Transitions

It’s strange to think that my time here is slowly coming to a close. My mother recently reminded me that I only have about six weeks left (and that she’s counting down the days to my return). I’ve even been given my walking papers by the Fulbright Commission and asked to fill out my final report. I’ve also talked to my successor! I definitely got a sense of deja vu doing that. It seems like just yesterday that I was up early Skyping my predecessor and having her answer all of my questions.

Yet even though there are all of these tangible signs that I’m leaving Norway, I’m definitely not quite ready to go. It’s funny how at the beginning of my Fulbright I felt overwhelmed, and how now I don’t feel prepared to leave. I’m sure I’ll soon be joining the ranks of Norwegian Fulbright alumni who regularly come back to visit.

So, even though I still have a few weeks left, much of my remaining time has been spent thinking back on what I have accomplished so far. So I thought I’d leave you with something that I wrote as part of my final Fulbright report:

When I first arrived in Norway I was nervous. I had never lived in another country for more than a few months, and I had never taught high school students in a formal setting. I had a million and one questions about what would happen in the next year: How would I handle winter? How good would my students’ English be? Would I get homesick? But because I happen to be a huge fan of Google, I made sure to Google just about everything I could find on Norway, Trondheim, and on being an ETA. What people don’t really tell you is that no matter how many blogs or Norwegian guidebooks you read, there is nothing quite like just doing things. So although these resources made me feel a bit more prepared when I arrived, there was nothing quite like just setting off on my own and creating my own new experience.

Arriving in Norway was an adventure. There was definitely a bit of an initial culture shock: Where did all the people go? Is that BROWN cheese or just really weird peanut butter? Does everyone have a hand knit sweater? Why is everything so expensive? It was also strange arriving in a country where the majority of the population speaks English almost fluently. It made everything seem slightly familiar, even though it was clear that I was placed in a new landscape. But I adapted. I can even say that I like brown cheese!

Being in student housing helped me form a friend network and my predecessor even connected me to a few Americans in town. Through this, I managed to feel more at home and branch out and try new things. These new friends encouraged me to take up one of Norway’s great pastimes, hiking, and to even get involved in local community groups, such as TEDx Trondheim. These friendships, both international and Norwegian, have proved invaluable to helping me get a better sense of what it means to be Norwegian and live in Norway, and they have also given me a deeper sense of Norwegian culture.

As for teaching, the teacher’s strike made for an interesting start. Luckily both of my co-teachers were very communicative and I was able to keep on top of what was going on. Once the strike ended, I soon managed to settle into a schedule. My time was divided between working at NTNU and at Byåsen videregående skole (my inability to say videregående is always capable of making my students laugh). In the fall, I spent most of my time at NTNU helping with two classes, Academic Writing and Communication for Engineers. Here I helped hone the writing skills of my students by helping them work on things like structure, topic sentences, and annotated bibliographies. Because the students were supposed to send me weekly writing samples, I could really see how my students improved over the course of the semester.

Although I spent less time at the upper secondary school in the fall, I was able to make up for lost time in the spring. I primarily help with two International English classes and a Social Studies class. In International English, we look at multiculturalism, working and studying abroad, and global issues. It was here that I was largely able to talk about about immigration and race relations in the United States, something that I think my students found enlightening.

With the Social Studies class, I have helped teach both British and American history. Race has also been a huge conversation topic in this class, and I’m happy to say that my students did a great job of delving into To Kill A Mockingbird and looking at the various ways that America has grappled with race. I have also enjoyed teaching them about the American political system and explaining difficult questions such as: Why does the second amendment exist? Why do states have so much power? It’s been a joy to explain these things to my students, and to help them see both the good and the problematic sides of America.

When I’m not in one of those three classes, I have also enjoyed going into a variety of vocational English classes and teaching there. Things are taught at a much slower pace, and the focus is more on getting students to feel comfortable speaking English. Because of this, I have often had more everyday conversations with my students and gotten to learn more about the life of the average Norwegian teenager.

Overall, it’s hard to believe that this year is already drawing to a close, but I couldn’t be more happy with the way that this year has turned out. It has taught me a lot about both Norway and myself and, although I’ll be sad to go, I can’t wait to bring some of the best aspects of Norwegian culture with me.

Amurica

Since coming to Byåsen, I have only worked with three classes: an International English class, an English class in the health vocational track, and a Social Studies class. So I was excited when a teacher contacted me about a month ago asking if I could stop by her English class in the restaurant vocational track. She sent me a follow up email earlier in the week asking if I could talk about life and work in the US and that she had “also picked up that [the students] find the litigation culture interesting  (specifically, “why people say they will sue people so often”).” To be frank, my initial reaction to the comment on litigiousness was “I wish I knew.”

Anyways, I duly set about planning for my lesson. Because the topic was so broad I wasn’t quite sure how to structure things, but in the end I decided to talk about:

  1. Demographics: What the Population of America Looks Like
  2. Religion and Politics
  3. Work and Family Life
  4. The Restaurant Industry
  5. Particular Quirks of the Restaurant Industry in America

Now I wouldn’t say that the lesson was a complete disaster, but it was definitely a bit of a reality check.

My International English and Social Studies classes are in what is called the “college prep” section of the school. College prep more or less covers core subjects, similar to what you would learn in an American high school, with the goal of helping students go to university. The students that I’ve encountered in college prep all tend to have very good English.

Vocational tracks on the other hand are geared towards helping students enter their vocation of choice. The impression that I got from my Fulbright education orientation and comments made by teachers at Byåsen is that vocational students are generally not the best at core subjects like English. While I occasionally work with a health vocational class, the English level required has never extended much farther than “Who is your favorite singer?” (in most cases Justin Bieber) or “If you were stranded on a desert island what are three things you would bring with you and why?”

Having been spoiled by the high English fluency of my college prep students and the pretty good English of my health class, I completely overestimated the English ability of those in the restaurant class that I was visiting.

Now there were definitely some vocab words that I knew I shouldn’t have used. When trying to explain the Supreme Court I used “unconstitutional” and immediately realized I should have said something like “illegal” or “against the law” instead. I also knew I would probably have to go back and explain what a census was. So when my co-teacher asked if we could review the slides and some of the vocab I had used, I was more than happy to oblige. I think I fully realized how much I had overshot my audience when we had to check if the students knew the meaning of “government.”

Even though most of my lesson was a bit too complex for my students, it still proved to be an instructive and hilarious class. I think the parts of the lesson that amused me most were when:

  1. We were reviewing political parties and I was asked what the turtle and the camel were for. Democrats and Republicans take note: your political animals could be drawn better. After I got over my fit of laughter, I didn’t even bother using the terms Democrats and Republicans, realizing that things would go over better if I called them the donkey-people and the elephant-people. In the end, I told them not to worry about the elephant-people since their equivalent doesn’t even exist in Norway. To be fair, they thought that the donkey-people were pretty weird too.
  2. Answering why there is no Church of America. In Norway, most people belong to the Church of Norway and so my students were a bit confused as to why America doesn’t have a state church. I then explained how many of the people who first came to America were coming to escape religious persecution (I then totally blanked on a simple way to explain the word persecution, resorting to a poor definition along the lines of “people actively didn’t like them”) and how that made our founding fathers value religious freedom. After the lesson, I speculated on what a Church of America might look like and settled on thanking our founding fathers for not allowing that to happen.
  3. Tipping. First things first, apparently the word tipping means betting in Norwegian. So my students initially thought I was describing some weird betting system that exists in US restaurants. Once I managed to clarify, my students were still at a bit of a loss as to why you would just give people extra money. When I explained that the federal minimum wage is just above 2 USD/hour for certain restaurant professions, they began to freak out. Needless to say, they began to understand why Americans have this weird habit of giving away money as tips.

While my lesson was not the smashing success I had hoped it would be, it was definitely still a fun experience and a learning experience. I’ve learned that in a vocation track it’s important to review my lesson slide by slide and to be more diligent in consulting with my co-teacher about the level of English that I’m working with.