Having participated in one EVE mentoring program, working with teachers from Africa, I was very happy when the opportunity came up to do it again. This time there are 8 teachers from across Latin America, presenting on a range of different topics. My mentee was first to present.
[I will add a link to the recordings when they become available]
#Memes: preparing EFL learners for intercultural communication on social media – Jessica Rivas (Venezuela)
Jessica started by reminding us that memes can be offensive and not for everybody. Not every meme we see is one we can identify with.
Do we prepare our studenst to face intercultural communication on social media? To understand that social media is a bridge between different cultures? It comes with risks, challenges and threats like those of memes above.
Here are some ideas you can use to help our students to understand this:
- Discuss. What are the characteristics of memes? What is the process of their creation? What is their relationship with culture? What concepts are involved in the meme?
- Reflect. What is the purpose of the meme? Who is the intended audience? Who created it?
- Introduce. What memes are related to the learners’ culture? What stereotypes or prejudices might they be sharing?
- Compare. How does this meme relate to memes from similar or other topics? How does it relate to real life? How does it relate to other people’s lives?
This could also be a starting point for research done by students about memes they have seen.
An English teacher in a Honduran town with limited resources – Luz Milda Bohorquez Paz (Honduras)
This map shows were Luz lives in Honduras.
As English teachers, Luz says that we need to be empathic, adaptable, creative and tolerant. Love and passion should also be part of our job.
She works in an incredibly challenging context, with 620 students in public school, with only 2 x 45-minute lessons with her students each week. There are limited resources, no books, no copies, and a lack of government support. There are high levels of poverty, and many learners work in agriculture and go to school as well. There is limited connectivity. Luz has a high workload, and there isn’t enough practice time for her students. She has to find resources on her own, and be creative to design engaging lessons. She aims to empower learners so they know English is useful, and sometimes uses her phone to provide an internet connection. Luz encourages her students to create project work and work on topics.
In the future, Luz would like to create an audiovisual lab for her students. She is hoping to apply for grants and/or work with her learners to bring technology closer to her learners, engaging them more, exposing them to innovation, and providing access to opportunities with learners in other parts of the country of the world.
Prioritising Mental Health in a University Context – Patricia Gomez (Paraguay)
This is a definition of mental health. Patricia believes this is vital for university students to have, particularly to stop them from quitting their courses. At the university where Patricia works, only 10% of students graduate. Only 1% of the health budget in Paraguay is dedicated to mental health.
Patricia studied at the same university and felt very supported by her professors and classmates, but she felt the need for institutional support too. When she started her research she discovered that a Bienestar Estudiantil (student wellbeing) department exists, for wellbeing, but the office is 6km away from their faculty, and it’s hard to get around! The service has existed since around 2009, offering support with academic and administrative processes, and helping disabled students with access.
She interviewed some of her students in the English language program to find out what they knew about it. More than half of the students didn’t know it existed, and 94% of the 18 students didn’t know how to access the department. These are some things students said in her survey:
This is what the students wanted from the department:
Most of these things are actually provided by the service, apart from mental health professionals, but there is only one person responsible for a whole department.
- Create a wellbeing hub. She recognises it might not be possible to build an office or hire more staff. The University of Oxford describes this as “an online gateway that makes it easier for all to find and access wellbeing and support services.”
- Build peer support networks. Train students to volunteer to be good listeners and help those who are struggling, and how to redirect students if they need professional help.
- Promote wellbeing activities. For example sports, exercise and recreation, as well as socialising.
These should have a positive impact on our students.
Intentional teaching: engaging students with ADHD – Anabell Rodriguez (El Salvador)
Classroom management is often a challenge, especially for new teachers, and many teachers have little or no training for working with students with special educational needs. This can be discouraging for both students and teachers.
Before we start, Anabell reminded us that all our students have superpowers. We should see them with eyes that see what they CAN do, not what they can’t. We also need to work with other people in our organisation, and in our networks to learner more about strategies to help us work with our students. We need to work from the heart, and remind students that we love them and we want the best for them.
What happens in our classrooms and why?
- Obtain adult attention. Students want adults to talk to them or look at them. Criticism and yelling are also attention, though it’s for negative reasons. We need to provide them attention for things that are positive, for example praising them for opening their books and being prepared for the lesson. They get a boost for this, and we reinforce positive behaviours. Students will then tend to perform these positive behaviours more.
- Obtain peer attention. Students want other students to talk to them or look at them. Laughing, touching and fighting are also kinds of attention. Ask the students to do things which play to their strengths. For example, if a student is great at drawing, ask them to draw flashcards for you, then tell the other students who did it. In Anabell’s experience, that meant that a student was then asked to draw things for other students, and became much more engaged in the whole classroom environment.
- Avoid or escape. The student doesn’t want to do the work or be in the room. They may also not want to be with certain peers. Students don’t have intrinsic motivation, so we need to work with extrinsic motivations. Encourage them based on what you know they like. For example, tell them that they can listen to some of their favourite music at the end of the lesson if they’ve worked successfully. Or let students work alone rather than making them work with peers.
Functional Behavioural Assessment and Behaviour Support Plans:
- A: Antecedent e.g. when Maria is asked to do work in a group…
- B: Behaviour e.g. …she gets out of her seat and walks around the classroom…
- C: Consequence e.g. …As a result, she does not work with the group.
The hypothetical function of her behaviour is avoiding group work. Here are some possible solutions people came up with for this situation:
- Ask her how she prefers to work, for example individually.
- Assign people roles within the groups, so they are all clear what to do. Make sure she understands that she is needed in the group too.
- Let her monitor the class with a specific role during the activity.
It’s important for us to identify the antecedents and consequences, not just the behaviours, to help us come up with alternative solutions.
The highlights of my teaching experience with young learners at Escuala Vera Angelita in Nicaragua – Fernanda Polanco (Nicaragua)
Fernanda’s school is in a rural area, and is a sustainable school, the first in Nicaragua. They are aiming to integrate all of the UNESCO Sustainable Development Goals. It’s located within a farm, producing organic food, which is used to feed the students and teachers, some of whom live at the school. There are also donors from the USA who provide things for the school. All of the students are girls who live on campus, who receive everything they need at the school, including food, clothes and healthcare.
Fernanda works to create classroom routines, including using technology like QR codes regularly. She uses a lot of collaborative work to promote interdependence between students. She makes use of the space in the classroom and the outdoor areas of the school to vary lessons.
To help students adjust to the classroom, she uses a ‘sandwich’ of English / Spanish / English. Later she reduces the amount of Spanish she uses once she knows that students feel comfortable.
Own languages are used by learners, regardless of what teachers do or say and they can also be used productively when children / teenagers work together in pairs or groups.Ellis, 2021
There have been other challenges. Some of her students are complete beginners in English, and some don’t have Spanish either as they come from indigenous groups.
Practical ideas for pure beginners:
- Story telling
- Role plays
- Guessing games (like mime)
- Recording – students like to listen to their recordings, and this serves as self-assessment
- Board games – online and in-person
- Real-life speaking
These are some of the resources Fernanda uses:
The use of social media in education – Larissa Nunez (Paraguay)
Larissa started by reminding us of some potential disadvantages of social media:
- Can facilitate cyber-bullying
- Can promote laziness
- Can distract learners
Larissa talked about using TikTok for education. She started creating TikTok videos when working with a teenager, and this improved their relationship. There are lots of people using social media for education, including giving live online lessons.
We need to be as curious and innovate as we want our students to be.
She started to promote interesting tips to support her students, first on Instagram, and then on TikTok.
Direct app interaction activities:
- Making videos – creating short videos using the target language
- Duetting teacher’s videos, dialogues
- Recording steps of a project
- Putting math problems on video and asking to comment on the answers
- Answering questions via the app
Indirect app interaction activities:
- Researching a topic and writing a paragraph
- Critical thinking – using videos for discussion or debate after watching videos
- Telling the teacher about a TikTok that was funny, interesting, inspiring, that taught you something new, etc. (rather than ‘How was your weekend?’ as an opening question!)
- ‘TikTok moments’ in the classroom: students can share a TikTok video for other students to see, e.g. study techniques, words they’ve learnt, or something fun in English.
TikTok is also somewhere teachers can learn tips and ideas. Jordan Cotten was one person Larissa found it useful to follow. She also found other teachers from Paraguay, sharing tips relevant to her context.
Advantages of using social media:
- Communication and collaboration
- Finding tips, ideas and resources created by other students – students are more likely to listen to each other than to their teacher!
- Distance learning opportunities
On Instagram, Larissa is @misslarinf.
Teaching with magic – Krissia Diaz (El Salvador)
This was a very fun presentation, featuring puppets and magic tricks 🙂
Kris tries to make use of painting, singing, dancing and magic to motivate and engage her students. She was highlighted as an outstanding teching by the Ministerio de Educacion in 2021. Now she’s an instructor for Platzi, helping public school teachers.
Using magic tricks can help students to realise that it’s OK make mistakes. It fosters their imagination, boosts their self-confidence, and can help with content explanation. It encourages students to explain outcomes, going beyond surface explanations.
Professor Richard Wiseman, Jody Greig, Miss Nan, and Xuxo Ruiz are all teachers you can find online who talk about teaching with magic. Xuxo Ruiz has written a book called Educando con Magia.
[It’s best to watch the video of this one, as that will make the tricks and ideas clearer!]
Webcomics: in the EFL classroom – Analys Milano (Venezuela)
A webcomic is the younger sibling of comics. There is a sequence of frames with narrative development, with a link between images and text, in both. But webcomics are mainly made to be viewed via apps or websites and consistently published.
- Vocabulary is learnt in context.
- They are visually attractive, including having distinctive styles according to the authors.
- They can motivate and inspire through their stories.
- Students can relate to the stories and talk about their own related stories.
- They promote reading comprehension.
- They provide meaningful input.
Webcomics require intensive and extensive reading skills. They require critical reading, and understanding the relationship between context and experience. They also promote critical thinking.
How can you integrate webcomics into your classroom?
- Focus on grammar: Find a grammar point within the comic and explain it to your classmates – why was it used there?
- Complete the story: Missing frames, missing lines. Who got the closest to the original story?
- Fandub: Take a part of the story and ask students to voice the characters themselves. They have to understand the feelings too, not just the words.
- Translations: [I missed this one]
- Focus on comprehension: You can link comics to other media, like related videos.
On Webtoon, there’s a comic called ‘Let’s play’, which Analys uses to help students understand social media influence:
We need to take our students’ interests into account – there are many different genres of webcomics. We can create webcomics to create reading habits. Comics can also help with mental health and self-awareness, for example as distraction during the pandemic.
Here are some helpful websites: