What follows is a series of vignettes about the hijinks my students get up to on a typical day:
Beowulf was a macho monster-slayer from an ancient Norse epic of the same name. This gory and action-packed poem is pretty much the best thing to come out of Old English, in my opinion, and I’ve read it at least five times in various classes. I had not, however, even heard of it until first year of university. All of this just makes it more awesome that I got to teach Beowulf to a bunch of ten-year-old boys. Obviously we didn’t read the poem, but we still talked about it, and I’m happy to say that ‘Beowulf’, ‘Grendel’, and ‘Grendel’s Mother’ are now a part of their repertoire. Nice.
The following class, we got to talk about ancient Greek gods. Holy Mt. Olympus, Batman, that’s awesome! Sure it was all strangely Eurocentric, but I had fun teaching it anyway. The kids had actually heard of a number of the gods already from various video games and recent movies like ‘Clash of the Titans’ and ‘Percy Jackson’, but they were enthused nonetheless. Myself no less so, when I successfully convinced them that my father was Zeus, my brother was Poseidon, my sister was Aphrodite, and my uncle was Hades. Oh yes, my best friend was no other than Beowulf himself, and my mother was Mona Lisa. I can’t guarantee that they bought this whole genealogy for very long, but it was funny while it lasted, and for a few minutes they sincerely believed that I, Nathan, was an heir to the throne of Olympus.
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One of my students in the above class was especially mesmerised by Beowulf in all his gory glory. It turns out he also watches the Korean version of the History Channel, and went on to describe to me in great detail all the different battles he had learned about. This included the Crusades (for which he gave precise dates), Rome’s campaign against Boudica in Britain, the founding of Londinium, and the Battle of Waterloo (or, as he tried to spell it, Wottalu). Mark my words, this kid will go far.
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Speaking tests can often be a time of intense stress and anxiety for students, and I cannot blame them too much when they sometimes blank out during the test and don’t say a thing. Still, just as often, it can lead to some pretty awesome responses to the questions I ask. This semester, I started off many of my tests with the simple question ‘how are you?’. Many students gave one or two-word answers, whilst others’ responses were wildy desultory. Take this boy, for instance:
Me: “How are you today?”
The boy stands up, leans on the desk with his hands, gives a strange grin, and says with some gusto, “MONDAY!”
I suppose he thought I had asked him what day of the week it was, which wouldn’t be so bad, but it was actually Friday anyway.
Another student, albeit at a higher level, responded much differently to the same question:
Me: “How are you today?”
Girl: “Why, I am very good, teacher. And how are you today?” Perfect pronunciation and everything, wow.
For many of the classes I also asked what was their favourite animal. One girl answered, “I want to be a goat keeper.” Ok, not quite to the point, but props to the creativity!
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In one class recently, we were talking about the word ‘should’, and the correct contexts for its use. I was asking for examples, and one boy, who’d been rather reticent the whole class, finally raised his hand.
“I should the sleep,” he offered, and then dropped his head to his desk with a clunk. I suppose I should have got him in trouble, but these kids go to school for ~10 hours a day, and then do homework until midnight most nights. As well, it was just a darn awesome sentence.
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A week or so ago our school hosted a big Halloween event for all its students. It consisted of students running a gauntlet of sorts between 8 different classrooms, each one manned by a different teacher and featuring a different Halloween event. These activities ranged from ‘mummy wrap’ to ‘mystery boxes’ to ‘scary stories’. I ran the ‘pin the nose on the skeleton’ room (the incorrent anatomy of the game was not lost on me).
All the kids dressed up, many of them in costumes far more elaborate than my own, and this was especially awesome considering they don’t even celebrate Halloween outside of English school! The costumes consisted of an army of Batmen, a couple coven’s-worth of witches, pirates, skeletons, princesses, and a number of ‘Scream mask’ ghosts. From the sounds of it the kids all had a great time. The teachers did as well, though it was rather more draining for us since we had to man our post for four hours straight with no breaks… yikes.
On the upside, I think that I sported my best Halloween costume since my Yoda one a few years ago – this year I was ‘Cap’n Nathan of the Caribbean’, complete with braids, a sword, and a whole lot of bloody scars and stitches. I actually got a number of concerned looks from kids (mostly the girls) who thought my cuts were real! They were very surprised when I came to school the next day with no scars, and with short hair again. One girl even came up to me and peered at me suspiciously. First she pointed to my arms, which the day before had been scored with lacerations. Then she asked, “Teacher… why you no captain? You cut your hair?” Yes I did. Yes I did.
One of the boys took a particular glamour to my glow-in-the-dark sword, so I promised I’d give it to him the next day if he was good in class. All class long, he kept asking excitedly about the sword, and half of the class followed me back to the teacher’s room for the dubbing ceremony. It was interesting, in this age where kids have heaps and heaps of smart phones and video games, that they were so reverent and awed by a cheap plastic toy! It was great.
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As always, I am still ‘Gorilla Teacher’ or ‘Monster Teacher’ due to the fact I don’t shave much, and that I actually have arm hair. This is a neverending source of fascination to students. One kid even went so far as to say, “Teacher I want to steal your face. It is a good face!” Emmm… OK… Interesting terminology. I suppose he was especially fascinated by the beard.
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One day a few weeks ago, a boy in one of my classes gave the middle finger and said (*gasp*) the ‘F’ word to one of his classmates. I think that when you learn curse words in a second language, they just don’t have the same strength and meaning as saying them in your first language, and I’m not sure this kid even knew that what he was saying was very bad. Regardless, I reamed him out and made him promise to never say it in class again. The girl sitting beside him was, of course, very intrigued by this special word that brought the fell anger of her teacher down upon her classmate. She saw the middle finger, and heard part of the word, and has since been trying to puzzle the rest out. Every so often, she will ask, “Teacher, F3Q is bad?”
To parse it out, ‘F’ is from the beginning of ‘Fuck’, 3 is from the fact that he raised his middle finger, and ‘Q’ is from the end of the phrase ‘fuCK YOU’. Cute, and pretty great ingenuity!
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You know how people often carry pictures of their family around with them in their wallets and purses? Well this little girl did them all one better. At the beginning of class one day, she came up to me with an excited look on her face. “Teacher, see my sister!” she exclaimed. Before I could respond, she reached into her purse (I know, right? A nine-year old with a purse???) and pulled out an ultrasound print-out of her (future)sister. Suffice it to say that I didn’t really know how to respond to that.
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Many of my students have absolutely no concept of when it is time to talk, and when it’s time to be quiet and listen. One girl, in particular, seems to pick the most random moments to come up to me during class. One time I was going over flashcards with the class, and talking about new vocabulary. At this moment, the girl took it upon herself to leave her seat, walk up to me, and show me her Angry Bird toy.
“Teacher look! Is very cute!” she said with glee. Perplexed, I nodded in agreement and ushered her back to her desk.
Another time, during a test, the same girl called me over and gave me a mandarin orange from her pocket. “Very good,” she lectured, pointing to the orange.
Oranges, however, are only one of the many foods teachers are rewarded with by their students. So far, I have recieved oranges, lollipops, chocolates, crackers, cookies, bread, rice cakes, french fries, waffles, cheesies, chips, money, stickers, origami, vitamins, clay, and gum. I have never been given, however, the quintessential teacher’s apple.