Monday 30 June 2014

TEFL Success Stories - Part 50

Lynda - Cambodia
I arrived in Siem Reap three weeks ago with the temperature during the day reaching too close to a humid 40°C for comfort. I, along with all the other volunteers here, thought I would be assisting local teachers and monks to teach English to orphans and vulnerable children.
In reality, there are no local teachers or monks, and the volunteers (some of whom have no previous teaching experience) are the teachers. Classrooms are very basic – some in bamboo huts with no electricity, some without basic desks or benches to sit on. To maximize the number of children who have access to English lessons, 40–60 minute sessions are repeated several times a day, Monday to Friday. The routine is interrupted occasionally by tropical rain storms which flood the mud roads and make it impossible for some of the children to travel from surrounding villages to reach class. The resources available are white boards, exercise books and pencils.
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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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Much is left to the initiative of the volunteers, and several of my colleagues have been involved in delousing sessions and transporting children to the opticians, as it doesn't take any teacher training to recognize when a child can't see the board! The eye tests, the spectacles when required and transport via a tuk-tuk (a two-wheeled carriage attached to a motorbike) were paid for by volunteers. It's difficult to even attempt to describe the enthusiasm and determination these children have to study even though they live in such poverty. The broad smiles of absolute delight when lessons begin would be alien to the majority of harassed teachers in the tougher schools back home.
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Our TEFL Certificate course is held at the gorgeous Sunset Club in Zorritos. Sunset Club is a private club and hotel where you will study surrounded by palm trees and overlooking their stunning private beach. Our training site is located within metres of the ocean which provides a lovely breeze and a breathtaking view. The club has various swimming pools, bars, a restaurant, tennis courts, a soccer pitch and a playground.
Included in your TEFL course fee is lunch daily at Sunset Club for the duration of the course, as well as a private taxi twice daily from your accommodation to the club, as it is located approximately 15 minutes from the centre of Zorritos. You can also choose to stay at the club for the duration of course, which we offer in our Course Packages
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As volunteers, we could choose to plod along and work with the disorganization in which we find ourselves. However the children do not deserve anything less than our best and many of the volunteers, who are only here for two weeks, would benefit from a much more structured approach to lesson planning. The standard of the volunteers is very high and there is no lack of enthusiasm but when one person moves on, no official handover takes place with the new person coming in. The result is that the children are either being taught the same thing over and over again or there is a huge gap in the level of English taught from one volunteer to the next. Also the local teachers who should be learning how to teach English alongside the volunteers, are feeling isolated because of the lack of continuity.

As part of my contribution while I am here I have decided to put together teaching folders with lesson plans and resource references which will be available for the local teachers and the volunteers to use. Each class has five English language lessons per week. In primary school, this is 40–50 minutes per lesson and in secondary school (to 16 years old) it's 60 minutes.

I would welcome suggestions for any websites or books which could speed up the production of this resource. Although the book shop in Bangkok is very good, many of the books have the CDs missing. This type of resource would be of enormous benefit to Khmer teachers who are learning the language while teaching it. Any suggestions for how to access audio teaching materials without me having to spend the whole of my savings at the start of my trip would also be appreciated.

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TEFL Zorritos: What could be better?  Study in a beautiful Peruvian beach town at our beach-front outdoor training centre with great accommodations available, including delicious local food.  Fully accredited 120 Hour TEFL course with a practical approach that provides you with 5 advanced certifications at absolutely no extra cost!  And guaranteed job waiting for you when you complete the course.
Class sizes are limited, so don't wait, make your reservation today!

Sunday 29 June 2014

TEFL Success Stories - Part 49

Laura - Czech Republic
I hear it while I'm taking attendance: the muted beep followed by rapid clicking. Technically, class doesn't start for three minutes so I let it slide, but I decide to say something before I start teaching.
"OK, guys," I say, emphasizing the first syllable to get their attention. The chatter drops off, but persists in a murmur too low to identify the source. I decide to ignore it. You have to choose your battles carefully when you work with teenagers. I plow on, slowly, making sure they all understand: "Please, please, please turn off your cell phones before class starts. It drives me crazy when my lesson gets interrupted by a phone." Sheepish grins. Raised eyebrows. I see a few hands dig into bags, and hear a scattering of beeps as my students comply.
I gave them the cell phone lecture on the first day of class – all of my classes got it. But as the semester progresses, mobile phones have been interrupting my lessons with increasing frequency, particularly in this class.
Post-secondary intermediate English (Tuesday, Wednesday, Thursday) is the only class I have to discipline. Part of it is the nature of the course: Post-secondary classes are full of students who completed high school but failed to pass their college entrance exams. Many of them are taking the course as an alternative to working -- in other words, not a highly motivated classroom. Most of the students are nineteen or twenty years old, which is a disciplinary problem in and of itself. And with nineteen, it's my largest class.
Every other course I teach is exam preparation, FCE and CAE. And while I love these classes (motivated and mature students, well-designed curriculum, clear goals), I appreciate the variety and challenges that my P2 classes provide. Really. And if I repeat it enough, it starts to sound true.
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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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No, no, I'm just joking. Kind of. These classes are a lot of fun, and I do appreciate the challenge. It's just that some days I open my mouth and suddenly find that I've turned into that humorless teacher I used to make fun of back in high school. The one who said things like, "Is there something outrageously funny about this lesson? No? Then I'd appreciate it if you'd stop laughing and pay attention to what I'm saying." At twenty-three, I'm a little young to be a member of the adult establishment, and yet here I am: the target of their rebellious impulses and the only disciplinary authority in the room.
Class starts well. They write news articles about UFOs, based on a speaking activity we did yesterday. They like the topic, and as I walk behind them I can see a lot of creative ideas: headlines, photographs with captions, quotes, descriptions. They are completely engrossed, and (rare blessing that it is) ten minutes pass without my hearing a word of Czech.
Every day is a battle against a verbal Czech invasion. "In English!" is my catchphrase, and I find myself repeating it like a broken toy. I mutter, holler, hiss and shout the words a dozen times every lesson, ruefully thinking of my high school and university teachers. How many times was I subject of the same command: "En francais! En espanol!" And did I really think they didn't know what I was doing when I lowered my voice? But today I've been granted a respite. We're halfway through class and I haven't once had to yell, "In English means in English, not quieter in Czech!" Peer evaluations are a little more vocal, but I let it slide, hoping they're giving each other feedback and not commenting on my shirt.

And here, I suppose, is the real issue at hand. The trouble with teaching students who challenge your authority is that you begin to question that authority yourself. And if you are only three years older than your students, one year out of college with minimal teaching experience, your confidence will occasionally wobble. Every good class validates your self-confidence. You are a fabulous teacher, an authoritative disciplinarian, a creative and inspirational human being. Bad classes, of course, justify every doubt you've been harbouring about yourself since high school. You're dull, uninspired, out of the loop. You command neither respect nor admiration. The only thing you inspire from your students is scorn – for your weak classes, your unfashionable clothing and your horribly flawed personality.

Fortunately for me, this is a good day. They liked the alien articles, and there's been minimal rebellion. If they're speaking in Czech, they're too quiet for me to hear. During the second hour we focus on transportation: vocabulary building and a reading activity. Once again, they're completely engrossed. Together we brainstorm modes of transportation, then make a word web for "cars." I break them into groups and assign a different mode of transportation to each one. As a class we review the vocabulary and I prepare them for the reading activity.

They're attentive today, obedient and interested. As I pass out the reading, the narcissist within uncorks a bottle of champagne. And it is at this moment, as I'm smugly congratulating myself on my success, that I hear the cell phone.  It's a distinctive ring, and I instantly identify the culprit. Me. I dash to my desk pursued by giggles and raised eyebrows, which quickly drop when I turn around again. Their lips are twitching. I know they're dying to say it, but none of them have the nerve while I'm in the room: Laura, it drives us crazy when your lessons get interrupted by a phone.

There's a moment where I hover between my two roles: authoritative teacher and ordinary human being. I'm mildly panicked and extremely embarrassed, but I can't deny the irony of the situation. Moral authority in shambles, lesson disrupted, I have to laugh.

"OK guys," I say, and I hold up my hands. "I'm a terrible human being. Let's look at activity two." They laugh then, and -- even better -- they look at activity two.

So the champagne's a little flat today. It's not a perfect lesson, and I'm not a perfect teacher. But we all learned something in class. And as I circle their desks, listening to them discuss the article in pairs ("Remember to use your opinion phrases.") I don't hear a word of Czech. Perhaps I've retained a scrap of authority after all.

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TEFL Zorritos: What could be better?  Study in a beautiful Peruvian beach town at our beach-front outdoor training centre with great accommodations available, including delicious local food.  Fully accredited 120 Hour TEFL course with a practical approach that provides you with 5 advanced certifications at absolutely no extra cost!  And guaranteed job waiting for you when you complete the course.
Class sizes are limited, so don't wait, make your reservation today!

Saturday 28 June 2014

TEFL Success Stories - Part 47

Amthal - UK
I am an English literature graduate educated in London but now living in Sheffield. I studied for a Journalism Diploma a few years ago but found the field hard to break into so, whilst working for Sheffield Hallam University, I studied the Trinity college certificate in TESOL. I then began teaching voluntarily before I went on maternity leave. I have now taken on teaching formally although it is only part-time/occasional work. I hope to take on teaching as a full-time job as soon as my toddler is settled in nursery.

The classes I teach are based at Sheffield Hallam University and take place in the evenings. The classes attract ages from 16 onwards and the students are a mixture of nationalities and different backgrounds. There is no set syllabus so each lesson is self-contained and, more than often, topic based. There are three levels - beginners, intermediate and advanced. I teach mainly at Beginners level.
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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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'm early for the lesson. An hour-and-a-half early, in fact. I'll argue though that if I hadn't turned up before everyone else, the security guard would have promptly locked all the classrooms thinking lessons were cancelled and gone home to his family for the night! I'm sure that while I was arguing with him that the lesson was not cancelled, he looked at me as if I was a bit hysterical.
Teaching is not my one passion in life – like most people, I do it because it happens to fall within the career path that I have chosen and pays well. The biggest bonus – as my husband will agree when he arrives home after a long day working in a bureaucratic council job where no-one does anything and everyone thinks your useless – is that I seriously enjoy it. It gives me a buzz to know that I have taught somebody something useful that they didn't know before! Ok, so all the students are not that enthusiastic, but as long as you only remember the ones that are then you'll always feel good about doing it.

Today, it's talking about second-hand goods – buying and selling – last week it was "You must" and "You mustn't". The variety of what you could be teaching day-to-day astounds me. As a prop I pull out my mobile phone. Two of the students look weary already – borrowed from the intermediate class next door as the teacher felt sorry for me when I told her no-one had turned up. At 6.00pm the classroom was empty – at 6.05pm two Spanish students were lingering around the door not wanting to come in unless anyone else turned up! By 6.07pm I breathed a sigh of relief as seven students took their places.

I always find the beginning of the lesson the hardest part. For the first five minutes of the lesson, I feel as if I'm the only one remotely interested in buying and selling second-hand goods. I beam a big smile, jolt about the room and tell the students the phone was a "bargain" – still no immediate enthusiasm. I switch the overhead projector on and the explanation of the vocabulary I have just used beams onto the wall. Bang! Everyone suddenly knows what I am talking about. A few difficult words along the way – explained promptly by the students from the higher class - and we're on our way.

Every activity prompts varied responses from the mixture of nationalities I have in the class. The Japanese/Chinese whip out their electronic language translators and swear not to utter a word until they know what it means. The Somalian gentleman tries to wriggle his way out of every common answer to the task – no, you cannot ask to pay monthly instalments for a £10 table that someone just wants to get rid of! It is sometimes very hard not to laugh – even though the tittering from the other students prompts me to. After all, I might be responsible for this student's emotional well-being – he might be so traumatised at being shown up, he may never want to learn English again…. What the hell – they're all adults – they can take it!

The Spanish students are the biggest hurdle today – three of them whispering away fluently in their native tongue. They don't care that I can hear them whereas the Japanese quietly slip a few words to each other when the teacher is not looking. "Only English please" falls on deaf ears so what is the point of saying it! During the break, another Spanish student sits down – much to the delight of his fellow Spaniards and looks of "how dare you arrive late" from the Japanese. The faces of the Japanese students turn into absolute horror as another Spaniard marches in midway through the second session blaring Spanish at her friends and plonks herself down on a chair. My smile is fixed as I watch her with blank eyes – I get the "sorry" I was waiting for. I know a few teachers I trained alongside who would be blown away with shock at such behaviour – but then what are they doing teaching English to foreigners if they're not willing to accept the cultural differences of the very people they are trying to teach!

For the final task, I split the students into groups. The Spanish are separated to get them talking in English but the Japanese students are kept together – the best way of making sure they actually talk! The adverts produced by the groups use the correct language and grammar but the concept seems somewhat warped. The Spanish group is advertising a sofa for FREE – which defeats the purpose of selling second hand goods and makes me wonder if they understood the lesson at all! The Chinese girl and the intermediate level student – who I think might be a teacher in disguise testing me her English is that good – are advertising an armchair that is comfortable – really!? The other intermediate student has given up with his Spanish friend and let her advertise the single bed for one hundred AND TEN pounds just as she insisted – he throws his hands up in the air in defeat.

Oh well, at least I managed to teach the students from the intermediate group a few new things – I saw them scribbling the meaning of a few words when they thought I wasn't looking, then regaining their composure as if to say "I know this already" But then, that's what its all about – knowing that the students have learnt something even though some of them would never admit it and others thank you respectfully as they leave the room!

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TEFL Zorritos: What could be better?  Study in a beautiful Peruvian beach town at our beach-front training centre with great accommodations available, including delicious local food.  Fully accredited 120 Hour TEFL course with a practical approach that provides you with 5 advanced certifications at absolutely no extra cost!  And guaranteed job waiting for you when you complete the course.
Class sizes are limited, so don't wait, make your reservation today!

Friday 27 June 2014

TEFL Success Stories - Part 46

Sue - France
Sue talks about her varied experience of teaching English in rural France and the importance of dressing for the snowy winter in Auvergne!
I'm rushing around tying last minute balloons onto the door and finally I attach my 'Welcome' notice. I've already laid the table with drinks, McVities chocolate digestives (surprisingly found on the shelves of LIDL in Issoire), a plate of crisps, home-made scones and a Victoria sponge cake. I'm a little nervous because today I've invited the parents to stay for the end of year party. Just at that moment I hear shrieks and footsteps on the stone stairway.
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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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The first thing I see is not a small child, but a huge red flowery plant. Its progress is a little wobbly and behind it I can just spot Pauline, who has been entrusted to carry it. Behind her are the rest of my group proffering more flowers and hand-made cards. I'm really touched and almost tearful. Thaîs mumbles something in French which I don't quite hear, so maman repeats "We hope you live longer than the flowers!"
"So do I!" I laugh, and everyone joins in.
The ice is broken and the children offer food and drinks to the parents, carefully pronouncing Would you like some…? which we had rehearsed the previous week. The adults try my spongecake and scones, but the children are content with a few crisps. I'm amazed at how restrained and polite the French kids are. They will never take anything unless it's offered to them.

This year has been my first experience of teaching English to 4-11 year olds on a Saturday morning and although I hate to use clichés, it's been a steep learning curve; constantly finding new ideas to keep the little ones interested and spending hours making resources. I've become an expert worthy of a Blue Peter badge.

My other TEFL work is a million miles away from this environment. I've just finished teaching engineers in a car component factory and as a result know far more about what's under my car bonnet than ever before – in English and in French. Unfortunately this didn't help when I broke down recently!

I also give telephone lessons to Business English students which is very convenient in the depths of an Auvergne winter at 1,200 metres altitude.

But … summer has finally arrived! It seems a long time coming. Actually, I don't recall having spring as even in the last week of May we were having flurries of snow. Our niece Katie came to stay then, in desperate need of a half-term break from her demanding teaching job in the UK. We had to tell her to bring fleeces and boots, not shorts and T-shirts.

Summer means a quieter time for me until la rentréein September, a very important time here in France, signifying the beginning of the new school year and when all the sports clubs and other activities start up again. But, for now, France has shut down for the summer so I'll take advantage of the break and get out the deckchair.

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TEFL Zorritos: What could be better?  Study in a beautiful Peruvian beach town at our beach-front outdoor training centre with great accommodations available, including delicious local food.  Fully accredited 120 Hour TEFL course with a practical approach that provides you with 5 advanced certifications at absolutely no extra cost!  And guaranteed job waiting for you when you complete the course.
Class sizes are limited, so don't wait, make your reservation today!

Thursday 26 June 2014

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.
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.
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!
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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Wednesday 25 June 2014

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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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.
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 – a 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 protégé 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.
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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