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.

Post #3

Last week, I was moved from 2nd grade to 1st grade because the 2nd grade Spanish teacher already had a student teacher, and the school director in charge of the lower school wanted to make sure I was with a teacher that could really help me.  There seems to e a lot of difference between the 1st and 2nd grades. In 1st grade Spanish, the students are just beginning to learn how to read and write in Spanish. The school is an immersion school, so in preschool and kindergarten, all in instruction was strictly in English. From 1st grade on up, all of the instruction will be in English with at least 1 class in Spanish. The subject that is taught in Spanish changes with the grade level, but in 1st through 3rd or 4th grade, it seems that Spanish class is especially important in terms of their developing reading and writing skills simultaneously in both languages. However, Language Arts is a major focus at the school, especially in the upper school, which consists of the middle and high school grades. We were even told by the director that if the school were to cut a program from the school, they would likely cut Spanish before cutting any of the music programs, for example. The school's focus is to have a high rate of academic ability in both English and Spanish. In terms of success, they director told us that generally students are a little behind they're grade's reading level until after about 6th grade, when they begin to surpass it. So, even though it may take a little longer, in the end, the school is very successful at turning out well-educated bilingual students that can literally go anywhere.

In terms of my involvement, I have been able to help my cooperating teacher and her assistant a lot with the more remedial tasks, such as organizing papers or preparing notebooks, as well as helping with the classes, keeping students on task, answering questions they have as I am able, and helping them prepare for their PBL presentation. The way they are taught is so much different from how I was trained, however, that I have not had opportunities to do any teaching directly. My teacher training consisted of teaching Spanish as a second language. The way these students are taught is more closely related to the training teachers would have had for teaching elementary English. The biggest focus is on learning how to express themselves through writing, and improving their handwriting, as well as learning how to read. When it comes to helping them, I can correct their spelling mistakes as long as I am familiar with the word (which I am most of the time), but their grammar is probably better than mine (in Spanish). Other than spelling, It is difficult for me to know what the teacher is looking for in order to guide and correct them. Occasionally, I do correct their handwriting if it is illegible. I have also noticed that they do a lot of drawing and coloring in this class. With almost everything they write, they are supposed to do a drawing. I know that this may be common practice in elementary school subjects, but I have also noticed that the teacher is adamant that they color a certain way, that they color going back and forth, that it should be neither too light or too hard, and that, and their projects, they should fill in the whole page with color, and even go back and outline the drawing if necessary. Having no good comparison to fall back on, I feel like the emphasis on their artistic achievements in this class are a bit extreme at their age, though I am sure there must be a good reason, other than just to impress the parents.

In terms of pictures, below is one of me at Mitad del Mundo (middle of the world) monument. Somewhere floating around, I have one of me with a large group of first graders who got to see Maria Fernanda Heredia, a famous Ecuadorian children's author who came to visit on Tuesday. As soon as I can, I will try to get a hold of that photo to share, especially because I think I enjoyed the author's visit as much as they did.

Here you have it, showin' WKU colors in the middle of the earth ( Mitad del mundo, Quito, Ecuador)

Not super clear, but this is two groups of 1st graders at Colegio Menor, pictured with their favorite Ecuadorian author, Maria Fernanda Heredia (lost somewhere in the middle). There are some teachers mixed in there too.

Post #2

Colegio Menor is very impressive. It is a huge campus with many buildings that serve children from pre-school to high school. The buildings are beautiful and clean. There are lots of open passageways and courtyards, as well as several playgrounds for various ages. The school wants for nothing in terms of resources. There are two infirmaries with a full-time doctor at one of them, and there is a huge cafeteria that serves students at several different kiosk-type service areas, each consisting of a different variety of options. There are also several spaces throughout the school to put on student performances, including the Rotunda, and my favorite, the Oven, named for it's remarkable ability to retain heat. My cooperating teacher and her class were putting on student performances there everyday this week, so I became well acquainted with the Oven at the beginning of the week. Another important note about the school in general is that it is a private school attended by the students of the wealthiest families in Quito and Cumbayá where it is located. It is an immersion school, and all classes are taught in English except Spanish class. Students don't begin taking Spanish class until 1st grade.

As to my classes, I was placed in a 2nd grade Spanish class. In this class, they learn reading and writing skills, and they study the history and culture of Ecuador. The second graders are divided into 5 classes, each named after a famous artist. My cooperating teacher, Alex, and her assistant, Che, see each group three times a week. The scheduling is very odd. each class stays with their group, but goes to different teachers throughout the day. Two of the three times that they have Spanish class, they are there for two hours. the third time, they are only there for an hour. On some days, the teachers have huge blocks of free time for planning, and on other days, they may get an hour outside of scheduled breaks, and are run ragged.

The 2nd grade classes have been work on a PBL project that has taken them 8 weeks to complete, and culminates this week with a presentation for their parents. each class presents on a different day so that there are 5 presentations throughout the week. Due to the on-going project, and also the overall school culture, which is rather laid-back, the students seem a little out of control. There is a sense that organization and classroom management procedures do exist, but have been worn through with time. I have to wonder if changing teachers throughout out the day affects student's behavior at this age. However, it does somewhat depend on the teacher as well. On my first day, I was able to observe a math teacher, and she seemed to maintain classroom order pretty well, even with a very energetic group of students who had just finished presenting their projects to their parents.

On Wednesday, I was placed with the 1st grade Spanish teacher because the 2nd grade teacher already had a student teacher that she was working with. 1st grade seems so much different from 2nd grade! the students seem to be a bit better behave (though it depends on the class), and there seems to be more structure in the learning. In this class, they are also doing a PBL, but it is much simpler than the one in 2nd grade, which included models, posters, and a video presenting the research done by each teach on their chosen subject. In the 1st grade, the students are basing their PBL projects on the study of pets. for the presentation to their parents, each student writes a synopsis of their project, either giving information, giving tips, or telling about their pets, and then draw or bring in a photograph to show the parents.

In terms of the community, everyone is very nice and helpful, and eager to make sure all of your needs are met. I have had a cold since the beginning of the week, and when I told my cooperating teachers this, they insisted that I go to the infirmary, even though I felt as if it would take care of itself. The teachers are very helpful and kind, they never seems to get too upset, even when I can tell that they are tired or at their whit's end, they still maintain their calm, call their students by endearing names, and and maintain this calm even after the students have gone. I have not seen them discipline the students too much, even when they might have need some firmness to address their behavior, but what they lack in discipline they make up in tenderness. Students call the teachers by their first name, and often greet them with a hug, even in the hallways if they see them.

In sum, the school and the environment is a lot different than I expected, but I am gradually adjusting.

Post #1

Hola,

I am super excited to be going to Quito, Ecuador in a few short days! The teacher I will be working with teaches Spanish to second grade students. I feel like this is a very unique opportunity to learn how the language is taught to native speakers of Spanish. I am hoping to learn techniques for teaching grammar in an understandable way. From what little I know of Latin American culture in general, I feel like the school environment will be fairly laid back, that the students will none-the-less be enthusiastic and well behaved, and will soak up learning. At least, this is what I have experienced in schools I visited in Argentina. Reasonably, the culture in Quito will be very different. From talking with my cooperating teacher, it seems that I will have a good experience. She seems to be really caring and invested in her students, with an emphasis on their learning, and learning well. She also seems, from the little we have communicated, that she will be a very good mentor. I am excited to see what I will learn fro her, and what I will learn from her students as I help with the class.

First Blog Post

Hello and welcome to my Blog!

This is the blog in which I will be sharing about my experiences with International Student Teaching with Western Kentucky University in Quito, Ecuador. I am super excited and can hardly wait for wheels up! My first official post will be coming soon. Until then, ¡nos vemos!