So you may think from all my recent blog posts that I spend all my time travelling around Puglia and not doing a single day’s work. Not so. I’m still at school every morning, (admittedly not always at 8am) in front of a class, getting chalk all over myself and trying to instil phrasal verbs into 16 year olds. 16 year olds who are getting more excited for the summer holidays by the minute. Now it’s the Easter break: Italian students are generously concede 5 days of full relaxation, before going back to complete the final month. Meanwhile, I’m drawing closer and closer to the end of my placement: “finito”, 31st of May…I’ve already been promised a party and group photographs. Lately, I’ve been covering a variety of topics with the 3rd and 4th classes. My favourite thing to teach is the same old literature, including Restoration history that keeps cropping up at university every time I turn around. I’m quite happy reading poems aloud and making approximate quotes of Shakespeare’s sonnets. I can easily have a chat with them about the symbolism in Geoffrey Chaucer and listen to oral presentations about the Canterbury Tales. I’ve also prepared lessons about Australia, health, school life and Easter in the UK that stimulated some sort of discussion about kangaroos, penguins and school uniforms. These lessons run quite smoothly in general and may or may not include laughter. My jokes are still being under-appreciated. I’ve also had to face more challenging topics due to the fact I’m in a Technical and Industrial school. My technical and industrial knowledge being close to zero, it’s not surprising that sometimes I run into trouble. Recently, I was asked to prepare a lesson about maths terms in English. My guidelines were short ‘oh, addition, multiplication, stuff like that’. Right. I dutifully wrote out some sums, fractions and then taught them how to read mathematical operations. I encouraged them to do some listening by reading out English sums and asking for the answer. It transpired that some of them were really rubbish at Maths. Also, I had to stress the difference between ‘sixteen’ and ‘sixty’ after several moments of extreme confusion. The third class seemed to appreciate this game, although I gave up scoring after things got heated. The fourth class was another matter. “How do you say | x – 1 | = – (x – 1) ? » « What about ‘x tendente a… » I stood there, stunned. I had no idea what they were talking about. When they asked me about geometry, I forgot how to say ‘radius’ and also accidentally taught them how to say ‘cosine’ etc. in French. But this maths…I had absolutely no idea. A boy came to the board and wrote all this calculus, limits, functions…In the end, I said ‘sorry mate, can’t help you. Do you want to talk about Shakespeare now?’. The look of disgust I got shows that we belong to two different fields entirely. Another aspect I’ve had to learn about is technical English: electromagnetism and more recently, machine tools. I don’t know what an upright drill is, or a lathe, but I’m there to help with pronunciation and to explain what chips and shavings are. A side project I’ve got going on at school is a film screening in Bari, due to take place on the 9th of May. I’ve had to go round the classes finding out who is interested. The main question is ‘is it in the morning or the afternoon?’ ie. ‘can we miss school?’, and with the answer that it will happen in the morning, I receive cheers and applause and a resounding yes.
All in all, I like teaching English. Having learned languages for a long time, since the age of 7 in fact, I find it interesting comparing words and structures, and explaining them to other people. I must admit that at times it is a challenge to make rules stick: sometimes correcting tests makes me want to bang my head repeatedly against a hard surface, or better yet, the head of the boy committing the horrendous grammar mistakes. But that would never do. It does take patience and commitment and a tolerance of high decibel levels. I’ve gained a lot of experience this year, no longer will I be shy doing presentations, no longer will I be fazed by people not understanding me: it’s given me confidence. Even if I don’t end up in education, at least I’ve got some skills to bulk up my weak little CV now. And I’ve had a very good time, the kids aren’t half bad.