Tuesday 13th of March 2018 – Day 1
On Tuesday, I had my first day of placement at my assigned Primary School, École Les Guernazelles in the South of Orléans in France. I was picked up from the halls of residence and driven to the school by Nina, our guide, alongside Briony, as our schools were both quite far away from where we stay and we needed some guidance on our first day. I would need to get the bus by myself after today.
(this is the CM1 classroom).
When I arrived at the school, Nina and I met the head-teacher, who is also the teacher for CE1 (this is the French equivalent of primary 2/3). She greeted us in French and explained that she could not speak English. This was daunting to me as I then wondered if any of the other teachers would be able to speak English, as my French was poor. The school is also in quite a remote area, and is therefore smaller than what I have experienced before. I also thought this might mean that the teachers English would not be good. I was preparing myself for a day of pointing at the dictionary and feeling very lost. Nina said goodbye to me and I began to feel apprehensive as my only known source of translation had just left me. The head teacher then took me to my classroom where I was met by Madame Royer, the CM1 teacher (Primary 4/5 in Scotland). She welcomed me into the classroom and let me have a seat at the back of the classroom and observe the class for a little while just to settle in. Luckily Madame Royer can speak English, so this made it easy for us to communicate initially. As I sat at the back of the class observing I found myself feeling quite lost as everything was being said in French, however I liked the challenge of trying to work out what was being said. The children were doing French dictation, which meant Madame Royer would read out a sentence in French and the children would write it down as they heard it. During maths, the children were looking at measuring. I noticed that the class were all given the same level of work as each other, there was no differentiation. This is quite different to primary schools in Scotland, where differentiation is frequently used in maths. They were working from a textbook, working on questions and then discussing the answers as a class. Some of the children would go up to the board and write down their peers’ answers. The children had a break at 10 o’clock, and during this, another teacher spoke to me about helping out with English in her class after break time. She also spoke English well. I went with her to introduce myself to her class (CE2, primary 3/4 in Scotland). The pupils had to try and ask me questions in English and understand my response. I found that this helped my understanding of French a little bit as they were talking in French to each other and to the teacher. Throughout the day I went around the other classes CP, CE2 and CM2 (there are only 5 classes in the school) and introduced myself. It was daunting having to stand up in front of 20 French pupils at a time and have them speak en Francais!
Before getting to the school I was expecting to find that there would be a language barrier between myself and the teachers and pupils of the school. This was true to a certain extent, but I felt I could communicate well enough with the teachers in order to plan my schedule for the next 6 weeks. I felt very lucky that most of the teachers could speak English well. I was also surprised at how calm I was throughout the day, despite there being an obvious language barrier. I thought that I might get frustrated by this but I felt I took it in my stride and tried to communicate as well as I could. Overall, I think that my first day at my placement school went well, and that I made a good first impression to the pupils and teachers. I felt that they were happy I was there and that I would be helpful for the children’s acquisition of English. Throughout the day I learned a few more important French phrases that can be used as greetings or in the classroom and this will help me to create bonds with the children and get integrated into the school better. I also noticed certain aspects of the school that I thought were different to how things are in Scotland. For example, the pupils do not wear uniform and the teachers’ dress code is also very casual. In addition to this, the children take off their shoes at the cloakroom area and put on slippers to wear around the classroom and the rest of the school. Throughout the day, the children have 3 breaks, unlike 2 in Scotland. They have their first break at 10am for around 15 minutes, then they have lunch at 11:30am for two hours which is a lot longer than the children in Scotland have for lunch. In addition to this, there is then another 15 minute break at 2:45pm, before the children finish school at 3:45pm (around half an hour later than Scottish primary schools). Comparing my placement last year to my first impressions of this placement, I also felt that the pupils were very well behaved and the teacher did not need to discipline them as much.
As I get further on in my placement, my aim is to get better at speaking French in order to make it easier to communicate with the teachers and pupils in my school. I also hope to improve the pupils’ understanding of English and Scotland’s culture, by showing them our traditions and sights to see.
Wednesday 14th of March 2018
I was not feeling as apprehensive about this day compared to Tuesday, as I now knew what my teachers and pupils were like and how to get to the school by transport, and felt I had had a good first day the day before. However, my first hurdle of the day occurred earlier than I thought it would. Our host Nina assured me that the only bus I needed to get was the number seven, the entire way to my placement. But on Wednesday morning my bus stopped 3 stops early and I had to converse with the bus driver in my best French about why the bus had stopped. After a lot of confusion and gesturing between myself and the bus driver, I found the right bus and was on my way to school. When I got to school I made sure to say “je suis perdu!” to my teacher so she knew why I was late.
In France Zone B, the children are only in school for half a day, which means that they would leave at 11:30am. Due to this, I did not have much time at the school on Wednesday, and so just observed the CE1 class doing their maths work. During this I noticed that the teachers often get their pupils to interact with the white board, either by drawing or writing on it. The children work mainly out of textbooks from what I observed, and have certain jotters for the different subjects they learn. In cycle 2 (CP, CE1, CE2), the children are expected to be taught 10 hours of French per week, 5 hours of Mathematics and 1.5 hours of English. I have also observed that these are the three main subjects that children learn daily in the class, and there is not as much teaching of creative subjects or sciences. Sciences are introduced into the curriculum in Cycle 3 (CM1, CM2) as well as social subjects.
Since the four of us all had half days at our schools, we took the rest of the day to explore the centre of Orléans some more.
Thursday 15th of March 2018
On Thursday morning, I was invited to go along with the school to observe the orchestra rehearsal for the production of My Fair Lady, which is showing later on in March in Orléans. As a school, we walked 30 minutes to a small building where there was a stage inside, and lots of seats laid out for us to sit and watch the rehearsal take place. During the walk, I felt pretty frustrated, as usually I would take this time to talk to the pupils and get to know them a bit more, but with my limited use of French I felt I could not have much conversation at all. However during the rehearsal, the conductor was making references to My Fair Lady in English, and this meant I could translate for my class which made me feel slightly more necessary.
Due to the class being out of school in the morning, Madame Royer was keen for the children to work quietly on their French and maths work for the rest of the day, meaning that I would just observe the lessons. This gave me time to make some notes about French vocabulary and learn some new phrases that I heard being used in the classroom that I may need to use later on.
Friday 16th of March
The first class I was teaching in on Friday was CE2, where I was teaching the children how to say their hair and eye colour. This was definitely challenging, but I stood at the front of the class and used what little French I had to try to communicate with the children. I realised the importance of using hand gestures, actions and repetition when teaching because we cannot use much of the same language. I also taught the children how to say the days of the week in English, with the use of flashcards and again, a lot of repetition.
After the short morning break I then went into the CP class, where I had the children in groups of 10 at a time, and their teacher wanted me to help them with saying their name, age and if they are a girl or a boy in English. This was definitely the most challenging teaching I had done that week, as the class teacher was not there to translate to the children if I needed her to. Therefore, I had practiced some small French phrases that I thought I might need to say to the children. For example, “Vous les dites?” (you say it?), “et toi?” (and you?). During my teaching I used a lot of hand gestures and pointing, I also wrote the sentences that the children were learning on the board so that they could read it. I spent around 20 minutes with each group, and to my surprise, by the end of the 20 minutes, the children had got to grips with their new English phrases. This definitely gave me a sense of achievement and I felt proud that I had managed to communicate with the younger children so well.
Towards the end of the day I was asked by the CM2 teacher to read out some English comic strips that the children had been practicing, so that they could hear how to correctly pronounce each individual word the characters were saying. They then acted out the scenes in English as best as they could, and I helped them to say the words properly. I could tell that the children found this helpful, which finally gave me a feeling of being useful, as at the beginning of the week I was worried that my lack of French speaking would make me a bit of a hindrance for the teachers.
Over the past few days I realised that in order to get your message across to the children, the most important things to have are a loud, clear voice and perseverance. I feel that it’s not really about the words that you use when it comes to teaching a language, as I managed to teach the different ages of children some basic English using barely any French at all. At the end of the week I felt a real sense of achievement, as I never thought I would be able to help the children learn so much in such a short space of time. I am looking forward to teaching the different ages of children more English as the weeks go on, but I am also concerned that I will therefore need to learn more French, and this would take practice!
