My last post, discussed my realization that students have a difficult time comprehending something they cannot picture in their mind. This supports the concept of symbolic interactionism (SI); one of the first theories I studied in Interpersonal Communication. It is one of many social interaction theories. I love this theory. It just makes sense!

Briefly, SI posits communication is developed through the use of symbols, we call language; and describes the process of recalling images in our mind to interact with others. In the 1960s, G. H. Mead introduced the idea of symbolic interaction. Later, the term symbolic interactionism was coined by Mead's student, H. Blumer. 

 Since it is more complex than I described, I would like to introduce the theory to interested individuals, through this link: http://www.sophia.org/symbolic-interaction-theory/symbolic-interaction-theory-tutorial

Mead and Blumer are two of the giants, who's shoulders we stand upon!

Since last time I wrote, my volunteer EAP 281 students completed their speeches. I loved this. They brought pictures of their families and shared about their personal lives. One of the students, who typically works with another Writing Center Instructor, asked her " Why don't you come to our class?" 

Now, we are working on job interviews. Coincidentally, my own SPC 1608 class, is working on a similar assignment. Once again, I realize, most practices which work for any ‘special need’ (physical, developmental, language, etc.), should also be standard practice, in the so-called main stream classroom. It also illuminates, as much as we think we are different; we are just as much the same.

For example, both Professor S (EAP 281) and I implemented new assignments (to us). Therefore, the bugs are not worked out. Both assignments require students to create an imaginary interaction, in the future. Both classes had difficulty grasping the concept of imaginary and in the future. A few students in each class were able to transfer their current knowledge, to the new task; but, most were not. It seems, EAP students with better English comprehension, and SPC students with more life experience, were able to understand the task. This, in combination with my Writing Center reading sessions, with EAP students, revealed the importance of literally—seeing the image—in one’s mind.

Students with limited language comprehension and life experience cannot create an image in their mind. The images help us remember old information; and use that information to process new information. In my reading sessions, I started Googling images for students, to help them process the information. Now, I need to utilize this information, to find a way, to help students transfer skills.

     Early in the semester, in The Writing Center, I met students from the Level 1-English for Academic Purposes Class. I was perplexed, some of them spoke very little English.  Since I know their instructor, I emailed him, and asked him to tell me what I should ask them, in order to help them better. (What a concept? Ask the one who knows.) Now, I have a wonderful relationship with the students--AND--we ALL learn. The class consists of 12 students, with varying levels of English comprehension. I see three students, at least once a week; and have worked, a few times, with more than half of the remaining nine. When Spring Break arrived, I knew I would miss them; and I did. They have truly blessed and enriched my life.
     Therefore, instead of going off campus to volunteer, I decided to work with the EAP281 class. I attended the actual class yesterday. I have never felt so welcomed in my life. When I opened the door, my students were excited to see me; and I heard a "joyful noise." When the professor walked in the room, he was happy to see me. He had each student get up and introduce themselves, state where they were born, and their goal at Valencia. As they did so, I was able to tell the professor a few things about my regular students. For example, one student is a nurse in Korea, another is fashion designer in Columbia, and I shared a few inside jokes with other students. I am in awe, that my ability to remember a few things about individuals, can make a difference. Then I realize, we do not have to save the entire world to make a difference. The little things connect people. If we all, had a positive affect, in our little sections of the world--well--it is incomprehesible.
     The professor and I talked about several ways I could help the students. We finally decided, I would help them with their speeches. (Another great concept--share what I know how to share).
     More on this later.
Cio!

    

There is no such thing as a shortcut. 

Rather than watching the movie Antwone Fisher in its' entirety, I decided to save time and Google the scene where he enters his -long, lost families house. 

Instead of saving time, I perused multiple interesting video clips. I found the lecture below.

People-of-Color-Blindness: A Lecture by Jared Sexton

https://www.youtube.com/watch?v=qNVMI3oiDaI

After naming my Blog OMG is she OG, I was inspired to write a speech as an example for my students. Here it is:

OMG Is She OG?

I.                   I.     OMG is she OG? [Play audio clip of former student.]

A.          “OMG the professor thinks she is OG.” “OMG IS she OG?”

B.           You already know I like Snoop Dogg. Now, it is time to reveal the secret.

C.           Me and Snoop Dogg we are OG; and I will tell you

1.            How it is true.

2.            When it happened and

3.            What kind of Swag

II.           II.      First, I will address the doubters and haters to show them how it is true.

A.          You doubters and haters might think, “Yeah right! How does she think she is OG?”

1.            Can she just Google Urban Dictionary and think she is cool?

a.         It seems more like Gangsta B.

b.        You can agree I am old school.

2.            Snoop and I are about the same age.

a.           I come from a long line of Gangstas.

b.          Detroit—Gramps—Boxer—Purple Gang!

c.           Show video clip of pictures

3.            Transition: Now that you know how, let me tell you when it became official.

B.           It all started one semester when a student kept arguing “You can’t make me do my homework.”

1.            Other students were mad because she wasted class time.

a.          I decided to call Security if she kept disrupting class.

b.         I called Security and she was outraged.

2.            Students in my next class ask, “Mrs. O is it true you went gangsta?”

a.          What exactly does Gangsta mean?

b.         “We heard, you got all up in her face!”

c.          Oh that? If that is Gangsta, I’ve been Gangsta since before you were born!

3.            Transition: In fact, Old white women, have swagger too.

C.           My swag might not be the same as your swag.

1.            You see my gangsta outfit.

a.          I wear a pin stripe suit.

b.         My fedora is like my grandfather’s hat.

2.            I have the bling and things (show bling).

a.          I do not wear it much; because when you are old, you have it. You do not need to prove you have it.

b.         These gloves (point finger)—no, they are to hold my highlighter   when I grade your papers.

III.      Now you know,

A.       Me and Snoop Dogg—we ARE OG; you have been told

1.    How it is true.

2.    When it happened and

3.    What kind of swag.

B.         The next time you think OMG the professor thinks she is OG; or wonder, OMG is she OG… you know, the answer is OMG She Is OG.