Matching Tracksuits

I don’t what to do about IIB. They are all chronically uninspired. “To say they are apathetic is to ascribe to them an enthusiasm that is not there,” as I told Chhavi. They are totally unresponsive. I think some of it is attributable to the language barrier, but certainly not all of it. I don’t know what to do about it. IIA is usually pretty bad at the beginning of lessons, but they usually give it some effort later in the lesson: I can live with that. But IIB–words do not describe my level of frustration with them. The group of disruptive guys in the back makes things a little worse, if that’s possible.

One thing that is really bothering me is the difficulty I’m having with names. They’re so, well, foreign. It takes me such a long time. I doubt I will ever learn the names of the kids in 5-8.

Speaking of my primary hours, I had a brief discussion with Danuta about the problems I have there. First of all, one hour a week is practically useless. I will not be able to do anything other than teach them to parrot a few things. Second, the language barrier further impedes the learning process. I have no way of making sure they really understand what I’m talking about. (I think in this case Polish is not only acceptable; it is down-right necessary.) This also makes it difficult to test them, and therefore hard to give grades. Last, and most significant in some ways, the classes are too big. Thirty twelve-year-olds–it’s impossible to keep them under control (i.e. language barrier), even if I could speak Polish like a native. So I have thirty wild kids with only two or three listening to me, probably understanding less than half of all I say. It is a waste of everyone’s time, I fear. I will give it a few weeks, then talk to the headmistress about my thoughts, my fears. Of course Danuta was right when she said that eventually I’ll be asked to teach the additional four hours the Ministry of Education requires. I will flatly refuse. I will patiently wait and see what happens . . .

This is the dumbest thing I’ve ever done. It was all I could do to keep from walking out on IIB this afternoon. The chaos of VI combined with the late students in II was just too much. To begin with, I have no teeth concerning tardiness. You’re late–so what. You’re not even considered “late” until it’s at least fifteen minutes. It’s like saying, “Don’t murder, but if you do, we’ll write down in a little notebook that you murdered and then, oh, won’t you be sorry!” It’s a fucking joke to say that there’s even any such a thing as tardiness. Second, I can’t even communicate the most basic things with 99% of my students. This is going to be the most hellish two years of my life–that is assuming of course that I can survive this first damn semester.

10:10 p.m.

I’ve calmed down significantly since I wrote that. I am not sure where all the frustration went, but I am now determined to beat these kids at their own game. I’m going to teach them whether or not they want to learn.

What is really surprising is the difference between the classes. In IA they are almost falling over themselves volunteering. In IB they are reserved; in II they are comatose. I don’t know what the problem is but it will not defeat me!

I taught V and VI today for the first time. What an experience! Imagine trying to keep 10-12 year-olds on task when you don’t share a common language! I don’t know what I’ll accomplish with just one hour a week in each class. But anything is better than nothing, right? Let’s hope that cliché is true.

I begin tomorrow with back-to-back periods with II. Since the class is not yet split up I will have to do two lessons. After today’s apathetic reception I am a little nervous about this. I have two lessons prepared, but they both rely entirely on active class participation. We shall see . . . All the same, I refuse to be defeated by these students. Frustrated, yes; beaten, no.

So, now I’ve met all my students. I have two first-year classes, a second-year class, and four hours a week in the primary school. In general, they’re all (mostly) beginners. This is good because it makes it easier to determine where to start. It’s bad because nie mowi du o po polsku. Musz mowi troche po polsku bo moja clasa nie rozumie duzo angelskiego. Mysle, ze jest najlepsz ze ja mowi tylko po angelsku, albo bede mowic po polsku czasami. It could be good for me because I will have to learn a bit of new Polish vocabulary to cover the time until I can speak tylko English. Tam bedzie dobry dzien!

The first day of school is now behind me. Nothing much happened: introductions, a brief speech from the headmaster, then the mayor -- nothing to speak of.

A minor tragedy happened while someone was speaking: a girl fainted. She was standing behind a crowd of people. She slipped forward through everyone, falling limp in the floor. Her head hit the hardwood floor with a thump that had a sickening echo. Several male teachers rushed to her. She came to and was taken from the room. I don’t know what else happened to her–I didn’t see whether she returned.

I finally received some kind of schedule, but it is still not finalized, for against my better judgment, I picked up four more hours (at the primary school). So I have twenty-two hours in four days, for I did manage to get Friday off.

I’ve mixed feelings about this: On one hand, eighteen hours is the minimum a teacher can have and I felt a little guilty having so few in comparison to Danuta. Yet my inexperience makes me understandably anxious about it. I want to do a good job, and if I am spread too thin . . .

Of course that is not the only thing: I will be teaching first year students. This will have its advantages and its problems. For one thing, my work is cut out for me. I know exactly what I must teach them. Yet communication will be tough at first owing to my virtually non-existent Polish. I remember my frustration in Polish class when the teachers would not speak any English (some, anyway). Now it will not be a question of willingness, but ability.