Aujourd’hui, nous vous proposons d’aller à la rencontre de la fabuleuse Khadidja, qui a rejoint le Cours Montaigne l’année dernière. Voici une interview, en anglais, de notre New-Yorkaise préférée !
The Cours Montaigne welcomes students who have been struggling with a more traditional way of teaching. Can you tell me a little bit about them and tell me what they have been struggling with in the past (focusing on their learning of languages of course)?
At Cours Montaigne, students who have found traditional teaching methods challenging, particularly in language learning, often encounter a variety of difficulties. These students may feel disengaged due to the monotony of rote memorization and grammar drills, leading to limited opportunities for meaningful interaction with the language. Additionally, they may struggle to develop their speaking skills, as traditional approaches often prioritize grammar over practical communication. This focus on grammar rules can leave students feeling disconnected from real-world language use and hinder their ability to retain vocabulary without context. Moreover, the fear of making mistakes in front of peers can further inhibit their willingness to practice speaking. Overall, these challenges highlight the need for alternative teaching approaches that prioritize engagement, practical communication skills, and a supportive learning environment.
Can you tell us a little bit about yourself and how you came to teach these kids?
My name is Khadidja Guendil, I hold a Master’s degree in TESOL (Teaching English to Speakers of Other Languages) from CUNY Hunter College in New York City. Throughout my academic and professional journey, I have maintained a deep passion for inspiring a love for learning English in individuals of all ages. My path towards teaching English began when I experienced the satisfaction of assisting high school students in my community to explore and comprehend the English language, ultimately improving their academic performance. This initial engagement led me to volunteer at a local community center, where I witnessed firsthand the transformative power of positive mentorship on the lives of teenagers. This realization propelled me towards a career in education, driven by a desire to make a meaningful difference in the lives of learners.
Thanks to your experience, what are some of the adaptations, methods or techniques that you have put in place that worked with them?
In my teaching experience, I’ve found that setting the tone and establishing strong rapport with students is of critical importance before initiating the teaching process. Do you know the expression, “Closed mouths don’t get fed”? Well, I’ve adapted it to “Closed ears don’t get taught”. I believe that creating a positive and supportive environment lays the foundation for effective learning.
I aim to create an environment where students feel valued and encouraged to participate actively. By fostering open communication and mutual respect, I believe students are more likely to be receptive to new ideas and engage meaningfully with the material.
Incorporating interactive activities, such as educational games and group projects, enhances engagement and facilitates better understanding. Additionally, I often tailor my teaching methods to accommodate various learning styles, ensuring that each child has the opportunity to grasp concepts in a way that resonates with them.
One effective strategy I use is integrating technology in the classroom. By using educational apps and multimedia resources, such as kahoot and educational videos, I can capture students’ attention and cater to their familiarity with the subject matter. Additionally, I regularly assess students’ individual needs and adjust my teaching methods to provide personalized support and foster a positive learning environment.
In particular, do you work with kids with dyslexia or other learning disabilities, and what techniques do you use to work with them?
Assisting students with dyslexia, school phobia, and ADHD at Cours Montaigne involves implementing individualized support strategies tailored to their specific needs. For students with dyslexia, I ensure they have extra time for reading and writing assignments and offer alternative assessments such as oral presentations. Students with ADHD benefit from strategies like taking short breaks during lessons and utilizing reward systems to maintain focus and motivation. I also provide frequent check-ins and encouragement for students experiencing school phobia, helping to alleviate their anxiety and build confidence in the classroom environment. This may include checking in with the students individually to see how they are feeling, offering reassurance and positive reinforcement, and helping them develop coping strategies to manage their anxiety. My aim is to create a supportive and nurturing atmosphere where students feel safe and empowered to engage in learning despite their fears or apprehensions about school.
Does having small groups help teaching languages? If yes, how so?
Both approaches have their advantages. In smaller settings, I can offer more personalized attention, customize lessons to meet students’ individual needs, and encourage more meaningful interactions. This creates a supportive learning atmosphere where students are motivated to participate in conversations, practice language skills, and receive prompt feedback, ultimately improving their understanding and proficiency. On the other hand, larger groups also have their benefits. They provide opportunities for diverse perspectives and collaboration among peers, promoting exchange and teamwork. Additionally, in larger groups, I can organize multiple smaller groups for group work, allowing for more interaction and diverse perspectives among students. This fosters a dynamic learning environment where students can engage with peers from different backgrounds and develop valuable communication skills through collaborative activities.
Do you have an anecdote or a story you would like to share about your weeks here at Cours Montaigne?
Yes. I organized a Basquiat and Warhol paired project and presentation, offering incentives to the top three winners. The first-place winners received New York and Brooklyn car plates, while the second and third-place winners received NY keychains. The students were enthusiastic about completing the project, and when I distributed the car plates to the winners, they requested my autograph on them. I found it cute and was honored that they asked.
Can you please let us know how creating our own worksheets and lesson plans can help these learners? I believe you use a mix of workbooks and worksheets. Can you tell us more about this?
Creating our own worksheets and lesson plans can be immensely beneficial for English learners in several ways. Firstly, customization allows you to tailor materials to suit the language proficiency levels and learning styles of our students. This means we can adjust the difficulty of activities, provide additional support for struggling learners, and offer more challenging tasks for advanced students. Secondly, designing materials that are relevant to students’ interests and experiences can increase their motivation and engagement in learning English. By incorporating topics and examples that resonate with them, I can make the language learning process more meaningful and enjoyable. Additionally, creating my own materials allows me to integrate authentic language use and real-world contexts into lessons, providing students with opportunities to practice English in practical situations. This fosters a deeper understanding of the language and promotes language acquisition. Furthermore, customization enables me to address specific language skills and areas of need, such as vocabulary building, grammar practice, or pronunciation exercises. By focusing on these areas, I can help English learners develop their language proficiency more effectively. Overall, creating our own worksheets and lesson plans empowers us as educators to provide targeted support, promote engagement, and facilitate meaningful language learning experiences for our students.
Khadidja, you are a singer. Do you use this talent and skill with the students? If you do, how?
Utilizing my skills as a singer, I enhance the English classroom experience for my students. I provide them with song lyrics and work on pronunciation, eloquence, and voice projection to boost their confidence. To promote teamwork, I organize singing competitions within the class. Furthermore, as a consensus, I incorporate background music during activities to increase focus and productivity, selecting tunes at a 432 Hz frequency for their calming effect. While I may not sing myself, I carefully choose English songs that resonate with students and fit our lesson themes. By integrating music into the learning environment, I aim to make language acquisition more enjoyable and effective, fostering a positive atmosphere. Additionally, we practiced singing a Christmas song together, and the students’ uninhibited enjoyment was palpable.
What do you like about teaching at the Cours Montaigne? Do you have ideas about how to make things even better in the future?
At Cours Montaigne, I truly value the positive learning environment and the support from my colleagues. The dedication to student success and personalized instruction is evident, and I take pride in embracing diversity within the curriculum.
Looking ahead, I believe there’s an opportunity to prioritize professional development opportunities for teachers. This will ensure we’re better equipped to meet the needs of our special students. Additionally, integrating technology more effectively and fostering stronger community engagement will enrich the learning experience for everyone involved. Finally, prioritizing the well-being of teachers is crucial, as it fosters a culture of collaboration and continuous improvement, ultimately making teaching at Cours Montaigne even more rewarding.