew.
However, I must admit that I have a long way to go in feeling comfortable about my ability to deliver quality instruction to children who speak very little English. And, because I don’t speak in their native tongue, there are evidently some challenges during the tutoring sessions. But, the way in which those challenges are met determines whether the session is a productive one or not. No matter the challenge, I will ALWAYS aim for a productive one, because these children, their educators in their public school systems, and their families are relying on me to use my expertise in helping move the children forward in an essential skill set that is so incredibly important to their present AND their future.
So, this is what I say to each one of my ELL students: “I GOT YOU!”
And, I’m learning that there are certain “special ways of being” that transcend the language barrier . . . the way you can show love, concern, care, empathy, and support to someone — even if that someone may not fully understand all the words coming out of your mouth. Truly and quite literally in such cases, “Actions speak louder than words.”
The children have responded positively to how I greet them. They see me smile, and they smile. I use their names repeatedly to build a personal connection with them, and they seem to appreciate it. They see my energy and the enthusiasm that I display for getting to spend reading time with them. They hear the gentleness in my voice, no need to be rough and gruff with them. So, I’m developing a safe and warm atmosphere for their learning and growth. The children also see how animated I am in my body language, which helps them to stay engaged and participate in the activities I put before them.
And like I said before, these children are resilient. Can I add “brilliant,” too? They are not only early readers in their own language, but they’re learning to read in the English language. You’ve got to give them their props for that. Their beautiful, young minds just absorb information so willingly. I absolutely love it! Again, I think the attitude in which they present themselves is what’s going to drive their aptitude and take them where they what to be as quickly as they allow themselves to go. They come ready and hungry for knowledge. And, it shows in their English language output.
So, I’ll be coming back to you from time to time to give you some updates on how my new reading tutoring skill (in teaching ELL students) is coming along. I’m sure I’ll be able to report — FANTASTICALLY! Because: I’m aiming to be productive and get results for my students and those who support them. But more importantly, I look forward to seeing how learning English transforms their very lives in ways that aptitude tests can never begin to measure.
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