TESMC ה: Hiraeth Strikes Back

It has started. We are too close to the door to close it now. The wind is too strong now to wind the sail. Anthony Horowitz gave empowerment to five. Enid Blyton made the number famous. Swordsman Miyamoto Musashi wrote a book about five rings. The Olympic games use five rings representing inhabited continents. Five-a-side football isn’t a bad game. In rugby a try gets you five points. “Give me five”, praises someone as you high five. Quintessence is essential to water, earth, fire and air. The five-second rule used to be applicable but then COVID-19 came along. UK pop band 5ive are best forgotten, just like the notes taken from the fifth TESMC module.

Words like dynamic and dynasty be so mellifluous. Pleasing to the ears. They make me all aquiver when tied to descriptive texts, like the bombinating of a bumblebee briskly buzzing by. Sometimes the words themselves are so ineffable that no words do them justice. These moments can appear ethereal like the petrichor (the sometimes pleasant fragrance of earth that follows rain). Try laying supine, facing the sky, closing your eyes and listening to the things around you. What sounds pleased? Which make a horrendous hum? Yesterday was the memorial day of the Nanjing massacre in China and at some stage a sonorous sound shrieked out from a siren. On the quieter side, there has been bird song and on opening my eyes, spheres danced in my vision, the phosphenes from the rubbing of my eyes.

Hiraeth [hiːrai̯θ] is here. A longing for home. The home of yesterday has changed. The world has changed. I cannot go back as easily as before. It’s a Welsh word. Pure beauty in meaning, a pining for nostalgia. A desire for home and an epoch gone by. I find myself as a somnambulist. I miss second-hand bookshops too. The kind of bookshop which is so full that it had to refuse more refuse. That vellichor. The fragrance and strangeness of so many gathered histories. The insurance has long been invalid for the invalid books.

A teacher must know words. Words are friends. Words need sharing. Words need to be entrusted and explained. How can we intimate this to our most intimate student friends? Students from ESL (English as a Second Language) backgrounds need new words. New words can help develop a love for language. Without these tiptoe steps into a world thesaurus and dictionary, what will a student learn? Are we sometimes guilty of assuming students can’t pick up new words? What are the ramifications of low expectations? Surely, if a student has been set low standards or an activity without a challenge then they will wither and fade like an autumn flower as winter arrives. Speaking of word play, congratulations to my mate Gerry on his third marathon finish. If he was a drummer, he could paint a bass fish on the head of the bass drum. Wordplay.

Ongoing and meaningful preparations are a must. You can’t make Christmas cards easily without card, colouring pencils or pens, and materials to stick onto the card. You may have the words to write ‘We Wish You A Merry Christmas’ but they’re null and void without a place to affix them. Now, you have prepared well, and now it is time for explicit and timely support – by teachers and their assistants. These key tools of learning are essential to educating ESL students. Think omnipresence. Even at a later stage a teacher should be guiding through support and reassurance, or corrective guidance, when and where appropriate. Give an ESL student supportive confidence and they’ll fly. No more wilting flowers.

Practice alone won’t hone writing as a skill. It needs companionship. Reading, a variety of examples, experimentation and bravery aren’t bad starting points. Encouragement and explicit guidance by all teachers will go far. Repetition may help an ESL student with handwriting or to spell a few words but it won’t do much more without a careful eye and a hand on the shoulder. Teachers are the Jedi masters of the classroom. They must be open-minded, flexible and experimental in teaching strategies to encourage students to adopt the same mindset. Practice is important, however, to get better a structured and reflective approach, of a clear nature is of greater benefit. What a teacher wants from a class should be discussed and explained clearly. The teacher has the task of progressively conveying their expectations in ways that don’t confuse or blur the outcome. Every opportunity for a student to write should be a chance to seek clarification and guidance. Perhaps like now, it is Christmas and the task is to write Christmas cards. Careful wording helps build a basic familiarity. If not worded correctly your Christmas card workshop class could easily become a paper aeroplane and origami showroom. In my classroom, anything is possible. Perhaps, they’d create a Picasso-style masterpiece then rip it up. Upon seeing the tears in their painting I would shed a tear or two.

Writing processes must be clear, with the genre of the task apparent from the off. The specificities of the genre will make the register of the writing task transparent and relevant. Joint construction, modelling, then independent construction each have different demands on both the student and the teacher. Here the right language choices can be made. They offer the chance to have a running dialogue between the teacher and the student. The activity of writing is integral to learning in many educational contexts. It is not simply to show what has been learned. Far from it! One piece of text could be construed by one reader as a different thing to another reader. The writer interacts with their audience via the text. Various semiotic systems make this possible. They could be multimodal, interactive and often they have meanings or interpretations that change over time or from culture to culture or from prior knowledge or even contextual factors. Society and culture changes. Technology changes. Word meanings evolve or fade away. Who knows what literacy skills we’ll need for the next century?!

Pariseetomol sounds like paracetamol. Whilst one is headache-reducing, the former could be headache inducing. Part of the text is below. Is it a hybrid of Dr Seuss or Roald Dahl, or JRR Tolkien or Lewis Caroll? Perhaps Shakespeare has made a comeback tour like all good big-haired 80s artists do (1580s, obviously). Anyway for more on the below, look at it first and then I’ll share something just after the below text:

“Pariseetomol ossildates the senses, demanding to be looged, hoshed, plessed, misted and spolt. From plooking along the Seine to scarbarsters on merse-sized canvases to the pick-an-ism dupers in cafes parlandering on the mis of garlic or the perster kolecks of Jerry Lewis, Pariseetomol is the embiffers of all things French. Morzel simplurously at its brousal boulevards, pressim monuments, highstopper works of art and larly lippers. Savour its gourmet stoop of premble, jasmerse, dorsims and marebits. Feel the rosset in your doppel as you glerglack through Bastille, or a wergle of frompt and plossule atop the Eiffel Toppletipper.– Is this gibberish? See below.

Google and other search engines can ruin a mystery, as can Ben Greuter, ace TESMC instructor. Without giving anything away, here’s a link to explain the above Lonely Planet piece. In the classroom we were asked to answer some questions. Again, see below.

1. What does Pariseetomol do to the senses?

2. How is one advised to morzel?

3. When are you likely to feel the rosset in your doppel?

4. Why might you have felt a wergle of frompt and plossule atop the Eiffel Toppletipper?

5. What is the writer’s view of Pariseetomol?

Now, where and how do you begin to answer that. The bandage was wound around the wound. That’s where I’d begin. Much of what we read in English is about context and prior knowledge. Many authors can skip the obvious in a series of novels, but pick up the latest Jack Reacher novel and you may need a few back-publications to fully follow the brutal ex-military officer created by Lee Child. His mind was used to produce produce. He polished his character with the odd Polish trip. I’m sure one novel has the main character deciding to desert his dessert in the desert. And, Jack Reacher definitely took aim at a dove which dove into the bushes, which he could lead others to do if he would get the lead out.

On returning from lunch I see there is no time like the present. Someone thought it was time to present the Christmas present. I do not object to this secret object. Now, who sent it? I shall subject the mysterious subject to a series of tests. I have a package with neat folds, level taping and handwriting that appears feminine. The colour scheme is light and cheery. After, “Hey John” there is “~” which is quite common to signify affection or warmth. The contents will remain secret until Friday when I open it at the staff gathering. I guess from the feel that it is a pin badge, a keyring or earrings. I shall pontificate in my best Sherlock Holmes fashion without sweat. Maybe i could watch a documentary about an Australian marsupial, let’s say the wombat. It eats roots, shoots, and leaves. I’ll get my coat…

WOFORO DUA PA A – “When you climb a good tree” – support, cooperation [from Adinkra, the language of west Africa]

TESMC IV: The Quest for Peas

Superman IV: The Quest for Peace was a British-American superhero fantasy released in 1987. Lead actor Christopher Reeve penned it alongside Lawrence Konner and Mark Rosenthal. It was bobbins. Proper crap. It was perhaps the reason the Superman franchise fell silent for 19 years. That and the unfortunate paralysis of handsome Christopher Reeve. The fifth movie followed Supergirl but slotted into the storyline arc after Superman III. The first four movies are good. Superman II: The Richard Donner Cut, remains one of my favourite pieces of cinema. Superman: the Movie has been regular viewing since I was a kid.

“We were also hampered by budget constraints and cutbacks in all departments. Cannon Films had nearly thirty projects in the works at the time, and Superman IV received no special consideration. For example, Konner and Rosenthal wrote a scene in which Superman lands on 42nd Street and walks down the double yellow lines to the United Nations, where he gives a speech. If that had been a scene in Superman I, we would actually have shot it on 42nd Street Richard Donner would have choreographed hundreds of pedestrians and vehicles and cut to people gawking out of office windows at the sight of Superman walking down the street like the Pied Piper. Instead, we had to shoot at an industrial park in England in the rain with about a hundred extras, not a car in sight, and a dozen pigeons thrown in for atmosphere. Even if the story had been brilliant, I don’t think that we could ever have lived up to the audience’s expectations with this approach.” – Christopher Reeve, Still Me

The final appearance of Christopher Reeve was ill-received by fans. Movie critics washed their hands of it. Plot holes gaped as large as life and special effects looked very much out of place. That’s exactly how my fourth instalment of TESMC will be. Read on to be convinced that I am right to state this early on. I make no apology. It is, what it is.

Literacy and learning must be multi-dimensional. A topic can be talked about, in terms of content and theme. Talk serves as a bridge to writing. Talking about those written and supporting texts will only support the learning further. Our primary school years are crucial to allow us to develop literacy skills across the curriculum. A range and repertoire of skills can be born here. The key role of spoken language can furnish a student’s developmental progress. This is the path to critical literacy skills. New topics, new subjects, new teachers, new methods and the all round goodness of new experiences facilitate, under guidance, can bring meaning to it all. Talk is a tool for thinking and communicating. We’re helping students to make sense of the bigger (possibly daunting or exciting) world around them. In one blink of an eye we are seen as a facilitator, or in another flutter of the eyelids, we become the tour guide. Likewise we are an expert or a caregiver. We’re the U.N. Peacekeeper. We’re the negotiator. We’re a nurse. We’re an advisor. Then we’re a play figure. We shape our role in the classroom to the need of each or all students. Our interaction is important. We must be flexible and varied in our approach.

The four stages of the teaching learning cycle (negotiating the field; deconstruction; joint construction; independent construction) are part of our arsenal to allow us to bridge the gap between oral and written language. We work tirelessly to integrate spoken and written language. We add clarity to muddy waters, interweaving the teaching learning cycle to give students a balanced understanding of concepts. We engage. We inform. We educate. We give opportunity. We task students to predict. We task students to evaluate. We check their prior knowledge. The students own their lessons. This becomes their own learning. It should shape their methods. Metalanguage builds up over time. These shared understandings about language and text allow students to look back on Superman IV: The Quest for Peace and agree it was crap.

I can interact with classmates confidently. [I’m not afraid to try.]
I can interact with my teachers confidently. [I’m Superman or Supergirl.]
I can try to volunteer relevant information about the topic in class. [I can raise my hands.]
I can express my personal opinion regarding a topic, when asked. [I have a view.]
I can give feedback about the ongoing topic. [I can talk about something, over a few days.]
I can talk and give relevant inputs in a group discussion. [I like teamwork.]
I can try to use meaningful vocabulary / terminology for answering questions. [I can find big words that are useful.]
Listening
I can listen with sustained concentration and retell things. [You say it. I say it again.]
I can listen to and follow teacher’s instructions/explanations attentively. [I know what you said I should do.]
I can understand the different kinds of questions asked by the teacher. [I am clever.]
I can respond appropriately to my peers and adults. [I am respectful.]
I can listen and respond to audio tapes appropriately. [I understand more than music.]
Useful rubric? From the fourth module of TESMC, I believe the above rubric to be of great value to my student’s self-assessment. I shall edit it further until it is of more use.

Multiple activities can be effective in the process of learning. Students can use interests as a scope of discussion. They can use discussion as a scope of their interests. They can find common ground and talk openly. There will always be moments of excitement and times when familiar objects or foods generate a real buzz. One or two sentences by students beats no input and it is important to allow students a voice. Some may tend to hide. A teacher’s job is to encourage. Encourage. Stand tall. Perform. That’s the key to effectiveness. Tasks, however, must be relayed clearly, always based on the English as a Second Language (ESL) learner’s needs.

I’m going to go away and find a downloadable copy of the Superman IV: The Quest for Peace script. Perhaps my grade four students can rewrite the script, and use a cast of garden peas. It can’t be any worse. Mark Pillow, A.K.A. Nuclear Man came from Leeds, Yorkshire (U.K.). Best forgotten.

I guess the writing just says that the movie is bobbins.

Pavarotti and Weetabix

Previously on TESMC (Teaching ESL students in mainstream classrooms): Factors impacting on ESL students…

In conclusion, language is a tool, a mode of context and something that gives a valid outcome of learning. Success will depend upon fluence of the language. By success, I mean success in learning. In an ESL setting the fluency of English shouldn’t outshine or exceed that of the mother tongue. Students in an ESL environment, as a necessity, must develop and advance the native tongue’s skills, which will allow a faithful and genuine proficiency in English. The language environment with adequate support facility are vital. Attitudes, family ability and support alongside realistic expectations are just a few or many factors that influence language learning.

Language demands or language choices? Name, praise and the words we, our, and us. Connect as a team, and support will follow. A reduction of hesitation will allow confidence. The teachers and classmates need to avoid laughing at each other to promote a stable and safe space to allow expression and exploration of a second language. There will be a need to use their own native tongues to support one another.

Do students feel the pressure of their future on their shoulders? University, a life overseas and so on may follow…

Student-student interactions are different to teacher-student interactions in terms of language demands. Varied support is available. Language accompanies actions. Teachers can prompt, even just through one word. Encouragement follows. Small questions that act to prompt students to question and define facts. Students can direct a sequence, through shirt-sharp input. Collaboration can assist students to create a report, through gentle guidance. Abstract reports need definitions and information to educate and to report clearly to the reader.

Realia and materials allow negotiation of language without full technical statement. It and this are valuable words too. Students can support each other.

Process of routines can allow students to try to work alone. They can guess first, then do. Students can be observed before the teacher pushes them to use a little harder sentence structure. Simple experiments. Smaller groups make a comfort zone and task ownership. Once a teacher joins, they can expand the technical language and methodology. Strong guidance replaces exploration without prevention of free-thinking.

Last week, Supreme Training Leader Ben set us the task of gaining a profile of a specific student. To protect the student’s identity, I chose one, and for the purpose of writing, I’m going to call him Jay-Z.

Jay Z likes the colour yellow. He is about 10 years old. He likes football and basketball. He prefers football. He has an older sister and she attends a school nearby to our school. He shares a classroom with 9 other students. He joins his Dad running. He likes board games but doesn’t like to pay attention for too long. He is happiest studying maths but prefers online maths games to written work. At times he can demonstrate good leadership and organization skills. He likes to eat meat from the bone. He doesn’t like girls. 

Now, let’s imagine that famous Star Wars theme music in our heads:

Not so long ago in a galaxy where Earth resides, and I’m sat in a room admiring the sunset reflecting off Donghua Songshan Lake Hospital’s windows. The day has been long, and noisy. The room we’re in smells of pulled pork and pizza. There isn’t a beer in sight. EIP Supreme Training Leader Ben Greuter is overseeing a cohort of TESMC course learners and module 2 is on the approach…

(Did you picture it scrolling?)

In this module we introduced the theories of language, learning and teaching that underpin the course. It’s essential. A backbone. We develop our understanding of the relationship between text and context and the implications for our classroom. Interactions give us expectations, whether written or spoken. We can’t react to a piece of meaningful language if it misses key points or lacks weight of content. Text and context are often related, and gibberish is just that. With proper text set in the right context, we can predict how to respond.

A text message (SMS), and e-mail between friends, a letter or communication between a medical expert or letters between schools and parents all have different contextual usage and language content. Nuanced functional models of language are much like cultural changes. Those tones can be regional, national, or global. Likewise they can be like friends with shorter interactions or deeper in content. American, British and Chinese cultures influence the output language whereby an American kid, a Chinese child or a British brat is placed within. “Hey man, wassup?”, may be appropriate for the playground at an International School, but would it be heard in that same school’s principal’s office? By the principal? To their students? The student who always chooses trouble over calm? You know the student, the one with real energy? That student who makes teachers leave for foreign trade jobs? Language is influenced heavily by the context of the situation, which is in turn impelled by the context of language. Think specifically about the genre of a situation.

Genre – what’s occurring? E.g. Doctor-patient consultation. Genre is kind of like a topic.

The field is e.g. a doctor and his/her patient establish the problem. It is also a place to allow cattle some much needed energy-producing food consumption. Fields are good places to have music festivals, one such musician belted a song out in a Milan field in 1990 that many may recall. The London Philharmonic Orchestra conducted by Zubin Mehta had triggered a call for that one song.

A tenor gives the commanding role. The tenor and the relationship to the e.g. The doctor is producing a dialogue and leading the conversation. Luciano Pavarotti Cavaliere di Gran Croce OMRI was one of three tenors that always had something to voice. My Nana loved those three blokes singing their opera pieces. Nessun dorma, alone is a soft classic, made globally famous by football at FIFA Italia 1990’s World Cup. That aria from Turandot, and the voice of James Brown alongside James Brown, for It’s A Man’s Man’s Man’s World are such wonderful songs. They use the medium of songs, which is what needs discussing next…

Mode: how does the text and context take place? This is the channel of the language. E.g. face-to-face, using spoken language not usually found in written text. It’s a good example of contextualized language. In mathematics, the mode is the value that appears most often in a set of data values. Mode can also mean a way of living, operating or behaving.

Register time…

Is the field/subject matter everyday and concrete or technical and abstract? Students can feel uncertain or out of place, just like some foreign workers do overseas, or office workers do when they’re sent to run a warehouse. The rules of the playground at home, or school can be two different beasts. Socio-cultural practices differ. As do rules. Home is where the heart is. School is where the art is. Schools help students find comfort or ability to move from everyday fields on the field continuum to highly technical fields via specialized fields in the middle. New technical vocabulary, new challenges and a continued need to develop the everyday language makes the task all the more daunting for those learning a second language. Links and examples galore will be conveyed or pointed towards. Finer meanings will be challenging.

Is the tenor informal, personal or novice? Are they formal, impersonal or informed? That tenor continuum is important too. Flitting between informal and formal language, or other situations that require a slightly increased formal spoken ability could be as common as wearing a football shirt, business suit or the casual dress in between. Without the tenor continuum or field continuum the mode continuum would be useless. The ability to use most spoken-like dialogue, needs an air of spontaneity and to remain concrete and shared. Or, it could be written, as a reflection, shared or not, or better still presented well, concise and clear and edited or organized in an engaging way. Between these two polar regions sits language as a means of reporting (think BBC News) or recounting (The World At War), or gossip down The Sidings pub in Levenshulme, Manchester (post-lockdown).

Is the mode mostly spoken, “here and now”, with language accompanying action or mostly written, generalized or the language constitutes the text? Students need to know that they can flip between a good register continuum. A student who can write or talk as a professor might be needed for one task, but a functioning student needs to flip in and out of popular, social and other scenarios as and when. Talking like a Shakespearean actor is all well and good but will it be appropriate at a DMX concert? Many scientists engage in workshops and debates, but after these professional meetings, they may enjoy a game of chess, golf or a beer down Ziggy’s in Chang’an, where a good Reuben sandwich may be the topic of discussion, more than blooming COVID-19…

The classroom environment will have the inevitable spoken stage at which a challenge is given to students. It could be homework or guided classroom written work. It could be almost anything. They will need preparation for that written work task. The students need warming up and encouraging. Student engagement is everything. Engage. Inform. Educate. Make the students want to talk about something or ask questions. From my experience, correcting students too early will only switch them off from the task. Ensuring that students engage is not easy. It’s a challenge for sure but early stage conversation can be key to generating interest.

The mode continuum is a tool. This tool allows students numerous ways to break down and build both spoken and written forms of English. It helps students and adults alike to prepare writing and thoughts in a crisp clear way. It gives precision to a situation. The school life offers ample opportunity to play with, experiment and develop the mode continuum. It should allow students confidence and comfort in talking about what they’re learning and give opportunities, to learn that quite often some things can be written in different ways to how they are spoken. It can help to standardize the various ways and means of speaking and writing English as a language too. With or without this tool, students have the support or not, to take risks with language. This allows time to reflect on what was said as being accurate or inaccurate for a certain context. Can it be improved upon?

“You can’t write it if you’ve never said it. You can’t say it if you’ve never heard it.”Pie Corbett, Poet, storyteller and educational consultant.

Literacy is for life. It’s not just a test! This skillset is important. How well a person conducts themselves in conversations or writing can open or close doors, according to their ability. A fully articulate person at a job interview will have benefits, but without their written skills of a suitable level, they may find some careers beyond them. Talk For Writing, modelled by Pie Corbett & co., highlights the need to build oral literacy before pushing for excellent writing. At the end of the day, a good teacher brings words alive. Teachers have the power to guide language learners in ways others may not. With great power, comes great responsibility. So, if a student lacks that essential scaffolding, perhaps they weren’t exposed to beautiful elegant flowing constructed phrases or well-thought arguments. How many great teachers stick in your mind from your school days? What made them stay there? Mr Jones, Mr Meheran, Mr Mack, Miss Hodges, Miss Rowe, and so on all remain influential to my reading passion, and the biggest teacher of them all: my mum.

“Give me the place to stand, and I shall move the Earth.” – Archimedes of Syracuse (c. 287 BC – c. 212 BC), Greek mathematician, philosopher, scientist and engineer.

Is there a link in the class between proficient readers and superb writers? If one reads a large quantity of books, expect a larger quantity of output in their writing. Give a child Lego blocks, and they’ll build. Give a child Lego blocks, some demonstrations, some blueprints, some instructions and some examples and then take them away, and they’ll build something better. Just as an architect needs to be able to draw or use computer design technology, so do writers need to be readers.

Language and its context will always have a relationship. The two broad concepts of culture enveloping that of the situation register were well illustrated by Halliday and Martin, in their 1993 hit number: model of language. Language exists within a situation, which in turn exists within culture. From that, the genre, is usually a pattern or predictable way that language can be put to use for the purpose of something social. Have you had your Weetabix? It could be an advertisement, an information broadcast or a conversation about cheese. Lancashire cheese, crumbly, hands-down, every time, always the winner. Melted. Of course, some cultures and contexts may need to be learned cariad. And, as sorted as it is, that doesn’t just mean country or ethnicity, oh no! Not so buzzing, right? We’re talking ginnels and proper local dialects, regionalization and popular trends, religious stuff, organisations, schools, professional bodies, schools, families groups, clubs and fragments of society integral to making a diverse way of life into a patchwork quilt of living, breathing, amazing beauty. And Manchester Utd fans.

The more words we hear, the more we can use. As a second language learner, kids need more chance to see and hear new and unfamiliar vocabulary. Maybe they’ll like the sound or the way the word looks. Maybe they’ll hear a new word and it won’t be new next time. It could be the word that leads to a curious question. Word up! Being word poor can hold students back. With the power of words, students can be culturally enriched and have access to beautiful books, watch movies at cinemas with subtitles from many countries and feel confident talking to anyone. As someone in education, it is my responsibility to look to close these gaps. That chasm between word rich can be closed or bridged. By mastering standard English, students will both speak and write better.

Giving value, the Halliday and Martin model, helps us as educators to discuss the connection between language and context. It tells us there are patterns, and to our students, these are valid and predictable, to allow our students to choose contexts for each given situation.  

Language and learning and the role of scaffolding is all about producing texts for given contexts; finding the context in the text; a functional model of language (in terms of genre, field, tenor, and mode); plotting texts along the register continuum; patterns of the ESL development; implications for programming, teaching and assessment; teaching and the learning cycle; and all, in relation to the scaffolding of language. We as teachers can explore how we can make meaning-making systems, the benefits of visuals and music, so as to focus on the literacy demands that are intrinsic to curriculum statements. The battle for second language teaching goes on… but it can wait for me to tuck into a bowl of Weetabix. Cheers Taobao!

Tally ho and away I go.

Here are some cats:

Understanding Thursdays.

Bonfire night in England has been marked by an explosion of COVID-19. As Guy Fawkes Night comes and goes, Britain goes back into lockdown for an entire month.

“And then mother took me to Grammar School; But I stopped all in the vestibule; Every time that bell would ring; Catched me playin’ with my ding a ling” – the song My Ding A Ling by Chuck Berry

Meanwhile on a murky Thursday night in a warm Dongguan, at Tungwah Wenzel International School, I found myself taking notes on Teaching ESL in the Mainstream Classroom [TESMC]. There are several modules which start from a zoomed-out overview to a much more-closer and specific look at our teaching area. Quality of teaching matters, especially for English as a Second Language learners. Collaboration is key withing all teaching environments, so here I was surrounded by technology, Chinese, English, science and other specialist teachers.

Interrelatedness of culture is important. ESL (English as a Second Language) students bring culture capital and funds of knowledge that can be tapped and used in the weapon against Minecraft and all other manner of distraction. Sat with Mr Jason, Miss Keats, Miss Cindy, and others in groups around, we all observed teachers Mr Ben and Mr Cherlito in leading a great classroom workshop.

Classrooms should set high expectations and resource in their mainstream classes. There should be a bar to jump up to, rather than a bar to meet level. Expectations should increase to allow students to learn the language through the language and learn about that language. There is a plethora of learning theories, many tried, tested and tired, but a good teacher should know that there’s always more out there to bring about a good learning context.

Oral and written language must be treated separately. In our youth we make sounds before we scribble words. Those sounds and phonetics become words, sentences and eventually conversation. We crawl, walk and then run – until we get old enough to walk, drink beer and crawl again. Writing needs codes. We start with a few letters, then we pair a few more, and we build words. Following that a few simple sentences, and then they expand bit by bit, until we’re banging out sonnets like Shakespeare was our teacher. Some of the braver kids that write carry on writing and move on to be Dan Brown or Anne Tyler. They all started with the ABC though. Patterns and a need to make technical and abstract meanings fit educational contexts a little before we hit our double-figure years. Why do we do it? The world is demanding and so are parents. Teachers backed by educational curriculum standards encourage students. Students push themselves – or not. Accountability is something learned or not within teenage and early years. For some it takes a little longer than others. Some will never learn it.

Teachers and the school community adapt and evolve support language, not just to improve students, but to find strategies relevant and achievable for the classroom, and in this instance the ESL classroom. Improve our teaching, improve our target students. With that we must recognize that not all students have the name needs or motivations. There are many variables that need to be taken into account to ensure students participate in schooling and beyond.

What do I hope to gain from the course? Self-enhancement, bettering one’s self, being more invaluable and experienced in order to help and work closer with my colleagues. Yes, all that and some. Actually, I really want to understand my students better.

Students cross a broad range of identities. We all have multiple identities. I act differently around colleagues, friends, family, football friends, near strangers, and other groups. This is life. We are social butterflies and act accordingly to comfort surroundings and situations. What identities do we have?

Think about diets. Do we eat differently or behave in varied ways? Perhaps around vegans, vegetarians, American Embassy-eaters (that’s McDonald’s) and so on. How much respect can you give a total fructivore? Does a sister command a special response that is distinctive to that of an aunty or a mother? What’s the atypical reaction to dad? Relations matter. The position within the family, the runt of the litter is that kid that gets the passed down Manchester City F.C. shirt, according to their big bad bold brother.

If you want division, look no further than religion, it’s an age-old area of conflict. Don’t trust me? Google it. Even your choice of search engine can separate you. Sorry Baidu, you just won’t do for me! Age category, maturity, sexuality (LGTGB+ etc), members of book clubs, groups, communities (C’mon CITY!), neighbours (noisy or other), sports, language-speakers, ethnicities, creeds, hobbiesprejudices, Marvel or DC comics Star Wars or Star Trek; Trekker or Trekee… The list goes on. And on. And on, and on, and on and on. With all that in mind it is clearly difficult to understand your colleagues, let alone your students. We still must push on (gently, softly or otherwise) and probe ways to understand any potential barriers to learning and find range and depth suitable for extraction. Some negatives can be turned into positives. Some cannot. Here as good teacher is digging for positivity and the factory in each student that manufactures optimism. What do students struggle with? Locating a pencil case? Someone looked at them with a squint? An ant walked into the classroom doing ballet?

Some of the roles or aspects of having multiple identities will cause internal conflicts, doubts, and worries. One place that I feel tensions are my political views and belief in human rights. So, to be in America or China, I must respect the head gaffer and the regime that rules the joint. As a guest, I can only say or do so much. Imagine being a Chinese kid flung into international education. Will that kid’s neighbours or young relations also be in that same international school setting? They’ll be strengthening and weaking on one and the other. You can’t follow two systems perfectly. ESL students, a widely used terms for many nationalities, at a school that uses English as a primary target language are privileged to expand their cultural window, but they may find their own cultures closing from them. As they develop language for an increasing range of purpose of contexts, their world is changing in ways that they may or may not notice.

For an Irish kid learning at an ESL school in Wales, who studies only in English, they may not be exposed to much Gaelic language other than that at home, infrequently. The Welsh kid at school may be using English at home, attending Welsh classes online and immersed in a bilingual environment at home. The Chinese student on exchange from Dongguan to Aberystwyth may get to speak English, Welsh and a spot of Chinese with fellow students. They will all face improvements in their English language, but which students will improve their native tongue? What range of langue will they be exposed to? For the ESL teacher, this, like many other factors sits outside the scope of control. Awareness of these facts is important. Which students enjoy the same access to range of language as their peers? Is immersion in English to the detriment of other tongues? Do some students slip, trip and flip-flop from one school to the next? I know of at least a handful of students that I’ve taught that are in their third primary school in as many years. I shouldn’t judge because I also attended three primary schools as a kid. However, I didn’t have the pressure of a second language… unless North versus South Mancunian dialect was it. Barmcake or muffin?

The evening featured acronyms galore. EMI wasn’t Electrical and Musical Industries records; it was English as a Medium of Instruction. When CALD was mentioned, I expected to hear the Council of Asian Liberals and Democrats, but it turned out to mean Culturally and Linguistically Diverse.

Other notes (not typed up in any depth yet):

WHAT FUNDS OF KNOWLEDGE MIGHT AN ESL STUDENT BRING TO THE CLASSROOM?

Understand classroom exposure (Chinese vs Int’l); different opinions about the future (environment; conservation; search engine exposure) …

LANGUAGE/COMMUNICATION – visual artifacts / bilingualism / translation /

/ EXPERIENCE/WORLD KNOWLEDGE – A.I. / surveillance / icons / cultural exposure /

/ ATTITUDES OF FUTURE

/ WAYS OF THINKING – Wikipedia/media literacy / transfer of knowledge / attitudes in academic context / curiosity

/ MULTIPLE IDENTITIES cultural norms / family backgrounds / expectations / regional knowledge / local

Possible consequences of failure to acknowledge the above include neglect of diversity and cultures. Value it. Ignoring the valuable resource will limit their world view. Disenfranchising and discouraging, devaluing, disempowering – don’t handicap

Attitude of a teacher: transition / support / how do students feel in terms of students who finish first or take longer? /

My homework (A.K.A. the between module activity) is as follows. Select one class student. Understand their life, experiences, impacts on their ability to learn, hobbies, favourite biscuits, and so on. I can use any strategy to do so. Perhaps an untargeted questionnaire, a survey of the class, discussions with other teachers, an insight from their family, a photo of their favourite thing at home and so on… What do they miss when they’re at school? The old who, when, what, why, how, do, etc scenario is with me until next Thursday’s class. That student’s funds of knowledge will be valuable to teaching them.

And with that, I’m sat listening to Chuck Berry live and reading about things other than books that students can read to enhance their reading skills. Books are the gateway to knowledge, but in these modern times books are not the only medium for reading. In the age of information, words are all around us. Students should be encouraged to read (digital or hard copies):

books written by each other

dictionaries and thesaurus

play scripts

road signs

maps and atlases

song lyrics

poetry

travel brochures and leaflets

blogs

websites

encyclopedias

newspapers

magazines

social media and micro posts

catalogues and listings

programmes of events/sports meetings/games

manuals and ingredients on food labels

recipes

Anyway, that’s all for Thursday night. Let’s hope this COVID-19 scatters away soon. Keep busy. Eat a toffee apple for me and some Parkin Cake. I had to make do with McVities Hobnobs (the ones without chocolate). Stay strong. Peace and love x

John

Setting Sails

Good day/Namaste/S’mae/How do/Hello/Nihao,

“Here we go”… “all aboard”… “the packet steamer is ready for departure”… “the flight is ready to depart”… “my God, it’s full of stars”…

BLAST OFF!

I’m not going to lie. It has been an eventful and busy few weeks. Today is the final day of the first teaching week. This marks the third week within Tungwah Wenzel International School. It’s been emotionally charged, eye-opening (in a refreshing kind of way) and wonderfully welcoming. This school is modern and dedicated to the International Baccalaureate methods and standards of practice. It aims to develop rounded young people that enquire, have broad knowledge and use their skills with care. The idea is to create peace and harmony whilst ‘promoting intercultural understanding and respect.’

The school is very well organised with clear hierarchy and methodology. There’s much to learn and many places to look for the knowledge. Resource is plentiful and accessible. Each classroom is equipped with a Smart Board (digital white board/multimedia unit) and at least four white boards. The room started out as a blank canvas. With the aid of desks that can fit a variety of teamwork positions or solo working spaces, and great chairs, the students can work at a breakfast bar-style workspace overlooking the green sporting facilities or slot in and out of double, treble, quadruple or quintuple team areas. I think up to decuple is possible, but I have yet to try that configuration. Differentiated instruction at its best.

The first few weeks involved introductions, meetings and workshops. Between brainstorms, buzz groups, bug lists, stepladder techniques and synectics, I discovered mind maps, which I have seen and can interpret but have never attempted to create one. My mind map virginity was lost to the theme of transdisciplinary learning.

I like the I.B. mindset. Classrooms encourage open celebration of diversity through their displays and their activities. The reading corner it Chinese and English, but Spanish and French should and will be included to facilitate the students from those backgrounds. Their mother tongue is just as important as the primary medium we teach in: English. Multi-lingual exposure will widen everyone’s minds. The displays will mostly be at the eye-level of our students. At the end of the day, they’re learning more than we are. So, parents should expect to come and crouch down to see their kids’ best efforts. We have a corner set aside for curiosity and special objects. Things are great examples of realia and generate wonderful questions. Our classroom is there to stimulate and be inviting. Whilst the framework may have been organized by myself and my assistant Miss Sheryl, the bulk of the display work will be a showcase for our students.

Learning stations are proving to be a challenge. Some students must get used to not playing with everything placed in one area. The literacy, numeracy and U.O.I. (Unit of Inquiry) class regions seem to be mixed up on a daily basis. House-keeping is something we’re encouraging the students to do, but Rome wasn’t built in a day. We have a couch, a proper sofa, beanbags, stools and chairs of various heights. Our common room and classroom are separated by a wall, but hopefully a doorway or a crawl space will bring the two spaces together. Different activities are blessed by different zones.

Resources are important. The students have an iPad each, books, things to use such as stationery and so on. The facilities are spacious and numerous with dedicated areas and ample room for multi-purpose functions. Of course, there’s a Godzilla-sized amount of responsibility, but few rules are seen. Instead students are asked to create essential agreements. They choose positive sentences and then pledge to abide by them. They even set them for their teachers. My grade four students elected the following essential agreements for me:

Make our school day special and fun.

Understand our students and their needs. [They even mentioned that this applies to the whole school, rather than just our one classroom]

Bring a smile to the classroom.

Make our classes interesting.

Be equal and fair.

Try to play more games in the classroom.

Help us to learn.

As for the students, there are the standard hints at keeping the noise down as well as about respect and politeness. Their collective of ten agreements are easily said, and I’m sure in time, they’ll also be habit. I will let them choose their content, but shuffle in some Roald Dahl and my own interests as and when fit and proper to do so.

The students could have even added, ‘Mr John must share his cakes’ because based on today’s lunch, they cleaned my dessert plate of fruits and three small slices of cake swiftly. I didn’t even have any watermelon left. I’ve two students in my class from three previous years at St Lorraine Anglo-Chinese Primary School. Kitty and Marline are now like best friends. They’ve linked up well with two other girls yet still seem to hate working with boys. So, as girls hit around 9 or 10 years of age, that’s when boys are ‘disgusting’ as they say. Maturity comes at different ages of course but the age-old battle of boys versus girls roars on.

These last few days have involved plenty of studying for myself, but with online resources and three libraries (teachers’ / primary / middle years) to select from, I haven’t had any huge problems. I know that smooth seas don’t make good sailors and the challenges ahead will present themselves in time, but I feel I’m in the right place surrounded by the right people, all with the right attitudes for the road ahead. There are trials ahead. Nothing easy is ever worth doing, right?

Thank you kindly for your time.

The Last Broadcast

How do! / 你好 (nĭ hăo) / Namaste / Welcome!

“So here we are; At the last broadcast; Here we are; Our last broadcast” – The Last BroadcastDoves

To the students, parents, colleagues, the principal, the parent/teacher association, the board of directors, and those concerned:

I write to say the deepest thank you to all of the above. I thank you for a sincere and wonderful experience at St Lorraine Anglo-Chinese Primary School. The experience was an excellent one and one that has helped our class take many more steps forwards than sideways. The classroom life may be drawn to a close this week, but we all leave here with unforgettable memories, a new port of calling for everlasting friendships and a sincere view of both Western and Chinese cultures. This will only serve to inspire and give us ample opportunity to gather smiles from our warm memories.

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Each year has seen new challenges and requirements. The advantages of enjoying such festivals of Children’s Day or Mid-Autumn Festival helps bring balance to the routine of the teacher’s daily life. We must be open and honest by evaluating our progress. What could we have done better? What could I have worked harder on? How can teamwork improve each and every single one of us? Take some time to review the matters that matter and invest energy and time into conquering obstacles.

Three school years is a long time to a child. It hasn’t felt so long to me. I haven’t met a single foreign teacher who has stayed with students for longer than two years. And at times, it has seemed like madness. Many students develop a familiarity that can mean that they now, what they can get away with. They know the limits of a teacher very soon. They know your blind spots of vision. Thankfully, 3F have been mostly wonderful. The days of Billy climbing me like a tree come to an end. There will be no Tony calling me “disgusting” at every opportunity. Marline’s daydreams and assortment of wonderful questions have come to an end. The quiet star Kitty can take her big voice to the next teacher. Marcus can talk about Lego and Aaron about travels with their next teachers. Roselle’s great artwork; Candy’s enthusiasm; Angela’s endless questions; Jimmy’s brilliant curiosity; Tyler’s reading passion; Leon’s sporting skills; Allen’s desire to lead every team; Alice’s requests for a new pet hamster; Evan’s lack of fear to pick up challenging reading materials; Kim’s conversations about her mammoth sleeping habits; Kristy’s great descriptive capabilities; Natalie’s cheerful drive for dancing; and Sabrina’s sense of humour. They will all be missed. These three years have been a privilege.

In the beginning there were lots of students, and through various reasons (change of location, new school choices), we’ve been reduced from 27 students to presently just 19 (although 2 have been unable to return this semester due to COVID-19). We had three fixed classrooms with temporary residence in one other classroom whilst mosquito guards were fitted. Everywhere we have been, we have tried as a class to decorate and leave a touch of our own warmth and creation there. From the original white walls, we made colossal suns, song words, signs, and warnings. There has been a blend of east and west, with lanterns, vases and hexagonal bee collages. Idioms have been learnt through curiosity and stacks of books lifted-up and put back down again.

When I first stepped into room 110 of St Lorraine Primary School, I was faced by a group of parents and colleagues. It was quite a friendly atmosphere and any nerves subsided soon enough. I was introduced to everyone by the principal, Mr Lam, and my co-worker Miss Zeng. Miss Zeng, or Cici as she is sometimes called would go on to be my co-worker for two years. Cici’s hobbies are sleeping and eating. Cake pillows are her dream. Throughout the initial year Cici really helped me communicate my ideas with the parents and create a pleasant feel for the class. Those foundation months were critical to where we are at now. Parents have been receptive and encouraging throughout my time with our class, our team and our journey. Many parents would be familiar faces throughout my three years with class 1F, 2F and ultimately 3F. I hope we all remain in contact. Miss Li has accompanied us throughout this third year of school. I wish them all the very best in the future.

Footballs have been humped around the field, kicked with passion and passed to friends. Rugby balls have looped over heads and basketballs dribbled through legs. There have been hours of games, laughter and creativity in action. Students have become teachers to me. English, like Chinese, is a wonderful and beautifully crafted language – and foreign teachers usually feel most welcome in learning your native tongue, whilst giving our all to give the students our command of English. The students enjoyed laughing at or teaching me one or two words throughout our time together.

Like I tell students, I advise them, “Don’t believe everything you hear and see.” In fact, believe nothing of what you hear, for until you see or hear, how do you absolutely know it to be true? A good environment needs a positive feel and respect, whether through reward or simple acknowledgment. All classes need classmates to be balanced in their manners and respectful. Don’t accept everything as it is. Look for ways to enhance and improve the working practices, without wasting time and passions. Encouragement is a valuable tool for students and teachers alike. Teachers such as Miss Huang (Minna), and Miss Cheng (Paris), amongst many can take their energy and give it to those they teach and work with. Over the years I have been lucky enough to meet many great people.

Life doesn’t get better by chance. It gets better by change. We adapt and we are flexible. Proper planning prevents poor performances, but that doesn’t always mean circumstances can be suited each time. Planning just makes us better prepared. Free time to do the things we love helps us come into school refreshed and ready to be effective. Holidays give us time to see family and planning such trips can be irritating and difficult. Uncertainty and discomfort can be avoided. That should be what a good teacher should always do. Avoid overworking and stay fresh for school. After all, that is something which we encourage our students.

Now, nobody’s saying the international class at St. Lorraine is the Garden of Eden, but it’s been a good home to us, to me, John Acton – and my students, who I’m proud of! Because every single one of them reminds me a little of… me. They can all think for themselves! Which they’ve their parents to thank for. Allen, who’s a bit loud! Aaron who is a lot like his sister, which is handy because she’s quiet and polite. Alice who bounces around like a ballet dancer. Our Billy, the little bucket of questions. Angela and her big smile. Candy, a model student until you take her pen away. Evan! The biggest trip hazard for a hundred kilogram plus-size teacher. Jimmy, a face of innocence with a head full of wit and humour. Kim and Marcus, fantastic neighbours for other students – until they open their mouths… and never close them! Kristy, who seems hellbent on making me bench press her bodyweight with, “Pick me up!” every other day. Marline, she’s gonna be a star, when she focuses. Natalie, skipping and hopping around with a big smile day after day. Roselle, she’s the student every teacher wants but only ever gets one of them. Sabrina, so curious and such a total angle. You’ve to check your desk but she’ll go miles out of her way to do you a favour. Tony and Tyler, full of energy, smiles and oddity. All of them, to a man, know first and foremost the most vital necessity in the classroom, is they know how to be part of a team. Let’s party! SCATTER!

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Turn off the subtitles, finetune your hearing and pick up those English newspapers, magazines and books. It’s always time to challenge yourself and push on for the next day of hard work. We can, little by little, make improvements. That’s why I’m saying thank you. You’ve improved me. Don’t stop learning. Don’t stop teaching. Look for those brighter and better days. The world’s future is calling you – and you must be ready for it. Anything is possible. A simple thank you is not enough. From the bottom of my heart to each and every one of you.

So, what now?

Yours in teaching; yours is passion for learning; yours truly and faithfully,

Mr John

The Final Report.

“Better three hours too soon, than one minute too late.” – William Shakespeare

How do! / 你好 (nĭ hăo) / Namaste / Welcome!

The school year of class 3F of St. Lorraine Anglo-Chinese Primary School is drawing to a close. To follow on from the final reports of class 2F, here is an end of year review.

“授人以鱼不如授人以渔” [Shòu rén yǐ yú bùrú shòu rén yǐ yú] / “Give a man a fish and you feed him for one day. Teach a man to fish and you feed him for a lifetime” – Chinese proverb

Education is a joint mission between schools, teachers and parents. A teacher will always need your help. We must work hard to discontinue inappropriate behaviour. We must work together to increase confidence and focus. Like parents, students must exercise consistent cooperation, show courtesy and good manners. The classroom should be like a family and a place of sanctuary from the world outside. Through escape we can nurture one another to develop rounded individuals and mature focused teams. The urge of distractions will be resisted and all will become an example of excellence in both behaviour and cooperation. Collectively class 3F have improved – even taking into account the difficulties faced during the pandemic.

“师父领进门,修行在个” [Shīfu lǐng jìnmén, xiūxíng zài gèrén] / “Teachers Open the Doors. You Enter by Yourself” – Chinese proverb

Groupwork and togetherness has been encouraged from an early age within our classroom environment. Teamwork is important. It encourages sharing and constructive improvements to one another. Students within 3F have demonstrated acceptance of recommendations, sensitivity towards thoughts and opinions and taken on varied roles within their teams. A good team needs a leader. Fairness needs a team to allow the leader to have a voice. By distributing, planning and carrying out task together, 3F have shown great encouragement to one another. For future teamwork, each student must continue to share and work together. Participation is often active, and little added encouragement is needed.

一口吃不成胖子” [Yīkǒu chī bùchéng pàngzi] / “it’s impossible to become fat with just one mouthful” – Chinese proverb

Behaviour and attitude are linked as one. Through enthusiasm we can encourage all to enjoy school. We will push initiative, creativity and give confidence to instinct. The full potential of each student must be strived for. As teachers we must be committed to doing our best and set an example to those learning from us. Only then can each student do their best. Students who take responsibility for their learning and seek new challenges are a joy to behold. Class 3F (just like 2F and 1F in previous years) has had many such examples from our students.

“未雨绸缪” [Wèiyǔchóumóu] / “Dig a well before you are thirsty” – Chinese proverb

Students must perform classroom tasks and respect their peers. Each student must have an honest and trustworthy character. When they deal with others, they should be encouraged to display citizenship and concern for the feelings of their peers. A dependable student is thoughtful, kind and helpful. The classroom, its belongings, and the possessions of others are to be treated with care and pride. Class 3F have overall earned trust and respected their enhanced classroom facilities. Social skills have improved. Most students are well-liked, friendly, and compassionate. Disagreements are natural and resolved accordingly. Fairness and understanding have made the classroom environment comfortable. During free periods there are no withdrawn students, and all engage in conversations or game play.

机不可失,时不再来” [Jī bùkě shī, shí bù zàilái] / “Opportunity knocks at the door only once” – Chinese proverb

Regarding communication skills, class 3F have fast become confident, bold and clear. They choose words with care, have a well-developed and often increasing vocabulary and express themselves clearly. They are vibrant and imaginative. Logical and persuasive arguments are coupled well with listening to the comments and ideas of others. Each student is now encouraged to be more patient and not interrupt one another.

“吃一堑,长一智” [Chī yī qiàn, zhǎng yī zhì] / “By falling we learn to go safely” – Chinese proverb

With regards to talents and interests, the students of 3F have a very well-developed sense of the world. They play drums and violins, dance, hike, eat new foods, travel and play games amongst a huge list of things. They hold a well-developed sense of humour and display many wonderful moments, that are completely unexpected. Their interests are shared, talked about and related to real world scenarios. Many students have an impressive understanding and depth of knowledge about their interests. Others are developing themselves and I have no doubt that many will become gifted performers. Within the classroom we have dramatic actors, passionate readers and musical students.

“种瓜得瓜, 种豆得豆” [Zhòngguā dé guā, zhòngdòu dé dòu] / “ You reap what you sow ” – Chinese proverb

Most students have well-developed independent learning skills. Self-motivation and hunger to learn is evident throughout the class. The work habits of the majority of class 3F is far above average. Several students require encouragement and support, and all should check their work before submission. Little mistakes can be erased by checking once, checking twice and checking again. There’s no harm in checking too much. Through a little supervision the less focused class members can grasp new concepts and ideas, whilst learning to display consistent self-discipline.

“Time isn’t the main thing. It’s the only thing.” – Miles Davies, Jazz musician.

Time management concerns homework, classroom assignments, tasks, groupwork and, overall, there has been an improvement. I’m a firm believer that students here have too much homework, and a reduction may be beneficial. It should be trialled accordingly. More creative homework would allow students to develop at different paces and express themselves individually.


“不怕慢, 就怕停”  [bù pà màn, jiù pà tíng] / “Be not afraid of growing slowly, be only afraid of standing still.” – Chinese proverb.

And with that, that’s all folks, well, kind of…

“请教别人一次是5分钟的傻子,从不请教别人是一辈子的傻子” [Qǐngjiào biérén yīcì shì 5 fēnzhōng de shǎzi, cóng bù qǐngjiào biérén shì yībèizi de shǎzi] / “He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever.” – Chinese proverb

Reach For The Stars

The below are comments meant for each student. I want every parent to know something unique about their student. It is important to give suggestions and open a discussion. Parents and teachers are doing the same job. We all want those little minds we are nurturing to blossom.

Attentive Aaron is committed to doing his best. Aaron has completed a great semester’s work. He should be really proud of his efforts. Aaron shows responsibility and follows directions whenever they are given. Aaron would benefit from showing a greater desire to contribute ideas in class. Aaron makes a good effort to make his handwriting legible. He is able to print on the lines, use good spacing, and form letters correctly. Encouragement of reading is a must for Aaron. Go on pick up more books!

Cheerful Alice appears well rested and ready for each day’s activities. Alice is a conscientious, hard-working student. Alice relates well to classmates and is appreciative of different perspectives and experiences. Alice works well with classmates in group work and often takes a leadership role. Alice is learning to offer more direct responses to her reading experiences supported by reasons, examples, and details. I encourage Alice to read more often.

Eager Allen seeks new challenges. Allen demonstrates a willing and conscientious effort in his daily work. Allen has done a great job facing and overcoming big challenges this year. Please continue to nurture and encourage this behaviour over the summer. Allen needs to show more appropriate behaviour when interacting with classmates. Allen is able to offer direct responses to his readings and supports ideas with sound reasoning and specific examples. Allen would benefit from opening new books often.

Imaginative Angela treats school property and the belongings of others with care and respect. Angela works independently. Angela manages her emotions maturely and responds to feedback appropriately. Angela needs to listen to directions more attentively during lessons. Angela needs to improve her cooperation in group settings. She should work on voicing feelings and opinions and listening to others. Angela shows good ability when completing reading comprehension tests. Angela is honest and trustworthy in dealings with others. Angela should remain curious and pick up new reading materials often.

Confident Billy often shows respect for teachers and peers. Billy is a cheerful and enthusiastic class member. He shows an interest in most learning tasks but often needs reminders to remain focused on his work. Billy needs reminding not to listen to any negative words of fellow classmates. Stay strong and focus on you. Don’t get too involved in the silly behaviours of others.  Billy needs frequent reminders to be attentive during instructions and lessons. Billy has a positive attitude towards math but continues to have trouble in a few key areas. He should practice every evening at home. Billy and books should be better friends.

Capable Candy is courteous and shows good manners in the classroom. Candy participates in class discussions and shares his ideas with others. Candy has achieved a personal writing goal by constructing an informative text without the use of a scaffold. She is now working towards punctuating her writing correctly. Candy shows maturity when solving problems with classmates and uses good communication. Candy continues to make excellent progress in spelling and reading. She works hard to submit work that is free of grammatical errors. By reading Candy will develop both her writing and imaginative skills.

Polite Evan is sometimes quiet and shy, but often vocal and creative. When reading, Evan uses a range of skills to identify the meaning of the text. Evan is accountable and responsible. He makes smart decisions, admits mistakes and listens to opportunities to improve. Evan listens to and follows directions precisely and attentively. Evan shows the ability to quickly use spelling, punctuation and grammar rules that were recently taught. He is able to quickly learn new skills and is eager to apply them to his writing. Evan is able to analyse character actions, story plots, and shows strong fluency with reading. Let’s all encourage Evan to read bigger scarier books!

Dynamic Jimmy displays the ability to reason, solve problems and resolve difficulties. During our paper making classes, Jimmy used reasoning and questions to understand the processes. Jimmy is confident, positive and a great role model for his classmates. It has been a pleasure to have Jimmy’s enthusiasm, positivity and maturity in my class. Jimmy demonstrates a good understanding of all math concepts studied and communicates with clarity and good justification of reasoning. Jimmy consistently demonstrates comprehension of short-spoken texts by answering questions, and explaining the events described. Jimmy’s head should be in a book more often.

Pleasant Kim displays an ability to work collaboratively. She takes responsibility in group tasks, listens to others and works towards a shared goal. An area of focus for Kim is to include punctuation (e.g. commas, capital letters, speech marks etc.) in her writing, as well as paragraph her ideas coherently. Kim is having a little difficulty with reading, particularly with fluency and comprehension. Take more time and care to read. Kim is creative and warm-hearted. There are many books she would benefit from reading.

Outgoing Kristy often follows directions promptly and accurately. Kristy should read before sleeping and at every other possible moment. A future goal for Kristy is to include more complex sentences, adding variance in sentence length to better engage the reader. Kristy consistently completes homework assignments. Kristy is frequently among the first to help and mentor other classmates. She is a valuable part of the classroom.

Courteous Kitty is a self-motivated student. Kitty is interested in her own learning, listens attentively, and makes a solid effort to avoid distractions that could interrupt the learning process. Kitty is focused during class and contributes ideas willingly. Every semester Kitty’s ability comes on in leaps and bounds. Her confidence is at a wonderful level now. Kitty’s hands would be best placed around a book, where possible.

Energetic Marcus, when focused within class, willingly participates in group discussion. Marcus is encouraged to demonstrate more responsible attitudes and behaviour in the classroom. An area to focus on for Marcus is his control. He needs to slow his work down and doublecheck everything. Review each piece of work for careless mistakes. Marcus is a very bright and sensitive boy. His understanding of science and geography is most pleasing. Marcus often looks for ways to be helpful in the classroom. Marcus has trouble with his handwriting. I believe he can form letters well, but has to slow down and take a little more time. Neater handwriting will improve his schoolwork overall. Marcus loves looking at new books. Marcus should get all the information from new books as often as possible.

Creative Marline has shown she can work independently and takes pride in work done well. A future goal for Marline is to proofread more carefully. Check everything with great detail. I recommend that Marline practices under test conditions. Marline will be much better prepared for any test or exam. Marline consistently needs reminders to use time effectively. Marline is easily distracted during math lessons and behavioural issues are interfering with her learning. In the future, she will be working on more difficult subjects and she will struggle if she does not pay attention in class. Marline would benefit from extra practice with reading aloud and discussion of content. Marline’s love of books needs to be encouraged.

Sincere Natalie is an absolute pleasure to teach. Natalie should pay particular attention to ensuring she has read the questions (or tasks) thoroughly. Natalie has shown excellent ability to set goals and be persistent in achieving them. Natalie’s (comprehension, spelling, reading) has greatly improved, but she still needs extra work in (comprehension, spelling, reading). Please contact me if you need supplemental learning materials to use at home for practice. It is imperative that Natalie finds time to read new books.

Cooperative Roselle demonstrates a real commitment to her studies and approaches new learning in an enthusiastic manner. She shows great initiative and commitment. She is highly organised and works independently when required. Roselle puts forth their best effort into homework assignments. I believe Roselle will benefit from trying her hand at creative writing. Roselle shows good ability when completing reading comprehension tests. Without doubt, Roselle must read books for an older level. She will benefit greatly from this.

Independent Sabrina exceeds expectations with the quality of their work. Sabrina readily grasps new concepts and ideas. Sabrina is dependable and reliable, follows directions effectively, and follows through on her commitments to herself and others. Sabrina is conscious of putting care into her daily writing work, and frequently goes beyond the minimum requirements for assignments. Little ‘Siri’ has a delightful mind that would benefit from new stories and adventures found in many books.

Resourceful Tony is thoughtful, insightful and thorough in written and verbal communication, and has a talent for expressing his ideas clearly. Tony requires encouragement to listen attentively during group sharing times. Tony has a good understanding of all math concepts taught so far this year. He continues to turn in excellent assignments and especially enjoys hands-on math activities. Tony consistently reads grade-level material independently. Tony has a great imagination that needs nurturing through new stories and books.

Constructive Tyler consistently reads grade-level material independently. Sadly, due to the pandemic, Tyler’s classes have been limited to video calls. The biggest reader in the class will no doubt have found his nose between pages of many books. Tyler’s questions and curiosity have sorely been missed in the classroom. He is an absolute model student with respect of his desire to share information and facts. Tyler’s passion for geography, science and technology and his mathematical skills will only improve. Keep going. Keep reading.

There have been other class members who have gone on to other schools (or classes). Rain, Justin, Kelly, Lewson, Henry, Victoire, Soffy, Jessie, Doris, Dongyee, Sharon, CK and Hardy. Poor old Leon is stuck in Japan due to the pandemic but his father tells me he is working very hard and improving in English. The people of the world are in a strange place but that doesn’t mean we have to worry. The pandemic will pass. We’ll be stronger because of it. Keep looking forwards and stay optimistic. Embrace change, because change is more normal than you may think. The weather changes. Socks [should] change. We grow. We should never stay the same. Change can be scary and worrying but being scared of something doesn’t mean you should hide from it. Why worry? How much of life can you control? Is worry constructive?

These last three years together have been a privilege and an honour. I wish every student a wonderful future and that they continue working hard in grade 4. Setting a good foundation today is important, but stay fair, stay humble and stay happy. Bring some sunshine to the bright and brand-new tomorrow.The journey of life goes on, and with it we often meet new people, new teachers, new students and new colleagues. Life finds a way. Adapt. Push on. Climb new mountains. Read new stories. Write new chapters. Draw new drawings. Dance like nobody is watching and sing like nobody is singing. Be yourself. You can be no-one else.

Now Help Some(more)

How do! / 你好 (nĭ hăo) / Namaste / Welcome!

Tuesday the 28th of April 2020 will be a sad day. It is still almost a week away. At 11am, on that morning the U.K. will engage in a minute’s silence to mourn key workers who have died during this pandemic. Backed by UNISON, the Royal College of Nursing and the Royal College of Midwives all should join the tribute at 11am. So, on International Workers’ Memorial Day, I will bow my head at 11am local time and 11am U.K. time.

At least 112 health care and key workers have died from COVID-19.

Social care workers.

Doctors.

Nurses.

Surgeons.

Specialists.

Porters.

Care home workers.

Others linked to key jobs.

#YouClapForMeNow is and was all over Twitter and other social media. I always will clap and cheer for the NHS. I was born because of the NHS and I have seen a few NHS heroes over the years. You have laid some of my family to rest. You’ve helped them too. You’ve helped my friends. Always loved you all. Even if, doctors do have sh!t handwriting…

The Guardian has been posting notes about the deaths of NHS workers, volunteers and other health workers. There are many entrants on its news page amongst its 91 recorded deaths. The official government figure is that there have been 27 recorded deaths in the NHS. Newcastle Royal Victoria Infirmary Nurse Rebecca Mack was only 29 years old. Watford general hospital Nurse John Alagos was just 23 years old. Essex GP Dr Habib Zaidi was 76 years old. Andy Howe, 48, was a bus driver in Nottingham, simply ensuring that NHS workers and patients could get to and from hospital. 33-year-old Pooja Sharma, a hospital pharmacist died the day after her father had passed away from the same illness. Retired gynaecologist, Hamza Pacheeri was 80 years old. He’d answered the call and returned to treat those with Coronavirus in Birmingham. Born in Kerala, India, he passed away in Birmingham. Grant Maganga in Tameside, Greater Manchester, should be doing his job as mental health nurse. Now he can no longer treat those at Hurst Place. Those who have died in service to healthcare shouldn’t be losing their lives. They’re our protectors. They’re our carers.  

I don’t have too many experiences with Doctors and Nurses, thankfully. I was born in 1982 in Crumpsall Hospital, had a hernia operation at an early age in Booth Hall Children’s Hospital, and visited Manchester Royal Infirmary with a cracked leg after doing a cross country run – much to the delight for Dan and Peter Ridyard (I was walking and then I disappeared from view, having fell down an open manhole in a field). Then there was the time I had my nose and eye rearranged by rock, in Scotland Hall Road Park, Newton Heath, but I can’t remember much. I just know it ruined City’s white and maroon away shirt from 1996/97. Oh, and some tick bites… and erm… dentistry… and vaccinations and continuous support as a child. Oh, I do love the NHS – they’ve always been there for me and so many others! The NHS is one institution that I’d love every nation to copy, model and shape as their own. Caring and sharing for the community, at that level needs money and support – and that’s why we pay National Insurance from our wages. I’d pay more for the NHS. Would you?

News round-up: The effects of the virus pandemic are long and wide, with cases of depression up globally, deaths in quarantine, possible surges in case numbers around travelling football fans, former footballers importing masks via crowdfunding, debate over how long to quarantine yourself, and newspapers rewriting modern day history. At least some writers will look to support those who care, invent and make more.

Of course, nothing lasts forever, and much like Man Utd being unable to afford Harry Kane, the world around us will take shape in a new form, if we’re bright and breezy about it. Common sense and recent experience highlight how much the NHS is needed – and costs being cut over the years and closures alike, shows how much it needs a massive future-proofing boost. Things will change. Those who die on the frontline now deserve to be remembered. They should be part of the very fabric of the new era of community healthcare throughout the U.K. Will it happen that way? Only time will tell.

Boris Johnson, applauded nurses and namechecked several immigrant nurses recently. That’s the same cheerer of the Conservatives blocking pay rises of nurses in a Commons vote during 2017. Wouldn’t be nice to have that same vote tomorrow?

“Three hundred thousand, thirty four, nine hundred and seventy four thousand” – Home Secretary Priti Patel reports the number of COVID-19 tests completed, at the Downing Street briefing on the 11th April 2020. She was eleventy-four percent right in the year twenty-twelvety.

These deaths in the NHS and care industries put my own personal problems into perspective. I’m lucky enough to have such small hinderances compared with what the brave frontline of COVID-19 are facing. I just have the small matter (that could affect my future) of not being able to renew my passport.


The British Consulate General Guangzhou do not handle passport matters. All passports are dealt with by HMPO, who have an office in Guangzhou too. Neither are open to the public during this global pandemic. The consular sent an automatic reply as: ‘We will try to get back to you as soon as possible regarding your enquiry. However, if your email relates to consular assistance, passports or visas please see the below information.’ It pointed me to a link that I’d already tried: UK Visa Application Centre. A passport replacement does not count as an emergency situation – and should I get an Emergency Passport it must have the stated journey, dates, booked flights and final destination. However, my passport is water damaged and the ID page is falling out, so maybe it does count towards that… But, it does cost more than a regular passport, and technically I am alright here until July the 31st 2020. However, I have one passport page and before then I will need to review my visa to remain within China…

I could wait for the passport renewal site to come online again. That’d be £95.50 (34 pages) or £105.50 (50 pages) £23.01 for courier fee. Or, I could try to blag an Emergency Passport (and double my costs!). The passport renewal site advises for those in China: “We are currently unable to accept applications from this country. Due to coronavirus (COVID-19), UK visa application centres are closed. We will update this page when the service becomes available.”

My future in teaching now hangs on a tiny thread. It has caused me to really reflect upon the past six years. Why do I like teaching? To see the reward that you can make a young learner jump up their steps of learning at the end is an amazing feeling. I believe with energy, passion and drive, you can infect a child’s ability and will to learn more smoothly and refine their desire to find their chosen interests. You can open so many doors and light a flame for learning. You’re not just a lighthouse for help, you can be a rock and a foundation for a student to develop. You are part friend, part parent and fully a guardian.

I’ve had six years here in China, teaching withing Dongguan’s Houjie and Changping townships. At the end of each semester in Houjie, I’d be sent to cover for teachers in Guangzhou at high school and college levels. One summertime, I had experience teaching a small kindergarten class. Like some schools, my ambition is big. With access to continued learning and opportunity, I feel I can give much more to education and bring something new to a team. Whilst I’ll be a team player, I hope to add my own unique blend of culture and experience to give all a slightly different output. I desperately want to progress as a teacher. If it all goes wrong, I just have to accept it. People are in far worse places.


 

Many teachers influenced me over the years. I could never choose one great teacher over another, so I’m afraid I will give several key teachers who really influenced me. At Primary School, Mr Andrew Jones stood out. He knew that I’d had it hard in previous years from bullying and I’d been at three primary schools due to my mother moving houses and locations within Manchester. Mr Jones helped other students to include me more and fuelled my growing appetite for reading. As a parting gift before the summer holidays, he gifted me three huge thesaurus books. That was the summer sorted! After he left Chapel Street Primary School, I never did find out where he went. I still want to say, “Thank you kindly!” Miss Roe in primary school was level-headed and offered great support at helping me to self-study, often far ahead of other students and sometimes with books from advanced years ahead. She gifted me an A-Level biology book and I studied it ferociously. Mrs Clegg took my Lego and Micro Machines. The primary school years had seen three schools: New Moston, Clayton Brook and finally Chapel Street Primary School. The dinnerladies of Chapel Street and other teachers along the way guided me.

“If I had my whole life to live over again, I’d make all the same mistakes, only sooner.” – Eric Morecambe, one half of Morecambe and Wise, a famous comedy duo from England.

In my secondary school, the late Mr Tony Mack, really engaged my interest in his English classes. Whilst science and geography firmly held my intended ambitions, words and wordplay were always my passion. Mr Mack gave me added confidence at belief to really play with sentences, structures and be creative. Reddish Vale Secondary School must have seen countless students flow through their doors over many years, I wonder how many students he really pushed on? Further to Mr Mack, in secondary school, Mr Robert Oxley was typical Yorkshire coolness and relaxed attitude, and I think he kind of made me more independent by setting an example at times. I can recall Frau Hodges in my German class having to battle unruly students but being a mighty fine teacher. If only I had focused more. Mr Meheran in later English classes was wonderful and Mr Walker in history was a great teller of stories, but few respected him, because he had a beard. Teenagers are bastards.

But throughout life, my Mum has and always will be my greatest teacher. I haven’t always learned the easy way, but I have always had the support and love of my mother. Cheers Mum!


One for the road – who would I take on board a return train journey along the Cambrian Coast to Aberystwyth from Pwllheli?

One. Marvin Aday (AKA Meat Loaf), singer, songwriter and artist. Any wordsmith and singer could provide entertainment but more importantly, great conversation and stories. Of course, it would be selfish to ask someone along on a cruise, just to give. I think I’d like to suggest he writes a book of poetry, and I would give good reason for this, to him. Also, how cool would a rock and roll interpretation , fused with the local passing scenery be?

Two. Roald Dahl, the greatest author of many children’s books ever. Like Lewis Carol and JRR Tolkein, Roald Dahl had seen action in war, and came back scarred and with stories to tell. Roald was in many ways different to Carol but also similar to Tolkein. He created new words, new phrases and filled his characters with emotions and zest. I suspect his books have influenced a whole batch of young readers who have since been unable to put books down.

Three. Emmeline Pankhurst, the U.K.’s suffragette movement leader. I am a fiercely passionate Mancunian (people of Manchester, England) and I would love to know how Emmeline Pankhurst would look back on her legacy, her family’s influence on present day society and equality. What could she suggest in order to make the world a brighter place now?

Four & Five & Six. Eric Morecambe, Ernie Wise & Eddie Braben. More on them another time…

“On his gravestone): “I told you I was ill.” – Spike Milligan, comedian

I have ambitions to be a novelist, and I know many others share that dream, but I’ve spent two years writing (and now rewriting) a real novel. On top of this, I like writing shorter warm-up pieces and scribbling ideas down for the next novel(s). I love cycling and can be found on the ‘rupture machine’ quite often – or watching the latest Grand Tour race. Then, there is football, which is the perfect embodiment of teamwork, exercise and the British passion for sports. I’m from the city of Manchester, so I had no choice – nor would I change it anyway!


I’m not one to wish to be a typecast, within the I.B.O. (International Baccalaureate Organization) scheme, but I’d slot somewhere between ‘Inquirers’, ‘Thinkers’ and ‘Open-Minded’. My reasoning is because I feel adaptable, accountable and I am forever curious. I respect tradition but equally I will reject it for progression, if it causes no insult or worry to others. I like to think of the causes and effects that change can bring. I don’t believe in change for the sake of change. We must progress sustainably and carefully. The world is so big and there’s only so much we can know, but I’m certain that there is room for more. That’s why I am here, right?


 

Now

Help

Some(more)

School reports.

你好/ Ní hǎo / Nín hǎo / Hello / How do / S’mae / Namaste,

So, last Friday was the last of the days with 2F. They are now on holiday. After sharing some post-exam lemon teas, they floated away on the wind – or school busses and more regular forms of motion. Here’s a little review of the 26 students that make my day delightful… sometimes. I’ve used some of the text for their school reports.


Bright-eyed Aaron needs to improve his focus. His enthusiasm is at times wonderful. At other times he is a little bit of a daydreamer. Aaron is extremely polite and has a great character. He is shaping up to be a well-rounded student. Just a little more effort please, Aaron! You need to be yourself, you can be no one else.

Able
Active
Responsible
Observant
Neighbourly / awake / reliable / unhampered

Smiley Alice is patient, often mature in her responses and thinks hard before delivering great English. Her pronunciation is improving. She is creative and greatly respected by her peers. To improve, Alice just needs to carry on. As you were!

Adaptive
Laudable
Inclusive
Curious
Effective / civilised / clever / methodical

Bubbly Allen is dedicated to speaking. His spoken ability is confident and he grabs every opportunity to talk in English. Allen clearly likes to lead teams. With just a little more control he will be an outstanding student. Allen, Allen, Allen… slow down and work together! I think you’re the same as me. We see things that they’ll never see.

Accountable
Leading
Liked
Easy to talk to
No dummy / fearless / outspoken / confident

Smart Angela is imaginative. Miss Rabbit or Lucy are stage names and the world is her stage. She is smart as can be. At times she can be distracted and needs focus, but I suspect that unchallenged, Angela seeks something to switch her mind on. Let’s keep finding ways to unlock that big brain of yours, Angela! All you dreams are made…

Able
Natural
Gleaming
Extraordinary
Laid-back
Advanced / highly-intelligent / quick on the draw

Brainy Billy is capable of much more. His attitude in class can be quite relaxed and he understands English greatly. Billy just needs a kick up the bottom at times. With gentle persuasion our Billy can be everyone’s Billy. He is a great team player. Billy, please keep trying hard! Your class loves you. Give yourself a dream. Live it!

Bold
Interested
Leisurely
Leading
Young-at-heart / observant / reliable / unhampered

Careful Candy is well-respected. The jolly smiles and soft-spoken sentences that Candy delivers are welcomed by all. Candy’s ever so patient and curious outlook are clearly the great shaping by her family. What a star you are Candy! You’ll go far by being who you are! Trust your classmates. Believe in one another.

Confident
Alert
Neat
Dependable
Youthful / wide-awake / zestful / quaint

Diligent Dongyee has jumped ahead in these recent months. She has gone from being hardworking to using her voice louder. Dongyee can climb, she can talk about nature, she can discuss things confidently and she understands much. Stay curious Dongyee and show everyone your ability! YOU CAN DO IT!

Dainty
Outstanding
Never-failing
Great
Yare*
Easy to talk to
Empathetic / agile*

Delightful Doris can be wonderful. Impatient Doris can be challenging. The two sides of Doris are now becoming less frequent. Delightful Doris is learning patience and working harder. She approaches with questions and seems relaxed with making mistakes. She learns from these small errors. Rome wasn’t built in a day, Doris. Some day you’ll find a brighter day!

Daring
Outspoken
Radiant
Independent
Stimulated / warm-hearted / fearless / witty

Excited Evan is fast becoming a walking thesaurus. Students who love language can do anything. With more focus, Evan can excel. Evan, how do you fancy showing off your spoken English a little more? C’mon Evan! You’re free to be whatever you choose.

Excellent
Vigilant
Awesome
Nimble-witted / understandable / observant / reliable / unhampered

Bold Henry used to be rude and noisy, without reason. He has changed greatly. Henry shows solid teamwork, is much more patient and has developed a sense if humour for both adults and children to enjoy. Stay positive, Henry! These last few months have been brilliant! You can have it all but how much do you want it?

Humorous
Eager
Nimble
Resourceful
Young-at-heart
helpful / agile / confident

Polite Jimmy is at times witty, creative and kind. At other times he challenges me to think of new positive adjectives. He is adaptable and considerate. You’re going to make it happen, Jimmy! Take the time to make some sense of what you want to say. We’ll be hearing you more, Jimmy!

Jazzy
Incorrupt
Measured
Most excellent
Yare* / agile* / serious / happy

Vibrant Kim is a pleasure to have in our class. Class 2F loves Kim. Her fizzing and sparkling attitude is a testament to great parenting. There isn’t a more lively or animated student in our class. Take the time to make some sense of what you want to say, Kim. You can have it all. Stay cheerful.

Keen
Interested
Mindful / adaptable / courteous / frank / rational / reliable

Improving Kitty is on a relentless run of progress. This year has seen Kitty rocket. Her little voice is fading away. A new bold Kitty is emerging. Kitty, keep going! Live your life for the stars that shine!

Kind
Inspiring
Talented
Triumphant
Yare* / agile* / exemplary / friendly

Skilled Kristy is a pleasure for our classroom. She can be witty, clever and determined. Demonstrating her growing knowledge and ability, Kristy is rising fast. Step outside, the summertime’s in bloom.

Keen
Rapid
Initiative
Sparkling
Talented
Yern* / eager* / integrated

Talented Lewson will not let the brains he has go to his head. A more-grounded student there is not. Whether it is demonstrating magic, showing his reading skills or singing with a smile, Lewson is modest. He works well with others and is fast learning to control his emotions. Lewson, you can go far.

Level-headed
Easy to approach
Wide-awake
Sweet natured
On hand
Noteworthy / popular / methodical

Cheerful Leon, I am sure you’ve heard it all before. You need to focus. Now is the time to see Leon pay attention more and more. We know that you can do it. You’re improving and showing us signs. Do me a favour, work harder and play harder. To play in a castle, you need to build the walls and towers. Only then can you enjoy the green grasses in the castle square.

Leading
Eager
On target
Now / helpful / agile / confident / bustling

Mighty Marcus stands tall. There are many things that I’d like to say to you, but I don’t know how. So, let’s keep it simple. A lion runs fastest when it is hungry. Show us your hunger to learn and you will stand far taller. Stay calm, stay positive.

Mighty
Active
Radiant
Caring
Unafraid
Stimulated / warm-hearted / fearless

Curious Marline probably has a scientist trapped inside her mind. All your dreams are made, when you focus from time to time. This semester has seen less day-dreaming, and more curiosity. Keep finding your way into the classroom and teamwork. You are making big progress, Marline! Please stop bringing ants into our classroom!

Magnetic
Artistic
Relaxed
Laid-back
Individual
Neighbourly
Enjoyable / quaint

Pleasant Natalie may need a little time to wake up. Once her arms are stretched out and her mind is awake, Natalie is wonderful. A veritable little bucket of knowledge!  Stay true, Natalie, we need your mind working harder and harder…

Nimble
Adaptive
Thorough
All systems go
Laudable
Inclusive
Effective / civilised

Quiet Roselle is not always quiet. Roselle, when you’re happy and you’re feeling fine, then you’ll know it’s the right time to talk. You are raising your hand more and joining in teamwork without hesitation. This is a wonderful and huge improvement. Your reading voice can be heard. At last. More of the same, please!

Regal
Objective
Settled
Earnest
Lionhearted
Lovable
Eager / perfect

Energetic Sabrina is oddly shy at times. Her capable mind and thoughtful manners don’t sit with her somewhat shy nature. Build something. Build a better place. You can do anything, Sabrina! Is Siri still helping with your maths?

Surprising
Adaptable
Big-hearted
Rational
Informative
Neat
Ace / courteous

Silent Sharon has gone. All your life you will try to make a better day. Now, with your voice louder and your ability, you’re very much ready to step in front of an audience. We believe in you. Do you believe in you, Sharon? Go and make some noise!

Self-disciplined
Hard-working
Adaptable
Responsible
Objective
Nobody’s fool / quaint / considerate

Friendly Soffy is working harder. You’ve been lost. You’ve been found. I am happy to see that your quiet days have gone. You’re a very confident girl. Keep working hard. You’ll find lights to lead you there. They’ll be blinding, You can do anything but it takes some hard work. Go on, Soffy!

Smiley
Orderly
Fluent
Freethinking
Youthful / quaint / considerate / adaptable

Tremendous is a big word, Tony. It is similar to great, wonderful and fantastic. Get on the rollercoaster. The fair is in town today. You can take any ride for your future, Tony. I should just write, “Mr John, Mr John, Mr John…” Few students will have the chances that you can make. Go ahead, make a bright tomorrow.

True
Original
Nobody’s fool
Youthful / warm-hearted / fearless / outspoken / energetic

Talented Tyler. There’s lots and lots for us to see. There’s lots and lots for us to do. Stay curious and keep reading as much as you do. Don’t fear any books. You have an eye for art, let’s see your mind’s eye. Show it all. Keep talking. You’re a credit to your parents. Keep teaching us too! Keep talking about spiders too.

Tough
Yare
Leisurely
Omnipresent
Ready / eager / easy-going / true

Steady now Victoire. Keep this pace up. You’re learning fast and improving in your behaviour. Keep your emotions under control and you’ll go far. Tonight, you can be a rock and roll star. You’ve got to take your time. You’ve got to say what you say. Don’t let anybody get in your way but be respectful and fair. Here’s to a wonderful term at school, Victoire. V for victory!

Volcanic
Initiative
Cordial
Teachable
Observant
Inventive
Reliable
Effervescent


That’s that. Done. The final reports of the year. A few Oasis lyrics slotted in. I was listening to Bugzy Malone at Glastonbury then Johnny Marr, so I can’t explain why I chose the Gallagher brothers. In August, the students will return. In September, I will return to…

St Lorraine Anglo-Chinese School/Kindergarten is in Changping, Dongguan. It is owned by a Hong Kong parent group. They have branches throughout China, notably in Guangzhou, Shenzhen and Dongguan. The main primary school was founded in 1999. It is a full-time Chinese-English-language school. The education aim is to provide “quality international and pluralistic education for children in different countries.” The school provides Cambridge International Primary and Junior High School Curriculum (Cambridge International Primary and Lower Secondary Programmes). Students can apply for Cambridge Examination (certificate awarded by the University of Cambridge Examination Authority) and this assists with progression to the Cambridge IGCSE or Cambridge International O Levels Local or equivilents. Many students attend from the mainland of China, Hong Kong and Chinese Taipei.

There are 8 classes for the first grade of primary school (approximately 30 students per class). There are 2 classes in the first year of junior high school. Around 240 students join each academic year to create the new grade one classes. Some kindergarten students face one-on-one interviews or interviews. In fact across China placement of written tests and English assessments are common for international school entry.

The school is located at: Bauhinia Garden of Changping Town Changhuang Highway, Dongguan City, Guangdong Province.

The school has a website here and here, with my own mugshot being found here and there. Like all education establishments in China it is regulated by the education authority for China, Dongguan city and the province of Guangdong.

 

再见/ Zài jiàn / Bài bài / Ta’ra / Goodbye / Hwyl Fawr / Dhanyabaad / Alavidā

Snow White & The Huntsman (2019 Edition)

你好/ Ní hǎo / Nín hǎo / Hello / How do / S’mae / Namaste

 

This week has mostly been spent preparing for and running examinations. I’ve recorded six listening tests. I’ve assessed 76 students in their oral English examinations. I’ve also ran 26 mathematics and English papers for my class. Yes, we’re firmly into the final furlong of the school’s academic year. Next week will be spent writing 26 student reports and seeing their parents. In some ways it is a pleasure to feed back how good many of the students are behaving and how well they are achieving. My class’s students will have reports based on a school report I had at a similar age. The sections will include:

  1. Attitude
very talented / demonstrates a great capability / increasing in ability / consistent / vocabulary impressive / grammar improving / understanding of work clear / thoughtful / focused / cooperative / enthusiastic /often overzealous / observant / strong / very creative / daydreamer / seeks information independently / good organisational skills / positively curious / passionate / great listening skills / energetic / often a model student / great eye contact and rapport
  1. Interests
  2. Handwriting
excellent / very clear / very good / good / satisfactory / improving
/ needs improvement / poor at times / poor
  1. Effort
Almost the same options as per handwriting.
  1. Recommendations
  1. Read English books or comic books. e.g. Roald Dahl, Dr Seuss, Judith Kerr, Michael Bond, Judy Blume.
  2. Watch productive English videos. e.g. Blue Planet II, Our Planet, Life on Earth, ManCity.com
  3. Listen to English music. e.g. BBC Radio 6 Music, Doves, Arcade Fire, Cherry Ghost, David Byrne
  4. Keep building up their confidence. This is the beginning and we can only get better!
  5. They need more self-belief! YOU CAN DO IT! We can do this together. We need you!
  6. Try to speak English more often. Raise their hand more often. If you don’t try, you don’t do. Practice phonetics/phonics/sounds/reading aloud often.
  7. Practice and improve handwriting. Copy words and sentences from difficult storybooks. Improve accuracy.
  8. Improve teamwork skills. Be more patient. Stop shouting out! Share more. Use manners often. Follow the class rules more closely.
  9. Keep learning! Make mistakes without fear! Talk English as often as possible. Stay curious. Ask questions and look at new things.
  10. Find an interest in cultures, history, wildlife, music, entertainment, etc. What? Who? When? Why? Where? Which? Do? How? Which?
  1. General comments
WORK/CHILDREN/ADULTS excellent / very good / satisfactory / poor at times / poor
OVERALL considerate / well-mannered / positive attitude / would benefit from a little more care and attention / sometimes distracted by others / sometimes needs help controlling emotions / needs further encouragement / expresses ideas clearly / bubbly / dependable

From this, the conversation with each student’s parents will last around 15 minutes. My colleague Cici will provide a great translation service for some but not all the parents.


The raging battle for Number 10 Downing Street’s hot seat goes on. Jeremy Hunt, Tory MP said, the next Prime Minister “must be trustworthy to avoid no Brexit”. He them went on to say he is trustworthy. Is he oblivious to why people call him an obscenity that rhymes with his name? A year as Secretary of State for Foreign and Commonwealth Affairs, followed around 6 years as Secretary of State for Health and Social Care. Before that he was the Secretary of State for Culture, Media and Sport during a time when London held the 2012 Olympics. He was the Minister for the Olympics, having been Shadow Minister for the Olympics and Shadow Minister for Disabled People. Since 2005 he has represented the poor region of South West Surrey as their Member of Parliament. So what is wrong with 52 year old Jeremy Richard Streynsham Hunt?

Some would argue he is a cunt. Others just slip it into news broadcasts and interviews. As a son of a senior officer in the Royal Navy (Admiral Sir Nicholas Hunt), Mr Hunt hasn’t done bad for himself. His rise from impoverished Lambeth to the Houses of Parliament has been meteoric. It hasn’t been helped by him being a distant relation of Elizabeth II and Sir Oswald Mosley. Mr Hunt was educated at a school for the needy, Charterhouse. Here, as headboy, he read Philosophy, Politics, and Economics before attending Magdalen College – a kind of inner-city comprehensive blighted by gun and knife crime. Mr Hunt has been an English language teacher in Japan, on a TEFL-scheme but couldn’t sell marmalade to the Japanese. He needed to explore the Peruvian market.

Mr Hunt has never had trouble with expenses, rules, and has never had a topsy-turvy attitude to exiting the European Union. Nepotism and privilege are word unfamiliar to him. The News Corporation takeover bid for BskyB went well. Nor did he need to apologise over anything relating to the Hillsborough football disaster and national scandal by governments since. If he did, he could use his tax savings from his Hot Course project.

Throughout it all Mr Hunt has supported the NHS – even at the Olympics, via the proven science of homoeopathy, abortion control, chasing foreigners for lost money, hammering back any payrises for medical staff (the greedy undeserving bastards), and managed 231,136 followers on a UK Government website. He has dispensed helpful advice, championed experts, assisted Accident and Emergency departments, and backed extra weekend work. He has truly understood junior doctors, expanded medical care, followed peer reviews closely, without a worry about his own interests. After the NHS he backed the bombers and our bombs and has since battered the EU for being like the former USSR. How his Chinese wife Lucia Guo finds time to see Mr Hunt is beyond me? His political heroes are Hull-born William Wilberforce and Maggie Fucking Thatcher. Mr Hunt cannot be mixed up with the retired cyclist Jeremy Hunt because that 2001 and 1997 British national road race champion wasn’t a cunt. The now director sportif of Azerbaijani Continental team Synergy Baku Cycling Project. The cycling Jeremy Hunt would never refer to his Chinese wife as being “Japanese”. Bad stereotypes, talking about your own wife, and difficult rival nations aside, political Jeremy Hunt is a [INSERT EXPLETIVE HERE].

On the 24th of July, either The Right Honourable Jeremy Hunt or Boris Johnson will enter Number 10 as Prime Minister. The comedian and pub landlord sang. “If we’re going to go down, we’re going to go down together.” Knuckle down and strap yourself in, welcome to the new Blitz,. Snow White or The Huntsman?

 

再见/ Zài jiàn / Bài bài / Ta’ra / Goodbye / Hwyl Fawr / Dhanyabaad / Alavidā