In School in Germany: Picture Games

IMGP8304

To start off this article, I would like to offer a word of advice to teachers whose passion also includes photography: Take as many pictures as you can and keep as many as you can. You may never know when and how you will need them- especially if you find the best ones for an activity (or several) for your class. 🙂  This principle I’ve followed for years which has led to not only successful activities but also successful articles.

This applies to vacation time, as two thirds of the population of German children are starting school now, with the remaining third still out until September. The same trend applies in the US, where half the schools start in mid-August; the rest after Labor Day. Children gather vast amounts of experiences through travel, summer camps, visits to long-distant relatives and friends, work and other events that add experience and enrich their knowledge of what’s around them. And at the beginning of the school year, they would like to share that experience with other classmates and especially their teacher.

After all, as we would like to look at their interests and get to know them, we can help them along so they can be what they want to be, right?  Be all that you can be, like in the US Army commercial. 😉

 

If you, as a teacher, have some problems coming up with activities to encourage the students to use their language skills and share their experiences with others, there are some activities that can help. Using a collection of photos, you can introduce the following exercises to them to motivate them to speak and be creative. These activities are not only meant to break the ice in terms of establishing communication between the teacher and the students, it is meant to unlock the knowledge that has been sitting in the freezer inside the students’ heads and it just needs to be thawed out. For the first exercise, photos from the teacher are required for use, whereas the second and third activities one can also use the photos from the students, if requested. In the fourth and final exercise, the students should present their photos and images, even if through Powerpoint or a slideshow.

Here’s a look at the photo activities you can use in the classroom (suitable for all ages and language levels):

IMGP6820

Picture This:

Based on an exercise in Baron’s TOEIC Preparatory Book, the object of this game is to look at a picture provided by the presenter to the group, and identify what is seen in there. How students view it and express themselves depends on what the picture has. The picture can be a landscape, a certain scene with people doing activities, a phenomenon, or something totally different. What is seen is what is to be identified. Some people may feel restricted because they have to focus on the picture itself and therefore may have some difficulties finding the right vocabulary for the pictures. Yet by the same token, especially if the activity is done in groups, one can take advantage of learning new words from this game or even refreshing the vocabulary that had been sitting unused for some time.  There are two ways of doing this activity: one is in a large group where each student can find what is in the picture and make a statement on it. The other is in pairs or small groups, where each one receives a picture, analyses it and can present it to the rest of the class. With the second variant, five minutes of preparing and five to ten minutes of presentation total will suffice, pending on the number of students in class.

As a trial run, use the picture above and find out what you see in there. You’ll be amazed at what you will find happening at a place like the Westerhever Lighthouse at the moment of the pic. 😉

 

Finish the Story: 

This activity comes from the film, Out of Africa with Robert Redford and Meryl Streep. Originally in the film (produced and directed by the late Sidney Pollack), the character Karen Dinesen (played by Streep) is a story-teller and in a conversation with Denys Hatton (played by Redford) and others, she explains the concept, where one starts the story with a sentence, where the other finishes the story the way it is seen fit. Like in this example:

While one could adopt this concept in the classroom, if it was a one-to-one training session, in larger groups, it would not be as exciting as it is when each student adds a sentence to the first one given by the teacher, and going through a couple rounds until the entire class feels the story is complete. This concept helps students become creative while at the same time refresh their knowledge of sentence structure and a bit of grammar. While one can try this without pictures, more challenging but exciting would be with pictures, especially from summer break, like the ones presented below. Try these with the following sentences below and complete your own story……. 🙂

DSC02427

It was afternoon on the North Sea coast and a storm is approaching. It is windy and perfect weather for kite-flying………   

 

IMGP6971

It is high tide, and the beach is underwater. Two people sitting in Strandkörbe are taken by surprise……..

 

Make a Story:

 Going further into talking about vacations and things to do in the summer is creating your own story, using a pic provided by the teacher. In groups of two or three, students have five minutes (for those on the beginner or pre-intermediate levels, 7-10 minutes should suffice) to create a story to present to the class. The advantage of this exercise, is that students are able to exchange ideas and knowledge to create a fantastic, rather interesting story to share with the rest of the class. In small groups of six or less, the exercise can also be done individually.  Even when you have pics like these below, which are rather simple, one can create great stories out of it. The whitest and plainest of canvases make for world-class pictures with this game.  Word to the wise  from my former uncle, who was a world-class painter. 😉

DSC02495IMGP7900IMGP8194

Mini-Presentation:

With time constraints being the thorn in the side of teachers, one has to go by the principle of “Less Means More,” and optimize your class, in order to make learning as effective as possible. Mini-presentations are the best way for students to talk about their vacation in the shortest time possible. With a couple pics as support, each student has 2-3 minutes to talk about their trip.  The downside to this activity is that the student does not have much to talk about. It is possible though to choose one aspect of the vacation that you love the most and would like to talk about. The best aspect always receives the best attention. How it is presented depends on the student’s creative talents. One can focus on a sport the student tried, a wonderful place the student visited, a local food the student tried and loved, or a local event that took place during vacation. It can also include a summer job, summer camp, talent show or even a local festival, such as a parade, county fair or city market. Whatever event was the highlight, the student should have a chance to present it- as long as it does not overlap with another presenter.  🙂

 

There are several more activities which require the use of photos, while an increasing number of them require the use of 2.0 technologies, such as blogs and other interactive platforms, yet these four exercises do not require the use of technology (minus the Powerpoint aspect), but more with your language skills and your creative talents.  While these four activities can be used at any time, with even different themes, such as Christmas or school-related events for example, for the purpose of reactivating their language knowledge and getting (re-)acquainted with the students and teacher, are they perfect for the occasion. By implementing one or more successfully, the class will become so involved, it will appear that the first day in school never happened, and that the class will pick up where it left off before break, without missing a beat.

Even more so, when using photos for classroom use, a teacher can do a lot with them, while the students can benefit from them through their own stories. Therefore, take a lot of pictures and be prepared to use them for your future classes. Your students will thank you for it. 🙂

sunset

FF new logo1

Advertisements

Genre of the Week: What Teachers Make by Taylor Mali

Typical one-room school church
Typical one-room school house and church in Iowa. 

Teaching:  A profession that is undervalued, underappreciated and underloved. Teachers: People who enter the classroom with one thing in mind: to teach people the basics for real life and skills for their dream job. To teach people means to show them not just how to communicate and obey the structures of our society, but also how to be decent to others, how to be tolerant towards people from different backgrounds, and lastly, how to understand the feelings and reactions of others as well as adapt to different backgrounds.  Some people perceive teachers as travellers with a backpack full of books going from place to place to teach students. Others, like Pestalozzi, taught in empty buildings, where not even the basic necessities, such as a chair or table, or even a chalk board existed, and therefore they were forced to be creative and vocal in teaching their students.  In either case, the teacher brings out the best in each and every student, by finding and developing their talents, showing them how life works and people should be treated, namely, with decency and respect.

Many people enter the profession with high expectations, only to quit the profession after 10 years for the following reasons: lack of pay and benefits, lack of available resources (esp. with regards to technology), lack of respect from the students or other members of the faculty, but most importantly, lack of support from family and friends, claiming that teaching is a “loser job” that pays “Hungerlohn!” (German for salary that is barely enough to support even one person). This explains the reason behind schools closing down due to too many students, too few teachers and too little pay.  This goes beyond the bureaucracy, test guidelines and the political talk that makes a person want to write a novel series about this topic.

And for the record, coming from a family of teachers and having taught English since 2001 (all in Germany), I have experienced enough to justify even a mystery series in a form of Tatort, exploiting the ways to anger students, teachers and even parents. 😉

But what we all don’t know is why we teachers choose this profession to begin with, let alone stay in this profession for as long as the generations before us. From a personal point of view, if it has to do with money, you would best be a lawyer, lawmaker or litigator. You’re best needed there. If it has to do with status, you would best work in a corporation. If it has to do with family, you would best be a scientist, like Albert Einstein.

You should be a teacher because you have the creative talents, ideas, character, dedication and most importantly, the heart to make a difference in the lives of others. Plus you should be a story-teller, an example for others, funny, chaotic, crazy with ideas but cool under pressure and able to handle the stress like nerves of steel.  And lastly, learning from my father (who was a teacher), you have to strategize like you are playing chess- and actually have played chess. 😉

If you are looking for more reasons, then you should take a look at this Genre of the Week entitled “What Teachers Make,” by Taylor Mali. A 12th generation of the original Dutch immigrants of New York City, Mali once taught in the classroom, having instructed English, History and test preparatory classes before finding a niché as a writer, a slam poet and a commedian. He has written six anthologies full of poems and narratives, several audio CDs and three books, one of which is entitled What Teachers Make: In Praise of the Greatest Job in the Worldpublished in 2012. The poem presented here comes from this book. Mali nowadays offers seminars and lectures to teachers and other professionals, providing them with an insight into the profession that is sometimes highly disregarded, yet one that is highly needed and, if one does make a difference in the lives of others, most loved.

So watch this audio by Mali and look at the comic strip provided by Zen Pencils, and then ask yourself this question:

  1. Why do you want to be a teacher?
  2. What aspects of teaching do you like?
  3. As a teacher, what difference can you make for the students? Yourself? Your institution?
  4. If people play down your profession, how would you convey and convince them that you love your job and the reasons behind it?
  5. Do many students come back to you years after you taught them? Why?

For nr. 5, it is very important for if you are in touch with them even today or come to you for a visit/help, then you definitely belong to this profession because you are doing a damn fine job.  🙂

And if you have the urge to write about it in your later life, then you really should stay in that profession until Jesus Christ tells you otherwise. That will definitely be my destination and my advice to all teachers out there, young and old. 😉

 

Link to Taylor Mali’s website you can find here as well as via youtube.

Video with soundbyte from Mali:

 

Image courtesy of Zen Pencils:

124. TAYLOR MALI: What Teachers Make

 

FF new logo1

Genre of the Week: Sojourns and Sayings of Martin Luther by Heinz Stade

sojourns and sayings of martin luther

The art of music is the best food for one who is troubled, for through it the heart is contented, inspired and refreshed.

 

Sometimes even the best writers, teachers, priests, and people working in the field of law need music to produce ideas and ease their souls, to reflect on the situations that went wrong and look ahead to the future with a plan. Even as I write this, I listen to classical rock music and think about the ways to address Luther and the problems we face today, not to mention how we look at Luther from our own eyes. Literature is one of the aspects to look at, as it shows us how Luther lived and conveyed his message to his followers, let alone how his teachings have affected the Church to this day.  Sometimes even having a collection of quotes gives a person an insight into his experiences and how he can share them with others. After all, quotes and sayings produced from one’s mouth can speak more volumes than any lecture, speech or talk because it is based on one’s own achievements. This is why I usually write and keep a set of my own quotes for my own use because of my experiences that can help others having similar experiences like I did.

 

Several books have a collection of quotes written or told by Martin Luther, pending on the sources. I will present two of them I found during my recent visit to Wartburg in Eisenach. The first one is a collection of sojourns and sayings of Martin Luther, a collection of quotes put together by Heinz Stade but based on a German work by Susan Kubitz, released in 2015 by Rhino Press.

 

Available in English, French and Spanish, Sojourns and Sayings is divided up into cities where Martin Luther’s influences were at his best and where most of his written works are found and recorded into history, from the parents’ home in Möhra (Thuringia) and Mansfield (Saxony-Anhalt) to his place of birth and death in Eisleben, to his days as a student in Erfurt and as a reformer there and in Wittenberg. There was even quotes from the city of Torgau, where protestant history was written, and Luther’s wife, Katharina von Bora died in 1552. His quotes are not only categorized based on his stay but also in categories, such as family, pursuit of knowledge, Christian people, work and idleness and on God and the world for each of the respective aforementioned towns. The quotes book is so small, one can carry it with in his backpack and read the quotes while travelling, let alone use it for insurance coverage (that topic will come later).

 

But how useful are the quotes from the book? I took a few excerpts out and categorized them myself to show how Luther interpreted them, connecting them with the current scenery, which from Luther’s perspective would be justified to remind society of how our gifts should be handled with care, the fruits of this world should not be abused, and lastly, how we should respect and love our own neighbors regardless of their social, cultural and other backgrounds, unconditionally and wholly.

 

So without further ado:

 Love, Marriage and Relationships:

 

This one needs no explanation because of a lengthy column I wrote about on this topic (click here to read). But to sum up, Luther was against impure relationships for it would otherwise hurt the natural settings, which to a certain degree is justified, but in today’s standards, the choice of who to love lies solely on the person.  But here are a few worth mulling. The third one is so true, which led to my wife and daughter, the latter we are teaching the fruits of life so she can carry it on for future generations.

 

If anyone is about to marry, let him not ask after the woman’s father but let him ask in what odor the mother is held. Why is this? Because the ale is as good as the barrel smells.

 

Bedding and being bedded- that comes easy, even out of wedlock. But the best of all ways to plight your troth is by children, for they are the finest wool from the sheep.

 

The world cannot do without its women, even if men were to bear the children alone.

 

 

Growing up:

 

For parents who try to force their children to doing things they don’t want to do just because they made mistakes in their lives: Don’t do that. Let them grow to become who they themselves want to be. This is Luther’s reason why:

 

Youth is like the juice of freshly pressed fruit. It will not keep. It has to ferment and brim over.

 

 Judging other people:

 

In this category, I have a nice quote for those who claim to love their neighbors but act differently, which questions otherwise: How can you love your neighbor but judge them too prematurely and not even be there when help is needed? There are a few people on my list who I hope will read this.  Luther has some ways of handling people who are different in some aspects but in the end, they are like us- humans who have just as much right to live here as the people during Luther’s time. Here are his quotes:

 

No man or woman is so evil that in them there is nothing praiseworthy at all.

 

Man is a creature made up of life and death, pleasure and grief, desire and satiety, love and hatred, understanding and folly.

 

Take this as your guide- not to defame your neighbor elsewhere by talking about him, but to warn him in secret, so that he may change for the better.

 

 Education:

 

Education is one commodity which is becoming underappreciated by the year, as institutions are charging more for access, hiring teachers who are not open to different cultures and learning styles, and lastly, becoming so chaotic that even the bottom line slogan for it is clouded. Furthermore, when looking at Betsy DeVos, minister for education in the US, having someone who undermines the basic foundations of the country’s education system in favor of education for the privileged contradicts what Martin Luther had preached for in his 95 Theses: religion, education and the Bible for all and not for the elite. Here are some quotes that support educating the general public, which includes the importance of learning the language:

 

The task and duty of the teacher is this, not only to teach what he knows but also to disprove the teaching of opponents.

 

Without the language we shall never keep the gospel. Languages are the sheath: the gospel, the sword of the spirit, is held in them (….)  If we fail (which God forbid!) in this, paying no heed to the common speech, we shall not only lose the gospel but we shall end by being able to speak and read neither Latin nor German.

 

 Hard Work:

 

Hard Work seems to be another commodity of today’s society that is clouded. Hard work does not constitute 10 days in a sweat shop or manufacturing facility just to earn money and gain physical strength. The psychological aspect has to be included, which means jobs in the administrative section, such as teaching, journalism, etc. can also be included. Man is born to work but also to be proud of his work, as Luther quoted:

 

Hard work makes you healthy and strong

 

There shall be no toleration for feasting day in day out, for dressing in luxury or for lecherous excesses.

 

God wants no lazy idlers, but each should work hard and faithfully, following his calling and fulfilling his office, that God give him blessing and cause him to thrive. Man is born to labor as the birds are born to fly.

 

 

Being Yourself and Succeeding:

 

And lastly, one cannot be onesself with loving onesself for his own work, bringing up matters of concern to the forefront and initiating change to satisfy onesself and others surrounding him. This was the slogan for Martin Luther as he fought to preserve and foster the personal identity of others instead of following the beliefs blindly like a herd of sheep:

 

It is always customary to make out of a little spark a big fire.

 

What is at the end of all laws is love.

 

Be refreshing! Be clear! Be brief!

 

flfi-logo-martin-luther-500

In School in Germany: Teaching Geography

AUTHOR’S NOTE: This article is a throwback to an article written last year on Geography and how it should be introduced in American schools, as part of the series on In School In Germany. Before introducing you to the answers to the quiz provided, I figured you as the reader should try this and challenge yourself.

OMT: The Flensburg Files has updated its German-American-Multicultural Page to include articles from this and other series. It’s an ongoing process but click here to see what is being added and have a look at the articles. Many of them may be useful for you. 🙂

This class is the first of many in the series on topics that should be taught in US schools from the point of view of the teacher observing classes at a German school. The first topic deals with Geography.

OK fellow Americans (and especially fellow Iowans and Minnesotans), before we get started with the subject of classes that should be taught, here are a few questions that you should try and answer.

1. Peaches are an important commodity in Egypt. True or False? If false, what crops grow there?

2. __________, ____________, ____________, ______________and ___________ are the  minerals that can be found in Minnesota. Of which, _______________ is still being mined there in the ___________________ Iron Range

3. What is the capital of Palau?  aPonce          b. Melekeok      c. Koror                               d. Kauai               e. Kuala Lumpur

4. Honey is produced in Canada. True or False? If false, what is produced there?

T/F   False: ____________________________

5. Which country has the highest crime rate in the world? Why?

a. Mexico        b. Germany       c.  USA                 d. Russia              e. China               f. Poland

6. Which province in the Ukraine joined the Russian Federation earlier this year and which ones want to join?

a.: __________________; b.: ______________________________________________

7. The Rust Belt, consisting of the states of O___________,W___________V _____________, P____________________, and I______________ and the cities of I______________, P__________________,P _____________________,C ________________,C _____________ received its name because of what industry that existed between 1860 and ca. 1970?

a. Steel             b. Tobacco          c. Iron                   d. corn                 e. wood               f. both a&c

8. Rice is grown in Iowa. True or False? If false, which US state grows rice?    T/F, If false, ________________________________

9. Which Eastern European Countries became part of the Warsaw Pact in 1955? Hint: there are seven countries not counting Yugoslavia?

10. Catholicism is the predominant religion in which German states?

11. Albert Lea, Minnesota was named after an explorer who founded the region. True or False?    T/F

Do not look up the answers, but try and guess at them, either on your own or in the Comment section. The answers will be provided in a different article. Yet if you cannot answer any of the questions, then chances are you should have either visited or paid attention in Geography.  Geography is part of the curriculum in the German classroom, yet it is one of core classes that is often ignored in the classroom in other countries, or are included as a tiny fraction of the curriculum of social studies, together with history, politics, and independent living. Yet one goes by the assumption that Geography is about maps, countries and capitals. In Germany, it goes much deeper than that, as I observed in the classroom during the Praxissemester. This is what a person can expect from a Geography class:

Using a student’s guide, in this case, Diercke’s Geography book, whose volumes consists of regions, the class has an opportunity to focus on a country and its profile based on the following aspects: landscape, population, industry/economy, resources, geology, culture, societal issues, environmental issues, places of interest, and politics (governmental system and its function and flaws).  Each aspect has its own set of vocabulary words pupils need to learn, both in German as well as in English. Each one has its own graphs and diagrams, as well as certain skills pupils are expected to learn, such as presenting an aspect, analysis, comparisons of certain aspects, as well as research and presenting facts, just to name a few.  While some of these skills can be taught in other subjects, such as foreign languages as and natural and social science classes, the advantages of geography are numerous. Apart from knowing the vocabulary and the places, pupils are supposed to be prepared to know about the regions, for they can be useful for travel, any projects involving these countries, and cultural encounters with people from these countries profiled in the classroom.

Keeping this in mind, let’s look at the example of the session I sat in, with Japan.  Some of us have some knowledge about the country, apart from the Fukushima Triple Disaster of 2011 (Earthquake, Tsunami and Nuclear Meltdown) that the Japanese have been recovering from ever since. And for some of the older generations, Japan was the champion in the electronics industry in the 1970s and 80s, mastering the Americans and Europeans before the economy took a double nosedive in the 1990s and in the mid-2000s. Yet in the session, pupils became acquainted with the Japanese industry and its ironic environmental policies, looking at the competition of the automobile industry between the Japanese and the Americans in the form of presenting a comparison and a profile of each of the automobile companies in Japan. In addition, a discussion of Japan’s secret problem of environmental pollution was presented, using the facts from Diercke and some additional materials deemed useful for the discussion. With 127 million inhabitants on a small island, whose topography comprises of 80% mountains and 20% flatlands, it is really no surprise that the country has suffered from its overpopulation, yet the topic was brand new to the students, even though it was covered previously when discussing about China, Japan’s archrival.

The class is required in the Gymnasium, yet the curriculum varies from state to state. In Thuringia, it is one year with one region, beginning with Europe. The American aspect is usually covered in the 11th grade and, pending on the Gymnasium, some aspects are offered in English, with the goal of getting the pupils acquainted with the English vocabulary. While English has become the lingua franca and is used everywhere, one could consider adding Spanish, French, and a couple Asian languages (in vocabulary terms) into the curriculum as much of the world also have countries that have at least one of the above-mentioned languages, including Latin America and Spain, where Spanish is predominant.  This way, pupils have an opportunity to be acquainted with terms rarely seen in the primary language unless translated, which loses its meaning.

This leads to the question of why geography is not offered either solely in American schools, or maybe they are being offered but only rarely. Speaking from personal experience, many schools have different sets of curriculum where Geography is placed at the bottom of the food chain, especially with regards to it being integrated into social studies. And its focus: Only North America and in particular, the United States, where the country’s history, social aspects and political systems are discussed. Current events and presenting them in writing and orally are found in these social studies classes, thus encouraging pupils to research and present their topics, yet most of the events are found in the US and Europe, and there is rarely any mentioning of countries outside the regions.  Some schools had the opportunity to be hooked up to Channel One, where news stories were presented for 20 minutes in the morning, during its heyday in the 1990s. Yet too many commercials and controversies have prompted many schools to protest or even break ties with the network, even though it still exists today after a decade of changing hands.  By introducing a year or two of Geography at least on the high school level, plus tea spoons on the lower level, it will enable pupils in American schools to be acquainted with the rest of the world and the key areas that are worth knowing about. It will save the embarrassment of not knowing some places outside the US, as I witnessed in a pair of stories worth noting:

1. A professor of political science at a college in Minnesota draws a map of Europe, placing the Czech Republic above Poland and Hungary in the area where Austria was located- in front of a pair of foreign exchange students from Germany who were grinning in the process. Of course this was the same professor who chose Munich and Berchtesgaden over Berlin and Interlaken over Geneva and Berne for a month-long seminar tour on Public Policy, where every capital of Europe was visited except for Austria, Poland, the Iberia region and Benelux. But that’s a side note in itself.

2. My best friend and his (now ex-) girlfriend meet me and my fiancée (now wife) at that time at a restaurant, where she boasted about going to Europe for a music concert. Yet when asked where exactly (which country and city), she could not answer that question- only proudly responded with “But we’re going to Europe!”

3. Then we had many questions and assumptions that East Germany and the Berlin Wall existed. One was wise enough to mention during a phone conversation that the reason he could not reach a relative in eastern Germany was that the East German Housing Development had blocked telephone access from America. And this was 10 years ago, I should add.

There are enough reasons for me (and others) to add that justify the need to offer a compulsory Geography class in American schools. While the core requirements are being introduced in the American school system, it is unknown whether Geography is part of the core. If not, then it is recommended, for the class does have its advantages, as mentioned here.  While geography contests and individual work will be stressed by those opposing the idea of teaching Geography, the main question to be asked to these people are “Are you willing to learn something about another region and the culture before encountering them, or are you willing to be ignorant and be foolish in your attempts to encounter other cultures without learning about them first?” Speaking from experience, I would rather take the safe path than one unknown and fall into several traps in the process. But that’s my opinion.