Category Archives: paragraph blogging

A day that felt different

What does it take to feel warm, welcome, belonging, excited about your job being a teacher in a high school? I am feeling just that right now and it’s a sudden overwhelming emotion that needs to be outpoured. Hence this impulsive paragraph blog post. So what did it take this time? Over a hundered teenagers gathered in a room; three university undergads (Japanese studying abroad) sharing their experiences, highlights, concerns and tips about studies overseas – from making this choice and preparing applications to managing your life all by yourself, enjoying college life and facing racism. I’m once again reminded that nothing leaves a more powerful impression than a personal story shared from your heart.

It takes leaving that obnoxious teacher’s platform and taking students’ side, that is, sitting on the floor next to them.

It takes talking to them naturally even knowing their English is low and they most likely struggle to understand what you’re saying. They do make it out, though, even if I can use that level prejudice as a barrier and thus limit my own communication with them.

It takes smiles which are more sincere than morning greeting requires.

It takes a hearty laugh about something together.

It takes months, too, but this moment and these bubbles inside feel special and precious.

 

Also, on a more material/ physical note, today I guess I got closer to the Japanese culture in that I “touched” students (well, rubbed a few shoulders wishing well and expressing appreciation) for the first time, and was “touched”, too. I shared (or created?) some personal moments with students, just by being myself, showing interest, asking simple questions and showing care – because I do care. Finally, today it felt natural to express it.

 

Thanks for reading. I am happy today, or right now, and I wish you the same. 🙂

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Celebrate well-wishing

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with the leek

It’s easy to get self-critical in/ after an English class where you (teacher) are a non-native English speaker and they (students) are active and hungry for learning as many words as possible on any topic that randomly emerges during classtime. One of my classes is exactly this type and you never know which vocabulary you’ll end up doing, the fact which I, in fact, enjoy 93% of the time. It’s been mentioned before that this teacher suffers from occasional memory blackouts in class in all kinds of situations. On sunny carefree days I, generously to myself, let these moments pass by without significantly rubbing off against my sensitive teacher skin. On another type of days, bleak and gloomy, the fact of “losing it” may backfire, and students’ reaction to my passing forgetfulness can become crucial. Reactions that don’t necessarily help my self-esteem are these:

– “You don’t know this word?”

–  “Ok, it doesn’t matter.”

–  rushing into opening dictionary apps

– sizing me up and looking with what looks like contempt *for a while longer*

Well today there were cards to revise vocabulary that came up last class and this student wanted to say she loves all kinds of pies. She started enumerating actual fillings: salmon, cabbage, meat, cheese, fish, лук-порей… I am racking my brains, I know it’s there, it must be, it was…. The other student opens Google but it takes time. This pie-loving student opens Google Translate app but it won’t load. Mine loads faster though and there it is, of course, the leek. I can’t explain why but this leek failure really upsets me in those fleeting 90 seconds that we struggle with getting the word, and so I mention it in passing, more like a remark to myself. The picture in my mind is a pot of shabu-shabu that I ate not once in Asia, and enjoyed so much. With lots of leek.

She smiles such a warm caring smile and says with genuine well-wishing, “It’s not a necessary word, it’s fine, don’t worry”.

A moment in class out of a million similar moments in hundreds of similar classes, I know. And I wouldn’t have devoted a whole blog post to it had this memory of a warm considerate student’s line not stayed with me for a few hours after the lesson, made me smile and appreciate the good attitude. I might forget the leek again, as well as may other necessary and unnecessary words. I want to celebrate the students’ well-wishing when it’s here and touching my heart.

Thank you to all students who care to be kind.

 

Thank you for reading!

 

Paragraph 2. A year on, still writing.

This paragraph blogging style is liberating and infectuous. It’s just my hunch that it might help me turn my many drafts into actual paragraphs some day. For now, here’s this sequel to the post from a year ago. I recommend you read it first, it’s short, light and will entertain you with three images.

 

 

 

*****

In this year that has passed by only too fast, we’ve talked about any number of topics a teenager could be interested in and could have something to say about. If you’re interested in particulars, we’ve talked about our families and relationships within these families; about our personal dreams and why they were these particular dreams; about my work and her school life; about friends; about how I became a teacher. We’ve talked about movies, literature, traveling, reading, writing, music, talents, and goals. I have been trying my best to keep the flames of the conversation burning, always noting something she could pick upon and develop. I asked questions not because I was a teacher who wanted to see her use of Complex Object or target language. I opened up myself and welcomed her to do the same, as much as she’d feel comfortable to. Emotions filled the pages, displaying sincerety, pointed out by exclamation marks. ……… “I shall never cease to marvel…” As my eyes stared at this turn of a sentence she used in one of her recent letters for a good couple of minutes , something clicked. Last week I asked the girl in my regular letter in the journal to sift through all of her *12* letters to me and notice any kind of progress. That’s what I got to read in response (note: this is an unedited, genuine piece of teenage writing): “I think my writing has improved a little bit. … Because earlier I always sat with an interpreter and tried to translate your letter and then sat and looked for many words to write a response to you. Now it became much easier. I translate from your letters up to 5-7 words and when I wrote too I looked in the dictionary very little.”

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She sometimes excuses herself for writing too little, a mere page. Just keep writing, I say. Some people blog no more than a mere paragraph and are not in the least ashamed of it.

 

Thanks for reading.

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Paragraph blogging.

Welcome to a new type of blogging Kate aka @springcait (see picture below) and I propose to those in ELT community – paragraph blogging. If you…

– are sick of mulling over your Seriously Great Idea in an attempt to shape it coherently and beautifully into a decent (read: perfect) 1K+ words blog post;

– think your Seriously Great Idea will not significantly lose in its greatness if you manage to tell it in one paragraph;

– are lazy;

– promote clarity in expressing thoughts.. or lack of clarity within a one-paragraph writing;

– don’t think you have a Seriously Great Idea, but you do think you have something to say;

– want to experiment with your writing style;

– desperately want to blog but have just your cell phone with you…

…then paragraph blogging is for you.
Let’s see if one paragraph could be a good amount, readable, doable, enjoyable, ideally informative.

Here’s my Paragraph 1.

*****

Today I was in class with university students (acting as their actual teacher) for the first time since June 2014. I met 13 young adults, some of whom looked tired, sleepy, well-rested, cross, skeptical, blank, interested, curious, shy, markedly laid-back, and some didn’t even look up from their desks to meet my eye. Interestingly (for me), many of those young adults didn’t know much about each other, even though they spent a whole term studying side by side. (That makes me think now whether “studying side by side” necessarily equals “knowing your partners” or “caring to know your partners” in a language class.) Naturally, they were given time to mingle and find things out, which they, naturally, did. The two main take-aways from this non-groundbreaking getting-to-know activity for me personally were the following phrases I overheard: “It turns out my groupmates are interesting guys” and “I write short stories”. While the first line invites no further commentary from me, the latter one might. So it turns out Student I. is an interesting person and writes short stories about the things/ events/ life she observes around her. And since her teacher easily gets excited about what she believes to be students’ talents or creative expressions, and especially all things writing, we all agreed to exploit this. It’s a tentative plan now, of course, but one class Student I. is going to attend my class without actually participating in it, solely for the sake of making the best use of her time observing our lesson. She will then write a short story about it, which she will bring to class for us to translate into English. At least translate, that is! I can’t even start to imagine what it could hold for us all and me as a teacher in particular. It will also be interesting to see how honest the writer will get in her observations))

Thank you for reading.

P.S. This post belongs to a #livebloggingparty series, back in Russia, hiding from the wet grey Moscow February in a cafe with Kate. Fun as ever 🙂

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