So there’s the big news, of course – I am now officially a teacher! An unregistered, unlicensed, untrained, and more than likely unqualified one to be sure, but I have students and they call me “Mr. Zach” so I must have done something right. The first day was on November 2, and now it’s the 5th, so you’re probably wondering – what’s been happening in the meantime?
The answer is that we wanted to start off on the right foot with our students, so we told them that Sunday’s class was the only official one for the week, and that they should come back a week from then (this coming Sunday the 9th). Factors that played into this was the lack of doors, lack of sinks (we had just big holes in the marble countertops where they should be), and the lack of desks. All very important things for a school to have. But being that this is Jordan after all, no one really minded because whenever something is supposed to start, you automatically add a week onto it at the very least.
So when I last wrote the night of Halloween, I spent the entire next day on the first of November at the site getting all of the network jacks wired into our switchbox. Although we didn’t put the computers into the lab at that time (the lack of doors allowing the computers to possibly grow legs and leave, so to speak) I verified they all worked without a problem with my laptop. I’m quite proud of myself with putting in these three dozen jacks by myself, with no training except for my STT classes back in Madison. Four years ago, all I did then was 2-3 cables in class, but like riding a bicycle, I guess perfectly lining up those 8 tiny wires in a network cable and snipping them to the right length just sticks with you.
The next morning classes started at 9:30. It was weird how it just snuck up on me; I got to the site at 6:45AM or so, and frantically helped the guys assemble enough chairs for people to sit on (sans desks in most rooms), make signs and print out paperwork, and then when I next looked at my watch it was 8:30 and the first students were filtering in through our big rusty gate outside. We emptied out one of my old computer boxes and wrote “Entity Green Training” on it in Arabic, and set it on one of the gateposts. Meanwhile, Ahmad was being maneuvered all over the place by Jeff and Aaron, always needing him to converse with our students. It was about that time that our new office aide/official translator arrived, a young Iraqi man named Ra’ouf, who barely had time to put down his bag before he was thrown into the chaos as dozens of students and sometimes their parents all arrived at the same time.
Meanwhile, I was sitting in my classroom, watching the activities outside. Aaron told me to wait in there for the students, and “Ahmad would arrive shortly” to translate for me. Technically, I wasn’t even required to teach anything today, as it would be a short introductory day only. As my new students started to arrive, I learned with relief that about 3-4 of them spoke some English, and one of them, a middle-aged man named Ali, was a network admin from a now-disbanded Iraqi tech company. Students filtered in quite slowly but steadily into my class, and I wasn’t able to start until around 10:30 when final student (number 17) arrived.
All told, the age range was startling: only 4 of the students were younger than me, with most being in their early-mid 30’s, and the last few being in their mid-late 50’s. Several of the students were in crutches or had other injuries, and one of the older men was wearing a bandage over one half of his face, and large dark glasses that covered the rest of his face. Later, I learned that it was surgery, not an injury – but he told me in broken English that he had come to Jordan after his son had been killed by Shi’a militants; yanked out of a car and shot several times in the head. He wrung his hands as he spoke, trembling with emotion.
Ahmad and I introduced ourselves, and I gave them the rules for the classroom – emphasizing things like responsibility to each other and to the equipment we would be using. I have noticed that many Arabs don’t like to admit fault if something goes wrong, and I made it clear that no one would be punished for mistakes here, that everyone made them, and that all I asked was that we be able to talk about what happened so we could fix it, and even use it as a learning experience for everyone involved. Of course there were the basic rules like not smoking in class, cellphone usage outside only and if necessary, and not all speaking at once if they had questions. By the time Ahmad and I had gotten through all of this, taken questions about course procedure and policy, and added a few other comments, it was time to break for lunch at noon.
After lunch, I ran into a problem. Ahmad was needed elsewhere, and so I was left with nothing to do look helplessly at the ceiling and make small talk with the English-speakers. However, Ali became a great assistant when he offered to translate for me in Ahmad’s stead, and I spent a very enjoyable hour getting into the very basics of computer layout, talking about basic computer standards like hard drive and power supplies dimensions, and why they’re so important to our industry. I got them a little excited talking about how much money they can save themselves doing their own technology work and network construction, and they definitely seemed to be enjoying themselves. Ali was an excellent translator, the other two English speakers told me; although they liked Ahmad, they told me that the young Palestinian was a little hard to understand for Iraqis, and that he spoke far too quietly. I assured them (and the rest of the class, via Ali) that I would talk with my friend about this for them.
I put the whiteboard behind me to good use; drawing out detailed if fairly ugly looking diagrams of laptops and desktops, highlighting their differently-placed but identical parts. Ali closely followed behind me, translating my words into Arabic even as I was still in the same sentence. He was so precise that I wondered if he had been trained in this. The students nodded intently, and some were taking notes. I tried to remember to keep it slow and I was sure to stop every 5-6 minutes to make sure that everyone was following along, and to take time for questions. As Jeff, Aaron, and the IRD representatives arrived to dispense the first attendance stipend to the students, I asked Ali to ask the students to give him a hand, and although he gently tried to refuse the compliment, I insisted; starting the applause myself, gesturing to him and saying “Shukran!” The other students laughed and joined in, cheering as their countryman smiled modestly. The money was quickly dispensed, with each student coming forward and providing a copy of their legal registration with the United Nations Refugee Agency, signing their name, and receiving their envelope with great flourish. Some guy was wandering about, snapping pictures, and interviewing the trainees. I’ll have to try to find him and ask him for copies of the pictures if I can; IRD and I can make a trade of my pictures of Ayn Al Basha’s construction for ’em.
And that was that; the first day of class was over. The Iraqis filed out, chatting and shaking my hand repeatedly. Gazwan, the only younger Iraqi with English skills, thanked me profusely for “coming here and doing this good work” and told me that he couldn’t wait to come back next week. As they headed towards the gate, I leaned against the gritty brick of my classroom and watched them, feeling all the tension of the day leave me. I had done it! I had taken the first steps along the path to my dream: helping the people who need it most, the victims of an unfair invasion that left them the unknown refugees of a broken nation.







