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Exchange Stories written by Program Alumni and Host Schools
U.S. Teachers Abroad | International Teachers in U.S. | Taking Children on Exchange
Administrator Exchanges | Short Term Exchange Stories | Host School Experiences
The Fulbright Experience
By Jessica Kosco
Crescent Springs, KY
*The writer took part in a short-term thematic exchange program between school districts in the United States and the United Kingdom
United Kingdom, June 2006
The English poet William Wordsworth once said, ""Earth has not anything to show more fair," but it still does not do London justice. William Wordsworth never had the opportunity to experience the Fulbright program. If he had, he would have met some of the most intelligent, compassionate people in the world.
During my Fulbright exchange in London, I learned more about education than any book or college class could have provided me. The Fulbright exchange encouraged me to try various teaching techniques that I observed in London's schools. Most importantly, the Fulbright experience reaffirmed my passion for life-long learning. I want to learn more about the world, equity in education, and what it means to be a phenomenal teacher.
The Fulbright program inspired me to expand my knowledge, to be a better teacher, and to live life to its fullest. The people I met taught me the words William Wordsworth might have said about London if he had experienced the Fulbright exchange,
"We have within ourselves Enough to fill the present day with joy, And overspread the future years with hope."For me, each day of my trip was filled with joy because every school I visited and every person I met believed in the value of human mind and the power of the human heart.
* For participants interested in group school-to-school or district-to-district exchange, please inquire about the Teachers International Professional Development Program (TIPD), which allows educators in the United States and the United Kingdom to share best practices through observational study of a short-term nature. Contact: Robert_Harrison@grad.usda.gov.
Moroccan Impressions
By Dr. Linda Barton
State College, PA
Morocco, October 6–November 19, 2005
I have wanted to participate in a Fulbright exchange for as long as I can remember, but never really thought I would qualify for one. Nonetheless, when I saw the opportunity for ESL teachers to go on a six-week exchange to Morocco — a place I've always wanted to explore — I thought I would give it a shot...
...My adventures early during the exchange included my first excursions into the classrooms of Ksar Lekbir. I was an observer and guest at the Primary School and observer and guest speaker at the Secondary School. The students are absolutely amazing, especially considering the fact that the courses are overloaded, classrooms are in disrepair, and electricity is non-existent in some rooms.
I am very impressed with the students at the high school. All are over 15 years old (up to 20) and so are not obliged to be in school. They seem studious, enthusiastic, very mannerly, and industrious. Even the classes of fifty have many students eagerly calling out, "Teacher, teacher," hoping to be called on for an answer. It seems a constant strain for the teacher to be "shushing" all the murmurs in a class of 50, but in general, classroom control is not an issue.
I was able to observe in an elementary school, Ecole Massira, where Manal, my exchange partner Mohammed's daughter, attends. I was absolutely amazed by the workmanship, penmanship and detail of a third-graders' copybook today and even more surprised to pick up a half dozen more copybooks and find the same. The standards for the French teacher (foreign language is started in second grade) must be very high. What teacher wouldn't be impressed with a third grade class of forty who all stand upon seeing a stranger enter the classroom! And then sit attentively and wait while the teacher talks with the visitor! Ditto second grade (25) and first grade (40). I definitely had a captive audience.
High school students in one class were so happy to see an American that they asked for my autograph and address and some insisted that I write "To . . ." whatever their names, in signing the book. Do you think they mistakenly thought I was someone famous?...
...In truth, I am quite impressed with Mohammed. In the American system of education where teachers are encouraged to be creative, I don't think I have ever witnessed a teacher actually teaching from a student workbook. There are some programs in ESL that use student books and contrived dialogues, but I've never used them, nor have I ever seen much value in them, but Mohammed's teaching has made me rethink this approach. He's actually very animated and is able to make the most mundane topic seem interesting. He usually uses the topic of the day as a springboard for at least a little discussion and connects the content — immigration, family, or whatever — to the students' lives or his. He definitely has captivated his students and while I'm feeling he's so bright and enthusiastic, as well as visionary, that he should be in some position where he can bring about some change, I would hate to see him leave the classroom. He accomplishes a lot in 45 minutes (shortened classes due to the Ramadan schedule) without benefit of anything but a teacher's edition of the student workbook and a few bits of chalk that he carries in a small plastic bag from one classroom to another. Teachers do not have their own rooms and classrooms have no equipment...
...Blackboards (which are more like a pressed board painted black) have holes in them; and the overhead pool-hall type lights hanging from ceilings that are at least twelve feet high, each hold one incandescent bulb. Many light fixtures are without bulbs, and in any case, there is often no electricity or even an outlet in the room. This is okay, I guess, on a bright day, but I imagine that on a dark rainy day it might be problematic since some classrooms do not benefit from the few small rather dirty windows which are usually placed close to the ceiling. There is no janitorial service and students are not trained to be responsible for their own mess. Some students even told me that they sometimes need umbrellas in a certain classroom when it rains or else class has to be cancelled.
The workbooks most students share (one per table) are a publisher's dream as they don't encourage teachers to make any of their own materials and the teacher follows the text workbook just as it is laid out...
...I'm amazed at how well the students manage the language with such an approach, but then I'm amazed at most Moroccans who move smoothly from Arabic or Berber to French and back again without missing a beat. Code switching seems as natural as breathing for these multilingual wonders...
...As sad as I was in leaving Morocco after my six-week exchange, it was, of course, good to return, and the timing could not have been more appropriate in that it was Thanksgiving week. I have a lot to be thankful for: a supportive and wonderful family, great colleagues, and a school district which realizes the value of my Fulbright opportunity; and as much as anything, a six-week learning experience more profound than anything I've ever done before...
...Was it worth it? Absolutely!