How rural Arizona students treat a Filipina teacher who came to help

 Eli Saslow reports for the Washington Post out of Bullhead City, Arizona, under the headline, "An American education."  The subhead is, "Amid a historic U.S. teacher shortage, a ‘Most Outstanding Teacher’ from the Philippines tries to help save a struggling school in rural Arizona."  The alternative headline is, "Teachers from Philippines Help Struggling U.S. Schools."  And the essence is that an award-winning teacher in the Philippines came to help a rural school district experiencing a teacher shortage, and then had to endure awful behavior by the students.  Here are some excerpts, first about the teacher, Rose Jean Obreque, who, in order to get to the U.S., took out "$8,000 in high-interest loans to pay for the agency fees, a plane ticket, two new teaching outfits and the first month’s rent on a two-bedroom apartment she planned to share with five other foreign teachers."

Here's how the students in her home country are described: 

Her seventh-grade students there were the children of fishermen and sugar cane farmers. They arrived for school early, even if they had to walk more than a mile to get there. They called her “ma’am.” They brought her homemade lunches. They wrote thank-you notes at the end of each week. They aspired to become engineers or doctors or teachers like her, and they volunteered to stay after school for extra lessons rather than returning home to work in the sugar cane fields. Obreque started an after-school program for struggling readers. She led the school’s innovations club to a regional first-place finish. She recorded daily video lessons during the pandemic and hiked to remote villages to make home visits, until her ambition landed her at the top of the teacher rankings and she began to hear from recruitment agencies around the world.

Then there are her students in America, whose behavioral issues Eli describes in considerable detail, including: 

Another [student] had dropped his paper on the floor and was stabbing his pencil into the side of his desk.

“Is everything all right?” Obreque asked. “Why aren’t you participating?”

“’Cause my pencil’s broken,” he said, banging it harder against the desk until it snapped. He picked up the two broken pieces and held them out to her as proof. “What do you want me to do?” he asked, smiling at her, and Obreque looked at him for a moment and then decided that his behavior was her fault. Maybe she hadn’t communicated the assignment properly. Maybe, instead of beginning the class by making name tags, she should have started with the rules so they knew how to behave. She walked back to the front of the room. “Eyes up here,” she said, as several of the students continued to talk. “Five, four, three …” she said, as the students shouted over her, until finally the PE teacher blew his whistle. “Hey! Try doing that to me and see what happens,” he said. “Be quiet and listen to your teacher.”

Obreque nodded at him and then continued. “I want this class to be systematic,” she said. “We are not animals. We are not in the jungle. We should be guided by rules, or we will not be successful in our learning, right?”

“Yeah, guys. We’re not animals,” one student said, and then a few boys began to make jungle noises until the PE teacher blew his whistle again.

“If you want to be respected, show me respect,” Obreque said. “Human beings are supposed to be able to follow simple instructions. You come to school to learn, right?”

“Nah, I come because my parents make me,” one student said, turning to smile at his seatmate.

“Yeah, and because somehow you haven’t gotten expelled yet,” his seatmate responded, shoving his friend in the shoulder.

“And ’cause the girls here are fine as hell,” the student said, punching his friend back in the arm.

“Enough!” Obreque shouted, using a voice louder than she’d ever used in seven years of teaching in the Philippines. “What is an example of behaving with dignity and respect? Please, answer and raise your hand.”

Then there is the model provided by Ann Cuevas, a teacher who has been in Bullhead City for four years and survived:

She gradually moved beyond her Filipino instinct for classroom formality and began asking her students about their lives, and they introduced her to a version of America much different from what she’d first expected: abusive families, homelessness, surging drug overdose deaths, conspiratorial ideologies, loneliness, suicide, alcoholism and poverty every bit as bad as anything she’d encountered in the Philippines.

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