How to Engage Students with Limited English Through Community Connections: AME 133

Do you have students who speak limited English? Teaching art in a community with language barriers is a ripe opportunity for engagement and connection.

You might just need to approach teaching differently.

Today's guest, classroom teacher Hannah Coggins, teaches 1st and 2nd grade in Africa. She shares her strategies for engaging and slowing children down long enough to reflect on their art so they can truly be the best version of themselves.

Hannah is a member of The Sparkler's Club and was featured as our spotlight teacher for May. Like all Spotlight guests, Hannah turns the interview around and asks Patty a couple of questions.

Patty shares her experience teaching art to children whose English skills were very limited and how this strategy is equally effective when you have laryngitis. And why both Hannah and Patty recommend trying it!

Behavior management and student engagement usually go well together.-- Hannah Coggins

WHAT YOU’LL LEARN:

- What motivates Hannah to teach art as a classroom teacher

- How to address a child who wants to go down a different path from the lesson assigned

- The biggest challenges Hannah has faced in the art room (this one will definitely resonate with you!)

- Tips for teaching art to students whose first language isn’t English

- Why it’s so important to incorporate a students' culture into the lesson

LISTEN TO THE SHOW

Here is Hannah's interview in our SPARKLE magazine.

1. What was your path/journey to becoming an art teacher.

I trained to be an elementary teacher at university in the UK. This training included art, along with core subjects and other "specials". I've been teaching for 12 years and have always been able to include art in my weekly schedule.

I wanted to study a degree which was varied, with lots of practical application. Teaching was a good option.

In more recent years, I have taught overseas in a number of African Countries. This has enabled me to have more flexibility and ownership over the curriculum I use. Art has always stayed a key part of my schedule, both in weekly dedicated art time, as well as incorporating it into other curriculum subjects.

2. What do you feel is your best attribute or strength as an art teacher?

I've been able to instill a strong sense of confidence in my students, allowing them to experiment and try new things without feeling like they can get it "wrong". Across my teaching, I encourage children to take risks and challenge themselves.

We have a strong community within our class of support and encouragement, which also supports high standards of behavior and participation.

3. Do you have a specific classroom management strategy?

I believe strong teacher-student relationships underpin everything else. I endeavor to be a cheerleader for each of my students throughout their studies. Behavior management and student engagement usually go well together. Partly because I teach one class all the time, I am able to hone these areas.