
In a last ditch effort to learn as much Spanish as possible during my last five months in Ecuador, I’ve begun auditing classes at the university where I teach. I searched for classes in humanities like history or Latin American literature, but couldn’t find any department that offered these subjects. Instead, I wandered into the Education Department and walked out enrolled in first semester education courses. Although I was not thrilled about the content of the classes, the idea of immersing myself in a Spanish environment provided enough motivation for me to commit to getting up at 6 am every morning.
I got up bright and early on the first day of school, took a shower and headed off to class. In order to get to the university, I have to walk 15 minutes to catch a 5 minute bus ride to the campus where I am auditing classes. Depending on the teacher, the classes will start anywhere between 7 am and 7:15 am and last anywhere from 10:30 am to 12:30 pm. At this university, classes are taught in clusters, and the teachers move from class to class, not the students. In my cluster, there are 43 students studying to be elementary and junior high teachers. Not unlike the States, there are a disproportionately larger number of females studying to be teachers, and the major doesn’t hold the reputation for being extremely challenging. I had planned on just sitting in on classes and doing the homework when I could, but knowing that I probably wouldn’t get too involved in the day to day activities. This, however, proved to be quite a naïve thought.
On the first day of classes, all the teachers went around, and we had to introduce ourselves to our classmates. As soon as I opened my mouth, I gave away that I was not from Ecuador, and that I was a professor at the university. Not soon after, the course had class officer elections. I did my best to avoid the inevitable, but of course, someone nominated me for president. In true Ecuadorian fashion of hospitality toward foreigners, popular vote elected me as president of the course. Believe me, this is not really an honor that I particularly wanted because it involves a lot of work. The professors here really rely on the president to organize the class and make all sorts of announcements. For instance, some of my responsibilities have been getting the syllabi from the professors and copying them, and collecting money from the students for the copies. In health class, I had to assign everyone a disease for which they would make a class presentation. Responsibilities outside the classroom have included pouring everyone’s beer and making a speech at a social, and participating in a “student council” meeting. I have managed to avoid participating and representing our class in the two student strikes against the new education laws because it is illegal for a non-Ecuadorian citizen to meddle in political activity. I will say that two strikes in the first month of classes seems a bit excessive. I find that most students use the strike as an excuse not to go to class rather than a passionate fight against an injustice. Although, maybe the Ecuadorian students should fight a little harder against this new law as it will change university gradation from a degree to only a certificate. Honestly, I’m not exactly sure about all of the implications of the new law, but there have been many strikes recently, including from professors. President Correa passed a law requiring teachers to take a standardized test to see how much they knew. If a teacher did not do well, they would be required to take remedial courses. This caused many teachers to be upset, especially in Guayaquil, where strikes became quite heated. Also, all English teachers will now be required to have a minimum score on the TOFEL in order to teach at the university level. I fear several of my colleagues will not pass.
Returning to the subject at hand, the classes I’m taking make me so appreciative of the education I got in the US. I don’t know if I can even describe to you how grateful I am. There are a lot of complaints about our education system, but from my experience here, I think that some of these complaints may be unfounded. Here is a typical class. First, class doesn’t start until 15 minutes after it should. Then, it takes 10 minutes to call the roll for the whole class. Then, the teacher gets a student to read out of a book of short stories with morals which have nothing to do with the day’s topic (if there is a topic for the day). Then, the teacher calls on a student to give some sort of comment about the reading. These comments range anywhere from a complete summary of what was just read to someone’s opinion of the story’s moral. The story is then beat into the ground because after two commentaries, the story has been completely picked apart, yet the teacher insists on calling upon a minimum of three more people to talk. After this, we divide into groups and are assigned part of a reading assignment. Each group gets a maximum of two pages double spaced in type fourteen font. Then, in class, we read the pages and write a summary of what we’ve read. Now, for someone like me, this takes a maximum of seven minutes, even in another language. However, in every group I’ve been in, this has never taken less than thirty minutes. Why? Here, it’s not about finishing first. It’s not about being the smartest. It’s not about competition. It’s about everyone helping everyone else out and talking about God knows what until the last minute when it’s the group’s turn to beg for more time to finish the assignment they should have been working on. This aspect of the Ecuadorian classroom often makes me want to get up and leave in frustration. It once took our group forty-five minutes to write a summary of one paragraph. First of all, I don’t know how we ended up writing a summary longer than the original paragraph, and second of all, why in the world is the teacher assigning this as classwork? I’ll give you the answer – so they don’t have to teach.
I’m taking three classes, Intro to Computing, Intro to Pedagogy, Study Skills, and Language and Communication. Only one of these teachers, the one from computing, actually teaches. The rest of the teachers just assign a group topic, and then each day a student who has no idea how to give a proper or interesting presentation reads off of a poster that they wrote five minutes before class. I often find myself wondering, “Am I really in a university?”
My favorite teacher has to the teacher from Pedagogy. We’ll call him Mr. X. He’s been teaching at the university for over 20 years, and, according to the class title, he should be teaching us how to teach. He and I have an affinity for each other that stems from one of the very first classes. In the middle of class, Mr. X needed to write something on the board, but, of course, did not bring his own whiteboard markers or eraser. Instead of coming to class prepared, he decides that it is okay to yell at the class for not having markers for him, and then accuse the class of not being prepared. I sat there, mouth open. I thought, “Are you kidding me? You are the teacher. You bring what you need to teach to class, and do not expect your students to provide you with supplies.” My anger was only heightened by two facts my classmates did not know; at the beginning of each semester the school gives every teacher markers and an eraser, and for tenured professors, of which he is one, the university gives $200 each year to buy miscellaneous supplies. Yet Mr. X was demanding that we go out and buy markers and an eraser for him so that he could teach class.
The marker incident was only the beginning. I soon discovered that Mr. X had no lesson plans. He would come to class and start talking about character and how we need to have morals to be good teachers. Okay, I can understand a comment or two about this, but two hours? Seriously, I teach, and I know that you are just pulling all of this out of nowhere right now because you have no lesson plan. One of my favorite moral lessons was an email forward. This guy decided to show us a powerpoint presentation on happiness that, I kid you not, ended with “Forward this on to 5 people for good luck.”
After about a week of this teacher doing nothing, I decided to subtly call him out on not having a plan for the class. I went up to him after class and asked if I could see the semester plan that all professors have to turn into the university. I told him, “I want to get a vision for the course, a context, so I know how to each day in class into the bigger picture of the course.” He told me that the plan was down in the secretary’s office and that he would pick it up and get me a copy the next day. The next day he calls me out into the hall and gives me the 26-page plan that is in a plastic presentation folder. He hands the folder to me and says, “You can copy this. Also, I don’t have a copy, so could you please make me a copy as well? And could you please put my copy into a presentation folder like this one? And could you have that done in 30 minutes because this is the secretary’s copy, and she needs it back.” I just stared blankly back at him. Is he really asking me to make him a copy, too? Is he really asking me to buy him a presentation folder? I waited around a few seconds to confirm to myself that he was not going to offer me any money, and then ran across the street to make copies. I bitterly made two copies and rushed up to his classroom to return the original copy. I knocked on the door, and one of his students opened it for me. Mr. X was sitting at his desk taking roll. I walked over to him, put the original copy on his desk, thanked him, and turned to walk out of the room. He called out to me, “Where’s my copy?” I responded, “Oops, I forgot. Here you go.” I bitterly put a copy on his desk. He looked at it, and then looked up at me, “The folder?” “Folder? What folder? I guess I didn’t understand. My Spanish is not that good,” I responded, and walked out of the room.
About a week later, a third incident occurred with Mr. X that was the last straw for me. Mr. X comes into class, sets up his laptop and fancy projector (which I deduct was bought with whiteboard marker money), and tells the class that we need to go over the slides ourselves. He has to leave the university because he has a family emergency. He says he’ll be back in 30 minutes. The slides he’s left for us to look over, not surprisingly, are more powerpoint email forwards with cute puppies, .gif graphics, and waterfalls.
An hour and a half later, Mr. X rolls back into class, apologizing profusely, “I’m so sorry for having to leave. I wouldn’t normally do something like that, but it’s just that there was this really big family emergency I had to take care of. My daughter’s dog died, and she was really upset.” Are you kidding me? Please let me know next time your wife breaks a nail, so we can send flowers.
Mr. X might have gotten away with what he did had he not asked the class to hold on for five more minutes while he went downstairs to sign in and out of the computer. When he said that, I got livid. Signing in and out on the computer at my university implies that you were at the university teaching, and means that you get paid. Mr. X was not at the university teaching and therefore, does not deserve to get paid (although one could also argue that if he was at the university “teaching” he should also not deserve to get paid either). So at the end of class when Mr. X asks if there are any questions, comments, or concerns, I raise my hand and say, “Yeah, I don’t think that it’s fair for you to sign in and get paid when you weren’t here teaching class.” Mr. X quickly tells me that he’ll speak with me after class and dismisses the rest of the students. He approaches me and asks me what I’m concerned about. I tell him again, “I’m a teacher here, and it’s against the rules to sign in and out and get paid for a class that you didn’t teach.” Mr. X asks for sympathy because of the family emergency, but with one look at my face quickly adds, “But I also asked my director, and he gave me permission to go.” I know this is a lie, but what else am I going to do, go to the director and ask him myself? We talk for a little bit, and then he asks me if I have any other concerns. In my head, I’m saying to myself, “Yes, your class is so boring. In fact, I think it might be the worst and most boring class I’ve ever taken in my life. Kat, don’t say that. Say there is nothing wrong and be on your merry way.” The professor looks at me, “Anymore concerns?” Before I can stop myself, I’ve said it, “Your class is really boring.” Doh! Luckily, the professor didn’t take immediate offense, but was willing to discuss the subject with me a little bit. Mr. X decided to hide behind cultural differences as to why it was boring, and I, trying to back peddle, blamed it on the fact that I’ve already graduated from college. At some point during our discussion, I open my big fat mouth again and say that I could teach some of these subjects. At which point, Mr. X agrees that that is a great idea. I can only imagine what he is thinking, “This girl can teach, and I can get paid. What a great idea!”
The next week, I taught for an hour in Spanish on the education system in America. It took me somewhere around 14 hours of research and preparation to get my slides and talk ready, but it was a huge success. One, it was a huge success for me because it was a huge confidence builder. I know that I messed up a lot on the Spanish grammar and lacked some vocabulary words, but to be able to communicate with and engage students for an hour is a big accomplishment. After the presentation, one of my classmates said, “That was a very good example of quality over quantity.” I only hope that some of my classmates realize that education can be so much more than what they are seeing and have seen. I don’t know any better way of conveying this than doing high quality work, and begging Mr. X to let me teach again.
Mr. X and I are better now, if only because there is an open dialogue between us. There are plenty more stories from this Ecuadorian classroom experience, but for now, I’ll just say that ultimately, while it may not be the ideal way to learn about a subject, it’s a great way to learn Spanish. I make presentations in class for at least five minutes every week, and there is a lot of group work, which means I’m practicing Spanish all the time. So while I may be frustrated, I can’t complain for too long. All I can really do is be so thankful for the education I got growing up.




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