The school is a UN funded ethnic Hungarian school in Slovakia that caters for a 10% Romany (gypsy) population. It is also next to a school for the mentally disabled which was at one point an orphanage built and operated by an Esterhazy in the 1800's. If a Romany (or presumably other student) fails in this school, they are transferred to the disabled (remedial) school. If the student progresses well under remedial guidance, they get transferred back to the normal stream school.
The school diaspora is pretty restricted as the majority are Hungarians from 6 to 16 years of age. There are about 160 students with 16 teachers in all. That's an excellent student-teacher ratio and is the envy of many teachers out there.
Last year, my mother visited the school with Marafko Juci and spoke to the principal about my career as a primary school teacher in Australia. As English is a mandatory subject AND that they were teaching about English countries including Australia, having a dinky-die Ozzie come along next year to speak to the students was very welcomed. Fast-forward one year: Again with Marafko Juci, I went there on Thursday 20th May, ostensibly to chat with the principal and discuss preliminaries before I spoke to the students. My idea was to show her what I brought along from Australia, see if it was permissable, find out about the age group so I can prepare for them and to arrange a time/date to speak.
That didn't happen!
After about 20 mins in the staff room, speaking with the principal and English teachers, I was whisked out, up some stairs with my bag of tricks and into a classroom full of a variety of students from 6 to 16! Talk about improvisation! So I went into 'teacher acting mode' which came very naturally and left it to my sub-conscious to deal with it.
I was asked only to speak in English, which I readily agreed to.
As soon as I entered and saw about 30 kids, I walked towards the blackboard, shaking a few hands along the way. I wrote my name on the board (I can write chalk <grin>) and went around asking for names and making a comment about each one - shaking their hands as I did. This relaxed them (and me) and allowed me to make up a quick lesson plan in my head.
So I asked them if they had any questions: I got a few like where I am from - so I drew a quick map of Australia and major cities on the East Coast and placed a dot where I lived on the mountains near Sydney.
After the questions dried up, I asked them if they wanted to TASTE something from Australia?
I got out a tube of Vegemite and gave them all a tiny squeeze on their upstretched fingers. As I walked around rapidly, the reaction of some of the students to the strange taste became obvious and some kids decided not to try it.
After that, I asked if anyone wanted to FEEL something from Australia!
I got out a cricket ball (Kookaburra brand), dropped it on the ground, then onto a desk - THUD! - then handed it to someone to pass it on.
Then I asked if anyone wanted to SEE something about Australia?
I had 50 printed photos (thanks to Garry Dawson and Jenny Hansen, friends of mine who travel to interesting places) about flora, fauna, coastal views, homes and cities. I handed each one out explaining what they were.
I then noticed that the principal and a few other interested teachers were in the class as well. Soon I got a series of questions and my replies were translated to Hungarian for the younger children. By this stage, the blackboard was full of words and drawings and I took a few seconds to look around, check the time and see if I got some visual clues from the staff or students. All were very interested and engaged, relaxed and taking in the experience. As a retired teacher, I took a moment to absorb what I had done and I had a sense of satisfaction that grew in my next lesson about 30 mins later.
A quick visit to the staffroom, a cup of coffee, a chat with some staff and soon I was back in a regular classroom, this time with only the English teacher and her 14 year old students who were excluded from the first session. I repeated my demonstrations. They were more prepared for me and had questions written for me to answer.
I still remember them:
- Would I live in Slovakia?
- I could live here, but my home and family is in Australia. - What foods do I miss?
I said 'Oats' and I told them I knew the Hungarian for it as I needed to buy some and I wrote on the chalkboard 'Apro Zab Pehely' - which is the Magyar term for cooking oats. - Why am I here?
- To do genealogical research.
- What family?
- Marafko - (written on the chalkboard)
This caused a huge gasp from the students and the teacher explained to me that Marafko Daniel was sitting just there! I went over to him to give him a hug and he immediately backed away, to the gentle laughs of the rest of the class. I managed to shake his hand and say 'Relative'! - What other languages do I speak?
Remember that up to this stage I was speaking English. I thought quickly and recited the Microsoft list of English languages like: Australia English, Canadian English, US English, UK English, South African English etc - to the laughs of the class as soon as I realised what I was doing, but then, after a short delay, I said 'Hungarian' - and I smiled.
Another huge gasp! Laughs and a little relief from them all.
I then went back to Daniel and said 'Rokon'! (Relative). Again to the laughs of the students. - What is my job?
Computer construction and service. - What other countries will I visit?
Hungary and Austria. - Do I have a Facebook page?
Yes - and pointed to my name on the chalkboard. I got around 20 Tallosi student facebook friends and I made sure I grouped them and sent a message to the group daily while I was in Europe.
We spoke more about cricket, vegemite and the flora/fauna and the Australian lifestyle.
Both sessions lasted for about 45 minutes each and were well worth the time and effort, not just for them, but also very much for me.
Next: My second visit to the school.
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