After
being in the schools for over a month now I think it’s high time for a post on
my school that delves a bit more into what’s going on. This is going to be part one, as I doubt I will be able to get everything out of my system without it turning into a novel.
Please
note that I have no formal training in education, and that my opinions are all
coming based off of having a crappy anthropology degree, as well as being the
[successful] result of crappy American public schools.
I
guess the place I should start first off is my schedule. I’ve classes Monday
through Friday, with four classes on Mondays and Wednesdays, which are my
heaviest work loads. Yes, you heard me. Four classes in one day is the most I
work any given week. The rest of the days are either one or two classes. The
grades are 1-6, and although TLG strongly encourages us to get into the upper
grades (7-12), I’ve elected not to.
Sidenote:
I did attend a few of these classes when school first started, but I was way
more of a distraction than a help to older kids. Most of them are uninterested
about school and their normal teachers to begin with, let alone some random
foreigner, and the ones that actually are engaged in class will endlessly hit
you with a slew of highly personal questions every.single.class, much to the
frustration of your host teacher. I figured it would be better if I just
stopped going to these lessons…
So
the whole purpose of TLG, and indeed why I am here in Georgia to begin with, is
to put native English speakers in English language classrooms around the
country. It was a radical new program that began a few years ago by the [at the
time of this writing] current president, Mikheil Saakishvili, and it brings in
people from America, Canada, and the UK. It’s a pretty great set up, actually.
They fly you from your home country to Tbilisi, pay you every month, put you up
with a host family that can take care of your dietary needs and creature
comforts, give you health insurance and paid vacation, and will also fly you
home at the end of your contract.
It
used to be that they had two start dates every month, putting the number of
foreigners, each month, at 120. Lots of people that did this program were just
looking for something to do for a short stint, so they didn’t really invest
themselves in the schools or with their families. Some saw it as an opportunity
to convert this highly Orthodox country starting when they’re young, and one
person was so bold as to actually lock the door of his classroom when his
teacher stepped out for a moment and then start preaching his Bible to a whole
room of kids. There are horror stories like that riddled throughout the
programs history, so it’s no wonder that since last year they’ve cut the number
of start dates to two a year and are highly selective with who they bring
over.
Volunteers
are not expected, ever, to lead a class, nor teach the students by themselves.
Instead, we work with the current English teachers, bringing our Western ideals
into the school and helping the kids hear what English is supposed to sound
like. When I say "Western ideals," I am basically talking about any
type of education method that does not rely on the strictly Soviet style of
read-translate-memorize which is so rampant here.
My
two coteachers are on opposite ends of the spectrum. One has been teaching for
only a few years, but she's enthusiastic, open to suggestions for activities,
lesson plans all the time with me, and has a pretty positive outlook on
lessons. The other has been in the teaching business for 47 years. In fact, she
had my host dad as a student. While she isn't as super Soviet as other teachers
that I've heard of (no corporal punishment, for example!), she never deviates
from the read-translate-memorize method I mentioned before. And since she has
been teaching for 47 years, and I am her third volunteer, I doubt she's really
going to be changing much. Both teachers are technically fluent in English, but
their pronunciation of words is highly accented, and there's still a language
barrier with them many times. This isn't to say that either of them aren't helpful
- they really are, and I'm not trying to bash on them at all. I actually like
them a lot, even the older one, who can get slightly terrifying sometimes when
she screams in Georgian at the kids. I'm just trying to paint you all a picture
of what, and who, I'm working with.
The
books we're using for the early grades are part of a new movement throughout
Georgia for teaching English. They're decent enough, and there are a lot of
exercises in them that make sense. However, they're ONLY in English. Immersion
teaching is awesome and all, but that only works when it's part of a unilateral
movement in school and home every single day. Most of my kids have English
lessons two or three times a week, with long stretches in between. Added onto
that, many times both my coteachers end up speaking mostly in Georgian, and
these kids are talking roughly, and this is a very generous estimate, 20
minutes a week in English. Do you know anyone who was able to pick up a
language with that little of practice? Cause I don't.
I
can understand for some abstract words, like adjectives and what not, to have a
Georgian pairing so the kids can frame the foreign word in their head. However,
for vocabulary that has a picture there's zero reason to even think about
saying the Georgian word. I've tried to bring this up with my teachers a few
times, but they keep reassuring me the students won't understand unless they
tell them what it is. I'm skeptical about this, but since I have no idea what
they're saying to the kids in class anyway, I'm going along with it for now.
Upside is that I'm picking up a lot of vocabulary. I just wish the kids would,
too!
The
other thing that really bothers me is that these books focus so heavily on
reading and writing. There isn't nearly enough practice for the kids to
actually speak, which is unfortunate, given that this is where they're really
strong. Instead, they’re forced to do the same type of exercises over and
over again, never really understanding what it is that they’re saying. One
of my coteachers told me the other day that, even in Georgian, kids don’t know
what verbs, nouns, or adjectives are. My students are all scraping by based on the examples given in the books instead of freely constructed thoughts. Yet examples aren’t necessarily a guaranteed way to get them to form a sentence since many can’t even copy words down correctly. It’s strange,
because they’re not stupid. If I sit there and verbally spell out the words,
most of my kids can write them (minus the illiterate ones, of course), but they
don’t really put together what the words mean in the overall context of the
sentence. I’m going to go ahead and blame this one on inconsistent classes, and
having English be the only lessons where the materials are encouraging new types of learning
(matching, word banks, fill in the blank, etc) in their otherwise very Soviet
style schooling.
So
instead of encouraging the kids to speak a lot, and thus actually let them
progress quickly through this bullshit language of ours, we bog them down by
forcing them to read and write. Most of them don't understand the use of
capital letters since Georgian only has one form of their alphabet, so all of
their written answers have random capitals thrown in. Classes are full of
frustrated students who feel left behind and like they are ultimately hopeless
cases. I try to be as positive as I can, and always reinforce kids even TRYING
to speak, and they're just now starting to get less shy about yapping at me.
Most of them now run up, throw their arms around me in a hug that only a kid
can give, and then immediately launch into Georgian at a million miles an hour,
giggling when I look confused and say "ar vitsi" ("I don't
know"). I'm hoping that this shift means that they'll all start being more
involved, and since a few of my more problematic kids have already begun
actually doing their homework and volunteering answers, I think we're on the
right track.
Classes
are a bit chaotic since speaking out of turn isn't really discouraged. A lot of
times lessons are filled with kids talking over each other, or them helping
each other out immediately if one is having trouble reading something aloud.
It's really cute, actually, and you can see that already in these young ages
the cultural dynamics of community and cooperation are instilled. Also,
every single kid here would be diagnosed with ADD in the States. And I’m not
exaggerating. Even my really awesome kids, who are [mostly] quiet, always do
their homework, can recite entire stories at the drop of a hat if you tell them
to, would be too “unfocused” and “problematic” in America. The problem most of the time is the disparity
in mastery of the material – a few students per class have it down no problem,
some kids are sprinkled in the middle who sort of get it, yet most will fall
into the category of not having a clue. The best kids get bored with lessons so
they zone out, the worst ones get frustrated by lessons and will just stare
into space, and the mid range kids see all their friends being distracted so
they, too, become unfocused. And then the teacher screams and stomps her foot,
and for a second they’re startled, but nothing really changes. Repeat ad
nauseum.
There
are no real consequences for bad behavior or not working in class. Grades are
sort of given, and while students want high marks their drive to get them is
not enough to actually put the work in to earn these. So far we have had one
test in my 4th-6th grades, and they, for the most part,
all failed it. We’re talking scores of 2/40 points failed. Again, it’s not that
they’re stupid, because the tests we gave them were straight out of their book,
and were all exercises they have been doing for weeks. There’s just zero
retention of the material, which is a problem I’ve been trying to tackle but
find it challenging when my teachers don’t share the same mindset to sit and
drill kids (in fun ways!) until they can answer quickly and accurately. I made
flashcards for my first graders for colors, and after two meetings, and two
pretty intensive flashcard games, you can bet your ass that those kids can tell
you what color your shirt is, and that the leaves on that tree in your yard are
green. My one teacher noticed what I was doing with the flashcards, and saw
that it actually worked, and has started approaching the alphabet reviews we do
in the same way. Even though a few letters still trip them up, these little
five year olds are able to identify most characters out of context, and pretty
quickly. Being the daughter of a behaviorist, this tickles me.
The
only thing that works better than flashcards, however, is Hangman. I never saw
my fifth graders try harder than the day we told them if we got through our
whole lesson and they understood it that we would play Hangman at the end of
class. Everyone was actively engaged, and even my shiest kids were particularly
vocal. The best part of it was that after that lesson, they remembered
everything from the previous class. They were all smiling, were super happy,
and we have yet to have a bad class since this breakthrough. Who knew that
bribing some kids with a lousy game of Hangman would ultimately be the
proverbial Holy Grail of learning English?
I
guess when it comes down to it, bribery really is the way to get what you want
out of life.