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Hard at work?
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Of course we’re working, Miss Krista!
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Group photo with the 8th graders
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What are you laughing at?
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Good friends giggle a lot.
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I think I caught them working
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Visitors get their names on the chalkboard!
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Can we have recess soon?
I spend my weeknights, Monday through Thursday, at the Profesorado de Lenguas Vivas surrounded by 19 to 35 year-old students who are studying to be English teachers. I love getting to know them, learning cultural tidbits from them, and sharing what I know of American English literature, writing, grammar, and life. During the days, though, I miss my kids from the dance studio at home. I miss my little girls in Level III Tap and Ballet. I miss teaching the 3 and 4-year-olds how to take big, giant steps and turn in circles in Pre-Ballet. I miss singing, counting, and pronouncing the word “clarinet.” I really just miss teaching children. So, to fill this particular void, I decided to try my luck at visiting some local elementary schools. I will try to describe in this post the two very different sets of kids I found that, surprisingly to me, still seemed to have plenty in common.
Colegio Santa María
Located several blocks west of the city center in a renovated women’s prison, Colegio Santa María is a private primary and secondary school that serves children of many of Salta’s wealthier families. Many of them enjoy privileges that aren’t as common among the general population, as in, having traveled outside of Argentina, having parents who speak English at home, and being able to take private sports or academic lessons. Many of their families have larger estates in the counryside where they keep horses and other animals and spend time on the weekends. (I haven’t given up hope of being invited to one yet!) I have also heard them talk of the social clubs to which their families belong and where many of the girls will have their 15th birthday parties. (I thought instantly of débutante balls and Emily Post.) The striking prevalence of blue eyes and light skin here could be a phenonemon fit for its own blog post, but here I just want convey the scene I observed.
I worked in at least one class of each primary level, or form, (1st to 6th grades) and in a few secondary level classes (equivalent to 10th and 12th grades). I also recently completed four weeks of substitute teaching 8th grade Social Studies, about which I still feel a lot a ambivalence – rewarding, yes, but also frustrating occasionally to the point of tears.
After only a few visits, all of the children on the primary half of the building recognized me and surrounded me like puppies as soon as I walked in the gate. They all wanted to ask me questions at once. They wanted me to say their names “in English.” They shouted and jostled each other to get close so I would pay attention to them. Three or four tried to grab my hands and lead me away to their classes – in opposite directions. One little boy said, “My father is in the United States. He lives in New York. Do you know him?” Nope. Sorry, dear.
I have to admit, I enjoyed the momentary ego boost of feeling like the most popular, special person in the school. There’s nothing like the unconditional adoration of children to re-energize your day.
In most of the classes I visisted, the kids seemed eager to learn, curious, and enthusiastic. My 8th graders were particularly excited when I taught them a Navajo prayer that I learned in high school that means, “It is a good day, and we are thankful.” They were fascinated by the fact that the US has native languages, too, and they still repeat the phrase to me every time I walk by. Sometimes, though, these students had a bit of trouble listening and focusing. To be tactful, I could say that they had difficulties with discipline and self-control. To be blunt and rude, I could say that they seemed spoiled and disrespectful and were occasionally obnoxious. I of course had the enormous disadvantage of being a substitute teacher who did not speak their native language, so they enjoyed testing my limits. Despite my troubles with keeping them on track and enforcing rules, the kids still somehow did learn something about the European Counter Reformation, and every so often, they showed an inquisitiveness, humor, and desire for success that was truly inspiring for me.
After a few classes with the 8th graders, I began to figure out how to relate to them as young adults going through an awkward transition phase. I also realized that I had quite a few things to learn from them, as well. They reminded me of the things I wanted at that time of life, of the person I wanted to be (and the confusion I felt about how to get there), and of the knowledge I’ve gained since then, especially regarding my own self-confidence. I realized that to help them learn how to be responsible, socially conscious adults (which I consider part of any teacher’s role, even a temporary one), I would need to be confident in my own position as an educator, guide, and model. Observing and dealing with their amusing, frustrating, and baffling antics actually gave me a big boost forward in my own “growing up.” I was grateful for that, and at the same time rather relieved to return to my regular job teaching adults.

Of course we're working, Miss Krista!
Colegio Independencia Nacional
On the other side of the city, and a ten minute drive from the center, sits the public elementary school Colegio Independencia Nacional, which I visited for the first time on a Tuesday at 7:30am with my friend and colleague Adriana. To get there, we drove to the south of the city, passed several pay-by-the-hour hotels (“telos”), and crossed a highway into a neighborhood with dirt roads and modest houses, many with corrugated tin roofs. We passed groups of men bicycling to work in the opposite direction, as well as several horse-drawn carts loaded with tomatoes, potatoes, and corn to sell in town. The horses looked like they could use a break, a bath, and new shoes, but I guess that’s their lot if they’re not fit for gaucho parades or polo.
The school was a moderately large, single story complex, built by the State, so it looked very similar to other public, rural and semi-rural schools I’ve seen. A horseshoe of classrooms circled a spacious, uncovered central patio where the children raised and lowered the Argentine flag every morning and afternoon. When I walked into the building for the first time with Adriana, I felt sort of like an alien. The kids stared at me, whispered and laughed to each other, and ran away when they saw us coming toward them. I wasn’t nervous, but I hoped that I would be able to communicate with them. I hoped that they would feel comfortable talking to me.
When we started the class, I was astounded by their silence. I smiled at them and tried not to show that I felt like an alien. Adriana came to the rescue; my dear friend and teacher whom I most admire here introduced me as her friend from the United States, and the fun began. These kids were rambunctious, but in a different way from the kids at Santa Maria. They didn’t ask me to say their names in Spanish. They asked me if I was “River or Boca.” (I am now Boca, but at the time, I had no idea what they were talking about.) They asked me how old I was, if I was married, and if I had kids. They were shocked (especially the girls) when I said no, and they laughed when I said that my boyfriend was in the US.
“What about your boyfriend in Argentina? You have one here, too, right?” asked one girl in the front row.
“Um… nope,” I said, but I could tell they didn’t believe me.
Some of them were so shy that they wouldn’t even look at me. One group of boys asked Adriana how to say “You are very pretty” in English. I thought that was very sweet and laughed, but I probably also turned red. It’s funny how there are always different rules for what you can say to a foreigner.
I told them everything I could about my life and my home. I drew a big United States and a big lacrosse stick on the board. I told them I only had one sister and they looked confused and sad. I told them she was pregnant, and they all got excited for me! Like most everyone I have met here, including the Santa Maria kids, they asked me if I liked empanadas. I told them yes, and I like humitas better than tamales, and I still haven’t tried locro.
I only saw a couple of classes, but I was really sad to leave. From what I could tell, they were slightly (but not much) more polite than their counterparts at Santa Maria, curious, goofy, and very energetic. They wanted to have notebooks full of words in English and big red check marks on their homework. They wanted to be the first to respond to my questions and then have a little more time to think. They wanted me to pay attention to them, or they sank down in their seats and pretended they were invisible. Mine were the only pair of blue eyes in the room, and quite possibly in the entire school, and by the time I left I’ll admit I still felt like an alien… but a welcome and appreciated one.

English is hard work sometimes