January 9, 2025 | Post by : Cerelo
Roots & Marigolds: My International Teaching Odyssey
By: Cerelo Villagracia Flores, Ph.D.
It might surprise you that many of the teachers in the United States are not American citizens; like myself, international teachers abound in the country of the Star Spangled Banner. This became a reality in 1961 when the Mutual Educational and Cultural Exchange Act was enacted. Some may know it as the Fulbright-Hays Act. This act was significant for cultural exchange teachers because it led to the creation of the Exchange Visitor Program. Like many other teachers, this allowed me to find professional opportunities in the United States.
This cultural exchange program promotes mutual understanding between the people of the United States and other countries. It enriches the students, staff, school districts, and communities where these teachers work. Being a part of this program has been a life-altering experience that changed my teaching preparation, philosophy, and understanding of American culture.
Now, as great as it has been for me and other teachers, the journey to becoming a teacher in the U.S. is not without its fair share of surprises, frustrations, and challenges., These include understanding the licensing requirements, dealing with opposite time zones, the physical distance between our countries, obtaining teacher certification for the state, going through the fingerprint clearance process, and searching for visa sponsors amidst financial difficulties during the COVID-19 pandemic. Eventually, my work came to fruition on September 21, 2021, when I officially became a cultural exchange teacher. After recovering from COVID-19, I moved to the U.S. where I began to embark myself in the US educational practices, cultural norms, and philosophical perspectives.
I work in the Tohono O’odham Nation’s Baboquivari Unified School District. A great district is nestled amidst breathtaking mountain views with much endemic flora and fauna in the Arizona desert. This nation is a sanctuary for pristine nature, rich culture, and historical significance, providing individuals with the support needed to thrive and achieve their aspirations.
Even after spending eight years as a teacher in the Philippines, and being recognized as an outstanding educator in the Department of Education- Schools Division of Bago City, Negros Occidental, Philippines. As a J1 Exchange Teacher, I have encountered profound cultural adjustments in the United States. Coming here, I was unaware that each school district has its unique curriculum and an array of resources that frequently change throughout the year. I spent countless nights studying the curriculum, the Year at a Glance (YAG), and every available resource for each subject area, striving to stay ahead and provide the best education for my students. In addition to the academic challenges, I faced significant cultural and environmental adjustments. Navigating the differences in classroom dynamics and educational expectations was overwhelming. I had to adapt to varying teaching methods and disciplinary approaches, which were quite different from those in my home country.
Moreover, I dealt with students who were often triggered by family problems and other personal issues, leading to misbehavior and distractions that hindered their learning. Understanding and addressing the underlying causes of their behavior required a deep level of empathy, cultural sensitivity, and continuous professional development in social-emotional learning strategies. The language barrier also posed a significant challenge. Although I am proficient in English, the nuances and idiomatic expressions used in everyday communication and the classroom sometimes lead to misunderstandings. This affected my ability to connect with students and colleagues effectively.
Furthermore, I faced the emotional strain of being far from home. Missing family events and adapting to life without the familiar support system of friends and relatives added to the stress. The time difference made it difficult to stay in touch with loved ones, leading to feelings of isolation and homesickness. Ancillaries and navigating the U.S. educational bureaucracy added another layer of complexity. Understanding visa requirements, meeting the expectations of my host school, and adhering to the regulations of the J1 program required meticulous attention to detail and often felt overwhelming. while the experience has been enriching and has provided immense professional growth, the journey has been fraught with challenges. From adapting to a new curriculum and educational system to addressing the diverse needs of my students, each day has demanded resilience, dedication, and a continuous willingness to learn and adapt.
Motivated by my passion for enhancing my pedagogical skills, I have dedicated myself to continuous learning, participating in professional development opportunities, seeking guidance from colleagues, and benefiting from the support of district and school leadership. My passion has taken me to great professional development opportunities such as the renowned Ron Clark Academy in Atlanta, Georgia, Innovative Schools Summit in Las Vegas, Nevada, Advancement Through Individual Determination (AVID) Leadership Conference in Orlando, Florida, AVID Summit in San Francisco California, Kagan In-school Training, PLC At Work Training by Solution Tree in Phoenix, Arizona and many more. Here I gained valuable insights and strategies for effective teaching and it has equipped me with techniques for delivering engaging and rigorous instruction. I restarted as a seed, germinated as a rooted sprout, and became a marigold. My passion for education, commitment to my profession, work ethic, resilience, and determination have made me recognized as the HIMDAG Teacher Awardee of Baboquivari Unified School District year 2023.
Moreover, being part of the Tucson Regional Educator Collaborative Cohort 4 and Lead Now Cohort 7 has been transformative. Despite initial apprehensions as an Asian educator with English as my third language, TREC and Lead Now have become my second family in the U.S., providing a sense of belonging, love, and support.
I have also been privileged to share my teaching methodologies with newly hired teachers during district professional development training sessions and led the 4th Grade Team at my school. Immersing myself in cultural classes and activities has deepened my appreciation for the traditions and heritage of this nation.
As I continue on this journey, I am driven by a profound desire to inspire and empower my students. I am committed to preparing them for success beyond the classroom while instilling pride in their cultural identity. This experience has profoundly shaped me as an educator, and I am forever grateful for the opportunity it has afforded me.
To all international educators, many challenges may test your resilience on the battlefield of teaching but always surround yourself with marigolds, be one, and let your roots grow by learning beyond the four walls of your classrooms. Embrace and understand that cultural differences are not barriers but opportunities for growth. Be open-minded and willing to learn about and from the new culture you are experiencing. Establish strong connections with your colleagues, students, and their families. These relationships will provide support, and insights, and help you integrate into the school community. Be Patient and Flexible because Adaptation takes time. Be patient with yourself as you navigate new systems and environments. Flexibility is key in dealing with unexpected changes and challenges. Always invest in professional development opportunities to understand the educational system better and improve your teaching strategies. Workshops, seminars, and online courses can be very helpful.
Find a mentor within your school or district who can provide guidance and support. Experienced teachers can offer valuable advice and help you acclimate more quickly. Spend time familiarizing yourself with your school district’s curriculum and educational standards. Don’t hesitate to ask questions and seek clarification from colleagues or administrators. Teaching in a new environment can be stressful. Ensure you take time for self-care activities that help you relax and recharge, such as hobbies, exercise, or exploring local attractions. Make use of the resources provided by your school and district. Whether it’s teaching aids, counseling services, or language support, these resources help you succeed. Get involved in community activities and events. This will help you understand the local culture better and build a support network outside of school. Regularly reflect on your experiences and teaching practices. Be willing to adapt and try new approaches to improve your effectiveness and comfort in the classroom. Maintain communication with family and friends back home. Their support can provide emotional strength and reduce feelings of isolation. Lastly, keep a journal or blog about your experiences. Not only will this help you reflect on your growth, but it will also serve as a valuable resource for future exchange teachers.
Remember, the challenges we face are part of a transformative journey. Embrace each experience as a learning opportunity, and you will emerge as a more resilient and versatile educator. Let’s keep teaching minds, touching hearts, and transforming lives for a lot were called but only a few of us were chosen.
The Power of Storytelling By Melissa Walker, M.A.Ed. “Everything is a story.” This is one of the things I repeatedly told my high school English students. It didn’t matter if they were working on essays, creating Orwell-esque dystopian worlds, reading Shakespeare or poetry, writing personal narratives, completing job and college applications – everything is a…
Lessons Learned on a Self Care CoP Journey By Michelle Parces, MHP As I have gone through this journey, planning a CoP(Community of Practice) and having one, it has led me to really think about the concept and practice of self care. Although this journey didn’t go as I expected, I believe it has been…
Take Your Shot By: Shay Humphreys Monitor and adjust. Teachers hear this all the time — and we are masters at it. We do it daily, hourly, by the minute. Sometimes we do it without even realizing. The fortunate part of our work is that when we have an off day or a lesson doesn’t…
