











4. Will you come to a bar with me, Profe?

6. You don't have tacos?!the inexhaustible variety of life












4. Will you come to a bar with me, Profe?

6. You don't have tacos?!This weekend I went hiking. I traveled by bus for about 1 ½ hours to a beautiful place called Rio Clarillo. It was nice getting some exercise, breathing clean air and spending some time in nature.



Last weekend I went to Vina del Mar/Valpariso so that I could escape the city and go to the beach.


Last Thursday, Kathryn and Elizabeth came over and we cooked our first real meal. While waiting we drank wine and ate bread with olive oil, salt, tomatoes and cheese. For the main course, we made bowtie pasta and pasta sauce that consisted of ground turkey, tomato sauce, olive oil, diced garlic, onions, bell peppers, salt and pepper. We had asparagus on the side so that we could pretend we were being healthy.

I’m teaching 6 classes that meet twice a week at a school that is similar to a community college. One of my classes is filled with older administrators from my school, who want to learn English. The first day I taught the administrators, an older man walked in and asked me in Spanish “are you the teacher?” because I look just like the students. I’m honored to teach a group of people that really want to learn English, but it’s a little (okay very) intimidating.
I have 4 basic English classes and 1 intermediate class. My students’ level of English varies greatly. My schedule is not consistent: just because a class is on Monday at 1 pm doesn’t mean it will be in the same classroom at 1 on Wednesday. My schedule has lots of gaps and doesn’t really have a pattern. Some days I come home for lunch and other days I wander around the mall contemplating life.
I take my job very seriously, because I genuinely want my students to learn English, even if their culture discourages speaking English. I hope that I am able to reach individual students so that I can help the country a tiny bit. Even though the school is disorganized and I’m always confused about something, I absolutely love teaching.
To start my day, I usually make coffee in the morning, listen to music and procrastinate; then I run around like a mad woman so that I can prepare for my classes. The people at Starbucks already know my drink; I'm pathetic but don't care. Every single day, I listen to music before class and try to get pumped up. I reach into my core for energy. When I walk into my classes, I am energetic, enthusiastic and smiling. I may not always be as prepared as I would like, but I sure do know how to “fake it until I make it.” I’ve noticed that my energy and enthusiasm spreads to my students. At the end of class, I usually feel extremely happy. When I walk into the room, I not only leave all of my troubles at the door but I also project as much confidence as I can… so that they don’t realize I have no idea what’s going on . Unfortunately, they realize that I'm not as informed as a normal teacher; I know because they are constantly lying to me about various things. They say that we should leave Spanish at the door, but I’ve found that to be nearly impossible! I had a student ask me how to say “hola” in English. Additionally, I made a student cry, because I was speaking too much English. I use Spanish when I think it’s necessary. I’m learning Spanish, while they learn English.
The students usually make small talk with me before and/or after class. They have so many questions to ask about this crazy gringa! I'm pretty sure most of their opinions about gringos have come from MTV and that might be why they like to talk about drinking all the time. When I talk about things I’m going to do outside of class, they usually ask me if I’m going alone. I can’t tell if they are trying to befriend me and/ or if they are worried that I have no friends. They usually get really excited when I see them outside of class and vice versa. I really want to be friends with a handful of my students, but I have to wait until I’m no longer their teacher. I have tons of fun with my young, funny students, who I often call by the wrong names. I have A LOT of room for growth as a teacher, and I hope things become more clear and easy with time.
Next weekend is lollapalooza, and I’m stoked!
**Disclaimer, the observations I make are neither good nor bad.
Wikipedia explains this cultural difference very well:
In low context cultures, such as the United States ... much more is explained through words or verbalization, instead of the context. In contrast, in a high context culture many more things are left unsaid, and it is expected that they are implicitly understood; in effect, the culture itself explains them, leaving outsiders at much more of a loss.
3. Nearly every time I go to the supermarket (lider) that happens to be owned by Walmart, I get confused. The cashiers talk super-fast, and I swear they mumble. The first time, they asked if I was part of club leader and then asked if I wanted to make a donation. I was confused so I smiled and moved my head in a circle. The second time, I tried to buy a coke and apparently the bottle was reusable and could be taken to a place for a ticket? The third time, I tried to use my credit card like in the past and the lady insisted I use a pin pass? Oh and lastly, I didn’t know the people, who bag our groceries, work for tips. That explains the fanny packs.
"It is those who are successful, in other words, who are most likely to be given the kinds of special opportunities that lead to further success. It's the rich who get the biggest tax breaks. It's the best students who get the best teaching and most attention. And it's the biggest nine- and ten-year-olds who get the most coaching and practice. Success is the result of what sociologists like to call 'accumulative advantage'" (30). -Malcom Gladwell
It is ludicrous to equate poverty to rampant vices and a life that lacks values. It is ludicrous to blame (or praise the individual) without taking into account circumstances. For example, in Texas housing taxes are lower in poorer neighborhoods than in more affluent areas (because their houses are appraised at less) and since the city collects less money, their public schools receive less money. So their quality of education and consequently number of opportunities is less than equal to richer areas.
Disadvantages are further increased for people in less affluent parts of society, because they are often splitting time between a job that is necessary to survive and time for honing a valuable skill. To contrast,
"…America's richest 1% of households own more than half the nation's stocks and control more wealth ($16 trillion) than the bottom 90%" (Geroge F. Will). Obviously, those born into America's super rich are more likely to succeed! And not because of their individual efforts but because they have access to the highest quality of education, the best tutors, superior technology and more expendable amounts of money for other resources. They are more likely to meet other influential people, who control wealth and business, that can provide even more opportunities to success.
Ability, dedication and hard work are determining factors in survival and success rates. However, in a social context where they are ubiquitous qualities, success also has to be based on the profound effects of surroundings (culture, background, social networks, etc.) , luck of avoidance (natural disasters, car crashes, etc,) and small but open doors of opportunity that were happened upon.
It isn't hard to think of reasons why our society has decided to directly link success to an individual's hard work and abilities. If we (those who compose our society) believe in the idea that working hard will lead to success, then we will be more driven and our society will have a better chance at competing in a global market. The idea is one that can provide endless hope to the masses. And of course, those who reach success want the ego stroke of being individually accredited so that the hard work they did wasn't in vain.