Showing posts with label English as a Second Language. Show all posts
Showing posts with label English as a Second Language. Show all posts

Thursday, May 8, 2014

Ode to Wal-Mart

It’s a curious matter—for the last two days, I have had waking dreams in which I was back working at Wal-Mart. OK—that’s explicable: after you have spent seven years of immersion therapy, you don’t come out of it unchanged.
Immersion because, physically, the building swallowed you up. True, it was capable of holding 600 workers, or so, plus providing a cafeteria and a huge auditorium, but it only had five or six windows, all of which were in the cafeteria. But so photophobic were we—note that pronoun there—that we kept them covered with translucent hurricane shutters, no matter what time of the year, or what chance there could be of a hurricane.
It was more than that. There was never a meeting in which the corporate “culture” wasn’t trotted out, but it was a culture honored in word only. Don’t think, however, that there wasn’t a true culture operating—one very much against the official, expressed culture. It wasn’t about doing your work or producing something, it was about going along with the herd, sending defensive emails, printing them, and then producing them, if anyone attacking the herd happened to single you out for the kill.
You ran, ideally, as much inside the herd as possible, since obviously the people on the outside, or—God forbid—the stragglers behind, were the logical victims to be picked off. And it was also true—you didn’t want to be out front. So that meant never, ever thinking outside the box, no matter how often it was urged on you.
This was a lesson lost on me. At one point in some meeting, the quality assurance lady gave a talk in which she stressed that fruits and vegetables must be rigorously kept away from meats, with their potentially leaking cellophane packages. All of that dripping blood, you see, is a perfect medium….
‘So why do we have the shopping carts that we do?’ I was thinking.
“You see, we have the basket on the right side of the cart in red, with pictures of meat cuts and chicken and so on—so that we don’t have to translate into Chinese or Korean or whatever for our foreign markets. And on the left side, we have a green basket, with pictures of bananas and apples and oranges. See? We’ll be an industry leader! We’ll save countless lives! We’ll reduce the number of food poisoning incidents by 333%!”
“We’ll see, Marc….”
That was five years ago, and if you go, as I did last week, into Wal-Mart today? The same stupid carts from the 1950’s, in which fruit and vegetables and meats can fornicate as much as we people ever did in the sixties.
Even after two-and-a-half years away from it, I still think of it, occasionally, and that makes sense to me. But here’s my question—why was it that yesterday, I dreamed of being chased down, and told that there was an important meeting, an urgent meeting, a mandatory meeting, at which everybody but guess-who was? And when I got to the meeting? The topic was poetry.
Yes, poetry. And the good Human Resources ladies (my apologies to the other three men in department) had done their best, which…
…wasn’t very good.
One speaker was awful, in fact. She was cowering behind a PowerPoint presentation with mutilated, hideous slides that were unreadable and anyway swung about unpredictably. Oh, and the speaker was mumbling into the microphone and painfully nervous.
This morning’s dream?
Elizabeth, the woman who first hired me, has told me to go to Sam’s Club, where I am to teach math. OK—do that, leave for lunch, get back, start to grade the tests that I have given. Except that—being math—I have no idea what answer is right. Elizabeth reappears and tells me that she’s sure I’ll have some pertinent remarks about poetry.
I protest—I know nothing about poetry. “Certainly, you do,” she returns. At this point I wake up.
I wake up wondering—has Wal-Mart decided to do to poetry what they did to the grocery business, which was to trample it? Or am I to write poems about Wal-Mart?
Confession: I have just made the attempt, and there isn’t much there.
It was a time in my life when the poetic impulse, or any creative impulse, was thoroughly squelched. Except that, in a curious way, it wasn’t. I am perhaps the only person you’ll ever meet who designed and created an office-wide ESL website in PowerPoint, complete with narrated lessons, quizzes, games. I devised a word-of-the-day scheme that I remember, even now, as being quite beautiful. And then, of course, there were all those batty but good ideas—like the new and improved shopping cart—that somehow never got anywhere.
I am the person least suited to corporate America, and after I got used to that realization, I then realized: the ax would fall when it would fall, so really, there wasn’t much sense worrying about it. I could have tried harder, I suppose: tried to fit in more, gone to more meetings, learned to love the box. But why bother?
Fear and lethargy
Walked hand in hand down
The grey-clad aisle,

Past the cubicles where
Bamboo shoots pointed up
To the florescent lights,

Where workers slouched
Eyes glazed, minds numbed
Their hands caressing the mouse…

And Crest snuggled, in
Three thousand stores,
Six inches to the left of
The Colgate, though in fact

The two had hated each other for years,
Despite their wives having gone to
School together….

And their kids?
After never having spoken,
They developed a strange

Taste for dope,
Which could be satisfied,
After hours

Underneath the gondola,
That metal rack that sails
Down the aisles of

Big box stores,
Propelled by mustachioed black-haired
Blue and white striped burly

Consumers, ardent, burning           
Maddened to sample the new
16-ounce Crest—24 hour cavity protection!

O Sole Mio, sing the packages,
And the waves recede,
All passion spent.
Right! Did it!

Monday, May 20, 2013

On Teaching

For over twenty years I’ve been doing something with no real idea of how I’m doing it, or how it should be done.

Apparently, I do it well, however I do it. Well enough to work 13 years at a language school, well enough to convince Wal-Mart Puerto Rico that it should hire me as a full-time teacher. And well enough that old students, when I come across them, greet me with affection, and tell me they only learned English from me.

For years I felt like an impostor—if they knew that I knew absolutely nothing about what I was doing, they’d have to kick me out, right? And shouldn’t I go to school, since I was pretending to be a teacher, and figure out the right way to do it? How to confess—I have no idea what a lesson plan is, or how to conduct group activities, or how to assess a student’s progress, or lack thereof.

I had vague theories, of course. Nobody learns in a boring classroom. If I’m talking, the students aren't learning. I don’t teach, I observe learning. The teacher makes an environment in which learning can occur.

The above four statements are about all I know about what I do. But it appears that I may be faring slightly better than the men and women who know what they’re doing. Less than10% of Puerto Ricans, The New Day reported yesterday, are fluent in English, despite having twelve years of instruction in the subject.

Say what?

Twelve years is a lot of time. We’re talking, I presume, of an hour-long class five times a week, forty weeks a year for twelve years. That’s 2400 hours of instruction. Could I get a group of kids fluent in English in that time?

I think so.

And the crazy thing, as I read the article yesterday, is that the public school system in Puerto Rico isn’t doing the one thing that I would do, were I in any position to do it. It’s so simple—you want to get out of high school? Then sit down and talk to me in English for half an hour.

That kind of stuff was my metric—could a student go to Bentonville? Could he pick up the phone and talk to a supplier in the States? Wal-Mart made a big deal about “coaching by walking around”—it was abbreviated CBWA. Mine was TBWA—the T being “teaching.” And nothing was more exciting than hearing a student stammer his or her way through a business call in English.

Well, I began wondering about all this last week, when I saw a brief clip of a teacher explaining contractions to a group of students in a summer baseball camp. The teacher is at the board, she is explaining that she takes out the letter “o” and replaces it with an apostrophe.

As a teacher / non-teacher, that made no sense to me. I began to wonder—how would I get that concept across? And that, of course, made me remember the time I taught a seven-year old nephew about negative numbers.

We were in the restaurant Macaroni and Grill, which has good food and terrible service. Fortunately, however, they have paper on the table and crayons. So I began drawing the one thing I can draw, and then, to amuse myself, instructing Luis Enrique about negative numbers. Which happened quite naturally—he had asked me what six minus two was.

OK—it was a test; he had thrown down the gauntlet. Luis Enrique to this day is unconvinced of my general intelligence, and he may well be right. But if a kid asks a question—actually, if any student asks a question—you grab it and run.

Nor was it my intention to get into the negative numbers thing, since I am a complete math idiot. But in seconds we were challenging each other—I replied that 6-2 was 4, now what’s 6-3? He got that and asked me 6-4? And so we got to the question—what was 6-7?

Luis Enrique was stumped. Was it zero? Was 6-7 even possible? I said it was, he was unconvinced.

Without thinking, I drew the famous line with the two little arrows in opposing direction and marked and marked from 0 to 6. And left, of course, plenty of space to the left of 0. And then we repeated the whole thing—what was Luis Enrique doing when he subtracted 6-2? He put his little finger on the number 6, and counted two numbers down to 4. We got to 6-6 with no problem. Then the question became: what to do about 6-7? Instinctively, I grabbed the crayon and marked in the vertical slash for -1.

I didn’t, of course, tell him the number. We had a discussion—what should it be called? When I finally did tell him the name of the number, he got quite easily the hang of it. Which meant that we could tweak it—if he could subtract into the negative numbers, could he add out of them? And then could he do multiplication or division?

In the time it took Macaroni and Grill to cook a pizza, I had Luis Enrique dividing -4 by-2; that’s something that I could barely do, I was learning the stuff as fast as I was teaching it.

Granted, I could do it with one kid—could I do it with 30? That’s a tall order. But rereading Malcolm Gladwell’s essay “Most Likely to Succeed” this morning was revealing: there is absolutely no way of knowing who a good teacher will be until they have taught for three or four years. And the only thing that has been shown to make a difference, academically, to a kid? The quality of the teacher. A good teacher can teach a year and a half of material in one year. 

So Gladwell argues that we should forget about requiring master’s degrees or incorporating technology or lowering class size. Anybody with a pulse and a college degree should be able to teach. Then, we track the teachers and isolate the ones who are great, and these we pay A LOT of money. We can the ones that don’t make the grade.

All of this, of course, will be met with howls from teachers, teacher unions, educational authorities, parents (possibly).

But tell me—does anybody have a better idea?