Teach Abroad Archives

Living Abroad and Teaching English: Part Three

Posted on May 22, 2017October 25, 2021 by Guest Writer

In the interest of full disclosure, I have to say that the subject of my interview for this piece is, in fact, a close friend. Leesa and I met during the orientation week held by CIEE. We were both (as were many of us) overwhelmed by jet-lag, the newness of the place, the task ahead of us, the ungodly heat of Madrid in August, and the sheer amount of paperwork. At one of the pre-arranged get-togethers, Leesa and I found ourselves seated on either side of one of the orientation leaders (the lovely Lynnette A., a contributor to this blog and angel from heaven for newcomers to Madrid). Leesa mentioned that she was from a smallish town in Florida and it just so happened to have been where I had lived before. The ensuing conversation turned into a new friendship, fueled by adventures through Europe on planes, trains, and automobiles.

Despite a not-inconsiderable age difference (she being the age of my eldest daughter), we have managed to form a true bond. While I may have known Leesa well before, I learned even more about her during the following interview. Readers, may I reintroduce Leesa, the founder and fearless leader of Dreams Abroad. To catch up, take a look at Leesa’s last interview about teaching in the Community of Madrid. It goes over daily activates, lesson plans, and brainstorming ideas.

You’ve traveled a great deal since you began your adventure in August. What was one of your first trips?

“I went with a friend to Mallorca. While there, I saw the cathedral in Palma. It was the first Gothic cathedral I had seen since visiting Spain.”

Did you feel any sort of connection to Mallorca while you were there?

“I would say that I did. I have relatives from Puerto Rico, and it was easy for me to relate to the island lifestyle. Although it’s nothing like the Caribbean, being on the water and, of course, having the Latin rhythm of life, helped me feel a connection. Going with a friend, and sharing this experience with her, made it even more special and impactful.”

You spoke at length about your “tool kit” in your first interview. Do you feel that you’ve added anything to it in your time here?

“I feel like I’ve added many things to my toolkit since I’ve been here. With regard to my profession as an educator, I certainly feel more empowered to speak and communicate more effectively in front of a class. I am able to understand the needs of students and can listen to what students are telling me. As I mentioned in the first interview, listening as a skill is very important to me; important in my own language and in Spanish as well. I’ve been honing that in both the classroom and in the interviews I’ve been conducting for Dreams Abroad. My writing has come a long way since I’ve been here. I attribute that to my focus on improving my listening skills.

In fact, I may have overcompensated on listening when it comes to my Spanish learning. I think I can understand 90% of what I hear in Spanish now. However, this has been at the expense of practicing my speaking, which is not where I’d like it to be. I meet now with a conversation tutor to try and practice speaking more.”

You came to Spain with an open mind. How’s your mind now?

“My grandmother passed away recently. Her passing has made me realize a lot about life. I’m trying to remember the good times while, at the same time, continuing to go with the flow. There was a point just after her death that I was really, deeply grieving and my mind wasn’t open. I had shut out this whole experience because I was feeling so sad. It got to the point that I was actually rejecting the culture of Spain and everything around me because I was so focused on my loss and the past. I didn’t realize it at the time, but I was hypercritical of everything around me and could only think of the past when she was alive, and all that entailed.”

You’ve now lived and worked abroad in both Colombia and Spain. How would you compare them?

“Colombia was my first experience living abroad. It will always have a very special place in my heart. It’s a loving, welcoming culture that’s full of opportunities for those who want to learn a beautiful version of Spanish. There needs to be a structure put into place, but I think that’s what makes the school system so unique.

Thinking about my time there makes my heart smile. I will always have such fond memories of Colombia. At the time, I was still studying for my masters. I was able to visit so many schools, meet so many children, and see so many classrooms. Each had unique methodologies with the same goal of trying to teach and learn English. None of them had a very high proficiency level at the time. Nonetheless, they were all trying to do the best with what they had. That is what made it such a great experience for me.

With Spain, when I arrived here I had already lived in a foreign country and so had already overcome any uncertainty or doubt about speaking in a foreign country. I didn’t have any fear of making my way through the city after having lived in Medellin. I love my school and the classroom that I have now. However, if I had to compare the two, I would say that at the school in Colombia is a model that needs to be developed and that’s a process that I enjoy very much. I love big ideas and creating, developing and forming things into their fullest potential and I feel like there’s still that opportunity there.

In Spain, they are building a foundation in which there is a lot of controversy and negativity. It’s spiraling into strikes by teachers and students and there’s not one clear path. Educators, politicians, and the general public are not on the same page and there’s a lot of hostility as a result. Students remain in the system only because they aren’t sure what’s next for them and teachers remain in the system beyond their years of peak effectiveness.”

How do you like teaching at the secondary level?

“This is my first experience teaching at this level, which is around middle and high school, and I really like it. I especially enjoy working with the students who have studied and put in the time to attain such a high level as to put on a play in English! From casting to rehearsals, stage crew, and props… all in English — it’s been a really cool experience.”

How has it been with what you called your “new family” of friends that you met through CIEE?

“It’s been an interesting eight months. I developed some friendships that have come and gone and some that will last forever. Those that have come and gone have done so for a reason. The friends that will last forever have proven themselves through life-challenging situations. There are times when you need someone not even two weeks from now, or maybe even in the middle of the night. It’s then when the depth of a true and lasting friendship is proven. The size of my new, extended family is definitely smaller. It’s become refined through some challenges, but I still cherish the large circle of people I met during our 4-week program! We will always remain bound by that amazing, unbelievably hot month in Madrid.”

How are you doing with “Spanish Time?”

“It’s funny, we were just discussing this in one of my classes. Some of my students are planning hypothetical trips to different parts of the world and I asked them if they had taken the potential differences of time into consideration. Dinner time is not going to be at 10:00 PM everywhere! That is something that I will never get as an American living here in Spain. I still eat dinner at 7:00 or 8:00 PM. I still can’t adjust!”

Leesa is continuing to work on new ideas with the Dreams Abroad team for the next school year and is very excited to see where the journey will take her. She plans to return home in July to see her family for the first time since the death of her beloved and inspirational grandmother and will continue exploring new ideas for traveling, teaching, and living abroad. Stay tuned for the next chapters of Dreams Abroad. Please join our Dreams Abroad Facebook group to share stories and photos.

by Cate Dapena

Learning Spanish and Making New Friends Abroad

Posted on April 2, 2017July 6, 2021 by Leesa Truesdell

“I stopped telling myself that I’m lost. I’m not. I’m on a road with no destination, I’m just driving with the hope that I’ll find a place that I like and I’ll stay there. I know I’m not lost, I’m on my way.” – Ahunnaya

My interview with Cate was similar to our first interview in that her answers were short and, of course, her humor came out in full swing again. However, this time it was especially different because she was more settled into her life in San Lorenzo de El Escorial. She has become acclimated in a short time. She continues to persevere by learning Spanish and also making new friends abroad.

Looking back at her first trimester goals, I asked some specific follow-up questions.

In reviewing our first interview, I noticed the theme of learning Spanish. I know it is a lifelong goal of hers. I asked, “How are you learning Spanish?” Cate replied, “I see a Spanish tutor once a week and I go to a Spanish Conversation Group for foreigners. My tutor recommends I read aloud in Spanish. So I do that for about an hour each day. I feel the process is excruciatingly slow.”

Sounding Stupid Learning a New Language

What stood out to me from Cate’s first interview was that she mentioned “sounding stupid” when trying to learn a new language. Personally, I know; I have been there, and anyone reading who has attempted to learn and speak a foreign language probably can relate to it as well. So I followed up to see if that feeling had subsided. Her response was very interesting, “ I feel ashamed to speak in Spanish because I was raised to speak grammatically correct in English. My brain is having a very hard time letting go of those constraints and just… speaking, regardless of the correctness.”

While living in Madrid, I have been interested to know how many teachers are learning Spanish through immersion. Cate’s town is further away from the tourist areas in the center of Madrid that have a tendency to have more English speaking areas. I asked, “Has learning Spanish helped with the immersion process in your town?” Cate replied, “It has helped a little with my Spanish but I spend a lot of time helping Spanish people with their English. Now, I am developing friendships in town, which is helping me learn Spanish while becoming immersed in the culture. It has been a slow process,” she said.

Cate’s main goal is to have a basic, conversational level of Spanish without having to concentrate on each word. As Cate was saying this to me, I was thinking to myself, “this woman really is incredible.” She just had a conversation in Spanish with the server in the restaurant. I guess her perceptions of conversations and what others see as a conversation are altogether different. Cate is well on her way to achieving her life-long goal of learning Spanish.

What is a typical day at your school like?

“I arrive at 9:15, have a break with all of the other teachers from 12:00 to 12:30 and leave at 1:45. Typically I have one free period a day. I work together with the school’s bilingual coordinator who teaches Natural Science and Arts.”

How many people do you work with (auxiliars included) and how many classes do you teach?

“I work directly with only one teacher and spend the entire day with him. It’s a small school with only one class of students per grade (1st through 6th) and additionally, there is one other auxiliar.”

Communication in the school and outside of school:

Are you forming working relationships with coworkers?

“I have a decent working relationship with the one teacher with whom I spend my days. There is a cordial relationship with most of the other teachers but I see them only during the break.”

Are you forming bonds with students?

“I like to think so! With some of them at least. I live and work in a very small town and all of the students live within a half-mile of me and the school. Every time I leave the house to go anywhere I run into at least some of them and am greeted very warmly.”

Does the school foster the creation and maintenance of these relationships inside and outside of the classroom?

“I wouldn’t say that they foster them, no. What relationships do occur happen organically.”

What is your favorite part of the day?

“Leaving! Five hours in a primary school is draining.”

How is material being taught to students?

“For Natural Science the students have textbooks. For Arts classes, all grades usually color pages that the teacher provides. Occasionally they are asked to draw an original picture. With the first graders, there is a lot more interaction as we teach them “actions.” The school also uses videos for English vocabulary and the majority of the rest is teaching from the textbooks with the accompanying video displays (smart boards.)”

How do you prepare your lessons for each class? If you don’t plan lessons, how do you prepare for class?

“I prepare for class by taking several deep breaths (and sometimes a prayer.) My contribution is just reading from the book either text or questions so there is nothing to prepare.”

Do you work at a bilingual school? What does that mean to you? What does that mean according to the Comunidad of Madrid?

“I do work at a bilingual school. To me, it means that the students are being exposed to English on a daily basis and that for some, a spark will be ignited and they will want to continue studying it. For most of the students at my school, their primary language is Arabic, Spanish is their second language and so English is actually their third. I presume that to the Comunidad of Madrid, providing bilingual educations offers their students a chance to be more competitive in the global job market.”

What standards are your classroom teachers using to measure the performance of their students?

“The students are graded by typical tests taken from their textbooks and their classroom behavior is weighted as well.”

Does your school have a set of shared goals and expectations for what knowledge and skills will help their students succeed?

“I have no idea. I assume that amongst the teachers and the director there is a shared set of goals.”

Looking back at our first Teach Abroad series interview, what have you learned most about yourself since your arrival to Spain both in the classroom and out of the classroom?

“I have learned that I am most definitely NOT meant to be a primary school teacher. I love playing with children and I love their innocence, curiosity and unspoiled playfulness. Something I do not love is trying to keep them in their chairs and paying attention. I have a whole new level of respect for teachers as a group. Outside of the classroom, I’ve learned that, apparently, frustration can’t kill me, because I have experienced levels of frustration that I never knew existed. I have learned that I don’t like to travel to new places alone as much as I thought I would and that there is no graceful way to face plant on cobblestone.”

What are your new goals and/or modifications to previous goals for 2017?

“I am redoubling my efforts with my Spanish studies and there are several more places in Spain that I absolutely have to see before I leave!”

In Cate’s first interview, she mentioned her ideal job description as being in a fast-paced environment with the ability to leave the job at work. She said, “essentially, I’m a pretty ridiculous person, and I can’t be happy doing anything serious all day. It just doesn’t suit me.” The role of teaching seems like it would fit this job description pretty well.

Knowing What You Want and Learning Spanish

What don’t you like? Cate answered, “I never wanted to be a manager or disciplinarian at work. I want to play with the kids- not discipline them.” Hearing this answer from Cate made me realize how much she has evolved since our first meeting at orientation. Now, she had made the decision that not only is she ridiculous and ok with it but she likes to have fun with kids. Cate has come a long way! She’s checking off her list of “to dos” and goals day-by-day and is thriving in her environment.

I looked up at Cate and realized that I have watched her evolve from day one at CIEE orientation; I know our time in Spain is coming closer to an end as we are being asked to continue our contracts. Some will either decide to leave and some will decide to stay. Cate hasn’t determined that answer yet. Time will tell and things will certainly be very different the next time I speak with her. She will either be staying or heading back. Stay tuned to see what “the rock” will be doing. I am really looking forward to hearing where she will be traveling next in order to use those basic Spanish conversational skills and making new friends!

by Leesa Truesdell

Culture Seeker Enjoying European Culture

Posted on October 23, 2016August 6, 2021 by Leesa Truesdell

by Leesa Truesdell

“It’s time to let go of the long hours and live a balanced life.” — Samantha LoDuca

Samantha (AKA Sam) recently spoke to me about her studies in Rome and why she enjoys European culture. She is an ambitious goal-seeker who has met the goals that she set for herself. She calls this her “self pact.” She thrives by putting herself into situations where she is learning. Her interview taught me more about who she is and who she wants to become while she is in Spain.

I met Sam in my Spanish class and learned she is also a CIEE participant. Because we were in the same class, I got to see a side of her that was eager to learn yet vulnerable at times. We only knew each other by name and whatever Spanish topic was discussed that day. I didn’t know who Sam really was until our interview. After we spoke, I realized how committed she is to learning Spanish by immersion.

Sam is dedicated, sophisticated, and takes pride in her appearance. Her skirts billow past her knees and she is always perfectly accessorized. Her authenticity shines when she speaks about her goals. That unique, authentic aura is why I wanted to highlight her favorite quote, which she shared with me after our interview. When I read it, Sam’s outlook was clearly reflected.

“Every one of a hundred thousand cities around the world had its own special sunset and it was worth going there, just once, to see the sun go down” – Ryu Murakami

Meet Sam, the European culture seeker:

Samantha LoDuca is originally from Oconomowoc, Wisconsin but, for the past five years, she has been living in Chicago. She went to Loyola University and, immediately after graduating, got a job working in HR at a large corporation in Chicago. After about two years of working 60-plus hour work weeks, Sam decided to seek her destiny in Spain — a new life immersed in a culture that she longed to be part of.

Why did you choose to come to Spain/Europe?

Sam smiled, “I always wanted to live in Europe ever since my first visit when I was 15 years old. I developed a love for learning about languages and culture after my family vacation to Italy. During my last year of college, while visiting Japan, I made a pact with myself that I would be living in Europe three years after graduation. I call this my ‘self pact’.”

What are your goals while you are here in Spain?

“My primary and most important goal is to learn Spanish. I would like to become fluent. My secondary goal is to force myself out of my comfort zone by integrating into Spanish culture as much as possible. I will do this by meeting and speaking with Madrilleños. Finally, I would like to get the most out of the teaching experience by making a connection with my students. I want to make an impact in their lives.”

Have you ever taught before? If not, what was your career field?

Sam paused, “No, I have never officially taught. In high school, I worked as a tutor through Catholic organizations and in college, I worked as a nanny with a family. I tutored the kids in the family and worked for two years with the same large corporation. I interned my senior year, then worked for a year with the same company in human resources.”

What do you think teaching in Spain will be like? Where are you teaching this year?

“I am teaching in San Augustine del Guadalix. It is located north of Madrid. I am taking the approach of not thinking about what teaching will be like. I am not setting expectations for myself. The biggest challenge will be not to associate my past experiences of corporate job expectations. For example, how we are used to doing things the right way and at a fast pace.

American corporations care about efficiency. In Spain, they care if the job gets done, although it doesn’t necessarily have to be in the most efficient way.”

Why did you choose to teach abroad? Why did you choose to teach in Spain over other countries?

“Teaching abroad is a great opportunity to travel abroad and to experience another European culture. I chose Spain because I studied Spanish for eight years throughout school and I visited Madrid once before and loved it. I knew it would be a great spot to live and I could see myself living here.”

What would you like to accomplish while you are in Spain?

“In Chicago, I worked way too much. I worked 60-70 hours at the corporation plus 20 hours as a nanny at night and on weekends. I did not have time left during the week for a social life and did not take the time to enjoy life. In Spain, I want to accomplish taking the time to enjoy life. I want to take the time to be “Spanish” by going to dinner and socializing with friends. I want to have free time. It is time to learn how to let it go. It’s time to let go of the long hours and live a balanced life.”

What are your perceptions of Madrid so far?

“It is great and it is very different from Italy. They are both cultures derived from Latin roots but are very different from one another. In Italy, it was hard to connect with the locals for two reasons. First, it was hard to practice the language with locals because Italian people used English all the time. Secondly, in Italy, it’s hard to integrate into the culture.

They don’t accept you immediately into their social circles. You must not appear too willing or too eager for Roman circles to accept you. When they see you are not trying too hard, they meet you half way and embrace you. Because of this social dynamic, it was hard for me to integrate into the Italian culture in the three months I was there. Also, I was not very willing to give people the cold shoulder in order to have them accept me. I am a friendly person by nature; therefore, I did not integrate as well as I would have liked.

In Spain, the social barriers are different from those in Italy. I can be myself and people accept me into their social circles right away. Also, people do not speak as much English in Spain as they do in Rome. Here in Spain, you can practice the language. They appreciate you trying to use Spanish.”

What assumptions or expectations did you have before you came here? Have you found them to be accurate or inaccurate?

“I thought more people would know (speak and understand) English than they do. Also, I assumed I would be afraid to speak Spanish. I thought it would take longer to get over the fear to speak. But, after two weeks, I wasn’t afraid. I said to myself, ‘I am going to give it my best shot. I am going to try and if they don’t understand, they don’t understand. What matters is that I know I tried.’”

What has been the most difficult since you arrived?

Sam looked at me with a smirk, “I am going to knock on wood. I have not had a moment where I have been fed up. The hardest thing is adjusting to the Spanish sleeping and eating schedules. I am not sure how I am going to adjust during work or how Spanish people do it.”

“The Spanish eat their meals at entirely different times than Americans. They eat a small tostada when they wake up, then at 2:00 p.m. they eat a large ‘comida’ comparable to the American dinner but always more social. Dinner is around 10:00 p.m. For most Americans, this is typically the time when most are getting ready to go to sleep to get up for work the next day.”

What has been the best experience?

“I do not have one moment or one “best.” Retiro Park is my favorite place in Spain. Going to the park is a different idea for me. I would never do that in the States. I never had the free time to do it. No matter how you are experiencing Retiro, with people or alone, there is always something new to see or do. European culture is amazing and I am learning every day.

How do you feel about your integration into the culture so far? Are there things that you have embraced or are hoping to embrace?

“I have loved the integration part so far. I think I have a lot more work to do; especially during the next few weeks while I am on break before I start to teach. If I am not exhausted by the time I go to sleep then I am not trying hard enough to integrate into the culture. Other areas that I focus on are really recognizing that the culture is different by not reacting to it. For example, I try not to get frustrated by the unorganized, slow-paced government and European culture. I have had to work with them on a weekly basis since I arrived.”

Final Thoughts on European Culture and Studies in Rome

Since my interview with Samantha, I’ve been fortunate to get to know her more. Her desire to enjoy more free time this year reminds me of Lynnette’s goal when she first moved to Spain two years ago. She has a completely different story but the two women had similar goals once they arrived—to “chillax.”

Sam is a driven and determined hardworking woman. She knows what her goals are yet she is learning how to switch gears and take some time for herself. The next time I check back with her, I plan to see just how immersed she has become and how she is enjoying her free time.

Stay tuned for more from Sam and if you want to learn more about European culture and other members of Dreams Abroad join us on Twitter.

Live For Now and Embrace the Spanish Culture

Posted on September 6, 2016August 6, 2021 by Leesa Truesdell

by Leesa Truesdell

“Sometimes you will never know the value of a moment until it becomes a memory.” – Dr. Seuss

As each week passes, our “foreigner shells” crack open piece by piece. Each piece that breaks off, allows us to let go of old preconceived thoughts about the unknown, or doubts of Spain. The more we embrace the Spanish culture by exploring the unknown it becomes our new known.

There are cultural and societal norms that take place by tradition, which means they exist and they are the standard for Spain. For example, part of the Spanish culture and tradition is not to live in the past or the future but to live for the now. This aspect of their culture is a trait that I am looking forward to practicing.

Don’t Let Past Performances Impact Future Relationships

Personally, I believe as a North American I tend to worry too much about how past performances can impact future relationships with regards to employers. For example, I know for many of us, “what if” statements can cause unwarranted stress and serious spiraling into unnecessary places. Does this sound familiar, “If I do X now will it bring me the results I need for Y later?” Really? What if X explodes and Y is nothing more than an anomaly? What then? This is an exaggerated example of spiraling. We tend to overburden ourselves by focusing on what could be or could have been. Living for now is a novel concept that I believe will make all of us healthier happier people while living here.

In Spain, teachers generally are openly affectionate with their students. They hug and kiss their students. Whereas in the United States, it is prohibited to engage in similar conduct with students. For American teachers, this will be an adjustment.

In general, Spanish people are more hands-on culture. For example, they greet with a kiss on both cheeks. Whereas in the United States a greeting is a handshake and maybe a hug. It will be interesting to hear the perspectives of CIEE teachers that we will be following in Madrid. Hearing their cultural observations and experiences at their schools will help everyone understand Spanish culture. For example, if we live in the mindset of thinking for now then there is a lot that can be accomplished over one school year with – our students and our CIEE teachers — today.

Live For Now Including Teaching Experiences

Seven new CIEE teachers (two of which were a couple traveling together) and one veteran teacher spoke about their teaching and other experiences in Madrid this school year. Tune in for our upcoming We Teach to read about our veteran teacher, Lynnette’s experiences. She will be touching on Spanish culture in and outside the classroom. She will also share her love for Spain and why she can’t bear to leave.

Teach Abroad Orientation After Arriving in Spain

Posted on August 14, 2016September 13, 2020 by Leesa Truesdell

by Leesa Truesdell

“What’s in a name that which we call a rose? By any other name would smell as sweet.” – William Shakespeare, Romeo and Juliet

It’s been one week since my arrival in Spain. We just wrapped up our teach abroad orientation. Here, we learned many things which will help us around the city of Madrid. For example, how to use the Metro — easily one of the cleanest I’ve ever seen. Also, I got to see my very first Flamenco show. What a beautiful dance, what sensual music.

Thought-Provoking Questions

There are around 70 of us in this orientation group; therefore, we have been trying to get to know one another each day by doing different activities. On our first day at dinner we paired up with a partner in our group — my group was number eight. In this exercise, we asked each other some pretty thought-provoking questions such as what was your most embarrassing moment or if you could invite someone to dinner, living or deceased, who would it be? When my partner asked the question about who I would invite to dinner, the first person that came to mind in a split second was my grandfather. There are so many questions that can be answered over a meal and also, it would be such an honor to sit and speak with him as an adult.

My grandfather loved to cook, so of course, as an adult, it would also be such a treat to taste his cooking just one more time. The goal of this exercise was to get connected with your partner. But, also, the exercise helped us get in tune with some of the things we hadn’t thought about before. For me, it made me think once again about the memories of my childhood and how much I truly love my family.

Teach Abroad Orientation Exercise

The most interesting orientation exercise and one that connected me yet again to my grandfather was the exercise that we practiced when we discussed culture. This exercise involved pairing up with a partner and asking them about their given name. Each participant asked the same set of questions to each other. For instance, my partner asked who named me, why they named me, what my name means to me, and what others think about my name.

What I learned about my partner, who happened to be our group leader, was that he was from the south of Spain, from a city called Sevilla. In the south of Spain, it is traditional for your first-born son to be named after the father of the family. Since my partner was the second born, his mother chose to name him after her father, or his grandfather. His name was Luis. For Luis, his name carried a special honor to him because his grandfather was seen as a very intelligent man.

Learning to Live in Spain at Our Teach Abroad Orientation

After speaking to Luis, I realized I have so much more to learn about others while living in Spain. I am going to try to reflect upon the interactions I have with Spaniards and other Americans in order to understand more about them and myself. I need to make a commitment to pause and reflect while being abroad. Often in our daily lives we are so busy that we miss the meaning of what things really mean. Or, maybe we don’t realize the importance of why something means so much to someone else when it may seem so irrelevant to us. Every day we say multiple names as we greet one another but have we really stopped to think about who that person is or where they come from? Or, perhaps thinking about what makes up their life story.

Everyone has a Story

Everyone, no matter how old they are, has a story — at birth, we start off with a story given to us by our parents who in turn have been given a story to them by their parents — our grandparents. That’s personal history. After you finish reading this, think about what your name means to you. Also, what does your name mean to others in your community? What’s your story? Has anyone that you interacted with lately made the effort to find out? Or, vice versa?

Anticipate the Next Chapter Living Abroad

As we anticipate the next chapter of our immersion program, we are excited about the challenges that await us. These challenges for some mean renting their very first apartment after post-undergraduate studies all while in a foreign country and speaking a different language. They are using foreign currency… working at a new job… meeting new coworkers… finding new transportation and so on. For others, it means learning a new language and exploring a city that doesn’t get dark until about 10:00 pm. For all of us, it means making everlasting friendships and preparing to teach abroad very soon!

teach abroad orientation — This was Group Eight at orientation. There were eight of these groups and Luis (standing) was our group leader. He was Spanish.

Personal Growth Teaching Abroad

Posted on July 25, 2016December 26, 2020 by Leesa Truesdell

by Leesa Truesdell

Catching up with Lynnette for our second interview was not like any of my other interviews so far. When Lynnette and I initially met at my CIEE orientation in August of 2016, as mentioned in my first interview with her, she was someone I had to meet. When she spoke, people listened. I realized what my immediate desire to speak with her was for: it was a connection. I am sure many others felt this same sense of connection with her over the course of our orientation because of the candor of her character. She is authentic and she wants people to know her story.

Build your own dreams, or someone else will hire you to build theirs.” – Farrah Gray

As we look back at Lynnette’s time here in Madrid, we see that her first year of personal growth teaching abroad was a “honeymoon period.” She was in “survival mode” during her second year and from what she explains, an uphill battle for her third year.

What stood out the most about Lynnette after our first interview was her reason for being in Spain. She said she finds joy in helping others. Lynnette continues to thrive on her quest to do just that, but one variable in the equation has changed. She is working to help herself in life so she is better equipped to help others. When I spoke with her and we discussed these last few months, she said, “you can write all this – all of this. I want my story to be real.”

Meet Lynnette, the authentic veteran:

What is a typical day at your school like?

“It takes me about 40 minutes to get to school by train. I usually go over the day and see what materials I need to bring with me for the first two hours of class. When co-teaching, I am in charge of the daily routine which is usually at the beginning of class.

In first grade classes, I’m working on jolly phonics and different games to review their vocabulary. If I have infantil, what we know as preschool, most of our routines take the form of musical play. They are usually my most unpredictable classes but the most fun because the children are learning a little bit of everything and they are more creative.

Second grade classes have a daily routine that is usually more physically interactive. I usually create activities where they have to move around and work in groups. Then I have “coffee break time” which is very important if you are working in a Spanish school. It is a social half-hour for teachers. After the break I usually prepare the rest of my classes. By lunchtime I have all my lessons prepared for the next day. I am currently pursuing my master’s degree, so during my lunchtime I work on my curriculum design for my class or any homework I may have.”

How many people do you work with (auxiliars included) and how many classes do you teach?

“I co-teach with seven other teachers and two other auxiliares. Each auxiliar is in charge of a particular grade level. I have infantil which consists of four- and five-year-olds. In primary I have all of the first and second grade levels. In secondary, I teach 4th ESO which is the equivalent of sophomores in high school.”

What is communication like in and outside of school?

“Communication in the school is something that I have to make more of an effort with. I work in a cooperative school, meaning the teachers are on an equal playing field with administrators. This requires a great deal of communication. Outside of school I only socialize with one of the teachers, partly because it is her first year and we have the same teaching methodology.”

Are you forming working relationships with coworkers (auxiliares and teachers)?

“Yes, I am and always have. I think this is the reason I have stayed in Madrid for almost three years. Creating relationships is essential in any job. It also makes the working environment pleasant because you work hard towards common goals you share with your colleagues.”

Are you forming bonds with students?

“I think it’s important and essential to form bonds with your students mainly because students don’t learn well from people they don’t like. Therefore, you have to be sure that if you want to work with children you are able to deal with the responsibility.”

Does the school foster the creation and maintenance of these relationships inside and outside of the classroom?

“I believe the school tries to work with auxiliares in a professional manner. Furthermore, being in a cooperative school means everyone has their own schedule and time is very limited. So the best time to foster those relationships between your co-teachers is coffee break time.”

What is your favorite part of the day?

“My favorite part of my day is working with my two more challenging classes, and they are complete opposites. First, my five-year-olds in infantil because they are unpredictable and learn so fast. Second, my 4th ESO class (15-year-olds) because they keep me young and I learn from them. These 15-year-olds are in that stage of life where they just want to be heard.”

How is material being taught to students?

“I had two weeks of observation at my school. I went to classes on my current schedule and observed the teachers, figuring out how I would best work with each of them. I was proactive and asked them what they see my role being in their class. I have been lucky to be with teachers who believe in cooperative learning. However, as auxiliares, you have to be very perceptive, understanding that some teachers just teach from the book. There are two reasons for that. One is the mandated law that the teachers finish the books. Secondly, you have to understand Spain’s history. Spain was under a dictatorship for 40 years. The educational system that was in place at the time was meant to teach basic necessities like sewing classes for women and the basics of reading, writing, and arithmetic. Thinking outside the box was definitely frowned upon. The teaching style in that time was very teacher-centered.”

How do you prepare your lessons for each class? If you don’t plan lessons, how do you prepare for class?

“I am a planner by nature so even on my first day I arrived at school with an animated video and an icebreaker game. For my weekly plan I usually try to organize my different grade levels and plan one grammar game or phonics exercise. I always work on ready activities like popcorn reading. Each week I introduce the new subject and by the end of the week I am doing either a summative or formative assessment.”

Do you work at a bilingual school? What does that mean to you? What does that mean according to the Community of Madrid?

“I work in a school that is certified bilingual according to the Community of Madrid. However, I have to say there is a very interesting thing that my school does in order to not have a disparity caused by learning the natural science materials in English: they also teach a natural science workshop class in Spanish.”

What standards are your classroom teachers using to measure the performance of their students?

“That really varies by teacher. Some of the teachers use summative assessment meaning they have an exam and they give a grade. Some of the younger teachers use formative assessment, which is more informal. It really depends on the teacher.”

Does your school have a set of shared goals and expectations for what knowledge and skills will help their students succeed?

“The school was established in 1985 so they do have a clear vision and I feel very spoiled with my school. The teachers meet every week to see if they are sticking to the curriculum. The policy is that each grade level is supposed to cover the same material at the same time and that both teachers must take the exam on the same week.”

“Looking back at our first Teach Abroad series interview, what have you learned most about yourself since your arrival to Spain both in the classroom and outside of it?

“I have learned that personal development is never-ending. Specifically, I was recently diagnosed with stress anxiety disorder brought on by the number of changes I have gone through in the past two-and-a-half years. However, despite my issues, I still would not want to be anywhere other than Madrid. I feel that I am learning a lot about myself and the culture around me.

Working through the more challenging facets of personal growth I feel that, despite everything, I have adapted well. As part of this process I am learning to respect and retain my authentic self while allowing for growth and development.”

What are your new goals, and/or modifications to previous goals, for 2017?

“My goal is to finish my Master’s in International Education. In a couple of years I can see myself helping and consulting people to be better teachers and students of English as a Foreign Language. I would like to provide seminars on how to guide students through learning as well as helping EFL teachers adapt to their new home.”

While speaking with Lynnette I realized that some of her initial goals are changing and Lynnette is, too.

I followed up with Lynnette about her concerns for possibly losing, or somehow altering her authentic self. She shared that she has realized that self growth is going to happen and she welcomes it, but the pace of the process has caused her “stress related anxiety” about which she spoke. Growth, while always positive, is not always painless.

Personal Growth Teaching Abroad

In the end, Lynnette has been using this third year to hone her teaching craft. She realized that she had ‘skated’ through her first two years, leading her into the harsh awakening she experienced at the beginning of her third year. For many of us, it’s often that we cannot see what is actually happening until our body lets us know. This was the case for Lynnette. Lynnette’s autopilot burned out and she needed to resupply herself with the mental resources needed to live abroad. The transition happened and for Lynnette, like most humans, she was trying to survive and adapt while simultaneously trying to hold on to who she was two years ago back in the U.S.

Lynnette’ personal growth has come a very long way in three years teaching abroad. She is enjoying both her Master’s degree work and the work at her new school. She says her new school has embraced her and given her the responsibilities of a teacher. With the responsibility, Lynnette has been able to focus on her own methodology while using what she is learning with her masters.

While some of Lynnette’s goals have changed since our first discussion, what’s been most eye-opening for me is the transformation of a young woman finding her way abroad in a new professional environment. Since the first time I met her at orientation, up until now, I would compare Lynnette to a caterpillar that is just about to break free from her cocoon to become a butterfly. She is well on her way to personal growth teaching abroad and her new dream aboard.