This post is a continuation of my last post on 21 February 2025:
Surprised in commercial life in Korea // Sorpresas en la vida comercial en Corea
As I have mentioned before, here I continue the idea to post fragments of my essay about my experience teaching overseas (till 2008).
Note that the essay was prepared to participate in an international conference in 2009. Due to reasons of unemployment, i was not able to attend.
And here the continuation of my essay, this fragment is about Teaching in USA-2007-2008:
Teaching in North America
Traveling to the United States for a school year exchange required more preparation than when I left for Korea. Partly because my wife (now we are separating and going over the divorce), and our baby traveled with me, and partly because of the preparation courses provided by the Fulbright Foundation.
During the preparation courses, there was a strong emphasis on discipline control with middle and high school students, as well as cultural aspects we would face that would likely cause some "culture shock." The emphasis on discipline made me very concerned about managing the group of middle school children, in contrast to the groups of young people I've had as students for most of my life.
The moment to face the kids arrived. As I was so worried about discipline, I relied on a manual recommended to us to present the basic rules during our course. Establishing a brief number of rules and presenting them in my first class gave me confidence when starting my courses. Of my five groups, one proved difficult from the start. But at least, I seemed to gain the attention of almost all of my groups.
The kids always engaged in some degree of conversation. But it didn't seem so serious in class. Making reports to have them punished for indiscipline broke my heart, as I had the impression that sending them to a detention room didn't achieve anything positive for the kids. Moreover, if we add that communicating with parents as continuously as possible was new to me, and I often forgot to make calls to talk to parents about indiscipline. So, over time, I opted for written reports.
On the other hand, living with my family made it easier for me to adapt to the new environment that would host us during the school year.
Unlike living in Korea, living in an American city meant going unnoticed, being seen as just another person in the city. I mean that no one stared at us in surprise for being Latino. But strangely, walking through the city streets felt lonely. That's when you understand why cars are indispensable in American life, as there's no habit of walking. However, we spent the year without a car and had no difficulties going shopping or going to the only cinema, or the two or three shopping centers we used to visit in town (Plattsburgh, NY). Public transportation, although not abundant, is sufficient and of good quality.
Almost daily, we used to go for walks to the lake or along a bike path. The landscape was pleasant, even during the long winter when the landscape turns white.
Relating to others was not so different from the experience in Korea. My personal appreciation was that American society is very individualistic. It seems that everything is planned, scheduled. The time to go running, the time to walk the dog must be planned; a mini-whiteboard is indispensable. And there's no time for strangers. Of course, at first impression, it might seem that they are willing to support you in everything. Later, one realizes that it's not like that, that it's difficult to peek into their lives.
Interacting with American colleagues was an opportunity to appreciate how a middle school educational institution works in a small city of 19,000 inhabitants. I have very fond memories, despite everything. Although an interpersonal relationship is not easy, professional development has a privileged space, especially when you're a novice in the American system, they worry about assigning help. In schools, a tutor or 'mentor' is assigned to support the new teacher during the first year of experience.
