Walter Hines Page Reserve Scholarship
to United States of America
By Carolina Benavides

The Buenos Aires ESU branch awarded me with the Walter Hines Page Scholarship to visit schools in the East Coast of the United States of America.  Being a Head Teacher at Hans Christian Andresen School, Pacheco Branch, I wanted to focus my trip on learning disabilities.

During my stay I had the opportunity to meet the presidents and members of several ESU branches and it has been a very enriching experience.  I stayed with different families in each part of my trip and in this way I could learn more about the North American society, about their culture.  Everybody was extremely generous and I really felt very comfortable with all of them.

Itinerary

February 2nd

Arrival at Washington Dulles and my host family arranged the transportation from Dulles to their house. Met there Braxton and Debbie Moncure.
Daisy Crowley, Hospitality Chair ESU Washington took me at midday to Mount Vernon. Mount Vernon was home to George Washington for more than 45 years. First known as Little Hunting Creek Plantation, the Estate was originally granted to Washington's great grandfather John Washington in 1674. It eventually passed to Washington's older half-brother, Lawrence, who renamed the property Mount Vernon after his commanding officer, Admiral Edward Vernon of the British navy. George Washington inherited the property upon the death of his brother Lawrence's widow in 1761. There we had lunch and return to my host house at 5:00 pm to my next event. The Moncure kindly took me to a black-tie cocktail at the Bulgarian embassy.

February 3rd 

Daisy Crowley picked me up at Braxton’s house at 12:30 to go to lunch and sightseeing. We visited

• The Lincoln Memorial.

“In this temple, as in the hearts of the people for whom he saved the Union, the memory of Abraham Lincoln is enshrined forever.” Beneath these words, the 16th President of the United States—the Great Emancipator and preserver of the nation during the Civil War—sits immortalized in marble. As an enduring symbol of Freedom, the Lincoln Memorial attracts anyone who seeks inspiration and hope.

• The Thomas Jefferson Memorial

The words of Thomas Jefferson, some written more than 200 years ago, have shaped American ideals. Today, many of these impressive, stirring words adorn the interior walls of his memorial. The Thomas Jefferson Memorial stands as a symbol of liberty and endures as a site for reflection and inspiration for all citizens of the United States and the world.

• The Washington Monument

The Washington Monument is the most prominent, as well as one of the older, attractions in Washington, D.C. It was built in honor of George Washington, who led the country to independence, and then became its first President. The Monument is shaped like an Egyptian obelisk, 555’ 5/8” high, and averages 30 to 40 miles visibility in clear weather. It was finished on December 6, 1884.

• The White House

For two hundred years, the White House has stood as a symbol of the Presidency, the United States government, and the American people. Its history, and the history of the nation’s capital, began when President George Washington signed an Act of Congress in December of 1790. The White House has a unique and fascinating history. It survived a fire at the hands of the British in 1814 (during the war of 1812) and another fire in the West Wing in 1929, while Herbert Hoover was President. Throughout much of Harry S. Truman’s presidency, the interior of the house, with the exception of the third floor, was completely gutted and renovated while the Truman’s lived at Blair House, right across Pennsylvania Avenue. Nonetheless, the exterior stone walls are those first put in place when the White House was constructed two centuries ago.

• The U.S Capitol

The United States Capitol in Washington, D.C., is among the most architecturally impressive and symbolically important buildings in the world. It has housed the meeting chambers of the Senate and the House of Representatives for almost two centuries. Begun in 1793, the Capitol has been built, burnt, rebuilt, extended, and restored; today, it stands as a monument not only to its builders but also to the American people and their government.

• Vietnam Veterans Memorial Wall

Deliberately setting aside the controversies of the war, the Vietnam Veterans Memorial honors the men and women who served when their Nation called upon them.
At 6:00 pm Braxton held a soiree at his house where I met people connected to education and learning disabilities.

February 4th
12:00 pm visit to the Lab School. It was, founded in 1967 by Sally L. Smith, is an innovative, rigorous, arts-based program for intelligent students with moderate to severe learning disabilities. The Lab School of Washington accepts boys and girls K-12th grades who have documented evidence of specific learning disabilities with average to above average intellectual functioning. The Lab School program is designed for the child whose school problems are rooted in moderate to severe learning disabilities. Often, a child with learning disabilities also has attentional problems, language, and sensory-motor weaknesses.
The Lab School program is designed to meet the needs of the learning disabled child through a highly individualized academic program that incorporates both one-to-one instruction and small group experiences. Therefore, a candidate for admission must be able to function within a small group. A candidate who functions at any academic performance level may be accepted after a determination is made on a case by case basis whether the student will benefit from the program.
The aim of the school is to enable children with uneven levels of functioning to return to a less restrictive environment in the shortest time feasible for each student.
I would like to thank Susan F. Feeley, M.A. for receiving me showing me the schools and classrooms and telling me how they work.
At 7:30pm dinner at a private club with Braxton in honor of the British Ambassador.

February 5th

Visit to the Sienna School. It offers a rich educational program for bright, college-bound students who are challenged by language-based learning differences, such as dyslexia. Its program is designed for students with mild to moderate needs who experience a discrepancy between their intellectual abilities and academic achievement in one or more areas such as reading, writing, oral expression or math. During my visit I was able to observe different classes and to talk to the school Director, Mrs. Jillian Darefsky and the Assistant Head of school Mr. Clay Kaufman. A special thank to Ms Atkinson for being so nice not only during the school visit but also for emailing me and offering me for more information.
At 6:00 dinner at the Cosmos Club Mark Olshaker, Executive Director of ESU Washington DC, his wife and another member of ESU.

February 6th
Morning at leisure. Depart for Dulles airport and flying to St. Louis. I arrived to St. Louis at 7:00pm

February 7th

During the morning my host, Brian Ragen, took me sightseeing. We went to:

• Gateway to the West

The Gateway Arch reflects St. Louis’ role in the Westward Expansion of the United States during the nineteenth century. The park is a memorial to Thomas Jefferson’s role in opening the West, to the pioneers who helped shape its history, and to Dred Scott who sued for his freedom in the Old Courthouse.

• Gateway Arch

Thomas Jefferson’s vision of the spread of freedom and democracy from “sea to shining sea” inspired Eero Saarinen’s masterpiece of modern design. The 630 foot stainless steel Gateway Arch reflects St. Louis’ role as the gateway to the West.

Visitors to the Gateway Arch can tour the Museum of Westward Expansion, ride the tram to the top, and watch the movies Gateway to the West and Monument to the Dream.

• Old Courthouse

Visitors to the Old Courthouse can tour restored courtrooms and history galleries, as well as learn about the Dred Scott trial and other significant cases that took place in the building.

In the afternoon I went to the community college. St. Louis Community College expands minds and changes lives every day. They create accessible, dynamic learning environments focused on the needs of their diverse communities. It recognizes the dignity and worth of all human beings and believes that postsecondary education should be available to all who can benefit from it. The College further believes that education should be a rewarding experience offered in an environment that fosters the growth and well-being of all members of the community it serves. Linda Nissenbaum, manager/ ACCESS Office explained me how they work and took me to have dinner afterwards.

February 8th

At 10:00 I went to New City School which is an independent elementary school in St. Louis that enrolls children ages three years through sixth grade.  New City School’s approach to education is both joyful and challenging, focusing on teaching students to analyze and solve problems, rather than simply memorize facts. The students pursue a rigorous curriculum in reading, writing, mathematics, and science, and begin in the early grades to study foreign language, music, and the arts. Thomas R. Hoerr, Ph.D. Head of School greeted me and opened me the gates of such great school where I was able to wonder around by myself admiring how they implement Professor Howard Gardner’s theory of Multiple Intelligences (MI). They did this because MI supported their beliefs that all children have talent, that the arts are important, and that who you are is more important than what you know. MI becomes a tool to help their students learn. For them, using MI has been a profound experience. It has affected how they design their curriculum, how they teach and assess, how they work as colleagues, and how they communicate with their students’ parents.
At 1:00 pm I went to Annunziata School. It is a catholic school which has students with learning differences. The Principal of the school, Geraldine Book, showed me the classroom and how they work and was with me for the whole afternoon.
At 6:00 we went to have dinner with Brian, my host, and two of his friends, Shirley and Wes at St Louis Club.

February 9th

At noon I had lunch with Jill Kirsten Anderson, who is an experienced teacher. At 6:00 Barbara Lewington and other members of the ESU took me out to have dinner.

February 10th

I arrived to Nashville at 2:00 pm where my host family, Lynne and Bill Siesser, were waiting for me. In the afternoon we made a tour of downtown Nashville and Vanderbilt University. Much of the city's cultural life has revolved around its large university community. Popular destinations include Fort Nashborough, a reconstruction of the original settlement; the Tennessee State Museum; and The Parthenon, a full-scale replica of the original Parthenon in Athens, Greece. The State Capitol is one of the oldest working state capitol buildings in the nation, while The Hermitage is one of the older presidential homes open to the public. The Nashville Zoo is one of the city's newer attractions.
    Vanderbilt offers undergraduate programs in the liberal arts and sciences, engineering, music, education and human development, as well as a full range of graduate and professional degrees. The combination of cutting edge research, liberal arts and a distinguished medical center creates an invigorating atmosphere where students tailor their education to meet their goals and researchers collaborate to solve complex problems affecting our health, culture and society.
Vanderbilt provides a gateway to greatness, drawing the best and brightest students from across the nation and around the world. Vanderbilt alumni can be found in Congress, on the judicial bench, heading corporations, conducting innovative medical research, writing for and appearing on the stage and screen, and playing in the NFL, NBA and major league baseball.
An independent, privately supported university, Vanderbilt is the largest private employer in Middle Tennessee and the second largest private employer based in the state.
At 18:30 we had supper with Jean Litterer, Barbara and Volney Gay and Judy and Howard Burns.

February 11th

I was picked up at 7:15 by Dick Knight, ESU President of Nashville Branch, and was taken to visit the University School of Nashville. It is a non-sectarian, coeducational kindergarten through twelfth grade school committed to maintaining a student body representing the diverse ethnic and religious composition of the Metropolitan Nashville area. The school seeks to provide an educational experience which facilitates intellectual, aesthetic, social, emotional, and physical growth of students, who are regarded as individuals and are encouraged and expected to exercise an increasingly large measure of initiative and self-discipline as they mature.
 Interest in learning is fostered in an informal relaxed atmosphere of mutual respect based on principles of academic freedom and professional responsibility on the part of the faculty, administration, and students. Although its philosophy and reputation are rooted in the best of the past, University School of Nashville continuously strives to develop the finest possible program of forward-looking quality education for children and youth.
At 11:30 I had lunch with Dick Knight and after that I met Professor Douglas Fuchs, Director National Research Center for Learning disabilities.  He currently holds the Nicholas Hobbs Endowed Chair in Special Education and Human Development at Peabody College of Vanderbilt University, where he is also co-director of the Vanderbilt Kennedy Center Reading Clinic. Dr. Fuchs has been principal investigator of 35 federally-sponsored research grants, most of which have come from the U.S. Department of Education. This research has focused on the development of pre-referral interventions, peer-assisted learning strategies in reading and math, curriculum-based measurement procedures, and methods of reintegrating students with high-incidence disabilities into mainstream settings.
He is the author or co-author of more than 200 articles in peer-review journals, and has won best paper awards for several of these publications, including the American Educational Research Association's Palmer O. Johnson Award, the American Psychological Association's Fellows' Award (Division 16), the Samuel A. Kirk Award (Division for Learning Disabilities of the Council for Exceptional Children), and Best Paper of the Year Award (National Association of School Psychologists). He was recently identified by Thompson ISI as one of 250 most highly cited researchers in the social sciences. In 2001, he was named Joe B. Wyatt Distinguished University Professor by Vanderbilt University. With Lynn Fuchs in 2003 and 2005, respectively, he was given the Career Research Award by the Council for Exceptional Children and the Distinguished Researcher Award by the Special Education Research SIG of the American Educational Research Association. From 1987 to 2002, he was co-editor of The Journal of Special Education.
At 14:00 Dick Knight drove me to the Department of Special Education where I met Barbara McCroskey. She kindly explained me how they work in public school with kids with disabilities:

• The Individuals with Disabilities Education Act (IDEA) ensures that all children with disabilities receive a free appropriate public education (FAPE). The IDEA emphasizes special education and related services that are designed to meet a child’s unique educational needs and preparation for employment and independent living, and ensures that families of children with disabilities have meaningful opportunities to participate in the education of their children.

At 18:30 I had dinner with Joan Campbell.

February 12th

7:15 picked up by Richard Knight and I visited the Currey Ingram Academy . It is an independent, K-12 college preparatory day school for children with average to superior intelligence and unique learning styles. A personalized educational experience is crafted for each student according to his or her own learning style, needs and strengths.  Grounded in a tradition of quality education and poised for an increasingly exciting future, Currey Ingram Academy provides a premier educational environment for children who learn differently or who have unique learning styles. Their key messages, “developing minds, building character, and achieving success,” define what their purpose and mission have achieved since our founding in 1968.
16:30 Cocktail at Donah and Roger Burgess house with members of the ESU.

 February 13th

8:40 depart from Nashville airport to Greensboro. Arrival at 17:30. We went to have dinner and to a jazz concert where Chris Botti was performing. He is an American trumpeter and composer. Born in Portland, Oregon and raised in Corvallis, Oregon, he spent two years of his childhood growing up in Italy. His earliest musical influence was his mother, a classically trained pianist and part-time piano teacher. He plays a Martin Committee Handcraft trumpet made in 1940, and uses a 3 silver plated mouthpiece from Bach made in 1926, having recently retired his 1920 3C Bach mouthpiece.

February 14th

I was suppose to go Guilford Day School but as it was snowing classes were cancelled. I rested and went sightseeing and shopping.

February 15th

I visited Guilford Day School. At Guilford Day, students with learning disabilities are no longer different. They interact with others like themselves and find both academic and social success. Their class sizes are small and their curriculum is traditional, though infused with techniques and methodology proven to be successful with their students. They are committed to both the remediation of areas of weakness and the celebration of areas of strength. Thus, at Guilford Day, children are taught by reading specialists and special education teachers within their disability areas but have content area experts, trained in working with LD/ADD students, in science, social studies, art, drama, physical education, and various other elective classes.
At 6:00 pm I had dinner with Ruby Richbourg.

Hospitality

I cannot express my gratitude enough to all those involved in making my visit to United States such a wonderful experience. The hospitality that I enjoyed was incredible. Everybody treated me with amazing generosity and sincerity.

Thanks

I would like to express my gratitude to the ESU in the United States and Argentina and to all those involved in giving me this once in a lifetime, immensely worthwhile experience.
There are so many names of people that helped, welcomed, and worked so hard to make my trip such a success; I will not list them all at the chance of missing anyone. I will be always grateful to all of you.

Finally, I am left  with to say thanks to Hans Christian Andersen School  which made this opportunity possible for me.

[Close Report]

Walter Hines Page Program
HPP Sheila Young
August 5-18, 2007 

The Diary of a Walter Hines Page
Scholar in Argentina

Sunday, August 5, 2007

I arrived in the Ezeiza Airport at 8:10 AM to be warmly greeted by Lucia Suárez and her sister who had arrived only an hour before from the United States. They kindly drove me to Argañaraz 59, the home of Carla Sabbatini and her husband Dante. Their residence was to be my home base for the next two weeks. I will long remember the charm and the warmth that awaited me behind the green door at the end of the corridor that led to their restored flat in Palermo Viejo.

Carla and Dante took me that very afternoon to some antique shops and an open-air market.  I was awed by the number of "mates" that were for sale; however, since it was my first outing I only window-shopped. I enjoyed my first "asado" and Malbec wine in a lovely restaurant called "Dale perejil al toro" before returning home for a brief rest. I was thrilled to find that they had wireless Internet, and so from the quiet of my room, I could stay in contact with my colleagues at Park Tudor School, family and friends in the States.

Sunday evening I met Litty Mora for the first time. I was so glad to meet the person whom I had come to know over the Internet during the two months before my trip.

Little did I know that first evening of the quality of the experience that was about to begin. Litty created a wonderful program that met and then succeeded everything for which I had hoped.

Monday, August 6, 2007

My first morning in Buenos Aires and I overslept! So, after hurriedly getting dressed and packing a suitcase for San Antonio de Areco, I met Claudia Wydler at a service station for the trip out to Colegio San Antonio. Claudia is a wealth of knowledge, and I rode along taking notes as she told me about the school, the staff and the program at Colegio San Antonio. The day was spent visiting several classes in Spanish, having lunch with the faculty in the dining room and drinking coffee in the teachers’ lounge. It was the first day back from winter break, and a teacher had brought back a box of "alfajores" from her trip to northern Argentina. It was so typical of a return from a holiday in the States. Colleagues were glad to see each other and interested in their individual lives outside of school as well. They were all so kind and so eager to share their experiences with me. The science teacher had attended a Space Camp in the US in 2006, and the memory of the joy on her face as she told of her trip would come back to me as I felt that same joy many times during my stay in Argentina. I repeatedly was blessed by the quality of the instruction that I saw in the classes and by the openness to share. Great teachers do not fear being observed. Within moments I was just an older, taller student taking notes and growing in knowledge, as were the children around me.

After school, Claudia took another exchange teacher from England and me on a walking tour of Areco.  According to Claudia, the town, the school and the number of tourists are growing each year. Even the cozy family-owned hotel had taken on a new look with expansion of the existing facility and with a uniform for the desk clerk. We visited Draghi where we were given a tour of the museum and the studios where the artists were working with silver making knives and "mates". The metal work is exquisite. The information provided by our tour guide of the necessary objects that all gauchos possessed was very educational.

We sampled a "provoleta" before eating a typical "asado" for dinner. Three expressions used to describe the length of cooking time of meats are "vuelta y vuelta" (very rare), a "punto" or "jugoso" (medium) or "bife cortado mariposa" (very well-done). The meal was delicious. I learned that many very good, red wines come from the province of Mendoza. San Juan produces a sweet white wine. After dinner we drank "cortados" then walked back to Hotel San Carlos. The refreshing coolness of the night felt great after leaving the hot, humid summer of Indianapolis. It was back to snuggling down under blankets for the night.

Tuesday, August 7, 2007

I did not oversleep today! We had breakfast at the hotel:  "café con leche" and "media lunas". We were welcomed back to the school as the day began. Two mothers whose children  are students took us to visit a hacienda that had been converted into a bed and breakfast. It is named La Bamba. The rooms are incredibly beautiful. It would be fun to stay there!

After our tour of the entire area we were warmly treated to a fire, coffee and brownies.

We continued on our journey to another farm where horses are bred to be used to play polo. Our car was inspected as we drove through the gate, and then we were transferred to a truck and driven around the farm. We did not get out of the vehicle, but from the warmth of the truck, we were able to see the various sections and pastures that are used for the mares and their foals.

By the time we arrived at school Claudia was ready to return to Buenos Aires. We got so involved in our conversation about the usage of "vos" and the exterior evaluation of courses being taught either by the Cambridge examinations or the IB program that we were late in arriving to meet Litty in Buenos Aires. Claudia put me in a taxi on a busy street and off I went towards home!

Wednesday, August 8, 2007

I was scheduled to take a tour of Buenos Aires with Susana Cravino. She actually came to Carla’s home to accompany me on the ride to the center of town.  We visited two churches before strolling up Calle Florida where we met the ESU board members for lunch at El Rural. I enjoyed our lively conversation during a lunch of "puchero". The building itself invites one to think about the influence of the members in the history of Argentina and in today’s daily existence.

Susana walked me through the "Museo de Bellas Artes". It was a special treat as she is very knowledgeable and able to teach as we strolled through the different salons. I was particularly grateful for her help in picking out materials that could be used in my classes to teach culture. One of my goals was to collect original material that could be used in my classes. The AP Spanish Language Examination changed in 2007 to include authentic material within the exam itself. By creating a small resource library I now have available a small representation of several areas of Argentine culture.

Thursday, August 9, 2007

I was up early to take a taxi to visit Ian Tate and St. George’s College.

It was interesting to see a school within an enclosed neighborhood, and my tour of the facilities was informative. I had lunch and then I was off to Northlands Schoolto spend the afternoon with Patricia Ryberg.

I truly enjoyed visiting classes and even sitting in on a short, faculty meeting where the hazards of using leather soccer balls was discussed. This time truly blessed me as I felt the unity of the spirit of being a teacher. We are all so much alike! The quality of teachers that I observed was absolutely amazing. Northlands School is truly blessed with great teachers! I am grateful to Patricia for our amazing conversations and for the delightful tea that we shared at her home.

Friday, August 10, 2007

I flew to Bariloche to spend the weekend with some of the faculty members and staff from Woodville. I was met at the airport by the General Headmaster Claudio Rodriquez and Ana Cerati, Head of Primary. We went lunch and then on to the home of Norma Belluati, the Spanish Coordinator in the Secondary School. I was to spend the weekend with Norma and her German Shepard dog. I arranged my things and rested for a bit.

Norma and her dear friend, Cristina Campos took me to a restaurant where we met Ana for a dinner of "asado". It seemed that every host wanted me to try the "asado", and I grew very fond of them. It seems that we Americans have been programmed to eat more chicken and fish in order to watch our diets and to live more healthy lives. It was relaxing to eat with the Argentines who love their "asado" and never make one feel guilty for just savoring every morsel of a nice piece of beef. 

Saturday, August 11, 2007

Norma and Cristina took me on a boat trip to see the Bosque de Arrayanes and la Isla Victoria.  The day was cold and windy; the paths were snow or ice covered. The view of the mountains and the water was awe-inspiring. I enjoyed our conversations. Both women were so gracious and so giving. I thought of what I would be doing over a weekend during the school year. Normally I have papers to grade and lessons to prepare. I am sure that the same was true of Norma, but I never would have known it. She treated me as if she had all the time in the world for just me. She is really a very unselfish human being, and I must admit that I was so taken with her kindness that it brought tears to my eyes when we parted on Monday in the late afternoon. We had empanadas made with blue cheese (which would become a favorite of mine) and a pizza for dinner on Saturday evening. After a cold day outside it was cozy to just be inside a small restaurant having a glass of wine and a piece of pizza with friends.

Sunday, August 12, 2007

I was invited to have lunch with Pauline Cohen, the Vice-president of Woodville School and the daughter of the couple who actually started the Woodville School. Her story of her parents’ faith and the preparation through prayer before they ever made the decision to move from Buenos Aires to Bariloche was inspirational. She prepared a boiled dinner that would be typical of a Sunday dinner here in the States. She even made a delicious gravy for the meat. Her two daughters joined us for lunch. They are both very interesting young women who are very relaxed with adults and filled with interesting conversation.

We took a drive after lunch and had plans to actually take a "telesilla" to the top of Cerro Campanario to see the beautiful view of Bariloche. The wind was blowing, and I felt very chilled. There was also a long line of tourists who had also stopped to ride to the top. We decided to just go for a car ride along the "circuito corto" where we stopped to take photos. I tasted the raspberry wine and bought a small bottle as a remembrance of the beautiful view and the people with whom we chatted at our stop. On our return we stopped again at the "telesilla" and as it was near closing time, there was no one in line. We took the lift to the top and then had a cup of coffee. It was the end to a perfect afternoon.

The rain had begun to fall before we left the base of the lift. As soon as I was delivered by to Norma’s we picked up Cristina and drove to the center of town to search for videos at Blockbusters and to buy chocolate at Mamuschka. No two friends could have been dearer than to wait patiently for me as we went through DVD after DVD to select ones that would be suitable for my high school students. I myself have consumed one small box of assorted chocolates since I returned. I also gave two as small gifts to friends. I had heard long before I arrived about the chocolate from Bariloche. It certainly does surpass its reputation.

We walked from our shopping adventure to meet Fernanda Gallego, the Head of the Secondary School at Woodville for dinner. I enjoyed listening to the conversation around the dining table. The teachers that I met endeared themselves to me. All teachers have a unique heart. We experience the same feelings and the same thoughts. We set similar goals for our students.  By the time we arrived home the sleet was turning to snow.

Monday, August 13, 2007

A snow day in Bariloche! I could hardly believe my ears when Norma told me that the school had closed for the day. We spent the entire day together talking. I wrote while Norma talked about the different presidents that she had lived through.  Every story was so interesting as she added her own personal anecdote. I was overwhelmed by the amount that I did not know about Argentina and the Spanish language, but grateful for everything that I was adding to my meager knowledge. The electricity flickered off and on during the day and the phone went dead, but with the help of the cordless phone from the apartment upstairs where Norma’s daughter lived, we were able to keep in touch with the school. I was able to get to the airport in the evening. The flight had been delayed from Buenos Aires, and so I was late in returning home. Carla and Dante had a delicious soup waiting for me when I arrived at their home.

Tuesday, August 14, 2007

I repacked and got up early to meet Litty who was going to accompany me to the correct bus that I was taking from the Retiro to Mar del Plata. The last time that I officially rode a public bus to a destination was when I escorted a group of students to Mexico during the early 80’s. I enjoyed the view from the second deck, the comfortable chair and a cup of coffee from Havana (that had nearly cost me to miss my bus). Litty was so very patient with me. I live in a town of 2400 and work in a city of about 1,500,000 where taxis and public buses are few and rarely used. It was an adventure for me!

I was met in Mar del Plata by Miss Pam who is a teacher at Holy Trinity College. We had a wonderful conversation in a coffee shop not far from the Hotel Paradise on Guemes where I was to stay. The chocolate cake was excellent! The custom of tea in the afternoon is so refreshing when the weather is cold. It is inviting to sit, rest, converse and sip a good cup of coffee. From the Paradise Hotel I was able to walk up and down the streets poking my head into several little shops to purchase gifts to bring back home. I dined again with Miss Pam at a restaurant right on the sea where I could see the water lap the beach.

Wednesday, August 15, 2007

I arrived at Holy Trinity College early in the morning where I had a full day visiting several classes. I enjoyed meeting Stella Suárez. As I learned of how Marcela Tovo and she bought the mansion where they began the school with their very own children, I was reminded of countless conversations that I have had in my lifetime with colleagues about starting a school. We sat around planning to create an incredible school that would combine everything that we thought would create the absolutely best place for a child to be educated. The dream came true at Holy Trinity for these two women who started what has become an expanding dream. The addition to the original structure perfectly blends with the architecture, and the sports teams are already traveling to another site that has been acquired as a sports complex. As with the prior thought given to their dream, the directors are thinking about a second campus at this sports field. There is land there for that purpose.

We had a light supper around 8:00 PM in Marcela’s home. The table was surrounded by young interns who were working at the school, each with a schedule custom-fitted to their individual needs. I couldn’t help but think about their bright futures and the generosity of Stella and Marcela who were encouraging and caring for each one. The empanadas filled with blue cheese were my favorites!

Thursday, August 16, 2007

Back up to pack and met Stella for my ride back to the bus station. "What a kind and elegant woman!" I thought as I sat in my seat on the second level of the bus waiting for it to pull out. She stayed waiting for me to leave as if I were a dear friend. It touched my heart as had my visit to Holy Trinity School.

I had hardly settled into the rhythm of the bus when we pulled over due to billowing, black smoke coming from the rear of the bus. Within an hour another bus had come from Mar del Plata to pick us up and to continue on the way to Buenos Aires. When I arrived home, I just wanted to arrange my purchases in my suitcases. The stack of films, textbooks and other books was towering over the bed.  As is my custom, I travel to Spanish-speaking countries with clothes that I will leave. I had not discussed this with Carla, but when I arrived at her home that afternoon, the woman who comes a couple of times a week to clean was in the house.  She was from Uruguay and we had the most interesting discussion about her life and how she had come to Buenos Aires. By the time she was finished with her work, she knew that I would be leaving a bag of clothes and other items that were to be hers.

Friday, August 17, 2007

Today was to be the perfect ending for my perfect trip to Argentina. I met Maragrita Broquá at Colegio Santo de Tomás de Aquino. I can say that I was honestly a bit shocked when I entered the school to find the students in uniforms praying as the day began alongside the headmaster wearing a long black cloak reminiscent of Count Dracula.

Shortly thereafter I met Margarita who is an incredible woman. I had a wonderful morning visiting classes, talking to students and to teachers. The literature class was similiar to a class the I might teach. I enjoyed learning Latin from a Spanish-speaking teacher.

We left school and walked through the area to take a few pictures. I remembered studying a film in a class last year called "La historia oficial" about the mothers who marched for their sons and daughters who were "desparecidos". There I was in front of their headquarters taking a picture of their sign "Universidad Popular: Madres de Plaza de Mayo".

We stopped at VOS where we had a tour of the facilities and a personal conversation with one of the founders, Magdalena Cambiasso.  What an incredible woman with a dream to teach visitors and language students alike the culture of Buenos Aires through the language of Buenos Aires! This was the second time that week that I was able to see the dream of a woman come to fruition. Sitting down to talk with so much "energy " was inspiring. The facilities include a "parrilla" on the roof where students can learn to prepare "asado". The "hands-on" method of teaching is quite popular worldwide.

We hurried to the Catholic University by the renovated docks. We visited a small class of young women who were training to become primary teachers. The class was in English and similar to a methods class here in the United States. What a delight to see the joy in their expressive faces! What a blessing to ponder the future of the students of these precious women when they have their own classes.  Margarita and I rushed from their classroom down to have some material on loan from VOS photocopied and then on  to the cafeteria to grab a quick lunch. The morning flew by, and I loved the time spent with Margarita. She is inspirational.

I met Carla and spent the afternoon traveling to several public schools around Buenos Aires as she picked up materials for a Junior Achievement program. The schools had celebrated the anniversary of the death of Simón Bolivar that day. I was impressed to think that a country could still honor a patriot even on the day of his death.
Carla, Dante and I spent my last evening as I had spent my first afternoon with them; we had a lovely meal together.

Saturday, August 18, 2007

Carla took me to an open-air market in the morning. We shopped for vegetables at a stand being worked by indigenous people. I purchased my "mates" to bring back to the U.S. along with a few presents from artists who were selling their creations. I spent the afternoon after lunch putting the last few items in my suitcases. I knew that I was going to be over weight with all my book purchases and with all my films. At the airport Carla and Dante tried to repack and shift the weight around, but finally the counter attendant just put the tags on my bags and sent me along. I was grateful that I was through security and that my bags were on their way. I bought my last purchase, "alfajores" from Havanna in the duty-free store before boarding the plane. Back home, sometimes when I open my notebook, I can almost envision one of my Argentine hosts sitting beside me or across a cup of coffee, teaching me as I write in it. I plan to correspond with each one at some point this year, but I hope that they know that I am grateful from the bottom of my heart for the opportunity that I had to spend time with them

Sheila Young

[Close Report]

Walter Hines Scholarship 2006

Watching both teachers and students in action; chatting with faculty who see education as a calling; exchanging views with principals about methodologies, schedules, syllabi; meeting exceptional scholars; enjoying typical meals and the warmth of my hosts: these were just some of the experiences I went through during my tour around five American cities as a Walter Hines scholar. In short, I made a point of embracing a different culture without prejudice and comparing two educational systems objectively and open-mindedly.

Nashville, capital of Tennessee, was certainly the first surprising factor of my tour. Owner of an amazingly high educational level, a love for music and art, outstanding schools and universities and a passion for education, Nashville is "not just country music", as many of its inhabitants say.

At The Harpeth Hall School, an independent college preparatory school for young women, I watched some Spanish and French classes and realized that the girls there are encouraged to reach their full potential, helped at all times by supportive and talented teachers as well as comfortable facilities.

Montgomery Bell Academy, an independent, college preparatory day school for boys, was the second exceptional institution I visited in the heart of Nashville. I had the chance to watch a Latin class there. Students learn to use Latin roots to define unfamiliar words in English and develop sophisticated analytical skills. 76 percent of the faculty hold advanced degrees, including 16 who hold doctorates!

Nashville offered me much more the following three days: Hume-Fogg Academic High School, the first public school I visited on my tour. Undoubtedly, Hume-Fogg enabled me to see a different environment, less sophisticated facilities, but respect and eagerness to learn.

I was actually taken aback by Ensworth High School, a coeducational institution which opened its campus in 2004. The dynamic and funny Spanish and French classes there supply students with an immersion program that enables them to learn a foreign language in a lively way where interaction is a must.

Franklin Road Academy, an independent, coeducational, College Preparatory School in an inclusive Christian environment, was my fifth academic visit and the chance to watch interesting small-sized Spanish and French classes and to have pleasant chats with some foreign language teachers.

Finally, the University School of Nashville showed me a completely different educational proposal: middle-class students, a self-discipline system and dynamic and creative teachers who encourage their students to participate at all times.

Pinehurst, in North Carolina, a luxurious golf-resort and the second stop of my tour, welcomed me with warm, spring-like weather as well as gorgeous landscapes far and wide.

My visit to Southern Pines Community College, Pinecrest High School (public school) and O’Neal High School (private school), showed me an accurate panorama of the high academic standards of this small and friendly city.

Pinehurst is, undoubtedly, a combination of beautiful nature, a picturesque village, warm, cozy inhabitants and comfortable, luxurious residences as well.

Next, I arrived in Richmond, Virginia, where I visited Trinity Episcopal School, a highly dynamic and creative academic community. The school, which implements the IB program, counts on a large number of highly qualified teachers who seem to be supportive and collaborative. Two features that impressed me: their team spirit and willingness to implement new projects almost daily.

Washington D.C., the refined and posh capital city, was awaiting me for the final stop of my enriching experience.

As soon as I arrived, I was driven to Washington International School, an institution which stands out for its inquiry-based curriculum. The school offers the IB program as well as English, French, Spanish and Dutch classes. 35 percent of the students are American, about 40 percent have an American parent and 25 percent are natives of other countries. Committed to intensive language learning, WIS aims at educating "responsible and effective global citizens" who "stand up for justice and equality".

Oyster School let me know a unique bilingual project in Washington. A public elementary school, Oyster boasts an innovative bilingual curriculum. I was astonished by the way in which very young students learn English and Spanish at the same time, guided by dynamic and updated methodologies. Emphasis is laid upon the acquisition and practice of the four skills in both languages and in a wide range of subjects.

But lunch at the Woman’s National Democratic Club was, no doubt, the way of crowning with success this exciting academic journey. There, I attended a conference by Mr E.R. Braithwaite, the author of "To Sir, With Love". Meeting this fascinating writer and language expert, but above all, this humane, modest and wise character, was certainly moving and inspiring for me.

After an exhausting, exhaustive and rewarding tour, I headed for New York on my own to have a relaxing vacation. Anyway, I decided to visit The English Speaking Union premises there and was warmly welcomed by some of its authorities. My immense thanks to them for contacting me with Columbia University and the UN School.

Having been awarded a Walter Hines Page Scholarship is a privilege and an honour that has brought renewed energy and hope to my life. I hope I have succeeded in showing what we, educators, do in Argentina, our values, our dreams, even our struggles.

Summing up, I hope I have succeeded in complying with The English Speaking Union mission: Creating global understanding through English.

Marta G. Macías

[Close Report]

Introduction
The Buenos Aires ESU branch awarded me with the Walter Hines Page Scholarship to  visit schools in the East Coast of the United States of America.  Being a Deputy Head Teacher at Nortspanands Olivos Kindergarten I wanted to focus my trip on evaluation and assessment in the Early Years.

During my stay I had the opportunity to meet the presidents and members of several ESU branches and it has been a very enriching experience.  I stayed with different families in each part of my trip and in this way I could learn more about the North American society, about their culture.  Everybody was extremely generous and I really felt very comfortable with all of them.

Itinerary

February 1st
Arrival at JFK Airport and took the Air Train to Penn Station and from there took the NJTransit to Princeton, New Jersey.
Met there Basil and Joan Robinson, had and incredible lunch at Charlie´s.  They kindly took me to Lawrenceville where I met Jean Stephens, member of the ESU. 
Jean introduced me to Sandra Sharp, my host at Lawrenceville High School.

February 2nd
First visit to Princeton Junior School.  Met the spanish teacher and stayed with her all day. 
Lunch at school
Visit to Early Childhood classrooms.  Had a chance to play bingo with them.
Dinner at Sandra´s with some Spanish Teachers

February 3rd
Day at Lawrenceville High school with Spanish Teacher, Sandra Sharp.
Lunch at school with 17 year old students
Spanish lessons in the afternoon, had the opportunity to improve their Spanish and they updated my English
Quick dinner and attended a Shakespeare Show that the Drama Students were preparing for the following week-end

February 4th
Early departure to Cincinnati.  Met there by Suzanne Schweller who took me out to lunch to an ancient pottery factory.  City tour all of the afternoon
Registered at Mariemont Inn
Dinner at the Schweller´s

February 5th
Visited Saint Mary School. School Tour with Mrs Jane Welling.
Stayed all morning in a Kindergarten class.  Students asked me about Argentina and we looked for information in Internet to show them pictures.  Gave me samples of their formative assessment and talked about the Talents Unlimited Programme.
Visited Kilgour Elementary. Met Angela Cook, Headmistress. Lunch with Kindergarten Teachers.  Stayed all afternoon in Mrs Brafman´s kindergarten class.  It was One Hundered Days of School celebration.  Counted and shared collections.  She shared with me the Cincinnati standards guide, reports to parents and Science progamme.    Visited the computer lessons with grade 2 students.
Cocktail at the Schwellers with ESU members.

February 6th
Visited Doherty School.  Stayed at several classrooms.  Joined a Yoga lesson for 3 year olds, a library period with 5 year olds and very special Chinese Snack with another 5 year old group.
Lunch at school with Spanish teachers
Visited 4 year olds time for centres.  Valentine topic, I was amazed by the amount of things that can be bought dealing with this theme and how the children get involved.
Looked at planning folders and summative assessment registers.
Dinner at the Cincinnati Golf Club with Dr. Charles Keily, Eileen Knollman (ESU President) and Rick Vogel.
Party at the Club House in the centre of town.

February 7th
Lunch with Martha Max at the Golden Lamb, a very historical and delightful place to visit.  Martha had lived in Argentina and knew Miss Brightman, Head of Nortspanands School were I work.  We had a delicious lunch.
Shopping at book stores and teacher supplies shops.
Dinner at the Schweller´s

February 8th
Early departure to Columbus.  Met Sylvia Acton, my host.  City tour on this Sunday afternoon.
Early dinner at a Chinese Restaurant

February 9th
Visited Eastside/Westside Day Care Centre.  Very interesting programme for children with little or no resources.  Visited 2 year old to 5 year olds classrooms.  Met Charlotte Stille, the Headmistress.  Looked at planning folders and childrens portfolios of work, summative and formative assessment.
Lunch with Mrs. Acton
Visited Columbus School for girls.  Met Joan Hill, the Headmistress.  Tour around the school and visited specially the Kindergarten.  The most amazing place.  They follow the Reggio Emilia approach and it was breathtaking.  The atmosphere was incredible.  Cooked with a group of 4 year olds, cookies for Valentine´s Day, observed a 5 year olds Reading lesson.  They had an incredible Art Room.  Looked at planning folders, children´s portfolios and classroom documentation.
Dinner at a beautiful Italian Restaurant with ESU members.

February 10th
Visited the Burbank Early Childhood School.  Met Mary Ellen Rupbright, the Director. Stayed during an investigation in the 5 year olds class about jobs.  Looked at childrens portfolios.  Talked to headmistress about assessment and she gave me copies of the formative assessment for different age groups.
Lunch with Pat Moore
Visited Franklin Centre for Families.  Met Kathy Mortimer.  Tour around this incredible place that works with MRDD students.  Observed different age groups working. 
Dinner with ESU members, talk about Argentina.

February 11th
Visited Cassingham Elementary School.  Joined members of staff in an inservice training.  Working on Primary Years Programme of the International Baccalaureate Organization Programme of Inquiry.
Travelling to Cleveland.  Met Rebecca Simon.
Rested a few hours.
Cleveland Skating Club with ESU members. Met Michael Gathercole (ESU President)  Jack Gerber invited us to dinner.

February 12th
Visited Hathaway Brown Primary School.  Met Bitty Dorr.  It was an admissions day so there were no kindergarten students.  Visited all levels.  Looked at reading and writing, classroom centres and observed Science lessons.
Visited Morelands Elementary School.  An enormous school with 8 kindergarten groups and 4 preschool groups.  Met Kelly Stevens, curriculum coordinator and kindergarten Head.  Observed all of the 5 year olds groups, looked at teachers´ planning folders and students formative and summative assessment.
Lunch with all kindergarten teachers.  Sharing experiences.
Visited Shaker Heights Public School.  Met Chris Auginas.  Observed kindergarten and 1st grade classes.  Met the Curriculum Director to talk about the Ohio State Academic Standards and Testing.  Programmes for Gifted and Talented.  Programmes for reinforcement.
Dinner at Cleveland Skating Club, talk on Argentina Today


February 13th
Visited Fairmount Elementary School.  Talked to Headmaster and shared good practises.  Looked at the Assessment Packet for Language and Maths. Observed 5 year olds classrooms and a special class for dumb students.  Very interesting programme.
Visited Gesu Catholic School.  Met Sister Linda Martin.  Observed preschool and kindergarten classes.  Had conferences with 4 year old teachers and 5 year old teachers about formative and sumative assessment.
Lunch with Sister Martin.
Visited the Intergenerational School. Met Cathy Whitehouse.  A very interesting programme where elder people join the classes to help students.  All students are divided according to their development and not by age.
Dinner with Barbara Barlow

February 14th
Valentine´s Day Breakfast.
Visit to the Science Centre.  Visit to the West Side Market Place.
Lunch at  a Chinese Restaurant. 
Shopping with Michael and Gayle Gathercole
divided according to their development and not by age.
Dinner with Ryk and Rebecca Simon

February 15th
Flight back home.

Reflections

I had only travelled once to the United States and stayed in New York.  This second trip gave me a different point of view.  As I have said before I had the chance to stay with four different families, in four different and incredible places.  It was the first time that I travelled on my own and that I lived for so many days in towns full of snow.  The views were incredible and the squirrels and deers all around were amazing.  People did not know very much about Argentina, so I had my chance to teach them about it!

I really followed a very complete schedule and had a chance to see and visit many different schools.  Education in Public and Private Schools did not have a very big difference in resources but there was a difference in the sizes of the classrooms.  It was fascinating to see how by the environment in the different schools could tell you about the approach they work with.  The ways of assessing children was very similar in the different schools I visited, and very much the same to what is done in Argentina.  Mainly children in Early Childhood Years are tested in Language and Maths to be able to determine their development.  The approach with which they are taught changes the ways of being assessed.

Parents were informed of all of the work that was done at school.  Some schools not only had a time schedule but also published the teach´s plan of work outside the classroom.  The documentation of the childrens´ work at Columbus School for Girls and at Morelands Elementary School were really outstanding.  The allowed me to read and look at everything they had.  It was really enriching.

People were impressed by the fluency with which I spoke and they thought it was a very good thing that children in Argentina could attend private billingual schools to be able to be fluent.  The billingual schools I visited had very little exposure to the language, just 60 or 90 minutes a week.  This is very little time to be able to learn a language.  At Lawrenceville High School, children were asked to study a set amout of modules of forgein languages to be able to graduate from high school.

To have the opportunity to share other teacher´s experiences was really enriching.  I participated in many of their classes and did not stay as an observer, that is in the Kindergarten Teachers Nature.  Children were very enthused to show me what they could do, what they had been doing and what they loved doing.

The programme for MRDD students was really incredible, the same as the Intergenerational programme.  The opportunities that they are given, the resources that they count on to be able to develop their understanding were astonishing.  Programmes like these should have more publicity so they are followed in other places of the world too.

I would like to close my reflections by telling you that I also had the chance to give a little of what I know while I visited Columbus.  Erik Acton, Sylvia´s son, invited me to his inservice training because he got to know that at Nortspanands we are implementing the Primary Years Programme.  I felt that in this way I could give back to these teachers a little of what all of the others had given me.  It was a hard working morning, and in the afternoon I went to Cleveland.

Conclusion

I feel that this opportunity that I was given was very important to me because I could develop both personally and professionally.  I had a chance to visit all kinds of schools and is was an incredible experience.  I want to thank the Buenos Aires branch of the ESU for giving me the privilige to visit all of these schools and to meet all of these new friends.

Florencia Sackmann Sala

[Close Report]

CONGRATULATIONS TO MR MARTIN GARVIE OBE

Dear Cecilia,
Thank you so much for the news about Martin Garvie. I'll send him a note of congratulations as well. Hope all is well with you and yours.
I'm still enjoying the benefits of my trip to Argentina. My seniors are reading poetry by Alfonsina Storni, whom I had studied but not truly appreciated until getting to your country and visiting Mar del Plata (and Cafe Tortoni!). Many of my students have adopted her as a favorite for their discussion in other classes. One class of mine just completed a one time letter exchange with students of Clarissa Schaub, my host teacher in Bariloche. The kids were delighted with the communication.
Take care and thanks again,

Paulette

Friendship and Learning go
hand in hand in Argentina

Saturday, August 7
Programme in Bariloche organised by St Stephen's and Woodville Schools.
Overnight stay with hosting family

Sunday, August 8
Return to Buenos Aires
PM San Telmo neighbourhood
Overnight stay at Guido Palace Hotel

Monday, August 9
AM Visit to Nortspanands School
13.30PM Visit to St Andrew´s Scots School

Tuesday, August 10
AM Escuela Argentina Modelo
Universidad Catolica Argentina
PM Universidad del Salvador
Contact: Meeting with , Director of International Co-operation
Meeting with teachers of Spanish as a Second Language

Wednesday, August 11
AM Museums
PM Free

Thursday, August 12
Departure

Paulette Morant
Rockbridge County High School

Dear Cecilia,

It was a real pleasure to co-ordinate Paulette Morant´s programme in Argentina, as well as to accompany her on a number of events. As her report will show, she travelled far and wide in the country, always keen to learn from new experiences and eager to share with others her own expertise and knowledge of her country. Her programme included visiting classes of st u dents of all ages, speaking to teachers individually or in staff rooms, staying with a collegue in  her home in snow covered Bariloche, visiting museums and browsing in book stores. Everthing awoke her interest and curiosity and her warm manners made her presence a success wherever she went.

Litty Mora
WHPP Co-ordinator
ESU Argentina

[Close Report]

My Experience in the USA thanks to the
Walter Hines Page Program

• Cutting-edge pedagogies, trends in curriculum development (especially as regards reading / literacy schemes);
• Internationalism in education;
• Pastoral care, Personal and Social Education, Community Service.
• Sustainable development in education;
• Equal opportunities;
• Multiculturalism / cultural diversity;

However, very enlightening as my visits to American educational institutions were, all in all the most relevant insights, the most memorable moments that have made this trip a unique and life-changing experience, have come to be through the amazing people I met everywhere I went. I am short of words to describe all my hosts’ hospitality and dedication, the ESU members who went out of their way to arrange exciting events and outings to introduce me to fascinating individuals from the educational field and from other areas of my personal interest, as well as all the teachers and school authorities who gave up their valuable time to show me around their premises, invite me into their lessons and answer the million questions I kept bombarding them with…

I feel so fortunate to be able to say that even though I stayed no longer than 2 to 4 days in each destination, a bond of friendship has been forged with many people, and that is a new wealth in my life for which there is no measure. I have been in touch with several of those individuals since my return, and was even visited by a teacher from Lawrenceville School on his way back from a field trip to Patagonia with a group of students. Others have promised to do the same soon and I shall look forward to it!

Finally, I am left with to say is that I am immensely grateful to the ESU and everyone else who has worked to make this opportunity possible for me.

Mrs. Carla Sabatini
St. Andrew´s Scots School
WHPS February 2005

[Close Report]

Walter Hines Page Reserve Scholarship to Argentina
By Denny Romero

:: Itinerary

June 18:
Arrived at Pistarini airport after a long flight. Met there by Mr. Eric Campbell, a member of the ESU committee. Registered at Guido palace hotel.
Rested a few hours and went to dinner with Mr. Campbell.
First taste of Argentinean food, delicious!!

June 19:
Early morning departure for San Antonio de Areco, a beautiful town less than two hours from Buenos Aires with Mr. Martin Garvie.
Met with Irene Navarini at Colegio San Antonio.
Talked to students of 9th grade.
Lunch at school
Went with Mr. Garvie to visit an "Haras", a farm where race horses are bred and trained. We also visited another farm where milk is produced at great volume and with state of the art technology.
Dinner at Irene Navarini’s home where I spent the night and enjoyed great hospitality.

June 20:
Attended Flag Day Ceremony at school
Took a tour of San Antonio de Areco, Guiralde and Dragui’s museums, Arts and Crafts shops, and other points of interest. San Antonio is a beautiful traditional town.
Attended P.E. class and soccer practice.
Lunch at school with administrators and teachers.
Talked to students of 6th grade.
Attended Awards Ceremony at school. Students that achieved excellent scores in international exams were recognized and presented with prizes (literature and other books…excellent).
Taken back to Buenos Aires in the evening by Mr. Garvie.

June 21:
Visited Saint George’s College North in Buenos Aires under the guidance of Mr. Ian Tate, headmaster of the school.
Talked to Spanish teacher about the school’s language arts program. Excellent academic level.
Attended interschool sporting events, boys rugby, and girls field hockey.
Lunch at school after awards ceremony.
Spent the afternoon enjoying warm hospitality at Mr. Tate’s home.
Dinner at Mr. Tate’s home.
Attended School musical production, "An Egyptian Tale." Great quality of production with lots of talented students.

June 22:
Sunday. A true Argentinean experience. Taken to a soccer match by Mr. Norman Antelme, ESU member. River Plate defeated Gimnasia 3-0 on their way to the championship.

June 23:
Early departure for Mar del Plata on a very comfortable bus. Five hours trip.
Arrived at 1:30 pm to Holy Trinity College and met Marcela Tovo and Stella Suarez, General Directors.
Meeting with Department Chairs and administrators.
School tour.
City tour guided by Alicia Donini and Patsy Lizaso
Dinner in town with faculty members.
Spent night at Las Rocas Hotel.

June 24:
Early morning at school. Attended awards ceremony for Girls Hockey Team. Second place in regional competition.
Visited public school #27. Observed quite a different situation compared to private schools visited so far.
Back to Holy Trinity School, interview with EGB Director.
Lunch at school with staff.
Visited several classrooms, class observations. Exchange of ideas.
Back to Buenos Aires by bus. Another five hour trip.

June 25:
Visited Escuela Argentina Modelo en Buenos Aires, hosted by Margarita Broqua, English Department Coordinator and ESU member.
Attended debate competition in English between Escuela Argentina Modelo and another school. Excellent English fluency in participants.
Visited several classrooms, class observation, and exchange of ideas with students.
Lunch at school with staff members.
Tour of museums, landmarks, El Ateneo Bookstore, and other points of interest in Buenos Aires guided by Ms. Broqua.
Meeting at El Salvador University with Mirta Estela Barreiro, Director of International Exchange. Information about the University programs.
Meeting at El Salvador University with Haydee Nieto and Oscar de Majo, Directors of Scientific Publications and authors of program of Spanish as a second language.
Free evening to walk around Recoleta.

June 26:
Left for Bariloche, arrived at 1:15 p.m.
Met at the airport by Audrey and Edward Shaw, teachers at Woodville School.
Attended Science Fair at Woodville. Very impressive.
Lunch at school
Visited public school #37. Observed education law class.
Tour around town with Audrey Shaw.
Spent night at Audrey and Edward’s home.

June 27:
Visited San Esteban School. Hosted by English Department Coordinator, Monica Segura.
Talked to two classes. Interchange of ideas with students and teachers.
Attended folkloric dance performed by students.
Lunch at school.
City tour guided by Monica Segura. (Museums, churches and other landmarks)
Salsa class in the evening.
Spent night at Audrey and Edward’s home.

June 28:
Took a day cruise to Ski resort and Victoria Island with Monica Segura. Nature at its best. Bariloche is extremely beautiful.
Tango night.

June 29:
Morning tour at "Circuito Chico" (Bariloche’s surroundings) with Edward and Audrey.
Exquisite lunch at a famous local restaurant.
Back to Buenos Aires on a 6:00 p.m. flight.

June 30:
Visited to the school and National Institute "Lenguas Vivas".
Interview with Mrs. Teresa Davis, coordinator of bilingual program for the city of Buenos Aires.
Visited high school class and exchanged ideas and experiences with students.
Lunch at school.
Visited public school and observed instruction in English in the elementary grades.
Evening free.

July 1:
Visit to Colegio Jesus Maria de Buenos Aires, guided by professor Susana Cravino, advisor to the school principal and ESU member.
Meeting with faculty members.
Class observations.
Free afternoon.
Flight back home in the evening.

:: Thoughts

Hospitality:

I cannot express my gratitude enough to all those involved in making my visit to Argentina such a wonderful experience. The hospitality that I enjoyed was incredible. Everybody treated me with amazing generosity and sincerity.

Argentina:

I was fascinated by the beauty of all the sites and places I visited in Argentina. Buenos Aires is a breathtaking city with its European soul, the majestic essence of its architecture, and the elegance of its people. This city is full of life, exquisite cuisine, and a cultural environment with elements to satisfy all tastes.
San Antonio de Areco touched very fond memories of my childhood trips to my aunt’s farm in Colombia, the horses, the animals, the unconditional trust of the people and their pride for their town, their traditions, and their love for the land.
Despite the shortness of my visit to Mar del Plata, I was able to admire some of the beauty of this coastal city, probably the most important touristic city in Argentina. The modern architecture is combined perfectly with traditional and historic aspects of the city. A population of 600,000 is ready and happy to receive 6,000,000 visitors every year.
Bariloche was definitely the icing on the cake. The landscapes of Bariloche with its mountains, the lakes, the snow, the vegetation, are just like postcards from paradise. It is also important to mention there is a serious commitment from everyone to maintain the environment and to keep this incredible natural reserve intact.

Education:

Given my personal experience of teaching in an inner city school, my brief contact with the Argentinean educational systems was very refreshing and once again, brought memories of my schooling in Colombia. The majority of schools I visited were private schools with a religious orientation. The level of education at these schools is very high and the majority of these students continue on to universities after high school graduation. I must say that these students are very privileged. They receive high quality education in the middle of an economic crisis in which public education is a victim of shrinking budgets and the forgetfulness of the government and legislators.
I was gladly impressed by the English fluency of students in the bilingual private schools, including those of the Escuela Argentina Modelo, which is not bilingual, but obviously has a very successful English Department. These students are able to converse fluently in English and discuss topics such as the economic crisis in their country, American international policy, and many other current events. It is clear that our public school system in the states could learn something from this Argentinean bilingual program. Learning a second language has to start in kindergarten in order to achieve true bilingualism. I also visited a public school in Buenos Aires in which a fairly new bilingual program is being established. Despite the differences of these students with those of the private schools, I appreciated the importance of imparting bilingual instruction beginning the first years of elementary school. This program is being coordinated by the institution Lenguas Vivas and is extending slowly to cover several public schools.
Public education on the other hand, is taking a perpendicular dive due to the economic crisis and the low priority that education places with the government. Educational facilities are in bad shape and degrading everyday due to a lack of appropriate budgets. Students in these schools do not have textbooks and academic materials are very scarce.
Teachers generally are paid extremely low wages and have to work in two or three different schools at the same time.
Argentineans call this phenomenon "the taxi-teacher" because he or she has to go to two or three different schools every day taking taxis to commute. Of all the schools I visited, only one employed fulltime teachers, a very distinguished private school serving the north of Buenos Aires. I can only imagine how difficult it would be to teach in these conditions. How can you establish roots and continuity anywhere if you have three places where you go every day? It must be impossible to have a solid teacher-student relationship, to guide and to counsel if you are at school just a brief time of the day. It has to be economically draining to commute on a daily basis with such small salaries.
I noticed that principals and school administrators also teach a couple of classes in the same school they are in charge of. What a great idea for the American educational system! American school administrators get so absorbed in their administrative duties, that they forget the refreshing environment of the classroom. It’s a great way to have direct contact with the students, to get first hand information from the pupils of the school, and truly understand when teachers voice concerns or ideas.
I must finish by saying that despite so many adversities, Argentinean teachers, like their counterparts in every country, are doing the best they can. Teaching is obviously a matter of vocation. There is no other explanation as to why we dedicate our lives to mold young minds and prepare them for the world. It is definitely not the money. Even in the United States we are underpaid and have to deal with poor job conditions such as extremely expensive and poor quality health insurance, and many other details that I am not going to list today.
Underpaid, of course, is a gross understatement in Argentina and probably in all Latin American countries. And to make matters worse, the small salaries are sometimes paid late because of the economic crisis in the country, poor budgeting, and corruption.

Thanks:

I would like to express my gratitude to the ESU in the United States and Argentina and to all those involved in giving me this once in a lifetime, immensely worthwhile experience.
There are so many names of people that helped, welcomed, and worked so hard to make my trip such a success; I will not list them all at the chance of missing anyone. I will be always grateful to all of you.
Special thanks to Marta Chawner, ESU member in Dallas and Susana Cravino, ESU member in Buenos Aires, for all their work and support.

Denny E. Romero
Woodrow Wilson High School
100 S. Glasgow Dr.
Dallas, Texas 75214

[Close Report]

Walter Hines Page Reserve Scholarship to Argentina
By Lynda Bell

Introduction

The Portland, Oregon branch of the ESU awarded me the Walter Hines Page Reverse Scholarship and I spent the last two weeks of August 2002 in Argentina. As a high school Spanish teacher, I had for many years been interested in Argentina. I have had several friends who either lived in Argentina or who were from Argentina and through them I knew just a little about Buenos Aires.

During my stay I visited many private schools and several publics ones. I talked to many educators, from teachers to school principals. Cecilia Rodman, honorary secretary of the ESU in Buenos Aires, arranged my daily program. She did an outstanding job of including everything I had asked to see and do. Throughout my two-week stay, Cecilia and her husband, Malcolm, called me daily to see how things were going and if I needed anything. They were my advisors and friends, and helped my so much. Cecilia meticulously took care of all details that made everything work smoothly. I want to thank both of them very much.

General Observations of Buenos Aires

I arrived in Buenos Aires on August 12, a winter day. Litty Mora, of the ESU, met me at the airport, took me to my hotel, and then to lunch. I was surprised to find temperatures about 55 F. and sunshine. During the two weeks I was there, only two days were rainy in Buenos Aires, and the last two days were like summer with temperatures of 80 F. The remaining days were cool and gray, about 50 - 55 F., never as winter-like as I had expected.

The first reaction of many Argentines when they met me was, "What a bad time you have come." "This isn't what we are accustomed to." "Argentina has never been like this." They were referring to the combination of financial disasters that have severely affected the country in the last nine months. In December 2001 the Argentine peso, which had always been at a monetary par with the U.S. dollar, was devaluated. As people rushed to withdraw money from their bank accounts, the government instituted the "Corralito" which limited the amount of money Argentines could withdraw weekly from their bank accounts. The peso continued to fall against the dollar, reaching the current rate of 3.6 pesos to the dollar. This has set in place a downward spiral of events. Without access to their money, people are spending much less, imports are down, many businesses have closed, and many, many people have lost jobs.

Announced the third week in August, 53% of Argentines are unemployed or under-employed.

Argentina has historically been the only Latin American country with a large middle class. The lifestyle has developed as it has because Argentina was predominantly middle class. Buenos Aires, I was told, has always been a very safe city. People have always been able to enjoy being out until all hours of the night and crime was almost non-existent. Now people are very concerned and take precautions to protect their personal safety. Taxis are suspect; it is safer to call for a taxi than to hail one from the street.

In the last five to six years there has been a large movement of city people moving to the suburbs in search of a more tranquil way of life. Many moved into new houses built in gated communities. Now people who have moved out of Buenos Aires are reconsidering how safe they are in the suburbs. Especially those who live in the suburbs but not in gated communities are moving back into Buenos Aires for safety reasons.

The city subway remains a safe form of transportation. The local train is not so safe, I was told.

Depending on the district of Buenos Aires, walking can be more or less safe. I was in the best district - Recoleta - and street activity seemed very normal. It reminded me of being in a nice part of Manhattan. I was reminded to be careful when carrying a purse. That is typical of any big city, I should think. So while I saw nothing that seemed dangerous, nearly all Argentines I talked to for any length, spoke of being concerned about safety, and expressed much sadness at how life has changed so dramatically.

On the other hand, I want to emphasize how relatively safe I felt. I walked a fair amount during the day and some in the evening. I was cautious where I kept my money, just as one would be in any large city. While walking after dark, up until 9:30 pm, I saw many women, including elderly women, walking alone presumably returning from shopping or work. I called for taxis and they always arrived quickly; there was never a problem. The present situation in Argentina is not a dangerous one that should keep people from traveling there for pleasure, business, or to study.

Daily life in Buenos Aires has changed in other ways. One way has to do with the daily garbage collection. Every evening about 5 pm when garbage is set out on the street, garbage scavengers begin to go through the bags of garbage. Some are searching for food; others search for anything recyclable. They often have pushcarts onto which they stack cardboard, paper, glass, etc. that they can resell. It appeared as if some of these people were working as individuals, as I would see an adult with a child working together. Other people, I was told, were organized into a kind of "garbage army" and brought into the city on trucks. These garbage scroungers have appeared on the streets of Buenos Aires just in the last six months.

It was common to be approached by people holding a child in their arms and asking for money. There are also many people sleeping or sitting on the sidewalk. They may or may not ask for money, or they may try to sell small items.

Another change in city life is how people are being kidnapped for ransom. The kidnappings are very indiscriminate and do not happen only to wealthy people. The kidnapper will settle for whatever can be obtained.

The Teaching Profession

I met many teachers and had a chance to talk to with them regarding methodology, teaching schedules, jobs, and how the crisis is affecting them personally. I sat in on many English classes, and also math, geography, civic education, and Spanish classes.
I found the teachers very well trained, and well prepared for their classes. In many, many classes I saw most students actively involved in the class, due to the kinds of activities the teacher was using. I was impressed with the language teaching strategies I saw used in nearly all of the classrooms. The teachers are very up-to-date on recent methodology.

Teachers work in two or three different schools and sometimes have private students. This has been the case in Argentina for years. A school hires a teacher for a certain number of class hours, and the teacher then tries to fill out the day by getting hired for additional teaching hours at another one or two schools. This means that teachers either do not have enough classes to fill their workday, or they have managed to get a full load of classes which keeps them busy from early morning until various hours of the evening.

The pay in the teaching profession is low and has not been raised recently. Teachers are required to attend teachers' meetings and are not paid for this time. Neither are they paid for the time they spend correcting papers or writing lesson plans. They are paid strictly an hourly amount (yearly) for the class hours they teach.

In school after school, both public and private, I saw a respectful and friendly rapport between teachers and students. I noticed how caring the teachers were toward their students. In the larger scheme, however, teachers told me that the teaching profession receives little respect from the public. This is reflected in the very low pay they continue to receive.

The Bilingual Schools

Most of the schools I visited were private bilingual schools. I also visited three public schools. I learned that in both public and private schools, students attend school for half a day, either in the morning or in the afternoon. Many of the private schools offer student both morning and afternoon classes. When students attend the full-day session, one delivery model is to have students follow the Argentine school curriculum in the morning with classes taught in Spanish. In the afternoon they follow the "International Baccalaureate" curriculum, and classes are taught in English. Students in the full-day program have 22 different subjects they are responsible for and this is very stressful for serious students. In the private bilingual schools, many students take the Cambridge English exams to earn an official score that rates their knowledge of English.

The bilingual schools are those where English (or some other language) is taught from the time a student enters school at age four. They are usually private schools, although there are some public ones. The student is exposed to English at an early age and is immersed in English throughout the day since math, history, geography, and other subjects are taught in English.

Students in public and private schools begin school at age four. At age five they are in "pre-school". At age six they begin primary school which has grades 1 - 7 (ages 6-12). Secondary school includes grades 8-12 (ages 13-17). Following that, students can enter the university, or a technical program. The university is free, and the number of students who enroll is enormous. Only one out of ten students graduates. Fifty percent drop out their freshman year. The average university graduate spends 7.7 years finishing their degree, which for most degrees should require five years.

The Schools I Visited

Lenguas Vivas is a public school in Buenos Aires. It is a bilingual school for primary and secondary students, with a teachers training certificate program and a certificate program for translators. The school has been in operation for over one hundred years and has a tradition of excellence, especially in the teaching of languages. I talked at length with Mrs. Teresa Davis, the Director of Lenguas Vivas, and with Mrs. Lucila Gasso, Coordinator of the Plurilingual Politics Program for the Education Department of Buenos Aires. I spent a day at the school and sat in on several English classes.

St. Brendan's is a private bilingual school in the Belgrano district of Buenos Aires. Traditionally a boys' school, it has recently become coed. It has about 700 students in both primary and secondary school. I met with Dr. John Scanlan, the Director of the school; then I sat in on classes in geography, civic education, and history, all taught in English.

St. Catherine's Moorlands in the Belgrano district of Buenos Aires is a private bilingual school for children ages 3 through 17. I met and talked at length with its founder and Director, Mrs. Mabel Mazzini. Mrs. Mazzini is also the founding member of the ESU in Argentina. I toured the school with English teacher, Patricia Carosio, and saw many of the classes for children ages 3-6. I sat in on Mrs. Carosio's English literature class.

St. Catherine's Moorlands has another school outside of Buenos Aires capital, in an area called Tortuguitas. I visited that school also, and had an opportunity to spend time talking with four women teachers who direct the primary and secondary English department.

Colegio San Antonio is in the town of San Antonio de Areco, about 60 miles outside of Buenos Aires. The school was founded 16 years ago by the families of the area. It is a private bilingual school for kindergarten, primary and secondary students. The Director of the school, Irene Navarini de Pereyra Lucena, and the Headmaster of the English secondary school, Mr. Martin Garvie, showed me the school, as well as the town and the Guiraldes museum. I spoke to an English class and saw many others classes in both primary and secondary. In the evening I attended the all-school play, held in the town's main theatre.

Escuela Argentina Modelo is a private, coed, bilingual school in Buenos Aires, founded 84 years ago. It encompasses all levels from pre-kindergarten through secondary school. I spent considerable time learning about the school and its programs from Mrs. Nora Mazzini, and Mrs. Margarita Broqua. I visited many classes including Spanish, English, social studies, math, and the computer lab.

El Salvador University is a private, multidisciplinary university in Buenos Aires. This prestigious university was founded 46 years ago. I met with the President (Rector) of the University, Dr. Juan Alejandro Tobias, and with the Director of International Exchange and Cooperation Programs, Dra. Mirta Barreiro. Following that meeting, I went to the Language Department and talked at length with Dra. Alicia Sisca, Director of the "Escuela de Letras," and with Dr. Hector Valencia, Director of Modern Languages. My third meeting at the university was with two professors of Spanish for foreigners,
Prof. Haydee Nieto, and Prof. Oscar de Majo.

St. Stephen's is a private, bilingual school in the city of San Carlos de Bariloche in the Lake District of Argentina. This coed school teaches all levels from kindergarten through secondary school and has about 950 students. I met the Director, Prof. Carlos Besenyi, and with the Vice Principal, Mrs. Cristina Campos. Mrs. Monica Segura, Head of the English Department, showed my around the school and took me to see the Patagonia Museum. I spoke to an English class, observed a Spanish class, and saw the computer lab.

Woodville School in San Carlos de Bariloche is a private, bilingual school for pre-kindergarten through secondary. Mrs. Helen Green, Head of the Secondary English Department, showed me the school. I spoke to a geography class; observed 7-year olds in an English class and in their computer class; sat in on a 12-grade Spanish literature class, and a Spanish language class.

Public Secondary School CEM #46 in San Carlos de Bariloche was a school I visited. An English teacher at the school, Virginia Mansilla, gave me a tour of the school. I observed her English class for 16 year-olds.

I observed English classes for 6 year-olds and for 7 year-olds in a Public School in Buenos Aires.

Classes I Observed

Type of class School Taught in this language Age of students:

Geography St. Brendan's English 16
History St. Brendan's English 16
Civic Education St. Brendan's English 16
English Lenguas Vivas English 16
English Lenguas Vivas English 16
Spanish for Foreigners Lenguas Vivas Spanish adults
Math San Antonio's Spanish 7
English San Antonio's English 12
English Literature St. Catherine's English 17
English public school English 6
English public school English 7
Spanish Argentina Modelo Spanish 9
English Argentina Modelo English 9
English Argentina Modelo English 8
Math Argentina Modelo Spanish 11
Geography Argentina Modelo English 11
Geography Woodville English 17
Computers Woodville English 7
English Woodville English 7
Spanish Literature Woodville Spanish 17
Spanish Literature Woodville Spanish 14
Spanish Language Woodville Spanish 14
English St. Stephen's English 15-17
Spanish Language St. Stephen's Spanish 15
Commentary on text public school#46 Spanish 17

Comparison of Argentine Schools to Portland Public Schools:

In the area of curriculum I observed some differences and some similarities between the two school systems. In general, Argentine students are required to study more subjects than students in Portland Public Schools. In private schools students commonly have up to 22 subjects per week, whereas a typical Portland high school student would have seven subjects. Students in Argentina take a prescribed set of classes each year, unlike Portland students who can select some elective classes.

I learned that children are taught to print when they are five years old and that they learn to write cursive style on small lined paper when they are in first grade at age six. We do not teach cursive until the end of second grade at ages seven or eight.

I found that all of the private schools offer computer literacy classes and have computer labs with as many as 20 computers, as do Portland schools. Just as students use computers in Portland schools, students in Argentina use computers for individual projects and classes are taken to work in the computer lab.

Another similarity in school curriculum is the International Baccalaureate Program that is optional in some private Argentine schools and also in two public Portland high schools.

The methodology I observed in many classes impressed me. I saw teachers very effectively using cooperative learning for group projects, group oral presentations, group essays, and group posters. Cooperative learning in used in some Portland classrooms.

I saw extensive use of student-kept notebooks that are evaluated periodically. Some teachers in Portland use a similar notebook system and I think it is helpful to the student.

I saw a few teachers using the traditional lecture method, but that was infrequent, just as it now is in Portland.

At one private Argentine school I saw a very effective take-off on the lecture method being used in several classes. In this method the students would first become familiar with a given amount of information by reading their textbook at home or in class. Then the teacher would begin to "lecture", but would continually ask questions of the class to fill in missing information in the lecture. Students were very involved in trying to answer correctly and would search through their notes, or the textbook to find the response. The teacher would acknowledge the correct answer and continue with the narrative (or lecture) while the students would mentally follow right along with the teacher until the next question was asked. This method required a skillful teacher who knew exactly how to lead the conversation. I was not familiar with this technique.

In foreign language teaching I saw that the teachers have a high level of knowledge of English. Many English teachers, in fact, were brought up in bilingual schools and have spoken English since they were very young. Some English teachers were raised in families where English was spoken at home.

I was impressed by the good quality of teaching and up-dated methodology which teachers use to teach foreign language. I saw teachers using a combination of techniques and strategies very similar to what teachers in Portland have been trained to use. In these classrooms students are active participants and oral language is used extensively.

One difference in methodology that I observed was the extent to which bilingual schools are accepted and valued in Argentina. While most Argentine bilingual schools are private, there are public schools now following that model. In Portland we have three bilingual public schools for primary students and two for secondary students. We have several private schools that offer bilingual education in Spanish and French. Overall I think that in Argentina there is greater acceptance and understanding of the importance of learning another language from childhood and of using the second language to teach different subjects.

Regarding student behavior, I saw more respectful, controlled behavior in the private schools than in the public. However, even the private schools have some disciplinary issues with students. The behavior of the public high school students I saw was not much different from the behavior of the students in the public school where I teach.

One surprising difference was that in many schools, private and public, the students call the teacher by their first name, not Mr. or Mrs. as students do in the United States.

Another difference is that in Portland high schools (and in the rest of the U.S.) the teacher has a classroom that is where they teach all day. The students move throughout the school to attend classes in different rooms. In Argentina the students remain in a room and the teacher moves to different classrooms.

My Other Activities in Argentina

Saw the Museum of Spanish-American Art, Isaac Fernandez Blanco with Mrs. Lucila Gasso.

Saw the exhibit of Eva Peron's 50 regional Spanish costumes at the Enrique Larreta Museum of Spanish Art with Esteban Gonnet, the 2002 Walter Hines Page scholar from Argentina.

Saw the Patagonia Museum in San Carlos de Bariloche, with Mrs. Monica Segura.

Dinners with Malcolm and Cecilia Rodman at their home and also at theYacht Club

Dinner with Mrs. Maria Ines Cambiasso, Walter Hines Page scholar from Argentina, in 2000, and with Maria Teresa Urquiza, teacher at Lenguas Vivas.

Dinner with Mrs. Teresa Davis, and her husband, Roger

Lunch in San Telmo district with Mrs. Mabel Mazzini and her secretary, Joan

Dinner in San Antonio de Areco with Mr. Martin Garvie, and Grace, English teacher.

Dinner at a Tango Show with Mr.Rodman

Tour of the Teatro Colon.

Half-day tour of Buenos Aires

Half-day trip to Tigre and an outing on a catamaran through the canals of the Delta.

Visit to the famous silversmith shop of Jose Draghi, in San Antonio de Areco with Mr. Martin Garvie and Irene

Visit to the Guiraldes Museum San Antonio de Areco with Mr. Martin Garvie and Irene

Visit to a racehorse breeding farm, Haras de San Ignacio de Loyola, outside of San Antonio de Areco, and to the Estancia La Portena with Mr. Garvie and mothers from the school.

Went to a typical tango bar with Prof. Clarissa Schaub

Walk through the Recoleta Cemetery and the Recoleta Market with Litty Mora, representative of the Cambridge exams in Buenos Aires.

Heard the German Brass perform at the Teatro Colon as part of the International Music Festival of Buenos Aires.

Met and talked with a group of teachers who belong to the English Teachers Association in Bariloche

Conclusion

I feel extremely privileged to have been able to participate in this marvelous exchange opportunity. The fact that the scholarship allowed me to specify what I wanted to focus on and what kinds of contacts I wanted to make, was of the greatest importance. It meant that a lot of work was done by Cecilia Rodman and other members of the ESU to set up my day-to-day schedule, and the results were excellent. I was given the chance to do everything I asked to do and more. The people of the ESU whom I met and the principals and teachers at the schools were very welcoming, friendly and helpful. I learned ever so much about Argentina and want to learn and read more.

I plan to share my experiences from Argentina at a regular meeting of the Portland ESU and at a meeting of a teachers organization to which I belong, Delta Kappa Gamma.

I will also show slides of my trip to friends and professional colleagues. In my classroom I will use cultural information I learned, tango music, and slides of my trip. This was an extremely valuable experience for me both personally and professionally. I believe I will improve as a teacher because of it.

Lynda Bell

[Close Report]