Helping your Auxiliar Help you!
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Talk given at 25th GRETA conference. Discussion about how to better utilize Language Assistants in bilingual classrooms.
![Introduction ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Helping your Auxiliar Help you!
- 1. Helping Your Auxiliar Help You! Viola Wilbanks
- 4. The Auxiliar Experience: In general feeling under-used. “I’m basically the person who carries the CD player from one class to the next” -Anonymous Auxiliar “I liked holidays last year because (…) I knew I would feel somewhat useful in the classroom for a week or so; but I didn’t like that I felt (…) being a “cultural ambassador” only meant talking about American holidays” -Kristen K. (Auxiliar)
- 10. Self devaluation (not teachers)
- 11. Intimidation
- 13. Combination inexperience and cultural differences
- 15. The assistant and the classroom teacher (or the school representatives) may agree upon other activities and responsibilities they should be involved in, such as conducting conversation lessons, attending faculty meetings, making class presentations and participating in extracurricular activities such as workshops, field trips, student exchanges, music and theatre performances or sports events.http://www.educacion.es/exterior/usa/en/programs/us_assistants/default.shtml
- 17. Reading vocabulary; creating games/worksheets.
- 19. Holiday presentations.
- 20. Helping teachers with English.
- 21. Finding web resources.
- 22. Creating bilingual curriculum.Approximately 90% of work is inside the classroom.
- 25. Dual purpose
- 27. School sports / dances / parades
- 28. Homes: building materials, gardens.
- 30. InternetGet to know your Auxiliar!
- 32. pages 9-10
- 33. My questionnaire for teachers
- 34. Meeting prior to Auxiliar’s arrival.
- 36. Archive all contributions.
- 37. How to improve.
Editor's Notes
- Me:American, 3 years in two centersResearch: good stuff from J. Alcalde Lopez look at toward end recognize his contribution speaking on Sat-encourage assitance
- Auxiliares feel under-used and confusedUnderstanding challenges means looking at different experineces. What’s happening here?
- Apply challenges to specific experiences.“Intimidation/classroom control” BIG—exagerated (keep it light/fun) be aware that this isn’t usually where your Auxiliar is coming from leading to misunderstanding/feeling uncomfortable/afraid to talk to you (still shocking)
- Definition is really broad and liberating -leaves room for growth/creativity and individuality -let’s look at how to make that unique relationship possible.
- Quote: expression “stuck in a rut” think of wheels and the path they make, how difficult it is to get OUT of that rut
- Speaking from experience: Surprise about sharing meals/houses, etc.simpsons (FUN!)Spelling Bee -couldn’t have happened without support and enthusiasm of bilingual coordinator -in your control to really open doors to creativity.Internet: concise—blog wiki, motivational
- My questionnaire: clarify expectations for auxiliaresSecond meeting: after they’ve gotten established
- Fighting discontinuity: My experience in three years (two centers) every year a new coordinator and not much idea about what to do.
- Communication: understandingauxiliar and helping them understand you.Encourage creativity and be surprised.
- Tailor making your bilingual program: -relationship with your auxiliar -building bridges between cultures -tap the potential: what we’re really there for “cultural ambassador” BREAK OUT OF THE CLASSROOM! Make your path, avoiding the ruts!