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.