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module 7

working with the coordinator

30 minutes

Objectives

  • Describe the role of the coordinator

  • Identify times when emailing the coordinator would be beneficial

  • Revise lesson plans based on the coordinator's feedback

introduction

During the training, you have read many scenarios, created goals and lesson plans, and revised lesson plans when situations change, all with very little guidance.

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Reflect on your experience so far, and spend 5 minutes writing about any challenges or difficulties you faced as you responded to student scenarios. What component of working with students do you think will be the most difficult? Is there anything you feel not as confident in that you would like assistance with?

lesson

The good news is that during your time as a volunteer, you won't be working alone. The on-site coordinator will be there to assist you, and will be available via email if you have questions as you plan lessons during the week or after class.

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Watch this video of a coordinator describing her role and how she can help you.

practice

The following scenarios describe a situation in which you would ask for help from the coordinator. Read the scenario, and then write down what you would either say or email to the coordinator. Rather than just saying, "What should I do?" Make sure you include what you have tried already (imagine what you think you would have tried to do first), ideas you have but are not sure about, and whether there are any specific resources you need access to to move forward.

scenario 1

Mira ultimately wants to be a graphic designer, but her English skills hold her back from learning more right now. She has been stuck on the same goal for three weeks: watch a video about graphic design, and then write a summary about it. She watches videos and is able to follow the instructions by watching what they do, but still struggles putting it into words. Her summaries are still very weak.

scenario 2

Manuel is studying for the TOEFL exam before he attends school. He has been doing the practice assignments you've given him, but he is growing bored and you are worried that he will lose the motivation to study or attend class. [The TOEFL exam is a typical standardized test, that incorporates sections on reading (read a passage and answer questions), listening (listen to a passage and answer questions), writing (respond to a prompt), and speaking (respond verbally to a prompt).] 

scenario 3

Your student Lena is an older woman who is very chatty. You find it difficult to cover even a small amount of material and it is often unclear whether she has completed the assignments or not. you think she is making some progress, but it is hard to tell with the lack of practice and lesson time.

assessment

​Answer the following multiple choice questions.

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  1. When should you email the coordinator?

    1. If you are unsure of what activities to do during the upcoming lesson.

    2. If you need a resource you don’t have access to.

    3. If you need to get an LSP approved.

    4. All of the above.

  2. You are conducting a lesson and really don’t feel like it is working. What should you do?

    1. Continue anyway. Maybe the student will catch on.

    2. Repeat what you’ve done so far. Maybe they need to hear it again.

    3. Wave over the coordinator and have him/her help you out.

    4. Backtrack and go to a previous lesson. Maybe the student isn’t ready for this material yet.

answers

1. 4

2. 3

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