Niki Donnelly's First Day of School: Day 7

Well, to say this least, this morning was jittery.

I didn't know what to think, would the other teachers be as nice as Olivier? Would the students be mean? Would I know enough about Australian politics to carry myself through my first introduction?

Olivier had told me that his classes are part of the preparatoire, the kids that are in between the lycee (grades 10-12) and the grandes écoles, private universities in France. They are intensive two year courses after high school. They are currently learning about political systems in France, England and the United States. So, I was pretty terrified, being not so versed (or in fact, liking it all) on politics, as many of you well know.

This week would be observation, whilst Olivier and the other teachers settled on a schedule for me that suited them and me. Upon arrival at the school, which is massive, I was ushered to the principal's office, met him, the secretarial staff and the vice-principal, could not make my French work. Was incredibly embarrassing and difficult. Everyone was incredibly nice- I finally managed to splutter out that thinking on the spot was very hard, that it was all a bit exciting, that I was sorry (whilst mentally adding my apologies for my lack of competence and how they must be wishing they had gotten a good assistant).

We raced to Olivier's class, passing students who stared (I must have some sort of tattoo on my forehead: NOT FROM HERE). And into a classroom, with students who stared. I took a seat in the back and watched while two students gave presentations. Seriously, these guys are good. Their English is incredibly well structured and quick, of course, they had prepared and the questions asked were prepared also, but the answers that the presenters gave: just off the top of their heads.

The two boys spoke on baldness cures (Olivier is bald- v. amusing) and whether computers can do the jobs of teachers. Then, I was introduced and gave a talk about the political system of Australia. Surprisingly and partly thanks to wikipedia, I did ok. Apparently, I am more knowledgeable about the system than I thought. I think I have multiple acquaintances of mine to thank for that. The kids are funny, they ask brilliant questions about politics and then turn around and ask what the Tasmanian devil is like. No one has known about Australia still being a monarchy and the fact that I can't give a proper answer for why astounds them. "I just don't think we mind" and "You know, the Queen is pretty great" aren't qualifying, apparently.

Filled in paperwork, a lot a lot of paperwork and went to the staffroom to wait for Olivier. There, I met Frederic and Brigitte, two of the English teachers at the school. There are 8 of them in total. English is compulsory, even for technical students who don't really see the point, as I would learn in my later class with Brigitte. She takes a class of boys who, even after eight years of French lack the confidence and drive to speak.

I introduced myself, talked about my job, music, university, etc. I am not allowed to speak French during classes. Only English, to make the kids speak. These two classes were extraordinarily different. The level of English spoken in one is so advanced, the other is a little below my own level, except that they don't understand that they can make themselves understood. Speaking with Brigitte, she knows that they can do it, they simply won't push themselves.

I feel comfortable in the classroom, more than I thought I would. Later, after lunch (a series of names and faces that I will have to relearn- all too quick and overwhelming) I had a class with Frederic. They were discussing a photograph that showed the discrepancy between social classes in 1940s America. They learned the term 'social gap' and wondered what the woman who took the photograph was trying to say. Fred discussed it with them, giving vocabulary to the students so that they could then record themselves talking about it. He uses a lot of technology in his classes, smart phones and videos, to aid the students and to keep them interested. I went with two girls to help them record themselves. One spoke only French, just kept repeating how she couldn't do it, she couldn't understand. No matter how slowly I went, no matter how much the second girl understood and I think, the first girl got a lot more than she was letting on, she ended up leaving to return to the classroom. The second girl was brilliant. She asked me to clarify some things, including whether she should talk about race- the poor people in the photograph were all African American. I asked if she thought that was important.

I spent the afternoon with Brigitte, at her house in Tours. She lives in Velpeau, just below the Cathedrale district, with her partner, Holley, who is American. They have a gorgeous Dalmatian, so Brigitte and I walked her and talked about a lot of things; school in France, travelling, things that we don't like to it which are seemingly national foods where we come from (she hates cheese and wine).
 I talked about what my expectations had been and how I had really enjoyed the classes. All of the teachers seem confused by my telling them that I had been expecting them to be cold (they're not).

I feel good about this. About school and about Tours and about how easy this has all felt. It has been a difficult step, but I feel like everything is just rewarding me for taking it.