I love my friend Regina's suggestion that I blog about Marieka's experiences in Finland. It isn't easy being 3.5 years old, let along 3.5 in a new country. People ask if she likes it. She says she misses her rocking chair at home (which I have seen her sit in about 5 times total!) but I think it represents that she misses what she knows, remembers, is used to. I think she misses the predictability and familiarity of our life in the US, but she is creating some routines here that keep her grounded. That said, she is still 3.5 and everything is "I can do it" and "I want to do it my way" and..."No!"
At first, the weather really threw her for a loop. It was very, very cold when we first arrived, and actually, for a few weeks after, and I think one time, she got too cold, and remembered it. She said "I don't want to go outside again" after coming in from a walk. We learned quickly about snowsuits, and that every child in Finland wears one, but we didn't know about the "fleece undersuits" that every child wears under the snowsuit! Luckily, in Mikkeli, when it was -25c, Mikko and Saija lent us one from their kids..along with wool socks. Since then, Marieka hasn't complained about the cold, and is even willing to go out and sled sometimes! Its almost like they need a manual "the things you will need for a child in Finland": snow suit, hat, gloves, fleece undersuit, wool socks, sled of some sort and safety vest.
Marieka and I are pretty obsessed with the "safety vests" that children wear in daycare at the park. It makes lots of sense- herd of kids goes to part, supervisor can see who belongs to them with the vest, not to mention in the dusk and such, it is truly safe. Marieka likes to tell us about the vest she wears at her daycare now, I think it is one of the high points of her day. I just think it is so sweet and "big girl" of her. Sappy mom.
Obviously, language is a huge thing for all of us, and Marieka in particular. She is just figuring out that not everyone speaks her language. And she can talk about the kids at school who do, and those who don't. She has tried to pick up some language, "Kiitos" and "Hei Hei" mostly, but then she starts to count in Spanish too, so she gets it a bit mixed up. The funniest thing for me is that she was making up words the other day, with sounds that clearly came from Finnish- not English sound combinations, but much different. I am really coming to believe that the US is so far behind the rest of the world without language instruction starting at an early age. Yes, much of the world speaks English, but what if we could speak in one another's language...how much better could we communicate?
I do wonder about Marieka's view of Finland being a lot from the stroller, especially with the weather so cold, she has done a lot of "stroller time." I am looking forward to the spring, and giving her a chance to walk and see the country alongside mom and dad.
Tuesday, March 22, 2011
Saturday, March 19, 2011
Looking for input
Hey family, friends and library colleagues..
I am hoping that you are reading my blog. Some of you have told me you are via email and FB-YAY! Otherwise, in the comments, it has been eerily silent...
I am looking for input as to 1)how I am doing and 2) what you are interested in in learning more about Finland, school libraries and student research here.
Please feel free to leave comments, suggestions, requests, etc. I would love to know what is interesting you about Finland libraries, Finland schools, or the long Finnish winter (we got snow yesterday, March 19...I am jealous of the spring that is popping up at home!)
You might need a gmail account to comment, but I am not entirely sure.
Thanks!
I am hoping that you are reading my blog. Some of you have told me you are via email and FB-YAY! Otherwise, in the comments, it has been eerily silent...
I am looking for input as to 1)how I am doing and 2) what you are interested in in learning more about Finland, school libraries and student research here.
Please feel free to leave comments, suggestions, requests, etc. I would love to know what is interesting you about Finland libraries, Finland schools, or the long Finnish winter (we got snow yesterday, March 19...I am jealous of the spring that is popping up at home!)
You might need a gmail account to comment, but I am not entirely sure.
Thanks!
Friday, March 18, 2011
LIbraries and other cool stuff
This week has been very focused on seeing school libraries, and I have seen a wide variety of library realities in Finland since I have arrived. Today I was able to visit 2 of the most beautiful, comfortable and teacher and student friendly schools I have yet seen. The schools, in Espoo, a suburb of Helsinki and the 2nd largest city in Finland, are lead by principals who believe that students should have access to quality school libraries, up-to-date materials, and information literacy skill instruction. They have even been able to incorporate information literacy instruction through professional development and collaborative working cultures that value student searching and questioning. They have had the vision and "will" to create schools with libraries.
The first school had a beautiful space that honors the learning needs of students, especially in the digital age. There are computers, movable shelves with attractive books, a comfortable seating area, and a teaching area, with a smartboard, projector and computer (this is the first library with a teaching area I have seen!) And there is a computerized checkout station (which is surprisingly unusual). The students come in and out throughout the day, and check out the books they want, on their own. They use their city library card to check out (the school librarians entered all of the student's library cards numbers into the school system so that the students have just one card they need to use.- very efficient!)
Moveable shelves, checkout station and teaching area (smartboard!)
Computers, student work tables, and a reading corner with a couch. Love the huge windows!
Students checking their own books out.
The principal (who also teaches) and an English teacher, are responsible for the library. They have about 3 hours a week total to order materials, make sure the library is organized and ready for students and teachers, and help teachers design activities around information literacy. They can't staff the library all of the time, but it is open all of the time, because, according to the principal, "the library needs to be available all of the time, whenever it is needed." They have prepared cards that list the steps of the information search process that teachers can use with their students to "break down" the learning process.
This strategy provides teachers with tools they can immediately use with students to ensure the research process includes the important steps. The principal believes that students need to engage with questions, rather than topics, and teachers have posted questions that students created by the library door, almost as a visual reminder that the library is a place to help answer these interesting questions, like, "Why is blood red?" and "Do worms have belly buttons?"
100% of the students I met today had public library cards, and the majority of them got them when they were 6 or 7. The public library encourages them to come and get them young, and entice them with a prize.
Interestingly, this was the first school, out of all I have visited, where the majority of the students say they use the school library resources. They have "good books" and it is "convenient" for them. Both schools I visited focus on using Literature Circles to teach literature, and allow students and teachers to have lots of flexibility in choosing titles. They even have an online Lit Circle that students can choose to be a part of. Rarely do all students read the same book because, as the principal stated, "How can we find a book that all students will enjoy, that will be at the reading level of all students?" Hmm.
Another important tool I have seen in many schools is the "Reading Diploma." This is a very cool idea that I think can easily be transferred to American schools. Every 2 grades, there is a list of books that students need to read from. They are organized by genre, and include poetry, fiction, non fiction, comics/humor, etc. They need to read a certain number (1 from each genre) do a small project on the title (again, from a list of possible activities laid out ahead of time) and at the end of the year, there is a celebration and the students who completed the list, get a "Reading Diploma" for their grade level, and a small token (maybe a rose) symbolizing their efforts and achievements. This is actually a national initiative to promote and encourage reading, but schools are able to create their own lists.
The second school I visited was equally impressive. This school, led by one of the strongest school library advocates and voices in Finland, is considered a "literature school" with an emphasis on reading and appreciating literature. When the school was designed in 2003, the principal said "I didn't want the library to be in a room that could become a classroom when the student population grew...so we created a library without walls." And it literally doesn't have walls! The library shelves essentially live in a hallway, making it again, the center of the school. Here are some photos that I hope show this very cool idea:
Student checkout station
a definitely popular place to hang out
The library circles the center of the building...the inside of the railings looks down to the stairs to the lower floors.
Shelves, student work spaces, and call numbers!
What I was really intrigued by in this design and plan was that there were classrooms on the other side of the "library hall" that were built to use with the library (a computer lab and 2 other working rooms) that had glass walls that looked out to the library. The intent was that teachers could do instruction in the classrooms, and then the students could move out to the library to get the resources they needed. Brilliant!
Glass walled classrooms next to the library
Students working in the "library classroom" on their reading diplomas.
The library extends into the classroom (or, the classroom extends the library...) with "leveled book baskets" for the 1st graders
My student interviews at this school were similar to what I found out even at the vocational high school this week. Students feel confident in their researching skills, they understand that you need to put information in your own words, and that you need to create a bibliography of the research you do. Espoo is ahead of the game on this front as well- they have Information Literacy standards for every grade level, including technology skills (using a mouse), care of books and citing sources.
In addition to libraries, we always end up talking about the "Finland Educational System" that we hear so much about in the US (I even heard the term "Educational Tourism" recently regarding people coming to Finland hoping to figure out their school magic). At many elementary schools, teachers stay with their students for 3 or more years. They don't become "experts in teaching 3rd grade," they have time to get to know the needs of the student and the family. One principal said "one of the best things about being a teacher is having to grow and change with the students. I would get bored teaching the same grade every year, this helps me grow." Again, this seems like something that is "exportable." We might not be able to mimic the systems of Finland, the free health care, the amazing public library system, and locally subsidized housing for low-income people...but we could do this.
Finally, a very interesting metaphor. A teacher today, who had been a Fulbright exchange teacher in the US, compared the difference between teaching in the US and teaching in Finland as "Ice Hockey (US)" and "Orienteering" (Finland). In the US, she felt, there were many boundaries, rules and a small space to operate in, like an ice hockey game. In Finland, she felt that it was a bit more experimental, and as long as you made it to the specified locations, like in orienteering (which is, by the way, in the national curriculum as a skill students need to have!) it didn't necessarily matter if you took the same path. This is definitely making me think.
The first school had a beautiful space that honors the learning needs of students, especially in the digital age. There are computers, movable shelves with attractive books, a comfortable seating area, and a teaching area, with a smartboard, projector and computer (this is the first library with a teaching area I have seen!) And there is a computerized checkout station (which is surprisingly unusual). The students come in and out throughout the day, and check out the books they want, on their own. They use their city library card to check out (the school librarians entered all of the student's library cards numbers into the school system so that the students have just one card they need to use.- very efficient!)
Moveable shelves, checkout station and teaching area (smartboard!)
Computers, student work tables, and a reading corner with a couch. Love the huge windows!
Students checking their own books out.The principal (who also teaches) and an English teacher, are responsible for the library. They have about 3 hours a week total to order materials, make sure the library is organized and ready for students and teachers, and help teachers design activities around information literacy. They can't staff the library all of the time, but it is open all of the time, because, according to the principal, "the library needs to be available all of the time, whenever it is needed." They have prepared cards that list the steps of the information search process that teachers can use with their students to "break down" the learning process.
This strategy provides teachers with tools they can immediately use with students to ensure the research process includes the important steps. The principal believes that students need to engage with questions, rather than topics, and teachers have posted questions that students created by the library door, almost as a visual reminder that the library is a place to help answer these interesting questions, like, "Why is blood red?" and "Do worms have belly buttons?"100% of the students I met today had public library cards, and the majority of them got them when they were 6 or 7. The public library encourages them to come and get them young, and entice them with a prize.
Interestingly, this was the first school, out of all I have visited, where the majority of the students say they use the school library resources. They have "good books" and it is "convenient" for them. Both schools I visited focus on using Literature Circles to teach literature, and allow students and teachers to have lots of flexibility in choosing titles. They even have an online Lit Circle that students can choose to be a part of. Rarely do all students read the same book because, as the principal stated, "How can we find a book that all students will enjoy, that will be at the reading level of all students?" Hmm.
Another important tool I have seen in many schools is the "Reading Diploma." This is a very cool idea that I think can easily be transferred to American schools. Every 2 grades, there is a list of books that students need to read from. They are organized by genre, and include poetry, fiction, non fiction, comics/humor, etc. They need to read a certain number (1 from each genre) do a small project on the title (again, from a list of possible activities laid out ahead of time) and at the end of the year, there is a celebration and the students who completed the list, get a "Reading Diploma" for their grade level, and a small token (maybe a rose) symbolizing their efforts and achievements. This is actually a national initiative to promote and encourage reading, but schools are able to create their own lists.
The second school I visited was equally impressive. This school, led by one of the strongest school library advocates and voices in Finland, is considered a "literature school" with an emphasis on reading and appreciating literature. When the school was designed in 2003, the principal said "I didn't want the library to be in a room that could become a classroom when the student population grew...so we created a library without walls." And it literally doesn't have walls! The library shelves essentially live in a hallway, making it again, the center of the school. Here are some photos that I hope show this very cool idea:
Student checkout station
a definitely popular place to hang out
The library circles the center of the building...the inside of the railings looks down to the stairs to the lower floors.
Shelves, student work spaces, and call numbers!What I was really intrigued by in this design and plan was that there were classrooms on the other side of the "library hall" that were built to use with the library (a computer lab and 2 other working rooms) that had glass walls that looked out to the library. The intent was that teachers could do instruction in the classrooms, and then the students could move out to the library to get the resources they needed. Brilliant!
Glass walled classrooms next to the library
Students working in the "library classroom" on their reading diplomas.
The library extends into the classroom (or, the classroom extends the library...) with "leveled book baskets" for the 1st gradersMy student interviews at this school were similar to what I found out even at the vocational high school this week. Students feel confident in their researching skills, they understand that you need to put information in your own words, and that you need to create a bibliography of the research you do. Espoo is ahead of the game on this front as well- they have Information Literacy standards for every grade level, including technology skills (using a mouse), care of books and citing sources.
In addition to libraries, we always end up talking about the "Finland Educational System" that we hear so much about in the US (I even heard the term "Educational Tourism" recently regarding people coming to Finland hoping to figure out their school magic). At many elementary schools, teachers stay with their students for 3 or more years. They don't become "experts in teaching 3rd grade," they have time to get to know the needs of the student and the family. One principal said "one of the best things about being a teacher is having to grow and change with the students. I would get bored teaching the same grade every year, this helps me grow." Again, this seems like something that is "exportable." We might not be able to mimic the systems of Finland, the free health care, the amazing public library system, and locally subsidized housing for low-income people...but we could do this.
Finally, a very interesting metaphor. A teacher today, who had been a Fulbright exchange teacher in the US, compared the difference between teaching in the US and teaching in Finland as "Ice Hockey (US)" and "Orienteering" (Finland). In the US, she felt, there were many boundaries, rules and a small space to operate in, like an ice hockey game. In Finland, she felt that it was a bit more experimental, and as long as you made it to the specified locations, like in orienteering (which is, by the way, in the national curriculum as a skill students need to have!) it didn't necessarily matter if you took the same path. This is definitely making me think.
Sunday, March 13, 2011
Something totally new
Finally, a family photo in Finland...in the food court, of course.
Marieka, always a flag nut, insisted on getting her own Finnish flag, or, as we like to say in Finland, "Suomi"
Today, we went to Lahti to see the final World Cup competition in ski jumping and cross country skiing. Lahti is just an hour from Helsinki, and we were pretty excited, since we haven't ever seen this level of competition in person before (unless you count Rob's one cross country ski race in Leavenworth years ago- he finished with an exhausted smile!) While I love to cross country ski myself, I was most excited about ski jumping. So was Marieka. She kept asking "when are we going to the World Cup?" As we drove towards Lahti, we could see the ski jumps jutting up across the mostly flat landscape. They are huge, concrete ramps that defy logic. Who in the world would go down them? What kind of person would have the guts to let go of the bar, slide down the first ramp, then jump into the air at 89k an hour??
The cross country ski sprints were exciting, and we had a great spot to watch the 3 min laps, and had a huge tv screen to see the parts of the course we couldn't see in person. We were excited to even see an American! Humbling, though, to watch people float up a hill that would have nearly wrecked me...
We got to see many heats of the fastest men and women skiiers in the world!
Who knew? Skiing cheerleaders!But, the big event was really the jumping. People were nuts for it! There were loads of Polish fans, Finns and Germans, people with homemade signs cheering on their favorite jumper, and kids just excited to see this crazy sport.
This was just one part of a packed venueWhen I first saw a jumper flying through the air on a practice run, it took my breath away. I got dizzy even looking up at the ramp. It is huge, indescribable really. TV does not to it justice. Then they started jumping, one by one, over and over. Of course, we were excited for the Finnish jumpers, but really, the crowd loved each and everyone of them. Each jump was amazing and graceful, some longer than others of course, but the sheer bravery and fluidity of sliding, jumping, flying and somehow, landing, definitely held the crowd's attention.
Thursday, March 10, 2011
Embassy coffee and melting streets
Today, Fulbrighters in Finland were invited to have coffee with the US Ambassador to Finland Bruce Oreck. I didn't know anything about him, but figured the name "Oreck" might be connected with the vacuum cleaners. With a little research, yep. He is. He is also a champion body builder, a lawyer, and a mineral collector. You can "like" him too at:
http://www.facebook.com/pages/Ambassador-Bruce-J-Oreck/186741458049?v=info. I have never met an ambassador before, but he was funny and interesting and irreverent...and invited us to do a "smoke sauna" with him. Very cool.
It was a fun visit, and a beautiful embassy, overlooking the Baltic above my favorite part of Helsinki, Kaivopuisto (just imagine this link with snow and ice and you will get an idea of it today...http://www.visithelsinki.fi/in_english/Visitor/See/Parks.iw3?showmodul=162&Matko_pid=139). The embassies are all over town...we live just 5 doors up from the Greek embassy.
This week, I have been working on a presentation for tomorrow in Tampere- I am presenting with other Fulbrighters to the North American studies students at the University of Tampere. Marieka is excited...the official Moomin Museum is there, and Rob is excited, the official Lenin Museum is there! I am excited to get some feedback on my research from my colleagues.
And then on Sunday, we are off to Lahti, to see World Cup ski racing...cross country and ski jumping. This event is supposed to be very fun, and really, when will I ever get to see real ski jumping?? http://lahtiskigames.com/english/
Now we just have to make it through the melting phase. The roads and sidewalks are melting fast...puddles and mud abound. The biggest challenge is the ice that appears each morning after the melt. I am running very slowly these days, but at least I have a good excuse!
http://www.facebook.com/pages/Ambassador-Bruce-J-Oreck/186741458049?v=info. I have never met an ambassador before, but he was funny and interesting and irreverent...and invited us to do a "smoke sauna" with him. Very cool.
It was a fun visit, and a beautiful embassy, overlooking the Baltic above my favorite part of Helsinki, Kaivopuisto (just imagine this link with snow and ice and you will get an idea of it today...http://www.visithelsinki.fi/in_english/Visitor/See/Parks.iw3?showmodul=162&Matko_pid=139). The embassies are all over town...we live just 5 doors up from the Greek embassy.
This week, I have been working on a presentation for tomorrow in Tampere- I am presenting with other Fulbrighters to the North American studies students at the University of Tampere. Marieka is excited...the official Moomin Museum is there, and Rob is excited, the official Lenin Museum is there! I am excited to get some feedback on my research from my colleagues.
And then on Sunday, we are off to Lahti, to see World Cup ski racing...cross country and ski jumping. This event is supposed to be very fun, and really, when will I ever get to see real ski jumping?? http://lahtiskigames.com/english/
Now we just have to make it through the melting phase. The roads and sidewalks are melting fast...puddles and mud abound. The biggest challenge is the ice that appears each morning after the melt. I am running very slowly these days, but at least I have a good excuse!
Saturday, March 5, 2011
And now about their schools
I love this boat. It is just 4 blocks from our house...frozen in the ice. Though, the thaw has started...
It is interesting to be in Finland amidst all the talk in the US (and everywhere, I suppose) about the fabulous Finnish school system. At the school I was at this week, there were visitors from:
Germany, France, England AND Japan. And then me. In Helsinki, and especially in the teacher training schools, they are used to people, from everywhere, coming and going all of the time.
So, what makes their education system work so well?
I think there are many things. I think the Finns are really good at systems. I read an article yesterday about people who live in Finland from other countries, and every one of them mentioned that when they leave, they miss how things just seem to "work" in Finland. The free health care for all system is effective and reliable (which I can attest to. I saw a doctor on a Sunday, without at appointment, and only waited 20 mins), their snow removal (which I tried to share on FB via a CNN video...darn CNN International!) and their public transportation system (I have not had a bus late or early, and many bus shelters have readerboards telling you how many minutes until the next bus). I think the education system is another example of their systems work. They have set out to create an educational system that educates all, provides many choices for students and respects teachers, students and learning. And they haven't changed course. They have stuck to their vision and goal. The pendulum swings that we all have experienced in American education don't seem to be here.
Here is just a few comments on what has struck me the most:
1. Teacher Training: only 10% of teaching school applicants get in to teaching school. It is very competitive. I have read a lot about this, and I think it is important. In addition, there is a very structured training school model ("Teacher Training Schools") that ensures that master teachers are qualified, that all lessons are observed by a master teacher, and that there is time for feedback and reflection. Student teachers also teach in pairs. They are never alone, they learn from each other and they are used to being observed.
2. Teachers are trusted. Teachers are not evaluated by principals, or really, by anyone formally. After the training, they are considered "prepared" and trusted to follow the national guidelines. They have autonomy to develop lessons on their own. They also have flexible schedules. Some terms, they work 3 days a week, some terms they work 5 days a week. No one's schedule is the same- some people start at 11am! It is based on the department needs, the student needs and school needs. And, class sizes in general are smaller, allowing for more individual contact. I have never seen a class more than 25, and most seem to be under 20, and under 15 is common (especially 6th grade and below). This allows teachers to observe, interact and monitor student understanding.
3. Students are trusted. Students are expected to take lots of notes, participate in classes and study at home. However, teachers don't do endless, exhaustive grading of their work. One teacher I spoke with has 5 grades in her gradebook in a term, and the final test. She observes their work in class, reads and comments on papers, but doesn't check their notes everyday and give points. Students know they will need to study for the test at the end of the term, and if they have taken notes and participated, they feel prepared. And they can re-do the test if they need to. Their schedules are somewhat flexible too- some students come to school later than others, and leave earlier based on their schedules.
4. Lunch and free time: there is a free, hot lunch provided to all students, everyday. Some of the older students complain about it, but nearly all students eat it. It is healthy, homemade and you can eat as much as you want. And there are longer breaks between classes. Most students have 15 mins, and until 6th grade, students MUST go outside and get fresh air, and run around. The emphasis on exercise and being outside, regardless of the weather, helps provide students a break from school, a chance to get the "ya yas" out. The pace of students and teachers throughout they day is much more relaxed than in the US. I even see teachers just sitting and chatting in the teachers lounge, talking to each other, getting coffee, and recharging.
I know many countries want to buy the Finnish education model, and I don't think it can be taken wholesale (there are many other factors that contribute- small population, long history of valuing education, the government model) but I think we can learn and use many of the strategies that have created a great system. The Finns seem really good at that!
Yesterday, we got to attend 2 pre Lent celebrations, one at the Russian School, and one with our Italian friends. Yummy food and new traditions to participate in!
Sledding after eating way too many yummy Italian desserts!
Finns ride their bikes in all weather!
Straw dolly going up in flames at the Russian school
Bike. Frozen in Baltic. Locked to a dock, I think.\
Thursday, March 3, 2011
How do you do (insert any basic need here) when you don't know the language?
The other day, I got a long, and very involved message when I tried to use my phone. I had gotten mysterious messages before, and they were always translated, thankfully, into English ("the number you have dialed cannot be located") but this one was longer, and more complex, and entirely in Finnish. And I couldn't use my phone. I was feeling a little stuck.
So, I thought about what I could do. I could go to one of the schools I was observing at, and ask a teacher to tell me. Or I could ask a student. But I figured, might as well go right to the source.
I walked down to my local R Kioski, a smallish 7-11 type of store that is everywhere, where I got my sim card, and waited in line behind people buying bus passes and soda and tabloids. I recognized the man, he had helped me many times. He spoke English. He was going to earn more stars with this one!
"Hi- I keep getting a message on my phone that I can't understand. Can you listen to it for me and tell me what it is telling me to do?" He didn't miss a beat.
"Of course."
I press "send" to make a call, and shove it towards his ear. He looks at the phone, as if trying to read something on the screen, and I say "No, it's a message. It's a new one. Can you listen?" And he does. I need a new card. Figures.
I put 20 euros on the phone, and I am on my way. Apparently, I am going to get a text message confirming the purchase. I get the message. I have no idea what it says, so assume it says "20 euros have just been added to your phone credit." But it could mean "This phone will stop working in 2 weeks and you don't have a warranty..." or something along those lines.
Basic tasks are more complicated when you don't know the language. People (at home, in the states) ask me if I have learned Finnish...I laugh. Not a single Finn has asked me that question. They know their language is difficult for newcomers to learn. They also know that students start taking English in 3rd grade, so the majority of Finns are very well equipped to communicate with me when needed. I have been panhandled 2 times in Finland, and both men spoke excellent English.
We have been here a month, and basic tasks are getting easier. The main lesson I have learned is to just say "Hi" when you meet someone, or walk up to a counter. Don't try and fake it like you are Finnish, with a clever "Hei" or "Moi" because they might start in, and lose you right away. I just lay it out. Look. I don't know your language, I am a bit embarrassed by it, but I bet you know English, so, "Hi!"
So, I thought about what I could do. I could go to one of the schools I was observing at, and ask a teacher to tell me. Or I could ask a student. But I figured, might as well go right to the source.
I walked down to my local R Kioski, a smallish 7-11 type of store that is everywhere, where I got my sim card, and waited in line behind people buying bus passes and soda and tabloids. I recognized the man, he had helped me many times. He spoke English. He was going to earn more stars with this one!
"Hi- I keep getting a message on my phone that I can't understand. Can you listen to it for me and tell me what it is telling me to do?" He didn't miss a beat.
"Of course."
I press "send" to make a call, and shove it towards his ear. He looks at the phone, as if trying to read something on the screen, and I say "No, it's a message. It's a new one. Can you listen?" And he does. I need a new card. Figures.
I put 20 euros on the phone, and I am on my way. Apparently, I am going to get a text message confirming the purchase. I get the message. I have no idea what it says, so assume it says "20 euros have just been added to your phone credit." But it could mean "This phone will stop working in 2 weeks and you don't have a warranty..." or something along those lines.
Basic tasks are more complicated when you don't know the language. People (at home, in the states) ask me if I have learned Finnish...I laugh. Not a single Finn has asked me that question. They know their language is difficult for newcomers to learn. They also know that students start taking English in 3rd grade, so the majority of Finns are very well equipped to communicate with me when needed. I have been panhandled 2 times in Finland, and both men spoke excellent English.
We have been here a month, and basic tasks are getting easier. The main lesson I have learned is to just say "Hi" when you meet someone, or walk up to a counter. Don't try and fake it like you are Finnish, with a clever "Hei" or "Moi" because they might start in, and lose you right away. I just lay it out. Look. I don't know your language, I am a bit embarrassed by it, but I bet you know English, so, "Hi!"
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