“Does it feel weird to be back at RFIS again? How does it feel working with your former teachers?” Those were some of the questions I encountered at the beginning of the academic year of 2016-2017. It had been eight years since, I graduated from Rain Forest International School (RFIS).  When I joined RFIS in 2004, I  was only four years old in the English Language and French.  Through lots of support from my awesome grandma Vreni and very patient ESL teachers like Ms Mary and Mrs Jealouse, I gradually gained my footing in the English language. This was further developed through Anna Baker, Ms Baker and Mr. Chilton’s none ceasing red, blue, black and purple marks they placed left and right on each piece of writing I made.  Those encouraged me to perform better the next time.  I decided to work with all my heart in whatever I did both in school and at home. It was not for anyone else, but for God and myself.  I daily appreciated the different steps the teachers took to help me improve academically.  They used different game activities and worksheets to help the ELL students (ESL back then) improve in their oral, vocabulary and written skills. To practice my writing skills and innovative mind, I began to read books and keep a diary of my daily activities. The teachers worked hard to help me, but I also worked hard to make their efforts worthwhile. I took my studies into my own hands. How has this helped me in my current role as the ELL Support  Specialist?

A TEACHER’S PERSPECTIVE

When I took on the role as the ELL Supporter, I was made to understand that this was a new role after a long time. Hence, my number one challenge was to create an ELL curriculum for Middle school. I had never had any teacher’s training nor been to workshops where I was taught how to design a curriculum. I looked up to heaven and said “Lord, you brought me back, so equip me for this work”. The first week consisted of me sitting in classes and observing students’ and receiving feedback from teachers concerning the students’ needs.

My position requires me to support students who have difficulties grasping the English language orally, written, listening and comprehension. Thus, I design different lessons to accommodate their different needs, ranging from grades 7-12. Designing the lessons has been challenging and rewarding. Sometimes the lesson planned might be harder for the students than I had thought, and I would have to modify it within the lesson to suit the students’ needs. Other times, the lesson might seem a little easy for some students and hard for others. Thus, striking a balance to accommodate all their needs is often draining.

In the first semester, I worked with 7^th grade students in one class, and a group of high school students in another class, ranging from grades 9-11. However, in the second semester, more students were sent my way. Now, I teach grade 7, grade 9 and grade 10 separately with different lesson plans.

In addition, I have individual students who need extra help outside of their class periods. However, the hard work often pays off when students demonstrate their understanding through different class activities which include: discussions, games, worksheets, homework, quizzes and tests throughout the quarters.

Some of the activities that have helped the students, have been worksheets, videos, games, group work, individual class work and homework. Most of these activities help reinforce their listening, reflective, critical and information gathering skills.

Furthermore, my previous experience as an ELL student has helped most of them realize that they need the class. I thank God that our previous work was preserved over the years; I have been able to show the students my own work in the class as a student. The diaries I mentioned above have been of great assistance in the class; helping the students understand that they too need to make the extra effort to learn.

Memories of my teachers helping me has been a great reinforcement to me as I work with the students. The working staff and the administration has been my greatest supporters. Whenever I come across a challenge, I run to either one of them and they give me advise on what I could possibly do.

My biggest objective for next quarter is to design different class activities, which will help with collaboration. My teachers did wonders for me, and I would like to do the same for the students under my care.

Although sometimes, they are unwilling to participate or accept the assistance offered to them, God’s grace and mercy keeps me going. If it means I have to repeat the same thing over and over, I shall for the sake of helping that one child find their way in God’s redemptive plan.

Working alongside teachers who taught me is grace, for they provide the support and love I need to help these students under my charge. With all my heart, I shall continue to work  for the Lord and not for men. My help comes from him, despite my failures daily. He still loves me and shows me grace. In the exact manner, I will love and cherish the young men and women that I have under my care right now.