Aste honetan Atzerriko Hizkuntzako Minorra hasi dugu, eta irakasleek oso argi utzi nahi izan digute ikasturtea bukatzerako ingelesez C1 maila izan beharko dugula (minorrean sartzeko B2a eskatu zaigu). Azterketa bat jasoko dugu maiatzean horrela dela bermatzeko, eta lauhileko honen bukaeran maila ebaluatuko digute eta C1era iristeko zer egin beharko genukeen esango digute.
Horrek euskara ekarri dit burura, egia esan. Hobe zuten graduko lehen egunean euskararen inguruan gauza bera esan izan baligute, eta eskakizun maila parekoa izan balitz graduan zehar. Gutako gehienok maila badugula esango nuke, baina ikasle mordoxka bat euskaraz C1 maila menderatu gabe graduatuko dira eta, dirudienez, horrek kezka gutxiago eragiten du ingelesez gauza bera gertatzeak baino. Hori bai marka!
2014/09/12
Azken mailako lehen astea
Iritsi da, azkenean; ikasturte honetan egunero izango da azken eguna (azken ikasturteko lehen eguna, practicumera joan aurretik azken azken eguna, azken azterketa eguna...). Gradua hasi genuenean inoiz iritsiko ez zela iruditzen zitzaidan, eta hemen dago, egi bihurtu da. Hori bai, azken egun luzea izango dela argi geratu zait lehen aste honetan. Honezkero hasi zaizkigu lanak bidaltzen, mordo nahiko potoloa osatu arte.
Nik azken maila arinagoa izango zenaren esperantza nuen, ikasgai gutxiago ditugulako besterik ez bazen ere, baina erabat uxatu zait. Aurten kirol pixka bat egitera berriro bueltatuko nintzela uste nuen, eta polikiroldegian izena eman nuen udan (inozoa!), baina hasi aurretik bertan behera utzi dut, inondik inora posible izango ez dela ikusita. Datorrenean beharko du.
Bestetik, aldaketa handiak ditugu: talde berria, minorra hasi dugulako, eta ordutegi berria. Askoz hobeto moldatzen nintzen orain arte, goizean lan egin eta arratsaldez eskoletara joaten, baina suposatzen dut lortuko dudala chipa aldatzea. Oraingoz, onartu beharra daukat maldan gora egin zaidala astea: berriz ere Txantxilo bezala poltsaz beteta, iluntzean etxera bueltatu eta hurrengo eguneko bazkaria prestatzea...
Ea beste aste bateko epean neurria hartu eta gozatzen hasten naizen, horretxek arinduko baitit gehien urtea.
Nik azken maila arinagoa izango zenaren esperantza nuen, ikasgai gutxiago ditugulako besterik ez bazen ere, baina erabat uxatu zait. Aurten kirol pixka bat egitera berriro bueltatuko nintzela uste nuen, eta polikiroldegian izena eman nuen udan (inozoa!), baina hasi aurretik bertan behera utzi dut, inondik inora posible izango ez dela ikusita. Datorrenean beharko du.
Bestetik, aldaketa handiak ditugu: talde berria, minorra hasi dugulako, eta ordutegi berria. Askoz hobeto moldatzen nintzen orain arte, goizean lan egin eta arratsaldez eskoletara joaten, baina suposatzen dut lortuko dudala chipa aldatzea. Oraingoz, onartu beharra daukat maldan gora egin zaidala astea: berriz ere Txantxilo bezala poltsaz beteta, iluntzean etxera bueltatu eta hurrengo eguneko bazkaria prestatzea...
Ea beste aste bateko epean neurria hartu eta gozatzen hasten naizen, horretxek arinduko baitit gehien urtea.
More warmers
Today we had our first class in the large group (we split in two for some of the sessions), so it was around 50 of us in class. Just like the previous day, our teacher used another warmer (the birthday line) to start the lesson and set where each one of us will sit in class.
Just like yesterday, I have felt a bit awkward in such a huge circle, talking in turns, with that tension building up as your turn approached (again, we couldn't repeat a sentence that had already been said). I didn't feel as tense as it might sound, but that is my general feeling about the activity as a whole; I sensed tension, our bodies weren't relaxed. I didn't like at all the fact that all of us spoke to our teacher, instead of talking to our classmates. Our teacher was on one end of the class (opposite to mine, actually). Those of us who were on the other end of the room had to raise our voice to be heard (by her), so all the rest of classmates got the chance to hear what we said, but when those close to her spoke, I didn't understand what many of them said, because they talked to her. I guess that, as a teacher, you need to be aware of small practical things like that, and try to make people talk to each other, either by asking explicitly, or maybe stepping out of the circle (?).
Gosh, I realise that what I have written on this week's activities sounds like I have not enjoyed it at all, and that is not how I feel (I think), but I guess it has been a rough week.
Just like yesterday, I have felt a bit awkward in such a huge circle, talking in turns, with that tension building up as your turn approached (again, we couldn't repeat a sentence that had already been said). I didn't feel as tense as it might sound, but that is my general feeling about the activity as a whole; I sensed tension, our bodies weren't relaxed. I didn't like at all the fact that all of us spoke to our teacher, instead of talking to our classmates. Our teacher was on one end of the class (opposite to mine, actually). Those of us who were on the other end of the room had to raise our voice to be heard (by her), so all the rest of classmates got the chance to hear what we said, but when those close to her spoke, I didn't understand what many of them said, because they talked to her. I guess that, as a teacher, you need to be aware of small practical things like that, and try to make people talk to each other, either by asking explicitly, or maybe stepping out of the circle (?).
Gosh, I realise that what I have written on this week's activities sounds like I have not enjoyed it at all, and that is not how I feel (I think), but I guess it has been a rough week.
First day's impressions
After a short presentation on the unit and getting to know our teacher a bit on the very first day of the academic year, we had our first "regular" day on Thursday.
She used two warmers: throwing the ball to somebody you don't know and asking a question in the large group, and writing down two items on yourself and playing mingle in pairs in order to guess your classmate's items and viceversa.
I must admit that in the first warmer I was more anxious about choosing a question (you couldn't repeat what others had already asked, so it became increasingly difficult) than listening to what was being said, which I think went against the objectives our teacher had for the activity. Maybe, it would be a good idea to try to take that pressure off the game (or maybe only I felt it, and then there is nothing wrong with the warmer itself), or ask the students to remember the answers, not just who you threw the ball to. I guess that when you speak in front of a large group of people it is normal to feel a bit anxious, but I hate to see that I focus more on myself than the others. Other than that, I felt quite comfortable.
The second warmer was more fun for me for two reasons: it was more dynamic, in the sense that it implied moving across the classroom and it was "messier" because people were talking at the same time, and it allowed me to have a better interaction (with few people, that is true), because it was done in pairs. After doing the second warmer, I realised that the first made me feel a bit tense, because it was too static for me.
I guess those are things a teacher should bear in mind, as some people will feel more comfortable with certain types of activities, and there should be enough diversity so all in the group are offered the chance to feel relaxed and receptive, which are prerequisites for learning, after all.
In the second warmer I felt a bit silly because I didn't measure well one of my items, and it was too difficult to guess (except for one of my classmates, who must have had a very similar way of thinking as mine, because she guessed both straight away). Hopefully, I will stop feeling so self conscious soon, because at the end of the day, we are just learning through play, just like we have been doing in the degree most times, but this first week I couldn't help those mixed feelings.
She used two warmers: throwing the ball to somebody you don't know and asking a question in the large group, and writing down two items on yourself and playing mingle in pairs in order to guess your classmate's items and viceversa.
I must admit that in the first warmer I was more anxious about choosing a question (you couldn't repeat what others had already asked, so it became increasingly difficult) than listening to what was being said, which I think went against the objectives our teacher had for the activity. Maybe, it would be a good idea to try to take that pressure off the game (or maybe only I felt it, and then there is nothing wrong with the warmer itself), or ask the students to remember the answers, not just who you threw the ball to. I guess that when you speak in front of a large group of people it is normal to feel a bit anxious, but I hate to see that I focus more on myself than the others. Other than that, I felt quite comfortable.
The second warmer was more fun for me for two reasons: it was more dynamic, in the sense that it implied moving across the classroom and it was "messier" because people were talking at the same time, and it allowed me to have a better interaction (with few people, that is true), because it was done in pairs. After doing the second warmer, I realised that the first made me feel a bit tense, because it was too static for me.
I guess those are things a teacher should bear in mind, as some people will feel more comfortable with certain types of activities, and there should be enough diversity so all in the group are offered the chance to feel relaxed and receptive, which are prerequisites for learning, after all.
In the second warmer I felt a bit silly because I didn't measure well one of my items, and it was too difficult to guess (except for one of my classmates, who must have had a very similar way of thinking as mine, because she guessed both straight away). Hopefully, I will stop feeling so self conscious soon, because at the end of the day, we are just learning through play, just like we have been doing in the degree most times, but this first week I couldn't help those mixed feelings.
2014/06/25
Nora zoaz, euskara?
Aurki sei urte beteko dituen ilobarekin igaro nuen arratsaldea atzo eta herenegun, biok eskola bukatu dugula aprobetxatuz. Ikasturte honetan, Haur Hezkuntzako etapako azkena beretzat, ia beti gaztelaniaz hitz egin dit, nik euskaraz egin diodan arren. D ereduan eskolatuta dago, aita elebiduna eta ama elebakarra ditu, eta eskolaz kanpo aitaren aldeko familiarekin duen harremana salbu, gaztelaniaz bizi den haurra dela esango nuke. Gaztelaniaz beti moldatu izan da hobeto, baina joan den udatik hona areagotu egin da bi hizkuntzen arteko tartea, eta orain oso nabarmena da hiztegia, gramatika eta jarioa bera dezente hobea duela gaztelaniaz. Practicum I eta IIa bere eskolan egin dudanez, beste lerroko gelan, ikusi ahal izan dut lau eta bost urteko geletan haurrek izan duten eboluzioa euskararen erabilerari dagokionean, eta benetan kezkagarria iruditu zait. Bost urteko gelan izan diren ikasturtean zehar haien arteko harremanak asko aberastu dira; alderdi sozialean garapen handia izan dute. Eta, aldi berean, gaztelania gailendu da erabat haien arteko komunikazioan. Etxean euskaraz hitz egiten duten haurrek ere euskararen erabileran atzerapauso nabarmena eman dute, hiztegia ahaztu dute, eta euskaraz aritzeko erraztasuna eta joera galdu dute. Salbatu diren bakarrak lagunak egiteko zailtasunak dituztenak izan dira; horiek euskarari eutsi diote.
Atzo honelako zerbait esan zidan ilobak: "zuk badakizu erdaraz, ezta? orduan, zergatik hitz egiten didazu euskaraz niri?". Ustekabean harrapatu ninduen galderak, egia esan, eta hainbat topikorekin erantzun nion: gustuko dudalako; euskara oso jende gutxik hitz egiten duelako, eta inork hitz egiten ez badu hilko delako; garai batean debekatuta zegoelako, eta orain horretarako libre garelako... Nire erantzunek ez zioten lagundu. Are gehiago, hotzikarak eman zizkidaten gauzak esateko bide eman zioten: aiton-amonak txikiak zirenean derrigorrez gaztelaniaz eskolatu behar zirela kontatu nionean, "zeinen zorte ona! niri, aldiz, euskarazko eskola batean tokatu zait" esan zuen.
Gauean buruari eragiten egon nintzen, eta nire buruari behintzat argitu ahal izan nion zergatik ez dudan amorerik ematen: niri ere bera bezain txikia nintzela euskara eman zidatelako, harri bitxiz egindako altxorra balitz bezala, eta nik ere egin nahi dudalako berdin, berari orain ikatza iruditzen bazaio ere; ez dudalako nahi gure belaunaldikoak familiako azken mohikanoak izatea; ez dudalako nire herrian arrotz sentitu nahi; ez dudalako umezurtz geratu nahi. Ez dakit hori guztia nola adieraziko diodan (orain, berari, baina inoiz irakasle banaiz, beste haur batzuei ere), baina saiatu beharko naiz.
Atzo honelako zerbait esan zidan ilobak: "zuk badakizu erdaraz, ezta? orduan, zergatik hitz egiten didazu euskaraz niri?". Ustekabean harrapatu ninduen galderak, egia esan, eta hainbat topikorekin erantzun nion: gustuko dudalako; euskara oso jende gutxik hitz egiten duelako, eta inork hitz egiten ez badu hilko delako; garai batean debekatuta zegoelako, eta orain horretarako libre garelako... Nire erantzunek ez zioten lagundu. Are gehiago, hotzikarak eman zizkidaten gauzak esateko bide eman zioten: aiton-amonak txikiak zirenean derrigorrez gaztelaniaz eskolatu behar zirela kontatu nionean, "zeinen zorte ona! niri, aldiz, euskarazko eskola batean tokatu zait" esan zuen.
Gauean buruari eragiten egon nintzen, eta nire buruari behintzat argitu ahal izan nion zergatik ez dudan amorerik ematen: niri ere bera bezain txikia nintzela euskara eman zidatelako, harri bitxiz egindako altxorra balitz bezala, eta nik ere egin nahi dudalako berdin, berari orain ikatza iruditzen bazaio ere; ez dudalako nahi gure belaunaldikoak familiako azken mohikanoak izatea; ez dudalako nire herrian arrotz sentitu nahi; ez dudalako umezurtz geratu nahi. Ez dakit hori guztia nola adieraziko diodan (orain, berari, baina inoiz irakasle banaiz, beste haur batzuei ere), baina saiatu beharko naiz.
2014/06/18
Haur Hezkuntzarako nire liburutegia
Goodreads plataforma erabilita Haur Hezkuntzari begira osatzen hasi naizen nire liburutegia blog honen bitartez partekatzeko alboko barran widget bat gehitu dut, tituluen mosaiko bat azalduko duena. Aurretik liburu batzuk banituen ere, bukatu berria dugun ikasturtean erosi ditut gehienak. Haur eta Gazte Literaturako lanak heldu batek urtean zehar irakurritako liburuen artean zenbatzeak balio badu, aurten primeran nabil!
Goodreads plataformak ingelesezko tituluak biltzen ditu gehienbat, eta nire liburutegiko ale asko hizkuntza horretan badaude ere, batzuk euskaraz edo gaztelaniaz dauzkat. Hori konpontzeko, Goodreads plataforman liburuzain bihurtzeko eskaera egin dut, eta horrela euskaraz eta gaztelaniaz ditudan liburuak igo ahal izango ditut.
Tresna interesgarria iruditzen zait. Haien zerrendak eginda dauzkaten Haur Hezkuntzako irakasleak bilatzen saiatuko naiz, eta horrela beste pertsona batzuen liburutegiak ezagutu ahal izango ditut. Oraingoz ez naiz liburu bakoitzari buruzko iritzirik idazten ausartu, ez baitakit nahitaez ingelesez egin behar ote dudan (horrela balitz, ez diot interes handirik ikusten), baina hori ere begiratuko dut. Liburu bakoitzari "puntuazioa" ematen hasi naiz, baina erosi aurretik orokorrean aurretik ondo aztertzen ditudanez, oso gustuko izaten ditut, eta ez dakit puntuazioarenak gehiegirako balio ote duen nire kasuan.
Goodreads plataformak ingelesezko tituluak biltzen ditu gehienbat, eta nire liburutegiko ale asko hizkuntza horretan badaude ere, batzuk euskaraz edo gaztelaniaz dauzkat. Hori konpontzeko, Goodreads plataforman liburuzain bihurtzeko eskaera egin dut, eta horrela euskaraz eta gaztelaniaz ditudan liburuak igo ahal izango ditut.
Tresna interesgarria iruditzen zait. Haien zerrendak eginda dauzkaten Haur Hezkuntzako irakasleak bilatzen saiatuko naiz, eta horrela beste pertsona batzuen liburutegiak ezagutu ahal izango ditut. Oraingoz ez naiz liburu bakoitzari buruzko iritzirik idazten ausartu, ez baitakit nahitaez ingelesez egin behar ote dudan (horrela balitz, ez diot interes handirik ikusten), baina hori ere begiratuko dut. Liburu bakoitzari "puntuazioa" ematen hasi naiz, baina erosi aurretik orokorrean aurretik ondo aztertzen ditudanez, oso gustuko izaten ditut, eta ez dakit puntuazioarenak gehiegirako balio ote duen nire kasuan.
2014/06/10
Olerkia lantzen agur esateko
Gaur arratsaldean "sorpresa" bat eraman diet haurrei: bakoitzarentzat olerkitxo bat argazki batekin.
Banaka niregana etorri eta guztion artean oihartzunean irakurri ditugu. Sorpresa bat nekarrela esatean, batek galdetu dit ea etxeko lanak ote ziren (zer nolako irudia sortu du, bada, niri buruz gaixoak?), eta ezetz erantzun diodanean "eskerrak!!" esan du. Hala ere, ez zebilen hain oker, lan pixka bat ekarri dien oparia baitzen. Baten bat eskolatik atera eta hor zebilen, olerkia irakurtzen.