I'm Glad I Chose Education

Something I realized this past summer, as I was galavanting around the country with Jon (and i wonder if you've noticed), is the fact that I have unintentionally but, nevertheless, consistently excluded writing about my experiences teaching here. I've relayed some humorous anecdotes from the pesantren, and I've hinted at the character of certain staff members at my current school, but I don't think I've even once mentioned what it's been like for a math major to suddenly change focus, submit the grades of 15 Jefferson Community College algebra finals, and only two days later leave the University environment altogether to begin teaching English in an Indonesian high school. This is my job here. I don't know how, but I guess sometimes I forget about that.

My intentions are not to convey that teaching is an unimportant part of my time hear, but it is apparent that I have chosen to embrace the ultimate goal of the Fulbright Program, rather than thinking of myself exclusively as an English teacher. It's easy to make all my experiences very much my own, especially since AMINEF does very little to monitor my progress or accomplishments. Last year I felt I was put into an almost impossible situation as a conversational English teacher, so I chose to focus on different aspects of the grant. I made life-long friendships with the people in my community and I know almost all the local foods, in which they take so much pride. I could have stressed about planning futile lessons with students who just don't speak English, and I could have taken relieving vacations every weekend; that would have been no problem and likely no less rewarding. My pesantren students very well could have been able to speak better English at the end of 10 months if that was the route I had taken. However, I relaxed, and I used my inherent influence as a foreigner in a village that hasn't seen a white resident since Dutch imperialism (which is very far from a joke). I made impressions in my own way. I coasted through my classes, acting like a clown, relying on my humor and facial expressions, and I passively improved my students' motivation to study English; however, I actively tried to increase their curiosity about life outside a traditional village. Last year, the role I played in Guyangan was very far from “English teacher,” but I felt that I maximized my experience, even though my prescribed title was “English Teaching Assistant.”

That being said, my situation this year is a far cry from what I went through last year. There are plenty of similarities, but I have to deliberately look for them because I'm already used to Indonesian high school norms. There are plenty of defining characteristics that almost all Indonesian schools possess simply because of culture. For example, neither of my schools have a cafeteria; both are built around a courtyard, and they have open-air classrooms, which are consequently subject to an number of regular disturbances. Educators in both environments tend to value quiet mouths, unconditional respect for teachers, and memorization more than they appreciate interactive environments, fostering independent thinking, and problem solving. That's just the culture of secondary education in this country. However, the organization and administration of St. Yoseph is much closer to that of an American high school than Raudlatul Ulum (YPRU), which never pretended to be anything other than a conservative madrasah. There are two assistants to the head master at St. Yoseph, one for curriculum and another who is the dean of students. They both have a significant amount of pull, and their suggestions to Sister Modesta are always taken into consideration. I've seen arguments between administrators arise and then be calmly and diplomatically resolved, leaving no party at any significant loss. At YPRU, I only saw consequences for those who intentionally (or unintentionally) “crossed” Mr. Humam.

Mr. Humam is a brilliant Individual, a moving public speaker, and a convincing politician. I found myself laughing at his speeches before I had any idea what he was saying. The fact of the matter is that he is a highly effective community and religious leader, who just so happens to own and operate a school. And it just so happens that he has some strong opinions on how that should be done. Ultimately, he had total control and no control over the school at the same time. He demanded the obedience of staff, teachers, and students, but he was constantly making presentations in Jakarta, Semarang, and Surabaya to various ministries of religion and local governments for grant money. His presence was seen only half the time at the pesantren, and when he was gone, problems simply went unresolved until his return. If an administrator or teacher were 95% positive that he could handle a dispute on his own, then that 5% of uncertainty was more than enough to forgo the risk of possibly disappointing the Kyai. Consequently, the curriculum was lacking, teachers' schedules constantly conflicted, and the key to the copy room remained in one man's possession, whether he was present that day or not. My students there were raised with the fear of Allah, and rarely did I have anything resembling a disciplinary issue, but the national examination at the end of the year was a collective and excused cheat-fest that I doubt excluded a single sole.

I don't know yet if rampant cheating is commonplace at my new school or not, as it seems to be pretty normal in most Indonesian high schools, but I can't imagine that it happens to the same degree at St. Yoseph as it does at most others. Of all the schools I've visited in this country, having had the opportunity to travel to other fulbrighters' sites, I've not yet seen a single other institution staffed with a workforce of entirely full-time employees. I've yet to see another school with mandatory time-cards. And I've never seen another teachers' office with personally assigned spaces and desks sporting ornamental name-plates. My fellow teachers all have college degrees and seem to be pretty motivated to plan lessons in advance. This is unfortunately not always (usually?) the case. When teachers put in effort, they are obviously more likely to be disappointed in students who don't take them seriously. But teachers who don't even put in time to plan their own classes don't have the right to be let down by a student's lack of motivation. In most cases, teachers in this country simply don't push their students because they, themselves, were never pushed to excel by their own teachers.

My new colleagues are an entirely different breed from the devout group who sat and lectured endlessly at my old school. I see so much more of a community within the teachers' lounge here. There were over 120 instructors in Guyangan's only high school, and some of them showed their faces just once a week. Few friendships were made in the teachers office at YPRU, only continued.

That's more than a slight contrast to the perpetual “open mic' night”, that is the first door on your right on the ground floor of St. Yoseph Catholic High School. There is always an empty guitar case on top of the history bookshelf, and that's not because the music instructor has stubbornly avoided returning its contents. I can safely say that every single day I will be serenaded in either a tradition Batak tune, Indo-pop, or a common Indonesian rendition of “Hotel California,” which has somehow come to necessitate a three-part harmony. The people of North Sumatra are admired by the entirety of an already musically inclined culture. My counterpart, Mrs. Simbolon, sang a traditional song at our orientation in August, when all the counterparts arrived, and I heard comments circulating the room about this requisite talent of Batak people. I was duly impressed by my students in Guyangan, who could put together an impressive ensemble with virtually no time to practice, but it should tell you something that I no longer even have a reaction when the communal guitar gets passed randomly to the biology teacher (whom I hadn't before even seen whistling to herself), and she breaks out “Bohemian Rhapsody,” while the Chemistry teacher is singing “Unchained Melody” a cappella. People tell me that if I just sang louder, I would impress everyone in the room, including myself – I assure them that my barely audible volume is more than appropriate.