Today, as my students worked on a collaborative presentation on Mary, I conducted “mini-conferences” with each student. I briefly sit with each of my 122 students and assess her notes and class work. I enjoy being able to talk with them about their coursework, especially since we just completed our first chapter. This way I can clearly explain my expectations, clarify confusion and complement them on a job well done with a real smiling face rather than an emoticon.
As I went around the room, an international student interrupted me and asked for help. Apparently, she only completed one of her assignments. The language is a major barrier for her, and she was unable to complete her classwork without one-on-one attention. So, while the other students were working on their projects I was able sit down with this student and lead her through the assignments. I found she can speak English relatively well, but she really struggles with reading, thus she did not understand the written assignments. I guided her through it verbally and she was able to complete all her classwork. We also worked out a strategy for test taking, which was causing her even greater anxiety.
I found the experience immensely gratifying. When the class started, my student was in a state of confusion and panic. By the end of the class she was feeling reassured and so was I. Because I took the time to work with her individually, I have the confidence that she has a basic mastery of the material. The rest of the class continued to work on their presentations and were not held back when I took time with a student who desperately needed my help.
At the beginning of the year I was really worried about this student’s ability to be successful with the cultural and language barriers she encounters every day. After today, I think we devised a plan to put her on the right path. All this was possible because I gave myself the freedom to work one-on-one by adding more of the elements of flipped learning to my classroom.
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