Tag Archives: international teacher

Beautiful Places and Moments: Myanmar

Mergui Archipelago, Southern Myanmar

When cycling the world, visa duration is a serious consideration. Upon entering Thailand we were issued a 28 day stamp, as no actual visa is required for many nationalities. While this certainly saved us some money, it didn’t ease the slight tension that goes with pedalling with a time restriction. Nevertheless we thought it would be enough and were just grateful for the ease of entry. We were planning to cycle from Trat (border with southern Cambodia) to Satun (border with northern Malaysia). This is around 1500km. So the daily distance calculation was fine, but it did not leave much time for side trips and relaxing.

We began to find our rhythm in this friendly and relatively developed country (compared to most others on our tour thus far) after only a few days and quickly discovered that bike touring here is wonderful. We really didn’t want to rush, so after running a workshop in a school and hopping across the gulf to Hua Hin, we started looking at our options for extending our stay. In short; it is possible to extend the days on the visa-free regime by applying at any of the dozen or so immigration offices around the country. We were willing to do this and pay the fee in order to avoid overstay penalties, but then the idea came to mind of dipping into Myanmar. We are glad it did.

The new Myanmar E-visa ($50-  3 day processing) enables many tourists to enter at airports and some land/sea ports including Ranong-Kawthuang in the extreme south. There is very little information about this on the internet as anything other than a ‘Visa-Run’ for tourists/sexpats in Thailand wanting to go out-and-in for another 30 day stamp.

We had to dig around to find out whether there were any trips we could do to see some of Myanmar for a few days. There most certainly are. Using Kawthuang as a base a few tour companies offer 1 or 2 day boat trips to islands in the Mergui Archipelago. We visited 4 islands in the south including the entertainingly named Cock’s Comb, and staying in a wooden bungalow next to the beach on Horseshoe Island. It was basic but blissful. We were delighted to be pretty much on our own snorkelling and kayaking, playing frisbee and kicking- back.

Many islands in south east asia are now overdeveloped for tourism and their beauty and isolation somewhat compromised because of it. These little islands in Myanmar though are still uninhibited, untamed and au-naturale. Well worth the trip even if pricey at $180 dollars all in, but it’s difficult to put a price-tag on that experience.

The logistics involved with getting to the jumping off point, the town of Kawthuang, were not clear when we arrived at the Thai frontier. To be fair, everyone was helpful and finding a boat (yes this is a by sea entry point) to take us across on the 30 minute ride to Myanmar was easy. After some bargaining with eager drivers, it cost us about $7 to get ourselves and bikes across. When arriving in Kawthuang  remember to report to immigration at the dock. We forgot to do this for 5 hours and only remembered when sipping beers after we had ridden right out of town to Pulo Tonton island, a good place to go as an out-and-back day ride if you want to experience the diverse culture of this part of the country. Thankfully the immigration process when we arrived back in to Kawthuang town was simple and involves no more payment.

I have mixed feelings about the town.  It sure is different to Thailand; Intermittent power, Indian/Malay food and spices, ludicrously cheap drinks ($2 for a litre of Rum). Overall I think the change of environment and atmosphere broke up our Thai ride perfectly. However, we sure were glad to get back to 7-eleven and Cafe Amazon land, with a fresh 30 day stamp in our passports.

We chose Life Seeing Tours for the islands. They were fine. I think there must be some tacit collusion on pricing between operators. Many service the wealthier tourists staying at the Victoria Cliff Resort and pick up from there and Kawthuang’s main pier.

Follow our journey around the world on www.pedalgogy.net or on Facebook.

More videos on our You Tube Channel.

Education Project: Back to School – Briefly

Follow our bicycle journey around the world at www.pedalgogy.net or on Facebook.

One of our aims while cycling around the world is to visit schools along the way and to engage students in workshops in order to develop our educational project: www.tedweb.org.

 

We had the pleasure of visiting Tara Pattana International School in Pattaya, Thailand, a couple of weeks ago to do just that. I have to admit, I was a little nervous. We have been out of the classroom for 9 months and running a workshop is very different to teaching your own class in familiar surroundings.

We needn’t have worried though. We cycled through the school gates and made our way to the office where there was a big welcome sign for us! The school had also arranged their own teddies on bicycles at the front of the stage so we felt right at home. It turned out that the school was holding a Bike Day the following weekend (similar to the Cylothon we organised at a previous school) so the timing of our visit was great.

We set up our tent and props, familiarised ourselves with the tech and prepared to share our journey with the whole elementary school in a presentation. Matthew teaches secondary while I work in elementary so it was a new challenge for us to present as a team. Matthew took on the role of on-stage presenter while I wandered amongst the children, encouraging interaction and questions.  We showed photos and videos, played guessing games, had the students try some of our gear and answered questions. In our excitement, we ended up rambling on for quite a long time (probably a bit too long) but the students were kind to us and listened attentively. We were surprised and delighted to receive very useful gifts of caps and water bottles.

After the presentation, two classes stayed behind for the workshop. They shared stories that ranged from historical accounts of battles to local folktales, favorite foods, family moments, unicorn adventures and more. We enjoyed chatting with the students so much that we slightly lost track of time and had to rush to photograph the students and their stories for uploading to our growing online library before they went off for lunch.

Just before home time, the students gathered once more to be awarded the badges they had earned during the workshop. We had group photos, said our goodbyes, packed up our bikes…. and then it started lashing rain. The children kept us entertained while we waited for a break in the weather with LOTS of questions and some good advice too. One girl told us about a particular doll that she thought we would really like and where to buy it. Another boy asked how old I was when I learned to cycle (7 but then had to learn again at 24 after more than a decade without a bike).

The rain eased off and we made a break for it – until we were stopped by the very friendly member of the school community for a coffee and chat at the school cafe. We hadn’t been to a school with a cafe before but it seemed like a great idea. Parents could socialise while waiting to pick up their children and teachers could come find them there if they needed a quick chat.

After one last photo to remember our visit we cycled back to our hotel and prepared to head south the next day.

 

I realised that evening that you can take a teacher out of the IB but you can’t take the IB out of a teacher. How do I know this? Because the first thing I did back at the hotel was to open up a memo on my phone and write down what went well and what could be improved for next time. Without realising it, I had written…. A REFLECTION!

Click here to read the stories we gathered at Tara Pattana International School along with many others.

Videos of our adventures can be found on our YouTube channel.

Biking Stuff: Three Most Memorable Experiences in Cambodia

Follow our bicycle journey around the world at www.pedalgogy.net or on Facebook.

Cambodia is a relatively small country with surprising variety – from the unpopulated, rural northeast to the more touristy beaches of the south coast. Our bicycle touring journey took us from Stung Treng at the northern border with Laos, south-east to Ho-Chi Minh in Vietnam and then west to Cambodia again (Ha Tien border) before cycling the coast all the way to Thailand through the border at Koh Kong. Click here for interactive maps of our Cambodia and Vietnam routes.

Here is a summary of our three most memorable experiences in Cambodia:

1.  Rural Adventure

If you enjoy getting off the beaten track, then I highly recommend trying the Mekong Discovery Trail. We took this route on a whim as an alternative to the busy highway and can honestly say that in the 7000km we have cycled so far, this trail has been our biggest adventure. It’s also a great chance to visit some rural villages which don’t see as many tourists and to interact with friendly Cambodian people. The trail starts in Stung Treng on a wide, unsealed but easy to ride path through small villages with cute children shouting hello. Next, you’ll need to use your negotiation skills to arrange boat crossings to first, a smaller and more populated island (Koh Preah) and then to a much bigger and wilder island in the Mekong (Koh Rougniv). On this island, you will push through deep sand, do battle with overgrown forests and have the occasional encounter with water buffalo, Click herefor a detailed description of this trail along with helpful tips and photos. We did this trail by bike but it could possibly be done by an intrepid hiker who is prepared to be self-sufficient and carry all camping gear and food. Now that I think about it, with the amount of walking we ended up doing when we couldn’t ride the bikes through the sand, it’s probably just as fast done on foot. Well, not really… but that’s how it felt.

2. Paradise Beaches

When people heard that we were heading towards the coast of Cambodia, they kept telling us we to “get yourselves to Otres. It’s a great place to chill out.” Well, we did get ourselves to Otres. When we made the turn off from the main road and cycled down towards the beach, we were feeling a bit dubious about it – lots of new construction sites, heavy trucks on the road and a lot of rubbish. To be honest, we were really unimpressed. We were even less impressed when we got to the village and saw the Costa-Del-Sol-style premier league bars and pizza places. But once we crossed the road and pushed our bikes onto the beach, we got what everyone was raving about. A long, quiet stretch of white sandy beach with crystal clear shallow water. We didn’t waste a minute, quickly finding a nearby tree to rest our bikes against. I clumsily got into my bikini while Matthew just ran straight in with his bike shorts. Brilliant reward after 6 months of cycling towards the sea. We stayed in Vacation Bungalows at the end of a cul-de-sac in the village, a short walk to the beach where there are loads of cool bars and restaurants to chill out in. Our favourite was Mom’s Kitchen on the Beach for pure relaxation of Papa Pippo for a great pizza (even though I just complained about all the pizza places a few sentences before).

Now, this beach was stunning, but it pales in comparison to what we were about to see when we went for a mini holiday on Koh Rong.  We decided not to take our bikes to the island because it is hilly with only one bad road and most of the beaches and resorts are accessed by boat. We left a pile of laundry to be done at our hotel, ready to pick up on our return and the owners kindly allowed us to lock our bikes and extra baggage there too. Our ferry and pick-up to get to the ferry was arranged from the bungalow too. It always feels strange to have somebody else organising your transport when you are so used to just getting on the bike and going when you are ready. Ferry was fine but  it turned out that they’ve stopped using the pier at Sok San so we had to get a pick up truck to drive us all the way across the island to our resort. It was a bit bumpy and dusty but fine in the end. When we walked down through the resort and onto the beach, I knew I had made it to paradise. Almost nobody else in sight on the long beach and the bluest, warmest, clearest water I have ever seen. I alternated between giddy excitement and blissful relaxation for 48 hours, rarely leaving the beach. We stayed in Coconut Blvd which has rooms for about 40 dollars including breakfast. It was clean, with a fan and a decent bathroom. Good food in the restaurant and nice smoothies and drinks at the beach bar. Free use of kayaks and snorkels. It was hard to leave here but after 4 rest days we were actually starting to miss the bikes and were looking forward to a new adventure on the road to Thailand.

3. Eco-tourism Community

The Chi Phat eco-tourism village is a 17km detour from the main Sihanoukville (or Phnom Penh) to Koh Kong road. This is one of the few eco-communities we’ve seen that honestly seem to be making an effort to protect the ecosystems and environment around them. We only spent one night there but in that short time we swam in a waterfall, lounged in its lower pools, watched chipmunks in the trees while having a shower (we were showering, not the chipmunks) and ate delicious food. We cycled the 17km from the main road on a sandy but fun road suitable for bikes and cars. You can also access the village by hiring a motorbike taxi or boat from Andoung Teuk village. There are homestays everywhere in this village and the names are fantastic: Laced Woodpecker Homestay, Marbled Cat Guesthouse, Crab-eating Macaque Guesthouse, Purple Sunbird Homestay to name but a few. We stayed in Sunbear Bungalows with mosquito net, fan and a bathroom for about 15 dollars. We had to check in at the tourist centre to be registered first. Electricity is limited in this village. It comes on in the morning for a few hours and again in the evening for a few hours. But by chance, we arrived on Saturday and found out that they had electricity all day. There is wifi at the tourist centre and at Cardamom Cottages. The restaurant at Cardamom Cottages does an excellent breakfast of fried eggs, pancakes with chocolate sauce (Hersheys!), fruit and coffee for $2,50 per person.

In Summary

The beaches definitely stood out the most for me after having lived in a double landlocked country for 3 years and then cycling another 6 months without seeing the sea. I had built up huge expectations in my head over the years and these beaches absolutely lived up to every one. Also, if you are slightly antisocial like me and you like a beach with hardly anyone else on it – Koh Rong’s Long Beach is perfect.

I’d also recommend the route we took in Cambodia for bike touring beginners or anyone who doesn’t enjoy going up mountains (like myself). It was almost completely flat in the east coming down from Laos and just a hilly 100km or so before Koh Kong. It was very manageable and perfect for getting our bike fitness back after a month off for Christmas.

I don’t think we appreciated it enough while we were there but, looking back now, I really enjoyed my short time in Cambodia (2 weeks) and would definitely go back again.

Hope this gives you some ideas for planning your own Cambodian adventure. Click here for interactive maps of our Cambodia and Vietnam routes.

Comment below and tell us which experience intrigues you the most. Rural Adventure, Paradise Beaches or Eco-tourism Community?

Videos of our adventures can be found on our YouTube channel.

What is Pedalgogy?

Pedalgogy

Hello! We are Matthew and Niamh, two new bloggers for TIE.

Bicycle touring
Photo Credit: Erik Peterson Photography

Working hard in international schools definitely has its rewards. We are spending our savings on a life-long dream of combining a bicycle ride around the world with an education project. We are enjoying the daily physical challenge of pedalling across all kinds of terrain in all types of weather while raising awareness of Prader Willi Syndrome. The people that we meet and cultures that we learn about along the way give further meaning to this endeavour. Our desire to travel was fuelled by a shared interest in global citizenship. We have previously run a Global Citizens after-school club which enabled us to build the foundations of a story sharing website for children around the world. Our hope is to visit schools along our route to gather more stories and transform this website into a valuable, interactive resource for teachers. Lots more detail can be found at www.pedalgogy.net and www.tedweb.org.Ted Web

We will be blogging about a range of topics including:

1. Tales from the Road

2. Education Project

3. An Economists Take

4. Selected Ramblings

5. Beautiful Places and Moments

6. Lovely Mapping

7. Biking Stuff

8. Hacks and Recipes

9. The Reasons

Bicycle touring

Follow us on our Facebook page: Pedalgogy

Videos from our bicycle travels can be found on our YouTube channel: https://www.youtube.com/channel/UCsG7n5CjPz3zj-muSezAWuA

Looking forward to being part of the TIE community!

2018

Photo JM
Nyon, Vaud, Switzerland.

As the first days of 2018 arrive, any reflections on last year seem to contain an uncomfortable rawness because of the events continuously populating our devices – the immediacy, brutality and complexity of a world fueled by- FakeNews?”, each one of us trying to construct a context in the “Filter Bubble” choreographed by algorithms from which we build a sense of the world we live in.

As International School educators, we straddle between the walled garden of “school” and the outside “world”. The reality is that we are surrounded by constant change and ambiguity. But there is a gap between the accelerated rate of change and our capacity to adapt to it. For some, the gap is wide. For others, the gap stays the same, and for a few, the gap is narrowing. How we interpret and engage with the gap and our own capacity to keep up influences many of our feelings and emotions. These in turn fuel the perceptions, opinions and behaviors with which we express ourselves.

International Schools have to juggle the fine line between ensuring students and parents are pleased and ensuring that they feel safe, challenged and cared for. In the unique world of International Schools, a percentage of parents come from a comfortable socio- economic environment. Often times, their education is a contributing factor to their current positions. This education provided the opportunities for their successes and their economic prosperity. Living with this becomes a strong marker in what International School parents believe their children should get from an education and an International School. This pedagogic reference point in many cases 25+ years old. The world was a very very different place then. However we try as schools to innovate, change and adapt, we do this with a level of caution and reservation. At the end of the day, the invisible mandate between parents and international schools, is “provide my child with stability, continuity, what I remember from my school days and more certainty then I have in my life today“.

As educators, we fall into a similar narrative. We have a desire for of stability, continuity, and more certainty than in the outside world we interact with. We do innovate and change in our schools, but the presence of the invisible mandate between our parents and schools influences the level by which we break the status quo.

Photo JM
St. Cergue Switzerland

Today the level of stability, continuity, and certainty that we were once used to has eroded. Uncertainty, ambiguity and volatility are an unavoidable part of the day. The complexity of this change permeates into everyone’s lives, and often not by choice.

2018, is an opportunity to embrace the world’s uncertainty, ambiguity and volatility, not as something eroding our past and challenging our present, but as an opportunity to re-frame the possibilities in front of us as a unique and rich learning journey. We have a responsibility to take this on in our roles as mentors, facilitators and educators. We bring a wisdom, resilience and care that has served us well and can continue to serve us today. Many of our students will one day be International School parents or educators who look back at their education as a point of reference for their own success. The measures will be different. We live in a world where uncertainty, ambiguity and volatility are part of our lives. We should not depend on reference points from our past to give us stability, continuity and certainty. The gap for many will still get bigger and more uncomfortable. But hopefully, in 2018, we can work to bridge that gap as well.

John Mikton @beyonddigital.org

Hiring Millenials: A Primer for Old People (Like Me)

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Aging has taken on a special significance with me in recent weeks as I witnessed the passing of two giants of my generation in David Bowie and Glen Frey. Unreal and surreal.

When I looked over the images and read the stories, I thought about the special qualities that it must have taken for the two of them to transcend their generations and resonate with subsequent years, no easy feat.

I was listening to The Eagles Greatest Hits, reminiscing and poring over a large job data bank looking for, you guessed it, Millenials. I was looking through a number of applicants through the lens of a Gen Xer but knew that their needs, abilities, and ambitions were quite different from mine.

“Seven Bridges Road” had just started when one walked in. “Sorry to interrupt you,” she said, confidently. “But can I talk to you about such and such. I’ve thought the direction of it and I’m not sure that it’s where it needs to be, etc. etc.” I put my glasses down, minimized the postings on my computer, and gave her my full attention for nine minutes. I had to. She’s a Millenial.

(Disclaimer: The definition of millenials is filled with sweeping generalizations about the cohort of people born between 1980 and 2000 such as being entitled, precocious, digitally adept, trophy kids awarded for participation, and the offspring of the first generation of helicopter parents).

My point is that a lot of them are international teachers.

Like the young teacher who came to see me, a lot of Millenials are mobile, well-travelled, social media savvy, curious, tolerant, passionate about what they do, and hungry to be involved. They were the first real “net generation,” encouraged by sometimes over-involved parents to “follow their dreams,” and didn’t seem to respect authority as much as their angst ridden Generation X counterparts (like me). They seem to have a much more optimistic “can do” outlook than me and my somewhat more sober GenXers, and their questioning authority (they’d say ‘confidence’) keeps administrators like myself on our toes.

All of which makes these people fantastic international educators.

Yes, it’s difficult to manage folks who look at us like they could do our jobs in their sleep. Yes, it’s difficult to accept that their disregard for the way things have been done can be hard to take. Yes, it’s difficult to be democratic and inclusive in the decision making process when we were all weaned on the “my way or the highway” generation of administrators. (Those would be the baby boomers).

But it’s worth it. Even though I could do a much better job of delegating and involving Millenials in the hard and complex structures of managing an international school division, it’s their ability to make the complex simple with their time tested confidence and acceptance of diversity both in style and opinion that I find very compelling. Bowie and Frey transcended their generation and their industries because they understood this. They made the necessary adjustments to stay relevant, and weren’t focused on convention as much as resonance. That type of thinking motivates me.

I’ve written about it before and I’ll write it again that it’s not so much the alignment of what’s happening inside the classroom that has to change dramatically (and there’s plenty written on that topic) so much as the structures and frameworks outside of the class to enable these changes to happen that is critical.

I cannot think of a generation better equipped to handle this than the Millenials.

They’re not an easy group to manage. They have high expectations, demand results from us, have little patience for bureaucracy, and seem at times irreverent when it comes to ‘paying their dues.’ But, like the generations of kids behind them who cannot wait, their impatience and energy are critical for the innovation that we need to change the way we do business.

That doesn’t mean they can’t learn from us. There’s plenty to learn; about politics, managing people, consequence of action, expressing opinions, taking responsibility, and so on.

When the Millenial was done with her question, I opened my laptop again and said, “Now I have a question for you,” to which she was receptive. I asked how I could attract and retain more teachers like herself so that I could build a school around the future instead of the past.

“Ask us what we think and let us act on it,” she said…confidently.

Good luck GenX admin. And don’t worry, just because there’s a new kid in town doesn’t mean that you’re not relevant. You just need a little adapting to the times. It’s what made Frey and Bowie timeless.

https://www.youtube.com/watch?v=VUW_sGwMECc

The Backpack Theory

Apologies for the lengthy absence. It’s been busy in Leysin.

“How much does your life weigh?

Wow, what a question. I just watched the shipper pull away in a truck headed to Asia. All of the stuff we thought we worked for over six years, down to four cubic meters.

“The slower we move, the faster we die.”

The ‘backpack theory’ speech is one of the most thought provoking commentaries you’ll hear about mobile lifestyle choices. I take issue with it because my family and I moved slowly in a foreign culture for six years and considered it living, not dying. This portable, disposable view towards the global or mobile lifestyle is toxic for the culture of international schools.

Let’s unpack the backpack.

The theory asks us to put everything dear to us in a backpack from pictures to people, setting us up for the rhetorical conclusion that since relationships are the heaviest items, they must be the first to unload if you want to travel light. Clooney’s job in the movie is to fire people on behalf of large companies unwilling or unable to do so. He is a hatchet man with no fear, no attachments, and little regret in his line of his work. His job is, literally, to discard of the heaviest item in the backpack. Obviously, the tension in the film is to test the theory.

“Make no mistake, moving is living.”

I cannot argue with this comment. It’s true. This is what drives a lot of us in this strange business of international education. Strange because we thrive on the adventure of new horizons but value the relationships that we built at the place we are leaving. Whether we admit it or not, we are in the relationship business. How many articles have we read, after all, in which the greatest indicator of student learning is the relationship between teacher and student? The criticalness of relationships in the education business is where we diverge from being ‘up in the air.’ Although some of us believe that unloading these relationships is the best way to travel light, in reality we will inevitably cross paths with that person with whom we worked in Peru, Egypt or Dubai. Moving is living, but not at the expense of everything else.

“Some animals were meant to carry each other, to live symbiotically; star-crossed lovers, monogamous swans.
We are not swans. We are sharks.”

I have been doing some research on the differences between the notion of expat and the global professional. The expat (as we know) moves from his or her country of origin to work in an unfamiliar country. He or she gravitates toward groups of similar nationality and language, setting up patterns of behavior, food, and housing that mirror his or her country of origin. He or she may learn to appreciate some local customs, language, etc. but generally scratches only the surface, sticking to the familiar until he can move onto the next post where it starts all over again. Arguably, this is the shark. The global professional, on the other hand, has a more complicated story. He or she is more likely to be a TCK (third culture kid or adult), may speak a couple of languages, become connected in an authentic way to his or her colleagues, local culture, and most importantly, students. He or she may choose to live outside the comforts of the expat lifestyle and rather be connected in a way that does not remove his or her ability to “keep moving” but allows him or her to immerse themselves in the culture of the present, to move slowly without dying.

The international educator must resist the loyalty-free, relationship-free, move or die attitude of the shark. International schools are at their core in the relationship business. Although some of our friends at International Schools Review may argue that international schools are multi-national conglomerates that don’t care about people, they are not (for the most part). They are in the critical business of educating tomorrow’s global professionals. To do that, you have to move a bit more slowly.

It’s a tough choice we’ve made to be global professionals.
I know the backpack is heavy.
Carry it with pride.

We Teach Who We Are

One of the many facets I appreciate about the education profession is the opportunity to begin each year afresh as part of a continuous cycle of renewal. The new relationships, new challenges, and new learning and growth opportunities offered during the school year bring us another step forward towards the self-actualization aspirations we set for ourselves, both as individuals and institutions. Serving a school community in this capacity in conjunction with the corresponding privilege of working with students is indeed a wondrous and meaningful experience for all involved.

To celebrate the return to the learning process and to frame our work for the year ahead, I shared the following quote with the American School of Brasilia’s faculty and staff:

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“My friends, love is better than anger. Hope is better than fear. Optimism is better than despair. So let us be loving, hopeful, and optimistic. And we’ll change the world.” ~Jack Layton

The essential human qualities of love, hope, and optimism underscore the fundamental characteristics of what it means to be an educator, whether in the capacity of a teacher, family member, friend, or supporter. Students need role models who value deep and empowering relationships, who inspire hope for the future, and who are eternal optimists. Schools must be a place where students can achieve their potential in a safe and supportive learning environment that enables them to hope and dream.

In my humble and, albeit, biased opinion, I fully believe that the American School of Brasilia (EAB) is emblematic and embracing of Mr. Layton’s guiding principles. During the first week of school, I was reminded of how much our faculty members not only love their profession and the subject they teach, but also the deep level of care they exhibit for the wellbeing and the learning of our students. I was reminded of how much hope for the future is inspired by teachers, students, and parents, particularly through the positive energy exhibited through their relationships and mutual support. Finally, I was reminded that teaching and learning is an inherently optimistic endeavor. It is comforting to know that EAB’s faculty and staff are eternal optimists when it comes to teaching, learning, and the wondrous potential that can be achieved by all.

In his book The Courage to Teach, Parker Palmer highlights the complexities associated with teaching, which extend beyond curricula, philosophies, and teaching resources, through his statement, “[teachers] teach who they are.” If this is true, then our students are most fortunate to be members of a community filled with talented and passionate people who are, “loving, hopeful, and optimistic”, and fully committed, through education, to changing the world to make it a better place.

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Profile: I am currently working as the Head of School at the American School of Brasilia and publish a weekly blog at www.barrydequanne.com.

Image Credit: Patrick Corrigan


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Untethered

“You are so brave.”      “I can’t believe you are doing this.”      “I would never be able to do this.”

The above quotes are from my friends who are not International Educators. They are not from people who are in jobs where announcing you are resigning 6 months before you actually leave, is standard practice. (And even earlier if you are an administrator.)

But I am. And I just did. (My husband did too.)

What they all want to know is “How do I feel?”

I feel like I’m floating, untethered. I am rising away from what anchored me for the past six years. It is a great, adventurous and alive feeling. That said, it is an absolutely petrifying feeling too.

But this isn’t my first rodeo. I have performed this leap before, and it has always worked out. In fact, I used to do it as a kid when my parents would resign one job, head into the job fairs and find another. My memory? It was so Vegas, baby! They were big rollers and winners, living out there on the edge. The best part? They routinely ended up on an adventure they had never considered before.

Looking back now, I’m amazed by my parents’ mindset. The whole thing was an adventure. From recruitment to getting the job, it was all about envisioning yourself doing something different in a place you’d never heard of before. My father used to say, “We wanted to pick somewhere with an interesting name!” They believed if things didn’t work out… Ha! Of course, they would!

So, fast-forward 20+ years and here I am. Duel income, one kid, college tuition on the horizon, both of us in what might be the best and most productive years of our careers, and I’m feeling… untethered.

The recruiter in me understands why we need to have contract deadlines and even why those deadlines are getting earlier and earlier.

For one thing, it’s basic competition. Because most of our schools look for candidates who have international teaching experience, our schools end up all trying to get the same, best possible people, from the same, very small pool of applicants. This pushes us to make a move earlier and earlier. (However, Last year at the NESA Leadership Conference James Strong spoke about recruitment as a means to strengthen and improve schools. Besides the fact that we are all fishing in the same pond, Mr. Strong also pointed out that the very short timeline created by the signing deadlines worldwide might compromise our real ability to find the right fit.)

Also, and let’s be honest here, we all, recruiters and candidates alike, want to avoid the fairs. Nothing is more stressful than knowing you have to find or fill a job with the competition right there next to you. So the recruiter in me understands why we want to discover, vet, and hire people before Bangkok, Boston, or Iowa. However, doing so means we need to know what we have to hire for, so we can actually offer those jobs ahead of the fairs.

Not only do we need to know who is going, we also need to consider who already within our schools might want to move into a position, thus creating another vacancy. This all takes time. And time is what none of us has come Fall. No one wants to be or act in desperation. Recruiters are rushed to find and fill spots. Candidates (who are often teaching couples with children) are in a very difficult position because they are essentially making decisions knowing in the back of their minds- we must get a job. For some, leaving a school for the right reasons might lead them to accept a job at another school for the wrong reason- time. But who can afford to be jobless or what school can afford a vacancy for long?

Now let me switch up my headgear and pop on my candidate hat.

I do believe we are unique as an international education profession. I do not know of another profession, especially teaching in our home countries, where resigning requires you to let everyone know you are leaving many months in advance of actually going. Besides the stress it causes the people quitting jobs before they have new ones, there is the interesting conundrum of letting parents and students know your news early too. (Not to mention how our own children feel announcing to friends in October- I won’t be here next year!)

Yet, it is standard practice for those of us in this business to not only know we are leaving, but to let everyone else know too. Which forces us to discuss our plans (or lack of plans) for months. Parents, students, and other teachers all weigh in, wishing you well and often lamenting your departure. But to have that conversation with so many interested parties for months, first about why you are leaving; then around where you are going and how that might be… It really does create the longest goodbye.

For candidates, there is so much to weigh, consider and plan out and yet once you send the “This is my final year” letter you lose so much control over what will happen.

Recruiting is a unique and challenging time for all of us. Though I do wonder if it doesn’t lead to a little bit of natural selection of our ranks. Being able to live untethered might actually separate those of us cut out for this work from those that aren’t. Which is important. It is who we are.

Which is why- the week following my “big news” I’m trying to feel about it as my father once did. The man was always able to look on the bright side. Instead of worry, when he too decided not to return to a job and school for the following year, he would live in that space of pure optimism. It will all work out as it should, even if what happens is the last thing in the world you thought would happen.

I can hear him now, “Leap off the cliff with a wide, bright smile on your face because you are living a life where you really do get to go for it.”

Good luck to those of you leaping this year.

Photo credit: Nat Ireland via Flickr CC

International Study Trips: Not Your Typical Field Trip to the Zoo

My wife and I have been very fortunate to have sponsored several study trips while teaching here in Saudi Arabia.  From what I’ve been reading about back in the States, field trips there might be limited to the surrounding counties because of bussing costs, liability concerns, and safety.  However, in international teaching entire world is at your disposal if you want to take students on a study trip. Perhaps the best of all, the sponsor costs are often covered in the students’ costs, so your trip is more or less free.

Our first year here Jamie was able to sponsor a high school Habitat for Humanity trip to Kenya. During our second year, I was able to co-sponsor a trip to South Korea for my middle school students. Our third year, I took students to Prague, Czech Republic and Budapest, Hungary, while Jamie sponsored a trip to Bali, Indonesia.  Last year, I took students to Switzerland on a ski/science study trip.  Jamie has also made two trips with the Model United Nations to Istanbul, Turkey. This year, Jamie is going to Chang Mai, Thailand for another Habitat trip, and I’m going to back Switzerland skiing again.

These trips are “study” based in a variety of ways. Some are more scientific with students getting a chance to study environmental changes, avalanches, or drought conditions. Others are skills and survival based, like students being able to learn public speaking, how to ski or snorkel, or desert survival. Still others give students a chance to help others through volunteer work building homes and community centers, as well as organizing donation drives and raising money for direct donations. And other trips are designed to teach cultural awareness, like taking cooking classes across Italy, touring the Hagia Sophia, or visiting the DMZ between North and South Korea. Many trips offer a variety of activities that include a little of each goal so that students have a chance for both personal growth and personal enjoyment. This is a great chance for students to experience cultural interactions through foods, languages, clothing styles, and technology differences. And of course, no matter what the stated purpose of the trip is officially, students and teachers all have a chance for fun, team building, and excitement out of the classroom environment.

Other study trips that teachers have sponsored at both the middle and high school level have been to places like South Africa, Philippines, China, Hong Kong, Spain, UAE, Vietnam, Thailand, and various countries in Africa.  At our middle school, teachers sign up to sponsor a trip and typically take about 20 students.  The high school has a week called Week Without Walls (WOW), where a large percentage of the students sign up for trips.  The remaining students come to school and do certain activities, but not necessarily in the classroom.

The planning and paperwork that goes into a study trip is quite extensive.  Because you are taking students out of the country, it is not quite the same as taking kids to the local zoo, museum, or aquarium.  Here is a “quick” rundown of the procedure:

  1. Check with your administration about any current travel practices, procedures, and expectations.
  2. Research places that you feel would best suit your students’ needs.  After all, you will have to choose a place that students actually want to go.
  3. Go ahead and obtain a rough estimate of the flight and costs of the trip.  Some places will simply be too costly for the flight, much less the accommodations, food, and attractions.
  4. Contact a tour company that caters to educational trips.  There are several tour companies out there that will do all of the planning for you.  These can worth their weight in gold.  Many administrators and parents will want to know you are touring with a reputable company.
  5. Obtain pre-approval permission from administration. Each school will have a different process for this, so just ask your administration.
  6. Begin the recruiting process for students. This could be an assembly, flyers, or a parent night. This year, we are sending out surveys of various places for parents to choose to gauge interest level before planning too much.
  7. Begin accepting study trip applications and teacher recommendations. This is where you will have to begin to determine which students are allowed to go on the trips due to academic/behavioral issues.
  8. Finalize all of the plans along with the costs.  This is perhaps the most difficult part. You simply cannot make a mistake in calculating how much it will cost the parents. Exchange rates may change, so you will have to build in extra money for that if necessary. Costs will range widely depending on where you go and the flight cost. Typically, you can plan on budgeting for:
    • Cost of Tour (this will include activities, entrance fees, food, and lodging)
    • Flight
    • Insurance
    • Emergency Fund (Exchange rate, emergency medical, medicines, lost/stolen money)
    • Tips
    • Sponsor Cost (This is typically just the cost of your flights divided by the number of students.  Most tour companies provide the cost of sponsors at a ratio of 1:10)
    • Visas (Typically, students are responsible for their obtaining their own visas, but this may vary by school)
    • Spending Money (snacks and souvenirs)
  9. Conduct a parent night that outlines the entire trip.  This will allow time for parents to ask questions about safety, events, costs, and travel.  It is absolutely essential that you are prepared for this as parents will have questions you might have not even thought. If parents do not think you are capable, there is no way they will allow their children to go on a trip with you.
  10. Gather a deposit (25% to cover deposit of flight and tour) and develop a payment schedule.
  11. Keep parents informed of everything.  You’ll definitely want to set up an email contact list as well as create a blog/website for your trip. Here are some things  you might want to include on the blog/website:
    • Tour Itinerary (daily schedule, hotel names, attractions, food)
    • Contact Information
    • Flight Times
    • Packing List
    • Visa Information
    • Trip Costs
    • Promotional Material (flyers, websites, videos that are provided by the Tour company)
    • Important Forms/Documents
  12. Gather all important documents (These will vary based on your school, your location, and your travel destination but below are some of the major documents):
    • Study Trip Application Form
    • Copy of Students’ Passports
    • Copy of Students’ and Parents’ Residence Visa
    • Copy of Students’ Exit/Re-entry Visas and expiration date
    • Teacher Recommendations
    • Parental Permission and Liability Forms
    • Temporary Guardianship Forms
    • Emergency Medical Forms
    • Academic Policy (Because you will travel months after students sign up and pay their deposit and final payment, it might be possible students are ineligible to go due to academic/behavior concerns)
    • Copy of Health Cards/Insurance Cards
    • Copy of Travel Insurance per student
    • Create a Parent Contact List including emails and phone numbers. This will serve as the final student list.
  13. Finalize arrangements with the tour company and flight travel agent including names and information of the students attending.
  14. Finalize any formal school student study trip applications as necessary to gain final approval.
  15. Gather final payments from students in accordance with the tour company and flight travel agent’s schedule.
  16. Hold periodic student meetings to go over final plans and packing lists.
  17. Determine what the students will be responsible for concerning school work while absent.
  18. Make arrangements for students to be transported to/from the departing airport.
  19. Create assignments for students to do while on the trip. This could include daily journaling, and A-Z book, blogs, website, etc.
  20. Gather all documents in a folder to take with you.
  21. Go over any final issues/concerns with students, teachers, administrators, parents, tour company, and flight travel agent.
  22. Double check everything!
  23. Fly away for an amazing trip!

See?  Just an easy 23 steps!  If it seems like quite a bit of work, it most certainly is.  These trips can, however, be very rewarding for the students and yourself.  We’ve had students see their first snow, be away from home for the first time, be responsible for their money for the first time, learn to ski, learn to use public transportation, learn to get up on time by themselves, learn how to eat the right foods, or eat the same foods for 10 days in a row, or be sick from hunger, and learn how to make new friends with complete strangers. The students always come back with those “stories” from the trip that they continue talking about for years to come.  When I see them on campus even a few years later, they always mention some aspect of a study trip.  Sometimes, you see kids grow up right before your eyes within a week.  As with any extracurricular setting, it is nice to interact with students outside the classroom, and it is nice for them to see you in a role outside the classroom.

Again, this is not your typical field trip, but one you will certainly remember for all of your teaching years.