Be Unforgettable to English Language Learners

I know if the translation makes sense when I look at Renata’s face. Is she nodding and smiling that radiant, happy willingness to tackle a new assignment I have given her? Or is she giving me this: nada. The lovely statue of a teenage single mother from Mexico who stays in school for the sake of her son, her hijo, Mateo, but who is getting no meaningful words from Google Translate at this moment.

Or maybe it is because of my American accent, and not Google’s fault at all. I used to think I had an ear for accents. Now I follow every attempt to speak her language with a grimace and “That’s really bad Spanish. . . .”

She is the only Spanish-only student I have, which indicates how small my school is. There are under fifty students in the whole high school. I teach them all.

Renata, of course, isn’t the only one who knows Spanish. There’s a bilingual Mexican-American kid, Paulo. He talks to Renata in Spanish to make sure she understands her assignments. She laughs at him and corrects his sloppy Spanish, so sometimes he just shakes his head when I ask him for help. “She’ll make fun of me!” In another class there are caucasian kids taking Spanish as a foreign language. I lean on them to interpret for me, too. In still another English class (I have Renata in three classes, bless our souls), I seat Renata near a Mexican-American girl, Maria, and the new kid, a boy named Jose who contradicts me when I say I would like to visit his native El Salvador. “No, you wouldn’t. You do not want to go there.”

Jose’s English is better than Renata’s, but not as good as Paulo’s or Maria’s. There are pauses as he thinks of a word. Anything beginning with “sp” becomes “esp”—“Espending money,” “Listening to Espotify.” Anything beginning with “st” becomes “est”—“Climbing estairs,” “Esteering the car.” He’s plenty bright, so my lessons on subordinating conjunctions and comma splices help his writing noticeably. Part of me wishes Renata would progress as quickly in learning English. But I remember how long it takes—years—for a language learner to become fluent.

In the meantime, I buy a Spanish/English dictionary with classroom supply funds. I use Google Translate to prepare texts for her. I make her practice English phrases out loud: “May I please use the bathroom?” and (as she holds her water bottle up for a visual), “May I please get water?” Slowly, slowly, she is learning.

I have taken only one professional development class on teaching English as a second language. Over the years as a teacher, I’ve observed in dual-immersion classes, participated in a week-long Summer Spanish Institute, and provided differentiation for all kinds of learners in my high school English classes, no matter their native language. That's my training. But I want to learn more. I want to help kids more.

Sometimes it’s tough caring this much, trying this hard. There are days when I don’t get materials prepared for Renata’s classes before the day begins. There are times when Renata is tired, her brown eyes glazed over because she can’t keep up with the conversation in the classroom, or she’d rather be with her son, or she just doesn’t care today. It’s then that I invite her to join me at the computer as I fire up Google Translate, not to give her a new assignment or to translate a short story for her to read. Just to ask her in her own language, “How are you doing today? How is your son?” She wakes right up, smiles appreciatively, and types her response.

If my Spanish were better, I could ask these important, unimportant questions in a real conversation. Since I’m a beginner, I am glad to live in the digital age, when I can instantly communicate with my English-learner without a human translator.

Of course I want Renata to pass her three English classes. More importantly, I want her to know that I care about her. If not for building relationships with students like her, the teaching life would be bleak for many of us in the trenches. Because of the students, I thank God for the extra labor, for the time lost to translating, for the words lost in translation. For the chance to be unforgettable to an English learner.


Names have been changed.

Bring Your Bible To School Day 2016

If you have children of your own who attend public school, take a look at Focus on the Family's page on Bring Your Bible to School Day. This year's event falls on Thursday, October 6, which in Idaho is a teacher in-service day, meaning students aren't in school. Check your school calendar to find out if your child's school is in session, then see if the event is something you and your child want to participate in. So many teachers, parents and students are unaware that it's legal for kids to take a Bible to school. The Web site includes downloadable free speech tools to help raise awareness.

National Quilt Museum Named to List of South's Best Museums

One of my favorite museums is the National Quilt Museum in Paducah, Kentucky. There's something for everyone, including the guys. The museum houses a collection of some 500 quilts and features rotating displays on loan from quilters and collectors around the world. They also help teachers foster an appreciation of quilt heritage in their students with annual School Block Challenge and student-friendly exhibits.

This month, the museum has been featured on Southern Living's list of 25 Best Museums of the South, joining the Kennedy Space Center and other prestigious museums. Visit quiltmuseum.org for information.


Photo: Patriotic Elvis by Jacob Whitworth, Ally Curry, and Noah Newton of Columbia, IL, Grand Prize winners in the 2016 School Block Challenge

Time to Get Your Head in the Game

For many of us, today is the day to get our heads back in the teaching game. We have a week of Christmas vacation left, but we know that if we're smart, we'll put in some hours catching up on planning so we can hit the ground running when school resumes.

Too bad we have so many more enjoyable things to distract us! There's family time, maybe some pretty snow outside, Christmas goodies to munch on, and holiday decorations to pack away for next year (even chores like that can seem fun compared to grading papers and planning for finals!).

So how can we set our eyes on the necessary school tasks at hand?

For me, one way has been reading Dalene Vickery Parker's book, Christian Teachers in Public Schools: 13 Essentials for the Classroom. One of the "essentials" Dalene discusses is Learning to Care. True, any good teacher cares for his or her students, but Dalene's stories of real students in her life helped me get my sights back on the human faces of my job. Kids may not often open up about their personal thoughts and feelings (I teach high school, remember), but if God has put me in this job, I can rest assured that my labor to help students succeed is not in vain.

If you missed Dalene's guest blog post, be sure to read "Balance and Boundaries." Post a comment for a chance to win a copy of her book.

Another way God has been helping me to get my head back in the game (and silence the pesky quitter in me) has been through reading the gospels. Throughout his three-year ministry, how many times did Jesus face criticism? How many times did His hearers not understand His message? How many times did He feel out of place? How many times did He have to repeat Himself, oversimplify a concept, spell out something that should have been obvious?

Jesus, in His humanity, must have been frustrated every day by His interactions with even His most devoted followers. Yet in His deity, He cared, He loved, He helped, He healed, He gave. Have I done the same for even three years at my current job? Am I willing to call on the Lord's help to be His ambassador for one more semester, one more year, one career's worth of teaching in the public schools?

My prayer is that God will help me to do the job He has called me to do, having a heart to care for the people who frustrate me most, and not fainting when the going gets tough and the days are evil. I pray this for you as well this sunny December morning.

Balance and Boundaries

It's a great pleasure to introduce my first guest author, Dalene Vickery Parker. She currently teaches English 10-12, as well as Creative Writing, Public Speaking, and Journalism in the South Carolina public school system. Her book, Christian Teachers in Public Schools: 13 Essentials for the Classroom, was published by Beacon Hill Press in 2012.

I have been reading and loving this book! It's a realistic guide for teachers who long to share the light of Christ, but need help and support to figure out how to do so within the confines of the public school. It has been a great encouragement to me, and I know it will be to you as well. Read it. Give it as a gift to a Christian teacher who has meant a lot to you.

Post a comment below for a chance to win a signed copy of Dalene's book, Christian Teachers in Public Schools! Enter by January 1, 2016. The winner will contacted by January 5.

Thanks for blogging with me, Dalene!

Amy








Balance and Boundaries

by Dalene Vickery Parker

The first night of Christmas break I resolve not to do any schoolwork for a solid week. After all, I lost many hours’ sleep this week creating and grading exams. The last day of the semester I stayed at school until 6:30 pm, trying to wrap up, finalize, and shut down everything before leaving.

But Friday night, my mind won’t shut down –or shut out—school. Not yet, anyway. New ideas for learning activities keep popping into my head, even as I soak my weary bones in a steaming bath seasoned with Christmas Spirit essential oil. I jot down the ideas circling in my head as soon as I emerge and smile at the invitation of a new year, a new start with new students.

But Saturday morning, I still have some “old” students in mind. Malik and Nathaniel have an out-of-town wrestling match this morning at 9 am and I really want to show them some support. I don’t even like wrestling matches; they’re too intense, but for certain, they’ll get my blood pumping for any holiday cleaning or planning I need to do. Tomorrow I’ll deliver a Christmas tree and decorations to a student whose family has recently been homeless, but just acquired a “new” (115-year-old) residence. Naturally, they long to make it feel like home—and Christmas. Several members of our faculty and of my Sunday School class have partnered with me in helping this family get a new start. The school district collected money to supply Christmas gifts for the students, so they should have a wonderful day. I’m glad to be a part of that kind of joy.

But then the requests and needs of my own family and friends start pouring in. My brother’s and my mother’s cars broke down in the same week so they need transportation; my sister needs me to pick up gifts and help plan the menu for Christmas dinner; a friend who has just moved to town merits an official welcome; and of course, my husband and children deserve some time and attention, too! And oh, how I would love to tackle the cleaning projects I always put off until holidays or summer. My car and my closets are running a contest to see which one gets first place for Clutter City, USA.

What I have found the most difficult about teaching is striking the right balance between school and home, between taking care of others and taking care of me/mine. It’s challenging to know where to draw the boundary lines so that needs are met, but no harmful dependencies are formed in the process.

Of course, the first thing I must do at the start of every day and throughout the day is to ask the Lord for guidance and wisdom. His Word and other resources encouraging biblical living must take priority in my plans. For the fifth year in a row, I’m gleaning from Jesus Calling by Sarah Young constant reminders to trust Him, thank Him, and spend time in His presence. Most recently, Priscilla Shirer’s Fervent has earned a repeat reading. I know that without targeted time with Jesus and diligent prayer and focus on God’s will, I will be scattered so many different directions I won’t ever accomplish any one thing well. No matter how many good deeds I do, only those done under His direction/timing will bear the desired fruit of love, joy, peace, patience, kindness, goodness, gentleness, and self-control (Gal. 5: 22). To develop and mature those qualities, I need to stay connected to the Vine. Then my greatest desire as a Christian teacher, wife, mother, daughter, sister, and friend will be fulfilled: “And they were glorifying God because of me.” Galatians 1:24

May it be so for you as well, dear sisters and brothers in Christ. Merry Christmas! May your new year be bright with His abundant love and peace. And may He guide us all into healthier balance and boundaries in all aspects of our lives.

Dalene Parker


Dalene Vickery Parker has taught high school English, Creative Writing, Journalism, and Public Speaking in South Carolina public schools for nearly three decades. Her book Christian Teachers in Public Schools provides real stories, rich encouragement, and essential tips for sharing faith, hope, and survival in the classroom. Please see http://www.worddoctor13.com/book-christian-teachers for ordering information.

Moment for Prayer

Take a moment to pray for your school. Today, focus on the elementary end. Mention teachers and students by name if you are able.

Kindergarten: That God will guide our littlest ones' hearts to Himself, through parents and grandparents and other caring adults in their lives. That the teachers will have stamina to match that of the kids.

First Grade: That the teachers will have wisdom and the students would apply themselves as they learn to read, to add and subtract, and to write.

Second Grade: That the teachers will have stamina and passion for their task; that students would be free of distractions and able to strive toward their full potential.

Third Grade: That the teachers will articulate the importance of each task as students learn to multiply and divide, to read fluently and with comprehension, and to express themselves clearly in writing.

All classes: That the teachers will be humble and seek each other's support and advice. That students would cooperate with each other for greater learning, and that they would approach the learning tasks of the week with exceptional enthusiasm.

Dear Lord, you have called us to teach. Please help us to view ourselves as servants, specially placed to do your work in the public schools. Help us to care more, to give more, to pray more for the needs of our students.

Amen

I Thess. 5:17 "Pray without ceasing."

Teaching as Calling

Matthew 10:5-10

"These twelve Jesus sent out after instructing them: “Do not go in the way of the Gentiles, and do not enter any city of the Samaritans; but rather go to the lost sheep of the house of Israel. And as you go, preach, saying, ‘The kingdom of heaven is at hand.’ Heal the sick, raise the dead, cleanse the lepers, cast out demons. Freely you received, freely give. Do not acquire gold, or silver, or copper for your money belts, or a bag for your journey, or even two coats, or sandals, or a staff; for the worker is worthy of his support." (NASB)

Many times in my teaching career, I've wondered about God's call on my life and my conviction that teaching is part, but not all, of that calling. There's a part of me that longs to speak the Gospel to the lost and to edify the body of Christ more actively. Working in the public school environment, it's difficult to see how I'm doing either. "I'm not going anywhere, I'm not preaching, I'm not healing the sick, I'm not raising the dead, I'm not cleansing any lepers or casting out demons!" It takes faith to believe that He is, even so, at work in me and through me as a light to a dark world.

Teachers are often asked to consider their motivation for teaching. Are you in it for the money (Okay, that's just a joke. Moving on.)? Are you in it to help others? Are you in it for personal fulfillment? Are you in it for love?

I've often struggled to answer these questions honestly, even for myself. Saying I do it for the students is not enough for me. I do see in my interactions with students the gifts that God has given me--and many areas where the gifts need to be matured. God has given me a talent for teaching. He is also reminding me constantly that I have more to learn about using that talent effectively. The students are part of that process. They challenge me, motivate me, puzzle me, entertain me, put one over on me, annoy me, charm me, and teach me. The students are both my frustration and my delight every day.

Saying I teach for personal fulfillment may be closer to the truth. Every day I see God's blessing in giving me a profession that is intellectually stimulating. I am able to read and write and converse and challenge myself and be challenged by others, and I get paid to do it! I think, I grow, I change, I laugh, I cry, I learn. I learn to depend on God. Now that's a life I want to live, job or no job.

But there's more to my motivation for teaching. The way I view my life in Christ, teaching is one of the gifts God is developing in me as part of a larger whole. It is part of the journey and part of the destination, but there is more. What is that "more"? God knows. It's an overall path, set out with purpose and care before I ever came to be. I hope you know this sense of God's purpose for your life. It is written all over the Bible, intertwined with themes of God's love and wisdom and grace.

What if I don't have a clear sense of where I'm going on this path God has given me to walk? That's the essence of faith--"the assurance of things hoped for, the conviction of things not seen" (Heb. 11:1 NASB). I believe God is preparing me for intense ministry. It doesn't matter what that ministry is--He knows, and He is already watching over it. Teaching? It's part of the preparation for service. It is also service now. And there are some parts of the puzzle that I can know now.

For one, I am ministering to "lost sheep." Matthew 10:42 says,

“And whoever in the name of a disciple gives to one of these little ones even a cup of cold water to drink, truly I say to you, he shall not lose his reward.”

Teach those kids. Give them a drink. God is watching over these simple actions of service. Do them in His name.

For another, I have received freely. "Freely give." In teaching in the public school, I show the world that God has given freely to me, and that the great gift of His salvation prompts me to give freely to others through sacrificial teaching. And teaching is a sacrifice, or else no one would ask why we do it.

For another, I know it's not for the money anyway. "Do not acquire gold." "Or even two coats." It's not about the paycheck. The paycheck is not enough. God is enough. His salvation is enough. I will share it however I can.

Don't be frustrated or ashamed when you wrestle at times with doubts about your motivation for teaching. Don't leave the profession simply because you can't see the good you are doing. As Christians, we ought to look at the world as a place where the invisible is more important than the visible.

In Colossians 2, Paul urges believers to think less about functions of earthly society--the celebration of feasts and what other people think about our celebration or abstinence from celebration--and more about the world to come:

"Therefore no one is to act as your judge in regard to food or drink or in respect to a festival or a new moon or a Sabbath day—things which are a mere shadow of what is to come; but the substance belongs to Christ."

Other people may concern themselves about why you do what you do. Your task is to leave their judgment to God and set your eyes on the invisible--the coming kingdom of God. Ask Him to give you peace about your calling. He will be faithful to complete it in you.