In Britain I was expected to be so much more than just a teacher. A social worker, counsellor, parent, friend, mentor, big brother and psychologist. A multitasking miracle worker who would whizz into a room and create a positive learning environment from whatever I found. With Pavlovian conditioning, I could change tack with every tolling bell, ploughing through a long day where breaks and lunch evaporated and needs were met, anticipated and dealt with. The gifted were stretched, the less motivated were encouraged and the hungry were fed. Sometimes even clean clothing was appropriated. I made a difference. London’s schools were challenging and dynamic, and not for the fainthearted.
Cambodia is no place for the fainthearted either. Grinding poverty, years of internal corruption, and searing heat bring their own challenges. However, like many foreigners work in elite, private settings with students who are relatively wealthy. The library has precious few books and the school feels under resourced but the parents all have big four wheel drive cars.
I set a task and my class of students do it. I have never taught students like this before. They are respectful and engaged, no matter what. Are we doing something creative and engaging right now. Not particularly. In fact, we are doing peer and self assessment of paragraph writing with a final draft to be produced by the end of the lesson. Deathly dull if you ask me, and I am theoretically a writer.
In addition to having no real classroom management issues, I am not expected to analyse or deep dive data. I do not produce reports or graphs highlighting student underachievement nor am I expected to contact parents and build home school relationships.
I come to class. I teach. I assess. I grade papers. I give feedback. However, this generation will be pivotal in the the changes that are need to happen in this country so I might be just a teacher but, like all teachers, I can still make a difference.