What the heck do you do in Peace Corps?

I teach at a Teacher Training Institute. This last year I’ve taught such classes as:

Creative Writing, Teaching Speaking, Teaching Reading, Teaching Writing, Teaching Listening, Teaching Country Studies, Teaching Young Learners, etc.

My students are all English Teachers from Ukraine. Every five years they are required to take recertification courses at my institute. The first time they go, they are there for one month. The next time they go, they go for three different weeks spread throughout the year.

So what do I do? These are teachers of English, with experience in teaching English. I do feel qualified to teach them because I have had methodological training in school. And, more importantly, I have life experience—a lifetime of classes in American schools, where the teaching is approached differently. I also know such songs as "She'll Be Comin' Round the Mountain" and "Goin' on a Bear Hunt" and "There Was an Old Lady" and "The Wheels on the Bus." So for me, my role here is to give a little bit of methodology, and give a lot of new ideas that they can adapt and use in their classrooms.

So here’s an example of a class I’ve taught and will teach again: Teaching Country Studies.

Teachers Will Be Able to:
Participate in experiential learning activities for teaching Country Studies to their Students
Modify and Adapt activities for their classrooms

Those are the basic TWBATs I have for all my classes. I’m a big fan of experiential learning, which means that you learn by experiencing it rather than just talking about it.
Warm up: Finish the sentence
Each Teacher gets a slip of paper. They will anonymously finish the sentence:
Is it true that Americans_______________________
Trainer will collect. Trainer will sort and read and answer at the end of the session.

For this class I try to give them a little information that they can’t get in the classroom, as well as a taste of several kinds of activities, so I set up three “booths” with samples of the activities. During my class they are not expected to finish all the activities, merely get a taste of them. I emphasize that so that they don’t get frustrated about not having enough time 

Station Activity 1: Map Work

ACTIVITY 1A: Spell and Find

Teachers are given their own un-labeled map of the US that they are to write on, a reference map labeled with all fifty states, a reference sheet of the fifty states and their capitals, and the following Scrabble Tiles:
A-2, C, D-2, E-2, G, H, I-2, L, M, N-3, O-2, P, R, S, T-2, U, V, W, Y

Teachers must:
a) form as many states’ names as possible using those tiles.
b) color in the state on HO1 (unlabeled map), using a blue highlighter

ACTIVITY 1B: Name that Shape

Teachers are given a labeled map of the United States, a reference sheet of the fifty states and their capitals, and shapes of unidentified states.

Teachers must
a) identify the states by shape
b) mark where the capital is on their map
c) write in the name of the capital.

Why did I pick these activities? For me, it’s just showing different ideas of things you can do with a map. Even more, it helps prevent training “answer robots,” students who simply look for the answer and repeat and cannot put together two pieces of information logically. It also uses different strengths: linguistic strengths (spelling words), as well as special intelligences (picture smarts).

ACTIVITY 2: Design a flag and quarter for Washington State

Teachers will design a flag and quarter for Washington State, using important symbols and information about Washington State.

Here, teachers are reading about Washington state, using art to show understanding, and putting together information. Again, moving away from being Answer Robots.

ACTIVITY 3: Seattle Festivals Logic Problem

Teachers are given a logic problem I created about four different festivals in Seattle: Gay Pride, Bumbershoot, Folklife, and The Freemont Solstice Festival. They are to fill in a chart telling which friend went to which festival, which month it was in, and what sort of festival it was.

Here, I’m using a logic problem to teach about the different festivals. The idea here is that they can put together information and have students read about it in creative ways. Again, using a different strength, this time logic and reasoning.

ACTIVITY 4: Jeopardy game

Now teachers play a small Jeopardy game based on information given in the class. This is not so they can play, but rather so they can learn HOW to play a Jeopardy game.

ACTIVITY 5: Is it true that Americans _________ followup

At this time I address all the questions that the Ukrainian teachers have put down about Americans. Most of the questions I get are based on food, personality, and work such as

Is it true that Americans have only one or two weeks of vacations?
Is it true that Americans don't like to speak about their problems (they do it with doctors or psychologists only)?
Is it true that Americans always smile?
Is it true that Americans eat fast food 3 times a day?

So you can see, when I’m teaching, I’m not simply teaching ABOUT America, I’m giving techniques for teaching about them—ones that many of them have never seen. And yet I’m still giving some extra information, such as: that handout on Washington State. And addressing common questions they usually have about Americans.

My job is tricky, because I’m not just teaching, but I’m teaching about teaching. It’s made it very interesting—not duplicating teaching techniques, how to give different information, how to collaborate, etc. I’d never done teacher training before, but I’m getting great experience doing it. And it does help that I do the same lessons again and again.

The final thing I do is that I make all my lesson plans and information available to all teachers, which is very time consuming. It’s one thing to make a lesson plan; quite another thing to write it in a presentable way for teachers taking your classes. I have to make the directions understandable to Ukrainian teachers, not just myself, so vague notes on how to do it are not acceptable, and neither is simply writing down “Do the Hokey Pokey”—because most Ukrainians have never played The Hokey Pokey and I need to write down directions for how to do it, since it’s not just for me. I’m also often giving lesson plans to teachers who have been doing this for 10-20 years, so I’d better have something great so they don’t feel like I’m wasting their time.

So that’s what I do for my Peace Corps “job.” I do teach less than most of the other volunteers, but as you can see, my time is really put into developing materials and presentation of said materials. There are more bits and pieces, but that’s my standard daily job. Hope you enjoyed it!

10.06.07

I'm trying very hard to keep up with my journaling. It's Sunday night and I'm writing Saturday's entry. Not too bad. So far I've only gone a full day without writing.

We were given a task to complete yesterday. We had to go on our own to School Number 1 by 8:30. I totally had it planned out and was going to walk in the morning, but my host dad insisted on going with me. First I thought he just wanted to leave at the same time and he was on his way to work, but nope, he totally went with me. That was cool, though, because I already knew how to get there, so it just reconfirmed what I already knew.

Met everyone at 8:30am and started our Technical Training at 9am. We learned about what we're going to be doing in and for Ukraine.

As a teacher trainer, these will be my tasks:

--travel to schools outside the Oblast Center in order to conduct techer-training events.
--Conduct one day teaching seminars at Institute on English Language and on active teaching using communicative TEFL methods.
--Development of scopel sequence of teacher recertification seminars.
--Continue professional development and support of PC secondary school TEFL volunteers; peer technical support during site visits.
--Organizing/facilitating summer TEFL camps for teachers/students
--Participating in the development of English Olympiad materials
--Organization and facilitation of English clubs for teachers
--Development of teaching materials (visuals, cards, audio, video materials)
--Grading
--Classroom management
--Teaching in Ukrainian Schools
--Secondary Community projects

Our ultimate goals will be to:
--Work effectively within a Ukrainian educational environment demonstrating ability to implement current teaching methodoogies and techniques
--Use teaching skills to positively influence educational community development

During these three months we will end up doing about 10 lesson plans, teaching about 10 classes, and additionally teach three classes to our peers. I'm signed up to teach Lesson Planning, Extra Curricular Activities, and PDM intro (I have no clue what that is). We also have 4-5 hours of language training five days a week and homework every day (which I love! seriously!). It's pretty intense--like being back in school.

While we were in our lesson, I noticed my socks were getting wet. This is a "slipper society". Because it is so muddy during the wet times and the streets are not pristinely paved, your shoes get dirty and so every house you immediately take off your shoes. I thought I had spilled my water, so I looked around and noticed that the floor was REALLY wet. I looked behind my chair and between the carpets I saw a river of water in the hallway. Apparently this is one of the negatives of having a first floor apartment in Ukraine--when people flush toilet paper it can back up the systems, and it screws over the people in the lower floors. So her plumbing was backed up and we had to relocate.

After all our tech training we had a cross cultural breakdown. We have an hour each week to chat with the LCFs--Language/Culture Facilitators. We talk about what's happened in the last week, we ask questions, and they try to explain. Having someone break down culture is awesome. Being able to ask questions without offending is really great. We covered bathroom etiquette, housekeeping, food, etc. A few things that popped out were: apparently Americans drink a LOT of water. One of the ladies said that Americans laugh at Ukrainians for not drinking any water and Ukrainians laugh at Americans for drinking too much water. Their philosophy is that they get enough liquids from their soups (because borsch is practically manditory every day!) and so they don't drink water during meals at all. Another thing they said was that my earrings would have to go. They didn't exactly say that, but really, I have to take out my earrings. Big sigh. No zero gauge stretching these next two years. They also said that after 3 days someone staying in their house becomes family or "that weird person living in the house." heh. One way to distinguish between guest and "family" is--who does the guest's dishes? If the family insists on doing the guest's dishes, then the person is a guest. If they let the person do their own dishes, that person is family. Needless to say, that night I insisted on doing my own dishes.

After all that, my language group decided to meet at 3pm for a picnic with our families. There were about 15 there: T&M and their host mom and host brother, E with her host mom and host sister, Cindy with her host mom and host brother, me and my host mom and Larissa, our language teacher. E, Cindy and I all brought desserts. We walked for about half an hour through the forest and finally came to this really great area with fires burning. These two guys had left a fire burning unattended, but it was set up okay--on vodka bottles. What a great use of glass! The moms laid out the tablecloth and food and we all hung out and ate and toasted and drank. It was finally my turn. After all the "eat eat eat eat eat"s from host moms, I pointed to our desserts and said to the host moms "eat eat eat eat" (pronounced "yest"). ha ha ha It was really funny and they all laughed.

After food we played some games to help with our Russian. We had to stand in a circle and introduce the person to our left, us, and the person to our right, then the person to our right would introduce us, then themself, then the person to their right, etc. We also were randomly given names, we had to find the people and ask where they were from, what their hobbies were, and what their occupation was. I've decided that kids are a lot of fun to learn language with, because somehow they have infinite patience, can repeat the same thing over and over, and aren't hung up on understanding every word you're saying if you slip into English.

After all the games, we walked home. I'm starting to figure out Chirnihiv. There's basically one main street and a few minor streets, then some footpaths. It makes it easier to navigate, and I'm connecting dots, as it were.

When we got home I did some homework--copying some of the verbs I'm learning into my notebook, recopying the notes I took in class, then I about split my head open with my yawning. I was EXHAUSTED. I went into the bedroom and made the bed, then laid down and started reading my homework. When I finished that I was plumb tuckered out and I went to sleep at the crazy hour of 8pm. All the insomnia was finally catching up with me and it kicked my butt.