Applying to to the Auxiliares Program: How to Apply to be a Language Assistant in Spain

February 1, 2013 by · 95 Comments

this post was updated in February 2016.

Nine years ago, I began researching a way to make it back to Spain. I was a senior at the University of Iowa, finishing a degree in journalism and minoring in the inter-disciplinary “how the hell do I get abroad.” 

Fast-forwarding to the present day, I’m sitting in the sunlight basking into my new home with a café con leche. My one goal post-college was to move abroad, and thankfully the North American Language and Culture Assistants gave me a visa, a job and the ability to make Spain my hogar dulce hogar. And since it began nearly a decade ago, loads more teaching programs in Spain have begun.

Remember Mike? He wrote about his intention to start a new life in Spain through the same program, and has gladly shared his experience of tackling the application process.

Tips on How to apply to teach English in Spain on the North American Language Assistant Program

Well, the application period for the Auxiliares de conversaciones extranjeros en España finally opened up. However, I felt that I was going into this application process basically blind. All I really knew is that I had to login to Profex (the application system they use), and upload documents. Everything I had read of various blogs and forums said that you should apply AS QUICKLY AS POSSIBLE! Basically, once someone applies they are assigned a number, and then once the application has been approved, placements in regions and schools are given out in the order of the application received. First preference being given to those who are renewing their current placements.

The website has a program manual that outlines the application process and a Profex manual that detailed each screen on Profex and how to navigate the page. Once I was actually in the process of applying, these documents were actually very helpful. I was able to begin working on the list of documents on the website which needed to be submitted for the application:

  • The main page of a U.S. or Canadian passport
  • A copy of college transcripts or college degree
  • Letter of intent or statement of purpose
  • Medical certificate (if not a U.S. citizen) – to be turned in during VISA application process
  • Letter of recommendation

Before the application period opened, I was diligently working on the collecting all the items above. The passport page was an easy photocopy, as was the copy of my college transcript. I browsed many forums and blogs, as well as the Facebook group for this year’s auxiliares to see if it mattered between the transcript or the degree. Everything I came across said that it didn’t matter as long as one was uploaded. Needless to say, I chose the transcript. The letter of intent was fairly simple, as I had to put into words why I wanted to teach in Spain. However, the only glitch with it was that it had to be 300 words, so my 750 word first draft had to be significantly reduced. Who knows if they really even read it though?

The website had a guide for how to write and submit the letter of recommendation. The letter had to come from a professor or former professor unless the applicant has been out of school for over five years. I contacted my former professor and faculty advisor. She was ecstatic to be writing the letter for me. I was thrilled because I had been nervous that since I could not ask her in person she may say no or put it on the back-burner and finish it later than when the application opened. My professor wrote the letter in the format they requested and mailed it in. I asked that she send me an electronic copy so I could upload it online just in case it got lost in the mail. Luckily, she obliged and I was able to upload a copy when I was applying.

On January 10th and 5:01 p.m. here in Milwaukee, WI, (00:01 a.m. in Madrid), the application period finally opened. I began logging in and creating a user account, while following the Profex manual. After I had created a username and began entering my personal information, the system started to load very slow and kept shutting me out. I attempted to login a few times and kept receiving an error message from the website. Quickly, I began searching forums to see if others were having this problem, and I found out that others had the same exact problem. It seemed as though the mad rush of applicants had overloaded their server.

I attempted to login nearly every hour, sans when I briefly slept; however, it was to no avail. The same error message popped up every time. Since it didn’t work through Friday Spain time, I figured it would be down through the weekend, which it was. Although, it did not stop me from constantly checking to see if for some reason it would work! On Monday, I was able to login and finish my application. The Profex Manual was a breeze to follow with actually having the web page up in front of me. Most of the fields that need to be filled in are personal information, college information, any teaching experience, and any study abroad experience, fairly straight forward.

After all that information was completed, the fun part began: selecting region, type of city, and school preferences. For regional preferences the applicant put each group in order of preference, from 1 to 3, and then selects one region within each of those three groups. The options for regional placements are:

Group A: Asturias, Cueta y Melilla, Extremadura, La Rioja, Navarra, País Vasco

Group B: Aragón, Cantabria, Castilla-La Mancha, Cataluña, Galicia, Islas Canarias

Group C: Andalucía, Castilla y León, Islas Baleares, Madrid, Murcia, Valencia

The regional preferences are followed by the type of city preferences, which allows the preferences of a rural community, medium sized community, an urban community, or no preference. Then, the school preferences consist of primera, secondaria, or no preference. Personally, I found this to be the most exciting part, as I was actually selecting where I would prefer to be located. Now, I know that I may not get placed in any of my selected preferences, which is perfectly fine with me. I was just excited to be actually submitting something that said where I would like to go and what I would like to do.

Once this part of the application is finished, Profex generates a .pdf print out. It is necessary to print this out and sign it because it needs to be mailed in to a specified regional coordinator along with a checklist that is initialed and signed.

An application becomes Inscrita once the online part is complete. When the regional coordinator receives all the documents the status is changed to Registrada. This is where my application is at this point. Admitada is the next stage, which is when all the submitted documents have been accepted. So far, no one that I know of has been placed past this stage this year.

According to everything I have read, it takes a long time to reach the next stage, Adjudicada, which is when they send the autonomous community assignment that the applicant has been placed in. You have seven days to accept or reject this placement. Assuming it’s accepted, the status becomes Aceptada. The final stage is when you receive your Carta de nombramiento, your school placements. These latter stages of the Profex application process are exciting to think about, but still seem far off for me. I’m just looking forward to being Admitada!

This whole Profex process was not actually as difficult as I had anticipated. Current assstant blogs and forums were incredibly helpful and reassuring throughout the process. Unfortunately, I discovered Facebook group for those applying to teach after I applied, otherwise that would have been pretty helpful too. In the end, I wound up with number 780. While it’s not the best number in the world, I still feel as though it is respectable and feel very comfortable that I should get a placement. I’m checking my applications status every hour, if not even more frequently, and I look forward to keeping everyone updated with my thoughts about this whole process.

Got any questions for Mike or me about the program?

Filed Under: Auxiliar Program, Auxiliares Norteamericanos, bureaucrazy, Europe, expat, expat life, Featured, guest post, Guiri Survival Tips, IES Heliche, kids, Language Assistants Program, living abroad, moving abroad, reflections, teach abroad, teaching, TEFL · Tagged: , ,

Sleeping in Spain: A Guide to Accommodation (and 30€ Voucher Giveaway!)

January 22, 2013 by · 53 Comments

If there’s one thing that’s weathering the Spanish economic downturn (no doubt tied to the weather itself), it’s the tourism industry. Accounting for nearly 11% of 2012’2 GDP, Spain constantly pushes the envelope within the tourism industry and has grown to be the second-largest in the world!

Where will you be pillow hugging tonight?

One aspect that sets Spain apart is its ample offering of accommodation and luxury brands. Iberostar, Melià and Bareclò hotels are considered some of the best brands in the world, and backpackers can find a haven nestled on cobblestone streets or just steps from a private beach. Still, in an ever-changing industry, there’s quite a bit of confusion as to each type of accommodation, and sometimes where to find it at an affordable price (don’t worry, there’s an entrance to a voucher at the end of this explanation!).

The view from the rooftop bar at Seville’s Hotel EME.

Hotels, like in any country of the world, are plentiful and of varying quality. There’s also been a recent surge of new hotels offering boutique accommodation, quirky decor and plenty of character. Spain’s tourism board has instituted a nationwide ranking, using the Q of quality and between 1 and 5 stars. Hotels are marker with a white H and the ranking below. High season is during the summer months, local festivals and Christmas time, so expected steeper prices and less availability.

The Spanish government now controls a network of historic buildings converted into luxury hotels, called paradores. From castles to convents, a night in the sumptuous lodging will typically run you more than an average hotel, but booking during the low season can ensure a one-of-a-kind experience in a historically important building.

Tiles on the outdoor terrace of the parador in Carmona, Andalusia.

Hostels and Albergues  are often considered a common type of backpacker accommodation, they are as varied as one could imagine. Typically, they can be found in city centers and offer beds in shared or private accommodation, shared bathrooms and common areas such as living rooms, rooftop terraces or kitchens. Most beds in a shared dorm are less than 20€ a night, making it an ideal place to meet other travelers through free events and walking tours.

A typical dorm room in hostels. This one is Grand Luxe in Seville.

Slightly nicer than hostels, pensions (pensiones) are more budget-friendly than hotels and are typically smaller, too. Most similar to boarding houses, one can expect loads of hospitality and often meals!

Thanks to Spain’s varied landscape, rural accommodations are becoming popular, particularly for families wishing to escape city life.

A bed at Almohalla 51, a luxury rural house in Archidona, Spain

Apartment Stays are also becoming a popular way to live like a local in larger cities. Available for days, weeks or months, a piso turístico will allow travelers the privacy of their own space while having access to amenities. Typical rates for a month can be between 500 – 800€, depending on the season.

Camping remains a cheap and popular option for staying in Spain, particularly on the coast. Rates are low, even during the summer season, and most offer on-site food and washing facilities.

No joke, I spent a night here in the Islas Cies.

I’ve been fortunate enough to stay in a tent on the pristine Playa de Rodas in Galicia, an ancient piso in front of the Basilica Santa María del Mar in Barcelona and a friendly pensión within earshot of the tingling churchbells of Santa María la Blanca in Seville. My head has rested in sumptuous hotels from Toledo to Valladolid, as well as old fortresses, which is why I’m excited to present you all with my newest giveaway.

I’m teaming up with Your Spain Hostel to offer a giveaway of a 30€ voucher to be used on Your Spain Hostel on any property in any city you’re interested in visiting in Spain. Simply enter by leaving your email address and telling me in the comments where you’d like to travel to in Spain should you win the voucher (extra points if you send a postcard!), or otherwise!
a Rafflecopter giveaway

From a bungalow on the beaches of Ibiza to a casa rural in Cangas de Onís, Your Spain Hostel is your one-stop destination for unique and quality accommodation around Spain. The site also provides discounts on tours, entrance to sites, food and even taxi pick-up! You can win extra entries by following both Your Spain Hostel and Sunshine and Siestas on Facebook and Twitter.

Happy travels for 2013! Where are you headed, and where do you like to rest your head at the end of a long day of tourism and tapas? Got any great recs?

 

Filed Under: Accommodation, Andalucia, Castilla y León, Castilla-La Mancha, Cataluña, contests, Featured, Galicia, holidays, Hostals, Hotels, La Rioja, Madrid, money, Murcia, Product Review, Rural Tourism, Spain, Spain Travel, teach abroad, tourism, Travel, Valencia · Tagged: , , ,

My Journey Back to Spain…again

November 28, 2012 by · 15 Comments

My desire to live abroad was coupled only by my worries for how to make it happen. Thankfully, my study abroad office at the University of Iowa gave me the information on a relatively new program to teach English in Spanish public schools. I threw out my plan to follow my friends Matt and Brian to Ireland and began brushing up on my Spanish.

Five years later, part of my morning coffee goes to helping my readers find a way to make their dreams of sunshine and siestas a reality. One such reader, Mike, and I have been in contact for quite some time, and he’s finally decided to quit his job and apply for the Auxiliar de Conversación program that brought me here initially. Here’s his story:

Before I get started on my story, I’d like to thank Cat for being so gracious and allowing me to write a guest post as I’ve been an avid reader for a while now. Hopefully, everyone will enjoy my post as a guest author and find it helpful in whatever capacity they are looking for. I am currently applying for the auxiliar de conversación program in Spain.

However, my story begins long before me just recently pulling together my application materials.

My Story

Growing up in Milwaukee, Wisconsin, my mom had always told me that she was forcing me to study abroad when I was in college. She had studied in Copenhagen, Denmark  and told me it was an experience that everyone needs to have. During my junior year in high school I was afforded the opportunity to go on a week-long trip through Spain with my Spanish class. It was then that I fell in love with the language, people, cuisine, and culture. I knew I would be returning to Spain at some point in my life.

A recent shot of Mike in America

When I was in college at the University of Wisconsin-La Crosse, I took a Spanish class during my first semester. It was extremely difficult for me, and I ended up dropping the class. I thought I was done with Spanish and did not enroll in the class again. After a couple different major changes, I found myself with a foreign language requirement that had not been met. Thinking it would be an easy class since I could remember some basic Spanish from high school, I enrolled in an Introduction to Spanish course. After the first class, my professor noticed that I was ahead of the others who had never taken Spanish before and recommended to me that I move up a few levels. I was cautious, but ultimately agreed. The higher level course was naturally more of a struggle, but it was far more rewarding as I rekindled my love of the Spanish language. Following the course, I applied, was accepted, and studied abroad in Granada, Spain for a semester in the spring of 2010.

Studying in Granada, Spain

 

My study abroad experience was undoubtedly the best experience of my life,  and ever since I returned to the US, I have been yearning to return to Spain. After graduation, like many people out there, I applied for a bunch of jobs and eventually was offered and accepted one. It was a desk job, doing something that I thought I may be interested in; however, it was not for me.

Mike and his host family in Granada

Since accepting the job, I have dabbled with the thought of applying to teach in Spain, but have not been fully committed to it, until now. There have been plenty of reasons that kept me from applying, primarily that my job is steady, secure and well-paidl. Essentially, it is a job that many would probably die to have, but that’s not me. It’s a job that most would imagine themselves having when they are 40 years old or mid-career professional, and I do realize that I was lucky to land in it. This has held me back from applying to teach in Spain for over a year, but I had enough. While many may die to have my job, I would die to teach in Spain.

Over the past year, I have consulted with Cat as well as anyone I could find who taught in Spain or even another country about what one needs to know before teaching abroad. It has been a huge help to me in making my decision to take the leap, so thank you for everyone for your advice. The number one piece of advice that nearly every single person echoed was that if you don’t do it, you will always regret not doing it. I truly believe this is the case because I can picture myself always regretting it and wondering “what if” had I not ever tried.

Applying for the Auxiliar Program

Once a current auxiliar directed me to the website for applying and I found it, all I could find was information for the school year 2012 – 2013 program, whereas I would be applying for the 2013-2014 program. I started to panic because I figured I was doing something wrong and simply could not find it. I thought I was missing something obvious and was going to be late in applying. I checked the website just about hourly to see if it changed or if I missed anything. Then, one day, November 5 th to be exact, there was finally an update. It said they were working on the call for applications for 2013-2014, and that the application period would open up on January 8th, 2013. It also noted the manual for the application would be posted soon. I felt an enormous sense of relief.

As for now, I have been using the 2012-2013 manual and application checklist on the website to begin to pull together my materials. I realize that some of the materials may change, but I figure this will give me a jump-start for when the application period opens. If I end up doing something that is no longer required, I’m fine with that because it’s exciting doing it since this all part of me going back to Spain to teach! The two primary pieces I am pulling together are my letter of recommendation and my statement of purpose. An applicant also needs a copy of their passport and their college transcript or diploma.

Mike hiking in Ronda (Málaga)

While waiting for my transcripts and after pulling together my statement of purpose, all I have to do is wait for the application to open and the manual to be posted. I know it’s only the middle of November, and while it said December, I am still getting anxious and still checking back just about hourly.

I hope to keep everyone updated on my journey from America’s dairyland back to Spain. While Cat and I both came from the Midwest, Chicago and Milwaukee respectively, I can imagine that our experiences will be different since a lot has changed in the five years since she first left for Spain, yet I am extremely hopeful that my experience will be just as astounding and inspiring to others as hers was and is to me.

Hasta luego.

Mike.

Mike will be contributing to Sunshine and Siestas regularly until he hears from the program about his (hopeful) return to Spain. Got any questions for either of us about being an auxiliar or about how to apply to the program? Or about doing a TEFL degree? Leave us a message in the comments, or join my Facebook page for more scoop!

Filed Under: Andalucia, Auxiliar Program, Auxiliares Norteamericanos, coming home, expat, Featured, guest post, Language Assistants Program, moving abroad, teach abroad, teaching, The Midwest · Tagged: , ,

Saying Goodbye

June 17, 2012 by · 39 Comments

You might say my mind has been made up since last August. For the first time in my six flights from America to Spain, I cried boarding.

Normally, I’m equipped with a travel magazine, a bottle of water and a nervous stomach at going back to a place that I love so much, but this trip was different. Spain no longer held the same excitement and romanticism for me as it did during my first few years there, and I wasn’t looking forward to going back.

It was clear what the problem was: My work situation.

I thought about how many mornings I’d trekked to the foreigner’s office or to the unemployment office or to job interviews during the hot summer months. I remember I told my friend Izzy that I was about to throw in the towel and just go back to America, defeated. Then Refu called back, asking me for an interview. Seven hours, a 13-paged written interview and two classroom try outs later, I was officially given the job at SM’s.

And two school years later, I’m bowing out. Official reason? I don’t want to be a teacher forever. I want to blog. To not have to turn down weekend trips because I have too much to do. To live my sevillano life, lest lose it forever.

Next year will be a transition year: master’s in Public Relations at the Universidad Autònoma de Barcelona, 26-hours-a-week teaching gig at a language academy (working in the pm again…weird!) and toying around with this blog. I’ll still be teaching, though I’ve made up my mind that it’s not the career I want forever. At least, not in Spain.

The thing is, my situation – long hours, poor pay, no chance at moving up  – will be the same forever unless I do a master’s in teaching. My school threatened to have to complete a five-year teaching program (as a master’s for primary school teacher does not exist) or to lose our jobs. I did them one better and gave official notice about a month ago, citing that I wasn’t willing to pay for five or more years of schooling for something I can’t see myself doing forever.

Of course, there’s more to the story that isn’t fair to share. No one in my school has been overly abusing of anything else but my time and my self-worth. Sure, I’ll miss my co-workers and the staff at the bar across the street, who never need to ask me how I want my breakfast. I’ll miss the parents, full of compliments and funny stories about the 45 kids I’ve grown to adore after being their tutora for 10 months.

That’s the thing – I’ll miss my kids with locura. Absolute, unending locura.

If I make the count, I’ve taught at least 700 kids in some form – between my five years and three summers teaching. I’ve had kids that make my nerves snap, kids who are mini-mes (and tell me they want to teach English like me), kids who understand where I’m coming from, kids who give me hell. As a director of studies, I’ve put up with fist fights, calls home sobbing to parents, crazy moms who yell at me over the phone…vamos, all in a day’s work. Between the test-giving, the long nights preparing theatres and parties, the endless hours of programming and grading, I’ve found that this is and isn’t where I want to be.

I think about just how far me and the babies have come since September. Having been their English teacher in Five years’ preschool, I already had the confianza of knowing them – and having them know me. They were excited, and I had unhappy preschool parents asking to know why I’d been changed to primary. But I was elated. Finally, my own classroom, a manageable number of kids and a feeling of actually being on the team.

It wasn’t all rainbows and butterflies – there were kids who I needed to win over, motivation to keep up and a lot of work to be done. Since my coworker and I have 45 kids, that’s twice the work when it comes to grading and report cards, and an extra class of parents to see. But I enjoyed watching their Aha! moments, rewarding them for using their English blocks of speech (even if just a few words here and there) and how they smiled when we’d play a game (roll the ball in the bucket as a math game? I deserve some kind of award) or take a field trip or make a breakthrough. They, as well as I, have matured and come into their own in these ten months, and I’ll take a piece of them with me when I have to say goodbye next Friday.

The plan, before I gave notice, was for me to continue onto second grade with my minions. Multiplication tables, reflexive verbs and the solar system were all on the docket, and I had many anxious six-year-olds asking, ¿Serás nuestra seño en segundo? Since my move up to first grade was so unexpected, I didn’t have to lie and say I didn’t know who their teacher would be next year, because it’s all up to the boss anyway. But as I take down their adorable drawings, send home their corrected and completed workbooks, I find myself giving more hugs and kisses, pinching more cheeks and wishing that things could somehow be different.

Teaching and I have a love-hate relationship: I hate the work, but love the reward. I find pleasure in creating a challenging lesson and giving it, like standing up and acting goofy in front of a crowd and crave the daily satisfaction that a young learner’s progress garners. It’s all of the extras at my school that was slowing me down, and it all came to a head with the theatre last week. I cried in front of the kids for the first time all year.

My decision to leave is the right one for me.

Maybe some of my kids who finally started getting results will get blocked with a new teacher. Or maybe they’ll like him more. But I’m confident that the right foundation has been laid for them to be successful.

Now that exams, grades and everything else is done, it’s time to enjoy with the kids who taught me that school can be fun and hands-on, with the ones who read my emotions even better than I do, the ones who say ” I want the holidays to Chicago con Miss Cat!” Boogers and all, they’re still really special kids, and I will miss them dearly.

Filed Under: ESL, expat, goodbyes, guiri atope, health, kids, la vida loca, preschool woes, Seville, teach abroad, teaching, TEFL · Tagged: , , ,

How to Learn English

May 14, 2012 by · 6 Comments

9:15 am and my students are as listless as ever. Javi grumbles under his breath as he surrenders his iPod to me. I fiddle with the thing, feeling much, much older than my 24 years and trying to hide my utter terror as the screen flashed. David Guetta’s heart-pumping rhythms get some of their ears perked up, a few smiles spreading peeking out in the corners of their mouths. Silvia taps her pencil nervously to the beat, head no doubt tangled up in a tricky conjugation.

Their daily writing assignment was on the board. While my 15 students scribble in their construction-paper notebooks, I review my grammar assignment for the morning, sighing: reported speech. Between the time clauses and the backshift, our first attempt the day before had been a disaster. One of those throw-your-arms-up. pull-you-hair-out, where’s-my-end-of-the-day-beer kind of days. I close my eyes and remember it’s just summer camp, and that the kids were really there for the activities and their parents had actually paid for the native speakers.

One by one, the students close their notebooks and trudge to the front of the classroom to give it to me. As I am about to plunge in with a hastily prepared board game for reviewing, Javi jumps across his table as if it were a vaulting horse and runs to his iPod. Puzzled, I gave him my never-fail “sit down nooooow” eyes before he starts thumping his foot and head to the beat.

“Cat, I can have this very, very, VERY loud, yes?” he inquires, matching my stare with a big grin. Lara snickers, and I can’t resist.

“Sure, Javi, crank it up.”

I immediately know which song it is, and so do my students. Before the first chorus even starts, I’m scribbling down ideas for how to use it in my lessons. With two years of teaching high schoolers, I’ve learned that music is a surefire way to get students engaged and talking, and U2 and Pearl Jam and even Weird Al Yankovich have made their way onto my lesson plans. Billie Jean is going to help me teach reported speech this morning.

I text my boss, asking her to copy the lyrics as soon as possible and make a few copies. My students have fun decoding the reported speech back into direct and their sudden enthusiasm makes me think outside the four-skills box for the rest of the week’s lessons. As a class, we take Billie Jean’s claims to the tabloids and the case to court, write newspaper articles on the pending paternity test with other teachers and monitors as witnesses. They begin to use reported speech correctly in their journal entries, in their worksheets and exams, and more importantly, in their speech.

a tabloid report on the court case

When it comes time to do a creative project, the students set up a mock trial with audience members of the jury. Javi has no match as Michael Jackson and his howling “But the kiiiiiid is not my son!”

Silvia as Bille Jean and Javi as Michael Jackson in the talent show

Attention, fellow English teachers: Have you ever had a lesson be wildly successful? I wanna hear about it! Tell me the lesson,the age group and any materials you needed to make it happen. Or, tell me how you motivate your students to learn English? What interests them the most? 

Filed Under: ESL, expat, kids, languages, summer camp, teach abroad, TEFL, the north, What's that you say? · Tagged: ,

A Glimpse Inside My Classroom

March 6, 2012 by · 22 Comments

In thinking about leaving education and trying something different, I sometimes think that teaching may really be my thing. After all, I love kids, adore the ones I’m teaching this year,and feel good when I plan a fun unit and my kids laugh in the classroom (who wouldn’t show Kip’s Wedding Song from Napoleon Dynamite to teach “I love” in the classroom?).

For the record, I teach full-time at a bilingual elementary school. This kind of thing is de moda in Spain these days, and this is why I’ll have a job speaking English until the day I die, if I so choose. It’s both a blessing and a curse, as it also limits what people think I’m qualified for. So, I spend my daily grind speaking shouting over two groups of rowdy but adorable six- and seven-year-olds. They get half of their curriculum in English, so I divide my team between English, Science, PE, Art, Music, Math review and sometimes Values. Two classes, totalling 44 students, are at my cargo, so when one group of 22 is with me, the other group is with the Spanish teacher, ane vice-versa. It’s a good set-up when the kids actually remember to take all of their school supplies and books and bags and jackets during our once-daily switch.

I’ve had experience writing curriculum since my second year as an auxiliar de conversacón, and I have a TEFL certificate. In a language classroom, classes should be dynamic, with lots of recycling (asking students to reproduce material they learned earlier in the year, or even in earlier courses) and with plenty of motivation. Stickers, candy, or watching a video in English work wonders with young learners, and a daily question-and-answer with my high schoolers was always fun (if not revealing).

It also helps to have oodles of materials. As we all know, a student of any subject can learn in a multitude of ways, so I try and have plenty on hand to help my niñitos learn. The basis of my curriculum is a series of books for nearly every subject I teach, with the exception of PE and Values. Though I didn’t pick out the books when they were chosen, I have come to enjoy the methodology and have fun teaching them. For English, I use Kid’s Box 2 (Cambridge, ISBN ISBN-13: 9780521688079), which is packed with fun illustrations, plenty of filler and warmer activities, catchy songs and lots of photocopiable materials for me, the T. Science is MacMillian Natural and Social Science 1 (MacMillan, http://www.macmillanelt.es/Macmillan-Natural.2396.0.html), which I liked for its objectives and beautiful presentation in the book. A solid curriculum that focuses on oral and listening skills can make all the difference in grasping the concepts laid down by the school.

I also try to have a lot of visual cues around the room, though we can’t put anything on the walls. I use both doors, windows, the three cork boards and even my desk to display student work, prepositions, there is/there are and a character wall for my students to get an easy, visual reminder of tricky structures and concepts we’ve worked on this year.

My first graders are learning some basics of reading and writing in English, so we’re using the book Chicka Chicka Boom boom to review letters, and have a weekly spelling bee to reinforce letter names (again, recycling is important in young learners).

Each week, one student is asked to present the letter (in this case, J), and read three words we’ve learned with this letter. They’re a little more graduated in Spanish and refuse to believe there is no Ñ in English, but it’s helping them to learn that you don’t always read what you see. J and G are confused, Y seems like a foreign concept, and water is always spelled g-u-a-d-e-r to them, but we’re getting there.

I’m also trying to focus on using the English they know, similar to bit of intelligences. Please don’t tell me, seño, no tengo lápiz. You know the structure have not got, the word for pencil, and the first person, just the same as you know to say can+I+have. I flat out ignore kids who ask to go to the toilet in Spanish, which motivates them to use a few palabras sueltas. I also have a chart in the room for each class that tracks the oral English they use in class. Ask for scissors in English? One tick for you. After 15, they get a sticker page, and each month will have a small prize for the student with the most points. I did this with tickets for behavior during the first five months of the year to reinforce good behavior and being a good classmate (Spanish kids seem to be very selfish with their colors and erasers). My name is at the bottom of the list for the kids to police me speaking in Spanish.

The above activity I stole from Forenex, the Summer camps I work for. After listening to a story about animals, kids had to draw an invented animal and then describe it, thus recycling everything to body parts to how animals move to colors. I was pleasantly surprised at their enthusiasm and accuracy in describing them.

Though our values subject has kind of been thrown out the window, I’m taking the opportunity to talk about a different value every month. From respect to tidiness to cooperation, we do a small activity or read a book and have a short discussion about them. I used a house as the example, and that each one of us is a house. Which bricks do you choose? Greed and anger, or discipline and forgiveness? This visual reminder is right next to the board, so a simple finger point at sharing tells kids non-verbally that they have to share their rubbers and not distract the class by arguing.

Please don’t think this classroom is a tranquil haven for a frazzled teacher and her rambunctious students. I have my daily “hasta aquí” moments where I lose my patience and I sometimes slip into Spanish. I’m behind in curriculums and rarely have everything neat and organized. I should be at least on letter P by now. But it’s a fun environment that encourages speaking up and learning by moving and playing, which can make all the difference.

Please share any tips and tricks in the comments below, or ask any questions. As a five-year vet and teacher trainer, I know a couple of things about teaching at nearly every level, but I definitely am glad I did  a TEFL degree to help me with classroom management and lesson planning.

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