The greatest reward in teaching is seeing your students succeed. As I have trudged through the first three weeks of teaching, this reward seems so near, and yet so tantalizingly far. I want so much for my students, and I have quite the challenge. Teaching English as a second language a task I was not mentally prepared for in coming here, and religion is the most terrifying subject to teach. It is one thing to have to form their minds and make them up to a government standard, but with religion, it is the soul that is in question. If I teach them falsehoods and they live their lives believing some heresy, who is going to hell? Me. That’s who. That’s just a little pressure.
Just to give you a idea of what my life has become, I shall now proceed to give you a day-in-the-life of Miss Katie, volunteer teacher extraordinaire.
I walk to school every morning, dressed in my teaching best, albeit I usually leave my nice shoes at the school, so as not to ruin them in the morning trudge. Though early, the sun is already hot, and you can feel the sweat drip down your back as you walk up and down the hills of the city. The city is already buzzing with students, mothers walking their students, taco vendors setting up shop, and taxis driving up and down the boulevard. As you approach the school, you see students everywhere, in their khaki skirts or trousers, crisp, white blouses, and for the girls, white knee socks and black maryjanes. I walk through a sea of students, and listen to the “Morning, miss! Hi miss!” and “Hello miss!” that greet me in the school yard.
I’m not going to lie, this is not back-breaking work. I usually go straight from the school-yard to the teacher’s lounge, sit at my desk, and play on facebook. Of course I have to prepare for class, grade papers, and do research on what I’m teaching, as well. But for the most part I just sit there, at my desk, and devise new ways to inspire my students. Then the bell rings, and I must head to class with my papers, books, and of course my piece of chalk. In the past I had a severe fear of public speaking, but now I have had to put that behind me. I come to class, enter with a “good morning, ladies!” and wait for them to settle into their desks and prepare for class. Depending on the class, we do a variety of things. For religion we talk about God, the trinity, the angels, the saints. I want them to know the ends and outs of their faith, but I want them to develop a passion for it most importantly. It is not so much knowing the Bible by heart, but being able to know the Bible enough to live by it. Ultimately that is my goal for that class. I also want to be a good resource for my girls. I have been in their shoes before—though not too long ago. But if they need to talk, they know I’m around.
My English class is quite a bit different. Not only is English the second language for these girls, it is the first year for these girls. It is a learning experience on both of our parts. Vocab, spelling, grammar, reading comprehension, writing, speaking. It’s a lot of stuff to fit into 6 hours a week. Somedays we lecture, someday we spend a whole class period trying to think of the craziest verbs to use in a sentence. And somedays we just play hang-man. All marketable skills, I hope. Mostly it is just a lesson in patience.
“Quiet, girls”
“Clear your desks”
“Really, girls, I want silence”
“Do I have to separate you?”
“Do I need to repeat myself again?”
By the end I feel as if my voice or sanity could flee at a moments notice. And it is such a split. Do I be a super-strict teacher whom my students fear and loathe, or do I let them get away with things, and just hang out in the classroom doing girl talk? At this point all is trial and error. Besides this, my biggest challenge is getting excited about the subjects I’m teaching. There is only so much energy for nouns I can muster. After 5 days, I just get relieved to move on to verbs. Here is the point where I have to practice my patience and my selflessness. Not only do I have to take my own interest out of consideration, but be able to wait on my students to catch up. It’s all quite the learning experience. Perhaps I should have trained for this. I must say it has become easier. By the end I should be an old pro.
The end of my class day recently has involved volleyball or meetings. Staff meetings, department meetings, presentations on ancient Mayan cultures have been the end of my already busy days. Volleyball has been a blessing, and a good way to see my students in a new light and be seen in a new light. It has also been an opportunity to meet some of the boys, and influence them in the only way a young female teacher can sometimes—persuade them with my feminine charm to get rid of that unsightly facial hair and cleaning themselves up.
Often my days don’t come to a close until 5 in the evening or 6. Then there is dinner, mass, and home to continue the lesson planning and grading, preparing for the next day in Benque. The days are long, but they move quickly. Besides in the teacher’s lounge, you are hardly just sitting around looking for something to do. And as the weeks go by, the work gets more rewarding. You get to see the progress and growth, and you can’t help but feel proud of your students, and accomplished in yourself.
Though not much time has gone by in this school year, through in-class assignments, out-of-class conversations, and one-on-one time, I have gotten to know a number of my students and little-by-little hear their stories. I feel that the more I learn, the greater will be my ability to reach out to them in a more effective way. It is a process, because trust does not come easy, not just to high school girls, but to girls who have spent their lives being told no and having people let them down.
I asked my English students to write about the “best day ever” for them. It could be one they had had, or one they wanted to have some day. One of my students, a 16-year-old with a 3-year-old daughter conceived by rape responded: My best day ever was the day I heard I was going to go school so I could work hard and someday be somebody my family could be proud of.” Many of my other students had similar stories to tell.
How ungrateful had I been as a high school student? It boggles my mind how much some of my girls have to sacrifice just to be at the school. One of my students wakes up at 4:30 every morning to get to school and does not return home until past 5. Many cross the border every day from Guatemala for school. Those students really appreciate the sacrifice they and their families make so they can go here.
It has been such a joy to get to know my students, and to begin to foster relationships with them, I am beginning to get really excited about what the year will bring. And this connection has only made me want their success so much more. I am constantly thinking, fretting, and praying that what I am trying to teach them, whether it be about God or sentence structure, will get through to them. And all the while I am hoping everyday that what I can do for them in the short time I am here will make a lasting impression. For this experience, it is much more than the teaching. It is the presence, the discipline, the encouragement, and the conversations about our lives that will really make a difference someday. And the hope that I do not become one of the people that lets them down. I can’t let that happen.
I’m excited to see what the next few months will bring here in Benque and Mount Carmel High School. Hopefully there will be more success, more friendship, and more learning on both sides of the desk.