Coaching soccer at the school

The International School of Dakar has been very good to me, so I make every effort to give back to the school. This includes chaperoning activities and field trips, translating for teachers who do not speak French, and coaching High School and Middle School soccer (which is funny because I was a hockey player when I was growing up and haven't played soccer since I was 12). Coaching carries a great deal of responsibility, but it has been really fun thus far. In fact, last week the High School team I coach beat the varsity team from Dakar Academy, the only other American school in Dakar, for the first time in seven years! Here is a copy of the article I wrote for the school newspaper...

The curse has been broken
The ISD high school boys’ soccer “shocked the world” this past Saturday, with a stunning upset victory over Dakar Academy boys’ varsity soccer squad in an exciting match that took place here at the ISD field. The final score was 1 to 0.
The Jaguars’ winning goal was scored only three minutes into the first half by midfielder Gil de Medeiros. From that point on, the game became an extremely tense back-and-forth between the two teams, as each attempted to capitalize on a number of scoring opportunities. Yet in spite of DA’s valiant efforts, it was the Jaguars’ ferocious defense, team captain Abdul Ly’s inspiring leadership, and above all, Tobias Glodde-Mueller’s flawless goalkeeping that kept ISD on top.
This was the first and the only match that the two teams will play against each other this academic year, and it was an absolutely amazing victory for ISD when one considers that the Jaguars had not won a single game against Dakar Academy for seven years. In addition, ISD’s high school soccer teams have been out of season now for five months, while DA is still in the middle of their season. In other words, the Jaguars beat their rivals for the first time in seven years after not having played together as a team since last November. Hopefully, this is merely a taste of what one can expect from the Jaguars in the years to come.

La semaine de la francophonie

This week was the annual francophone week at the school and the entire French department focused its efforts on celebrating la francophonie. Each class spent the week learning about the francophone world and one day was set aside to play French games.
For my three classes, I decided to teach units on francophone Africa. This actually worked out pretty well with my two high school classes, as it was easy to incorporate the theme into the units we were beginning. It helps to have a student body that lives in a francophone country, as it provides a frame of reference that can easily be related to the subject matter. We will be continuing these units well into the next month.
The middle school was another story. We had begun a unit on the household, but everything had to be put aside for the week in order to focus on our theme. This is not to say, however, that this was a lost week. The theme was geography and it was pretty easy to use this theme to teach important grammatical rules such as partitive articles. We'll get back to households next week.
One of the most fun parts of the week were the activities. The elementary school only had half days on Thursday and Friday, so the French teachers started the elementary units last week and planned the activity day for Wed of this week. I volunteered to run the jump rope race (who would have thought jumping rope was French?)and play "1,2,3 soleil!" (a French version of 1,2,3 red light) with the kindergarten and first graders. I also organized the Middle school activity day (which was today). We played the coupe de l'Afrique francophone. The seventy MS students were divided into four teams (each team had students from every French level). The students decided which francophone country their team would represent and competed in a forty minute long tournament for la coupe d'Afrique francophone. The tournament was won by la Cote d'Ivoire.

Differing Philosophies

For the most part, there is a great deal of unity and collaboration within the French department here at ISD. The teachers have established a set of rules and guidelines posted on the walls and followed in every classroom, and have adopted a common system of classroom management and discipline. For example, in every French class in the school, all students are essentially forbidden to speak English and eat or drink during class time, are allowed three bathroom passes per trimester, and receive “batons”, or strikes, for violations of classroom rules. The strikes are separated into categories and three strikes in any one category - coming to class unprepared, for example - results in a detention. The teachers also work together to create curriculum for occasions like book month, Francophone week, and Senegal month, and coolaborate to design units to input into Atlas Rubicon to be followed in the years to come.
While overall, I think the French department here is stellar, there are still some policies with which I am not quite sure that I agree. For instance, the High School students follow block schedules, so they are in French class for one hour and a half. An hour and a half is a long time to sit in a classroom, and in my opinion, if they do not get a five minute break in the middle of class, they should at least be allowed to drink water. The other thing that I have trouble with is just how adamant the teachers are about only speaking French. Most pretend not to speak English in order to prevent the students from being tempted to ask questions in English. This “French only” policy has been a source of some friction between the department and me because I allow students to approach me at the end of class and ask me things in English. I have no objection to encouraging students to speak French in class, but if I see a student struggle to understand something that I think he or she might be able to grasp if it was explained in English, I see no reason to continue to stubbornly explaining it in French.
Evidentally, I take issue with some of the rules that exist within the French department here at the school. Yet out of respect for the department, I make every effort to follow the guidelines to the letter. The students are held to the same standards with me as they are with their regualr clasroom teachers and they cannot eat, drink, or speak English during class time. However, I refuse to pretend that I do not speak English outside of class. After all, as foreign language teachers we are trying to promote the idea that speaking other languages is a positive thing. What type of message does is conveyed when someone who works at an American school refuses to speak English?

My High School Beginners' French Class

Of three classes that I took over for student teaching, the one that terrified me the most was the High School beginners’ class. It is a class of nine boys, whose ages range from fourteen to seventeen and, as one might imagine, they are not very enthusiastic about French class. Of these nine boys, there are three Americans (two of whom happen to be the US ambassador’s sons), two American-Guinean boys, an Australian, an Indian, one Lebanese, and one Swede.

When I was observing the class in the two weeks before I began teaching them, behavior problems were a constant issue. They were always blurting things out in English and talking to one another from across the room. Half of them never did homework. Two of them were really having a hard time understanding the material and one was quite frankly insolent. The only one of the bunch that was a truly serious student was the Swede. I was really worried that these boys would eat me alive.

In spite of my anxiety, I was really comfortable with the class by the second lesson. I realized that I had two advantages over my cooperating teacher. First of all, I am young male in a class full of teenage boys. This means that I can make jokes and use unorthodox methods of inciting French conversations. For example, when I used a Power Point featuring photos of famous people to teach a lesson using adjectives to describe people, I inserted a photo of the president of Senegal posing with Paris Hilton. When I asked the kids to describe Paris Hilton, it sparked a ten minute long debate about whether or not she is attractive and intelligent. If there were girls in the class, I wouldn’t have allowed the conversation to continue, but the boys were actually excited about speaking French, and as long as no one’s feelings were being hurt, I saw no reason to stop the debate. Afterwards, the classroom teacher said it was the first time she had ever seen them so eager to participate in a discussion. Another advantage to being a young male is that the kids are curious about my life, so when I used another slide show to show pictures of my family, they were truly interested and asked a lot of questions. In other words, I think they feel like they can relate to me to a certain extent.

The second advantage I have is that I coached three of them during the soccer season and I formed a good relationship with them. This, I think, helps to keep their attitudes in check. It also helps that unlike my cooperating teacher, I don’t pretend not to speak English, and on more than one occasion I’ve held kids after class to discipline them in my native tongue. Somehow, when I speak English they realize that I’m pretty serious.

Of course, my approach does have the potential to backfire. First of all, because the kids know that I speak English, they get more frustrated with me when I refuse to explain something in English. One of them insists on speaking English to me. In order to make a sort of compromise with the class, I’ve told them that they could speak to me in English after class; even if they’re getting extra help. The next potential problem is the possibility of conversation becoming inappropriate. That whole Paris Hilton business could have gotten out of hand. In order to avoid this, I need to find ways to remind the kids that just because I am young and like to joke around, I’m not their “buddy”.

I also make it a point to engage the Swedish boy. His level is already well above that of his classmates and he has many questions—some are about grammar and others are about my traveling experiences in the region. For instance, he knew that I used to use the public buses (most Westerners don’t dare to) and he wanted to know where he could catch one, how to pay, where to get out, etc. He also wanted know about taking a bus to Bamako (which I did and will never do again). The idea is that, though I have to slow the speed of the lessons down in order to make sure everyone understands the material, I do everything I can to keep the overachiever in the class from getting bored.

Wordle on your Blog

Cory, 

I created a word web (wordle) out of what you've written so far. It is a cool way to see what you've focused more on because it displays the most important/most frequently used words more prominently. It does not display common words. 

Try it yourself with some other writings you've or your students have made! 

Imagine this as a pre-reading activity: you tell students to take a look at a wordle you made out of the article they'll be reading. This could serve as an interpersonal activity that is specifically focusing on themes and topics you'll be discussing later!!

A Field Trip to Sine Saloum

A couple of weeks ago (I’m way behind on my blogging, I know) I went on a three day, two night field trip to Sine Saloum, a delta region four hours south of Dakar, with the seventh graders from ISD. The Sine Saloum region is located on the Atlantic coast where a river branches out before reaching the sea, creating a series of estuaries comprised of miles of mangrove forests and dozens of small islands. It is the most ecologically diverse area in the whole of Senegal, which is why the science teacher, who was teaching a unit about ecosystems, decided to organize the trip via a couple of Peace Corps volunteers working in the region. In total, there were thirty-one of us; twenty five students, the fore core subject teachers, my cooperating teacher and me (representing the French department). We stayed on an island in a campground/hotel made up of a bunch of small huts with a restaurant in the middle. It was really beautiful and extremely peaceful.
The planned itinerary included activities that related to every subject area and all of the teachers collaborated to create a packet that the students needed to complete and hand in a week after returning from the trip. We took pirogues through the mangrove forests, bird watching and learning about mangroves, the oysters and mussels that clung to their trunks, and why estuaries are so biologically diverse. We visited a town where Senegal’s first president was born, where Christians and Muslims live side by side, and even share the same cemetery. There was a guided star gazing session where the students learned about constellations. We were supposed to visit a fish market and learn about how fish were dried and preserved and how oysters were shipped out of the region. However, one of the pirogues capsized when pulling up to the beach, which caused us to arrive a little too late to catch the presentation. However, there were massive mounds of oyster shells at the empty market, so I seized the opportunity to explain how the oyster shells were burned and mixed with sand to make bricks for building (that was the third time I’d been to the region). Then we explored the nearby village to look at some of the buildings constructed from oyster shell bricks.
For me, the best part of the trip was when we visited a local school and conducted interviews of Senegalese students. For this, my cooperating teacher and I created a list of interview questions that the kids were required to ask. Creating the questions was difficult because there are so many levels of French speakers- from francophone to beginner- within the seventh grade. This meant we needed to come up with practical questions that would guide the students to understand a little bit about the life of the average Senegalese child, but the questions had to be written at a level that all of the kids were capable of understanding. In the end we came up with eleven questions in total. Before leaving the campground to go to the village school, we started by dividing the students by ability levels. I worked with the beginners to make sure they understood the questions. Then we placed the students in groups of three or four, with at least one student from each ability level, and instructed the students that everyone had to ask some of the questions. After all, we didn’t want to see the Francophone or the advanced kids doing all of the work. When we got to the school, we visited the classrooms and then the students came outside for the interviews. It went really well. As I circulated though the groups, I noticed that everybody participated in the discussion and that the more advanced French speakers helped the beginners understand some of what was being said and ask additional questions when they wanted more information. I think some of the answers really opened our students’ eyes to the reality of being a child in Senegal. Later, the kids worked together to make complete sentences to summarize their interview. This week, I used one of interviews to supplement a unit I’m teaching about the family to my High School beginner’s class.

Teaching in the Target Language

One of the biggest challenges for me thus far has been teaching entirely in French. The French Department at ISD has established a policy that only French is to be spoken in the classroom. In fact, some teachers have gone so far as to never speak English at school- or at least when there are students within earshot- to the extent that some students are not even aware that their French teachers actually speak English! It often sounds like kids are debating the existence of Santa Clause, with one student saying something like “I heard Madame D. speak English,” and another responding incredulously “Don’t lie, she doesn’t speak English!” I was even shocked the first time I heard my cooperating teacher speak English to another teacher- not because I didn’t know she could, but because it sounded bizarre to me after only having heard her speak French day in and day out.
The idea behind the “only French” policy is that it makes room for acquisition in the classroom. The French department’s philosophy is that the best way to learn a language is to hear as much of it as possible. At the same time, this policy levels the playing field for the English language learners who make up 60% of the student body, ensuring that all students are equally confused. Most foreign language teachers adopt similar rules for advanced level courses (i.e. French III and beyond), but the jury is still out on whether or not this approach works in beginners’ classes. It certainly seems to take more time to cover the curriculum, but I think that the balance between acquisition and learning is important. And from what I have seen, it yields fairly positive results. Without being aware of it, the students seem to absorb vocabulary words and understand verb tenses before they are even taught. Yet while all of this is wonderful, I have to admit speaking only French in the classroom has been problematic for me for a number of reasons.
First of all, though I do everything I can to honor the department’s policy; I am unable to perpetuate the myth that I do not speak English. This is because I coached the school’s soccer team in the first trimester (practice was conducted in English) and did some substitute teaching at the school in between college semesters in classes other than French. So it is no secret that I speak English and I do not even try to hide it. That is why kids get more frustrated with me when I stubbornly refuse to explain something in any language but French; they know I am capable of speaking English even if they are not sure if Madame D. can. Sometimes I get the feeling that the department is unhappy with this, but there is nothing that I can do at this point.
Next, speaking only French in front of my cooperating teachers has been nerve racking for me. After all, they are completely Francophone (one is from France and the other from Mauritius), and I am terrified of making mistakes in front of them (and believe me, I do). I am even uncomfortable speaking French in front of the upper level kids for the same reason. I secretly worry that they will scoff at me when they realize my French is not perfect.
Speaking French for the upper level kids can certainly be scary, but teaching exclusively in French is even more difficult with the middle school beginners’ class. It is not that I fear that my vocabulary is too limited; it is that just that it is not easy to explain grammatical rules and vocabulary terms to kids who can hardly understand what I am saying. Imagine generating a vocabulary list with no English definitions to go along side the French words. It really requires me to speak slowly, choose my words carefully, and be creative. Add to this the fact that the kids get frustrated because they know I speak English and it begins to become clear how much of a powder keg the room can be in terms of classroom management!

My classes

I’ve taken over two classes since the start of student teaching and more will be coming. The first is a beginners Middle School class that I started teaching one week into the semester. I worked with the same kids during practicum, so at least I am comfortable with them. The class meets every day for 50 minutes and thus far, I have pretty much stuck to the classroom teacher’s curriculum while using my own lesson plans. In other words, I look at what she intends to teach and decide how I would teach it. Of course, I bounce ideas off of her in the process of developing the lessons. So far, we have been working on a unit about clothing. We started by reviewing colors, then moving on to different articles of clothing. Then they learned about adjective agreement as they learned to describe the color of their classmates’ clothes. I administered my first test this week, but that is definitely worthy of its own blog entry. The other class is an intermediate High School class that I just started teaching this week. The High School at ISD follows a block schedule, so I have this class every other day for an hour and a half. This week, we are working on a unit about Cyrano de Bergerac. Fortunately, the lessons for the unit have already been created and are pretty cut and dry. But I am planning on supplementing the unit with some historical information. Teaching in French has Next week, I will be acquiring a High School beginner’s class that meets on the days I don’t teach the intermediate class. I’ve been observing these kids for a while and frankly, I’m terrified of teaching them.

First Lesson

In the second week of the semester, I taught my first lesson for student teaching to a middle school beginners’ class that I worked with during practicum. It was the first lesson in unit about “tastes and colors”; a unit in which students will learn the names of articles of clothing, the last two subject pronouns “nous” and “on”, possessive adjectives, and the verbs “mettre” and “pouvoir”. They will also be reviewing colors and learned how to make them agree with the genders of the nouns (for example articles of clothing) they describe.
The purpose of this lesson was to review colors. The previous unit was about modes of transportation, so I brought in a model of a car rapide that my wife had made out of a cardboard box for her Halloween costume. A car rapide is a local bus that is painted many bright colors and has religious sayings written all over it. It is a form of public transportation provided by the Muslim brotherhoods. I also put ten different colored pencils on the students’ desks.
To begin the lesson, I covered the model car rapide with bed sheet and wrote a riddle on the board, offering clues as to what could be under the sheet. When someone finally guessed what it was, I asked the students to name some of the colors that the bus was painted. As they named the colors, I made a on the board. I then asked the students to hold up the colored pencil that corresponded with the color that I called aloud. The students then opened their binder to their vocsbulary list from the previous unit, which consisted of black and white images of different modes of transportation. I then started to say things like “I want to see a green car, a yellow taxi, and a red boat.” I walked around to make sure they were coloring in the pictures with the correct colors and then ended the class with a discussion about how to make the colors agree with the noun. For example, I would ask them if the word for car was masculine or feminine and then ask them what they needed to do in order to make the color agree with the gender of the noun. We eventually ran out of time.
I think the lesson went pretty well. I used the vocabulary from the previous unit to introduce the topic and acted as more of a facilitator when it came to generating the list of vocabulary terms and explaining how to make the colors agree with the noun they supply. My favorite part was the intro with the car rapide. I only fear that I will not always be able to come up with fun and creative ideas.

UBD? WTF?!

The UBD unit that I’m required to create for student teaching has been a major source of stress for me. It’s been on my mind since practicum, and as much as I feel that I have a strong grasp of backward design, I am still going through the motions about what my unit will cover. I’ve been collaborating with my cooperating teachers, searching their curriculum maps for the school year so I can align my learning objectives with the content that they intend to cover. But thus far I have not made a final decision on what the theme of the unit will be. In terms of cultural context, the unit will be about West Africa. After all, it makes sense seeing as how I’ve been living here for almost six months and have travelled around the region. Yet, West Africa is a dynamic place, which makes difficult to decide on one topic. For example, should I teach a unit focusing on the region as a whole; the lives of women in West Africa; or just Senegal. Next, I haven’t decided which class will be taught the unit. The intermediate kids are orally very strong and their level is more comparable to an advanced class in the US, but I feel that it may be more meaningful to design a unit for beginners. The question is: How do I inject content gauged for beginners into a cultural context that seems so complex and over their heads? Honestly, all of these questions have been keeping me up at night.

Introduction to Student Teaching

Well, here I am two weeks into student teaching and I’m already a bundle of nerves. This stress has many sources, ranging from the mountain of coursework that I have to complete to the good old-fashioned classroom stage fright. Meanwhile, I feel like I am struggling to keep many people happy, as I try to meet different deadlines for different people and attempt to strike a delicate balance between my personal beliefs about pedagogy and adhering to the curriculum and policies of my cooperating teachers. It is all pretty overwhelming, and while I always thought that I would be comforted by the thought that this is the last phase of the teaching program, there are so many obstacles in front of me that I have not been able to even focus on how great it will feel to have this all done with. I’ve even been experiencing crises of confidence. The purpose of this blog is to allow me take some time every now and then and reflect on my experiences student teaching. Who knows, it might even help to mitigate some of the stress.