That was fun. Three weeks ago today I retired after 40 years of teaching. The last sixteen of which I spent at international language schools teaching the English language.
I did not have too many from countries such as Finland, Norway, Sweden, Denmark or the Netherlands because in those countries English is taught in public schools from an early age. Students from those countries tended to be in the advanced or university prep classes which I did not teach. When I did have a student from a Northern European country it was when I was teaching upper intermediates.
I worked with a lot of teachers who didn’t like French students. I had a word for these kinds of teachers: bigots. The truth is that the French do not always have the same level of respect for teachers as people from other countries do. Many students from France were arrogant and could be uncooperative. Because they often came in groups they could be quite clannish and you’d often have to deal with them speaking to each other in French in class.
The number one problem I had as an ESL teacher was students staring at their goddamned phones. The second biggest problem was students speaking their native language and the French were the number one offenders. But I was taught to judge people based on their best qualities and the best of their groups. I had one helluva lot of terrific students from France. I often wondered how my colleagues who complained of the French would have dealt with my earlier job as a public school teacher where — in great part due to socio-economic issues and cultural differences — many of their disciplinary issues would have been with students of color. The obvious conclusion is ….well, I’ll let you put two and two together.
I really liked Japanese students but you wouldn’t want them to comprise half your class. Once our school had a special group from Japan and I had all nine of them comprise an entire class. Tumbleweeds. Any questions? I’d asked. None. Once I prepared them for a vocabulary test going over each word carefully. No questions. They insisted that they understood. The next day they collectively did terribly on the test and no individual got better than seven of ten. I read them the riot act and did entire activities centered around asking questions. They also retook the test after I grilled them on each word and practically forced them ask me for clarification. They did brilliantly. You take four Japanese students and sprinkle them in a class with Europeans and South Americans and they’ll be great. Japanese students were diligent, hard-working and polite. But they were reluctant to ask questions. This was — to a lesser degree — a problem among ESL students in general. There was a great reluctance to say: “I don’t understand.” I had cases of students who wrote on their departing evaluations of me that I didn’t explain grammar well enough. I always, always thoroughly reviewed grammar points and practically begged for questions. Their failure to ask for clarification was their goddamned fault.
Who were the best students? Germans. They had all the wonderful qualities of Japanese students, plus they asked questions and were always eager participants in class discussions. I was told that in Germany today it is a point of pride to be a good student.
There was no nationality that I didn’t like to have in class. However I should add that Saudis could be…let’s say a challenge. They were prone to cheating which is a really silly thing to do when you’re trying to learn or improve on a language. I once saw a Saudi student cheating on a practice test. No kidding. The Saudis we got were always rolling in dough. They expected special favors. I’d constantly be asked to excuse an absence because…you know, nod, wink. At the same time they were among the nicest people in any classroom and if a Saudi student saw you on line in a cafe your coffee was paid for.
I liked Vietnamese, Thai and Laotian students a lot. They were particularly gracious and charming.
Some of my funniest and most fun students were from Italy. Italians seem to really enjoy life.
I got to where I learned accents. I could tell where many students were from before they told me. I was able to recognize the difference between South Americans and Spanish, between French and Belgians — usually. The people you could never pick out based on accent, appearance or anything else were the Swiss. You had Swiss German, Swiss French and Swiss Italians. Their names didn’t help either.
The weirdest accents were the Brazilians, which made them easy to pick out. I had a lot of great students from Brazil and a few who were arrogant. Older South American men could be chauvinistic and try to dominate conversations. But they could also be terrific students and a lot of fun in class.
Compared to your average citizen of the U.S. I found our students to be what we’d call over here, liberals. I only ever met two who expressed any admiration for Trumpy and most were quite open about their fear and/or hatred for the man. As best I could tell most of my students were progressive on social issues, whether it be climate change, LGBTQ rights, health care. However they weren’t always so liberal about immigrants coming to their countries. The only trouble I had was a few instances when Saudi students expressed disdain for homosexuals. When I was teaching the word phobia and mentioned different kinds of phobias one Saudi student said proudly: “this is me, homophobia.” I explained that this was not considered something to boast about and such opinions are best not expressed in classrooms.
Speaking of trouble, I had next to none. Especially if you put aside cell phones abuse and students speaking their native languages. Those two issues represented about ninety-five percent of the trouble I ever had with students. Students would occasionally chat while I was talking but it never took much more than a clearing of the throat to get them to stop. I had one student once who refused to spit out his gum. He stormed out of the class rather than get rid of it. Another student followed him out and calmed him down. Clearly the young man had something else going on in his life. Anyway he never got out gum again.
About a month ago — just weeks before retiring — I had a student get all hot and bothered because I asked him not to use Google Translate for a vocabulary term that I was at the very moment explaining. He got quite angry at me, accused me of being “aggressive” and stormed out of class. He went to the school director to complain about me. This was clearly a case of the student in question being a complete and total jerk. Such people made up less than one percent of all students I taught.
I had doctors, lawyers, engineers, teachers, professors, lots and lots of people in one form of business or another. I had students who ran companies. I had one newscaster. I had a few models. (I had two fashion models who resembled mannequins and one sportswear model from Switzerland who was vivacious and lovely.) I had an actor and a Belgian footballer recovering from a serious knee injury. I had a violinist in the Vienna Symphony. She was born and raised in Austria but was of Japanese parents. I had shop owners, ski instructors, med students, taxi drivers, I had Saudi Arabia’s minister of finance. I had bankers, accountants, chefs, chemists, software designers and nurses.
My favorite students were the aforementioned Japanese and Germans as well as South Koreans and Spanish women and Italian men.
I loved being warmly greeted by students in the morning. I also appreciated that they thanked me constantly and gave me nice goodbyes and have a nice weekends.
Teaching students from all over the world was a life-affirming experience and it was a privilege and an joy.



