Teaching Portfolio Andrea Blanchard

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Table of Contents

Cover Letter

Personal Reflection

Teaching

Reflection

Observation Notes

An Odyssey through The Odyssey Unit Plan

Short Story Unit Plan

World Religions Assessment

Leading

Reflection

Project Citizen Assignment

The Account of a Student Teacher: My Blog

Learning

Reflection

Michigan Council for History Education Membership

Honors Societies

MITESOL Conference Presenter

Democratic Society

Reflection

Alternative Breaks Site Leader

Make a Difference Day Site Leader

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Cover Letter

To whom it may concern;

To me, to teach is to serve not only your students but also your community and your collective future, and I would love the opportunity to be in the service of your school district. I am an April 2012 graduate of Grand Valley State University with certifications in Social Studies and English for secondary education, and I am ready to put my training and education to use in the training and education of others.

My Student Assisting and Student Teaching experiences offered me two drastically different exposures to school life, but both challenged me and encouraged my growth as an educator. At my first school, Valleywood Middle School in Kentwood Public Schools, I worked with a diverse urban student body teaching sixth and seventh grade social studies. With my seventh graders, I conducted a social studies project on world religions for which they had to construct a website describing the theology of the five main world religions, and they had to explain why they thought the study of religion was important. Interestingly, four out of the five religions studied were represented in my student body, and I believe this project helped them understand each other better.

In the rural district of Lowell Area Schools where I completed my student teaching in English at their Freshman Center, I worked with students of varying abilities on reading comprehension, grammar, and both creative and academic writing. I also had an opportunity to team teach a remedial ninth grade English course with a Special Education student teacher. We taught an extensive unit on To Kill a Mockingbird with a focus on studying the perspectives of others by writing extensively from different characters’ points of view. My goal in teaching is to keep my lessons relevant not only to curriculum standards but also to the students’ lives and making lessons as personal as possible allows me to do that. My other educational leadership roles have included work with writing clubs, book clubs, drama, yearbook, service organizations, chaperoning, and individualized tutoring in grades six through twelve.

Outside of school, I like to keep myself occupied with service work. During my college years I logged nearly 100 hours of tutoring in inner-city and rural schools and spent hundreds more hours volunteering in food pantries, local ministries, and in seven different nonprofit organizations. I spent three of my college spring breaks volunteering through the Alternative Breaks organization, and my trips took me to Atlanta, Georgia, Washington D.C., and Logan, Utah. On my last trip, for which I was a student site leader, I volunteered at a recreational camp for individuals with disabilities which better prepares me to work with the student special needs population. From every service experience I partake in I look for an opportunity to learn, and I believe that there is no more powerful learning than service-learning.

I had an opportunity to share this belief and my interest in service learning with the sixth grade students I worked with at Valleywood. For my final project with these students I required each of them to participate in a service activity of their choice and reflect on their experience by writing a narrative, creating a video or podcast explaining the importance of service work for their communities, and interviewing others who do service regularly. Service to others is a key element of citizenship, the focus of our social studies lesson at the time, and it is my hope that I instilled in them a desire to continue serving their community.

Thank you for taking the time to consider my application, and I look forward to the possible opportunity to serve your community with you and your staff.

Sincerely,

Andrea Blanchard(269) 598-3705andrealeeblanchard@gmail.com

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Personal Reflection

As a teacher, my mission is to motivate, inspire, and educate my students to be the well-rounded adults of tomorrow. The key that allows me to fulfill that mission is building relationships with my students. The better I know my student population, the better I can serve them as their educator and prepare them for their futures as adults. I strive to individualize instruction as much as possible but more importantly to individualize my relationship with each student so that they receive the attention and support that they need to succeed in my class. From my classroom experiences so far, I learned the value of building relationships early on both to improve students’ behavior and academic performance and that is a practice I intend to implement in my own classroom.

I also intend to be a teacher who holds high standards for my students and myself. I strive to do the best job for my students that I can, and I expect them to give their best effort, too. I recognize that not everyone’s effort looks the same, but I expect to know my students well enough to know how hard I will need to push to get them to perform at their best. I will strive to implement creative, engaging lessons that are relevant to their lives, and I will ask that they put their best effort towards the tasks I assign. I see my role in the classroom as a curriculum coach, someone who is knowledgeable, available, and supportive, and it is my goal to fulfill that role.

From my experiences as a Teacher Assistant and Student Teacher, I learned many lessons. I learned about my students, their mentalities and their capabilities, and I learned that they are but a sample of all students and that I cannot make any generalizations as far as students are concerned because each is unique and should be treated that way. More concretely, I learned the importance of being flexible. All teachers know that not all lessons go as planned, and I have had to reconfigure lessons halfway through the class period, and though it is stressful in the moment, it is good practice in being flexible, and it shows that I am both a conscious and responsive educator which is ultimately in my students’ best interests.

Though lessons do not always go as planned, your best chance at success as an educator is to have a well thought out lesson plan. I enjoy the planning process, especially when I can tailor lessons and units to the students I teach. From my Teacher Assisting and Student Teacher placements I learned to better pace my lessons and gauge how long activities will take. It is not a precise skill, but I am improving at it. I also learned to vary activities to suit different styles of learners. I like my students to engage in material in different ways and to be forced to think in new ways, too. My latest placement also helped me learn to collaborate. Working with other teachers of the same discipline to ensure that students receive the same content material is one thing, but collaboration with a teacher of another field is something else entirely. My collaborations with a Special Education student teacher allowed me to explore the needs of population of students beyond the general education classroom, and our work together taught me much about catering to this specific student population.

Most importantly, through my classroom experiences, I learned that I love to teach. I love witnessing ‘ah-ha’ moments. I love that realization that students have that they know something they did not think they did or that they understand a concept that was once foreign to them. I love sharing information. I love conveying my own love for literature, history, and writing to students. I love sharing my passion about material with them and having that passion rub off on them, too. Teaching gives me the opportunity to do what I love, and I look forward to a career full of ‘ah-ha’ moments.

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Teaching Reflection

To teach is to serve your students by promoting their personal growth and success and helping them make discoveries about the world around them. The observation notes from my Field Coordinator included here attest to my successes thus far as an educator. My Field Coordinator Roger Kropf, a retired teacher, principal, and superintendent, notes specific strengths of my teaching including organization, confidence, professionalism, use of technology, use of multiple thinking levels, use of a variety of activities, and the creation of a comfortable atmosphere for students. The strengths noted here mimic the strengths I strive to achieve in every lesson every day in front of my students.

The following unit plans and assessment I constructed demonstrates my curriculum goals for students. The first unit plan is ninth grade English unit serving dual purposes to cover the classic epic poem The Odyssey and the parts of speech. The unit calendar, daily lesson plans, and the complete set of assignments for this unit have been included. This unit plan demonstrates my emphasis on providing students with sufficient scaffolding to understand particularly challenging texts. Challenging texts can be found both in English as well as in branches of social studies, and I have learned that the better prepared students are before encountering the text, the more positive experience they have with it. My second unit plan includes a unit calendar and select daily lesson plans and assignments to demonstrate the array of work I like to ask of my students. For group work and individual projects I like to give my students options so that they can show me what they know and what they have come to understand during our unit of study in a way that reflects their strengths as a learner. Aside from verbal, auditory, and kinesthetic learners, I like to take into consideration the different kinds of thinkers I have in my classroom. That is why I also like to create a variety of assignments that cater to creative, analytical, and practical thinkers.

The test from my seventh grade Eastern hemisphere course that I have included here reflects my belief that students should have the opportunity to show you what they know assessments opposed to guessing at what they may not know. I like open ended short answer questions that ask students blatantly to state what they have learned and what they have come to understand throughout a unit. There is no one right way to learn, and I want to offer my students the best opportunity to reflect their own academic growth as possible through my assessments. Giving students choice and opportunity to reflect on their own learning allows them to pave their own path in the classroom. Learners are as diverse as the number of individuals in each class, and I try to cater to as many as I can within every unit that I teach.

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Observation Notes

Roger Kropf, a seasoned educator and administrator now working as a field coordinator for Grand Valley State University has observed my teaching on three separate occasions. His notes from my first two observations have been included here. He highlights many of my strengths as an educator and admits that his only advice for me is, “Keep up the good work. Well done!” He lists these consistent strengths across my first two observations: organization, preparedness, self-confidence, use of technology, looks/sounds like a teacher, presents professionally, voice projection, multiple thinking levels used, multiple learning styles used, nice classroom atmosphere, management, and the use of a variety of activities. These observations reflect the strengths I try to demonstrate every day as an educator. I want to teach for the love of teaching, and to have an experienced administrator compliment my efforts so thoroughly speaks to my early successes and my potential as a working teacher.

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An Odyssey through The Odyssey Unit Plan

This complete unit plan serves two purposes in my classroom. It not only walks my students through an extensive look at the epic poem, The Odyssey, but it also has a corresponding grammar unit covering the parts of speech. With the ever-increasing demand placed on teachers to meet district, state, and national standards, it is important for educators to know how to use their class time wisely. By completing two units at the same time, I am optimizing my available class time.

For the literature portion of this unit plan, I am spending four entire class periods frontloading, or scaffolding, for my students. I find that my students are better able to comprehend a text if they are prepared for what they are going to be reading. Over the course of those four days I try to bring many different aspects of education together. I am trying to personalize my students’ experience by starting the unit off with them writing about their own travel experiences. I am trying to prepare them for the characters, themes, setting, and history that they will encounter. I want to help my students visualize the text and put them in the mindset of the ancient Greeks. By the time we actually begin reading, they will be familiar with much of the terminology that they come across and they should be able to picture the story as it happens.

When tackling grammar, I try to make it as relevant as possible by showing students examples of grammar in practice. I like to use examples from mentor texts as well as fun examples that I craft that relate to students’ own experiences. In this unit I use a pretest to determine what students may already know about parts of speech, and then I break down the eight parts of speech into more manageable chunks across five days. I also use an ungraded quiz half way through the grammar aspect of the unit so that students may assess what they know and what they may need to continue working on. This is also a good tool for me to use for re-teaching purposes both on an individual and classroom-wide basis. Combining a literature unit with grammar guarantees that I will always have a good example of a mentor text at my disposal, and also allows for some variety in what I teach on daily basis throughout the unit.

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Short Story Unit Plan

With the short story unit plan, my objective is to expose students to exemplary texts that model the elements of fiction which I teach at the same time. Reading comprehension is an important skill for students to have, especially as standardized tests become of increasing importance, and a key aspect of reading comprehension is understanding what authors do in a text and how they go about doing it. That is the focus of this unit. The ways that I present information to my students in this unit plan varies significantly day to day which I find helps them stay engaged in material. Occasionally I will briefly lecture over specific aspects of fiction, but more often I use visual examples to demonstrate, use mentor texts to illustrate, or allow students to present the information to their classmates to convey knowledge. I also like to use class-wide brainstorming sessions that allow students to provide me with their prior knowledge of a topic while teaching each other as well. In those cases, I fill in gaps in knowledge or ask probing questions that encourage students to figure out answers themselves.

The tasks that I ask students to complete also varies across this unit plan. The complete quick write assignments, make predictions about later events, use the short stories as mentor texts to identify elements of fiction used by the authors, and work in partners and groups of varying sizes. I like to vary groups and group sizes regularly to change the feel of the different assignments in my classroom. Sometimes I allow students to choose their own groups, and other times I have students count off into specific groups or draw group numbers out of a hat. I have learned that different sized groups are ideal for accomplishing different classroom tasks and I try to plan accordingly. Changing pace with group activities and instructional methods keeps students engaged in class day after day.

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World Religions Assessment

The following assessment given to seventh graders at the conclusion of their unit on World Religions was my attempt to determine my students’ knowledge of the content studied and their understanding of its significance in their own life. The matching portion of this test targets the Michigan State Standards of this unit, but the short answer portion targets the relevance of the unit. To be the most impactful, education must be relevant to the students, and by asking pointed questions about what they learned, what they found interesting, and what surprised them it let the students tell me what they gained from this unit of study. I had one student admit that she did not know that there were multiple religions. Another student confessed she never realized before that anyone could believe in multiple gods. Yet another student shared that he learned that there are some religions that do not believe in a higher power at all and that they rely on karma for divine justice. The wide variety of answers I obtained from my students demonstrated to me that they were personalizing their own education, and I was giving them the tools to do so. Just like this assessment, the education process is two-fold. There is the information students should know as part of the curriculum, and there is what the students gain personal from that curriculum. I targeted both of these aspects, as do other assessments I have written following this same model. I find that my students do their best when they have the freedom to tell me what they know and I am able to assess the breadth and depth of their knowledge.

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Name: _____________________________________ Date: _______________ Hour: ____

World Religions Assessment

Directions: Please start by writing your name, date, and hour at the top of the test. Be sure to read all directions for each section of the test and answer each question fully, responding to each part of the question. For short answer questions please write your response on the lines provided. This assessment is worth 70 points. You have the remainder of the class period to complete it. If you have any questions, you should raise your hand, and I will come to your desk to help you. If you finish early, quietly turn in your test to basket in the front, return to your seat, and do something silently at your desk.

Objective: The objective of this assessment is to determine what you know and understand about World Religions based on our classroom activities. The questions all relate to the topics we have focused on in class.

This assessment contains two sections:

1. Matching (30 points)2. Short Answer Questions (40 points)

Good Luck!

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Matching- 30 points

Directions: In the spaces provided in the left column below, write the names of the FIVE religions we have studied in our world religions unit. Then, using the FIRST INITIAL of that religion, match the religion to the appropriate choice in the lists in the right column. An example is given below.

Name the Five World Religions(3 points each)

Example: ______D aoism ___________________

1) _________________________________

2) _________________________________

3) _________________________________

4) _________________________________

5) _________________________________

Match the religion and its corresponding LEADER(1 point each)

Example: ___D__ Tao Te Ching

________ 1) Jesus

________ 2) Buddha

________ 3) Muhammad

________ 4) Abraham

________ 5) Advaita Vendanta

Match the religion and its corresponding DEITY(1 point each)

________ 1) Teachings of Buddha

________ 2) Shiva

________ 3) God

________ 4) Yahwah

________ 5) Allah

Match the religions and is corresponding GEOGRAPHICAL ORIGIN

(1 point each)

________ 1) Mesopotamia

________ 2) Southwestern Asia

________ 3) Israel

________ 4) India

________ 5) Arabia

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Short Answer Questions- 10 points each

Directions: Answer FOUR of the following five questions. Time permitting, you may answer the FIFTH question for extra credit. Your extra credit question has to be answered completely to count. For all questions in this section you should read carefully and answer the questions completely and to the best of your ability. Be sure your responses address each part of the question asked. Respond in 2-3 sentences on the lines provided. If you need more space, you may continue your answers on the back of this page. Remember, your answers should be in complete sentences!

1. What religion did you know the least about before this class? What do you know about their theology now?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Define and describe monotheistic and polytheistic.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Describe one interesting fact that you learned about a religion other than your own through this unit.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Name and describe a religious holiday you learned about through this unit and what religion celebrates it.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What is something that surprised you about a religion that we studied? What religion was it?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Leading Reflection

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Leadership is a vital skill for teachers because for six hours a day they have young eyes looking upon them waiting to be inspired, motivated, and educated. I firmly believe in leading by example, and that is why I choose the particular articles I did for this component of my folio. The first item, an assignment I gave my sixth grade students, is an assignment that comes directly from own personal belief in service learning. I volunteer on a regular basis in my own community, and I have since childhood, and I believe that serving in your community is a vital component of citizenship. The assignment asks my students to complete their own service project and reflect on how that experience impacts them and the community. The second item in this folder is my own personal blog. I created this blog as a way to chronicle my experiences as a student teacher and to share that experience with others. I have made my experiences, the good, the bad, and the ugly, public, which I hope helps me convey the message that mistakes happen and that it is how you handle them and not the mistake itself that determines your character. Blogging is quickly becoming an academic skill as well, so by demonstrating my own computer literacy, I set the expectation that I can help my students become technologically literate, too. When your every move is watched every day by hundreds of eyes, you have to give them something worth watching and emulating.

Project Citizen Assignment

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This project is a reflection of my personal belief that some of the most powerful learning comes from service learning. I assigned all of my sixth grade students during my Student Assisting to complete a service project and to reflect on that service through a series of subsequent assignments. This all tied into our unit on the Core Democratic Values studied in class. The Core Democratic Values are the guidelines for good citizenship and serving your community is one way you can become a more active citizen in your own community. The students were asked to complete at least one hour of community service and based on that service they were required to conduct an interview with a fellow volunteer, write a narrative explaining their service project, and create a video, podcast, or piece of art reflecting their understanding of how service helps a community. This assignment allows students to apply the skills discussed in class and communicate what they learn from the experience in a variety of ways. The students are offered a choice of activities to satisfy the final aspect of this project, which allows for differentiation between students. The other assignments focus on expanding the students’ abilities in writing and verbal communication. This entire project will be published on their very own website through Weebly.com so that they will easily be able to share their academic and personal discoveries with others. This project shows students how even at their young age they can still be active citizens in their community.

Our Core Democratic Values at Work6 th Grade Weebly Project

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Directions: For this assignment, you will be responsible for creating a website via Weebly.com that answers the question, What is our responsibility as a citizen of our community? Your website will be based on a SERVICE LEARNING project that YOU will complete! For this project, you will read, write, and experience what it means to be a good citizen. You will then share you experiences with your peers and other members of our community.

What is service learning?Service learning is a method of teaching that requires direct service, or volunteer work, in your community. By researching an issue in your community, directly working with that issue, and by reflecting on the work you completed, you are participating in service learning.

Why service learning?Being a good citizen involves making positive decisions in your own life and helping the lives of others. Good citizenship is defined by our Core Democratic Values. It is your turn to take part in your community and learn from actively serving others. Service learning allows you to use your Core Democratic Values in your own life!

Your “Project Citizen” Weebly must include:

A homepage where you answer the question, “What is our responsibility as a citizen of our community?”

Three pictures of your service learning experience A personal narrative about your service learning experience An interview conducted on the day of your service A poem about citizenship, community involvement, or making a difference in the

lives of others What citizenship means to you- choose ONE of the following

A video A voice recording A piece of art

Important Dates Checklist:

October 28th- Project Citizen introduced November 4th- Permission slips due November 14th- Service must be completed with pictures and verification form November 14th-23rd- Website workdays November 14th- Interview due November 16th- Personal Narrative due November 18th- Poem due November 21st- What citizenship means to you activity due November 22nd- Answer “What is our responsibility as a citizen of our community?” November 23rd- Finalize website

The Account of a Student Teacher: My Blog

At the beginning of my experience as a student teacher I started a blog as a way to reflect on my experiences in the classroom and to share my growth with others. This blog chronicles my successes and my moments of growth in the classroom and reflects my personal discoveries about students, school, and education along the way. The posts that I have included here are but a

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sampling of the posts I have completed over the course of my year student teaching, but offer a flavor of my reflections on my array of experiences. I find blogs to be useful tools that easily let a person reflect on, explain, or detail their experiences, and I believe a blog similar to mine could be an effective tool for a classroom. Student blogs could track students’ growth in a class, within a subject, within a unit, or even within a single text. Requiring students to blog about their experience with any of these things listed allows a teacher easy insight into the learning and growth of the students. Blogs not only provide an easy means for reflection, they also reinforce basic computer literacy skills that will be important throughout a student’s career. My blog served the very distinct purpose of chronicling my growth as an educator, but as an educator, I can see myself making bloggers out of my students so I could track their growth as well.

My First Time: The Account of a Student TeacherWednesday, February 15, 2012

Valentine's Day Dilema

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A student of mine came into my classroom this morning and shared with me his Valentine's Day woes from the day before.

"I left her gift in my locker!" he complained, "I can't believe I did that!"

"What did you get her?" I asked politely, afraid that he might have found a melted chocolatey mess in his locker this morning.

"Well, it was like this necklace, and it had rubies in it, and it was really pretty and cost me $235, but it was totally worth it, and we've been dating for 5 months, so I don't think she's going anywhere."

Keep in mind that these are 14 year olds! Let me repeat, after 5 months he already realizes she's not going anywhere? What kind of naive 9th grade fantasy is this? It took every ounce of strength I had not to openly laugh in this young man's face. Now, I am no cynic of love (and no romantic either), but I would bet every penny to my name that they are not together three months from now.

I did not mean to mock; this boy was very upset that he could not deliver his girlfriend's gift, and in an attempt to redirect the conversation I asked him what she got him.

He replied, "Nothing. She doesn't really like giving or receiving gifts."

Oh, so a ruby necklace worth your entire savings to date was your best option? For an eighth grader who doesn't like gifts??

I hope you got as much of a kick out of this as I did.

Posted by Miss Blanchard at 4:52 PM 0 comments

Monday, February 13, 2012

Tears

Seeing the step-father of one of my failing students cry in my classroom after school is one of the hardest things I have yet to see during my student teaching experience. His son is failing due to sheer lack of effort, and it is breaking his heart. He said that he is at wits end with this boy and that he can think of nothing to do to help him see the gravity of his poor decisions. As an educator, I feel obliged to help my students find success, but when they do not accept my help or the help of the supportive parents they have at their side, their situation becomes nearly helpless. The step-father fears that there is something larger going on in his son's life that is distracting him from his work, but he is not showing any outwardly signs at home or in my classroom of any changing or atypical behavior. He is failing now, and as the end of the trimester inches closer the likelihood of his passing is growing ever slimmer. I want to help, but how can you help someone unwilling to accept it? All I can do is offer and hope someone takes me up on it. The step-father's tears nearly brought me to tears because he so passionately wants success for his son, but is it increasingly out of reach and there is little I can do this late in the game to make up for the son's three month lack of effort. I can only hope that the heart to heart we had today changes his attitude about school, and he gives himself the opportunity to be successful.

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Wednesday, February 8, 2012

Always an Explanation

I was not naive enough to believe that I had left all of the heartbreaking stories behind in my last school district, but I did not expect the variety of stories that my new school has to offer. There is a student in one of my classes that struggled to cope with my integration into the classroom. At first I took his insults, disturbances, and disrespect personally until I learned that he lives with a solitary parent who puts her habit before her children and that he has been fending for himself for years seeing time and time again how incompetent people can be at their roles in life. The adult figure that serves as his role model is a constant disappointment to him, and he assumes that her lack of effort and affection on his behalf is what is to be expected of adults as the rule, not as the exception. Despite his negative attitude, I have showed him nothing but kindness, and though I am sure that I am not the first educator to try this approach, his teacher told me today that since my arrival he has been on his best behavior all year. Alright! I'll take it! If what I am seeing is his best behavior then I know we have work to do, but I also know that he is ready to put in the effort to improve, and I am willing to meet him exactly where he is. I am again reminded that there is always an explanation; all you have to do is listen for it. Posted by Miss Blanchard at 5:53 PM 0 comments

Tuesday, October 25, 2011

Service Learning

Currently under construction I have a service learning project for my sixth grade students. They will have to complete a service project of their choice and a slew of reflective assignments that tie service to citizenship. It is my hope that I can instill in them an inkling of the passion I have for service. In my mind, to teach is to serve your students, your community, and your collective future, and I hope that I will be in the service of others my entire life. To that end, I leave you with this quote and reminder by Shirley Chisholm, "Service to others is the rent you pay for your room here on earth." Posted by Miss Blanchard at 6:59 PM 0 comments Email This BlogThis! Share to Twitter Share to Facebook

Friday, October 21, 2011

Itchy

Today I worked with a student who was starting to get on my CTs nerves, if just a little bit. He would not sit still. He would not focus on his work. He would not even attempt to complete the assignment given to him in class. So, I pulled him out of the room and gave him a little one on one attention.

He told me that this class made him feel itchy. Itchy? I asked. Itchy, he confirmed. What on earth does that mean? I wondered.

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He explained that when he felt pressured to work quickly it made him nervous, and when he got nervous he got itchy. So, this class was making him itchy.

We've been assigning our 6th grade students to write 4-5 sentences essays every day based on brief discussions we have at the beginning of class, and he said after the discussions that he does not feel like he has enough time to finish his work. It makes him nervous and therefore itchy.

What a bizarre situation. No wonder he couldn't sit still. He's itchy! There is always an explanation, no matter how odd. All it takes is asking to figure it out. Posted by Miss Blanchard at 3:18 PM 0 comments Email This BlogThis! Share to Twitter Share to Facebook

Wednesday, October 19, 2011

Suspension

One of my students was suspended for engaging in gang activity at school. What gang activity can an 11 year old engage in? What does that look like? I wasn't given any of the details, and thus I am left with a burning curiosity. How do I handle that as a teacher? This is a quiet, though often unproductive, student of mine who typically sits in the back of the class and bothers no one. What could he have done? I am sure the answer would shock me, and I am equally sure that I don't really want to know. But, what can a teacher do when a student comes in with a predisposition for particular behaviors? How do I convince my students of the dangers, physical and mental, of gang membership? I don't have a good answer for that, but that doesn't mean I am not going to try some things out.

Twice since he came back I have sat next to him trying to catch him up from his week long absence. He is polite, respectful, and complacent. What could this boy, not even 5 feet tall, have done to be suspended for gang activity? I sit next to him and want to ask, What did you do to get suspended? Or more importantly still, What did you do while you were suspended? Who was at home with you? Who looked after you? I am fairly certain that I would not like the answers I got to any of these questions.

What I am left with then is why at-home suspension? How is sending a student suspended for gang related activity home with little to no supervision the best option for the student? Isn't that what it should come down to? What is best for the student? Why, then, are we subjecting him to the high likelihood of the influence of the gang he was suspended for engaging in? I can not be the only one who sees the flaw in this plan. A child is suspended from school for 6 whole days for reflecting the behaviors he most likely sees at or around his home? I do not see the logic of this plan. My school has an in-school suspension plan, but his crime was considered too severe to stay in school. What message is that sending? We don't want to deal with you. We can't deal with you. We are at a loss as to how to deal with you. We've given up.

I haven't. I haven't given up. This student, whether he wants it or not, has just gotten himself signed up for Miss Blanchard's covert special attention list. Can I make a difference? All I know is I can't if I given up. Posted by Miss Blanchard at 4:02 PM 0 comments Email This BlogThis! Share to Twitter Share to Facebook

Wednesday, October 12, 2011

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Highlight of the Day

When my students confide in me, I realize the impact I am making in my classroom and in my school. A student of mine today told me that her grandfather had recently passed and that she was struggling to cope with it. Though this was a hard time for my student, my realization that I have become a reliable authority figure in my school was an encouraging moment for me as a teacher. I want to be available for students like this one, and I want them to continue feeling confident in confiding in me. Posted by Miss Blanchard at 3:20 PM 0 comments Email This BlogThis! Share to Twitter Share to Facebook

What Does Diversity Really Mean?

Diversity comes in all shapes and sizes. Today I had the opportunity to speak with a Caucasian student from my school who told me a story that made me rethink what 'diversity' really means. He said that when his mother got pregnant with him her boyfriend of the time found out and instantly dumped her. She thankfully found a man who loved kids, and this man became the 'father' of my student who to this day does not know the identity of his biological father. His parents have since divorced with his mother pledging to keep him from his father figure forever. She moved to across the country in an attempt to separate the father and son. He has 5 half and step siblings, 4 of whom he is no longer allowed to see or contact.

What a traumatic ordeal for an eleven year old student. Never before in my life have I heard of a story to compare with that one. If this boy is not coming from a diverse background, I don't know who is. Diversity is so often linked to race and ethnicity that situations like this one I fear are often overlooked when considering diverse experiences. As I have mentioned before, every student comes with their own unique circumstance and every student should be treated like the unique young person they are. Posted by Miss Blanchard at 3:14 PM 0 comments Email This BlogThis! Share to Twitter Share to Facebook Older Posts Home Subscribe to: Posts (Atom)

Learning Reflection

In the spirit of never asking a student to do something you would not or could not do yourself, I believe that if teachers expect their students to be learning that they should be continuing to learn, too. Just because you are not a student per say does not mean that your education is over. There are always more theories to learn, strategies to explore, academic developments to investigate, and topics to research. Education can be and should be endless. I have promoted my own education outside of my previous school commitments by joining organizations that help expand own knowledge and understanding. I became a member of the Michigan Council for History Education and attended their November 2010 conference which exposed me to fellow educators who continued their own education and who were willing to share it with others. I joined the International English Honors Society Sigma Delta Tau for the same reason as well as other honors societies including the National Residence Hall Honorary and Phi Kappa Phi. I even presented at the Michigan Teachers of English as a Second or Other Language professional conference in October of 2010 on a paper I wrote on how English language acquisition could be best encouraged for refugee students in the United States. I have found these ways

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and more to continue my education, and I will not stop learning as an educator because I want to model to my students what it looks like to be a lifelong learner.

Michigan Council for History Education Membership

In the fall of 2010 I became a member of the Council for History Education. I attended their November 4th conference of that year at which I attended four seminars and two lectures pertaining to the current state of history education in Michigan. The seminar I took the most from was one by a certified teacher who praised and encouraged the move toward project based learning. She said that engaging students in projects simulates the real world skills within the study of history and helps makes the subject relevant to students of all ages. She gave a few project ideas but insisted that the list was limitless as to what you can do with students in the classroom. Another interesting seminar I attended regarded the use of national archives within the history curriculum. A representative from the Chicago branch came to walk my fellow attendees and I through their website which includes lesson plan ideas and thousands of preserved documents electronically uploaded onto their site. For American history especially this is an invaluable resource. Using the archives, like doing projects, makes history more relevant to students and encourages their empathy when they can read actual read letters, documents, and other correspondence that correlate with their unit of study. Since that conference I have received monthly

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newsletters from the Council to keep me up to date with changes and progress in the department of history education.

Michigan Council for Education Conference Attendee Fall 2010

Michigan Council for History Education Conference Registration Confirmation Dear Friend,

Thank you for registering for the 17th Annual Michigan Council for History Education Conference "Bringing History Home: Local Stories, Global Context". The conference will take place on Thursday, November 4, 2010 in Lansing at the Ramada Inn Conference Center from 8am to 4:30pm.

This email serves as confirmation of your conference registration and paid fees. If you have any questions regarding your registration or this email, please contact Anita Anthony at vantila1@msu.edu.

Thank you again for your interest in promoting history education in Michigan. We look forward to seeing you on November 4th!

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Best Regards,Anita AnthonyMichigan Council for History Education AssistantAssistant to Dr. Peter KnupferMichigan Council for History Education Assistant

Honors Societies

During my sophomore year in college I joined the International English Honors Society Sigma Tau Delta. I was initiated in November of 2010 in recognition for my academic excellence, specifically in my English courses. This organization has over 800 chapters spanning from the United States and the Caribbean across the Atlantic and into Europe and the Middle East. I choose to join this society because of their commitment to increasing international literacy and for their appreciation for literature, writing, and writers. I intend to carry these beliefs into my future classrooms to foster literacy where I work and to share with my student my appreciation for literature in hopes of igniting a passion for the written word in them, too. Literacy expands beyond the English Language Arts classroom and into every classroom. Content literacy is an often overlooked aspect of subject education, but I understand its significance and intend to bring language instruction into my future Social Studies classrooms as well to encourage literacy within the subject matter. This society aligns with my own beliefs in English and education, and I intend to carries its mission into my classroom. I am also a member of the National Residence Hall Honorary and have been invited to join the Honors Society Phi Kappa Phi, both which recognize my outstanding academic achievement and encourage the continuation of my own education.

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MITESOL Conference Presenter

In the spring of my sophomore year of college I had the opportunity to travel to Atlanta, Georgia with the Alternative Spring Break program at Grand Valley to volunteer with the nonprofit RRISA, the Refugee Resettlement and Immigration Services of Atlanta. Working with refugees from around the world just starting out in our country who often had little money, little family, and little knowledge of English opened my eyes to a need in Atlanta and elsewhere for adequate English language training for this specific population. Not only are they English Language Learners, but they are new citizens to a country they know little about and they are often coming from tragic circumstances causing them to flee their native countries. This service trip inspired me to spend more time looking into this topic and led to my participation in the Michigan Teachers of English as a Second or Other Language conference. With the support of a faculty member at GVSU I wrote and presented a paper titled, “Refugees Near and Far; What They Need versus What They Receive.” The cover page, the handout given to the conference attendees, and my paper follow.

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MITESOL Conference PresenterCover Letter for MITESOL 2010-2011 Conference Proceedings

Name: Andrea L. BlanchardAffiliation: Grand Valley State University

Contact information:Andrea BlanchardGrand Valley State University4046 Calder Dr.Niemeyer East 111Allendale, MI 49401269-598-3705blancand@mail.gvsu.edu

Submission Type: Issue Paper

Title: Refugees Near and Far: What They Need vs. What They Receive

Abstract:A necessity for refugees’ integration into the US is English acquisition. Refugee resettlement agencies attempt to address this and other needs, but their services expire within three to six months. These short introductory programs cannot guarantee refugees’ comprehension of the English language and access to similar programs can be challenging. Therefore, what is learned in the first six months is crucial and must provide the fundamentals of English that they will need. Investigation into the programming currently available to refugees in Michigan and elsewhere sheds light on what can be done

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to improve their transition into their new home, especially in regards to their English acquisition. Examination of the programs offered by resettlement agencies provides the basis for a proposal of an ideal community-based refugee support program for students and their parents that addresses many of their linguistic, academic, economic, and emotional needs.

Refugees Near and Far: What They Need vs. What They ReceiveIdeal ESL Program Proposal for Every Level of Involvement

Community- Develop cottage Industries that utilize refugees’ skill sets Provide cultural/community volunteers to acculturate families Provide voluntary counseling services for survivors of trauma

Districts- Provide awareness seminars for teachers on refugee issues and current events Employ full time ESL staff Act as community resource library for ESL literature and tools Provide ESL classes for parents Offer workshops for parents-parenting skills, home management, how to become

involved in school PTOs, PTAs, chaperoning, teacher’s aide, etc. Offer workshops for students- alcohol prevention, art projects, sports leadership, etc. Establish a group of trained translators and interpreters, at least for the most popular

languages to work at conferences and to translate notes being sent homeSchools-

Provide after school homework help Provide transportation to and from after school programming Provide mentors/tutors for students during the school day Provide computer literacy for students and parents Implement summer programs to support English acquisition year round Provide child care at school events

General Education Teachers- Know from where your students originated and what language they speak at home Know cross-cultural differences in communication Adapt instruction to accommodate students with different levels of English

proficiency Confer with parents who may not speak English Know how to assess by providing ELLs with an opportunity to demonstrate their

understanding in a variety of ways Know the types of ESL or bilingual programs and services offered to students and can

work collaboratively with ESL and bilingual teachers in co-planning or co-teaching

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ESL Teachers- Know cross-cultural communication and differences in learning styles and be able to

create lessons for learners with diverse learning styles Know the content taught in mainstream classes and can integrate academic

concepts, texts, tasks, and tests into the ESL classroom Can work collaboratively with mainstream teachers in co-planning, co-teaching, or

previewing and reviewing content in ESL instruction that effectively integrates academic content into the language focus

Know the resources available to ELLs and their families and how to access these resources

Can work with students who have experienced severe shock or trauma from revolution or war

Major Michigan Refugee Resettlement AgenciesOrganization Part of Michigan Serviced

Archdiocese of Detroit DetroitJewish Family Services Washtenaw CountyLutheran Social Services of Michigan

Southfield, Grand Rapids, Battle Creek, Lansing

PARA-Bethany Christian Services Grand RapidsSt. Vincent Catholic Charities Lansing

Know your ResourcesWhat refugee resettlement agency enrolls students into your school?___________________________________________________________________________What programs does this agency offer?___________________________________________________________________________How long are these services available to refugee families?___________________________________________________________________________What resources does your community provide to refugees? ESL programs? Tutoring? Etc.?___________________________________________________________________________What resources does you school or district provide to you as a teacher working with refugees?___________________________________________________________________________Are there refugee students in you class(es)?___________________________________________________________________________Where are they from?___________________________________________________________________________

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Whom did they come with or what family members do they have at home?___________________________________________________________________________

Presenters’ Contact InformationRefugees Near and Far: What They Need vs. What They Receive

October 1st, 2010 5:00-5:50pmAndrea L. Blanchard

blancand@mail.gvsu.eduDr. Christen M. Pearson

pearsonc@gvsu.eduRefugees Near and Far: What They Need v. What They Receive

Andrea L. BlanchardGrand Valley State University

IntroductionThe refugee population within the United States is one with very specific needs, linguistic and

otherwise, but too often these needs are insufficiently met. Refugees come into the United States from seventy-nine different countries annually and settle into each of the fifty states speaking any one (or more) of hundreds of languages native to their homeland(The US Refugee, 2010).. Refugees come from a variety of cultural and ethnic backgrounds, but the process of their acculturation into the United States is often quite similar. The United States Center for Immigration Services (USCIS) defines a refugee as a “person outside his or her country of nationality who is unable or unwilling to return because of persecution or a well-founded fear of persecution, on account of race, religion, nationality, membership in a particular social group, or political opinion” (Refugees, 2010). The USCIS established a ceiling of 80,000 refugees able to legally enter the country each year, and in 2008, 60,192 refugees were admitted (Refugees 2010 & United States Stat Box, 2009). Approximately half of all refugees entering the country are children (McBrien, 2005). To be accepted by the US, a refugee must be recognized by the United Nations as an asylum seeker, and they must be approved by an American resettlement agency for relocation (Refugee Resettlement, n.d.). To be accepted into the state of Michigan, a refugee must have an anchor, or a blood relative, already living in the area who agrees to assist the incoming family with the transitional process (M. Sussman, personal communication, July 20, 2010). Once they have been accepted, a refugee may take only their immediate family members with them, including all unmarried children under the age of twenty-one (The US Refugee, 2010). Other family members may follow, but can not be guaranteed to be relocated in the same area as their relations.

Once these individuals arrive, they receive at most six months of orientation services from their refugee resettlement agency (Office of Refugee Resettlement, n.d.). Resettlement agencies are required by federal law to provide their clients with a medical examination, cultural orientation, assistance with travel plans, and, once in the country, refugees are eligible for financial and medical assistance (Refugee, 2009). It is interesting to note that the United States is the only developed country that accepts refugees with preexisting medical conditions such as polio or cancer (P. Rowe, personal communication, March 6, 2010). This could be an important factor for those working with refugees to consider in dealing with this population and understanding the difficulty of their circumstances or the circumstances of their family members. Health services are a standard for refugee resettlement, but resettlement agencies oftentimes broaden their services to their clients to include assistance in attaining citizenship and other legal services, assistance in establishing residency, employment services and seminars, clothing closets, generous donations of food and home goods, and English language services; however, no

Organization Part of Michigan Serviced28

Archdiocese of Detroit DetroitJewish Family Services Washtenaw CountyLutheran Social Services of Michigan Southfield, Grand Rapids, Battle Creek, LansingPARA-Bethany Christian Services Grand RapidsSt. Vincent Catholic Charities Lansing

two resettlement agencies offer an identical program (Refugee, 2009). After these services expire, the recently arrived refugees must manage independently. Too often, these services are the last assistance refugees receive (A. Jewell, personal communication, December 7, 2010). To encourage refugees’ success, however, these services should be supplemented by the community in which refugees reside beyond their first six months.

There are five main resettlement agencies in Michigan focused in metropolitan areas as shown in the table above (B. Browning, personal communication, July 16, 2010; C. Cavanaugh, personal communication, July 13th, 2010; M. Sussman, personal communication, July 20, 2010; S. Timms, personal communication, July 12, 2010). In Michigan, the largest influxes of refugees currently arrive from Ethiopia, Guatemala, and Bhutan with many also coming from Burma and Iraq (A. Jewell, personal communication, December 7, 2010; Refugee Countries 2010). The services offered to these refugees through their agencies differ tremendously. Some offer only the federally mandated services while others offer a far more extensive program. One unifying factor is that all agencies strongly encourage their clients to study the English language, but not all of the agencies have the means to provide those services for their clients. Oftentimes, costly private tutors or generic English Language Learning, ELL, programs are their only available options to their clientele. All of the agencies in Michigan work with a similarly diverse population of refugees with diverse learning capabilities, but their limited resources negatively affect their ability to cater to all of their clients’ educational needs. Much can still be learned, though, about the needs of refugees through these resettlement organizations, and by examining the programs offered by these agencies, an assessment can be made on what services should be provided to refugees by their communities. In an ideal situation, the community would be expected to provide for refugee learners of all ages including support for their language acquisition for children and adults alike until they have acquired functioning language skills.

What is NeededRefugees have psychological, social, and educational needs, and many of these needs are

intertwined and can be addressed through their formal education (McBrien, 2005). Refugees arrive in the United States after enduring traumatic circumstances, and they need a comprehensive education as a part of their adjustment to their new lifestyle (McBrien, 2005). To optimize their opportunity for success in fulfilling their own goals and ambitions, refugees’ language education should be tailored to their specific academic needs (Hamayan, 2007). The services currently provided to refugees through their resettlement agencies alone are insufficient to support their English language education. What is provided by resettlement agencies is an imperative framework to prepare refugees for further learning, but a fully functioning use of the English language cannot feasibly be acquired within six or fewer months, especially when learning English is only one of the many adjustments they are making in their new lives. What is needed is a well rounded English language program that supports refugees of all ages and abilities from the time of their arrival into the country through the time of their functional acquisition of the language, and this program must recognize the hardships that refugees likely endured to get where they are.

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General NeedsFor anyone working with or educating refugees, there are several important factors to consider

that greatly influence the effectiveness of their education. These seven factors come from Special Education Considerations for English Language Learners (Hamayan, 2007). The first of these factors to consider is the learning environment itself. The environment must be conducive to language learning with few distractions and many supportive materials available to the refugees in the form of visuals and educational resources (Hamayan, 2007). The second set of integral factors is their personal and familial situations (Hamayan, 2007). Noting with whom the refugees arrived and what they may be dealing with on a personal level will help a teacher relate to the refugee and act accordingly. Refugee students, like all other students, have commitments and concerns outside of the classroom, but oftentimes for refugees, these commitments take precedent over their language learning because they involve the livelihood of their entire family (Sarroub, 2007). The next factors to consider are physical and psychological (Hamayan, 2007). Recognizing the effect these factors can have on education may explain many behaviors or attitudes refugees may have regarding their language learning. Physical or psychological discomfort of any kind can have tremendously negative effects on a learner, and a teacher must realize how these factors influence their students to be able to effectively address them and help refugees overcome them. The culture from which they come should also be taken into consideration because it could affect how they relate to the language, to the teacher, or to the others (Hamayan, 2007). Having a basic understanding about the cultural influences that affect refugees’ lives in the United States may ease potential confusions in their behaviors or educational styles (Hamayan, 2007).

The next several factors deal more closely with the academic considerations that should be made for refugee students. Refugees come from all different educational backgrounds, and it should be taken into account that they may or may not have had adequate schooling in their native country or in the refugee camp where they resided (Hamayan, 2007). This realization can help the teacher better help the learner fulfill potential gaps left by their earlier learning. If they have records that indicate any previous schooling performance, this information too can help a teacher tailor ELL lessons for refugees (Hamayan, 2007). The caliber of their prior schooling should be taken into consideration as well because their quality of education likely differed from the quality of education in the United States. A teacher should know what the students have already academically achieved so that the material covered in the ELL program effectively correlates with, and builds upon, their prior knowledge (Hamayan, 2007). Another consideration should be their proficiency in speaking, reading, and writing in their native language and any other languages they have studied in their lifetime (Hamayan, 2007). Seeing their abilities to acquire a first or second language can help an instructor better prepare them to learn English when all other factors are also taken into consideration. It is important to remember that each refugee’s experience is unique, and each refugee must be understood as an individual and as an individual learner in order to be taught in the most efficient manner (Pipher, 2002).

Student NeedsIn the words of psychologist Mary Pipher, “it is school that will enable [refugee] children to make

it in America” (2002). This being true, an ELL program offered to students must address all of their specific needs as learners. An ELL program for refugees should focus on teaching English not only for conversational use, which some of the refugees may already have, but also for academic success. Not all refugees, however, have been exposed to English. The refugee students who arrive with some understanding of English naturally fare better than students with no knowledge of English, but all

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students need to be met where they are and encouraged to grow from what they already know (McBrien, 2005). The pace at which they learn English is not an indication of their intelligence, and should not be misused as such (Pipher, 2002). Refugee students require patience and consistent assistance with their language learning, and with that they will learn at their own pace.

For refugee students to do well in life, they must have the language tools necessary to succeed in the world beyond their public education. Their acquisition of academic English must be overseen by the schools and should prepare students for the academic language used at the collegiate level (McBrien, 2005). Refugees in grades K-12 should receive English language specific instruction and continued language support in all of their other subjects. Refugee students should be integrated with native American English speakers so that they can learn from their peers as well as from the teachers’ instruction (McBrien, 2005). The testing of these students should mark progress towards attaining academic English as determined by the students’ teacher and school district (Michigan Department of Education, 2010). What refugee students need is an educational program that meets them where they are and encourages their continued success throughout their academic careers.

A local example of a district attempting to adequately teach refugee students comes from Grand Rapids Public Schools. This district offers a school of choice program allowing parents and students to select the school that will best meet their needs within the district (Adelante, 2010). Within this district there is an entire high school that specializes in teaching English to students of other languages, including recently arrived refugee students in grades nine through twelve. This high school is called Adelante, meaning ‘go forth’ in Spanish, and it caters to any bilingual high school student in the Grand Rapids area (Adelante, 2010). It currently operates for over 115 students who will eventually be transitioned into the regular high school system (Adelante, 2010). In this school, the refugee students are surrounded by others coming from similar situations learning English along side them. They loose the benefit of learning from native-English speaking peers, but they gain a staff of teachers that are aware of their needs both inside of and outside of the classroom. The teachers at Adelente are trained in dealing with refugees and are made aware of their linguistic, as well as emotional needs as students. They have close ties to the local refugee resettlement agency and are aware of the services offered to the students and their families. In this environment, refugee students are fully supported by their immediate community which eases their transition into the United States.

Adult NeedsSupport for the adult population is as important as supporting the language acquisition younger

refugees . Their acquisition of English is the most important factor for finding employment in the U.S. (Office of Refugee Resettlement, n.d.). Refugees who have been exposed to English before the age of forty have an increased likelihood of having a functional knowledge of the language then those over forty, but for many refugees, despite their age, they have had no exposure to the language prior to entering the US (T. DeWaard, personal communication, December 15, 2010). Programs provided by resettlement agencies for this population include individual tutoring or classroom style of teaching but too often neither option is conveniently available to refugees within their communities after the agency’s services expire. What is needed is a class that teaches adult refugee learners after their first six months in the country in a manner that is conducive to their lifestyles. They need access to a classroom during non-working hours, with transportation provided, and in a setting appropriate for adults (P. Rowe, personal communication, March 6, 2010). The resources provided to them need to be age appropriate and the language taught needs to represent what they will hear in the real working world to prepare them at the very least for entry level positions (B. Browning, personal communication, July 16, 2010). Many of the resettlement agencies that teach English to adults also offer English for employment

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seminar options or other similar classes separate from their general ELL classes, but there is no reason to separate their English education for employment classes from the functional English classes. Refugees need English language skills so that they can become members of the workforce, so any ELL class for adult learners should have this focus. Reading, for example, is a vital skill in the workforce because contracts, instruction manuals, warning labels, and posted signs must all be read and understood by all employees (Sarroub, 2007). What should be provided to adult learners is a class that supports them as English learners and as future employees.

An issue that has arisen in some adult ELL classes for refugees is male domination of the classroom (P. Rowe, personal communication, March 6, 2010). As expected, when refugees arrive in the United States, they bring with them their culture and their background which differs from that observed in the United States and may include a different attitude toward gender (Sarroub, 2007). At the Refugee Resettlement and Immigration Services of Atlanta (RRISA) those managing the ELL classes noticed an increasing discrepancies between male and female participation in language services (P. Rowe, personal communication, March 6, 2010). An influx of Bhutanese and Burmese families had recently entered the region and for these incoming refugees a patriarchal hierarchy was embedded in their culture to the disadvantage of their women upon arrival in the U.S. This holds true for most refugees coming from Southeast Asia, many of whom have rural backgrounds and little education, especially the women (Smith-Heffner, 1993). The older the woman from this region, the higher likelihood that she is illiterate in even her first language (Smith-Heffner, 1993). This inequality in women’s education was soon recognized by RRISA when they noticed the exclusive trend of male-only attendance (P. Rowe, personal communication, March 6, 2010).

This gender discrimination proved problematic for the RRISA. Addressing discrepancies such as these must be factored into long term plans to support these English language learners. What is needed is a program that acknowledges and respects the culture of the clientele while simultaneously working towards the agency’s main objective which is preparing refugees to become self sustaining individuals living productive lives in the real world. What RRISA did to abolish the gender bias in their community was to offer the silent Bhutanese and Burmese women an opportunity to learn outside of the typical classroom hours. RRISA started a program called Threads of Promise in which they invited these women to come into the agency to work on looms that had been donated by a local church to produce their traditionally handcrafted weavings (P. Rowe, personal communication, March 6, 2010). All the women who were willing and able to work the looms were invited into the ELL classroom to practice their craft after the English lessons had ceased for the day. While there, the ELL teacher remained and spoke in English to the women and encouraged them to speak in English to each other. This was an unconventional approach to English language learning, but it addressed a specific need within this community. The men were learning what they could in the classroom, and the women were encouraged to learn English while working the looms. After they finished a product, such as a scarf, bag, or shirt, the women could sell their item for a profit. This way, they earned a wage that their families respected while also learning the language of their new home (P. Rowe, personal communication, March 6, 2010). A program like this benefits a refugee community and promotes the equal education of all adult refugees entering into the country.

Financial NeedsAdequate funding is needed for an ELL program for refugees to be able to succeed at attaining

their goal of providing adequate English language education to all of their participants. Within the public school system for K-12 students, Title III Section 41 offers funds to specifically support the English language learning population (English Language, 2009). The Michigan Department of Education

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recognizes the unique challenge that ELLs bring to the classroom, and they encourage teachers to assist these learners in becoming successful members of society (Michigan Department, 2009). Beyond providing funds to support this population and their English acquisition, Title III provides modules on how to adequately address ELLs in the classroom. These are not resources set aside specifically for refugees but for all ELLs; however, these funds still do directly help refugee students enrolled in the programs. Programs funded by Title III encourage the integration of refugee students into populations of other language learners so that they will support and encourage each other learning (Michigan Department, 2009). Title III also includes a glossary of terminology specific to the English language learning population that may assist any individual working with refugees in understanding the complicated array of acronyms used in discussion of ELLs (Michigan Department, 2009). This policy and all that it includes could be an excellent tool for teachers to use to better acquaint themselves with potential services for refugees including ways to financially support their education.

Additional funds for English language education can come from government or private grants provided for the purpose of supporting this population. Some grants set specific requirements for where or when they can be utilized, while others are more general in nature. Grants for Michigan residents can be found through Michigan Grants Available List (MiGAL) through the Michigan Department of Education (Michigan Department, 2010). This is a grant database that categorizes available grants by title, grantor, eligibility, or description (Michigan Department, 2010). The grants listed include those provided by federal, state, private, and others donors for educational purposes (Michigan Department, 2010). This site also offers suggestions to other links for grants including www.michigan.gov/studentaid and www.grants.gov (Michigan Department, 2010). These sites, likewise, categorize what they offer and provide easy sorting options to find a grant that will best fit the needs of your particular learners. Many grants have a specific target population in mind and it may include refugees or a particular area of interest that would benefit ELLs. Though writing grants is a laborious process, it has the potential for great financial awards. Grants can make the difference in a community’s ability to support their refugee population—or not—and they provide the necessary funding for undertaking an ambitious community-wide project.

Ideal Program ProposalAn ideal program would support every learner in exactly the way he or she needed to be

supported and would result in every incoming refugee attaining a mastery of the English language within a reasonable amount of time. An ideal program would function equally well despite the age, gender, or nation of origin of the refugee and it would be convenient to undertake (P. Rowe, personal communication, March 6, 2010). This type of program would require extensive community support and a large volunteer pool as well as amenities and educational resources (A. Jewell, personal communication, December 7, 2010). This type of program also would require the community to provide an inviting atmosphere to refugees that offered them continual comfort and support through their education (McBrien, 2005). The funds required would be significant, but grants from public and private funds greatly assist in limiting that cost. An ideal program would result in the successful integration of refugees into the American population.

‘Ideal’ may be an unrealistic goal for most communities, but any aspect of this program that may be embraced by a community provides much needed support to these unique language learners. An ideal program for refugees requires the coordination of many organizations and workers in order to run smoothly and provide all of the necessary assistance needed by a community (A. Jewell, personal communication, December 7, 2010). A four-tiered configuration of support comprised of a community-wide level, large organization level, small organization level, and an individual level would best serve the

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needs of this population. There are some tasks an individual could not feasibly tackle, and likewise, there are tasks too small for a community wide effort to tactfully manage. Examining the components of each of these four levels of support provides an in depth look at what an ideal ELL program for refugees would look like.

Community LevelThis level of the program is comprised of the community as a whole and all of the resources

available with in it. At this level, programs could be hosted that address the broad needs of the entire refugee population. The awareness and support of the community is an integral factor of refugees attaining and maintain English in their lives and for their futures (McBrien, 2005). The program supplied by the community must extend beyond ELL services to support the refugee in all aspects of his or her life while learning English (McBrien, 2005). One service that should be provided would be counseling services that cater to victims of trauma (Hamayan, 2007). These services should be offered in the refugees’ first or second language, whichever language better suits their needs (Hamayan, 2007). If someone is distracted from their language education because of severe trauma or loss in their life, as is the case for many refugees, they may never fulfill their educational goals or be successful students of English (McBrien, 2005). Assuring the gender equality of all ELL services is also a consideration that must be made on a community-wide level (Smith-Heffner, 1993). Implementing a cottage industry in which women can work and learn helps to combat the gender inequalities that often appear in ELL classrooms (P. Rowe, personal communication, March 6, 2010). Developing and supporting a program such as the Threads of Promise started by RRISA can greatly assist women of certain nationalities to acculturate and learn English among other women coming from similar circumstances.

Other services offered at this community-wide level could accommodate short term assistance for refugees. Career counseling for willing women and men would be an asset to the refugee population (Office of Refugee Resettlement, n.d.). U.S. jobs require different skill sets than many refugees are familiar with, but a brief exposure to these skills through professional counseling would better prepare them for the American workplace. This broad level of the community-wide program could also coordinate a clothing and household items drive (Hamayan, 2007). Often refugees can not supply for themselves all of the needs for their families and their homes, and a community effort to collect donations can help to ease their transition into their new home so that they can better adjust to their new environment without added concerns (A. Jewell, personal communication, December 7, 2010).

A final component to a community wide program for refugees would be an ongoing cultural orientation that helped them become familiar with their local and nationwide culture (C. Cavanaugh, personal communication, July 13th, 2010). This manner of program would help familiarize refugees with the community in which they live and the culture of which they become a part. This would include an introduction to the community resources available (post office, city hall, shopping center, community center, etc.) as well as local points of interest (museums, historical sites, parks, etc.) (C. Cavanaugh, personal communication, July 13th, 2010). A community supporting these programs would be ideal because it would demonstrate to refugees that they are welcome to be a part of their community (C. Cavanaugh, personal communication, July 13th, 2010).

Large Organization LevelOn a slightly smaller scale, through larger organizations, school districts, or community outreach

centers, more specific needs of refugees can be met. ELL classes can be offered on this scale to meet the needs of the refugee population. These classes can target the needs of adult learners and supplement the ELL services received by refugee students from their schools. These programs should consist of

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content specific tutoring, homework assistance, and general language assistance (B. Browning, personal communication, July 16, 2010). For adults, there should be classes on professional development and decision-making (McBrien, 2005). To be convenient to the refugees themselves, the ELL classes for adults should be conducted at the same time as the tutoring services for students (A. Jewell, personal communication, December 7, 2010). This makes transportation easier on the family and likely will increase the attendance to all components of the program. Transportation to these and all other services should either be made available or convenient for the refugee (A. Jewell, personal communication, December 7, 2010). The site should be along a bus route if a bus or van can not be provided specifically to pick up refugees because refugees can learn nothing from these programs if they can not attend them. To further the convenience and increase participation in these services, childcare should also be offered for the youngest of the refugees (C. Cavanaugh, personal communication, July 13th, 2010).

Another education component that could be supplied to refugees at this level within the community could be seminars and workshops that directly pertain to this population. These seminars could target specific needs recognized within this population including parenting skills, home management, alcohol prevention, art projects, sports leadership, etc. for adult or student participants (S. Timms, personal communication, July 12, 2010). They could also include instruction on how to pay bills, how to use public services, how to look for jobs, and how to accomplish the other basic requirements of society (A. Jewell, personal communication, December 7, 2010). A seminar on how to interact with one’s landlord, should be included as well to assist the refugee in handling any situations that may arise (B. Browning, personal communication, July 16, 2010). A seminar should also be provided that teaches parents how the United Stated education system works. Without knowledge of the system, parents cannot adequately assist and support their child through their education (Smith-Heffner, 1993). If parents were given more information about the educational system, there would be an increase in their involvement at school functions, at parent/teacher conferences, and in the classroom (Smith-Heffner, 1993). These seminars should directly address refugee needs as recognized by the professionals working with this population within the specific community (McBrien, 2005).

At this level also, a refugee resource center could be provided. This resource center would include both educational and human resources. The educational resources provided would include bilingual dictionaries, texts in English and possibly their native language, videos that assist in language acquisition, and other visual aids that help with learning language. The human resources would include translators and interpreters to ease the communication between recently arrived refugees and the English speakers around them (A. Jewell, personal communication, December 7, 2010). They would do the important job of translating documents sent home from schools to parents, legal documents, government documents, bills or payments, and other important paperwork that the family would receive (T. DeWaard, personal communication, December 16th, 2010). Interpreting services should be provided for direct communications with schools, doctors’ offices, and in any legal offices the refugees may need to utilize (Hamayan, 2010). By providing these translation services, refugees would not have to worry about misinterpreting or misunderstanding important information being shared with them. This being said, it should not discourage their use of the English language in their own lives when applicable. The education of those who work with refugees through schools or places of employment can also be managed at this level. Their education is imperative so that they are aware of the components of the refugee experience and the cultural differences that may exist between themselves and the refugees with whom they work (McBrien, 2005). This level of support focuses on more specific yet still large scale needs of this community and provides them primarily with general services.

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Small Organization LevelIndividual schools, companies, or volunteer organizations make up this level and could be

expected to contribute some types of language support to refugees or services that would ease their transition into the community. Participation facilities with computer labs should offer computer literacy classes to students and adults (B. Browning, personal communication, July 16, 2010). Computers are an integral part of our modern community and computer literacy would assist in educational and employment endeavors. Additionally, a mentorship or internship could be arranged for specific individuals looking to broaden their skill sets. Local companies could offer paid or unpaid opportunities for refugees to work and learn from hands-on experience. Awareness of refugee issues could be easily spread from members at this level of involvement. Awareness could consist of educational components for community members about the refugees arriving in their area or could encourage interactions between refugees and their fellow community members. Newspapers, newsletters, and news stations could all take part in raising awareness of refugees in their area and of their specific needs. These needs differ in every part of the country and even the state, but local media sources could specify the needs of refugees in their community. On this level, refugees would start to be integrated into their community, not only prepared for it.

Individual LevelThe last level of this four-tiered ideal program involves the individuals themselves who

contribute to the cause. Individuals working with refugees are an essential component in their adjustment into American culture (McBrien, 2005). There are many opportunities to provide services to the refugee population. These include teachers, parapros, tutors, general volunteers, school liaisons, caseworkers, or simply neighbors and friends (A. Jewell, personal communication, December 7, 2010). The services provided by these individuals would directly assist refugees in their acculturation into the United States and their English language acquisition. What is most important for any individual working with refugees is to recognize the Seven Integral Factors affecting this population (Hamayan, 2007). Individuals need to know and respect the situation from where the refugees come and treat them accordingly. Volunteers can assist refugees via any organization that caters to them or find a way to raise awareness of the issue themselves.

People can apply to be ELL tutors, tutors for students in need of homework assistance, or work with any other manner of program that assists refugees. Devoted tutors may begin to build relationships with refugees from which the refugees can greatly benefit and grow increasingly comfortable within their environment. That extra attention makes an immense difference in how well someone feels accepted into their new community (A. Jewell, personal communication, December 7, 2010).. Refugees need volunteers to assist in their transition, but they also need friends, and volunteers can often double as friends for recently arrived refugees (T. DeWaard, personal communication, December 15, 2010). Individuals are an essential component of this overall program because without their help and sheer effort, no other components of this program are feasible (A. Jewell, personal communication, December 7, 2010).

For those teachers working with refugee students in the classroom, there are a few more considerations to be made (Pipher, 2002). Aside from recognizing the Seven Integral Factors affecting refugee students’ education, teachers must realize that the students will need continued support outside of the classroom. This includes cooperating with parents who are likewise ELLs and may possibly not be able to read or write in English or in their native language (Sarroub, 2007). Refugee parents, however, like most parents, want their children to succeed and to have better job opportunities than were available to them, and so they are often engaged and supportive parents (Smith-Heffner, 1993).

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Refugee students often have incomplete or interrupted schooling, and realizing the potential gaps in their learning will help the teacher to help the student move forward in their education (A. Jewell, personal communication, December 7, 2010). Knowing the resources available to teachers, including the available translating or interpreting service, is essential in effectively working with this population of learners. Teachers must also know where to refer students for additional assistance. Other teachers within the school or district may be of assistance, and collaborating with them across subjects and across schools could strengthen the their instruction and the students’ learning in the classroom (Sarroub, 2007). Additionally, collaboration helps to show students how closely related all subjects are and how they all build off of each other.

Teachers should also familiarize themselves with the local services provided for refugees in order to make adequate recommendations to them or their parents to assist their needs not met in the classroom. Teachers should attend seminars that discuss how to effectively teach refugees and stay current on ELL techniques to use in the classroom (Hamayan, 2010). It is also imperative that anyone who works with refugees understands the cultural differences that may exist between the refugees and the American culture (McBrien, 2005). Refugees bring with them their traditions and holidays, and though these will likely differ from the celebrations typically recognized by the school, it is important that they be respected and in some cases shared with classmates to raise everyone’s awareness of the diverse makeup of the ELL classroom (Sarroub, 2007). Keeping all of these factors in mind, and realizing the support of the higher tiers within this ideal model, a fully effective program for refugees could be implemented.

ConclusionFor refugees, English language acquisition must take place both inside and outside of the

classroom and must prepare them for the real world. For this to be feasible, the community must get involved. Resettlement agencies provide the framework for meeting the needs of refugees, and much can be learned from their services, but the community must supplement what the agency cannot provide. In this paper, the responsibilities for the community have been broken down into four tiers so that refugees are fully supported in their endeavors not only to learn English, but in all aspects of their new lives in the United States. Their language acquisition remains, however, the most integral part of their transition. Acquiring English eases their transition into the educational system, into the workforce, and into American society as a whole. Acknowledging the specific needs of refugees is the first step necessary to be able to aid them in their transition. Refugees’ needs can be met through an ideal community-based program that meets them where they are as individuals and as learners. By implementing the four-tiered program previously detailed, this goal can be achieved.

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References

Adelante. (2010). Retrieved from http://grpublicschools.org/grps1/images/stories/High_Schools/adelante/pdfs/AdelanteAR2009-2010.pdf

English Language Learner Programs. (2009). Retrieved from http://www.michigan.gov/mde/0,1607,7-140-6530_30334_40078---,00.html

Hamayan, E., Damico, J., Marler, B., and Sanchez-Lopez, C. (2007). Special Education Considerations for English Language Learners. Caslon Publishing. Philadelphia. 74.

McBrien, L. J. (2005). Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature. Review of Educational Research, 75. Retrieved from www.jstor.org/stable/pdfplus/3515985

Michigan Department of Education: MiGAL Search Page. (2010, March 4) Retrieved from http://megs.mde.state.mi.us/megsweb/grantsAvailable.aspx

Michigan Department of Education Website Resources. (2009). Retrieved from http://www.michigan.gov/mde/0,1607,7-140-6530_30334_40078---,00.html

Office of Refugee Resettlement. (n.d.) Retrieved from http://www.acf.hhs.gov/programs/orr/benefits/rss.htm

PARA. (2010) Retrieved from http://www.bethany.org/A55798/bethanyWWW.nsf/0/98344D8EBDA1AE1685256DCF005ACADE?OpenDocument

Pipher, M. (2002). “Middle of Everywhere.” UUWorld. Retrieved from http://www.uuworld.org/2002/04/feature1a.html

Programs. (n.d.) Retrieved from http://westmirefugee.org/programs.htmlRefugee Assistance Program (RAP) Overview (n.d.).. Retrieved from

http://www.michigan.gov/dhs/0,1607,7-124-5452_7124_7207---,00.html

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Refugee Countries. (2010). Retrieved from http://www.bethany.org/A55798/bethanyWWW.nsf/0/8D0E6CB2280BB431852570C20052D862

Refugee Resettlement Program. (n.d.) Retrieved from http://dhs.dc.gov/dhs/cwp/view,a,3,q,492705,dhsNav,|30980|.asp

Refugees and Others of Concern to UNHCR - 2000 Statistical Overview. (n.d.) Retrieved from http://www.unhcr.org/3d4e7bec5.html

Sarroub, L. K., Pernieck, T. & Sweeney, T. (2007). “I was bitten by a scorpion”: Reading in and out of School in a Refugee’s Life. Journal of Adolescent & Adult Literacy, 50. Retrieved from www.jstor.org/stable/30139629

Smith-Heffner, N. J. (1993). Education, Gender, and Generational Conflict among Khmer Refugees. Anthropology & Education Quarterly, 24.Retrieved from www.jstor.org/stable/pdfplus/3195722

The U.S. Refugee Admissions Program. (2010, May) Retrieved from http://www.uscis.gov/USCIS/Resources/Resources%20for%20Congress/Congressional%20Reports/Refugee%20Admissions%20Program%20May%202010.pdf

United States Stats Box. (2009). Retrieved from http://www.refugees.org/countryreports.aspx?id=2365

In a Democratic Society Reflection

In the spirit of leading by example, I firmly believe in being an active citizen in your community by giving back. I dedicate myself to service projects and work in nonprofit organizations regularly, and I hope to instill a similar commitment to service in my students. The following two service organizations I have been a part of are but two of a vast number of volunteering initiatives I have undertaken during my adult career. Three of my four spring breaks in college were spent on service trips through the organization called Alternative Breaks. Two of the three trips I lead as a student site leader and helped facilitate the education of my fellow participants on the issue we were working with and helped guide their reflections after the trip. I was also a site leader on two service trips on the National Day of Service through the Make a Difference Day initiative. Through these opportunities alone I worked with five nonprofits serving in four different communities. Service work and teaching are not so different. They both have the goal of improving the lives of others, and I believe that it is that reason that I have been drawn to teaching. Teaching is a service to your community and their future, and it is but one of the ways I intend to continue giving back to my community for my whole life.

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Alternative Breaks Site Leader

For three years I participated in Alternative Spring Breaks through Grand Valley State University. My trips took me from Atlanta to Washington D.C. and finally to Logan, Utah. Each year I worked with a different nonprofit organization on a different social issue expanding my understanding of the needs of others. On my first trip I worked with refugees recently resettled in Georgia, on my second trip I delivered food to individuals suffering from AIDS, and on my third trip I worked with disabled individuals at a handicap accessible recreational camp in Utah. Each experience further convinced me of the power of service learning because during each trip I gained valuable insights into the issues we studied through the personal experiences of those directly and indirectly involved. Each nonprofit we worked with left an impression on me and exposed me to yet another need of our society. Service work is one of my hobbies and for each trip I have also worked with a local nonprofit that deals with the same social issue I dealt with out of state. What I took away from these experiences is that there is need in every community and it is part of my duty as a citizen to contribute the best I can to the community where I live.

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ALTERNATIVE

BREAKSMarch 2010

Trip-Refugee

Resettlement to Atlanta, GAto work with

nonprofitRefugee

ResettlementAnd

Immigration Services

Of Atlanta March 2011 Trip-Health and AIDS

To Washington DC To work with nonprofit

Food & Friends

Make A Difference Day Site Leader

For the National Day of Service, Grand Valley participated in Make a Difference Day for which I was a site leader for two years. I lead service trips into our local Grand Rapids community to serve a nonprofit organization in need right in our own community. My first trip was to the Shore to Shore Girl Scouts branch which needed help maintaining their rented lot. They were short handed with volunteers, and they needed their volunteers serving over time to meet the needs of their organization. They did not have the time to weed and garden their lot or to repaint their chipping walls. That is where we came in. Our group did yard work and miscellaneous paperwork on behalf of the volunteers so that they could go out and do what they needed to without worrying about the manual tasks left at their office. My second year with Make A Difference Day I went to the South End Community Outreach Ministry to sort food from a recent food drive that needed to repackaged and sent out to those who needed it. It was a large task, too large for the two volunteers they had on hand, so I worked with eleven other students to get the job done. Make A Difference Day is just one more little way I have been able to give back to my community. I believe in serving others and giving back when you are able and I find it rewarding to be able to do so.

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Make A Difference Day-Site Leaders

Hello Site Leaders!

Congratulations on being selected as a site leader for Make A Difference Day 2010!  We have 18 great sites this year!  We also have about 28 site leaders.  So you will most likely be paired up with another site leader.

I am very excited for this year's event and I hope you are getting pumped up about it too!Currently, just about 340 students have signed up for the event!  We have a cap of about 350 participants this year and they have until tomorrow to sign up (or until the spots run out).

One quick note - Site Leader Training is on October 20 from 9-10:30 in KC 2263 (New Room). This is an important meeting for you even if you are an experienced site leader!  We'll see you then!

Feel free to stop by the CSLC anytime,

Joshua

Joshua LeeService Initiatives GAOffice of Student LifeGrand Valley State University                        (616) 331-2368             www.gvsu.edu/service

Site Leader Training

HelloYou have received this email because you have signed up to be a Site Leader for Make a

Difference Day this Saturday October 22nd , 2011.  We appreciate your willingness to serve our community as leaders! 

Just a reminder, in order to attend Make a Difference Day as a site leader, you must participate in our site leader training this Wednesday October 19th at 9pm.  The training will take place in KC 2266 and will take approximately 30 minutes.  At the training you will receive your site leader folder, the names of the participants in your group, and also what work site you will be working at. 

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Make a Difference Day

Please let me know if you have any questions or concerns!!   Eric M. StevensGrand Valley State UniversityOffice of Student Life, Service Initiatives Stevene2@gvsu.edu            (616) 331-2368      

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