Theme: Poland
Profile: An Interview with Elzbieta Gryzlo, Comenius Assistant at Widden Primary
Elzbieta arrived in the UK from Poland in time to start work with the Race Equality and Diversity Service (READS) at the beginning of September 2007.
The funding for her work with the Ethnic Minority Achievement (EMA) team at Widden Primary School in Gloucester comes from the European Union Comenius Project, which supports inter-cultural exchanges of various kinds throughout the EU and also enabled the school to have a Slovak member of staff during the previous academic year.
Elzbieta is living en-famille with a member of the Widden teaching staff and is working throughout the school with other EMA staff supporting, in particular, Polish pupils and their families. She was delighted to be interviewed for the Race Equality Newsletter and to pass on her experiences of living and working in the UK.
Is this the first time you have visited the UK?
Yes, this is my first time in the UK. It's also the first time that I've been away from my family and friends for so long. Before I took part in the Comenius project, I thought about visiting the UK during the holidays and finding a temporary job here as many young Polish people have done, but it never came into effect as I always postponed it until the next year. So if it hadn't been for the Comenius programme, I probably wouldnÕt have visited the UK, at least not until finishing my studies.
How did you travel here?
I travelled by coach, however ridiculous that may sound in the era of cheap flights. I now know, however, that spending 30 hours in one position definitely doesn't belong in my list of favourite pastimes. Unfortunately, I don't like flying and what's more, I had two very heavy bags, so on the plane I would have had to pay staggering sums of money for them, so perhaps coach travel now sounds a little bit more sensible.
What surprises have you had since arriving in Britain?
First of all, I didn't know that you've got two separate taps for cold and hot water, so my first attempt at taking a shower ended up with my using a plastic jar to mix water. Right now I've got this special mixer so it's not a problem anymore. However, I still can't figure out how you can wash your face or hands without burning yourself.
Secondly, when I came here in September, I thought it'd be much colder and it'd be raining all the time, whereas it was pretty warm and sunny, at least in the first weeks of my stay.
Generally speaking I've had only positive surprises, beginning with the way people welcomed me here. I didn't know much about English hospitality, but now I am experiencing it every day.
What were the main motivations which encouraged you to apply for the Comenius programme?
Honestly speaking, I had to make a split-second decision about taking part in this programme. One of my lecturers asked me about it two days before the deadline for applications. To make matters worse, she couldnÕt give me many details about it. So I needed to weigh all the pluses and minuses and finally I said yes.
Why? I think it's a great chance to gain experience as a teacher and to make yourself familiar with, in my case, British culture and with all those things they don't teach you in college. It's also a great opportunity to practise the language, not in a safe classroom situation in Poland, but in direct contact with living language, where you don't have much choice but to speak English.
How do you see your role in Widden Primary School?
I'm very pleased with the work I do at Widden. I mainly give support to Polish children, who usually have very little English when they come to Britain. I assume that many of them feel safer at school, when they know that there's someone speaking in their language. I think that my main role is to provide them with all the necessary English and to encourage them to communicate in this language. I also check if children understand topics they had been discussing classes. Sometimes I also help the teacher to discover if a particular child has learning difficulties or if it's only the language barrier that makes him or her unable to catch up with the others.
What has the response of the Polish families been to your appointment in school?
I think that they were very happy about the fact that there would be someone from their country who would help the school to take care of their children. Especially those parents who donÕt speak much English felt relieved and content that they can ask about their child's progress or about the school day more easily. Many of them told me that they were reluctant to ask about those things, because they felt they didn't have enough English. So I try to keep them informed, as then they can be more involved in their children's life at school.
Would you say that the Polish pupils felt valued in the school where you are working?
Definitely, I'd say that they feel valued. I've heard a lot of stories from children about their preparing a Christmas song in Polish the previous year. I've seen teachers asking pupils to write some part of their story or play in Polish. Even such a small thing as taking the register in Polish makes them feel special and valued. With this encouragement, I know that Polish pupils feel proud of where they are from and they're not worried about showing it to the rest. Besides, that is what Widden's uniqueness is all about. It's about celebrating pupils' differences, their different cultures and their many different languages.
How would you like to develop your work here?
That's a difficult question as my role and work is different in different classes. It mainly depends on the studentsÕ level of English. That's why in some groups I teach basic vocabulary, whilst in others I do pre- or post-teaching and explain the material in Polish. Sometimes I support pupils in-class whilst they are doing the same activity as the others. Generally, I should also like to teach more children a little bit of the Polish language and about Polish culture, so maybe running a Polish club would be a good idea.
What do you think of the arrangements for support of ethnic minority pupils in Widden?
Before I came to the UK, I'd been told that I was going to be a part of the EMA team although honestly speaking when I was first told I hadn't the faintest idea of what it was and how it worked. Right now, after seeing what the EMA staff does, I must say that I am impressed by the way they work. It's extremely important that pupils are not left on their own when they start school in a different country. There are people here who help them to overcome the language barrier, who give them not only special attention but also enable them to have the same chances to succeed. I think itÕs very well organised and the teachers and EMA staff cooperate with each other and support each other whilst realizing their goals.
What arrangements were made for your arrival and your living arrangements whilst in the UK and do you think anything else could have been done to improve your life in this country?
I can say that I've been taken care of properly. First and foremost, when I arrived here I'd already had my accommodation arranged, so it wasn't my biggest concern anymore. I knew that I was going to live with one of the teachers from Widden. We had already discussed the rent so I felt more secure when I arrived. The people I live with welcomed me very warmly and treat me as a member of their family. I couldn't imagine a better way of living here as I can really enjoy my time and I donÕt feel that I am left on my own. Having spoken with other Comenius Assistants, I realise how lucky I am, as it's not always so colourful.
What about other arrangements? The school staff were informed about my arrival and people turned out to be very friendly and helpful, which again confirmed my theory of being lucky.
When it comes to the second part of the question, I am very pleased with my life here. I think that young people have definitely more possibilities in the UK than in my country. They can study, work and afford to have a car. So their quality of life is higher. With the EU payment that I get, I can pay my rent, go shopping, buy a monthly ticket for a gym and sometimes go out. I know that in Poland I would have to struggle much more to gain that sort of independence.
You haven't been working with the EMA team for very long, but how would you characterise any differences between the English and Polish educational systems?
The major difference is that in the place where I live there would be no equivalent of the EMA team. ItÕs because there are not many foreigners in my country and itÕs not as multicultural as the UK. There are schools where special needs children can have individual support like teaching assistants or psychologists.
Apart from that there are many significant differences between the Polish and English educational systems. Children in Poland start primary school when there are 7 years old and for three years they have the same teacher in all subjects. In the 4th class, they start having each subject with a different teacher. In the 6th class they take a test and go to the 3-year lower secondary school. After that they take another test, but this time the result they get determines to which secondary school they go. Some secondary schools prepare for future employment, whilst others prepare for university. After that they have a 'maturity exam' and some of them go on to public universities, if their results are good enough. Others can go to work, go on courses or study at a private university, but only if they have enough money. It usually takes five years to obtain masterÕs degree, but you can also get qualifications after three years of study.
Another difference is that children use a lot of books throughout all these stages. In many schools the lesson is mainly based on teaching a book with some additional materials. Pupils also write more tests and are asked to answer the questions in front of the class and are marked on their answers.
Moreover, each lesson in a Polish school lasts exactly 45 minutes. There is then a break between lessons which may last from five to thirty minutes.
You're a qualified football referee. How much involvement have you been able to have in the sport up to now?
Because I knew I'd miss my refereeing here, I'd already made some arrangements with the local football association before I came to Britain. I wrote many emails and contacted many people. So far I have managed to register myself in England as a football referee, which wasn't the easiest thing to do due to the many forms and documents I needed to bring. On the 11th of November I had my first women's match. Not only was it the first match here in Britain, but also it was the first women's game in my career. I liked it very much. I'm going to have matches in November and hopefully I'll manage to have men's football matches as well. I want to provide myself with a great amount of football during my assistantship.
Have you seen much of the UK other that Gloucester?
Maybe not much, but I have seen many interesting places.
My first trip was to Worcester, where I visited the Porcelain Museum, the Cathedral and had a walk around the city centre. I had also a chance to watch a football match and support Kidderminster Harriers FC.
Apart from that I have been shopping in Cheltenham and swimming at Stroud.
During the half-term break I went north to Scotland. I spent two days in Glasgow and four days in Edinburgh. I also visited the Highlands and had a cruise in search of the Loch Ness monster. I had a really unforgettable time
there trying the regional meals in the pubs and watching football matches.
What would your advice be to anyone applying for a Comenius project?
First of all, I would advise them to visit the country and the school before the assistantship starts, for example, during the holidays for a week. Naturally, before that it would be good to apply for a refund of this trip. I think that it would be a good way to meet all the people and places, discuss duties and just to know what to expect when starting.
Secondly, when it comes to accommodation I would recommend staying with a British family as I think it's the best way to immerse yourself in the culture, customs and traditions.
I also think that future Comenius Assistants should be prepared to work hard and to spend this period of time in the most beneficial way.
Garth Prince
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