Celebrating the Struggles: Final Blog Reflection

 I am beginning to write this blog on my last night here in Monteverde. Earlier this evening I enjoyed a wonderful dinner with my family where I shared my favorite experiences of my visit to Costa Rica with them and copied recipes from my Mama Tica on typical Costa Rican (comida tipica) dishes.  After helping with the dishes and doing some packing, my host family and I watched the Costa Rica v. Honduras soccer futbol game.  During the game we joked, laughed, and of course got very involved in the game!

CPI in San Jaquain

It’s hard to believe that just two weeks ago I had just met this family and have been in Costa Rica for over a month.  My attitude and confidence in my Spanish usage has completely changed as well as my ability to adapt and immerse myself into a completely unknown culture.  I plan on writing this final reflection over a period of about a week after my trip to Costa Rica so that I am fully able to process and reflect on my trip and write as insightfully as I can.

 

3rd weekend in La Fortuna

Friday, June 14^th---

Well, it’s been almost a week since I have been back in the States and still feel as though I haven’t fully processed my time in Costa Rica!  Around this time seven days ago my final Spanish class was wrapping up with over 65 hours of Spanish instruction completed.  Wow! I feel accomplished for the amount of Spanish I learned as well my daily application of my new vocabulary.

Small group work in Cloud Forest School 

 Evidence of sustainability within school curriculum! 

Because I’m not really sure how to begin reflecting on my experience as a whole (and because former blog posts touched on outstanding thoughts I had during the trip) I will give several bullet points on the most important things I took away from this immersion trip in regards to my future as an educator:

·         Importance of hospitality

o   As described in a blog post, one of the reasons my experience was so great was because of the hospitality my host family demonstrated

o   As a future teacher, I need to make sure my students are comfortable in my classroom before learning can occur

·         Learning through experience

o   New understanding and appreciation for “Demonstration, Not Translation” method of teaching ELLs

o   I learned how to expand the 5E lesson format beyond just the subject of science

·         Allowing yourself out of your comfort zone

o   Life really does begin at the end of your comfort zone!

o   I was out of my comfort zone nearly my entire time in Costa Rica

o   I believe you get the most meaningful learning when you experience new things and temporary discomfort

·         Importance of health

o   Visit to La Carpio really demonstrated the importance of health

o   These people feel unhealthy every day

o   Their health effects their mindset, their job, and their education

·         Uncertainty is OKAY

o   As humans, we don’t always need  answers

o   Let go of constant control—learn the Tico lifestyle

·         Taking away differences from the same, similar experience

o   Each of us students took away different thoughts and lessons from the places we visited

·         Learning is HARD!

o   Celebrate the struggles your students will have in their learing

o   Learning isn’t always fun

o   Meaningful learning comes from the times you struggled to understand, apply, and master a concept

Zip lining in Santa Elena!

Before my trip to Costa Rica, I hadn’t really given much thought to how I will interact and teach my future ELL students. My reasoning has gone beyond “fun” learning and learning that only occurs with a similar language.  Now, I realize that learning is a process that occurs through a series of steps and varied efforts.  Although I will most likely not be proficient in my ELL’s native language, I will do my best to communicate with them in any way to engage them and inspire their learning.

PURA VIDA! 

                   

 

Students For A Sustainable Future

“The earth isn’t ours to use at our dispense.”

These words stuck with me since visiting Life Monteverde Farm yesterday morning and speaking with William, one of the owners of the Life Farm.  Our group toured and volunteered on a sustainable farm outside of Santa Elena where coffee and livestock are raised in a self-sustaining, environmentally conscious manner.

Our time at Life Monteverde Farm was more than just witnessing sustainable techniques used daily on the farm, but also how we as future teachers can educate our young students on making our earth last. It is our charge to help students realize their impact on this earth and recognize all aspects of sustainability; environmental, social, and economic. 

William educated us on the aspects of sustainability that many of us were unaware of.  While I had previously thought about being environmentally conscious in an economic sense, I had overlooked the social aspects of sustainability.  William encouraged us to go beyond caring about our own neighborhoods and communities, but to expand sustainable efforts to the world around us.  Are we truly maintaining our planet if we only care about recycling and conserving electricity in Springfield public schools? No.  He encouraged us to network around us and educate others on environmental, economic, and social sustainability. 

He then led our group into another topic of social sustainability; fair trade.  He went beyond the basics of fair trade like full pay of workers, reasonable labor hours, and a product that was morally produced.  He talked about not only educating the workers of farms, but educating and enriching the lives of their families as well.  Lots of Nicaraguan immigrants travel to Costa Rica to pick coffee in hopes of improving the lives of their families.  Although the pay for picking coffee is higher in Costa Rica than Nicaragua, the people working in the coffee fields continue to live a life of poverty that lacks education and meaningful establishment.  

Our planet isn’t something we own or can claim.  I believe it is important to instill a sense of pride in students when they make efforts to be environmentally conscious.  I really liked that Kindergarten students at Cloud Forest School each had the opportunity to plant a tree on their school grounds and watch the tree grow as they progressed throughout grades.  Allowing students to make a positive impact on the world around them and educate their families is something teachers easily have the power to do.

Spanish As A Second Language

Before my trip to Costa Rica, I hadn’t really given much thought to how I will interact with and teach my future English Language Learner (ELL) students.  I haven’t had any ELL students thus far in my pre-service teaching training, practicums, or time subbing. As I near the end of my time here, my reasoning has gone beyond just thinking that learning is fun and can only occur if a language is consistent between a teacher and student. Since my intense three weeks of immersion in a variety of settings in Costa Rica as well as my new knowledge of Cambourne’s Conditions and I realize that learning, particularly ELL learning, is a process and occurs through a series of steps and circumstances.

After my experience abroad, I can best relate to the points of Immersion and Engagement from Cambourne’s Conditions. After I have been immersed into real life experiences and attention towards a second language, I can better apply it to my future teaching toward my ELLs.  During my time in Costa Rica, my curiosity, puzzlement, and experienced dissonance caused me to “need to know” a resolution.  A genuine curiosity for relating to, empathizing, and effectively communicating with ELL students has been created.

                                                                  

Conditions 3-7 best relate to my teaching experiences at Calle Hernandez Primary and Santa Elena Primary.  The condition Demonstration is probably the condition I found most significant and relevant in my time working with students by learning the second language teaching method of “demonstration, not translation”.  Through small group lessons and independent work, my students experienced the conditions of Risk or Approximation and Use of Employment of Learning.  It was perfectly acceptable for my students to make mistakes or not understand a concept during their lessons, just like it was okay for me to make mistakes (lots of mistakes) in the Spanish classes I took at CPI.  Keeping the conditions of Expectations and Feedback in mind was equally as important when instructing my students.  Although they were not proficient in English and often struggled to understand and comprehend the purpose of my lessons, I held high expectations for them and gave them feedback throughout their learning and work!  My students recognized these expectations and were proud of themselves when the expectations were reached.

First week of Spanish class with Roberto!

Consistent with high expectations of students, the condition of Responsibility follows students for their learning.  This is Cambourne’s eighth condition and explains if students aren’t gradually given responsibly for their learning, the results of their studying will be short-term and meaningless.  When responsibility is accomplished, complete Trust has been established between the teacher and student.  Cambourne’s final condition of trust encompasses mutual respect, deep relationships, and a feeling of security that allows students to take risks and try new things.   

     

Based on this knowledge of Cambourne’s Conditions coupled with my time in Costa Rican schools, I now have a much deeper understanding of the academic and linguistic struggles of ELL students.  It is estimated that 25% of elementary students in 2012-2013 are Hispanic and will undoubtedly come from a variety of educational, social, and personal backgrounds and experiences. As a future public school teacher, I must empathize with and reach my ELL students by creating a classroom that is conducive for meaningful learning and new experiences.  I look forward to educating myself on the background and cultures of my ELL students and fostering a sense of community no matter what language is used within my classroom!

Hospitality: A Universal Gesture

June 3^rd 2013

This evening at dinner with my host family it dawned on me just how important good hospitality is.  As the five of us sat around the dinner table and talked about our day, I realized how comfortable and secure I felt with this family that had been complete strangers just one week ago.  Although the language barrier was still present and their household was very different than mine back home, I realize the many similarities we shared and how we bonded over these commonalities.  I even felt a pang of homesickness as Jose burped and I was reminded of my own two burping brothers in Missouri!

My amazing host family! Efrain, Natalia, Jose, and Joicelin

The excellent hospitality this family has demonstrated reminded me of a discussion our class shared earlier that day; being hospitable to students, especially English Language Learners (ELL), in our future classrooms. 

Learning can occur in an endless amount of combinations or possibilities. However, I believe meaningful learning can only truly begin once a child’s basic needs have been met. These basic needs include adequate rest, proper nutrition, and a sense of security once a child steps foot into his or her classroom.  This thought reminded how much more difficult learning must be for children living in poverty or when their everyday needs are not able to reached.  I thought about the daily academic challenges that children at the La Carpio community or even American Title 1 students face every day. 

I began to think how I would apply the hospitality I’ve experienced here in Monte Verde to future my future ELL students.  First and most importantly, I need to make sure students feel safe in my classroom.  I want to convey a sense of homeliness and comfort within my classroom, as well as let my students know they can completely trust in my teaching and judgment. My host family made sure I knew my way around the town before they let me venture off on my own, gave me a tour of their household, and expressed that I could come to them if I needed anything at all.

 The second point of hospitality that I will apply is taking care of my students’ basic needs to the best of my ability.  I want to make sure they have some sort of food in their bellies before class starts or allowing them time to rest during appropriate periods of the day if they are not getting proper sleep at home. My family here in Monte Verde provides me with more than enough nutritious food and a quiet, comfortable place to sleep! 

My bedroom in Monte Verde.

Lastly, although I most likely will not be proficient in my ELL’s native language, I will do my best to communicate with them in any form to enhance and engage their learning.  My Spanish is nowhere near perfect just like my host family uses limited English, but they do their absolute best to communicate with me.  Often times this occurs through a Spanish-English dictionary, translations from Jose, or lots of hand gestures.  It’s not perfect, it’s not always the same, it takes several tries, but eventually we understand each other and that’s all that really matters!  I will do my best to never give up when communicating with ELL even if it takes multiple, varied attempts. 

This study away trip has really shown me that hospitality is a universal gesture that is much appreciated no matter what age, background, or language you have.  I am inspired and thankful for the excellent hospitality I’ve had here with my Monte Verde host family and will use this experience as a reminder for meeting the intellectual needs of my future ELL students!

Teaching Experience at Santa Elena Primary

Last week our group had the privilege of observing and teaching at Santa Elena Primary School. We visited on Tuesday and Thursday and once again, working inside of the school was my favorite portion of the week.

On Tuesday, May 28^th, our group was given an initial tour of Santa Elena Primary. This tour included a hike to their “outdoor classroom” along a path that the schoolchildren maintain.  After the hike we saw the garden of vegetables used for cafeteria food and then a quick peek into the school’s Special Education classroom.  After the tour we observed a portion of a 6^th grade science class.  As our time at Santa Elena Primary School ended, I left feeling unsatisfied and slightly discouraged.  I had expected to give my planned lesson, work one-on-one with students, and leave the school feeling like I had made a small but positive impact on a student.  Instead, I felt frustrated and like our time at the school had been wasted. 

Below is the school's outdoor classroom and garden used for growing cafeteria food.

It took some “down time” and time to process my day that I realized that no time spent in a school is wasted.  Especially having the privilege to visit a school abroad! Any time observing in a foreign school or even in a different type of American school is valuable.  Through observing, I am able to witness an assortment of teaching styles, different classroom set ups, and varied student work samples.  I began to understand just how lucky I was to step foot into a Costa Rican school and sit in on an actual class.  Wow!  I had also taken for granted the time we had to converse with the school’s assistant principal.  Our group was able to ask questions to Santa Elena Primary’s assistant principle and begin data collection for our action research projects.  I learned some interesting facts like their school day was split in half, they had a morning group of students from 7-10am and then a second group beginning at 10:30 until 2:30pm.  I also learned that all of their schools lunches are free, their curriculum is enforced nation-wide, and if a child misses one day of school, teachers are mandated to call their family and inquire about the absence immediately.

I returned to Santa Elena Primary on Friday, May 31^st feeling refreshed and looking forward to soaking up new information and experiences.  After observing a fourth grade English class, we were able to teach pairs of first grade students parts of the body using English words. I had the pleasure of working with two very lively first grade girls, Katerin and Joselyn.  Their enthusiasm and eagerness to learn English words was infectious and I mentally noted that I should try and replicate their attitudes and apply it to my Spanish class later that afternoon.  Together, we learned many parts of the body (partes de cuerpo) using the “demonstration, not translation” method.  The students drew the body parts independently and even labeled them in English!  I think I was just as proud as they were as they showed their teacher their completed pictures and mastery of new information.  We wrapped up our time together by reading several books and pointing out different animals and colors within the stories (in English of course). 

Joselyn and Katerin

Hard at work labeling parts of the body in English!

Reading "I Love You Because" to my students.

I value the time I had at Santa Elena Primary.  My experience there transformed from a slightly negative and uncertain mindset to a positive and meaningful time for teaching practice.  

The Wheels on the Bus Didn't Go Round and Round

June 2^nd 2013

This evening us students learned some very important lessons related to teaching.

On our way back from Arenal to Santa Elena, our bus couldn’t make it uphill through a muddy, gravel road and ended up sliding off of the road into a wall of thick forestry.  Our group was tired, hot, and carsick prior to the bus getting stuck, so you can imagine the range of emotions the incident produced. 

After deliberation between our guide and bus driver, it was decided that we would have to exit the bus and wait for alternative transportation. Because of the position the bus was in, the only possible way to exit was through the emergency exit window on top of the bus.  One by one, we filed up and out of the large bus with all of our luggage and stepped onto the steep hill our bus was wedged against.  After everyone had gotten off of the bus, we slowly made our way down the hill where we had to wait for other transportation back to Santa Elena. As we waited, it grew darker outside and even started to rain.

As a whole, our group handled the situation very calmly and tried to make light of the situation.  Even when it began to pour, we all realized we were lucky of the position where the bus got stuck and knew we would be okay.

Once our alternative transportation arrived, Dr. Aram notified the group that she would be composing an email explaining the bus situation and highly recommended that we forward this email to our parents.  After she told our group about the email, I realized this entire experience could be related back to important lessons in teaching.

The first lesson was simple. Both of our professors remained calm when the bus got stuck and clearly told us how to file out of the bus and wait. As teachers, our students will look to us at the first sign of disorder, panic, or confusion in many situations.  Remaining calm and confident in these situations is key.  Secondly, us students were instructed to remain out of the way of the stuck bus and other traffic.  Even as adults, safety was the first priority just as much as it’s a priority for seven year olds.  The last lesson I learned was very applicable and I believe is a lesson teachers often overlook; taking care to inform parents and others of how the situation occurred, what the outcome was, and what measures will be taken to avoid/handle a similar type of situation in the future.  Parents care about their child’s safety no matter what age they are and Dr. Aram was wise to send out an email honestly explaining the situation before pictures, rumors, and angry calls began.  With social media usage ever on the rise, circulation of misinformation is bound to occur in similar situations and teachers should address situations like this right away.

Although we all arrived back at our homestays tired, wet, and with a camera roll full of a stuck bus, an important teaching lesson was learned and a new appreciation for paved roads was gained.