The following comments represent the experiences and insights of former COST participants.

When I first became aware of my university’s affiliation with the Consortium for Overseas Student Teaching (COST), a program that sends students to another country to fulfill their student teaching requirements, I took a mental note of its existence and added it to the list of possible future endeavors. I had studied abroad during high school and knew it was an interest of mine, but I was so anxious to travel abroad again that I didn’t want to wait until my senior year. But as a Music Education major in Ohio, I soon realized that unless I wanted to be in school for 10 more years, I shouldn’t get behind in my program by taking classes at another university that would not fulfill the rigorous and highly sequential list of coursework that Kent State University’s Music Education program required. I put COST on the backburner until I could finally apply six months before my student teaching would begin.
When considering the list of locations I could apply for out of the fourteen countries COST offered, I tried to let my interests, past experiences and intuition guide me, but I also had to be open to the possibility of an assignment in any country, since COST doesn’t guarantee placement in a country the applicant has requested.

A long list of personal experiences pointed me toward applying for a position in Africa and between my two options of either Kenya or South Africa, I chose South Africa because, at the time, it seemed the most politically stable. I also felt that spending time in such a historically racist country might provide me with new insight into understanding and combating racism.

A few months after completing the lengthy COST application, I received my placement in a junior school in Port Elizabeth, South Africa. That night I left my roommate a note that read, “I am in shock. I am going to South Africa.” But the disbelief gradually wore off as I prepared for my 3-month adventure by reading up on the history and current state of South Africa, considering potential lesson plans and getting enough vaccinations to never contract an illness again for the rest of my life.

After eight months of working four jobs to afford airfare, living expenses, and rent while abroad, I was ready to leave my life in the States behind for a while and take in some fresh faces and new places.
The twenty-seven hour flight from Cleveland, Ohio to Port Elizabeth, South Africa was lengthy, but really made landing rewarding. I was met warmly at the airport by my hosting COST professor and the headmistress (principal) of the school I’d be teaching in.

The headmistress escorted me to my living quarters, a room in my school’s hostel, which housed about seventy-two high school students and ten matrons. The girls’ (it was an all-girls school) facilities were comfortable, spacious, clean, and provided a fine nest from which to recuperate from the flight and acquaint myself with my surroundings before starting student teaching the next week.

I was nervous to start my first day of school, but was put at ease by a friendly and experienced six-person music staff. (Where in the States would I ever have gotten to work with six music teachers in one school?)

The first week I spent observing and trying to attune myself with the teaching styles of all the instructors I’d work with, in addition to learning about a completely different national education curriculum.
I started to get my feet wet and after about three weeks was completely submerged in teaching private lessons in piano, winds, guitar and a few brass instruments. I also attached to all the grades four and five classes to serve as a constant against my growth and development as a student teacher.
Though the contents of music classes in South Africa didn’t vary much, other aspects of the school did. Classroom discipline was much better than in the States- I was amazed at the respect and good poise the girls showed ninety percent of the time. I was greeted with a “Good Morning/Afternoon, Miss Jones” at the start of every class and had absolutely no problem calling students to attention. I attributed these good manners and general good classroom attitude both to the teachers in the school who consistently enforced the same values and to a society that still honors and respects its elders. Unlike the United States where most of the youngest generation will not even so much as hold a door open for an elderly person, South African children, in my experience, would even hold the door open for a fellow student older than themselves!

Aside from proving that respect in schools is possible when people work together, student teaching through COST in South Africa also allowed me to experience the joys and challenges of teaching to a diverse and culturally new-to-me body of students. While there were many similarities between me and my students’ cultural patterns of speech and relating to each other, there were differences that I needed to learn about and incorporate into my teaching in order to foster effective learning. Drawing examples from South African history, for example, was one method I found helpful when trying to relate the contents of a song to something in real life so that the music would actually be meaningful to students. On occasion, my cooperating teacher also helped me to find the proper words in Xhosa or Afrikaans to define a concept I was trying to explain in English, when the local languages already had a term or phrase for the general concept I was trying to define. Incorporating these skills and methods into my daily teaching made me a more aware, culturally sensitive and flexible teacher. And I enjoyed learning about my students’ cultures as they enjoyed learning about mine.

Working in an all-girls school was certainly an additional opportunity I would not have had while teaching in a public school in the States, since all public American schools are co-educational. Having attended a co-ed school myself as a Kindergarten through grade twelve student, I never had the chance to consider single-sex education and the thought of it seemed foreign to me. But while having to actually teach at an all-girls school, I realized that the benefits out-weigh the negatives. The girls, I noticed, were almost all friends-- even across grade levels. I rarely heard a student say she “didn’t like” one of her fellow classmates. In American schools, on the other hand, girls are often so busy competing for the attention of boys in their classes that they actually lose female friends in the midst of competition. And not only were the girls friends, they were also remarkably focused on their schoolwork and learning, rather than on sending love notes across the room to the cute boy sitting in the corner.
And I don’t believe students are missing any socialization by not being in classrooms with boys-- the high school students I lived with had no problems getting together with their boy friends and boyfriends from the local brotherhood school in the afternoons and on weekends.

Uniforms were also a new aspect of schooling to me. Public schools in the States do not require uniforms, but instead enforce a rather liberal, sometimes turned risqué, dress code. Seeing the South African students in uniforms every day made me realize the simplicity of students wearing the same outfits each day. Not only do they not have to waste time on the pettiness of picking out perfect outfits and fixing their hair just right each day, students also cannot define any marked difference between the clothing of their economically endowed classmates and those who are economically challenged. Both allow the learners to blend in with their peers, thus sparing themselves extra energy that can be applied on their studies, rather than on fussing over outfits to wear to school and picking on fellow students who don’t dress as well as others because of financial hardship. Both of these distractions are reoccurring trends in American public schools.

The last big difference I discovered between American and South African schools is that the children in South Africa are so much more physically fit and look healthier than American kids because of it. I delighted in seeing how friendly sports competition was in South Africa-- from the big leagues down to our school’s sports day. And students waiting outside before and after school would jump rope instead of sitting down playing a board game or watching television like many American kids would do. (Perhaps jump roping is the key to cutting down obesity in America!)
When not in school teaching, I was busy learning about my surrounding community. I spent my time visiting new acquaintances and friends, jogging with the high school students, and taking day and weekend trips to local attractions in the Eastern Cape. I went on several safaris, got to see and learn about many historical sites and buildings around South Africa, visited many of South Africa’s finest beaches, and also developed a new love for hiking and backpacking having joined a local branch of the South Africa Mountain Club.

Socially, I found South Africa to be far more advanced than I expected in regards to racism. In fact, I was so impressed with the seemingly peaceful and positive interaction between races in most places I visited, that I suddenly realized life at home in Ohio today feels more socially racist one hundred and fifty years post-slavery than South Africa does ten years post-apartheid. This was probably the biggest surprise to me in my whole COST experience. As many South Africans told me in my journeys, “America needs to look to South Africa,” and I think they are right in the case of overcoming racism.

America could also look to South Africa to learn how to relax and enjoy life a bit more, too. I really benefited from the mellow pace of the Eastern Cape- it helped combat the effects of living in the unforgiving, rushed pace of the Eastern United States for twenty-four years.

Altogether, my experiences in COST yielded magnificent results: I felt more confident and skilled as a teacher and global citizen. I’ve seen that respect in schools is possible and I have some idea how to achieve it. I’ve made new friends half way across the world and have seen enough beautiful scenery and natural landscapes to keep me inspired for years to come, in addition to having developed a new love for hiking and backpacking. I now feel strongly about the benefits of single-sex schools and school uniforms and have discovered that South Africa should be a model county for overcoming racial discrimination in such a short amount of time. I found that I could live far away from home for at least three months and feel good about myself, which has given me the encouragement to pursue more and longer study abroad programs in the future. And I have no big regrets about my journey… maybe I would have packed a little differently, but I’d do the same trip again in a heartbeat and would encourage anyone to apply to the Consortium for Overseas Student Teaching to student teach abroad.

On the plane ride home, I tuned in to one of the pre-programmed CDs on the airline’s radio. The artist Dido was singing her new hit release song “White Flag.” As I listened to the lyrics for the first time, I realized that the chorus spoke exactly of my feelings for South Africa:

I will go down with this ship,
I won’t put my hands up and surrender.
There will be no white flag above my door,
I’m in love and always will be.

--The University of Kentucky

 

The moment I got onto the plane bound for London-Heathrow, I had absolutely no idea what I was about to experience during the next three months. The various emotions that I had boarding the plane were indescribable, not only was I nervous and scared to leave my friends, family and country, but I was also very excited to see the world and meet new people. As soon as I landed in London, I walked sleepily toward the meeting point where I met the other 25 student teachers. I was one of three students who did not come from Penn State, but within ten minutes, I had already found a Nittany Lion with an Alabama connection. The bus ride to Bognor Regis was a quiet one, however the silence wouldn’t last too long.

The minute we arrived on our campus, we were warmly greeted by our dorm wardens (resident advisors) and Antony, who was one of our program coordinators. I was a little apprehensive about returning to dorm life after years of living on my own, but I learned quickly to adapt and discover the positive aspects of communal living. The first few days were spent traveling around a few places in southern part of England with Antony, attending a few short seminars, and getting to know the other Americans. My first frustrating encounter with the new culture came when I attempted to leave campus, on my own, and walk into town. In England, the direction of traffic goes in the opposite direction, and because of the round-abouts, there is a continuous flow of cars. After literally five minutes of looking both ways, I realized that I was not going to make it into town on this attempt and I saved my adventure for another day. However, I soon learned how to maneuver the streets of Bognor and went into town regularly.

We first met our classroom teachers, head teachers, and link tutors during a welcome dinner the night before our first day in the schools. As I do, I immediately put my foot in my mouth, when asked how I was doing understanding the accents. I informed them that the English accent was not difficult, however I really struggled understanding Scottish accents. Little did I know, my very quiet (at the time) Head Teacher, Mrs. Ramacciotti was in fact Scottish. After a few minutes of embarrassment, and taunts from Mrs. Ramacciotti, I realized that everything was going to be fine and eventually this became a running joke in the school’s staff room.
We all were very excited about our first day in the classroom. We were placed all over the county, however we had at least one other American with us at our school. Jenna and I were fortunate, our school was the closest to the University where we stayed, therefore we did not have to get up too early for our Taxi to school each morning. (Our school didn’t even start until 9:15!)

When we first arrived at Yapton Primary, we were both shocked at how small it was. Within the school there are only 10 classroom teachers, one great hall, an ICT suite, and a very small library. At first I was uncertain of this placement, however by the end of my time at Yapton, I was thanking everyone possible who placed me at this school. I had two different placements during my experience. The first one was in the Reception class. This class had 32, four and five-year-olds. Luckily, not only was my teacher in the room, but we also had two classroom assistants who soon became my friends and support system. At first I struggled with teaching within a completely different curriculum, however after a few discussions with my teacher and a little hands-on practice, I soon learned the methods and was comfortable in no time at all. My second placement was in Year 5 (4th grade). This class only had 18 students however most of them had some sort of special need. This specific placement taught me a lot about differentiation and thinking outside of the box. Not only did my lesson plans have to include variations for three different ability levels, but my teacher was also very much into technology, and therefore I incorporated much more technology than I had anticipated. However, I soon found out how the different forms of technology available, improved activities and lessons I planned, allowing for any ability level to learn and enjoy the content. All of the teachers within the school were so helpful and supportive during my time at Yapton. They allowed me to become a fully functioning member of the staff and included me in everything; I was even invited to the Christmas Staff Party. By the end of my placement, I was teaching full time and felt that I was part of the school. (I even gave a whole-school assembly on Thanksgiving!)
Not only did I learn a lot within the school placement, but I feel I learned a lot outside of the school environment as well. We were fortunate enough to have our Friday’s free during the weeks before half term. This meant that for six weeks, we had a three-day-weekend to travel and see Europe. I had not planned ahead of time to go anywhere in particular, however I soon made friends and joined them on some of their journeys. Before half term, I had seen London, Paris, and other places closer to Bognor Regis. We were also fortunate enough to have a half-term break, which I spent in Sicily with Betty, the other student from Alabama. Being able to just hop on a plane on a Friday afternoon and travel wherever we wanted was absolutely amazing. Some of the girls and I really enjoyed the fact that we were walking the streets of Paris and eating at cute bakeries and cafés while others in the education programs at our home schools were more than likely getting lunch from a drive-thru restaurant. Many of the other student teachers stayed amongst themselves; however I felt that I was not going to get the full experience if I did not branch out and spend time with the English students, who lived with us in the dorm. During our first week in the dorm, it was only the Americans and the Wardens; this made our adjustment an easy and quiet one. However by the second week, the freshman class had moved in and was full into their first week of parties. While the noise was a bit bothersome at first, I soon begun to make friends and eventually joined in the fun. By the end of my time in Bognor, I had made life-long friends. I have even already made plans to go back and visit this spring.

While some students insist on staying within their state to complete their student teaching, I have found that even with the bit of homesickness and frustration that one encounters when living in a different country and culture, I feel that I have learned and experienced more in three months than others have or will experience in a lifetime

--The University of Alabama

 

I have always wanted to travel. It’s in my blood. My father spent over half of his life jumping from one country to the other. I was always so intrigued by the stories he would bring home from overseas. I knew one day I would get my chance.

I remember the day I found out about the COST program. One afternoon Yolandia Eubanks entered our classroom. I was not very far into my education degree, but already I expected a lecture about how exactly to behave during our practicum experiences. You know, the usual spiel about not dating your students, always remembering to shower, and never gossiping in the grocery isle about a teacher. We’ve all heard it. This time, however, it was different. Yolandia began to talk about traveling. That immediately got my attention. When she mentioned the possibility of teaching overseas in Australia, I was instantly hooked. I knew where I would be completing my internship.

Skip forward two and a half years and I’m on the plane headed “down under”. Now the flight is long, but so worth it. When I arrived in Melbourne, Australia, I was warmly welcomed by my host family. They fed me a great meal and sent me off to bed. Jet lag is quite an experience!

That very first week I was in the schools. I fell in love with my teacher and children right off the bat. It just doesn’t get any cuter than a five-year-old with an Australian accent. The instruction in the Victorian School System is great. They don’t use textbooks! Now I know that sounds a tad disconcerting, but it really gave me the opportunity to push my creativity when it came to creating lesson plans. You and you alone are responsible for the knowledge that is fed into these kid’s heads. It is very gratifying to realize that you are responsible for your student’s success, and not some textbook.

Teaching was just half of my experience overseas. Personally, I think it should be mandatory to travel. Americans don’t do enough of it. I have learned so much as a result of experiencing a different culture. I made fast friends with my cooperating teacher as well as my host family. There was always something to do or see. I have never experienced so much culture in my life. I went to museums, plays, zoos, aquariums, animal sanctuaries, cafes, pubs, galleries, and this was just in Melbourne!
About one month into my stay, my school had a two-week break. My mother flew over to visit me during this period, and we had a blast! Our first stop was in Sydney, Australia’s largest and most metropolitan city. Our hotel was within walking distance of the Opera House and Sydney Harbor Bridge. That city is a little piece of heaven. My mother and I fulfilled one of our dreams when we booked tickets to see The Marriage of Figaro inside the world famous Opera House. In my opinion we saw the city in the best way possible: the “Sydney Hop on Hop off” bus tour. This tour provided transportation to all the “must see” areas of the city and let you choose where to get off and how long to stay. Perfect for the independent traveler! We were only in Sydney for four days, but I ate some of the best food I’ve ever had in my life while I was there. I would go back in a heart beat.

Our next stop was Cairns. This is pronounced “cans” not “carns”. Do not make that mistake. Those Aussies will never let you hear the end of it. This area is on the Gold Coast of Australia and is absolutely gorgeous. My mother and I stayed right on the beach and took in some of the most beautiful views in the world. I had the opportunity to scuba-dive on the Great Barrier Reef, one of the seven wonders in the world. Let me tell you, it lives up to its reputation. I have never seen some of the colors I saw while I was underwater. It is undescribable. Mom and I also went to two different rain forests, The Dane Tree and Kakadoo. These were truly an amazing marvel of nature. In my opinion Cairns is a marvel itself.

Third on our destination list was a small city named Adelaide, often referred to as the city of churches. Though my mom and I are religious people, we weren’t going to visit a chapel. Just outside the city is one of the country’s most famous wine regions, the Barossa Valley. Since I happen to be a wino, this was a must on the to-do list. We learned a lot about the history of the area and discovered that one winery boasted the oldest Shiraz vine in the world. I thought that was pretty impressive myself.
Our stay in Adelaide was short, but grape sweet. Next and last we headed to Tasmania, which is an island off the southern coast of Australia. This is where our history lesson really took place. We visited Port Arthur, an area where convicts were banished from England during the 1800's. Social studies enthusiasts would have been impressed with the upkeep and beauty of the area.
That was a lot to squeeze into seventeen days, but we did it and loved every minute of the experience. When mom left, I still had a full eight weeks to go, so my fun definitely did not stop when I got off the plane. I had a whole new classroom to get used to. This time I was placed in a sixth grade setting. I was amazed at how versatile my teaching skills had become. All the prior experience had really prepared me for the huge jump from kindergarten to the top level. I took from Australia many new, interesting and effective methods of instruction. Had I stayed in the U.S. I would never have known these even existed.

The last two months flew by and were a blur of horse races, (the Melbourne Cup is absolutely fabulous, think Kentucky Derby but bigger) beach trips, more culture and a visit to Great Ocean Road. I did not want to go home.

To say the least, this was the greatest experience and opportunity of my life. As a result of those short four months I have become more independent, cultured, a better teacher and I think a better person. To anyone who is considering teaching and traveling through the COST program, I would recommend the opportunity one hundred times over. I have no regrets, and neither will you.

--The University of Alabama

 

"I think I will definitely be able to understand multicultural issues because of my COST experience. My best experience was just being able to live in another culture--it gave me a completely different perspective of a lot of things."

--The University of Georgia

"I highly recommend student teaching overseas. It was one of the best experiences I have had, and possibly will ever have. I met many wonderful Kiwi people, and others of different nationalities including South Africa, Japan, Israel, England, Germany, and Canada, in my travels throughout New Zealand and Australia. This was one of the best opportunities I have ever had. The experience that I got teaching students of a different culture and the experience of traveling to the opposite side of the globe and the traveling with that region will remain in my mind forever. It was wonderful!

--The University of Alabama

"I have made lifelong friends all over the world and created so many memories. My students will benefit from my global experience, new contacts, and creativity I found in dealing with limited supplies. It was a wonderful experience.

--Kent State University

"The experience exceeded my expectations. I truly know that I want to teach young children and teach them in a way that is beneficial to all. I have learned to adapt my teaching strategies to the children, not the children to the strategies. My traveling experiences are ones that I will never forget. This experience will benefit me in every way possible.

--Eastern Illinois University

"My experience has helped me to develop confidence in my ability to cope with new and unique classroom environments. I am much more confident in approaching unfamiliar work environments. My placement exceeded my expectations. I not only gained a wealth of teaching experience.

--The University of Kentucky

"The most important aspect of my traveling overseas, in regards to the impact it will have on my teaching in the future, would have to be the sensitivity to differences in people in general. Through teaching and living abroad, I have found it imperative to emphasize and cherish differences in beliefs and lifestyles rather than accepting one present norm. This has been the best experience in my life!

--The University of Georgia

 

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