My name is Cindy Wislofsky, you can just call me Cindy. And I am from San
Diego, the Community College District, and we are part of the adult division called
San Diego Continuing Education. I'm an ESL instructor and I teach a low-level
ESL class. It's a level one of seven levels. Do any of you teach ESL? Great. And
what are some other subjects? Like ABE or ASE? ASE. And anything else? Yes, Mickey. Oh
yeah, CTE. Anybody teaching that? Okay great. Well this session is called
Improve Communication and Speaking Practice with Google Voice. Have you
heard of Google Voice? Have you used Google Voice? No. Who has used Google Voice?
In your classroom with students? A little bit? Okay great! Great. Great. All right. So
what is Google Voice. For me, basically it's a free phone number that you can
get, and it is part of Google so if you have a Google account you can
automatically get a Google Voice phone number. And the way I use it is for
speaking opportunities for our language learners. So they will call the class
phone, we call it the class phone even though it's not a physical phone, but
they call the class phone and I give them assignments, and then they will
practice their speaking over the phone. And the students can call from any phone.
A cell phone, or their home phone. A lot of times I give their assignments for
homework, so maybe you have a couple of days to call the phone and so they can
use their home phone, not everybody does have a cell phone, so it's flexible. And
the students leave a voice message. That's the way I use it.
You can set it up where when someone is calling the Google Voice it will ring
your personal phone. But I choose not to have that. I just want them to leave a
message. There's also a texting option. I do not use the texting but other
teachers do. So, and when, when, okay I'll explain this in a minute. Sorry. So the
benefits are, the teacher is not giving out their personal phone number. And the
Google Voice phone has to be connected to a real phone. So when you set up an
account if you haven't already, or a Google Voice number you have to connect
it to a real phone. And for me I choose my cell phone because I can very easily
make a new recording any time, or access the messages, kind of more of a mobile
situation. You could connect it to, you know a work phone, or home phone, but then
you need to be there if you're going to change the message. There is a free phone
app that you can download. It's just called Google Voice. And then that gives
you a lot of nice opportunity to access all the messages just from your phone.
I can star them if I want to make sure that we're gonna listen to them later. I
can delete them right from my phone, things like that. If you wanted to, you
could call back the student, or text the student back. And when that happens even
though I'm doing it from my real phone, they only see the Google Voice phone
number. They don't ever see my real number. You can get notifications if you
want, either through the app or through your email, so you know that a
message has come through. And you can access the phone calls through the
computer or your mobile device. So this is, the fabulous part about it is
students leave messages, I've given them an assignment, and then we can listen to
them in class. And then I can make activities, focused listening activities
for example, and then it becomes part of your curriculum and lesson. So here are
some ideas to review. You know, things going on in your class,
some kind of content, it could be a grammar point. Because I teach a low
level it's mostly life skill types of content. So for example they might be
answering questions. They could be performing a dialogue. Now sometimes I
have them call the phone during class time. So with another student they've
practiced a dialogue, and then they can perform it, and then we can listen to it
if we want to or just for them to have the experience of practicing speaking in
a different format. They can just give some information,
you know, spell your first name, say your first name and last name. You know, how
many children, et cetera. You know, whatever you're teaching in your
class, you can adapt it for yourself. They could ask a question to the teacher. And
then we could play those questions. And then we can address them. They could be
reading for pronunciation practice. I usually have, each week we have some
spelling words, so they could just be reading those spelling words. Or reading
some sentences or a paragraph from our book. And like I said before then the
teacher can create these focused listening activities. I typically make
charts, I'll show you a few in a minute, and then we're, we're listening for
particular information. You can then write summaries. This is a great activity
to go from first person to third person. Right? I have two children. I live in
Linda Vista. And then later together as a group oh she has two children and she
lives in Linda Vista. Whatever it is. You could also use the phone just for
students to let you know about they're going to be out. Originally I didn't ever
use it for this purpose, but once the students get familiar that this is the
class phone, they started calling some times to tell me. Or a family member
would call to tell me that someone was going to be out. So now I directly teach
that. That you can call the phone to let me know. If you teach an online course, or
a hybrid course, a couple of the teachers in my school they use the texting
feature enormously. Especially when the course is starting up. Lots of questions
will come in. People can't get to the course. In our district we use Blackboard,
and so they usually have lots of questions so, the texting feature has
really helped some of our online teachers to get that instant
communication. And again it's not the teachers phone number. Some of the
challenges, the students cannot edit their message. It's just they're just
leaving a voice message so sometimes I will hear, you know, someone's speaking
part of their message, and then you know, there's a hang-up. But
then typically they will call again. And that's okay. You know, they keep trying.
Not all students do choose to participate if it's for a homework
assignment. If you're doing it, doing in class, then you get better participation.
But we always are trying to build confidence in the students. Especially
the low levels. So often when we start out, there's an exact script, and you're
just going to fill in your information. And that helps them to at least not
worry about that. Now when they call the phone it will ring about five times
before the message comes on. So the students report to me that you know, when
they're waiting, you know they've got that script and they're practicing and
practicing, and it's amazing also that sometimes you have to teach them to wait
for the beep before they start talking. Because sometimes I'll get a message
and it's like they're halfway done. So a modeling in class, in my classroom, or
maybe in your classroom, when you call, if you just put it on speaker,
then they can hear the message, the outgoing message, and then they watch you
saying, saying it, and then I can instantly go to the computer and play it
back. And that really helps. And of course, encouraging them to call, and celebrating
them, we applaud for the people that have called, and
wow, did you understand so-and-so? Yes! One of the funny things that happens
sometimes is every every assignment includes saying this is, you know, Julie.
Or whoever one of the students name is. And sometimes they forget to say their
name. So then I'm playing them back, you know at home, and it's like I cannot
understand who this student is. But as soon as you play it in class, a hand will
shoot up, you know, oh! Me! Or somebody else will know who that is.
It's really amazing. So we are always, you know, making a big deal that someone
practiced speaking and isn't that great. Because a lot of our students, they may
not have an opportunity to practice with anyone. They go home and they speak their
first language. So it's just another way. Oh so what I'd like to do is play some
samples for you. Of my students. Would you like to hear them? So I have to go to the
back computer. And so I'm going to play for example some typical assignments.
Maybe we were learning the days of the week, so the first one is about days, then
another one. Number two was when they're on a vacation. This is a good homework
assignment. We've got a one week vacation, so you can call the class phone, and so
this particular one was you have to tell me the day, the time, the day, and where
you are. Number three is a dialogue we did in
class. A good one is always when we're on our family unit because they
can always give you some information about their family, so we have some good
examples there. A couple about absences, and then a few that have developed
beyond that, that I didn't ask them to call, but some messages. So I'm going to
go to the back. I'm going to make this a little bigger if I can. So, just,
when I log in, and once you make an account, you could always go to voice dot
google dot com, and then you log in. I do have directions on how to set up an account
and navigating a little bit. I did upload those to our TDLS website, and I do have
a few printed copies if someone wanted to take one today. But once you're in
your account, and you're in your inbox, you can see like for example this is one
student who called. Now in my classroom, just an FYI, I have the ability to play
the messages but mute the screen. I recommend that you do not have phone
numbers up there when you're playing them. So find out in your classroom if
you can do that. We have something called a video mute or display mute feature so
I can blank the screen, and the main idea is to listen anyway. So for privacy
reasons we don't want to show their phone numbers. Yes. It's that really the
projector that needs to get muted. So find out at your school if that's
possible. So, for example, I've, I've made some notations. Yeah. We can still hear
the audio. Okay so hopefully we can hear. The speakers in this classroom are not
in the ceiling, but they're right here. So here's my play button. Oh, and by the way,
the maximum length of a message is three minutes. Which is a very long time.
My students will never take three minutes. So here's one that's 15 seconds.
[Audio: Hello Miss Cindy, my name (student name). I go shopping on Sunday. I study on Monday to Friday. Goodbye, see you on Monday!]
Okay? So for example. Here's one.
[Audio: Hello? This is (student name). It is ten forty four on Monday. I am at home. Thank you! Goodbye.]
So, it's so fabulous that we can understand them too.
And they're so proud. Now you see where it says transcript not
available? That is because I've turned it off. You,
when you set up your account you can turn it on. But it's it's very bad. The
transcripts look nothing like what people have said. But some teachers have
used that opportunity to then correct that. And really identify what they're saying.
Here's another one. Now sometimes, okay this is a lower-level student. So
sometimes you have to play them a few times in the class so we can understand.
[Audio: Hello. This is name (student name).
I have
one
daughter.
Goodbye! See you tomorrow.] So did you understand what he was saying about his
family? You can tell he's from Northern China. Yeah. So he said I have one
daughter. Yeah. Okay. But, but fabulous that he called the phone. And practiced. And
then you sometimes a student is so clear and all the other students are saying
wow! That was great! Now here's one this student is very clear. [Audio: Hi Cindy. This is (student name). I have two
children. One son and the one daughter. Have a good night. See you tomorrow.]
This is really great for level one, you know. He's really doing a great job with
his pronunciation. So that would happen in the classroom. So they would practice
their dialogue and then from somebody's phone, usually at least half the class
has a phone, so when they partner up they call from one of their phones and
they're actually doing it live in the classroom. No they're just sitting next
to each other and they're performing the dialogue into one phone. And one of the
things I have an option of, do you see where it says more? If you click on that, I can
edit a note. So I often do that. I make a note to myself, and that's what's in this
box. So when I am going to play them in class
I number them. Because there might be a particular order I'd like to do them. And
you also have the option of starring them, see on the right there's a yellow
star? So then if I went to my general inbox, it's going to be very long and I
kind of saved the old ones too. But if you click on starred, then it will only
show me that group. And then you can unstar them when you're finished and are
ready for the next time.
Here's somebody calling about being absent.
[Audio: Good morning Cindy. I am (student name). I'm sorry no, no school. I have a stomach ache. Bye, thank you.
Okay? That was pretty good and she just did that on her own.
We had already finished our health unit so that came in handy. All right and then
here's an example of a family member calling. And I didn't, you know, tell them
if you can't come call or have somebody in your family call, but I think this
student took the initiative and, and asked somebody to call.
[Audio: Hi Cindy, this is (student name) husband. She is sick today and she can not come to class. Thank you.]
Yeah so very nice, then, they kept me informed of her situation. All right just
a few more here. Okay now there are some students right now, I have one student,
her name is Mary, who loves calling the class phone. And she will call multiple
times in one day. And she's just so pleasant, and, and anyway she loves to
practice in this way so here's an example.
[Audio: Hello Cindy. Good morning. Today
is Sunday, February seventeen, twenty eighteen. My name is (student name). I am from Brazil. My area code is
eight five eight. How are you, Cindy? Goodbye. Have a good day.]
So she kind of incorporated a lot of things that we were doing in
class, and and her husband also comes to class so it's kind of funny she's always
like because you know cuz he never calls the phone but she will call a lot. So, anyway.
And then here's a funny one.
[Audio: Hi Cindy. I am (student name).
Goodbye.
That was it. And then there's a lot of dead air. So he called to say hello and
goodbye. But that's okay! He is an older gentleman and and in fact his daughter
called first. His adult daughter called first who spoke English very well and
she was asking, my father says he needs to call this phone number, I'm not sure
why, blah blah blah blah. But then so I responded to
her, so she clarified with him. Although he didn't get the assignment completely.
But this was this first call. So he did a great job. All right so I'm gonna
go back to my PowerPoint, but the, before I do that let me show you. When you're in
your inbox, you have to go to voice dot google dot com. Yeah. Yes. You download the
free app that's called Google Voice, and that first slide of my presentation you
can see the visual. But once you're in your account you see the little gear
shift up here, or gear wheel? If you go to settings, this is where when you set up
an account you're going to make some choices. For example, here's the email
that I used. I set up a specific email, Gmail for this
class for the voice feature. But you can use any Google account. You can get one
number for your account, but then, see here's my real phone number, so you have
to connect it with your real phone number, and then you decide, do you want to
get text messages, do you want to notify me, so I've unchecked those things. You could
receive them all, you know, you, you will make those decisions.
I also unchecked this Google Chat. I wasn't sure what that was exactly so I
didn't want to participate in that. Now when you're ready to make an outgoing
message, you click on voice, mail and text, and then you can see, let me make this.
You can record a new greeting here. You can have multiple greetings. You name
them, and then you could, you can change your greeting every time. One of my
colleagues, she just tells the students you need to call the class phone. Now
when they call the class phone they will hear their assignment. They will hear a
question. So it's kind of a surprise. So you could try that also. You can play it here,
[Audio: Hello students, this is Cindy. Thank you for calling the class phone. Talk after the beep. Bye bye.]
Okay? Now if I wanted to record that, or make a new greeting, it's going to call
my phone that I've hooked it up to. So it's gonna call my class phone, I mean
sorry my mobile, and then I'm going to record through my phone.
Does that make sense? Because your Google Voice has to be connected to a real
phone. So it knows that phone is going to call that phone. And then you can, you can
record if you don't like it, you have a choice right then to re-record, et cetera. Well
I, I have many Gmail accounts for different
reasons, or for different groups, and so I wanted to have one just for my
beginning class. But I could use the Gmail account for other reasons too. I
can use the, you know, just the Gmail or the voice. I also, for several years I had
a partner teacher, and so I wanted to set up a separate account so that we could
both access the Google Voice, and then I didn't have to give her my password for
my real or other gmail accounts. So but you certainly don't have to. It's, and,
it's up to you. But that's how it worked for me. So I've just kept it. Because at
one time I had my Google Voice phone number attached to a different account,
and then I got a partner teacher, so Google gives you an opportunity to move
that phone number to a different Google account so I did that. So that's another
option too. If you are in a situation where you want to share that phone
number with someone else in the same account you can move the phone number
one time it said. So I did that and it did work.
Any other questions while I'm in here? If you did have text you would find them
here. I don't have any, but.
Okay, so let's go back to the PowerPoint.
So here are some examples of focused listening activities that I like to do,
and just make a chart, and it might be like a half sheet like this, or sometimes
we just do it on the board, as a whole group, or I'll give them a piece of paper
or they're making a chart in their workbook. Their notebook. And so we're
just listening for who's calling, and you know, jotting down different information.
Whatever unit you're working on you can design something. Focus listening is a
great skill for them because there's, not like they have to worry about every word
and understanding it but they will listen to the important information.
It's kind of like a classroom exercise. And we check it together. Yeah, we just kind of
do one call at a time. And usually, I will, whoops, usually, sorry, usually, you know,
they write on their own paper for example, and then I'll say well who can
come up and write for number one? You know, and volunteers will come up
and write. Because we do have a document camera in our class so we can do that
together. Sometimes I do it kind of opposite, like this was in our community
unit, so they were to call and say what, what do they live near. And there were
maybe 12 choices. And so it's not always going to be in order now, we have to
listen. Oh, so-and-so is near a laundromat. Okay, let's find and put the name. You
know? So you could kind of do it opposite from just the straightforward row by row.
So would you like to try it? Okay so we'd like you to find a partner,
and practice a short dialogue, and basically you're going to find out each
other's first name, what area they live in, most likely in California, and of
course what course you teach, or your job title if you are not a teacher, and then
you're going to call this is our class phone number, eight, five, eight, three, eight, one, two, two, one, seven, and you
will perform your dialogue with your partner. On one phone. Okay? And then, I
think Mickey just passed out a little half sheet, and then we will instantly
listen to a couple. It's possible if people are speaking loudly, but usually I
have them you know hold the phone pretty close to their mouths or their faces and
that usually is pretty good. So you'll try it. Does everybody have a phone? Or,
actually, one person of a partner. Use your phone if you're comfortable. So
we'll give you like five minutes to do that. It's nice if you didn't know your
neighbor, now you know your neighbor. And you're practicing a lot of English. Good
job! And like I do in my class, how many of you called the class phone? Wow!
Congratulations. Did you practice English? Nice. Okay. So you have your little half
sheet here. Would anybody like to give us permission to play your recording?
because I'll go back to the Google Voice and you just tell me the, you know, your
phone number so I can pick you out. Anybody like to go first? Okay. Okay. So
let me go back to the Google Voice. With your little half sheet, so, because it's
two people, we're gonna work with two lines, right? So let's listen to who's
calling, where they live, and some job info. Okay? Make sense? Okay here we go.
[Audio: Hi, my name is Kevin, who are you? My name is Steven.] Okay! So you can put down the two
names off the bat. Was that clear? Yeah. Nice. Nice pronunciation. Yeah a little
background noise, but not too bad. [Audio: Where do you live, Steven? I live in Auburn,
California. Where do you live, Kevin? I live in Rosemead, California. What do you
do, Stephen? I work at the Placer School for Adults.] Okay so we might have to review or
repeat, you can always you know drag it and go back. [Audio: I live in Rosemead
California. What do you do, Steven? I work at the Placer School for Adults.] Okay? And
if we don't understand, we can ask the student. Well I don't know if anybody
needed that but, I think we figured it out. Okay. [Audio: How about you, Kevin? I work for Los
Angeles Unified School District.] Yes? Did everybody get the information? Okay,
so, so again, you're listening for specific information. Should we do one
more? Yeah. Maybe some ladies? [Audio: What is your name? My first name is Stephanie. Where do
you live, Stephanie?] Okay? You got Stephanie? [Audio: Stephanie. Where do you live,
Stephanie? I live in San Francisco.] Nice. [Audio: And what course do you teach? Or what's
your job title? I'm a teacher. I teach literacy and low beginning combination,
and I teach gateway to health careers.] Okay, too much information.
(Laughs) No. Overachiever! All right. [Audio: And you? What's your first name? My first name is Jean.
And where do you live? I live in Brentwood. And what do you teach? I teach ESL. I
teach an advanced class, I teach a citizenship class, and I teach a basic
computer class. Ok bye! Bye!]
Wow. We'd have to play that several times in my class, but yeah. Okay.
But you get the idea. Yeah. And it's really interesting when you learn a
little bit about each student. Like for example, we're on the family unit and
they talked about brothers and sisters, and that student that has five brothers
and six sisters and everyone then is like wow!
Big family! And and so it's kind of really interesting. And a different way
to, to get some information. Well first of all, I always model it, and then I play
myself, and show them that wow, when we call the phone we can listen to
it together. And then I will invite you know, a student or two that I know there
are more outgoing, like Mary in my class, and we do it. So then she calls live. And
then we listen to her live. And, and then I get excited that wow we can listen to
Mary, and do you understand Mary, blah blah blah blah. Now if you would like to
practice, you know, this, you know, you can call the phone number, and then we can
play your message in the class. Are you okay with that? And, and I, I think I try
and list the benefits of that because we want to understand each other. And it's a
different way to listen and understand someone. If someone, like, if I can tell
someone's really uncomfortable, I might ask them ahead of time is it okay if we
play your message? Because I always listen to them first.
So I know who's called. So if I'm at, in any way thinking someone might not be
comfortable I can ask them and they can always say no. Or you start to play the
message and the first part is, you know, this is so-and-so. And if that student is
there, and you can always say oh, is it okay to continue? And kind of check that
way. So I really haven't had a problem. If someone is super uncomfortable, I think
they just don't call. In my situation I don't generally use it to call the
students. They're just calling our phone. And I really haven't had them speak in
their language because we've modeled and practiced and practiced what they're going
to say. So, I mean sometimes, you can tell they're thinking. You know, like, oh I
am from Mexico. Este, este. You know some, you might hear that, like they're
thinking. But it's not part of the conversation. Okay we've got five minutes,
thank you Mickey. So some considerations like we talked
about before. Do you want your personal phone to ring? So you can uncheck
that if you sign up. And do you want an email notification? I have used that
before. You know, and it wasn't bad, it's just an email.
But again, you don't want the ding ding all the time. And you decide if you want
the transcriptions feature or not. You could try it and see if it's useful. I
did upload the presentation to the website if you wanted to look at my
notes. Of course you won't, you won't see, you know, the messages. So are you
ready to try Google Voice? Raise your hand if you think you might try it. Yeah!
Good! And how would you use it in your course? Also you can see the improvement
you know. Over a few months. Someone who was very hesitant at first, and then
they're really getting smoother and more confident. It's really nice to see that.
Thank you all for coming!
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