After visiting our first public school in Bogotá, we reflected that we couldn't imagine visiting another school later that same day. Our hearts were already full. We didn't know how we could possibly process the experience of meeting more students and teachers. However, this trip will be teaching me to keep filling an overfull heart, apparently. The students and teachers we met at the Usaquén school were so open, welcoming, and inspiring that I had a hard time imagining that we wouldn't return again the next day.
Colegio Usaquén is green in every way. Student uniforms are mainly green and white. Building trim is painted green. And the values of the school reflect a green mindset. Surrounded by natural beauty, students learn about environmental preservation and harmony with nature.
As we arrived, we saw some very small children with backpacks waiting at the gate. These were the preschoolers, waiting to be picked up. Their school day runs from 7 a.m. to 2 p.m. and includes breakfast and lunch. Preschool isn't offered at every public school. As in the U.S., preschool programs are a mixture of public and private jardines infantiles.
Like all public schools in Colombia, Colegio Usaquén runs on two "shifts," morning and afternoon, for primary and secondary grades. Mariana, my student guide, said that it's mostly personal preference which shift you choose. She's biased towards the afternoon, which all her friends attend. Students also have the option to do extra activities on their "off-shift," such as English immersion. Some of the high school teachers in our group were surprised to learn that none of the older students have jobs, despite the extra time. It's against the law to work under the age of 18 in Colombia.
As at the first school, social-emotional learning is a priority at Colegio Usaquén. They are part of a conflict resolution partnership with three schools in the same part of town. Students participate in groups to mediate problems. I would have loved to learn more about this!
This school didn't have the same age separations that we enforce in the U.S. Students are educated in age-specific grades, but the K-11 environment allows for plenty of mixing. Rather than being a "bad influence," older students helped out the younger ones. We watched as high schoolers helped the 1st graders dig holes for their new garden during their free period. Then several students propped up a ladder and started climbing! All of us United States teachers, trained to keep "safety first" and anticipate injury, gasped in horror — but the Colombian teacher just calmly walked over and helped hold the ladder.
Next on our tour, we saw a young group of students in P.E. class. With mild weather year-round, P.E. class is held outdoors on the sport court. Their teacher was leading them in a hula hoop game, where they practiced positional words (in Spanish). He called out words such as left, right, inside, and outside, and the students bounced in those directions. Just like kids their age in the United States, some got stumped with left and right!
A Classroom Visit
We (the U.S. teachers) then split into small groups and visited classrooms. There were 35 students in the 3rd-4th grade class I visited (a typical size for Colombia). The students were extremely eager to share about themselves and to ask us questions. More than being preoccupied with cultural similarities and differences, they were curious about us as individuals: "How old are you? Do you have children? What's your favorite color? What's your favorite Netflix show?"
Traveling internationally and being from the United States carries the advantage of familiarity with lots of global cultural touchstones, thanks to industries like Hollywood. They asked us about what movies we like, and seemed very satisfied that we all loved Toy Story. The students were very interested in U.S. music. One of their questions was, "Do you like the song 'YMCA?'" I smiled as I thought of all the times I've been forced to dance out those letters. Next, the teacher suggested they sing "Lemon Tree" for us -- something they'd been working on in English class. They were so excited, I don't think they caught on to the fact that I was only pretending to know that song! Turns out it is by Peter, Paul and Mary and was released in 1962. Next, they asked us to sing for them. Our random group of 3 teachers had not prepared a musical number! We looked at each other awkwardly for a minute, trying to think of a song we'd all know, when I remembered my students' love for the upbeat "You're A Grand Old Flag." It's also, mercifully, not very long! In the future, whenever I hear that song, I hope I'll be transported back to representing the U.S. in that 3rd-grade classroom in Bogotá.
I was very interested to see how teachers manage a class with 35 young kids in it. Unlike the last school, which had individual desks, this classroom had students arranged in tables. It's hard to say what a normal day would feel like, because our arrival had them very excited. One difference I noticed is that instead of raising a hand, students raise their pointer finger to ask to be called on. One similarity was that the teacher used a management strategy familiar to any U.S. teacher: "Table Points." I hope to learn more about classroom management as I spend more time in my host school; it's hard to generalize from one brief visit.
Listening to Future Leaders
To close out our visit, the U.S. teachers sat with a student panel of 10th and 11th graders. I was blown away by their insight and drive. They had amazing pride in their country, community, and selves, and they shared with us their genuine hopes for the future.
I inquired why they study English (most of these students had near-fluent English levels). Their answers included:
- To travel
- To understand others
- It's necessary for a job in the future
- It's a common second language globally - like a universal language - so I can communicate with anyone, not just native English speakers
- I want to study in Australia
- "The United States is the biggest country in the world." (I don't think he misunderstands spatial geography; he was talking about influence.)
- Interest in the United States' governmental system, especially how we have state governments
Their future career aspirations:
- Psychologist
- Something working with children
- Fashion design
- Forensics
- Sports (professional athlete or coach, volleyball or swimming)
- Medicine
- Engineering
When asked why they are proud of Colombia, the students reflected on the rapid change Colombia has undergone. They are proud that whereas 50 or 60 years ago, violence was rampant, "now you can be comfortable walking down the street." One student moved to the capital from an agricultural region, and he is specifically proud of his region's ability to feed the population. One girl spoke about being Venezuelan. She has lived in Colombia for a few years but holds onto her Venezuelan identity and hopes to return someday. "It [the humanitarian crisis in Venezuela] is sad, but I am still proud. We are still alive." All the students spoke about contributing to their society: "I want to erase ignorance." "I think the change starts with us, the young people."
When asked about their challenges, these soon-to-graduate teens all agreed that the cost and competitiveness of university is their number-one worry. Trying to get into university and to obtain scholarships to cover the cost is the biggest obstacle they face. One girl also spoke insightfully about the challenge of making good choices. Just like teenagers everywhere, they are learning who they want to be.
One teacher in my group asked, "What do you want us to tell our students about Colombia?" I love this question, because it gives the Colombian youth a voice in the narratives we will tell, not just to our students but to our colleagues, family and friends, and readers of blogs like this. They responded:
- "That it exists!" (I'm sad this was the first answer, but it kind of says it all. We have a responsibility to teach and learn about all the places beyond our borders. Now, having been given this special opportunity, we are responsible for teaching specifically about Colombia.)
- About the rich culture
- "We are lots of cultures in one country. I don't hate them because they are different."
- "Study Spanish! A lot of us know English, but I think they should study Spanish and come visit."
These students gave us so much to think about! I truly wish we could return to Usaquén and spend more time getting to know them and their huge dreams.
Over dinner, a group of us U.S. teachers shared about our own cultures from various parts of the United States and our different backgrounds. We have a variety of travel experiences. Several have experienced being "teachers abroad" through other grant programs. Many, including myself, have traveled for personal reasons. And one had never been outside the United States before. Our differences were a source of fascination. We teach in rural and urban schools, public and private schools, wealthy and impoverished communities. We peppered our colleague from Alaska with questions about his lifestyle, such as moose hunting and winter darkness. One teacher from rural Pennsylvania shared about students driving tractors to high school. Most of my students speak Spanish, while another teacher has mostly French-speaking African students in her classes. I'm so honored to be able to learn from and with these amazing new colleagues.