University of Science and Technology Beijing (USTB), Beijing

The best part of my Beijing experience would have to be, hands down, my students. Whetherthey were freshmen college students in the English department or Chinese adults in my night classes, my students are what I remember most about my year abr oad. Unlike many of their Chinese teachers, I was able to not only teach them but also to get to know them outsideof class. I will always remember one of my favorite students coming to get help on her final group project -- creating andorganizing a service project -- and instead confiding to me all of her worries and concerns with her roommates, her family, and even her schoolwork... in other classes! While I could only listen and offer encouragement, it was such a special moment because not only did she trust me wholeheartedly with her innermost thoughts and feelings, but she was unknowingly practicing her English!

Naree Chan, 2006-2007

Guangzhou English Training Center for the Handicapped (GETCH), Guangzhou

My Final Exam Question to my students: “In the movie Castaway, imagine you are the man, and GETCH is the island. What has changed for you in your time here?”

“Before coming to the school, I seldom communicated with others, nor had the confidence to take part in different activities. But after coming to the school, I saw that I could communicate very easily and gained more confidence to become involved in more things. Although we are all handicapped in the school, we don’t care about it.

Before coming to the school, I had no plan for the future. After coming, I made a plan and goals to find a decent job, and let my parents not worry so much about me.”

As volunteer teachers in the school, it is as if we are observers on an island, where students are rediscovering what is vital to their lives. So often, it is truly remarkable to watch what happens when these students are finally given the chance. I think for all of us volunteers, it is a many-sided experience; we are present to observe both breathtaking highs, and sobering lows.

There have been many wonderful experiences in the school. I have been able to hear some of my students’ stories and how the school dramatically changed their lives. I have marveled at students’ carefree and exuberant spirit displayed in their endearing performances, dedications, speeches, and games. I have been alongside, working closely with teachers, seeing off a graduating class as they made their way out into the world, sharing in the struggle, joy, and life. After one week in the school, I was captivated. After a month, I was enthralled. After a year, I was changed. How wonderful to be a part of this; I never knew there was something like this.

Yet there are also times when I would come down off the perpetual excitement, attention, activity, and begin to distinguish the somber, compelling, tangible concerns around me. At these times, I catch glimpses of student’s real lives. I must take care not to make light of their troubles, many which are beyond me. Many times, their concerns involve the welfare of their family and a desire to be a support rather than burden, frustration in acquiring suitable jobs and disappointment with the job options after graduation, worry about life beyond the school. These times I certainly feel, both insignificant as such a small piece of their larger story, but also compelled to do more with the short time together.

In both types of experience, I find I am not simply an observer; I am deeply connected into the life of the school. In this sense, I think there is something to be said about the difference VIA can make in many such unique communities. As well, there is the difference that volunteering can make in our own lives. As volunteers, I feel we are often ambivalent in our role, as we are afraid of being misunderstood and perceived as insensitive or unrealistic. But this is truly something where the role of giver and receiver are so blurred. Further, we don’t often recognize the weight that coming as a volunteer carries. Outside of its effect on the school and on students, I’ve found it wins instant attention and respect from others outside the school. Often these are the ones whom can further benefit/partner with the school, such as local volunteers, culture and education organizations, other schools and even businesses.

Ben Strong, 2006-2008

Nanjing Technical College of Special Education, Nanjing

I had an opportunity to visit one of my former students in her hometown of Gao Chun, a district of Nanjing. May was the outgoing English Club head, and she invited me to visit her & her family along with another student from my school, Tina, who is the current English Club head. Both are very skilled in English and just great kids.

The weekend was wet & cold enough to keep most people indoors and we had most of the sites to ourselves – a rare occurrence in a country with so many people. I walked away from this experience with my first real taste of Chinese family hospitality. The fact that May & her family would go to such lengths to host a foreigner for the weekend is telling of their generosity & is exemplary of the Chinese culture. I realized that even asking for a bath was putting them out – they'd have to get more hot water just for me – and that this luxury I have in my dorm room is not shared by many families. I had heard of this, of course, but it wasn't a reality in my mind until this weekend. May's family is pretty well off and they didn't have a water heater.

So, hanging out with 2 college age Chinese girls on a weekend was pretty relaxing. They were drawn to the Internet & chatting when we weren't singing songs, in Chinese, of course, or looking at pictures & talking about differences in Chinese & American culture. Being able to connect with students in this manner was an opportunity unlike any other. Teaching at the Nanjing Technical College of Special Education put me face to face with students generous enough to invite me to their hometowns - but most went beyond expectations by offering a personal tour! Along with the students, it was the people that crossed my path as teachers, administrators, neighbors and locals that made my home in Nanjing something special day by day.

Scott Dicke, 2006-2007

Guyuan Yi Zhong Middle School, Guyuan (Ningxia Hui Autonomous Region)

My first year as a VIA volunteer in China was in Guyuan, Ningxia Province. Guyuan is in one of the poorest regions of China and my husband and I were to be the first volunteer teachers at Guyuan’s Yi Zhong middle school. Once I got into the swing of the whole teaching biz, I realized that they didn’t really need me for my oral English classes, as all of the English teachers were very good and the students were very well taught. What seemed to make the biggest impact was my attitude about student-teacher relations. That small attitude change in how a teacher relates to the kids made a world of difference to the hundreds of students I saw every week and I think their response to me as a teacher and the difference I made in their lives were reflected when I visited them from my new post in Beijing mid-way through my second year.

One of my absolute favorite students was Li Yun Peng. He wasn’t the best student. In fact, he hated English. So, in the cut throat world of middle school in China, he was quickly cast off as a lost cause by the other teachers. But, he liked me because I didn’t treat him differently and gave him a chance to be a part of the class. He used every single opportunity he had to interact with me in and out of class and became one of my best students.

Almost a year later, when I went to visit Guyuan from Beijing, one of the first people to run out and greet me was my young friend. He threw his arms around me and said that school is not as much fun without me but he has decided to study harder because he is going to America to visit me. He smiled and recited our joke mantra from last year, “school and English first, America and Molly second.” During that trip, Li Yun Peng told me the reason I am so important to him and the other students is because I care about them, encourage them, take time to get to know them, and love them unconditionally. Just knowing that there is someone out there who cares and supports him has made all the difference. He felt that he was not worthless, he was valued and because he felt valued, he felt like he could succeed. Now that he felt like he could succeed, he tried and worked hard. But even if things didn’t quite work out, he at least knew that I would always love and care about him, no one could take that away, and he could always carry my love with him forever.

Molly Kyung Brown, 2005-2006

Ouyang Yu Experimental School, Xintang Town (Hunan Province)

Living as a teacher on a boarding school campus, it's easy to become close with students, and often a student also becomes a good friend. Lance, a senior 3 student, was one such friend. One rainy afternoon in December, he went over to my house and asked if we could go outside and take some pictures. On the way outside, he told me why he wanted to take pictures that day: he was dropping out of school. "I will give up," he said. "My grades are not good, I will not get into university, so I will go outside to find work. My uncle is picking me up in 2 hours."

I could only begin to understand the reality of his situation. At our school, only about 1 out of 6 graduating students are accepted to a state-run university each year--the rest must either go straight to work, or (if their families can afford it) pay tuition at a private university. I knew the second option was not open to Lance; his older brother was pulled out of school so that Lance could attend, because the family couldn't afford to send them both. But even knowing the pressures that Lance was facing, I could not bear to hear that he wanted to give up.

I called the other foreign teacher over, and we invited all of Lance's friends over to my house. I also found the previous year's VIA teacher on-line and asked her to write some words of encouragement in an email to Lance. Together, we all talked to him for a long time and assured him that even if he didn't get into college, making it through this year would be a major accomplishment, and if he could do it, he would have the confidence to make the best decisions for the rest of his life. I think Lance needed to hear that, and maybe needed to know that he was surrounded by people who cared about him and believed in him, both at home and at school.

Lance finished the year and graduated from high school. He took the entrance examination in June, and is currently waiting to find out his results. Lance had the strength to persevere, and when I saw him on the day of the examination, I was full to bursting with pride in his achievements, and I felt so lucky to be part of his community.

Shannon Davidson, 2006-2007