t(o)urkey

It has a funny story. On the exact same day that I decided to quit my programmer job, a job that was just about to give me a significant raise, but a job that I started to feel as a misuse of my energy and time, I bumped into a call for a filming course in Turkey. I have just made up my mind to follow my dreams instead of following that of others (my boss wanted to prove that he can transform me into the next Zuckerberg). Having a long-time fascination for films, I knew this was the chance to start over. In the past, I already edited a couple of short and/or documentary productions and I simply adored both the process and the outcome. On that November day, I felt it was time to refresh and improve these dormant skills in me, bringing my creative storyteller spirit to the next level. So I quit there. And so I applied here. And two days later I was selected as the Hungarian participant. Unfortunately, I didn't have a lot of time to prepare, as November turned out to be an incredibly busy period for me. Before travelling, I even caught a massive cold, so for a couple of days I was considering to skip the trip. Finally I managed to settle all the inner and outer turmoil, thanks mostly to a large dosage of lemon and garlic (lemon for the germs, garlic for the jerks). :-)

..FYI: not just the ladies..

Before travelling to the location of the traning course, I had to stay in Istanbul for two days. OK, I didn't have to. I wanted to. And it was the best decision. Being an open-minded person and priding myself on being curious and tolerant, I have a hard time admitting that I did have some prejudice against going to an Islamic country. Not because of the typical Western reason, the fear of Jihadic violence. No, that I didn't have, as I had researched that area long before to know that extremists exist everywhere, killing in the name of anything. But what I couldn't accept (and in a way I still cannot) is the gender issue. Since lately I am quite gender-conscious -- actually I was even called the Equal Opportunities Officer a couple of times -- I view many things through these lenses. And let's accept, most of the established churches, Islam being one, perform quite badly in this respect. With all these preconceptions, I arrived to the banks of Bosphorus and I found myself fascinated by the city and the culture marked by mosques, minarets, and muezzin. Istanbul had such a unique atmosphere that simply mesmerized me. I must say, those two days took me on a spiritual, inward journey (and it was not just because of the large dosage of Turkish tea I was cleansing myself with  :-).

In this mindset, I had to continue my journey to Kars, a small town next to the (closed) Turkish-Armenian border. Seemingly, it was a completely uninteresting and unimpressive city, especially after Istanbul, but its relevance lies exactly in the ethnic conflicts, of the Turkish, Kurdish, Armenian,  Russian, and Azerbaijani inhabitants, that resulted in the very decadence we see today. The city had too much history to cover and we had too little time to explore, so the filming part of the training was not as successful and effective as I had expected. (We started to make short films about antiracism, about local relations, about the torn down monument of the Armenian-Turkish friendship, and so on, but nobody really completed their projects in those 7 days.) There was, however, a lot to learn on a different level. We were a multi-ethnic group of 30 people, just like a school class. As a teacher and coach, it was an eye-opening experience for me to be on the other side.

We were representing quite different cultures, backgrounds, and world views. Occasionally, I was the only one in my group of 5-6 that was not religious, let alone, not Muslim. Nothing really was self-evident, like on what grounds I (and Western mainstream ideology) think it was debatable why Muslim women have to cover their faces, or why LGBT (what? who?) are not unnatural to claim rights, or why is given so much space in politics. All the group projects were challenging, because we needed to reach a group decision. It was rare when two people were on the same side. The reason that I (we) felt frustrated so often in these group processes made me (us) realize how bloody difficult it is to live in real democracy, one vote meaning just one vote. :-) Also, as a teaching method, I came to view groupwork a bit differently. Previously I had glorified it, considering it more effective, in most cases, than individual or frontal methods. Now I was reminded that it should not be overused though, because it does have its social-cooperational value, but as far as work-efficiency is concerned, it heavily depends on the personality of the members, which only occasionally is free of conflict.

We had a funny task once. As a social-cultural experiment, we had to draw our countries on a blind map. The Netherlands started, then came a miniature version of Germany (to correct the size problems set by Holland). This is when I was supposed to put Hungary on the map. It was hilarious to see how I placed it so damn far from Western Europe (yes, my mis-perception of the position of Hungary :-). To mend the situation, the Italian girl decided to draw her country reverse, as if Italy was "kicking" Hungary away. This is how we ended up with a new, very welcomed, neighbor: Sicily. Bella Taormina! :-) On the East, then, Azerbaijan became our new border-country, which again is a very fortunate change if you bear in mind that it will become a lot easier like this to travel to the European Games next year. :-)

All in all, it was a successful 11 days. We reshaped borders, brought cultures together, and had a lot of fun. 

to use or not to use

Do you use Prezi? Still not?! It has 40 million users and you are telling me you are not one of them?! What is your excuse?!

OK, I'll save you from the rest of the marketing bullshit. 

As an avid Prezilian and a dedicated educator, I have been evangelizing Prezi as a great educational tool. I gave a number of talks, seminars, and workshops, to introduce the benefits of this fairly young online software. Thanks to my researcher spirit, it also meant that I started surveying what people think about Prezi (gee, am I becoming a UX researcher?). The general opinion I encountered is strangely ambivalent. While most people are fascinated to see prezis, for their dynamism and spacial virtuosity, very few of them are comfortable when it comes to making them. In other words, a great number of people reach the point of user registration, with the intention to master this genial tool, but quite many of them end up entering their account once or twice only. More often than not, they quit after a couple of attempts. Simply speaking, it is because many people still find it too difficult and time-consuming, as compared to PowerPoint. 

Bearing this in mind, I tried to find and propose solutions for an easier prezi production. This is how I bumped into templates, whose sole purpose is to make the software more user-friendly. I figured, their use must be very frequent, given that people generally struggle with all the freedom, as far as content and design are concerned. So, following this hypothesis of mine, I launched a research project and accepted to present it at a conference. This conference was just yesterday.

I must admit as a start, my hypothesis proved wrong. People don't seem to use templates; in fact, because of the arrangements of the page, most of the templates (let's say, 80 out of 90) remain hidden for most users (they would need to discover a button and make a click to find the majority of the templates). Also, the templates are restricted to certain themes (football, space travel, botanics, journey, etc.), or they are very schematic (imagine five circles and four arrows); this means that it is limited what topic they can be ideal for. Thirdly, people have a hard time customizing them. If, say, they only need four cicles for their four main topics, and the template contains five, they are stuck (no kidding).

To present this topic, of course, I also made a prezi, using one of the templates (called Uncharted Territory). Since most of the times I start my prezis from blank, having to use a template was a more or less uncharted territory for me. My impression about them is that, for a starter, they are useful (you can get inspiration and tips how to construct a prezi), but once you become more expert, they seem to be too limiting (both theme- and stucture-wise).

Below you can click through my prezi. Full screen recommended.

exam

As a teacher, you get to know myriads of different types and kinds of people. It is your job to understand them, adjust to them, and learn to handle them. This, however, doesn't mean that you are not challenged, or occasionally even shocked, by them. A couple of months ago I told you about a major cultural shock I had with one of my students. Remember, the Chinese invasion. Besides the shocking behavioral culture, they surprised me with the expected outcome of the tutoring. The parents had set their minds to put the child in an English-speaking school from September, so he was supposed to master English, to pass an entrance exam, from zero, in two months. I occasionally think of the kid and wonder how he might be doing. I really liked him, but more emphatically I felt sorry for him for the domineering parents. After such cases I find myself concluding that it is so much harder to teach kids than adults, for two apparent reasons. On the one hand, with children, it is the parents who order and evaluate your service -- without being present and being realistic about the needs and abilities of the child. This can lead to false expectations and conflicts between the teacher and the parent, the teacher and the child, and maybe even between the child and the parent. On the other hand, when teaching kids -- who tend to be much more open and much less shielded than adults -- you get a very intimate insight into the family picture. More often than not, you notice deficiencies in that picture, but you have little space and limited rights to interfere. You may ask, you may comment, you may advise, but there is no recipe whether and how much you should involve yourself or accept; fight or leave; or something inbetween.

But then, I often realize adults are not much simpler either. I recently started to teach a young woman in her 30s who wanted to pass an exam in order to get a raise in her workplace. She came to me when she already had failed two exams. When I got into the picture, she had 1-2 months left till the last exam of the year. On the first occasion, I learned that she was planning to take a specialized exam for medical staff. While this made sense in theory (she being a nurse), when confronted with the specific exam tasks, I firmly believed it was a no-go. Although it was supposed to be intermediate, let's say B1, the reading was so difficult that even I had to check some of the vocabulary to comprehend the message. As for her, she practically didn't get anything out of it. At the end of the session, I tried to convince her to rethink her schedule, in order to spare herself another disappointment. She said she would think about it. For two weeks we were practicing these horribly complicated medical texts. She was progressing, getting more and more confident, but the goal was still way too far. 

After two weeks she informed me that she had changed her mind about the exam. She wouldn't take the one we were practicing for, because she didn't feel confident. She would try another one, a regular, which had an exam date one month later than we had calculated. I supported her decision. We started to practice more "real-life" English, not just the vocabulary drilling the previous exam required, and it was also a pleasant change that we had much more time to digest the material. I started to see some light at the end of the tunnel. 

But then came another twist. Next time we met, she told me she had third thoughts. She went back to believing that the medical exam would be more useful, so we needed to return to that. Four weeks were left. And then she had some family trip so we didn't have classes. And then we had classes but she started to panic so that's why we couldn't progress. And then... and then...

...and then came the exam.

The dilemma is the same in both cases. How much you care. You have to be a parent, a guide, a friend, a police officer, a therapist, an encyclopedia, Google Translate, and, at the same time, yourself. Finding the balance between connection and distance is the exam we, teachers, have to learn to pass.

happy..

..a-n-n-i-v-e-r-s-a-r-y!!!

It was, to the day, one year ago that I launched this blog and invited you, for the first time, to share and taste exciting tea stories by joining an inspirational online community. Now it's time to stop for a moment and look back. Now it's time to have a birthday party. Folks, it's TEA PARTY TIME!!

Since one of the most popular sections of the blog is interviews (do I know how to ask questions or what? :-), I thought to surprise you with one for this special occasion. The interviewee will be none other than ... myself.

Hello, Anna. I read a lot about you. Now we finally meet.

My pleasure.

You know the reason why we sat down next this enchanting kettle of tea, right?

Yes, because we are quite alike: we both adore tea. :-) But, to be fair, there is another reason as well: the blog entered into its second year, which, in the virtual world, is already maturity. So it's a reason to celebrate.

You say maturity? So blogs are like cats? You count with seven years?

Well, you can say so. The thing about virtual surfaces is that by now it has become very easy to build your online presence, not just through social media but blogs as well. Blogs are very popular because, with their themed and personalized content, they fit the modern trend of sharing; what's more, they are free so anyone can afford, and there is a wide variety of samples and templates to help with the design. It seems, therefore, that they are easy to maintain. 

But then reality kicks in. Soon you realize it is you who needs to create the content, day by day, week by week, month by month. And there comes the effort, because it is sweaty work. Sometimes you are tired of your day. Sometimes you are fed up with having to sit at the computer constantly. Sometimes you are sick of people and you don't feel like talking anymore. Sometimes you just can't find the words and your muse seems to be on holiday. And once you skip a day, a week, a month, it's damn hard to get back. Why? Because there might not be enough motivation; there might not be enough feedback. One big disadvantage of virtual activities is that, in fact, you are on your own. After all, we are mainly doing this not for ourselves but for our audience. And it takes time and energy, in the sea of blogs, to call attention, raise interest, get noticed. Many blogs die before they could reach this point -- the point when your audience keeps you going even if you are tired, fed up, sick, and uninspired. This is why I am happy and proud to step into the second year with this blog.

Turkish tea

How do you look back on the past year?

Like a typical Hungarian, I start with the negative aspect. :-) I must admit, I also had my difficulties from time to time. After the initial (and so often irrational) enthusiasm, I slowly had to rationalize (euphemism for: reduce) the amount of posts I produce a month, in order to balance professional life, private life, and virtual life. I found it important from the first moment to keep myself from getting overly virtual, at the expense of real, physical life (even though I know the general tendency is shockingly going in the opposite direction). 

At the same time, I love writing and this blog proved to serve as a perfect platform to express myself. It grew beyond a simple "teacher's blog". It became much more than a collection of classroom stories, addressing the wider themes of languages and cultures, two passions of mine, as well. Human interaction also became a key topic of the posts. We covered issues from stereotypes and gender, to creativity and inspiration. The topics of group dynamics and self-perception were addressed not only as matters of the classroom but as matters of everyday life. 

A couple of months after the start of the blog, I launched two new sections which proved to be quite popular. In one of the interview series, we got to hear stories of expats, from Hungary, Slovenia, Germany, Romania, Japan, and the US, who chose to live in countries whose culture and language is different from theirs. From each of the subjects, we got to see the often mysticized issue of migration from a different perspective, and while all of them were positive about their experiences, they warned us also about the difficulties that usually remain hidden. In the other interview series, we got to talk with professionals who work with English in a variety of contexts, from elementary school teaching to reseach. We came to see that languages can lead you to many exciting paths.

English tea

What did you like most about the blog?

All the posts gave me pleasure (some more, some less, of course). But overall what I liked the most is the variety of topics, issues, styles, and stories I could share. I found it inspiring to talk with people, both in the form of the interviews and in the comments. I'm a curious person who can't stop exploring. This blog was a way and an excuse to pursue this quest of mine.

Although you already hinted, could you specify what you had difficulties with?

Time. And those hidden efforts it takes to keep on producing sound content. To say enough but not too much; to explain the context but not overcomplicate; to introduce new topics but stay consistent. It is hard to go back to the computer if you already spent a day in front of it; it is hard to be excited to communicate when you talked and listened all day already; it is hard to choose a virtual room when you can choose a real tea house. These are all difficulties I faced only after becoming a blogger and maintaining the blog on a regular basis, for a longer period. Everyone needs to face these dilemmas and find the path that fits them, time-wise, routine-wise, sacrifice-wise, and so on.

Japanese tea

What would you do differently if you could start over, or what are you going to do differently in the future?

Well, I don't really like to think in conditionals. I did it this way and it was OK. The blog is not perfect and my processes were not always consistent, but I always did my best. This being my first personal-professional blog, after a more restricted academic blog and a co-edited sports blog, the exploration process it entailed taught me a lot, since I had to face newer and newer challenges and find my own way. 

What I changed since I had started the blog is the frequency of posts, to be able to keep up the quality of the content. At the same time, it is perfectly understandable that at the launch I posted so much. Enthusiasm kept me going, even at the expense of other duties, which I weigh differently now. This does not mean the blog means less; it only means that I realized sustainability is an important aspect of success. I cannot keep up with posting every day or 3 times a week, like in the beginning. I needed to be realistic and see how much I can promise myself and my audience. Regularity -- what and how much people can expect from your blog -- is crucial in building a stable audience, thus, a stable blog.

Then, what can your audience expect in the upcoming year?

Intriguing stories and delicious teas from all over the world! :-) The theme doesn't change, that I can say. Also, the main sections will stay, but I am planning to enrich the selection with a couple of new flavors. Of these, you will get a taste soon. 

As for the scheduling, I will stick to the monthly posting for a bit still, due to my work duties, but once things are settled, I may be able to return to the weekly routine. 

Indian chai

Finally, what advice would you give for (prospective or practicing) bloggers?

For prospectives: give it a go. Not only is it a lot of fun, you also learn a lot while writing about a topic. It is not just the process but also the people it leads you to that will enrich you. In the end, you will realize how much more there is still to know about an issue you thought you were expert in. But be realistic: it will take a lot of time and energy. Therefore, I suggest that you launch your blog only if you care a lot about that issue, so it can keep you through the tough times (although tea and coffee help too :-).

For practitioners: let's connect. It was always a pleasure for me to get to know how other people do it, because we have a lot to share, from advice through complaint to success stories. And you can never know which friend, acquaintance or reader of yours you will help out by guiding them to your fellow blogger's page by sharing its link on your blog. 

For all my readers: thanks for your interest. It is a pleasure to share the stories and the teas with you.
Egészségünkre!

distraction

Sorry, folks, I will be a bit less active in the following months. No, I didn't get sick. No, I didn't get pregnant either. What? Thesis writing? Well, of course, who isn't? But that's not my reason. What happened is that I took a full-time job. Or rather, the job took me. It really has an incredible story how it happened. Out of curiosity, I applied to an online editor job in an IT company, didn't get a lot of effort into many resume, sttil, to my greatest suprise, I was called to the interview almost immediately. I arrived quite tired to the office, because the previous day I had just returned from an overnight trip and I was still knocked out (you know, I am not 20 anymore). I didn't expect a lot, you can imagine. But guess what, the interview turned into something else (no, not a menage a trois): into an inspirational professional discussion, centering on the revelation how much this IT company and I thought alike as far as research and science are concerned. The boss told me that they really want to hire me because they need people like me in their team. Actually, not so much in the editorial group, but in the core, research, team. I said, it's very nice but I have no background whatsoever in informatics nor programming. He said, in a couple of months I can learn into it and he believes I am a better, long-term investment, due to my open-minded character and my wide knowledge in science, than a programmer, who is less flexible and less likely to stay. I was truly flattered, and, although I did have my doubts (me a programmer? oh, com' on!), I accepted the challenge.

So here I am a programmer-to-be. Gee, I used to be a nerd, now I am becoming a geek? Ew, another social stigma to overcome. :-) I must admit, it is unbelievably challenging to find my way in this new world. It is not just the mindset -- to see everything in code -- that poses a challenge but also the community -- my colleagues need to be reminded to _sometimes_
- open the window - drink water - or eat something else than hamburger.  
Sounds awfully stereotypical, I know. Can't help it..

But from challenge comes triumph, the wise man says. And indeed, when I wrote my first code [print("Hello, World")], or when, after days, I solved Fibonacci with recursive functions, or when, after weeks, I put together an algorithm to count the days of your life, taking leap days into consideration, that was heaven. I learned that trying was the only way of mastery. And perfection is just an illusion.

Still at the doors of computer programming, with one foot in and one foot out, I am giving you now something inspirational (beyond this fairy tale of mine :-). Let's watch this short film together and find out who this weird species we like to admire and ridicule...

 

"...who a computer programmer is..."

duolingo

True to the motto of this blog, let me present you another aspect of how every student (and individual) is unique in both how they function and what they need. Many people turn to me with questions regarding language learning techniques. Some emphasize that they need constant supervision and personal contact to keep themselves motivated. They are the ones that come to have classes with me. Some of these people point out that they prefer to have some coursebook and workbook, so they can keep track of their development. Others, however, are bored of language books; for them I prepare individual materials. There are those who demand home work and those who oppose to it. Another, all the more significant, group is looking to find e-learning tools, which can either function as a complement to guided learning (like group or individual classes) or it can even be the way: something they can apply for their own needs, in their own tempo, with their own supervision.

Let us see one such tool in more detail. Duolingo is gaining more and more popularity in Hungary. It is free, it offers extensive English exercises in Hungarian, and if you already speak English, you can learn German, Italian, Dutch, Spanish, Polish, Russian, Turkish, Danish, and Swedish, among others. Naturally, the fact that it was advertised in a free, daily newspaper of ours also contributed to its success. But how does it work?

After an easy and user-friendly registration, you will find yourself on a pleasantly designed and well structured site. Once you pick the language you wish to master, the course begins with a welcome test. The practice is split up into different levels and you can advance only if you manage to solve the exercises with less than 3 mistakes. Your development (as far as levels are concerned) is illustrated on a vertical scale, while your daily performance (measured in Lingot points) is visualized on a graph.

If, say, you want to practice prepositions, the system divides them into smaller chapters focusing on 4-5 items at one time. The tasks include translations, first from English to Hungarian, so the learner gets familar with the meanings. Then the Hungarian sentences need to be turned into English, so the learner becomes able to produce the meanings as well. Then, the same sentences and phrases, with occasional mild alterations, are brought to oral comprehension: the uttered sentences need to be written by the learner. This way pronunciation and spelling are coupled.

The system always gives feedback about the learner's production. If the solution was incorrect, the correct one is provided. At this point I must point out some obvious shortcomings. Even on the elementary level, with simple sentences, I bumped into problematic cases of what is correct and what is not. Occasionally, the system is very (even unnecessarily) strict, while other times it is inconsistent. Why this is frustrating is because once you collect 3 failures, you need to return and start over.

To compensate the rigidity of the system, Duolingo built in a message board, which makes it possible for the language learning community to comment on every task. The above sentence was, for example, widely discussed. Even if it seems a pain in the ass to go back and start the exercise again, it can give you some comfort if you see others found it problematic or unfair as well.

As we see, Duolingo's e-learning system offers a lot, but to stay realistic, it's not flawless. Why I do find it worth trying is because it applies many characteristics of community learning. Not only does it try to give you feedback on your progress -- like a teacher -- but it also creates the feeling of being part of a community -- like a language group. In short, it endeavors to combine the advantages of individual learning (doing it when you want, as frequently as you want, where you want) and the benefits of community learning (doing it with supervisors and peers, in short, with people). To see how it fits your specific needs, give it a (Lin)go.

chinatown

Recently I had a clearly extraordinary experience both professionally and culturally. I was contacted by a Chinese woman whose friend's child, a teenager, wanted English classes. That fact that her English in the email was understandable but very awkward (and I figured, she must be the one that speaks the best English, which is why it was her that wrote to me not the parents) should have been a wrong omen. Even more so, because when we spoke on the phone to arrange a personal meeting, she wanted to change to Hungarian, as something she spoke better. Chinese are known to have this very specific accent when it comes to speaking European languages that few natives understand. Unfortunately I wasn't among those few. It was a real challenge even to agree on the place and time to meet. But then I still thought I liked challenges.

The next day I found myself in a café with a jury of 6 Chinese staring at me. They were very nice and offered to buy me a tea, and then the negotiations started. The first question they made was whether I speak Chinese. Of course the question is valid, but it was a long shot. Then, they were wondering how I was planning to teach the boy who speaks no Hungarian, nor English. Well, to be honest, I had no idea the boy had no prior knowledge, given that I was informed he wants preparation for an all-English high school. I figured, that means a weak intermediate level, at least. Despite my surprise, I managed to wing it, explaining that with pictures, videos, and demonstrations it is not impossible. Surprisingly I convinced both my future clients and myself. The next question of the committee was where the classes could be and whether it was possible to have them at my place. As I confirmed, they went on with the interrogation: how big is my apartment, who lives there with me, what is his or her gender, etc. In my complete surprise, I kept answering but felt rather  puzzled where this would lead. Finally, they spat it out: they wanted the boy to stay with me for the nights as well, kind of like at a boarding school. I was speechless. To try to convince me, they kept repeating: money was not a problem. I felt as if being in some dream: I was offered a job which would make me filthy rich if I was willing to swallow a definite amount of awkwardness. I didn't give an answer then; we only arranged the first session of classes for the next day.

I was very stressed as I was preparing for the lessons. Never before was I faced with such a challenge that I need to teach someone without any common language. I realized, it was an added difficulty that he was Asian, probably not even knowing the Latin alphabet, which for us Europeans is at least a sound basis. It took me at least 4-5 hours to think of the tasks, find out bridging tools, and build a structure to a class (or rather three classes one after another) which I couldn't even imagine how it would go. 

Finally, the hour came, and the real difficulties arose from something I hadn't thought. They didn't know where my place was (despite the fact that the previous day they seemed to know, and I even sent them the address), so they called me on the phone three times for instructions, but neither of us got what the other said; it was a mess. Finally, they made it arriving 30 minutes late. But once we could get down to business, the class itself went very good! He indeed didn't know much English, had problems with the alphabet and writing, but his pronunciation and his will to learn was impressive. After two hours, we started to bond and like each other. I felt triumphant and proud to have met my challenge.

Then, the twist came. I got a call 45 minutes before the end of the class. It was one of the Chinese. I didn't get anything of what she was saying, so I gave the phone to the boy. It turned out the woman was standing in front of the door and I needed to let her in. She brought lunch. I was puzzled why she came at that moment. Was the class over? Otherwise how did she imagine she just comes and interrupts? There was no clear communication to me. In 10 minutes, the whole family arrived and invaded the apartment while speaking over my head in Chinese. I felt undescibably awkward, uncomfortable, and helpless. 6 people spread in my personal space and I had no control. At one point, the one that kind of spoke English said they wanted to stay for the last 30 minutes. I said, it was not a good idea. They still wanted and I still opposed. Eventually, the parents left and the "interpreter" stayed. It was still uncomfortable because she was sitting behind my back, either talking to the boy in Chinese, or laying down on my couch, or walking in my flat. I couldn't concentrate neither on him, nor on her. At the end I just wanted them out.

Overwhelmed by the whole experince and thinking that we mutually didn't like each other (I mean, with the student-teacher interaction there was no problem, but that's the least important factor when it is the parents who are the clients), I let go of the idea of getting rich. Amazingly, the next day they texted me at 8 AM that they are brining the boy in an hour. "No way", I said. When they asked if the next day was OK, I decided to give them another chance. In the evening, though, they cancelled, which was the end of the story. It turned out that they went to France. I figure, they sensed I am not the one that was going to board their child and they wanted him badly to learn English in just a couple of months. Money (and the child's comfort) didn't matter, so they just wanted to find a host, wherever.

To say the least, it was a tremendous culture shock for which I didn't even have to leave my home.

it's all about the money -- or not

One of the monthly columns of the blog is dedicated to present to you what kind of career paths strong English language skills can bring you. So far we have focused on teaching jobs, from high school positions to university professorship, and from private employment to public institutions. We have not dealt with teaching in general, though. After half a year of interviews, I thought to dedicate this article to a more general consideration of being a teacher.

 

Today I brought you some short excerpts from interviews with (public school) teachers, who reflect not only on what they feel about their job but also on what materialistic matters like finances mean for them. I have picked professionals from a wide variety of countries, so to give you a more objective and extensive picture about what it really means to work in education. You will see that many of them address the issue of money, not only because capitalism made money our god but also because the profession of teaching is often linked, typically negatively, to capital. Let us see whether and how much they support the general claim that teachers are underpaid.

 

 

“I am happy with my income and think I earn a fair wage. I am unhappy with the public’s perception in Canada that teachers are overpaid. I’ve never met anyone that teaches for money. It’s never about the paycheck; it’s about loving the work we do. However, I do feel that our politicians, media, and therefore the general public feel that we are overpaid and lazy because we get more vacation time than many other professionals.” (Canada)

 

 

“I feel like I am providing a valuable service — and I do love my job at times. But teaching also has unfortunate downsides such as the money and administrative load, which can significantly detract from my core job as a teacher. While my income could be worse, I would argue it still is not fair for the qualifications I hold and my job performance. Often it’s hard work with little thanks.” (South Africa)

 

 

“I’m content with my income, but that’s because I don’t have a family to support or bills to pay. As a teacher, I do more administrative work than teaching. Sometimes the children are unsatisfied with our performance, but there’s only so much I can do with all the administrative work I have.” (Macedonia)

 

 

“Sometimes I wonder if the stress I put myself through is worth it, but then one of the kids or parents will tell me a story about how I’ve made a difference and it all seems worthwhile.” (England)

 

 

“I’m worried my income won’t be enough as my daughter gets older. I really like being a teacher — I just wish I was recognized for it every now and then, whether in pay or just a pat on the back. But it beats being a lawyer.” (US) 

 

 

“I am happy but financially strapped. I don’t eat at restaurants; I can’t afford it. I am not a demanding guy, so my income seems sufficient for now, but I can’t sustain my life on it.” (Nepal)

 

 

“Teaching is like volunteer work that nobody recognizes as such. I’m deeply dissatisfied, and I think the great victims of our system of education are the pupils.” (Romania)

 

In short, teachers consider their job as a profession and a calling, to which they dedicate their entire body and mind. But the dreadful financial issues the majority has to live with make it godd@mn difficult to persist. It is not for the faint-hearted..

Read the whole article on TED's page.

 

BCN

July signals the end of the school year, when teachers finally get crazy and break free after a mentally and emotionally engaging (or sometimes devastating) period. As for me, I decided to use the time to work on my academic life, so I applied to go to a conference late June, early July. As the event was in Barcelona, I considered it half my vacation, half my reunion with my dormant scholar alterego. I must say, the trip turned out to be so successful in both, by going beyond expectations, that I have been feeling transformed ever since.

First of all, I had never been to Spain before, nor had I known what to expect from the Spanish (at that point I didn't even know that Catalans are not Spanish). The tips I got was: "watch out for your purse in Barcelona" and "prepare that people will not speak English". To be fair, I didn't encounter any personal insults but I did witness a thief running away from the beach with the stuff of a swimmer. Regarding English, it was indeed true that many locals didn't speak, but never before have I been helped this many times by locals (despite the language barrier). So expectations, to some level, were fulfilled. However, the experience left me enchanted much more than I could anticipate. It was not just the unique architecture and the pleasant geographical charateristics that mesmerized me, but it was the Catalan spirit as well. Like I wrote before about Ireland, I tend to be moved by resisters and fighters. Maybe because I view my country as one (although not a very successful one).

It was not just the city that was an interesting experience. The conference I went to present my topic -- this time about domestic violence in Hungary -- was so chaotic which I thought only Italians could produce. The organizers sent out several versions of the schedule in advance. According to one version, I was supposed to present my paper twice. When I pointed it out, they apologized and told me it was going to be on Thursday. Then in the next "final" version, I was scheduled for Friday. And with a wrong title. At this point I stopped myself from sending out the tenth email. We were debating about my presentation anyway. I informed then, just out of politeness, that I am bringing a prezi (not a powerpoint). They said, after a week, that I should make a ppt instead, because they cannot run prezis. My jaw dropped but I kept calm. Instead of expressing that I find it incredible that in an academic conference in Western Europe there is no computer that can manage such a (by now) basic program, I just sent them a link that described the technical requirements of running a prezi. I hoped this will open their eyes. But it didn't: still I was advised to change my prezi into a ppt. Naturally, I didn't. I still thought they were just lazy to deal with my request. And guess what, I was right. Their laptops -- what a surprise -- had no problem running my prezi! And again, guess what: my talk was rescheduled again. I was calmly sitting in the audience Thursday afternoon, knowing that I would present the next morning, when the moderators walked to me to say that according to their schedule it is my turn now. "You know what? If I present now, tomorrow I can go sightsee earlier" -- I thought. I gave a very pleasant speech (despite the theme), because I just didn't have the time to worry. And my prezi rocked.

The trip was interesting from a cultural point of view as well. At the conference I made friends with a couple of extraordinary people, even if you only consider their origins. We took this picture during one of the lunch breaks and titled it: From 4 continents. Ethiopia -- Sri Lanka -- Hungary -- Chile. It's a pity there was no one from Australia. :-D

the path of a TFA teacher

In the last couple of months, the interview series on English-related professions was focusing on high school teaching. We started with Edit, a veteran private school teacher in Buda, then came beginner Orsi from an elitist public school, and last month it was Bogi, a teacher assistant from a Hungary-based American private school, who gave us an overview to her educational experiences. This month it is my pleasure to introduce to you Sirena from New Orleans, who will talk about the American school system and her experiences in low performing schools.

Hey, Sirena. Nice to have you here. Could you tell us where you work and for how long you have been there? 

Thanks for having me Anna! I work at J. E. High School in Louisiana on the West Bank of New Orleans. I just wrapped up my first year of teaching (woo!) and was teaching Spanish I. 

What is an American high school like? Previously we got some insight into the Hungarian system and last month into a special institution, an American school near Budapest, Hungary. How is an American school in New Orleans? 

One thing I certainly know about American high schools is that no two are alike! I attended a large public school in a very rural small town in Kentucky with very little racial or ideological diversity and my experience was vastly different than most of my collegiate peers. All of the schools I’ve worked in thus far have all been public schools, so that’s what I’m most familiar with, but within the US there are also charter and magnet schools, which differ from public and private schools as well.

New Orleans actually has a very unique educational system since the aftermath of Hurricane Katrina in 2005. The hurricane devastated the New Orleans area with over $100 billion in estimated damages and over 300,000 homes destroyed. Before the storm nearly 30% of people in New Orleans lived in poverty and Katrina left many of the city’s poorest citizen even more vulnerable than before. With over 2,000 deaths and hundreds of thousands of evacuees Katrina certainly forced some big changes within the city. Education reformers came into the area and essentially (what can best be described as) swept away what remained of traditional public schools, replacing them with charter schools controlled by the Recovery School District. 

My school, being across the Mississippi river, remained relatively untouched by the push to charter schools, and in fact many schools on the West Bank of New Orleans remain public. My school was actually one of the first schools to reopen after Katrina and opened its doors to any student in the area who wished to immediately return to school. 

Indeed, New Orleans sounds quite unique. Is this your first school? How did you get here?

I graduated from the University of Louisville in 2013 as a political science major actually, so teaching wasn’t really on my radar until my junior year of college. During the time I became interested in education and education policy I had just begun mentoring at a local middle school and working in an after school program at a high school as well. Both schools were of very low socioeconomic status and categorized as “low performing” schools in the state of Kentucky. I quickly became very curious as to how these schools were falling so far behind other schools in the exact same city – one being the number one school in the state. This led me to the program I’m currently in, Teach For America (TFA). The vision of TFA is that “one day, all children in this nation will have the opportunity to attain an excellent education.”

Teach For America yearly recruits a diverse group of leaders with a record of achievement to work towards expanding educational opportunity, starting by teaching for two years in a low-income community. We often speak of the “achievement gap” in the United States, examining the disparity in educational achievement of students based on grouping by race/ethnicity, gender, and socioeconomic status. Since as early as 1966, studies from the US Department of Education consistently showcase a gap in achievement between low income minority students and middle to upper class white students. After studying all of this and learning more about TFA I just overall got fired up about education and wanted to dive right in! TFA places teachers all around the United States and it’s also through this program that I ended up in New Orleans!

TFA is a great way for people who may not have studied education during college to become impactful teachers so that’s the option I chose and was fortunate enough to be chosen for the program. There are so many other options as well, from the different types of schools in the US (public, private, charter, magnet) to adult education and English as a secondary language programs.

Great initiative! As I hear, you enjoy your teaching path. What do you exactly like about being a high school teacher?

I really love being a high school teacher because I can really talk to and get to know my students on a personal level. I feel so invested in them not only as students but as people. High school aged students are making hugely important decisions almost daily that impact the rest of their lives. Being able to serve as a mentor, cheerleader, educator, and friend all at the same time is something I find truly rewarding about teaching this age group.

Plus my students are absolutely HILARIOUS and not one day passes that I don't either laugh at something they've said or laugh with them about myself.

Can we also talk a bit about the downsides of the profession? What are the main challenges for you specifically and for teachers generally?

Well I've been told that the first year of teaching is generally the most difficult, so hopefully it only goes up from here but the biggest challenge for me was simply learning how to balance all the things that go along with being a teacher. Juggling grading, lesson planning, tutoring, forging relationships with students, disciplining, making copies and charts, connecting with my coworkers, reaching out to families, ALL while maintaining my friendships from college and forming new friendships with people in my new city was a LOT to handle all at once. I'm also very very competitive and goal-oriented, so I would find myself working a lot on weekends and in the evenings after school trying to figure out the exact ways to make my students the most successful. Overall this led to a lot of naps after school and stress. Luckily by December I had sorted a lot of the juggling out and was able to get into more of a routine for my second semester teaching!

As for teachers in general I think the systems that are used for evaluating what makes an effective or ineffective teacher are becoming increasingly difficult to manage. For example, Louisiana has recently made some changes and new developments in the way it evaluates teachers and many veteran teachers at my school were upset with its inequity and the ways in which it was proving to be an inaccurate measure of teacher success.

Education is a highly debated political topic in the US as well, so when federal measures are attempting to be taken to solve this re-occuring issue of the achievement gap with little success, one must question what can be done to address this challenge? 

The problem you raised is a very important one and actually not country-specific. But are there any specificities of being a teacher exactly where you are? How do you think it's different to be a teacher in Louisiana, or in the US, than anywhere else?

Teaching in Louisiana has certainly been an experience! Having worked in schools in Kentucky, and taught summer school in Atlanta, Georgia - I, again, must emphasize that every state and school has such a unique identity. From the students, families, communities and faculty, each place I've worked has its own charms and struggles.

One thing that’s unique to public schools in the New Orleans area is the intensity that comes with athletics. In general American football is a huge fulcrum for schools in the southern region of the US and our school is no exception. Myself and another teacher began a spirit club this past year to harness all the schools energy and enthusiasm for our amazing student athletes! It’s just incredible to see the way something as small as a football or basketball victory can boost school pride!

I’ll be teaching abroad for the first time at a summer program at the American University of Bulgaria during July and I’m thrilled to have the opportunity to experience the similarities and differences of teaching in the United States vs abroad.

Well, then, soon I will get back to you on this. :-) As a closing question, who would you recommend to be a high school teacher for?

I’d recommend anyone who is patient, willing to connect with students and truly passionate about impacting kids lives to be a high school teacher.  It doesn’t hurt to be strong willed and not offended easily along with that patience because high school students are moody and emotional at times ... haha!

Thanks a lot, and good luck in Bulgaria!