Michelle Matthews: An Asset to Project Light’s Language Programs

Written by Sandy Chase

A retired bookkeeper and manager, Michelle chose to volunteer at Project Light (PL) to help adults learn the English language. Her extensive career, “following” her from Arizona, highlights that she’s been an “asset” to this nonprofit—bolstered by her earlier experience teaching non-English speaking adults in the 1980s.

Fortunately for PL, Michelle gained the required skills and knowledge. Having been trained in the different ways people learn: auditory, reading/writing, kinesthetic (hands-on approach), and visual, she applies that knowledge at PL, individualizing the course so her students can succeed.

Michelle’s students also benefit from her patience, understanding, and encouragement. When asked what they enjoy most about their beginning English class, they agree that her classes are dynamic and friendly, enabling them to learn a new language—gaining confidence—without any fear.

PL Executive Director Elena Farkas affirms the students’ positive comments, saying that she knew immediately that Michelle was the right person: “Her welcoming demeanor, desire to help, patience, and assertiveness are essential qualities for any teacher. More importantly, she wasn’t afraid to teach beginning students.”

Elena emphasizes that Michelle takes a unique approach to preparing and conducting her lessons, considering her students’ strengths and weaknesses:

She devises ways to reach each individual to ensure he/she feels comfortable, engaged, and able to improve. She constantly seeks different ways to arrange materials and activities that will be meaningful for her students of varying levels of English proficiency.

Grateful for all her volunteer educators, Elena says:

Michelle's dedication to her students is unwavering, and her contributions are greatly appreciated. She genuinely cares about students’ success and understands the important role that English plays in their future. The atmosphere in her classroom is both welcoming and focused, striking a balance between comfort and productivity.

How did you find out about Project Light?

I was searching online for a volunteer teaching position focused on literacy when I discovered Project Light. I wanted to give back to my community.

Why did you choose to volunteer at this nonprofit?

My interest in PL came from my earlier challenge of trying to teach non-English speaking adults while I lived in Arizona. I was grateful to have a similar opportunity to help other adults in our community.

I worked one-on-one with an English-speaking adult who graduated from high school because he exceeded the age requirement but was still illiterate. He couldn’t advance to the next level at his job until he could at least read and fill out a few forms. I helped him with those forms and how to fill out a bank check.

I was interested in teaching non-English students at PL because of what I perceived would be a challenge. I liked the idea that PL is a nonprofit, which has been operating for several years.

How did the previous adult literacy program prepare you for your work at PL? 

I was fortunate that they offered a training program, where I became aware that not all people learned the same way as I: primarily, reading/writing. Having that knowledge enabled me to better help my students.

What class(es) are you teaching?

I teach the PL English Beginner class, which commences with students’ learning the alphabet and numbers and teaches them practical vocabulary, such as stating their address, phone number, and email address. The curriculum also teaches students how to describe persons, places, and things.

What challenges/rewards have you experienced at PL?

My biggest challenge is trying to explain instructions for completing the interactive student modules and workbook exercises found in Interchange by Cambridge University Press. I occasionally admit defeat and rely on Google during class to translate multiple languages.

I have experienced immense satisfaction in seeing my students master and retain the vocabulary. My hope is that their lives will become a little easier by what they are learning. I can only imagine how difficult it is to leave their homes, trying to succeed in a new country—with a new language and culture.

How do you help/encourage those students who are struggling? 

I encourage students by praising their efforts. If their pronunciation is incorrect, I nod my head to affirm that their answer is correct. For example, if they say “sweet” instead of “suit” in identifying an article of men’s clothing, I know they understand the English word, but pronunciation is a problem. I repeat the word multiple times stressing the correct pronunciation.

What additional activities do you offer to help students? 

When one of my students told me she needed additional practice with pronouncing certain words, I offered to stay after classes for 15 minutes to help her. Additionally, I showed her apps on her phone that demonstrate how to pronounce a specific word. Another student asked me for help with a job interview, so I showed her an app that would translate sentences from her language into English.

How do you encourage students to help one another?

I call on a student(s) to explain to another student (if they speak a common language). Additionally, I ask whether anyone else has a different answer. I also encourage camaraderie: students praise one another for a new hairstyle or outfit, for example.

What are your students teaching you?

English can be difficult, especially, our grammar rules—even for English speakers. As we progress, I ask about student lives and their home country. I’m amazed that most adults have left their families, and some have left children. They come here—alone—to a new country to start over. What courage!

What are your pastimes? 

My hobby and lifetime passion has always been reading.

How does your career help you at Project Light?

I’m a retired accountant, but during my career, I was also in management positions, which helped me appreciate that everyone learns differently. When one approach doesn’t work, try another. It also helped me to understand that positive feedback is more motivating.

Do you volunteer elsewhere?

My other volunteer position, currently, is teaching a children’s Sunday school class. I prefer teaching adults: it’s far more difficult to keep small children focused and engaged.

What would you like to tell others who are thinking about volunteering at Project Light?

Volunteering at Project Light will provide you with a real sense of accomplishment. It’s a challenge, but if you put your heart and mind into it, you will receive more than you give. These adults have struggled to get to our country. Please help them to have successful lives.

How have staff and other volunteers helped you learn more about PL and its programs? 

Before I began teaching, Elena hosted a training class explaining some of the resources they offer to students. She also discussed some of the challenges of working with people of different cultural and educational backgrounds.

Is there any other PL course(s) that you would like to teach? 

I think it would be very interesting to teach a class to prepare immigrants for their US citizenship test. I’m sure I would find it amazing how much I have forgotten of our country's history, or perhaps never mastered. It would be very fulfilling to help someone obtain citizenship in the US.

Grace Golden: Teaching English While Learning New Cultures

By Sandy Chase

“To have another language is to possess a second soul."

– Emperor of the 9th Century Holy Roman Empire, Charlemagne

Grace Golden believes that learning another language leads to new connections, giving us the opportunity to explore different cultures, see the world on another level, and empower ourselves, as is true for many Project Light adults and herself.

Having learned French in high school and choosing it as her college minor, Grace has experienced this “second soul,” better appreciating her Level 4 students and their commitment to learning English to improve their life and help their children achieve their academic goals. 

Students have tested into the class because of their English levels. Based on The Fifth Edition of Interchange published by Cambridge, the curriculum comprises themed units and various activities and exercises, including conversation, perspectives on culture, grammar focus, pronunciation, listening, writing, and reading. 

Grace also finds it invaluable that she has learned much from her students, who have taught her and classmates about their countries and cultures, making time at the nonprofit win-win. Encouraging her students to share about their cultures helps strengthen Project Light’s value of welcoming diversity.

In the short time that Grace has been teaching at Project Light, she’s made a difference. Grace brings a wealth of experience and expertise, bolstered by her 36 years of teaching English and reading to middle- and high-school students as a certified reading specialist. 

Quotes from two students who have been in her class for two years say it all.

When asked how the class has helped them improve English, Rose Gabrielle "Gabi" Anthenor, who wants to be an R.N.; and Shelove Antidor, looking for employment as a dental assistant, respond as follows:

“This class,” says Gabi, “has helped me improve my English by the content, homework, and the way that Ms. Golden teaches. It's easy to understand contractions now."

Shelove says, "It has helped me not to be afraid to speak English, even if I make a mistake. I now know more vocabulary.”

These two adults also enjoy their class experience, highlighting Grace’s dedication to her students:

Gabi says that Ms. Golden teaches with joy. “She’s very patient when she helps us with pronunciation.”

Shelove's response points out that everyone is respected, leading to a relaxed atmosphere.

"Ms. Golden gives the same attention to every student: there’s no discrimination. I like that.”

Advanced English teacher and past Board President Charlie Cunningham validates Grace’s students’ comments, recalling his meeting her after she observed his class prior to accepting a PL teaching position:

“She asked detailed questions concerning my students’ participation and classroom routines, wanting to learn all she could in order to make a good impression on her students.”

He also says, “Sometimes, when her door is open, I can hear what’s happening in her classroom: 

Students seem to respond to her easygoing. but firm. teaching style. Dedication, patience, and empathy appear to be an integral part of Grace’s instruction.”

Concurring, Executive Director Elena Farkas captures how Grace’s instilling confidence in her students has made a difference.

Grace's name—first and last—captures her personality and teaching style. She creates a supportive, “graceful” classroom environment. Her creative way of praising students' efforts and progress, while celebrating their achievements, encourages our adult learners to take risks—making her a gem in our teachers’ treasure box.

Elena also points out that Grace encourages her students to participate in class, whether they answer incorrectly or mispronounce a word because of her tactful way to correct them. “If students need extra help or lack self-confidence, she finds time to support them, helping students overcome shyness.”

Elena says that Grace’s genuine interest in her students and their cultural background, while sharing her experience in learning a foreign language, builds the perfect classroom rapport—opening opportunities for students to trust their teacher and positively reflect on their strengths and weaknesses. Elena is grateful that Grace is a part of the Project Light team. “Grace knows that confident students are more likely to speak in class and ask for help: essential skills for our students to integrate into their life in the United States.”

• Why did you choose to volunteer at Project Light? 

Cheryl Evans, who’s my friend and board president, recruited me. As a retiree, I wanted to give back, and choosing one of my strengths was a perfect match. If I can help others, I’m there.

• What inspired you to choose teaching as your career? 

I was inspired to teach English because of my love of reading. A wonderful, patient high-school English teacher took an interest in me. She’s been a role model. 

• How is teaching at PL similar to your extensive experience? 

There are similarities like planning lessons that address students of all levels and abilities. My observing, providing feedback, and evaluating help to create an atmosphere where all can thrive—and be motivated to accept future challenges.

I can also identify with my students’ challenges because I had to brush up on French considerably before visiting France 10 years ago, reaffirming that if you don’t use it, you lose it. I respect my students who are determined to master English.

• What rewards have you experienced as a volunteer? 

I relish my time working with Project Light adults. I’m rewarded when I see how grateful and enthusiastic they are. It’s fulfilling, knowing that I can help them improve their English and, perhaps, get better employment as they assimilate into American society. 

• How do you help those students who are struggling? 

I try to make them feel comfortable so they can ask me to speak up, slow down, repeat, and/or clarify directions. I walk around while they're working to ensure that they understand the assignments and modify them as needed. Also, I review and reinforce previously taught skills.

• What additional activities do you offer to help students? 

Besides following the curriculum, I assign extra practice/homework, one-on-one guidance, partner work, and small-group discussions in class. I’m always looking for other reinforcement as needed. I also use the Internet and YouTube as sources for supplementary materials and activities. 

• What does partnering and small  groups look like? How do your students help one another in class?

They check one another’s work and collaborate as much as possible. It’s rewarding to see how students want to assist their classmates.

• What are your pastimes? 

I enjoy reading, traveling, attending plays, and golfing.

• What would you like to tell others who are thinking about volunteering at Project Light? 

I highly recommend volunteering at Project Light. It’s fulfilling to know that you are helping others. Executive Director Elena Farkas is supportive. She’s always available—guiding volunteers along the way and promoting the PL mission while stiving to achieve the vision. 

Bubbles, Beats, and Bites: A Kaleidoscope Experience-Reflecting on an Unforgettable Celebration of 30 Years

By Dania Evans

Photo credit Adam Riley

On behalf of Project Light of Manatee, Inc., we extend our heartfelt gratitude to everyone who joined us for the 4th Annual Fundraiser: Bubbles, Beats, and Bites—A Kaleidoscope Experience. This year was particularly special as we celebrated 30 years of empowering adults through English language education.

The evening was nothing short of magical, filled with inspiring stories, lively performances, and a shared commitment to making a difference in our community.

Highlights from the Event

A Warm Welcome

The night began with a gracious welcome and introduction by Elena Farkas, Executive Director of Project Light. Her words reminded us of the incredible journey our organization has taken over three decades, transforming lives through the power of education.

Spectacular Entertainment

The room came alive with a vibrant performance by Boris and Sax, setting the perfect tone for the festivities. The evening also featured a dance showcase led by the talented Susan Szantosi and her partners, bringing passion and artistry to the dance floor.

Adding to the enchantment was Grammy Award nominee Mikhail Svetlov, whose stunning vocals left the audience in awe. Accompanied by the masterful pianist Alex Nakhimovski, the musical performances were truly unforgettable.

Inspiring StoriesThe highlight of the evening was hearing from Lidis Cuenca, a former Project Light student and now Family and Community Coordinator at Daughtrey Elementary. Her heartfelt speech embodied the mission of Project Light and inspired everyone in attendance.

We were also honored to feature a performance by Junior Clerge, another former student whose journey reflects the resilience and potential of those we serve.

Auctions and Fundraising Fun

Guests enjoyed an exciting Wine Pull, Auction Raffle, Silent Auction, and Live Auction, with bidding spirited and contributions generous. The funds raised will directly support our English classes and community programs, ensuring that we can continue our mission for years to come.

Artistic Excellence

The evening showcased works by acclaimed artists Izya Shlosberg and Maxine Lang, adding a touch of creative brilliance to the event.

Thank You for Your Support

We are deeply grateful to everyone who made this event possible—our sponsors, volunteers, performers, and, most importantly, our attendees. Your generosity and enthusiasm ensure that Project Light can continue to empower adults through education, building brighter futures for individuals and families in our community.

As we reflect on the joy and success of this year’s event, we look forward to many more milestones together. Thank you for being a part of our 30-year journey and for helping us pave the way for the future.

Together, we’re making a difference!