Clubin’ in Meghri
Around the time that the influx of produce for Nor Tari started arriving, I
was asked to teach an English class at the Meghri Women’s Resource Center
where Erin Malewicki is volunteering. I agreed and we decided to begin
classes in February, once everyone had recovered from the New Year’s
celebrations.
other than watching Mad Men to occupy my Tuesday evenings—the thought of
preparing for yet another club in which I would have to plan the curriculum
by myself was deflating. I had started three English clubs at my school in
November, two for students and one for adults, and was muscling through the
task of generating authentic lessons for each one. A textbook is a necessary
foundation for any class, and while it was tiring and a bit disorganized
working without one, I preferred to go at it alone than use the school
textbooks. But I wasn’t sure I could continue creating quality lessons for
four different clubs throughout the year and still have a life outside of
teaching English. Even if that life mostly consisted of tearing through T.V.
on my external hard-drive.
success with using Headway textbooks in their clubs. I decided to give them a
try, and purchased a set of elementary and pre-intermediate books during the
winter holidays. By the time February rolled around I had been teaching
physical
presence of a book created a sense of legitimacy that was
previously lacking, and the task-based approach of the Headway courses
supported my style of teaching. I was still bringing in original material and
activities, but my preparation time had been cut in half. (Hurrah. A night of
30 Rock marathon watching might not need to be sacrificed after all.) With my
modest set of Headway books, I was ready to teach some English to the women
of Meghri.
I am now in my fourth month of teaching at the Women’s Resource Center. Half
the students have purchased their own textbooks, and the class has doubled in
ruffled by a student-centered approach that demanded them to speak and think
independently, but they quickly adjusted to these new expectations. Word has
spread throughout Meghri and its neighbouring towns about these classes, and
new students continue to arrive. Every week a student effusively thanking me
for holding these classes approaches me after class and marvels at how
interesting the lessons are. While I am happy to be credited with introducing
Meghri to language instruction one prefers to stay awake for, the most
encouraging aspect of my time at the resource center has been the attendance
English and have
studied English grammar well beyond the level that is covered in the
elementary book, they have come to
observe a modern and effective way to teach. In one year I will be gone, but
these three young English teachers who have witnessed the achievement that is
possible in a classroom provided with quality textbooks and modern teaching
methods will not. I hope and trust that this exposure will inspire these
teachers to continue their professional growth as educators and to take
action in bringing effective education to Armenia’s schools.
by Shayna Schlosberg