Episode 123: CWG Sits Down With Special Guest and Educator Angela Sigismondi

Listen to this Episode of "Coffee with Gringos" here or on iTunes, Spotify, Google Play and Stitcher.

Paige: You are listening to “Coffee with Gringos.” I’m Paige Sutherland.

Ian: I'm Ian Kennedy.

Paige: And so today we have a very, very special guest—a good friend of mine that I went to college with back in 2012. So long ago, we're old. Thanks, Angela, for joining us today.

Angela: Yeah, thank you both. Thanks for having me.

Paige: And so, because you're new to the podcast, please introduce yourself to the audience.  Where are you from? What do you do for a living? All that fun stuff.

Angela: Yeah, so, my name is Angela Sigismondi. I am originally from Brooklyn, but it might sound that way pretty soon enough. You might be able to hear that. But I think I'm getting to the point where I need to be saying that I'm from Worcester, Massachusetts instead given how long I've lived here. But I am an English teacher. I started out teaching in middle school and now I teach in high school.

Paige: So, for our listeners, Worcester where we went to college and most of our friend group, we just left Worcester but Angela stayed.

Angela: I really packed it in here.

Paige: Worcester is very up and coming.

Angela: Yeah, it's cool. It's got a really cool and exciting feel to it right now. I'm enjoying it.

Paige: And so today, listeners, we are going to talk about Angela's life being a teacher. You have been a teacher now for almost a decade. How exciting and I bet you're a rock star teacher. So just to chat a little about that, do you have any funny stories, any memorable stories about being on the job as a middle school and high school teacher?

Angela: Yes, when I had been teaching eighth grade English, probably four years ago at this point, we were doing some grammar work, and we were talking about apostrophes in particular. And I always teach the possessive rules in conjunction with contraction rules because they go hand in hand with the apostrophe, obviously, and I remember kicking off the lesson with just some simple questions just to get them thinking and situated in the topic of grammar. And was like, “Hey guys, I know you know this but to jog our memory a little bit—what are contractions? Put it in your own words. How would you describe it?” And one hilarious kid raised his hand, but with such a look of confusion on his face that I had no clue what he was about to say, but I felt immediately compelled to call on him. And I was like, “Yeah, go ahead, tell us.” And he goes, “Well, contractions…aren't those what women have in the hospital when they're having babies?” The class just erupted in laughter and I couldn't hold myself together. I mean, I was cracking up and he was so genuine and he knew that that was not the answer but he couldn't come up with the grammar answer, and, honestly, he was right.

Ian: I was going to say, it wasn't wrong so I can't blame the kid.

Angela: Absolutely. That's a great one so I can't help myself but start with that every year when I'm doing apostrophes and contractions with the kids. So, that's a good go-to.

Paige: Fair. No, he’s not wrong but that's funny that's where his mind was because I definitely would not know contractions during giving birth at that age I feel like.

Angela: Eighth-grade boy. Okay class, use your context clues here but hey.

Ian: Have you ever had times where you learned something from a student? So instead of you teaching them something they taught you something in another way?

Angela: Yes, oh so many times. And that is something that I, and I think a lot of teachers, just love about teaching. That there are so many of those moments where you realize wow these kids know a lot more than I do in some respects and a lot of that comes up with their hobbies and interests outside of the classroom. I mean, certainly in terms of books that they're reading currently or whatever the case may be, but definitely with their non-academic interests. So, I have had kids teach me about 3D printing, I have had students who are dismantling and rebuilding their own computers and will kind of talk me through the process as if I have any idea how to follow along with what they're saying. Or I have a lot of horseback riders in my school. A lot of horseback riding in the past.

Paige: On the opposite of learning, I guess, has there ever been a time in the classroom where someone has done a prank or something where you were like, “Okay, I need to punish you but that was hilarious.”?

Angela: Oh, okay, I'm thinking back to my previous school when I was teaching eighth-grade religion and I wanted to not center it because I would consider myself a Catholic. I've been in Catholic school my whole life including Holy Cross. So, I didn't want to center it on my beliefs. I didn't want to strictly focus on the Bible because, obviously, I had a lot of kids from a lot of different religious backgrounds. So, I was trying to explore different spiritual paths and different affiliations and I remember doing a little bit of work with yoga and mindfulness and really not focusing on a religious aspect. I wanted to get this group of fifteen boys to do, maybe ten minutes’ worth of yoga with me and just try it out in the classroom and mostly just have fun with it but give it a shot and experience it for themselves. And I had one guy raise his hand with a smile on his face, it was very obvious that he was messing with me, but he said he can't do yoga because it is against his religious beliefs. Which, maybe that was true, but as soon as he said that and the class could kind of tell that I was acknowledging his statement, there were four or five other hands that went up in the air and said, “Yeah, me too. I can't do it either. I can't.” Okay, guys, well, never mind then, and we just kind of moved on from there.

Paige: So, no yoga? Did you respect their religious beliefs?

Angela: I respected them telling me that it was against their religious beliefs.

Paige: Yeah, oh man. I feel like I would have turned it on them and then like, “Everyone who participated in yoga today does not have to do tonight's homework.”

Angela: Yeah, yes for the quarter.

Ian: “Wait, did you say yoga? I didn’t mean yoga!”

Paige: That's funny. And so, right now you're an English teacher, right?

Angela: Yeah.

Paige: At a private school where you have a little more flexibility and the curriculum and what you teach. Have you taught any really interesting material that most people would say maybe is controversial and wouldn't be taught in say a public school?

Angela: Hmm, that's a great question. There is a novel that I absolutely love doing with my freshmen called “Montana 1948” by Larry Watson. It's a relatively contemporary novel. I think it was published in 1993 so definitely more recent than the Odyssey, that I’ll excerpt with them towards the end of the year. But this novel takes place in Montana in 1948 and it's the story of the narrator who's flashing back on these experiences that he had as a twelve-year-old boy growing up in this really tiny town where his father is the sheriff—or was the sheriff—and his uncle was kind of the “golden boy” town doctor. And it eventually comes out that his uncle has been sexually assaulting many of his patients, but specifically his Native American, female patients. And as the only sheriff or the main sheriff in the town, it's the narrator's father that has to figure out whether or not he's going to pursue it, how he's going to pursue it, and it makes sense within the context of our class because our class is called “Justice, Power, and Revenge.” And it really is so much about power and abuses of power, the kids can really grasp on to those motifs and the themes, but there is you know some sensitive material in there for sure. And there's nothing that's gone into graphic detail, there's nothing that I feel is egregious, and the writing is beautiful. The story is incredible and, ultimately, it's about trying to reclaim power that's being taken from a community of these Native American women. So, that is definitely one where I feel lucky to be able to do at my school.

Paige: That sounds like a college course.

Angela: The title of it?

Paige: Yeah, I feel like in high school was just like, “This is English from America.”

Ian: Exactly. Yeah, this is “English 1…English 2…”

Paige: Yeah, there were never courses like that in my public school.

Angela: We do have a lot of flexibility with the titles and with naming and we try to have the titles be a little bit sexy and compelling but also reflective of the subject matter more so than just “English 1, English 2”. But I like how you said literature from America. We teach “American Literature” in the junior year but I like “Literature from America” to offer another title there.

Paige: Well, I just think it's funny because I feel like, especially in my public school—I don't know about you, Ian—but it was we were taught the material that you were supposed to be taught to like pass your statewide tests. It wasn't really reflective; we weren't really talking about the issues of today and social justice and all that. That I didn't get all that until I went to college, and I think it's awesome that you're teaching that at a young age because not everyone goes to college. So, if you get that opportunity at that age, that's amazing.

Ian: That's what I wanted to say. You bring up a good point, it's not only important to expose students to real-life scenarios, real-life problems, things that exist in the real world, at a younger age. Not only is it good for development but it gives the kids a sense that they're more mature, they're getting more responsibility, they're being seen as more of an adult and not being treated as a kid who just gets homework in class. You can really express opinions, ideas, and I just remember the most memorable classes that I had in middle school, in high school, were with those teachers that were willing to push the boundary to say, “The other teachers, they teach what the school says I need to teach. But this isn't going to take children to the next level. This isn't going to give them a great education.” And in my mind, those teachers are the ones that stick out and I really am thankful for now because they really helped me develop those real-life skills and really see the world is a messy place. It's not black and white, it's not all roses and flowers. You have to learn these things early to be a good functioning human so I think it doesn't get highlighted enough, the importance of talking about those controversial or maybe ugly subjects that you might be afraid to talk about in the modern-day with all this “cancel culture” and, and all the political correctness that we're all living in.

Angela: And the kids, they want to talk about these things. It's, I think, easy for a lot of people to assume that they would be really immature or they would really clam up and not know what to say and not want to engage but I find that a lot of the times it's the complete opposite. I mean, they have so much access to the world. I mean, even if you just think about Tik Tok and the hours that they spend scrolling. I mean, on the one hand, too much screen time, maybe, but also, they're coming across this material, they're learning and the ways to talk about these things in a really simple and understandable way and I think a lot of them value having a space to have those conversations.

Paige: CWG officially has over one hundred episodes and we are among the “Top Podcasts in Chile.” And that's thanks to you, but we are always working to grow our audience. So, make sure to follow us on Instagram, Facebook, YouTube, Snapchat, Tik Tok, and even LinkedIn. But most importantly—rate, review and share us with all your friends, family, and coworkers. And if you want to take your English education to the next level, sign up for private or group classes at dynamicenglish.cl.

Ian: To talk about something really topical right now that we're all living in is, we are living in a world of COVID which means that basically there are some schools that are in-person but for the most part, we're having sort of a mix between Zoom and in-person. So, I would love to pick your brain on what it is like teaching a classroom is full of kids through a Zoom format. I imagine it's really hard. Just assuming.

Angela: Yeah, it's not what I signed up for or what I was anticipating when I was taking my Master’s classes in education, but I am really lucky right now. And I say lucky lightly because there are a lot of cons as well but I feel lucky to feel relatively safe on campus at my school. Currently, we are in-person but back in March, I mean, we were completely remote, of course, like most places, and that was incredibly, incredibly difficult. I appreciated the fact that I could teach a class and then get up and make breakfast or teach a class and then go for a walk but it became really apparent really quickly that you were just losing all of that energy and excitement and that chatter and that enthusiasm and even just that willingness to engage. I mean, I watched some kids who were powerhouses in a classroom setting just stay quiet because it's weird—you've got your family around, you aren't sure if people are going to be able to hear you well, maybe your connections breaking up and you're freezing a little bit. So, there were just all of these factors that you would never have to consider in a classroom setting and it made it really challenging and kind of sad because there just wasn't that energy.

Paige: I feel like it's so intimate to think of me in high school being on a Zoom. My bedroom in high school was full of like posters of hot guys. I'd be embarrassed on a Zoom and then like if I was also on a Zoom, like “Did you see Ben's bedroom? Look what's in the corner. What a weirdo.” I feel like high schoolers are just so catty and mean and I can totally see myself doing that.

Angela: Yeah, it's a very strange situation to be in.

Ian: Yeah, I'm glad we didn't have to go through that. I'm glad I'm out of school, let's put it that way. I have Sam's antenna

Paige: Yeah, seems intimate. Okay, changing gears. Well, first for me and Ian I both thank you for being a teacher during these crazy times. I know it's super stressful, so, kudos to you.

Angela: Thank you. I appreciate it.

Paige: But changing gears, a new thing that we're trying to do with some guests is just asking some rapid-fire questions just to put you in the hot seat but more just to get to know a little bit about you, okay?

Angela: Ready. I think I’m ready. We’ll see.

Paige: They're very easy. Don’t be nervous. Okay, Yankees or Mets?

Angela: Oh, the Yankees, obviously. That was an easy one. Thank you for asking.

Paige: Favorite concert you've been to?  

Angela: Okay, this might be a weird one but I went, a couple of years ago by myself, to see Sum 41 in Boston.

Paige: Yeah, hell yeah.

Angela: It was so fun, and I felt like I was a freshman in high school again.

Paige: I used to love them. I had their CDs. That is a throwback.

Angela: Yes, they were awesome. They were great.

Paige: Okay, next question: last series you binged?

Angela: Just a classic “Schitt’s Creek.” Kind of like in another one of those grooves where I'm just always listening to it in the background.

Paige: That was my quarantine show that I binged.

Angela: Yeah, mine was “Hannibal.” I went dark with it.

Paige: Oh, yeah.

Ian: “Hannibal” during a pandemic. That’s a bold move.

Angela: Thank you.

Paige: You know what I really need? To watch people, eat people. Yikes. Okay, what's on your nightstand right now?  

Angela: I have a cute little lamp; I have an empty tissue box. I didn't replace that today like I had intended to. I have a couple of books, and I have a little coaster in the event that I've got a little glass of water.

Paige: Read books or books that you're hoping to read?

Angela: Books that I am hoping to read and likely won't get to.

Paige: Very, honest. I respect that.

Ian: That’s how it goes.

Paige: Okay, Ian. Your turn.

Ian: Alright, desired superpower?

Angela: I think the ability to read minds. It would really help out with my anxiety.

Paige: I would hate that if anyone had that ability.

Ian: It would probably drive me crazy; I think.

Paige: Oh man, I'd be like “Shut that off!”

Ian: Okay, favorite vacation?

Angela: Well, I have been to Vegas four times, and there's just something about being in Las Vegas in the summer. Yes, it's a million degrees but it just feels like nothing really matters and the real world doesn't exist. And that's what I look for in a vacation.

Paige: Wow, Las Vegas four times.

Ian: Yeah, high roller. Okay, cocktail of choice?

Angela: An Espresso Martini, hands down.

Ian: That was a quick one. That's a true rapid answer. And favorite wedding song?

Angela: Like a slow dance or just a party song?

Paige: Probably party, right? What do you hear and you’re like, “I'm on that dance floor ASAP.”?

Angela: “Do you remember?” That one.

Ian: Earth, Wind and Fire. That’s my jam.

Angela: You got it.

Paige: That's a good one.

Ian: Perfect answer. And last question, your favorite language learning podcast?

Angela: I think that one I heard of recently called “Coffee with Gringos.”

Ian: Hey, I’ve heard it’s pretty good.

Angela: It's pretty great, actually.

Paige: I was like, I had to throw that one in there. Well, Angela thank you so much for joining us. I know that these are crazy times and you have a crazy schedule, and like I said before, I really respect what you do. Thank you for teaching our youth, shaping minds.

Angela: Well, thank you guys for having me. This was a lot of fun.

Paige: Yeah, of course. Well again listeners if you get lost, check out that audio guide and transcript online. Thanks for listening.

Ian: We'll see you next time.

Paige: “Coffee with Gringos” was brought to you by Dynamic English, where you can learn English simply by using it. If you’re interested in taking classes or just want to learn more, go to our website at dynamicenglish.cl. Thanks for listening.

Key Vocabulary, Phrases & Slang:

1.     up-and-coming (adjective): new and popular.

a.     Let’s go to that up-and-coming bar downtown this weekend.

2.     hand-in-hand (adjective): closely associated; well together.

a.     Burgers and fries go hand-in-hand.

3.     to kick off (phrasal verb): to start something.

a.     Let’s kick off this episode with some fun questions.

4.     to jog one’s memory (idiom): to try to remember something.

a.     Let’s jog our memories about some great teachers that we had in school.

5.     hilarious (adjective): very funny.

a.     He is such a hilarious comedian! I would love to see him live.

6.     compelled (adjective): motivated; determined.

a.     I felt compelled to tell them the truth about what happened.

7.     to erupt (verb): to suddenly explode.

a.     The class erupted with laughter.

8.     hold oneself together (phrasal verb): to stay calm.

a.     I held myself together even though I wanted to laugh really bad.

9.     to crack up (phrasal verb): to laugh really hard.

a.     They were cracking up from the funny joke that she told.

10.  to dismantle (verb): to take something apart; break into pieces.

a.     The student likes to dismantle his computer to study its parts.

11.  prank (noun): a practical joke or mischievous act.

a.     The kids are always pulling pranks on each other to get laughs.

12.  give something a shot (idiom): to attempt or to try something.

a.     Even though I’m not sure about this, I think we should give it a shot.

13.  freshmen (adjective): first-year students of high school or university/college.

a.     The freshmen were amazed by their new school.

14.  contemporary (adjective): modern or present day.

a.     The contemporary art museum was an interesting place.

15.  to excerpt (verb): to take or focus on a short part of a text.

a.     We will excerpt several books this year.

16.  to flashback (phrasal verb): to remember events from the past.

a.     He was flashing back to the time when he witnessed the crime.

17.  golden boy (noun): someone considered to be very successful and popular.

a.     His golden boy, handsome cousin did whatever he wanted.

18.  to grasp (verb): to understand.

a.     The students can grasp these difficult topics even at a young age.

19.  egregious (adjective): shocking; terrible.

a.     The egregious crime couldn’t be solved by the police.

20.  to clam up (phrasal verb): to become shy or emotionally reserved.

a.     Her daughter clams up every time she meets a new person.

21.  to scroll (verb): to move the text on a computer or phone screen.

a.     People today are always scrolling on their phones.

22.  topical (adjective): related; relevant.

a.     The topical discussion came up because of the events that happened this week.

23.  pick one’s brain (idiom): to ask someone a question; to understand someone.

a.     I want to pick your brain on what you think about politics.

24.  powerhouse (noun): successful and outgoing person.

a.     He was a powerhouse in the office and always did a good job.

25.  intimate (adjective): private; personal.

a.     The intimate details of the relationship came into the public.

26.  catty (adjective): mean; not friendly.

a.     High school students can be very catty with each other.

27.  to change gears (idiom): to change the topic or subject of a conversation.

a.     Let’s change gears and discuss what’s happening in sports this week.

28.  hot seat (noun): the center of attention, usually involving being asked many questions.

a.     We are going to put you in the hot seat and ask you about your life.

29.  to binge (verb): a long period of excessive activity of something.

a.     What is the Netflix series you have been binging during quarantine?

30.  nightstand (noun): the small table located next to someone’s bed.

a.     I have lots of things on my nightstand in case I need them at night.

31.  ASAP (acronym): “As soon as possible.”

a.     I will get back to you with an answer ASAP.

32.  jam (noun, slang): a well-like musical song.

a.     I love Pearl Jam. “Even Flow” is my jam!