Week Two in Uruguay: From Observation to Immersion

During the second week of the Fulbright TGC International Field Experience, I shifted from national-level briefings to hands-on engagement in schools. My placement in Maldonado allowed me to step into classrooms, sit with teachers, and experience the realities of public education beyond the capital. Having spent much of my career teaching and observing systems across Asia and the Caribbean, I approached this part of the experience with an eye for both similarities and distinctions, and Uruguay offered plenty of both.

🏫 In the Field: Maldonado

Over the week, I visited several schools, including:

• A multigrade rural primary classroom where one teacher managed multiple levels with care and skill

• A middle school navigating the dual roles of content delivery and student well-being

• A teacher training institute that emphasized inclusive practices and professional autonomy

What struck me most was the quiet resilience of the educators I met. They worked with limited resources but brought creativity and consistency to their practice. Across every setting, there was a deep sense of purpose, grounded in public service and relational teaching.

🔍 What I Observed

Several patterns stood out during my placement:

• Equity through simplicity: I saw schools doing more with less—not through austerity, but through intentional systems, thoughtful classroom routines, and strong school culture.

• Teacher autonomy: Educators seemed to have space to make instructional decisions while still aligning with national guidelines. That balance was refreshing.

• Relational focus: Relationships matter deeply here. I noticed how teachers used trust and familiarity—not compliance—as the foundation for learning.

• Community-centered schools: Many schools operated as social anchors, providing not just education, but care, connection, and cultural preservation.

  
  

💡 What I’m Bringing Back

This second week helped me move from understanding Uruguay’s system in theory to seeing how it works on the ground. I’m leaving Maldonado with:

• A clearer view of how rural schools are integrated into a centralized system without losing local identity

• Ideas for how I can strengthen community-school relationships in my setting

• A deeper appreciation for how small systems can lead with coherence, care, and a sense of collective purpose

As I prepare to head back, I’m thinking not just about what I’ve learned, but how I’ll use it—through my teaching, through professional learning with colleagues, and through creating new opportunities for students to engage with global perspectives in real and relevant ways.