11/24/09

Teaching the Teacher :: A Chinese Cooking Lesson

Jolie Lee, a year-long volunteer in China, writes about receiving a cooking lesson from some of her teenaged students at her teacher's apartment! Jolie, a Northwestern graduate who worked as a reporter in Chicago prior to serving with WorldTeach, is teaching Middle School in a town called Lengshuijiang, or "Cold Water River", located about four hours south of Changsha in Hunan Province.

One of Jolie's English classes

I wouldn't say I am a bad cook -- just an infrequent one. I cook a few things and I cook them well, but my repertoire is very limited. When I told my students that the main dish I make is fried rice, they immediately offered to whip up a meal for me. Teach the teacher. I was in charge of providing meats and vegetables, and they would do the rest.

Unfortunately, I failed at even this simple task. I inadvertently bought pork instead of beef, marinated eggs instead of regular eggs and and probably triple the amount of potatoes we needed. Nonetheless, my students are resourceful. Seven students descended on my apartment. A few who learned the art of cooking from their grandmothers took charge in the kitchen. I stood idly back, admiring their skill aloud.

Another food shopping faux pas I made -- I did not buy enough peppers. So while my kitchen steamed and clanked with the sounds of delicious food being made, I scrambled to the street outside of the school hoping the vegetable vendors were still around. No small green peppers, the kind found in nearly every dish. But I did find a larger variety that are not as spicy. I was also lucky enough to run into my neighbor and Chinese tutor, Mr. Tang, who offered to lend me some spicy pepper sauce when he heard my dilemma.

Being the resourceful girls they are, my students were unfazed by my failed mission. They started chopping the too-big, not-spicy-enough peppers. I saw they had finished two dishes already and were making two more. I had bought an eggplant that I thought would just end up in the garbage since I was leaving town the next day for a week. But my students had cleared out my refrigerator, including the eggplant, and were making the most of everything I had.

We ate in the living room, toasting orange juice and milk. The girls were happy in a way I never got to see in the classroom. When we finished off every last bit of food, they started taking silly pictures of each other. During class, my students are one mass of faces and black hair. But here with a handful of them hanging out with me in my home, I could pick out the personalities -- the goofy jokester, the serious brooder, the nice girl, the shy girl, the leader of the pack.


They called their head teacher to tell her they would be late for the evening self-study. I was afraid they would get in trouble, but they insisted that they could take time off from self-study, especially now since so many students were sick and not showing up in the evenings. But they could not miss the second self-study period and reluctantly left after helping me clean up.

"We'll do it again," I told them as they left. "I will buy beef next time."

A view of Lengshuijiang

11/19/09

A Patriotic English Lesson in Namibia

Jen Jackson, one of WorldTeach's Namibia volunteers now wrapping up her time in-country, shares with us her experience of teaching her 8th and 9th grade students their own national anthem (in English). Jen's placement is in the rural town of Divundu, teaching math and science for grades 8 - 10, and living with two other teachers in designated teacher housing.
Jen with some of her 8th grade students

"I have decided that I'm not leaving this school without teaching my classes the ACTUAL words to the Namibian national anthem. The song is really pretty simple, but it wasn't until I looked it up that I actually figured out what many of the words were.

Here's the song:
Namibia land of the brave
Freedom fight we have won

Glory to their bravery

Whose blood waters our freedom

We give our love and loyalty

Together in unity

Contrasting beautiful Namibia

Namibia our country

Beloved land of savannahs

Hold high the banner of liberty
Namibia our country

Namibia motherland we love thee!


---

Here are pieces of what I would hear:

..."Whose blood [muffle] our freedom"...

..."Constrassen beautiful"... (i.e. contrasting)

"Be love land sav[muffle]
[muffle muffle] of liberty"...

I started with "contrasting beautiful". I wrote it on the board, pronounced it, got them pronouncing it correctly, and explained what it meant. Man, ALL EYES were fully engaged. They were SO THANKFUL that someone was finally telling them the actual words!

By the time I get done with them, grades 8 and 9 will be leading the school, including the teachers, who also don't have a clue what most of the words are.

Interestingly, both classes I did this with asked about the American national anthem. I said that it was much longer, with quite a few more words. I sang the first verse for them; they humoured me and seemed impressed.

Next week we will tackle the "savannahs" and the "blood waters"..."
The principal's house at Divundu Combined School

photos courtesy of Jen Jackson

11/17/09

Changsha Scavenger Hunt :: Getting Oriented

The orientation provided by WorldTeach once volunteers arrive in-country is instrumental to their success as they acclimate to a new culture, gain critical teaching and language skills, and start to develop a support network through the community of like-minded volunteers in their departure group.

Our field directors in China, Chris and Theresa, set up this photo scavenger hunt for their year-long volunteers who arrived in Changsha this past August.

WT China 2009-2010: Orientation Photo Scavenger Hunt from WT China on Vimeo.

11/11/09

SAGE Guyana :: some of WorldTeach's amazing alumni

WorldTeach is proud to showcase an instance of WorldTeach alumni who have remained connected to their host countries and continue to make a meaningful contribution to the communities in which they served.

SAGE is an organization created and run by a group of returned WorldTeach Guyana volunteers whose mission is to empower young Guyanese to contribute positively and effectively to their country by increasing their access to post-secondary education. SAGE identifies secondary students with high academic potential but limited financial means and provide these students with scholarships to help fulfill their commitment to Guyana.

SAGE fosters development by identifying students with a commitment to their country, high academic promise, and limited financial means, and provides these students with scholarships while encouraging scholarship recipients to work within Guyana for several years after graduating. Targeting students living in the interior of Guyana allows educational resources to be re-invested in areas where development is needed most.

Learn more about SAGE

Guyana, a small country on the northern coast of South America whose official language is English, boasts some of the world's most natural beauty, including the world's tallest single drop waterfall, Kaieteur Falls, and an abundance of lush vegetation.WorldTeach runs a year-long program departing in August in direct partnership with the Ministry of Education of Guyana teaching math and science in some of their most underserved rural areas.

Learn more about WorldTeach Guyana

11/6/09

Costa Rican Independence Day

Dan Perkins is a current WorldTeach volunteer in Costa Rica. Originally from Boston, Dan was a 7th grade history teacher before going to Costa Rica, and he hopes to continue teaching and writing when he returns.

September 15th is Independence Day in Costa Rica, but we started celebrating at the school the week before. Every day, we had a different acto civico (assembly) to celebrate different accomplishments, events, and people in Costa Rica's history: the abolition of the military, Pope John Paul II's visit, and Franklin Chang Diaz, their first astronaut. On the morning of the 14th, the older students arrived at school ready to run. The tradition on this day is to carry a torch throughout all the local towns, lighting the torch of each new town they reach. In our area, the torch started at the bottom of the mountain at 7am, and reached the highest town by 1pm. Everyone was given the rest of the day off to rest (as well as the odd advice to drink coffee to rehydrate), and we reconvened that night for a dance recital and a lantern competition. The day comes to an end with the lanterns lighting up the town in a parade, which is followed by a much-deserved celebration by the teachers at the local soda for a week's worth of hard work.


The 15th is the big day, and the entire town came to a halt for the Independence Day parade. Different groups from elementary and high schools took part, including drummers, color guards, cheerleaders, and the indigenous culture club. The parade makes one big loop around the town and ends on the soccer field with demonstrations from each group.




Progress and Plateaus in Chile

Tara Paul, a WorldTeach volunteer in the Chile Ministry semester program which departed in July of this year, shares her experiences settling into her assignment at a public high school in the city of Curanilahue.


I have been assigned to the public high school here in town, Liceo Mariano Latorre. My first week was spent observing the English classes I would soon be teaching. It was an interesting experience. I’ve never felt like such a celebrity.


A couple students asked me if I knew Michael Jackson, wanted to know if I went to his funeral, and some even got up to demonstrate the Moon Walk. Each time I mentioned that I was from California, I heard a chorus of ooh’s and ahh’s. Students in every class wanted to know if I have a boyfriend, if I am on Facebook, and what’s my cell phone number – umm…yeah right! I get lots of kisses on the cheek - “besos” from the students. This is a normal Chilean greeting, and it’s nice, but when 40 students in a row stand in a line to kiss you as they walk out the door, it becomes a little exhausting - especially when it's only the first class of the day! Each morning as I approach the school, a few students open the window and yell “Hello Miss Tara” or “Good morning Miss Tara” from the second floor. I imagine their teachers don’t appreciate that. But by far the most ridiculous and amusing occurrence takes place almost daily: a student, and not one of mine, walks by my classroom and shouts with his Spanish accent “Miss Tara! My heart cries for you!”


I have found that learning a language is a constant cycle of brief and exciting progress followed by long, aggravating plateaus. It starts out as a cacophony of strange sounds that seem impossible to grasp. Then, you start to figure out what some of the words mean, and you start putting them together. A sense of confidence and euphoria starts to set in. You say the phrases with pride and satisfaction even though you still sound like an idiot. It dawned on me a little over a month ago that despite this newfound ability, I simply can’t fathom the significance the words have to a native speaker. In this sense, learning and using the new phrases is similar to playing with a new toy – fun and engaging but used flippantly. For example - You are beautiful; I love you. Think about how strong those phrases are in English. There’s a lot of emotion both in speaking and listening to those statements. Now consider them in Spanish – tĂș eres linda; te amo; te quiero. These are just examples, but if you didn’t grow up hearing these all the time, they just don’t have the same impact in your ear. Thus, in the beginning, you're uttering and hearing statements without fully comprehending their value. I don’t know when the true weight and meaning of words in one language transcends into the other or if it ever does, but I have a sense that it takes a long time.


I mentioned that language learning is full of progress and plateaus. Well, I’ve moved past the exciting Spanish-is-my-new-favorite-toy stage and hit a particularly long plateau. At times I have felt like I am drowning, lacking the faculties of communication and unable to stay afloat. Feeling I’m in way over my head, there have been days when I just want to shut myself off from everyone and quit trying altogether. Frequently embarrassed, conscious of how ridiculous I sound, and fatigued from the labors of obsessing over correct conjugations, there’s nothing to do but keep at it. The drive to communicate pulls me out and forces me to persevere. Maybe I’ll wake up one of these days and be pleasantly surprised to hear the words flow confidently and correctly out of my mouth. Until then nothing is easy, but knowing that things will get better motivates me through the challenges.



Above: Some of Tara's students proudly displaying their new adverbs.
Below: Students and host teachers sitting at the school's booth on "English Day" in Curanilahue.



Above: Tara and a few of her students supporting the "Alianza Naranja" during the school's anniversary celebrations.

Below: Two of Tara's students who competed in a national violin competition, the student on the right being the national champion violinist!


11/3/09

Surviving Paradise :: a WorldTeach alumnus publication

Peter Rudiak-Gould, an alumnus of WorldTeach's 2003 Marshall Islands program, has a book released this month based on his experiences on the islands!




A little bit about Peter:

Peter Rudiak-Gould majored in Linguistics at the University of California, San Diego before joining the second group of WorldTeach volunteers in the Marshall Islands (2003-2004). He was placed on Ujae, an outer island, and taught English to 4th to 8th graders. At the end of the year, he wrote the WorldTeach Marshallese language manual. Upon returning, he began work on a book about his experiences in the Marshall Islands. This book is now being published by Sterling Publishing as "Surviving Paradise: One Year on a Disappearing Island" and is available online and in bookstores.

In 2006, he moved to England to study Anthropology at Oxford University. He returned to the Marshall Islands in 2007 and 2009 to research local reactions to the threat of global warming. The first of these return trips, and what he learned about Marshallese views of climate change, is recounted in the last chapter of Surviving Paradise. Peter is now writing his doctoral dissertation on this subject.

Peter invites you to learn more about Surviving Paradise and other projects at www.peterrg.com.

You can check out Peter's book and learn more about his experience in the Marshall Islands at Amazon.com.

"Serving with WorldTeach combined the excitement of a personal adventure with the safety and convenience of being part of an organization. With WorldTeach providing practical and personal support, I could concentrate on my main goals: being an effective teacher and integrating into the local culture." -- Peter Rudiak-Gould

11/2/09

Island Life: lessons on sharing from the friendliest people in the Pacific

Marci McPhee, currently on a leave of absence from Brandeis University, reflects on the deep culture of sharing that she has encountered during her time as a WorldTeach volunteer in the Marshall Islands and the lessons that it has taught her even as the blurred lines between "sharing" and "cheating" present a challenge to her work in the classroom.


Student Jamie Shem gives Marci a traditional Marshallese welcome necklace, made by Jamie’s mother from seashells and pandanus fibers.

“When you live on a small island that is sometimes no wider than the road you are walking on, and at high tide only inches above sea level, your only two choices are to change the way you think and live, or go home.” – Jack Niedenthal, For the Good of Mankind: A History of the People of Bikini and their Islands, xi. (Bikini is one of the Marshall Islands)


It took me awhile to realize that the children were calling to me when they chanted “ribelle, ribelle!” (“white person” in Marshallese). Getting used to that has been a little easier than getting used a few other things about teaching English in the Marshall Islands, located about halfway between Hawaii and Australia, surrounded by miles of ocean in every direction. Sometimes called “the friendliest people in the Pacific,” the Marshallese have a communal way of thinking which has made for some surprising moments in my classroom.


Marshallese people share everything. I have to be careful not to compliment someone on an article of clothing or a piece of handmade seashell jewelry, or they’ll try to give it to me. While I was picnicking at an oceanside park, a family at the next picnic table came over to see what I was eating. It’s expected that I’d share what I brought and they’d do the same. I keep my questions to myself about how long their food has been sitting out in the tropical heat. I make my own decisions about what to eat, all the while smiling and saying a warm “kommol” (thank you). Then I slip the iffy potato salad to a passing pig or rooster while the neighbors aren’t looking. (The pigs are quite clean here.)


The sharing mentality extends to family structure. Marshallese families are fluid conglomerates with loosely connected bloodlines. Under the same roof you may find as many as 16 or 17 relatives – nieces and nephews who come from an outer island to go to high school; ailing grandparents; a brother who lost his job because he drinks too much; and children from different fathers. In this matrilineal society where marriage is rather irrelevant, a common Marshallese saying translates as “You can have several fathers, but only one mother.” There is no homelessness here; one of my students was visibly shaken when she discovered the concept.


Sharing can even extend to the children themselves. My Marshallese friend tells me about her sister-in-law who couldn’t have children, so she gave her her youngest son to raise shortly after birth. Every Thursday she talks to her son, now 9 years old, by phone through an interpreter. He’s grown up on a different island nation in Micronesia and doesn’t speak Marshallese. The son knows who is who, but he only sees his biological parents about every year or so.


In the classroom, the idea of sharing gets more complicated. I have to be very clear about what is group work which can be done with friends, and what must be a student’s own work. In preparation for last week’s final exams to end the first quarter, one of my sharpest students asked me for a blank copy of one of the chapter tests she’d taken, saying “I gave it to [another student] so she could study for the makeup test, but she didn’t give it back. I want to look at the questions so I can study for the final.” I thought, no wonder the other student got a perfect score on the makeup test. Both students were quite matter-of-fact about it, not at all trying to hide it as they might if they thought they were cheating. Of course the school administrators tell me that the students know the boundary between “sharing” and “cheating.” But I find that I’m teaching a different kind of thinking as well as teaching English, while simultaneously admiring the Marshallese and their open hearts.


Marci is currently a WorldTeach volunteer teaching English at Kwajalein Atoll High School, on an island called Guegeegue (pronounced goo-jee-goo) in the Marshall Islands in the Pacific. In July 2010 she will resume her position as associate director of the International Center for Ethics, Justice, and Public Life at Brandeis, where she oversees the Sorensen Fellowship and on-campus events.