Meeting the Minister

Today several teachers from the TLG program traveled to Tbilisi for a meeting with Dimitri Shashkini, the Minister of Education.  For many this seemed like the usual public relations effort to put a good face on a program that many people have lingering doubts about, both in Georgia and elsewhere.  However, I think many of us were pleasantly surprised to meet a young, dynamic, enthusiastic man who spoke very frankly about the TLG program. He was one of the most realistic, yet ambitious and optimistic, leaders I had ever seen speak.

An interesting note about the Minister.  Before coming to the Ministry of Education and Science he was Minister of Corrections and Legal Assistance. Meaning he was in charge of law enforcement and prisons.  He jokingly referred to the overlaps in the ideas applied to the prisons and the schools, but clearly there is some overlap and he is playing to his strengths to make things better.  And it is working.  (This is amusing to me because I have applied some of my ideas from working in harm reduction to my students as well.)  It also turns out that he and I worked for the same organization (the International Republican Institute) during the same time period.  He was obviously in the Georgia office at a high level and I was in the DC office at a low (read: intern) level and our paths likely never crossed.  Nonetheless, small world.

The Minister was very matter of fact about the program and the struggles associated with the Georgian education system.  Like many of the TLG staff, he referred to a time, not long ago, when the system was more or less collapsed.  When I ask Georgians my age or older what their classrooms were like, the only answer I get is: it was so bad then, the system was broken, there was no education.  Likewise, teachers always tell me how dramatically better the schools and education system are now, that so much has improved since the 90s.  The Minister said outright that the Soviet ideology damaged the minds and souls of Georgians.  Because of this legacy many people still adhere to the "old way" of doing things.  Some principals still do not take on the leadership role they need to, some teachers still give up on the students who say they do not want to learn, and some students still see no importance in learning.  Of course this does not apply to everyone, but it makes for complications when trying to impose a rapid and dramatic reform to an education system that was left out to sea for many years.  So yes, there are challenges with the TLG program, and the education system as a whole, but it is nothing that cannot be fixed with hard work and patience. 

Most concerns that TLG  teachers had -- students, textbooks, the resource officers -- the Minister has a plan for.  Beginning in the fall grades 1-6 will have new textbooks, better textbooks.  The following year, grades 7-12 will get their new and better textbooks.  Textbooks will no longer have to purchased by the students' parents, but rather the school will provide them.  Meaning ALL students will have textbooks.  This is major progress in and of itself, seeing as many of us have lamented the terrible textbooks that our students are stuck with.  In the program coordinator's words: "Yes, the textbooks suck."  But as of September 15th, it will get better.  In addition, next year students will receive netbooks enabled with software that will help them study English in a more interactive fashion.  Teachers are already having to take exams and having to become better qualified to teach their subjects.  In turn, they will receive better pay.  This is all amazing news and certainly a well-thought out plan.

TLG is only a small component of a much larger plan for Georgia's educational system.  TLG only began last August, so like all new programs, there are growing pains.  Certain aspects have been difficult for the volunteers, and surely the schools and teachers have had some challenges as well.  When it comes down to it, people's expectations of the program and the volunteers' role here in Georgia has varied.  This applies both to the schools and the volunteers themselves.  The program recruits people from all age groups and professional backgrounds, many have never taught English before (myself included).  This means that there have been a mixture of results in the classroom.  For some, previous teaching experience overseas or in their own country helps a great deal, sometimes it hinders.  Some are very devoted to making the most of their volunteer experience and impacting the community in a positive way, others less so.  Some are resilient and take the challenges in stride, others give up.

My primary concern about the program was the fact that I had absolutely no teaching experience.  Sure I have studied foreign languages since I was 13 and have plenty of ideas about how to effectively study a new language.  And sure, I have worked for the last 10 years with people from the former Soviet Union and am familiar with the social and political conditions.  But teaching? To kids? No.  I was told this was not a problem when I applied.  And the Minister reiterated this.  Actually, he said that he did not care if we don't have teaching experience.  It's not the point of the program.  We're here to speak to the children and have them learn from interaction with us.  This was very helpful for me to hear at this point in time.  I am slightly more than halfway finished with my contract and have been feeling a bit defeated as of late.  I have been fearing that I am not effective in the classroom and have not yet figured out the art of co-teaching.  And with so little time left, how will I ever turn it around and make their investment in me worthwhile for everyone involved?  However, after listening to the Minister, I feel re-energized and ready to take another leap into the deep end.  No it's not perfect.  Nothing is.  But there is a devoted staff and energetic volunteers willing to make it a bit more perfect.  And really that is all we can ever hope for.