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My first day of school as the new English teacher was infinitely more frightening than I remember my first days as a student. I stared out at my class of 45 students who were much more interested and curious in how I looked rather than what I had to say. Halfway through my spiel I noticed with frustration the expressionless, blank gaze of students which can be so common in problems, and joys. I teach at a small junior secondary school of about 200 students in Nata in Central Botswana. The Form 1 and Form 2 students (roughly equivalent to 9th and 10th graders in the U.S.) are working towards a Junior Certificate Examination which, at the end of their two years of study, will determine if they go on to senior secondary school or return to their cattle posts to herd animals. The native tongue of most here is Setswana, but English is the "official" language of Botswana, so beginning with junior secondary school all classes are taught in English. Botswana is a rapidly developing nation, and schools are well-equipped with textbooks, desks, and chairs; however, photocopying machines, fax machines, and audiovisual equipment are not as easily available. My school is on a generator so we are lucky to have electricity in the mornings and evenings. I face classes filled with students who are used
to learning by rote memorization, drilling, and constant note-taking. Sometimes
I wonder how to introduce more communicative approaches (and other teaching
methods) which I studied at Cal Poly. I think the answer is very slowly.
I do know that without the solid grounding and practical experience that
I received by pursuing the TESL Certificate, I would be truly lost here.
So I am struggling in teaching ESL classes just as I have done before--with
a little less comfort, fewer resources, and more anxiety, but with the
same rewards and joys to make it all worthwhile.
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