On Tutoring

I recently began accepting requests from people -- both individuals and groups -- to teach English classes outside of school. In my first few months as site, I had refused such requests on the grounds that I was simply not settled enough in the community and in my primary role as a volunteer. However, one of the results of my hitting bottom a few weeks ago was the realization that I do not particularly enjoy teaching English in the classroom. This, paired with my lack of diverse social interaction in my community, spurred me to change my self-limitations, thus opening the doors for tutoring.

I waded into the waters of tutoring with one-on-one home lessons with a student who desired knowledge of English, in addition to his in-school French studies. Sure, why not? Ambition should not be stifled, right? He proved to be an eager learner, which is (incidentally) my favorite kind of student. In these lessons, I discovered that such tutoring could proceed at a much faster pace than classroom lessons. More importantly, I could teach material that matters: relevant grammar, phrases and idioms, American and British variants of words, vocabulary that is more pertinent than "Wellington boots" (yah, that's a real vocab word from the Moldovan textbooks). And all of this at a variable pace that best suits the particular student.

The following week, I began classes with a small group of women at a local social services NGO. The first week with this group was quite fun for me, as I led three happy and energetic women through the alphabet and some basic salutations. The next week, I arrived to a group which had more than tripled in size, including two priests and a few people from a nearby government office. Word was getting out that a volunteer was offering free English classes to the community. Suddenly and unexpectedly, I was becoming fairly popular in town. What started as one-on-one tutoring with a student had quickly exploded into several separate classes of groups which varied both in number of attendees and average age. This week, I began a class with over 15 people at the primaria (the Mayor's office), to which the mayor is expected, post-elections, to attend.

All of my out-of-school classes started with the very basics of English, such as the alphabet, common pronunciation, and plenty of pointers, such as: English isn't a phonetic language, and To make the 'th' sound, put your tongue between your teeth... no, don't use your lips, and Remember, English is not phonetic. The 'a' makes a lot of different sounds. These are the sort of reminders that English teachers in this part of the world get to (or should, at least) use every single day of their careers. Luckily, the materials for these lessons are easily adaptable to all types of classes, whether younger or older, smaller or larger.

Let's be clear on one thing, though: I don't teach these classes simply out of my love for the English language. I teach English at the school enough to satisfy my responsibility as an English Education volunteer. However, teaching these courses provides me opportunities to meet and get to know people in my community -- such opportunities as were painfully lacking in the first seven months of my service. This extra social stimulation, the subsequent filling of my free time, and the coming of spring, have all contributed to bringing me out of the shell of my bedroom / the internet.

Now, if only I could just do this sort of thing all day, instead of banging my head against the wall (read: teaching English according to the national curriculum)...