Lamon Chapman graduated from Hamilton College in upstate New York with a degree in Economics. He originally wanted to be an investment banker. However, Lamon decided to move to Los Angeles, California to pursue his musical dreams instead. He enrolled in music classes at the Musicians Institute. Lamon played for a variety of shows and bands while living in Los Angeles.
He aspired to learn a different language while living in Los Angeles and thought that moving to a different country would help him with his language learning. Lamon decided to move to Ecuador for two months. He traveled from Quito to Guayaquil and everywhere in between. Then, he headed back to LA.
Lamon decided that he wanted to become more fluent in Spanish and moved to Medellin, Colombia. A close friend of his told him that Medellin was going to be the next up-and-coming place for urban music. Lamon was ready to give his musical talent a new start. However, he also wanted to have another source of income while living in Medellin. After researching, he learned that teaching English abroad could be a good way to make extra income.
Lamon volunteered at a library assisting immigrants with their English for six months. Prior to that, he had never taught English. After he received great feedback from his peers and students, he realized he was pretty good at it. That’s when he realized he had a skill for teaching others a language and for teaching in general. Soon after, he made his move to Medellin and lived there for five consecutive years, teaching and playing music. His first job while in Colombia was at a Catholic school for six months.
Meet Lamon Chapman:
How did you find your job teaching at a Catholic School?
“I found my job through an old high school friend. They were born in Medellin, but completed high school in the states.”
What was the process of getting hired?
“The process was rather involved. I had to pass a reading, speaking, and listening assessment; not to measure my competencies but rather to ensure I didn’t have speaking, hearing, or vision problems. Also, I had to complete a medical exam and a test in Spanish. Funnily enough, I just sat there during the Spanish test and didn’t take it because I didn’t speak or understand Spanish at the time.”
Who made up the population of students that you taught?
“The boys that I taught were aged thirteen through fifteen. I taught four classes with an average class size of twenty.
In Colombia, if you are single and teach at this particular Catholic school, you can only teach the same sex. For, example, I don’t have a wife, so they only allowed me to teach boys. If I had a wife, then I could have taught both girls and boys. The same applies to single women. If they do not have a husband, they can only teach girls.”
What did you like most about teaching these students? The least?
“For me, the blessing of being an educator lies in the opportunity to change someone’s life for the better and develop positive life-long relationships. There was always a sense of pride and achievement when a student would report to me how an activity or classroom experience benefited their life outside of the classroom. Whether it was translating for their parents at the customs office or simply instilling confidence to use the language, it always felt and continues to feel good to hear those stories.
The only thing I would say that I disliked about my job was being monitored constantly by nuns and priests.”
What did you find to be the most challenging part of teaching at a Catholic school?
“I had a hard time adjusting to Catholic culture. Things like making sure all kids had dressed according to school standards did not come naturally to me initially. I also had a difficult time receiving negative feedback about group activities from the school administrators (nuns and priests).
Side note: I never interacted directly with the parents… the school had a specific employee assigned to ‘parent relations.’ All the negative feedback came from the nuns that monitored each class and my superior; they didn’t support my decision to facilitate group activities. Additionally, they often reprimanded me for sitting down. They didn’t allow teachers to sit down.”
What are the differences that you saw while teaching at the Catholic school in Envigado, Colombia compared to volunteering at the library in Los Angeles, California?
“Prior to teaching in Medellin, I volunteered at a library in Los Angeles. I worked with immigrants who had become US citizens and needed to learn English to live and function in Los Angeles. Volunteering gave me a better understanding of what it was like to teach a second language before moving to Medellin, Colombia.
My first teaching position in Envigado, Colombia was at a Catholic school. If I had to compare the two experiences (in general), here is what the main differences were:
- Security: Most schools in Colombia have armed security at the entrance. In the US, and at the library in LA, the immigrants did not have security guard protection.
- Grading: If a student fails a class, the teacher must be prepared to explain why the student failed. They must also give them an opportunity to take a make-up exam and/or additional activities to pass the course. In the USA, if you fail a course… you fail.”
Explain the motivations of the groups of students for learning a second language. Were the motivations the same? How many classes did you teach?
“I taught at a bilingual school… so students were motivated to learn English because it was a requirement. They didn’t necessarily want to and this was the mentality for many kids at the Catholic school. I taught English, geography, world history, and ethics all in English.”
How did you handle classroom management for these classes? Was it regulated by the school because it was a Catholic school?
“I tried to incorporate group activities versus individual assignments into the classroom. I also tried to incorporate the use of technology in the classroom as well. Unfortunately, school officials did NOT widely accept the use of technology. I had to stop doing group assignments and I mostly assigned individual assignments without the use of technology per the request of the school.”
What advice would you give to someone who works with people from other cultural backgrounds?
- Learn the culture
- Learn the language
- Be patient with the adjustment… CULTURE SHOCK is real
- Accept the differences… don’t fight it or allow it to disrupt your experience
- Don’t assume that everyone will understand your culture and viewpoints
Are you still living in Medellin, Colombia, and teaching at the Catholic School? What happens next?
“Yes, I am still living in Medellin. However, I no longer work at the Catholic School. In 2016, I was nominated for a Latin Grammy music award. Since the nomination, I’ve taken my passion for music and talents to another level. This year, four close friends and I formed an entertainment company in Medellin: PRIMEROS 5 ENTERTAINMENT. Follow us at primeroscincoent. We plan and organize entertainment events that are changing the face of entertainment throughout Colombia.”
Looking Beyond Catholic School
Lamon stayed at the Catholic school for six months even though the odds were against him. His students misbehaved and he couldn’t provide student-centered lessons. Not to mention, nuns constantly corrected his teaching methods and conduct. Later in the school year, Lamon realized he was the first teacher to stay longer than two weeks. The other teachers congratulated him for his success and informed him that he endured the brutal challenge of teaching and disciplining this specific class of fourteen-year-old boys that no one wanted to teach.
Stay tuned for the second part of Lamon’s teaching English as a foreign language journey in Medellin, where he talks about his career of teaching English at a university abroad.
14 thoughts on “Working at a Catholic School in Medellin, Colombia”
What an amazing experience! Medellin is one of the best cities in Colombia. It is nice to read an opinion about my culture from an outsider.
Sounds like a great experience, though some challenges to overcome. Best of luck to Lamon with his teaching.
that’s interesting that you never had direct contact w/ parents. i am so used to here in the States – parent/teacher conferences. did you miss parental contact?
It was my first teaching experience a high school…so I can’t say I missed the direct contact with parents. At that time, I didn’t have any experience with parents.
That sounds quite interesting and I hope you had a wonderful time there. I’m sure this was a great experience for you.
Thank you for your comment. Medellin is a great city and place to work. You should visit sometime.
I bet that was a really great experience. I would have loved to do something like that.
Transition is really difficult especially if the environment is new. Thank you for sharing your experience here. For sure, you have learned a lot! 🙂
Yes, it’s been great. I’ve definitely learned a lot about myself.
I heard a lot about Medellin, Colombia. It’s a nice place! I hope to visit it soon. Great experience too!
Thank you sharing his experience. He seems loving his new adventure and profession.
What an amazing opportunity for both you and the students as well! I’ve visited Columbia in 2014 with World Vision Canada and it was amazing to see the commitment to education there. Things we take for granted here are somehow so much sweeter there in someways simply due to geography and accessibility and the lengths to which parents and children will go to receive an education. Kudos to you!
That sounds like you had a great experience for you. Columbia is such a beautiful place to visit.
This would no doubt be an experience that will stay with Lamon for the rest of his life. Being able to stay on for 6 months versus the usual drop out rate of teachers in that situation of 2 weeks, says enormous things about his character and perseverance to help students under extremely difficult conditions. It is so good to see him move forward with his passion of music and I do wish him every success.