I approached the headmaster of JibJibe Secondary School and informed him that I was here to teach English for two weeks, but he told me I could just teach all of the subjects. Then he pushed me into a classroom full of confused Nepali 10th graders and hastily told me I'd be fine as he walked out the door. Ok... I guess I'm a teacher now... I assessed the situation. 60 Nepali students were crammed onto rotting, rickety benches which themselves where crammed inbetween cracking walls and a tin roof. I had no idea which subject I was supposed to teach, let alone how to effectively teach that subject, let alone how to speak my student's language. Also, I had no chalk. I was fucked. For a few moment I just stared at the class with the stupid, slackjawed expression of a nervous schoolboy who had suddenly been shoved face to face with the prettiest girl in school.
Well, I couldn't give an hour long lesson on blank stares, so I jumped into an introduction of who I was, where I was from, and what America was like. The students probably understood only a fraction of what I said, but at least I knocked off ten minutes. Finally, I just asked the students which subject they normally took at this time. English! Perfect! Even better, they all had little exercise books, and all I had to do was lead them through practices that they were probably familiar with already. Maybe I could bullshit my way through this after all.
The first exercise asked the students to read a passage about milk and answer questions about it. How many interesting sentences could you craft about milk? One? Maybe two? Well not this book. Six whole paragraphs about milk! Unsurprisingly, as one student read aloud, everyone else just chatted amongst themselves. I continuously had to quiet down the class, but even in silence they just ignored the reading. So did I. It was six paragraphs about milk for Christ's Sake.
After we finally stopped reading about milk, we answered questions about milk. I difficultly communicated to the students that they could work in groups to answer questions. Groupwork emphasized the importance of cooperation, unity and the value of shared purpose over individualistic effort, but more importantly it relieved me from the pressure of having to do anything. Yet after ten minutes no one had come up with any correct answers, and it became clear I'd have to intervene and at least try and communicate with the students. Mid-way through my fruitless gesturing and slow explanations, the bell rang and class (otherwise known as "The Shit Show") was over. At this pointed I conceded I probably wouldn't be Julia Roberts in the Freedom Writer. It would be a miracle if I could just teach one useful thing.
Still, I'd keep trying anyways. I was trying to ask what the next subject was, when the science teacher walked in and told me all I had to do was teach the students about heat... Ok... what do I know about heat... Quickly, I raced through the dusty corridors of my brain to uncover some dormant knowledge of heat, but all I found was a crumpled piece of scrap paper that read, "Uhh... like... heat comes from the sun... and uh...it's like... wicked hot." As I contemplated how I could spin this knowledge into an hour long lesson, the science teacher handed me a piece of chalk and exclaimed in fractured English that he was excited to learn about Western techniques for teaching, to which I replied I had no fucking clue what I was doing. He disappointedly taught the lesson, and as he did so, I borrowed a student's mathbook and practiced the advanced algebra I was supposed to teach next. By the end of the lesson I hadn't got a problem right.
Thankfully, at the end of class, the principal rescued me from a failed math class and told me I could stick to English. Knowledge of my limited knowledge must have spread quickly, but at least I offered the Nepali teachers a more accurate view of the average American's grasp of science and mathematics. Then, almost suddenly, I found myself in front of an overcrowded class of 5th graders. Out of the frying pan and into the frier. Once again completely unprepared, I relied on the textbook. Once again, the students read a passage and had no idea what they just read. Once again, I helplessly gestured to try and convey meanings of certain passages. Then class ended, and for the third time in as many attempts, I failed to offer the students anything meaningful.
I was getting pretty disenheartened at this point, but at least I had a break period now, finally giving me a moment to reflect. Of course, quiet, thoughtful contemplation is difficult when you're surrounded by swarms of frenzied children screaming "Hello, how are you!!!" and "What is your father's name!!!" (Apparently, the students are taught that asking someone the name of their father is the go-to icebreaker of the English language). Still, amidst this chaos I was able to come up with a couple useful conclusions. First, the text book exercises were useless for me. I posited that the student's actual knowledge of the English language was far below what the book demanded. Thus, I would be far more effective if I ditched the book altogether and came up with my own exercises.
So, I tried again, this time with 50 seventh graders and some reclaimed confidence and purpose. I taught comparison words (tall, taller, tallest etc...) that I could easily gesture. Next, I showed how to use these words in a sentence using the students as examples. Finally, I had the students write their own examples. The kids eagerly shoved their papers in my faces, which had to be corrected over and over again, but by the end the majority of students were showing me functional English sentences. It was working! They were learning stuff! Now, I suppose this is a very basic lesson, but compared to what I offered my earlier classes, this was like offering the wisdom to overcomes all of life's problems and confusions. Screw my earlier doubts, I could be Julia Roberts! (The one who's an inspiring teacher, not the one who's a prostitute...)
I felt I could do this because I had just realized something that I had always intellectually understood. The key to doing anything in life is malleable persistence. It's some blend of headstrong determination and honest humility. More simply put, it's trying and trying again, while maintaining the awareness to realize when what you're trying isn't working, and changing course accordingly. It's a simple lesson that most people probably understand and agree with, but frequently ignore in the practicalities of life because of the undeniable pain of failure. This time though, I took the punches, persevered, changed my swing a bit and delivered a knockout lesson.
And that's how things went in JibJibe school and life went for the next couple weeks. Every evening I came up with meaningful activities and lessons for the next day. Sometimes they worked, sometimes they didn't, but I always tried. When I realized that I should focus on fun and culture, I changed the curriculum from grammar to popular American songs. When I spent my day off working in the rice fields with the villagers, I worked through the pain while adjusting my rice-cutting form for maximum comfort and efficiency. It may not have always been pretty, or easy, but in the end I taught the students some good knowledge, some great songs, and more importantly made deep, meaningful connections with a handful of students and my Nepali family. Malleable persistence made my last significant Nepali experience a great one.
Well, I couldn't give an hour long lesson on blank stares, so I jumped into an introduction of who I was, where I was from, and what America was like. The students probably understood only a fraction of what I said, but at least I knocked off ten minutes. Finally, I just asked the students which subject they normally took at this time. English! Perfect! Even better, they all had little exercise books, and all I had to do was lead them through practices that they were probably familiar with already. Maybe I could bullshit my way through this after all.
The first exercise asked the students to read a passage about milk and answer questions about it. How many interesting sentences could you craft about milk? One? Maybe two? Well not this book. Six whole paragraphs about milk! Unsurprisingly, as one student read aloud, everyone else just chatted amongst themselves. I continuously had to quiet down the class, but even in silence they just ignored the reading. So did I. It was six paragraphs about milk for Christ's Sake.
After we finally stopped reading about milk, we answered questions about milk. I difficultly communicated to the students that they could work in groups to answer questions. Groupwork emphasized the importance of cooperation, unity and the value of shared purpose over individualistic effort, but more importantly it relieved me from the pressure of having to do anything. Yet after ten minutes no one had come up with any correct answers, and it became clear I'd have to intervene and at least try and communicate with the students. Mid-way through my fruitless gesturing and slow explanations, the bell rang and class (otherwise known as "The Shit Show") was over. At this pointed I conceded I probably wouldn't be Julia Roberts in the Freedom Writer. It would be a miracle if I could just teach one useful thing.
Still, I'd keep trying anyways. I was trying to ask what the next subject was, when the science teacher walked in and told me all I had to do was teach the students about heat... Ok... what do I know about heat... Quickly, I raced through the dusty corridors of my brain to uncover some dormant knowledge of heat, but all I found was a crumpled piece of scrap paper that read, "Uhh... like... heat comes from the sun... and uh...it's like... wicked hot." As I contemplated how I could spin this knowledge into an hour long lesson, the science teacher handed me a piece of chalk and exclaimed in fractured English that he was excited to learn about Western techniques for teaching, to which I replied I had no fucking clue what I was doing. He disappointedly taught the lesson, and as he did so, I borrowed a student's mathbook and practiced the advanced algebra I was supposed to teach next. By the end of the lesson I hadn't got a problem right.
Thankfully, at the end of class, the principal rescued me from a failed math class and told me I could stick to English. Knowledge of my limited knowledge must have spread quickly, but at least I offered the Nepali teachers a more accurate view of the average American's grasp of science and mathematics. Then, almost suddenly, I found myself in front of an overcrowded class of 5th graders. Out of the frying pan and into the frier. Once again completely unprepared, I relied on the textbook. Once again, the students read a passage and had no idea what they just read. Once again, I helplessly gestured to try and convey meanings of certain passages. Then class ended, and for the third time in as many attempts, I failed to offer the students anything meaningful.
I was getting pretty disenheartened at this point, but at least I had a break period now, finally giving me a moment to reflect. Of course, quiet, thoughtful contemplation is difficult when you're surrounded by swarms of frenzied children screaming "Hello, how are you!!!" and "What is your father's name!!!" (Apparently, the students are taught that asking someone the name of their father is the go-to icebreaker of the English language). Still, amidst this chaos I was able to come up with a couple useful conclusions. First, the text book exercises were useless for me. I posited that the student's actual knowledge of the English language was far below what the book demanded. Thus, I would be far more effective if I ditched the book altogether and came up with my own exercises.
So, I tried again, this time with 50 seventh graders and some reclaimed confidence and purpose. I taught comparison words (tall, taller, tallest etc...) that I could easily gesture. Next, I showed how to use these words in a sentence using the students as examples. Finally, I had the students write their own examples. The kids eagerly shoved their papers in my faces, which had to be corrected over and over again, but by the end the majority of students were showing me functional English sentences. It was working! They were learning stuff! Now, I suppose this is a very basic lesson, but compared to what I offered my earlier classes, this was like offering the wisdom to overcomes all of life's problems and confusions. Screw my earlier doubts, I could be Julia Roberts! (The one who's an inspiring teacher, not the one who's a prostitute...)
I felt I could do this because I had just realized something that I had always intellectually understood. The key to doing anything in life is malleable persistence. It's some blend of headstrong determination and honest humility. More simply put, it's trying and trying again, while maintaining the awareness to realize when what you're trying isn't working, and changing course accordingly. It's a simple lesson that most people probably understand and agree with, but frequently ignore in the practicalities of life because of the undeniable pain of failure. This time though, I took the punches, persevered, changed my swing a bit and delivered a knockout lesson.
And that's how things went in JibJibe school and life went for the next couple weeks. Every evening I came up with meaningful activities and lessons for the next day. Sometimes they worked, sometimes they didn't, but I always tried. When I realized that I should focus on fun and culture, I changed the curriculum from grammar to popular American songs. When I spent my day off working in the rice fields with the villagers, I worked through the pain while adjusting my rice-cutting form for maximum comfort and efficiency. It may not have always been pretty, or easy, but in the end I taught the students some good knowledge, some great songs, and more importantly made deep, meaningful connections with a handful of students and my Nepali family. Malleable persistence made my last significant Nepali experience a great one.