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classes, for all levels, even if they are just B (basis). I personally think this is not
right; indeed, as I wrote before, each child is different and each child is unique. I
discovered that the learners I challenged by giving them a more difficult task and
some less skillful learners that I gave other directions or clearer tasks, eventually
became more enthusiastic and better learners on their own level. Therefore, one has
to recognize that all pupils can learn more effectively given the appropriate context,
knowledge and support.
I am a mentor and it sometimes feels like being a parent. This seems to be part of the
different roles I have as a teacher and mentor. I sometimes, literary, am a referee, but
also a confessor, counselor, nurse, performer and many other roles more. All these
roles suit me but I must not forget what I am really here for and that is to make
learning happen, regardless of the role I play.
Speak English and have them work in groups.
As an ESL teacher one needs to speak English in class as much as possible; on the
other hand, most VMBO basis/ kader children have a very poor language
development, are less educated and experience problems in their first language (L1).
Therefore it is my belief that the use of the target language should be dosed
according the needs and skills of the learners. I have experienced that speaking
English sometimes achieves the opposite of what is intended; however I do not
underestimate and agree with the importance of exposure to the target language by
using it as much as possible. I try to speak as much English as I can, I usually speak
Dutch if I explain grammar-rules or when I am not understood correctly. I also have
experienced that my pupils do not always find it interesting to hear and speak
English; moreover, they the find it an impediment in learning the language. Since it is
not only my goal to teach them the language but also to feel them comfortable
sometimes Dutch gets the upper hand. I am fully aware that this is a struggle for me,
but I keep on working on that one by using English in my classes whenever I can.
Finally.
As a teacher you not only have to love teenagers but most importantly, you have to
understand them. I am a parent of two teenagers and I am teaching for the fourth
year now. What pupils give me back in return is that I seem to know what they need
and that I am able to see things from their perspective. I sometimes may be not be as
strict as I should be, but I compensate this shortcoming with other skills like
establishing a good relationship first, and clear communication.
Last year there were two parents who actually complimented me on my clear
communication to both their daughter and them.
The latter shows that I endorse the importance of communication; moreover it helps
parents to stay involved in their childs school, it keeps you, as a teacher, accessible
for parents and builds a better relationship.
A final piece of advice not only to (starting) teachers but to all adults is: read
Omdenken by Berthold Gunster, a small book about change in thinking. It may help
you see things the other way around.
Bibliography
www.hoofdvaartcollege.nl
http://www.highlandschools-virtualib.org.uk/ltt/flexible/differentiation.htm