“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” — Maya Angelou
Teaching Abroad in the Community of Madrid
Teach Abroad is a three-part series that shares the different perspectives of native-born English speakers teaching abroad. In part two, my Dreams Abroad colleagues here in Spain discussed their roles at their schools and what it is like to teach in, and for, the Community of Madrid. Over the course of the school year, we’ve visited several different cities and shared the teachers’ stories. If you missed my first part of the series which I speak about how I adjusted to teaching abroad in Madrid, please take a look.
Meet Leesa, Dreams Abroad Founder:
What is a typical day at your school like?
“Each day at my school is different in the Community of Madrid. I work with a different class and a different grade level each hour of each day. I see my students typically once a week. If they are in my theatre class I see some twice a week. It’s important to make a note of this in the beginning, as my school is not a bilingual school but is a part of the program.
We teach English as a subject which means that I am teaching English grammar or assigning English reading projects. I am not teaching English in science or in any other subject in the student’s curriculum. Since I have a master’s degree in education that specializes in English as a Foreign Language, I feel blessed to be at this school because each day I am using the English language in ways that I never thought I would. I love what I do.”
How many people do you work with (auxiliars included) and how many classes do you teach?
“I work with my vice principal who also teaches English, seven teachers (English coordinator included), and one auxiliar. Auxiliars are language and culture assistants hired by the Community of Madrid to enhance the language acquisition process. Typically, the teacher in the classroom is not a native English speaker. The auxiliar acts as a native speaker and is there to assist with language and culture in the classroom. This, of course, is speaking generally. Some auxiliars are doing more and some less.
I am fortunate to work with a variety of teachers. I have learned a different style or method of teaching from each one. They all use a similar method of teaching however their approaches to teaching are unique. For example, one of the teachers has been teaching English grammar for a very long time and knows how to teach it better than I do. When we work together, we each use our own approaches to teaching. This creates a great rhythm in the classroom. I am so grateful to be working with skilled teachers who know their craft but who are also open to new ideas. This is when teaching and learning become not only beneficial to the student and the teacher but also is fun!”
Are you forming working relationships with coworkers?
“We have an online group chat where we ask one another questions or send out community information. However, we do not get together outside of school. Most of my colleagues live in the southern part of the community of Madrid, where we work, but I live an hour north, in the city center. Because we live far from each other, it makes it difficult to do things outside of work. In addition, my coworkers have families with children. On the weekends, they are usually spending time with their kids, being parents.
At work, however, we have a very strong bond with one another and have learned to work well together. I know their methodologies and respect them so I can adapt my lessons to complement their style of teaching. Because there is a level of trust among us, we share lessons and give one another feedback regularly.”
Are you forming bonds with students in the Community of Madrid?
“Yes, I am forming bonds with students in most of my classes. In particular, my second eso classes and my second bachillerato classes. The students in my middle-range classes (such as third and fourth eso), are at that age where they are constantly playing around during class with classmates. In the U.S. this is around 9th grade and 10th grade. Once the fourth eso students pass all required classes and exams, they complete secondary school.
Junior and senior year (bachillerato) are optional for students once they pass fourth eso. Students who plan to attend a university must complete all levels of secondary school. This age group, in particular, has been a hard group for me to establish a connection with. No matter how fun I make the lesson their mind is not on English, it’s somewhere else. Most of the time, I can see they are focused on friends in class. Sometimes they’re more interested in what’s happening during a snack or recreo break or with passing notes.
I realize that this is a challenging age and, initially, I felt that perhaps I lacked control of the class. However, since I teach in someone else’s class, I can only use a limited amount of discipline for control and management. In most classrooms, it’s the teacher’s role to know when to let things go and when to step in. Learning is supposed to be fun; however, there are times when students try to test those boundaries. That’s when I become silent. When my students get too loud during a fun conversation, I won’t speak until they get quiet. At first, this made me frustrated, but now, I feel like my students understand that being loud and talkative when I am explaining something they are excited about is considered poor manners.
Overall, my students, in the Community of Madrid, are great and the bonds we established will be some of the most memorable. For example, my English theatre students are all very good students. They work hard so I choose to give them the lead on how they want to work on the play. I go to class and listen to their ideas about what I had previously outlined for us to work on that day in the syllabus. The only way to really get your students to love a language is for them to want to use it.
I use a student-centered approach in this class and it has worked so far because my students come to class with smiles from ear to ear, ready and eager to work. For example, the bachillerato students have been assisting me in co-directing while the younger students have helped with play editing and modifying character roles. I am proud of this group because it is the first full school year class that I have taught while living abroad since receiving my degree.”
Does the school foster the creation and development of these relationships with the students inside and outside of the classroom?
“Yes, my school encourages students to participate in seventh-period activities. I have spent the year working with around ten students in a theatre class. We are working on a play where the students have been able to assist with its production.”
What is your favorite part of the day?
“I don’t have any specific part that is my favorite. However, I truly enjoy working with the bachillerato first and second students. They are at the level where they can really work with the language in creative ways. For example, I worked with a group of students (generally, ages 16-18) on skits, job interviews, debate, and most recently, news reporting. They enjoy these types of creative activities and also work well together in pairs and groups. The more proficient students are able to assist lower level students.
I also enjoy working with my theatre class students. I work with them once a week for 7th period, which is technically after school. This class is the only class where I am able to teach on my own. It is an extracurricular class and probably the class my students enjoy the most. It’s a great point of pride when a student says they look forward to your next class. I am proud of my work so far with this group and I am certainly taking notes on my curriculum.
I ask myself: if each class were fun and not graded, would every student pay more attention and want to attend? Are we forcing students to do things they don’t want to do and therefore getting poor results (i.e. students with anxiety and stress disorders that lead to bad tests results and poor attendance)?”
How is material being taught to students?
“Each English teacher is different with regard to how they prepare and teach. Therefore, when I am asked to prepare a lesson, I collaborate with the teacher ahead of time on the unit and topic. If grammar is the focus of the week, I make sure that I stick to the grammar point and only the grammar point. Then, at the next class, I work with the grammar in conversation. For example, I just finished teaching the present continuous tense to the youngest group of students in the school. When I teach grammar points, I make sure I have an activity and a worksheet to go along with the grammar point.
Because I rotate between classes, I make sure that I am always keeping the lesson as student-centered as possible. On the other hand, most teachers at my school have a tendency to be teacher-centered. Since I do not have full control of the class, I have to modify as best as I can. Sometimes I have to compromise if the teacher wants me to teach the grammar point in a teacher-centered way then create a student-centered activity afterward. For a student-centered activity, I will, for example, get the class paired into groups of two or three and ask for examples of the topic.
This week, I have assigned two different classes two group projects. From there the students will have two weeks to prepare the topic to present in class before our spring break. These projects include bachillerato first presenting their weather reports as news reporters to the class and third eso presenting their Incredible Journey to class. This is a project where each group had to research four to five places they would like to visit and tell the class why, for how long, and what they will do in each place.”
How do you prepare your lessons for each class? If you don’t plan lessons, how do you prepare for class?
“I prepare for each lesson a week before that class. When the class finishes, I take notes about where we left off that day in class and then I coordinate with the specific teacher about my idea for the next lesson. He or she will give me their input and then I make my lesson. I prepare between 10-12 new lessons a week and then continue with the same topic in some of the classes that are doing group work or presentations. Each week, I have about three to five extra hours of planning added on to my work schedule for new lessons. In addition to the lesson planning, editing and directing the play takes about an hour to two hours of planning.
We are now getting into the acting portion of the course so the edits are more or less over. However, each week I brainstorm ideas and think of other ways we can do things before the big production day in May.
I enjoy lesson planning for all of my classes because it means that I have control of what I will be teaching. I like going through each class and designing what I teach. It allows me to be creative but, at the same time, it also keeps me organized week by week. There are many things about teaching that you cannot control however, when it comes to lesson planning, I always have my initial lesson plan in sync with a back-up lesson plan. For example, my school encourages the use of technology in the classroom. But, eight out of ten times, I go into a classroom where the computer is broken or the Wi-Fi has a weak signal. On these days, the back-up plan is used.”
Do you work at bilingual school? What does that mean to you? What does that mean according to the Comunidad of Madrid?
“I do not work at a bilingual school. My school has an English department with certified English teachers who teach English as a subject. Since English is part of the core requirements under LOMCE law, all of the students in the school must take English at every level. It is not an elective course.”
What standards are your classroom teachers using to measure the performance of their students?
“Spain uses the Common European Framework of Reference (CERF) for languages. The framework states that students must have at least two foreign languages in addition to their native language. Therefore the standards are applied by grade level according to the CERF standards. My school follows these standards in addition to La Programacion (our school guidelines) which they send out to the parents at the beginning of the year. This lets the parents know the aims and specific goals for each department.
My school, in the Community of Madrid, uses performance-based learning assessments, which are quarterly exams based on the book information that has been taught to assess a student’s proficiency. In a student’s fourth year (fourth eso) the student’s proficiency will be tested based on CERF standards. All four skills will be tested (reading, writing, speaking, listening) to asses the student’s overall academic competency. At the end of fourth eso the student has the option to graduate and move on to work, vocational school, or continue on to the next level in secondary school. The next two levels are called bachillerato first and second. The student’s proficiency level at this age in their academics is important in order for them to continue their academic studies should they choose to. Foreign language is a requirement in bachillerato one and two per CERF standards.”
With regard to lesson and unit standards:
“Before each lesson, there are no written descriptions of what students are expected to know or be able to do. The aims and objectives are listed in the textbooks and each teacher explains the objectives in their own way with regard to trimester tests. For example, we will have an exam in December on chapters one through four. These cover present simple and past continuous tenses. Obviously, the student should be able to know this material.
The standards are not written on the board and the syllabus does not list a rubric with standards itemizing what each standard is for each chapter. The chapter identifies the aim for the student and the school selects the textbooks based on stages of proficiency outlined by CERF. Each level has specific content that will be taught to the student of a specific proficiency level.
Students are assessed by exams that are given in December, March, and May or June. Standards are not applied to content used in classrooms.”
Does your school have a set of shared goals and expectations for what knowledge and skills will help their students succeed?
“Yes, each department meets before the school year to discuss the needs of each student. The classes are formed and each department creates their section for La Programacion. This is the main document for the school that allows for collaboration among faculty. In addition, the English department meets once a week to discuss what is needed to ensure the success of its students.”
Looking back at our first Teach Abroad series interview, what have you learned most about yourself since your arrival to Spain both in the classroom and out of the classroom?
“Since my arrival to the Community of Madrid, I have learned to think on my feet and realize that life does not always go according to plan. If a lesson plan changes due to a technology issue (and it will), I always have a back-up or maybe two. I have also used humor a lot in the classroom. The ‘go with the flow’ mentality that I adopted a few months ago has served me well. A year ago, I would not have been as casual about things that didn’t go according to plan. Now, I realize that I cannot control many of the elements around me. I can only control how I react to them. My job is to be the best EFL teacher I can be in the Community of Madrid.
Continuing to reflect on how to improve while being here has also been very beneficial. I know I make mistakes, we all do, but it’s how we learn from those mistakes. Afterward, is where real opportunity occurs. Then, growth happens. I see this process on a day to basis in my students. That is when I know that they are learning.”
What are your new goals and/or modifications to previous goals for 2017?
“My goals are to continue working hard in the Community of Madrid. I will become a better person than I was yesterday. Each day I am trying so very hard to reflect and continue to listen to others about life, dreams, and perspectives. I believe that if we all share consciousness and purpose by communicating frequently than maybe there will be a less negative outcome in our daily lives. Overall, the Dreams Abroad website has been my biggest accomplishment so far. My team is great and I couldn’t ask for more.”
Teach Abroad: Part Three will be the last series for this school year. We will be sharing the series over the summer!
Thanks for reading and stay tuned for more updates on our favorite Dreams Abroad members very soon! If you have any questions about the Community of Madrid please join our Facebook group.