Pedagogy Guides

In past years, the roles of auxiliares have varied greatly among schools. Even within the same school, different teachers who work with auxiliares will likely have different expectations. In this section, we will discuss the various forms your role can take and, most importantly, equip you with strategies to address any discrepancies or concerns.

As stated elsewhere, remember that Global Classrooms TAs take on roles mirroring that of a head teacher in their Global Classrooms subjects. The following information is for general TA responsibilities, excluding GC. 

As an auxiliar, you should expect:

• To be actively engaged with the teacher and students for the duration of the class
• …and for the teacher to be actively engaged in your lessons and activities
• To plan activities for each class day (though not entire lesson/unit plans, especially without any input from the teacher)
• Guidance and feedback from the teachers, though you will likely have to be proactive and ask them directly
• Assistance from teachers in terms of controlling classroom behavior and discipline

As an auxiliar, you should not expect:

• To observe as the teacher independently teaches the class
• To serve as a “human translator” or “Spanish-English dictionary” 
• To plan entire lesson plans without any guidance from the teacher
• To teach an entire lesson on a subject you know nothing about – this is where co-teaching is not just desirable but necessary-especially for grantees in Bachillerato and FP classes. 
• To grade assignments that you did not assign
• To help a teacher with other work that they must complete (such as proofreading an exam s/he wrote, preparing lessons for classes you do not teach) during her or his class time
• To be the primary disciplinarian – this is the teacher’s responsibility

As a teaching assistant, you will always be in the classroom with another teacher. Thus, it is important that you understand the concept of co-teaching, as your co-teaching practice will set the tone and determine the success of your classes. 

The following deck of slides has been adapted from a presentation used for Peace Corps Volunteers. With the permission of its creator, we have adapted it to fit our needs as Auxiliares de Conversación in Spain:

https://drive.google.com/file/d/0B7NfTDNYStxccENSRVdLV3k3Q28/view?usp=sharing

In order to help you have a smooth transition into your school, we have drawn up a checklist for you to know which things to ask your bilingual coordinator and others at your school at the very beginning. 

• Your schedule – discuss which subjects you would most like to teach and how often you will see each group of students
• Attendance list of all your classes – with pictures!
• How can you print and make photocopies at school?
• How do you get other resources (textbooks, classroom materials, etc.)? Are there materials that you can take home to help you lesson plan?
• Lunch – do teachers eat at the school? If so, do they eat in the cafeteria or do they bring a “tupper” from home?
• Fieldtrips/exams – is there a calendar in the teachers’ lounge? How will you know if the school wants you to go and/or lend a hand? Who do you talk to about these activities? Who will inform you if your class has a field trip or exam and so you are not needed in class that day? 
• Keys – do you get keys to classrooms, departments, and/or computer labs? If not, who has them?
• If you are ever late/absent – do you need a doctor’s note/justificante if you miss a day? What do you do if there is a transportation and/or teacher or student strike?
• How do you access and what is the protocol for using the teacher bathrooms, sala de profesores etc.?
• What is the best form of communication with each teacher: WhatsApp, email…?

For TAs in cities without hospitals that work with ASPE: ask your teachers where the nearest private hospital and /or clinic is located. Make sure they know where to take you if you ever need medical attention.

In order to be an effective teaching assistant, you must work with your co-teacher to create a positive classroom culture from day one. First and foremost, students must feel safe and supported in the classroom. Safety refers, of course, to physical safety (which will likely not be an issue), but also to emotional safety. By this, we mean the safety to make mistakes and to show one’s vulnerabilities. Especially within the context of learning a second (or third, or fourth…) language, many students can feel paralyzed when it comes to speaking in class because they are worried about the judgment of the teacher(s) and their peers. 

One favorable aspect of being a teaching assistant as opposed to the main classroom teacher is that you fall in somewhat of a grey area between teacher and peer when it comes to your role in the school. This is in large part due to the fact that your disciplinary role is very small, you are young, and you will mostly be leading “fun” activities. Take advantage of this position, because if your students feel comfortable with you, they will be less afraid of taking (linguistic) risks. Of course, you must balance the inherent approachability of the role of teaching assistant with the need to maintain your professionalism and a classroom conducive to learning for all students. If you are ever unsure if something is appropriate, always check with the mentors or the Commission.

For more information on how to create a positive classroom culture, look at the pedagogy guide for the level you are teaching, in addition to page 52 of the Full Fulbright Pedagogy Guide. 

For specific classroom management tips, look at the pedagogy guide for the level you are teaching, in addition to page 65 of the Full Fulbright Pedagogy Guide.

Tip #1: Have an in-depth conversation early in the year with your teachers. This is the best way to establish a co-teaching style that works for both of you. You should discuss what you expect of them and what they expect from you in terms of planning and teaching, so that you set norms right from the start. Also, be open to revisiting these expectations later on in the year, when you know your teachers better and have taught with them for some time. Here, (constant) communication is key. 

Tip #2: Reach out to your CP mentor for advice. The CP mentors are here to help you talk through and find solutions to your problems in regard to teaching and lesson planning. Don’t hesitate to reach out to her/him, no matter how trivial you think your problem may be. 

Tip #3: Speak with your bilingual coordinator to discuss the issues you have and develop an action plan. This is one of the best ways to get at the root of the problem and find a solution. Many times, problems inside the classroom result because of miscommunication, so ask your BC what you can do to A) solve the problem at hand, and B) establish better forms of communication with your teachers. Ideally, your BC will also speak with your teachers and/or set up a group meeting where you can discuss co-teaching and planning strategies. Be sure to always maintain the focus on what you can do differently or improve in order to improve the situation and to ensure that the students are benefiting as much as possible from your presence in the classroom. Maintaining a positive outlook in these conversations goes a long way when resolving issues.

Tip #4: Suggest something specific that you want to do in the classroom and ask your co-teacher to help you plan it. Oftentimes, your co-teacher will respond positively to the activities you suggest implementing in the classroom. Ask for their opinion and incorporate their suggestions, so that you not only get them on board, but move closer towards co-planning. They may not have thought of your proposed activity and would welcome another teaching approach to their classroom. However, you must remember that you are essentially a guest in their classroom and must respect a “no” if you receive one.

Tip #5: Remember your context. As previously stated, Spanish classrooms can greatly differ from U.S. classrooms, and keep in mind that what might be “normal” to you will be radically different from the experience of other Fulbrighters and other U.S. auxiliares. Even if you have a good deal of previous teaching experience, you will definitely encounter new situations. You may become frustrated at times, and you may not understand certain rules and procedures, but do not worry – this is perfectly normal.  You cannot change the context you are in, so you must learn to stay positive and work within it to the best of your ability. Try to avoid generalizing about “Spanish teachers” or “education in Spain,” and be aware that your school does not necessarily represent all of Spain or its educational system.