I wrote this blog post back in October at the beginning of the school year, but somewhere along the way failed to post it. It may have lost some of its relevancy, but seeing as how tomorrow is the end of Christmas vacation and the beginning of our second trimester, I thought I would go ahead and finally publish it, for whatever it may now stand for. It’s crazy to think that I only have 8 months left in Madagascar, and what the older volunteers have said in the past is definitely true: the second year is much easier, and passes so much quicker!
I am simultaneously dreading and excited for the upcoming school year that we began at the beginning of October. The dread stems from memories of last year, yelling at children to be quiet, and growing frustrated at not being able to communicate properly with my pre-intermediate level English students, and the thought that I have to do it all over again. Excitement shortly follows when I realize that I can explain myself significantly better and really believe I can do all of that better. As they told us in our Peace Corps training, “it’s a new job. You won’t be good at it immediately.” So much learning on the job, getting better through trial and repeat, occurs as a teacher.
What they didn’t tell us is that native English speakers tend to have a much higher learning curve for teaching English, according to an academic study which sought to answer “is it better to have a native-speaking teacher or an experienced one?” For starters, native-speakers tend to make more use of real English media (songs, magazine articles, radio clips, etc.), as opposed to the stuff textbooks provide, in the classroom. Ultimately, it is better for our students to grow accustomed to real-life usages of English than poised, polite, and often cheesy textbook dialogues. Additionally, we correct our mistakes quickly, and possibly because we aren’t concerned with how well we speak English, can focus more on our teaching techniques. Again, most new English teachers, especially the ones who have gotten hired with no teaching experience but solely based on their fluency in the language, realize their shortcomings and are anxious about compensating and becoming good teachers.
While their defense of the inexperienced, native-speaker oozes reassurance for our sorry lot, my one year of experience feels like my strongest armor against in-class riots and blank stares – especially since my Malagasy has improved tremendously and their level is too low for me to expect a class of 60+ students to pay attention without using their native language.
As for results, I have only been teaching for two weeks now, but have already taught them more in six hours of lessons than I probably accomplished in the whole first trimester last year. For starters, I have gotten over my shy-kid-loathing for singing in public (since songs engage students while giving large classes an opportunity to practice speaking and pronunciation without getting too rowdy) and taught my kids “Hello, Goodbye” by the Beatles. Lots of giggling was involved. Now I sometimes catch one or two singing it while we copy things from the board, and do something that was also rare this time last year: smile.
Photo: (1) Two girls who came out of the bushes to chat while I was hanging out at a waterfall in Ile Sainte Marie; the older one complained about how terrible her English teacher was!