Yesterday was the final exam for the English part of the new degree extension course. Hooray that it's finally over! Not that I didn't enjoy teaching it, but on the whole, this new 2 year program has been extraordinarily badly organised. Things seem to get started without enough thought as to how exactly they're going to work out, then when problems begin to appear, changes are made in haste and (inevitably) are badly thought through.Anyway, English has been both a challenge and a joy to teach to these students. We decided that it would be most useful to them if it was relevant to their jobs (they're all qualified pre-school teachers), rather than just a course on improving their own spoken English. So we did vocabulary, songs, instructions and games that you'd need if you wanted to teach English to young children. That was the first semester. Then the second semester, the structure of the course changed to a modular system, so instead of an hour and a half once a week for 17 weeks, I suddenly had to teach 3 hours a week for 6 weeks!!! Still, once I got over the shock of that, and with an enormous amount of reliance on God in the lesson planning, I taught them about planning and other methodology useful for teaching English to very young children.
Well, the exam yesterday consisted in them pretty much writing down everything they'd learnt about how to teach English to young children. They also had to choose three things they'd learnt that were most useful to them and tell me how they were going to put them into practice in their own teaching (in whatever subject) and then they had to plan a lesson, according to given criteria. They did amazingly well!! I was so impressed with how much they've learnt, it really sounds as though they could all plan and teach English with no problems. I was particularly excited to read the things they're going to put into practice (or already are putting into practice!), having been inspired by this module. So I'm very excited and so happy to have done the course, even if it was extremely stressful at times! The best thing for me (and the biggest reason I came) is to see people trained to teach English (or any foreign language) in a way that is fun and motivates the kids. I've achieved my goal. I guess I can go home now!!!!! (Only kidding, Sam!)
Oh, and did I say it's finally over? Well, actually of course the final exam is not the final exam - I mean, the students who didn't have the right to do the final exam (maybe because they didn't do enough coursework, didn't come to enough lessons, didn't do the mid-term test or didn't pay their fees) get to do the resit next week. If they still have problems, then they get to do it the week after that. If, after these three chances they still can't pass, then at some point in the future (maybe just the following week, who knows?) they get to do the 3rd resit. I think that's really their last chance. And by that time, the teacher, the academic head and the academic secretary are all fed up, both with the subject and with the students who can't get their backsides into gear and do what's necessary. It's a pretty frustrating system for someone coming from the UK, where a pass is a pass and a fail means "goodbye."
And then there's the pass mark: 70%. SEVENTY PERCENT!!! Just to PASS! This means, of course, that the majority of the exam (and all coursework as well) has to be dead easy, so that all students get the chance to pass, at least. Oh, oops, you may be thinking that that's not so obvious, but I forgot to mention (though it may be clear by now!) that the students should all be able to pass. Hmm. What about those who don't quite have the brain cells to make it? Ah, well, poor wee things, they'll get all upset if they actually find out they're not up to the task. So the exam, the coursework and all the figures are manipulated so that they do pass, whether they are good enough or not.
AAAARRGGHHH! It drives me up the wall.
However, I do my best to take it all in my stride nowadays - it took a bit of getting used to but after 2 and a half years of it, I think at work I generally give the impression all this is quite normal, though in private I tear my hair out!
Now I have to ask myself how much of my frustration is justified because there's really a better way to do things, and how much of it is due to the difference in cultures between my home country and the place I'm now serving? How much should I just swallow the frustration and get on with it and how much do I have a right/duty/obligation to try and convince others that it might be better for everyone (the college, the teachers and the students) if things were done in a different way?
Well, firstly, it's not just FEISA that runs this way, it's the whole education system in Paraguay, from state primary schools to private universities. Secondly, I'm not in a decision-making role at FEISA, so I don't have a platform for suggesting any kind of change in the academic systems at the college.
So my approach has been one of going along with it, mostly uncomplainingly. And when I have complained, it's been to one of my British colleagues, so as not to offend the Paraguayans I work with. It would be extremely easy for me to start criticising the system left right and centre, from a position of "I come from an education system which is far superior to yours." However, I wouldn't make many friends that way! And since the system is so entrenched, any comments I made would not actually make any difference - the fact is, I and the rest of the teachers at FEISA have to work within the system, doing the best we can in the circumstances.
I think one of the most important cross-cultural approaches anyone can have is to look at the system, learn how it works and why it works that way and if you truthfully see that it could be improved, limit yourself to your own, rightful sphere of influence. For me, that influence stays within the classroom. So I turn up on time; I prepare thoroughly; I make sure what I teach is as relevant and interesting as possible, within the subject matter; I do my best to make my lessons interactive and engaging; I set homework which is an extension to the learning they have done in the lesson and I expect it to be handed in on time, etc. In this way, I hope to model excellence, in an effort to show the students that it can be done. If someone with a bigger sphere of influence within the college were interested, they could find out how I teach and maybe be inspired to encourage others to work to similar standards. Then things might begin to change.
As it is, the students I've been teaching are qualified pre-school teachers, so it is possible that they themselves might see the possibilities of giving yourself high expectations and be inspired to follow my example in their own classrooms. The knock-on effect of this in itself could be huge: Other teachers may copy them. However, the children themselves will reap the biggest reward, having committed teachers at an age when they are forming their own attitudes to learning. If they have good teachers in pre-school, they will enjoy learning throughout their lives. And that's got to be a good thing. Even if it is a bit pie in the sky!

© Fiona L Cooper 2008



