The Refugee Project Series: Building Trust
Jodie Shell • August 15, 2022

"Trust is the glue of life. It’s the most essential ingredient in effective communication. It’s the foundational principle that holds all relationships."

-Stephen Covey

The neighborhood welcomed me with its crowded, crime ridden streets, its graffitied and dilapidated buildings, its smell of bus exhaust fumes and now-legal marijuana wafting through the air.

The apartment complex, filled with young families arriving as refugees, welcomed me with sparsely decorated rooms, curious and timid glances, and the rich aroma of spices from far away lands.

My charge was to offer in-person English lessons to these brave & beautiful people…specifically the children and women… as they arrived to our country just weeks, and in some cases days, before. Because one of the husbands spoke a bit of English, he was my first contact for getting the ball rolling. Men don’t co-mingle with strange women in this culture, so initially he agreed to meet and speak to me only with his back toward me. Over time, he did turn around; our conversation continuing and ending eye-to-eye. This leap of faith on his part may have never happened had I not taken deliberate steps to earn his trust. Prior to our meeting, I had done some homework that prepared me to greet him respectfully in his language, to wear clothing that would be found very appropriate, and to explain in a kind way what I was there with a desire to do, which was to gather up those interested in meeting several times a week for conversational English lessons. Knowing that his own wife and children would benefit greatly, he invited me inside to meet them and to discuss the opportunity with his wife present. Although I can’t be sure exactly what he said to her in their language, she smiled, we kissed one another on both cheeks, and she got very busy preparing food and setting it out on the floor (I quickly learned that sitting on furniture was definitely not a ‘thing’) for me to eat with them as their newborn slept on the twin bed beside us (the only furniture in their family room) and as their 4 and 5 year old kids peeked out in wonder from behind their young mom.

Using my new acquaintance’s bit of English and my bit of Pashto (ha…if only!) we worked out the details of when class would officially begin (the next day) , who would attend (all of the women and children) and where we would meet (right in their apartment, since the leasing office who had agreed that I could use their room as my classroom now wouldn’t be available ‘until  their electricity was hooked up’). Once that was all established, a call was made, and two more young moms entered the apartment with their small children. I was introduced, kissed again, and the information about our English class was conveyed. The ladies then quickly scurried off, returning to their own apartments in order to continue cooking the evening meal for their families.

What takes place over the course of the next weeks is so incredible I can hardly wait to share, but this is a series and, alas, will have to wait. Between then and now, I’d like us to all stop and consider the critical first step…the building of trust. Without it, none of the amazing things I’ll share with you over the next several articles would’ve ever unfolded. Was I eager to just jump right into teaching? Of course! Had I planned on the slow pace of going into the home, taking my shoes off, sitting on the floor to enjoy a leisurely meal, showing a picture of my own family and so forth, to build a connection? Not really. But, boy oh boy, I am so grateful that I took the time. In that afternoon, trust was established. And it wasn’t doled out by just anyone, but by people who, I eventually learned, left their country with only the clothes on their backs and the shoes on their feet. By people who left behind loved ones whom they may never see again. By people who are vulnerable and at the mercy of others in this new land. By people who would have every right to be skeptical. How humbling!

Can this be applied in the classroom? Of course. Yes, we’re all champing at the bit to dive right into that first lesson. We all feel the pressure to do so, as I did that very first day. All of our students deserve, though, that little bit of effort and time…even the time that we feel we don’t have…to learn that we care about them and that they can place their trust in us. As we all prepare for that first lesson this year, let’s remember that some of our very own students may be among those who, as you read this, are sitting on a floor, in an apartment, in a city, missing their special toy, their best friend, their favorite sibling, their parent. Take the time. You’ll be so glad you did.

Want to find out how GrapeSEED builds student confidence, creates community, and helps students acquire English quickly? Click the contact us button below!

Want to find out how this story continues?

Stay tuned for the upcoming articles in our series:

The Refugee Project

Small Steps, Strong Starts: Supporting Multilingual Learners at Test Time

October 6, 2025
What is inevitable in most schools across the United States? Standardized testing! And for our English Language Learner students, there is no getting around it... standardized tests are nonnegotiable. So, what is the challenge for elementary teachers and administrators? Striking the right balance. The key to that balance is preparing children for these assessments without completely tossing out developmentally appropriate instruction AND without creating anxiety. Why Preparation Matters While standardized tests might not capture the full range of our students' growth, they do influence school accountability, placement decisions, and even the allocation of funding and other resources. So, we prepare our students…not by ‘teaching to the test’, but by giving them the skills that they need to feel comfortable and confident during testing time. Multilingual learners, especially, benefit when we scaffold their testing experience, making sure they understand test formats, directions, and strategies, so they can truly show what they know. Ready for a few practical test prep ideas? Let’s dig in! Meaningful and Age-Appropriate Strategies 1. Build Familiarity Through Routine Incorporate test-like questions into regular classroom activities in a low-stakes way. Use short passages, multiple-choice questions, and timed activities that mimic test conditions, without the pressure. 2. Focus on Language and Concept Development ELL students need time to develop academic vocabulary and comprehension skills. Embed test-related language (e.g., “main idea,” “infer,” “evidence”) into their daily instruction in ways that make sense contextually. 3. Use Play and Movement For younger learners, active learning helps reinforce skills. Try review games, partner quizzes, or station rotations. These help students internalize content and practice test-taking skills in an engaging, age-appropriate format. 4. Practice Metacognition and Self-Talk Teach simple test-taking strategies like rereading the question, eliminating wrong answers, and checking work. Model “think alouds” to show how good test-takers reason through tricky questions. 5. Support Emotional Readiness Let students know that tests are just one way to show learning. Create a calm, encouraging classroom culture that frames testing as a chance to “show what you’ve learned,” not a judgment on their worth or ability. A Final Thought for Administration Administrators play a vital role in ensuring that multilingual learner teachers are supported with training, resources, and realistic expectations. Providing carved out time for your teachers to focus on standardized test readiness and making room for differentiated assessments, shows your support and commitment. When done thoughtfully, preparing your students for testing time can reinforce key skills, boost their confidence, and ensure that every student…especially our multilingual learners…have a fair chance to succeed. Are YOU looking for the best way to support your multilingual learner students? Then YOU’RE looking for GrapeSEED! Click here to learn more.

Comprehensible Input in the English Learner Classroom

September 22, 2025
Are you a teacher of multilingual learners? If you’re answer is a resounding ‘YES’, then you have very likely heard the term ‘comprehensible input’ over and over again. But what does it actually mean and why does it matter so much? Comprehensible input is simply language that is just a teeny bit above a student’s level of understanding, but that can make sense and be understood with the scaffolds of context (like a story, for example), realia, props, gestures, facial expressions and so on. When your students receive this type of input during lessons, they are going to acquire language more naturally and effectively. You might be wondering, ‘why is this so important in my ESL classrooms?’ The answer is because language acquisition thrives on understanding. When students have a high level of anxiety because they’re overwhelmed with unfamiliar vocabulary and speech that is super-fast, they’re very likely to just ‘shut down.’ However, when we as teachers mindfully make our input very clear and add those scaffolds mentioned, children grow in confidence and are much more willing to engage and take academic risks. Try these easy yet effective strategies to build comprehensible input into your lessons: o Use props and realia: Using real life objects, props and pictures makes a big impact! Showing a picture of a tree while saying “This is a tree” makes meaning click instantly. o Slow your pace and use gestures: Use a moderate pace when speaking and be certain to pronounce words clearly. Use body language to support what you’re saying, when appropriate. Remember that a smile and a well-planned gesture can go a long way when building comprehensible input. o Repeat and rephrase: Saying things in a different way when is seems as though your point didn’t get across can be key. For example, if “Let’s line up” causes confusion or misunderstanding, try “Get in a line, please…one behind the other.” o Build on the ‘known’: Connect new learning to things that your students have already learned or experiences. This makes new information feel much more familiar and easier to grasp. o Check for understanding: Use short sentence frames and yes/no & either/or questions to check for understanding in a way that is low stress for your students. Remember, comprehensible input isn’t about “dumbing down” language—it’s about making it meaningful and accessible. When students understand what they’re hearing or reading, they’re more likely to respond, participate, and grow. And that’s when the real language magic begins! Does the GrapeSEED English for Children curriculum include comprehensible input? Yes, it definitely does, and in multiple ways! Learn all about it, along with how YOU can get started with GrapeSEED, by clicking here .

Supporting Self-Regulation in Your Young Newcomer Students

By Jodie Shell • September 8, 2025
Welcoming your youngest newcomer children to school … children who are new to the United States and adjusting to a new language, a new culture, and new way of ‘doing school’… requires so much more than just academic support. One of the most significant but most often overlooked challenges that brand-new newcomer children face is learning to self-regulate in this very new, very different looking learning environment. As teachers and administrators, supporting the cultivation of self-regulation skills in newcomer students not only supports their academic success, but their emotional well-being and sense of belonging, too. Understanding the Challenge Many newcomer students arrive with limited or interrupted schooling and likely have experienced some sort of trauma, migration stress, and culture shock. These factors can make self-regulation … managing emotions, behavior, and attention … especially difficult. Unfamiliar expectations around classroom behavior, routines, and interactions with classmates can contribute to feelings of confusion or frustration. So what can you do? Practical Strategies for Educators: 1. Build Predictable Routines: Clear, consistent daily routines help reduce anxiety and give students a sense of safety. Pictorial schedules and transition cues can be especially helpful for English language learner students. 2. Teach Vocabulary dealing with Emotions : Young newcomers may struggle to express emotions in a new language. Using facial expression cards and simple language to build a shared emotional vocabulary that supports communicating feelings will make a huge impact on building the sense of community needed in your school and classrooms. 3. Model and Practice Self-Regulation: Use modeling and role-playing to demonstrate strategies like taking deep, slow breaths, counting, or just taking a break can make a powerful impact. Also, consider creating a calm-down corner in your school or classroom where students can go to ‘reset’. 4. Establish Culturally Responsive Relationships: Learn about students’ cultural backgrounds and show curiosity and respect. Trusting relationships provide the foundation for students to feel safe enough to practice self-regulation. 5. Partner with Families and Specialists : Collaborate with other multilingual learner teachers, counselors, and families to ensure a unified approach. Remember that while they could be struggling to acclimate a bit themselves, parents and families can offer insight into what comforts and motivates their children. Supporting self-regulation is a journey, not a quick fix. With empathy, structure, and cultural sensitivity, we all can help newcomer students develop the emotional tools they need to flourish, both in and out of the classroom. At GrapeSEED, our curriculum is built on a foundation that encourages a calm, joy filled environment. Our daily lesson plans incorporates a low affective filter for students at every turn as they acquire English. Ready to learn more? Click here!

Make 'Welcome to School' Feel Like 'Welcome Home'

August 25, 2025
There’s something magical about the first few weeks of school; the fresh notebooks, sharpened pencils, and bright-eyed students walking through your classroom door, each with a story ready to unfold. As teachers, we don’t just teach content; we build communities. And when our classroom becomes a place where every student feels seen, heard, and valued, that’s when real learning begins.
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