Lesson Title: Minimum Wage in Oregon
Date of Class: 4-2-19
Day of Class: Tuesday
Time of Class: 11AM
MC: Zadok
DJ: AinhoaAdventurousSommelier
Assistants/Shadowers/Auditioner:
Module: Worker Rights
How Many Learners: 3
Materials Status (loyalty cards, alphabet sheets, etc):

Self Evaluation

Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 2
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 5
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) =6
Connection: Open Hostility (1) vs. Kumbayah (10) = 7
Poise: Charlie Brown (1) vs. Prince (10) =6
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) =6

Total Score:32

What happened (as short or as long as you like, but be specific): We went through the alphabet sheet and our names, and then we went over a worksheet about Oregon’s increasing minimum wage. This included a graph showcasing the wage increase, as well as an article describing the wage on the back.

Lesson Title: Recycle this, not that !!!
Date of Class: 06 Apr 2019
Time of Class: 11:30 am
MC: EstefaniaVenturera
DJ: BroniagoBioChar
Assistants/Shadowers/Auditioner: Josué
Module: Working, with instruction
How Many Learners: 7
Materials Status (loyalty cards, alphabet sheets, etc): Loyalty cards at stage critical !!

Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 6
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 6
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 7
Connection: Open Hostility (1) vs. Kumbayah (10) = 6
Poise: Charlie Brown (1) vs. Prince (10) = 6
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 4

Two learners arrived early, and they and Estefanía and I had some nice small‐talk and reconnecting, as theses are learners that we both know well. At 11:30, Estefanía led alphabet listen‐and‐point, including some really great work around H‑X‑S that I was surprised to be so challenging for speakers of these learners’ languages. I hope to incorporate more X‑S work when I MC with speakers of these languages in future: thanks Estefanía!! Next, we did yell‐and‐spell, then Estefanía dictated a vocab list of words (and some multi‐word terms [eg curbside pick‐up, can’t remember the others, but only one, two, and three word vocab items]) related to the default waste sorting categories assigned to single family residential Waste Management customers by the City of Portland and available to other Waste Management customers in Portland city limits by property owner’s request: trash, commingled recycling, compost, glass recycling, and motor vehicle motor oil. A family of two learners arrived. We went over names, allowing the new learners to spell their names. One of the names had a consonant cluster which was a challenge to pronounce, which I super enjoyed. Later I was talking to the learners about an English word with five consonants and one vowel, I can’t remember what it was, but it was like trusts. I think all those ‑sts ‑sks ‑exts English word endings are good to have fun with with learners, giving time to develop new muscle memories for the speech apparatus and slowing down to glide between consonants without interveenning vowel sounds. Learning a new sound system after childhood takes So. Much. Time! but it can be so much fun and so rewarding when presented in a fun non‐shaming way. Anyway, we watched a video about what curbside bin to throw things in, which I found very upsetting. Didn’t the City of Portland say we could put those clear hard plastic restaurant clam‐shell take‐out containers in commingled recycling just a couple years ago ? Now this video is saying that is trash, but grain milk cartons can go in commingled, which is great news to me that I didn’t know. So many plastic things have a minimum ounce volume to be acceptable, and the example in the video was labelled in millilitres, but the rules are in ounces ! I think this system is super frustrating and inaccessible !

Three more learners came and had the opportunity to spell their names, including two learners who were friends with each other. Estefanía dictated some more items. Then we did a wordfind on a Waste Management flyer about what is accepted in which bin. Then Josué arrived as a guest and we spelled some names. One of the most recently arrived learners was hardly enraged at all, other than spelling their name, and cajoling their friend, the, learner they came with, to leave. They left after 20 minutes but the friend stayed and was highly engaged, until having to leave a few minutes early to go to work. They were very apologetic for leaving and there was a great warm and strong connection with that learner. Throughout the 90 minutes, both engagement and connection ranged from very very high to almost no engagement and almost no connection, depending on the learner.

As a callback to watching the video twice, we did an activity of Estefanía naming packaging and everyone having a chance to guess if it would go in the curbside trash or the curbside recycling. Then Estefanía dictated a mini‐dialoguegh about what day our recycling is picked‐up curbside in Portland. We went around the room, acting out the dialog, with all facilitators, learners, and our guest both asking and answering all the questions, repeating the dialog twice per person, once as the asker and once as the respondent. Then a learner led a spontaneous conversation about options for plastic film, other than curbside garbage, like collecting plastic bags and taking them to a store that accepts them. The conversation moved to why different drinks have or don’t have Oregon container deposit: carbonated or not, alcoholic or not, real juice or fruit flavored with sugar… The rules change depending on size, for example, small real juice containers have deposit, while a larger container of the same juice wouldn’t. Yet, the same‐sized large container of plain still water would, but that size of uncarbonated fruit‐flavored drink wouldn’t, but add carbonation to the same exact flavor of drink in the same size, and it would. I worry this system is neither very accessible. By this time, it was 1:00, so Estefanía had me take attendance, as we didn’t know where the loyalty cards were. I was able to transfer my notes to the loyalty cards later. I was hoping Josué and the learner who is an amigx of P*P*T could stay for reflection and Spanish learning space, which begins in the same room at 1:00. Our amigx, Josué, Estefanía, the family of two learners, and I all stayed and we all talked about our pluses and deltas for the English time we had had together. Then Estefanía and I made a plan to complete the self eval portion of the reflection over text message as Estefanía was leaving, and I facilitated the Spanish space with our amigx, the family of two, Josué, IanLankyLobo, and myself until 2:00. pretty eventful day

Site: MLK Worker Center
Lesson Title: Do As I Say, Not as I do
Date of Class: Nov 04, 2019
Time of Class: 11:30 AM
MC: ZadokTóngzhì
DJ: JaneLearnerGranny
Assistants/Shadowers/Auditioner:
Module: negociation
How Many Learners: 3
Materials Status (loyalty cards, alphabet sheets, etc): we need pencils

Self Evaluation

Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 3
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 6
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 6
Connection: Open Hostility (1) vs. Kumbayah (10) = 5
Poise: Charlie Brown (1) vs. Prince (10) = 5
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 5

What happened (as short or as long as you like, but be specific): Zadok reviewed the acuerdos para reuniones.

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Site: MLK Worker Center
Lesson Title: Where in the world is Portland, Oregon
Date of Class: Apr 19, 2019
Time of Class: 11:30 AM
MC: HollyWelcomingMagician
DJ: AshleyCreativeTraveler
Assistants/Shadowers/Auditioner: Sofia
Module: Working with maps
How Many Learners: 3
Materials Status (loyalty cards, alphabet sheets, etc):

Self Evaluation

Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 7
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 6
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 7
Connection: Open Hostility (1) vs. Kumbayah (10) = 7
Poise: Charlie Brown (1) vs. Prince (10) = 6
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 6

What happened (as short or as long as you like, but be specific): There were 3 learners and 3 facilitators. For a good portion of the class we used a huge, wall size map, to point to the names of different cities, states, and natural lands. Then learners chose a state from a worksheet to spell out the name of the state from its abbreviation.

Site: MLK Worker Center
Lesson Title: Wax the Floor
Date of Class: Apr 10, 2019
Time of Class: 11:30 AM
MC: PatrikKilpatrickEvolutionary
DJ: MC Entered attendance, no DJ
Assistants/Shadowers/Auditioner:
Module: Floor Cleaning
How Many Learners: 4
Materials Status (loyalty cards, alphabet sheets, etc): ok

Self Evaluation

Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 6
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 5
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 5
Connection: Open Hostility (1) vs. Kumbayah (10) = 6
Poise: Charlie Brown (1) vs. Prince (10) = 5
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 2

What happened (as short or as long as you like, but be specific): went over the pictures and language from the floor waxing. Tried to do cinderella at the end, but didn’t work