Давайте Play: Balancing Work and Play in the Classroom

This is not a "how to" post because I haven't exactly figured out how to balance work and play in the classroom. I've been at my school for two years and because I am the first American and Peace Corps Volunteer there, I still get giggly "hellos" and even "avtograph" requests. I know, I know, I'm awesome, right? Nope. If I was awesome, students would listen to me all the time during my lessons, but they don't. One reason might be because they have figured out that I have no real authority at school. I'm not allowed to escort student on trips or kick kids out of class, I usually have no idea what's going on at my school  when it comes to events, concerts, and good old surprise holidays, and the marks I give aren't always taken seriously. For example, when I give a student a 10 (out of 12) and their actual teacher says, "how about an 8 instead" the students excitement turns into disappointment and then into them not caring as much about trying hard in my class. I'll never fully understand the grading system here and I'll never fully like it...

Another reason they get a little crazy is because they kind of expect me to do something fun all the time. When I first started teaching here in Melitopol, I wanted to make a good impression so I created fun dynamic lessons. This is hard work and sometimes I get a little lazy and I just want to slip into classic "to the books" teaching mode. Don't get me wrong, I love to have fun with my students, but we can't just play games all the time, no matter how much fun I have tricking them into learning. Sometimes the English classroom should be quiet. Sometimes students should write their ideas down in their notebooks, while they peacefully ponder and make grammatical errors for me to check.

The other day, as I walked into the classroom, on of my tenth form students said, "Давайте play!" Let's play!  Only three students showed up that day due to illness, so I gave in and we played my favorite game, Celebrity (for rules on how to play, see this list of games). In that case, it was OK to play a game, but later on that day, my eighth form class did not deserve the same treatment. They were terrible. They were loud and scatterbrained and I couldn't hear the answers from the serious students in the front. Sometimes, I do the silent thing and wait until it's quiet. The students eventually get bored and confused about what to do and then they get it. This time, I did that and wrote the number 9 on the board and asked them to guess what it meant. It was the number of lessons we had left before I leave Ukraine. I said, in a calm voice because I don't like yelling, "Is this how you want to be? We have 9 classes left and you want to be noisy? You want to do nothing? 9 lessons. What do you want to do?"  Some of the students were surprised, some of them were teary (including myself), and one student decided to answer my question. She stood up with excitement and shouted, "PLAY GAMES!" Some students agreed and cheered and ruined my attempt at being sarcastic, but I could tell some students saw my frustration and respected it.

I told them we could only play games if they had good behavior and I'm trying to stick to this plan, but sometimes, I give in and put some extra effort into making class more fun. I don't know if this is good or bad or if the teacher who has to teach the kids after me suffers from leftover game energy...but I'm working on finding the balance and for now, I'll do my best to stay strong.

I've compiled a list of my favorite games on my other blog, teachloveplayenglish.blogspot.com. Here's the link to my Repertoire of Games.

Challenges in the Classroom

In early September, I took my counterpart and a student to Kiev for PEPFAR (President's Emergency Plan for AIDS Relief) training. It was amazing. We all learned so much about HIV/AIDS in general and the problems that Ukraine faces. Education is one of them, and as a Peace Corps volunteer, it's my duty to help in this arena. At the training, we had a Q&A session with five people living with HIV, which included a teenager, a commercial sex worker, a mother, a drug user, and a gay man. It was really interesting to hear all their stories and outlooks on life and I was surprised by all of them. In the next couple of months, we'll have an HIV/AIDS education seminar at my school and teach students biology, prevention, prejudice and what we can do to help Ukraine with this problem. Check back in December if you want to know how this went.

The semester started up in September, but I'm still getting used to my classes. For some reason, this semester is harder. Last semester I was shiny and new and now I think I need to shed my skin and get that shine back. Oh what a glistening new teacher I would be!!!!  And that's just it; I'm still a new teacher and a changed teacher. Every time I teach, I am changed. My outlook changes, my goals change, my ideas change, my lesson plans change. I'm constantly reflecting and regrouping myself to try to be a good teacher.

I was given a new group of students this semester. I like to call them  The Wild Bunch. These little outlaws are testing me. By eating, rapping, singing, throwing candy, cursing, proposing to me, tossing sunflower seeds on the floor, and trying to break my spirit.

Well, what do you know, I'm still alive, although a little more stressed than usual. I'm working it out. If anyone has any tips on effectively dealing with troubled students and managing the classroom, let me know. I want to be stable for these children, but at this point, I'm just experimenting with different discipline techniques that I know little about. I even yelled in class! That was weird and I didn't like it. Maybe it's necessary? Their just kids and they can't all be cute. I'm wondering, though, if when the students are all grown up and reminiscing about their teachers and school, if I will be in their memories as the teacher who a.) got so mad that she threw a chair (or child) out the window; b.) got locked up in the maintenance closet and left alone to weep and rue the day she decided to leave her office job; or 3.) was able to wrangle up those outlaws and actually teach the students something to remember. We'll see. Teaching is an adventure. (If this were a choose your own adventure book, what would you choose?!)

More about my semester: I'm teaching first formers, and they are super cute. One day, I went to class and there was this one boy who couldn't sit in his seat because he just had to be called on. He was begging for it. The kids had to look at a picture and say what they liked: I like elephants, I like cats...etc. When this kid was finally called on, he shouted, "I like boys!!!" I laughed out loud. Basically, I'm singing and dancing and getting hugs nonstop in this class.

All together I'm teaching 16 classes and 10 different groups of students a week and 5 English clubs.  I work with grades 1, 5-11. I'm lucky to be teaching an American Literature and an American culture class for the 11th formers. I work with a Ukrainian teacher who can translate any difficult material (because their text books are way too difficult). Last week we talked about the roaring 20s and they got a kick out of it. I assigned them a famous person from the 1920s and they will present next week. I'm just hoping they actually prepare for this...or I'm going to have to experiment with a new and unproven discipline technique of my fancy! (Yes, I just said fancy.)