inquiry project.

Inquiry Project - Part 1 

Teaching Across Borders

Inquiry Project Part 1 - Why Am I Going?

Brianne Gruber

BARCELONA, SPAIN

Saludos!

My name is Brianne Gruber and I have arrived in the wonderful city of Barcelona, Spain to complete my journey as a University student and enter what we have known to be called the 'real world.'

When I first heard about the Teaching Across Borders program at the University of Calgary, I, like many of the other students participating in TAB, immediately thought it would be an incredible experience to learn about culture and teaching in a foreign country. I believe that any opportunities that arise to explore another culture and way of doings things should be taken advantage of. I believe that travel and the challenges that it brings provides personal growth. All of this will contribute to my profile as a teacher. This is ultimately why I am here – to grow as an individual and as a teacher and to develop skills that I wouldn’t otherwise develop in as much depth in Canada.

Despite my excitement about the opportunities available in the Faculty of Education, I thought that it would not be achievable for me, due to a number of reasons not limited to cost and the fact that I have not travelled on my own before. Time certainly does fly by and before I knew it, it was time to attend meetings and apply for Teaching Across Borders. I hesitantly attended said meetings, and came to the conclusion that if I didn't try my best to make this opportunity attainable for myself, I would regret it for the rest of my life. So, one incredibly brutal summer of working and millions of emails later, I am finally in Spain, and couldn't be happier!

Besides the unexpected accomplishment of being able to take part in TAB, I also came to the conclusion during my first year in the Education Faculty that I want to pursue my Master's degree in Education in the near future. This was also a deciding factor in my leap of faith to participate in TAB. As I was working on various assignments and doing much reflection in my first year, I realized that I had more interest in becoming an administrator in the future than I had previously thought. While I love teaching, and know I will continue to live my passion for music in my classroom, I have a picture of myself being an administrator (I've also been told that band teachers, with their incredible organization skills, make excellent administrators!) and I am becoming increasingly more interested everyday in learning about the education systems in different countries. While one could attempt to look into this via a computer from Canada, I think a more hands on approach (as in going to the country) would be a much more immersive and life changing experience.

While many people have extensive travel history as a part of their backgrounds, I do not. For this reason, the thought of participating in TAB was also somewhat daunting for me. Traveling and learning about culture has always been something that I’ve wanted to do and everyone needs to start somewhere. So, here I am, in Spain, doing something I never really thought I would have accomplished!

PREPARING TO GO

1 – Yo no hablo Espanol. I Don't Speak Spanish!!

The first obstacle in my choosing Spain as a teaching destination is the fact that I do not speak Spanish. Besides purchasing a Barcelona guidebook, the first thing I did to prepare for the chance of possibly going to Spain was enroll in a Spanish course at the University of Calgary. Admittedly, there has been a lot going on since I took that course last summer and learning the language is still a work in progress. I am fortunate to have taken International Baccalaureate French in high school which has been helping me with Spanish word recognition. According to some, the two languages have nothing in common but it is certainly helping me get by!  (Various apps and language games also help!) In addition to this, I am blessed to be sharing this experience with friend and fellow colleague, Bryndan Costuros Spence whose experience in Guatemala has led her to a greater understanding of the Spanish language. As such, she has been giving me a hand with the basics. I'm sure we will make an excellent traveling duo! 

2 - Finding A School

Many of us were required to find ourselves a placement in order to participate in TAB. The best word to describe my experience in finding an accepting school in Spain is LUCK (and a lot of waiting and hard work!). I was set on going to Spain because I think the culture is one of a kind, and I had many people recommend it to me. At the school I was placed at this year, I began talking to a first year teacher who had just graduated from the University of Calgary. I had mentioned to her that I was trying to participate in TAB and she told me that her good friend just came back from Spain through the TAB program. Yet again the idea of making relationships and connections has made apparent its import! I was able to get a hold of the recent graduate and speak to her partner teacher in Spain. Bryndan and I are happy to be teaching at IES Leonardo da Vinci School in Sant Cugat del Valles, with many thanks to the people I spontaneously ran into for making it possible!

3 - Finding Somewhere to Live

I have heard from numerous people that one can manage to live in Europe for a short period of time, on a limited budget. In my house hunt, I found this to be quite the opposite! The challenge in finding somewhere to stay in Spain was not in the language barrier or the availability of properties but in the astronomical cost of apartments. After many emails and much hunting, Bryndan and I were able to find a lovely place to stay (rooftop gym included!) for a BARGAIN price! I am very excited that we had this squared away before we arrive in Barcelona. 

4 - Reading & Research

I have been taking in as much as I can from various travel books which have proven to be very helpful in explaining the best methods for transportation, managing your money while abroad, Consular services etc. In addition, the reading reviews for this course have been very eye-opening in explaining the history and current state of the Education system in Spain. I am interested in comparing what I have currently learned about to my experiences in a school just outside of Barcelona.

The European lifestyle is very different from the one I am used to in Canada. While my family is very European, what I have experienced here is not the same as what I will be and have already experienced in Spain. Spaniards have a considerably more relaxed lifestyle and generally speaking, I think they savor life more that we are able to in Canada in the hustle and bustle of everyday life. I am looking forward to immersing myself in this way of thinking and viewing the effect that it may (or may not) have on the way schools operate. 

I must also admit that I'm a rather large enjoyer of various cuisines. Much to my excitement, I have been watching "From Spain with Love" on the Food network which has not only led me to some 'must try' eats while in Spain but it is also a lovely representation of the Spanish culture via television. This way, not only am I hearing about things to do and experience, but I am also seeing them (getting closer to the real thing!). I encourage you to watch the show, it's wonderful!

One of my friends spent that last 5 months doing a semester abroad in Prague but also spent just over a week in Barcelona prior to heading to the Czech Republic. She has been instrumental in giving me advice, the low down on tourist destinations and safety precautions to watch out for (again, this is my first trip 'alone' and it is new to me!) 

Being Here

So far I have been in Barcelona for almost a week and there have certainly been several unexpected moments and I’m sure there will be more to come! I think the preparation I did prior to leaving Canada did prepare me to a certain extent but I don’t completely believe that anything can thoroughly prepare you for your first trip abroad. There are several differences between the way I am living now and the way of life in Europe as compared to life in Canada. It is all very interesting and exciting, but there is certainly an element of being overwhelmed.

Having been at IES Leonardo da Vinci for 4 days (so far) observing, it is evident that there are many differences between Spanish education and Canadian education. The next level of preparation will be finding activities that suit the experience level of my new English speaking students. I think this will prove to be difficult especially as I am a music teacher and am typically used to a band room setting, not a tradition classroom.

Being abroad for the first time (more or less) has been a very eye opening experience so far. There are many things that I am not used to but I believe that the results of this experience will be great. Along with a greater understanding of the Spanish (and European) style of schooling, I believe I will grow immensely as a teacher and as a person. There will be challenges here that will push me to my limits, resulting in what I believe will be a great amount of growth. 

Inquiry Project - Part 2

Travel Log 2

The Cultural and Educational Context of Your TAB Placement

Brianne Gruber

So far, both as a teacher and as a learner, I have never felt as though I have been in the minority as far as race, gender, socio-economic status or school success. The largest adjustment in arriving in Spain has been the realization that I am now the minority. In many ways, Europe does not seem far off from North America, and in many ways it isn't. Having said this, arriving as a blonde, young woman who doesn't speak Spanish (much less Catalan) means that I immediately stick out - both at my school and in the streets of Barcelona. In a short time, I have experienced what I'm sure many students in Canadian classrooms experience everyday - a barrier.

An assumption I had right up until the first day at IES Leonardo da Vinci school was that communication wouldn't be an issue because I am dealing with the English department at the school. This quickly became an untruth. While I feel I am an appreciative person, I now realize the importance and comfort of being able to communicate effectively. It has certainly become a daily hurdle, not just at the school, but everywhere else as well. With each passing day, I develop a deeper understanding of the many hurdles learners are faced with in the classroom. This understanding is not just limited to those who are language learners, but also towards students who may be coping with learning disabilities and other complications. Many people I know, both friends and colleagues comment on my elevated patience threshold - in and out of the classroom. I highly believe that I will become an even more patient person upon arrival back from this experience.

Living in Barcelona

There are not too many outrageous differences between living in Barcelona apart from siesta, the language, eating hours and cheap flights.  Shortly after what we would consider to be our lunch hour in Canada (around noon) everything in Barcelona closes (with few exceptions) because everyone gets an extended lunch break - everyday (unless of course you are a teacher, in which case you have half an hour to wolf down some food and use the washroom, but that isn't too different from home now is it?) While the logic of this tradition certainly makes sense and is appealing, it kind of puts a hitch in ones afternoon shopping.

I don't know very much Spanish - none at all really. In Barcelona, people actually speak Catalan, which I have been told is similar. My sleuthing skills have increased as I have had to learn strategies to decipher food labels and other items. Let's just say that a few mishaps have already occurred and I have purchased a few products that I didn't actually need, but thought they were something else!

Spaniards have a much later in the day eating schedule than do North Americans. For instance, lunch is eaten between 2-4:30 and dinner doesn't commence until 8 PM or later. Many restaurants don't open until 8:30 PM. I suppose this makes when I typically head to bed at home seem really, really early. We are still living on Canadian time for the most part considering we have to be up by 5 if we want to make it to our school for 8 AM. There is no way I could wait until 2 for lunch on days like that!!

Apart from these small differences, there has not been a gigantic case of culture shock thus far. The biggest hurdle for me so far is being away from home, as this has been the longest time away for me (and it has only been a little over a month!)

Developing an Understanding

 My travel experience is rather limited and includes school or family trips. I am grateful to be here in Spain with a fellow teacher colleague because there are so many elements to get used to - more so for me than her. Not only are the two of us continuing to adjust and understand our new teaching environment, but we are also getting used to living in and finding our way around a brand new (and very busy) city. Again, I am developing a better understanding of students who may find themselves in a similar situation. It is not easy! I have been imagining myself in a classroom teaching ESL students and wondering what approach I might take back home. I am learning, now considering myself to be the student, that giving more time to adjust at the beginning is crucial to their success. While immersion certainly has its benefits, everyone needs a breather now and again! So often we throw students into a situation where they feel completely lost, and we don't take into consideration how new things might be for them. This experience has certainly pushed me to be more aware of my students in this way.

A Job Vs. A Vocation

There are several differences between schools in Barcelona and schools in Canada. One of the perhaps more shocking differences is the attitude towards teachers or the attitude of being a teacher. From numerous observations and conversations thus far, it is my understanding that being a teacher here is a job more so that it is a vocation. This is a generalization based on what I have seen so far.  I am far away from knowing enough to come to conclusions about how Spanish education works, however, there is certainly a different vibe in this particular school. Whether or not this is common in all schools in Spain at the current time or even in the Catalonia region is yet to be determined.

School begins at 8 AM and ends at 2:30 PM. Teachers arrive for their first class (whenever that happens to be) and are permitted to leave school when they are done teaching for the day (for some teachers this is as early as 11 AM - lunch time) It seems to me that there is not as much dedication to lesson planning or as much devotion to students - at least not as compared to my experiences in Canada. In English classes, work is primarily done out of the textbook and workbook - everyday. Some teachers note during class (directly to their students) that they know the work is boring. I can't help but silently ask why they don't try to spice it up a little bit! It is entirely possible that this was not the attitude prior to the economic crisis that is now spreading throughout Spain and other areas of Europe as well. Several teachers have noted that they are over-worked. Again, it is difficult for me to grasp this comment because the hours worked here are less than hours worked in Canada. It is important to keep in mind that the standards as far as working hours are different here than they are at home, but I can't help but think they have it easy here!  It is evident that there are many factors at play. From looking at the schedules of several teachers at IES, it appears that Canadian teachers typically have much longer days (since it is expected that teachers are at the school for the duration of the school day.) This goes to show that every country has its own norms and standards. Education, and teaching for that matter, is not the same across the globe.

With regards to building relationships with students, it is much different here than in Canada. To the outside eye, it doesn't appear as though deep connections are made with students. This is ironic because students call their teachers by their first names. While I personally would not do this in my classroom at home, it is interesting to see this in action here.  Bryndan (my colleague here in Spain) and I had a conversation about this topic. We had just witnessed a class that could be described as being quite chaotic. I've come to notice that the noise level in most classes at this school is much more elevated than I am used to at home. It is not noise coming from an exciting activity or an immense amount of engagement but rather it is students walking around, yelling, playing games on their PSP's, play fighting etc. The teacher we were observing eventually lost his temper at his students. For awhile after, and up until this day, I still wonder if perhaps the line has been blurred in this classroom and if calling a teacher by their first names contributes to the vagueness that seems to be the student-teacher relationship. I think if this is the route a teacher decides to take in their classroom, there needs to be certain guidelines and expectations that are placed on the first day of classes to ensure the teacher is not being taken advantage of. Perhaps this had been done at the beginning of the year when Bryndan and I were not in Spain - it is something to look into and reflect upon.

Pretty Vs. Quality

The community I am teaching in is called Sant Cugat, essentially a suburb of Barcelona. Our first trip to the school was prefaced by our partner teacher with - "It's not very good, but we do our best." It was clear when we arrived that physically, the school is not shiny and new, and does not have the best facilities, but it works. This soon prompted a conversation between my fellow teacher and I about the relationship between quality facilities and the impact it has on education. My view at this point in time is that teacher effort will determine quality educational output and that the facility may provide comfort, but doesn't determine what students will learn. It is the opinion of several students at IES that students who attend 'poorer' schools will do worse than students attending private or more well off schools. I found this opinion to be very interesting and something I hope to look into further.

University - Not Universal....

While there are several universities in the Barcelona area, it seems as though (based on conversations with students and teachers at IES) attending university is not necessarily the norm. The compulsory years of education in Spain do not allow students to be accepted to University (they can however, be accepted into a technical school if they choose to do so.) If students (or their parents, in many cases) want to attend university, they must enroll in an additional two years of 'high school', for lack of a better description. At the end of this, students write exams that will determine if their grades are good enough and will determine for them what schools are attainable for each individual. Interestingly, this creates several classes of students who do not wish to pursue a university education (those that are not intending on enrolling in the extra two years of schooling). As one might imagine, these classes are more chaotic than the classes with students who 'get down to business', so to speak. It seems that it is OK for these classes to be chaotic and for the amount of work accomplished to be minimal because these students do not intend on taking part in post-secondary education. The attitude of the students doesn't seem to be positive and the attitude of the teachers doesn't seem to help very much either. It must be said that the students and teachers are all very kind at this school, but it is a very different way of thinking - one that probably would be considered wrong in Canada therefore it is difficult to be completely open-minded when observing classes that seem to be a waste of time to my eye, but perhaps not to theirs. Again, part of the adjustment of being in a different country.

Inclusion in the Classroom

Because the TAB course is based mainly on the idea of inclusive teaching, I have been trying to find inclusive practice methods in action at IES. There are a few classes of students that have endearingly been referred to as the 'island' and kind of shrugged off as that just being the way they are. The 'island' classes that I have seen have been chaotic (the teacher noted to us that it has always been this way). Essentially, the 'island' students are not destined for university, therefore classes are slack and it is known that they are not going to become fluent in English. Again, this is what I have been told, not judgements I am making. Compulsory schooling in Spain can bring students to a technical school (akin to SAIT) if they choose to do so.

In the weeks that followed I have seen that in any given class, there is a great amount of discrepancy between levels of student success. I suppose in some manner it could be considered that students who are not succeeding are being included in the classroom however, they don't seem to be getting any extra support. In another class I observed, I was helping students do exercises in their textbook. I was trying to explain an idea to one particular student who looked obviously confused. He called over his teacher and said something to him in Catalan. The teacher then looked and me and told me that the student understood what I was saying but since he doesn't do well in English, he wasn't going to respond to me. I was shocked that the student was able to say that because he wasn't as good as something, he just wasn't going to attempt it, and that the teacher just accepted it and didn't give any encouragement to the student. This has happened several times, each student with a different reason.

I have not met any learning support teachers and have not seen any areas of the school that are meant for special help. There seems to be a 'drag along' mentality when it comes to students, especially those who are not aiming to go to university. As long as the teacher covers the curriculum, it seems to be OK, whether or not the students comprehend.

It is hard for me to understand this mentality because I believe all students can be successful. We are taught that it is our responsibility as the teacher to do everything in our power to help our students learn and be successful. This idea does not seem to be shared here. Again, perhaps this is a result of the crisis, but on the other hand, there has not been any evidence so far pointing to the contrary.

Does This Make a Difference?

It is a known fact in Canada (at least) that some teachers burn out. While I don't know necessarily that this occurs in Spain, it is clear that the current economic crisis is having an effect on everyone. An advantage of still being a student in a teacher preparation program is that we are just beginning our careers and are pumped up with positive, changing the world energy! It has been difficult to view a school where there isn't exactly the same kind of energy bursting from its seams. If there is, the teachers are not openly showing it (with few exceptions). Who can blame them at this point? In their eyes, they are overworked as compared to what they are used to, the pay is not good enough and the work load continues to increase. (Note - the average wage of teachers in Spain is 65 000 Euros per year, comparable to Canadian wages in CAD dollars) Therefore, there is a clock in, clock out mentality emerging more powerfully than the mentality of teaching being a passion.

While I don't intend on changing the identity I've worked to create as a teacher, I find myself being cautious of boasting too much about how great it is to be a teacher in Canada. Of course, nothing is perfect but I have a deeper appreciation for my situation now having seen what is happening here. It has definitely been an eye-opening adjustment moving to an area of the world that is suffering more so than Canada.