After having a good six months of teaching in Argentina, RamonaMaharaj City of Hamilton had picked up her Spanish quite well, along
with a number of other skills and habits that are known as being a part of
Latin American culture, such as a taste for yerba mate and knowledge of the
local spirits and dances. It had become time for her to move on; and much
similar to her route through Asia, she had made the clear decision to explore
two more countries on the continent, and had set her sights on Chile and Peru.
Chile was going to be the next designated stop, so Ramona hopped
on a bus and braved the overnight ride to Santiago, where she then changed
buses and headed south to Osorno, which was the site of her new school. Unlike
her other teaching contracts, Chile was the first scenario in which Ramona was
teaching college-aged students at a local technical school.
Ramona enjoyed the switch to a more mature classroom. She had a
much more flexible schedule and could, for the first time in her career,
determine how and when each aspect of the curriculum would be taught. And given
her students’ impressive test scores, it would appear as if the ability to
breathe had made her an even better teacher.
