Rural Community English Teacher
IKIC partners with the Dalia Association to place two English teachers in rural communities in the South Hebron Hills and the Jordan Valley.
Teachers participate in IKIC Staff Orientation July 1-6 and then move to live in their placement community, about 2.5 hours bus ride from Ramallah. The placement communities will be rural villages in the South Hebron Hills or Jordan Valley where youth and adults are interested in learning English. Teachers will live in a homestay and teach informally and formally: 1on1, small groups, and large group classes as needed. Teachers will also have the opportunity to learn Arabic from daily conversations as well as tutoring relationships with local community members.
To apply, complete the regular staff application and make sure to check "Rural Community Placement" for your preference.
- Flexible Living Standards: conditions of the partner villages vary so teachers need to be able to navigate challenges. For example, placements may lack access to consistent internet, electricity, and running water.
- Conversational Arabic: teachers will need to have a minimum of conversational Levantine Arabic as there will likely not be English speakers in the placement community.
- Responsive Teaching Practice: community members may want formal classes, but they also may prefer 1on1 or small group ad hoc classes, so responsiveness to the needs and interests of the community are key.
- Initiative and Relationship-Building: there will be limited structure to the role so teachers should be able to take initiative and build relationships with community members in order to carve out a role for themselves.
Olivia was an English teacher in the summer of 2017. Below is an excerpt from her journal, which provides a view of the experience of a rural community placement.
Yesterday, I made my rounds to say my good-byes. The children were talking about an English party. As the day wore on, their desire grew to the point where they took on the planning themselves. Susiya was abuzz. And it became clear that the party should be a surprise for me. So I busied myself with a lesson for Nagham, a final visit to Yahya’s house, to Suraya’s house, to Azam’s house. And the children flitted about, looking for music, buying junk food, preparing decorations. As it got dark, Diala came to me at Azam’s house and told me they were ready. They wanted me to change into the red dress that Nagham gave me, wear the tatreez earrings and a tatreez belt, and let my hair down. A few steps before Hiam’s tent, they asked me to close my eyes. When I opened them inside, I saw all the women and some boys sitting around the edges on mats. The pipe cleaners we had used for English lessons were formed into my name and a string of hearts. And a big boom box played Arabic pop songs. My previous disengagement with Arabic dancing transformed as soon as they children grabbed my hands. I danced and clapped with pure joy as one song transitioned into another. I basked in it. I was with people I know and love. I felt connection. And the same music, dancing, noise, heat that I had struggled with for a month, I welcomed it. After some dancing, it was time for the food and the table was unveiled revealing plate after plate of chips, chocolate, wafers and cheetos. Having only weddings as their model for parties, the children decided to feed me snacks as a couple feeds each other from the wedding cake. My mouth was stuffed, simultaneously, with salty and sweet, crunchy and mushy and again -- somehow-- it was wonderful, delicious. Then there was more dancing and then I was set up before the line of children to receive gifts: another wedding tradition transferred. Each child came forth and gave me a bracelet, a scarf, a necklace, a teddy bear -- all things they owned, loved and now gave freely. And I loved each one, with my eyes, as they came forth. I felt it so strongly, they must have too.
- Olivia, July 2017