Tim Burch

WHAT TO TEACH THE STUDENTS
LITERACY AND SPELLING ACTIVITIES
SUPER TUTOR
DEALING WITH DIFFICULT BEHAVIOUR
SAIL IN GENERAL
BOYS WILL BE BOYS


HOW TO STRUCTURE A SAIL SESSION

Praising
Always be warm, encouraging, supportive and praise our students. It is wholly possible to praise effusively without sounding condescending, so it works for adults and teenagers too. Almost without exception, the students lack confidence in their ability to read, write and/or speak English (although a lot of them mask this by acting cocky or like they 'don't care'!), and will benefit enormously from receiving reassurance from us that they are doing well. We need to understand that they might be embarrassed about their level of English, so support all their efforts and improvements no matter how minor.

Planning and varying
Churning through 10 worksheets a week is going to get old fairly fast. A child's attention span is roughly their age x 2. So, prepare enough activities to be changing as often as is necessary in the hour and half we tutor for. This gives some indication of what we can expect from a child student. There is a list of activities on the sheet attached. Tim is happy to answer specific queries or suggest a few activities, and Will and Bridgid can always be asked (or emailed/called if things are hectic!) and have plenty of good ideas for things to do with students.

Dealing with distractions
If your student is easily distracted, unsettled or upset by others, we should make sure we tutor away from them. If they become distressed or anxious when they are too far from family or friends, we should try to stay near people who make them feel comfortable. Work away from noise and rowdier students if necessary ie. in the rooms at the back of the church. Change activities to keep things fresh. Be patient, remind them to focus and keep on task. Set realistic goals - eg. it might be impossible to read a whole book, so read half each, or read short poems or rhymes.

Having fun
Don't be afraid to make an idiot of yourself. Find interesting, unusual and exciting ways to learn. If you feel like you are struggling to make any kind of connection with your student, take the time to play with them or get to know them as a friend/buddy. Once they like and trust you, it will be easier to begin learning together as a team.
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WHAT TO TEACH THE STUDENTS

We don’t profess to know everything there is to know about teaching ESL, and we don’t have strict set of rules or guidelines about what you must teach SAIL students. These are just a few ideas that you might find useful.

Reading
There are two different aspects to this – you reading to the students, and them reading to you.

There are enough picture story books in the library for every student to find something they would like you to read to them. It may take time to find an appropriate story. Students may also want to be read from some of the non -fiction books, particularly if they have special interest, like soccer or dinosaurs. It’s important that the students hear your voice reading to them in English, and it will not only encourage them to read themselves, but help with all aspects of their English development, from grammar to pronunciation.

Encourage your student to read to you every week. The library has a huge collection of readers, which line the left hand side of the library and have colored stickers that denote their level of difficulty. Many SAIL students find reading difficult and will try to wriggle out of it – don’t give in! It may be that you need to let them choose a non-fiction or picture story book that interests them, and have them read every third/fifth word while you read the rest. Trying strange things, like reading upside down, backwards will all help to involve the student in the activity and show them that it can be fun too!
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LITERACY AND SPELLING ACTIVITIES
www.thrass.com

* Magazines - People, places, reading etc
* Newspapers - Reading, writing, headlines, cutting out ads, writing ads
* Songs - lyrics to favorite songs, write new words to songs or nursery rhymes
* Words into sentences. Random words, put them in one sentence
* Finger-painting spelling - messy but fun! Wipe it clean and start again.
* Alphabet can - what things starting with this letter can I fit in here?
* Alphabet book - one letter per page, write as many things as you can on each.
* Sticks and curves - which letters need only sticks? Or just curves? "How to" - eat an icy pole? Get dressed? Instruction sheet, makes them think?

* Adjectives - take a boring story and make it interesting and over the top!
* Letters - fictional, or to each other, or to a pen pal or to parent. Photos - write stories or captions for each picture, link them up.

* Pictures - What is happening here? Tell me about it.
* Biography - a good one to get to know them, about a topic they know well
* Sentence Game - I write one, you write one until we have a story'
* Word Marathon - See above game only with words.
* Eye Spy - and then write what you spy. Draw what you spy.
Tracing words - on paper, in the air, on each other's back or hand

* Alphabet mix - letter cards, unjumble them in order the fastest.
* Word magnets - Make ftmny sentences
* Boggle /Up words/ Scrabble Comic Strip- write your own
* Smarties - Chocolate plus alphabet. A godsend for many many activities.
* Swap roles - you be the student, get them to teach you how to spell!
* Charades. - Then spell them!
* Reading aloud - What happens next? What has just happened?
* Echo reading/ Pair reading/ together reading/ page each.
* Dictionary Detectives - Search for words in dictionary, find meanings fastest.
* "The Best/Worst Day of my life..." write about it.
* Alphabet songs - Annie Apple, leave out vowels.
* Rhyming words - How many can you think op.
* Word race - How many words can you think of starting with BI or GO
* Jigsaw - write a sentence or word, cut it up, put it back together. Which word or letter is missing? Close eyes, take it away guess.

* Concentration with letters or words.
* Say and sound them out Hang man
* Alphabet body - Make your body into shapes of alphabet.
* "If I ruled the world..." "If I was an animal it would be..."
* "If I was invisible.. ."
* "If we were all blind...."
* Global Traveller - Atlas activities.
and many many many more!! go crazy and be inventive!!
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SUPER TUTOR

Listed below are some things to keep in mind when tutoring. We are all different tutors in our own way, with individual skills, gifts and ways of educating. If you think that you cover all the areas perfectly, then congratulations! You are a Super Tutor!

Aware - Of Child's Moods and behaviour
* Of the time
* Of the needs of each child
* Of how well they are participating
* Of the Environment and others around you
* Of what you have done, and what is coming up

Brave - Being assertive
* Trying new things
* Hold firm in actions
* Being consistent in your behaviour

Caring - Concerned for them as students and people
* Realising when they are struggling
* Dealing with mistakes in a positive manner
* Affection and hugs (if you feel comfortable)
* Sharing your ideas and life with them
* Be their friend

Dedicated - Arriving on time
* Being prepared
* Being there regularly
* Being an advocate
* Putting in when times are tough
* Remembering as much as you can about them

Enthusiastic - Smiling and laughing is contagious
* Verbal Encouragement all the time
* Being excited about learning
* Being excited about being there for them
* Set a variety of tasks
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DEALING WITH DIFFICULT BEHAVIOUR

Negative outbursts, violent acts and antisocial behaviour should not be tolerated. While these can be confronting and difficult to deal with, if ignored will simply perpetuate.

Ways of dealing with these include

* Talking about conflict resolution in times of peace and quiet
* Modelling positive behaviour and actions
* Giving personal accounts of times when nonviolence or positive behaviour has resulted in resolution of conflict.
* Presenting violence as one of many options (POOCH)
* Remaining calm yourself

Always remember: 9 times out of 10 violence, insolence, aggression or anti-social behaviour has nothing at all to do with you. Many of these boys are hurting. It is up to us to be there for them when they trust enough.

Spend time consolidating your relationship. They need to know as soon as possible that you are there as their advocate and friend 100%. Once this is established, you are half way there.

Personal disclosure with children, especially boys, helps to break down barriers. It is important for children to share in your life experiences asthey want to know what lies ahead for them when they are older.

Reinforce positive behaviour CONSTANTLY. They will then enjoy their time with you, and want this to continue.

Be Firm. Be Funny. Be Focussed. Be Friendly.

If struggling, join up with another tutor pair who work well together and have already established a strong relationship. Modelling and supporting each other, constantly learning from peers is of tremendous value.

Remaining consistent in all behaviour is of utmost importance. Boys will push limits until they are sure of where they are. It is only once they find these boundaries they can feel comfortable within those limits and then settle.

It is important to ensure that boys are exposed to as many positive male role models as possible to demonstrate to them that it is all right to be yourself, make mistakes and display empathy towards others.

The behaviour of boys should be modified through praise - never through sanction or punishment Punishment may contain behaviour, but will not modify it. It can also be a reward for a boy as this can secure his prestige in the eyes of his peers

Never mix praise and reprimand: e.g. "An excellent piece of work- pity you couldn't work like this all the time."

Anger has become the common pathway for a boys' strong feelings - the emotional funnel through which boys express their vulnerability and powerlessness. Anger can be covering up 65 different emotions and feelings for boys such as: Anxiety, hurt, sadness, embarrassment, awkwardness, fright, tension, frustration, vulnerability etc.

Give boys' feelings a name So you're feeling hurt by what he said! So you were embarrassed yesterday So you're anxious about the homework

Describe what you see or describe the problem: I can see you're really upset about this.

Talk about your feelings ("I" message): I'm really disappointed that we can't read together because you keep stabbing Johnson with a compass

Many boys show a "front" to their real self, otherwise known as a mask. A soft interior requires a hard shell to protect it! NEVER communicate with a mask, crack it open!

Do not get disheartened. Trust, respect, open communication, honesty and friendship are earnt very slowly over time. Once this is established you will have them for life.
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SAIL IN GENERAL

Rules should be few in number and emphasise the positive behaviour. We need to use the rules to actively praise the student when they are noticed performing the desirable behaviour. Boys should play a part in deciding home, school and individual class rules. To make SAIL a friendlier place for boys we must ensure that clear and definite boundaries to behaviour must exist as well as, rigour and an insistence of standards of work and effort.

Boys have no problems with rules but do have problems with rules that move. The first three things a boy asks when coming to SAIL are. Who is the boss? What are the rules? Will they be applied consistently? The tutors they will admire and remember are the ones that insisted on rules, boundaries and rigour and, most importantly, shared their lives with the boys.

Justice - Restorative Continuum
Keep this continuum in mind when coming to SAIL, it can be powerful and informative. It makes us reflect on the style and approach to discipline at SAIL. Do we focus on the justice model or can we consider ourselves to have a restorative approach?

The justice continuum
Permissive ?-----------------------------------------------------------------------------? Punitive

The two other variables in the justice model are control and support. Control is discipline or limit setting and support is encouragement or nurturing

The four approaches to social control are:
* Neglectful - Low Control / Low Support Permissive
* Low Control/ High Support Punitive
* High Control / Low Support Restorative
* High Control / High Support (This is where we are)
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BOYS WILL BE BOYS:
issues in tutoring male students

General concerns raised by teachers/tutors about boys
* Communication difficulties between female teachers and boys.
* Boys physical presence – intimidation in the playground
* Aggression shown by boys when they are frustrated.
* Labelling and branding of boys – educational male stereotypes continue where girls are encouraged to break their mould.
* Resilience – self esteem of boys is low
* Lack of acceptance or recognition of their areas of weakness.
* Cultural backgrounds – struggling with concerns about traditional cultural behaviours and beliefs that are instilled in males.
* Ability to relate to the opposite sex –expected at a younger age.

Why are we at these points of concern?
A great percentage of the last century, ‘Educational Society’ concerned itself with the fight for equal rights of women and the feminist movement. Much emphasis was placed on developing curriculum and educational opportunities that would help to ‘ break the shackles’ of oppression that women had suffered for hundreds of years. However, by doing this they unwittingly neglected both the learning needs and educational requirements of boys.

In Sudanese Culture, and most cultures since the Industrial Age, the father or Alpha male is the provider, and increasingly the mother’s role became the raiser of children. It is here that the break down in communication between boys and their fathers really began. Men had little time to spend listening to, nurturing and guiding their sons. They became more of a disciplinarian in their role. Statements such as; “Wait ‘til your father gets home!” “If your father was here..!”; epitomised this.

Physiological facts about male and female development.
* Estrogen (found in girls) help to stimulate brain cell development.
* Testosterone (found in boys) hinders brain cell development.
* Both of these hormones are released into the respective foetuses from an early age.
* When both a baby boy and girl are born the boy is not as neurologically developed.
* At the age of 5 years the brain development of boys can be anywhere up to 8 months behind.
* Boys will not catch up to girls until the age of 19 years.

Implications for Education
In the future, to compensate for this lack of initial physiological development, it is believed that boys attending their first year of schooling will be a year older than girls in the same class. Both a boy’s fine and gross motor skill will be assessed at pre-school ensuring that only those truly ready for primary school will attend.

Communication Vacuum
A communication vacuum has developed between sons and their fathers and this is passed on from generation to generation. Out of 100 male immigrants in Australia between the age of 18 - 25

* 40% are estranged from their father. (No contact what so ever)
* 30% see and talk to their fathers only on special occasions.
* 25% talk to their fathers regularly out of a sense of duty.
* 5% have a close and flourishing relationship with their fathers.

This is vastly different to the relationship that most females have with their mothers. Females are extremely social beings and learn from an early age how to effectively communicate. This begins with the interaction they have with their mother, aunties, and other female friends and relations. From this lack of communication, boys and men, find it difficult to deal with their feelings and emotions and can in turn become insecure, and also unable to express this.

Symptoms of under-fathered boys – lacking male role models
1. Style of relating – Aggressive.
2. Interests – Hypo masculine; games, talk and actions all masculinely exaggerated.
3. Repertoire – Only participates in activities of competence. Less likely to take risks for fear of failure.
4. Poor attitude – towards women, gays and minority groups (other cultures, elders) Often quite derogatory. Finds these people a threat to who they are.

Boys and school
Boys approach school with a very different demeanour to that of girls.
* Girls are extremely enthusiastic, open and accepting.
* Boys are defensive, uncomfortable and unsure.
* A girls behaviour will generally be consistent both at home and school.
* A boy takes on a different persona, less considerate, less understanding and self-protective.
* Boys take on a persona of how they think a man should behave.

It is important to ensure that boys are exposed to as many positive male role models as possible to demonstrate to them that it is all right to be yourself, make mistakes and display empathy towards others.

To help develop and stimulate growth in the left side of a boy’s brain it is important to read them stories from an early age. This encourages them to utilise the creative side of their brain and develop their ability to make connections and abstractly visualise things.

Teaching boys
If a boy thinks that you do not like him then he will not learn.
The following are qualities needed in all teachers to ensure that boys will learn to the best of their ability.
1. Friendly
2. Firm
3. Focussed
4. Funny

Boys, intrinsically need to know why they are doing something. If you inform them as to the purpose of the task they are more likely to engage themselves.

In any new environment the first three questions that any boy or male will ask himself is;
1. Who is in charge?
2. What are the rules?
3. Will the rules be enforced fairly?
When chaos is evident boys will fight to take control.
(It is essential to be firm, but fair in order to gain their trust and respect.)

Personal disclosure with children, especially boys, helps to break down barriers. It is important for children to share in your life experiences as
they want to know what lies ahead for them when they are older.
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