What educational methods Are effective in Albuquerque, New Mexico? in Cartagena, Colombia?
Visited 4 schools: Bertha Gedeon de Baladi, Moises Cabeza in Villanueva, La Normal, Fulgencio Lequerica Velez, for the most part, poor schools in Cartagena and surrounding area. Most teachers we observed were teaching English but we also saw an Ethics class. We worked with 9th, 10th, and 11th graders.
We observed: high engagement strategies including using song to learn new English words, competitive games to demonstrate vocabulary, use of artifacts to learn new or review vocabulary, connections to past learning, objective written on board, many contests where students competed in their knowledge of English, US History, and United States landmarks, immersing kids in an English only classroom, word search posters, questions for students to apply learning and use full sentences, dialogue practice, and creative writing (narrative and poetry).
Physical conditions were rough: classrooms were brutally hot, overcrowded, very little technology, little or no wifi, one school had a chicken factory next door and students and staff reported bad smells, and there were no lunches delivered during the trucker strike.
Spirits were high: Students were engaged, even when there was high levels of noise coming in from outside, students in classrooms we observed were fully engaged, laughing, and having fun with curriculum. Students were exceptionally kind to their teachers, their classmates and us. Schools were also partaking in a program called Cathedral of Peace, in which students needed to involved in curriculum around peace, human rights, and community service. This program seems to be paying off. Students shared with us all the programs they were working on including picturing a better Colombia, making films about the social conditions they were concerned about, and helping their community through cooking, cleaning up areas, building and repairing homes, and teaching English to others.
Teachers were also engaged: they love their students, are deeply vested in the success of their students, they are highly organized and thoughtful lesson planning was evident in observations and staff meetings we attended.
Culture was prominent in curriculum with students performing and presenting multiple dance forms and singing. One group made a Champeta presentation for us completely in English and it was professional, including technology, prezi, history and compelling media. Dance seems to serve multiple purposes—it is presented to visitors as a gift, it is a way they can demonstrate their pride, and it makes the students happy.
2 schools that we observed took us on field trips including the chiva bus tour and Las Murallas. Students clearly enjoy these classes and consider these English classes to be their favorite.
Where students have English for 4 hours a week or more, the students seem to be learning English successfully. At La Normal, where they are doing only 2 hours a week, the students primarily communicated in Spanish.
The city itself seems to be steeped in music, culture, food, and history. This is also good for the kids. Everywhere we went, we heard music. When we woke up in the morning, we heard singing. When we went to sleep at night, we heard drums. Students have thorough knowledge of historical and cultural landmarks and led us on tours of the walled city, and the shore. They are proud of Cartagena, and proud of Colombia, and this is evident in their presentations and the videos they all sing along with.
One take away from this experience is at least in the places we were at, Colombia seems to be more interested in the whole child—their emotional well being, their cultural knowledge and kindness towards others seems to be valued here, and one can see this in the kids.
Another take away is the focus on gifting others—a present, or performance, or just simply honoring others, like clearing the schedule to celebrate someone, and really valuing human beings whether they are new to your community or have been a part of it for a long time, is a priority in this culture and I’d like to bring that back to my classroom and school.
Last, Colombians seem to live life to the fullest. I think theres a contrast between that and the way I live. Colombians have taught us to say “yes!” to life.
Lingering Emotion
Memory
Pride
Students at Bertha Gedeon were on my blog and writing in English about themselves and responding to my posts and questions
Humility
Students and teachers spent a good deal of time welcoming us in their schools, performing dances, feeding us, making speeches in English, and singing
Gratitude
That students in all classes seemed to value us—they asked questions, really listened to our responses, and seemed to genuinely enjoy our presence in their schools
Surprise
When Bertha Gedeon and Fulgencia schools participated in contest on US History, geography and landmarks, these students knew about US culture and answered in English.
Hope
Students in brutally hot and overcrowded classrooms were enjoying their education and engaged in new learning.
Admiration
For students who were so affectionate and sweet, and so proud of their culture and who they were.
inspired
By students and teachers who persevered and were grateful about education and life when conditions were not always comfortable. They were generous even if they had very little.
Excited and transfixed, a little ashamed, and in love…
By how many individuals were bilingual and how beautiful the Spanish language is.
We observed: high engagement strategies including using song to learn new English words, competitive games to demonstrate vocabulary, use of artifacts to learn new or review vocabulary, connections to past learning, objective written on board, many contests where students competed in their knowledge of English, US History, and United States landmarks, immersing kids in an English only classroom, word search posters, questions for students to apply learning and use full sentences, dialogue practice, and creative writing (narrative and poetry).
Physical conditions were rough: classrooms were brutally hot, overcrowded, very little technology, little or no wifi, one school had a chicken factory next door and students and staff reported bad smells, and there were no lunches delivered during the trucker strike.
Spirits were high: Students were engaged, even when there was high levels of noise coming in from outside, students in classrooms we observed were fully engaged, laughing, and having fun with curriculum. Students were exceptionally kind to their teachers, their classmates and us. Schools were also partaking in a program called Cathedral of Peace, in which students needed to involved in curriculum around peace, human rights, and community service. This program seems to be paying off. Students shared with us all the programs they were working on including picturing a better Colombia, making films about the social conditions they were concerned about, and helping their community through cooking, cleaning up areas, building and repairing homes, and teaching English to others.
Teachers were also engaged: they love their students, are deeply vested in the success of their students, they are highly organized and thoughtful lesson planning was evident in observations and staff meetings we attended.
Culture was prominent in curriculum with students performing and presenting multiple dance forms and singing. One group made a Champeta presentation for us completely in English and it was professional, including technology, prezi, history and compelling media. Dance seems to serve multiple purposes—it is presented to visitors as a gift, it is a way they can demonstrate their pride, and it makes the students happy.
2 schools that we observed took us on field trips including the chiva bus tour and Las Murallas. Students clearly enjoy these classes and consider these English classes to be their favorite.
Where students have English for 4 hours a week or more, the students seem to be learning English successfully. At La Normal, where they are doing only 2 hours a week, the students primarily communicated in Spanish.
The city itself seems to be steeped in music, culture, food, and history. This is also good for the kids. Everywhere we went, we heard music. When we woke up in the morning, we heard singing. When we went to sleep at night, we heard drums. Students have thorough knowledge of historical and cultural landmarks and led us on tours of the walled city, and the shore. They are proud of Cartagena, and proud of Colombia, and this is evident in their presentations and the videos they all sing along with.
One take away from this experience is at least in the places we were at, Colombia seems to be more interested in the whole child—their emotional well being, their cultural knowledge and kindness towards others seems to be valued here, and one can see this in the kids.
Another take away is the focus on gifting others—a present, or performance, or just simply honoring others, like clearing the schedule to celebrate someone, and really valuing human beings whether they are new to your community or have been a part of it for a long time, is a priority in this culture and I’d like to bring that back to my classroom and school.
Last, Colombians seem to live life to the fullest. I think theres a contrast between that and the way I live. Colombians have taught us to say “yes!” to life.
Lingering Emotion
Memory
Pride
Students at Bertha Gedeon were on my blog and writing in English about themselves and responding to my posts and questions
Humility
Students and teachers spent a good deal of time welcoming us in their schools, performing dances, feeding us, making speeches in English, and singing
Gratitude
That students in all classes seemed to value us—they asked questions, really listened to our responses, and seemed to genuinely enjoy our presence in their schools
Surprise
When Bertha Gedeon and Fulgencia schools participated in contest on US History, geography and landmarks, these students knew about US culture and answered in English.
Hope
Students in brutally hot and overcrowded classrooms were enjoying their education and engaged in new learning.
Admiration
For students who were so affectionate and sweet, and so proud of their culture and who they were.
inspired
By students and teachers who persevered and were grateful about education and life when conditions were not always comfortable. They were generous even if they had very little.
Excited and transfixed, a little ashamed, and in love…
By how many individuals were bilingual and how beautiful the Spanish language is.
