Activa JavaScript para disfrutar de los vídeos de la Mediateca.
The Global Classrooms Programme in Madrid
Ajuste de pantallaEl ajuste de pantalla se aprecia al ver el vídeo en pantalla completa. Elige la presentación que más te guste:
Can you highlight the most significant aspects of your experience
00:00:00
with the Madrid Global Classrooms Model United Nations program?
00:00:04
I had a really good setup in my high school
00:00:16
because I had a counterpart who worked with Global Classrooms the year before,
00:00:19
and she was very gung-ho about being very active in Global Classrooms this year.
00:00:22
And she had even set up two different classes
00:00:28
that would receive Global Classrooms curriculum,
00:00:30
and they would each be with me two hours a week.
00:00:32
And so I had a very structured approach to global classrooms,
00:00:35
and that made things very positive from the get-go
00:00:38
because I started to get to know my students,
00:00:42
and we were able to touch on serious topics from the beginning.
00:00:44
And then once we got our countries assigned to us,
00:00:48
then we had the students research their countries and their topics.
00:00:50
And so everything flowed very nicely,
00:00:53
and thanks in large part to my counterpart at my high school,
00:00:58
things went very well.
00:01:02
And then, so on my end, I had a very positive experience because I feel like I was very able to just walk into the structured environment and help out.
00:01:03
And my counterpart did have specific things to ask of me, and I was able to provide them and teach the rules to global classroom conferences to my students and help them with their research skills and presentation skills.
00:01:11
And so that was very good on my end.
00:01:25
And then it was also, and I'll get to this in my other question.
00:01:28
But it was also a really good experience as far as I could tell for all of the students who participated.
00:01:31
Working with two classes, I had about 50 Global Classroom students, and so not all of them were able to go to the final conference.
00:01:38
We only had a group of 10 go to the conference in January.
00:01:45
But everyone participated in a mock conference, and everyone took it very seriously.
00:01:51
And by that point, after a semester of research and studying and working on presenting, it was very clear that the students had made tangible progress.
00:01:55
And they were excited to give their presentations, they were proud of their work, and they took the competition seriously.
00:02:07
And so it ended up being a very academically beneficial program for the students as well.
00:02:13
so global classrooms was also a highlight for me but at the same time it was a really stressful
00:02:19
experience at the beginning i was really frustrated because my students didn't really
00:02:28
respect the project or had trouble doing the research my school was a little bit unorganized
00:02:35
in how we were teaching global classrooms the students english skills were really difficult
00:02:42
to work with with the topic. So at first it was really hard, especially because I'd never
00:02:48
taught my own class, and I had to be in charge of a class of 30 students teaching them this
00:02:54
material. But eventually I started working with more motivated students, working in smaller
00:02:59
groups, and I think I really started to see the benefits of the program in terms of their
00:03:06
confidence in debating, their confidence in their English skills, and also the benefits
00:03:11
for me learning how to teach this subject which I never taught before
00:03:15
getting a chance to do really interesting activities with the students
00:03:19
and at the end when we went to the conference my students had a really
00:03:23
really good time which was fun for me to see because at that point I really
00:03:29
cared about how they were doing so so in the end I walked away with it being a
00:03:33
really amazing experience but it was definitely the most challenging
00:03:39
challenging experience that I faced as a language assistant.
00:03:42
How would you describe Global Classrooms in a few sentences?
00:03:51
Global Classrooms is a debating program primarily that teaches students research skills and
00:04:02
reading and writing and speaking skills so that they can attend model United Nations
00:04:07
conferences and represent the real interests of real countries and collaborate with other
00:04:11
countries so that they can craft solutions to some of the world's most serious human
00:04:17
rights problems. For me, the significance of global classrooms isn't only that it helps
00:04:22
improve students' reading skills and writing skills and speaking skills in English, which
00:04:28
of course will be useful for them throughout the rest of their lives, nor is it only that
00:04:32
it helps them become more engaged with international politics, but also that in the broadest of
00:04:37
senses, almost in a moral sense, global classrooms, by emphasizing collaboration and cooperation
00:04:43
and negotiation and compromise between countries
00:04:49
I think helps train students for lifetimes of democratic citizenship
00:04:52
because that ultimately is what democratic societies are supposed to be built on
00:04:56
principles of discussion and debate and negotiation and compromise
00:05:00
so that for me the most important part of global classrooms is that by
00:05:04
teaching students to appreciate these democratic virtues, it helps I think
00:05:08
to remind them and all of us of the possibilities
00:05:13
of democratic politics.
00:05:16
What are some of the benefits for students
00:05:23
who participate in Global Classrooms?
00:05:25
Global Classrooms is a really great program for the students
00:05:35
because it sort of gets to combine a lot of different skills
00:05:37
that they need, especially for their careers and later on in life,
00:05:40
and lets them enact them in the classroom setting.
00:05:44
So students get to learn how to, first of all,
00:05:47
they have to research a country that they might have never heard of.
00:05:49
They have to put themselves in the position of that country
00:05:52
so they really learn to see the world through a different set of eyes.
00:05:55
They have to debate that country's opinion, defend that country's opinion,
00:05:59
and also learn to listen to others and see each other more as peers.
00:06:04
So overall, it's a great experience for them to really learn professional skills of debate, research,
00:06:10
essays and making firm arguments, and also just really learning about other cultures.
00:06:17
so I think it was a great overall around experience with students and in addition
00:06:23
they have to do everything in English so it really helps with their language
00:06:28
skills and to apply them to a real-world context right so the from my exposure to
00:06:32
the Spanish educational system by working in just one high school here in
00:06:42
Madrid. It seems like in Spain, they focus less on, uh, group work and presentations and giving
00:06:46
a presentation in front of an audience and having those confident presentation skills.
00:06:56
And so that, and also, uh, it seems that academic research is not done as much in the classroom
00:07:02
here as in my memory, we did it in high school in the U S and so there were two very tangible
00:07:10
skills that i feel like global classrooms left my students with which were the ability to do
00:07:16
research look things up online cite your sources give quotes give credit to your sources and then
00:07:20
create a coherent paper that touches on an argument that you're defending using the research
00:07:28
you have independently researched and it was all of my students in global classrooms had to write
00:07:32
a position paper and they had to include sources and and cite their um all of their references
00:07:38
And that was something that they could not have done at all before doing global classrooms.
00:07:46
And so after this whole process about a semester of learning how to write a research paper, they were definitely able to do it.
00:07:50
And there was visible proof of that in the papers that they all wrote.
00:07:57
Likewise, you could see that their presentation skills improved greatly because they were pretty universally.
00:08:02
My students were very timid and shy and embarrassed to give a presentation in front of their class.
00:08:10
and they didn't take it seriously or they didn't know how to handle their body language
00:08:14
or their tone or their speed when they were talking.
00:08:18
And after many rounds of trial and error and making kids get up in front of the class
00:08:21
and then also me and myself going up and showing them, like, these are...
00:08:26
I gave multiple examples of bad presentation skills by talking very softly, very quietly,
00:08:32
gesticulating too much, and they could see, okay, this is what you should not do
00:08:38
and try to not do that when presenting yourself.
00:08:41
And again, by the end of the semester of working on these presentation skills,
00:08:45
I would say that you could see a very noticeable improvement on all of my students.
00:08:50
And that was something that I think they could also see in themselves
00:08:56
because you saw a tangible boost of confidence on their part.
00:09:00
Did Global Classrooms and the Language Assistant Program meet your expectations?
00:09:03
What would you change to improve these programs?
00:09:14
So before I came to Spain as a language assistant, I had very scattered teaching experiences.
00:09:18
I worked a bit in college as an academic tutor and as a debate coach,
00:09:29
and I had observed some high school classrooms to see what it was like.
00:09:33
But what I was lacking at the time and what I came to Spain in search of
00:09:37
was a more complete sense of what classroom teaching is like
00:09:41
teaching is like so that I could think more clearly about whether classroom teaching life
00:09:45
might be the right life for me. And I also came to Spain because I wanted not only to become a
00:09:49
better educator, but also to help situate my work within a broader context of diplomacy and
00:09:55
international politics that I agreed in and that I thought was important. And the language assistant
00:10:01
program and the global classrooms programs absolutely met and exceeded my expectations
00:10:07
in all senses and in more than I had anticipated,
00:10:11
I was able to see what classroom teaching really is like,
00:10:14
not in a romanticized way, but in a real way.
00:10:17
All of the behind-the-scenes preparation and complexities and frustrations
00:10:19
and creativity and joy and moments of inspiration that teaching entails.
00:10:23
And in terms of global classrooms specifically,
00:10:29
it helped me to think of education not just in the context of improving students' skills,
00:10:31
but also of connecting them to broader conversations of international affairs
00:10:36
affairs and democratic discourse that I think will make them, as well as all of us, more
00:10:40
enlightened intellectuals and participants in democratic life in the future.
00:10:45
So I absolutely had a wonderful time in this language assistant program.
00:10:49
And I would say to people who are thinking about coming to Spain as a language assistant,
00:10:53
if you want to get a more real sense of what teaching is like, a sense that is not romanticized
00:10:58
and that will help you think much more clearly about whether teaching is a correct path for
00:11:03
you.
00:11:07
want to participate in programs that ennoble your students and yourself as well as a democratic
00:11:08
ideal more broadly, then I think that you should seriously consider applying to become
00:11:14
a language assistant in Spain.
00:11:19
I think that it met some of my expectations, and it met... it didn't meet some of my expectations.
00:11:23
So the class that I usually worked with were kids around the ages of 14 and 15, and that
00:11:32
That was the first time, and for some of them it's going to be the last time that they get
00:11:38
to experience something like Global Classrooms.
00:11:42
They get to learn, I mean, these are the things that met my expectations, that not only did
00:11:46
I learn how to become a teacher or become an educator for people, not just Spanish students
00:11:51
but also American students, university students, whatever I decide to do, but they also learned
00:11:56
how to speak publicly.
00:12:03
They know how to cooperate with other people.
00:12:05
They know how to speak English better than they did one year ago.
00:12:07
They know how to question things that they read in the news.
00:12:11
They begin to question statistics that they read on Facebook or if they see something
00:12:16
on Twitter that doesn't really add up.
00:12:21
They know about current events.
00:12:24
They know how to discuss them.
00:12:26
All of this.
00:12:27
- Subido por:
- Ignacio A.
- Licencia:
- Reconocimiento - No comercial - Sin obra derivada
- Visualizaciones:
- 8292
- Fecha:
- 4 de octubre de 2016 - 11:41
- Visibilidad:
- Público
- Centro:
- Sin centro asignado
- Duración:
- 12′ 38″
- Relación de aspecto:
- 4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.
- Resolución:
- 640x480 píxeles
- Tamaño:
- 47.24 MBytes
