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Reality vs Myths

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Reality of an ESL Teacher

It has been 49 days since I saw my students and coworkers. I chose to dedicate my life to helping my students achieve and develop into young adults. I never predicted that the last trimester of my second year of teaching would be online. 

As I spend my days waiting for my students to send a message or join Google Meet, I also reminisce about how long I have known some of these students. I am a second year teacher, but I have been working at the same school for four years. I was a field experience student, teacher candidate, long-call substitute, summer school teacher, and finally full time. With four years at the same school, I have known most of my eighth graders since they were sixth graders. There is one student in particular that stands out from that group because he says, “We go way back.”  He’s right. We do go way back. We met during my first field experience placement when he was in fourth grade. I have had the privilege of watching this student grow up, learn another language, and develop into the jokester we always knew he was. I am saddened to think I will not hear him brag about how long he has known me and I am disappointed they are all missing out on the Spring Fling and other end of the year celebrations.

I miss instructing my students and being able to see and hear their progress. I miss our silly conversations about their lives and how they are too invested in my wedding plans. Even when this pandemic ends, life will never be the same. They have missed out on major moments in their childhoods and as a teacher, I have missed out on helping them get there. There are many things I wish I could have known before becoming a teacher. There are many things I still have to learn myself, but the least I can do for you today is share what I do know. It is time for us to talk about what it is really like to be a teacher of ESL.  Today my goal is to debunk some of the myths that go along with teaching ESL and give you more of an insight to the reality of this profession.

Five Myths About Teaching ESL

ESL teachers need to speak the language(s) of their students.

I cannot count how many times I have been asked if I was fluent in the languages my students speak. If I was, I would be fluent in English, Somali, Arabic, Spanish, and Creole. Don’t get me wrong. Teaching my diverse group would be much easier with a stronger background with their languages. To bridge the gap between languages, I have put an emphasis on learning phrases and keywords in each language, as well as becoming familiar with their cultural traditions. This simple gesture goes a long way in building strong, respectful relationships with students.

Your job will be fulfilling EVERYDAY.

As much as we want to have amazing days everyday, it is impossible. We can strive for great days, great lessons, and great attitudes; and manage to survive a chaotic day, failed lesson, or bad attitude. During my teacher candidacy, my cooperating teacher would say, “Let’s chalk it up as a fail and do better tomorrow.” She knew not every lesson or class would go right, which made teaching that much better. We cannot put high expectations on every aspect of our teaching. We need to leave room for adjustments and be willing to start from the beginning when necessary.

Teaching only happens in the classroom.

Distance learning, e-learning, and traditional learning are all forms of teaching we have become more familiar with during this time. Most people believe teaching only happens in the classroom and students will not learn outside of their regular learning environment. Some of my students have checked out for the year because they do not want to learn from a distance. Others are thriving because they are able to get the help they need from instructional videos and tutorials. It is possible for learning to happen outside of the physical classroom, but it takes time to develop online classroom routines, expectations, and management procedures.

Many of my students began learning English from listening to American music, binge watching shows on Netflix with English subtitles, and making friends who are native speakers or multilingual speakers who share the same language. I really encourage my students to read novels that also have movies. This way they can have multiple opportunities to read and hear the words. Through these outside learning opportunities, they are able to interact with the language and acquire basic skills to continue working on when they get back to the classroom.

Every teacher has their own classroom.  

Wrong. As an ESL teacher, I am also required to co-teach for a portion of my day. When I first began teaching, I had three co-teachers and did not teach a class alone. It was a struggle to find a balance as a new teacher, but it only got worse when I had to ask one of the three co-teachers if I could put my desk (that I had to request from the custodial staff to find) in her room. Almost finished with my second year and I still had to find a new home for my desk back in August. I also co-teach 4/5 classes and had to find an empty classroom to house my advisory and EL Developing Reading classes. Basically, do not assume you will get your own room with a desk and a chair right away. Schools tend to have more teachers than they do classrooms, so if you plan to teach ESL prepare yourself for this possibility.

Anyone can teach English if they speak it.

The reality of the situation is that a lot of people think they could teach something and I admit they are not completely wrong. They might be able to teach a skill like throwing a ball, basic math, or the ABC’s, but can they manage behaviors, while differentiating a lesson for 35 students? Probably not. Teaching is not for everyone, as I am sure you know. Not everyone could handle the stress and excitement of being a teacher. 

As an ESL teacher, I have experienced a lot of people saying it must be easy since I am a native speaker. Trust me, it is not easy at all. Teaching students who have various English proficiency levels and learning styles has many challenges. Currently I work with students considered level 3, meaning they are not beginners but more so intermediate. Typically, conversational speech happens quickly for many learners and reading and writing are the most difficult. Teaching someone how to read and write takes a lot of time and lots of phonics practice. Repetition is key when learning a language. Students need multiple interactions with a word before they are able to read, write, say, and hear it. This only happens when a teacher provides those opportunities throughout a lesson. 

For example, to learn academic vocabulary I will read a story from the textbook to my class that contains the words they are learning. Then I will have them read with a partner or they will take turns reading aloud to the class. They are required to participate in discussions about the text and I provide them with sentence frames to encourage an academic discussion. They will also complete various writing activities to practice using the vocabulary words. These are not things every teacher is trained to provide to their students. But an ESL teacher is trained and will be able to scaffold a lesson to fit the needs of all of their diverse learners (with practice, of course).

Even though teaching ESL is not at all what I expected, I have been able to learn so much through my many experiences in the classroom. Teaching has its ups and downs like any profession, but I believe it is one of the most rewarding. We get to experience our students learning from mistakes, achieving, and establishing their personalities. If debunking one myth at a time is what it takes to encourage more people to be educators, then that is what I will do.

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Tips and Tricks for a Successful Online Classroom

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The hardest part of the season is upon us, with the end of the semester coming up and students struggling to get make it to the end. As we continue to make adjustments to our teaching to fit into distance learning, our students might be thinking about how they did not sign up for an online class. Certain policies have been put in place to limit students to 30 minutes of instruction per class per day, when reality they might need a couple hours per class per day. The question you might be asking is how you teach someone a condensed lesson from a distance when they might not be computer literate.

Digital Guides

An important tip I have for transitioning to distance learning is developing a step by step video guide on how to use video conference applications available to you. Whether you are using Zoom, Google Meet, Discord, Skype, or something else, you have access to many YouTube tutorials on how to properly use these. Navigating new software can be confusing. It might even seem like a headache at first, but once you get the hang of it you will be able to make accessible distance learning lessons for your classroom.

With most colleges in Minnesota are using Zoom to continue to educate students from a social distance aspect. Unfortunately, not all of us are tech-friendly people, Zoom has some great resources out there; when it comes to easing the frustrations of using new technology. One of the suggestions when using Zoom or any other form of online teaching is to password protect your meetings. This helps keep your students safe from cyberbullying and discrimination from outside sources. Many Zoom classrooms have been Zoombombed and racially motivated hate has been spewed in the lecture from an outside group. Be sure to take precautions to protect your students and yourself.

A difficult part about a lot of this is we need to remember that many of us have always had access to computers and the internet in our lives. While some of these students might have only had access to educational technology for the first time in their lives in the past few years.

When making these guides for students and families:

  • Keep the instructions simple
  • Use audio whenever possible
  • Record your screen
  • Add subtitles when necessary

Family Resources

Now, what do you do when a student does not have access to the internet or have the ability to pay for reliable internet? With social distancing in place and most places closed it makes it a lot more complicated. Do not panic help is out there, numerous companies have partnered together to help students and families struggling with internet access and computer access. While there are many companies out there helping, the easiest way to find out who is helping would be through a list of numerous resources made readily available. Another way to receive assistance is by simply asking the student’s school. A lot of schools have developed ways to provide internet and technology access for their students.

Educating someone is about more than what happens in the classroom. Being the person that can help get solutions to questions, and find where to turn to for help increases the rapport that makes an excellent educator. Especially when students are going to be turning to you in the first place when they don’t understand something and can’t complete assignments. Most of the time it is not until they receive a failing grade or incomplete on their assignment that they eventually reach out. Understandably, a lot of this can be very frustrating for both parties, but just remember that this will pass at some point. Some ways to alleviate frustration can be in the ways our lessons are presented. While everyone learns at a different pace and are at various levels when it comes to learning a language, we need to be flexible with their understanding of a new learning environment.

Educator Resources

Depending on your level of experience as an educator you might find some of this information more useful than others. I am fairly new to teaching, or tutoring in that effect. The one thing that has made my experience more enjoyable is being able to build a greater community and building that relationship with outer mentors and educators. Building a community base will help you as an educator because it allows us to share ideas and share what is working amongst our students. There are multiple resources available in online educator communities.

They can be found through:

  • Personal blogs
  • Support groups on Facebook
  • Google Hangouts
  • Expert blogs
  • Forums directed at teachers by teachers

One of my mentors had shared a post about what are we supposed to do for students struggling with online learning and have developmental educational issues. It got me thinking about how we have students struggling, whether it be developmentally, emotionally, or linguistically. We know those students very well and a lot of these resources can guide you as an educator through what steps to take and what options are out there. In my opinion, one of the greatest resources we have as an educator is other educators, reaching out to these individuals, and seeing what is working for them is one of the greatest resources we have.

University Student Tips

When it comes to students that are struggling in general, they are going to need a lot more face-to-face interactions. Unfortunately, with COVID-19 this has limited typical face-to-face interaction and we are attempting to help our students through digital face-to-face meetings on the previously mentioned video conferencing applications.

Some tutoring services are limiting students to 30 minutes a day per class. If we are having a student that was working before this with 3 to 4 hours of help each day how can we expect them to succeed with less help?  Setting up the student with the correct way to study online and getting the help they need is going to be one of the few ways the students will succeed. This is strictly just my opinion.

When creating your weekly lesson plans it is suggested that you create these like you would in a classroom setting. Turn on a webcam with your lesson plan behind you so your students can follow along. This small gesture attempts to give each student some normalcy in their learning experience. It also gives them a chance to go back and view it again later.  With some students possibly being essential workers, their schedules could have been flip flopped at all hours of the night and day. They may also have kids at home, on top of their work obligations. who need their help with schoolwork.

Tips for Staying on Task

While a lot of this can be completely subjective, it might work with someone’s students and might not work with others. Everyone learns at a different pace and through different means. Some of the best ways, in my opinion, to get a student to stay on track are:

  1. Making homework due every few days, but allow yourself to be fluid when it comes to turn-in dates. I recently had a conversation with a fellow educator that his student’s parents were laid off and still have not been approved for unemployment. With this child being the sole income, he is working 50 hours a week currently to provide for his family, while continuing to attend class. We have to consider unique situations like this and be flexible with our students.
  2. When a student does fall behind allow them to catch-up within reason. There might be numerous aggravating factors out there that are causing them more of a heartache. Recent studies show the use of the helpline for suicide prevention has increased exponentially in the past month. By allowing your students to continue to succeed, you might be able to keep them on the right path.
  3. When a student misses an exam that cannot be reopened, allow them the chance to write a paper about the information that would have been covered on the exam. Even before COVID-19 had hit us, a lot of us were not amazing test takers. I know I sure wasn’t, test anxiety hit me every time.
  4. While individual extra credit might feel like we are just trying to push students through, it also helps decrease the dropout rate of courses. Depending on the student you are working with some of these might be a collectivism culture so the family comes first then schoolwork. This is something that should be taken into account when it comes to building that rapport with students. A student that feels like they matter in a classroom will always succeed.

Above all else, take time for self-care at some point in all this. A burnt-out educator does not help anyone. Just remember to be patient at all costs.

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The New Normal: ESL Tutoring Online

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When we left for Spring Break, it seemed like business as usual and we expected to return to school a week later picking up where we left off. As the writing center coordinator at St. Cloud Technical Community College (SCTCC), I took a few days off to rest, relax, and recharge for the remainder of the semester. When I returned to work, Spring Break had been extended for two weeks and instructors were informed they would deliver courses online for the remainder of the semester. For those of us working at SCTCC’s tutoring center the Center for Academic Success (CAS), it meant finding ways to continue to offer our services to students, but from a distance.

With these changes came new guidelines for students coming to the CAS for help, and also my staff as well. Not only are my tutors dealing with the challenge of taking all of their classes online, but now must learn a new manner for tutoring. No more will they have the opportunity for physical contact with a student’s paper, or have the chance to sit across from the student having a conversation on assignment expectations.

Their interactions will be with computer screens through Zoom chats or responding to student drafts by typing comments. As a tutor who overall believes in minimalist tutoring, I fear that tutors may begin acting as editors rather than tutors. Instead of giving explanations for why a change should be made, they may make the change for the student returning a paper improved from a writing perspective. While the student may appreciate this, the encounter has hurt the tutor’s standing with the student and has stultified the student’s writing journey. While I am concerned with the possibility of this happening to any of the students, it raises particular concern for our ELL students. If they become reliant upon tutors making corrections to papers, these students will be placed in a precarious position moving forward both at SCTCC and at other academic institutions.

My Greatest Concern
A reason for my concern is finding the balance between instructor/student expectations and what it means to be a good tutor. Often ELL students come in with assignment sheets that read “for every grammatical or spelling error, one point will be deducted from this paper” or similar expectations. As a result, many students want to focus on sentence level issues like spelling or subject/verb agreement. An experienced tutor will notice these errors in the paper, but usually there will be bigger issues such as organization or lack of a coherent thesis statement (or the complete lack thereof). While these problems are not exclusive to ELL students, they occur with more frequency. Balancing the student’s desire for grammar and spelling help against higher order concerns like assignment expectations and learning about the process of writing is just one of the many challenges a tutor faces.

A Resource to Help
In an effort to prevent negative practices from occurring, I revisited by Ben Rafoth’s article titled “Responding Online.” The article is chapter ten in the book ESL Writers: A Guide for Writing Center Tutors 2nd Edition edited by Rafoth and his colleague Shanti Bruce. The entire book is a great resource and has been a constant companion throughout my tutoring and coordinating journey. If you work with ELL students on any subject, this book is fantastic resource filled with information on working with ELL students, and I highly recommend it.

In the tenth chapter, Rafoth discusses how he helped his writing tutors provide constructive feedback to ELL students who had emailed papers to the writing center. Rafoth gave many useful tips, but in particular offers four guidelines for his student tutors to follow when responding to online submissions.

  1. Less is more when it comes to writing comments
  2. Focus and consistency is paramount
  3. Direct but polite feedback is regarded as most helpful
  4. How tutors read a writer’s paper affects the responses

Each of these tips builds upon the previous one making it a practical progression for the ESL tutor to follow when responding to student drafts. While Rafoth is primarily concerned with his tutors responding to ELL students (as am I), his suggestions are ones that would be applicable for any tutor responding to online papers.

Less is more when it comes to writing comments
The first issue Rafoth delves into is giving too much feedback. Often in an effort to be thorough, student tutors comment on every problem in a paper. They do not necessarily ‘edit’ the paper, but they comment on every missed comma, additional space, and misspelled word along with higher order concerns as well. While thoroughness is admirable, it creates situations where the student is overwhelmed by the number of comments and suggested corrections. If a tutor has more comments than the student has text, the tutor has made too many comments.

Rafoth admits that the conscientious nature of the comments comes from the right place, but it lacks the direction that some ELL students require. If students see too many comments, they may think starting over would be easier. I have seen this tendency with some of my own student tutors and feel the need to fight this habit in myself occasionally.

Focus and consistency is paramount
The second element Rafoth emphasizes is the need for focused and consistent feedback. I have noticed that at times tutors will not have an overall goal with the comments they write. Sometimes it concerns punctuation and other times content. Rafoth mentions it is best to stay on one track when working with an ELL student. The tutor should focus on one issue and giving advice and pointers in regard to that issue. If the tutor starts to discuss other issues in addition to the primary one, it may cause confusion in the student who might believe that the spacing issues in the fourth and sixth paragraphs are linked to the issues with the thesis statement in the first paragraph. Thus maintaining a focus throughout the paper is not only useful for the student, but also for the tutor.

Direct but polite feedback is regarded as most helpful
Rafoth’s third suggestion is the one I struggle with the most. He mentions direct, yet polite feedback is the most useful and helps to build the confidence the student has in the tutor. Frequently, when offering feedback, I write a sentence like: “Perhaps you might want to consider thinking about it this way,” or “It might be beneficial for you to restate your thesis at some point in your conclusion.” When I reread my comments, I make them more positive and declarative statements as opposed to suggestive and wishy-washy comments.

Statements like the ones above are not useful as the student may think the tutor is unsure of their advice. Stronger statements like: “modify your thesis to discuss what the rest of your paper is about” or “you should restate your thesis in your conclusion.” This tendency to offer suggestive comments no doubt comes from a history of wanting the student to maintain ownership over his or her paper. If I come across too strongly with my comments, the paper may become more about what I envision for the paper as opposed to what the student wishes to write. This was useful to reread during this time of online tutoring and was something I passed on to all of my student tutors.

How tutors read a writer’s paper affects the responses
The final point Rafoth makes refers to how a tutor reads a paper and how the feedback will be affected. Tutors need to come into the tutoring session with realistic expectations of what the writer is capable of and where they are academically. Many tutors hope to get their students to the point of being able to produce a solid academic paper at the end of a tutoring session. This is not always possible. In fact, what it does is create unrealistic expectations for some ELL writers early in their academic careers. It is better to meet the student where they are in the writing process, and understand that there will be some errors you may not fix. There might be some issues that are not addressed until the next assignment, but the important thing is to have realistic expectations. An ELL student, taking their first college class, will most likely not produce the same quality paper as a NES (Native English Speaker). Thus, we should not read their papers with those expectations in mind.

Closing Thoughts
Rafoth’s book was a great help to me when I was learning the ins-and-outs of working with ELL students and it has helped me to learn different methods for working with these students. Revisiting his book at this time helped me provide insights to the student tutors I am working with and will help us to better serve the students that will be making use of our online tutoring services for the remainder of the semester.

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Empathy, Compassion, and Understanding

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Let’s be real for a moment, the majority of us tend to get short with individuals after telling someone something for the 10th time. I know I have in the past and I have to remind myself while we might know something and it comes naturally for us, it might not for someone else. This, in my opinion, is the first step when working with an English Language Learner (ELL) student.

While reading an article by Terese Thonus, called “Serving Generation 1.5 Learners in the University Writing Center,” she makes a valuable point that most of these students we are working with are probably first-generation college students. With some of them, more than likely, the first generation that can read and write in English, and quite possibly in their native language.

This story reminded me of the first interaction I had working with an ELL student in the Center for Academic Success on the Saint Cloud Technical College campus. During the fall 2019 semester, a young student in her third semester at the college in one of the more advanced writing courses the campus offers. The paper she wanted reviewed was titled, “I will make my father proud”. The story was supposed to be about someone that profoundly changed the student’s life or someone they look up to. She mainly wanted assistance with grammatical and spelling errors. There were only a few minor errors, but I could see how she struggled with sentence structure throughout her paper. With attempting to explain what else was going on, she took it as a direct personal attack against her paper. Trying to explain to this student it wasn’t the material that was incorrect, but it was more of how her sentences were coming together. We had spent almost an hour going through the first paragraph and trying to narrow down what was going on.

When asking her what she was trying to say, she would explain it in simple and fluent English. This is where her story hit me. She was writing a story about the man that influenced her life, her father. I learned from the paper that her father had passed away from a heart issue the summer before. During her high school experience, he had hired her a private tutor to help her make something out of herself. She finally learned how to read and write in 2013. Not a single person in her family back to her grandmother and grandfather could read or write in any language, she was the first. Her father passed away before her graduation which you can tell was hard on this student. Her goal is to graduate nursing school and become a traveling nurse in refugee camps to let her dad know she is grateful and to make him proud.

Her story is very touching for me. I am a 39 year old working on a triple bachelors in writing and psychology, while my father is currently battling COPD and Type 2 Diabetes. Listening to her story and how much emotion she put into it, made me want my father there to watch me make something out of myself.

When I had originally started working with her a few sessions before this, I was starting to get a little short with her and frustrated. I would explain something, come back 5 minutes later to check up on her, and she wasn’t progressing. I got frustrated because I could not tell if it was a tutoring issue, the language barrier, or did this student just not want to do the work herself.

Finally understanding this student’s story and struggles in life opened up my eyes. It’s not a tutoring issue, but more of a developmental issue when it came to her learning. For someone that was on her third year of college and taking a college-level course while only having 6 years of actual education behind her, she was doing remarkably well.

When some of our frustrations get to us, we need to remember this student’s story. I know I will always keep it with me in my journey through life. One of the greatest lessons I had learned from this is to be patient, asking probing questions that helped break some of these barriers or misunderstandings. The other thing and the greatest lesson from this are to not get frustrated. We all have our history and we all learn in different ways.

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Equalizing Power with Students

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There are many directions this post could take. While I intend, in the future, to reflect on ESL resources and academic articles written about working with English Language Learners (ELL), for this first post, I wanted to discuss the impact ELL students have had on me.

Some view the student and teacher relationship as a power dynamic where the student always acts as the receiver. While this happens, I found that working with students is a two way street. Power is something that is negotiated and at times needs to be surrendered.

When I learn of the obstacles students overcome to be accepted in American universities or the challenges of learning a new language as a refugee, my struggles pale in comparison. It keeps my life in perspective and helps me reflect on the things I have learned from working with these students. In many ways, I feel like what they have given me is far more valuable than the grammar and punctuation rules that I try to teach them.

It reminds me of a television show called Christy from the 1990s, about the life of Catherine Marshall, a teacher who went to the backwoods of Tennessee in the early 1900s. While the show was, for the most part, forgettable, what stayed with me was a line during the opening credits, “I came here to teach, but they show me every day that I am here to learn.” This quote encapsulates my time working with ELL students, and I feel that I am the true beneficiary of these interactions.

At times, working with ELL students is overwhelming. Grammatical and spelling errors may cover the page making the writing almost impossible to comprehend. It takes time, but with patience things improve. My advice though is not to counsel patience, but to recommend giving up power from time to time. Work from a place of vulnerability. I recall working with one student and we were not seeing eye-to-eye. My explanations did not satisfy her in a way that she understood.

What did I do?

I gave up the authority. I had her tell me what her understanding of the assignment was… in her native language (Korean). She spoke for a couple of minute’s gesturing with her hands. I sat in silence and didn’t understand a thing she said. When she was done, I asked for an interpretation. Speaking in her native language seemed to have calmed her and she worked through her response in English. From her response I was able to find a thread of something that we could work with and make our session productive. She mentioned cooking with her mom and I used that to start a conversation about her favorite dishes and how some were made. I even asked how to pronounce them in Korean. She laughed at my appalling pronunciation, but that emotion brought about a connection.

I used the idea of her cooking and connected it to writing a sentence. A paragraph. An entire essay.

Making the connection with something she was passionate about put us on the right path for completing the assignment and saved what could have been a rather awful coaching session. But it came about from my willingness to give up power and not be the expert. I allowed myself to feel uncomfortable and take on the role of the student.

So don’t be afraid to give power to and learn from your students. You will get far more from them than they will get from you.

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TESL Adventures

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Welcome to TESL Adventures! TESL is short for Teaching English as a Second Language. Our blog will explore different experiences of working with English language learners (ELLs). Along with our experiences, we will share tips, resources, and articles for TESL. 

Join our adventure and maybe we can help you learn something new! Learning is lifelong and we want to share our passion with you. To start us off, I will be introducing our blog contributors. Our blog has three contributors with unique backgrounds and experiences. 

Our first contributor is Molly Sand. Molly is an English as a Second Language teacher. Her teaching license is ESL K-12. She currently works with grades 6, 7, and 8. Through her profession, she has been able to interact with students from all over the world, who have varying levels of English proficiency. This has exposed her to the challenges and successes for students learning a new language. They are passionate and have encouraged her to learn more about their cultures every day. She enjoys working in a diverse environment because she is passionate about learning and traveling. Her students have taught her so much over the years and she plans on sharing some of her classroom experience with TESL Adventures, as well as including specific resources for working with ELLs. She has been at the same school for about four years. Her experience there has included field experience student, student teaching, long term substitute teacher, summer school teacher, and full-time EL teacher. Each of these experiences taught her how to adapt quickly and made her more confident as an educator. Now, she is pursuing a Master’s degree in Writing Studies and Rhetoric. With this new degree, she hopes to become a better writer and educator. 

Next contributor is Seth Naslund. He has been working in writing centers as a Writing Coach and Administrator since 2013. He has worked with more than 1,200 students from over 30 different countries. He enjoys working with students from diverse cultural backgrounds as it allows him to learn about people that have a wide range of beliefs and lived experiences. He has Master’s degrees in both English Studies and Rhetoric and Writing. Seth is passionate about helping students of all ages, cultures and learning styles discover their own individualized writing processes. Working with ELLs is always an adventure for Seth and he finds helping these students find their writing voice to be one of the most rewarding aspects of working as an educator in writing centers. 

The third contributor is Michael Libby. He is a triple major at Saint Cloud State University. His majors are Community Psychology, Chemical Dependency, and English. He will be heading into a Master’s program at SCSU right after graduation. During his free time, he volunteers at Minnesota and Teen challenge. This past school year he started working at Mary Stangler Center for Academic Success. During this time, he had the opportunity of working with a lot of students from eastern Africa, which has been an amazing learning experience for him. Even though this is not what he pictured himself doing, it has been life-changing at times. He is looking forward to sharing these amazing stories and the challenges that go into working with some of these students.

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