Who would have thought that the request that students write out a text to practice for dictation would have stirred up such a hornet's nest? The first assignment was near impossible to read at times, and then I noticed that only ONE student had written in script. I changed the directions for the second text, asking that it be written in cursive. This was one of those days where we worked up till the last moment, so I told the students I would post the homework on Blackboard, something I did in addition to the usual in-class assignment of homework activities. For this assignment, I give the students the text, which they have to write out by hand two times, and then trace the capital letters in a contrasting color. The purpose is not only to practice the spelling of the words, but to call students' attention to the fact that capitalization (and the lack of it with some words) is different than English.
As soon as I entered the room before class the next day, a Wednesday, I was inundated by grumbling complaints about the assignment. Clearly, I had poked the next and the hornets were a-buzzin'. I heard all sorts of explanations of why this was unfair, including "I don't know how," which upon questioning was not true. All but one had learned how to write cursive (the one being a Russian student, who had learned to write Cyrillic, but not our alphabet), but had not practiced this kind of writing. I also heard "I don't know how to form the letters," and "It takes too long to do." Both of these were quickly addressed. The book has an illustration of all the letters in cursive German script (they could copy it and thus learn how to write German script, an added bonus). I was happy to hear that it took longer, as that was exactly I had hoped they would do in the practice, i.e., slowly consider how the words are spelled and capitalized. In the end I did compromise, saying that at least one of the two copies of the text had to be in traditional cursive.
Now I sit looking at the assignments, and am moved by the absolute beauty of some of the students' handwriting. Some indeed did look at the German letters, and their writing reminds me of German pupils' school handwriting. Others had to slow down, and now I am able to read what letters they wrote. Some wrote both copies in cursive, others just the one copy, where the printed copy was also considerably more legible than in the previous assignment.
In my opinion, this is a serendipitous success. And although I do not stay up late at night thinking of ways to torment students (as I sometimes tell them), I will continue to require at least one copy in cursive handwriting.
Thursday, October 21, 2010
Wednesday, August 25, 2010
City Council Meeting
Report and analysis coming soon. I've got work to do!
UPDATE: almost one one year later--I probably won't get to this.
UPDATE: almost one one year later--I probably won't get to this.
Stasi files
Frank and I have worked together for a number of years on this exchange. We work well together, but there is a bit more to the relationship we have created than just co-workers. I have always found our working relationship to be quite pleasant, in that we enjoy each other's company. After we had discussed the troubles that semester conversion will bring, and how we will not be able to either come or host students in the foreseeable future (serious problems for sure), he made some yummy cappuccino, we started talking about the unlikelihood--25 years ago--of either of us even considering that we would some day be working together. We talked about changes in politics (now called the peaceful revolution/Wende--the term political changes is gone). He asked whether I had seen The Lives of Others (I teach it in the film course), and how intensely that film had affected him. If you are not familiar with this film, please let me know and I'll get you a copy to watch. It is one of the best films I have ever seen, and as Frank (and nearly every other fomer GDR citizen I know) reported, the accuracy of portrayal of life in the GDR is spot on.
He said that watching that film made him consider whether he had a Stasi (secret police) file, so he went to Berlin and asked to see his file. Sure enough, he had one, but the most shocking part was when it was begun. It started when he was 12 years old. I asked why so early; had he been a trouble-maker? On the contrary, at 12 he had to make (ok, probably his parents had a role in this decision) choice. Would he go the sports specialty training and school (in Oberhof, where all the East German winter sports medal winners lived/trained--it's about 20 km from here), or would he go to college prep school. He ended up in college prep, but noted that anyone who could consider this intense sport training was checked (along with neighbors, teachers and friends). Why? They were all considered possible deserters. So most of his entries were about this topic.
The other entries were tied to his work during his military service. Since he had no relatives in the west, and since he was married, he was considered a low risk for desertion, and served in Potsdam, outside of Berlin, at the Glienicke Bridge over the Havel river. If you have ever seen movies (the 1960s The Spy Who Came in from the Cold or even news articles about Cold War spy exchanges, where one spy stands at one end of a bridge, the other spy on the other side, and they silently walk past each other in the exchange to their "home" country, this is the bridge where that happened. His memories of the time were troubling to him and to me.
So who kept tabs on him? Turns out it was his best friend from school. They met once after a longer absence, both in ther 20s, and during the conversation Frank noted that his friend was unable to answer some questions, and then admitted that he worked for the Stasi.
Frank's summation: There was nothing glamorous about the GDR and anyone who wants that system again is nuts. Of course, there are old and young communists here who want precisely that, just as there are strict conservatives who want no part of what they did. It seems there is a middle ground emerging consisting of centrists, include the new "Pro Bockwurst," abbreviated PBW, a bit more on the left of center, who grew out of the university and want to incorporate reason and transparency into the process. But more about them later...
He said that watching that film made him consider whether he had a Stasi (secret police) file, so he went to Berlin and asked to see his file. Sure enough, he had one, but the most shocking part was when it was begun. It started when he was 12 years old. I asked why so early; had he been a trouble-maker? On the contrary, at 12 he had to make (ok, probably his parents had a role in this decision) choice. Would he go the sports specialty training and school (in Oberhof, where all the East German winter sports medal winners lived/trained--it's about 20 km from here), or would he go to college prep school. He ended up in college prep, but noted that anyone who could consider this intense sport training was checked (along with neighbors, teachers and friends). Why? They were all considered possible deserters. So most of his entries were about this topic.
The other entries were tied to his work during his military service. Since he had no relatives in the west, and since he was married, he was considered a low risk for desertion, and served in Potsdam, outside of Berlin, at the Glienicke Bridge over the Havel river. If you have ever seen movies (the 1960s The Spy Who Came in from the Cold or even news articles about Cold War spy exchanges, where one spy stands at one end of a bridge, the other spy on the other side, and they silently walk past each other in the exchange to their "home" country, this is the bridge where that happened. His memories of the time were troubling to him and to me.
So who kept tabs on him? Turns out it was his best friend from school. They met once after a longer absence, both in ther 20s, and during the conversation Frank noted that his friend was unable to answer some questions, and then admitted that he worked for the Stasi.
Frank's summation: There was nothing glamorous about the GDR and anyone who wants that system again is nuts. Of course, there are old and young communists here who want precisely that, just as there are strict conservatives who want no part of what they did. It seems there is a middle ground emerging consisting of centrists, include the new "Pro Bockwurst," abbreviated PBW, a bit more on the left of center, who grew out of the university and want to incorporate reason and transparency into the process. But more about them later...
Fahrschule with update
Yesterday and again this morning I had the opportunity to have real German driving lessons. The teacher, Karsten, was amazing--clear in direction, helpful tips to correct minor errors, and patient. He voice was always even, smooth and calming. Need I say more, the man is a natural teacher. Here's the breakdown:
Lesson 1) As soon as I got in the car, the lesson began with him driving and giving instructions (watch how the feet work, notice that you use gear one only for starting and do not let the clutch all the way out, listen to the engine, etc...). We got to the industrial park and it was my turn. With his constant calm direction, I am happy to report that I did not stall the car, as I often do when driving stick at home (which increases my nervousness even more). His opinion on stalling is that is happens, it is no reason to get tense, simply turn the key off and restart. The lesson went well, so he directed me to do various types of starts and stops on inclines (using the handbrake). He then stated that was enough and I was to drive into town to practice in traffic. I had only one stall--due to a different traffic law (at an intersection the cars coming from the right on any road without a raised bump across the intersection have the right of way)--when I slowed to look to the right, but forgot the clutch and was moving too slowly. No problem, restart and move forward. I was tense, and glad when I was allowed to drive to the university.
Lesson 2) Feeling considerably calmer and more assured, this lesson went very well. No more practicing on empty streets, we headed for the mountains up and down, on dangerously narrow streets (one on 2 meters wide) that wound up and down hills. No problems, and I could feel my confidence growing. City driving was easier with one exception. On the way into town to pick up the next student, I needed to turn left, on an incline. This led to a stall, coordinating gas, clutch, hand brake. Luckily no one was behind me. It was a really long light so I had time to relax and review the steps, and when the light turned red and yellow, in anticipation of green, I confidently moved forward.
I'll be doing one more lesson tomorrow morning, to practice reverse and parallel parking. I love to parallel park, so I'm hoping this goes well. My teacher assured me it's very straight forward.
Here are my observations on the activity to date. First, when I went to the school to discuss the possibility, everything was very formal, both the discussion (Sie), who had referred me, and the topics of what I needed. Exactly what I would have expected. When Karsten picked me up for the first lesson (door to door service!), the tone switched to a very comfortable/relaxed but direct conversation. He immediately addressed me with du, and I followed without missing a beat. I guess learning something in such close surroundings requires a degree of intimacy and trust. I had wondered about the protocol of address, and would have been ok with either formal or informal, but found the informal much more helpful for the situation. Therefore, in addition to becoming quite confident with a stick shift, I got to learn from a very good teacher about lowering the affective filter.
The only question that remains is how to incorporate what I learned from him into the classroom. Certainly, there will be informal du between me and the students. It is far too dangerous for the students to wander out in the world without a degree of politeness and formality. Perhaps it's the voice, a warm friendly tone, perhaps the leading with directions I immediately followed, perhaps the calmness he had when correcting--almost a whisper at times. The almost whispering direction (e.g., listen to the motor, you can shift to 4th now since your're going down the mountain, continue straight ahead and get into the left lane at the next light, etc.) seemed to be like thoughts I would have in my own head as I drive, and certainly thoughts that can be carried forth. A great experience, it was one that was significantly different from my own driving lessons (formal and informal). The formal ones with my father were a bit more stressful (perhaps due to youth) and the informal (stick shift) ones with my former husband were downright frightening (surely due to other reasons, not the least his inability to teach anything or dare I say a passive agressive nature).
On a humorous note, the next driver we picked up in town, was a young man whose driving skills were at the very beginning level. Karsten was just as calm with him, but this young man, who must have had several driving lessons completed, was repeating back some of the instructions, clarifying right of way laws, in a sense making sure he would be driving correctly in the immediate future.
Update: Finished my third (and final class) and feeling quite confident about my ability to manoever a standard shift car in just about any situation. Parking-backwards driving was easy (just have to remember not to hold the brake when turning the wheel). I did stall it once, but did not feel any anxiety. I also felt more confident/comfortable knowing when to shift, getting into and out of first, etc. In addition to a screen that shows--and peeps--for items in front of and behind the car, the VW Golf for the school had "auto-park" capability. So after practicing in a parking lot with every possible permutation of parking, we went out on the street to let the car park itself (parallel). Unbelievable. Just push the auto-park button, pull up as if to parallel park, take your hands off the steering wheel AND LEAVE THEM OFF, then follow directions given on the screen (put into reverse, let up on the clutch, listen for the peeps, put car into first gear (remember no gas or wheel touching), let up on the clutch, listen for peep that indicates that the parking manoever is complete. Unbelievable. I want to know what kind of party these clever engineers were at when they thought this up! I do think it is fun, but pretty unnecessary as anyone who knows how to drive (should) know how to parallel park, and those who do not know how should even be attempting to do it without practice. The rest of the session was driving through the "tricky" places/intersections in Ilmenau. We picked up the next student, who was driving on the road for the first time (!). She had completed 4 hours of theory classes (required before in-car driving), and Karsten explained to her and me that with beginning drivers, he does all the leg work and shifting. The student first must learn to steer and turn. Ok, he had to help her sometimes with wheel correction when we either were up on the sidewalk, about to pull off a side mirror, or driving left of center. She was so nervous, but he remained calm and offered her support with the same near whisper he had used in guiding me. They also had a near constant dialogue on what had to happen, where to look, was it okay to pull out, etc. This was an excellent experience!
I asked what kind of training was necessary to become a driving instructor.
-be at least 21
-hold all the different types of driver licenses
-have completed either a university degree (any topic), a Hochschule (some teachers and nurses, etc.), or any type of vocational training degree (usually 2 years after finishing high school).
-the desire to work with people
Well...maybe I do need a standard shift car after all.
Lesson 1) As soon as I got in the car, the lesson began with him driving and giving instructions (watch how the feet work, notice that you use gear one only for starting and do not let the clutch all the way out, listen to the engine, etc...). We got to the industrial park and it was my turn. With his constant calm direction, I am happy to report that I did not stall the car, as I often do when driving stick at home (which increases my nervousness even more). His opinion on stalling is that is happens, it is no reason to get tense, simply turn the key off and restart. The lesson went well, so he directed me to do various types of starts and stops on inclines (using the handbrake). He then stated that was enough and I was to drive into town to practice in traffic. I had only one stall--due to a different traffic law (at an intersection the cars coming from the right on any road without a raised bump across the intersection have the right of way)--when I slowed to look to the right, but forgot the clutch and was moving too slowly. No problem, restart and move forward. I was tense, and glad when I was allowed to drive to the university.
Lesson 2) Feeling considerably calmer and more assured, this lesson went very well. No more practicing on empty streets, we headed for the mountains up and down, on dangerously narrow streets (one on 2 meters wide) that wound up and down hills. No problems, and I could feel my confidence growing. City driving was easier with one exception. On the way into town to pick up the next student, I needed to turn left, on an incline. This led to a stall, coordinating gas, clutch, hand brake. Luckily no one was behind me. It was a really long light so I had time to relax and review the steps, and when the light turned red and yellow, in anticipation of green, I confidently moved forward.
I'll be doing one more lesson tomorrow morning, to practice reverse and parallel parking. I love to parallel park, so I'm hoping this goes well. My teacher assured me it's very straight forward.
Here are my observations on the activity to date. First, when I went to the school to discuss the possibility, everything was very formal, both the discussion (Sie), who had referred me, and the topics of what I needed. Exactly what I would have expected. When Karsten picked me up for the first lesson (door to door service!), the tone switched to a very comfortable/relaxed but direct conversation. He immediately addressed me with du, and I followed without missing a beat. I guess learning something in such close surroundings requires a degree of intimacy and trust. I had wondered about the protocol of address, and would have been ok with either formal or informal, but found the informal much more helpful for the situation. Therefore, in addition to becoming quite confident with a stick shift, I got to learn from a very good teacher about lowering the affective filter.
The only question that remains is how to incorporate what I learned from him into the classroom. Certainly, there will be informal du between me and the students. It is far too dangerous for the students to wander out in the world without a degree of politeness and formality. Perhaps it's the voice, a warm friendly tone, perhaps the leading with directions I immediately followed, perhaps the calmness he had when correcting--almost a whisper at times. The almost whispering direction (e.g., listen to the motor, you can shift to 4th now since your're going down the mountain, continue straight ahead and get into the left lane at the next light, etc.) seemed to be like thoughts I would have in my own head as I drive, and certainly thoughts that can be carried forth. A great experience, it was one that was significantly different from my own driving lessons (formal and informal). The formal ones with my father were a bit more stressful (perhaps due to youth) and the informal (stick shift) ones with my former husband were downright frightening (surely due to other reasons, not the least his inability to teach anything or dare I say a passive agressive nature).
On a humorous note, the next driver we picked up in town, was a young man whose driving skills were at the very beginning level. Karsten was just as calm with him, but this young man, who must have had several driving lessons completed, was repeating back some of the instructions, clarifying right of way laws, in a sense making sure he would be driving correctly in the immediate future.
Update: Finished my third (and final class) and feeling quite confident about my ability to manoever a standard shift car in just about any situation. Parking-backwards driving was easy (just have to remember not to hold the brake when turning the wheel). I did stall it once, but did not feel any anxiety. I also felt more confident/comfortable knowing when to shift, getting into and out of first, etc. In addition to a screen that shows--and peeps--for items in front of and behind the car, the VW Golf for the school had "auto-park" capability. So after practicing in a parking lot with every possible permutation of parking, we went out on the street to let the car park itself (parallel). Unbelievable. Just push the auto-park button, pull up as if to parallel park, take your hands off the steering wheel AND LEAVE THEM OFF, then follow directions given on the screen (put into reverse, let up on the clutch, listen for the peeps, put car into first gear (remember no gas or wheel touching), let up on the clutch, listen for peep that indicates that the parking manoever is complete. Unbelievable. I want to know what kind of party these clever engineers were at when they thought this up! I do think it is fun, but pretty unnecessary as anyone who knows how to drive (should) know how to parallel park, and those who do not know how should even be attempting to do it without practice. The rest of the session was driving through the "tricky" places/intersections in Ilmenau. We picked up the next student, who was driving on the road for the first time (!). She had completed 4 hours of theory classes (required before in-car driving), and Karsten explained to her and me that with beginning drivers, he does all the leg work and shifting. The student first must learn to steer and turn. Ok, he had to help her sometimes with wheel correction when we either were up on the sidewalk, about to pull off a side mirror, or driving left of center. She was so nervous, but he remained calm and offered her support with the same near whisper he had used in guiding me. They also had a near constant dialogue on what had to happen, where to look, was it okay to pull out, etc. This was an excellent experience!
I asked what kind of training was necessary to become a driving instructor.
-be at least 21
-hold all the different types of driver licenses
-have completed either a university degree (any topic), a Hochschule (some teachers and nurses, etc.), or any type of vocational training degree (usually 2 years after finishing high school).
-the desire to work with people
Well...maybe I do need a standard shift car after all.
Sunday, August 22, 2010
Student adjustment
I am amazed at the level of cultural comfort the students on this trip are exhibiting. I hope it is because of the focused writing. The segue from the initial culture shock to ability to function happened easily. None of the students have shown any of the depression or negativity that I would have expected in the second week, based on previous programs. One student has been working to overcome his shyness to prepare what will be a solid special project presentation (this coming Wednesday). While I did have to shove him out of the nest, he is doing fine. He is generally a bit unsure of himself, so I'm not sure that this is anything other than his normal behavior. The other students are so involved with the other course participants and their activities that I've only seen them at breakfast and lunch. I pointed out the following Goethe quote to him, which I saw on a window in Weimar:
 |
| Sobald du dir vertraust, sobald weißt du zu leben. (As soon as you trust yourself, you will know how to live.) |
I love spontaneous conversations
I was so tired in Dresden (23000+ steps as measured by a student's pedometer--over nine miles!) that I sat down on the edge of a fountain to rest in the shade outside of the castle, looking at the Zwinger and the Semper Oper, and looked over a information sheet about the city's layout as seen from the top of the Frauenkirche. The gentleman next to me asked if I had any questions, since he was an engineer and bridge architect for the city. What luck! I asked him about the controversy about Dresden's new bridge, which caused it to LOSE it's UNESCO World Heritage Site designation. It is made of grey and bright blue stiped steel. Here is an image of the bridge from the planning stages:
The city lies to the left of the imageMost of the bridge is done, and it really doesn't fit with the Baroque nature of the city. So here's the scoop:
1. the people of Dresden voted to build a new bridge--needing an additional passage across the Elbe
2. the politicians then selected a design (a "big mac" type design)--the people had no say in the design, so it was all politics
3. UNESCO knew Dresden would be getting a new bridge before specific plans were made, and granted the city the designation
4. when UNESCO saw the design, they warned that it would interfere with the designation and wanted to talk about alternatives (different design, a tunnel, etc.)
5. No! (the politicians)
Now the bridge does not yet have the arches added, and the drawing above is not what it will look like. According to my resting engineer/architect neighbor, the arches will be mounted completely on the top of the bridge, and will be very high, not down to the river as was shown in the initial images. His opinions:
1. the residents will be very unhappy with the bridge when done
2. the politicians responsible will be out of office, and
3. Dresden will have an eyesore of a bridge and is no longer a UNESCO world heritage site.
4. The politicians must be reined in (too late for this project), because they really want to develop the waterfront right to the water with shops and condos (boy does this sound familiar), even though engineers have warned that they must maintain the flood plane (the Elbe floods relatively often, the last time being 2006, when the entire city lay under water, as well as most areas from Dresden north to Berlin).
We had a great conversation, until his travel partners told him to stop working and get up to go for food.
Interesting side note: Our bus tour guide noted the bridge, now under construction, and told us how good it would be have this bridge, mentioning that she is very much for the project. Wish I had talked with this man before we had the tour.
The city lies to the left of the imageMost of the bridge is done, and it really doesn't fit with the Baroque nature of the city. So here's the scoop:
1. the people of Dresden voted to build a new bridge--needing an additional passage across the Elbe
2. the politicians then selected a design (a "big mac" type design)--the people had no say in the design, so it was all politics
3. UNESCO knew Dresden would be getting a new bridge before specific plans were made, and granted the city the designation
4. when UNESCO saw the design, they warned that it would interfere with the designation and wanted to talk about alternatives (different design, a tunnel, etc.)
5. No! (the politicians)
Now the bridge does not yet have the arches added, and the drawing above is not what it will look like. According to my resting engineer/architect neighbor, the arches will be mounted completely on the top of the bridge, and will be very high, not down to the river as was shown in the initial images. His opinions:
1. the residents will be very unhappy with the bridge when done
2. the politicians responsible will be out of office, and
3. Dresden will have an eyesore of a bridge and is no longer a UNESCO world heritage site.
4. The politicians must be reined in (too late for this project), because they really want to develop the waterfront right to the water with shops and condos (boy does this sound familiar), even though engineers have warned that they must maintain the flood plane (the Elbe floods relatively often, the last time being 2006, when the entire city lay under water, as well as most areas from Dresden north to Berlin).
We had a great conversation, until his travel partners told him to stop working and get up to go for food.
Interesting side note: Our bus tour guide noted the bridge, now under construction, and told us how good it would be have this bridge, mentioning that she is very much for the project. Wish I had talked with this man before we had the tour.
Wednesday, August 18, 2010
driving lessons
With a couple hours each morning with no plans other than email/blog, I realized I could start a new project. (I know, get me away from the rush of work in Blue Ash, and in about one week, new ideas pop up.) Since this is a quasi-vacation, I looked into driving lessons, and am happy to say that beginning next Tuesday I will have formal instruction to make me a better stick driver. I explained that while I know how to drive a stick, I am hesitant to do so, and that I'm really nervous about starting/stopping on hills. No problem, I can take individual practical lessons any morning (since the normal students are all in school at that time). I figure if all goes well, a couple lessons ought to clear up any hesitance I have.
I really admire the abililty of virtually all German drivers to shift so smoothly, with nary a stall or lunge. Interesting to note that the Fahrschulen offer this service to anyone who would like to brush up on any aspect of driving (highway, mountains, country driving--on those impossibly narrow streets, or night driving). I suspect many of their customers are adults who have lost their license due to an alcohol-related incident. How very German--if you feel hesitance about any aspect of driving, there's a class for that! The owner was very nice, and assured me that we would go to a large remote parking lot to begin practicing. He seemed quite the patient type, so I anticipate success. Cost is 22€ per hour. Cost of a license is variable and usually runs about 1200-1600 €. Watch for updates!
I really admire the abililty of virtually all German drivers to shift so smoothly, with nary a stall or lunge. Interesting to note that the Fahrschulen offer this service to anyone who would like to brush up on any aspect of driving (highway, mountains, country driving--on those impossibly narrow streets, or night driving). I suspect many of their customers are adults who have lost their license due to an alcohol-related incident. How very German--if you feel hesitance about any aspect of driving, there's a class for that! The owner was very nice, and assured me that we would go to a large remote parking lot to begin practicing. He seemed quite the patient type, so I anticipate success. Cost is 22€ per hour. Cost of a license is variable and usually runs about 1200-1600 €. Watch for updates!
Sunday, August 15, 2010
Old Friends
I forgot to mention that I met with the students from the TU to UC program held last summer. Sebastian and Elisa are a couple, Elli organized the event, Felix finished his degree with an OUTSTANDING grade, Christoph has virtually no ability to speak English, Marlen and Liliana never communicated about coming, several of the group had an exam the next morning, and couldn't get away (cramming?) and everyone says hello to Ruth and Jody.
Ursula Nixdorf and I had lunch together today and had a nice talk. She is building a house in Gehren, which is much closer than her current one in Meuselbach. She's supposed to move in in early October, before classes start. Ruth, she sends you her greetings!
Ursula Nixdorf and I had lunch together today and had a nice talk. She is building a house in Gehren, which is much closer than her current one in Meuselbach. She's supposed to move in in early October, before classes start. Ruth, she sends you her greetings!
Land der Dichter und Denker
But Germany also had and has a lower culture, not only socio-economically lower, but baser, and as some will say if they have had enough to drink to lower inhibitions, of lower intelligence (a not-so-new, but common excuse for Nazism: they were the stupid ones). It is the lower culture that H. appealed to for the most part. Why think independently when the government can give you the answers. New truths were created based on fear and stereotypes using repetition in speeches and newspapers, then laws and regulations. And we all know that there is nothing worse than an emotionally worked up crowd of people, stupid or not. Before you get upset about my generationalities and over-simplification (or even with the modern-day parallels), recall Marge Schott's infamous statement: He wasn't so bad in the beginning. The hyperinflation, high unemployment, extremely high war reparations and accompanying humiliation on the world stage, as well as a republic set up to fail, and the nasty man's plans to build roads, public works projects, did appear good at first. The problem was that not all Nazis were stupid, and they had a plan.
I do not want to rehash WWII, but would prefer to see the lingering effects. Will (re)education lift the soul from its baser tendencies, or is it a never-ending process, one that must be ongoing to hold off repetition of the past? Have the east Germans been taught so well (by the Russians, for 40 years) that they simply must follow procedures, work with a group, constantly analyze what they are doing and how they are doing it so that they do not fall prey to their inner souls? Nearly every Ossi can recite the catechismic statements about the problems with fascism, how they have overcome their past, and how they maintain a vigilant watch for any signs of emerging fascism. Are they "barbarians" as the Greeks called them, the strange "germanen" the Roman author Tacitus described, or is it time for me to go "west," where re-education was more successful to my American mind, or south (Switzerland, Austria) to unaffected peoples, who have ALWAYS distanced themselves from their northern neighbors?
Update: Hostel Keeper's Actions
Imagine my susrprise when I was present to hear the hostel keeper discuss her job with another German woman. It was a litany of how difficult it is to work with the university: they don't do things the way she thinks they need to be done, they don't communicate with her correctly, they aren't responsible, etc..... Jus the day before she analyzed the German people as too cantankerous, too picky about how things are done, not loose enough. Hmmm, was it socialized behavior, i.e., saying what would be accepted by this other person as appropriate musings about the university? I was and remain confused.
Friday, August 13, 2010
Cultural Meetings
This morning as I was leaving the Jugendherberge, I spoke with the woman who runs the hostel to determine how and when we should pay our bills. The question quickly answered, she shared that she had recently had a vacation in the US with her children. She told me about her (long) trip to Los Angeles, her disappointment with that city, the trip out to Nevada and drive up Rt. 1 to San Francisco. They had clearly had a delightful month investigating nooks and crannies in the west. While she mentioned sights, she was more interested in a cultural phenomenon--namely that some of the smaller restaurants they ate in seemed to be cooking the way her grandmother used to cook (e.g., hash browns/potato pancakes and pancakes in the frying pan). She hypothesized that the German/European emigrants left for the US with the cooking habits, and that those habits did not change dramatically, while in Germany/Europe, cooking habits changed. She knew the various dishes, which were prepared as her grandmother used to prepare them. Her children, on the other hand, saw these as different, unique to America. I related the history of "goetta" which is not known in Germany, but is touted as a German food item (at least in Cincinnati). We had a nice talk about cultural differences, and how these are exported/imported (and perhaps reimported) to other cultures.
I've often noticed these sort of changes with regard to language. For example, Cincinnati had a huge influx of German immigrants in the mid 19th century. Some of the linguistic oddities in Cincinnati can be directly traced to the influence of the German language ("Please?" when you don't understand something, and the habit of ending a sentence in "with" when "along" is meant--Are you coming with?) where immigrants simply translated the words they used on a daily basis in German into English. But their German language habits never changed. The great great grandparents spoke 19th century German, their children (the great grandparents or even grandparentsof some of our students) understood and spoke that same form (now one to two generations older, and no longer the same as the German spoke in Germany). In addition to "stopping" the development that is natural in a spoken language, the language skills they brought were colloquial and deteriorating with the inclusion of English words. Denglish indeed. So back to goetta. Germans in Germany do not know what it is, but in describing how it is made, our inn keeper knew exactly where to place it--with her grandparents and even great grandparents--who in times of limited food, knew how to stretch foods and to use them for multiple purposes.
She then admitted that it was only in leaving the country, and coming back, that she looked at her culture anew. She employs several young men who are performing civil service rather than serve in the military (one or the other is compulsory). Her view is that these young people are not prepared to move into the world and be independent and effective members of society. Rather, they are overly concerned with detail and do not see the "big picture." Her quote of the day: "I think Germans like to make simple things overly-complicated."
She was very concerned where that could lead. That's an insight I can agree with.
We language folks aren't the only ones thinking about cultural transfer and cultural competence--we give it a name and study it for insights into language acquisition. This struck me as a perfect "culturally humble" conversation for both of us.
I've often noticed these sort of changes with regard to language. For example, Cincinnati had a huge influx of German immigrants in the mid 19th century. Some of the linguistic oddities in Cincinnati can be directly traced to the influence of the German language ("Please?" when you don't understand something, and the habit of ending a sentence in "with" when "along" is meant--Are you coming with?) where immigrants simply translated the words they used on a daily basis in German into English. But their German language habits never changed. The great great grandparents spoke 19th century German, their children (the great grandparents or even grandparentsof some of our students) understood and spoke that same form (now one to two generations older, and no longer the same as the German spoke in Germany). In addition to "stopping" the development that is natural in a spoken language, the language skills they brought were colloquial and deteriorating with the inclusion of English words. Denglish indeed. So back to goetta. Germans in Germany do not know what it is, but in describing how it is made, our inn keeper knew exactly where to place it--with her grandparents and even great grandparents--who in times of limited food, knew how to stretch foods and to use them for multiple purposes.
She then admitted that it was only in leaving the country, and coming back, that she looked at her culture anew. She employs several young men who are performing civil service rather than serve in the military (one or the other is compulsory). Her view is that these young people are not prepared to move into the world and be independent and effective members of society. Rather, they are overly concerned with detail and do not see the "big picture." Her quote of the day: "I think Germans like to make simple things overly-complicated."
She was very concerned where that could lead. That's an insight I can agree with.
We language folks aren't the only ones thinking about cultural transfer and cultural competence--we give it a name and study it for insights into language acquisition. This struck me as a perfect "culturally humble" conversation for both of us.
Wednesday, August 11, 2010
Reconnecting with friends and former students
I've run into several friends and former students in the past few days. This afternoon I met with several of the students from the TU to UC program held in 2009. First, I saw Elli Kohl, who arranged a meeting day for us. I also contact the ones I had in Facebook. Today in the Mensa, I saw Daniel and Jana from the 2007 program. They are also interestsed in spending some time together. Finally, I went to see Ursula Nixdorf (who sends warmest greetings to Ruth), from the 2004 program, who filled me in on all the dirt in the language institute. First, Frau Heinitz is in an "early retirement buyout" plan. She is paid 60% of her income and does not have to work for 3 years, then she is officially retired. Everyone I spoke with (Ursula, as well as the new head, Frank, and Stephan et al) are all happy she accepted. I figure it was time. In fact, one person in the institute has a paper meter stick in her office, and every week has been cutting off the cm for thatweek, taping them to the celebratory bottle of champagne in her cabinet which will be opened the day after KH leaves. I get that...
Monday, August 9, 2010
Shoes
Not a high heel in sight! Today at the opening of the program, I noticed that there was not even one Russian woman wearing high heels. In the past, those who participated in the program remarked on the height of the heels as well as the impracticality of wearing heels for serious walking, let along negotiating cobblestones. I even have a photo of bloody heels as proof, which my daughter took (rather surreptitiously so as not to offend). Here are two photos of this year's shoe styles.
Placement tests--with results update in bold print below
Every time I have come to Ilmenau with students for a summer course, there has been a different iteration of the placement test (Einstufungstest). The question is how to determine the level of a student's ability in a second/foreign language using a tool that can be given and assessed fairly quickly to a large number of students. There are 120 students from 25 countries here this year, further necessitating the quick turn around time.
In the past, the tests have ranged from the "totally out of touch with modern pedagogy" to the one we experienced today. Today, the TU entered the digital age with a computerized adaptive exam, used across the nation, and which can be administered anywhere in the world. I'ts called a C-1 test (?). Of course, the technology didn't work (It is a technology university :) The issues were resolved, and we took the exam in small groups in the many computer labs at the university. I found out later that we were the guinea pigs--the university just started to use this version.
The test consisted of 8 Lückentexte (fill in the blank texts) where the blanks were articles, adjective endings, vocabulary words (usually with a 2 or 3 letter beginning), prepositions. The student had no more than 5 minutes for each of the 8 exercises. If still working at 5 minutes, the next text just appeared. It is designed so that even native speakers never get a perfect score, since it deducts for stylistic error, even if the answer is correct. It tests for REGISTER!!
The test was adaptive, meaning that depending on the percentage of correct answers in each text, the student either got a more difficult or easier text the next time. There seemed to be little overlap among the (American students), and since they are all fairly close in abilty, I'd say there were at least 7 or 8 different texts for each level. Topics included the environment, chocolate, youth activities for the beginner levels, and topics such as the genetic testing of bone fragments and recent findings based on that research, and the example below for the test I took. I was glad I was able to take it as well, and let me tell you, it did get progressively harder. I struggled with the last two, realizing answers at almost the last second. Here is an easier example in English, reproduced in the style of the test:
Title
Opening and complete statement
Fill ins of various types and difficulty
Closing statement, usually a summary statement
Loaner Grandpas and Loaner Grandmas
Many children have grandparents who are either not living or who live too far away to visit them regularly.
There is now a pl_____________ office where seniors can r_________ for placement with local families with c__________ whose grandparents are not available. Once matched, the seniors can interact with the younger gen____________ and have a rich experience. Research has found that seniors who interact with children are he___________ and live longer. The children benefit from contact with the older generation.
I am normally not a fan of fill-ins, but these really tested my ability to "hear" the language to anticipate exactly which vocabulary word fit. The grammar fill ins were fairly easy, but present in every selection, and the last couple had some obscure (and dare I say archaic) usage.
This test is standardized and tests/places students at the European levels (A1, A2, B1, B2, C1 or higher). Here are our group's results:
H: 22 points, under A2 (Group 1)
N: 29 points, under A2 (Group 2)
M: 32 points, A2 (Group 2)
DP: 137 points, C1 or higher
Note: The entire group is mostlz at the A2 level, with the highest level, Group 6, at the A2-B1 level (!). It seems there were only 2 who placed into the advanced level: the teacher accompanying the Russian contingent and yours truly. We both decided that we would not do the morning language classes, but would participate in all other activities/excursions (and I think Stephan was relieved). Ruth: you'll be interested to know that I had lunch with the instructors, and Frau Heinitz is in a real snit since she is teaching Group 5 (not 6) this year. A direct quote (translated): "I just don't know how to begin with such a low level of language proficiency. We can't have a real conversation." That said, it's a very well-behaved group (well on days 1and 2 anyway).
I found the "under A2" interesting. Student H has had the least preparation (one year), but I sense he is a serious student. Student N has had 2 years, and as my former student, I know he is not always able to focus, Student M has taken the Comp & Con level, and has great confidence in her ability to speak and communicate, however, often makes mistakes that impede understanding. None of them are at the lowest level, indeed I think they are at the Novice High level, with M at Intermediate low. They'll get class assignments later this afternoon, and I'll add the class level in later.
Here is a copy of a simplepractice test from the website:
Nach dem Kindergarten gehen alle Kinder im Alter von sechs oder sieben Jahren in die Grundschule. Dort ble_____ sie vi_____ Jahre. Da gehen ca. 45 Pro_____ auf d_____ Hauptschule, ca. 25 Pro_____ auf d_____ Realschule u_____ ca. 30 Pro_____ auf d_____ Gymnasium. I_____ einigen Bundesl_____ gibt e_____ auch Gesamtsch_____ . Nach d_____ Hauptschule ka_____ man arbe_____ und Ge_____ verdienen od_____ eine Le_____ machen. Na_____ dem Abi_____ am Gymn_____ kann m_____ einen Be_____ lernen oder an der Universität studieren.
In the past, the tests have ranged from the "totally out of touch with modern pedagogy" to the one we experienced today. Today, the TU entered the digital age with a computerized adaptive exam, used across the nation, and which can be administered anywhere in the world. I'ts called a C-1 test (?). Of course, the technology didn't work (It is a technology university :) The issues were resolved, and we took the exam in small groups in the many computer labs at the university. I found out later that we were the guinea pigs--the university just started to use this version.
The test consisted of 8 Lückentexte (fill in the blank texts) where the blanks were articles, adjective endings, vocabulary words (usually with a 2 or 3 letter beginning), prepositions. The student had no more than 5 minutes for each of the 8 exercises. If still working at 5 minutes, the next text just appeared. It is designed so that even native speakers never get a perfect score, since it deducts for stylistic error, even if the answer is correct. It tests for REGISTER!!
The test was adaptive, meaning that depending on the percentage of correct answers in each text, the student either got a more difficult or easier text the next time. There seemed to be little overlap among the (American students), and since they are all fairly close in abilty, I'd say there were at least 7 or 8 different texts for each level. Topics included the environment, chocolate, youth activities for the beginner levels, and topics such as the genetic testing of bone fragments and recent findings based on that research, and the example below for the test I took. I was glad I was able to take it as well, and let me tell you, it did get progressively harder. I struggled with the last two, realizing answers at almost the last second. Here is an easier example in English, reproduced in the style of the test:
Title
Opening and complete statement
Fill ins of various types and difficulty
Closing statement, usually a summary statement
Loaner Grandpas and Loaner Grandmas
Many children have grandparents who are either not living or who live too far away to visit them regularly.
There is now a pl_____________ office where seniors can r_________ for placement with local families with c__________ whose grandparents are not available. Once matched, the seniors can interact with the younger gen____________ and have a rich experience. Research has found that seniors who interact with children are he___________ and live longer. The children benefit from contact with the older generation.
I am normally not a fan of fill-ins, but these really tested my ability to "hear" the language to anticipate exactly which vocabulary word fit. The grammar fill ins were fairly easy, but present in every selection, and the last couple had some obscure (and dare I say archaic) usage.
This test is standardized and tests/places students at the European levels (A1, A2, B1, B2, C1 or higher). Here are our group's results:
H: 22 points, under A2 (Group 1)
N: 29 points, under A2 (Group 2)
M: 32 points, A2 (Group 2)
DP: 137 points, C1 or higher
Note: The entire group is mostlz at the A2 level, with the highest level, Group 6, at the A2-B1 level (!). It seems there were only 2 who placed into the advanced level: the teacher accompanying the Russian contingent and yours truly. We both decided that we would not do the morning language classes, but would participate in all other activities/excursions (and I think Stephan was relieved). Ruth: you'll be interested to know that I had lunch with the instructors, and Frau Heinitz is in a real snit since she is teaching Group 5 (not 6) this year. A direct quote (translated): "I just don't know how to begin with such a low level of language proficiency. We can't have a real conversation." That said, it's a very well-behaved group (well on days 1and 2 anyway).
I found the "under A2" interesting. Student H has had the least preparation (one year), but I sense he is a serious student. Student N has had 2 years, and as my former student, I know he is not always able to focus, Student M has taken the Comp & Con level, and has great confidence in her ability to speak and communicate, however, often makes mistakes that impede understanding. None of them are at the lowest level, indeed I think they are at the Novice High level, with M at Intermediate low. They'll get class assignments later this afternoon, and I'll add the class level in later.
Here is a copy of a simplepractice test from the website:
Nach dem Kindergarten gehen alle Kinder im Alter von sechs oder sieben Jahren in die Grundschule. Dort ble_____ sie vi_____ Jahre. Da gehen ca. 45 Pro_____ auf d_____ Hauptschule, ca. 25 Pro_____ auf d_____ Realschule u_____ ca. 30 Pro_____ auf d_____ Gymnasium. I_____ einigen Bundesl_____ gibt e_____ auch Gesamtsch_____ . Nach d_____ Hauptschule ka_____ man arbe_____ und Ge_____ verdienen od_____ eine Le_____ machen. Na_____ dem Abi_____ am Gymn_____ kann m_____ einen Be_____ lernen oder an der Universität studieren.
Stress
The stress of travel and new situations is often intensified for several reasonsÖ
1) lack of restful sleep (people are not made to sleep in an immovable sitting position, and getting used to a new bed and bedding takes time)
2) adjusting eating habits (today, one student said "I feel better now that I've had a proper cooked meal.")
3) immersion in a different language (you don't even understand the background chatter)
4) immersion in a different culture (where you do not see the differences and don't realize you're perceived as the outsider)
5) different weather (no complaints here--it's in the high 60's - low 70's and partly cloudy-rainy-then sunny, and the general low humidity is a welcome change)
All of the above have put the young (and not so young) scholars under stress. The manifestation of this stress depends on the individual's emotional state and general level of excitability. Tendencies are intensified so that a somewhat nervous/overly cautious person becomes overly excited, causing difficulties with technology, eating, testing, etc. This person is often unable to focus on the appropriate portions of a task. This does not seem to be influenced by L2 ability. A young scholar with limited language, M. is able to calmly note his limitations, but looks to advance them "in the moment," with a deliberate methodology. For example, here is one exchange:
H: Frau Page, is it correct to ask "Wo ist die Toilette?"
DP: Yes, that's fine. What kind of answers might you get?
M: Rechts, links
Clearly he is fine.
Another student, who desperately wants to fit in and learn as much as possible, and whose level of speaking and understanding are at the low intermediate level, and whom I had to literally tell to breathe in, then out a couple times to calm her, i.e., one who lives in a more tense state of being:
S: I don't want the fish, how can I possibly get a tasty lunch?
DP: How could you ask for just the potatoes and vegetables?
S: You mean I could do that? What would I say?
DP: It depends, can you tell me auf Deutsch what you want and don't want?
Problem solved, she had a tasty lunch of potatoes and vegetables.
Part psychologist, part life counselor/minor problem solver, a person leading a study abroad tour must sense when it is time to let a student struggle, and when to offer encouragement.
1) lack of restful sleep (people are not made to sleep in an immovable sitting position, and getting used to a new bed and bedding takes time)
2) adjusting eating habits (today, one student said "I feel better now that I've had a proper cooked meal.")
3) immersion in a different language (you don't even understand the background chatter)
4) immersion in a different culture (where you do not see the differences and don't realize you're perceived as the outsider)
5) different weather (no complaints here--it's in the high 60's - low 70's and partly cloudy-rainy-then sunny, and the general low humidity is a welcome change)
All of the above have put the young (and not so young) scholars under stress. The manifestation of this stress depends on the individual's emotional state and general level of excitability. Tendencies are intensified so that a somewhat nervous/overly cautious person becomes overly excited, causing difficulties with technology, eating, testing, etc. This person is often unable to focus on the appropriate portions of a task. This does not seem to be influenced by L2 ability. A young scholar with limited language, M. is able to calmly note his limitations, but looks to advance them "in the moment," with a deliberate methodology. For example, here is one exchange:
H: Frau Page, is it correct to ask "Wo ist die Toilette?"
DP: Yes, that's fine. What kind of answers might you get?
M: Rechts, links
Clearly he is fine.
Another student, who desperately wants to fit in and learn as much as possible, and whose level of speaking and understanding are at the low intermediate level, and whom I had to literally tell to breathe in, then out a couple times to calm her, i.e., one who lives in a more tense state of being:
S: I don't want the fish, how can I possibly get a tasty lunch?
DP: How could you ask for just the potatoes and vegetables?
S: You mean I could do that? What would I say?
DP: It depends, can you tell me auf Deutsch what you want and don't want?
Problem solved, she had a tasty lunch of potatoes and vegetables.
Part psychologist, part life counselor/minor problem solver, a person leading a study abroad tour must sense when it is time to let a student struggle, and when to offer encouragement.
Sunday, August 8, 2010
The Journey
Gentle Reader, you may want to read the full account of the interesting journey we had on the way here. Let me fill you in on the gritty details. When we missed the train in Frankfurt, I went to the closest Deutsche Bahn office to explain that we had missed the train because the train was MISLABELLED save for the last car, and how could we get assigned to a different train. Here is the conversation:
Two DB guys: You should have known that that was the train to Erfurt.
DPage: How was I to know that when the train number and destination were different?
DB guys: They probably just forgot to reset the (digital) sign on most of the train.
(repeat of the three previous sentences in different words)
DP: (realizing this exchange is fruitless): So how can we get to Erfurt?
DB guys: Oh, the next train comes along in one hour, and you can just get on.
DP (over tired and a bit miffed): OK, reserve that one for us.
Result: done, boarded, flew at 120km/hr and got to Ilmenau 12 minutes late.
This tendency of Germans to publically chastise people for things they "should" know began to irk me the last couple times I've been here. On reflection, this is probably a good thing, since I think it is most often used with natives, which would indicate that I'm passing. Should have brought those white sneakers to stand out as a foreigner and get some patience. But what does this say about Germans? It seems to me that they are not so tolerant with themselves making even common mistakes. The post war period of re-education and de-nazification set into motion a plan to change the way Germans think to prevent them from starting a third world war (they had direct implication in two already by 1939). In many ways this plan worked. Germany today has compulsory conscription, where many young men choose civil service instead of military service, giving the country a lot of young subsidized workers, and plenty of soldiers to assist police. Afghanistan is the first time since WWII that German soldiers have been in a war setting (and their participation is very unpopular). Germans are trained to be tolerant of women (they did rescue the country after WWII) and Jews. They were forced to hire guest workers from Turkey, Greece and Italy after the war since there were so few men. This remains an uneasy partnership, and if you get a German tipsy and talkative, you'll hear how the "should all go home," but you will never hear this in public discourse. Children born after WWII were forced to learn the guilt of their parents--a preventative measure of the re-education. They were taught to appreciate other cultures, and to adhere to the rules of tolerant public discourse toward other cultures.
BUT.....what happened here among themselves. I think, given experiences I have had, that there is an anger that doesn't get expressed to others, and it manifests inself with German-on-German curtness. Follow the rules or else. Sort your recyclables, be quiet after 10, don't chew gum in public, etc, etc...
I think it's important to provide a bit of contextualization to what happened immediately preceding this encounter with the DB guys: my airplace companions. On the first leg I sat next to a Swiss woman who works for corporate Johnson & Johnson in Germany (Hamburg) and who had just spent two days in Blue Ash. We had lots to talk about. In a lull, she turned to me and asked, What differences do you see between Germans and Americans? This is really a loaded question, and I attempted to answer her truthfully and openly, without denigrating either side. Her response to my return of the question was a bit more direct. As a Swiss national (they are not German!) working in northern Germany, she had noticed plenty, and her analysis was spot on: They are very rule-oriented, but efficient and amazing engineers because of it, but..they are unable to be flexible in problem solving. Every problem has to follow a carefully scripted protocol, with no thinking outside of the box. This Swiss lady from Zürich and living in Hamburg clearly preferred the American (and Swiss) way of problem solving. We had a great conversation, and she posed so many questions that my head was spinning by the time we got to New York. It was a mini interrogation. She asked the following about American culture, and generously offered her opinions about Swiss practices and attitudes:
normal age for marriage
partners vs. spouses
preferred travel destinations and types of vacations
role of women and attitudes toward them (she was decidedly anti-Swiss here)
corporate big wigs in US, Germany and Switzerland
reading habits
education practices
I had a different companion on the longer flight to Frankfurt, this time a woman who is currently living in Seattle, but who is originally from Eritrea, and was on her way home. I asked how she happened to be living in Seattle (because I am just nosy), and I got a wonderful story of how she was sponsored by a church, that she had four daughters and one son, that her sister was happy she was coming home to visit, etc..... What I didn't get was any contextualization about why she left Eritrea, and it's often those types of stories that get at the real truth, which I suppose is really none of my business. She had already travelled 6 hours from Washington, was on a 7 hour flight to Frankfurt, then needed to fly all day to southern Europe, then to northern Africa, then to Eritrea. Her English was difficult to understand, and she knew no German. She had not eaten since leaving Washington, and dinner was a couple hours away, so I pulled out every snack I had for her. She had a gentle spirit that was comfortable to be next to. I hope she made it home safely.
Two DB guys: You should have known that that was the train to Erfurt.
DPage: How was I to know that when the train number and destination were different?
DB guys: They probably just forgot to reset the (digital) sign on most of the train.
(repeat of the three previous sentences in different words)
DP: (realizing this exchange is fruitless): So how can we get to Erfurt?
DB guys: Oh, the next train comes along in one hour, and you can just get on.
DP (over tired and a bit miffed): OK, reserve that one for us.
Result: done, boarded, flew at 120km/hr and got to Ilmenau 12 minutes late.
This tendency of Germans to publically chastise people for things they "should" know began to irk me the last couple times I've been here. On reflection, this is probably a good thing, since I think it is most often used with natives, which would indicate that I'm passing. Should have brought those white sneakers to stand out as a foreigner and get some patience. But what does this say about Germans? It seems to me that they are not so tolerant with themselves making even common mistakes. The post war period of re-education and de-nazification set into motion a plan to change the way Germans think to prevent them from starting a third world war (they had direct implication in two already by 1939). In many ways this plan worked. Germany today has compulsory conscription, where many young men choose civil service instead of military service, giving the country a lot of young subsidized workers, and plenty of soldiers to assist police. Afghanistan is the first time since WWII that German soldiers have been in a war setting (and their participation is very unpopular). Germans are trained to be tolerant of women (they did rescue the country after WWII) and Jews. They were forced to hire guest workers from Turkey, Greece and Italy after the war since there were so few men. This remains an uneasy partnership, and if you get a German tipsy and talkative, you'll hear how the "should all go home," but you will never hear this in public discourse. Children born after WWII were forced to learn the guilt of their parents--a preventative measure of the re-education. They were taught to appreciate other cultures, and to adhere to the rules of tolerant public discourse toward other cultures.
BUT.....what happened here among themselves. I think, given experiences I have had, that there is an anger that doesn't get expressed to others, and it manifests inself with German-on-German curtness. Follow the rules or else. Sort your recyclables, be quiet after 10, don't chew gum in public, etc, etc...
I think it's important to provide a bit of contextualization to what happened immediately preceding this encounter with the DB guys: my airplace companions. On the first leg I sat next to a Swiss woman who works for corporate Johnson & Johnson in Germany (Hamburg) and who had just spent two days in Blue Ash. We had lots to talk about. In a lull, she turned to me and asked, What differences do you see between Germans and Americans? This is really a loaded question, and I attempted to answer her truthfully and openly, without denigrating either side. Her response to my return of the question was a bit more direct. As a Swiss national (they are not German!) working in northern Germany, she had noticed plenty, and her analysis was spot on: They are very rule-oriented, but efficient and amazing engineers because of it, but..they are unable to be flexible in problem solving. Every problem has to follow a carefully scripted protocol, with no thinking outside of the box. This Swiss lady from Zürich and living in Hamburg clearly preferred the American (and Swiss) way of problem solving. We had a great conversation, and she posed so many questions that my head was spinning by the time we got to New York. It was a mini interrogation. She asked the following about American culture, and generously offered her opinions about Swiss practices and attitudes:
normal age for marriage
partners vs. spouses
preferred travel destinations and types of vacations
role of women and attitudes toward them (she was decidedly anti-Swiss here)
corporate big wigs in US, Germany and Switzerland
reading habits
education practices
I had a different companion on the longer flight to Frankfurt, this time a woman who is currently living in Seattle, but who is originally from Eritrea, and was on her way home. I asked how she happened to be living in Seattle (because I am just nosy), and I got a wonderful story of how she was sponsored by a church, that she had four daughters and one son, that her sister was happy she was coming home to visit, etc..... What I didn't get was any contextualization about why she left Eritrea, and it's often those types of stories that get at the real truth, which I suppose is really none of my business. She had already travelled 6 hours from Washington, was on a 7 hour flight to Frankfurt, then needed to fly all day to southern Europe, then to northern Africa, then to Eritrea. Her English was difficult to understand, and she knew no German. She had not eaten since leaving Washington, and dinner was a couple hours away, so I pulled out every snack I had for her. She had a gentle spirit that was comfortable to be next to. I hope she made it home safely.
Friday, August 6, 2010
Ready to leave
As I sit at the airport in Kentucky and contemplate the upcoming trip, the students' excitement and enthusiasm is rubbing off on me. Everyone showed up with one small suitcase and one carry on!! I am very proud not only of them, but also of me packing as lightly as I ever have.
(photo to come)
Two pair of pants, one dress, two pair of shoes, 4 underpants, 6 (yes 6 not 4) shirts, one sleep shirt and a raincoat. Hardly anything. However, my suitcase is filled with gifts from RWC, Blue Ash, and a couple small items for friends. I don't completely trust myself, and packed an empty duffel bag for the return trip.
(photo to come)
Two pair of pants, one dress, two pair of shoes, 4 underpants, 6 (yes 6 not 4) shirts, one sleep shirt and a raincoat. Hardly anything. However, my suitcase is filled with gifts from RWC, Blue Ash, and a couple small items for friends. I don't completely trust myself, and packed an empty duffel bag for the return trip.
Monday, August 2, 2010
Final Exam Thoughts
There were several students who did not complete all sections of the final assignment, and I find this puzzling and frustrating. For the most part, this was an excellent group of students who actually read, prepared and participated well throughout the course. So what explanation is there for the students who chose not to complete the final exam. When I received the papers, I emailed each personally if one or more sections were not included. No responses, no answers, no additional work submitted. Assigning a zero for the missing sections caused some to receive failing grades on the exam, but not for the course as a result of the outstanding work done earlier. What to do?
To confound me even more, this seems to be a common practice among students in online courses, as Ruth reported. Should the failure to complete the work result in an Incomplete for the course? Should there be an in-class final? Should the final be worth a larger percentage of the course grade? Right now I'm not sure what I will do the next time I teach this course, but I feel I will have to address it in some way.
My distress for the lack of work was matched with my delight for the work that was submitted. Students saw connections, and explained them well, contextualized with references to characters, story lines, type of comedy. Several commented explicitly in a reflection on the course as a whole that they now realize the the role of cultural history as a reference for literature (I wonder if they see that in English language literature and comedy). One student even found a link to the Family Man that directly referenced one of the texts we read and sent it:
http://www.youtube.com/watch?v=VpBJsVw000w
Gentle Reader, please note that this is NOT the original story, but one that has been filtered through American comedic animation and a sadistic interpretation of Germany comedy.
The best parts were without a doubt the creative sections of the exams. The students were obviously engaged with the style, rhyme schemes, content, indeed all aspects of the texts we read. The texts, images and poems they created showed how well they understood what the original texts were trying to accomplish and showcased their individual personalities and sense of humor.
Surprises for me:
1. the positive reaction to this video: http://www.youtube.com/watch?v=lKpOWj8LkaQ
2. students applying definitions of different types of comedy, including Kant's definition of comedy throughout the quarter to texts we read
3. the eagerness with which students learned (long) German words, and their willingness to pronounce German names
4. the performance of selected scenes from The Talisman--the play came alive!
5. the debate (see below)
Rating: (still) B+
To confound me even more, this seems to be a common practice among students in online courses, as Ruth reported. Should the failure to complete the work result in an Incomplete for the course? Should there be an in-class final? Should the final be worth a larger percentage of the course grade? Right now I'm not sure what I will do the next time I teach this course, but I feel I will have to address it in some way.
My distress for the lack of work was matched with my delight for the work that was submitted. Students saw connections, and explained them well, contextualized with references to characters, story lines, type of comedy. Several commented explicitly in a reflection on the course as a whole that they now realize the the role of cultural history as a reference for literature (I wonder if they see that in English language literature and comedy). One student even found a link to the Family Man that directly referenced one of the texts we read and sent it:
http://www.youtube.com/watch?v=VpBJsVw000w
Gentle Reader, please note that this is NOT the original story, but one that has been filtered through American comedic animation and a sadistic interpretation of Germany comedy.
The best parts were without a doubt the creative sections of the exams. The students were obviously engaged with the style, rhyme schemes, content, indeed all aspects of the texts we read. The texts, images and poems they created showed how well they understood what the original texts were trying to accomplish and showcased their individual personalities and sense of humor.
Surprises for me:
1. the positive reaction to this video: http://www.youtube.com/watch?v=lKpOWj8LkaQ
2. students applying definitions of different types of comedy, including Kant's definition of comedy throughout the quarter to texts we read
3. the eagerness with which students learned (long) German words, and their willingness to pronounce German names
4. the performance of selected scenes from The Talisman--the play came alive!
5. the debate (see below)
Rating: (still) B+
Friday, July 23, 2010
Last class
The last class meeting is often bittersweet. Everyone is glad the work has reached an end, but there is the opportunity to reflect on new viewpoints having been gained over the course. This evening was the final meeting for the comedy course. The topic was GDR humor, and included short stories by two women (Irmtraud Morgner and Charlotte Worgitzky), as well as a film, Goodbye Lenin. Student Referate on the authors were a good introduction to the theme of "Our DDR" and the role played by women in social realism. The film provided a good example of such a woman and her loving son.
I am constantly surprised by the lack of information students bring to the class about (what I consider) recent history. Having several historians in the class helped tremendously, as there was no need to discuss the quadripartite division of Germany following WWII. What other students did not realize is that it provided the structure for the Cold War, and what that meant. We had an information-laden discussion, which was more like a question and answer session at the start, where one student asked "Why were [the characters in Goodbye Lenin] so against capitalism?" The next time I teach this course, I will have to have more background reading to supplement the topic.
The discussion also showed that the students were starting to make connections. Characters were compared and motifs were identified. The best part for me? It was the juxtaposition within the bittersweet nature of the final class of the son's love for his mother and the reality he creates for her, along with her realization of what he has done.
My grade for this class: B+. There are a couple pedagogical changes I will make in the future to improve the course. I was happy with the order of the readings, the readings themselves, and the level of the students' preparation and participation, and even more pleased withe the quality of the students' work. The reports were good, and the midterm assignments showed that students were engaged with the material on a meta level. Most of the creative sections were excellent. I'm looking forward to reading the final papers.
I am constantly surprised by the lack of information students bring to the class about (what I consider) recent history. Having several historians in the class helped tremendously, as there was no need to discuss the quadripartite division of Germany following WWII. What other students did not realize is that it provided the structure for the Cold War, and what that meant. We had an information-laden discussion, which was more like a question and answer session at the start, where one student asked "Why were [the characters in Goodbye Lenin] so against capitalism?" The next time I teach this course, I will have to have more background reading to supplement the topic.
The discussion also showed that the students were starting to make connections. Characters were compared and motifs were identified. The best part for me? It was the juxtaposition within the bittersweet nature of the final class of the son's love for his mother and the reality he creates for her, along with her realization of what he has done.
My grade for this class: B+. There are a couple pedagogical changes I will make in the future to improve the course. I was happy with the order of the readings, the readings themselves, and the level of the students' preparation and participation, and even more pleased withe the quality of the students' work. The reports were good, and the midterm assignments showed that students were engaged with the material on a meta level. Most of the creative sections were excellent. I'm looking forward to reading the final papers.
Friday, July 2, 2010
Comix
The Ninteenth Century brought the beginning of what would evolve into comic books. The function was entertainment, as well as education. On the left is an illustration from The Thumbsucker tale in Struwwelpeter, written by Heinrich Hoffmann. Dear Conrad has been told not to suck his thumb while his mother is away, but he succumbs as soon as she leaves. The cutter rushes in (see how quickly he moves?) and cuts off the offending thumb (see the blood dripping from little Conrad's left hand?). Quite a horrific image, but one that you want to examine carefully, not one that frightens you or causes you to look away. This story was always one of my children's favorite (neither a thumbsucker), and caused quite a titter in the class.
The image on the right is taken from Wilhelm Busch's Max and Moritz. These two were the inspiration for the Katzenjammer Kids, one of the very first American newspaper comic strips. They also could be considered the model for Beavis and Butthead, Southpark, and the characters in the film Dumb and Dumber. While the Struwwelpeter tales want to show children what behaviors are incorrect, and how there is immediate punishment for common childhood behaviors, Max and Moritz are two dullards who engage in a series of mean and nasty behavior, then suffer the consequences at the end of the tales (ground up into meal accidently, and eaten by ducks).
Harsh reality checks, for sure, told in rhyme with accompanying images to entertain. The students were quick to point out that they were very similar to the medieval and early modern tales we had read in form, purpose, and of course, in style.
Thursday, July 1, 2010
The Debate: Church v. Empire
Today was a bit of a midterm break from reading and analysis. On Tuesday, sides were drawn for the Thursday debate:The Church v. The Empire in the Middle Ages. In the previous class sufficient time was devoted to group work to define the 3 arguments the group would be making and to assign the roles. We used a classical rhetorical style in that each side made an opening statement. Then side by side, the arguments were made (with supporting examples from the texts read to date) and the opposing team had the opportunity to make a rebuttal. Closing arguments rounded out the debate.
I expected for the whole debate to take no more than 20-30 minutes, but indeed it lasted around 45 minutes. After one team presented a basic argument, the other team would huddle together to come up with a sound rebuttal. WOW! What a surprise for me. It turns out about half the class had been on debate teams in high school and took the event quite seriously. Of course, the positions allowed each group to make passionate statements for their side. I'll need to go over my notes very carefully to see how to score the statements and rebuttals. The Church had more tightly developed arguments, but the Empire definitely had the best line of the debate. My gut instinct is that it was a tie, but here are a couple of the quotes from each side:
Church:
-The Church offers every person the one true path to eternal salvation.
-Although every man has the possibility of becoming corrupt, the Church is led by God, who is removed from the flaws of humanity and who offers sanctuary to everyone who believes.
Empire:
-The Church relies on the gullibility of the masses and is guilty of exploitation.
-We are both corrupt. But the Church is corrupt in the name of God and eternity. The Empire is only corrupt for a lifetime.
Each side had appropriate and numerous examples to back up their arguments, as well as their rebuttals, from works such as Sebastian Brant's The Ship of Fools, Der Stricker's Priest Amis, the anonymously penned subversive work Till Eulenspiegel and tales and shrovetide plays by Hans Sachs. My initial evaluation is that it was a success as a classroom activity, as well as a way to get the students involved in the readings on a very meaningful level.
The debate was followed by a lively discussion of Lessing's Minna von Barnhelm. I was pleasantly surprised by the level of engagement, so I guess those reading questions might be working well also, and the students appear to be better readers with questions to guide their attention. Whereas the readings all appeal to this geeky Germanist, the fact that students get excited about certain passages, events, and characters is very rewarding. I suspect that the number of students who skim the text rather than giving it a careful reading is declining. And just in time for the wit of 19th-Century social critics Kleist and Heine, and comic books. The class seems to have reached a critical point in gelling as a group, and appear to feel more comfortable interacting with each other and with the text. My training tells me that a lower affective filter positively affects second language acquisition, but it appears that it positively affects learning more generally. With the midterm distributed yesterday and due in a week, I'm eager to see how engaged students are with the material individually.
I expected for the whole debate to take no more than 20-30 minutes, but indeed it lasted around 45 minutes. After one team presented a basic argument, the other team would huddle together to come up with a sound rebuttal. WOW! What a surprise for me. It turns out about half the class had been on debate teams in high school and took the event quite seriously. Of course, the positions allowed each group to make passionate statements for their side. I'll need to go over my notes very carefully to see how to score the statements and rebuttals. The Church had more tightly developed arguments, but the Empire definitely had the best line of the debate. My gut instinct is that it was a tie, but here are a couple of the quotes from each side:
Church:
-The Church offers every person the one true path to eternal salvation.
-Although every man has the possibility of becoming corrupt, the Church is led by God, who is removed from the flaws of humanity and who offers sanctuary to everyone who believes.
Empire:
-The Church relies on the gullibility of the masses and is guilty of exploitation.
-We are both corrupt. But the Church is corrupt in the name of God and eternity. The Empire is only corrupt for a lifetime.
Each side had appropriate and numerous examples to back up their arguments, as well as their rebuttals, from works such as Sebastian Brant's The Ship of Fools, Der Stricker's Priest Amis, the anonymously penned subversive work Till Eulenspiegel and tales and shrovetide plays by Hans Sachs. My initial evaluation is that it was a success as a classroom activity, as well as a way to get the students involved in the readings on a very meaningful level.
The debate was followed by a lively discussion of Lessing's Minna von Barnhelm. I was pleasantly surprised by the level of engagement, so I guess those reading questions might be working well also, and the students appear to be better readers with questions to guide their attention. Whereas the readings all appeal to this geeky Germanist, the fact that students get excited about certain passages, events, and characters is very rewarding. I suspect that the number of students who skim the text rather than giving it a careful reading is declining. And just in time for the wit of 19th-Century social critics Kleist and Heine, and comic books. The class seems to have reached a critical point in gelling as a group, and appear to feel more comfortable interacting with each other and with the text. My training tells me that a lower affective filter positively affects second language acquisition, but it appears that it positively affects learning more generally. With the midterm distributed yesterday and due in a week, I'm eager to see how engaged students are with the material individually.
Wednesday, June 23, 2010
The hook has been set
and who would honestly have sworn
that cap and bells he's never worn?
--S. Brant
I embrace the cap and bells, especially as a teaching methodology. The trick is to to be open to displaying them and use them to lower students' affective filters (an occupational hazard, FL instructors all want to lower affective filters) , not to flaunt them. That said, the comedy course had a positive first class meeting. I used Ruth's suggestion of setting the hook (are we fishermen of students?) by starting with American comedy references:introductions (what is your favorite book/poem/film/tv comedy, group work to try to come up with a definition (remarkably good, follow up with Kant's definitive one) and a series of YouTube videos from the US (SNL's Cowbell, Chaplin's dance with the world balloon), followed quickly by German ones (Schnauze!!, We're sinking, and the Yodeldiplom class).
The Cowbell video was a last minute addition given my statement to try to include at least one reference to it in every class I teach. It was a big hit. Chaplin was wonderful, and the students (half of them seniors who want to graduate either at the end of summer or in Deember--that's a comedic situation for you!) quickly picked up on his graceful, balletic and sexualized interplay with the balloon.
The remainder of the class included me giving the first report (author/historical context and introduction to text) as a model for their own, then moved to trying to "read" a series of 3 woodcuts for the first secular German tale (Neidhart and the Violet). The small groups produced stories that showed they were working with the images well, although we did need to define scatology once the giggling stopped. With relatively little prodding, they analyzed the (actual) story, drawing comparisons to the theme and methodology used in 1210 to the same ones in 2010. I can't wait until the Church v. Empire debate in a couple weeks.
The most humorous moment for me was one student telling the class that she kind of liked comedy/humor, but didn't watch TV, only viewed serious films and read serious European literature (none of that Twilight trash for her). A few students actually tittered when I asked why she had chosen this class. Her answer: The other courses were all reading (bad) modern novels by authors the professors researched. Her chosen topic for her report: Sigmund Freud, The Joke and its Relationship to the Unconscious. Hmmm. Actually the most common responses for students choosing the course: 5 weeks course, no book to buy, comedy has to be better than boring literature (wait till they get to Minna, a classic literary comedy), needed an elective, wanted a night class.
There was one other humorous moment: a student asked whether we would always meet for the entire class period (as opposed to leaving at break, I assumed). My response: Hmm, we may go a little long on the days we are viewing films, but I think we should get out on time or possibly 5 minutes early most of the classes:)
Sunday, June 20, 2010
Monday, June 14, 2010
One year later.....
Looking back at last April's note, I am happy to see that most were accomplished.
But now I need look ahead at the summer 2010 program.
But now I need look ahead at the summer 2010 program.
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