Monday 30 December 2013

TEFL Success Stories - Part 45

Vicky - USA
Wednesday Evening - ESOL class at a local library in Burlington, Vermont, USA.
Today I arrived in the old annexe room to find a nice new whiteboard in place of the shoddy old thing that was all scratched to pieces and the size of a postage stamp. It was almost too large to fit into the corner where the old one precariously perched on its ailing metal legs. I am both delighted and horrified. Whilst doing my CELTA qualification, my 'whiteboard management' was always on my list of action points. I could never seem to stick to my plan, and the carefully considered use of different coloured markers was beyond me. My whiteboard, plain and simple was messy. So when I began teaching at the library I was filled with unusual joy to see their paltry version of a whiteboard and had breathed a sigh of relief that my weakness would not be exposed. Now the large, snowy white, smooth as silk whiteboard blinds me with its newness. Filled slightly with dread, I ponder what to do, what to do?
I had planned to do a lesson on what was needed if my students were stranded on a desert island. You know the type of thing, what luxuries you would like, what essentials you would need. Lots of group work to come to a consensus. I decided to draw a desert island tableau on my virgin board. Now let me explain that drawing is up there with my whiteboard management, pretty bad. I cannot draw, have never been able to draw. So I set about practicing some palm trees, and seagulls, some blue sea and a sun on some scrap paper. After 10 minutes I realised that I could do my nice new whiteboard justice and I drew a rather fetching rendition of the bog standard desert island scene.
When my students arrived, I excitedly drew their attention to the new acquisition and then started to elicit the names of the items I had drawn. Palm trees, sea, seagulls and sun were all correctly identified. I was delighted, not with their vocabulary knowledge, which I knew was pretty advanced, but with my drawings being recognized and identified for what they were. Maybe this was the start of a beautiful relationship with my new whiteboard, and next week I could begin to do some neat and tidy, colour coordinated written work as well.
So what luxuries did the students wish to take with them to this perfectly realised desert island? There was a huge push for liquor of any kind, though Baileys Irish Cream and Heineken beer seemed to be the most popular. Ice cream was another favourite. And one young man felt that without marijuana and Playboy, he simply would not be able to survive. After much hilarity and teasing, this led to our oldest student, a Russian lady who is the strict but nurturing grandmother of the group, saying the most perfectly pronounced English word that I have ever heard her say. And the word? Playboy. I don't know how useful this word will be to her here in the USA, but I couldn't help but praise her flawless pronunciation.
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Study a TEFL course with TEFL Zorritos in Peru, South America and travel the world, live abroad and enrich people's lives by teaching them English. A TEFL (Teaching English as a Foreign Language) Certificate is an internationally accredited and accepted qualification to teach English to people from non-English speaking countries. More questions? Head to our What is TEFL? page
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A couple of months ago I heard on the ESOL grapevine that the Refugee Programme was looking for a tutor for their one and only Somali Bantu interpreter. In the last 6 months, a small but steady stream of Somali Bantu families have been 'resettled' in our small Vermont town. Their interpreter, a refugee herself, was a busy woman, spending her days with newly arrived families, helping them navigate the maze of settling into a new country. She had pretty good English I was told, but needed some help with her English reading and writing skills. Today we had our first session together.
We meet at her apartment and sit on her bed on top of her pink flowered duvet. There are lots of women and children in the apartment, beds and toys everywhere, but here in Fatuma's room there is a sense of calm; a little oasis away from all the life going on outside her room. One of the benefits of being a volunteer ESL teacher/ tutor is that I get to choose the projects and students I work with and am often given an insight into their whole culture and life outside of the traditional classroom. As the smells of African food permeate the air I am conscious that this is one of those insights you wouldn't get in the classroom.
One of the drawbacks of being that same volunteer is that I have few resources and often rely on materials that are old and often dubiously appropriate for the students I work with. The books that Fatuma and I had been given were printed in the 1980s and were geared to adult American learners who have a basic awareness of American culture. They are not geared to ESOL learners and I was unsure how they were going to work. Fatuma had taken my advice (given when we had been introduced and given our materials), and had read one of the pieces in the book, entitled ' It don't hurt much Ma'am'. She had some questions about the vocabulary.
"What does this word mean?" She points to the word 'caliber' on the vocabulary list. We practice the word's pronunciation and while I try to work out just how I am going to explain the measure of a person, I ask Fatuma to find the word in a sentence for me, to put it in its context. I start to read the sentence she is pointing at, "the bullet caliber…..", I don't need to read anymore to realise we are talking about a different caliber altogether.
I scan the article and see it is about the unrealistic portrayal of bullet injuries in Wild West movies. I glance at some of the other words on the vocabulary list - "Wild Bill Hickok", "Jesse James". I do my best to describe the diameter of a bullet, and as I do so, I squirm inwardly at the complete inappropriateness of this piece of writing. Fatuma asks about "vessels", "abdomen" and "victim", the latter word I am particularly loathe to describe. Fatuma suggests a sentence, "There are victims in my village" and her face betrays nothing but eagerness to have captured the meaning correctly. Fatuma has spent the last 14 years of her life in a refugee camp in Kenya. The irony of her describing the word victim is almost unbearable; her concept of the word is surely more hideously rich than mine will ever be.
We continue with the article as Fatuma has prepared for it and has a good grasp of its meaning; her comprehension skills are excellent and her writing is neat and tidy. She is also very apologetic when she announces that she will have to leave early due to attending Ramadan prayers at the Mosque. As we both don our coats before going outside into the cold October night we chat about movies. When I explain to her that the movies we've been reading about depict a time in American history that was over a hundred years ago she looks surprised and a little relieved. We say our farewells and as I drive home I try to imagine what has been going through Fatuma's head as we've been studying. Perhaps she had pictured Wild Bill Hickok riding through the streets of Vermont on his horse alongside all the buses and cars. Next week there will be no cowboys and bullet wounds. I will make sure that I am armed with some linguistically challenging work rather than culturally confusing pieces about cowboy mythology.
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On Mondays, I go to a local community centre where ESOL classes are taught by the local Adult Education Organisation. I teach a supplementary beginners class after the 'proper' class; the teacher sends students to me who are struggling, or just need all the help they can get with their English. Some weeks there are 2 students, some weeks there are 10. This morning my beginner class is made up of seven Somali Bantus and a married couple from Peru. The seven recently arrived Bantu refugees are carefully and colourfully wrapped up against the bitter cold of a Vermont November. All except one. Ismail is the youngest of the group, at 22 he looks 17 and is dressed as if for a warm spring day. All through the class, my eyes are drawn to his shirt which is a Hawaiian short sleeved number, with a footballers head duplicated all over it in place of the more traditional lotus flowers or toucans. While my students practice the structures
"Hello, my name is……"
"My address is…….",
I try to work out which footballer it is.
They are a cheery bunch this morning. While the Peruvian couple work slowly and meticulously, the Bantus spend a lot of the lesson laughing at each other as they study; the stronger ones also offer plenty of help to the weaker students. One man in particular has appointed himself their official translator. His English is better than the others, he's been in America much longer and often asks me questions and then relays the answers back to the others. There is an uproar of laughter halfway through class when Hadija falls off her chair. After making sure she is not hurt, I seize the opportunity for a bit of impromptu vocabulary teaching.
"She falls", I say. There is a rumble of repetition amongst the giggles. The football shirt wearer says,
"In Somali, kuffee. Falls."
I am delighted to repeat my first Somali word and am greeted with more laughter until I get the pronunciation more or less correct. We establish that it sounds a little like coffee and mentally, I know this is how I'll remember it.
More hilarity ensues when there is confusion over the words 'husband' and 'wife'. One of the question structures in the course book asks if they are married or single. Everyone is the room is married, but when Ismail says he has a husband, the class laughs heartily until we establish that he has a wife. In between giggles, everyone else very carefully replies with the correct answer. I think they are all making fun of Ismail in Somali while I ask them the questions, but it seems very good natured.
I announce that we have finished class for today but when I turn around from erasing the blackboard, I see the students still sitting there. I have to do a little mime of closing books, and I point to the door as I say various words signalling the end of class. As the students file out I ask Ismail who the footballer is on his shirt.
"Beckham!! You know?" Once again the universal language of football is spoken.
"Yes, I know Beckham. He's very good yes?" As Ismail nods and grins and files out of the room I wonder who the footballer really is, as there is no way on earth that the face is that of Beckham. I can't ever remember him having normal brown hair!
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In the evening library class, which is a free, drop in class for any level of student (yes, very challenging), I've been seeing more and more European and South American au-pairs in the class in recent months. They offer horrific stories of spoilt American children and sometimes arrive late to class after last-minute babysitting schedule changes or long negotiations with their host families over use of the car to get to class. They all have good English and the class for them is as much a social opportunity as it is a chance to refine and practice their English skills. They bring a lot of welcome energy to the class but this can sometimes get a little out of hand and it reminds me of why I don't want to teach teenagers! One student in particular, a Czech student (let's call her Kristina), is a veritable firecracker in the class. She is lots of fun, is always happy to answer questions and has excellent English. But much as I hate 'shushing' students ( I feel too much like an out of control secondary school teacher), I have on occasion been forced to 'shush' Kristina as her gregarious personality tends to set off a noisy Mexican wave of chatter through her fellow au-pairs.
Sometimes, I wonder what on earth my oldest student thinks of this lightheartedness. Yelena is a retired school principal from Russia. The babooshka of the group, she is a strong yet caring presence who brings sweet treats to class and although she speaks fairly good English, really struggles with the understanding of spoken English. I imagine her to have been a strict, yet fair teacher and can't imagine her tolerating the amount of 'communicative activity' that I turn a blind eye to. She has sometimes issued stern looks that seem to blow straight off the Siberian planes towards Kristina and I try to avoid this by reigning in Kristina with gentle chides and humour.
In the last class, I had a new Peruvian student (let's call her Isabel) who was a beginner and insisted on speaking to me in Spanish, seemingly ignoring the fact that I didn't understand what she was saying to me. As she was sitting next to the Czech au-pair, I decided to pair them together for much of the class, which was about giving and receiving directions. As I monitored the rest of the class, I kept a careful eye on this pair to see how they were doing. They were working well together, Kristina was encouraging Isabel to speak in English and I heard some really nice instructions coming from Kristina. She even managed to get Isabel to write down some sentences and read them back to her. Kristina demonstrated patience and kept encouraging Isabel to speak English. What's more, the class was working hard at their set tasks, without being disturbed by Kristina's chattering. For a few minutes, a serene calm fell over the class, the only sound being the rustling of street maps as local landmarks were found and directions checked. For those few moments, I felt a warm glow of teacherly satisfaction with the class.
As the class ended and Isabel offered me her "gracias" I pondered Kristina's future. Maybe more beginner students would find themselves with a helpful Czech mate in future classes and Yelena will not have cause to issue her icy Siberian stare again.
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Friday 27 December 2013

TEFL Success Stories - Part 44

Simon - China
Organising a game where one of the kids pretends to be an animal and the other kids have to guess what he/ she is - an active test of the vocabulary they learnt last week. Before the game can begin it requires a demonstration of what 'pretend' means.
Choosing one of the more rotund little fellows I took him outside and asked him to go back into the classroom and pretend to be a monkey. It was simply left up to the other kids to guess what he was. Graciously accepting his new role he marched proudly back into the classroom. Before he could even start grooming his scalp for gnats the whole class shouted "PIG!". Clearly upset, Porky mentally retreated to his happy place while I placed a fatherly arm around his shoulders. Just as I was about to offer some choice words to the rest of the class, Porky shouted in his most feral prepubescent squeel: "Fuck you!".
Struggling with what my ears had just heard and a liberal sprinkling of denial, my fears were confirmed when the rest of the class roared back, "NO! Fuck YOU!" (x 39). Fighting back the tears of laughter, I informed the class that this was a very bad thing to say and I didn't want it repeated in my class again (all the while mentally backtracking to see if they'd learnt it from me). Needless to say, I ignored the little apple polisher who asked what it meant.
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Study a TEFL course with TEFL Zorritos in Peru, South America and travel the world, live abroad and enrich people's lives by teaching them English. A TEFL (Teaching English as a Foreign Language) Certificate is an internationally accredited and accepted qualification to teach English to people from non-English speaking countries. More questions? Head to our What is TEFL? page
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For the last four weeks the kids and teachers have been preparing for that unpaid extravaganza of festivity that is a Chinese Christmas performance. Costumes had been made, dance routines carefully rehearsed, sponsors in the form of local businesses were successfully found - it was all astoundingly, and I say this without a hint of sarcasm, professional.
To get into the Pagan swing of things the teachers chose a Christmas play which seamlessly manages to blend all those elements which the West commonly associates with Christmas into one debutorial masterpiece. That's right, they chose Snow White and The Seven Dwarfs. Or, if you want to stick more closely to the script, Snow White and The Seven Little People.
Given all the warning and choice to which I have lovingly become accustomed to while living here I was told that I was being 'invited' to play the role of Prince Charming. I was informed by one of the teachers that I should be flattered at this proposal - being chosen because I am the most handsome man in the school. I'm sure those of you who know me are thinking 'Simon, you were the natural choice. Who else could look so much like Brad Pitt without actually being him? However, as I graciously replied to said teacher, when you only have two other options - Roger, Ronnie Corbett's lost twin, and a janitor who doesn't speak any English - then The Milky Bar Kid is your safest bet.
As a means of fending off the inevitable boredom and furthering the cultural development of my fellow teachers, I have been teaching them how to swear like troopers and do the Fresh Prince of Bel Air/ Jazzy Jeff handshake. They absolutely love it and have been absorbing the lessons like the highest quality linguistic sponges. While I am confident that they could now quite comfortably pull pints in any Yorkshire Working Men's Pub , I have been very careful to tell them that this colourful language is only to be used in the company of their friends and obviously those adults who will not understand them. Naturally Roger was the first field test. However, you cannot begin to imagine the surprise I received during rehearsals when Jenny (as the Evil Queen) approached the magic mirror only to find she had failed to do away with Snow White. Elegantly wielding her wand she dramatically shouted "Bollocks! Curse that Snow White!!!", before storming off stage. I could almost feel Walt turning in his Nazi-affiliated grave. Trying not to laugh too hard since we were surrounded by a hoard of festive spawn and Grace, I suggested that maybe a heart-felt "Dash it all!" or "Oh, dear" would be more appropriate. To which she replied, "Nobody understands anyway". A simple but incredibly convincing argument I think you'll all agree, opening the flood gates for a plethora of choice profanities to creep their way into the play.
As Jesus' birthday drew nearer it was naturally time to start thinking about costumes. My growing stage fright was not aided by the knowledge that I was expected to wear a cape and knee high boots. Thankfully, my festive role as a rather camp and ineffective superhero was short lived as I was informed that one of the local businesses would be providing us with well-tailored garb. So, accompanied by three of the other teachers I experienced what no single commitment-shy man should ever have to endure: a wedding dress shop. My role was to sit there wearing a look of pre-marital captivation while a procession of flowing dresses bounced and billowed in front of me, occasionally interjecting to offer deep insightful comments like 'Yeah, it's nice,' or my particular favourite, 'I don't know, they both look good'. Finally, just as I was about to cash in the last of my 'Man points', Claire kicked me from my coma and pushed me towards that choice-filled realm that is the men's clothing department. There were two suits.
Now, if we were to say that my self respect was the ocean, then Kate Winslet would be bobbing along on it's surface on a door wearing suit number one. Plunging towards the crushing black would be Leonardo DeCaprio looking every bit the dapper cavalier in suit number two. In time old fashion, suit number one did not fit. On to suit number two. Given that my skin has all the colour and radiant health of someone who has spent vast periods of their life underground, and that my hair colour teeters on that tight-rope of cool/ social isolation that is blond/ginger, imagine my sheer joy when the shop assistant hands me a gold tuxedo with all the trimmings. Fitting me like a glove woven by fate itself, I looked like the biggest of Big Yellow Turds. As Claire/ Snow White and I stood in front of the mirror, a handful of shop floor staff fainting at the image of beauty and perfection before them, I leaned towards Claire and with the greatest of sincerity said, "Claire, I look like a real wanker". Gently placing a hand on my forearm in a move which any budding Samaritan would have been proud of, she said "Yes, I think so".
However, Claire was not to escape the realm of cool and sophistication that is China unscathed. On the day of the no-expenses-spared performance, Snow White was ushered (freshly poisoned) onto the stage in the finest tinsel-clad industrial site wheelbarrow that money can buy. The illusion of her convincing death during this scene was ruined only by the fact that as The Seven Little People struggled to wheel her centre stage, she had to lift her legs off the ground to prevent them trailing along behind her. Oh, and just as a little aside, if ever you wanted some insight into the nature of the Chinese psyche then a Christmas panto is where to go. Standard audience procedure is to cheer when confronted with good, and 'boo' when faced with evil. It is a testament to how long I have been in China when I was not surprised in the least as a 2000 strong audience cheered and bayed with delight as Snow White was convincingly strangled by everyone's favourite heroine, the Evil Queen. As The Seven Stunted People giggled their way through the trauma of Snow White's death, I strode on stage looking every bit the modern day jaundiced Hercules, plucked Snow White from her death bed (adopting the proper lift with the knees procedure) and administered 'Love's First Handshake'. Because Chinese culture is a little more tame in the kissing stakes than the West, it was felt a peck on the cheek from a pale face may be a little bit too much for them. Coupled with this was the inevitable and entirely understandable jealousy which would be felt by every man, woman, and beast in the audience as Claire received the much prized 'Kiss of The Yellow Turd'. After Claire received my rather rushed marriage proposal, we then walked hand-in-hand around the stage blinded by The Seven Satan Spawn throwing confetti in our eyes, to the dulcet tones of one of the teachers singing the theme from 'Titanic'. Since I put listening to Celine Dion right up there with any act involving my genitals and a rusty cheese grater, this was not a pleasant experience.
So, my Charm duties out of the way, it was on to my second role in the day's performance: Father Christmas. Recognising the immense importance that Father Christmas plays in every true Christian's heart, Grace chose to hide me at the back of the stage (with the strict instructions not to move) distributing presents to the little cherubs as they finished their performances and exited stage left. My Christmas sack was left looking significantly festively deflated as I watched the kids exit stage right. As the day's spectacle drew to a close, the final nail in the coffin was reserved for having to watch as a guy dressed in a big KFC chicken outfit took centre stage and started luring the kids onto the stage like a rather edible Pied Piper. To do the KFC dance. On Christmas Day. With my kids. The spirit of Christmas is truly alive and well – although now's it's coated in crispy bread crumbs and taking orders from someone called 'The Colonel'.
Anyhow, the kids were great and in that rather chunder-inducing way, it was an extremely rewarding experience. Watching them playing their instruments the way the devil intended, busting their little dance moves/satanic rituals, and singing at a pitch that The Bee Gees only dreamed of made working on Christmas Day worthwhile.
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As a group, foreigners (that's teachers abroad) can often be a little bit hit and miss. As you can imagine, when you're one of only an handful of aliens out of a population of 500 000, having someone you can relate to or just enjoy a little bit of banter with over a beer, is a very important thing indeed. In some cases it can alter your entire experience of a country. On the whole, to an outsider, these makeshift international communities can look an incredibly disparate entity. They violate cliques and preconceived social strata. People you may not necessarily have associated with back home or at the very most said a passing hello to due to age, fashion or skin diseases, are now your best buddies. Everyone realises the unspoken importance of this entity. This crew each have an integral part in maintaining the life raft that is your sanity abroad, with one dysfunctional member (in so many senses of the word) able to pick apart the rigging, and leave you drifting alone.
But, first off, lets start with why people may chose to leave The Mother Ship and form part of a foreign community in the first place. From speaking to my fellow detainees this can cover a whole gamut of reasons ranging from boredom, the fulfilment of a life long dream, the desire for new experiences, to test, find, or lose themselves, to procure a wife (popular one, that), right through to avoiding Pop Idol and Big Brother XXXII. Personally, while the latter were a big driving force (although I did get addicted to The Salon - predominantly due to the twin masseurs), I was bored with my job and felt I'd learnt quite enough about getting beaten up by people with learning disabilities. So, I thought what better way to 'love myself' than to volunteer to get beaten up for three months by orphans in Mongolia. After many many adventures in what shall forever be lovingly referred to as The Mong, I decided to travel down to China because, in the words of Edmund Hillary, it was there. After travelling for a month with the population of Israel I found myself staring at an advertisement in a hotel lobby asking for foreign teachers and began teaching a week later. Magical. Yes, I had fallen in love with China but my reluctance to return to blighty was also because I knew what was there. There are days when I can both love and hate China but it will never cease to surprise me.
Anyway, back to the point. With some foreigners you get the distinct impression that they didn't so much 'exit' their country of origin as 'get pushed' without a parachute. My friends have even gone so far as to postulate that they left because they couldn't function or fit in in their own country. Now, this is a sad thing, and believe me, I'm not taking the piss here. Maybe just a little… What I'm trying to say is that I understand that nobody is perfect (although in a universe where Ken Dodd exists there has to be an exact opposite, right? We've all seen 'Unbreakable') and my friends and I are not sat atop the Tower of Well Adjusted pointing accusatory (yet impossibly well manicured) fingers at the masses below. We all have or have had problems. We've all woken up not knowing where we are only to be sat in front of a class of expectant looking children with their books open, right? Good. Glad you're with me on that one. The real problem arises when your personal problems begin to effect those little bundles of joy the parents and school have entrusted you with. I think it's then you really need to take an honest look at yourself and ask 'will I be doing more harm than good here, for myself and others?'. Preferably, though, for all those concerned, this thought process should take place before you book your flight ticket.
This article kicks off with a couple of individuals my friends and I have met through the international community and in our daily working lives. These guys, whose names shall be kept anonymous, had a few personal character quirks which I feel you may find amusing, predominantly because their effect on others was minor or simply baffling. I will then give you a far too recent example of when a boundary is crossed and others too young to protect themselves are left exposed, taking us to the crux of my point.
Ron was a respectable looking gent in his mid fifties whose capacity for verbal diarrhoea was of the highest order. He was one of those strangely intriguing people you want to secretly follow around with a camera all day just to see what adventures he'll get into. His claims to fame were tutoring Robin Williams (which, for me, quite comprehensively clears up many questions I've had about that actor) and going on an arson spree after contracting Dengue fever. He had (by his own admission) led a very interesting life, roaming the planet teaching English and presumably becoming ever more bizarre.
When we met him he was half way through his contract, originally coming here to improve on his T'ai Chi studies, and seemingly of a stable disposition. When I expressed an interest in studying T'ai Chi he generously offered to introduce me to his T'ai Chi group who practise in the park every morning. At stupid o'clock in the morning, - I am not a morning person. It is very obvious from looking at me that I am not a morning person. It takes me a good three hours to start stringing sentences together after I open my eyes, and these sentences invariably involve the words 'coffee', 'go back to bed', or 'where am I?' - with a delightful gathering of crusty drool, eye snot, and a daringly dishevelled bed-head I sat unresponsive, dead to the casual observer, at the back of the bus while Ron talked at me. But the monologue wasn't about how crap I looked or whether he could get me a doctor, it touched on everything from how Germany as a nation would most easily embrace a drug habit to the resilience of your standard Water Buffalo to needles. Listening to him was like drinking a cocktail of David Lynch and morphine while riding a roller coaster. When we finally reached the park what seemed like days later I may as well have been wandering through something composed by Salvador Dali for all the sense the world now made to me.
We tried combating the torrent of dejecta with a few firm slaps in the face from Mr Logic but they were casually redirected (curse that T'ai Chi) down the well trodden road labelled 'Tangent'. The only means we had of defending ourselves was to write his pearls of wisdom down on a few pieces of paper so that hopefully, when some alien species comes to defrost Haley Joel Osment they may be able to make sense of them. Alternatively, they may stare at the paper with their 3 eyes and superior mental functions and think 'What the f-?". He talked at length with the utmost conviction about subjects which upon further questioning he clearly had no idea about, made a plethora of Bushisms, and never listened to anything you said. At one point, after searching for what seemed like an eternity for the correct word, he suggested one of our friends use a seismograph to check on the progress of his unborn child. Quite how big he expected the child to be is anybody's guess but I wouldn't want to be around for those labour pains.
Being the well-travelled soul that he was you would expect him to possess a range of people skills allowing him to blend seamlessly into any culture he may find himself. Hell, no. When one of the nicest people you could ever hope to meet politely asked him whether she may borrow the foreign teachers office key so she might use the only computer on that floor, he simply replied, and I quote, "I would lend them to you but things might get stolen". It's light banter like that which failed to ingratiate himself into the hearts of the Chinese teachers, in particular Amy, our Chinese guardian and problem solver/causer. The atmosphere between them was uncomfortable to say the least. At Ron's last supper before leaving China he tried (to his credit) to paper over the fault lines of his movements over the past year by approaching Amy with arms open wide and declaring "In America when we say goodbye we like to give a great, big hug!" The rest of us looked on horrified as Ron threw his arms around Amy who did an extremely convincing impression of Pepe LePew's reluctant object of desire. It was a Hallmark moment. Yet Amy's trial wasn't going to end there. In the bus back to the school Ron turned to her and gazing deep into her eyes said "You remind me of my sister in law. She's Japanese, you know." Needless to say, the rest of us were wearing the same expression I was modelling when I accidentally put a peppermint flavoured condom on the wrong way round. Given the fairly ubiquitous opinion felt towards the Japanese after the Nanjing massacre (at least the Chinese in this area) this was probably not the most intelligent note to leave on…
The other foreign teacher I'd like to tell you about was Mark. Mark was a cool guy and we got on really well. His only fault, bless him, was that he made really really bad decisions. His mother from Nigeria, his father from London, he was entirely the wrong colour for this sheltered part of China in the same way that I am entirely the wrong hew to spend a life in the desert. Given that the only exposure to black people these people have had is through dated movies: drug dealers, and sport: Michael Jordan, Mark found himself with quite a few high expectations to live up to. To his credit he single-handedly managed to shatter these stereotypes as if it was a mission from God. He did not smoke or drink, carry a gun or slap his beyatch* if she interfered in his bidness*. Big fat disappointed Chinese cross against drug dealer then. OK, what about Basketball? You have to be good at Basketball, right? Mark was a strapping 6'2" and looked like he could quite comfortably emerge from a Pro Football game with a feral roar as he casually brushed off another man's intestines from his shoulder. Mike's favourite sport was ping pong. And he hated Basketball. Fine, then. Singing. You must be good at singing? Mark was one of those people who wears headphones, privatising his musical experience, but then shares what he's listening to by singing it right back at you, raw, in a way that would make the original artist hang up their vocal cords as a favour to mankind. There'd be no making sweet love to that. Unless, of course, it was to yourself… And before you start thinking 'what's so good about your voice, then?', I will reiterate a point I made in an earlier story: absolutely nothing. My singing voice is terrible – but I'm comfortable with that. I don't think I need to prove it, word of mouth should have taken care of that for me by now. I only feel the need to unleash it when I'm feeling threatened, like a rather benevolent skunk.
* Editor – Try the urban dictionary for definitions.
Anyway, I was trying to make a point about really bad decisions. Now, Mark was a bit of a lady killer and one of the reasons he came to China was to 'get familiar with the culture'. OK, it's not morally correct, but lots of foreigners do it. True, they're usually 400lbs and set the whole thing up over the Internet in their parents' house, but that's beside the point. Mark decided he would start early, and on the train journey to his current job placement, randomly phoned Amy and asked her, quite out of the blue, if she was married. And then presumably the conversation kind of died off. Strike one.
A month later, Mark came to the grade 3 office where I was doing lesson plans, and asked if he could use the Internet there. Sure, no problem. After a while he woke me up to show me something his mate had sent him. He sat down at the computer and clicked on the mouse, only to reveal well-known hip-hop stars 'tackle-out'. As I'm stood there trying to focus (while simultaneously wondering a) why he's showing me this, and more importantly b) why I'm still looking), it is at our most beautiful moment together that a Chinese teacher enters the classroom, a person who would invariably be described as a little door mouse. Rather than assume the defensive position in this situation and close the window, Mark chose to hypnotise her by dragging the window rapidly up and down giving the impression of a novelty pogo stick. The window finally, predictably, settled dead centre on a picture of Snoop Dogg demonstrating to a friend what I can only assume was which direction you need to look to find the North Star. The door-mouse did a picture book double-take, made a mental note of the direction of the North Star, and then proceeded to give me an unsettling 'knowing' look for the rest of the term. Strike two.
The Chinese (at least in this area) have a very distinct and antiquated idea about what you should look like if you belong to a particular nation. If you have dark or brown hair and are loud then you are an American. If you have a string of onions around your neck and a baguette under your arm, you are French. If you talk about the weather and wear a bowler hat at all times then you are British. True, while I possess the finest rag head of blond hair placing me firmly under the German section, I also possess a passport which states clearly that I am a British citizen and have no genetic penchant for David Hasselhoff. Unfortunately, in the skewed world that I now voluntarily live, Black = African. And if you delve further into the handbook, African = No speaka the Engleesh. Not to worry, any doubts that Amy may have had that she'd hired a British impostor would easily be cast aside by the shining ray of truth that is a British passport. Ah. Before Mark came here he told me that he had to renew his passport. Option A was to get a new Nigerian citizenship passport. Option B was to get a British citizenship passport. What was Mark's decision ultimately based on? The queue was shorter for the Nigerian passport. Strike three.
Despite our trying to convince Amy that Mark was British, he fled the school (after further problems) under the cover of darkness without a word, only to e-mail us a week later to tell us he was still alive. In retrospect though, he was doomed from the start. Mark was Phillipe's flatmate. Poor bastard.
OK, so those were the kooky examples, nice enough people with a little bit of spice to pep up your daily life. No harm done (although I'll never forget which direction the North Star is in). Now, every teacher has bad days. Sometimes its your fault (poor lesson planning), sometimes – heaven forbid – it's the kids' fault (demonic possession), sometimes it's a combination of both. But sometimes it's none of these, which is even worse. If this next story was a TV programme it would be aired under the title "When Foreign Teachers Go Wrong'.
The school I am about to start a fresh contract with (long story) presently have no foreign teachers working for them which, for a school as successful and with it's reputation, is a little unusual. Apparently they had three, but for reasons I am about to explain, they all disappeared. I have only Amy's version of events so obviously, this is not the complete story. It appears that, for whatever reason, the relationship between two of the foreigners living together broke down. They then began communicating with each other with post-it notes or, if the mood took them, long, meandering letters involving the words 'kill', 'spit on mercy', and 'beat you to death'. While initially who was the victim and who was the aggressor was never made particularly clear, when the final letter stated 'I will kill you both the next time I see you', rather unsurprisingly, particularly with Amy's failure to do anything practical, the two foreigners left. This left the only foreign teacher working with primary school kids as someone who felt so out of control with a situation that he deemed it necessary to threaten two people with death. And according to the other Chinese teachers, he had a 'temper' problem – given the Chinese's uncanny knack for understatement, I'm sure to the extent that Hitler felt the Jews were rather annoying. Sensing any problems coming up here?
I like to think of myself as a fairly patient soul and rarely let my temper get the better of me (the exception being when old people conspire to magically appear wherever I need to be when I'm in a hurry Рa watertight case for justifiable homicide I'm sure you'll all agree). Kids are a demanding crowd and can be trying on the nerves to say the least, so every now and then you need to 'punish' them. However, the idea behind punishing them when they step over that line is that the punishment fits the crime. Doctrine of Proportionality and all that. The child needs to understand what they did wrong, why it is wrong, and must feel that the punishment fits the crime otherwise they don't learn anything and start posting poo through your letter box along with the Sunday supplements. Baring this in mind, I'm sure you can only imagine their surprise and horror when, after pushing this guy's buttons a little too much, they found themselves at the front of the classroom with their trousers and underwear around their ankles. These children were 9 years old. Fortunately, following this moment of madness, Mr Glitter's prot̩g̩ was fired and later escorted off the premises by the local police after a host of other, I'm happy to say, non-child related incidents.
This brings me swinging back round to the point of this article: however antiquated we've seen how China can be, it is in some respects extremely naively accepting. It quite openly welcomes in foreigners on good faith. The good faith that that when you come to work here you are both mentally and emotionally fit to do so. It doesn't have the police checks and constant monitoring of the West. It is poorly equipped to deal with these problems which means if you do have them you are very much, in every sense of the word, on your own out here. Being a teacher is about being responsible for your kids and the only way you can truly do that is to be responsible for yourself. If you really care about kids then you make sure they are safe. We all have our quirks – the kids love the fact that I pretend I can't teach – but if you feel you have a problem which may affect your ability to do your job and more importantly, lead your life, then get professional help while you can. China is not going anywhere (plate tectonics is about dinner ware, right?) – it will still be here if and when you feel ready. As self proclaimed Master of Mime – that suspected hernia was a tough one – I can imagine going to a hospital and miming paranoid schizophrenia may be a tad difficult. Our actions influence the lives of these kids, however little attention you think they're paying to you, and it's this impression of foreigners and the West that they're going to grow up with. At the moment this country, with a third of the world's population, trusts us. I know of three 9 year-olds who will now grow up thinking otherwise.
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China has the uncanny knack of being able to lull you into a false sense of security and then manages to pack your ass full of Columbia's annual coke haul, smile, and push you into customs and immigration. When it's not you it's quite a magical process to watch. Unfortunately, after a particularly trying five lessons straight, I received my calling. On opening an envelope which had been casually thrown on my desk (accompanied by the deliverer donning a fake beard and sprinting off, I'm sure) I found out that I had been 'invited' to give a one and a half hour speech on 'Vocational Education in the West'. The next day. Giving a speech came as no particular surprise as it fell under that broad category of 'dancing school monkey' that foreign teachers seem to occupy and was thus in the finest print of my contract. What was a surprise was that two weeks ago I had been asked to prepare a presentation on that vaguest of topics, 'Britain', and had been thinking about working on it for a good two weeks now. Noticing through my spluttering fury that there was a phone number at the bottom should I have any questions, I rang Jessica, the foreign teachers' assistant. "Jessica - what do I know about vocational education?" After enduring what I can only assume was a happily bemused silence on the other end of the phone, I changed tactics: "Jessica, I don't know anything about vocational education. I went to university - I don't have a vocation. Why would you think I know about vocational education in the West?" I immediately knew the answer that was forming in her mind, 'you are from the West and therefore know about all things associated with it, no matter how obscure'. After she offered that OK, maybe I could just talk about education in the West, I realised that there was no escaping my fate, and I shifted uneasily as the coke haul was inserted firmly where the sun doesn't shine. She also informed me that it should be a PowerPoint presentation. Super.
So, after many hours of procrastination, a trip to McDonald's and a good bitching session with my friends, I settled down to find out just what vocational education is and from there decide how to approach customs and immigration. And herein lies one of China's problems regarding learning English: it doesn't matter whether you are particularly competent as a teacher, as long as you fit that token Westerner image. I could have quite easily gone to the presentation, tap-danced for a few minutes, sung a Backstreet Boys number, and played "Simon says..." for the remaining hour and twenty minutes, and my school would have been perfectly happy because it achieved everything they wanted: to show off that they had a foreigner. Unfortunately, I have no desire to be a children's TV presenter and like to keep my self-respect topped up, so I nestled into my chair in the school office and stared bleary-eyed at the computer until the early hours of the morning, plotting my revenge...
After waking from a pleasant sleep only to find that Mianyang hadn't been consumed by flames, I grudgingly climbed into the school car with Jessica and we promptly drove to the wrong school. Confirming that Jessica was, as I had suspected, competent with a capital 'K', we set off again on our magical mystery tour. It was at that point that I had a moment of clarity: in all probability these people know absolutely nothing about vocational education - I could probably bullshit my way through the entire thing. Back on familiar territory, I relaxed and enjoyed the ride. Until we pulled into the entrance of the grand and austere 'Mianyang Vocational Education College'. Bugger.
I'd like to tell you what the college was like, even the room I was giving the presentation in, unfortunately, I was experiencing what survivors of disaster situations call 'tunnel vision'. My tunnel became even smaller when I realised that the room had no computer for my PowerPoint presentation and I had no written notes with me. Sensing some threat to that happy little place that is Jessica's World and possibly her proximity to imminent death, she scuttled off to find out if there was a room with a computer. To her credit and current existence, she found one, and so began one and a half hours of 'Vocational Education in the West'...
It was after the first 30 minutes that even I started to believe I knew what I was talking about. Soon time was up, the Headmistress approached me, seemed genuinely happy with the presentation, told me that other schools had provided teachers to give presentations but they hadn't been satisfactory. She then looked me in the eyes and told me that she now had 'trust and respect' for my school. Rock on. When I enquired how long the presentation had been planned for she told me that the guests had been informed of the talk a week ago. I, me, myself, the guy giving the presentation, had been given less than a day's notice. My rung on the china food chain and the pointlessness of my existence here had just been revealed.
And now for the revenge section...
It turns out that there is a fairly hefty amount of philosophy behind the idea of vocational education - a lot of philosophers to quote. Two of the most prominent and fictitious philosophers to appear in the Emperor's new clothes that was my presentation were those pillars of the vocational education world, Poontang (1984) and Santorum (1978). If you don't know what the latter is, it is a term recently coined in 'Savage Love' (www.theonion.com). If you don't know what the former is then I'm afraid there's no help for you. You have no idea how hard it was to suppress the tears of laughter as I said the names of these great scholars into my microphone in front of a packed presentation hall and watch them diligently scribble them down. Pure gold. True, a slightly puerile and unprofessional way to exact revenge but I cannot express how frustratingly annoying it is to have your anger fall on deaf and, under these particular circumstances, cheery ears. It's like trying to have an argument with a Care Bear or a small watery eyed child. If you're reading this thinking 'you bugger, they had nothing to do with your predicament' - I'll quickly point you to the fact that the presentation's content was accurate and thoroughly researched save for my two favourite scholars. If the audience even kept their notes afterwards (yes, foreign teachers, your words are that valuable - the equivalent to those mobile phone flyers I'm constantly being plied with), they are highly likely to put Poontang (1984) and Santorum (1978) down to a spelling mistake or a sleep-deprived mistake on my part. Everyone's a winner.
As I climbed into a taxi destined for my school (Jessica's last happy words accompanied by a large uncomprehending smile, were "You'll finish your presentation just in time to go back and give your five lessons!" - there really is a big difference in thinking between the East and the West) it suddenly dawned on me that despite my arguing the opposite, I do have a vocation: the incredibly invaluable ability (especially here in China) to spout convincing bullshit for long periods of time.
Oh, I was at a party the other week when I was approached by what can only be described as a presentation groupie. Instantly violating my bubble she hit me with that question I've grown to fear, "Do you remember me?". After a quick unrewarding mental spasm my memory came up with a big fat no as she managed to fit the stereotypical modal of 'short Chinese girl' remarkably well: short, dark, straight hair, wearing daring combination of day-glo, Chinese-looking, girl. Let's face it, if I ever get my purse snatched here I'd never be able to identify the culprit - even if I took them out for lunch afterwards. Anyhow, she told me we'd never met (?!?) but that she attended my presentation and was a lecturer on vocational education. Ah. I mentally started trying to coax my testicles back out of the body cavity while maintaining an air of sophistication and cool. She said the presentation was very good and had used a lot of my material BUT, and this is the important part, she thought I was very naughty.
OK, so maybe some of those who attended were paying attention...
...either that or she was referring to that moment of weakness when Posh Spice was in England and I was alone with my secretary.
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Thursday 26 December 2013

TEFL Success Stories - Part 43

Saul - Russia
If I tell you that the biggest news of the week is that Bananarama are coming to do a concert in St. Petersburg, part of an eighties throwback thing that is currently plaguing Russia, you'll get the idea that this has been a quiet week. The city hasn't seen anything quite like it since the Pet Shop Boys were here in 1997 (I'm not including the vastly overpriced Mariah Carey and Whitney Houston concerts of last year), and it will probably be some time before the residents of St. Petersburg are lucky enough to see something quite so special again.
Oh yes, I almost forgot, on Wednesday a teacher fell on the ice and broke a bone in his wrist. Better than the week before when three teachers were robbed; things seem to be calming down. The teacher in question can carry on working and will be out of plaster within a few weeks, and I count myself lucky that he's the hardy type who wants to carry on – I'm sure other people, including me, would have been looking to get the first plane back home in the event of such inconveniences as a broken bone.
Apart from these two piece of news the only other thing that springs to mind is that I've forgotten how to teach teenagers. As a spoiled DoS who chooses his own timetable and groups, last August I automatically gave myself the groups I knew I would get along best with and whose courses seemed the most interesting (and demanding) to me. In doing this I have improved my grammar teaching, my techniques for introducing advanced vocabulary and my general understanding of the CAE exam, but in bettering myself in these ways I have become blind, or at least immune, to one of the biggest problems my staff face on a daily basis – getting teenagers interested in English.
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I'm sure Russia is no different to most other countries when it comes to teenage groups. There are always one or two well-motivated (and sometimes very pedantic) students in teenage groups, but the rest have far more interest in impressing their peers or playing with their mobile phones than the future perfect.
On Thursday I trekked to the very south-eastern end of the city to deliver one of our open advert lessons to a group of teenagers. Things started off badly when I realised that I was on my own (the lady who does the advertising at such events didn't turn up, hence it ended up as not much of an advert lesson), but got a little better when I entered the classroom to see only twenty students. Over the past few weeks teachers have been shoe-horned into classes of forty and fifty-seven students for open lessons, though there is still a way to go to beat last year's record of eighty one.
Open lessons are only forty-five minutes, but I'm sure the clock was going backwards as they devoured every task, ignoring the educational value of the process and instead looking for the quickest result, leaving me not really knowing what to do next. 'They want to ask you about England', hinted their regular teacher, so I gave them the chance to ask me. Silence - nobody had any questions. However, once the bell had (thankfully) rung for end of the lesson they suddenly found their tongues, and as they circled round me I was asked whether I am married, where my wife was and what my favourite football team is. One boy even took a photo of me with the camera he'd been playing with all lesson.
It worries me not that they were asking where my wife was or that they seemed to know nothing about Leicester City, but that they waited until after the lesson to ask. The atmosphere in the lesson was all wrong. It's obviously difficult to build up a rapport with a group of people in such a short space of time, but it's not impossible.
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Time for a refresher course for me on teenagers; in doing this lesson I completely forgot the basics when it comes to teaching them – show them some respect and that their opinions count, make it interesting by doing tasks relevant to their age group and if they don't like an activity lose it and start on something else.To make things worse, a fight started on the trolleybus on the way back to the office. I turned my back on the brawlers and pulled my woolly hat tighter over my head to block out the grey day. Sometimes it can be quite depressing to live in St. Petersburg…
It's getting more and more difficult to get up in the mornings. As if it wasn't bad enough already, the fact that it's gloomy outside until 10.00 at the moment makes it hard to make it to those morning classes. We're fortunate that we get the opposite in the summer here; it only gets dark for an hour or two in June and July. Then the problem is not getting up but getting yourself to bed at all as the city transforms itself and becomes an exciting place to live once again.
Two of my students are taking the CAE listening and speaking exams on Thursday – we did some practice today. Hopefully the advice I've given them is right and they'll get on OK. These are the first students I've put in for the exam, so I'm a bit paranoid that I've missed something glaringly obvious; if this proves to be the case I'll just have to frown authoritatively and tell them that the problem area must be a new part of the exam (before hurrying away to hide any similar practice papers I can find). Anyway, I'll find out on Thursday.

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Tuesday 24 December 2013

TEFL Success Stories - Part 42

Melissa - Switzerland
A busy day online today. I start at 8.00am, still in my pyjamas and not yet woken up. Thank God webcams aren't obligatory yet – our kitten is clawing her way up my back and going for my headset. I have 6 hours online today: three 45- minute classes this morning and three from 1.00pm. I must try and complete the reports immediately – I always leave them a day or two and end up with 18 to do and a nasty email from admin.
The students are regulars today, all Japanese, aside from the French bank personnel straight after lunch. I don't enjoy that one…it's taken weeks for the majority to 'learn' how to greet me. ''How are you Gilbert?'' I say, ''I'm fine'' Gilbert says. Silence. Every week the same. ''I'm fine thanks'' I shout into the mike but the French don't do irony – or perhaps Gilbert's not even listening. Hard to tell with online classes. No problems today – no connection problems, no sound problems. Still, I'm glad when I turn the pc off. Gives me a headache sometimes and I swear I'm going boss-eyed.
I take a nap – can't get through the day without one - then prepare my next class. At 5.00pm, I stroll round the corner to my private student for an hour or so. He only lives 3 minutes away and his parents pay me cash. If only there were more classes like this one. They're worried about his grades – since the teacher changed his grades have slipped apparently. This new teacher seems fond of worksheets with lists of phrasal verbs. And tests. Seems to love tests. My student wants a lot of speaking practice – he does precious little at school and it shows: at times I haven't got a clue what he's saying. Nice kid though and seems to relish the opportunity to express himself. His face always lights up when I take out a bunch of cards or a game – and it's been while since I had such an effect on an 18-year-old boy.
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At 7.30pm it's off to the first evening class after the long summer break. It's still warm here during the day and not yet dark when I arrive at the school. There's the usual huddle of cigarette-puffing teenagers outside here for their first aid course - obligatory for all those after their driving licence. They glare at me as I pass and I smile, thinking of them on their knees, jeans straining against large backsides, cheeks reddening as they resuscitate that plastic dummy. They know how silly they look which makes me feel even better. Thankfully my students will be a little older and we get to keep out dignity this evening. I like this building, 19th century, a bit tired in places, wooden floors and relatively light and airy in the best Swiss tradition. In front there's a huge fountain, the noise of running water can be heard from all of the classrooms. At first I thought it was raining every night. I wave at the centre manager but she is surrounded by new students signing up for their courses, money and books changing hands. She seems flustered.
No teenagers now but older people, looking stressed. Some of these people haven't learnt anything for ages – though some are perpetual students and they'll do a course in anything. I hope I don't get too many of those in my class. They often lack drive and take courses simply to have something to do. I go downstairs to the staff-room – a smelly, dark room with a photocopier and a kettle. Smelly because there seems to be a problem with the drains in the basement and dark because there's rarely anyone in it and the light is switched off. Tonight is no different. It looks like I'm the only English course tonight. This seems to be the one place in Europe where people apparently don't want to learn English. There is no reason for me to hang around down here, there is nothing to photocopy and nobody to speak to, so after checking my cubby hole [ never anything in it] I head upstairs to room 7, facing the fountain, to meet my new beginners. The register says tonight there are seven students. A good size and a shame that half won't last the month. I'm starting to feel hungry and not a little tired: I'll be glad to get to bed tonight. Still, it's always nice to be teaching students I can see and touch.
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Well, I was wrong. After 5 weeks I've lost only one and a half of my beginners - and this week gained two new students. Roger, 31, giggled his way through our first lesson while Willy sweated and gulped for an hour and a half. They were sat next to each other like Laurel and Hardy. Willy was in his late 50s, a large, ugly man with a red face and a bulbous nose. He had never studied English in his life and was clearly suffering. He blinked at me repeatedly, licked his lips, and had trouble writing as his pencil slipped through his large, clammy fingers. In a mixture of Italian, Swiss-German and gestures he explained that he had a lady friend who spoke English. Willy valiantly stuck with it for an hour and half before bidding me good-night. We haven't seen him since. Perhaps he decided that long-distance relationships weren't for him. Or that the lady friend should learn Swiss German. Poor Willy – I did what I could. Roger comes every other week, though I would be happy if he didn't come at all as he seems to enjoy talking to my chest. When he learns that the two new students are female and under the age of 25 I imagine his attendance will improve. Nothing like the opposite sex to motivate, especially when the opposite sex are wearing jeans so tight they should carry a health warning. One of the new students tells me she is learning English because her boyfriend's from Ebbw Vale and will soon be moving here to be with her. Crikey. She tells me the Welsh accent is horrible. I then tell her I was born near Ebbw and that my father's family hail from the Valleys. It's not entirely true of course. I teach ''I'm very sorry.''
I don't understand the other new girl easily - she's very young, speaks rapidly, and seems to enjoy the confusion it brings. She is clearly nervous but noisily so. The other students also seem to have trouble following her or maybe they're faking it to make me feel better. When she excitedly starts correcting my Italian pronunciation I emit a laugh that's a little too loud and a cross between Basil Brush and Courtney Love. I catch some raised eyebrows and sympathetic glances from the older students – though who they're sympathising with is not immediately clear. Do these kids KNOW that entire books are written on correction techniques?? No. Of course they don't - and we've all met teachers who didn't know either. Thankfully the rest of the group are great and there's a very friendly vibe in the classroom. It never ceases to amaze me how a group of people, thrown together fairly arbitrarily, can form a workable, co-operative unit within a very short period of time. This group no-longer panic when I give instructions in English, they don't correct my Italian unless I ask, immediately ask for help when they're confused, understand what pairwork means and they're making very good progress. We ended this week's class with a sure-fire winner: the mini- presentation on 'My home'. 10 hours into the course they have sufficient language to use I've got…it's got…it hasn't got…I haven't got… my…his…bedroom…bathroom…big…small…flat…house etc, and there are always those who want to personalise with plunge pool, double garage, spiral staircase and the like. They applaud each other politely, they take mental notes on size and potential value of each other's property and leave the class looking very pleased with themselves. As well they should.
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My online teaching has been without incident this month. A couple of classes I clean forgot about (I admitted my memory lapse and have been forgiven), no oddballs, one fanatic and one very tedious individual, some thoroughly enjoyable conversations and two moments of pure joy: when Takashi produced 'Well I wouldn't say Bush was handsome but…Kerry is pretty ugly don't you think?' and when Mamoru bid me adieu with 'Bye for now – thanks again'. Maintaining motivation is often a problem with all kinds of teaching but I wonder whether this is magnified with online work. I have taught some of these students for 18 months but with some I have never so much as seen their photo. Add to this the fact that many are speaking to me at ungodly hours, after a 15-hour day in some cases. I used to have one lady who spoke to me at 5.00 am before fixing breakfast for her family, running the kids to school and going on to her full time job. I am always impressed by the will power and the determination that some of these students show. Clock changes mess things up quite a bit however– all the Japanese students have moved forward an hour and the favourite times – from 13.00 through to 16.00 my time – are much in demand.
I wish my other 'real' group was as straightforward. Six intermediate students all signed up for a course that's marketed as 'Grammar Revision' though in my needs analysis session I discover that they all want anything but: 'My pronunciation is poor'; 'I need Telephone English– I'm a secretary'; 'I'm going to Australia next year'; 'I just want to speak!'  They've all purchased the recommended grammar reference guide which was presented to me as 'the course book'. Sigh. The result is of course that I spend an inordinate amount of time developing the course, sourcing material for a group of people who, if truth be told, don't really know what they want. This wouldn't be quite so bad if the school had any resources. One monolingual dictionary would be nice, (I did put in a request a year ago for some but the request was denied) but there is, as hard as it is to believe, virtually NOTHING in the way of resources. No books, no listening material, two videos (20 years old and for beginners), no worksheets, no games, no nothing. I am not at my best in this situation – and it is soon clear that the 20-stone diva with the inferiority complex is competing with me for the class's attention. By the time I've finished massaging egos, boosting confidence, drawing people out, and attempting to meet needs [voiced and unvoiced] it's time to go home. Perhaps we'll get round to some English next week eh?
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