Maybe it's the return to the monotony of real life without intriguing observations or thought provoking encounters, maybe I'm drained from my new job that requires me to juggle the behavioural problems of twenty-seven students at a time. Maybe my itchy feet are unsatisfied finding themselves back in Montreal, or maybe the cold has gone to my brain and frozen any creative impulses I once had. Maybe it's a little of this and a little of that.
After two weeks of hard work as an elementary English teacher, I felt I deserved a week off. And it so happened that my wish was granted- spring break, although I can't what this week has to do with spring. I had plans to actively look for a new job, to get some writing done and perhaps even begin to edit my Korean travel account. As it happened, I was sick on Sunday, and Monday, and Tuesday, and yes- even Wednesday. Today is therefore my first real day off and I celebrated by staying in bed all morning and doing nothing at all of interest, unless you count the dishes.
Tuesday I was called up by the Commision Scolaire de Montréal, the largest school board in the city. We arranged an interview for the following morning and the woman gave me the questions that I would be asked, in order to prepare myself, I assumed. So yesterday morning, I dragged myself out of bed down to the metro and all the way to the East end of Montreal for this interview. I had prepared as well as I felt necessary, which wasn't a whole lot. The questions seemed fairly ridiculous to me- and some of them non-sensical given my inexperience as a teacher. What did I think of the role of the teacher in the face of the reforms? Hmm-- I assumed that these reforms are responsible for the lovey-dovey atmosphere of the classes with the younger teachers at my school... the mistaken belief that children do not require rigid rules in a school environment. I imagined that they probably wanted to hear about how I believed that the teacher's role should be that of a facilitator that provokes the children to become interested and engaged in the subject matter. I half believe this, but mostly feel that Canadian children have it easy and should just buckle down and do the work. Also, I've learned I'm not passionate about education- this is clearly not so much a career move as a stabilizing move. In any case, I arrived at the school board, sat down in front of the two men interviewing me and launched into my semi-prepared speech about the eligibility of my candidacy. One of the men interrupted to inform me that in fact I was not being interviewed for a position as an anglais langue séconde teacher, but for a drama teacher. And with that, the little preparation I had done for the interview was tossed out the window.
In any case, I told the men about my experience as an English teacher in Korea. As is usually the case with francophones, they stared at me in disbelief. How did you come across an opportunity like that? Really, a lot of anglophones do that? Why do they want to learn English so badly? Each and every time I have this conversation, I'm blown away by how isolated the French community is from the rest of Canada, and from the rest of the world. I explained to both men that there is a huge push in Asia at the moment to learn English, and that many educated people were bilingual (leaving out the fact that English is the language of business, as I was still hoping to endear myself to these men). I hope that they passed on their disbelief to other school board officials- perhaps these rumours will result in more English in québécois schools, out of pure embarrasment that they have chosen not to learn what people across the world recognize as valuable.
Even though we were sidetracked for quite awhile by a discussion comparing the educational systems of Korea and that of Canada, we finished the interview and they wished me luck on my French test. It seems that since I was being interviewed for a position teaching in French that I could no longer get away with writing the bobo French test. I called human resources in a panic and my good friend Catherine, assured me the test wasn't that bad. Catherine and I have in fact never met face to face, but she feels like a close friend as we have tried to wind our way through a maze of red tape together. The test I was scheduled to write was equivalent to a grade nine French test (or sec 3), but now I'm required to pass the test grade eleven (sec 5). Having made the switch to anglo school in grade ten, I have reason to be terrified. Apparently my interview went well and she was given the green light to hire me, as long as I pass this nasty French test...
After two weeks of hard work as an elementary English teacher, I felt I deserved a week off. And it so happened that my wish was granted- spring break, although I can't what this week has to do with spring. I had plans to actively look for a new job, to get some writing done and perhaps even begin to edit my Korean travel account. As it happened, I was sick on Sunday, and Monday, and Tuesday, and yes- even Wednesday. Today is therefore my first real day off and I celebrated by staying in bed all morning and doing nothing at all of interest, unless you count the dishes.
Tuesday I was called up by the Commision Scolaire de Montréal, the largest school board in the city. We arranged an interview for the following morning and the woman gave me the questions that I would be asked, in order to prepare myself, I assumed. So yesterday morning, I dragged myself out of bed down to the metro and all the way to the East end of Montreal for this interview. I had prepared as well as I felt necessary, which wasn't a whole lot. The questions seemed fairly ridiculous to me- and some of them non-sensical given my inexperience as a teacher. What did I think of the role of the teacher in the face of the reforms? Hmm-- I assumed that these reforms are responsible for the lovey-dovey atmosphere of the classes with the younger teachers at my school... the mistaken belief that children do not require rigid rules in a school environment. I imagined that they probably wanted to hear about how I believed that the teacher's role should be that of a facilitator that provokes the children to become interested and engaged in the subject matter. I half believe this, but mostly feel that Canadian children have it easy and should just buckle down and do the work. Also, I've learned I'm not passionate about education- this is clearly not so much a career move as a stabilizing move. In any case, I arrived at the school board, sat down in front of the two men interviewing me and launched into my semi-prepared speech about the eligibility of my candidacy. One of the men interrupted to inform me that in fact I was not being interviewed for a position as an anglais langue séconde teacher, but for a drama teacher. And with that, the little preparation I had done for the interview was tossed out the window.
In any case, I told the men about my experience as an English teacher in Korea. As is usually the case with francophones, they stared at me in disbelief. How did you come across an opportunity like that? Really, a lot of anglophones do that? Why do they want to learn English so badly? Each and every time I have this conversation, I'm blown away by how isolated the French community is from the rest of Canada, and from the rest of the world. I explained to both men that there is a huge push in Asia at the moment to learn English, and that many educated people were bilingual (leaving out the fact that English is the language of business, as I was still hoping to endear myself to these men). I hope that they passed on their disbelief to other school board officials- perhaps these rumours will result in more English in québécois schools, out of pure embarrasment that they have chosen not to learn what people across the world recognize as valuable.
Even though we were sidetracked for quite awhile by a discussion comparing the educational systems of Korea and that of Canada, we finished the interview and they wished me luck on my French test. It seems that since I was being interviewed for a position teaching in French that I could no longer get away with writing the bobo French test. I called human resources in a panic and my good friend Catherine, assured me the test wasn't that bad. Catherine and I have in fact never met face to face, but she feels like a close friend as we have tried to wind our way through a maze of red tape together. The test I was scheduled to write was equivalent to a grade nine French test (or sec 3), but now I'm required to pass the test grade eleven (sec 5). Having made the switch to anglo school in grade ten, I have reason to be terrified. Apparently my interview went well and she was given the green light to hire me, as long as I pass this nasty French test...
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