Lessons in Lessons in KindnessKindness

Khasavyurt, Gymnasium # 1, Khasavyurt, Gymnasium # 1,

Khasavyurt ACCESS School,Khasavyurt ACCESS School,

Access CoordinatorAccess Coordinator

Mikhail NokhovMikhail Nokhov

English Access Microscholarship Program

Khasavyurt 2010

Project Coordinator:Project Coordinator:

Myrtis Mixon – U.S.A.

Co-editors Co-editors

David FayNatalia Fomenko

Elena Lubnina

English Language Office,

American Embassy in Moscow

““Lessons in Kindness” at Lessons in Kindness” at KhasACCESSKhasACCESS

Time:Time: 2008- 2008-2009.2009.

Participants:Participants: ACCESS ACCESS students.students.

Result: Result: Book Book of Students’ of Students’ StoriesStories..

How it all began… 2008.How it all began… 2008.Elista Summer CampElista Summer Camp

v

The Young AuthorsThe Young Authors

Elina Soltanat

Zhavgerat Naida Sabikhat

Almina

Zaira Dzhamilia

Aigul

Project StepsProject Steps

I.I. Work with “keyWork with “key stories”.stories”.

II.II. Writing your Writing your own story.own story.

III.III. Drawing Drawing pictures to the pictures to the stories.stories.

IV.IV. Making a film Making a film after the after the stories.stories.

Story-Writing at SchoolStory-Writing at School

Story-writing in an EL course plan: Story-writing in an EL course plan: choose the topic, plan 3(4) lessons for choose the topic, plan 3(4) lessons for productive writing.productive writing.Prepare key stories: Prepare key stories: find sample stories find sample stories to introduce the problem / topic.to introduce the problem / topic.Teach the students to write a story.Teach the students to write a story.Edit the stories: Edit the stories: make a book of stories / make a book of stories / edit the stories on the school website / edit the stories on the school website / etc..etc..Post writing: Post writing: make films after the make films after the students’ stories.students’ stories.

Teaching WritingTeaching Writing

1.1. Lead-in: present a/- key story/-ies to Lead-in: present a/- key story/-ies to introduce the problem. Homework.introduce the problem. Homework.

2.2. Key-stories presentation. Discussing Key-stories presentation. Discussing similar situations in students’ lives. similar situations in students’ lives. Homework.Homework.

3.3. First writing (home story, “spider”, First writing (home story, “spider”, legs, free writing) . Discussion. legs, free writing) . Discussion. Homework.Homework.

(4). Publication. Films.(4). Publication. Films.

What’s the Result?What’s the Result?

Story-writingStory-writingimproves Ss’ improves Ss’ knowledge of knowledge of English;English;draws Ss’ draws Ss’ attention to the attention to the problems and problems and helps solve helps solve them;them;motivates Ss to motivates Ss to read, write and read, write and speak English.speak English.

Making Video FilmsMaking Video Films

ACCESS student’s ACCESS student’s Story Story

My mother has taught me to take care of Nina, my younger sister, and that we should always be ready to help each other in difficult times. One day my sister came home in tears. “Nina, what’s the matter with you? Why are you crying?” I asked.

“Nothing,” she said. “Something has got into my eye. Everything is OK, Naida.”

“I can see that something is troubling you.” Finally she said, “Someone hurt me today.” “Tell me about it.”

Then she told her story. “During the break the boys were laughing loudly. I asked them to be quiet but then they were rude to me, saying it was silly for me to tell them how to behave. I know they wanted to show everybody that they were cool.”

I listened. I wanted to help her so much, because I am happy to have a little sister who trusts me. “I think those boys wanted to attract your attention. They don’t know that classmates must be tolerant and respect each other,” I explained.

Ismailova Naida,14

ExercisesI. Understanding the story. Tell your partner what the lesson is in the story.II. Vocabulary. Explain these words to your partner.A. Difficult B. the break C. trusts III. Now you Talk1. Discuss a time when you felt hurt by your classmates.2. Talk about a time when you saw school children being rude to each other.3. Describe your relationship with a sister or brother or cousin.IV. Now you Write•Write about a relationship between sisters or brothers. 2. Write a summary of this story. 3. Write a description of the two sisters. Add details.IV. Grammar Practice. Change the adjectives in bold to the comparative. Practice saying both sentences Example: He was careful with money. He was more careful with money.•Nina was the young sister. 2. The boys were rude to her. 3. They said it was silly to say something. 4. My sister thinks I am trustworthy. 5. They must be tolerant toward her.IV. Role Play1. Two sisters: They argue about who decides which TV program to watch.2. Naida and mother: They discuss how Naida should treat Nina.3. Two sisters: They meet on the playground where some boys are being mean.4. Nina and two boys: They argue on the playground.5. Teacher and one boy: She tells him to be kinder.

And What is Next?And What is Next?A year has already passed since I began A year has already passed since I began using the book “Lessons in Kindness” both in using the book “Lessons in Kindness” both in senior Grades in my gymnasium and with the senior Grades in my gymnasium and with the students in ACCESS school. Now I can say students in ACCESS school. Now I can say this book is one of the best school books this book is one of the best school books ever published. Before this book was ever published. Before this book was introduced we dealt only with the textbooks introduced we dealt only with the textbooks the authors of which tried to influence upon the authors of which tried to influence upon the children and make them take the the children and make them take the material studied in the way they saw it. The material studied in the way they saw it. The children had to believe them for granted. But children had to believe them for granted. But here is quite another pair of shoes. Created here is quite another pair of shoes. Created by the students of one and the same age, by the students of one and the same age, representing different cultures, religion, representing different cultures, religion, nationalities these stories have become a nationalities these stories have become a good motivating factor for learning English. good motivating factor for learning English. Children are curious about the events Children are curious about the events described in the stories which happened to described in the stories which happened to their coevals and they read the stories with their coevals and they read the stories with great interest.  great interest.  

Besides they learn about the problems not Besides they learn about the problems not from grown ups but from the students who from grown ups but from the students who are of their age and have mostly the same are of their age and have mostly the same problems. The world is large but the problems. The world is large but the problems are the same. Reading these problems are the same. Reading these stories, analyzing the actions of the heroes, stories, analyzing the actions of the heroes, thinking about their own reaction if they thinking about their own reaction if they were in the place of the heroes and were in the place of the heroes and discussing their own deeds they learn to discussing their own deeds they learn to respond properly to such situations. The respond properly to such situations. The stories teach the students to be kind and stories teach the students to be kind and benevolent to people. I have participated in 6 benevolent to people. I have participated in 6 teachers’ professional development seminars teachers’ professional development seminars and distributed more than two hundred and distributed more than two hundred books between the teachers of the schools in books between the teachers of the schools in the city and republic and they use them the city and republic and they use them successfully at the lessons of home reading successfully at the lessons of home reading and in extracurricular activity.and in extracurricular activity.    

  

The Authors get the BookThe Authors get the Book

Presenting the Book at the Presenting the Book at the Teachers’ ConferenceTeachers’ Conference

Presentation of the Book to the Presentation of the Book to the Teachers of English from Teachers of English from

Different Countries of the World Different Countries of the World at the Professional Development at the Professional Development

Seminar in Hawaii Pacific Seminar in Hawaii Pacific University in summer, 2009.University in summer, 2009.

Foreign TeachersForeign Teachers About the Book About the Book

Sandra McKay supervised Sandra McKay supervised our seminar in Hawaii our seminar in Hawaii Pacific University in 2009.  Pacific University in 2009.  The teachers from our The teachers from our International group and International group and she were the first to whom I she were the first to whom I introduced the book.  introduced the book.  Today I got  the following Today I got  the following letter from her: letter from her: Hi Misha,Hi Misha,Attached is a review of the Attached is a review of the book written by three book written by three experienced ACCESS experienced ACCESS teachers from Uruguay. teachers from Uruguay. They were extremely They were extremely impressed with the book.impressed with the book.SandySandy

Sonya Alvares Rosario GeraldesAfter looking at Accessing English through Students’ Stories, we believe that the book is suitable for ACCESS students in different parts of the world. In our opinion, this book is the result of an excellent combination of several factors: an engaging program, the positive and natural energy of adolescents, and committed teachers and materials developers. Only this perfect combination could have presented this book as a result.

Stories written by real students are usually appealing to them; in this case, the 51 stories provide examples of how students can progress in their learning of the language. The topics proposed promote general cultural values and foster understanding as the author states in the introduction. These features help students become more tolerant and respectful citizens. The activities that accompany the stories provide good opportunities for learning new vocabulary, practicing reading and creating starting points for writing. The sequencing and grading of the activities seem appropriate for the target audience; these activities progress from less to more difficult, and they take into account personalization. As we were reading the stories, we felt it would be a good idea to start compiling stories from our own region. These stories could be examined by specialists who could develop activities for the publication of a second book. Eventually, there could be publications integrating stories from different cultures, which would give this project an even more global perspective.

Clara De la Rosa - MexicoClara De la Rosa - Mexico First of all congratulants!! I think the First of all congratulants!! I think the ACCESS students from Russia have ACCESS students from Russia have made a great job. The stories show not made a great job. The stories show not only the linguistic and communicative only the linguistic and communicative competence, but the values and competence, but the values and attitudes the adolescents need to attitudes the adolescents need to comprehend in order to make them comprehend in order to make them feel included into the society. On the feel included into the society. On the other hand, the idea to prepare other hand, the idea to prepare exercises taking the stories as a text is exercises taking the stories as a text is a big step not just to teach the a big step not just to teach the language, but to motivate your language, but to motivate your students and also the ones who read students and also the ones who read and take them as a lesson. The and take them as a lesson. The formers can look for something else, formers can look for something else, and the latter can see that learning and the latter can see that learning English is possible. In short, you are English is possible. In short, you are teaching not only the language, you teaching not only the language, you are forming adolescents. I hope my are forming adolescents. I hope my comment can be useful. comment can be useful. Once again Once again congrtulationscongrtulations to the authors of the to the authors of the projectproject!!

Michael Bailey – Belfast, Michael Bailey – Belfast, U.S.A.U.S.A.I'm writing today to let you know I'm writing today to let you know

how much I have enjoyed reading how much I have enjoyed reading and watching the videos on your and watching the videos on your "Lessons in Kindness" website. I "Lessons in Kindness" website. I hope you don't mind if I include a hope you don't mind if I include a link to the site on our "Global link to the site on our "Global Classroom" website and encourage Classroom" website and encourage our incoming students to read and our incoming students to read and view the stories also. Our Global view the stories also. Our Global Classroom includes not only Classroom includes not only Mikhail's class but also students Mikhail's class but also students and teachers from Vladimir, and and teachers from Vladimir, and Dylym in Russia, and also India, Dylym in Russia, and also India, Morocco, France, Azerbaijan, Japan, Morocco, France, Azerbaijan, Japan, Palestine, Mali, Algeria and Taiwan. Palestine, Mali, Algeria and Taiwan.

I believe the stories will resonate I believe the stories will resonate with all our students. Each year with all our students. Each year they marvel at their similarities they marvel at their similarities despite some remarkable cultural despite some remarkable cultural differences.differences.This is a great project,This is a great project,congratulations. Sincerely yours, congratulations. Sincerely yours, MikeMike

Rajsri Ram Mohan - Rajsri Ram Mohan - Noida-Noida- Public-Sr-Sec-SchoolPublic-Sr-Sec-School, India, India

Terrific! The stories and the videos have produced a great impression on me, my colleagues and students. The book is nice collection of stories which happen to us in our everyday life. The children raise the problem and give answers how to act either in this or that situation. The themes of the stories are actual for India with our religious and caste prejudice.

Thanks a lot to the editorial board and the authors. We read, discuss and speak about the event in the stories and then write our own stories.

Mikhail, thank you for sending us this very nice book.

Kadachieva Haibat Kadachieva Haibat Head of the English Philology Head of the English Philology

Department, Dagestan state UniversityDepartment, Dagestan state UniversityIn tense atmosphere of ethnic conflicts, In tense atmosphere of ethnic conflicts, political clashes, universal indifference political clashes, universal indifference and aggressiveness the book "Lessons and aggressiveness the book "Lessons in Kindness. Assessing English through in Kindness. Assessing English through Students' Stories" can be recommended Students' Stories" can be recommended for bringing up tolerance, mercifulness for bringing up tolerance, mercifulness and mutual respect. Stories written in a and mutual respect. Stories written in a very intimate, confidential manner very intimate, confidential manner inspire interest and involvement of the inspire interest and involvement of the reader. It's very interesting to observe reader. It's very interesting to observe young authors demonstrate wisdom and young authors demonstrate wisdom and deep insight into human nature. Their deep insight into human nature. Their observations and meditations are observations and meditations are notable for their simplicity, notable for their simplicity, transparency, originality and transparency, originality and comprehensiveness. It seems comprehensiveness. It seems pedagogically valuable to teach pupils pedagogically valuable to teach pupils to life and to English through their to life and to English through their contemporaries' vision of life.contemporaries' vision of life.

Zinaida MamontovaZinaida Mamontova English Chair, English Chair, Teachers’ Teachers’ Development Development Institute, Institute, MakhachkalaMakhachkala

I was given a copy of the book “Lessons in Kindness” by Mikhail Nokhov while he was giving a workshop presenting this book to the teachers of English from different schools of our republic. All of them were also given  copies. I started reading the book at once and the next day I asked the teachers to write a short story of a similar kind. To my great surprise many of them failed. Then I asked Mikhail to teach them how to do it and during two days he taught them. At the end of the seminar we held a competition for the best teachers’ story. Mind, that it was held under the impression the book produced on all of us.

The Teachers Who Use This The Teachers Who Use This BookBook

Damadayeva Patimat, School # 13, with advanced Learning of English Makhachkala

Chutueva Tatiana, School # 13, with

Advanced Learning of English Makhachkala

Yakimetz Galina, School 13 with Advanced Learning of English, Makhachkala

The book “Lessons in Kindness” is The book “Lessons in Kindness” is valuable both in the process of valuable both in the process of teaching English and bringing up a teaching English and bringing up a young generation of students. The young generation of students. The idea of bringing up the children in idea of bringing up the children in the traditions of doing good to the traditions of doing good to people is a leitmotif of every people is a leitmotif of every children’s story. The book widens children’s story. The book widens the students’ notions of means of the students’ notions of means of communication, motivates them to communication, motivates them to talk and to discuss problems raised talk and to discuss problems raised in the stories. in the stories. More than that, the students are More than that, the students are provided with the material which is provided with the material which is similar to the problems they meet in similar to the problems they meet in their everyday life. They get the their everyday life. They get the information from their coevals, who information from their coevals, who are of different cultures, are of different cultures, nationalities and religion. nationalities and religion. The exercises following the stories The exercises following the stories make them think, digest the make them think, digest the material read , analyze and start material read , analyze and start speaking or writing their own speaking or writing their own stories. stories. Such approach helps creating the Such approach helps creating the atmosphere of trust, friendship and atmosphere of trust, friendship and mutual understanding at the mutual understanding at the lessons when the students are lessons when the students are involved into creative process of involved into creative process of learning, experiencing and learning, experiencing and expressing their own thoughts in expressing their own thoughts in English.English.

Magomedova Bella, School 13 with Advanced Learning of English, Makhachkala

Sharing the Books with the Sharing the Books with the students from Dylym Gymnasium.students from Dylym Gymnasium.

Khachalayeva Natalia,

Gymnasium, Dylym

I think the book is great I am lucky to know Mikhail and to work with him. My students like the stories very much. They also like the activities after the texts, especially role-playing. The situations in the texts are similar to everyday situations and it is easy for hem to pretend that they are the main heroes. . I suppose the project should go on collecting more stories and teaching our children to be kind and tolerant. The book encourages my students to express their thoughts and feelings in English and it makes me happy. I am, very thankful to the authors of the project for providing the teachers with such a wonderful book.

Baturbieva Elmira, Gymnasium # 1,

Khasavyurt

Idikova Daisis, Gymnasium # 1,

Khasavyurt

Adzhieva Maya – Lyceum,

Khasavyurt

Sergeyeva Irina – Lyceum, Khasavyurt

The teachers willingly use "Lessons in The teachers willingly use "Lessons in Kindness" as a classroom resourceKindness" as a classroom resourcefor their students regarding issues of for their students regarding issues of tolerance that are important to understand. tolerance that are important to understand. It encourages them think about their own It encourages them think about their own behaviors and attitudes among friends behaviors and attitudes among friends and strangers. It helps them as they read and strangers. It helps them as they read and talk about common issues and and talk about common issues and motivates them to write and share their own motivates them to write and share their own stories of tolerance.stories of tolerance.

For more information For more information regarding "Lessons in regarding "Lessons in

Kindness" go to:Kindness" go to: www.accesskhas.ruwww.accesskhas.ru

“Lessons in Kindness”& “Lessons in Kindness”& “Lessons in Kindness II” “Lessons in Kindness II”

or to or to http://access.lingvograd.ruhttp://access.lingvograd.ru