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From: Sullivans <j&jsullivan@stroudsburg.com>
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Subject: [NIFL-4EFF:1821] Re: ideas/tools for current events
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Hi,
I teach ESL for a community-based program in PA. I previously worked on EFF
as a practitioner/development partner during the Citizen/Community Member
phase and the implementation of the Performance Indicators.
The news of the terrorist attack came while we were in class. Students said
that things like this happened in their native countries, but NOT in the
United States. A student hugged me as she left and said, "I afraid,
teacher." After I replied, "Me, too," I began to think of what I could do.
Perhaps my way of attempting to deal with the events has been throwing
myself into work and integrating what has happened using EFF.
On September 12, I brought in the words and tape of the song made famous by
Bette Midler, "From A Distance." We listened, used it as a dictation, sang
the song, and used vocabulary, etc. It seemed to make us all feel a little
better. [Community Member]
We began looking at the newspapers daily and the students watched the news
on television at home. [Access to Information, Listen Actively, View
Critically; Gather, Analyze, and Use Information] We discussed what they
saw, heard, and read. [Speak So That Others Understand]
Some of the students had seen the impromptu rendition of "God Bless
America" on T.V. and wanted to learn the song. [Take Responsibility for Own
Learning] I typed the words to the song that evening and taught them the
following day. We spoke of songs that are sung with children. [Family
Member] They also learned "America the Beautful" through listening and
dictation.
We used our picture dictionaries to look at words for natural disasters,
crime, and punishment. Pictures include "Search and Rescue" and
"Firefighters."
Students could apply these to the brave workers on T.V.
I saw referrals on the news to Redcross.org to learn about assembling a
Family Disaster Kit. After logging on, I realized I had the brochures for
Hurricane, Tornado, Earthquake, Flood, and Family Disaster Kit, as I was a
volunteer for the organization for several years. I brought them in to
class, but first let the students brainstorm things they might need for
themselves and their families in the event that they should be without
power for up to 3 days. We discussed what we might put in a kit for ANY
disaster. [Doing something seems to alleviate the fear of
powerlessness.][Guide and Support Others, Keep Pace With Change,
Independent Action, Access to Information, Solve Problems] [Parent,
Community Member, Worker]
Interest in the country's history and the government today has increased
and the learners are asking lots of questions. [How Systems Work, Rights
and Responsibilities] We started with the colors of the U.S. flag and what
they symbolize, and each student took home a flag from the newspaper to
display and an American flag pin to wear. Students drew the flags of their
native countries and shared with the class their significance. I asked them
to identify the common goals of students from ALL countries as Workers,
Community Members, and Family Members. [Culture, Values, and Ethics,
Respect Others and Value Diversity] We are beginning to talk about the
Declaration of Independence. [How the Past Shapes the World We Live In]
Many were surprised to know that Americans had to fight for their freedom
long ago. I am giving them some of the INS Typical 100 Questions each week.
[They were happy to know they could answer so many just by knowing about
the flag.]
Many newspaper articles have addressed ways to talk to your children and we
are working on one called, "For the Children, In Times of Tragedy." [Family
Member]
What I still plan to do: Stereotyping and Describing. {Using pictures of
people to guess who they are} As Family Members, how can we teach that
sterotyping is destructive?
I have a lot going around in my head [and some on paper] about how I will
teach the Star Spangled Banner. Every day a student's request or an event
changes what I will teach, as I try to let their needs and wants dictate
curriculum.
Tomorrow we are celebrating new life. A student is expecting a baby and a
portion of our time will be spent with a little suprise shower. [Plan,
Solve Problems, Cooperate with Others.]
Gee, I didn't mean to be so long-winded, but I really appreciated the
question, Ronna.
Judy Sullivan, ESL and Family Literacy Instructor
ProJeCt of Easton
Easton, PA
PM 10/2/01 -0400, you wrote:
>NIFL-4EFF Colleagues:
>
>How are teachers handling current world events in the classroom? What EFF
tools and resources have been helping you? (The community member role map?
The standard Observe Critically? The student writings on the roles and
responsibilities of citizenship in the first EFF book?) How are teachers
using the elements of EFF to respond to current events and conduct
classroom business? Some sharing of questions, ideas and examples would be
helpful.
>
>Thanks,
>
>Ronna
>
>Ronna G. Spacone
>NIFL-4EFF Discussion List
>rgspacone@worldnet.att.net
>(202) 338-2703
>
>
>"Effective citizens and community members take informed action to make a
positive difference in their lives, communities, and world." (EFF Community
Member Role Map)
>
>
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