Mi Vida es como un Rio – My Life is like a River

I have always considered myself (mi mismo) a planner, a person who likes to be organized and have goals (unas metas) about what I want to accomplish in my personal and professional life, as well as things I want to improve (mejorar) and to learn anew, and I often have to plan (planear) out my days, weeks and months in order to meet these goals, refinements and beginnings.  I don’t consider myself someone (alguno) who plans in a straight line, although I know the mathematical principle that state the shortest distance (la distancia mas próxima) between any two points is a straight line (una línea recta), I am more as a seeker, a searcher, who sets out on a path (en un camino), and makes adjustments along the way, looking for new opportunities to learn and to grow (crecer) as the driver behind my personal journey.

I remember when I was first an undergraduate in college (la universidad), and a number of my classmates (mis alumnos) had their academic careers already planned out in the first semester of their freshman year.  Many had goals to finish (terminar) their undergraduate degrees with specific majors and minors, in order to leverage their chances to move (mover) quickly into graduate and doctoral work, whether it be academic, business (los negocios), law (la ley) or medicine (la medicina).  Many of my friends had a plan that seemed to be a straight line, which they in fact (de hecho) knew where they were going and how they were going to get there quickly.  I had trouble then with this approach and I still have trouble with it today. 

It is not that I don’t set goals, heck, I set goals all the time (todo los días), and it is not that I don’t have a plan, I certainly do and create schedules (los horarios) for myself that I stick to with seemingly unwavering self discipline.  Yet, I have never had the desire (el deseo) to make a plan that was so cause and effect that I could plan out a series of events in my own life that would put me at a calculated next level (la próxima nivel).  I have always had to give (dar) myself a lot of wiggle room in order to allow for change and circumstance to in effect be a guide (un guía) to the types of new learning and additional plans I would want to make (hacer) in my life.  My journey, both personal and professional, has not been a straight line, no, it has been a river (un río), with long and winding stretches that do not seem (no aparece) to move with any great directed purpose, but upon reflection or from a position (una posición) of perspective, do connect the points, the beginnings, the ends and all points in between.

My life is like a river, one that started on the shores of my youth (mi juventud) and wound through the days of my childhood into my adulthood to bring me to today (hoy en dia).  Along the way, I have had times where the journey has been gentle (sencillo), where the current of life is nurturing, slow and easy (fácil).  It is in these times that I understand that life (la vida) is a blessing and that I have to enjoy the comfort and care of all that is around me, in fact, I am like a leaf (una hoja) floating along in a stream, being carefully carried from one place to another (un lugar al otro), moving forward all the time, but with great care (con gran cuidado).  At other times, I find myself in deep water (el agua profundo), where the river is wide (ancho) and the current is quick (rápido), where I am moved at great distances in short periods of time, where I cannot fight the forces (las fuerzas) that are guiding me and I cannot turn to the direct right (la derecha) or left (la izquierda), I can only aim for distance points on the horizon and hope that I can steer myself to them.

There are other times (hay otros tiempos) where I enter more white water along the river of life, where the once gentle and rolling stream gives way to a rocky and tumultuous path that is fraught with danger (peligro). At his point, the journey is one that seemingly has no clear path from beginning to end (de la empieza al fin), but is filled with much shorter and more rapid connections, to move safely from point to point (punto a punto), to reassess, to readjust and to make a connections between new points on the fly (en el momento).  In addition, the rivers of life can turn into waterfalls (unas cascadas), where change means moving to different levels very quickly, understanding within yourself that you did not plan for this to happen (ocurrir) and that your only hope is to hang (colgar) on for dear life.

I guess my point is that while we plan in order to (para) accomplish things in life, to give ourselves tangible goals to achieve (obtener) and a variety of experiences to have (tener) in life, there is no true straight path that leads you from beginning to end, and that is what makes the journey (el viaje) so interesting.  With that perspective, I believe (creo), you give yourself that chance (la oportunidad) to go not only where you want to go (ir), but also to go where you also might be needed.

Día de Acción de Gracias – Thanksgiving Day

Thanksgiving Day (Día de Acción de Gracias) is a unique holiday that is set apart for people in the United States of America to publically acknowledge the beginning (la empieza) of our country, to celebrate the bounty of the harvest that was found in the new world, to understand (comprender) that peace among diversity was possible and of course, to offer thanks to God for the blessings (las bendiciones) that have been afforded, both temporal and eternal.  It is not a holiday that is celebrated or even acknowledged in other parts of the world, as it is a distinct day (un dia especial) for people from the USA to honor family and participate in traditions, such as a feast of turkey (el pavo), pumpkin pie, mashed potatoes (papas pure) and other culinary favorites, as well as the obligatory nap (descanso) in the afternoon followed by watching the NFL special broadcast of American Football.

For me, the chance to spend (gastar) the fourth Thursday in November, the day set aside for the Thanksgiving holiday, in Santiago, Chile also reminded me that I am still a long way (muy lejos) from home.  To my colleagues here, this Thursday is just another spring day, at the university a signal (un señal) that the end of the semester is near, and that summer break is on its way (en camino).  For others, it is just a sign that November is almost over, and with December comes the holiday of Christmas (la Navidad) followed by New Year’s (El Ano Nuevo) celebrations, points that are important for family and friends here in Chile and around the world, but not this day, not Thanksgiving as a holiday.

Many of my Chilean friends (mis amigos chilenos) have asked me about Thanksgiving, to them it is a foreign holiday, meaning it is something they do not completely understand in its reasons, manners or traditions (sus razones, maneras o tradiciones).  In some ways, Thanksgiving day in Chile is a lot like me, overlooked at times, seen as something in the distance, something foreign (algo extraño), not connected or integrated into the life at hand.  Yet, in other ways, Thanksgiving is alive and well around the world, even in Chile, where American colleagues living abroad take the time to gather and to celebrate (celebrar) this holiday together.  In fact, on this day of Thanksgiving, I am attending a luncheon put on by the US Embassy, which provides a chance to honor (honorar) this traditional holiday in a nontraditional environment and setting.

I have a lot to be thankful for this holiday season, my faith (mi fe), my wife (mi esposa), my family (mi familia), my friends (mis amigos) and my work (mi trabajo).  I am truly thankful for the experience that I have been afforded with the Fulbright US Scholars program, which has given me the gift (el regalo) of immersion into another culture and into another language.  I am thankful of the support (el apoyo) I have had from others, both here and back home, as an experience like this over 5 months requires cooperation and coordination from a team (un equipo), not merely from any one individual.  I am thankful that I have been humbled in my days in Chile, and that I have also been allowed to grow (crecer) and to flourish in new directions.  I am also thankful that I will soon be returning home, to reconnect with my family and friends, to reintegrate (reintegrar) into the US society, and to be able to apply what I have learned in ways to benefit my community and nation (mi comunidad y nación).

Yes, I am truly thankful this day in November, although the world (el mundo) around me will move along like just another Thursday in the working week (la semana laboral).  But my walk will be different today, and probably in some ways, will be different from here on out, as in reality (en realidad), I am reminded that each day (cada día) is Thanksgiving day, because we there is some much to be thankful (agradecido) for in this blessing we call life.

Un Examen Final – A Final Exam

I have been in school (la escuela) for a long time, for many years as a student and as a teacher.  During those many years, I have had to take a number of tests (las pruebas), some tests of basic abilities, such as standardized tests for admission to programs, universities or state licenses (licencias del estado).  I have had to take other tests, more performance based, that often have come in job interviews and auditions. I have also found that I have an ability (una habilidad) to do well on tests, to think well on my feet, to respond to the pressure of time limits and to be able (poder) to recall information in the heat of the moment.  Yet, even with all my experience, I recently found myself tested in a way that I could not have imagined (nunca he imaginado), and upon reflection, it was almost like a final exam within my time in South America.

I went to Argentina to do a series of workshops (una seria de talleres), and for a period of about 48 hours, found myself in Concepción del Uruguay, in the province of Entre Rios in Argentina.  In this setting (En este lugar), I was tasked with a challenging set of performance tasks that called on all my abilities as an educator (un educador), an entertainer, a teacher (un maestro) and a learner, but above all, to be called upon as an expert in science education from the United States of America (los Estados Unidos).  Of course, I also had to do all my interactions and tasks in Spanish, and within a number of unique and challenging settings.

On the first morning, I did a demonstration (una demostración) for a group of approximately 250 students and my demo was done on the physics of action science and included concepts in forces, motion, Newton’s Laws of Motion and simple machines. I performed for the group (el grupo) at the Colegio JJ de Urquiza, located opposite of the central plaza and established in 1850. I did the lecture and demonstration completely in Spanish. There was a lot of interest (mucha interés) in the class as well as a large crowd that gathered that included both faculty and other students on the campus. The idea was to engage the students in a constructivist activity that would motivate them to work in physics and the concepts associated with their curriculum.

After a quick shower (una ducha rápida) and a quick change to professional attire, I went to the University of Concepción del Uruguay (UCU) and gave a workshop on the concept of the center of gravity and used a constructivist approach that centered on the aspects of engagement, exploration and explanation. The workshop was for 150 minutes and the physics faculty (profesores de física) interacted with me in a brainstorm session and then viewed a small video clip of the use of the center of gravity in action sports. After this, I put students into groups of 3-4 members and had them do a hands-on (manos en la masa) activity on this concept using materials that are readily available in schools, such as cardboard, string, paper clips and pencils. After the activity (Después de la actividad), we had a discussion on the methods and the content and I finished with a short presentation on the constructivist method of teaching and learning (enseñanza y aprendizaje).

In the afternoon (por la tarde) on the same day, I did a demonstration for a group of approximately 250 students and my demo was done on the basics in physics of action science and included concepts (los conceptos) in forces and simple machines. I performed for the group at the Escuela Normal M. Moreno, and I did the lecture and demonstration completely in Spanish. There was a lot of excitement in the group as well as a large crowd that gathered that included both faculty and other students on the campus. After this and another quick shower and change of clothes (un cambio de ropa), I gave a workshop to approximately 50 teachers on the use of questioning strategies and inquiry (la indagación) demonstrations in science. I also had them do a hands-on activity, and we engaged in a group discussion on constructivist methods as well.

The next morning, I had a workshop with a group of supervisors (los supervisores) and directors for schools on the ideas of Transformative Education, the use of Inquiry Science in the Classroom and the practical ways (una maneras practicas) of being a constructivist in a traditional school setting. This was also the most academic of my workshops and lasted for 3 hours (tres horas). I did engage the group in content presentations over items related to Problem-based learning (aprendizaje basado en problemas), Action Science and Constructivist principles and applications. I also lead the group in an inquiry activity that focused on the use of simple machines in the construction of a catapult (una catapulta). The teams also engaged in a brief competition in this activity, which also demonstrated the differences (las diferencias) of the constructivist classroom, with a student-centered approach, collaboration among teams, active learning, teacher facilitation and questioning as a basis for content discovery (el descubrimiento del contenido).

At the end (en el fin) of all of this, as I sat on the bus heading back to Buenos Aires, I could not help but start to smile (sonreír) and realize that I had truly accomplished something that I could not have done some 5 months ago.  I had to work (trabajar) with people I had never met, to demonstrate (demostrar) my abilities as an educator in settings as unique as any I had ever encountered, and also had to adjust throughout each day (cada día) for the different audiences, ranging from elementary students (estudiantes elementarías) to university professors and everyone in between.  In some ways, I has to use all sides (todos los lados) of my brain, the front and the back, from top to bottom (arriba al abajo), on my own, without a net (sin nido), just going for it.  I think that is the best revelation of them all, that when you want a transformative experience, and have been given the gift (el regalo) of the opportunity, to go for it and make the most of it, is something to take to each day that comes, not only at final exam time (el tiempo de un examen final).

Todo el Camino al Uruguay - All the Way to Uruguay

There are a lot of countries in the world, and a great number that I have never (nunca) seen in person.  In North America, we have 3 (tres) primary countries, the United States of America, Canada and Mexico. As you cross the border (la frontera) past Mexico and enter Central America, the number of countries increases and the stories (las historias) of their origins are diverse and unique.  Coming into the continent (el continente) of South America, there are many countries (muchos países) as well, like Bolivia, Columbia, Peru, Brazil, Argentina, and of course, Chile.  I hope to visit as many places as I could in Chile during (durante) my 5 months in South America, and visiting Argentina recently was an added bonus as well.  But recently, I had the chance (la oportunidad) to set foot on another country as well, with a visit (un viaje) for the day to Uruguay.

On a Saturday morning in the spring (en la primavera), Sarah and I set out early from Buenos Aires in order to head to the Bueque Bus area, where ships (los barcos), both cargo and passenger vessels, embark regularly for many places (muchos lugares) throughout South America. There is also a simple, straight shot of a boat ride across the Rio Plata that takes you from the land (la tierra) of the porteños directly to Uruguay, where you can visit one of two (uno de dos) primary locations, the large vacation spot of Montevideo or the gentle historic location of Colonia.  With time already spend in the capital city of Buenos Aires; we opted for a chance (la posibilidad) to see Colonia, to visit Uruguay with an eye (un ojo) on the past and of course, to get another country stamp into our passports.

As we crossed the chocolate colored waters (las aguas) of the Rio Plata in the boat, and 1 hour later reached the shores of Colonia, we found ourselves in a group (un grupo) on a tour bus, as we had signed up for a one day tour of the town (el pueblito).  In many ways, this is something I would never to in the US, as I always opt for having the freedom to explore (explorar) on my own, and whenever possible, to travel by car (un auto) to the destination.  Yet, in South America, being a part of a tour makes sense, not only because you can save (ahorrar) time by not constantly haggling and bartering for lower prices on transportation or searching schedules (los horarios) nonstop, but also because you can just kick back, learn about a new place, and have someone else focus on the details (los detalles).

Colonia or Colonia del Sacramento was founded in 1680 by Portuguese settlers, who built wonderful stone buildings (los edificios de piedra) and stone streets, many of which are still standing today (hoy). The town has many museums and ruins, and runs right up to the shore of the river, sitting on the edge (el borde) of a channel leading out into the Atlantic Ocean.  In this peaceful setting, it harkens me back to a place like Santa Fe, NM, as it is a site filled with artists (los artistas) and with a general cultural coolness that is unique in both attitude and architecture (en actitud y arquitectura también).  Couple that with the classic American cars, such as the Plymouth Fury and the Ford Falcon, on the streets, and you feel that you not only have stepped back into time, but have experienced something timeless (eterno) as well.

Upon the return to Argentina and entering the city of Buenos Aires, we visitors (los visitantes) from Chile, from Argentina, from the US, and many other places, from parts near or far away, had a chance to gaze (mirar) upon the skyline of the capital city at sunset (atardecer). This site welcomed us back, as I imagine it has to many fellow sojourners (viajeros) in the days of yore, linking us to the past, while bringing us completely back to the present moment (al momento presente).

 

Poniendo Dos Pies en Patagonia – Putting Two Feet in Patagonia

Recently, I left for Argentina in order to participate (participar) in a series of workshops in the southern, central and northern parts of the country. The invitation to join (juntar) in this seemingly disconnected series of events (los eventos) came at the request of Fulbright Argentina and the Ministry of Education in Argentina, who are engaged in the 2008 Year of Science in the country.  The program (el programa) was put together mainly through ProFOR (Programa de Formación y Capitación para el Sector Educativo), who established the agendas and made the final arrangements on locations (las locaciones).  I worked directly with their offices to set up my materials and to establish the agenda for the workshops that would be held in Villa Angostura (near Bariloche in Patagonia), Buenos Aires, the capital city, and Concepción del Uruguay, in the providence (la provincia) of Entre Rios 4 hours north of the capital.

Sarah and I arrived in Villa Angostura in the afternoon (por la tarde) after a flight to Buenos Aires, a transport to another airport, for domestic flights and the final flight to Bariloche, and then via bus (un micro) to Villa Angostura. In this remote and beautiful setting, a group of Science education professors from the University of Buenos Aires had set up a weeklong workshop for students who were in programs to become (para ser) science teachers, in the areas of biology, physics, chemistry and mathematics.  The group also had a series (una seria) of master teachers involves, and had participants from many locations, including Ushuaia, Mendocino and Buenos Aires.

That evening, I did a demonstration (una demostración) for the group and my demo was done on the physics of action science (ciencia de acción) and included concepts in forces (las fuerzas), motion (el movimiento), Newton’s Laws of Motion and simple machines (maquinas simples).  I performed for the group of approximately 50 students, and did the lecture and demonstration completely in Spanish (completamente en Castellano). There was a lot of interest in the class as well as a large crowd (un muchedumbre grande) that gathered that included both faculty and other students on the campus. The idea was to engage (enfocar) the students in a constructivist activity that would motivate them to work in physics and the concepts associated with their curriculum (plan de estudios).

The next day, I gave a workshop (un taller) on the concept of the center of gravity and used a constructivist method (el método constructivista) that centered on the aspects of engagement, exploration and explanation.  The workshop was for 90 minutes and the students interacted with me in a brainstorm session (una lluvia de ideas) and then viewed a small video clip of the use of the center of gravity (el centro de gravedad) in action sports. After this, I put students into groups of 3-4 members and had them do a hands-on activity (una actividad) on this concept using materials that are readily available in schools, such as cardboard (el carton), string (el hilo), paper clips and pencils (los lápices). After the activity, we had a discussion on the methods and the content (el contenidoo) and I finished with a short presentation on the constructivist method of teaching and learning.

For this type of approach, I use the term “action science” which can be defined as the use of familiar objects (los objetos familiares), circumstances and situations within the lives of students in order to explain (explicar) specific concepts in science built around student interests, including action sports like skateboarding and bicycle motocross (BMX). Transformative education (educación trasformativa) is a process in which the student moves from beyond acquiring factual knowledge and becomes changed in some meaningful way by what he or she learns. Students learn to consider (considerar) multiple points of view, to question (preguntar) assumptions and values and beliefs, while always seeking to verify (verificar) reasoning. The goal (la meta) of this approach is to make middle school science transformative through action science.

For me, the chance to have (tener) to think (pensar) on my feet in another language and to gauge whether my ideas and approach to education would translate to a place that I had never been (nunca he estado). As I interacted with the entire group (el grupo entero), I had to acknowledge that this was a good idea and that this had translated to a successful experience.  I believe I am now on my way to a new place (un lugar nuevo), somewhere I have never been, and I am looking forward to discovering where this new road (este camino nuevo) will lead me.