I have now begun my second student-teaching placement at Aiea Intermediate School. There is no other word to describe my experience except amazing! In typical Hawaiian style, the school is an open-air structure, with classrooms built around an open courtyard adorned with palm trees and tropical plants. If you are standing in the right place, you can see Pearl Harbor through a window-opening in the stairwell in one corner of the school's main two-story building. If you look to the right, you can see the top of the Waianae mountain range just above the roof. (I promise pictures soon!) While the views and the atmosphere are great, the best part of my experience so far is the students. The students at Aiea are diverse and lively and lovely. They love football and volleyball and can be seen throwing one or both in the courtyard after lunch and during their morning "Wiki." (short recess).
The students in my ELL class are especially awesome. They come from a number of different backgrounds and they have diverse language backgrounds. Ilocano (a Filipino language) and Marshallese speakers (language of the Marshall Islands) make up the largest part of my class. There are also Samoan and Korean speakers and a lone Spanish speaker from Puerto Rico. Along with these unusual languages, students also bring unique cultural identities. While I wasn't terribly thrown off when I noticed some students taking off their shoes after entering the classroom, for example, belief in supernatural demons was one cultural trait I wasn't expecting. . .
On Halloween, my mentor teacher prepared a lesson in which students would read ghost stories from several different cultures. One story we read was a Marshallese folktale in which a pregnant woman, after being left alone by her husband for months on end, turned into a
mejenkwaad, (
Mejenkwaad is a Marshallese word meaning "demon.") It was an eerie story to be sure. Upon the husband's return from his long trip to find congratulatory presents for his wife, he discovers his wife's transformation. He quickly deduces that she has eaten everyone on the island, as
mejenkwaads usually do. Students were asked to write responses and reflections about the folktale and the response of one Marshallese girl stood out. My mentor teacher asked her to share her reflection with the class.
The seventh-grade girl, who is one of the brightest in the class and a natural leader, proceeded to tell her classmates about the time her aunt turned into a
mejenkwaad. Without hesitation and maintaining full seriousness, she described how her uncle found his demonized wife in the middle of the night preparing to
eat one of their children! Luckily, the student explained, her uncle had Holy Water in the house and was able to splash his wife back to her normal self. Another Marshallese student added that the moral of the folktale must be to keep Holy Water handy if your wife is pregnant!
After class, I respectfully inquired more from the girl. I was genuinely curious, and I wasn't about to voice my disbelief skepticism, even though I felt it through and through. After all, I am still a rookie in my new Pacific home. The last thing I want to do is alienate my students by telling them their beliefs are somehow wrong or erroneous. In their own time, they can re-examine and challenge and decide for themselves. That's what a good teacher lets students do, right? Besides, I am a student in my new world, too. Maybe I ought to re-examine and challenge my own beliefs in order to better understand my student's odd and implausible story.