All the classes here took their first speaking exam today. I’m probably somewhere near as nervous as they are about the results; my biggest teaching responsibility is 12 one-hour speaking classes, taught once per week to 12 of the 15 pre-intermediate groups. I am, in a rather solipsistic way, seeing this partly as a test for myself of whether anything I’ve done with them so far has been helpful. We’ll see when the grades come back, I suppose.
The subject– which I’m pretty confident doesn’t get reused, or I wouldn’t be mentioning it here– was, I kid you not, non-ironic motivational posters. Each student got one more-or-less randomly, and was responsible for telling us what they saw in the picture, as well as the “main idea,” what they thought it represented. Most of the answers were more or less the same, and mostly on-target, though a few interpretations surprised me. A picture of protesters fighting the police, with the caption “Know Your Power,” invariably got the explanation that it was wrong for protesters to try to solve problems that way. As an American reading a probably-American-produced poster, I’m pretty certain the originally-intended idea was the opposite, that protesters should know they have the ability to fight back against ostensibly stronger forces. Coming from a culture where protests are– speaking very, very generally– not the scenes of violent death, I can still understand why the image might evoke different incidents here.
We generally prompted them to relate the main idea to their own life, though, and it was there that the most interesting conversations occurred. It surprises me what my students trust me, and other teachers, with– stories and strongly held beliefs that might rarely be shared in an American classroom. It’s often touching, or sobering;1 it feels like a rare gift that my students speak about these things with me, when speaking at all is such a challenge for them. When describing a poster labeled “Embrace Life’s Storms,” a student– un-prompted– shared the story of how he’d struggled with medical problems in a foot as a child, and been unable to walk (”or play football,” said with a wry smile) for years. To an outsider, Turkish culture seems a little less open to (and certainly less accommodating of) physical disabilities. Would an American student in that situation have told his story? I don’t know, but I’m doubtful.
The students I teach, even those I most struggle with in class over their behavior and their skills, still surprise me with their earnestness. There is a different culture of teaching here, a perception of the teacher as hocam, my wise teacher, rather than a restrictive force to be battled or escaped. That’s not to say that my classes are angelic, of course; if anything, they’re much more inclined to leave in the middle of a class or talk over me than any American students I’ve worked with. Yet there’s an undercurrent of respect– in both directions– that changes the dynamic of the room. When I get frustrated with students in class, even if I say nothing, they often come to apologize afterward. I know they’re trying, and that their distraction is often the result of not understanding what’s going on, so I build in as much leeway as I can. I want to push them, and they know it; we’re working on it together, bit by bit. Sharing stories gives us all reasons to keep pushing through the hard parts of this partnership.
Tomorrow afternoon I’m proctoring exams again, though it’s paper grammar exams this time, unfreighted by emotional content. In lieu of conversations and stories, I’ll share with them the snickerdoodles I’m baking. Not much, but at least they’ll know that I know what they’re doing is tough, and that they deserve a reward, even if it’s unspoken for now.
1: On the other hand, two students told me last week– in a discussion of leaders, and the qualities of a good leader– how much they admired Hitler. That was more on the disturbing side. I pushed them on it, but there’s a limit to how much I can pause class to deal with it, and I am not currently close enough to either student to drag them into more than a brief conversation after class. We’ll see what happens over the rest of the term.
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