Learning from Teaching

This post was brought to you by a 12-hour flight from Milan to Miami. Splash actually on a plane!

I want to share some of my experiences teaching. My experience may be different from other GTLers because it was so unstructured and varied. All of my classes were one-off lectures or activities, and I usually didn’t have a set curriculum or hint about what the teachers were expecting before the day-of. I ended up teaching with 8 teachers and met 19 class sections (out of the 20 in the school). However, my classes generally fit a few categories, so I’ll break this into parts.


This is what I came to Italy to teach. I originally had ideas about doing a series of classes where I taught how to structure an argument and how to refute it, ran some fun public speaking activities, and then had the students debate to practice the skills. However, because I often only met with the classes to debate once or twice and the teachers just wanted to run the debates immediately, that’s what we did. I would describe how debates worked, the students would choose a topic they were interested in, and they would split into teams.

I enjoyed hearing the suggested topics to debate. I think because I introduced myself as interested in climate, they always suggested debating climate change. We dissuaded them from that topic because the vocabulary would be difficult and it would require a lot of prior research. For the younger students, they mostly chose school-related debates, such as whether students should have full-day schools (they currently don’t), if there should be school on Saturday, if schools should use online or paper textbooks (none of the students preferred ebooks), and if homework is good for learning. We got to more complicated topics with the older students, including universal health care, weed legalization, and immigration.

Debate classes were some of my favorites because the students really got into it. They enjoyed being able to argue with each other, and because we required everyone to speak at least once, everyone felt involved. It’s hard to get shy students involved in regular discussions, but they all seemed involved in working with their teammates and giving their part of the speeches. Having a bit of healthy competition can often spark interest and participation. I was very impressed by their English skills and ability to pick apart each other’s arguments. (These classes also required very little prior preparation by me.)


A large portion of my time teaching was spent in unstructured discussions. How well these went usually depended on the teacher’s ability to continue the conversation or pick on students to ask questions or participate. Teachers had varying levels of discussion-driving skills. A few times, the teacher didn’t show up to class, so I led the discussion, with varying levels of success.

At first, most of these discussions were about me, MIT, and America because the teachers thought the students would have lots of questions when first meeting me. Sometimes this worked. More often, the teacher had more questions for me than the students, so it was mostly a conversation between the two of us. Later on, I had discussions about books/movies, social media culture, climate change, the American school system, the American government system (which was a really fun class), and the MIT website (lol).

One teacher wanted me to talk about the American school system to all her classes because she thought it was interesting and a good way to share culture. As a result, we ended up having the same discussion several times. This was hard because despite how much I love talking about education systems, talking about the price of American universities and the high school social scene can get old.

One teacher once asked me to join her class five minutes after the bell rang, and she had nothing planned. We ended up looking at the spotlight articles on the MIT website, and the students asked me questions about what the words meant/what the article was about. This was probably a waste of class time for the students, but we had some fun times talking about feminism and black holes and what is chemical engineering (hint: I don’t know either).

The discussions that I ran alone were generally unplanned. I had luck with a few classes because the students were young, energetic, and there were a lot of them. In these classes, I picked a few questions to ask to the whole class and made everyone answer. This got everyone involved and able to talk about themselves, which was good. It also made them very excited, so it was hard to keep the room at a reasonable volume. I also led a discussion with an older class. My vague instruction a few minutes before the class was to talk about climate change, so I tried to get them involved in talking about the issues and possible solutions. I did not do a good job at getting them interested. I ended up ranting about the world’s depressing future for 25 minutes and then trying to get them to discuss their other interests for the last 25. It was uncomfortable for everyone involved.

I also got the chance to administer a test. Many of their exams are oral exams, called ‘interrogations.’ I got to interrogate the students on an English novel that they read over winter break. I asked them about the plot, characters, and what they thought about the book. The other students listened in and also had to ask questions. It was interesting for me, but the students always have to sit and listen while their classmates get interrogated, so they looked pretty bored.

Science Lectures

I taught three types of science lectures: past and future climate (twice), ecology (x3), and weather (x10). I actually had enough prior notice to prepare these lectures, so I made slides and discussion questions beforehand. This took much more preparation time than the debates and discussions, but it paid off with reasonably interesting classes. I also gave the classes multiple times, so I could figure out the best way to explain certain things over time.

My weather lecture was fun, which is good because I gave it to 10 different classes. I got to the point where I could predict the students’ reactions to explanations and my stupid jokes. On my 9th class, the teacher was pulling students outside to interrogate them while I taught the rest of the class. The students were really distracted by this, and as a result I got distracted by them. But luckily, I had rehearsed this class 8 times before and my mouth just kept going without my brain’s input. Practicing actually helps!

My major takeaways from these classes were that:

  • Pictures and diagrams are great ways to bridge a language barrier.
  • Videos or pretty websites can be entertaining and a good break from lecturing.
  • Having planned questions to ask the students helps because it’s hard to think on the spot.
  • Students were most interested in things that relate to their lives or what they’ve learned in the past. I would bring up the local winds, how weather affects planes, how wind patterns affected Christopher Columbus, etc. and this often generated questions.
  • One part of my weather class involved me drawing Italy on the board, which never failed to generate laughs (at me).
  • Even the 10th time, the class will be a little different because of the students’ responses. Sometimes they have really interesting questions that can take the class on a totally different side quest. I never got bored of teaching the weather class.

I’ll stop there. Here are some pictures from the past three weeks:


The Italian School System: Part II

Fortunately (or unfortunately?) for you, I learned more and now have many more thoughts about the Italian school system, so here we are: part II. My last blog about the Italian school system was very superficial. It explained only the skeletal structure of the system, along with a few important characteristics. But recently (as in every day for the past 2+ weeks), I have been spending quality time with teachers and educators, so I now have a lot more context to add to this structure. I’m sorry this is so long; feel free to skip to the thoughts on culture/climate/fun quotes at the end.

My primary sources of information for this blog are (in no particular order): 1) my host father, who is a leading member of the education office for the region and knows a lot about the politics that go into educating students, 2) the students themselves, 3) the teachers that I regularly teach with in class, 4) the school principal who often spends afternoons with us, and 5) the GTL coordinator at my school, who also is an English teacher that I regularly work with and who plans out our afternoons and weekends to various parts of Italy and Slovenia. We’ve spent many an afternoon talking in the car or over food and coffee about anything and everything. Teachers love to talk, and luckily for me, they love learning and sharing knowledge, so they talk about things I find very interesting: culture, history, education, human nature, why things are the way they are. I’ve used my spongy abilities to soak up as much knowledge and feeling as I can, roughly organized below:


One thing I’ve heard about a lot is the Italian Bureaucracy. Partly because Italy wanted to guarantee that fascism would not be able to take hold again after WWII, there are a lot of steps involved in getting anything done through the government. I got to go to the Italian DMV to get approval for living with a host family and for my stipend, and there were probably 20 people lined up outside the door, waiting for it to open (the office was on lunch break). It takes a long time for anything to get done through the Italian government. This has strong effects on the school system.

Curriculum and school structure, unlike in the United States, is mostly run by the national government. Schools in the south of Italy and in Milan and in Trieste likely will have similar funding and the same basic curriculum. Keeping a standard for all schools in the nation seems reasonable, at least for a small and relatively unified country, rather than letting individual states and districts decide what they want to teach their students (and how much money they want to spend on it).

What I found interesting is that civil service exams are incredibly important in Italy. To get a top position in the government, you have to take a grueling exam (written and oral), and the person with the best score gets the job. There may be other things that go into your score, like education level and experience, but the test is very important. The same goes for teachers. If you want to teach in Italy, you have to take these tests, and you are placed on a list based on your score. Teaching ability and various other skills are not important for your placement on this list.

Then, the government will give the list to the principal at a school that needs a new teacher. The principal must take the first person on the list, even if the principal does not want the teacher for whatever reason. Basic skillsets, like if the teacher can use technology in the classroom or if the teacher has good reviews from their past teaching experiences, do not matter in this process. I was told that this process tends to bias against young teachers, and that things like marriage and if you have kids are also taken into account.

Furthermore, the principal has no power to fire teachers. Some teachers are wonderful, love their job, and really want to teach their students in a productive, interesting way. But other teachers know that they have a good score on that list and that the principal cannot remove them from the school, creating an unproductive attitude towards teaching. These teachers can be very smart with great test scores, but terrible educators, and there is nothing the school can do. In the US it can be very difficult to fire bad teachers, but this system seems even worse.

Personally, I think that teachers can make or break a child’s education. This is one of the most frightening parts of the Italian school system to me. I’ve witnessed some of the effects of the policy at my school. A couple times a teacher has not shown up to a class with me (or told me right beforehand that they weren’t coming), leaving me alone with the students and without a lesson plan. With at least one teacher, when the students heard she wasn’t coming, they cheered. It’s clear which teachers they like and which they don’t. Often, I amuse myself by watching teachers attempt to type up worksheets or google things on the computers in the teachers’ lounge. One teacher had me set up the projector because she didn’t know how to use it. Teachers sometimes forget which class they have next and seem to have nothing prepared. Some teachers tell me what they want me to do in the class 5 minutes before it begins (or even 5 minutes after it starts). There are very few young teachers.

Some of the teachers are absolutely wonderful. I love working with them, and the students seem to love being in class. But there is something wrong with this system.

Five Years, One Class

Like I said in my previous post, students choose their class section before their first year, and those students stick together for the next five years of their life. You and your classmates take all the same classes and sit together in the same classroom all year long. There are some advantages to this: students have very strong bonds with their classmates; there seems to be less of a competitive atmosphere because they know each other so well and know each other’s strengths and weaknesses; and they all take the same classes, so they all have the same hell weeks to barter with the teachers about switching exam dates/assigning less homework. These points were brought up by students in our conversations, but mostly by the younger classes. The fifth-year students told me that it was starting to get old.

Personally, I liked being around different students in all of my classes growing up. Hearing different opinions is valuable and can keep you from being sucked into a bubble. The classes have very different atmospheres, and I think this is because they are around the same people all the time. Strong personalities will start to take over and influence the rest of the class. Some classes are filled with high-achieving, engaged students, while others are a sea of disinterested faces, all refusing to talk. One class has just 2 students (their classroom is essentially a closet off the main hallway). Imagine spending your entire high school in class with just one other person. The two boys seem like good friends and good students, but teaching them was a very strange experience.

Another issue with this structure is that in my school, teachers will often teach only one section, but for all five years. If this doesn’t change each year (and I assume it doesn’t), this means that students might have the same English or science teacher for all five years of high school. If they get stuck with a bad teacher, at least the rest of the class is in the same boat. Many American graduate schools will refuse their own undergraduates for admission because they want students to get new perspectives from different faculty. This system is the exact problem they want to avoid. It’s important for students to get various viewpoints and hear different voices, if only because it’s less boring.


Another issue with choosing a class section in your first year is self-selection. Generally, students who do not like math will choose either the linguistics or classical section. Students who don’t like languages, or maybe are not as good at English, might choose the math or science section. This is a choice you make at age 13 or 14, but when you get older and learn about more interesting aspects of these subjects, you’re stuck with the choice you made as a pre-teen.

In addition, there is no freedom to choose classes beyond the initial selection. If you choose the math section, you can’t choose to also take German or a certain type of science class; the curriculum is fixed for each program. In my last years of high school, I had the option to choose between different types of history or science classes, and these students do not have that option.

Other Issues

Even after going to university, it is very difficult to find a job in Italy. The country hasn’t quite recovered from the financial crisis 10 years ago. There also is an issue of brain drain, where professionals and academics grow up in Italy, are educated there, and then go abroad to work. Then they return to Italy to retire.

This may or may not be a bad thing, but there is no division between classes based on ability or difficulty of material. There is no advanced or honors section like in the United States. This allows all students to have equal opportunity to learn, but it also means that if students excel in one class, there is no opportunity to go beyond, and students who struggle can easily be left behind.

The less competitive atmosphere also could result in less drive to achieve more. University admittance is mostly based on a huge test you take in your last year. This could make students less likely to push themselves in their classes because there is not much incentive to be ‘the best.’

Good Things

It’s easier to focus on the issues than the good things, so here is a quick list of parts of the school system that I think are great:

  • Students are required to take 3 languages by default. They already speak Italian and Slovenian fluently, but by the fifth year, they are also very good at English.
  • The school is starting a new program where students can choose to take math in English. After three years, they will have a certificate from Cambridge University in math and English.
  • Every student from this school goes to university.
  • Exams are often oral rather than (or in addition to) written, especially for language classes. This seems like a good way to learn and practice a language.
  • Classes are generally small, which allows for more individual attention. This may be a factor of my school’s small size.
  • The teachers enjoy having discussions with the students rather than just lecturing. Most teachers teach sitting down. I like this, as it makes the class atmosphere more relaxed and gives the students a chance to talk.
  • Sports and activities take place outside of school. Students seem to like this because they can make friends with people from other schools, and they’re not restricted to the opportunities that their school has.
  • There is no limit to school enrollment, and students can choose any high school in the region. Your high school is not determined by where you live. If the classes get too big, the school just hires more teachers.

Overall, the experience of being in another system has really opened my eyes to the system I grew up in. I have a natural bias against American governmental structures, and I always assumed our system was bad, especially compared to the rest of the developed world. I still think we have a lot of issues with our system. However, there are parts of it that work. The grass isn’t always greener across the Atlantic Ocean.


The GTL coordinator/English teacher has brought us to some amazing places in our afternoons and weekends here. In addition to going around Trieste and other Italian towns, we’ve seen parts of Slovenia and Croatia. Although both countries were part of Yugoslavia just 30 years ago, there are big differences between how they came out of communism into the modern era. Slovenia is part of the European Union, has beautiful new roads and bridges, and lots of tourism. Slovenians are incredibly proud to be Slovenian. Croatia seemed to not have had as much development after the Yugoslavian regime.

I have witnessed some mild sexism, especially regarding women in leadership roles or driving cars. Gender roles for domestic life seem to be very present, especially in the older generations. Few women are interested in STEM, and I have heard stories about those who are interested being dissuaded from pursuing STEM after high school because it is so uncommon. Also, there are still hard feelings between the former Yugoslavian countries; some Slovenians look down on Croatians and Bosnians and Serbians and can be very discriminatory. I’ve heard Croatians being described as ‘living in misery’ and being ‘not a part of Europe.’ Being described as Bosnian is an insult. Past conflicts run deep.

Fun Facts

Trieste is a large center for physics and houses a synchrotron and one of the six free-electron lasers in the world. We got to tour the facility and see the electron accelerators up close (pictured). 8.02 really came in handy. It was very cool.

Shifting gears to climate: the weather has been very nice so far. We’ve only had rain once, and everyone keeps commenting on how lucky that is. It feels cold, but still more mild than Boston. It snowed the day before we went to the capital of Slovenia, so everything was covered in white. It was beautiful (pictured: Bled, Slovenia).

The eastern Adriatic coast has something exciting called the Bora. I’ve included it in my weather lecture to bring something relatable to the students. Essentially, the Bora is an incredibly strong, often cold wind that comes down from the mountains and towards the sea. Due to funneling of the winds through mountain passes, the wind can get up to 220+ kph, which is really fast. There are some great videos of large objects falling over and people struggling due to the wind. There are two types of Bora: white and black. The White Bora is generally stronger and faster, but the weather is clear and cold. The infamous Black Bora comes with heavy rain or snow. I have not gotten to experience a true Bora yet (unfortunately), and I probably won’t, so I guess I’ll have to come back.

Trieste is also surrounded by hills of Karst, a limestone characteristic for caves. The first weekend I went to Grotta Gigante, which translates to “giant cave” because it used to hold a world record for the largest single cavern (107 m high, 65 m wide, and 130 m long). It houses the two largest geodetic pendula (they measure minuscule shifts of Earth’s crust) in the world. Some of the huge stalagmites are still growing, even though they are already 12 m tall. The stalagmites have these amazing pancake-shaped layers due to water dripping from such a high ceiling (pictured). Caves like this scatter the hills around the area, some being the shelters of the earliest hominins in Europe.

Fun quotes

“[name redacted]. Hmm… Your name is very sensual to me.” – a teacher

“Is Ohio part of Massachusetts?”

To the class: “Did anyone fall in love recently?” to me: “I love learning about when my students fall in love, but it doesn’t happen every day.”

“Parking is good exercise.”



A picture of me with one of my Week 1 relativiy classes!

I’ve never had the chance to really “iterate” a course. Like I briefly mentioned in my last blog post, for the past 3 summers, I’ve taught at the same* math camp. The first two summers, I was given a curriculum to teach, and each day after we were done, we were expected to make edits to the lecture notes and problems for future years to use.

*The third year, I worked for a different camp got run in a very similar manner by people who worked on the previous camp. Confusing, I know, but it bascially counts as the same camp IMO?

The 3rd year was different – I had to write all of the lesson plans and problems (6 hours worth of content) for 12 days of classes AND teach them the next day. While it gave me complete control over the curriculum in terms of material, ordering, and the way it was presented, I only got to build off of the lessons I remembered from how I presented content last year.

But GTL so far has been a different experience, because not only do I get to re-use the content I prepared for the first week, I get to make direct adjustments to what I taught to make it even better.

Relativity Week 1 was an imperfect experience. I taught a 9-hour course on relativity to two separate classes. There were many, many things which went wrong.

  • I spent the entirety of the first day boring students. There was a solid hour where I spent helping them derive the mathematics behind the Michelson-Morely experiment because I thought it was interesting, but I was halfway through it and realized that I had the attention of maybe 1 kid in 20.
  • I may have accidentally stated the formula for time dilation backward for an example, only serving to confuse the kids more in a subject that’s already confusing to begin with.
  • I didn’t have any fallbacks on activities to do when my timing was off by a few minutes – figuring out how to spend the remaining 5 minutes of class when I’ve already asked “Do you have any last questions?” and they’ve been silent for the last 10 seconds.
  • I really like interactive activities, and I knew coming in I didn’t have many of them planned out for relativity. That fact was made very apparent during my classes.
  • I spent a lot of time on derivations in general, but I’m not sure if that’s a bad thing. More to discuss later.
  • Oftentimes, I’d realize during lectures that my slides were not what I wanted them to be. As a result, I’d just ignore them and lecture with a board (like I usually do).

Wrong is a strong word here. Especially in the context of me getting to teach this class again during the second week, it gives me a chance to actually make use of all of the things, big and small, that I noticed could be better.

But also, even with all of these things that could be improved, there was so much that went right.

  • I love teaching. Sometimes it’s easy for me to forget this (especially maybe a little bit last summer when I spent 16 hours a day teaching or prepping notes for the next day), but wow, I love teaching. Getting to see their excitement when thoroughly unintuitive concepts make sense, when after just 9 hours I can talk about black holes and parts of the math actually make sense, when I’ve given them enough intuition behind the material that they start me asking the questions that I’m about to ask them to think about.
  • These students ask incredibly good questions. Clarifying my scribblings on diagrams, wondering about how FTL travel could possibly work, asking about connections to SciFi movies. Absolutely awesome questions.
  • Someone gave a fully correct answer to the Ladder and Barn paradox! !!!!!!!!!!!!!!!
  • I gave students the velocity addition formula, and one of them was interested enough to ask me how he could derive it!
  • A teacher sitting in on my class complimented my ability to lecture, and to tell a story. She really liked the way that I taught relativity–by first bringing up the comparisons to classical mechanics in almost every lesson, to help them gain intuition, and then connecting it to the idea that exists in special relativity. She was surprised I hadn’t taught relativity before.
  • Blew people’s minds with dotted lines. Always fun.
  • I got an applause at the end of one of the classes ❤

Hm, a 9-hour course on relativity. Potential HSSP class? Maybe not this semester, TBH.

Teaching is fun and I love it. And the nature of my GTL school means that I get to actually improve upon all of the things that I noticed–they’re not just passing comments that might get lost to time, but real, actionable things that I know I can do better. And I did!

  • More examples, put directly into the slides. I qualitatively bring up the idea of the Barn and Ladder paradox (renamed to Snake and Gates for visuals) the day I introduce time dilation and length contraction, then as days progress, continue coming back to that example (using it for Lorentz boosts and spacetime intervals)!
The “snake and the gate” paradox slide used for the spacetime interval lecture
  • A lowered emphasis on derivations. I reduced the number of “let’s work through the algebra” moments to focus on the important conclusions: light always travels at c, moving clocks run slow, moving rulers get short.
    • However, they’re not gone entirely. A good number of the derivations serve to make their intuition clearer and to truly understand where concepts are coming from. For example, my “derivations” in a spacetime diagram all simply revolve around the spacetime interval and saying x/t is a velocity, which provides direct intuition into what each region in a spacetime diagram means!
    • I think for me personally, I’m slightly biased towards lots of derivations because that’s how I like to learn. Need to keep in mind that that’s definitely not the same for everyone 🙂
  • More planned “talk to your friends about ____” times! One of them that I like in particular is asking students to discuss what happens to the length that is perpendicular to movement – whether it stays the same, there’s length contraction, or there’s length expansion. This one is great because there are feasible explanations for them all.
    • Same: Your velocity perpendicular to movement is 0, so
      γ=0 (correct explanation).
    • Bigger: The volume that gets compressed has to go somewhere, so it should get bigger.
    • Smaller: If length contraction happens parallel to movement, why should that axis be special?
    • From here, I go through a solution using proof by contraction to justify why the answer is “same.”
  • Sliiightly less lofty goals in terms of content. Much like with derivations, I’ve decided to cut out some planned material (especially towards the end) in favor of moving slower, emphasizing the content that I think they should be getting out of the course.

Of course, 1 round of iteration is not enough. Even this week, I’m noticing many, many things that could be better. This may be my last time teaching this class, but I’m hoping that what I’m learning this week doesn’t go to waste. I’m making comments on my lesson plans and slides that I have, hoping that when I send these materials to the GTL Italy coordinator, someone in the (maybe not-so-distant) future who’s teaching relativitiy can look at them. And maybe, just maybe, they’ll continue the process of iteration.

This blog post would be complete without some random photos, so here they are 😛

And of course, some fun things I’ve noticed about Italy 😛

  • Toast refers to a sandwich which is toasted (meat and cheese), not just the bread.
  • Lots of music from 10 years ago. This Is Me by Demi Lovato? You Touch My Tralala?
  • Some teachers drive us to the school in a neighboring town for the second week. They’ve complained about Italian drivers no less than 3 times. They’ve been driving us to this school only for 3 days. “Everyone has their own rules. And their rules are exactly what the real rules are not” (paraphrased).
  • There’s a town here (Basiglio) with a significant Filipino population.
  • Prego is just another word here. It’s not pasta sauce. It has many meanings, including “you’re welcome” and “after you” (which are the two most common ones I hear). Salsa means “sauce” and refers to condiments–mayo is a salsa.
  • Grande is just a word they use here. After seeing my FB friend request: “Grande, Paolo!” Anyone who knows me IRL will know how happy I am.
  • Some students asked my age, and I asked them to guess. They said 24 or 25. Others said 20, 23, and 25. Someone asked if I dress up like this (business casual) normally at MIT.
  • My host mom baked me a birthday cake! There was a” rose” on the top, and before I ate it, I asked what it was. “It’s the same as in church, the Body of Christ.” And lo and behold, it was actually a Eucharist wafer, just without all of the holiness.
cake c:

This’ll be my last blog post on the relativity class. Time to talk about other adventures 🙂

I challenged myself to write this blog post in 30 minutes to procrastinate, and it only took 50, mostly because I decided to add photos 😛

The Italian School System

The past week has been a whirlwind of meeting new people, learning new things, and living with the unexpected. I’m very tired, but I love it.

This is the first year that my school has had students from MIT for GTL. This means that the teachers are taking advantage of the opportunity to learn about America and MIT, and to show some Americans their city and home. The teacher in charge of me and the other GTL student at my school taped a blank schedule to the table in the teacher’s lounge and just let teachers sign up for different hours of the day with us. A picture of my schedule is attached (though this tends to change as teachers forget they signed up/want to add me to other classes). So far, I’ve taught with 10 different teachers and met 12 different class sections. After school, this teacher coordinator and the principle drive us around to eat local food and see different parts of the region. It’s been an adventure, to say the least.

Because I’m here to teach ‘debate’ (which has been confused with ‘discussion’ several times with the teachers), I’ve mostly been in language classes. Teachers mostly want me to make conversation with the students so they can practice English, which means I’ve been able to have many (MANY) conversations with students about America, stereotypes, education, school systems, university, their lives outside of school, and whatever information I can drag out of them.  I’ll focus on the Italian school system (and some specifics of my school) for this post and conclude with a few amusing moments from the week. I’ll save my teaching experience for a future post (and after I have some more experience in classes that don’t involve just talking about America).

gtl schedule

The System

First, keep in mind that my school is not a typical Italian school. Trieste is only a couple miles from Slovenia (five minutes by car from where I’m living), so there is a large Slovenian minority in the city and surrounding villages. For these families there are Slovenian-language schools like mine, where most of the students and teachers speak Slovenian at home. Because this is a minority group, my school is small, with only about 230 total students in the five years of secondary school.

The structure of Italian secondary schools is much different from American high schools. When you first enter secondary school, you choose one of several programs which will determine which subjects you study for the next five years (yes, Italian high schools last an extra year, so the oldest students are the age of current freshmen in the US). At my school, students can choose from a math/physics, science, linguistics, or classics program, though these vary from school to school. All students still learn math, science, history, English, Italian, Slovenian, and other subjects, but the program they choose affects subjects we would call electives. The math and science sections are self-explanatory. The linguistics section studies the three languages listed above, but also German and Russian. The classics section studies Latin and Greek, along with philosophy and classical art history. In total, students take about 13 classes each year.

The program students choose is very important to their school experience because they will study with the students in their section for every class of every day for the next five years. Because most students will stay in the same program (you can switch in the first couple years if you want), they have the exact same classmates for every class for all five years of secondary school. This creates strong bonds between students and unique class dynamics. Because of the varying popularity of some programs, there is a huge range of class sizes, from 2 to 19 at my school. Each class has an incredibly different atmosphere, and teaching is very different for each group of students.

The hot topic at my school and much of Italy is whether to have school on Saturday. Classes go from 8:00 to 13:35 (with no lunch break), so there isn’t enough time in the year for the number of school hours required by the government. To solve this problem, students in the last three years of secondary school have class on Saturday. It seems like most students do not like this policy, for obvious student reasons. However, most teachers like the schedule because they can go home early every day and have the afternoon free. Also, most students do activities outside of school, like sports or music, so the long afternoons allow them enough time for those activities as well as their homework.

Another aspect of school life that often comes up in our conversations is cheating and strictness. Italians perceive American schools as being strict and competitive.  I do see strong relationships between students and teachers at my school, possibly a factor of its small size, and the class atmosphere seems very relaxed, rather than stressed or tense. Students know the grades of every other student for every assignment, and they seem less jealous/stressed/upset about their grades than at my high school. Also, cheating is apparently a big problem in Italy because it’s considered rude to not help your neighbor if they ask for it during exams, for example. Teachers are less excited about this cultural phenomenon.

I’m not going to make a judgement on which system is better. Of course, there are advantages and disadvantages of each system, and we can only attempt to prepare students for the world as best we can. But despite these differences, I can see so many similarities to high schools in America. Teachers have different styles of teaching, and their students react to the styles accordingly. Teenagers act like teenagers: making friends, trying to trick the teachers, laughing in the hallways, making excuses about not doing the homework. It’s a bit nostalgic for me, and fun to be here.


And finally, just a snapshot of some of the things that amused me this week:

-My host sister had skating practice on Wednesday night, but she had a student pass to the theatre in Trieste. She told me to use her pass and see an Italian play in this beautiful old theatre. I went, could not understand anything, and promptly fell asleep.

-The stereotypes about Italian driving are definitely true. I have driven with four different people, and none of them has managed to get through a drive without breaking some traffic law. Stop signs and no parking signs are the most commonly ignored.

-My host family has a cat named Birba, who likes to sleep and eat and sleep (pictured).

-Enrollment in the classics section is low in Italy, so many schools across the country had Noč klasikov (Classical Night) on Friday. This was a six-hour exhibition of student achievements from the classical section, including song, poetry, food, a hilarious modern rendition of The Iliad, and much more, aimed at promoting the section for future students. Because I was planning on going to the show to support my host sister, I also got roped into being in the performance. I gave the last two sentences of Martin Luther King Jr,’s “I Have a Dream” speech in the first-year students’ reading of poems on tolerance. A video of this may exist. Am I being exploited for my American accent? Maybe. Do I mind? Of course not.



Nervous Beginnings

Hello, this is Sarah, and welcome to our GTL blog! I will be teaching debate and natural science in Trieste, Italy for the next three weeks. I’m excited about the location because Trieste is just a few miles from Slovenia, and Slovenia seems more exotic and exciting than Italy for some people. In fact, the high school that I’ll be teaching at is a Slovenian-language school, so they don’t even speak Italian in this Italian school. My host family speaks Slovenian primarily at home. Unfortunately, Duolingo does not support Slovenian so I am not to prepared for that particular language barrier, though I’m doing my best with the Italian. I’ll mostly have to rely on the classic “speak Spanish and French in an Italian accent” strategy.

I’ve been having mixed feelings going into this experience, but I hope my expectations will be exceeded. I did not do competition debate in high school (or ever), so I feel unqualified for teaching the subject. I justified being able to teach debate in my GTL interview because I did Model UN (United Nations-style debates and negotiations) and took public speaking classes in high school.  However, part of me thinks I should have declined the spot on the basis of inexperience. The natural science classes were added by my school as an afterthought, just a few weeks ago. I have no idea what they’re expecting for those classes. My worry is that the students will not gain anything by me being there, and I don’t want to be viewed as just there for a free trip to Europe.

I spent much of winter break stressing myself out about this. What made the nervousness worse is my school told me not to prepare any classes before getting there, as I will be creating lesson plans with the teachers in person. The thought of arriving in Italy with no preparation gave me lots of anxiety over the break. Eventually I broke down and planned some classes. I started to get excited about activities I could run, some based on the public speaking activities that I used to hate in high school (they’re good activities, but I hated having to practice public speaking in general). I’m excited to pull out something my English teacher called the “coffee can of fate,” where each student’s topic and/or partner are chosen randomly from this frightening little jar of paper slips. I’m hoping they’ll let me teach a weather forecasting class, though I have some feelings about the high cost of the European weather forecasting models. I might have to restrain myself there.

I’ve mostly convinced myself that this will be an overall net-positive experience for those involved. Hopefully the students will have a bit of fun, learn some English, and maybe even some public speaking/science. If not, then at least I will gain valuable teaching experience and self-confidence. It’s highly likely that I will learn more from the three weeks than the students will. I’ll keep track of this and keep you updated.

P.S. I was planning on writing this on the plane, so it would be literal Splash on Planes, but that didn’t happen. This was written on a train instead.

Lesson planning and teaching philosophies

I’m sitting in my host family’s kitchen preparing to eat breakfast, finishing up my plans for the lessons I’m teaching. What better way to procrastinate than writing a blog post about lesson planning and how I approach teaching? 😛

(This post is probably going to be long because it’s both a first post and I’m really into procrastinating. Other ESPloggers please take note because this should not set precedent for you I’m just really procrastinating a lot)

I’m teaching in Italy this IAP, in a town called Rozzano in the metro area of Milan (30 mins south of the city center by car, 1 hour by public transport). This is my first time teaching at a GTL. I got here just over 24 hours ago, and am super excited for this ~wild~ time! I’m teaching 6 classes in total covering 2 topics:

  • 9 hours of relativity to 3 separate classes (of 18-year-olds who have seen mechanics, e/m, and some introductory calculus)
  • 9 hours on stats to 2 separate classes (of 16-year-olds who have seen algebra and geometry)
  • 5 hours on stats to 1 class (basically the same as above, but I only cover the first half of the material)

In all honesty, the actual amount of work that I’m doing for lesson planning isn’t too bad. First off, I only really need to plan around 18 hours of content, which should not be difficult at all. (Over the summer, I had to plan around 6 hours of content every day, 6 days/week, for 2 weeks, so this is going to feel loads less stressful.)

My planning was made a lot easier because my contact at the school gave me a suggested syllabus with a list of all of the topics he wanted me to cover. Because that’s out of the way, I instead get to focus on two things:

  • Thinking at a very high level about how I want this class to run and my philosophy of teaching
  • Figuring out the curriculum, the details of the lessons and how exactly I want to cover it

Both of which I think are far more interesting than deciding a list of topics to cover.

Because of the scheduling, this week I’m teaching 2 of the relativity courses, which means most (read: all) of my preparation so far has been for that.

High-level thinking

I don’t think that the biggest lesson that I can teach my students is about the science of relativity.

The summer after my 10th grade, I went to a math camp. Yeah, one of those math camps, where nerds get together and take classes for 3 weeks — one on Geometry and one on Number Theory. I came out of camp feeling like I knew so much more, but now, almost 4 years later, I remember:

  • My geometry teacher was really, really, bad. he would answer I couldn’t do 99% of the material right now. Choice quotes (as best as I can remember):

These are not problems. They are exercises. The only real problems are the Millenium Problems.

Referring to IMO Problems Exercises

This is trivial.

To any question asked
  • My number theory teacher was amazing. Fun explanations, and showed the intuition behind the material. Awesome person. However, time still makes you forget, and I am sure that I couldn’t do 98% of the material right now. However, what I do remember is feeling like I actually understood so many interesting concepts, feeling like math had so many interesting fields and problems, and that number theory was my new favorite math subject.
  • Funnily enough, this number theory teacher also made an offhand comment after I explained my thoughts on a problem at the board. “That was a good explanation, you showed the ideas behind your steps” followed by something about how I should teach more. 4 years later, having taught at 3 math camps and at loads of ESP programs, I still credit him with giving me that push that got me interested in teaching and education.

The experiences that I’ve had, both when I teach and when I learn, have shaped the way that I view education, especially in contexts where I have very limited time with students (in the end, that’s the only kind of teaching experience I have).

I don’t think that I should expect students to achieve mastery by the end. Nine hours is far too short of a time for people to truly understand everything about relativity.

In my opinion, there’s a good chance that most of the details of this material will inevitably be forgotten, especially because I’m teaching “outside” of their normal curriculum. And there’s not too much I can do to change that.

In light of that, there are a couple of things that I hope my students can learn that aren’t just the concepts and the formulas and the physics, things that I hope they remember long after this IAP.

  • Physics is a science. The ideas they learn didn’t pop out of nowhere, divined by geniuses who had some deeper knowledge about the world. People had ideas, they tested them, and they gradually made a model that described more and more of the world.
  • They can build intuition behind these complex ideas, even in a science where almost everything that happens is unintuitive.
  • I want them to enjoy. To enjoy the challenge, enjoy learning about some of the coolest physics that we know today. And maybe when they look back in a few days, weeks, or years, that they’ll remember physics being exciting.

Of course, I have to do this all in a context where English isn’t their first language — and maybe these goals will go to the wayside to just focus on explaining concepts. But as I plan all out these lessons, I’m trying to keep these goals in mind, and hopefully they happen to a non-zero degree.

The nitty-gritty of teaching

Of course, all of these goals are fine and dandy, but I also need to prepare lessons themselves.

Like I mentioned above, I plan on explaining concepts as intuitively as possible. To me (in the context of relativity), this means introducing ideas without mathematics when I can and focusing on qualitative examples. From there, I’ll build up the algebra and mathematics necessary to understand material.

While I’m still working on planning out my lessons right now (in other words, procrastinating on it with this blog post, here’s a couple of small-level ideas, choices, and other thoughts on the specifics of how I’m teaching.

  • I’ll be presenting content using powerpoints that have an outline, but lots of white space on each slide. I plan on presenting them and writing equations/notes on them as I go using a smartboard. I’ve never actually used a powerpoint structure in any of my classes (mostly have just written on chalkboards/whiteboards/smartboards), so I’m excited to see how this goes. This also forces me to do prep beforehand, which, as you can see, is kind of working despite my procrastination. Slide examples below!
  • Teaching when English isn’t people’s first language will be hard. Those that know me IRL know that I am very excited, and that when I talk, I tend to talk fast. I’m going to have to actively slow myself down a lot as I teach, and I wonder how I’m going to be able to keep the same level of excitement as I normally do when I teach.
  • Because I’m teaching for so short of a time to each group, it will be difficult to get to know students. I’m hoping that I can get to know them a little as class goes on, but the fact that I’m teaching 6 separate groups for very short amounts of time will make this difficult.
  • I’m really rusty at relativity. It’s been about a year since I’ve studied it, and I’ve forgotten lots of my own intuition behind material. I’ve spent the last week or so attempting to re-teach myself, and need to do more of that as the week progresses.
  • I’ve also never “learned” it in a class with algebra. I took 8.033 (Relativity) at MIT, and talked about concepts in high school with my physics teacher (using algebra), and so this will be an interesting time.
  • Very generally, relativity is hard. The intuition is oftentimes nonexistent and there will definitely be times where I’m going to have trouble finding the best way to explain material. Hopfeully I’ll document this as it goes, but I think that this will be one of the hardest things I’ve ever tried to teach.

Before I end this first post, some fun things that have happened while here in Italy.

  • My host family has two dogs. one is named Cannella, because someone vetoed “Nutella”. For the other, my host brother suggested “Goku” but that got vetoed. They went with the next idea (which was a joke when suggested) and their other dog is named “Shopping.”
  • My host brother’s friend asked me if I knew Shrek. Shrek memes exist here. They started singing All-Star.
  • At the supermarket we went to, you could pick up these cool devices that you use to scan everything you put into your cart, to make paying at the end simpler. Truly wild.
  • “American Coffee” is different, but my host brother enjoys Starbucks. He also translated “frappucino” for me as “smoothie”.

Alright, this post (and my procrastinating) has gone on long enough. Wish me luck as I start finishing the actual work that I need to do!