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Photo of the floor mat in a first grade classroom at Colegio Público Antonio Machado, Collado Villalba.
Adjusting to My Role
Adjusting to My Role
I originally wanted to teach older students when I applied to the auxiliares program in February 2019 so I began my first day at the school with big eyes and a large smile across my face. I knew that unlike my toddlers at Tirso de Molina, the students at this school would be old enough to hold concrete conversations with me. On top of that, I knew that my role at Antonio Machado would be more of an assistantship, which is what I signed up for when applying to the program. Therefore, I had less pressure on me as a teacher. I came into work in the morning without the stress of having to lesson plan and teach an entire class alone. From the start, my teaching situation at Antonio Machado seemed more promising and much more to my liking.
I originally wanted to teach older students when I applied to the auxiliares program in February 2019 so I began my first day at the school with big eyes and a large smile across my face. I knew that unlike my toddlers at Tirso de Molina, the students at this school would be old enough to hold concrete conversations with me. On top of that, I knew that my role at Antonio Machado would be more of an assistantship, which is what I signed up for when applying to the program. Therefore, I had less pressure on me as a teacher. I came into work in the morning without the stress of having to lesson plan and teach an entire class alone. From the start, my teaching situation at Antonio Machado seemed more promising and much more to my liking.
Photo of first grader Keyla giving me a big hug at Colegio Público Antonio Machado, Collado Villalba.
Classroom Management
Classroom Management
Assisting the teachers in their English classrooms at Antonio Machado also included helping with classroom management. Despite having two teachers every classroom, each class of roughly twenty-five students was still quite difficult for just us two to manage. These kids still outnumbered us as teachers and when they talked to one another during a lesson, their collective voices were much louder than ours. Just like with my younger students, these primary students all had short attention spans and quickly zoned out in English class. Their inability to collectively pay attention and focus during a long lesson caused them to talk often and misbehave in class. These were the moments when assistant teaching, for me, became extremely difficult.
Assisting the teachers in their English classrooms at Antonio Machado also included helping with classroom management. Despite having two teachers every classroom, each class of roughly twenty-five students was still quite difficult for just us two to manage. These kids still outnumbered us as teachers and when they talked to one another during a lesson, their collective voices were much louder than ours. Just like with my younger students, these primary students all had short attention spans and quickly zoned out in English class. Their inability to collectively pay attention and focus during a long lesson caused them to talk often and misbehave in class. These were the moments when assistant teaching, for me, became extremely difficult.
Working in a foreign country meant I had to adjust to the different norms that were followed there. I quickly learned that teachers in Spain discipline their students very different than how American teachers discipline. When upset, Spanish teachers were much more verbal and asked their students rhetorical questions like "Eres tonto/a? (Are you dumb?)" They spoke in a much louder and more aggressive demeanor and I even saw some teachers "gently" hit their students alongside the head. Despite knowing that something that assertive and violent would never be allowed in an American classroom, I had to accept it as normal in a Spanish classroom.
Working in a foreign country meant I had to adjust to the different norms that were followed there. I quickly learned that teachers in Spain discipline their students very different than how American teachers discipline. When upset, Spanish teachers were much more verbal and asked their students rhetorical questions like "Eres tonto/a? (Are you dumb?)" They spoke in a much louder and more aggressive demeanor and I even saw some teachers "gently" hit their students alongside the head. Despite knowing that something that assertive and violent would never be allowed in an American classroom, I had to accept it as normal in a Spanish classroom.
Photo of first grader Isra drawing a photo for me on the whiteboard at Colegio Público Antonio Machado, Collado Villalba.
Teaching Obstacles
Teaching Obstacles
My biggest obstacle as an assistant teacher at Antonio Machado was discipline. Raquel and I made time outside of normal school hours to create educational and fun lessons for our students but still encountered many students who misbehaved regularly in class. When this happened, Raquel (like all teachers) got upset and frustrated. She felt like her students didn't seem to care or appreciate how much she prepared for their class. These moments were when discipline and classroom management became critical. Although a teacher dislikes having to discipline students, correctly managing a class is important for success in any classroom. Without discipline, students take advantage of the teacher and repetitively misbehave - this is the worst situation any teacher could be in.
My biggest obstacle as an assistant teacher at Antonio Machado was discipline. Raquel and I made time outside of normal school hours to create educational and fun lessons for our students but still encountered many students who misbehaved regularly in class. When this happened, Raquel (like all teachers) got upset and frustrated. She felt like her students didn't seem to care or appreciate how much she prepared for their class. These moments were when discipline and classroom management became critical. Although a teacher dislikes having to discipline students, correctly managing a class is important for success in any classroom. Without discipline, students take advantage of the teacher and repetitively misbehave - this is the worst situation any teacher could be in.
If a student misbehaved while I was in the classroom assisting Raquel, she immediately disciplined that student in Spanish. By doing so, the student was able to understand her frustration and immediately stopped fooling around. When this happened, my job as an assistant English teacher was to pretend that I didn't understand what Raquel was saying to them in Spanish. I waited for the disciplining to be over to resume class. These situations were awkward and nerve-wracking for me. I knew that when it was my turn to work with students in their small groups, it was my responsibility to discipline them as needed.
If a student misbehaved while I was in the classroom assisting Raquel, she immediately disciplined that student in Spanish. By doing so, the student was able to understand her frustration and immediately stopped fooling around. When this happened, my job as an assistant English teacher was to pretend that I didn't understand what Raquel was saying to them in Spanish. I waited for the disciplining to be over to resume class. These situations were awkward and nerve-wracking for me. I knew that when it was my turn to work with students in their small groups, it was my responsibility to discipline them as needed.
Photo of the stairwell poster at Colegio Público Antonio Machado, Collado Villalba.
Small Groups
Small Groups
As an assistant teacher, my role also included working with small groups of students on a weekly basis. In our small groups, we focused on improving English listening and speaking comprehension. We reviewed vocabulary, pronunciation, telling time, physical descriptions, and verbs. Because we had more one-on-one time, we also talked about more personal topics, such as likes/dislikes, hobbies, age/race/ethnic origin, family/friends, etc. We learned about each other's foreign lives and compared each other's experiences to our own.
As an assistant teacher, my role also included working with small groups of students on a weekly basis. In our small groups, we focused on improving English listening and speaking comprehension. We reviewed vocabulary, pronunciation, telling time, physical descriptions, and verbs. Because we had more one-on-one time, we also talked about more personal topics, such as likes/dislikes, hobbies, age/race/ethnic origin, family/friends, etc. We learned about each other's foreign lives and compared each other's experiences to our own.
These short lessons were my favorite moments of my teaching experience in Spain! Working in groups much smaller than the size of a large class allowed me to build strong relationships with my students. By building these relationships, students trusted me and felt more comfortable speaking English with me. Even if they knew they may be making a mistake, they had the courage to put in effort because they knew I would correct them if needed.
These short lessons were my favorite moments of my teaching experience in Spain! Working in groups much smaller than the size of a large class allowed me to build strong relationships with my students. By building these relationships, students trusted me and felt more comfortable speaking English with me. Even if they knew they may be making a mistake, they had the courage to put in effort because they knew I would correct them if needed.
Photo of first grader Marwa holding my hand on on the way to our small group work at Colegio Público Antonio Machado, Collado Villalba.
Establishing Authority as a New Teacher
Establishing Authority as a New Teacher
On the other hand, many students were very disrespectful to me in our small groups. These misbehaved students thought because they were not in the classroom with Raquel, they could fool around in small groups with me. As the only figure of authority in small groups, disciplining my students myself was crucial. Before leaving the room with my small groups, teachers told me to discpline students in whatever way I felt necessary. This advice was intimidating to me as a new teacher. Prior to this, I have never been in charge of so many kids at once.
On the other hand, many students were very disrespectful to me in our small groups. These misbehaved students thought because they were not in the classroom with Raquel, they could fool around in small groups with me. As the only figure of authority in small groups, disciplining my students myself was crucial. Before leaving the room with my small groups, teachers told me to discpline students in whatever way I felt necessary. This advice was intimidating to me as a new teacher. Prior to this, I have never been in charge of so many kids at once.
I initially did not know how to discipline my students in a manner so that they would take me seriously. However, I quickly learned that disciplining was much scarier for my students than it was for me. I normally began discplining by speaking to students in a calm manner in English. If this didn't work, I began to intensify my tone of voice. When appropriate, I even scolded them in Spanish, like Raquel, so they understood my level of frustration and seriousness. Although difficult, disciplining my students is what allowed for us to continue having intimate conversations in our small groups. It allowed us to stay focused and get to know one another on a much deeper context.
I initially did not know how to discipline my students in a manner so that they would take me seriously. However, I quickly learned that disciplining was much scarier for my students than it was for me. I normally began discplining by speaking to students in a calm manner in English. If this didn't work, I began to intensify my tone of voice. When appropriate, I even scolded them in Spanish, like Raquel, so they understood my level of frustration and seriousness. Although difficult, disciplining my students is what allowed for us to continue having intimate conversations in our small groups. It allowed us to stay focused and get to know one another on a much deeper context.
Photo of first grader Marwa holding my hand at Colegio Público Antonio Machado, Collado Villalba.
Learning Obstacles
Learning Obstacles
To some of my Spanish students, learning English was fun and easy. These students were the very few that constantly focused and participated in class, thus being the outliers who received great English grades. For most other students though, learning English was difficult and boring. The majority of my students at Antonio Machado come from families who migrated to Spain from Morocco or from other European countries. They have grown up speaking Spanish as well as their family's native language, usually Arabic or a Slavic, at home. These students have no motivation or desire to learn a third language because to them, it was tiresome, overwhelming, and not very interesting.
To some of my Spanish students, learning English was fun and easy. These students were the very few that constantly focused and participated in class, thus being the outliers who received great English grades. For most other students though, learning English was difficult and boring. The majority of my students at Antonio Machado come from families who migrated to Spain from Morocco or from other European countries. They have grown up speaking Spanish as well as their family's native language, usually Arabic or a Slavic, at home. These students have no motivation or desire to learn a third language because to them, it was tiresome, overwhelming, and not very interesting.
Note from a third grade student who incorrectly spelled my name at Colegio Público Antonio Machado, Collado Villalba.
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