Teaching Terminale!

So for the final part of my assistantship in Lille, I was working with students in Terminale. They were mainly aged between 17 and 18 (although some were 19) and they were preparing for their BAC exams.

Most of the time I was given groups of 5-3 students and I had to do mock oral exams, so they had to present a 'notion' that they had worked on to me and I had to give them feedback.

 I always asked the students if they wanted to have a couple of minutes to prepare and after their preparation (reading notes) they had to present their work to me.

The majority were incredibly nervous, even though I told them so many times that I wasn't marking them or going to tell the teacher, but overall I was sooo impressed with them and always encouraged them.

Other groups still had to do proper lessons. I tried to incorporate the 'mock exams' into these classes as much as possible so that I could work out which areas they needed to improve. The problems varied but were mainly pronunciation, sentence structure and giving genders to random objects like tables (The table was nice, she was wooden and brown - obviously they weren't doing lessons on tables but this was the only example I could think of).

Other than the mock exam parts of the lessons, I tried to get them to do mind maps of the notions so that we could prepare potential exam questions together. For example, for the notion of progress I had them mind map everything that they knew about progress such as new technology, medicine, science, politics etc. etc.) and then we went through them together. After, I gave them a sheet with a question on like 'Is progress always positive?' and 2 columns with titles 'yes' and 'no'. We then as a class used the board to write our arguments for each column and then the students had to summarize and present their overall ideas to me.

These lessons worked incredibly well and most of the students told me they found it very helpful.

If anyone is looking for ideas of lesson plans or things to do with students in terminale in preparation for their exams, do not hesitate to ask me!

Sorry this post is so short, I will be doing longer posts again soon.

Thank you for reading!

Emily

Teaching Premiere!

After Christmas, I had to say goodbye to my beloved classes of Secondes (aged 14-15) and I moved on to the Premiere groups (aged 15-16). I was quite nervous because although there was only a year's difference in age, the students looked and acted so much older than my previous groups.



Here are some things that happened while I was teaching them:

• When we came back from the Christmas/ Winter holidays, all of the kids had to tell me about their holidays and when they were describing what they did for new year they all said 'for happy new year I went to...' or 'I stayed at home for happy new year'. They thought that new year was 'happy new year'.

• In my first week after the holidays I didn't realise I would have classes (I thought I was going to be introduced to the new groups) and so for that week me and the students all talked about the Kardashians, One Direction, my dogs, Sunderland and our families. It was fab.

• There were couples in my groups which was strange, as I went to St Anthony's all girls Catholic school where so there wasn't PDA in classrooms like this. It was hard not to tell them to stop when they were holding hands while trying to write and gazing at each other instead of paying attention. Ah, young love.

• Some groups were studying surveillance and so we talked about the phone hacking scandal and Big Brother, all of the students thought that in Britain there are cameras everywhere and that we are constantly watched, like on Big Brother, in our homes and everything.

• One teacher told me his groups were studying heroes and so I prepared lessons with an uplifting video about a man who did small good deeds every day and got nothing in return, which just happened to be a Thai life insurance advert (this is the video if anyone wants to watch: https://www.youtube.com/watch?v=I5UBikauIQM). I didn't want the students to know it was an advert because I wanted them to take it seriously, but in one class I forgot to pause the video before it showed the life insurance logo and these were some of the responses that I got on the worksheets I gave them:

1- The video is about a man who helps everything and everyone who needs some help.

2. I don't really know but I think its too much for a life insurance.

1. - A well-thinker young boy.

2.- It melted my heart, cuz its heartwarming

3. - Most badass hero ever

1. -A nice guy (a little too much...)

2. - It melted my little little heart, BECAUSE IT'S SO BEAUTIFUL!!!

3.- They just presented a nice guy to make people buy their life insurance.

• This same group there were two boys in the front who read the questions aloud then started singing 'AND I KNOW WHYYYYY... BECAUSE I GOT HIGH, BECAUSE I GOT HIGH, BECAUSE I GOT HIGH'. It was very hard not to laugh.

• Since Adele brought out 'Hello', whenever the students enter the class they go 'hello its me' in a monotone voice or the teacher will say hello to them and they all echo 'ITS ME'. This isn't reserved to Premiere, all of the classes do it.

• I played a game with one of my classes and brought sweets as prizes for the winning team. When I gave them out a student came up to me and said 'its illegal what you're doing you know' so I panicked and asked what he meant and he said 'I'm joking, but we all have to sit here and watch them eating sweets, its not fair!!!!!'

• For another group, we had to read a text about segregation during the 1960's in America and the students were very bored. One of them was staring at the wall and whispering to their friend and pointing so I automatically assumed there was a spider and starting going 'What? What is it? Where?' which they found hilarious and every few minutes afterwards they would gasp and go 'A spider!! A spider!!' to scare me.

So those were a few things that happened while I was teaching the groups of Premieres. Although obviously not all of my classes went smoothly, I had a great time. Whenever we pass each other in the corridors they ask me why I'm not with them any more and it makes me so sad.

If anyone has any questions about lessons, teaching, life in France in general or anything, feel free to ask!

Thankyou for reading :)

Starting Teaching...

After my last blog post, it was the school 'half term' which lasted 2 weeks and so, due to lack of money to do anything, I decided to go home. I spent 10 days catching up with friends and family before returning to Lille to begin working properly.

So far, I work around 10 hours a week, the teachers are trying to get me 2 more hours so that I will be doing the full 12 hours that I am allowed to do. I am teaching (assisting) the 'Seconde' classes who are around 15 years old.

Here are some of the main events of the past 2 weeks of teaching:

• Some days, I start work at 8am and so I go for the bus at 25 past 7, so that I can arrive and have plenty of time to climb up all of the stairs to the 4th floor and not be sweating and panting like mad. As I leave this early (and as it is winter time and therefore dark more than it is light), I have seen such beautiful sunrises, it almost makes getting up so early worth it.

• I woke up last Friday to a very annoying buzzing and immediately knew that it was a mosquito. I pulled the duvet up so that just my face was peeking and felt something tickle my face so I smacked it and hurried to turn on the light, only to see that there was a squashed mosquito on my pillow and MY blood that it had been feasting on. I woke up later on with a lovely bite ON MY EYELID and so looked like Quasimodo until I got some cream. -Thankfully it didn't swell up properly until after my classes.

• My first ever lesson, I was given half of the class to go through a sheet about Jamie Oliver, I had no idea what to do and the class were laughing and talking, completely ignoring me. One student started reading out in a silly voice and I was so stressed out I didn't even call him out on it because I was scared he would say it was his real voice.....Since then, it has become a lot easier. I actually enjoy the lessons now that I've stopped taking it personally when they would rather chat to their friend than do the work that I have set them.

• A lot of my classes struggle with my accent, so I end up talking very slow and trying to sound posh, but even then one teacher told me that the students had finished my lesson and been convinced that I was Australian!?!?!

• I was asked to play a game with the students where 2 students were suspects in a murder investigation and had to be each others alibis while the rest of the class were detectives and asked questions, but I got the game wrong and had half the class be detectives asking the other half questions. My 'wrong' version actually worked a lot better than when I tried to play the real game and the students had so much more fun coming up with their own imaginary stories. Their English is amazing, I was walking around each small group to help them with vocabulary and sentence structure and overheard one girl saying 'I was his bodyguard, I heard him shout and so I broke down the door and found him on the floor, he was blue because he wasn't breathing! I hadn't heard anything, but I looked around and couldn't see any evidence of a break in so I felt his pulse and he was dead..'.

• I had a class of 11 students who wanted to move the tables into a U shape so that I could stand at the top and help them with work, but there was one student in my class who is 12 but has been moved up a few grades because he is very intelligent. The class were all picking on him, so he did not want to sit with the rest of the class in the U shape and he sat alone. I tried to compensate for not being good enough at French to tell them to pack it in and so was being overly nice to him for the whole lesson.  Another group of students in this class instead of wanting to talk about their 'ideal school' were cutting up each others pencil cases. Ah, teenagers..

• Whenever I run out of activities, or more often when the class is refusing to take part and I can't think of anything else to do, I turn to tongue twisters. I write something like 'The big bug bit the little beetle but the little beetle bit the big bug back' on the board and each student has a go. They really enjoy it and even after the lessons I hear them telling their friends in the corridor. HOWEVER.. normally the class will then demand that I have a go at a French tongue twister and although I've done the same one several times, I still find it hard: 'Les chaussettes de l'archiduchesse sont-elles sèches?  Archi-sèches ?' 

• Each class that I have for the first time, I ask 'does anyone have any questions for me? About England? Or my life?' and some classes straight away have their hands up 'How long are you in France for?', 'Where are you from?', 'Do you gave a boyfriend?' etc. etc. - although one student said 'a little boy' instead of boyfriend because in French it is 'petit copain' or 'petit ami' which literally translates to little friend. Anyway, the more common response to my question is complete silence, they all stare and shake their heads whispering 'elle a dit quoi?' (what did she say?) , 'je ne comprends rien' (I don't understand) or simply...'Non' (no).

Other than teaching, I haven't been up to much, I've been attending a group called 'Franglish' each Tuesday, where you sit and talk to a French partner for 7 minutes in English and 7 minutes in French and then swap partners. It is interesting, but I find myself having the same conversations over and over in terrible French until I've had a couple of drinks...

The Christmas market is finally being set up and so I'm very excited for that opening very soon! Only 6 weeks to go till Christmas!