My First PledgeCents

8 September, 16 Una VagabondaLeave a comment

I’ve created my first PledgeCents cause. PledgeCents is similar to gofundme and donorschoose. It’s a way to raise money for my classroom so that I can buy them the necessary materials that we need. This particular one is so that I can afford science equipment so that I can engage my students in the sciences.

Help out my children and donate whatever you can as well as share the link.

https://www.pledgecents.com/cause/svhzjs/building-the-s-in-stem

Any amount helps because it all adds up!

Thank you!

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First Year Completed

1 July, 14 Una Vagabonda3 Comments

On 12^th June 2014, I did what only six year old Angela thought I would do; I completed my first year of teaching. Though, I don’t think six year old Angela thought that she would be teaching half way across the world. I did it though. And not only did I complete one year of teaching at one place, but, a week and a half later, I completed my first year teaching at another place as well. Yes, you read correctly. I taught five days a week at my main school and I would also teach on Saturdays. I’ll get back to that later though.

It was definitely an experience filled with things I expected and things that I did not expect. As much as I absolutely loved my children (and still do), they beyond wore me out. Let’s get something out of the way here. In America, or in England, when one thinks of a private school automatically strict rules and discipline come to mind, right? Well, not here. A private school here, especially the one that I was teaching at which was a conservative (religious) private school is kind of the opposite. In these schools, the kids (or rather their parents) rule the school. The private schools in this country, for the most part, are nothing but businesses. They advertise and promote constantly creating a false sense of, “Wow! This school is amazing! My child will learn so much!” When, in reality, it’s not so much like that. There is a high turnover rate for teachers; especially for the English teachers. Everyone gets paid very little for the amount of work that they do, especially the Turkish teachers who not only work late every night, but who also must come in on the weekends as well. Aside from the fact that the turnover rate is high, these “schools” are also fairly new which means that they aren’t quite set in their ways. There are no set curriculums or curriculums that work. These are chain schools that could do really well if they focused on the actual education of these students and not when and where they’re going to open up a new school. If they focused their time, energy, and money on a school (and with the amount of money these schools have) the kids would flourish. The children that I taught have so much potential and I hope that it does not go to waste. Aside from all of this, the children are spoiled, never corrected or disciplined, and are free to essentially do whatever they please. In the beginning of the year, I was very close to quitting to be honest. The teachers who are there, though mostly lovely and nice women, don’t know how to handle children how they should. I don’t think they know the proper psychology behind everything and will constantly yell at the children (or certain children that annoy them) and call them names. Apparently though, that is the way that things are done here. When it came time for English class, though, they expected every lesson to be a strict lesson where we drilled English into their heads, but fun at the same time, and not boring, and make the children listen like little angels at the same time. Well, it took me almost half a year to corral the children and have it so they would actually sit down and listen in class. Being that they’re kindergarteners though, I knew that they also need fun time and play time or they get antsy and won’t listen. Why did it take this long? Well, in this school, like I said earlier, the children win. The English teachers are never or are rarely shown any respect by the other teachers or even the teacher assistants for that matter, so the children mimic that behavior. The children are also spoiled brats and we’re essentially not allowed to discipline them. This means that even if a child hits another child or throws toys or a temper tantrum that nothing really happens. There’s never a phone call home about it because then the parents would complain and yell at the teachers or the school because nothing is ever their little angels’ fault. So, yes, it took over half a year of different methods and straining and grief to finally get these children to listen.

Three-quarters of the year passed and we then had the huge problem where most of the English department was let go and all of our lessons were switched around. I no longer had my shared five year old class and I no longer had my 6D class. Instead, I had 6A and 6C, which had reputations for making the teachers gray-haired. I tried my best though. Remember how long it took to get my other two classes to behave semi-normally and make them teachable? Well, I had half the time to try and do this. At first, they were ok, because, hey new teacher. But then, things became ugly. 6A was split between me and another teacher. They tended to listen to her more because she’s a bit more strict in her manners of teaching (not to mention she’s Turkish so she better at handling them) and I was just the teacher that they could walk all over some classes and other classes, if they felt like it, they’d listen and things would go smoothly. One of the main problems with that class though was that the room was too big. It was hard to get the children to focus in there. 6C was an interesting class. This is the class with the worst reputation. In the beginning, they listened. They knew practically no English whatsoever, but they listened. I was starting to wonder why they were the class that had such a bad reputation. But then, it hit me, and it hit me hard. This class will not listen to a lick of what is said if their homeroom teacher is unable to teach and the longer she is out (and she was out for like two weeks due to meetings and organizing things) the worse the class becomes. They just had a complete disregard for any authority figure (even the assistant teachers had had enough of this class and sat there in a state of utter defeat). So, I would try to teach every time, and I would fail every time. The only thing that seemed to work with this class was busywork. So, I had to have an endless supply of worksheets for these children. When I did, they’d do their work and listen…mostly. It felt like I was at the beginning of the year again with these two classes. And it didn’t get better because, as it was the end of the year, the classes were constantly interrupted for field trips, shows, or practices of some sort. So, there was no real schedule anymore. The children and the teachers all caught the end of the year fever. And then, just as quickly as it began…it finished. It was a sandwich of a year; crazy, hair pulling bread and smooth happiness for the inside.

I know I made a lot of progress with the children though. I am not the kind of teacher who drills phrases into the kids’ heads. I know that the children’s parents want to hear them speak, but they’re not at the age where they need to be learning phrases. They’re at the age that they just need to soak in as much English as they can. The drenched them in vocabulary and by the end of the year, some of them were starting to put things together on their own. Even half way through the year, I was getting some of them to have conversations. Albeit very one-sided conversations, they were understanding the things that I was saying and trying to respond with a few words and lots of gestures.

It was harder with my weekend children to get to this point though as they only had English lessons once a week. Finally, towards the end of the year, they were starting to understand some things and become more confident. The only problem I had with these children was the age differences. I had children from four to seven in this class. This meant that I had kids who could read and write and others who still can’t write numbers. It was a challenge, but three quarters of the year later I started teaching them all the English alphabet and the phonetics that went with it. It made for some more interesting classes and the children really seemed to like learning about it. Big numbers and the alphabet seemed to be a hit in that class.

All in all, it was one hell of a year. I taught and I fought and I taught some more. As much as these children drove me nuts, I love them all. There’s something special and unforgettable about your first students. They and the memories that I made with them will last a lifetime. I wish that I could check up on all of them in ten, fifteen, twenty years and see where life takes them, but only time will tell. This year is finished and new adventures await!

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A Whirl Wind of a Month

29 April, 1429 April, 14 Una VagabondaLeave a comment

Since my last update, there has been a lot that’s happened here. Due to the problems involving my school and the government there have been many unfavorable changes at my school and many others. Because of these problems way too many of our beloved teachers had to leave. We are all trying to wrap our heads around this surreal situation. One day they were here teaching with us, the next they weren’t even allowed to come to the school. Even though we are all still trying to figure this stuff out, fewer teachers means an obvious change in our schedules. Out of the five English kindergarten teachers there are only two of the original including myself and a third who used to be a coordinator. Actually, if you think about it, I am the only original left since the other girl has only been working with us in January. Aside from that, our schedules have been completely switched around. I used to teach 6B, 6D, and have a shared class with 5C. Now, I don’t have my 5 year olds at all, and I have lost 6D. I have added on 6A and 6C. These two classes are drastically different from what I’ve had to teach all year. Keep in mind that 6B and 6D have only had me as their English teacher all year. For 6A and 6C I am their fourth English teacher. They both have severe behavioral problems (6C being the one that is going to give me white hair). I have to go into those classes prepared for the worst, and I never know how I am going to come out. I know all of their names, and the kids somewhat know me, but they’re not used to behaving. For the most part, I have gotten 6B and 6D to behave and respect me. 6A and 6C don’t really know what that is. Luckily, I still have 6B who I’ve always considered my angel class. It is interesting noticing the differences in the dynamics of the classes and even how much English the class as a whole knows. Basic stuff that 6B and 6D know, these classes have no clue about. I used to be able to have conversations with 6B and 6D, but I can’t at all with these two classes. So, I am essentially starting from the beginning with these two classes as their fourth English teacher at the end of the year. One thing that boosted my teaching esteem was when the teacher who now has 6D told me that she loves them because they know so much English. That made me smile. And to think that I used to consider 6D my devil class! They don’t even compare to the new ones I have. I will try to do my best with these classes. I do want them to know what the other classes know, and there are a select few students in each class that really do want to learn and know a decent amount of English. The sad part, though, is that even these students who are smart and want to learn don’t listen that well simply because they haven’t had a stable teaching environment throughout the year. Well, I will have an interesting month and a half left with them. Let’s see what I can do even though the month of May and certainly June are known as the all fun and no work months in the school world.

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Teacher! Teacher!

28 October, 1317 September, 15 Una VagabondaLeave a comment

So, I know that there’s been quite a gap since now and my last post, but I assure it’s mainly because of how busy I have been. Teaching these children has been anything but boring and definitely an experience and a half. Wow. I’ve had ups and downs and everything in between.

Teaching here in Turkey children is by far one of the hardest jobs I can think of and it mainly has to do with the culture here and the school. This does not mean I don’t like my children, in fact, it is quite the opposite. I love them to death. As frustrated and angry as they can make me, they are also able to melt my heart in two seconds flat. By now, I have gotten to know my children pretty well. Most of them do not listen to a word that is spoken. They will run around and do whatever they like whenever they like. The first couple of weeks it was a lot harder to corral them all up and have them sit down, but, at least now, I can get them all to sit down. Whether or not they listen and be quiet is a whole other story. We each have a teacher’s assistant in the room. You would think this would be helpful, but, at times, it can create more problems because the assistants (as well as the homeroom teachers) don’t speak a lick of English. They are supposed to be in the room behaving and participating in the lessons just like the students. More often than not, they’re off doing their own thing or something that they were told to do by the Turkish homeroom teacher. They’re also not supposed to speak Turkish, but, ha, that flew out the window the first day. They have grown on me though, and do help out when it is needed. I’m a bit sad because today they’ve all switched homerooms. So, I now have new teacher assistants in my classrooms.

My 6B class has turned itself around quite a bit. When I first started to try and teach them, it was chaotic, and they didn’t listen whatsoever. Now, though, it seems that they are learning more and are, at times, much better behaved than my other class. I think this may have to do with the seating dynamic as well as the attitude of the homeroom teacher. This classroom arranged in a kind of semi half circle, or rather more like a semi half ellipse. One problem I have with this class is the SmartBoard. The SmartBoard itself will work, but the SmartPen will not. So I can’t do any of the activities that I do with 6D with this class and it’s extremely frustrating. We don’t even have a white board to work with so I just have to make do with what I have. The SmartBoard in this classroom is nothing more than a glorified projector. I have twelve children in this class (my biggest class) and they are all strikingly different.

Child 1: I tend to have problems with this child. It’s not that he is inherently a bad child, but it’s that he is not really interested in anything that is going on in the classroom. He doesn’t like to sing the songs, or color, or anything of the sort. He mimics me a lot though with a bit of an attitude. For example, if I say, “Sit down, please.” He’ll say the exact same thing with a slight attitude. He can be really good at times though. If we’re doing an activity and I show him exactly what to do a couple of times, he’ll get it done. It’s not necessarily the greatest work, but when he does something I consider it success. I know his older brother has some learning difficulties, so I’m thinking that it’s a possibility that he does as well.

Child 2: Now, this child is normally an angel and a bit of charmer. This past week, however, he hasn’t really been listening at all or participating like he used to. I’m trying to figure out if maybe something went on at home or in school. He’s hanging out more with the trouble maker boys so I’m assuming that’s what going on because he has a twin brother, Kaan, in another teacher’s classroom but his brother hasn’t been acting up at all.

Child 3: I love this little girl. She listens to absolutely everything and is the perfect student. It’s not even that she’s like a teacher’s pet or anything of the sort, she just really seems to want to learn. I feel bad at times because I know that if I had one on one time with her she would excel. Not once have I had to tell her off, and I can’t say that for any other student that I have. She’s a brilliant little one and, if given the chance, will go far. I need to figure out a way to give her more activities to do because I feel like she gets bored at the pace that we’re going. She also has one of the programs that I use to teach at home. She likes it because she knows all the words to the songs and such but I feel bad at times because she isn’t learning anything new and I know she wants to. Even when it comes to playing games that the other children love to play, say like musical chairs or something of the sort, she’ll just sit and watch. She really wants to just learn and do school work. It’d be so much easier to teach her if we were allowed to teach them the alphabet, but we’re not allowed to do so.

Child 4: Ah, my little dreamy-eyed, cuddle bug. This little one has a twin as well (in my other class; I’ll get to him later), and the differences between them are like night and day. Sedat loves cuddles and to be right next to me and to hug and be on teacher’s lap, etc. His father is also the vice principal of the kindergarten. Now, he may be cuddly little sweetheart, but he also has his moments. One day he was not listening at all. It was in the beginning so there was no structure or daily routines established either. The teacher assistant was busy doing something and wasn’t in the room either. He’s was being rotten and when I was telling everyone to sit, he decided to put his chair on top of the table and sit on it there. He wouldn’t listen at all when I told him to get down or that I’d go get his father. Nothing. He only listened when the Turkish teacher came into the room, and even then, he gave her a hard time. There are times when he will downright ignore anything and everything or the teacher assistant says, but then there are also the times when he also really wants to learn. Let’s take for example a while ago we were playing with some Play-Doh. He was making food with it and wanted to know what everything was in English. So, he’d tell me the Turkish word, and if I knew it I’d tell him what it is in English, and he would then repeat back to me a time or two. Today, we were reviewing some colors and he was teaching me what the colors were in Turkish. “Teacher, teacher pink türkçe pembe…. Teacher, orange türkçe turuncu…” He did this for each color that I showed on the SmartBoard. He’s a smart one who also wants to learn, but does need to learn how to listen a bit more.

Child 5: This little one has been much better. In the beginning she was a little devil, but now she’s one of the few that actually listens the first time I say to do something. Even though she hasn’t been in class that often (combination of sickness and holidays I’m assuming) she’ll pick up pretty quickly what she’s missed.

Child 6: Most of the time, this one behaves pretty well. If he’s getting out of line at all, I usually only have to give him the look or tell him once to sit down. He’s a quiet one, and pretty nervous when I call him. More often than not, he knows the answer but is too nervous to say it so you have to say it with him or do it with him. It’s as if he’s afraid of being wrong, like as if someone embarrassed him in the past or he’ll get in trouble if he’s wrong. I keep encouraging him though so I’m hoping he makes progress.

Child 7: This little girl has an interesting story. When I first came into the classroom, I could tell that something was not quite right. She has a constant head shake, never talks, needs direct one-on-one contact and directions to understand anything (English or Turkish) and a multitude of other problems. I was concerned and asked around about her. Turns out, she does have some learning difficulties (what exactly I still don’t know). I nearly cried when she said some English words for me (with the help of one of the other students), and even the Turkish teacher was surprised. After the week’s holiday that just recently passed, I noticed a difference in her (they changed her medication or something of the sort) She’s been participating more and talking more as well as doing better during the class activities. I get such an overwhelming feeling of happiness and pride whenever I see the progress she’s making, and I like to show off her colorings or drawings that she does to the Turkish teachers because even they get surprised when she does stuff.

Child 8: My little cherub-faced monster. Oh, boy. He’s a handful. He’s smart and loud impossible to get angry at whenever he doesn’t listen (which is quite often) because of his face and dimples and sweetness. He’ll hug me and won’t let go, and when he’s doing something he’s not supposed to he’ll smile the most adorable smile and say, “Teacheerrrrrrrrrr.” AH! Frustrations! I can’t get mad at him because of how ridiculously cute he is and because he really isn’t doing anything all that bad but he causes the other students to follow along and I want to lose my mind some days. There was one day when the students were not listening at all and I was two seconds from bursting. He ran up to me and hugged me saying, “I love you, Teacher.” And the rest of the class followed suit. I was weighed down by twelve six year olds who were all hugging me. There was no way that I could be angry.

Child 9: This little one confuses me. I think he’s confused as well. He can be downright horrible at times and the definition of a little terror. Running around, laying under the table, not doing anything he’s told… But this past week he’s been a bit better. I know he’s smart but he never really applies himself. He did so this week though. When you ask him something, he’ll know the answer. I need to learn how to deal with him. I don’t want to stunt his learning ability but he’s a hard one to figure out. I need to try and pay more attention to him and give him some more responsibilities around the classroom.

Child 10: I’m not sure how to feel about her. The first few days of school she pretended to be a perfect little angel, which she is anything but. Now she has her good days and her bad days. Her behavior isn’t consistent at all, and I think just depends on her mood that day. She likes to rock out to whatever music I play, and some days will be a great little teacher’s assistant. Other days though she can be a bit of a bully and not listen at all. Some days she’ll listen, other days there’s no getting through to her. More often than not, it’s the latter. The days that she listens though make up for it. Then again, the days that she does not listen definitely have an effect on her learning.

Child 11: He has way too much energy. An interesting child. In the beginning he was very good, colored and drew very well, but now it’s as if he eats nothing but sugar and hops around every, scribbles through his drawings and coloring pages, misbehaves and the like. Odd. I don’t know what to make of him because each day he gets worse.

Child 12: The tiniest child that I have in my six year classes. He was an angel who spoke no English whatsoever. He’s picked up on the English that I’ve taught in class (numbers, colors, family) but now he doesn’t listen well. He’ll run around with Kaya, Kerem, and Efe and be a little terror as well. Eventually he’ll do as he’s told. I’m just glad that he’s picking up the English that I’m teaching him, because when I first met at him and would say anything to him, he’d just look at me, smile, then give me a hug. He’s one of the little ones that joined in on the hug-pile and said, “Teacher, seni çok seviyorum!” (I love you lot!)

Recently, I’ve been having more and more listening problems with this class. I think it mainly has to do with the layout of the classroom. It’s kind of arranged like a rectangle. The girls sit at one end and the boys sit at the other end. This obviously causes huge problems. I want to rearrange the classroom, but that’s not choice; that’s the homeroom teacher’s choice. At least the SmartBoard in this classroom works so I can play games in which the students can interact with it. They love this and will often be quiet and good in order to do so. I’ve noticed that there is always a battle between the girls and the boys whenever there is a game going on. This class may be smaller but I have a few more trouble makers in here.

Child 13: At first, this girl was very good. Listened to everything, participated and whatnot. Now, though, she seems to have not a care in the world and does what she wants. If I say we’re doing something, she’ll just be like, “No, Teacher,” walk off, and do her own thing. She can be a bad influence at times as well because she’ll gather the girls (there are only four girls in the classroom) and have them do whatever she wants. It’s hard to deal with because these are the girls that are usually pretty good and pay attention. The problem is though is that she’s smart. She knows her vocabulary but she can be very snooty and has a bit of an air about her, as if she’s too good for the class and what’s going on.

Child 14: This went straight from four years class to six years class. I personally think that it was a mistake. She’s not ready for the six years class and should be in the five years class. She’s great at coloring and drawing, but that’s about it. She’s still behind the others when it comes to counting, animals, colors, and the like. She likes to dance but only to her own beat. She won’t do the specific dances to the songs that are in our routines. She gets offended very easily too, but knows when she’s doing something she’s not supposed to do. Like today, she was standing on her chair; I just looked at her, said her name, and she automatically sat down with coy little, “Tamam, Teacher…” (Ok/Alright, Teacher).

Child 15: She’s a budding little artist for sure. Her drawing skills are way above most of the other students. She’s pretty good with her vocabulary as well, and listens for the most part. She’ll participate but she’s pretty quiet and won’t go out of her way be loud. She’s a cutie though usually doesn’t have to be told twice to do something.

Child 16: She’s Miss Prim and Proper. Always quiet. Always does as she’s told. Always knows the answer, and if she doesn’t she’ll learn it. Always sits with proper posture and hands in her lap. Colors perfectly. Only recently have I had some issues with her listening, but that’s only because she was having issues with the other girls in the classroom. I saw her and older sister walking together one day and it was like I was watching Azra and a taller clone of Azra. Same walk, same braided pigtails, same glasses.

Child 17: Ughhhhh. Oh, Enes, Enes, Enes. Talk about a trouble maker. He knows a lot more English than he lets on. He’s always causing problems and not listening either. Luckily, it’s not just me he doesn’t listen to (I know it’s not good, but it does make me feel better that I’m not the only who can’t control him). Recently though, I’ve found out a way to make him somewhat behavebetter. He’s in love with the Five Little Monkeys song/ video and always asks for it. I’ve been telling him that if he and everyone else is good, I’ll play it at the end of the lesson. Every time he starts to act up, I’ll look at him and tell him, “No monkeys.” He’s then good and tries to get the others to pay attention as well, and since he’s pretty much the class gang leader they usually listen to him. I have problems though with him and another boy in the classroom. They’re constantly fighting, physically. It’s been better as of late, but it’s ridiculous that there aren’t any consequences for this type of behavior.

Child 18: This is the other trouble maker that I have in the class. He’s considerably smaller than Enes, and he’s the one that Enes always gets into it with. Enes will provoke him somehow and they’ll end up punching, kicking, hitting, slapping, whatever they can do. When they are finally pulled apart Baran always has something to say. This is a point when I really wish I knew Turkish because whatever comes out of his mouth like it’s something mean and scary even. He talks up a storm. He hates coloring and does like to learn but never pays attention to anything. It’s strange though because his mother is one of the teachers in the kindergarten (she teaches five years). I could be talking directly to him, and he’ll completely ignore me and avoid eye contact and continue to talk or do whatever he likes in the meantime. I need to find some more ways to get this child more into the lessons. He loved it the other day when I brought some mazes for him to do because I know he doesn’t like to color. He finished them too quickly though and then got angry when I didn’t have any more for him. I’ve realized that he has some anger issues.

Child 19: He’s the twin of my doe-y eyed student in 6B. Everything that Sedat is when it comes to cuddly and such, he is not. Vedat has piercing eyes, sharper feautures, and is more of a “manly man.” He hates the cuddly stuff and will push away the hugs. He has a charming, devilish grin though. He can be rough and has some listening problems as well. He’s smart. He’ll call out the answers and listens only slightly better than Enes and Baran. He’s been getting better though behavior wise, so I’m happy about that.

Child 20: This child is going to be a model when he’s older. We’ve all decided for him. He’s cool, he’s ridiculously pretty, and has eye lashes that any girl would be jealous of. Aside from that, he knows he’s cool. Say we’re doing the morning routine songs / dances… he’ll do his own little body shake / shimmy and show off. When he gets out of hand though, which is pretty often since most of the boys in that class are pretty close, it only takes me one time to say his name and he’ll sit back down. He gets distracted very easily though. The other day, everyone had finished their activity but he was still working on his because Baran kept talking to him and he couldn’t cut and listen at the same time. He finally finished at the very last minute. All in all though, he’s a good kid.

Child 21: The tiniest in the class and the quietest. He often won’t say anything when he’s called on and will just sit down and look at the desk. I can tell he knows what we’re learning though because he’ll participate when the whole class is yelling out answers or when we’re doing a SmartBoard activity; at those times he’ll raise his hand because everyone else is and he doesn’t want to be left out. I encourage him as much as I can. Behavioral wise he’s in between. He’s not too bad, but he’s not angel either. He’s a bit of a perfectionist when he’s drawing, coloring, or cutting so he often finishes things after everyone else. I also apparently cannot for the life of me pronounce his name correctly and Vedat makes fun of how I say his name. One of the first days I was in class with Alp, I was writing their names on their projects that they were working on. Most of the students have two names, first and middle. Alp’s is Mehmet Alp. I didn’t know at the time though that he preferred Alp. I wrote Mehmet on his project and he tried to fix it and change it to Alp, but he could only sort of write the A and an awkward L. I figured it out later. He can now write ALP on his papers and is very proud of it. He must’ve learned this at home though since we’re not allowed to teach them the alphabet.

Child 22: He’s the best behaved in this class, and he’s also a sweetie. He loves to participate and raise his hand even when he doesn’t know the answer at all. He’s another one who loves hugs. When all the boys are causing trouble, he’s normally not involved. Infact, Ahmet and Alp are usually together. They’re the quieter ones in the classroom. It doesn’t help that they look similar as well. In the beginning of the year I couldn’t tell them apart at all and kept getting them confused, but now I’ve got it down. Ahmet can be a bit sensitive as well and will cry if others start to make fun of his coloring / drawing etc. Luckily, he’s usually pretty good, so I don’t have many problems with him.

This class is my shared lessons course, meaning the homeroom teacher does the lesson with me. It’s hard to come up with a joint lesson though when I don’t speak Turkish and she doesn’t speak English. Somehow though we manage pretty well. I’m lucky because she’s one of the few Turkish teachers that actually tries with the shared lessons. I’ll talk, she’ll talk, etc. The children in this class are pretty well behaved.

Child 23: Engin is an interesting child. He looks like he could seven or eight but s really only five. This is probably because his mother is probably about 6 feet tall. We refer to him as the one with the “cool” parents because they’re always dressed sharp and in black. He’s an odd one though. Some days he’ll participate and other days he won’t say a thing. It doesn’t help that he’s the biggest in the grade either. He doesn’t quite fit in. If I talk to him one-on-one though he’s pretty good.

Child 24: The tiniest child I have, and he can’t do anything. It’s adorable and kind of sad at the same time. This is a perfect example of how coddled Turkish children are. You should have seen the “scissors” he was first sent to school with. They were the tiniest little plastic scissors that looked like they came out of a doll’s play kit or something. They barely worked. He’s helpless when it comes to doing anything, but he’s just so cute, you can’t help but help him with everything. He’s always asking what to do (in Turkish of course) for every single little thing. He’s so cute though because of how tiny he is. Lately, he’s been getting better at cutting things out (he’s got himself some big boy scissors now) even though it takes him forever.

Child 25: She’s great. I think I’ve only ever had to tell her off once. What smart girl she is! A little too smart for the class though I think. She’s sweet and a teacher’s pet; sometimes I think she’s like to take the teacher’s place. She knows her stuff though, I have no qualms with her and I know she’s going to excel throughout the year. I’m a little afraid that next year she might turn into an Eslem though…

Child 26: She gets a little too excited. She knows a lot and loves to show it off. Anything that she can get her hands on, if she learned the English word for it she’ll say it, and if she doesn’t know it, she’ll ask what it is until she remembers it. I know she gets a little too into it at times, but in ways I wish all my students had her eagerness to learn and show off a bit.

Child 27: He’s another smarty pants, but he doesn’t show it off. He knows his stuff, and is very proud of it. He’s quiet and very well behaved. There was a week or two that he wasn’t in class in the beginning of the year but it didn’t seem to matter because when he was back he still seemed to know more than the other students.

Child 28: He’s a little cheeky monkey. Smart though. He can memorize songs very easily, and has every single word of “Old MacDonald” memorized. I was very surprised when was sang along to the song. Many of the students have a hard enough time just trying to master the E-I-E-I-O part and the animal sounds. He’s cute and he knows it. He can be cheeky and then get away with it because he’s smart. He definitely understands a lot more English then he lets on, because he also rides the service bus that I ride and I was asking him a bunch of questions about emotions the other day and he knew all of them.

Child 29: She’s a quiet one. I think her and Elif used to be good friends but then something happened because they seem to have some issues. She’s also petrified of the cinema / theater room. She actually started crying and would not go in at all. Poor girl. She gets her stuff done though and likes giving hugs as well. She never really causes any problems. If anything, the only thing that I would complain about is that sometimes she doesn’t want to participate.

Child 30: This child I don’t even know how to explain. Very strange child. She’s happy in the morning, but as the day goes on she listens less and less and less. She can be very mean at times too. For no reason she’ll break someone’s crayon or rip their paper, but then other times she’ll be very nice and help Emin cut stuff out. If she decides she’s done she’ll run around, and there is absolutely no getting through to her. You can have an angry face on and be very stern and she’ll just look back at you with a kind of sinister-I-don’t-care-about-anything-you’re-saying smile, dance around some more, and there’s nothing in her eyes. Even when you make eye contact with her it’s like staring into nothing. Very strange. She’ll be happy then all of a sudden if you look at her and ask her to do something or a question she’ll put on the meanest face as if you did something horrible to her. I don’t understand her one bit.

Child 31: This one is an old in a little girl’s body. She knows a lot and wants to learn. She’s gets bored of simple things like coloring and the like and wants to do actual learning. Sometimes though she’ll get into an odd mood and won’t participate at all. It’s pretty odd. She doesn’t want to do “kid” things. She’d prefer to sit and work in a workbook than to sit and play with the toys that all the other five year olds are happily playing with.

Child 32: He is quiet but he also misbehaves. If the Turkish teacher wasn’t in the room with me, I know that he would cause me problems. Once in a while he’ll answer questions, but more often than not he doesn’t pay attention and seem uncomfortable / not to care about the class. He would much rather mess around in the corner than sit at the table and learn stuff it seems.

All in all, I really do love all my children that have. Even though many of them cause me immeasurable amounts of grief and will more than likely be the cause of my first white hair, when they tackle hug me or even just smile I can’t help but love them more and more each day. I love watching them grow everyday too. I’m not talking about physically growing, I mean intellectually. It is interesting to see what they know now as opposed to what they knew the middle of September. I may not see the daily progress that they make, but I definitely see improvements as the weeks go on. I can’t explain to you how happy that makes me.

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I ragazzi e Manuela…

2 August, 12 Una VagabondaLeave a comment

In Pisciotta, there are many children. The children in this town are free to run around at all hours of the day and night. The children are raised very differently in Pisciotta than in the United States. The parents trust the children to run around the town with the other children and they’re not expected home until very late. I suppose that’s alright though in such a small town. The population is only about 3000. In my personal opinion, the children there lacked manners and respect. Everyone has their own personal space bubble, and these children would not just invade your bubble, they would pop it as hard as they could. If you’re sitting talking with friends, they just come over and start talking. If you’re online, they want to be online with you. If you have a phone, they pretty much take it out of your hands to see what kind of phone it is and what they can do with it. If you’re skyping with someone, they stand behind you and stare at you at the other person. They were also extremely loud at all hours, running around and whatnot, screaming, blowing whistles, etc.

It seemed to me that there was a sort of hierarchy amongst the children. It didn’t necessarily go by age or gender. Two of the main “leaders” were Domenico and Manuela. We met them on the second day that we were in Pisciotta. Domenico is about nine years old, and he has the worst attitude; he was one of the rudest children that I met there. Manuela, on the other hand, was quite the interesting eleven year old. She’s very tom boy-ish and seems to take charge in a lot of the situation. Her eyes are a gorgeous sky blue. The first week or so we weren’t sure how we felt about her, but she came to be close with us. She’s help us with our Italian, and she had the best facial expressions and expressions. An eleven year old with the mentality of a forty year old. If we were wearing a sweatshirt or something off the shoulder, she’d pull it up over our shoulders! Not too much later, she started to hug my roommate Jen and I. I think that we were the closest with her. A lot of the other students did not like her too much simply because she was a bit brutish and if she had something to say, she’d say it, in Italian of course.

One of the girls on the trip has a scar on her arm, and whenever Manuela would see it, she would cover it up and with a kind of scared voice say, “Cheschiffo!” One of the guys that was on the trip is a really big guy with a long beard and really large gauges… Manuela was legitimately afraid of him. He’s not a common sight in Italy, and especially not in our little town of Pisciotta. Even beards aren’t common in Italy, most people shave. She’d hide behind me and again say, “Cheschiffo!” whenever he’d come around. It was a bit strange, I know she was definitely a tom-boy, but there was a part of her that just seemed very girly to me. I can’t put my finger on it, but there was something to her.

The night before we left, she wouldn’t stop hugging me. She’d hug me, go to leave, then keep coming back for another hug. This happened at least 5 times. I would really love to see how she is in a few years or so. She’s definitely one of the girls in that town that I want to keep tabs on in the future.