The last two weeks have been crazily busy with family related things. My youngest turned 8 which required parties and presents, grandparents and cakes. These things are all fun, but did require some serious time for planning and execution.
My oldest, is getting ready for high school next year. The big transition from Year 6 to Year 7 is looming. And the main issue for us is that we are out of zone for the school that we would like him to attend. So we have been going on school tours and making up application packages. Everything has now been submitted and we have to wait until August 9 to find out where he is off to next year.
Last week at school I was hit by some assumptions that I was making but probably shouldn’t when teaching six and seven year-old New Arrivals in Australia. So for a laugh, here are some photos and some assumptions not to make in the EAL classroom.
1: Don’t assume that students have had the same access to physical development programs as in your own country.
This photo shows part of the Physical Education program that we run for the younger students at our school. We try to teach the language of ‘balancing’, ‘jumping’, ‘hopping’, ‘skipping’ and so on as part of the program. The students also need the body confidence and awareness to be able to learn effectively in the classroom. A lot of this learning would typically occur in Australia in Kindergarten programs and in the first year of school. My students are being prepared for the second and third year of school in Victoria. Three weeks into the term and most of our students are running up the ramp and over the A-frame with a jump onto the mat. This child has developed in confidence also, but is still hanging on with her hand as she negotiates the top of the A-frame.
2: Don’t assume that students will correctly colour in the flag of your country.
This is Australia’s ‘official’ flag in terms of country recognition. I know we have our Australian Aboriginal flag but that concept is a little too much at this point for my learners. So despite talking about the Australian flag being red, blue and white and talking about the stars and the parts of the flag, and having a flag on display one student gave me this.
After all, stars are yellow, aren’t they?
They are, especially if you have a Chinese background, and you are six years old.
3: Don’t assume that copying is easy.
This student was so proud of his work and I realised “Copying is so hard….” He copied the date and the sentence ‘Yesterday was ANZAC day.’ The second sentence was his. Compared to his peers, his drawing lacks maturity. There is a lot of work that needs to be done with this student both academically and in terms of overall maturity.
4: Don’t assume a student knows how to use a scrapbook.
This student completed a task at the start of his scrapbook. The next task was glued into the middle of his scrapbook and the last task was glued in near the end of his scrapbook. Oops! I had to get out the date stamp and stamp everything for when I go back through his work. Needless to say that this child is now on my ‘got to get to first’ list when we start new tasks so I can get him to the next page. Hopefully he’ll get the hang of it soon.
What assumptions have you made in your teaching or work? I’d love to hear some of your stories.