Week 23- analyzing and reflecting..and having some fun

This pigeon showed up next to my window one day
and kept me company for almost 2 hours 

During this week I focused mostly on writing, analyzing data, and working on my reports for my Fulbright. In my “freetime”, I tried to catch up on this blog- I seem to always be about a month behind. 

Analyzing/Analysing

My assistant, Nthenbiseng, came in everyday at 9am and worked with me until after 4pm most days. A few of the faculty stopped by and joked that I was working her too hard, she would smile politely at the comments. Although I was done working with schools, I was still gathering documents and materials they could use based on the questions and concerns that came up during the seminars. I was also trying to organize all of the documents and presentations I had created over the last 6 months into a reference binder- this was one of those times I wished I had been writing, recording, and printing things off as I went along rather than waiting until the last month. I was trying to formulate thoughts about my experience working with educators. Here are some of the topics I have been trying to flush out about my encounters with the educators at the universities and the schools. 

• Language (University)- At the university, the students struggle with language- academic writing and speaking/reading in English. They have an academic writing textbook that reviews fundamentals, however, the struggles that I am seeing in the classes are beyond understanding language basics (vocabulary, graphic organizers, etc) and strategic reading (skimming and scanning for important information). Many of the students struggled reading the Harry Potter book (although that could have been because they thought they could get away with a lighter work load), so when I gave them an activity asking them to dissect a peer-reviewed journal article, they were overwhelmed, to say the least. In one class, I had them work on morphology, but that too is just a basic step for an English Language learner. I wonder what is the best course of action to support educators. It doesn't seem right to be pushing teachers into the field who do not have basic English skills and are expected to teach their students these skills. But what can the university do about student qualifying for the program yet not having the vocabulary necessary to access the information presented in their text? Although I was able to visit some of the university classes, many times the professors and lecturers were not in the room. So, were they able to see the strategies I used to assist the students who struggle with language and processing (such as the SIOP model strategies)? Is it appropriate for lecturers to be addressing English Language supports when they have other elements of instruction to go over in such a short time.

• Language (Schools)- At the school sites, I see that the teachers are not always fluent in English either...how can the cycle of language issues be broken if teachers and students are struggling? Maybe the key here is the preservice teachers- if we can begin to educate and "push" these preservice teachers to increase the English language skills then maybe we can begin to address these issues with students in schools more explicitly and bring the next generation of learners to the next level? 
  
• Culturally responsiveness (University)- At the university level the most unresponsive thing I saw was inflexibility, interestingly enough I also saw lecturers who were too flexible. When I was working with the 4th year students on their research projects, they were not able to meet during the day, so I scheduled meetings with groups at times they could make it (after their day of teaching). I was the last person in the school of education on those days...by meeting with students based on their schedules I was able to not disrupt their learning, show I cared about supporting them, and I was cognizant that not everyone has the same schedule. Based on the evaluations the students wrote, they not only appreciated me helping them when they could meet, they were more dedicated to their group work because they understood the importance of meeting together and understanding what each person was doing so they could support each other more, and they felt valued as people with real lives. One student said she worked harder for me because she wanted me to be proud of her...I also dealt with the other side of being flexible. In two different classes I taught, students did not show up to class and turned work in late. One student told me it was because their lecturer was so nice they knew it was no big deal. I spent way too much time seeing and supporting students who missed the lecture. Looking back, maybe I shouldn't have met with the absent students, but if the idea is to get the information across and it was their first experience with me, I am not sure who it would have benefitted if I ignore them or told them to get help elsewhere. I think as teachers, we are constantly challenged with the idea of too much versus not enough help. If the students had begun the semester with me, knew I took 10% each day an assignment was late, and had strict attendance rules (behavior/classroom management), then maybe there were not have been so many turning things in late- but maybe this is just how they are... 
• Cultural responsiveness (Schools)- In the schools, the culturally responsive part that stood out the most was in working with diverse students, families, and communities effectively. It seems like there is a lot of finger pointing that students, families, and communities are not working hard enough to support the schools, but I wonder are the schools and support programs (NGOs and Non-profits) doing enough to support these individuals and groups to help them. People don't know intuitively how to be helpful and historically they haven't been expected to do much beyond pay attention and memorize your work. How can we, as educators, support those involved in the school in supporting us? 

Okay, enough of the diatribes (of course there will be more later)...There were a few after work “fun” events I managed to include into my week.

June 10- Kim flew back from Cape Town. I met her in Rosebank for dinner.  

June 11- Kim booked a bike trip through Soweto…I dropped her off in the morning, then picked her up in the afternoon. We went to the Hector Pieterson Museum that afternoon- she had been in the area for the bike tour, but they didn’t tell her it was a museum so she didn’t go inside. This was actually perfect for me because I hadn’t had the chance to go to the museum yet. That night I convinced her to meet my friend Caz at the Kizomba class they offer (kizomba is “Angolan Tango”). She was a good sport about the class, even though she was already tired.

June 12- Kim went to a conference and I went to work…That evening Agata and I met up with Kim in Sandton for Kim’s goodbye dinner. After dinner Kim and I went to listen to some jazz in Melville. My friend Walter joined us.  

At Poppy's in Melvile
(Davies, Me, Kim, ?, Walter)

June 13- Kim and I went to breakfast at 44 Stanley (a 4^th Street of Berkeley type area) and then I dropped her off at the Gautrain (the train that goes to the airport) before work. That night I went to Bioscope Independent Film House for the Film Festival called “Encounters” with Leketi. We saw a movie about the drugs in America. Not uplifting, but informative about the war on drugs…you never know what you will get at film festivals.

June 14- Cristines, my new best friend, was moving back to Brazil in the morning. We got together for dinner and wine with Adriana. Then, we ended up at the Griffin where we met another gem in this world, Eric. Cristines is one of those friends who may not live near but will always be in heart…she is a wonderful reason to visit Brazil soon too! 

My Lovely Brazilian Ladies
(Me, Cristines, and Adriana)

June 15- Saturday morning Michelle and I agreed to go to Neighborgoods. She invited her Peruvian friend Roberto as well. We enjoyed wine, paella, and an Argentinian meat sandwich…and topped everything off with bubbly and chocolate. 

At Neighborgoods with
Michelle and Roberto
(and 2 Batmans behind us-
or is that 2 Batmen?)

That evening I had plans with my special group of ladies at Montecasino. We had wine, dinner, and danced until I had to go home (I am the youngest in the group- I shouldn’t be the first to leave).

I love the women in Jozi!
(at Montecasino)

June 16- After a morning or working and reading I got my energy together and went over to Michelle’s house for dinner. Her boys were there and we talked about books and things we were grateful for that day.