Post #5

This has been a very different kind of trip for me. Though I have traveled before, I feel like in some ways I have learned more on this trip than on any of the others. The reason for this is two-fold.

First of all, being at the school has been a unique and enjoyable experience. What I experienced there was a lot different from what I expected. Everyone, from the teachers to the students, is very laid back and easy-going. The atmosphere is very pleasant. However, there is not a lack of professionalism. While the manner in which classes are taught seems more laid back than I am accustomed to in the states, there is a lot of order in the school, from the way a student's education is laid out from the time he or she is in preschool to graduation, to the auxiliary programs, such as the health services (of which I have more familiarity than I would like to admit). In terms of my involvement, my experiences were also different from my expectations. I realized rather quickly that 1st and 2nd grade Spanish has nothing to do with the way I was trained to teach Spanish as a second language, but is much more similar to elementary education, a field where I have no experience. So in the end, the most I could do was assist with the class duties, answer spelling questions on occasion, and try to keep students on task. Even leading a small lesson would not have been possible. The teachers I worked with the most, Trini and Ine, were great companions and quickly became my friends. The kids are super sweet, and I enjoyed seeing them work in their native language. However, as much as I enjoyed the kids and the atmosphere, I came to realize two things: first of all, that elementary school teachers are incredibly special, and that I simply could not fill that role as well as the one I am going to fill- teaching in High school. There is so much that the teacher has to be concerned with in terms of their growth and academic progress, their discipline, and how much they are shown that they are cared for. Elementary teachers essentially become the parents of those children, even in the short space of time that they have them. The second thing I came to realize is that, as much as I never like leaving a new country I have grown to love, I would not be content forever in Colegio Menor. The school is very unique in that students are immersed in English from the time they are preschoolers, so that they are essentially bilingual by the time they reach 1st grade. Many times, The 1st grade students would speak to me in English- though I insisted that I understood Spanish- either to tease me or to take pity on my poor grammar, I am not sure which. That being said, there is no role that I could fill at this school. My passion is for teaching language, and neither of the languages I could teach need to be taught. However, being here has given me more reason to possibly return and teach in a school once I have obtained an ESL endorsement. Who knows?


The second reason this trip has been so different is possibly no less complex. My previous trips have all been guided in some way. When I went to Spain, there were teachers watching over us, and the entire trip was planned ahead of time and led by a guide. When I went to Colombia and Argentina, I was there on mission, joined with a team of like-minded individuals and led by team leaders and local missionaries who conjointly planned where we would go, what we would do, etc. This time, however, there was no leader to look to daily. There were no translators at our side at every moment. This trip has forced me to become even more independent, and to be confident enough to step out on my own, to go and have experiences without expecting others to join in. My language skills have at least improved some, but more importantly, I have learned how to successfully communicate my needs and desires. I have learned more about the public transportation system in this country than in any other I have been to, even more than the states. I have been able to do things and see things that I never would have if I had clung to my travel companions, and I believe these experiences have helped me grow in my knowledge and love of the language and the country. I have also had to deal with "hiccups" more on my own than on any other trip, and I have experienced many. I have been sick- on both ends of the trip. I lost my phone, my camera broke the same day, there have been instances of miscommunication and awkwardness, and certainly plenty of rain. But through everything, I have learned from my mistakes (always keep your valuables well hidden and in your front, never eat food from a street vendor) and I may not have had that opportunity if I had had the sheltering of a leader.

All in all, it has been a long, educational, and unexpected sort of trip, and as always, upon leaving, I want to return, though I may not ever again get that chance.

Post #4

It is very interesting to see how much culture influences the school environment, though by now, I have become accustomed enough to everything that some little things are beginning to slip by my notice. There are, however, a number of examples that would be useful to detail on this matter. First, and most intriguing in it's comparison with the school environment in the U.S., is how people greet each other. The way to greet someone in Ecuador, regardless of age, gender, or social status (unless the occasion is very formal, which would and entail a handshake) is with a light hug and a kiss on the right cheek. I feel like such a physical interaction would be frowned upon in the U.S. school system, especially between and adult an a student, however, here it is normal for even older students to greet their teachers this way.

Climate also has an impact on the school environment. the climate in Cumbaya is fairly mild. Mornings can start off cool, with a rise in temperatures through the afternoon, and often rain in the late afternoon and evenings. because the weather is mild, the school is designed with open air corridors, pane-less windows, and courtyards. The temperature is never unpleasant, though it is smart to keep a light jacket on hand in the mornings. The sun in this area is so intense, however, that many students where baseball caps to go out during recess, and I have been told that occasionally, if the sun is too intense, they don't go out at all. What does climate have to do with culture? Climate informs dress, which is a part of culture, and this bleeds into the schools as well. People here do not often where shorts, and in the mornings, it is common to see people wearing jackets that I would have considered to be winter jackets. I have even seen people wearing scarves and gloves in the morning, though it does not get much cooler than about 40 degrees. Ecuadorians take no chance with the cold!

Language is another interesting aspect I have picked up on. In 1st grade Spanish, they are learning to write. However, they are not taught any vocabulary explicitly, and will often use local vernacular in their writing. One example, probably my favorite, is the word "ñaño/ñaña" for sister or brother, respectively. The word is not a common word in Spanish because it comes from Quichua, the native language that has roots in Incan times and is still used regularly in many parts of the country. Another interesting word, also Quichua, that the teachers use frequently is "wawa" to refer to children.

I'm sure that there are a lot more nuanced things as well, but as I said, I am starting to become accustomed to the way things are here. One thing I would like to mention, though I am not sure how much is influenced by culture and how much is just my perception, but discipline and routine seems to be a lot more laid back. For example, if a student is behind in one class, the teacher is able to pull him or her out of another class for as long as needed to catch up on work, though it means missing work in another class. Discipline-wise, I have not seen much in the way of punishing incorrect behavior (such as not staying on task and becoming behind) other than reduction of recess time. More often than not, if students are talking, arguing with each other, or otherwise off task, the response is a reproach from the teacher. In many cases where students have been off-task, I have been asked to sit at the table with them to try to keep them on task.