Teacher fulfills lifelong dream in Chile

This article appeared in the Tampa Tribune on July 13, 2003.

By PATRICIA LENGELL

My adventure began one evening in September 2000 when I answered the telephone.

"Hello," the caller said. "This is Cliff Strommen, headmaster of Nido de Aguilas International School in Santiago, Chile."

The call wasn't totally out of the blue. The previous February I had attended a job fair in Boston for teachers seeking employment in international schools. There were approximately 600 applicants and dozens of school representatives. Since I hadn't connected with a position at that time, I had dismissed the possibility of working overseas until that evening when I received this call and I, a woman of a certain age, began moving toward the fulfillment of a long-time goal.

Even though there are hundreds of international schools located all over the world and thousands of educators employed by them, few people seem to know their existence. When I began my teaching career in the 1960s, the only overseas schools that came to my attention were those under the U.S. Department of Defense. It was only in 1998 that I became aware of this unique system of schools and began the process of applying for employment.

After phone interviews and faxes, an offer was made. Then, more faxes with a contract to sign and return. Once this was accomplished there was much to prepare before departing to Chile.

This involved a trip to the Chilean consulate in Miami, where I had to produce a signed contract; a health certificate for HIV exam results; a certificate issued by local police stating results of a personal record search; and evidence of solvency. The next task was locating a freight company, arranging for shipment of my personal effects and packing, following the guidelines for international shipments.

During this flurry of paper work, filling boxes, trip preparations and goodbye gatherings, I had the good fortune of receiving an e-mail from a recent hire to the school who offered valuable hints about what to bring and what to leave home. One of the most useful hints: "Bring comfortable shoes, as there are many hills and stairs to negotiate!"

This was a most welcome communication, not only for helpful advice but as the beginning of a most satisfying travel relationship. It was sent by a woman very near my age (unusual for first-time over seas hires in international schools) who had the same philosophy regarding travel and new experiences, especially the cultural experiences.

By that Oct. 15, I had read everything that the school sent me about living and working in Santiago, said my goodbyes -- my entire family, local residents, went to Tampa International Airport to see me off -- and boarded the plane to embark on one of the most exciting chapters of my life.

The students who attend these schools have varying backgrounds. Some are children of diplomats from various countries. Others have parents who represent overseas businesses, such as fast food chains, automobile companies and retail stores. A large portion of the school population consists of children of local families.

Many students speak two languages fluently, some three or more. All students in this school are required to study both English and Spanish. Students' educational process is enhanced by learning to tolerate cultural differences of many varieties.

A great deal of emphasis is placed on cultural differences. Many schools sponsor meetings for adults, as well as lessons for all students, about tolerating differences between cultures.

It is sometimes difficult for people of diverse cultures to appreciate the differing attitudes toward time, for example. North Americans generally have the notion that a meeting ought to begin somewhere around the designated hour, while South Americans have no sense of urgency and feel no embarrassment if they are running at least a half-hour late.

The Hispanic culture has a deep commitment to family and will put this first on any list of values. This might include indulging children way beyond the idea of what's "sensible" to the North American way of thinking. It becomes apparent to both cultures that there must be an understanding, appreciation and validation of each.

Another concern unique to international schools is about half the student population is local, and the remaining students are from families mat move from one country to another about every three or four years due to the nature of parents' employment. Some of these students find it difficult to be on a cycle of making friends, only to leave them in a short time and move to a different school and country where they go through the process yet again.

For local students, it can seem futile to make the effort of becoming friends with others who are there for a short time. However, in spite of these differences, a harmony and spirit of cooperation exists within the school, and all students, as well as teachers, benefit from the international experience.

School was not my only preoccupation while living in Santiago. As a new resident of Chile, I was eager to experience as much of the country as possible.

Chile has an interesting geography stretching the country like a rubber band -- long and thin. Many weekends and longer vacations found me with my new friend and travel buddy We visited San Pedro de Atacama in the northern Atacama Desert, claimed to be the driest in the world. In the cold southern tip we visited the southernmost cities in the hemisphere and sailed into the Straight of Magellan, where we explored Tierra del Fuego.

Traveling through Chile's central region afforded us ample opportunity to see bountiful fields of vegetables and exotic fruits. Then we visited the coast, where the Pacific Ocean yields all manners of seafood. We took a bus east through a pass in the Andes Mountains to visit Argentina, a switch-backed route that displays outstanding mountain landscapes with snow caps turning into ribbons of waterfalls. We were able to stay on a hacienda with a family whose ancestors were granted the land centuries ago from the King of Spain.

In the cities there is the constant presence of history in the centuries-old buildings -- churches, government buildings, private homes. I saw places I had never heard of and learned something of the various Indian cultures, some of whom still practice the lifestyle of those generations before them.

It has always been difficult for me to separate education from travel. The most exciting way to learn is to travel. Doing so with an open mind and friendly demeanor helps us understand that within a vast diversity of world cultures, all peoples have the same desires of a good life for themselves and their families, and they work toward that end. We are not unique in that respect.

Seeing others in their culture brings us a step closer to an appreciation of them, our fellow citizens of this planet.

The writer is a guidance counselor, most recently at Gulf High School in New Port Richey.