Meet Spanish Graduate Student: Charlie Anderson
Charlie Anderson is a Spanish teacher at Horseheads High School and a student in Middlebury’s Spanish MA Program. He recently completed his second of four 6-week summers with us. Charlie enrolled first in the 7-week Immersion Program to improve his Spanish and was then admitted into the MA Program.
Hometown: Elmira, NY
Program: Spanish Graduate Program, Summer Option
Current: Spanish Teacher, Horseheads High School
Why did you choose Middlebury’s Spanish MA program?
I’m a teacher, so I have the summers off to earn my degree, so that was huge for me. I work all day, and I coach after school, so to then go on to do an online class would be difficult. It’s fantastic to have the summer only option at Middlebury. I also chose Middlebury because, as a teacher, these degrees can be quite expensive, and Middlebury’s financial aid program is fantastic.
This program just ticked all the boxes for me: It is a high quality, in-person program in which you learn a ton and can challenge yourself.
I actually wasn’t accepted into Middlebury’s MA program the first time around. I learned my Spanish in Spain on the street. I studied a little bit, but really, I just threw myself into it - living, working, playing soccer. I wanted to learn to coach soccer in Spanish as well as teach it.
In the end, it was good that I wasn’t accepted that first summer.
The immersion program really prepared me for the graduate level work. I feel very confident in my abilities after having attended the Immersion Program at Level 4.
What advice would you give someone thinking about doing the Spanish MA program?
Well, when I first arrived, I went to the office because I wasn’t sure if I could do it. They told me to talk to my professor, and he met up with me later that same day. He asked what was wrong, and how he could help me. And after that, I thought: “Okay I think I could do this!”
What is unique about Middlebury are the quality of the professors and the full life you have here. I really look forward to my classes each day, even when they’re tough. You’re in class with non-native and native speakers, and the teachers know that, and they give you advice on how to get better; they are always helping you improve. The faculty and staff are really accommodating, and you feel heard. They’re really good people and they’re just so smart. They travel from all around the world to teach us. You can talk to them outside of classes, they’re all so distinguished in their fields, and they come here to be with us and to support us, and it’s amazing. They’re so kind and really want to help you. It makes you believe you can do it. It’s still difficult, but since I’m not isolated, and it’s not an online program, I can just really focus on what I’m doing. I’ve struggled to focus earlier in my academic life – but here it’s easy to focus.
The expectations are higher in the grad program, and so is the workload. The reading is much more extensive. But I would say, don’t quit. Just take it one step at a time.
The togetherness is a big thing too. Everyone eats together and hangs out together. Sometimes, you’re having a bad day, but then you can go have a meal with someone who is in the same situation. It makes you feel confident when you can help someone else out, and then when you need help, there’s always someone there to help you out.
It’s hard to not find something to love about this program. There are so many co-curriculars, you really cannot get bored.
There’s something for everyone; there’s art, there’s sports, and you can try things you’re unfamiliar with. I also love the diversity here. Folks are from different universities, they have different accents, they’re from all walks of life – it’s really interesting.
What have you learned about teaching here that you can take back to your own classroom?
I’ve learned it’s important to take breaks, active breaks, and to have a chance to ask your instructor questions. I’ve learned different teaching methodologies from my professors – primarily, ways of introducing grammar in a comprehensible way. Sometimes grammar can be boring, but here, I’ve learned to put things into context for students. For example, last week we did subjunctive, and as our final assessment, we had to watch a video and then narrate what happened. That was a great way of teaching grammar in context.
I’ve also learned from my classmates. We’re in it together, and we’re kind of like a family; we bounce ideas off each other, we talk about how we would run a class. I had a pretty rough class one day. I thought I had a handle on the concept, but I was a little confused. And then, during our break, my classmate explained to me how he personally teaches it, and it helped. Being each other’s support system, you make some great friends.
Applications for our graduate, immersion, and NEW MAT with Teaching Licensure program open on November 1.
Gather your materials to apply today!