Summary
Highlights
Amanda Benites recounts her anxious first day of teaching, which surprisingly led her to discover her passion. She explains that being a teacher involves not only imparting knowledge but also helping students understand themselves. She shares her philosophy of allowing students to make mistakes, recognizing that she herself is human and makes them too.
Amanda explains how her degree in teaching and translation, initially chosen due to her love for reading, has influenced her teaching. While she found her true calling in the classroom, her translation background equipped her with specific techniques for reading and identifying information. She applies these skills to teach young children how to read and write in English, even using mistakes as learning opportunities. She also advocates for incorporating native languages in the ESL classroom to highlight similarities and aid understanding.
Amanda shares what she finds most rewarding about teaching English to young children. She highlights the affection and engagement of kids, their excitement for learning, and the fulfillment she feels when they successfully use English, especially when they spontaneously apply new concepts to their daily lives.
Amanda reminisces about her very first day of teaching 14 years ago, where a terrible joke about "elepants" became an unexpected icebreaker with her teenage students, fostering a positive initial relationship despite her earlier nervousness and lack of a full degree.
Amanda discusses the integration of technology in her classes, emphasizing that it's more than just using devices; it's about teaching safe and polite interaction online, critical thinking, and the responsible use of digital tools. She also touches on bilingualism, stressing that proficiency doesn't mean sounding native but being able to communicate effectively in diverse environments, a point she often explains to parents.
Amanda identifies the limited concentration span of modern children, especially during reading and writing, as her biggest challenge. She describes using mindfulness exercises, attention grabbers, and simple activities to help students focus and be present in the classroom.
Amanda shares a memorable instance where a student corrected her about the plural form of 'fish,' leading her to discover a specific usage she wasn't aware of. This experience reinforced her belief in being humble, admitting mistakes, and encouraging students to question and learn, fostering a human connection within her classroom.
Michelle Worgan, an educator and materials writer, offers a top tip for encouraging students to speak English. She suggests understanding the reasons why students might not be speaking, such as unclear instructions, lack of language, or cognitive challenges. She advocates for clear modeling, scaffolding, and creating meaningful, engaging activities relevant to students' interests.
Amanda expresses profound fulfillment when students, particularly those who are shy or have learning differences, make breakthroughs in English communication. She highlights instances where students compare English and Portuguese, or when a quiet student confidently speaks, and notes how English can provide a comfortable and empowering medium for atypical students to express themselves.
In a quickfire round, Amanda reveals she can't live without 'attention grabbers' in her classroom, prefers afternoon lessons, would be an actress if not a teacher, and her worst teaching habit is repeating what students say. She also advises new teachers to always have a plan B, C, and D, as technology can fail and students can be unpredictable, sometimes even singing disliked songs to manage a loud class.