Foreign language department teacher Christian Cordón stands at the front of Room 388 on Aug. 14. Cordón has a unique way of teaching that counters the traditional classroom setup. “During my fifth period when I teach Spanish III, I like to (seat students in a circle). I think it’s a great way to motivate students to have conversations. I think that’s how students learn: through conversations and listening,” Cordón said. Photo by Audrey Enghauser
New foreign language department teacher Christian Cordón reflects on his background and shares his experience with teaching at Clarke Central High School thus far.
News staffer Audrey Enghauser: Tell me a little bit about your teaching background.
Foreign language department teacher Christian Cordón: I graduated last May from the University of Georgia, so this is going to be my first year teaching. Last year I was student teaching at (Cedar Shoals High School), the rival school across the town.
AE: Why did you decide to teach at CCHS specifically?
CC: I learned that (CCHS was) going to open a position to native speakers, and since I’m from Guatemala, that was a great way for me to connect with those students that also have a Hispanic heritage and for them to have somebody as a figure and as a friend to share the same culture.
AE: What has your experience been with CCHS so far?
CC: So far, I love it. I love the atmosphere, the building is way bigger than (CSHS), so I’m still learning my way around the building. But I love the atmosphere, I love my coworkers, my department, and the students are eager to learn and to pay attention from minute one they’re ready to learn the content and excited about it, and I like that.
AE: What do you expect to be one of the hardest parts about your new position here or in teaching in general?
CC: I’m getting experience every day. And the other part has been challenging right now is (that) I’m a floating teacher, so I have to have everything organized first thing in the morning, so that has been challenging for me — having everything first thing in the morning, being ready to go. I am going to learn a lot about being more organized, definitely, and to be ready to be moved from one setting to another. I like it because I get to see different things during the day, and I like it because I had to adjust to all those differences.
AE: I understand that you seat your students in a circle in your Spanish III class, could you tell me a little bit about the purpose behind that?
CC: The idea is to reduce the distractions from students and for them to be more open and also to connect with each other, to build relationships between each other, and also (that) they’re feeling comfortable if they say a word wrong or misspell something, no one’s gonna judge them ‘cause we’re all in the process of learning.
AE: Why did you become interested in teaching Spanish?
CC: First, my love for the culture and the language, and because I had previous experience working with teenagers in religious organizations and other volunteering that I did before, but I thought it was the right call to be a Spanish teacher. I started studying when I was 28. Previously I worked in a carpet factory for nine years in Rome, Georgia, and then I decided to pursue my education.
AE: What are some of your core values when it comes to teaching?
CC: Honesty. I like when students tell me, ‘I didn’t understand this part, can you go back and repeat it?’ because when we create a feeling of communication, (are) honest with each other and (share) a feeling of trust, then is when we start making progress. I like to find the students where they are and adjust to their needs. But in order to do that, they had to be honest with me (about) what they need to work on. That’s one of my values, being honest with each other. That way we can work together to the common goal, which is learning.
AE: Can you tell me a little bit about your childhood?
CC: I grew up in Guatemala, so a different scenario than here. I grew up in a normal household, my dad was a farmer for many years. I grew up close to the country and learning about nature. I grew up in a small town too, so coming from a small town where everybody knows each other to a bigger city like Athens is a little bit different.
AE: How have you connected with your hometown as an adult?
CC: I haven’t visited Guatemala in six years now because my family lives here, but I think I have created a little piece of Guatemala here with my family (and) my friends. I have created a little community that is my Guatemala that I like to go enjoy time with. Eating some of the local food from Guatemala, (listening) to music and (listening) to stories, things that we used to do with my friends. That has been my little Guatemala here in the U.S.
AE: How do you think growing up in Guatemala and then coming to teach in the United States has impacted how you teach?
CC: Definitely going back to the native speaker class and connecting with them. Bringing to the table the culture that some students share, that gives them the opportunity to go back and connect with their family. I personally always try to find something that brings me back to my culture, like going to Hispanic restaurants, for example, listening to Hispanic music. That’s what I want to create for the students: to get an opportunity to connect with their culture. Or, for the ones that aren’t part of the Hispanic culture, (for my class) to be the outlet for them to know about (the culture).
AE: What are you excited about this year?
CC: I’m excited to share what I have been learning in my classes in the last four years and to implement that here, to share my knowledge about the language and the culture and to make students excited about learning about culture different than their culture. I think it puts students in the position of something new to explore, a culture different than theirs. I think being in that position, being vulnerable to learn something new, to learn new words, to learn new ways to communicate, that is definitely super exciting for me.
