August is off to a great start. With five days of teaching here under my belt, I can (hopefully) safely say that I'm going to enjoy teaching here and will definitely learn a lot. I'm teaching at a school that is part of a consortium of schools here in Delhi, called Navyug, located in central Delhi on Mandir Marg. In Hindi, mandir means 'temple' and marg means 'street.' The street is aptly named because there are two Hindu temples on it. One, called Lakshmi Narayan, is very large and is located across the street from my school; the other is called Kali Bari, and is smaller but apparently quite popular. To get to school, I walk out to the main road and flag down an auto rickshaw to take me to the metro station.
[The task of getting an auto to take me at a reasonable price first thing in the morning is easier said than done. Two out of the four days I have been at work, it has been pouring rain. The first time it rained I got lucky, but the second time I stood and waited in the downpour for 25 minutes before running up to a high school student who managed to nab a free auto and pleading with him to drop me off at the metro. The first day of school was the first day of the major power outage, which affected my daily life in that the metro was shuttered and closed when we showed up. I took an auto for 100 rupees (on the meter!) and ended up being one of the first teachers to arrive, as everyone else was also stuck because of the metro.]
I then travel nine stops from Haus Khaz metro station to Rajiv Chowk, in Connaught Place, the main metro hub in central Delhi. I switch from the yellow line to the blue line, travel one stop and emerge at Ramakrishna Ashram Marg, an area that straddles the boundary between New Delhi and Old Delhi. The first thing you see when you get off the metro is dozens of bicycle rickshaws eagerly awaiting your arrival. I always feel conflicted about the cycle rickshaws, and have yet to take one, because the thought of paying someone so little to do such a strenuous, backbreaking job feels wrong to me. On the other hand, I know these guys are lucky to have a job, and would jump over each other at the chance to accept my fare. These quotidian dilemmas are a part of my life here, not least because of the striking dichotomy between those who have and those without. In any case, because I am either running late or it is pouring rain, I take a second auto from the metro station to school, about a kilometer or two.
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| Saraswati, the goddess of knowledge, adorns the entrance to the school |
When I enter the school, it seems that every child in the building has to come up to me individually or in the pairs they often walk in, to say "Good morning, Ma'am." The words 'sir' and 'ma'am' are possibly the most overused words in the average Indian's English vocabulary, and when this year is over, I can almost guarantee that it will be my least favorite word in the language. To avoid confusion, I told the kids my name was El, which immediately transformed into ElMa'am (all one word). There is such an air of formality within the school, from the way the kids greet you to the fact that they are conditioned never to enter a room without asking for permission, even if they just left to use the bathroom. It completely throws me off to be constantly interrupted by kids wishing to enter their own classroom, when I have only been in the room a grand total of three minutes.
On the first day, I was met by Sudha, my coordinating teacher, an English teacher who looks about 30ish, who is very sweet and very quiet. I went with her to her classes that day; each teacher generally teaches six out of eight periods a day. Sudha was extremely helpful, making it clear to the kids that I was to be respected and regarded the same as herself or any other teacher. Some of my fellow ETAs were not so lucky, given no time to observe and a schedule of back-to-back classes to teach by themselves on the first day. The other teachers were very nice too, asking me about myself and patiently pronouncing their names several times until I could say it right. The first teacher I met, other than Sudha, was Sushama ("Sooshma"), an English teacher whose father had been in the foreign service and had lived in Ireland and Trinidad as a child. The day began with an assembly, which was signaled by a student beating a bass drum and each class lining up on the grass outside the school. The children sang songs, presumably patriotic, and there was also a short prayer for which each student closed their eyes and placed their hands together.
| The school is structured around three identical courtyards. The hallways are all open balconies with green space in the center |
There are aspects of the school that remind me very much of the school I attended while living in Israel as a child. The long periods of time during which kids are left completely to their own devices, the school layout and its use of outdoor space, the sometimes harsh manner with which teachers deal with children, the kids' sense of freedom and cockiness that accompanies a lot of independence from an early age. While I have not personally witnessed it at my school, some of my fellow ETAs describe some harrowing incidents of teachers physically punishing students, smacking them across the face or on their hands. The kids are very physical with each other, both affectionately and aggressively. The other day a boy slapped another boy's face so hard, I thought the sound was loud enough to reverberate in the room. Another aspect of the classroom dynamic that is very difficult for me to adjust to is the use of peer monitors. Every class has one or two students who are designated "monitors" and are placed in charge of the students in lieu of teachers. They take it upon themselves, as it seems they are expected to, to discipline other students, yelling at them and hitting them at times. From my perspective, these monitors are often extremely disruptive to what I'm trying to do, in that they feel rules don't apply to them. They are often the ones out of their seats and walking around the classroom during lessons, which encourages other students to do the same and leads quickly to chaos. They are good kids, but many of these monitors seem to enjoy their power too much. It seems at times that teachers and authority figures pit kids against each other, encouraging them to tell on each other for the most trivial transgressions and rewarding some at the expense of others. The truth is that as frustrating as it can be to maintain order in the classroom, after working at Clear View, the naughty kids, the ones that demand more attention due to inappropriate or disruptive behavior, are generally my favorites.
The kids are so enthralled by my presence--they swarm around me when I walk down the halls to the point that I feel like I am being followed by a camera-less paparazzi. It's a little awkward when other teachers witness this, as the kids can't get enough of me just because I am a novelty. At least once a day, I will be walking towards the staff room for a free period and a pair or group of kids will take my hand and coerce me into teaching their class during their (otherwise unsupervised) free period. I can't go anywhere without kids coming up to me asking, "When will you be in our class, Ma'am?" But what really drives me nuts is the CONSTANT hum of chatter throughout the lesson or activity--there is such a different understanding of respect and attention here that I really think is a cultural difference. In their extraordinary eagerness to learn every single fact about me, they bombard me with questions: What food do you like? What are your hobbies? What singer do you like? Who is your favorite Bollywood hero? What is your father's and mother's names? Do you have brothers or sisters? What dancers do you like? What do you think of India? What Indian food do you like? What's your favorite color? When is your birthday? How many ounces did you weigh when you were born? OK I've never gotten that last one, but the others are questions I have by now answered a million and a half times. It's not that I mind answering the questions, but when I allot time for questions, there is little patience for waiting for me to call on them. The second a kid finishes asking his or her question, ten other students stand up with hands raised, saying "Ma'am. Ma'am. Ma'am. Ma'am. Ma'am. Ma'am." I try to tell them that they don't have to say my name, that I will call on them, that I want to hear from them but can't when everyone talks at once, but the thrilling possibility of two seconds of my attention right then is overpowering. It's hard to get mad at them for being so enthusiastic, but it's absolutely maddening and I find myself yelling all day just to be heard over the echoing din. When I do call a kid out, whether for smacking their desk neighbor or for being intractably chatty, I am often met with the most adorable body language that ever was, and it's so hard not to smile or laugh while reprimanding a student. Just as nodding your head means 'yes' in the States, when children are sorry they grab their earlobes and shake their heads, saying "mafkijiye, mafkijiye" (forgive me, forgive me). The sight of contrite boys grabbing their ears is enough to make my heart melt, and my frustration turns into wanting to give them a hug.
| Here's one bulletin board I can't imagine seeing in an American school! |
I have pretty much given up hope of learning even a majority of the students' names. My schedule is such that I see each class in the 6th, 7th and 8th grades twice a week, and each 9th and 10th grade class once a week. Each grade has three classes of 30-40 students. According to my calculations, this means that I will be teaching 525 students, multiplying five grades by three classes by 35 students. 525! The kids laugh their little heads off as I struggle to pronounce their names correctly, whether I say it completely wrong or just put the emphasis on the wrong syllable. Some names are ridiculously common and I usually have at least one if not three or four in each class. Some common boys' names are: Akash, Amit, Manish, Gaurav, Anubhav, Yash, Karthik, Hrithik (pronounced "Ritik"), and Jatin. Some common girls names are: Simran, Anjali, Khushboo, Kritika, Siksha (I always want to say shiksa), and Maansi. Even if I didn't have so many students for so little time, the names are so unfamiliar to me that it's taking me forever to learn even a few of them. Also, did I mention how many more boys there are than girls? It's crazy. It's striking to note the difference in temperament between the sixth grade girls, who are outgoing and are often the first to respond, and the 10th grade girls who generally keep their personalities quiet and speak when spoken to. Our instructor who teaches out English Language Teaching classes at USIEF tells me this is not a coincidence, that the transition period from age 10 to 15 is when girls start to really respond to the expectations placed on them by much of Indian society. The girls are beautiful, with thick black braids down their backs and arms ornately decorated with henna, following the recent holiday. Though shy in the formal classroom setting, as soon as the bell rings they circle around me with questions and things they want to share with me.
As with any teaching job, sometimes I want to give myself a concussion just to avoid having to teach one more class. But most of the time I really like it, and all of the time I am learning, learning, learning. I wonder if there is any job in the world where you learn more than you do as a teacher. And really, the more I travel, the more I recognize that at some point, kids are kids. They love a good laugh and want your attention and need people they respect to tell them they're okay. I have tons more to say about my teaching experience so far, but for now I will leave you with this lovely experience that my roommate Hannah had the other day. Her class was completely out of control, kids screaming, paper airplanes flying, the works. She tried and failed several times to settle them down, or even just get their attention, but after 20 minutes of complete and utter mayhem, she resigned herself to standing in the front of the room and covering her ears. Suddenly, a glimmer of hope: a senior teacher was in the hall and saw her standing amidst the chaos. She came in, approached Hannah, and said, "So...do you have any brothers or sisters?" Because what better time to make small talk than in the middle of a classroom full of hyperactive noisy kids. Am I right?

