Beverly Sass: Positive Reinforcement Brightens the Path to Learning and Volunteering at Project Light

by Sandy Chase

Beverly Sass uses positive reinforcement and other educational skills developed over close to her 30 years as an experienced teacher of students with disabilities. She continues to adapt Project Light’s Level 1 curriculum to ensure that her adults master objectives and achieve success.

Executive Director Elena Farkas speaks for many: “When you enter Beverly's class, you see the sunshine because she welcomes all with a warm, welcoming, and encouraging smile. She’s enthusiastic about helping her students, who learn in a positive, comforting atmosphere.”

Teaching adults for whom English isn’t their first language is an example of how Beverly is

rewarded. But she is positively reinforced when a student like Dennis Fernandez Ruiz—and others—want to learn. The following is based on a translation, but the ideas are his:

“We feel like part of the family in Miss Beverly's class. She knows our birthdays, gives us advice, and cares about us. She knows when we’re in class or absent. Many of us work and don't have time to study. Miss Beverly knows it and patiently explains things we might forget from the previous lesson.” 

According to Dennis, “She treats us like adults but uses techniques to work with challenging students, and it helps us learn and retain information. She helps when the material is complex and she uses techniques to explain new concepts and recycle old material. Miss Beverly motivates and encourages us to learn by using positive words and giving us small presents.” 

These presents—helping students achieve their goals by reinforcing learning —are found in Beverly’s basket. For example, they can choose school supplies, hand gel, candy, headphones, stationery, earrings, small art books, and other materials she buys. Knowing that she is achieving her objectives positively reinforces Beverly.

She also helps her students’ sons and daughters, Dennis’ five-year-old son, being a prime

example: “My son comes with me to English class, and Miss Beverly takes time to teach him how to write or do activities. Her persistence is obvious in his improved writing. Now, he can write his name and other simple words. Her involvement in my son's life has helped him to catch up in his kindergarten class.” 

Speaking for others in his class, Dennis says, “We are very grateful to Miss Beverly for her

patience, care, understanding, and desire to help us live in the new country.”

Beverly is perfectly matched with PL because her positive reinforcement helps to illuminate the way for her students’ learning and living in their new country. She and her students have created a friendly, engaging, and motivating environment.

PL is rewarded, too, because she helps boost the nonprofit’s mission to teach adults English skills that are necessary to function at home, on the job, and in the community.

How did you learn about Project Light?

I’ve visited Bradenton many times over the years and attended St. Joseph Catholic Church during my stay. I’m now a resident, having arrived from Cincinnati in July 2022. I was feeling kind of lost after retiring. But I saw an ad in the church’s weekly bulletin for Project Light and thought volunteering would help me transition from my 28 years of teaching. 

What about Project Light inspired/inspires you to volunteer?

I was an intervention specialist having taught K-12. I worked with students with special needs and wanted to help the PL adults who speak/understand little English. One of the best decisions I have made is volunteering at PL, which I began six weeks after I had arrived. Our community appreciates that you teach the first level of English to adults.

Describe the class.

Level l introduces basic information, such as name, address, phone number, and birthday, which I ask the students. It’s important that they know one another, so for at least a month at the beginning of each class, we learn how to greet, tell a little about ourselves, and answer one another. Students follow my directions and modeling. Next, I find out what they know: alphabet, numbers, months, days of the week, and writing the date. What materials do you use once you’ve achieved your initial objectives?

I follow with Ventures 1 and assign homework from the accompanying workbook to reinforce the lesson taught. (Ventures by Cambridge University Press is the series PL uses for all levels.)

Worksheets are also available for each lesson. I usually look at the start of each unit to see whether there are any worksheets that I think will help students.

There are vocabulary cards, with a picture on one side and the word on the other. I use these cards to introduce words and then have students write a sentence on the board so they can practice their writing. At the end of each unit, I test my students. From the scores, I can see where and who needs help with what.

What strategies/skills from your extensive career do you apply in the Beginner Level class?

Patience is upmost! I also use phonics in class. To reinforce learning, I also use a

a reward program, also known as positive reinforcement.

At the start of the year, everyone gets to choose a gift from my basket. Once students can show their understanding of initial concepts like students’ names and homelands, I reward them. If someone struggles, I just come back to them. I also bring the basket in once we review days, months, numbers, etc.).

Any other examples of positive reinforcement? Other strategies/skills from your extensive career do you use?

Two students still don’t know many English words, so I read the tests to them so they feel some success. I also use concrete examples whenever I can. Students’ actions, making learning more concrete, sometimes help reinforce language. For example, when I was teaching prepositions, I brought in a bag and had each student put something “in” the bag, “on” the bag, and “under” the bag. I do a lot of repetition. Whatever can help with learning, I incorporate into the lesson plan.

What have you learned from your students?

They all love being in the United States. Many students have family back in their home

countries, and I can see how they miss them so much. They want to do better. Learning English is important to my students. I also have learned a little about their culture, such as holidays, as the adults learn about American culture and people.

What are your challenges?

Challenges have been many. Because I don’t speak Spanish or Creole, for example, it’s difficult at times to understand what my students are saying and what they need. The adults are at so many different levels. I have some students who do not understand any English and others who are a little more advanced. It can be frustrating to try to ensure that they are all learning. Most students work during the day at their jobs, so it might difficult to attend all classes.

Do the more advanced students have an opportunity to help others? What does that

assistance look like?

The more advanced students do help the others, but they speak in their native language,

sometimes adding to the challenges because I’m not sure how much their assistance helps student retention.

Have any of your students shared about helping their children with school?

One student, Dennis, brings his son who is in kindergarten to class. It is difficult for him because two languages are spoken at home. Occasionally, other children have come to class, and I find them helpful.

What rewards have you received from your PL experiences?

The rewards are just as many. I love seeing my students smile when they understand. They appreciate what I’m trying to do and work hard to meet expectations. I have had friends who came to the US not knowing any English. It’s a difficult life and if I can help just one, it’s worth it.

Besides the beach, are there other favorite pastimes?

I love to read. I am also taking a class at the library for sign language. I love to travel. In 2023 I went back to Cincinnati to stay for about a month. I also traveled to Texas, New Hampshire, and Vermont. I went on a riverboat cruise on the Rhine, which included Germany, France, Amsterdam, and Holland.

What would you like to tell others who are considering volunteering?

There is such a need, especially here in Florida. You don’t have to have a background in

teaching—just a willing spirit. It really doesn’t take a lot of time to teach one class. ESL classes help the entire community. It’s fun and you meet such interesting people. Project Light leaders and volunteers are passionate about this cause. It’s contagious.

Going That Extra Mile: Interviewing Matthew Suddes

by Sandy Chase

For more than five years, volunteer Matt Suddes continues to create a pleasurable learning experience for Project Light students who are fortunate to study basic English skills in his Beginner Level 1 and 2 classes. He strives to ensure that attendees will succeed in their community, even teaching their children the importance of education.

Project Light Board President Cheryl Evans says, “Matt is a dedicated volunteer teacher. He embraces the mission and vision of the nonprofit organization and implements them in his classroom. We couldn’t be prouder to have Matt on our team!”

As Cheryl points out, Matt goes that extra mile, just as he does when cycling, one of his favorite pastimes besides reading:

“Matt is that go-to guy. He reaches out to other teachers and helps when needed. Most days he arrives early and will stay late to plan and prepare for the next lessons. Matt also helps with basic upkeep of the facility. When he sees something that needs to be done, he does it. That’s all wonderful, but I really appreciate his positive outlook and approach to all that he does at Project Light.”

According to Matt, PL continues to expand its resources offered to immigrants under the

leadership of Executive Director Elena Farkas: offering language, computer, and citizenship classes. Becoming part of that change, Matt is even more passionate about supporting his students.

Elena’s testimonial says it all: “In many cases, Matt is my back; I can always depend on him. He is a modest man—with a curious mind and a big heart. I consider him part of my family. We can discuss things outside school.”

Wanting to improve, Matt thrives on self-learning. Elena says, “Last year, he took time to study piano. He enjoys listening to classical music. Matt also completed the TEFL (Teaching English as a Foreign Language) course to improve and enhance his instructional techniques. He’s a great role model for our students.”

Agreeing with others, Marva Duley, a PL fellow volunteer teacher, captures how Matt motivates others, students and teachers alike.

“Before volunteering at Project Light of Manatee, I visited Matt’s class to see whether I wanted to teach at the school. An absolute joy, he introduced me to his students and asked me questions about myself. I answered in Spanish and English, exciting the adults that I was able to speak their language.”

That’s when Marva knew that she wanted to volunteer at PL: “Matt is kind and patient towards his students, having complete control while presenting the lessons. He makes learning pleasurable. During that day, the students had fun and asked questions. What especially impressed me was that they sought him out just to chat.”

Matt attributes his 35 years as a Publix employee, where he learned how to interact with all people, saying that he uses that skill to mentor PL students. Advocating the Publix mantra, he ensures that learning in his classroom is “a pleasure.”

And Project Light is grateful for him going that extra mile—for students, board members,

teachers, and himself.

● How did you learn about Project Light?

I volunteer at Saint Joseph's Catholic Church with the St. Vincent de Paul Society, whose

mission is to assist those who are suffering. At the society, I learned that in Manatee County, there was a nonprofit that helped address challenges, especially for those who needed to learn English to improve their life and that of their family.

I screen calls and schedule appointments for people who meet society’s criteria. If the client doesn't meet our eligibility requirements, I refer them to another agency if possible. We have meetings twice a month and try to refocus on our mission.

● What about Project Light inspired/inspires you to volunteer?

I wanted to help people learn English, and that is what continues to motivate me today. PL’s mission meshes with mine: to teach adults English language skills that are necessary to function at home, on the job, and in the community.

● How has PL changed during your five years?

Elena has instituted new resources, including apps that students can use on their phones to broaden what they learn in class.

She has also instituted standardized tests (CASAS) to identify each student’s needs and their progression/completion of the ESOL (English As a Second Language) program approved by the FDOE (Florida Department of Education) and NRS (National Reporting System for Adult Education) for federally-funded adult education programs.

● What have you learned from your students?

I have learned about struggling to succeed while learning a new language. I’ve also learned about different cultures.

● What do Beginner Levels 1 and 2 look like?

Levels 1 and 2 deal with basic vocabulary, paragraph composition, and basic verb tenses.

● What other levels have you coached?

During my five years, I have taught all four levels of the Ventures textbook series, which focuses on the immigrant learner and life skills. This series provides teaching materials, workbooks, and follow-up worksheets. There’s also a Teacher’s Toolkit, which includes role-playing, conversation cards, and partner dictation.

● What are your challenges?

The main challenge is keeping students focused while trying to have fun and learn. I

admire—and have learned from—other volunteers. And I’m rewarded because I come away with a positive feeling that I’m supporting others in their transition to life in our great country.

● What would you like to tell others who are considering volunteering?

I would tell prospective volunteers that working at Project Light is very rewarding because you’re nurturing others so they can adapt to living here.

Bubbles, Beats, and Bites: A Night of Giving at Project Light of Manatee's Third Annual Fundraiser

By Dania Evans

Project Light of Manatee, a nonprofit organization dedicated to providing education and support to underserved communities, celebrated its third annual fundraiser, Bubbles, Beats, and Bites, on December 1st at the elegant Selby Auditorium in Sarasota, FL. The event was a tremendous success, bringing together the community for an evening of entertainment, philanthropy, and celebration.

The night kicked off with the soulful and enchanting sounds of live saxophone performance by the talented Boris & Sax, setting the perfect tone for the evening. The stage came alive with the captivating voice of one of Project Light of Manatee's own students, Junior Clerge, who mesmerized the audience with his heartfelt singing.

Art enthusiasts were in for a treat as the live auction featured a collection of stunning pieces generously donated by the renowned artist Siyuan Chen. The bidding wars were fierce as attendees vied for this unique artwork, with all proceeds going towards supporting the noble cause championed by Project Light of Manatee.

The ambiance was further enriched with a silent auction, offering an array of items that ranged from exquisite experiences to coveted memorabilia and bottles of rare wine. Guests eagerly participated, contributing to the overall success of the fundraiser.

The evening also featured a delightful dance performance by Susan Szantosi and her talented students, showcasing the power of movement and expression. The audience was captivated by the grace and skill displayed on stage.

As the night unfolded, the energy soared with a DJ dance party that had everyone on their feet, dancing the night away. The infectious beats and lively atmosphere created the perfect conclusion to a memorable evening.

An event of this magnitude would not have been possible without the generous support of sponsors who believe in the mission of Project Light of Manatee. Special thanks go to USF Hospitality, ProCare Association Management, Hascall-Denke, Goddard School, Chapman Law, and special sponsors, SouthWest Airlines, Sanches & Sons Honey, D's Breakfast & Burgers, and Crafted by Yudi whose commitment to making a positive impact in the community helped make Bubbles, Beats, and Bites a resounding success.

The tireless efforts of Project Light of Manatee's board members and the dedication of the students who volunteered at the event deserve heartfelt appreciation. Their passion and hard work were instrumental in creating an unforgettable experience for all attendees.

Food enthusiasts were treated to a delectable spread provided by USF Hospitality, and the event's spirits were lifted by the delightful wines and bubbles courtesy of Vino Bistro. Their contributions added a touch of culinary excellence to an already spectacular evening.

In conclusion, Bubbles, Beats, and Bites marked a milestone in the journey of Project Light of Manatee, bringing the community together for a night of joy, generosity, and shared commitment to making a positive impact. The funds raised will undoubtedly make a significant difference in the organization's efforts to empower and uplift those in need. As the curtains closed on this successful event, the spirit of giving and community collaboration continues to shine brightly at Project Light of Manatee.