9.7.08
nearing the end
My last weeks of work in the UK are now winding down. The days are long, but time seems to slip through my fingers. The idea of leaving here is, at this point, somewhat surreal. While I miss home and I want to go home, it is hard to imagine not being here. This is all part of my life now; it is not easy to imagine my days without all I have come to know in the last 9 months. I know that I should be looking forward to what comes next - but it is not easy to step with the left when the right foot is still in the air.
19.5.08
take-away
Why is it that when you are living away and you decide to go home you settle in more than you could before? And why is it that you have to miss home until you buy your return ticket and then you immediately miss where you are? I'd like to just take it all with me - every person, every experience, and every place I've grown to love... I'd like to wrap it all up in a blanket, and carry it home.
14.3.08
answers
I often spend time wondering if teaching is what I want to do, and sometimes I come up with an answer. I had a moment the other day - it was one of those moments that might seem so insignificant to someone else, but in their seeming insignificance mean a lot to me as I question daily why I am doing what I am doing, wondering if I am here for the right reasons. I suppose this is not unique to me - I am sure a lot of people encounter this struggle. But I do love those moments - those that remind me why I am here... those moments when I feel I was able to get through. Those moments are nice.
16.2.08
Half Term
Apparently I managed to get through the whole half term after christmas without posting a single word or photo. I guess I was pretty busy.
Since the Christmas holidays I have been working full time at a girls school here in Birmingham, and will be staying on at the school until the end of the school year (in the UK that means mid-late july!). My position is a long-term supply position, covering for one woman who has gone on mat-leave, and one woman who retired; I am teaching english, Hospitality, Travel and Tourism (vocational course), and ASDAN. The last two programs were started at the school in order to offer something different to those students who had difficulties in the regular academic classes. I have much to say about the programs, but am not sure this is the appropriate place to express my feelings about them, so I shall choose my words with care.
One problem I find is that a number of the girls do not actually choose the programs themselves, but they are put in the programs by the school. There are a number of challenges that come with this. One is that there is a real lack of interest in what they are doing. Vocational courses can be wonderful programs; but they are wonderful programs when the vocation is one that the students have interest in. Another problem is the students' awareness that they were put in the program because "we're stupid" (these are the words of one of my students, not mine). Although we have streaming in Canada, it feels different than it does here. Here is seems more blatant, magnified; here it reflects the more pronounced class divisions.
Five of my six classes here are in what is referred to as the "bottom set", or as a colleague has referred to one of my classes, the "hopeless" students. But I enjoy teaching my students, and have luckily not been jaded by the attitude of so many of the teachers that must be in it for the paycheck. Yes, I am continuously challenged in my day-to-day work. The attitude of many of my students presents a constant battle; but who can blame them for having a dismissive attitude towards a system that has for years told them they are not good enough? How can you be upset with them when you yourself see how the system creates an environment where the interest in GCSE scores has less to do with student success than they do with school funding?
The first half term for me felt long. I find it difficult to not take my work home every night, and easily find myself consumed in an endless amount of work and reading. Combining my first year of teaching with teaching abroad has definitely been difficult for me. I find it difficult to allow myself time to do other things - something I have to work on, as the life I led in the last five weeks is not one I want to continue. Balance is the goal. Although I prefer our own education system for a number of reasons, I have found this to be a great and interesting learning experience. I still have quite a bit more time here and, I am sure, much to learn.
Since the Christmas holidays I have been working full time at a girls school here in Birmingham, and will be staying on at the school until the end of the school year (in the UK that means mid-late july!). My position is a long-term supply position, covering for one woman who has gone on mat-leave, and one woman who retired; I am teaching english, Hospitality, Travel and Tourism (vocational course), and ASDAN. The last two programs were started at the school in order to offer something different to those students who had difficulties in the regular academic classes. I have much to say about the programs, but am not sure this is the appropriate place to express my feelings about them, so I shall choose my words with care.
One problem I find is that a number of the girls do not actually choose the programs themselves, but they are put in the programs by the school. There are a number of challenges that come with this. One is that there is a real lack of interest in what they are doing. Vocational courses can be wonderful programs; but they are wonderful programs when the vocation is one that the students have interest in. Another problem is the students' awareness that they were put in the program because "we're stupid" (these are the words of one of my students, not mine). Although we have streaming in Canada, it feels different than it does here. Here is seems more blatant, magnified; here it reflects the more pronounced class divisions.
Five of my six classes here are in what is referred to as the "bottom set", or as a colleague has referred to one of my classes, the "hopeless" students. But I enjoy teaching my students, and have luckily not been jaded by the attitude of so many of the teachers that must be in it for the paycheck. Yes, I am continuously challenged in my day-to-day work. The attitude of many of my students presents a constant battle; but who can blame them for having a dismissive attitude towards a system that has for years told them they are not good enough? How can you be upset with them when you yourself see how the system creates an environment where the interest in GCSE scores has less to do with student success than they do with school funding?
The first half term for me felt long. I find it difficult to not take my work home every night, and easily find myself consumed in an endless amount of work and reading. Combining my first year of teaching with teaching abroad has definitely been difficult for me. I find it difficult to allow myself time to do other things - something I have to work on, as the life I led in the last five weeks is not one I want to continue. Balance is the goal. Although I prefer our own education system for a number of reasons, I have found this to be a great and interesting learning experience. I still have quite a bit more time here and, I am sure, much to learn.
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