Beginning of the end...and a new beginning

English in italics

Samedi je suis retournée à JF, une des écoles ou j’ai travaillé, pour la fête de l’école pour la fin de l’année scolaire. C’était vraiment un plaisir d’être là. Au lieu de stress, j’ai ressenti un bonheur de voir les élèves et bien sûr l’excellent équipe des enseignants. Et les enfants, au lieu d’être petits monstres, étaient mignons.

On Saturday I returned to JF, one of my schools, for the end of the year festival. It was truly a pleasure to be there. Instead of stress, I felt happy to see the kids and of course the wonderful team of teachers. And the kids, instead of being little monsters, were cute.

Les enfants ont chanté et puis il y a eu des stands des jeux. J’ai bandé les yeux aux enfants et les ai fait tourner au stand de La Queue de l’Âne avec Patricia.

The kids sang and then there were games. I blindfolded kids and spun them around at the Pin the Tail on the Donkey stand with Patricia.

Parmi les chansons était « Hello, Goodbye, » une chanson que je les ai appris. Malheureusement, je suis complètement bête et j’ai supprimé la vidéo. En regardant mes photos sur l’écran de mon appareil photo, je pensais que c’était une photo floue.

One of the songs was “Hello, Goodbye,” a song I had taught them. Sadly, I’m a complete idiot and I deleted the video. While looking through my pictures on my camera, I thought it was a blurry picture.

Par contre, j’ai conservé heureusement la vidéo d’une très jolie chanson que j’ai entendue pour la première fois. C’est « Toi Plus Moi » de Grégoire. J’étais instantanément fan.

However, I luckily didn’t delete the video of a beautiful song I heard for the first time. It’s “Toi Plus Moi” by Grégoire. I was immediately a fan.

Merci, les enfants, de m’avoir présenté cette chanson. Vous chantez bien !

Thanks kids for introducing me to this song! And you sang beautifully!

Et voilà la vidéo de Grégoire. C’est tout simplement une chanson optimiste et joyeuse, parfaite pour le début des grandes vacances et encourageant pour mon avenir un peu pas sûr.

And here is Grégoire’s video. It’s just simply a happy and optimistic song, perfect for the beginning of summer vacation and encouraging for my less than certain future.

Les Paroles/ The Lyrics (English translation not as good as the original, of course)

Satisfaction of a job well DONE

Last Thursday was my last day teaching in my schools. And I was, sadly, just relieved. Even though I knew from the start that teaching small children wasn’t my truc, not my thing, I had hoped to like it a little. I mean, I was very lucky to have the wonderful and welcoming team at JF. I made some friends and had a great time talking to some of them. PA/B is just a different story (a few good experiences would be the exception to the indifference I felt there).

I don’t hate children. I don’t. I hate children when they outnumber me 15 to 1. I know that “real” teachers (who I respect oh so much) have classrooms of 20 or 30 all day, every day. But there’s one small difference that I’ve been trying to keep in teachers’ minds since day one: I am not a teacher. I’m not certified and I had 4 days of training. I’m an assistant.

Even though the assistantship program is quite old, nobody seems to be used to the idea. The principle is that uncertified Anglophones can come to France to teach French children or teens to expose them to the right accent and to share our culture. The uncertified part isn’t supposed to be a problem (at least for 7-month assistants) because in theory, we’re either supposed to be with the whole class with the teacher, or take small groups. I never looked it up, but I’m not so sure that 17 counts as a small group.

Yet, I sympathize. I’m sure how else it would have worked, since only one or two teachers in the school are qualified to give their own English lessons.

So, I was the Prof d’anglais in one school, and spread thinner than a crêpe at the other. I went to 13 classes a week, but didn’t see the same kids every week. So, I “taught” English to total of more than 300 kids. Remembering names was a nightmare and connecting with the kids was downright impossible.

Before starting this job, I talked to my teacher friend Heather about my worries. Number one was discipline. I was afraid of the kids walking all over me. And I was right. They didn’t see me as their teacher. So, I had to yell. Despite some mistakes, I’ve learned to lecture in French. As my sister-in-law elegantly put it, I was a BA (and no, that doesn’t mean Bachelor of Arts like I thought at first). I sent misbehaving children to the hall or back to class and didn’t blink when they started to cry.

However, I didn’t spend all my time yelling or perfecting my “classroom” French. I did teach some English. We sang and played games. And I encouraged kids. The names of the particularly bad students were easy to remember and I learned to praise them when they started to improve in English. Or when they learned how to listen to a song without starting to drag themselves around on the floor. That must be one of the best parts of teaching- seeing a kid become proud of himself after you tell him he’s improving.

I really wish I could have been with SMALL groups and had seen the same kids more frequently. I really feel that I would have been able to make a bigger impact, and they would have been able to progress more. But, when every class, starting from 1^st grade, has to have English, and there’s just one of me, that wasn’t possible.

Was it a total flop? Well, no. Some class sessions certainly were. And I didn’t come close to getting through the curriculum.

The CP/CE1 (1^st/2^nd grade) class- I swear they’re the fastest learners- at JF still sings Blue like the sea by heart. Ok, they don’t actually know all the words, but they will never forget their colors! And it was a very rewarding moment when Ali came up to me and said, “Hello. My name’s Ali. I’m 7.”

And at PA, in one of my CE1 classes (one that I saw every week), the kids can kind of express themselves- almost independently. They can say that they like spaghetti and that they don’t like snakes.

I had to lower my expectations to keep from going insane or being too hard on myself or the kids. I don’t mean that I suck or that they’re stupid. I just had really high expectations and wasn’t being realistic. And I didn’t understand kids. So, I’ve learned to be more realistic (and maybe l’Éducation Nationale should too) and having realistic goals helped.

Thursday was my last day. I had a wonderful party at JF, and, well some of the people at PA/B remembered it was my last day and said goodbye. But here’s what’s more important: the kids were sad to see me go. Because I’m a pushover and English is second recess? Maybe some of them. But, others…well I'll just let you read it for yourself.

Yacine drew his class, or maybe just his favorite classmates. "Big kisses" is a literal translation of the French expression "Gros Bisous." It's equivalent to hugs and kisses, or xoxoxoxo. The second is "Kety, I love you." I told you about my name!

Valentine says "Goodbye Cathy. Big kiss." Samantha says, well a lot, but it includes a thank you for the lessons.

This one just cracks me up. "We are going to miss you. You were a real English teacher (who was American)! Have a nice vacation." It's also fun for me to correct their FRENCH mistakes. That should be bonnes vacances.

This sweet letter is from Wendy (her English class name). "For the best English teacher (that's me!). When you came to France I knew right away that you were nice and that your classes would be good and I was right. I'm sad that you're leaving but I think that we'll see each other again (when I go to the US :) ). Goodbye and maybe I'll see you soon. From the bottom of my heart, Wendy."

I think this earns me the right to check something off my list.

The ABCs of French Education

Here is a very basic introduction to the structure of French primary and secondary education. School is free, secular, and mandatory (gratuite, laïque, obligatoire- merci Jules Ferry) from age 6. There are, however, private schools, mostly Catholic.

Premier degré:

École maternelle (Kindergarten)

Petite Section (PS), 3-4 years old

Moyenne Section (MS), 4-5 years old

Grande Section (GS), 5-6 years old

École élémentaire (Elementary School, my area of expertise)

Cours préparatoire (CP), 6-7 years old

Cours élémentaire première année (CE1), 7-8 years old

Cours élémentaire deuxième année (CE2), 8-9 years old

Cours moyen première année (CM1), 9-10 years old

Cours moyen deuxième année (CM2), 10-11 years old

CP = 1st grade; CM2 = 5th grade

Second degré:

Collège (Middle School)

Sixième (6e), 11-12 years old

Cinquième (5e), 12-13 years old

Quatrième (4e), 13-14 years old

Troisième (3e), 14-15 years old

6e = 6th grade, but starting here they count down so 5e = 7th grade. There are 4 years of middle school in France and 3 years of high school, opposite to most American schools.

Lycée (High School)

Seconde (2nde), 15-16 years old

Première (1ère), 16-17 years old

Terminale (T), 17-18 years old

See, still counting down. 2nde = 10th grade/sophomore year; 1ère = 11th grade/junior year; T = 12th grade/senior year. Although it's confusing for me, I kind of like the counting down method. Terminale (the end!) definitely gives the sense of finishing 12 years of education.

School Day

For my schools, the day starts at 8:30am, and ends at 4:30pm. The lunch break is from 11:30am-1:30pm. There is a school cafeteria, but many children go home for lunch. There are two breaks for recess (supposed to be 20 minutes, but seems to be about 30) at 10am and 3pm. Oh yeah, and there's no school on Wednesdays! There used to be school on Saturday mornings, but not anymore, at least not for my schools and not that I know of for others.

Vacation

French primary and secondary students get about 7 weeks of vacation during the school year, and 2 months off for summer. School begins at the beginning of September, and goes through the end of June/beginning of July. There is a week and a half vacation for Toussaint (All Saint's) in October/November, 2 weeks for Christmas, 2 weeks for Winter break, and 2 weeks for Spring break.

Well, that is definitely very basic info that you can find many other places too, but it's a starting point and I plan to share more, especially about learning languages in schools in France.

ABC

Today I had my first “observation” day at JF. All of the teachers are super nice, and in fact I get to work in a team! There is a teacher’s aide who will be working with me in all of my English classes. She has never taught English before, but she is an experience teacher’s aide and she speaks English well. From what I saw today, I don’t think the kids will be too “difficile.” I did spot one or two troublemakers, but that’s expected. Most of the classes seemed excited when I said I was from the US and would be teaching them English. That’s the good news of the day.

The bad news is that I’m completely overwhelmed! At just this one school (and mind you I have two others), I’m teaching 3 classes on Tuesdays and 4 on Fridays, without seeing any of the same classes or kids more than once a week! On top of that, I’m not just teaching one level. No, no, no. I’m teaching CP, CE1, CE2, CM1, and CM2 classes. This is equivalent to 1^st-5^th grade. Yikes. That means preparation will take quite a bit of time.

I don’t actually have to start teaching at JF until the 20^th since I have more training days and observation to do. But in the meantime, I have to choose a méthode (curriculum/teacher’s book) to use. At this point, I think I’d prefer just to use the méthode as a reference, but create my own materials. On verra.

I guess another piece of good news is that, at least at JF, I’ll have a good amount of freedom and independence. For the 7-month contract, which I have, assistants are supposed to be mostly a support to the teachers. I was worried that I would be underutilized and bored, especially after having so much freedom and responsibility with my VISTA year at the Red Cross. Well, I certainly won’t be bored!

Highlight of the day: The directrice was telling me that the kids must vouvoyer me, to keep some distance and make sure they respect me. Another teacher who was there said that sometimes the youngest kids tutoyer their teachers just because they don’t know any better. One day she corrected one of her CE1 kids, who replied, « Mais pourquoi est-ce que je dois te vouvoie quand tu es toute seule? » (Why do I have to use “vous” with you when you’re all alone ?). Quick lesson for those of you who don’t speak French. There are two forms of “you.” You use “vous” when you are talking to more than one person or when showing respect (such as to a stranger, an older person, or a TEACHER). You use “tu” for friends, family, etc. Hahahaha, c’est rigolo ! I guess French grammar is hard for the French too.

And now I’m watching two French guys play a dancing Wii game to the Jackson 5 ABC song. What an appropriate song for someone who will soon start teaching the ABCs and counting. But also hilarious to watch. Yes, this day has ended well.

Mon premier jour comme assistante d’anglais

Note: For the English version, scroll down.

Aujourd’hui est le premier jour de mon contrat, mais ça ne veut pas dire que j’ai commencé à enseigner. Attendez, il faut reculer un peu…

Hier j’ai eu le stage d’accueil avec les autres assistants d’anglais dans l’Académie de Créteil. Pendant trois heures, les présentateurs ont parlé du système éducatif en France (dont je dois écrire plus tard), nos droits et devoirs en tant qu’assistant, et les choses administratives. C’était d’avantage les choses administratives, et effectivement ennuyant, mais en même temps brumeux. Pourtant, je sais que c’était nécessaire et les inspecteurs étaient très serviables.

Après le déjeuner, nous nous sommes retrouvés dans des petits groupes, organisés par département et degré, où j’ai rencontré deux autres assistants qui travailleront à Maisons-Alfort, mais dans des écoles différentes.

Alors, retournons à aujourd’hui. J’ai eu un réunion avec Monsieur H, mon conseiller pédagogique (qui travaille pour l’Inspection Education Nationale de Créteil et qui est très très gentil) et les directrices de mes écoles.

Je vais travailler dans trois écoles, mais deux sont voisines. Je vais les appeler PA et PB. L’autre est JF. J’ai vite appris que ces écoles, ce qui sont très proche l’un de l’autre, sont très différents. Je me suis sentie bien accueillie par une directrice. Mais, je m’inquiète que les autres seront un peu difficiles. Il me presque semble que quelques-uns entres les enseignants préféreraient de ne pas avoir une assistante. L

En tout cas, je vais travailler le lundi, mardi, jeudi et vendredi après-midi (il n’y a pas de cours le mercredi dans les écoles en France), ce qui me permit de suivre un cours le matin. La journée n’est pas passée trop mal. En fait, j’ai eu l’occasion d’aller d’une école à l’autre en scooter avec Monsieur H !

My first day as an English Assistant

Today is the first day of my contract, but that doesn’t mean that I started teaching. Hold on, we need to back up…

Yesterday I had orientation with the other English Assistants in Créteil. For three hours, the presenters talked about the education system in France (which I should write about later), our rights and responsibilities as assistants, and administrative things. It was mostly administrative things, and therefore boring, but unclear at the same time. Yet, I know that it was necessary and the “inspectors” were very helpful.

After lunch, we broke into small groups, according to our department and the level that we’re teaching. I met two other assistants who are going to work in Maisons-Alfort, but in different schools.

Ok, let’s get back to today. I had a meeting with Mr. H, my mentor (who works for the IEN- I really don’t think there’s an equivalent in the US- and who is very very nice) and the principals of my schools.

I will be working in three schools, but two of them are actually in the same building. I will call them PA and PB. The other is JF. I quickly learned that these schools, although very close to each other, are very different. I felt welcomed by one of the principals. But, I worry that the others will be a little difficult. It almost seems that some of the teachers would actually prefer not to have an assistant. L

In any case, I will be working Monday, Tuesday, Thursday, and Friday afternoons (they don’t have school on Wednesdays in French elementary schools), which will allow me to take a class in the mornings. The day didn’t go too badly. In fact, I had the chance to ride with Mr. H on his scooter from one school to the next!

Applying to be Assistante d'Anglais

Once I decided that I was definitely interested in going to France as an English language assistant, but still while I was thinking it wouldn't happen, I obsessively checked the French Embassy site for the 2009-2010 application. I am ashamedly addicted to checking email and Facebook, but thinking about the assistantship application was something different. I didn't check for it because I was bored. I would be working in my new storage-supply-closet-turned-office, trying to focus on improving the volunteer program through capacity building and organization, when a familiar-sounding voice would whisper. "France. You could be going to France."

Strangely, I don't remember the day that it was up. But it was in November, leaving less than one month to make the first deadline, December 1. I wasted no time.

I realize that my readership is at about 2 at the moment, but my hope is that my experience with applying can be helpful to others. The following is in no way official information, but my personal notes and timeline.

Overview of the application process*

Online Application Form. This includes basic information, teaching experience, time spent in France, and reasons for wanting to be an assistant. In French! This is also where you select your geographical and type of contract preferences. This is just the beginning. This has to be printed and mailed, with the following, in a super-meticulous order.

Medical Form. Requires a physical and a form to be signed stating that you are healthy enough to teach for 12 hours per week.

Dependant Waiver. Since my husband is going with me, I had to sign this saying that I understand that the assistant stipend is not sufficient to support more than one person. Applicants planning to take children must also sign this.

Two forms of recommendation. Luckily, I had two French professors who know me and my French language abilities well (Note: unlike many other teaching abroad programs for which you don't have to speak the host country's language, you are required to know at least some French).

Passport photos. Like every other type of application in France, and perhaps Europe, this requires 2 passport-style photos.

Easy things. Transcripts and copies of passport.

Proof of housing. If you already have housing in France with family or such, you can submit a utility bill as proof and you may be more likely placed in the académie of your choice. No guarantees. If you plan to study too, you can submit proof of enrollment. Problem: the application is due in the winter, and most universities and study abroad programs don't accept applications that early, much less review them. Riddle me that. Once we decided on Paris, I made copies of Tom's study abroad application and wrote "mon mari va étudier à Paris" in large print and highlighted at the top. Just between us, he had not actually submitted the study abroad program yet, nor did this turn out to the the school he chose. Mais qu'est-ce qu'on peut faire?

Waiting

After submitting the online application, I got a number (I was around the 300th person to apply), but nothing more. No emails or letters. No confirmation letter once my documents reached Washington. Just waiting and a great exercise is learning to be patient. There are about 1500 positions for American English assistants in France, and probably thousands of applicants. There's only one contact person in Washington for questions about the application process. That ratio isn't good for either side.

The Assistants in France forums saved me from insanity during this waiting period. Ok, that may be a tad dramatic. Honestly, though, the forums allowed me to share my frustrations and excitement with other hopefuls, and to ask the experts (current and past assistants) my many many questions.

The waiting lasted a grueling four months.

Getting the news, bit by bit

"Dear Future Teaching Assistant," so began the much awaited email that looked so beautiful on that April afternoon. "Congratulations! We are very pleased to inform you of your acceptance into the French Teaching Assistantship Program for the 2009-2010 academic year, sponsored by the French Ministry of Education. You have been placed in the Académie of Créteil."

I was, of course, at work when I got the email. It was the end of the day and my VISTA friends were gone. I tried to call Tom, who has a habit of being in class when I need to talk to him. I called my friend Heather. Then I told Teresa, the Administrative Assistant for Emergency Services at the Red Cross, who had no idea what I was talking about. But I couldn't stop telling people.

Créteil is in the Paris region, but it's a big académie, so I was worried that my schools would be too far away from Paris to be able to live in the city. The first email only gives you the name of the académie, and not information about the type or length of contract, or the names of your schools.

Two months later, in June, I received an email from the Académie of Créteil stating that my placement was in Maisons-Alfort and would be for primaire (elementary schools). Good news again! Maisons-Alfort is not in Paris, but it is on a metro line. So, commuting might take longer than I'd like, but it won't involve a car! This email also gave me the name and email address of my tuteur, or contact person.

Later in June I received the prized arrêté de nomination (certificate of appointment). I found out that my contract was for 7 (and not 9) months. After a few emails to my tuteur, I still do not know the names of my schools, or even how many I will have. I could have up to three schools.

This has been one crazy adventure already, and it's been mostly paperwork!

*For more information about applying to the program, I highly recommend visiting Jennie's Assistants Guide. Jennie has done an amazing job of summarizing the program, the application process, and much more. There's no need for me to duplicate the work, right?