i went on a field trip today. as i take a moment to reflect on that first sentence, i can’t recall the last time i made such a statement and meant just exactly that. i don’t mean i got lost or got on the wrong bus, and i neither fell over myself nor took any mind-altering substances in a field. students and teachers – and it is the latter group to which i still implausibly belong – went on a just-barely-educational-enough-to-be-justified excursion: we kicked it old school. or maybe, since field trips don’t only belong to earlier eras, we kicked it steady school. maybe we simply kicked it school.
it’s been a good couple of weeks. i get to take some credit for that: some lesson experiments have worked out, a self-taught crash course in powerpoint has been beneficial, course goals have been simplified and streamlined, some motivational carrots have been implemented in the form of cheap bribes (read: candy), and a significant motivational stick has been implemented in the form of speaking tests (!) that will have an impact on students’ final grades (!!!). the rest of the credit goes to, um, time? slowly but surely, names are being learned, teacher is not so frequently a form of address i must respond to, and the once ubiquitous but simple shouts of hello are blooming into more sophisticated discourse elements: questions! unrehearsed sentences! sometimes more than one! reports of full-blown cases of conversation are beginning to trickle in.
two weeks ago, a trip like the one we took today would have come as welcome relief. this week, it was like the cherry on my sundae. it was kind of a surprise sundae, too. field trips are kind of annual affairs around these parts, with each grade taking between one and three days at different times of the year. the first graders (that is, first grade in middle school; thus grade seven, canada-wise) already took their three-day trip in april, and when i heard that the third graders (in canada: grade nine) had their trip coming up, i mentioned that i thought it would be fun to go with them. to me this was a pure hypothetical. it would be fun, but i’m not a homeroom teacher so i don’t have that privilege. and it’s not as if my work life isn’t already easier than most other teachers: many of them teach classes every other saturday. so when my co-teacher asked me if i would rather travel to the folk village by subway, bus or catch a ride with her, i was happily surprised. and chose car.
as we drove, the image i held in my mind of a korean folk village reminded me of visiting fort langley – if worlds apart aesthetically, i guessed they would both be like living museums – and talked about taking trips there in grade school, though i stumbled for a moment on defining the word fort (something like a small castle? made of wood?). turns out the korean folk village has a mild case of multiple personality disorder. there are areas to shop for traditional goods and toy trinkets (expected); replicas of traditional workshops, gardens, markets and homes (expected); a museum (expected); and an amusement facilities zone, with a small-ish roller coaster, merry-go-round, bumper cars and a 3d theatre (curious).
students came in different groups by subway or bus; by the time my co-teacher and i arrived, there was a gaggle of them loitering around the front gates. i realized then that our particular trip didn’t include all the third-graders; seven of the eight classes were on another trip to a science museum. i teach every class of first- and second-graders once a week, but i only see the third-graders fortnightly – so i don’t know the majority of them that well, outside of the few early adopters who’ve come to talk with me on their lunch breaks and after school. for a few minutes, standing in the rain, (i’m ashamed to admit that) i felt a little disappointed – where were my favourite, advanced, talkative students? i imagined them running through seoul’s answer to science world, warm and indoors, donning lab coats, messing with electromagnets and watching omnimax movies (almost certainly about dinosaurs). fifteen minutes of talking to the wonderful students i had as company put flight to such thoughts. turns out an excellent way to make friends is wandering, wet and muddy, around a bizarre retro wonderland. i think this is something middle-schoolers understand instinctively while my own university education had taught me to forget.
we did our due diligence in walking through the educational elements of the area, which included a world folk museum, housing domestic wares from many different cultures, but soon enough we were scattered everywhere – the homeroom teacher had helpfully provided identical white disposable rain coats to all the students, who with their umbrellas looked like wandering aquaphobic ghosts. we took a bunch of silly pictures, we got really muddly, we ate lunch under canvas tarps, we bought and ate yeot, and we rode a carousel.

this is a mask depicting a japanese demon; his prodigious nose symbolizes the great extent to which he is in touch with his feminine side.
















