Back from break - games, chaos, and routines

As another week of work has already begun I wanted to stop and share some of the joys that the past several weeks back at school have brought... After being on break for what seemed like forever (and yet, simultaneously, felt as if it was over in the blink of an eye) I was anxious to get back to school - excited and nervous to see how the break had impacted the students.

The first day back there was a theater taking place in the school for the first and second grade students. So, instead of teaching, I had the chance to spend time with another auxiliar playing games and doing activities with a dozen or so students who didn’t have permission slips for the show. It was a nice way to ease back into the routine and spend a little one-on-one time with a couple of the students that I work with in the classrooms.

I did my best to arrive back in Madrid with a few new ideas for our daily class “routines” and took the opportunity of starting the New Year with some new songs and ideas on how to, more actively, engage the second graders. I was uncertain about how the kids would respond but have been pleasantly surprised with how much they seem to enjoy the new activities. (One boy, who definitely dislikes English, even told his aide that she couldn’t pull him out during routine one morning this past week because “I don’t want to miss the games with Stephanie!”) I know that there will continue to be days that are better or worse than others but I really see how much the past few months have taught me about the importance of loving what you do and helping the students to love learning as well. The “games” I play with them serve as study activities as we review their vocabulary, subject matter, and grammar but do so in a way that they don’t feel nervous or anxious. It allows them to take a shot at practicing what they are being asked to know without feeling singled out.

It might seem silly but just switching up the way that I call on students (like having them pick names out of a hat instead of me choosing students that are raising their hand) or how I correct an activity (inviting students write the answers on the board rather than me just posting the answers) is a simple way to motivate everyone in the classroom (especially when they know that their name will be taken out of the hat - meaning that they won’t be called on to participate - if they are not behaving!). And it’s not just the students that are more engaged when I take the time to switch things up; the excitement is contagious! The little change in routine adds a renewed enthusiasm and optimism for the rest of the class period.

Even today I came to a new realization; sometimes you just have to go with where the students are at. After break, all the students are hyper and sometimes getting them to focus and be calm is about as possible as walking to the moon. So, when I realized that even the threat of taking away the “fun” of the question ball was failing to quiet the 25 voices that were surrounding me, I decided to use the energy and uninhibited excitement to help with studying some of the more tricky grammar that we’re working on - the present continuous. In true “goofy” excitement, I asked each student if the individuals in a picture were doing different things (none of which were actually happening in the photo) and having every student practice the response “No, they aren’t”. Because I was willing to be absurd and funny, they were intrigued enough to quiet down. (I think they were all waiting to see who had to answer “yes, they are”...) There was laughing and yelling when I finally asked, “Are they drinking hot chocolate?” and all the students shouted, “Yes, they are!” It sounds ridiculous, but if it works, I will happily oblige the silliness!

It’s true that children pick up more than we sometimes would like to think and it’s also true that our attitudes can impact the attitudes of others around us. I really believe that the (genuine) excitement and enthusiasm a teacher shares with his or her class can motivate and inspire more than we may ever know!

So, for anyone considering applying as an auxiliar, don’t worry about whether you have enough “experience” or if you “know enough” (trust me, I’ve learned more about the geosphere, the hydrosphere, the layers of the atmosphere and more all from the past semester of studying 4th grade social studies then I can even remember from all my years in public school!). Worry about if you are willing to bring energy and joy into the classroom; worry about if you’re willing to create games and share goofy moments with children who will love you, (sometimes) hate you (or the fact that you will only speak to them in English), exasperate you, exhaust you, rejuvenate you, and so much more. And then, when you’re done worrying, apply!

-Stephanie Moss
(Mk 10:13-16)