Competence versus Performance

There were these three Korean girls. They walked into my college preparation classroom and I noticed them immediately. They were a great wall of frowns, a unified front, a testament to cohesiveness that for some strange reason reminded me of a cross-cultural game of Red Rover. They stared straight ahead, shoulders evenly spaced, and in a manner reminiscent of an unusually dour group of synchronized swimmers.

I began teaching in my usual style: all smiles and involvement. I shared how important it is that we become a family, and I shared how it was my goal to teach them that college was like a separate nation, with its own customs and traditions. I told them I would be their tour guide as we explored the boundaries of this new, undiscovered country. I was in fine teaching form, getting students to participate, asking them to elaborate on their own fears and understanding of college, and attempting to open them up to a new world.

But the three Korean students approached me shortly after class, single file.

"We don't need," spoke the shortest. "We only need TOEFL." The others nodded in assent. They were referring to the college entrance test given to non-native English speakers. This was a typical complaint, that my class wasn't preparing students for their most immediate need.

"Oh?" I said, "Well I will be teaching you a lot of TOEFL techniques that will definitely help you."

They didn't budge. "Only TOEFL."

For the next few weeks I insisted how my class would indeed help them for the test and beyond, but these three women (whom I grew to love, by the way), would sit in the back, arms often crossed, and refused to participate. A short time later, they began bringing TOEFL books to class, and they would quietly study. A time after that, they sat outside my classroom and studied their books during my classtime. I did my best to befriend them, but they were adamant. The test is what mattered. All other considerations were secondary. Their logic was simple and overpowering.

That isn't to say they were mean spirited. They even invited me over to their apartment once. Up the steps, past dozens of American apartments, I walked into a door and was immediately struck by the smell of kimchi and the sounds of k-pop. I was in Little Korea. I asked them if they were going to the American party downstairs. I asked them if they had met any American friends. No, only TOEFL was the reply. I believe they shared this as an attempt to brag about their focus. I nodded.

I learned that they had each studied anywhere from 10 to 12 hours daily, pouring themselves into their books like ascetics would the Dead Sea Scrolls. They had put in the work. I was so impressed with them. I still am.

About a month later they came to me with triumph in their eyes. They were holding sheets of paper. Their TOEFL scores. They announced to me that they had understood all along what path would lead them to victory.

"Teacher," said one, "We were right. And you were wrong." Such directness from certain cultures used to offend me, but it doesn't anymore. And anyway, in their celebratory mood, I didn't argue the point. You can't argue with smiles. I congratulated them and told them good luck. They all left for the university shortly thereafter.

What happened after is something I'll always remember. One of the students described it like this:

I went to the university class the first day. The teacher began talking and like you, really, with all the Americans talking back. I couldn't understand the teacher and I couldn't understand anything. When I did understand, I couldn't share my understanding. Five page papers? How could I? What could I do? I went home and I cried. This place is not for me. It is a place I do not know.

My heart broke for them when they told me. They had attained a level of linguistic competence that was well suited for tests, but not suited for the American classroom. All three of them dropped out of school within weeks. They arrived at my tiny school shortly after.

Three Korean girls came to my office, heads slightly bowed. Several of them began speaking at once, telling me their stories.

"Teacher," one smiled wryly, perhaps recognizing the symmetry of her remark, and said, "We were wrong, and you were right."

Another way to think about language learning is to discuss the concepts of competence and performance. Competence refers to the knowledge that we have about language, or as Chomsky states, our "idealized capacity" for language. Performance refers to the actual production of language in real situations. Often, I have a number of students who have learned language in the confines of the language classroom, and have studied grammar and rules almost to the exclusion of actual language use. In other words, I think many teachers focus too much on competence, and too many classrooms fail to create conditions for performance activities.

Language is a Pool

What does it feel like to be an international student learning English? I often ask myself that in some sort of impossible attempt at empathizing with their situation. What must it be like to walk into my class on day one? Let me give you an ordinary scenario of what it looks like on the first day of class:

Two students enter with smiles on their faces, but most come, one by one, rather straight-faced, as if they are skittish or unsure. They check their room information sheets before they sit down. Those that sit up front come with textbooks in hand, but generally the seats fill from back to front. A small cluster seem to know each other already, and for a few Arabic students, who sit in the far back, there is a sense that each seat represents a personal island. When they sit down there is a heaviness. One gets lost in "texting" immediately, which I have learned is a strategy to not make eye contact with me. Others are content enough to simply look forward and wait, but not necessarily at me. I wonder what they are looking for. Then it strikes me as symbolic: they are all looking for something. Their glances seem poignant to me somehow, and then a student near the front asks me a question and my thought vanishes.

I worry about my students. I worry about them a great deal. They come with more obstacles than the typical American university student, and the typical American student already has plenty to worry about. For one, there is the language barrier, of course, fraught with pitfalls and the inability to say nothing without sounding 5 years old. There is the cultural barrier, too (one of my students had NO idea what french fries were, and kept trying to order in English as he would in Japan. In Japan, when you go to a fast food restaurant, you can actually show off your mad English skills by ordering "fried potatoes"). And then there is the social barrier, which includes the sheer loneliness of going home to an apartment, doing your homework, and then turning on the TV. EVERY day. Not to mention they have none of the familiar social network or family structures that one might be used to (meals, calling up a friend, a way to do your laundry that makes sense, a hang out). As one of my students phrased it this week, "I miss being me."

And then, last but not least, how about the classroom culture shock? What must it be like to be speak in a language that you haven't mastered? What is it like psychologically to open your mouth in front of 30 others and just speak incoherent half-thoughts? What is it like to suddenly open yourself to a whole world of academia, opinions, and feelings with a group of strangers? Well, I think you end up feeling like Mr. Bean.

Mr. Bean, you say? Why yes, I do. I think he is the perfect metaphor for an international student, in fact. He has boyish hopes and ambitions, but an absolute inability to translate those hopes into the world around him. He is endearingly relatable, and yet he is aloof from the rest of the world precisely because he is so different. And, most important of all, he always surprises us for, despite all his deficiencies, being willing to attempt the foolish in order to accomplish his goals. In essence, he is willing to jump into the pool.

I think we could all learn a thing or two by being a little more Mr. Bean.

And to my international students, I salute you for your bravery. Even if it is going to take me to step on your fingers to let go of the plank.

Student Resources on the Internet

Have you ever wanted to have a pen pal and practice your English? Improve your typing speed? Get simplified stories for English? Here are my favorite student resources for self study!

Levels 1 and 2 are Basic, Levels 3 and 4 are intermediate, Levels 5 and 6 are Advanced

Typing Resources
1. http://speedtest.10-fast-fingers.com/ 1+
2. http://www.typingtest.com/ 2+
Listening Resources
3. http://cdlponline.org/ (California Distance Learning Project--great listening exercises!) 3+

4. www.literacynet.org/cnnsf/education.html (CNN simplified stories with quizzes): 4+
5. http://www.cnn.com/audioselect/ (CNN Radio broadcasts daily): 5+
6. http://www.npr.org/programs/lnfsound/stories/index.html (NPR stories) 4+
7. http://www.breakingnewsenglish.com/ (current events topics posted weekly): 4+
Speaking Resources
8. http://www.aitech.ac.jp/~iteslj/links/ESL/Pronunciation/ All
9. http://www.online-stopwatch.com/ time yourself for TOEFL or timed speeches! 1+
Reading Resources
10. www.literacynet.org/cnnsf/education.html ( CNN simplified stories and quizzes): 3+
11. http://www.usnews.com/usnews/home.htm (US News): 5+
Writing Resources
12. http://www.epals.com/ (pen pals through e-mail): All
13. http://www.freetranslation.com/ (free translation services): All
14. http://webster.commnet.edu/grammar/ (writing and grammar rules and helps): 3+
15. http://webster.commnet.edu/apa/apa_index.htm (guide for writing with APA style): 5+

Vocabulary Resources

16. http://number2.com/ (Vocabulary for GRE, GMAT, and the SAT): Level 3+

Hitting the Wall

So do you feel it yet? The after Thanksgiving blues? Do your legs feel heavy, your brain woozy, and your heart nearly give out by the very thought of entering the classroom come Monday morning? And do your students look at you like this? Or worse: do you AGREE with them?

Well, honey, it ain't just the stuffing. And trust me, you are not alone. While we can speculate on reasons, teacher and student burnout after Thanksgiving is widely reported in educational circles. I think of it as something akin to hitting the wall in a marathon. If you are unfamiliar with the term, hitting the wall refers to how your body feels after running your first 20 miles. However positive you may have been feeling previous to mile 20, when you hit the wall something happens to the body that simply can't be explained unless you've done it. But let me try in 6 brief sentences:

1. You can't catch your breath (but you CAN feel the tendons all the way down the length of your legs).

2. You can actually TRACE the entire shape of your kidneys in your mind.

3. You're thirsty but your stomach is sloshing with water.

4. All your senses are dull except for your ability to register pain.

5. You keep registering images after they have long left your view ("Was that a car accident I saw at mile 18?" you wonder at mile 22).

6. And above all, you just want everything to stop.

If you do stop, by the way, it is often referred to in running circles as "bonking." (A popular sports drink now boasts the slogan, "Don't bonk.")

And the student equivalent to this, as I implied, happens precisely on November 29th. Yay for today! And here is a peek at some of the results:

(P.S. This is NOT a class doing a sleep deprivation study. It's just a class. And NO it's not mine. Rude.)

Ah, the merriment of the holidays! Well, now that I have set this festive tone, I'd like to ask teachers how they overcome the "after-the-holidays blues."

And so in today’s post I ask a simple question: what do YOU do when you hit the wall? (Besides cry.)

Oh, and don't bonk.

(dramatization: no students were hurt in the taking of this photograph)

Which are YOU? Take the Pepsi challenge.

As far as I have been able to surmise, there are a lot of binary opposites among ESL teachers. Think of it as a Coke/Pepsi kind of a thing. For those of you that aren't ESL professionals, let me explain the difference and have you reflect which one you might be. Coke, or Pepsi?

Coke: (Classic, traditional) Some ESL teachers, for example, see themselves as primarily grammar teachers. To advocates, they are the keepers of the linguistic gate. They are the ones who have truly paid their dues and can, upon request, recite two reasons for the present perfect and the three purposes of the passive voice. They are smart (they do know the rules, after all), well-respected, and have tremendous influence in ESL circles. However, to the naysayers, these teachers move their way through classes like sharks hunting amidst a school of fish. Their focus is to eradicate errors. Their goal is accuracy, and they never realize that accuracy is a far cry from actual competent use of language. Who cares if you speak accurately if you have nothing important to say? And, one could argue, a knowledge of a thousand rules doesn’t really translate to real performative competence anyway (i.e. just because I read a lot of books about basketball doesn’t make me Michael Jordan).

Pepsi (Daring, new) Other teachers take the opposite approach. You might think of them as content teachers. They are those who teach away from the English language and focus on a set of skills or knowledge that they perceive as being valuable to the student. They might teach autobiography, history, resume writing, engineering, or nursing. They focus less on the actual form of language and move toward subject matter. To proponents, these are those who understand that language is a medium for communication, and that errors are simply part of any process to learn a second language. In short, they don’t care so much that students say something right as much as to say something meaningful. Risk and meaning are paramount: pillars of virtue upon which this method rests. To critics, these teachers are hippie feel-gooders with low standards and little understanding of grammar. If these ESL hacks knew the rules, it is implied, they would teach students about them.

Here is a metaphor to delineate the difference. In it, you’ll need to think “words” every time I say “clothes.”

I think of the first kind of ESL teacher as the kind of fussy OCD type that cannot resist the urge to organize a clothes drawer. If the clothes are out of order, how will you ever find them? They arrange by size, color, and function from suits, jackets, shirts, and slacks, all the way down to the sock drawer (formal socks go HERE, casual HERE, and sports HERE). Aside: my grandfather insisted that by safety pinning each pair of sock as soon as he took them off, he never lost another sock again. Such elegant efficiency appealed to the man. Anyway, these teachers are the organizers of chaos. They are the efficient, snappy dressers of language.

I think of the second kind of ESL teacher as the fashion conscious. This teacher doesn’t care so much about organizing the socks by type and function, rather this teacher thinks of how fun it is to be creative with clothes. This teacher will get out all the clothes, mess them up, play with them, and come up with an arrangement that is pleasing and original. This teacher will encourage others to do the same. The teacher will discuss how one might dress and for what purpose one might dress just so. This teacher is interested in trying to show students their own sense of style and that the whole reason for clothes isn’t for them to hang in a closet, rather clothes are for the wearing.


And these two different types, like a bickering married couple, tend to upset the other.
“Can’t you understand” says the first, “how important it is to keep things clean? Then you could FIND stuff.”


“Can’t you understand,” says the second, “that in order to find what I like, I have to make a mess of it?”


So which are you?

Pop Flies in the Sun

I have a friend, Kate, who tells about her son’s frustrations on a baseball team here in Arizona. The coach, a rather strict disciplinarian, has all the members of the team catch pop flies in the sun. A pop fly is, for those of you unfamiliar with baseball, a ball hit ridiculously high into the air. Pop flies are routinely caught by professional players, but can still cause lots of problems for the under-initiated.

This is because as soon as the ball is hit, it can seem to disappear into the sky and then, just as quickly, come hurtling back to earth. With the sun in your eyes, this difficult task can become nearly impossible. You try to shield your eyes with your glove, your hand, your cap, but the sun is ALWAYS larger than the ball. You try squinting or looking at a different part of the sky, but as the ball approaches you say, “To heck with this!” and brave the pain of direct sunlight. Since you are crazy enough to put your FACE between the ground and this seemingly meteoric object, you are absolutely certain that you are about to be bludgeoned to death. And just before impact, you have a deepened appreciation for a peculiar law of nature: staring at too much light causes you to see pitch black.

Can you imagine how you would feel if your coach actually MAKES you endure this exercise. On purpose? And not only make you catch one pop fly in the sun, but make a repeated drill out of it.

As I mentioned, Kate’s son comes home upset. “Coach made us catch fly balls in the sun!” he complains. He continues his tirade by expressing how it doesn’t make any sense, it hurts the eyes and the face, and he doesn’t see the correlation between burned eyes and actually playing in a baseball game.

It isn’t until game time, however, that coach’s seemingly cruel drills pay off. The team is in the midst of a crucial game. Kate’s son, predictably, plays in the outfield and, as is the case in Arizona, is facing the sun (inexplicably, this happens in Arizona no matter what direction you are facing). A ball is struck, disappears high in the air, and then descends upon our hapless player. He stares at the sun in hopes to see the ball, grits his teeth, and with the determined ferocity and tenacious hope that comes with practice, he catches it. This causes the team to burst into celebration. A crucial game is won.

Kate relates this story to the student/teacher relationship inside the classroom. The coach is the teacher in a classroom; Kate’s son is a lot like the students we teach. They tend to complain and to moan when they don’t understand our purpose, and sometimes even see us as cruel dictators intent on harming them. Sometimes, I submit, that is true (teachers can be a melancholic bunch), however, more often than not, teachers aim to prepare students for future contexts. Teachers, good teachers, seek to anticipate what the students need even before the students know it.

You see, teachers, good teachers, love their students. Burned corneas and all. And that is why I invite you to go out to the middle of the field and prepare to be bludgeoned. Just trust me.

Undiscovered Country

Anyone know what bulimic learning is? You can probably guess the meaning without too much effort, but let me give you my definition. Bulimic learning refers to the student body practice of memorizing facts exclusively for a test, then disregarding those facts (purging) as soon as the test is over.

Bulimic learning is the kind of learning most of us, I believe, were accustomed to in high school and college. We memorized a bunch of facts the night before, we regurgitated these facts onto the test paper the following day, and then promptly purged ourselves of the information we had just gorged upon. And just as someone who suffers from bulimia gains no nutritional value from food, so we gained no educational value from our classes.

I remember that in college, usually on Fridays, my friends and I would have particularly difficult examinations. It was after these arduous exams that we would pay a visit to the apartment hot tub and begin the process of "freeing" ourselves from the burdens of what we regarded as useless information. We would soak into the hot water and literally feel our knowledge melt away. Thus freed from such space-hogging clutter, we were left to ask those questions that burn upon the minds of the most gifted scholars. (Questions such as "Why do hands get so pruney?" and "whose turn is it to turn on the jets?")

"Ah!" I would think to myself, "I can FEEL myself getting dumber." When farting in the hot tub seemed funny to us, we knew our purge was complete.

My point in bringing up bulimic learning is to start a little investigation into true learning environments. Obviously, as a teacher, I want to encourage students to move beyond bulimic learning, and I think that this must start with me. I want to move beyond cramming my students full of irrelevant information, and I want to do this by giving them ideas that truly matter. And I want to find techniques that will allow them to care about this information and keep it in reserve for when it is truly needed.

One of the greatest problems in American education is the belief that a test proves students have learned. I think many people would agree with me when I say this, yet it remains a cornerstone of how education works all over the world. I guess this is because people are always thinking that there is no way around it. Maybe you, yourself, are thinking, "but Shane, what do we do? What are the alternatives?"

Well, thanks for chiming in, Sparky. That is an excellent question. What ARE the alternatives to this memorization madness? Gosh, first off. I don't know. It isn't that I'm opposed to tests, it's just that....well, I'll give some of my own ideas on in my next post. Remind me to tell you the pop fly story.

Until then, how about some of YOU tell me? I'll ask this question in a different way so that you can see what I'm fishing for. Could anyone tell me a story about a class where they really learned? About a class that moved beyond the words in a textbook and into the skills and ideas that currently shape who you are and what you do? Into that undiscovered country from whose bourne few travelers return?

Tell me about it. Let the ideas soak in the hot tub of your own brains (Seth, Abdu, and Sparky, I'm especially looking at you). I'll meet you next Friday and we can discuss. Bring your own towels.

Checkpoint 17

..........................................................................................................

I've made some friends along this two-month journey of mine. And I've made these friends in strange places. In particular, I am speaking of and to the soldiers at checkpoint 17, international zone, Baghdad, Iraq.


Checkpoint 17 boasts massive 15-foot t-walls on either side of the road and down the middle, making it look something akin to a large car wash as you enter inside and park. Sheet metal has been placed on top of these t-walls to complete that illusion. On either side of these massive walls, there are benches to sit down on and a tarp overhead to block us from the sun. It is there where we are patted down and asked to turn off our cell phones. Then we wait as the soldiers and bomb sniffing dogs examine the vehicles. Gigantic cooling fans are located just off to the right as you are invited to take a seat. It is austere yet bland, and the soldiers' tan uniforms fit right in.


There are two exceptions to the bland nature of the checkpoint. First, a massive mural entitled, "Peruanos en Iraq" (Peruvians in Iraq) impresses in both size and detail. Second, off to the left of the benches is another t-wall that a soldier has drawn on. This one showcases a portrait of Jesus holding in his arms what I presume is a soldier, his head tilted back as if injured or dying. Above this sketch, a caption reads, "Dios, perdoname" or "God, forgive me."

As you might have already surmised, these soldiers are neither Iraqi nor American, but from Latin America and Africa. The soldiers are deferential and efficient. Each day to the Al Rasheed hotel we pass through the checkpoint. The process is ordinary (if a process could be a color, it'd be beige too). Get out. Leave the bags in the car. Show your passport.


And then it starts to happen. after the first week I begin to see it: these half offers of smiles, these small words of comfort, "here you go, my friend." "No problem." "Hello, good morning." "How are you, my friend?" (Latinos always say 'my friend'). Within the second week there are several who begin asking questions. And upon discovering we are American English teachers, well! We are treated with a whole new level of openness. They are curious about us and curious about learning English. They ask questions. We answer. And we start to feel something akin to friendship.

One of the soldiers, Ricardo, carries a notebook with him. For a time he approaches me almost daily and asks me about certain words and their meanings in English. He is reading a newspaper daily. He often asks me how to say things I am at a loss for, but we negotiate possible answers until he is satisified and he scribbles my answers in his notebook. I find I look forward to the image of a soldier slinging his automatic weapon to the side, grabbing pad and pencil and shouting "teacher, teacher, how you say..."

And so we are becoming more and more familiar. In fact, one day a soldier is bold enough to call Kim "bonita," and she responds like a whip and gives him a retort.

"So do you talk that way to all the ladies?" she asks in crisp Spanish. He is embarrassed. He didn't know, he says. He is so sorry. She speaks Spanish? Her ability to respond has left him stunned and impressed. Later, each time he sees her he will treat Kim with what I can only describe as shoeshine boy courtesy. He smiles at her. He opens her door. He responds to her with a slight half bow, slightly hunched. His smile is winning and I think she gives him a look that lets him know he is off the hook, at least as long as he stays on good behavior.

And the other soldiers smile at us. Their smiles are winning and honest. Each day they venture more and increase in their boldness to talk to us. Some want to speak in English. Some speak to me in Spanish. They come one by one, like at a doctor's office, probably to ensure that the supervisor, who is at a distance, is not alarmed by our collegiality. They share stories about their own lives. They give email addresses. They ask us to stay in touch. They wonder if there is a place for them in America. Is Phoenix a good place to live? Yes, I say. It is wonderful. They light up like Christmas tree ornaments.

As you can imagine, I find myself more and more looking forward to the checkpoint. I look for Michael, the group's favorite Ugandan, to flash us his million dollar smile. I look for familiar faces and am disappointed when they are not there. I desperately want to take a picture, but realize the impossibility of such a requeest.

Two months later, on our last day through the checkpoint, I am finding it unexpectedly hard to say goodbye. These are men that leave wives and children behind for a year at a time, only to receive a short trip home before they return. They work long hard days in the long hot sun, and it seems to me that any sense of the normal, of the outside world is a welcome change to them. I feel a little guilty to leave them after such a short time. I feel like I'm one of them, in this strange way.

I think the best way I can describe it is that we had a sort of shared suffering, a bond of understanding that came from the fact that we were all strangers in a strange land. Regardless of the fact that we weren't from the same country, I always carried that sense that we were experiencing something together. We spoke of the dust and heat with disdain, we spoke of returning home to see our families. We talked of the foods we missed and what we would do upon our returns. We talked about possibilities, futures beyond the borders of the checkpoint.

In a way, it was as if the checkpoint weren't a place at all, but a place to imagine places. On a particularly hot day, one of the soldiers and I literally closed our eyes and imagined the beach. Mine was in San Diego. His was in Lima. We were anywhere but checkpoint 17.

And so we left just like that yesterday, and now I am writing in a hotel in Istanbul.

And so it was that on our last day of training, we shook hands with several of these checkpoint soldiers, then left them standing at attention, waving to us as we piled into the van and pulled away. As we bid our final goodbyes, I felt a genuine sense of loss as we watched them move out of our sights.

From within the vehicle, Kim and I both spontaneously put our fists to our hearts, an Arabic gesture we both learned while in Iraq. The soldiers returned in kind, leaving their weapons slung to their side, moving their fists toward their body, with their heads bowed slightly.

Goodbye, my friends.

Mistah Scahtt

Today I'm going to write about the only person who has faced the whole length of the Iraq experience with me. His name is Scott Welsh. He is originally from Phoenix, although he has spent time in China, Taiwan, and has vast experience in South Asian cultures.

I am fascinated by his stories of those cultures much like Marie fascinated me with her talk of the Middle East (she lived in Iran and Saudi Arabia). He sports a goatee, prefers jeans to slacks (me too!), and loves himself an iced tea.

--

He and I are different in a lot of regards-I think I'm more of a touchy-feely teacher, and I'd describe him as more gifted than me at breaking down difficult information and making it appear accessible, fascinating even (he's the Malcolm Gladwell of ESL teachers). While he tends to view things through a leftist lens, and I tend to see things through a right-leaning or moderate lens, I never feel threatened for sharing my view, and he always listens carefully. He and I find common ground in a surprising number of areas, something that may or may not surprise him, but is certainly refreshing for me.

--

And yet, through all of our differences, I find that there is a lot more I share in common with him. We are both children of the 80's and can finish each other's lines when we are quoting from an 80's movie or song. We both love music, love the mind-expanding nature of being inside other cultures, and like the possibility of having our paradigms shift as a result. And so I wanted to make sure that I wrote down a few of my thoughts about why I'm glad he came along to make this whole experience more bearable. You'll excuse me if this gets to sound like a eulogy. (Dear Scott's mom: he's just fine.)
--

Scott cares about others. He is generous, perhaps to a fault, and I have noticed how he tends to make sure that people are taken care of. Case in point: He found out that one of the guards here likes the TV show Lost. Since then, Scott goes out of his way to make sure the guard is invited to watch the show with us each Friday. He gives considerate gifts consistently (a candy bar for me on my birthday, a Corona for Kim on hers), and makes sure that everyone has an equal say. He is an egalitarian in the best of ways: by paying attention to the details of others' lives.

But here's another thing I like that swings him in another direction. Scott also pays attention to the big picture. Since he is a political soul (and I mean that in the best sense I can) he cares about the world outside of himself. He is one willing to defend his views both with his own experiences and with a rational discussion about world events. He definitely sees victims - winners and losers - in his tapestry of intellectual discussion, and it is enjoyable to see him weave world events into a cohesive whole. I get a sense that he cares for those who have been wronged and has a strong distaste for corruption, and I think that is why I naturally get along with him. He likes to defend the little guy, widen perspectives with information, and employ rigorous intellect to do so.

But really, really, the thing that makes this whole Baghdad thing an easier pill to swallow is that he is a clown. As you can imagine, there is so little normalcy in our compound inside the international zone--including its location. On one side of us there a military base, on another we just miss bordering the Tigris river, and on the other two sides we border mostly abandoned landmarks of a once-vaunted regime (Google "Crossing Swords Monument"). So in this place where things are far from normal, nothing is more necessary than the willingness to find humor and a chance for fun in everything.

And Scott, you see, knows how to make Baghdad fun! He plays with language and gives excellent one-liners. He is never so seriously entrenched in discussion that he won't allow the freedom to laugh and make others laugh. Nothing epitomizes this better than his willingness to act the part of a genie in a small home video I made for my kids. He dressed up in complete genie attire, and ad-libbed a scene that had the kids back at home responding to him as if it were live. In the video I rub a "magic lamp." Scott hid behind a curtain until it was his cue.

"Hey kids!" Said Scott the genie. His head swayed behind a curtain that he placed perfectly in front of him, making it appear that his head was floating above the lamp. This prompted children to call this (and I quote) "cool" and "creepy."

Scott knows how to have fun.

And so it should come as no surprise that we have decorated a bedroom entirely in silly pictures to welcome back an AED employee who arrived yesterday. Nor should it surprise you that he spearheads chess tournaments (to which I consistently decline), gin rummy events (of which he accuses Kim of cheating), and has tried to acculturate as many people as possible to the world of "Dr. Horrible's Sing -along Blog. "

"Bad horse," we'll sing at the Al Rasheed as we get ready for classes, "the thoroughbred of sin / he got your application / you just sent in ..."

Okay. I guess you'll have to see it.

So anyway, Scott makes this entire surreal ride just a little more fun. We all find ourselves looking at Baghdad in a more appreciative way, and I believe that because of Scott the surreal images all around us are imbued with the natural movement of a Salvador Dali painting.

So to Scott I just want to say: thanks for making the ride a little less bumpy. Good companions on a rough road will do that.

The Excitement of Success

Students make the letters, "ASU"! Here they come!

I hope the Iraqi trainers don't mind that I post a few emails I have recently received from them. Some recently wrote me to give me updates on their own training and some because they have been accepted for additional training stateside. Since teachers like me don't generally get paid in cash, and I submit that we are not crazy (at least a great many of us), than there must be something else we get paid in. Here is that something.

Hello Shane,

This is Hawzhen, the actor! I am doing well. It is really great to hear from you. The workshops changed my lifestyle in everything, not only teaching. We came back to our college and really did a great job. We held meetings with other teachers to discuss what we learned from Baghdad.

Thanks for your help. I will get passport in the next three or four days. I have sent 2 emails for Husna and asked for the deadline, but she has not answered me yet. Anyhow, I will get it and send it to her. I wish to see you and the other dear teachers, who have really showed and opened new gates for my life career (that's teaching).

Please, if you are in Baghdad, take care of yourself. Pass my greetings to the other great teachers.

Send you all my love from my heart,

Hawzhen

Hi Shane,

There is a statement that says "he who is away from the eyes is away from the heart," but I think you and other wonderful team reversed this meaning. Believe me, I remember you every time whenever you spoke about teaching and humanity. I respect the man who left his family and came to country with so much unrest to teach and help Iraqi teachers.

Dheyaa

Dear Shane,

I'm so happy to hear from you and I hope you, your wife and the three lovely kids are OK. Really, I miss you and your lectures so much.

I'd like to tell you that we have been chosen for a 7-week workshop at Arizona University the next month and we are so eager to see you, Scott, and Marie.

Untill then, see you and may God saves you and be in peace

Regards,

Hasan Hameed

Hi Shane

I want to let you know that I have started a new stage in my teaching because of what I got from the training course. I discovered that there is inside me a great teacher that can emerge. For the first time I feel that my students really like what I give them; and that they can enjoy reading plays and even some of them try to give me ideas of how to appreciate what they've got.

I remember that I told you that I would use the strategies I have got for the course in my drama class and with Sami's help ... we are doing it. Thanx for the nice photo.

Be safe, be happy and always take care.

Yours,
Amaal J.

Hello Sir,

I hope you are fine.

I do miss you and miss to your kindly and lovably words in your speech and your romantic songs. I wish you to send me your kind and romantic songs, especially with their words in order to sing them with my students.

By the way, I am gonna teach English as a Second Language in the Lebanon Institute in Anbar Governance besides doing my current job as a teacher of English language and literature at Ramadi High School.

I am gonna follow your ways and steps of teaching. Am looking forward to meeting you all once again in near future. Thanks a lot.

Best Regards ...

Mustafa R. Ali

Hello, Shane!

How are you? I'm MARWA from the trainers 4 ever and this is my email. I want to tell you that I recevied an invitation to go to America and visit your university.

When Ussama told me I danced in the school and in that moment I thought that my heart will stop from the happiness because I remember when I told you that maybe one day we will meet in AMERICA. I think when he said these words the doors of the sky were opened.

See you in your country and I hope you keep in touch with me.

Marwa