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INTERVIEW ID INTERVIEWER

PROJECT_SITE /
Exemption (b)(6)
1 2: Beneficiaries of Peace Corps projects B-23-D Diana Ter-Stepanyan
2
3 2: Beneficiaries of Peace Corps projects B-16-T Tatevik Margaryan
4 3: Host family HF-15-D Diana Ter-Stepanyan
5 6: Exchange Program Alumni test test
6 2: Beneficiaries of Peace Corps projects B-12-T Tatevik Margaryan
7 4: Peace Corps Volunteer PCV-20-D Diana Ter-Stepanyan
8 1: HCN Counterparts CP-09-D Diana Ter-Stepanyan
9 3: Host family HF-22-ZE Zhirayr Edilyan
10 6: Exchange Program Alumni Al-F-D Diana Ter-Stepanyan
11 2: Beneficiaries of Peace Corps projects BF-22-D Diana Ter-Stepanyan
12 1: HCN Counterparts CP-13-T Tatevik Margaryan
13 4: Peace Corps Volunteer PCV-24-T Tatevik Margaryan
14 1: HCN Counterparts CP-19-D Diana ter-Stepanyan
15 3: Host family HF-8-D Diana Ter-Stepanyan
16 1: HCN Counterparts CP-01-T Tatevik Margaryan
17 2: Beneficiaries of Peace Corps projects B-17-ZE Zhirayr Edilyan
18 3: Host family HF-19-ZE Zhirayr Edilyan
19 2: Beneficiaries of Peace Corps projects B-19-D Diana Ter-Stepanyan
20 7: HCN Stake-holder SH-3MES-ZE Zhirayr Edilyan
21 4: Peace Corps Volunteer PCV-21-ZE Zhirayr Edilyan
22 1: HCN Counterparts CP-07-T Tatevik Margaryan
23 4: Peace Corps Volunteer PCV-07-T Tatevik Margaryan
24 6: Exchange Program Alumni Al-B-D Diana Ter-Stepanyan
25 3: Host family HF-12-T Tatevik Margaryan
26 1: HCN Counterparts S-02-T Tatevik Margaryan
27
28 6: Exchange Program Alumni Al-E-D Diana Ter-Stepanyan
29 3: Host family HF-10-T Tatevik Margaryan
30
31 3: Host family HF-16-T Tatevik Margaryan
32 7: HCN Stake-holder SH-2NIE-ZE Zhirayr Edilyan
33 1: HCN Counterparts S-03-T Tatevik Margaryan
34 1: HCN Counterparts CP-A-23-D Diana Ter-Stepanyan
35 3: Host family HF-14-T Tatevik Margaryan
36 2: Beneficiaries of Peace Corps projects B-15-D Diana Ter-Stepanyan
37 1: HCN Counterparts S-02-T Tatevik Margaryan
38 1: HCN Counterparts CP-24-ZE Zhirayr Edilyan
39 4: Peace Corps Volunteer PCV-15-D Diana Ter-Stepanyan
40 6: Exchange Program Alumni Al-A-D Diana Ter-Stepanyan
41 3: Host family HF-23-D Diana Ter-Stepanyan
42 2: Beneficiaries of Peace Corps projects B-13-T Tatevik Margaryan
43 1: HCN Counterparts CP-10-T Tatevik Margaryan
44 5: NGO staff NGO-14-D Diana Ter-Stepanyan
45 1: HCN Counterparts CP-2-D Diana Ter-Stepanyan
46
47 3: Host family HF-11-D Diana Ter-Stepanyan
48 1: HCN Counterparts CP-05-T Tatevik Margaryan
49 3: Host family HF-01-T Tatevik Margaryan
50 2: Beneficiaries of Peace Corps projects test test
51 6: Exchange Program Alumni Al-D-D Diana Ter-Stepanyan
52 2: Beneficiaries of Peace Corps projects B-2-D Diana Ter-Stepanyan
53 6: Exchange Program Alumni Al-11-D Diana Ter-Stepanyan
54 1: HCN Counterparts CP-06-D Diana Ter-Stepanyan
55 1: HCN Counterparts CP-3-T Tatevik Margaryan
56 1: HCN Counterparts S-4-D Diana Ter-Stepanyan
57 3: Host family HF-21-ZE Zhirayr Edilyan
58 1: HCN Counterparts CP-08-D Diana Ter-Stepanyan
59 3: Host family HF-18-D Diana Ter-Stepanyan
60 7: HCN Stake-holder Sh-1MES-ZE Zhirayr Edilyan
61 1: HCN Counterparts CP-4-D Diana Ter-Stepanyan
62 2: Beneficiaries of Peace Corps projects B-05-T Tatevik Margaryan
63 2: Beneficiaries of Peace Corps projects B-01-T Tatevik Margaryan
64 1: HCN Counterparts CP-21-ZE Zhirayr Edilyan
65 2: Beneficiaries of Peace Corps projects B-24-ZE Zhirayr Edilyan
66 1: HCN Counterparts CP-16-T Tatevik Margaryan
67 2: Beneficiaries of Peace Corps projects B-07-T Tatevik Margaryan
68 4: Peace Corps Volunteer PCV-23-ZE Zhirayr Edilyan
69 3: Host family HF-17-D Diana Ter-Stepanyan
70 2: Beneficiaries of Peace Corps projects B-09-D Diana Ter-Stepanyan
71 4: Peace Corps Volunteer PCV-16-T Tatevik Margaryan
72 1: HCN Counterparts CP-18-ZE Zhirayr Edilyan
73 4: Peace Corps Volunteer PCV-08-D Diana Ter-Stepanyan
74 6: Exchange Program Alumni AL-G-T Tatevik Margaryan
75 6: Exchange Program Alumni A-23-ZE Zhirayr Edilyan
76 6: Exchange Program Alumni Al-C-D Diana Ter-Stepanyan
77 2: Beneficiaries of Peace Corps projects B-4-T Tatevik Margaryan
78 1: HCN Counterparts CP.b-23-ZE Zhirayr Edilyan
79 1: HCN Counterparts CP-11-D Diana Ter-Stepanyan
80 3: Host family HF-09-D Diana Ter-Stepanyan
81 3: Host family HF-13-T Tatevik Margaryan
82 1: HCN Counterparts CP-22-D Diana Ter-Stepanyan
83 3: Host family HF-5-T Tatevik Margaryan
84 3: Host family HF-06-D Diana Ter-Stepanyan
85 3: Host family HF-07-T Tatevik Margaryan
86 2: Beneficiaries of Peace Corps projects B-20-D Diana Ter-Stepanyan
87 1: HCN Counterparts CP-12-T Tatevik Margaryan
88 2: Beneficiaries of Peace Corps projects Diana Ter-Stepanyan B-11-D
89 3: Host family HF-3-T Tatevik Margaryan
90 7: HCN Stake-holder SH-4MES-ZE Zhirayr Edilyan
91 3: Host family HF-24-D Diana Ter-Stepanyan
92 3: Host family HF-4-D Diana Ter-Stepanyan
93 2: Beneficiaries of Peace Corps projects BF-06-D Diana Ter-Stepanyan
94
95 3: Host family HF-2-T Tatevik Margaryan
96 1: HCN Counterparts CP-17-ZE Zhirayr Edilyan
97 5: NGO staff NGO-06-T Tatevik Margaryan
98 2: Beneficiaries of Peace Corps projects B-3-T Tatevik Margaryan
99 4: Peace Corps Volunteer PCV-04-D Diana Ter-Stepanyan
100 1: HCN Counterparts CP-15-T Tatevik Margaryan
101 4: Peace Corps Volunteer PCV-3-T Tatevik Margaryan
102 2: Beneficiaries of Peace Corps projects B-8-D Diana Ter-Stepanyan
103 2: Beneficiaries of Peace Corps projects B-18-ZE Zhirayr Edilyan
104 3: Host family HF-20-D Diana ter-Stepanyan
105 4: Peace Corps Volunteer PCV-09-T Tatevik Margaryan
ORGANIZATION / Exemption (b)(6) GROUP GROUP.TEXT DATE
10/13/2008
11/3/2008
11/3/2008
11/4/2008
4: Other. Specify 16 10/13/2028
10/27/2008
8/15/2008
11/7/2008
10/15/2008
11/4/2008
1: A13 11/13/2008
10/14/2008
10/24/2008
10/18/2008
8/14/2008
8/14/2008
10/14/2008
11/11/2008
4: Other. Specify A 16 8/14/2008
10/17/2008
2: A14 10/30/2008
10/11/2008
11/4/2008
11/7/2008
11/13/2008
11/3/2008
11/10/2008
9/29/2008
10/13/2008
11/3/2008
11/3/2008
9/29/2008
8/15/2008
3: A15 11/3/2008
10/26/2008
10/13/2008
11/4/2008
10/28/2008
11/3/2008
9/29/2008
10/27/2008
10/18/2008
10/18/2008
11/6/2008
9/29/2008
10/26/2008
10/17/2008
9/29/2008
9/29/2008
10/13/2008
10/24/2008
10/14/2008
11/10/2008
9/29/2008
10/18/2008
10/18/2008
8/14/2008
10/15/2008
11/3/2008
10/17/2008
3: A15 10/13/2008
10/14/2008
10/27/2008
3: A15 11/3/2008
8/14/2008
3: A15 10/24/2008
11/7/2008
10/13/2008
10/25/2008
9/29/2008
10/13/2008
10/25/2008
10/27/2008
11/4/2008
10/15/2008
11/13/2008
10/17/2008
10/17/2008
10/14/2008
11/4/2008
10/25/2008
9/29/2008
11/11/2008
10/15/2008
9/29/2008
10/17/2008
9/29/2008
10/14/2008
10/17/2008
9/29/2008
3: A15 9/29/2008
11/3/2008
3: A15 9/29/2008
10/24/2008
8/14/2008
10/13/2008
1: A13 10/28/2008
RESPONDENT / Exemption
(b)(6) RESPONDENT_TITLE (b)(6)
English language teacher
Geography Teacher
Peace Corps Volunteer
Lecture of English language
English Teacher
International relations and diaspora department, leading
specialist
TEFL PCV
English Teacher
Peace Corps Volunteer
Chief TEFL Methodologist
Deputy Director
School administrator/supervisor
Deputy Director
English language teacher
English Teacher
Program coordinator
English language teacher
English Teacher
English language teacher
English Language Teacher
School director
English language teacher
Head of Vocational Education Department
Teacher
English language lecturer
English teacher
TEFL PCV
Peace Corps Volunteer
English language teacher
English language teacher
PhD
English language teacher
English Teacher at High School
Department of Secondary Education, Chief Specialist
English language lecturer
Executive Director
PC volunteer
English Teacher
Peace Corps Volunteer
PC Volunteer
RESPONDENT_HCN RESPONDENT_HCN.TEACHER RESPONDENT_HCN.ADVISOR
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
SUPERVISOR: School administrator/supervisor 0: No 0: No
SUPERVISOR: School administrator/supervisor 0: No 0: No
SUPERVISOR: School administrator/supervisor 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
SUPERVISOR: School administrator/supervisor 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
OTHER: Other, please specify 0: No 0: No
RESPONDENT_HCN.SUPERVISOR RESPONDENT_HCN.OTHER RESPONDENT_HCN.OTHER.TEXT2
0: No 1: Yes English language teacher
0: No 1: Yes Geography Teacher
0: No 1: Yes Lecture of English language
0: No 1: Yes English Teacher
0: No 1: Yes English Teacher
1: Yes 0: No
1: Yes 0: No
1: Yes 0: No
0: No 1: Yes English language teacher
0: No 1: Yes English Teacher
0: No 1: Yes English language teacher
0: No 1: Yes English Teacher
0: No 1: Yes English language teacher
0: No 1: Yes English Language Teacher
1: Yes 0: No
0: No 1: Yes English language teacher
0: No 1: Yes English language teacher
0: No 1: Yes English Language Lecturer
0: No 1: Yes English Teacher
0: No 1: Yes English language teacher
0: No 1: Yes English language teacher
0: No 1: Yes English language lecture
0: No 1: Yes English language teacher
0: No 1: Yes English Teacher
0: No 1: Yes English language lecturer
0: No 1: Yes English Teacher
RESPONDENT_STAKEHOLDER RESPONDENT_STAKEHOLDER.MINISTER_OF_ED
MINISTER_OF_ED: Representative of Ministry of
Education and Science
1: Yes
NATIONAL_INSTITUTE_ED: Representative of National
Institute of Education
0: No
MINISTER_OF_ED: Representative of Ministry of
Education and Science
1: Yes
MINISTER_OF_ED: Representative of Ministry of
Education and Science
1: Yes
RESPONDENT_STAKEHOLDER.NATIONAL_INSTITU
TE_ED
RESPONDENT_STAKEHOLDER.ORGANIZATIONAL_
REP
0: No 0: No
1: Yes 0: No
0: No 0: No
0: No 0: No
RESPONDENT_STAKEHOLDER.OTHER RESPONDENT_STAKEHOLDER.OTHER.TEXT2 RESPONDENT_BENEFICIARY
1: Secondary school student
2: University student
1: Secondary school student
1: Secondary school student
2: University student
2: University student
0: No
0: No
1: Secondary school student
1: Secondary school student
1: Secondary school student
0: No
1: Secondary school student
1: Secondary school student
1: Secondary school student
2: University student
1: Secondary school student
1: Secondary school student
1: Secondary school student
2: University student
0: No
4: Other. Specify:
1: Secondary school student
1: Secondary school student
1: Secondary school student
RESPONDENT_BENEFICIARY.TEXT GENDER RESPONDENT_NGO
1: Male
1: Male
1: Male
1: Male
2: Female
2: Female
2: Female
2: Female
1: Male
1: Someone that worked directly with the Peace Corps
Volunteer
2: Female
2: Female
2: Female
2: Female
1: Male
2: Female
1: Male
2: Female
1: Male
2: Female
1: Male
1: Male
2: Female
collage student
2: Female
2: Someone that oversaw the activities of the Peace
Corps Volunteer
2: Female
RESPONDENT_NGO.TEXT HOUSEHOLD RESPONDENT_HOST RESPONDENT_HOST.MOTHER
4 MOTHER: Host Mother 1: Yes
6 FATHER: Host Father 0: No
2 MOTHER: Host Mother 1: Yes
4 FATHER: Host Father 0: No
4 MOTHER: Host Mother 1: Yes
2 MOTHER: Host Mother 1: Yes
4 FATHER: Host Father 0: No
4 MOTHER: Host Mother 1: Yes
5 FATHER: Host Father 0: No
6 MOTHER: Host Mother 1: Yes
5 MOTHER: Host Mother 1: Yes
6 MOTHER: Host Mother 1: Yes
5 MOTHER: Host Mother 1: Yes
5 MOTHER: Host Mother 1: Yes
4 MOTHER: Host Mother 1: Yes
2 MOTHER: Host Mother 1: Yes
5 MOTHER: Host Mother 1: Yes
2 MOTHER: Host Mother 1: Yes
2 MOTHER: Host Mother 1: Yes
6 SISTER: Host Sister 0: No
4 MOTHER: Host Mother 1: Yes
6 MOTHER: Host Mother 1: Yes
6 SISTER: Host Sister 0: No
6 OTHER: Other-Please Specify: 0: No
RESPONDENT_HOST.FATHER RESPONDENT_HOST.SISTER RESPONDENT_HOST.BROTHER
0: No 0: No 0: No
1: Yes 0: No 0: No
0: No 0: No 0: No
1: Yes 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
1: Yes 0: No 0: No
0: No 0: No 0: No
1: Yes 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 1: Yes 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 1: Yes 0: No
0: No 0: No 0: No
RESPONDENT_HOST.OTHER RESPONDENT_HOST.OTHER.TEXT NBR_VOLS HOW_LONG
0: No 5 4
0: No 3 6
0: No 2 17
0: No 1 6
0: No 2 12
0: No 1 2
0: No 5 4
0: No 5 4
0: No 1 14
0: No 2 26
0: No 1 2
0: No 2 2
0: No 2 6
0: No 2 6
0: No 1 6
0: No 1 24
0: No 1 8
0: No 2 8
0: No 1 24
0: No 3 4
0: No 2 6
0: No 3 2
0: No 3 4
1: Yes Host Sister-in-Law 2 3
INTERESTED Q50 Q51 Q52 Q53 Q54 Q55 Q56 Q57 Q58
Interest toward Americans, what kind of people they are,
how they communicate. We get acquainted with an
American from the first PCV we hosted. We were
interested in couple.
1: Yes 1: Yes 1: Yes 0: No 1: Yes 0: No 0: No 1: Yes
Two major intersects become reasons for hosting PCVs:
-Visited US through IREX project on community leaders,
was living in a host family
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
My son initiated it. He wanted to improve his English.
Our PCV's counterpart was his teacher, and she said
they are looking for someone who will host the PCV. It
was interesting for me as well, I also become interested
in improving my English skills.
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 0: No 1: Yes
Two major intersects become reasons for hosting PCVs:
-PC suggested us hosting a PCV and we have agreed as
we were interested in finding out about culture of
Americans as we have relatives in US.
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 0: No 1: Yes
to interact with foreigners. Actually, they were loking for
appropriate house and my relative working in school
suggested us to host PCV
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
We lived alone and when offered to host a volunteer we
agreed. Our daughter, who is married, often visits us and
she has a speciality in English language, so we thought
it would be good for her to practice the language
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
interest, my experience with foreigners, and willingness
that my family interacts, and to get acquianted with new
customs
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 0: No
to get familiar with their environment, culture, traditions 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 0: No 1: Yes
I thought that I/we can learn English through interaction
with PCV. Also, I thought that living conditions of my
house would be quite comfortable for PCV and would let
to escape the hardship related with the specific of life in
village.
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
She stayed at our home for two month during the
preparation courses in Vanadzor in the beginning of their
mission. Later she asked PC that she would like to stay
in our home. Their coordinator calls us and asks if we'll
agree to continue hosting her. We agree as we also like
her. This time the contract was for 6 months. When this
period was over she asked us whether we would mind if
she will stay longer. My grandchildren got very upset for
the perspective that she will live. Telling the truth for me
was very difficult, she was vegetarian and I had to cook
for her specific dishes. She was saying that she makes
for me too much concern for being vegetarian.
1: Yes 0: No 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
Children to interact with a foreigner 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
Two major intersects become reasons for hosting PCVs:
-we have grant-children which are students and we
taught that having native English speakers can support
their English proficiency -we generally like meeting new
people from other cultures, thats why it was interesting
hosting Americans
1: Yes 0: No 0: No 0: No 0: No 1: Yes 0: No 1: Yes
We had financial shortage during that period. We realize
that the presence of foreigners in the house will be
burden for us, but anyway we agreed, with the hope that
it will help us to ease the situation of financial shortage.
1: Yes 0: No 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
We had financial shortage during that period. We realize
that the presence of foreigners in the house will be
burden for us, but anyway we agreed, with the hope that
it will help us to ease the situation of financial shortage.
1: Yes 0: No 0: No 0: No 1: Yes 1: Yes 1: Yes 0: No
My husband is working in the school where Dana was
assigned. He told us, that the school is looking for the
appropriate house for hosting. We suggested our house,
PC staff came and find conditions of our house
appropriate for hosting PCV.
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
We invite many guest and didn't want to refuse PC's
request to host a Volunteer
1: Yes 0: No 0: No 0: No 0: No 0: No 0: No 0: No
The teacher was our relative, and suggested to host a
volunteer, and we didn't mind, thought that it wuold be
good for our children to interact with her...
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
My daughter, who works in the school, told me, that for
hosting PCVs they are looking for a family living in a
private house. I thought that new people will liven up this
big house. Also, it was interesting to get to know about
their culture as well. We give them the best room with
heating facilities, but they were using electrical heater
and temperature in their room was like in Africa. In winter
time they weared shorts.
1: Yes 0: No 0: No 0: No 1: Yes 1: Yes 1: Yes 0: No
It was interesting for us to interact with a foreigner. We
live alone now and it was pleasure for us to host
someone.
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
the willingness to interact with people from other
coutries, to learn English, to get familiar with other
culture, nation, mentality
1: Yes 0: No 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 0: No
I was just interested in Americans and their lifestyle. It
was interesting to become acquainted with their culture,
to discover similarities of Armenian and American
people.
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
We were interested in communication with
representatives of other countries for better
understanding of their character and nature. At the same
time they will have possibility to get to know our customs
and habits.
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 0: No 1: Yes
Interest in interaction with a foreigner, in language,
culture, mentality
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
It was interesting to teach English with native English
speaker, but mostly they are speaking Armenian and
asking us to teach them, rather than we.
1: Yes 0: No 1: Yes 0: No 0: No 1: Yes 0: No 1: Yes
ACTIVITY_OTHER RELATIONSHIP
2: We were good friends
1: We were very close/We were like family
Once he helped me to pick cherries, we always go on a
visit to our relatives with him
1: We were very close/We were like family
1: We were very close/We were like family
1: We were very close/We were like family
3: We were friendly
2: We were good friends
2: We were good friends
1: We were very close/We were like family
1: We were very close/We were like family
2: We were good friends
4: We were not close
2: We were good friends
3: We were friendly
1: We were very close/We were like family
4: We were not close
1: We were very close/We were like family
4: We were not close
we visited friends, went together to Yerevan 1: We were very close/We were like family
3: We were friendly
1: We were very close/We were like family
4: We were not close
Celebrations, birthday, weddings, etc. 1: We were very close/We were like family
3: We were friendly
RELATIONSHIP_ENGLISH FOCUS
We were communicating with each other, we were
attentive to each other, but I cannot say we were like a
family, may be difference in generation, they were young
couple, we-middle aged.
agree
Agree
We were very close like one family, like our children
none
none
agree
He was like a member of our family. When he was
leaving and packed things it was very difficult to part with
him. We become involved with him and we were feeling
his absence for a long time.
none
We were very close like one family.
agree
Agree
none
we were close, like amily, she eated what I cooked and
liked it, made friend with our neighbours
we were interacting closely, walked with her; however,
sometimes she would just close in her room and do not
speak to us. But that was not our fault, she was cold and
couldn't bear our climate and our food.
agree
agree
Totally agree
Agree
He is like a member of our family.
In our case there was only editing of English written
materials
Agree
We were always going to any events together, she was
like a member of our family (wedding, christening, New
Year party est.).
none
she was a very warm personality, easy-going, friendly
Mostly to assist in development of spoken English
by providing opportunity for exchange of experience
agree
The PCVs live very isolated, are not willing to
communicate and share much, thats why we did not
interact much. But we would like to have more
interactions with them.
agree
They (the spouse) were educated and interesting people,
but our interests were different. I was teaching her
Russian, because she was interested in Moscow. She
was never doing thing which are mentioned in the
contracts as her obligations.
agree
Not only aimed to assist in increasing the quality of
English programs, but also assist in project writing.
Totally agree
and develop spoken English
Agree
They (the spouse) were educated and interesting people,
but our interests were different. He will never buy
anything for the home to treat together. He was very
stingy man. He was never doing thing which are
mentioned in the contracts his obligations.
none
Totally agree
Agree
Totally agree
agree
I took her for my daughter. Whenever I go I took her with
me. I told her, that its her home as well, you should feel
you like in your house. She used to inviting many PCVs
and they celebrating their holidays here. I would like she
stay here for the hole period, I mean 2 years, but when 6
month were over, she said that she must remove
according the conditions of contract and must live
separately. I don't know the real reasons, but she
explained me in this way.
he wouldn't interact, was very sloppy, didn't clean his
room, didn't wash dishes after himself, wearing the same
clothes. he would hardly participate at gatherings and
sometimes didn't exchange a word with us
agree
she was a very good person, even wrote a thank-you
letter in Armenian for us when leaving. She helped me in
making preserves, her parents visited her and we were
happy to host them, we took her to all parties we
attended. She told that even if she didn't have brothers,
now she has brothers in Armenia (talking about our
boys). We were crying when telling good-bye
We didnt communicate at all. They usually isolated
reasoning it by their overemployment. May be it was
caused by absence of common interests and differences
in age.
we did works at home and at garden together, talked to
each other, and keep contact. Now she will come back
for one more year and we are looking forward to see her
back.
provide exchange of experience and communication
Normal relationships, we did not interact intensively, and
they were out the house most of the time. But we
sustained normal relations.
no correction
We consider them as a member of our family and he
considers us as his family member. Even if we live
separately (after he left us 6 months later) we again were
having dinner together. Once I remember he came home
and was extremely upset. When I asked his what
happened he tell me that other teachers trying to make
him to hit students in case they are naughty. It was so
unacceptable for him that he was shocked.
In the end we didn't come to the understanding what kind
of people they are. Our communications were very
limited. They usually gather in the house of one of the
volunteers.
She was like our grandma, and we still keep contact,
send gifts to each other, we miss her very much, as our
family member has left
Totally agree
none
agree
comment: the PC intervention would make sense if we
had more hours available for English lessons: 3 hours
are not enough even for English program assigned by
state
none
Meaghan likes to read books all the time and she most
of the time spend in her room. Our communication with
her is very limited.
none
NEED TRUE_NEED TRUE_NEED_NGO
agree agree
I am not aware about her activity related with promoting
mobilization of youth and adults to meet the needs of
their communities
Agree
none none
none none
agree agree
none none
mostly agree, but i am not sure if the PC work covered
acitivties with adults.
agree
Agree Totally Agree Note: the PCV has commented on the first
column. The comment is that you should be changed
to school
also creative writing skills and self-expressing
none none
i think all the focus was put on working within the
schools, i am not sure if any activty was conducted
outside the schools
agree
provide literature
Partially agree, I will exclude promoting youth civic
engagement and service, including promoting
mobilization of youth and adults to meet the needs of
their communities.
agree
to equip school
Totally agree Totally agree
agree agree
the PCV assigned did not accomplish these goals as she
had little time, though I expected that
It was partially done, there wasnt teaching itself Not in our case
I will exclude "promoting youth civic engagement and
promoting mobilization of youth and adults to meet the
needs of their community"
none none
No, PCV simply communicate with people and get
acquainted with the community and the youth.
Mostly to assist in development of spoken English
the last part - mobilization of youth and adults, is not
covered in this site, especially as far as adults are
concerned.
none
Only improving the quality of English language education agree
I am not sure about adults engagement and mobilization
to meet needs of their community
agree
agree agree
Agree Agree
I would put more emphases on youth here Totally agree Some technical equipment is also being
provided with in the project,
the last part is not applicable (mobilization of youth and
adults to meet the needs of their communities)
and to develop essay writing skills
Most of the emphases is put on Counterpart here. I think
more emphases should be put on work with
students/beneficiaries.
I agree with this statement, but I have not done much
work with the community. Also it took me a lot of time
while I was trying to figure out what the situation in the
community is and how I can contribute and/or cause any
change.
none none
Community needs were not defined/emphasized Partly helped to develop new teaching materials and
programs.
Agree Agree
Generally agreed, but also mentioned summer camps
here in terms of providing opportunities for young people
from different regions to communicate with each other.
Generally agreed, but also mentioned summer camps
here in terms of providing opportunities for young people
from different regions to communicate with each other.
I will exclude promoting mobilization of youth and adults
to meet the needs of their communities
agree
agree agree
there was some more: spreading the culture of
volunteerism, which is very important fo rour society
no corrections
I would put more emphases on youth here Totally agree Some technical equipment is also being
provided with in the project,
none none
I don't thinkI help them with "mobilization of youth and
adults to meet the needs of their communities".
In generalI agree
they had survey once but nothing else done as far as I
know
all this is good if done after classes and not during the
classes
none none
none none
FOCUS_BENEFICIARY TECHNICAL_BENEFICIARY
Agree Agree
...in an interesting and interacting way none
none none
Agree Agree
Agree Can not speak for the community
agree agree
agree agree
none none
agree agree
none none
...especially in schools with few English hours
Agree Agree
none none
Agree Agree
To develop speaking English, to get familiar with
American culture
Agree Agree
Agree Agree
agree agree
and contribute to increasing students' self-
consciousness
and provide interaction of students with foreigners
Agree Agree
Generally agree Generally agree
LONG_TEACHER LONG_STAKEHOLDER
4: 5 or more years but less than 10 years
4: 5 or more years but less than 10 years
5: 10 or more years
5: 10 or more years
4: 5 or more years but less than 10 years
5: 10 or more years
4: 5 or more years but less than 10 years
5: 10 or more years
5: 10 or more years
3: 2 or more years but less than 5 years
5: 10 or more years
5: 10 or more years
5: 10 or more years
5: 10 or more years
5: 10 or more years
5: 10 or more years
5: 10 or more years
4: 5 or more years but less than 10 years
3: 2 or more years but less than 5 years
5: 10 or more years
3: 2 or more years but less than 5 years
5: 10 or more years
5: 10 or more years
5: 10 or more years
5: 10 or more years
3: 2 or more years but less than 5 years
5: 10 or more years
4: 5 or more years but less than 10 years
5: 10 or more years
5: 10 or more years
LONG_IN_POSITION TRAINING_VOL TRAINING_VOL.TEXT
5: Other. Specify: Pre-service training (11 weeks)
5: Other. Specify: PST, All Volunteers' conference, PDM
4: 5 or more years but less than 10 years
5: Other. Specify: PST
5: Other. Specify: PDM, COunterpart Conference, Pre-Service Training, All
volunteer conference
5: 10 or more years
4: Counterpart Conference
3: 2 or more years but less than 5 years
5: Other. Specify: All volunteer conferences.
5: Other. Specify: PDM, Counterpart Conference, PST, pre-conference and
mid-conference
5: Other. Specify: -Pre-service training (11 weeks) and Methodological
training for teaching English as a second language
5: 10 or more years
1: PDM training
5: Other. Specify: Pre-service Training, periodical emails with Project
Manager
5: Other. Specify: Pre-Service Training, post PST
AWARE_PC_ACTIVITIES AWARE_PC_ACTIVITIES.SPELLING_BEE
OTHER: Other-Please specify 0: No
WRITING_OLYMPICS,OTHER: Writing Olympics, Other-
Please specify
0: No
0: No
OTHER: Other-Please specify 0: No
AWARE_PC_ACTIVITIES.WRITING_OLYMPICS AWARE_PC_ACTIVITIES.SUMER_CAMPS
0: No 0: No
1: Yes 0: No
0: No 0: No
0: No 0: No
AWARE_PC_ACTIVITIES.OTHER AWARE_PC_ACTIVITIES.OTHER.TEXT
1: Yes presentation of publications
1: Yes conferences
0: No
1: Yes Healty Lifestyle program
AWARE_PC_ACTIVITIES-TEXT PDM USE_PDM
2: No No, it will be conducted in February
2: No yes, through need assessment, writing budget, writing
projects
The Ministry has sign a Memoradum of Understanding
with the PC, thus our rlations are well regulated.
2: No
1: Yes yes, some skills
i work closely with TEFL Program Manager at PC
Armenia Office. i think PC follows our TEFL program,
and all they do is in siquesnce with the program and
teachers' work. one think i would like to mantion: all the
events PCVs are initiaitng in schools should be agrred
with us. the case is that PCVs do not work closely with
us, they should be more proactive in that terms.
2: No NA
do not have that understanding
1: Yes Right after the training I was very exited about the skills
gained at the PDM training, but later I did not use them
much. I have developed couple of concepts, but I use
some approaches and elements of that training in the
classroom and when planning my work.
1: Yes somewhat, no grants written but when English club was
created, this knowledge was useful
2: No NA
1: Yes Only PDMtrainingcan be assessed as good and
usefullone.I used these skills when I was creating my
english Room. But I should menthion, that all the other
trainings I participate in weren't much beneficiary for me.
1: Yes Various aspects and component have been used when
designing various projects.
1: Yes I became a PDM trainer, and also used the skills for
tourism project development
COUNTERPART_PDM UNDERSTANDING_PCV
NA 2: Yes, a somewhat clear understanding
not counterpart but school director participated, but he
already had that skill
2: Yes, a somewhat clear understanding
2: Yes, a somewhat clear understanding
yes, this was her first time to learn about grant-writing 2: Yes, a somewhat clear understanding
She didnt participate. 3: No, a somewhat unclear understanding
I am positive he gained a lot from that training. The first
thing he did was planning an environmental project for
the school and then implementing it. Later he started
working with World Vision as well.
1: Yes, a very clear understanding
I had other counterpart at that time, from National
Institute of Education; I feel she learnt a lot but don't
know whether she used that
2: Yes, a somewhat clear understanding
I don't know, it's difficult to answer. 2: Yes, a somewhat clear understanding
No,mycounterpart didn't use these skills yet. 4: No, a very unclear understanding
She may have used some during her work. But we
haven't designed any project together.
2: Yes, a somewhat clear understanding
she might have used in general, in teaching and
professional development, but as far as I know, no
project has been developed by her
2: Yes, a somewhat clear understanding
UNDERSTANDING_PCV_TEXT MEET_NEEDS_PCV
Yes, I did. I knew it will be team teaching in collaboration
with counterpart. I will be providing a supporting role.
1: Respondent does not know
I knew I'd be teaching Enlish but in what capacity, what
schedule was unclear to me
2: Yes, completely met schools needs
Did not realize everything and all the aspects but in
general everything was clear.
2: Yes, completely met schools needs
In some extent yes, because I have taught at college
and universities for years, but I didn't knew the methods
employed here and attitudes of teachers were new for
me
3: Yes, met schools needs to a large extent
No, I even didnt expect I will be assigned to the school,
as my background quite different. My background fits
more to the Business support program of the PC, rather
than TEFL.
4: Met schools needs to a limited extent
It was very clear from the PST in two aspects: what the
project is about, and how to work with Counterpart.
3: Yes, met schools needs to a large extent
I didn't know what classes I would teach 3: Yes, met schools needs to a large extent
It seems to me that I have an understanding, but when I
came to the school the reality was quite different from
what I expect. In special school we have kids with
difficult background, who are not motivated and hadn't
any plans to continue education. I think in this case my
task is to give them a notion that English can be useful
and applicable in a lot of other things beside the
university.
4: Met schools needs to a limited extent
No,I understand what PC wanted it to be,butIdon't think
they realize that the conditions for project
implementation are quite different in Yerevan, in towns,
in villages and here. It's gone completely opposite tomy
expectations.
4: Met schools needs to a limited extent
After pre-service training I had a general idea on that.
However, the idea I got there was only related to TEFL,
and it appeared that other activities related to community
and civic activism are also in place, and we were not
adequately prepared for that.
4: Met schools needs to a limited extent
I knew that it couldn't be clear and would depend on the
people, community
3: Yes, met schools needs to a large extent
MEET_NEED_PCV_TEXT LONG_TAUGHT LONG_WORKED
14
48
22
We have just started. I think they are happy to have a
native speaker who can provide pronunciation drills. I am
not sure to extend it satisfies the school, as we just
started to work (2 months).
4: 5 or more years but less than 10 years 29
48
6: Does not teach English (e.g., school administrator) 20
we have improved methods used and found new
materials
4: 5 or more years but less than 10 years 4
5: 10 or more years 24
10
36
Teachers training needs assessment of the teachers
and addressing the needs.
5: 10 or more years 24
We developed new methods for her and me to do
teaching, students were surprised by cards, games,
besides, we organised teachers' training, computer
classes in the school, spelling bee. One of our students
was accepted to Brussov's University with no tuition, and
this was a great achievement for us.
28
4: 5 or more years but less than 10 years 2
9
45
5: 10 or more years 36
I dont think I am much useful for my counterpart as my
background do not feet the TEFL program needs. From
the other point the counterpart itself is not so much
interested
18
5: 10 or more years 2
192
5: 10 or more years 24
5: 10 or more years 24
48
5: 10 or more years 36
5: 10 or more years 28
5: 10 or more years 84
3: 2 or more years but less than 5 years 50
5: 10 or more years 36
24
24
3: 2 or more years but less than 5 years 2
35
5: 10 or more years 72
24
Roles between me and Counterpart are already clearly
defined. The teaching methods are improving slowly, but
substantially.
18
They developed speaking and listening skills, and new
activities ahve been introduced
5: 10 or more years 22
I did introduce communication skills in the classroom.
My counterpart was very enthusiastic making use of
them. The second year tree thing had happened. 1. We
dont have a high school level. Now I am dealing with
group of smaller students. 2. My counterpart was
changed one year later. I have to introduce the
communication skills for her, like started from the
beginning. 3. We have a new set of books, which are
much more communicative oriented. Its much easier
this year, but on the other hand there is another
limitation-the students in special school are different.
20
5: 10 or more years 12
5: 10 or more years 48
3: 2 or more years but less than 5 years 24
1
5: 10 or more years 18
24
36
5: 10 or more years 72
24
10
I think to a limited exte If I wrote and won a grant for the
school it will meet the needs to a large extend, but still I
think the work was efficient to a limited extend. I like out
of school activity rather than in school activity and I am
working for an NGO. The biggest progress is that my
counterpart went to Ukraine forteaching methods
training.
5: 10 or more years 11
The project improved counterpart's abilities and
knowledge base, she wrote an application to Ukraine
conference and was accepted, she adapted some new
methods to use in teaching. However, the English
language program still remained the same and methods
have not been much schanged in school in general.
14
20
We did the best within the restrictions provided by school
director: we used new methods, raised enthusiasm
among students; however they were not flexible in terms
of English language program development and i would
like to see more changes there
LONG_KNOW MANY_VOLS MANY_VOLS_KNOW HOW_WORK_TOGETHER
1
6
2
5
15 1 When I was in school, I participated in FLEX program
(but failed, and later apply for UGRAID and succeed). He
was assisting me related with English and also he
prepared me for the interview. Also, I was attending
English clubs three times a week, which was a great
support for me as well.
3
2
1
1
1
4
1
1 2 I get to know about the program (FLEX) from my friend
very unexpectedly. This day we had already should pass
an exam. I hadnt even time to prepare. I worked with
PCVs on Pre-departure Orientation Training.
72 5 Starting from 2000 I attended YMCA. Peter and
Katherine (2001-2003) help me a little bit with
application, but the first time I failed and the second time
I filled my application myself. Very useful were debate
clubs in YMCA.
3
1
1
3
1
18 12 Kathy Murdock and Roger Fong were helping me in
filling the application. They prepared me for interview as
well. While I was in America they were writing and
asking me about problems. Patty helped me in essay
writing and also she wrote for me a reference letter. They
were organizing debate clubs in YMCA with other PCVs.
In 2006 I participate in international camp for students
which help me a lot. Later on I became a staff member
(co-trainer) of the IOC camps.
1
1
10
4
1
36 2 I hadnt relations with PCVs before participation in the
UGRAID program.
9
30 20 I wanted to apply, but I didn't believe in success. She
heartened me. She believe in my abilities more them
myself. She explained me everything related with filling
the application. She also wrote the reference letter for
me. She instructed me before the interview how to be
more self-confident. She also helped and prepared me to
overcome home-sickness later.
1
2
4
3
2
3
1
6
1
5
1
2
1
12 1 I attended classes in Tiramayr Hayastani center and he
came there and suggested to give classes. I was at
advanced group. We studied there, talked on various
topics
12 1 I have participated in his English Study-Groups, as well
as he was introducing new opportunities to me.
60 4 They (Peter and Katherine Worrdrips 2002-2004)
recruited the youth participate in the exchange programs.
They were looking through all the applications. The most
helpful for me was academic writing skills that I gain.
After I had been approved for the program they
explained me the specifics of USA education system.
They helped me to be registered for classes there before
my departure. I was the only student, who had all
registered and organized in advance. Their background
was English language teachers. This was very crucial in
terms of efficiency of their work.
2
3
5
1
1
1
4
3
6
3
2
1
2
2
TALK_WITH_VOLS TALK_WITH_VOLS_NGO FEEDBACK_FR_PROJECT WAS_YOUR_TEACHER
2: Several times a week
0: No
3: Approximately once a week
2: Several times a week
1: Daily
4: Several times a year
1: Daily
0: No
0: No
4: Several times a year
1: Daily
1: Daily
1: Daily
1: Daily
0: No
1: Daily
2: Several times a week
1: Daily
2: Several times a week
0: No
1: Yes
2: Several times a week
1: Daily
1: Daily
2: Several times a week
4: Several times a year
1: Daily
1: Daily
1: Daily
1: Daily
0: No
1: Yes
0: No
1: Daily
1: Daily
1: Daily
2: Several times a week
4: Several times a year
2: Several times a week
3: Approximately once a week
2: Several times a week
SEE_VOLS SEE_VOLS_EXCHANGE OFTEN_BENEFICIARY
2: Daily
3: Several times a week
3: Several times a week
5: Less than monthly
2: Several times a week
2: Daily
1: Daily
3: Approximately once a week
1: Daily
3: Several times a week
4: Approximately once a week
3: Approximately once a week
5: Less than monthly
2: Several times a week
3: Approximately once a week
6: Not at all
3: Several times a week
4: Approximately 1-2 times a month
3: Approximately once a week
2: Several times a week
3: Several times a week
2: Several times a week
4: Approximately 1-2 times a month
2: Several times a week
3: Approximately once a week
5: Less than monthly
2: Daily
3: Approximately once a week
4: Approximately 1-2 times a month
3: Approximately once a week
4: Approximately 1-2 times a month
3: Approximately once a week
3: Approximately once a week
3: Several times a week
3: Several times a week
6: Not at all
2: Daily
5: Less than monthly
2: Daily
3: Several times a week
2: Several times a week
3: Approximately once a week
1: Daily
1: Daily
3: Several times a week
6: Not at all
2: Several times a week
5: Less than monthly
4: Approximately 1-2 times a month
4: Approximately once a week
3: Several times a week
2: Several times a week
4: Approximately 1-2 times a month
2: Daily
6: Not at all
3: Several times a week
2: Daily
OFTEN_EXCHANGE SEE_BENEFICIARY TRAINING-DELETED TRAINING-DELETED.TEXT
3: Several times a week
4: Approximately once a week
3: Several times a week
4: Approximately 1-2 times a month
4: Approximately once a week
6: Less than monthly
6: Less than monthly
6: Not at all
3: Approximately once a week
6: Less than monthly
3: Approximately once a week
3: Several times a week
1: PDM training
6: Not at all
3: Several times a week
2: Several times a week
1: PDM training
5: Other. Specify:
1: PDM training
2: Daily
3: Several times a week
1: More than once a day
3: Several times a week
4: Approximately once a week
5: Less than monthly
4: Approximately 1-2 times a month
3: Approximately once a week
4: Approximately once a week
3: Several times a week
3: Several times a week
6: Less than monthly
4: Approximately once a week
4: Approximately once a week
6: Less than monthly
TRAINING TRAINING.PDM_TRAINING TRAINING.APCD_TRAINING
PDM_TRAINING,COUNTERPART_CONF: PDM
training, Counterpart Conference
1: Yes 0: No
OTHER: Other. Specify 0: No 0: No
APCD_TRAINING,COUNTERPART_CONF: Training
from the APCD, Counterpart Conference
0: No 1: Yes
ORIENT_VOL,OTHER: Orientation by the Volunteer,
Other. Specify
0: No 0: No
PDM_TRAINING,OTHER: PDM training, Other. Specify 1: Yes 0: No
COUNTERPART_CONF: Counterpart Conference 0: No 0: No
COUNTERPART_CONF: Counterpart Conference 0: No 0: No
ORIENT_VOL: Orientation by the Volunteer 0: No 0: No
PDM_TRAINING,OTHER: PDM training, Other. Specify 1: Yes 0: No
PDM_TRAINING,APCD_TRAINING,COUNTERPART_C
ONF: PDM training, Training from the APCD,
Counterpart Conference
1: Yes 1: Yes
PDM_TRAINING,APCD_TRAINING,COUNTERPART_C
ONF: PDM training, Training from the APCD,
Counterpart Conference
1: Yes 1: Yes
COUNTERPART_CONF: Counterpart Conference 0: No 0: No
OTHER: Other. Specify 0: No 0: No
PDM_TRAINING,COUNTERPART_CONF: PDM
training, Counterpart Conference
1: Yes 0: No
OTHER: Other. Specify 0: No 0: No
OTHER: Other. Specify 0: No 0: No
PDM_TRAINING,APCD_TRAINING,COUNTERPART_C
ONF: PDM training, Training from the APCD,
Counterpart Conference
1: Yes 1: Yes
OTHER: Other. Specify 0: No 0: No
PDM_TRAINING,COUNTERPART_CONF,OTHER:
PDM training, Counterpart Conference, Other. Specify
1: Yes 0: No
OTHER: Other. Specify 0: No 0: No
TRAINING.ORIENT_VOL TRAINING.COUNTERPART_CONF TRAINING.OTHER
0: No 1: Yes 0: No
0: No 0: No 1: Yes
0: No 1: Yes 0: No
1: Yes 0: No 1: Yes
0: No 0: No 1: Yes
0: No 1: Yes 0: No
0: No 1: Yes 0: No
1: Yes 0: No 0: No
0: No 0: No 1: Yes
0: No 1: Yes 0: No
0: No 1: Yes 0: No
0: No 1: Yes 0: No
0: No 0: No 1: Yes
0: No 1: Yes 0: No
0: No 0: No 1: Yes
0: No 0: No 1: Yes
0: No 1: Yes 0: No
0: No 0: No 1: Yes
0: No 1: Yes 1: Yes
0: No 0: No 1: Yes
TRAINING.OTHER.TEXT TRAINING_STAKEHOLDER
the counterpart has participated
team teaching training
DOES_NOT_KNOW: Respondent does not know
Differentiated instruction class
ENGLISH,COUNTERPART_CONF,OTHER: English
language training, Counterpart Conference, Other.
Specify
Differenciated instructions and assessment for learning
workshop
DOES_NOT_KNOW: Respondent does not know
meeting of PCVs and counterparts in TSakhkadzor, their
oath ceremony
The respondent didn't participate in any of the trainings
because of being very busy.
I didnt participate in any training, I was in collaborative
relations with PC.
I had little children and the director went to these events
ENGLISH,COUNTERPART_CONF: English language
training, Counterpart Conference
Summer Internet Camp
none
TRAINING_STAKEHOLDER.DOES_NOT_KNOW TRAINING_STAKEHOLDER.ENGLISH
1: Yes 0: No
0: No 1: Yes
1: Yes 0: No
0: No 1: Yes
TRAINING_STAKEHOLDER.PDM_TRAINING TRAINING_STAKEHOLDER.APCD_TRAINING
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
TRAINING_STAKEHOLDER.ORIENT_VOL TRAINING_STAKEHOLDER.COUNTERPART_CONF
0: No 0: No
0: No 1: Yes
0: No 0: No
0: No 1: Yes
TRAINING_STAKEHOLDER.OTHER TRAINING_STAKEHOLDER.OTHER.TEXT
0: No
1: Yes PACK events
0: No
0: No
TRAINING_STAKEHOLDER_TEXT TRAINING_USEFUL
PDM was quite useful, but I hadn't an opportunity to
apply the skills in the practice. We were planning to
wrote a project proposal, but she always saying, that if
there will be any appropriate project she will let me know.
The trainings were useful in terms of new contacts and
connection with new people as well.There was another
meeting two month later after her assignment where
counterparts share with PCV staff what they didnt like in
counterparts behavior and would like to change. I found
it useful, because many of my suggestions had been
adopted.
Training was quite interesting, there was some new
information regarding how to treat with the PCV. Even
me, that have an experience of interacting with many
other PCV, I found many interesting and useful thing
during this training.
we have had used them immediately
n/a
Very useful, I didn't even know what the project is, the
structure, steps of development
Several times a year PC TEFL program manager
organizes Pack events,
Those events are sueful because theachers can share
their experience and discuss new methods.
Very useful, this participatory methods I use during my
other classes.
Very good and useful for networking. Also began to
understand how to deal with foreigners.
they were useful, we had been using many of the
methods, but the trainings helped to get more familiar to
them
We get acquainted with their approaches. They are very
goal-seeking and purposeful and enthusiastic in any
initiative. We were also getting infected with this
approach.
APCD and counterpart conference were interesting for
me in terms of experience exchange with other
counterparts. Through comparing with others I realize
that my previous PCVs had done a good job. PDM
training was quite useful. I knew some basics but
thought that its something complicated and difficult. But
this training helped me to understand what you need to
do. As a result now I have my own business. I initiated
foundation of new language center for teaching English,
Russian Armenian and computer classes.
The PCV has two counterparts at our school and since I
am very busy, the other counterpart participated in this
kind of activities.
the seminar taught how to collaborate, behave, how to
slove the difficulties
We have applied to British Embassy/US Embassy to
continue English language classes with funding of PC
and school contribution.
NA
The PDM training was useful for establishment of
Language laboratory in the school.
they recieve a lot of improtant support - a lot of trainings.
and i also know that sometims conerences are being
organized,
i do not have detials, but due to the feedback and
information i am recieving, those are very useful
The PCV has two counterparts at our school and since I
am very busy, the other counterpart participated in this
kind of activities.
DIFFERENCE DIFFERENCE_EXCHANGE
Robert doesnt let us to litter and we little by little already
got accustomed to this. Also our spoken english become
better.
yes, they helped to increase interest among the youth,
not be afraid, express theirselves freely
Yes, a big difference. I personally did not like English but
when she came it changed. She established English
classroom, helped to develop our speaking English,
used cards and games during lessons
I am sure that they make a difference in our community.
The presence of foreigner in our community is very
positive. They become more communicative and natural
in relations with representatives of other cultures. Their
world outlook changes gradually. They become tolerant
toward others.
Yes, sometimes we conducted lessons like in America.
Learnt new words. Opportunity to communicate with
native speaker.
Yes, his methods awaken interest among the students.
Thats exactly what the university needed.
They (PCVs) helped the youth to be engaged in different
activities. The children of different age could practice
their English with their help in YMCA.
The PCVs through YMCA helped that a thousand of
people including children, adults and people with
disabilities to know at least Basic English. They also
organizing events devoted to American holidays. They
were implementing some environmental activities in the
community.
Yes, the lessons are conducted in a more interesting
way, we are playing games and are reciting dialogs in
English.
They were organizing debate clubs in YMCA on different
topics: politics, gender, traditions est. They were
organizing movies viewing and we were discussing
them. With the help of them in 2006 and 2007 IOC
camps were organized here in Armenia. Roger was
organizing green camps
yes, he supported with lessons, gave knowledge to
students, we did environmental activities in the
community, went to walk at river
He had done a lot of work. He periodically visited
orphanage, social centers. One of the orphanages had a
neglected territory, which was littered. We cleaned that
and build an outdoor volleyball court. He mobilized all the
PCV and we managed to do it in a day.
The difference made by PCV is quite noticeable. The
usage of gaming technique in teaching influenced the
teaching process positively. The students are impatient
for the English classes to begin.
Outside of class I met her related with IOC camp. In
2006 she helped me and other students to participate in
this camp in Ukraine. She helped us to do fundraising for
participation in that camp. We participated with her help
and due to this the next 2 year we organize IOC camp
here in Armenia.
yes, she was the first PCV in the school, and it was very
interesting to work with her, the methods, games she
brought, and she taught to be free
A great difference, most of students loved the volunteer,
and she developed interest and willingness to learn
English, everybody was interested
Computer laboratory, working with the computer
Speaking English English language contests New
methods, collaboration method
If not Connie, I would not apply for this college. She has
done tremendous changes in the college, brought books,
maps, established a college newspaper in English
language, organised Spelling Bee competition,
established computer room with 7 computers and
Internet
I think yes. Students started to display activity. She
taught us to sing.
he taught us not to be afraid of speaking, not be
complexed, and it helped a lot, people wanted to make
friends with the volunteers, and the thinking style has
changed, like become more broad-minded
I think he made big change: school students started
learning more intensively, they now want to know
English. Also, people in our village like talking with PCV,
he is an interesting companion.
They were organizing English classes and other
activities for NGO representatives in the organizations
World Learning. In another organization named YMCA
they organize English clubs for school and university
students. They provide personal investment to everyone
who is interested in studying English. Their background
was English language teachers. This was very crucial in
terms of efficiency of their work.
a big difference: previously, we were learning English
only to enter a university, but now not only for that, but
for interacting, we participate in contests, organise
games, etc.
Our speaking English become better, she talks only in
English with us.
Sure, she introdused new methods into teaching
process.
Sure. Before our teaching was monotonous, later we
started to speak English and apply different methods.
Yes, there is an increased interest towards English,
better English speech, the native speaker is better
Sure, the English lessons now are passing in a quite
different way. They are doing everything to arouse our
interest toward English. Also, communication with PCV
was quite useful in terms of improving our spoken
English.
Organized an English language club, which later on
stopped operating
CHANGE_PROGRAM CHANGE_PROGRAM_TEXT CHANGE_OPPORTUNITY
1: Much better Very much changed, our spoken English become much
better.
3: No change
1: Much better they presented in a more accessible manner, the
confidence increased, additional discussions are
organised
2: Somewhat better
1: Much better developing speking English and applying new methods 1: Much better
1: Much better
2: Somewhat better When he was here the students were more enthusiastic
in studying English.
2: Somewhat better
2: Somewhat better I think that our lecturers teach English better 2: Somewhat better
2: Somewhat better With the methods he applies it is easier to learn our
lessons.
1: Much better
1: Much better
2: Somewhat better When he is present during a lesson they become more
interesting. Also we began to speak English better.
1: Much better
2: Somewhat better English is better, we are more positive about it, he had
interesting games
1: Much better
2: Somewhat better
1: Much better Way of teaching has been changed, you needn't to learn
by heart, you learn better through games and songs, it's
much better sticked to one's memory.
1: Much better
1: Much better
2: Somewhat better she talked in English mostly, and she established
English language classroom.
3: No change
1: Much better new methods are applied, new approach to be more
creative then just learn by heart, essay writing skills
developed
3: No change
1: Much better It was very good, me and my friends are very satisfied
with the new things that the PCV brought.
1: Much better
1: Much better We have advanced a lot, have immediate interation with
her, erad books, and we write a short summary after
reading a book, we also have geography lessons.
1: Much better
1: Much better All the time she was talking in English with us. She was
organizing games, which was rare thing during our
teacher classes. In the result English language lessons
began to be one of the most favorite.
1: Much better
1: Much better
1: Much better
1: Much better the methods have been changed, they explain
everything in picture, organise games, we interact freely
1: Much better
2: Somewhat better Our knowledge in grammar and also speaking English
become somewhat better.
1: Much better The quality of our teaching had been improved. We, as a
future English language teachers had lack of
communication with native speaker. Communicating with
Ms. Avent we gain huge experience in pronunciation and
oral speaking skills.
1: Much better Their approach to teaching is definitely different from the
approach of our teachers. Teaching through playing was
very effective. During my 10 year study I wasnt
interested at all in English language. It was 2-3 month I
communicate with them when I started to write short
stories in English.
1: Much better
2: Somewhat better The lesson is conducted jointly by teacher and
Volunteer, with new methods, but as far as teacher is
concerned the program has not changed greatly
2: Somewhat better
1: Much better Now we are taught through games, singing, playing and
dancing.
2: Somewhat better
1: Much better Introduced new games and we were forced to speak
English
2: Somewhat better
CHANGE_OPPORTUNITY_TEXT HELPFUL
I am not aware of any activity in our community. One method is very interesting and effective. She bought
an exercise book for everyone and tells us to write him
letters or some questions and later on he has to answer
to that letter.
There is a club named American corners and everybody
can participate in events there
interaction, games, posters, playing roles
she did classes at home for those who are willing to
learn English
lively interaction, using cards, pictures
Our teachers were not able providing practical training,
their teaching style was academic. The PCVs helped
them to practice it. They provide our community library
with a literature in English.
He was training students individually after the lessons. In
the English clubs we were playing games and singing
songs and speak more only in English.
The English clubs were very useful.
Opportunity to communicate Opportunity to speak English Information on some of the
US traditions and customs
I am not aware about his activities in the community, I
didnt communicate much with him.
He was real pedagogue, he relate with students in the
right way/properly. He could teach us very professionally.
But the most useful thing was communication with a
native speaker.
For sure they enlarged opportunities. If you know English
a bit, they can improve it.
They made many-many changes, and not only in our
community.
I am not aware about activities out of school. The practice of speaking English was the most useful for
us. Our teachers are mostly speaking Armenian during
the lesson.
I had already mentioned how much work they had done
in our community in terms of broadening the
opportunities for English teaching. Beside it Patty was
teaching English studying methods for students of
pedagogical university.
some children didn't know English at all and they learnt it new words, new games, walking together, informal
conversations
If I am not mistaken the children of the orphanage were
speaking with him in English. Its most probably he teach
them English.
PCV organized the English club. This much effective,
because the club attend those students who are
interested in English
Out of school activities were much interesting. During
classes in the school there are too much students, it's
not effective.
Beside her support in organization of IOC camps here,
which is a great opportunity for youth interested in
English, she was organizing methodological training for
the students of pedagogical university.
she worked mostly at school the classroom, games, contests which she organised at
school, and also brought information to us
she wanted to study with adults, but did not the unselfish approach to make change, respect,
organising competitions, Egnlish groups, theatre plays,
also presenting american lifestyle and alternative way of
thinking
Yes, of course, changes are evident. Computer laboratory People speak English
schoolchildren come to learn English, she is open for
everybody and teach them free of charge, also bring
them to computer room.
interaction with Connie, she tries to speak slowly with us
in order we understand everything
I don't know She was talking in English all the time.
he engouraged them to be more confident even if writing
wrong grammar, everybody had opportunity to come and
learn
He started English Study-Groups, which are very
interesting - he started using innovative methods which
were new for our school.
They provided different training and organizing different
events for various group of people.
their method is good, they do not require much, but in
accordance with students' abilities, and it is easier to
learn
interaction with Americans, computers allow everybody
to learn, evenings are organised, with treats, we watch
films
I don't know about it Due to her assistance we began to speak English more
assured.
I am not aware of any community activity. Active communication was the most helpful for me. Also,
it wasn't just speaking, we were conducting analytical
work through analyzing translation of different authors.
She initiated certificate awarding based on the yearly
performance.
People of different age were attending English classes in
YMCA. Also, the computer center was opened there and
they push that people come and teach in spite of the
age. They presented readiness to help anyone who is
interested in English.
I think they like to work with smaller children rather with
teens because, as they say, the children had an ability to
listen.
Some knowledge is transfed through English club teaching style - the teaching is conducted in the manner
of lively talk, very interactively, through role-playing.
Close interaction with foreigners is also helpful.
When he organized an English club he asked me to tell
the children of the other districts I know to come and
attend the Club. He was teaching small children in a
different way.
He was organizing film watching in English and providing
us with script of the film, it was very useful when one can
hear and follow the text simultaneously. We also
celebrate Thanksgiving day, it was extremely interesting
and something new for us.
Others also had opportunity to speak English Opportunity to communicate in English English
language clubs
HELPFUL_EXCHANGE LEAST_HELPFUL
In the English club we are trained through games, the
approach is very unserious and non effective for student
of different age. During the lessons in the school I get
much more knowledge and information.
none
none
The most helpful for me was acquaintance with
American culture. They present us both positive and
negative aspects. When I was there I even hadn't a
culture shock.
Different groups of student were engaged in the same
group-both advanced and basic. The games were very
simple for us. Also, the English clubs were only once a
week, I would like it'll be conducted more frequently.
I can not mention anything, as everything was interesting
and was related to our profession
Its difficult to answer
The information provided in PDO training was extremely
useful. The detailed information about daily life in USA,
the new vocabulary (slang, which you will not find in any
dictionary), the education system and school were
provided to us trough games.
They were combining teaching with development of
communication skills. They were applying non-usual
methods for us, like games, presentations, movies. They
using such methods that ensure
He visits school very rarely. Even when he comes, it
used to not interfere in lesson, but just is present.
I think debate clubs and communication with Patty was
the most useful. It's impossible to study a foreign
language without communicating with a native speaker.
none
In spite of the fact he was a foreigner he was more
anxious and worried about the orphans and the problems
of the community, than we were. Due to his good
reputation all the doors were open for him. Whatever he
do, he do with devotion. I never met any Armenian who
is so much anxious and with such a dedication had work
for his own community.
Difficult to answer. Sometimes the guys were too noisy,
which hinder the process. But she was very patient and
tolerant toward them and she managed to calm them
down.
Organization of IOC camp takes half a year. During this
period our communication was more intensive.
none
difficult to answer
Have difficulty in recalling anything. Whatever was done
was very good and helpful.
none
Everything she had done was very helpful.
encouraging others, gain confidence, learning language
Experience of working with the PCV helped me to
become more self-confident. Now I can express my
opinion clearly and stand for it.
I appreciate their sincere communication with people,
personal investment in everyone. They were the only
PCVs, among those I met, who werent trying to present
USA as the hub of the universe. Other young volunteers
usually do that.
none
She not always explains us which of our responses are
wrong or right.
It's difficult to mention anything that was least helpful.
Our guys were mock at some of the male PCVs. Also, I
know that local authorities do not support them in their
initiatives. The director didn't support then in creation of
computer lab.
none
I think teaching by singing was less effective because we
couldnt sing, but he was singing all the time and was
doing it quite well.
Can not recall anything
LEAST_HELPFUL_EXCHANGE CHANGE
First, I will split the group of English club based on age
for application of different study methods and
approaches. Second, if I will be a PCV I will tutor
students additionally and on advanced level at home.
But as I know PC dose not let it.
allocate more time
it would be good if she could visit us again
His background was not in linguistic, he cannot teach us
grammar. Communication with him was useful in terms
of development of spoken English.
English clubs were only once a week, I would like, that
it'll be conducted more frequently. Also, I would like that
students of different performance were trained in
different groups.
I dont remember now
If I were him I will load and assign the students more
with tasks.
Some of the games and songs were very childish.
We were not communicative, and sometimes it was very
difficult for them to make us to communicate.
I would like that they (PCVs) were more engaged during
the lesson and organize more games. Also, they should
be equally careful to all students to involve them in the
process. There are some, who dont know English well,
and these lessons are very boring for them.
At the beginning the style they were teaching seems
inefficient, we were pessimistic how it will work. We were
accustomed to severity. But later on we realized their
style is definitely different.
to have place for sport games, for socialising
Its difficult to say, there werent any.
I would suggest that more English and Computer
classes have been conducted. Also, I would like that we
together with PCV celebrate the USA holidays. I would
like that a kind of PC project have been in USA, that
Armenian volunteers work their. I would like a PC branch
be here in Sevan in order people know about it better.
I couldnt mention anything which were least helpful to
me.
none
to extend the time of PCV being here
I would wish that the English Clubs would continue
operating thats very useful for us.
no, just please let her stay
I would like she stay longer in our school.
none
Experience of working with the PCV helped me to
become more self-confident. Now I can express my
opinion clearly and stand for it.
Its difficult to mention anything.
it would be good to fit Club's hours with my tutor lessons,
I want to participate, but the timing is not adequate.
I would organize intellectual games in English and would
make the student to talk more in English.
I wouldnt change anything. The only thing Ill change its
to make communication more intense through often
excursions providing opportunity to non-formal
communication.
No, they do everything perfectly. If the students realize
the all benefits of communication with them they will gain
a lot from them.
it would be good to have more frequent change of
colunteers, like semiannually. it would give opportunity
for knowing more people
I think he has done his best. The only thing I would like
that English clubs were continuous, instead of lasting
only 2 weeks. Now i have changed my school and hasn't
opportunity to be on his lessons, if there will be English
clubs working on continuing basis I would have an
opportunity to attend them out of school classes.
There are no such things
CHANGE_EXCHANGE TRAINING_TEXT
The only problem was the place for our trainings. They
are quite open, if you would like you will gain a lot. I
would like they present American culture more through
organizing different events on American holidays.
Training from the APCD in Vanadzor and Counterpart
Conference.
I am not aware much about their activities to suggest
changes. In PDO training everything was excellent.
I would involve more groups of people, for example
children from kindergarten, pupils from
elementary/primary school. Also, I would provide more
resources and materials like books, computers with
internet connections. I would like that participation in that
clubs were for free. I wish we (local people) were also
engaged in volunteer work.
Counterpart Conference
none
At the beginning our attitude toward the games was
unserious. We asked them not to emphasize so much
on the games and childish songs during the IOC camp.
The next year it was taken into consideration. I would like
that activities in YMCA were better planned and
organized.
Counterpart Conference
After PDM training, we have been providing the same
training as trainers
In the scopes of IREX many events were organized in
Yerevan, but they couldnt attend. Also, once the
children of Nubarashen orphanage visited Garni and
Geghard. They invited Dominic and other PCVs as well
but they couldnt join as they are not permitted to leave
their site.
I would like that awareness about PCVs activity were
higher. Most of them dont know about what they are
doing, what kind of opportunities it gives. A broader
community of interested people should participate and
engaged in those activities. For the particular programs
like IOC camps, FLEX, UGRAID more specific group
oriented awareness campaigns should be done.
We have prepared a project together
I haven't participate in any training provided by PC.
Counterpart Conference
it would be good to initiate some events, English films,
trips, attending museums, having leisure together and at
the same time practicing English
Experience of working with the PCV helped me to
become more self-confident. Now I can express my
opinion clearly and stand for it.
Usually PC select and send such kind of volunteers, who
are like the fifth wheel of a coach, who haven't even an
appropriate background and a good command of literary
English. They should take into consideration the needs
of the community. The educational background of PCV
is very crucial. Also, the PCV should be a bearer of such
values like democracy and tolerance. They should be
flexible enough to accept and adopt these values to our
reality, instead of trying to change everything.
NA
Every month we gathered in Goris teachers house to
participate in the training for methods
We have developed a project which was funded within
PC mini-grants. Then we have developed and
implemented a program with British Counsels, during
which we have established computer lab.
There was other counterpart assign first, thus this one
did not participate in any training
COLLABORATE COLLABORATE_TEXT
3: Somewhat unsatisfied She didnt want to accept the strictness of our school
director. At the very beginning everything seems to be
ok, but gradually she became indifferent to school. She
was very curious and communicative person and had a
lot of acquaintances and activities out of school, which
was unacceptable for our director.
2: Somewhat satisfied I participated in English classes: he organised English
clubs for teacher and students
1: Very satisfied I am satisfied with the work of PCV for this short period,
but not in general with TEFL project results. I am sure if
he will continue, we will succeed.
1: Very satisfied it was good, and director was supporting, and very well
organised
1: Very satisfied i am very satisfied - they always meet the timeframes
and targets.
1: Very satisfied they are punctual, do everything properly, no problems
arise, they are very positive and hard-working
2: Somewhat satisfied we would like to have a better cooperation, there is
space for more...
1: Very satisfied due to PC, we have renovated classrooms, electiric
wires, water pipes, toilets
1: Very satisfied We accept and perceive him as our staff member. He
participates in all team meetings whenever he wants.
1: Very satisfied Miss Rose was the best
1: Very satisfied Very satisfied especially in respect of joint work among
the teachers and introduction of collaborative methods of
teaching.
2: Somewhat satisfied Very exited with collaboration with other volunteers, but
not with this one
1: Very satisfied Everybody like and respect her...both teachers and
students.
1: Very satisfied the school had positive attitude, apart from English, the
PCV provided also some botanic lessons
1: Very satisfied The collaboration with Mary taken place in our school,
my colleagues like her very much. In other schools the
PCV left 2 months later. First of all the counterpart
should be interested in collaboration and the director in
his turn should create favorable conditions.
1: Very satisfied In comparison to other projects, this project is very
organised and useful
1: Very satisfied Every year our students participate in FLEX project.
They are inspired, it's mainly PCV's contribution.
1: Very satisfied Our teachers team treats him with respect. Barely our
schools feature makes his work not so much effective
as we would like. The results of our work are not so
evident. If he will do the same in the ordinary school the
results will be bigger. He support s school too much, and
school also supports him- he usually has dinner with
students in our canteen.
3: Somewhat unsatisfied even i consider the PC activies very important, i do not
like that PC does not work with our Ministry. they should
be more initiavive.
1: Very satisfied She organized training with other teachers as well
related to the new interactive methods she practice.
2: Somewhat satisfied It is still in the preliminary stage. Needs assessment
among Goris teachers is conducted.
1: Very satisfied they are very kind, both sides, and support each other
1: Very satisfied The collaboration was very productive; all teachers were
trying to speak English. PCV was also helping other
teachers.
2: Somewhat satisfied I think I am more-or-less satisfied; we have had only
positive experience in communications.
1: Very satisfied She (Patty) was quite different from other PCVs I ever
met. She was a lector of Virginia's Mason University.
She was a very high professional. During these two
years she implemented two programs for students and
provided them with certificate. She was organizing
thematic discussions in the department for lectures.
1: Very satisfied Everything was ok, we understand each other well
enough. He was a real and actual member of the
community.
1: Very satisfied We had native speaker, new methods, English
classroom was created, we had answers to our
questions
2: Somewhat satisfied i think the collaboration should be inproved. even there is
a written document with the Ministry of Education, there
is no cooperation at depertment and devision levels
1: Very satisfied The frames of our collaboration were clearly set, and we
have had very productive joint work.
4: Very unsatisfied we do not have time to provide to volunteer for leading
classes. if he did it after classes, it would be ok, but he
doesn't...
PROMOTE_PC TRAINING_NGO-DELETED TRAINING_NGO-DELETED.TEXT
- we promote working with PC by influencing school
administration - that's good that PC provides us with
information and print matherials, so that we can share
with other partners
i always tell the teachers to be more active, to learn
intesivly from PCVs
i do not promote anyhow
anytime i talk with school representatives, i promot
ewrking with PCVs
TRAINING_NGO TRAINING_NGO.PMD TRAINING_NGO.APCD TRAINING_NGO.ORIENTATION_ORG
PMD: PDM training 1: Yes 0: No 0: No
0: No 0: No 0: No
TRAINING_NGO.COUNTERPART_CONF TRAINING_NGO.OTHER TRAINING_NGO.OTHER.TEXT
0: No 0: No
0: No 0: No
DECIDE ROLE
It was our director initiative, not mine. When PC had
already came to our school for preliminary assessment
the director let me know that she wants that I'll be the
counterpart of PCV.
During the counterpart conference our main
responsibilities were defined. Our main goal was team
teaching. During the first month she was observing, later
on she get involved in the process. Later she used to
conduct the whole lesson, or we were conducting jointly.
She was of benefit to us. She organized a study group
for our school teachers to teach English. But it worked
too short.
director initiated to apply. We wanted to learn English
The University has some plans of co-education with
other universities. I thought that PCV could help us with
this. Also, presence of PCV will inspire the students.
At the beginning I present him our department. He was
an observer during 2-3 lectures, and later on he started
to participate during the lectures and we conducted them
jointly. He like it very much, he do it with pleasure. He
was very competent.
PC Martuni Coordinator has suggested us to apply, and
the director told me about that and we applied
we were planning the lessons from beginning, and we
succeded, part of the lessons were led by me and part
by her, or we divided the roles
Another PCV suggested and I asked the administration at first, she observed and then gave me directions, on
what can be done, on methods, she is a very good
teacher, being an experienced music teacher
we wrote the project and win. We wanted take the school
out of stagnation, broaden our interactions
the Director and Teacher were involved in that process
The director decided to host a PCV. We thought it would
be more specialized person with pedagogical
background. I think, anyway, this is a good idea in terms
of creation the good environment for student to improve
their skills in spoken English.
We decided that during the first month he will be only
observer and will develop his plan. Later on, little by little
he became more initiative and inclusive in the process.
we were informed of opportunity and decided to apply,
thinking that it will perfect the English knowledge
firstly she listened, then participated and even organised
lessons for teachers
Director of the school initiated the idea during the
Teachers Day.
At the Counterpart Conference we were provided with
the guide how to work jointly. Then we got along together
very well.
I met PCV from other school (Elvira) and we started
colaborating with her, doing seminars, and when she left,
we decided to apply for a volunteer in our school
we planned many things: games, club, another club for
adults, and differentiated by proficiency levels. In fact,
she only listened to the classes and didn't manage to do
anything as she left in the end of September
Although the training was very basic, but I found it
useful. The materials were quite simple. And based on
those materials we organize trainings in the
communities.
I get to know about the PCVs and their work when I was
studying in the university. I knew all PCVs working in our
community. At the moment we have a business PCV.
Director decided, not me. We werent satisfied with the
first PCV, but Rose did a lot. May be in the beginning PC
didnt understand what to do.
In the beginning she hasnt a clear understanding what
she had to do. During the first few months she was an
observer, later on we distributed among us. Each of us
conducted half of the lesson.
We wanted to see new things, develop what we knew.
There were several PCV in the village, and basing on the
experience with them, we have decided to apply for
another PCV
We defined the roles from the first day, and began to
lead the lesson together. For that, we were planning the
lessons in advance, though sometimes we had
spontaneous parts
The director initiated it, I wasnt aware of this project. I
was asked to join when the PC staff was here to assess
the school.
At the beginning we develop a plan on what she will do
in the school. About a month she had to observe how I
conduct a lesson, later half of the lesson was
implemented by me, the rest was implemented by her.
She didnt like to be in the school and conduct a lesson
unwillingly. Where possible she didnt lose the
opportunity to loaf around. It wasn't her profession, she
was specialized in hotel management.
PCV Rose presented the opportunity and I presented to
the Director. We wrote a request to PC. If I knew earlier,
I would apply earlier, as someone like Rose would be a
very good opportunity for us.
At first, PCV was listening to me, and then, he started
providing lessons. Then I requested to make lesson
planning. That was useful, I learned planning lesson step
by step, in a realistic way, setting one goal and reaching
it.
I introduced in the curricular English lessons, before
there was only German. I get to know that there are PCV
in school #4 and starting 1999 we have started to work
with PCV to improve our English lessons.
At the beggining PC asked me to give a separate lesson
for a PCV to conduduct a lesson, but I prefer they
working jointly with my English language teacher.
I had initiated myself. I know about PC and PCV from my
experience in YMCA. I was familiar with their style of
training. And since our school was special, it was difficult
to teach children only with textbooks I thought that
teaching through playing is right for us. The first year
PCV come and couldnt adapt and left. The second year
when I knew about the coming PCV aged 73 I was a little
bit upset thinking that he is too old to work. But later on I
was surprised how easy to work with him.
We jointly decided, that he first need to see how it
lessons are conducted in our school. During the first two
weeks he was observing the lessons, later on he was
included and we were conducting lesson half. I was
explaining the grammar, he was doing practical training
trough games and didactic materials. He saw that
approach of teaching is academic which definitely does
not fit the needs of our school. When it's noisy in the
classrooms it means that something abnormal taken
place. If I'll conduct lessons making noise it will not be
accepted by our school administration.
5 years ago we have PCV, who, in the scopes of project
helped me to make a language laboratory. This time I
saw the announcement and we decided to apply again.
From our practice I know, that due to communication
with PCV, native speakers, they pay more attention to
English teaching.
We have divided our roles. I asked her to conduct an
oral part of the class, and I will be responsible for written
part. Starting last year the Ministry of Education had put
into operation new methodological approach. She is
helping me in this task.
NIE used to have PCV in the past and having in mind
positive experience, we decided to apply again.
First I introduced the PCV to the work and activities I
have conducted. Now, presently he is conducting a
survey to find out teachers needs. When the survey is
fulfilled, we will plan the further activities.
I participated in TE program, and met Gayane there, so
she told that we can apply and we did
we discussed what can we do, in what direction she can
help, I asked her to take home reading classes. She also
has methodics classes: she held the practical seminars
for these lessons. We do some classes together,
planning them ahead
Director at our collage is very open minded person,
looking for new opportunities. In our community there
was an PCV, we saw how good it is to have a PCV
working with a school, we have decided to invite one,
and we did so the next year.
At the Counterpart Conference we have talked about
team teaching and how we two can work jointly. Team
work was a very useful method where we both were
contributing to the process. PCV was also very
dedicated, with big sense of motivation.
That was directors decision, and we kind of get informed
on his decision.
During the first year the PCV was more observing and
getting familiar with our school, programs and teaching
approaches. Only starting from his second year of
service, he staring initiating and suggesting some new
methods for using during the class as well as he started
conducting some parts of classes. We did not push him
to do anything, all he does was his own initiatives and we
tried to always support those.
I collaborate with PC starting 1992. They know about my
high requirements, and they suggested the candidacy of
Patty. I am gratefull to them for it.
She presented their education system. We discussed,
compared and analyzed what can be adopted. She was
all the time asking my opinion and follow it. She was
really different in terms of human and professional
qualities. She was doing everything with devotion. She
adapted quite quickly to our realities.
When I was studying in the collage there was a PCV
assigned. I knew about the project and initiated myself.
At the beginning, about two weeks, he was observing,
later he had been engaged in the process.
We heard about this opportunity in Project Harmony
conference, then we discussed with Director and decided
to apply
she was listening at first then we selected classes she
would attend and she provided direction and also led
some lessons
Director at our collage is very open minded person,
looking for new opportunities. In our community there
was an PCV, we saw how good it is to have a PCV
working with a school, we have decided to invite one,
and we did so the next year.
At the Counterpart Conference we have talked about
team teaching and how we two can work jointly. That
was very useful. Thus, we were combining the
methodology of CP and language skills of PCV to have
more productive languages planned and conducted.
The PCV-s initiated, they came and saw, and maybe the
conditions attracted them, so we agreed
She provided her assistance in organising Summer
camp, devoted her free time
I was just informed by the Director that I have to
colaborate with a PCV
he is present at lessons for smaller students. He helps
me, when I give tasks, he walks and look around how
they are doing, and I translate to him if he needs to
undestand
UNDERSTANDING UNDERSTAND_TEXT
4: No, a very unclear understanding No, in the process of joint work it became clear how we
were working together. She said that our and their
teaching approach is quite different.
3: No, a somewhat unclear understanding we knew he would have classes for English, but didn't
knew if wuold bring new methods
3: No, a somewhat unclear understanding I didnt know how itll work. I thought that he will come
and well decide together.
4: No, a very unclear understanding I was afraid we couldn't deal with that, we had different
habits, customs, would we understand each other?...
3: No, a somewhat unclear understanding I knew what I want but I didn't know what it will be, that it
will be so useful for the community
2: Yes, a somewhat clear understanding We knew the terms of competition
4: No, a very unclear understanding No, we havent a clear idea what it will be, but we have
expectations related with financial support from PC. We
thought that they will support our school to create good
conditions of work for their PCV. We thought the
equipment and material resources will be provided for
better training of English.
2: Yes, a somewhat clear understanding as far as we knew the terms
3: No, a somewhat unclear understanding It was for the first time, we did not know lots of things
and had lots of doubts
1: Yes, a very clear understanding As I collaorated with another PCV, I knew about project,
but I wouldn't expect the assigned PCV to be of that age
4: No, a very unclear understanding No, at the beginning I thought What can do a woman of
about seventy?!. But later on I realize she is much
enthusiastic than many young people.
4: No, a very unclear understanding I knew only that an American would come and work with
us and that something useful would come out of that,
especially if projects /grant projects/ are written.
3: No, a somewhat unclear understanding No, I could only guess, I hadnt full understanding.
4: No, a very unclear understanding I was not informed at all, what it would be like.
4: No, a very unclear understanding No, but I thought that it couldnt be useless thing.
1: Yes, a very clear understanding Based on my previous experience with PCVs from
YMCA I knew that I shouldnt have too much
expectation. I realize that the counterpart should support
and direct him instead of waiting that PCV will do
something.
3: No, a somewhat unclear understanding No, at the beginning I have a lot of troubles. I was afraid
we couldnt understand each other. Also, I was thinking
that some troubles will be with pupils.
1: Yes, a very clear understanding
4: No, a very unclear understanding I heard a lot but I knew few things on the project
3: No, a somewhat unclear understanding I had about 30% understanding regarding the project, as
I knew the PCV was not a specialist., but later on very
easily joint the program and sensed the PCVs role/got
the idea.
2: Yes, a somewhat clear understanding We were somehow understanding, but we did not
assume that the volunteer would be this much proactive
and innovative.
2: Yes, a somewhat clear understanding Even though I am acquainting with PCVs work, but each
one is individual. It depends on their enthusiasm. She
was very responsible person. Regarding all issues she
was coming to agreement with me.
4: No, a very unclear understanding This work was new for me as well, I hadn't any idea how
it will work.
3: No, a somewhat unclear understanding We didn't have clear understanding but were very
optimistic of this opportunity
2: Yes, a somewhat clear understanding We were clear, since have had other PCV in our
community before that.
4: No, a very unclear understanding I thought that they would want to help, but nothing else
MEET_NEEDS MEET_NEEDS_NGO
3: Met school or organization's needs to a large extent
3: Met school or organization's needs to a large extent
2: Completely met school or organization's needs
3: Met school or organization's needs to a large extent
2: Completely met school or organization's needs
2: Completely met school or organization's needs
3: Met school or organization's needs to a large extent
2: Completely met school or organization's needs
3: Met school or organization's needs to a large extent
2: Completely met school or organization's needs
2: Completely met school or organization's needs
5: Did not meet school or organization's needs at all
3: Met school or organization's needs to a large extent
2: Completely met school or organization's needs
3: Met school or organization's needs to a large extent
4: Met school or organization's needs to a limited extent
3: Met school or organization's needs to a large extent
2: Completely met school or organization's needs
3: Met school or organization's needs to a large extent
1: Respondent does not know
2: Completely met school or organization's needs
4: Met school or organization's needs to a limited extent
2: Completely met school or organization's needs
3: Met school or organization's needs to a large extent
3: Met school or organization's needs to a large extent
2: Completely met school or organization's needs
2: Completely met school or organization's needs
3: Met school or organization's needs to a large extent
2: Completely met school or organization's needs
3: Met school or organization's needs to a large extent
3: Met school or organization's needs to a large extent
4: Met school or organization's needs to a limited extent
MEET_NEEDS_NGO_TEXT MEET_NEEDS_TEXT
For the period she was here I think she had almost done
her best. She was very busy, but she always was ready
to help in any request. It even used to happen she
assisted on her own initiative.
we had come progress in English, and try using new
methods in our classes
He included and applied new methods in the teaching
process. Due to this new approach most of the students
were participating in the process.
we had purpose to create English classroom, and
involved the community, and we did it. besides, there
were new methods for teaching, and now these methods
are invented by the state as well.
whatever is done is with accordance with school and PC
resourses, thu si think averythink is fine in this terms.
the process is continuos, and the basis was established,
so we also try to search and find as she did
i am for the new teaching methods, and the teachers
todays are free in selecting the teaching methods. the
key importance is that thay need to insure collaborative
and communicative environments at the class. and i
think PCVs are learnign from our therachers as well.
We have computer room now due to Peace Corps
Methods have been changed and a level of students
teaching has been improvedthats all.
She did everything she could, and established
lingaphone classroom
Reconstructed and equipped one room. Very much
satisfied with the results. Very good collaboration with
the director.
she almost did not do anything, only listened, often left
for Yerevan, didn't attend on Saturdays
There is a big improvement in all English materials we
have and also our spoken English was improved due to
communication with native speaker.
I think she had done her best. Thanks to her we now
have language laboratory, some computers and internet
connection.
due to her, English language cabinet has been
established, students' English improved. She organised
Spelling Bee, Writing Olympics contests
Telling the truth the progress wasnt tangible. The
students were seeking to communicate with her in
English, instead she was trying to speak Armenian.
The methods are good, interactive, with play, the English
speech is more accessible for students, the methods are
more fit for them and initiate interest.
Teaching through singing, playing and other exercises is
all innovative approaches, which are effective.
In our school orphan children are studying, they are not
much interesting in education and particularly in English.
I think his work in ordinary school will have more results.
I can say they completely met the school needs in terms
of teaching methods est. The only thing we lack is new
didactic materials-audio and video, but I realize they
cannot supply us with it constantly.
Not yet
Now we wnat to establish American Studies subject,
invent new methods
There was a huge input in regards of technical means,
introduction of new methods and new teaching materials
Installed new computer games a.way ahead b.side by
side
We cannot change the program since it is provided to us
by the Ministry, but in terms of methods, several
changes were made which was a good influence.
We are in need of creating an environment, where the
students have a possibility to communicate with native
speaker. They (PCVs) meet this need. Beside literary
spoken English, she taught them new approaches in
teaching English.
The first year was very useful for me, it was the first year
of my teaching as well. I was speaking in Armenia, he
was speaking in English. Also, the language laboratory
was created, the tape recorder and cassettes.
We prepared didactic materials together, cards,
established English Classroom, heared native English
speech
PCVs activites in schools are very important in terms of
creating opportunities for learnign English. Our traditional
teaching approach considers teaching language as a
sience, which is not good. that is why i welcome PCV
activities, since thier approach is teaching English as a
communication tool.
The major input was in language skills, i.e. native
speakers communication with the students. Not much
influence on teaching methods, since there as not a
major need for new methods. Also, the PCV has
installed two computer games/programs for interactive
English learning.
she has left a trace, with her methods, materials, we
registered growth in membership numbers, as people
were attracted with interacting with her
he organises games sometimes, and this is the news for
us
MEET_DEVELOPMENT MEET_DEVELOPMENT_TEXT
2: Completely met community's needs She most of the time spend outside the school. She
jointly with other PCV implemented a project related to
guide signs, which shows the direction of near located
communities. Also she was conducting trainings in the
Language Center and at home for FLEX applicants.
Once a month she was organizing training for English
language teachers of our and neighboring communities
of the region.
1: Respondent does not know not aware
5: Did not meet community's needs at all He had a lot of plans related with community, but
unfortunately he couldnt realize them because of short
period he was here before dismissing.
3: Met community's needs to a large extent community's new generation is studying. whoever asked
for help, she helped
2: Completely met community's needs the employment center has ahd ordered us to teach
unemployed English and computer, teachers also come
to learn
3: Met community's needs to a large extent The parents also attend computer room
5: Did not meet community's needs at all He doesnt do anything on community level.
1: Respondent does not know Respondent knows only as far as the school is
concerned
2: Completely met community's needs Conducted computer classes Organized computer
training in the village mayor office. Organized English
classes for teachers
4: Met community's needs to a limited extent She did some trainings, helped some students to
prepare for ACCELS programs
1: Respondent does not know I am not aware much about her community activity, I just
know she was organizing camps for the teen. I think that
community activity and benefits of that activity can be
evident in rural communities, as the grants they can win
and utilize are too small to have a large effect in towns.
1: Respondent does not know I am not aware of her community activities, she has
organized Eglish clubs, but what else I don't know.
4: Met community's needs to a limited extent we had some ideas, but community did not have enough
resources for contribution. However, she organised
English clubs where community youth also benefited,
organised summer camps, environmental activities.
4: Met community's needs to a limited extent I am not so much aware of her community activity. I only
know about training of teachers she conducted for
teachers of Vardenis and the teachers of near located
villages. But we didnt like these methods of teaching
through games. We consider teaching process more
seriously, they make an entertainment and fun during the
lesson.
3: Met community's needs to a large extent For those students which do not have opportunity to
learn English, e.g. those studying German, or who want
to perfect their English, the English Club is a very good
opportunity
1: Respondent does not know I don't know.
4: Met community's needs to a limited extent He participated in English language training. He knows
all English language teachers of our community. But the
teachers do not show an interest in his activity. He
organized a 6 week summer course in YMCA. In general
he is very communicative person.
1: Respondent does not know She has organized English clubs, and engaged also
pupils with poor progress. I observe a good progress
with these pupils. I am not sure is it applicable to to
community development or not- she helped me to write
and propose a project to British Council for pupils aged
14-15 to visit UK and practice their English.
It is too early to talk about the results, since the PCV is
in service for 2 months only.
2: Completely met community's needs they have established American corners, and adults can
attend and learn English
3: Met community's needs to a large extent In Goris, French was more widely taught and spread in
compared with English, thus the role of PCV was very
important here in terms of teaching English language not
only to students but to adults as well.
1: Respondent does not know Outside of school he does not do anything, the only think
he does is after class study-groups, which are still
conducted within the school.
2: Completely met community's needs She participated in the activities of Intellectual women
NGO. She was providing free English language trainings
for different group of people, like teachers. In the
community she was living she attended to kindergarten.
Many students participated and won in regional
competitions due to her. Students being infected by her
enthusiasm and thanks to her support in fundraising
participated in IOC camp in Ukraine.
1: Respondent does not know I dont know about other activities.
2: Completely met community's needs She establised English club for students, municipality
employees
1: Respondent does not know The PCV has worked with two other schools during the
service, but I would not name it community work. To my
knowledge the PCV was not involved in community
activities at all.
1: Respondent does not know She worked with school and organisations only, not with
the community directly
1: Respondent does not know
NEED_NOT_MET FACTORS_SUCCEED
Just today my counterpart gave me an English text for
grand project for the school. I think the volunteer can
provide such kind of assistance as well. It is seems to be
outside the TEFL project.
I think just a fact of a volunteer as being someone new
and their being as native speaker makes to consider
them having a kind of authority. This situation itself helps
the TEFL project aims. Also, there is mutual support in
the school.
I would like that she help with a project that implies a
more serious training courses for English language
teachers. Also, I would like that something substantial for
the school left after her. She was indifferent to school.
She was very responsible towards her responsibilities.
Students love her very much. She was very
communicative and became friends with many teachers.
no we supported him
no PST, counterpart's willingness, school director's support,
PC staff support, cooperation between PCVs
I am pretty sure that he will meet any needs of the
community in the scopes of the project, if he will not be
dismissed. He was trying to solve problems on the level
of Ministry of Education.
He likes everythingour community, the university, the
students and the attitude of our colleagues. We also like
him a lot, he was very erudite and pleasant person.
no involvement of the community, school, director,
teachers, and the motivation and personality of PCV
i do not know The Ministry supports the PC activities in Armenia
The program is still 2 months going. At this point I can
state that we would not be able to influence the English
program and the text-books since they are developed
and approved by Government.
The role of CP is very important.
none, she did even more that we needed being open and taking the news, they make the way and
lead others, willingness to work and director's attitude
(25% of computer classroom expenses was contributed
by the college)
Students need bigger view of the world, and if the project
could address that need... However, the job of PCVs is
to teach English, but that is a small part, it only helps if
they knew how to use this English. They knew little about
"the rest of the world"
the college director and faculty members are very
supportive, we collaborate very well with counterpart.
One thing that helped was the following: on the first day I
came, we met with my counterpart and waited for
students and she said she would go to see whether there
is someone in the faculty. So I was sitting alone and
waiting and looking around. And the wallpaper in the
classroom was so weared out and unfriendly and I
thought "o gosh, will I have to stay here for two years?!
And I thought I couldn't stand it and started to tear the
paper. At some point I thought that maybe I had to ask
Anna first but then I felt that anyway I could't stand it.
When anna came she was very surprised! But then
students came and were glad to see that and happy to
help me, so in some days the whole wallpaper was torn
off, and the Director ordered to paint the wall and they
also bought new chairs and tables, and the whole room
was as a new! So, this process helped to start from a
new page and to raise enthusiasm among students, and
give up thinking that "we can't do it" Another thing that
helped is using books. They have a library in the town
and in the school, but no student uses the library, since
thay are very unfrendly and the books are very old. So I
said Anna we have to buy books, and she said the
students can't afford it. I told her: no they can, as they
can afford lipstick, and eyeshadow, and shoes, and
clothes, so they can afford books. And now they have
books they learn with and they love the books.
lack or absence of technical equipment to support the
teaching proecess.
- collaborative approach of local teaches, - English
proficiency of local teachers
no new teaching methods, provision of books, clubs
We only need language laboratory for the full-fledged
English language teaching.
I will say the house he live in and the host family. He
says My house is the best. Also, I think the healthy
atmosphere in the school and newly rebuilt building of
the school will help the project to succeed.
She did everything she could, but maybe if there were
more time, it would be better
Lingaphone class room, mutual enthusiasm of volunteer
and teacher, and the personality of the volunteer
All needs were met, and even more than expected. -Directors support -Joint work -Collaboration with other
teachers -Personality of PCV
Yes, the aim of the project was to introduce the new
approaches and interactive methods into the class. But
as my counterpart say the program is too rich and
complicated and informative, thus if they start playing
games during the English lesson they will not manage
to complete the plan at the end of the year.
The only thing I would like to mention is enthusiasm of
students. They are quite happy to communicate with a
native speaker. When I am conducting a lesson they are
more relaxed.
no needs were met, see points above the project is a good one, it helps to develop, not only
ENglish, but also country knowledge, customs, various
issues, helps to organise seminars for teachers,
establish teacher resource center
I think no, She has done a lot. The only thing we need
now is some didactic materials.
I think her personality and education helped a lot. She
was very unique woman. Her devotion to work, her
diligence and kindness help to our mutual work succeed.
no, we have not indicated any need that was not
resolved
counterpart teacher's work, teachers' motivation, PCV
personality, our collaboration and school's support
Their methods of teaching were inapplicable to our
reality. Their approach is quite a different. It was not
something serious in terms of assistance to us. We will
manage without it.
We were very friendly and amiable to her. She also
adapt very soon.
It would be good to have lingaphone rooms, or possibility
of listening to CDs, which would address the need of
listening to lively English speech.
native speech, interaction with PCV as a foreigner, skills
learnt through PDM training
I think they have done everything they could. Our willingness to cooperate helped to succeed the
project.
No, I think he had done everything he can. I had already mention that his approach to teaching
trough games were quite effective in case of our special
school. Also his patient treatment to students is quite
appreciative. I am always surprised how he manages to
direct students behavior.
does not know does not know
NoI can say they completely met the school needs in
terms of teaching methods est. The only thing we lack is
new didactic materials-audio and video, but I realize they
cannot supply us with it constantly.
Starting from 3rd class pupils are divided for studying
different languages. Due to presence and work of PCV
more and more pupils prefer English classes. Generally,
I can say, that pupils like her.
-PCV should be provided with working space and
equipment -A lot of support is to be provided to PCV
Our beneficiaries are English teachers of all our
schools, and the rural community teachers experiencing
financial difficulties traveling to Goris. Lack of the
literature resources, which was solved by the help of
PCV
they did everything as to language, as other things, I
don't know all the possibilities in order to say what has
not been done
administration's attitude, trust, allocating place, teacher's
attitude
There is an emerging need to change the English
teaching national program and the textbooks, but a PCV
does not have any influence in that level.
The TEFL program manager (Gayane Zargaryan) is very
supportive, which is a great support for any issue we
have
I don't think so, they didn't tell at least resources available in Peace Corps, library, Internet,
equipment
Motivate children to learn and study -CP support and devotion -Team work and synergy. - the
PCVs commitment to support school in various matters
It's hard to say, because we are doing our best, but we
had very limited time two hours per week, it's very
difficult to have very much done, to do something worth.
The PC library has materials on communicative
activities. There are fictional characters described in
different situation. I changed a little bit and adopt it to the
reality we face here, so the students can connect the
situation with the reality and thus teaching English.
I do not know what else can be done by a PCV. -schools commitment to use PCV as well as willingness
to support PCV -administrator/directors support to PCV
No, she had done her best and even more during these
two years. It was our best practice of collaboration with
PCV during the last 12 years. Both her human and
profissional qualities were very attractive.
Her readiness to help everyone who applies her. Her
enthusiasm and high professionalism.
We hadn't cassettes for taperecoreder. We assist and support him in everything related with
project. Also, we ensure a friendly treatment of the
community.
no, we did everything we had planned mutual support of counterpart, director, and volunteer,
community's attitude and her (PCV's) attitude
i do not know the mandate of PC very well, but i would
love PCV doing some work in the schools to promote
human rigths and personal freedom at school-student
level.
- PCV get adopted to the local culture and traditions - the
appoach, methods that PCVs use for entering the
comunity is very efficient
Basically all the needs were met. -Directors support -Close collaboration among CP, PCV
and beneficiaries. -Efficient time planning.
I think if I could spend time with all of the English
language teachers of Sevan town it will be more helpful.
But if talking about the exact school I was assigned to,
the TEFL project meet the needs of the school.
Your job when you come here is just speaking English.
The idea of TEFL project itself is seems easy, just to talk
English. That not difficult, to do something that you were
doing all your life.
yes, we need to extend English hours, as well as it would
be good to have extra-curriculum activities like clubs
after classes (students are interested and it wold be
more effective)
presence of native English-speaker, and usage of some
methods
schools seem to be competing among each other and it
is impossible to do everything in scale of school, while
outside activities help to contribute for community, and
that was not adequately covered by TEFL
PST training as it helped to get basis of TEFL methods
and other issues.
not really, just the school administration needs that were
not part of TEFL project, meaning need for teachers to
work together: there were four English teachers; one
teacher, being director's daughter, rarely appeared at
school, other two were in quarrel, and the third was
counterpart's mother. It was easier to gather teachers
from other school than at the assigned school.
existing demand in the community, childred wanted to
gain better knowledge, as well as the program history:
the community was familiar enough to move to the step
of working rather than being exited about Americans in
their community
FACTORS_DIFFICULT COLLABORATION
I think the biggest factor, that doesnt help the TEFL
project is the current textbooks which are available now.
They hadn't logical progress between units and there
isn't a wide range of skills that they cover. It makes it
difficult because they are generally too difficult for school
level.
2: Somewhat satisfied
She didnt want to obey the director's order. Their
natures didn't fit to each other. On my side I was trying to
explain the director she is not our school ownership, but
useless. At the beginning because of her appearance,
turnout and unusual behavior students do not treat her
seriously. Later on it changed gradually.
no
lack of internet, gender roles (I had to work with female
counterparts but their husbands couln't understand that)
1: Very satisfied
The short time he spent here. He was very impatient to
make changes and to solve problems.
no
does not know
Director of the school is not supportive at all. Very often
can not be reached, is not in his office. Does not care
about the program at all.
2: Somewhat satisfied
we were refused first on our project but next year we
succeded
scepticism was everywhere in the beginning, people
were telling me "we can't do that", but nobody would say
why. They have been telling that boys are not good to
work with, they don't want to learn, and it is very difficult
with them. But it is not like that, and I organised Boys'
Club to prove that, and boys are coming to club with an
enthusiasm, and learning, so everybody see that they
are capable and willing to learn
2: Somewhat satisfied
- class-time is very limited, and the number of school
students in a class is huge.. - lack of visual aids
none
The students are not so much interested and motivated
to teach English. Parents in rural communities also do
not encourage and motivate them to teach.
none
Behavior of students in graduate classes.
I think my background does not fit the TEFL project
goals. Also, the school is not ready to accept these
changes.
3: Somewhat unsatisfied
volunteer's not adapting to our conditions
There is not.
some misunderstanding related with different cultures.
PCV's hot temper and some untidiness
She made a kind of language laboratory, which were
later broken down and looted. This incident had a very
negative impact on our further collaboration. She
becme estranged to school. Another plan for school
stayed unrealized.
no
None
People of this district are burdened with many problems
and concerns. Children are not motivated toward
teaching.
does not know
No, it will be difficult to mention.
I would like to talk with you now about changes in
yourself and the community since the start of the Peace
Corps project.
you have to be careful tih them, once she entered the
room and people start luching at some joke but she took
it as related to herself. Another factor is lack of rooms in
the university
At the PST we are getting a totally different picture of a
local community and school, and then when coming to
our host communities we are getting frustrated since we
see absolutely positive experience, i.e. our expectations
does not meet the reality at first, which makes the
adaptation period more difficult. I know that other
volunteers share this opinion. I think that at the PST we
should be provided with more realistic situation of a local
school: this can be done by observation of a typical
English lesson at a school, or by revision of record of it.
Another comment here is when starting the service, we
should plan more time for observation rather then couple
of weeks to better understand local needs and
possibilities for influence
1: Very satisfied
limited access to resources available ad differences
existing our education systems
2: Somewhat satisfied
Now we are facing financial difficulties in project
sustainability. I would like to talk with you now about
changes in yourself and the community since the start of
the Peace Corps project.
They are not motivated to learn English much, because
they haven't any plans to continue their education.
1: Very satisfied
If the students are not willing to study and learn, then it is
a major constrain for PCV, since it is very difficult to
handle the situation in the class.
No, there wasn't such kind of factors.
The first year he had difficulty in understanding
Armenian language.
cultural differences, people stared at her in the
beginning. We cound't find a place of staying at first.
- cultural diferences
I cant think of any
My only difficulty is not TEFL related, its winter. Related
with TEFL activity I havent met any difficulty, I just learn
them to use other methods. Also, the stile of training
where the hitting is usual thing is difficult for me to
handle.
1: Very satisfied
lack of time during classes
PST lacked giving notion of classroom environment in
schools in Armenia, and that made the start of
assignment very difficult as we had to learn this new
environment. Besides, it would be good to have some
understanding of counterpart expectations and their
feedback on the previous volunteer, what had worked
and what not before.
3: Somewhat unsatisfied
ther was not any demand in school, and hey were not
interested at all to improve English language program.
The reason they wanted a volunteer was to raise image
of the school as there is a competiteveness among
Stepanavan's school to increase the number of students,
and the other reason was the expectation that PCV
would bring them grants
3: Somewhat unsatisfied
COLLABORATION_TEXT CHANGES
It has been satisfactory. It hasn't been very excellent,
and hasn't been very poor.
3: Somewhat unsatisfied with the changes in the school
and English language program
2: Somewhat satisfied with the changes in the school
and English language program
there was a high level of collaboration
1: Very satisfied with the changes in the school and
English language program
1: Very satisfied with the changes in the school and
English language program
1: Very satisfied with the changes in the school and
English language program
They are very flexible and I have all the freedom to do
what I want.
1: Very satisfied with the changes in the school and
English language program
It is good, but I would like it to be better, to have
administration more enthusiastic: actually they are
supportive, but not expressing their enthusiasm, when I
say hello, the director does not even look at me! And
never communicate...
2: Somewhat satisfied with the changes in the school
and English language program
1: Very satisfied with the changes in the school and
English language program
2: Somewhat satisfied with the changes in the school
and English language program
1: Very satisfied with the changes in the school and
English language program
1: Very satisfied with the changes in the school and
English language program
Accordingly to all the above mention factors we mutually
cannot be satisfied.
4: Very unsatisfied with the changes in the school and
English language program
2: Somewhat satisfied with the changes in the school
and English language program
1: Very satisfied with the changes in the school and
English language program
3: Somewhat unsatisfied with the changes in the school
and English language program
1: Very satisfied with the changes in the school and
English language program
1: Very satisfied with the changes in the school and
English language program
1: Very satisfied with the changes in the school and
English language program
2: Somewhat satisfied with the changes in the school
and English language program
1: Very satisfied with the changes in the school and
English language program
1: Very satisfied with the changes in the school and
English language program
1: Very satisfied with the changes in the school and
English language program
I think the level of collaboration exiting is sufficient.
they don't collaborate much, however, if I need
something I can say it anyway
1: Very satisfied with the changes in the school and
English language program
We hadn't any problem with that. The school is happy
that has me and is very supportive to me.
1: Very satisfied with the changes in the school and
English language program
1: Very satisfied with the changes in the school and
English language program
1: Very satisfied with the changes in the school and
English language program
1: Very satisfied with the changes in the school and
English language program
1: Very satisfied with the changes in the school and
English language program
2: Somewhat satisfied with the changes in the school
and English language program
Very satisfied. I havent any problems with them at all.
PC never talked to my school and my school, there was
no problem with me at all
3: Somewhat unsatisfied with the changes in the school
and English language program
after entering the school, there is no active collaboration
with the school itself but the counterpart. they see
collaboration only as writing grants for school and
bringing additional money.
I don't think that the school took advantage of that
opportunity. On the other hand, School director didn't
want me to work with any other organisation in
community, strictly controlling that and accusing my
counterpart if I go anywhere
CHANGES_BENEFICIARY CHANGES_BENEFICIARY_TEXT
1: Very satisfied with the changes in the school and
English language program
Very satisfied, I think they had done their best.
1: Very satisfied with the changes in the school and
English language program
the classes are interesting and accessible for eevryone,
and she is ready to answer any question
1: Very satisfied with the changes in the school and
English language program
the goal of her coming was to teach English and she did
it, she also taught to think independently, not wait for the
teacher to tell what is right, she took our opinion into
account and asked us first and then expressed what she
knew
1: Very satisfied with the changes in the school and
English language program
I am personally very satisfied with changes. Now I can
communicate with foreigners easily.
2: Somewhat satisfied with the changes in the school
and English language program
In general we were very pleased to have PCV at our
school
2: Somewhat satisfied with the changes in the school
and English language program
The result are not so evident, the quality of teaching
hasnt changed.
3: Somewhat unsatisfied with the changes in the school
and English language program
If he will be present during all classes, speak and
motivate us, it will be better.
2: Somewhat satisfied with the changes in the school
and English language program
it would be better if there are English clubs
1: Very satisfied with the changes in the school and
English language program
I have already explained above.
1: Very satisfied with the changes in the school and
English language program
we are more confident in English, and we learnt playing
basketball
1: Very satisfied with the changes in the school and
English language program
for me these changes were critical, as I have changed
my decision about my future profession
1: Very satisfied with the changes in the school and
English language program
It is very good that the teaching methods are
modernized.
1: Very satisfied with the changes in the school and
English language program
Can't say exactly as to what was befre, since at my
entrance at the college Connie was here
2: Somewhat satisfied with the changes in the school
and English language program
When she was here it was ok, but when she left
everything came back to the same.
1: Very satisfied with the changes in the school and
English language program
the methods changed, teachers can speak English,
studets are more interested
2: Somewhat satisfied with the changes in the school
and English language program
Now I dont feel shy to talk English during the lesson. Its
only 1,5 months that she is here.
1: Very satisfied with the changes in the school and
English language program
She brings a lot of new thing. She made a great
influence on the students. I am going to utilize all her
methods in the future. Today you should find and apply
the methods which are able to attract pupils.
1: Very satisfied with the changes in the school and
English language program
I was among those, who already were studying through
new approaches. But I know that their approach is quite
different and more effective. Due to them one of the
students of our collage won a regional competition on
English. She (the PCV) was so happy, even happier than
the winner herself.
1: Very satisfied with the changes in the school and
English language program
the lessons are much more interesting
1: Very satisfied with the changes in the school and
English language program
Very much satisfied. The change was so big that we
dont even expect that its possible.
2: Somewhat satisfied with the changes in the school
and English language program
I dont know, all is well
CHANGES_PCV CHANGES_PCV_TEXT
1: Very satisfied with the changes in the school and
English language program
Currently I am quite satisfied with the level of
collaboration with my counterpart, both in the classroom
and outside the classroom. I don't feel a lot of changes,
but I satisfied with the developing relationships.
1: Very satisfied with the changes in the school and
English language program
all these changes were good
2: Somewhat satisfied with the changes in the school
and English language program
I have just started to work here and have not managed
to do much.
1: Very satisfied with the changes in the school and
English language program
And I hope to be more satisfied by the end of this year
3: Somewhat unsatisfied with the changes in the school
and English language program
There was not much change over that time. Sometimes I
take a part of the lesson to apply some interactive
methods, but my counterparts apply the same approach
as before. I think there are not ready with this program.
The counterpart is mostly attached to the textbooks, she
didn't like much the interactive methods, which we are
trying to introduce. Sometimes I have an opportunity to
conduct a lessons, but it's happens very infrequent.
1: Very satisfied with the changes in the school and
English language program
Most of my satisfaction is with students, I see them
developing and causing change in community further on.
I am satisfied less with my work with Counterpart, since
she is not much motivated in working with me.
2: Somewhat satisfied with the changes in the school
and English language program
they have opportunity to practice English with an English-
speaking person, motivated for studying abroad, to learn
2: Somewhat satisfied with the changes in the school
and English language program
I wasnt as effective as I could be before I came here. At
the same time I think this year will be much effective
compared the previous year. Because now I know what
are the problems and limitations and how to cope with
them.
1: Very satisfied with the changes in the school and
English language program
I am very satisfied, I like my counterpart, I like my
students, I like the school I am working in.
3: Somewhat unsatisfied with the changes in the school
and English language program
I expected more change - more productive work, club in
the school, more rapid and permanent change in
counterpart. I would like that the school adopt new
system and style, but it is not like that.
3: Somewhat unsatisfied with the changes in the school
and English language program
I wish it was possible to have more impact on my
counterpart. I am relatively satisfied with my teacher
training work
CHANGES_TEXT CHANGES_COMMUNITY_PCV
She was very busy and she hadnt time to be engaged in
school activities and meet school needs. Thus, her
activities hadn't school dimension.
there are still many things to do
3: Somewhat unsatisfied with the changes in the
community
Even though I have a very short time to work with him, I
am very satisfied with the chance of working with him. I
have taught a lot from him.
I gained confidence in my subject, and susained new
friendship
overall, i think that the changes are significant to
developing our school capacities
2: Somewhat satisfied with the changes in the
community
We want even to send our English language program to
other schools suggesting them to use the same
2: Somewhat satisfied with the changes in the
community
we still have a lot to do. i am for collaborative teaching
methods, and our schools are just in the process of
development in that terms.
interest has increased, students know English better, we
have books
We cannot count all the changes only on him, but we
learned a lot based on his experience.
We have many resources that we now use: CDs, books,
lingaphone classroom
Exceeded our expectations.
no changes
She was making presentation about USA and other
countries as well. She was travelling a lot, she had a lot
of information and was doing it in a very interesting way.
Now I cannot do the same, in the same way.
I assess the changes high, we had some projects in our
minds but she decided to leave
There weren't any changes in English language program,
we use our own program as before. Their methods do
not fit to us. The lesson shouldnt be noisy. These
methods can be used sometimes during the optional
lessons.
Studets are more active, interested in English, everyone
is involved in the course of lesson, even those who are
average students, previously the lesson was boring
I highly appreciate their work.
I think whatever he had done is the maximum which is
possible under these conditions.
Student have improved their English language skills,
they are inspired, many of them want to become
translators/interpreters.
It was important that PCV was interested, motivated and
hard-working
I think that everything possible is done
2: Somewhat satisfied with the changes in the
community
1: Very satisfied with the changes in the community
I would rank the highest possible way, lots of things have
changed, I am very satisfied with the results.
2: Somewhat satisfied with the changes in the
community
Generally speaking I am very satisfied.
I am very much satisfied. It will be difficult for us to work
with another PCV after Patty.
I am quite satisfied with the work he had done.
hearing the native speech, English cabinet, increased
interest
we should be very thankful to the PC and PCVs for all
they do.
Generally, average satisfaction, since not all the
students have been involved in active communication
with the PCV, but it was very positive in terms of building
interest towards studying English
1: Very satisfied with the changes in the community
only verbal English improved. he approaches to each
student but it is impossible to approach everybody during
the short lesson. i do not accept their methods, those
methods allow few things to learn, inspite of sitting and
listenin and answering to teacher's questions
1: Very satisfied with the changes in the community
1: Very satisfied with the changes in the community
CHANGES_COMMUNITY_NGO CHANGES_COMMUNITY_NGO_TEXT
3: Somewhat unsatisfied with the changes in the
community
1: Very satisfied with the changes in the community
2: Somewhat satisfied with the changes in the
community
1: Very satisfied with the changes in the community
4: Very unsatisfied with the changes in the community
1: Very satisfied with the changes in the community I am quite satisfied with her work. I claimed for the aged
PCV and quite satisfied with it.
1: Very satisfied with the changes in the community
3: Somewhat unsatisfied with the changes in the
community
1: Very satisfied with the changes in the community
4: Very unsatisfied with the changes in the community
2: Somewhat satisfied with the changes in the
community
2: Somewhat satisfied with the changes in the
community
2: Somewhat satisfied with the changes in the
community
1: Very satisfied with the changes in the community
2: Somewhat satisfied with the changes in the
community
1: Very satisfied with the changes in the community She taught English, applied new methods and materials
we still use. We would also like to have a business
volunteer
CHANGES_COMMUNITY_TEXT CHANGES_COMMUNITY_PCV_TEXT
Presently, I am not doing anything on that level, but I see
the need of that. The students in the school need to have
a club outside the school, which will be available for
other school students as well.
She was very busy. Many people apply her to help and
she never denies assistance. She was training students
who are going to apply for FLEX.
I didn't do much work outside the school
He has no time to realize any community projects.
volunteer has been accepted in the community and
helped people /no community changes/
Just start my work with NGOs (Sose Women rights
NGO).
the changes were more than one could even imagine.
E.g. she initiated boys' club to show that the boys can do
successfully thogh there was scepticism that boys can't
learn. she changed attitudes
I want to see growth this year, organise more teachers'
training. I also want to work more to prepare students for
FLEX and other programs: two of the students I've
worked with passed the interview stage. I know now that
it is the critical reading skills that are the weak point of
our students.
There is more interest toward English in the community
due to the English Club
He does not do any work on community level still.
respondent does not know
Very supportive and ready to help
There is no change on the community level to assess.
no changes
She was gathering all English language teachers of
Sevan once a month to conduct a training. It was very
useful.
there are no sustainable changes
I am not aware about what they were doing out of
school.
The Club has had an important role in the community;
students write essays and win first places in country-
scale competitions; computer room is also used by
parents.
i am not aware about it.
I could have overrated expectations, but taking into
consideration the specific of our community I realize that
it's impossible to do more than he had done. Neither
students nor their parents believe in participation of any
exchange program and English club. There is no
mechanism to reveal gifted children from other schools
to train for participation in exchange programs. But I
should mention its not his fault, people are not
interested in participation of any event if there is not
financial or material benefits.
It's difficult for me to judge about changes in community.
I think, if the project of UK, we have applied, will be
approved, it will be a good for the community. Every year
10 students will visit UK to practice their English and to
get familiar with UK culture.
not sufficiently aware, but I know they work hard and are
responsible people
I see more opportunities now in the community: young
people can participate in English clubs, summer camps,
etc.
I do a lot of work with American corners, we have 3
English clubs there (writing, speaking, TV show). A lot of
people have been involved with these clubs
On my own I am trying to fix computers of the school,
which were obtained in the scopes of another project. I
asked my friends to send some money to buy new
computers. I am going to organize an English club in one
of the public schools for the students and English
language teachers of the community. I got acquainted
with other English language teacher very late.
To my knowledge, there was no change in community
that is connected to PCV activities.
I appreciate very much her devotion and personal
investment to our community.
NA
she had English clubs for students and for adults
To my knowledge, there was no change in community
that is connected to PCV activities
The community work that I do is English club-room and
the work I am doing in Mission Armenia NGO.Now we
have 16 students who attend club-room for teaching
English, computer literacy. They also do some
volunteering work within Mission Armenia to implement
their projects. Thats what I am doing extrastaff. I found it
very satisfactory. I like working for NGO, its rather
interesting than work in school.
Students show active participation in the club. We have
computers there, and provide computer lessons, which is
a good opportunity for student as well as adults, which
also attend.
I have worked with other schools, organised teacher
training events, english culbs for youth of the community
which was important for civic education and youth
opportunities increase; I have also organised spelling
bee competition, which was significant not for improving
English skills, but for building students' confidence and
internal motivation
SATISFIED_HCN KEEP_CHANGES
3: No, the school probably cannot keep up the changes
2: Yes, the school can probably keep up the changes
2: Yes, the school can probably keep up the changes
1: Very satisfied with the changes in the school and
English language program
2: Yes, the school can probably keep up the changes
1: Very satisfied with the changes in the school and
English language program
2: Yes, the school can probably keep up the changes
4: No the school has not or will not be able to keep up
the changes
2: Somewhat satisfied with the changes in the school
and English language program
1: Very satisfied with the changes in the school and
English language program
4: No the school has not or will not be able to keep up
the changes
3: Somewhat unsatisfied with the changes in the school
and English language program
1: Yes the school can definitely keep up the changes
3: No, the school probably cannot keep up the changes
2: Yes, the school can probably keep up the changes
2: Yes, the school can probably keep up the changes
2: Yes, the school can probably keep up the changes
2: Yes, the school can probably keep up the changes
1: Very satisfied with the changes in the school and
English language program
4: No the school has not or will not be able to keep up
the changes
1: Very satisfied with the changes in the school and
English language program
2: Somewhat satisfied with the changes in the school
and English language program
3: No, the school probably cannot keep up the changes
2: Yes, the school can probably keep up the changes
3: No, the school probably cannot keep up the changes
2: Yes, the school can probably keep up the changes
2: Yes, the school can probably keep up the changes
1: Very satisfied with the changes in the school and
English language program
1: Very satisfied with the changes in the school and
English language program
3: No, the school probably cannot keep up the changes
1: Yes the school can definitely keep up the changes
2: Somewhat satisfied with the changes in the school
and English language program
MAINTAIN_SCHOOL MAINTAIN_SCHOOL_TEXT
2: We have maintained changes in the school and the
English language program to a small extent
There werent many changes, only some limited
methods are applied now by me. Also, she helped
another English language teacher from our school to
implement a project, in the result of which this room was
equipped and furnished.
Armenia_evaluation Results
2: We have maintained changes in the school and the
English language program to a small extent
The biggest change in teaching approach applied by him
is team teaching, which is possible only in case of
jointly conducting a lesson. inly because of limited time
we had opportunity to work together we cannot
implement many changes we were planning, the only
think which is evident result of our joint work is new
methods and approaches in teaching.
1: We have maintained changes in the school and the
English language program to a large extent
I do my best to maintain the changes
1: We have maintained changes in the school and the
English language program to a large extent
Couple of months have past and we have maintained all
the changes.
1: We have maintained changes in the school and the
English language program to a large extent
Let's say 60% of the changes she has done we
maintained. I am not using all the variety of the methods
she was using. For each lesson she could find a new
song and/or book. Now I cannot do the same, because
my abilities are limited.
2: We have maintained changes in the school and the
English language program to a small extent
I have returned to the previous English program. But we
still use the classroom.
3: We have not maintained changes in the school and
the English language program
She left this summer. But as I had already mentioned
there is not anything worth of adopting.
1: We have maintained changes in the school and the
English language program to a large extent
We are trying to do our best to maintain the changes we
have, but for some of them financial support is needed.
2: We have maintained changes in the school and the
English language program to a small extent
The language laboratory, which was established by the
previous PCV, is of great importance for us. She has
brought a lot of didactic materials for us.
1: We have maintained changes in the school and the
English language program to a large extent
Lots of things was done, and we are maintaining all of it.
Although the lack of financial resources creates some
obstacles. (e.g. cartridge filling, A4 paper)
1: We have maintained changes in the school and the
English language program to a large extent
I appreciate very much her devotion and personal
investment to our community.
1: We have maintained changes in the school and the
English language program to a large extent
Everything is kept as it was when he was here.
1: We have maintained changes in the school and the
English language program to a large extent
we sustain changes and add to them, children are still
exited to attend English classes, we use visual aids
1: We have maintained changes in the school and the
English language program to a large extent
Considerably, we can not continue team-teaching, but all
other working techniques are kept. We also continue
putting emphases on developing critical thinking of
students via essay writing, etc
MAINTAINED_COMMUNITY MAINTAINED_SCHOOL_COMMUNITY
Armenia_evaluation Results
2: Changes were maintained in schools, English
language program and communities to a small extent
2: Changes were maintained in schools, English
language program and communities to a small extent
2: We have maintained changes in the community
program to a small extent
2: We have maintained changes in the community
program to a small extent
4: Respondent does not know
2: We have maintained changes in the community
program to a small extent
1: We have maintained changes in the community to a
large extent
2: We have maintained changes in the community
program to a small extent
4: Respondent does not know
3: We have not maintained changes in the community
MAINTAINED_SCHOOL_COM_TEXT MAINTAIN_COMMUNITY_TEXT
It is difficult to say what and how changes in the
community were maintained.
Armenia_evaluation Results
I had already mentioned he hadn't time to implement
community projects.
/no changes/
if there is no PCV present at the school it becomes more
dificult to maintain the change and continue buiding
we just continue doing what we were used to
English Clubs are not being conducted any more.
I am not much aware of her activities in the community
level, but I think some of them should be maintained.
NA - no changes
NA
I am not aware about changes on community level.
I am not aware of her out of school activities in the
community. She wasn't communicative.
The inspiration on learning English
NA
There are no clubs now, but student use the knowledge
gained
i have never heard of any activity outside the schools
English Clubs are not being conducted any more.
DECREASE_SCHOOL-DELETED DECREASE_SCHOOL-DELETED.TEXT
Armenia_evaluation Results
8: Other. Specify: none
8: Other. Specify: none
5: Lack of funding
8: Other. Specify: lack of native speaker
5: Lack of funding
4: Lack of people that have the skills and training to
maintain the changes
DECREASE_SCHOOL DECREASE_SCHOOL.ADMIN_SUPPORT
ADMIN_SUPPORT,LACK_SKILLS: Lack of support for
the work from the school administration, Lack of people
that have the skills and training to maintain the changes
1: Yes
Armenia_evaluation Results
OTHER: Other. Specify: 0: No
OTHER: Other. Specify: 0: No
OTHER: Other. Specify: 0: No
ADMIN_SUPPORT,OTHER: Lack of support for the
work from the school administration, Other. Specify:
1: Yes
OTHER: Other. Specify: 0: No
ADMIN_SUPPORT,TEACHER_SUPPORT,OTHER:
Lack of support for the work from the school
administration, Lack of support for the work from the
teachers, Other. Specify:
1: Yes
OTHER: Other. Specify: 0: No
OTHER: Other. Specify: 0: No
0: No
OTHER: Other. Specify: 0: No
ADMIN_SUPPORT,COMM_SUPPORT: Lack of support
for the work from the school administration, Lack of
support for the work from the larger community
1: Yes
LACK_SKILLS,OTHER: Lack of people that have the
skills and training to maintain the changes, Other.
Specify:
0: No
LEADERSHIP,OTHER: Lack of leadership, Other.
Specify:
0: No
ADMIN_SUPPORT,TEACHER_SUPPORT: Lack of
support for the work from the school administration, Lack
of support for the work from the teachers
1: Yes
OTHER: Other. Specify: 0: No
ADMIN_SUPPORT,FUNDING: Lack of support for the
work from the school administration, Lack of funding
1: Yes
TEACHER_SUPPORT: Lack of support for the work
from the teachers
0: No
OTHER: Other. Specify: 0: No
LACK_SKILLS,LEADERSHIP: Lack of people that have
the skills and training to maintain the changes, Lack of
leadership
0: No
OTHER: Other. Specify: 0: No
ADMIN_SUPPORT,OTHER: Lack of support for the
work from the school administration, Other. Specify:
1: Yes
ADMIN_SUPPORT,TEACHER_SUPPORT,OTHER:
Lack of support for the work from the school
administration, Lack of support for the work from the
teachers, Other. Specify:
1: Yes
OTHER: Other. Specify: 0: No
DECREASE_SCHOOL.TEACHER_SUPPORT DECREASE_SCHOOL.COMM_SUPPORT
0: No 0: No
Armenia_evaluation Results
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
1: Yes 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 1: Yes
0: No 0: No
0: No 0: No
1: Yes 0: No
0: No 0: No
0: No 0: No
1: Yes 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
1: Yes 0: No
0: No 0: No
DECREASE_SCHOOL.LACK_SKILLS DECREASE_SCHOOL.FUNDING DECREASE_SCHOOL.LEADERSHIP
1: Yes 0: No 0: No
Armenia_evaluation Results
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
1: Yes 0: No 0: No
0: No 0: No 1: Yes
0: No 0: No 0: No
0: No 0: No 0: No
0: No 1: Yes 0: No
0: No 0: No 0: No
0: No 0: No 0: No
1: Yes 0: No 1: Yes
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
DECREASE_SCHOOL.OTHER_PRIORITY DECREASE_SCHOOL.OTHER_PRIORITY.TEXT2 DECREASE_SCHOOL.OTHER
0: No 0: No
Armenia_evaluation Results
0: No 1: Yes
0: No 1: Yes
0: No 1: Yes
0: No 1: Yes
0: No 1: Yes
0: No 1: Yes
0: No 1: Yes
0: No 1: Yes
0: No 0: No
0: No 1: Yes
0: No 0: No
0: No 1: Yes
0: No 1: Yes
0: No 0: No
0: No 1: Yes
0: No 0: No
0: No 0: No
0: No 1: Yes
0: No 0: No
0: No 1: Yes
0: No 1: Yes
0: No 1: Yes
0: No 1: Yes
DECREASE_SCHOOL.OTHER.TEXT DECREASE_ORGANIZATION
Armenia_evaluation Results
none
The bureaucracy out of our university. In Armenia
solving even a small problem is related with big
problems.
none
if there is no supervision and monitoring by PC and our
Ministry
lack of team teaching. lack of hard work
armenian hospitality is key for success
Lack of native speaker, we cannot be able to maintain
this change.
of PCV, who will continue the work (lack of initiation)
LACK_SKILLS: Lack of people that have the skills and
training to maintain the changes
English hours are not enough, and no out-class activities
are at place
School administration has already got accustomed with
this new approach in teaching. I think maintaining the
changes are mostly dependent on the English language
teacher. Now I am not working any more in that school, I
dont know how itll work in the fut
the outcomes should be specified clearly
none, we have exchanged experience and have potential
to keep it
lack of enthusiasm
decrease in students' number which brings to lack of
demand
luck of support from National Government
I think PC should reconsider the approach of not sending
volunteer to the same school. That would contribute
greatly to ongoing development and sustainability.
OTHER: Other. Specify:
lack of native English speaker
DECREASE_ORGANIZATION.LEADERSHIP DECREASE_ORGANIZATION.LINE_SUPPORT
Armenia_evaluation Results
0: No 0: No
0: No 0: No
DECREASE_ORGANIZATION.COMMUNITY_SUPPOR
T DECREASE_ORGANIZATION.LACK_SKILLS
Armenia_evaluation Results
0: No 1: Yes
0: No 0: No
DECREASE_ORGANIZATION.LACK_FUNDING DECREASE_ORGANIZATION.LACK_LEADERSHIP
Armenia_evaluation Results
0: No 0: No
0: No 0: No
DECREASE_ORGANIZATION.OTHER_PRIORITIES DECREASE_ORGANIZATION.OTHER
Armenia_evaluation Results
0: No 0: No
0: No 1: Yes
DECREASE_ORGANIZATION.OTHER.TEXT DECREASE_COMMUNITY-DELETED
Armenia_evaluation Results
6: Other. Specify:
6: Other. Specify:
6: Other. Specify:
3: Lack of funding
6: Other. Specify:
6: Other. Specify:
none
DECREASE_COMMUNITY-DELETED.TEXT DECREASE_COMMUNITY
OTHER: Other. Specify:
Armenia_evaluation Results
OTHER: Other. Specify:
OTHER: Other. Specify:
OTHER: Other. Specify:
none
OTHER: Other. Specify:
does not know
COMMUNITY: Lack of support for the work from
members of the community
OTHER: Other. Specify:
difficult to answer
OTHER: Other. Specify:
OTHER: Other. Specify:
N/A
COMMUNITY,SKILLS,LEADERSHIP,OTHER: Lack of
support for the work from members of the community,
Lack of people that have the skills and training to
maintain the changes, Lack of leadership, Other.
Specify:
dificult to answer
FUNDING,OTHER: Lack of funding, Other. Specify:
LEADERSHIP: Lack of leadership
OTHER: Other. Specify:
OTHER: Other. Specify:
DECREASE_COMMUNITY.COMMUNITY DECREASE_COMMUNITY.SKILLS DECREASE_COMMUNITY.FUNDING
0: No 0: No 0: No
Armenia_evaluation Results
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
1: Yes 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
1: Yes 1: Yes 0: No
0: No 0: No 0: No
0: No 0: No 1: Yes
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
0: No 0: No 0: No
DECREASE_COMMUNITY.LEADERSHIP DECREASE_COMMUNITY.OTHER_PRIORITY
0: No 0: No
Armenia_evaluation Results
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
1: Yes 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
1: Yes 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
DECREASE_COMMUNITY.OTHER_PRIORITY.TEXT2 DECREASE_COMMUNITY.OTHER
1: Yes
Armenia_evaluation Results
1: Yes
1: Yes
1: Yes
0: No
1: Yes
0: No
0: No
1: Yes
1: Yes
1: Yes
1: Yes
0: No
1: Yes
0: No
0: No
0: No
1: Yes
0: No
1: Yes
0: No
0: No
DECREASE_COMMUNITY.OTHER.TEXT EFFECT_PCV
For the school I would like to put together an English
resource center for the school as well as development
lesson plans for my counterpart and other teachers. I
think there will be general improvement in the English
conversational ability in all of the English teachers of the
area. For that we also plan to have an English club
especially for English language teachers to give them a
chance to practice their skills.
I dont know
Armenia_evaluation Results
not aware
better language skills, changes in methods used,
students' desire to learn and participate in IREX
programs
N?A
no changes
Teachers methodology to be more student centered.
Methodology guide.
The student that studies in Brussov's now told me how
can I thank you and I said you don't need to do that but
you can do the same for other students. I've insprired
others to see awht other things they can do in the world.
When students marry I say marriage is good and
children are good but you have to develop yourself as a
personality before making family. Computer skills help
students to find job opportunities. And another thing is to
develop ideas about the world for the children.
N/A. There is no change on community level
Its difficult to say, I have no idea, whether any of the
approaches introduced by me will be applied in the future
or not.
NA
no changes
NA
I had already mentioned the specific of the community. I
feel that school abuse his treatment.
people here would not do it properly just on volunteer
basis
I have become a part of my host family, and will
definitely sustain my relationship with them. As for
school level, I see a lot of personal changes in teachers
and school administration as well as the commitment
and interest to learn English was greatly increased.
the work gives people an opportunity to meet foreign
people, to use language, motivates, affects as a person,
the way you see the world
The school will gain a lot of recourses (books, literature,
and computers) that I gained. Having access to the
resources will be the benefit for them. I also hope the
techniques of teaching I demonstrated will be used as
well. The resources are the biggest limitation in Armenia.
NA
did nothing in terms of community
Even if there will be no lasting effect I hope they will
remember the way we treat them. They have a
possibility to see different type of Americans, and to
realize that America is so different.
Those who attend the club are very satisfied, and
generally the population is aware. We hope that the club
will stay due to the youth group that is active. Even if not,
the room with its resources can serve to the community
needs. As to students, they are energetic and
enthusiastic aout English and their future, which is a
lasting effect. As to Counterpart, she has new ways of
teaching, sufficient resources and background already to
be able to sustain the changes.
if they are asked, they can confuse the interest of
interacting US people with the TEFL goals
LEARN LEARN_NGO
I learn that I should be more creative in teaching
process.
Armenia_evaluation Results
you are not allowed to speack about personal life during
work, even during breaks
I always thought about new methods with distrust, but
later on I understand they are efficient. The new
approach is based on division of teaching materials on
thematic blocks. Also, this new approach ensures equal
participation of all students.
team-teaching skills, new methods directed to develop
critical thinking, creative approach, taking time for
students
to adequately assess the capacitiesand be the means
for the young people to find their place in the world
system of student assessment, new ways of treating
students
His attitude towards students is special for me, he
appreciate all of them as individuals.
some English, didactic resources, some games
-Baking apple pie -Taught my husband to help me
she was an interesting person, very intelligent, well-read
- Style of working: time management, paper planning,
writing skills - Presentation skills, i.e. the ability to
present your weaknesses in the most favorable light - I
learn to treat conflict constructively. -I learn to appreciate
criticism in reporting, instead of justify myself.
New methods and approaches to teaching.
humanitarism, self-devotion, respect toward other nation
I realize that we do it (care to other people)
ostentatiously, they are doing sincerely/frankly.
I learned to express opinion freely, and be less shy on
international meetings, I gained new experience through
participating in various events, as well as changed my
behaviour style with students, being more responsive
and less requiring. (E.g. if before a piece of paper would
fall, i would tell a student to pick it up, and now I do it
myslef, thinking that the student is better to be engaged
in learning activities and not distracted).
We have changed them, we made them a little bit
Armenian.
Based on his experience I learned to use a lot of didactic
materials. I become more interested with the troubles of
the community and to be useful in the sphere I can.
I learn to make mistakes and not to feel shame for it.
- Applying new methods
the concept of volunteership, that one can do work
without expecting anything
-Appreciating environment and culture -Appreciating our
culture and traditions
-new interactive methods in teaching -being more work-
oriented and committed
I gain the ability to listen, the good way of
communication, the respect toward others.
I was taught new methods.
My self-evaluation increased
-Applying new methods -Team teaching -Lesson-
planning for team-teaching
to be free and easy, expres own opinion
some games for 4th form students
WHAT WHAT_NGO
Sometimes I use these creative approaches during my
lessons to make them more interactive.
Armenia_evaluation Results
Now I apply this new approach during my classes.
during class teaching
during lessons, giving information
I apply new methods during my classes. Also, I have a
different perception of students.
when interacting with PCVs and when using computer
Changed a lot my working style and methods. A lot has
been changed in my personal behaviors.
I use them in my everyday activity as a manager in the
organization
Now I am using many of the methods she applied.
during classes
I didn't take any methodological approaches, but some
features of human nature.
I am more open to other views, less shy to express
myself, be more interactive. I use the skills and
knowledse both in classroom and in general.
N/A
In the result of my often visits to church with him I was
suggested to conduct some lessons on psychology, as I
specialized in it. Based on the idea of volunteer I had
provided these trainings for free. Based on my skills I get
in PDM training now I founded a Language center, where
children will be trained. Now I learn to use visual
methods during teaching. I learnt from him that the
teacher has no right to say you are dull. If the child is
not understood it's our fault, not his. I learnt that teacher
should his best in spite of everything, not to bring his/her
problems to classroom. It happens and I know that he
was ill, but it had never been reflected on the class
activity.
I have become more self-reliance.
- Applying new methods
I use everything during my work, but in less emotional
way
I use all that was learned as much as our school
conditions and approaches allow.
I use the new methods learned in my classes. Also, I
share the new methods learnt with my colleagues
teaching other subjects.
I apply it in my everyday life.
We usually use these games after the lessons in study
groups. The group was organized twice a week. At the
beginning it was divided in two groups (advanced and
basic), later we join them.
through lessons, private tuition classes, interacting with
foreigners
I use all that was learned as much as our school
conditions and approaches
in my actions and thinking
during classes
USE_SKILLS FIVE_YEARS
Now I can participate in any project and/or competition
related with English. Also, when I meet any foreigner I
can talk with him in English.
Once they organize a seminar on professional
orientation, it was very useful. Their advices on how to
score a success will help me in the future.
I have private English classes at home, and also give
advice to my acquaintances teaching English
I will be teaching and will use methods
I changed my mind regarding future profession: I didn't
love English at all, and wanted to be a doctor, but now I
want to be English language specialist
I will use my knowledge and skills when studyig at
university
Armenia_evaluation Results
Now my work related with foreigners and I havent any
problem in communication with them. I hadnt problems
when I was in USA as well.
When I failed in FLEX program he consoled me and
inspired not to give up. Thanks to him later I apply for the
UGRAID program and win.
I applied for the FLEX program and succeed. The
current PCV (not TEFL) was training with me up to a last
moment. Nobody believed I could win the strict
competition. Only PCV inspired me.
If they didnt teach me, that I shouldn't despair if I failed,
that I should try and be more purposeful I will not apply
and win the exchange program. In this regard they had a
lasting effect on my further life.
Communicate with foreigners in the streets, there are no
other opportunities.
While working with students I will apply those methods.
Otherwise, the PCV did not have big influence
Now I can express myself and speak in English better. He was a very kind person and he enjoyed our
confidence. The more you relate with such kind of
people, the more you are changed.
All this is useful and applicable in my every-day life.
Thus, presentation skills and team working I use while
studying in the university. The time management and
scheduling is also quite useful.
When I will be employed in any organization I will not
work as an Armenian, but will be much disciplined. I
think it is their influence.
First of all my improved English helped me to apply for
FLEX. I am using all that skills in my everyday life and I
hope I will use it in the future and it will help me to
become a good professional.
Yes, for sure it has an effect. Whenever youll be,
whatever youll do English knowledge will be useful. I
hope Ill become a good professional and knowledge of
English is crucial.
As I like English very much, I constantly teach my sister
at home.
I decided to become an interpreter. Now I became fully
confident, that I have done a good decision.
The leadership skills help me a lot both in my everyday
life and while I was in USA. I was taught project writing
and now I am writing and implementing different
projects. Also now I am teaching how to write projects as
a co-trainer with PCVs during camps.
Kathy was like my mom. She taught me to be more
natural and ingenuous. Due to her I gain self-confidence
which will help me during my life.
during English classes I want to be English translator, so I will know English
words better
The most valuable thing that I gained is the idea of
volunteer work.
The same...I was influenced by the idea of volunteer
work. I would like that Armenia will get the level of
development, when we needn't volunteers at all.
Now I don't feel shy when I am talking English. I practice
and communicate more in English. I become skilled in
finding and applying different exchange programs.
Before I was afraid of failure. Now I realize that you
should try all the time, and you are getting skilled based
on your mistakes and failures.
I hope I will leave for USA to study there. And when I
come back I will apply to IREX programs to study for BA
degree. And later on I will be employed in USA
Company.
Now my style of working is more systemized and the
results are evident. I become too exacting toward the
work I am doing.
I am going to get a MA degree in USA, I like their
education system. I like Americans, it's much easier for
me to relate with them.
I continue participating in contests, and she had taght
me to do that. i used my English in communicating with
US Embassy representative when in Camp (GLOW
camp), and I use English when speaking with other
PCVs
I want to become English translator, as well as to apply
to FLEX program, and I will continue participating in
various contests
I want to apply to study at institution preferably in
international relations field or language, and now I am
more confident in myself
I will be a student and these changes wil help a lot in
studying and in life
Communicate in English with my friends Help my sister
with her lessons.
Respect towards my friends Tolerance towards gender
I have applied for International Outreach Camp and went
there, it was a great experience. I write articles in the
paper we have. I have been involved in organisation of
Spelling Bee in the college. I use computer and internet.
I interact freely with other volunteers
I see my future related to English. Maybe I'll become a
translator or maybe teacher at this college.
Now I do my homework more easily Previously I thought of becoming a lawyer, but later on I
changed my mind and now I am thinking of becoming an
international reporter.
I do various volunteer works, attend orphanage, go
where I am wanted. However, I use English rarely
I would like to establish an office, to be useful for
orphans, elderly people, women in need. He (PCV)
served as an example for me
Experience of working with the PCV helped me to
become more self-confident. Now I can express my
opinion clearly and stand for it.
Experience of working with the PCV helped me to
become more self-confident. Now I can express my
opinion clearly and stand for it.
I use all this in my everyday life to organize myself and
my work.
I appreciate their role in my career very much. If I hadn't
opportunity to work with them, later apply and succeed in
UGRAID program, I will not become a chairperson of an
NGO. Now I am planning to establish a school for
lawyers and will adopt their (PCVs) approach of
teaching.
I try to speak English with all who know English, I have
partixcipated in contest, writing essays. I know now that
it is not important to speak or write with nice words, but
the essence is more important
I would like to leave for US to study there
Improved oral English I am going to become a musician and travel a lot.
Knowledge of good English will help me a lot.
Following her example I never reject helping anyone.
She was always show willingness to help. I am not
confused to communicate with foreigners.
I think yes, it has an effect. I would like to be in USA, to
see the country, to study and to work there. But my
parents do not like Americans and do not welcome my
intention. She was inspiring me not to give up and was
also trying to persuade my parents.
I used to gather the children of my neighbours and
taught them English the same way, they were teaching
me.
They made me realize that if someone study and work
hardly he/she will reach any goal. They were surprised,
that girls get married, when they are just nineteen years
old. They taught me to be more ambitious and
purposeful. I am surprised myself, that disliking English
for 10 years I had changed my professional orientation.
at school, writing essays, accessing Internet, reading
books, especially foreign literature, interaction with
people, when meeting other PCVs
I want to become lawyer, and definitely the English I
learn now will be helpful. I am sure that I will keep this
knowledge.
First of all itll be useful for me for enter exams /
preliminary examination. I feel the difference/progress.
Also from year to year I have become more
communicative participating in camps organized by
PCVs.
I cannot say that effect on me is too big and at the same
time cannot say there is no effect. His enthusiasm and
cheerfulness infect me as well. I hadn't met such a man
of his age being so spry. Even most of the young I met
during the camp werent so energetic.
I help my neighbors when they need translate
something. And I continue studying English
I can easily speak and communicate with foreigners. My
mind set has become more open.
EFFECT_VOLUNTEERS EFFECT_VOLUNTEERS_NGO
I don't think it could have lasting effect.
Armenia_evaluation Results
basis for language development is extablished
If such competent people like Daniel will have an
opportunity to work in host country they will make a lot of
changes.
the English classroom will be used in future and the
interest toward English is increased
the contribution and investment in youth developemtn
would defenitly bring its positive results in years.
students have more opportunity to continue studying, to
get job, they are more interested and haev more general
knowledge
the collaboration with schools and governmental entities
should be developed
employing new teaching methods, interest toward
English will sustain
I think most of the methods and lessons planning will be
kept.
difficult to answer
-Approach to English, wish to learn -New computers -
Connection with host families
children interact in English, and the learning is more
effective, they are more enthusiastic, disseminate the
values PCVs bring in
I think it mostly on the level of human change, not
institutionalized
First- I have learned a lot from Rose, but if I will be
discharged, I am not sure that a new teacher will apply
all this. Second- When Rose was here everything was
allowed to her, in terms of way she conduct a lesson.
Now I couldnt allow many methods which are making
much noise.
there will be almost no lasting effect, as it is gone
already. Though some knowledge will stay and be used
Only good memories left after her. We always remember
their holidays. There is no other evident result after het,
just acquaintance.
English language will be more accessible to everyone,
and people will be more familiar to US culture.
They lay the good foundation of English language
teaching, now we need PCV each year in order it
become effective. 2 year break is undesirable.
I don't think it will have the lasting effect. It will effect only
on teachers and students he communicate and worked
with. Other teachers are not interested and enthusiastic
to communicate and teach from him, maybe it's
conditioned with their age. The younger teachers are
more open with changes rather than middle-aged.
Its difficult to say about the lasting effect on all these.
The student are inspirited and interest in English
language.
It is early to answer to this question
the lasting effect would be more if the work of volunteer
is continuous, there are more volunteers in the
community, and psychologists as well
-Materials left will be a very useful tool for further studies
and development
The students that have worked with PCV would continue
being interested in developing their English proficiency.
We, the teachers, will continue using new interactive
methods. As refers to community, the PCV did not have
any specific connection with community.
The students she taught gain a lot of knowledge and
skills. I think they will apply it in their pedagogical career.
I was organizing these study groups. Now I am in
maternity leave.
increased motivation, using English classroom for
generations
i think PC should consider all the experince generated
and propose changes to English program at secondary
schools to the Ministry. That could cuase a change in
policy level
In schools: -implication of new methods -style and
approaches of teachers (basically vile communicating
with students) Students: - students need/demand
towards new innovative teaching methods is being
developed -commitment and interest to learn English
they have left trace, individually on each one. Our
education program has been changed, incorporating the
methods and materials she used.
it would have an effect if students have chance to speak
English and interact continuously
USED_TRAINING ADVICE
It's too short period we are working together to talk about
application of knowledge and skills.
It's hard to say.
Many schools based on our experience apply for this PC
program.
Armenia_evaluation Results
to apply and to support volunteer's work
in the classroom, organising clubs, seminars, teacher
training, using spoken skills, voluntarism, planning,
formal and informal assessment, self-reflection after
lesson
support the PCV and have actual desire to have a
volunteer (not just grant-writer)
Necessarily take into consideration the educational
background, the competency and intellect of PCV. All
this is very important for TEFL project.
to certainly have this project and make effort in
implementing it
schools should learn from each other's experience
Introduction of new methodology at school. Planning
to establish English Resource Center. Two centers were
established, and both does not operate, thus we try to
learn lessons from that experience.
15a Are there things that the school should do to prepare
for or sustain the project? -Make sure the Counterpart is
selected right and is willing to work.
collaborate intensively and be open for taking new
In doing trainings, in team teaching, in classroom. She is
working every night to prepare for the lessons
to be very supportive, ask a lot of questions, volunteer to
do some work and never say "it can't be done"!
to be open and collaborative towards new ideas and
approaches
to establish English room, get CDs
To accept him with love and warmly, in order he feels
himself as a member of the team. They have to try to
utilize his abilities to maximum extend. The school
should load him with much work, otherwise he will shirk.
to do that!
I would for surely recommend to apply for PC volunteer.
Give lots of good things. Increases communication,
improves knowledge of English.
Sometimes they apply some of the techniques I
introduced.
everybody takes responsibility so that the PCV is not
linked only to the teacher and interacts with everybody
I will advice all schools to have PCV, though success is
much depend on PCV personality. Also, I would suggest
that mutual expectations have been clearly
predetermined.
this project is necessary, especially if English is not at
high level at that school. it would be better if PCV has
pedagogic backgound, as if he/she is not a specialist,
then the benefit is less. And many things depend on the
counterpart.
I will advise them not to have too many expectations.
To be confident as this is a very good project.
I will highly recommend applying for the program.
Ill advise them not to touch upon the financial issues.
The school administration is interested to have financial
benefits.
specify measurable impact in advance
I will advice them to apply for this project. It bring great
progress both for students and for teacher.
I usually inspire all the schools in our region to apply to
PC for a volunteer.
I would welcome their initiative
At the Counterparts Conference a representative from
my school participated, who is not an English teacher,
thus there was no much use. The director participated in
PDM training, which was useful as described above.
to select Counterpart more carefully
the counterpart has studied in US and worked with other
PCV thus it was hard to add more. Teachers use the
language learnt, methodology teacher uses new
methods and material during classes
to be sure that they have a counterpart to work with PCV
Be ready for support Be accurate Be tolerant and
flexible
Teachers in Armenia are teaching through intimidation
and violence. My firs counterpart was quite enthusiastic
with application communication techniques I introduced.
They should know what they expect from the project and
should be ready to be supportive to the PCV.
the school should be open-minded and supportive when
hosting a PCV
I would suggest them to thoroughly formulate their
expectations and needs. What they can provide to the
PCV and what they expect from her/him.
I will advise them to participate in this project by all
means.
to apply, to correspond to necessary criteria
to create possibility for a PCV to become a full member
of the teachers' group, participating in all the official and
unofficial meetings.
I usually inspire all the schools in our region to apply to
PC for a volunteer
At the beginning my counterpart was learning how I am
conducting lessons, now she is applying these methods.
She use different ways of learning.
To be open minded first of all. I hadnt that problem,
because my school had many volunteers before me. In
USA if there is no noise in the class it means the
students are sleeping, here when it becomes noisy it
unacceptable.
it would be good if they come to interact but not during
classes. If they come for classes they need to add one
more hour
Counterpart has participated in international conference,
due to using the improved language abilities and ability
to write an application. She uses the knowledge and
resources gained in classroom for English lessons.
Moreover, she has been selected in the Marz as a result
of competition, to be training other teachers for english
language teaching methods.
To be open to Volunteers' suggestions and implement
them, allow for experiments.
All teacher trained use some of the materials, skills,
networks gained through the project for their lessons,
especially school #2 teacher
They should understand the role of PCV: using school as
a base for community work, and it is to the school's
benefit to bring up some other community activities and
opportunities, even if the new opportunities do not mean
money
PREPARE PC_PREPARE
If the school is aware that the teaching methods, which
volunteer brings will be strange and different, the only
thing I will advise not to worry and give the time to
volunteer to show how it works.
I think the PC's role in the project is very clear. The only
thing I would like to say to PC is to continue being
thoughtful about that.
If I were a school director I will not put her under
restraint, instead I will adapt to her. The counterpart also
should be devoted to his/her work and should be very
supportive toward the PCV. At the beginning she couldn't
understand our hospitality, and she always asked: What
you expect in return?.
They should examine and take into consideration the
needs of Counterpart. PC should prepare and train them
for Armenian reality and environment and train them how
to dress and behave themselves.
Armenia_evaluation Results
no, they have done a lot supporting and sending books
offer a PCV a key to the school to be able organise clubs
after classes, be prepared to defend the volunteer if
something happens
follow up accountability for counterpart (e.g. 6 months
after PCV left to come and see whether the changes
continue), see why sustainability is not kept
A school should be more scrupulous in selection, the
selection shouldn't be accidental. In our case we were
lucky. Sometimes PCVs are too primitive. Also, the
school should take into consideration the requirements
of the counterpart.
The selection shouldn't I have already mentioned that
the selection of PCVs shouldn't be accidental.
Sometimes PCVs are too primitive. If I'll apply for the
next PCV in the scope of TEFL and they will appoint a
PCV who is worse than Daniel I will refuse to work with
him/her.
mutual trust, good atmosphere, and motivation no, what is done is very appreciated
LSG should be involved in schollpreporation activities i think everything is fine, i know that the pre-service
trainign should be very useful
-Make sure that CP really wants to work with PCV
many things depend on the personality of Volunteer and
counterpart. School gives iorientation and it would be
good to say good words, to encourage, to be graetful
and create positive environment for the volunteer to work
to prepare counterpart better during orientation, to give
more details
They can plan the ways they would like the volunteer to
help, identify the problems they like to be solved, and do
some reading about Peace Corps traditions. Then, they
have to examine their budget and make sure they can
continue and sustain everything when PC project is over.
Send another volunteer to other teachers
first, PCVs should be introduced to all the policies and
procedures
coltural exchange should be on focus
to visit schools where volunteers have worked for
exchange of experience, to get books
no
They should prepare the team to accept a new team
member. They have to meet him with smile.
They have taken everything into account. But the only
thing I could not understand is why they allocate
sociologist and psychologist for teaching, why not people
with pedagogical background?
welcome the volunteer, give appraisal for their work, as
this helps them a lot
funding Internet connection
-Warm hospitality, to break the ice -Special ways of
collaboration.
The way it is done now is fine. Also will help with
material resources and literature.
They should be open to accept changes which the PCV
is going to introduce in the school and English language
program.
They should provide more realistic information about the
site you are going to work. They should take into
consideration the background of the volunteer in taking a
decision about the assignment and the PC program
he/she will work. Every 4 month we give a report, which
is too big 26 pages, while the PCVs of other projects
present only 4 page report.
be familiar with the project and be motivated give the counterpart a chance to select the PCV or at
least to confirm the PC's selection, and give the PCV
chance to select his/her site and counterpart, as the
experience shows that if PCV likes the conditions they
will stay an be motivated to work rather that go away
We should do our best to choose the appropriate PCV.
Also, the house, where PCV is living is of much
importance. The school must suggest good choices for
accommodation in terms of distance and
comfortableness for working.
PC should take into account the interests of PCVs,
which should be in line with the activity they are going to
conduct here. Gender aspects should also be taken into
account, especially in rural communities with more
moderate values.
to state clear purposes for inviting PCV and be fully
aware on why he/she is needed
certain goals to be stated for volunteer, and some
guidance provided what he/she has to do in particular
school. to visit applicant school to find out what are the
real needs of the school and why did they apllied for
PCV, come to an agreement around goals and help to
achieve that goal
The director should prepare teachers and students how
to behave themselves with PCV.
PC should train them not to meddle in our political
issues.
To clarify the goals they have for the project and present
them.
To keep contact with all schools, not only those with
PCVs, and give them chance to learn about
opportunities provided. We have learned through email,
but this is not a reliable source, it would be good to let us
know by telephone. Another thing is to make PCV to
agree his steps with Counterpart (e.g. consult about
place of rented flat and else).
Difficult to answer. In order the program have a lasting effect, I will suggest
to PC that the program havent breaks in providing
opportunity to have PCV.
With the support of PC the school should conduct a
number of trainings with teachers, students and parents
about the idea of volunteer and volunteer movement
The information is too scant about the activity of the PC.
PC should train and later control that Counterpart explain
the aim and the idea of volunteer correctly. I am
explaining, but I am not sure whether I explain it
correctly. This kind of information provision should be
institutionalized and provided methodologically correctly.
n/a n/a
To fill in the appl.form with mentioning their concrete
needs.
The PCVs should be very communicative. Each PCV
should work very intensively in the assigned school and
not to combine with work in other schools.
-To set goals clearly -To select host family more
carefully and keep communication with them -To create
at least some basic working conditions for PCV table,
computer, etc. -To create a nice working climate at the
school teachers team.
-To select PCV more carefully considering the conditions
at a community and needs -Provide more detailed
orientation to PCV on our region specifics -To present
the teaching methods that we practice at our schools
to select good teachers, to change student's attitude in
roder that volunteer do not feel bad, and they (students)
behave
to provide paper, stationery, books: the school is not
able to provide everything while their need to go find
xerocopy, give their personal money for making
materials
-to have a working space for the Volunteer, where
recourses can be planned and used more efficiently.
Make sure the Counterpart has enough English skills
I realize that once the community is selected, there is not
much to do with selection of Counterpart, since often
there is only one English teacher at local school.
Somehow the PC office should participate in selection of
Counterparts. Having as Counterpart a person who is not
motivated to work with PCV, or who is not an English
teacher creates various difficulties one the project starts.
-When I first came, I was not very clear with what I will
be doing in particular. I think that is good that PC provide
us with freedom for creativity and approaches, but it also
can facilitate joint planning between the CP and PCV at
least for the first period.
think about their goal, what they want and how much the
PCV should teach
talk to counterpart that will work with PCV, find out
whether he/she wants a volunteer (beside the director)
-To have clear understanding about US culture and how
to communicate with Americans
-To select PCV more carefully considering the
peculiarities and uniqueness of the community
You need resources, the textbooks are not enough. They
should use other staff to make the teaching more
interesting. The school administration must be tolerant to
a bit nosy activities during English lessons. Also, there is
not a proper room to organize this kind of activities.
The first thing they should do to keep both the PCVs and
teachers (counterparts) informed about what they should
expect from the project. The PCV should know the reality
where he is going to work.
-school should have special facilities for the PCV, like a
separate room, equipment, materials, etc. -school should
not limit PCVs new ideas and approaches. Sometimes
we criticize much any new and unknown idea.
-PC should better prepare PCV in psychological
perspective towards our reality. -That would be useful if
the scope of PCV is clearly defined at the beginning.
I would advise the school to actively involve the parents
into the study process. In the USA the teacher is
attending the family to understand how such and such
problems can be solved for better performance of the
student. PCVs can help them to adopt that practice.
In case of Petty she developed a program yourself. It will
be better if PC, based on the needs of the exact
institution, developed a program for PCVs two year stay.
PC should examine the microenvironment where the
PCV is going to live and to take into consideration
personal qualities of the PCV. PC should examine the
counterpart as well, because the success of
collaboration mostly depends on how their human and
professional qualities fit each other. PC shouldnt leave
the PCV in the lurch. They must direct them during the
whole period.
There is nothing special to prepare. He was constantly in
the focus of attention.
They (PC) should visit and see the work of PCV more
frequently, during the last month he didn't visit the school
at all. It is necessary a reporting system for both PCV
and counterpart on their joint work. PC also should be
interested in creating favorable conditions for PCV to
work. Also, they should select PCV having in mind the
specific of the community and train them for social
sensitivity and better cross-cultural awareness, in order
they dont appear in the rural school with earring and torn
trousers (not about my PCV).
provide working conditions: internet, computer, that the
volunteers need; find good family for the volunteer to live
in
collect data from the school to find out whether adequate
conditions are at place, and then send volunteer
- provide with pedogogical training, make sure that PCVs
have some basic teaching skills developed befor
entering the schools - provide a better understanding of
the situations in local schools (culture, methods,
teaching approaches, etc.)
-To set goals clearly -To select host family more
carefully and keep communication with them -To create
at least some basic working conditions for PCV table,
computer, etc. -To create a nice working climate at the
school teachers team.
-To select PCV more carefully considering the conditions
at a community and needs -Provide more detailed
orientation to PCV on our region specifics -To present
the teaching methods that we practice at our schools
I have already mentioned...tobe open minded towards
the changes.
Just in the beginning the PC should put the volunteer
into classroom, in order they practice and realize what
the collaboration process will be, how they can be useful
for school, because schools are quite different in
Yerevan, other towns and villages.
to add one more hour
Do not expect volunteers to come and immediately start
writing grants, this leads to frustration.
1. Organise feedback session from schools to share
lessons learned with the previous volunteer. 2. to provide
less training on methodology and instead of that more
training on how to handle the classroom, what classroom
environment looks like in Armenia. 3. to break through if
you feel unsuccessful with a school, mediating the
relationships between PCV and school, providing
guidance to resolve issues; 4. allow to find secondary
organisations for assignment (currently, secondary
organisation assignment seems to be only whae school
assignment is not much successful) 5. during PST
prepare for out-school activities, providing guidance how
to establish clubs, etc.
getting agreement of teachers for having PCV and
having them unified and not jealous in order for all of
them to benefit
more comprehensive curriculum for Teachers' Training.
The government has accepted new curriculum and
World Bank sponsores teacher' training, thus PC has to
correspond TEFL goals and curiculum to this. Another
thing is to give more clear guidelines to volunteers
ANOTHER ANOTHER_TEXT
1: Yes definitely wants another Volunteer It's very interesting to communicate with an American.
Their treatment is very interesting, they are very friendly
people.
1: Yes definitely wants another Volunteer Each one has something good to share that you can
take and use
1: Yes definitely wants another Volunteer yes, to interact, to learn more anout other country, to
exchange experience
1: Yes definitely wants another Volunteer I would like always work jointly with PCV, she was my
right hand.
Armenia_evaluation Results
1: Yes definitely wants another Volunteer Now communications are more than when I was a
school student. But still, they introduce a lot of energy,
new ideas and enthusiasm into the community.
1: Yes definitely wants another Volunteer Sure, but it is desirable that the PCVs had a background
of English language teachers.
1: Yes definitely wants another Volunteer we already have one in environment
2: Unsure whether wants another Volunteer I am more probably will refuse to have a PCV. Telling the
truth I am angry with PC for dismissing Daniel. They
werent able to appreciate him and the work he was
doing. I cant believe that the reason of dismissing him
was his delay. May be there is some other reason I don't
know about.
1: Yes definitely wants another Volunteer we need continuous work for development, and would
like to have PCV in another field
2: Unsure whether wants another Volunteer If there is one, then it will not be bad, although there is
no real need for that. Our lecturers completely satisfy us.
1: Yes definitely wants another Volunteer These people (PCVs) make some reformations, why we
had to reject their help and assistance.
1: Yes definitely wants another Volunteer it would be good to have an IT volunteer
1: Yes definitely wants another Volunteer I would like very much that the youth of Vanadzor had
such an opportunity. They need such kind of
communication to get rid of complexes of interaction and
communication with other people.
1: Yes definitely wants another Volunteer Definitely I would like that PCV were assigned in our
community. I would like that others benefit from them as
I benefited. I teach a lot of things.
1: Yes definitely wants another Volunteer to gain new methods, see new people
1: Yes definitely wants another Volunteer For sure, mutual work with the next PCV will be much
effective and more targeted, as now we know our mutual
expectations.
2: Unsure whether wants another Volunteer It depends who he/she will be, whether she/he will be
devoted to his work to teach students more and better.
1: Yes definitely wants another Volunteer they for sure will leave some good
1: Yes definitely wants another Volunteer It was a very interesting experience. The classes were
conducted in a very unique way. I was also put to work.
PCV requested a plan of work from me every day.
Currently I also develop the plans but not very often.
1: Yes definitely wants another Volunteer For sure I would like that PCV were always in our
community.
3: No does not want another Volunteer Not another volunteer
2: Unsure whether wants another Volunteer If I wouldn't know who the PCV will be... (like a pig in a
poke). I would be wiling if I am sure it will be easier and
interesting with PCV and not turn our life more difficult...
1: Yes definitely wants another Volunteer We at the moment have a business PCV. We had to
claim for business PCV, as there is not specified PCV
for civil society, who understands the specific of NGO
sector. The rest depends on the counterpart, how you
will direct him to better utilize his/her skills.
1: Yes definitely wants another Volunteer Our experience of working with Rose was quite
successful. But we couldnt apply again for PCV in the
scopes of TEFL projectthere are some restrictions.
2: Unsure whether wants another Volunteer not at present, maybe after some time. this was enough
by now.
1: Yes definitely wants another Volunteer Yes, we definitely need volunteers especially in the
sphere of education and not only from USA, but also
from Europe. Now we are in the progress of being
integrated into Bolonia process. We need a person who
has modern knowledge and approaches and is able to
develop critical thinking.
1: Yes definitely wants another Volunteer If the new PCV will be assigned to our school we will
manage to keep all the changes and innovations.
1: Yes definitely wants another Volunteer The more PCVs will be assigned to our community the
better. I had learned a lot due to them, I would like that
others also had such an opportunity. Communication is
always useful. It helps that cross-cultural are language
barrier were diminished.
2: Unsure whether wants another Volunteer It's all the same to me, they neither help nor hinder.
1: Yes definitely wants another Volunteer We need a lively resource, native speaker, who can
interest students, show pictures, tell about his country - I
cannot do it in the same manner. Beside, new volunteer
will provide new opportunities for learning.
1: Yes definitely wants another Volunteer I have already menthioned.
2: Unsure whether wants another Volunteer Not because I am not any more in the school, but I
wouldnt like another volunteer not because they are
bad, but I thing that school is not worthy to have a PCV.
They abuse his confidence and treatment.
1: Yes definitely wants another Volunteer Yes, we definitely would like to work with other PCV as
well, but, If I am not mistaken, there is restriction- we
cannot apply for another PCV until 2 years after
completion of current PCV assignment will be over.
1: Yes definitely wants another Volunteer I want to be someone like Syd, she was very friendy and
approached kids in different way
1: Yes definitely wants another Volunteer Only if the volunteer will be like this PCV, and will help
us to develop our English more
1: Yes definitely wants another Volunteer
1: Yes definitely wants another Volunteer We only benefit from having PCVs.
1: Yes definitely wants another Volunteer to continue the work started
1: Yes definitely wants another Volunteer they will bring new projects, new methods, be useful, and
more children will come to enter the college. But it would
be better if Connie stays
1: Yes definitely wants another Volunteer If there will be a volunteer the lessons will be
implemented in a interesting way. Also we will know
more things about foreign countries and foreigners.
1: Yes definitely wants another Volunteer I would gladly welcome another PCV. I thrive on new and
interesting methods and ideas.
1: Yes definitely wants another Volunteer it would be good if they are in our comunity to teach, to
promote, change mindsets, help families where they live
1: Yes definitely wants another Volunteer Yes, I would like another volunteer to come to our
school.
1: Yes definitely wants another Volunteer For my future plans now I am interested in a PCV, who is
more specialized in law. But for the new and smaller
generation any PCV will be interesting. At the same time
I had to mention, that usually the PCVs are either
pensioners or unlucky person. And thus they had more
negative effect on the image of USA and Americans.
2: Unsure whether wants another Volunteer If Meaghan leaves, yes, but I would like Meaghan to
stay. Anyway, different people are good.
1: Yes definitely wants another Volunteer If the other volunteer would be similarly hard-working,
active and enthusiastic, then we would definitely like to
have.
1: Yes definitely wants another Volunteer Yes, for sure, presence of native speaker for our
students gives benefits, but its also important for
professional institutes like ours to have a high
professional.
1: Yes definitely wants another Volunteer I would like very much, but it's crucial for me that PCV
will be a female. I had mentioned in the application. In
the villages the gender of Counterpart and PCV is too
important. Because he was a male and I was single
woman that time our mutual work was less effective,
because I couldn't spend much time with him out of
classes.
1: Yes definitely wants another Volunteer If the PCV will work in the school all the time it will be
very beneficial for us.
1: Yes definitely wants another Volunteer yes, to work with volunteer, to learn the language
1: Yes definitely wants another Volunteer Yes, I would like that PCV were constantly here to made
us speak English and also for keeping us abreast of
developments in pedagogical science.
1: Yes definitely wants another Volunteer Sure I would like, we gain a lot of thing through
communication with them.
1: Yes definitely wants another Volunteer It is essential in terms of sustainability, even if it is not a
TEFL volunteer.
1: Yes definitely wants another Volunteer to stimulate language development project and use their
knowledge for organisation's development
2: Unsure whether wants another Volunteer I do not want Jerry to leave, but in general it is good to
have new people
2: Unsure whether wants another Volunteer maybe it is useful for the children
1: Yes definitely wants another Volunteer If it will be someone like Mr. Davis, it will be great.
1: Yes definitely wants another Volunteer It is very useful and interesting to communicate with
PCV, we learn new things.
OPINION BEFORE BEFORE.US_ARMENIA BEFORE.US_US
TELEVISION,SCHOOL: Television shows or movies,
School, classes or text books
0: No 0: No
US_ARMENIA,SCHOOL: Personal interaction with
people from the United States in Armenia- including past
PCV, School, classes or text books
1: Yes 0: No
TELEVISION: Television shows or movies 0: No 0: No
1: Very positive US_ARMENIA,CONVERSATIONS,SCHOOL: Personal
interaction with people from the United States in Armenia-
including past PCV, Conversations with friends or
relatives, School, classes or text books
1: Yes 0: No
Armenia_evaluation Results
CONVERSATIONS,TELEVISION: Conversations with
friends or relatives, Television shows or movies
0: No 0: No
CONVERSATIONS,TELEVISION,SCHOOL:
Conversations with friends or relatives, Television shows
or movies, School, classes or text books
0: No 0: No
1: Very positive CONVERSATIONS,NEWSPAPERS,TELEVISION,INTE
RNET: Conversations with friends or relatives,
Newspapers or magazines or books, Television shows or
movies, The internet
0: No 0: No
3: Neither positive or negative US_ARMENIA,US_US,CONVERSATIONS,TELEVISION
,SCHOOL,INTERNET: Personal interaction with people
from the United States in Armenia- including past PCV,
Personal interaction with people from the United States
in the US, Conversations with friends or relatives,
Television shows or movies, School, classes or text
books, The internet
1: Yes 1: Yes
1: Very positive US_ARMENIA,SCHOOL,OTHER: Personal interaction
with people from the United States in Armenia- including
past PCV, School, classes or text books, Other. Specify:
1: Yes 0: No
SCHOOL: School, classes or text books 0: No 0: No
US_ARMENIA,TELEVISION,SCHOOL,INTERNET:
Personal interaction with people from the United States
in Armenia- including past PCV, Television shows or
movies, School, classes or text books, The internet
1: Yes 0: No
1: Very positive
1: Very positive NEWSPAPERS,SCHOOL: Newspapers or magazines or
books, School, classes or text books
0: No 0: No
CONVERSATIONS,TELEVISION: Conversations with
friends or relatives, Television shows or movies
0: No 0: No
TELEVISION,SCHOOL: Television shows or movies,
School, classes or text books
0: No 0: No
1: Very positive
1: Very positive NEWSPAPERS,TELEVISION,SCHOOL: Newspapers or
magazines or books, Television shows or movies,
School, classes or text books
0: No 0: No
1: Very positive TELEVISION: Television shows or movies 0: No 0: No
CONVERSATIONS,TELEVISION,SCHOOL:
Conversations with friends or relatives, Television shows
or movies, School, classes or text books
0: No 0: No
1: Very positive TELEVISION,SCHOOL: Television shows or movies,
School, classes or text books
0: No 0: No
1: Very positive SCHOOL: School, classes or text books 0: No 0: No
TELEVISION: Television shows or movies 0: No 0: No
CONVERSATIONS,SCHOOL: Conversations with
friends or relatives, School, classes or text books
0: No 0: No
1: Very positive US_ARMENIA,US_US,SCHOOL,OTHER: Personal
interaction with people from the United States in Armenia-
including past PCV, Personal interaction with people
from the United States in the US, School, classes or text
books, Other. Specify:
1: Yes 1: Yes
1: Very positive US_ARMENIA,NEWSPAPERS,TELEVISION: Personal
interaction with people from the United States in Armenia-
including past PCV, Newspapers or magazines or books,
Television shows or movies
1: Yes 0: No
1: Very positive US_ARMENIA,TELEVISION,SCHOOL: Personal
interaction with people from the United States in Armenia-
including past PCV, Television shows or movies, School,
classes or text books
1: Yes 0: No
1: Very positive US_ARMENIA,NEWSPAPERS,OTHER: Personal
interaction with people from the United States in Armenia-
including past PCV, Newspapers or magazines or books,
Other. Specify:
1: Yes 0: No
CONVERSATIONS,TELEVISION: Conversations with
friends or relatives, Television shows or movies
0: No 0: No
CONVERSATIONS,NEWSPAPERS,TELEVISION,SCH
OOL: Conversations with friends or relatives,
Newspapers or magazines or books, Television shows or
movies, School, classes or text books
0: No 0: No
US_ARMENIA,CONVERSATIONS,TELEVISION:
Personal interaction with people from the United States
in Armenia- including past PCV, Conversations with
friends or relatives, Television shows or movies
1: Yes 0: No
2: Somewhat positive US_ARMENIA,SCHOOL: Personal interaction with
people from the United States in Armenia- including past
PCV, School, classes or text books
1: Yes 0: No
1: Very positive US_ARMENIA,NEWSPAPERS,TELEVISION,SCHOOL,I
NTERNET: Personal interaction with people from the
United States in Armenia- including past PCV,
Newspapers or magazines or books, Television shows or
movies, School, classes or text books, The internet
1: Yes 0: No
1: Very positive US_ARMENIA,TELEVISION: Personal interaction with
people from the United States in Armenia- including past
PCV, Television shows or movies
1: Yes 0: No
1: Very positive US_ARMENIA,NEWSPAPERS,TELEVISION,SCHOOL:
Personal interaction with people from the United States
in Armenia- including past PCV, Newspapers or
magazines or books, Television shows or movies,
School, classes or text books
1: Yes 0: No
1: Very positive
1: Very positive US_ARMENIA,NEWSPAPERS,SCHOOL,INTERNET:
Personal interaction with people from the United States
in Armenia- including past PCV, Newspapers or
magazines or books, School, classes or text books, The
internet
1: Yes 0: No
US_ARMENIA,TELEVISION,SCHOOL: Personal
interaction with people from the United States in Armenia-
including past PCV, Television shows or movies, School,
classes or text books
1: Yes 0: No
TELEVISION,SCHOOL: Television shows or movies,
School, classes or text books
0: No 0: No
1: Very positive US_US,NEWSPAPERS,TELEVISION,SCHOOL,INTER
NET,OTHER: Personal interaction with people from the
United States in the US, Newspapers or magazines or
books, Television shows or movies, School, classes or
text books, The internet, Other. Specify:
0: No 1: Yes
SCHOOL,OTHER: School, classes or text books, Other.
Specify:
0: No 0: No
1: Very positive US_ARMENIA,US_US: Personal interaction with people
from the United States in Armenia- including past PCV,
Personal interaction with people from the United States
in the US
1: Yes 1: Yes
TELEVISION: Television shows or movies 0: No 0: No
TELEVISION,SCHOOL: Television shows or movies,
School, classes or text books
0: No 0: No
1: Very positive US_ARMENIA,US_US,CONVERSATIONS,NEWSPAPE
RS,SCHOOL: Personal interaction with people from the
United States in Armenia- including past PCV, Personal
interaction with people from the United States in the US,
Conversations with friends or relatives, Newspapers or
magazines or books, School, classes or text books
1: Yes 1: Yes
US_ARMENIA: Personal interaction with people from the
United States in Armenia- including past PCV
1: Yes 0: No
CONVERSATIONS,NEWSPAPERS: Conversations with
friends or relatives, Newspapers or magazines or books
0: No 0: No
TELEVISION,SCHOOL: Television shows or movies,
School, classes or text books
0: No 0: No
TELEVISION,SCHOOL,INTERNET: Television shows or
movies, School, classes or text books, The internet
0: No 0: No
2: Somewhat positive SCHOOL: School, classes or text books 0: No 0: No
1: Very positive US_ARMENIA,US_US,NEWSPAPERS,TELEVISION:
Personal interaction with people from the United States
in Armenia- including past PCV, Personal interaction
with people from the United States in the US,
Newspapers or magazines or books, Television shows or
movies
1: Yes 1: Yes
1: Very positive US_ARMENIA,TELEVISION,SCHOOL: Personal
interaction with people from the United States in Armenia-
including past PCV, Television shows or movies, School,
classes or text books
1: Yes 0: No
TELEVISION: Television shows or movies 0: No 0: No
1: Very positive CONVERSATIONS,NEWSPAPERS,TELEVISION:
Conversations with friends or relatives, Newspapers or
magazines or books, Television shows or movies
0: No 0: No
CONVERSATIONS,TELEVISION,SCHOOL:
Conversations with friends or relatives, Television shows
or movies, School, classes or text books
0: No 0: No
1: Very positive
CONVERSATIONS,TELEVISION: Conversations with
friends or relatives, Television shows or movies
0: No 0: No
1: Very positive US_US,NEWSPAPERS,TELEVISION,SCHOOL,INTER
NET,OTHER: Personal interaction with people from the
United States in the US, Newspapers or magazines or
books, Television shows or movies, School, classes or
text books, The internet, Other. Specify:
0: No 1: Yes
2: Somewhat positive US_ARMENIA,NEWSPAPERS,TELEVISION: Personal
interaction with people from the United States in Armenia-
including past PCV, Newspapers or magazines or books,
Television shows or movies
1: Yes 0: No
NEWSPAPERS,INTERNET: Newspapers or magazines
or books, The internet
0: No 0: No
2: Somewhat positive NEWSPAPERS,TELEVISION,INTERNET: Newspapers
or magazines or books, Television shows or movies, The
internet
0: No 0: No
US_ARMENIA,TELEVISION,SCHOOL: Personal
interaction with people from the United States in Armenia-
including past PCV, Television shows or movies, School,
classes or text books
1: Yes 0: No
SCHOOL: School, classes or text books 0: No 0: No
BEFORE.CONVERSATIONS BEFORE.NEWSPAPERS BEFORE.TELEVISION BEFORE.SCHOOL BEFORE.INTERNET
0: No 0: No 1: Yes 1: Yes 0: No
0: No 0: No 0: No 1: Yes 0: No
0: No 0: No 1: Yes 0: No 0: No
1: Yes 0: No 0: No 1: Yes 0: No
Armenia_evaluation Results
1: Yes 0: No 1: Yes 0: No 0: No
1: Yes 0: No 1: Yes 1: Yes 0: No
1: Yes 1: Yes 1: Yes 0: No 1: Yes
1: Yes 0: No 1: Yes 1: Yes 1: Yes
0: No 0: No 0: No 1: Yes 0: No
0: No 0: No 0: No 1: Yes 0: No
0: No 0: No 1: Yes 1: Yes 1: Yes
0: No 1: Yes 0: No 1: Yes 0: No
1: Yes 0: No 1: Yes 0: No 0: No
0: No 0: No 1: Yes 1: Yes 0: No
0: No 1: Yes 1: Yes 1: Yes 0: No
0: No 0: No 1: Yes 0: No 0: No
1: Yes 0: No 1: Yes 1: Yes 0: No
0: No 0: No 1: Yes 1: Yes 0: No
0: No 0: No 0: No 1: Yes 0: No
0: No 0: No 1: Yes 0: No 0: No
1: Yes 0: No 0: No 1: Yes 0: No
0: No 0: No 0: No 1: Yes 0: No
0: No 1: Yes 1: Yes 0: No 0: No
0: No 0: No 1: Yes 1: Yes 0: No
0: No 1: Yes 0: No 0: No 0: No
1: Yes 0: No 1: Yes 0: No 0: No
1: Yes 1: Yes 1: Yes 1: Yes 0: No
1: Yes 0: No 1: Yes 0: No 0: No
0: No 0: No 0: No 1: Yes 0: No
0: No 1: Yes 1: Yes 1: Yes 1: Yes
0: No 0: No 1: Yes 0: No 0: No
0: No 1: Yes 1: Yes 1: Yes 0: No
0: No 1: Yes 0: No 1: Yes 1: Yes
0: No 0: No 1: Yes 1: Yes 0: No
0: No 0: No 1: Yes 1: Yes 0: No
0: No 1: Yes 1: Yes 1: Yes 1: Yes
0: No 0: No 0: No 1: Yes 0: No
0: No 0: No 0: No 0: No 0: No
0: No 0: No 1: Yes 0: No 0: No
0: No 0: No 1: Yes 1: Yes 0: No
1: Yes 1: Yes 0: No 1: Yes 0: No
0: No 0: No 0: No 0: No 0: No
1: Yes 1: Yes 0: No 0: No 0: No
0: No 0: No 1: Yes 1: Yes 0: No
0: No 0: No 1: Yes 1: Yes 1: Yes
0: No 0: No 0: No 1: Yes 0: No
0: No 1: Yes 1: Yes 0: No 0: No
0: No 0: No 1: Yes 1: Yes 0: No
0: No 0: No 1: Yes 0: No 0: No
1: Yes 1: Yes 1: Yes 0: No 0: No
1: Yes 0: No 1: Yes 1: Yes 0: No
1: Yes 0: No 1: Yes 0: No 0: No
0: No 1: Yes 1: Yes 1: Yes 1: Yes
0: No 1: Yes 1: Yes 0: No 0: No
0: No 1: Yes 0: No 0: No 1: Yes
0: No 1: Yes 1: Yes 0: No 1: Yes
0: No 0: No 1: Yes 1: Yes 0: No
0: No 0: No 0: No 1: Yes 0: No
BEFORE.OTHER BEFORE.OTHER.TEXT BEFORE.NONE BEFORE_HOST
0: No 0: No
0: No 0: No
CONVERSATIONS,TELEVISION: Conversations with
friends or relatives, Television shows or movies
0: No 0: No
0: No 0: No
US_ARMENIA,OTHER: Personal interaction with people
from the United States in Armenia- including past PCV,
Other. Specify:
Armenia_evaluation Results
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
US_ARMENIA,CONVERSATIONS,TELEVISION,OTHE
R: Personal interaction with people from the United
States in Armenia- including past PCV, Conversations
with friends or relatives, Television shows or movies,
Other. Specify:
1: Yes in university 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
CONVERSATIONS: Conversations with friends or
relatives
0: No 0: No
US_ARMENIA,CONVERSATIONS,SCHOOL: Personal
interaction with people from the United States in Armenia-
including past PCV, Conversations with friends or
relatives, School, classes or text books
US_ARMENIA,US_US,CONVERSATIONS,OTHER:
Personal interaction with people from the United States
in Armenia- including past PCV, Personal interaction
with people from the United States in the US,
Conversations with friends or relatives, Other. Specify:
0: No 0: No
0: No 0: No
CONVERSATIONS,NEWSPAPERS,SCHOOL:
Conversations with friends or relatives, Newspapers,
magazines or books, School, classes or text books
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
TELEVISION: Television shows or movies
0: No 0: No
1: Yes trainings, methodical literature 0: No
0: No 0: No
0: No 0: No
US_ARMENIA,CONVERSATIONS,TELEVISION:
Personal interaction with people from the United States
in Armenia- including past PCV, Conversations with
friends or relatives, Television shows or movies
1: Yes through my profession 0: No
NEWSPAPERS,TELEVISION: Newspapers, magazines
or books, Television shows or movies
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
NONE: Respondent had no prior information
0: No 0: No
TELEVISION,SCHOOL: Television shows or movies,
School, classes or text books
0: No 0: No
0: No 0: No
0: No 0: No
1: Yes other PCVs 0: No
1: Yes from the story heard from adults 0: No
0: No 0: No
0: No 0: No
TELEVISION,SCHOOL: Television shows or movies,
School, classes or text books
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
CONVERSATIONS,TELEVISION: Conversations with
friends or relatives, Television shows or movies
US_ARMENIA,CONVERSATIONS,TELEVISION:
Personal interaction with people from the United States
in Armenia- including past PCV, Conversations with
friends or relatives, Television shows or movies
0: No 0: No
US_ARMENIA,CONVERSATIONS: Personal interaction
with people from the United States in Armenia- including
past PCV, Conversations with friends or relatives
TELEVISION,OTHER: Television shows or movies,
Other. Specify:
TELEVISION: Television shows or movies
0: No 0: No
0: No 0: No
0: No 0: No
US_ARMENIA,TELEVISION: Personal interaction with
people from the United States in Armenia- including past
PCV, Television shows or movies
CONVERSATIONS,TELEVISION: Conversations with
friends or relatives, Television shows or movies
CONVERSATIONS,TELEVISION: Conversations with
friends or relatives, Television shows or movies
0: No 0: No
CONVERSATIONS,NEWSPAPERS,TELEVISION:
Conversations with friends or relatives, Newspapers,
magazines or books, Television shows or movies
1: Yes other PCVs 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
TELEVISION: Television shows or movies
BEFORE_HOST.US_ARMENIA BEFORE_HOST.US_US BEFORE_HOST.CONVERSATIONS BEFORE_HOST.NEWSPAPERS
0: No 0: No 1: Yes 0: No
1: Yes 0: No 0: No 0: No
Armenia_evaluation Results
1: Yes 0: No 1: Yes 0: No
0: No 0: No 0: No 0: No
0: No 0: No 1: Yes 0: No
1: Yes 0: No 1: Yes 0: No
1: Yes 1: Yes 1: Yes 0: No
0: No 0: No 1: Yes 1: Yes
0: No 0: No 0: No 0: No
1: Yes 0: No 1: Yes 0: No
0: No 0: No 0: No 1: Yes
0: No 0: No 0: No 0: No
0: No 0: No 0: No 0: No
0: No 0: No 0: No 0: No
0: No 0: No 1: Yes 0: No
1: Yes 0: No 1: Yes 0: No
1: Yes 0: No 1: Yes 0: No
0: No 0: No 0: No 0: No
0: No 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
0: No 0: No 1: Yes 0: No
0: No 0: No 1: Yes 0: No
0: No 0: No 1: Yes 1: Yes
0: No 0: No 0: No 0: No
BEFORE_HOST.TELEVISION BEFORE_HOST.SCHOOL BEFORE_HOST.INTERNET BEFORE_HOST.OTHER
1: Yes 0: No 0: No 0: No
0: No 0: No 0: No 1: Yes
Armenia_evaluation Results
1: Yes 0: No 0: No 1: Yes
0: No 0: No 0: No 0: No
0: No 0: No 0: No 0: No
0: No 1: Yes 0: No 0: No
0: No 0: No 0: No 1: Yes
0: No 1: Yes 0: No 0: No
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
0: No 0: No 0: No 0: No
1: Yes 1: Yes 0: No 0: No
1: Yes 1: Yes 0: No 0: No
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
0: No 0: No 0: No 0: No
1: Yes 0: No 0: No 1: Yes
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
BEFORE_HOST.OTHER.TEXT BEFORE_HOST.NONE BEFORE_WORK
I imagine them as thin people with blond hair. I thought
they are angry as our teachers.
they are too free, independent in their decisions, multi-
national, each nation with its customs
0: No
hardly had any view
Previously I thought they are hostile and aggressive to
us. Also I thought of them as knowledgeable and
competent people
visited US 0: No
Armenia_evaluation Results
In terms of appearance I imagine them as tall people
having fair hair. By nature cold, reserved, unfriendly,
narrow-minded, who likes a drink. I thought of them as
disciplined at work.
I thought they are wealthier, more developed, and
powerful (in terms of military). I imagine them as tall and
blond people.
smiling, responsible, easy and free, calculatign each
step
I imagine them as isolated, reserved, closed people.
Unbookish and not having comprehensive knowledge,
with narrow specialization. Also I think of them as untidy
persons.
BBC 0: No
open thinking, egoistic, assertive
I thought of them as very civilized nation, but I later saw
they dress up more casual then I would imagine.
0: No
They are very open-minded, too liberal, egoist and ill-
mannered.
they are narrow educated, free, sport style
I imagine a typical American as black, hardworking
people, who are always busy. They appreciate time, and
never waste it. They are smart, not intelligent.
0: No
The main source of information were action movies, the
image I compose was that Americans are barbaric and
light-minded people. Also the image of USA composed
as wealthy and luxurious country.
0: No
I have many links 0: No
too focused and limited with his field, not enough careful
Not positive. I didnt perceive Americans as a full value
nation. They dont have a common national imagery.
0: No
I dont know, I never thought of it.
none
Had some concerns that Americans are a very difficult
nation, but saw that they are very tolerant. If I were
mistaken, I would immediately get help. Very easy going
people
I thought their life is excellent and exclusive, they have
no problems and difficulties. I thought everyone there is
beautiful. I thought of them as very busy people, who are
not appreciate family, living alone, free of moral barriers.
I perceive them as lazy people with limited movement.
0: No
long-haired, not kind
they are not good people, contrasting to us
The perception was quite negative. The soviet ideology
created an image of hostile, aggressive and warlike
country.
Cold people, superficial, careless, with artificial smile.
0: No
aggressive and indecent, in accordance to TV image
0: No
I had a perception of criminal country. I thought that
everything is done easily, one can live wealthy without
working. I imagine USA as an ideal country, where there
is not even poverty. But I don't remember what view of a
typical American was.
Cold, no dispassionate, unsociable, cool card.
I think of them as people, who are reserved and
indifferent toward others. I thought they don't appreciate
friendship and family much. They dont have much moral
standards and values. I thought they are hard workers,
who are not giving much time to relaxation and fun. They
respect human rights. I thought that USA is democratic
country where discrimination has no place. USA is a
country with aggressive foreign policy.
I thought they are hard-hearted. I expect they will be
more serious, exacting and diligent to work. I thought
they live in an easy manner. They are mostly thinking
about their pleasures, rather than troubles.
very cold, not interacting, not supportive
They are ordinarily people like we are having their
customs.
1: Yes
Cold, unemotional and uncommunicative.
0: No
cold, not friendly, selfish, conqueror, with artificial smile,
spy, not hospitable.
very tall, interesting persons, disliking Armenians
easy manners, not limiting their wishes, informal
dressing, different from Russians
I used to think that Americans would be very
sophisticated but life showed that they are just normal
people as we are.
I thought of American as very arrogant since they
neglect their children when they grow up to 18 years old.
Now I think that is a right way to do, as children become
more responsible and build their own life.
not devoted to keep families, not very intellectually
developed as to general development, and less requiring
they are free, do what they want
0: No
I thought they will be stricter people. I thought of them as
literate people. I imagine men are tall, muscular and
brutal and women imagine as kind persons.
I used to have very bad opinion about Americans, that
they visit strip bars all the time and are very putrid. But
now I see that Americans are very family oriented with
high values. Also PCV was not smoking, which was a
very big thing.
I was very little at that time and just remember they
brought gifts for me and provided attention, were very
kind to me
I did not like Americans before that experience. I taught
of them as self-centric humans. This opinion has
changed.
I thought of them as aggressive, stupid, narrow-minded,
slovenly people using dirty language.
I thought they are very business-oriented, interact only
about job, look for benefit, are not friendly
-I thought of them as lacking of human characteristics
and conscience, which later was changed -I taught they
are more indifferent of other people.
I thought of them as polite, educated, disciplined and law-
abiding people, who respecting rules. Honest in
relations.
0: No
0: No
I thought of them as free-thinking and stingy people.
They are living as they like, not take into consideration
the opinions of others. But in general I thought of them
positively, as I dreamed of living in USA.
0: No
books, literature 0: No
0: No
Initially the perception was negative. There was not
respect toward them. I think of them as people having
scurrilous behavior. I thought of them as balanced and
dispassionate people.
competent in many areas, knowing everything
I thought of them as reserved, unsociable and
competent/knowledgeable people.
0: No
0: No
0: No
I thought of them as untidy, impolite, liberate, glutton and
immoral people.
0: No
I used to think that Americans would be very
sophisticated but life showed that they are just normal
people as we are.
reserved, disciplined, intelligent
I thought each of them live for him/herself, not friendly
with others, very different from us
free, unsophisticated
I dont remember exactly my previous perception of
Americans, but I wasnt of good opinion about them
because I didnt like America. I thought f them as
unconcerned people laughing all the time.
I thought they are just like Armenians, but then I saw that
Americans are more open-minded, they are not shy and
think more broad.
0: No
BEFORE_LIVING AFTER VIEWS_AFTER
They are very kind and patient people. 3: More Positive
the same, they are steady persons, free in their
decisions
2: The Same
I thought they are specialized in a certain narrow field,
like robots. I imagine them as a hard-hearted people.
less sophisticated, understanding, interacting, taking
other's position
0: Not Applicable
Everything is talked about America does not fit with the
reality. They are many-sided literate people. Humane
and purposeful person, they always show readiness to
help.
3: More Positive
Never realized how lawful Americans are (the law is for
everybody) Very devoted to the president/flag
Armenia_evaluation Results
People in America are quite different. They are usual
people like we are. They are friendly and inquisitive. I
thought they are more intelligent.
2: The Same
they are different, responsible, know what they came for,
consistent
They are very different in case of some of them I have
changed my opinion, in case of others I linger my
opinion. I have discovered they are more ingenuous,
unconstrained and natural and benevolent people.
3: More Positive
USA is very wealthy country. People are freedom-loving
and independent. They live the way they like.
colaborative, able to listen and give advice, ready to help 3: More Positive
No, my views have remained the same. 2: The Same
Honest, tidy, friendly, had a very positive opinion.
I like that they are well-informed and educated. They are
kind, friendly and humanistic. The only thing I didnt like
is their lifestyle in terms of hygiene.
3: More Positive
2: The Same
well-read, attending opera, interesting, diverse, have
creative mind
3: More Positive
not interacting, unfriendly, because they are collection
and not a nation, egocentric
money is most important for them, everything is counted,
work is important, but not spiritual values
They are very different, have another life, way of
learning, living
3: More Positive
no change
He is cool person. A little bit egoistic. Other PCV, whom I
know, are better. But I do not complain about it, maybe
it's my fault.
3: More Positive
not that unsophisticated
They are quite simple in relations and in clothing. They
are smart people.
3: More Positive
they are educated, clean, preserved, like attention, wear
casually, without ironing their clothes
3: More Positive
I have and had very bad perception of Americans,
because they dont want to recognize the genocide. We
thought he will be picky and it would be difficult to meet
his needs and he will not adapt to our conditions. When I
say American I imagine an Afro-American.
they are kind, friendly, supportive, it is pleasant to
interact with them, spend time together
3: More Positive
they are very patriotic, kind, hospital, educated 3: More Positive
When you relate/ communicate with them only then you
understand the reality is quite different.
3: More Positive
In the result of living here she behaves like Armenian
careful, hospitable. I think she had changed more. Even
her style of dressing had changed.
I thought that people from such a powerful country like
USA should be very developed and educated.
very high moral behaviour, humanistic, ready to serve for
another country
3: More Positive
looking stylish, elite-like, looking down upon us, a bit
arrogant
Very friendly, they can rely on and trust people even if
they don't know him well enough. They don't feel envy
toward anybody.
It's mostly stayed the same, I knew them quite well. The
only thing I discover for me is that they are friendly.
2: The Same
very sociable, smiling, willing, supportive. But not all of
them
Nothing changed. A person from USA cannot present a
tipical American in general, they are all from different
places living in USA.
Based on the experience we are having with the current
volunteers, they are more isolated, not like building close
relationship with us. I think Americans are more
reserved, self-contained.
I was positively surprised to get to know, that his sister
knows about all his everyday activities here. He is more
communicative and emotional than we are.
3: More Positive
I thought they are more developed, wealthy and lavish
people.
- PCVs learn Armenian in short time-frames - they are
very supportive and do their best to help local people
3: More Positive
My attitudes toward them changed towards positive one.
Many of their habits can be adopted. They are very
patient and self-restrained. I realized that I mixed the
thoroughness with coldness.
they can be like Armenians in spirit, and hospital 3: More Positive
there are things they I don't like, they are sometimes
over-free, but there are also positive things like being
generous, respectful and patriotic
2: The Same
3: More Positive
I like the American culture very much. For example I
think that there is no need to make a big Armenian
wedding, American way is more acceptable.
3: More Positive
I knew already, as I have been in US 2: The Same
they are hard-working, sporting, are attentive to their
health, dress in free manner
3: More Positive
I thought they are more developed, wealthy and lavish
people.
They are really kind, no strict and tall. She was cheerful
and lively person.
3: More Positive
3: More Positive
they are friendly, sometimes smile without any sense,
but they are different
Yes, my views about people from the United States have
changed.
3: More Positive
She was extremely intellectual person, who was well-
brought-up and having good manners. Everyone respect
her very much.
3: More Positive
My husband was travelling a lot and he was telling me
that the foreigners are quite simple people. But anyway I
was anxious about how to behave myself to satisfy her.
they are joyful, have different customs, they are rich,
several nations are at the same country
May be a little bit positive, as I get to know them better. 3: More Positive
we did not hear anything bad about US people, but
anyway I was afraid if we could go along
I appreciate their availability to conduct volunteer work. I
thought of them as cool people. There is nothing good
for our children to learn there in USA. Out teaching
system is much better, they get education for too narrow
specialization.
more arrogant, looking upon to others
They are disciplined, lively, interesting, communicative
and curious people.
3: More Positive
not that developed, more primitive 2: The Same
They are really competent/knowledgeable and broad-
minded. They are communicative and friendly, but they
do not like when you are asking them about their private
life.
3: More Positive
friendly, honest, sincere, kind, unselfish
i have been in the US several times. thus i can not say
that working with PC had any influence on my views
about US people.
2: The Same
An open-minded and purposeful person, to get one's
way in life. They are self-seeking and thrifty people.
Unsociable, isolated, hard-hearted. Also, I was afraid,
that we couldnt communicate with them because of
language barrier.
Very polite and friendly. Very exacting in work relations,
and very friendly outside the school. They are
hardworkers. They have a minimalistic approach to life.
3: More Positive
they like to interact but they are not friendly, they are
kind and accurate, and stingy
3: More Positive
the same 2: The Same
they do not differ much from us, and they are not that
bad, they are simple people, easy-going, intellectual
they live with their lives, each of them has own life 2: The Same
He was kind and attentive to others, cheerful person.
Now I have to form an opinion about Americans based
on his example, but I think people like him are rare in
America. He knows how to behave...he was small with
children, and mature with the adults.
3: More Positive
Yes, my view changed greatly. 3: More Positive
I thought of them as indifferent and sloven people. I had
negative perception about them as immoral and
depraved people.
AFTER_EXCHANGE VIEWS_AFTER_EXCHANGE
Armenia_evaluation Results
All my stereotypes were collapsed. Even though
Americans are different, but in general I will say they are
warm and friendly people even toward a stranger.
3: More Positive
They are very joyful, always in positive mood, always
smiling in spite of everything. They will never show they
are tired. Their clothing is quite simple, unique and
strange at the same time.
3: More Positive
I will say that my view of typical American changed to
more positive. They are very simple in communication,
without formalities. They are not arrogant and conceited
people at all. Based on my experience of living in the
USA I realized that there are quite different people. They
appreciate too much our hospitality. One of our students,
her name was Lusine, like Katherine so much, that once
she said: When I have a child I will name her Katherine
after you. Later we get to know that Katherine named
her daughter LusineI dont know, it was conditioned by
that girl, or simply she liked that name. And what
surprised me more that they were devotee. They are
unique and independent in all everything.
3: More Positive
They are very different. In reality they are hard workers.
They are very goal-seeking and purposeful people. They
had very strict moral values they appreciate a lot, like a
respect toward other people. They will never express any
preconceived opinion about others. Many of them are
affected towards their parents.
3: More Positive
I realize that there are different kinds of people. But
based on the experience of the PCV I worked with my
perception now is very much positive. I hadn't met any
other person, who can work with such devotion.
3: More Positive
They are much communicative, sociable and ingenuous
than we are. They are really hard workers, but they will
always find time for everything. They will never weary
you with their problems, and will never let you do so as
well. But in cases they can be useful they are always
ready to help. They had very strict moral values and kept
them, while our commitment to the strict norms is only
formal. Living there I realize that there is racism in the
country democratic principles.
3: More Positive
they trsut each other, and are broad-minded 3: More Positive
Americans are open-minded, easy to communicate, and
they treat all the people equally regardless of gender,
age and social status. They are rather practical people in
terms of dressing and daily life.
3: More Positive
They are open-minded people having strict principles.
They had two sides-one that show, another that think.
They are selfish. They are never anxious about others
problems, even if it's their relatives. But still, they are
very much different. Some of them are very educated,
intellectual and are able to appreciate the differences of
other culture, the rest is narrow-minded and lazy.
3: More Positive
AFTER_LIVING VIEWS_AFTER_LIVING
Simple, without formalities, unpretentious, modest and
attentive to other peoples.
3: More Positive
Was very reliable 3: More Positive
Armenia_evaluation Results
He was very steady and sobersides person. He always
comprehended in a situation. He was trustworthy person.
3: More Positive
2: The Same
warm and friendly, like being alone, intelligent, educated,
know the value of money
3: More Positive
she was rather intelligent, but anyway their values are
different. Other volunteers also left good impression,
they are responsible, know their work, punctual, can give
what they have if needed
2: The Same
the same 2: The Same
easy, interacting 3: More Positive
He is very unpretentious and modest person. 3: More Positive
Patty was really very well-educated and respectable. But
we had a quite opposite example of PCV living with us.
Also, I heard a lot of unpleasant things about other PCVs
living in our community. Thus, I dont know how to
generalize my view about Americans
3: More Positive
sociable, simple, interating as equal with everybody,
ready to help
3: More Positive
Not applicable 0: Not Applicable
They are turned to be rough people. They used to gather
in our home with all PCVs (about 18 people), but never
adjust with us. Once she invited other couple of people
for night's lodging in our house again without adjusting
with us.
1: More Negative
They are turned to be rough people. They used to gather
in our home with all PCVs (about 18 people), but never
adjust with us. Once they invited other couple of people
for night's lodging in our house again without adjusting
with us. They used our bed linen of my daughter's
marriage portion again without my permission.
Everything they are doing based on calculations.
1: More Negative
She was quite simple without formality, it was very easy
to relate with her. I am happy she tk my daughter and
son as her sister and brother. She was too
communicative. She even wants to get to know our
relatives.
3: More Positive
US people are good, but our PCV's family was not other
and eh was not like other Americans. Other PCV had
come, and they were very friendly, tactful. We had a
neighbour here, and he was very wise person, sensitive,
open-minded. No, Americans, are good people, we
would like to have someone like that at our home.
2: The Same
smiling, kind, polite 2: The Same
Actually we had too limited communication with them.
They weren't interested in communication, explaining it
by being too busy. Thus, I couldnt form an opinion about
them. Generally speaking it hasn't changed.
2: The Same
she is a very simple person, friendly, hard-working 3: More Positive
the volunteers are very different, and it all depends on
character of a person. But all they live easier, not
worrying about clothes, heavy dinners on celebrations,
cooking, etc.
I was surprised that people from such a developed and
wealthy country like USA could be so untidy and
slovenly. The first PCV got better. He was mature
beyond his years.
1: More Negative
They are very different. For instance Rose was quite
different compared with Meaghan and Jerry.
very supportive, very intelligent, punctual, honest,
friendly, smiling
I was surprised, that they are neither smoke nor drink
alcohol. They are very cultured and educated .
3: More Positive
CULTURE CULTURE.FOOD CULTURE.HOLIDAYS CULTURE.LANGUAGE
FOOD,LANGUAGE,CUSTOMS,DAILY: About Armenian
food (what we eat and how to cook it), How to speak
Armenian, About Armenian customs, About daily life in
Armenia
1: Yes 0: No 1: Yes
LANGUAGE,CUSTOMS,DAILY,SAFE,OTHER: How to
speak Armenian, About Armenian customs, About daily
life in Armenia, How to be safe and healthy in our
community, Other. Specify:
0: No 0: No 1: Yes
FOOD,LANGUAGE,CUSTOMS,OTHER: About
Armenian food (what we eat and how to cook it), How to
speak Armenian, About Armenian customs, Other.
Specify:
1: Yes 0: No 1: Yes
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY,OTH
ER: About Armenian food (what we eat and how to cook
it), Holidays, How to speak Armenian, About Armenian
customs, About daily life in Armenia, Other. Specify:
1: Yes 1: Yes 1: Yes
Armenia_evaluation Results
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY,OTH
ER: About Armenian food (what we eat and how to cook
it), Holidays, How to speak Armenian, About Armenian
customs, About daily life in Armenia, Other. Specify:
1: Yes 1: Yes 1: Yes
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY:
About Armenian food (what we eat and how to cook it),
Holidays, How to speak Armenian, About Armenian
customs, About daily life in Armenia
1: Yes 1: Yes 1: Yes
HOLIDAYS,LANGUAGE,CUSTOMS,OTHER: Holidays,
How to speak Armenian, About Armenian customs,
Other. Specify:
0: No 1: Yes 1: Yes
HOLIDAYS,LANGUAGE,CUSTOMS,DAILY,OTHER:
Holidays, How to speak Armenian, About Armenian
customs, About daily life in Armenia, Other. Specify:
0: No 1: Yes 1: Yes
FOOD,HOLIDAYS,CUSTOMS,OTHER: About Armenian
food (what we eat and how to cook it), Holidays, About
Armenian customs, Other. Specify:
1: Yes 1: Yes 0: No
FOOD,PUBLIC: About Armenian food (what we eat and
how to cook it), How to use public transportation
1: Yes 0: No 0: No
CUSTOMS,DAILY: About Armenian customs, About
daily life in Armenia
0: No 0: No 0: No
CUSTOMS,DAILY,OTHER: About Armenian customs,
About daily life in Armenia, Other. Specify:
0: No 0: No 0: No
FOOD,OTHER: About Armenian food (what we eat and
how to cook it), Other. Specify:
1: Yes 0: No 0: No
FOOD,LANGUAGE,CUSTOMS: About Armenian food
(what we eat and how to cook it), How to speak
Armenian, About Armenian customs
1: Yes 0: No 1: Yes
FOOD,LANGUAGE,CUSTOMS,OTHER: About
Armenian food (what we eat and how to cook it), How to
speak Armenian, About Armenian customs, Other.
Specify:
1: Yes 0: No 1: Yes
FOOD,LANGUAGE: About Armenian food (what we eat
and how to cook it), How to speak Armenian
1: Yes 0: No 1: Yes
LANGUAGE: How to speak Armenian 0: No 0: No 1: Yes
OTHER: Other. Specify: 0: No 0: No 0: No
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY,SAF
E,PUBLIC,OTHER: About Armenian food (what we eat
and how to cook it), Holidays, How to speak Armenian,
About Armenian customs, About daily life in Armenia,
How to be safe and healthy in our community, How to
use public transportation, Other. Specify:
1: Yes 1: Yes 1: Yes
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY:
About Armenian food (what we eat and how to cook it),
Holidays, How to speak Armenian, About Armenian
customs, About daily life in Armenia
1: Yes 1: Yes 1: Yes
CUSTOMS,OTHER: About Armenian customs, Other.
Specify:
0: No 0: No 0: No
FOOD,HOLIDAYS,OTHER: About Armenian food (what
we eat and how to cook it), Holidays, Other. Specify:
1: Yes 1: Yes 0: No
CUSTOMS,DAILY: About Armenian customs, About
daily life in Armenia
0: No 0: No 0: No
FOOD,HOLIDAYS,CUSTOMS,DAILY: About Armenian
food (what we eat and how to cook it), Holidays, About
Armenian customs, About daily life in Armenia
1: Yes 1: Yes 0: No
FOOD,LANGUAGE,CUSTOMS,DAILY,OTHER: About
Armenian food (what we eat and how to cook it), How to
speak Armenian, About Armenian customs, About daily
life in Armenia, Other. Specify:
1: Yes 0: No 1: Yes
LANGUAGE,PUBLIC,OTHER: How to speak Armenian,
How to use public transportation, Other. Specify:
0: No 0: No 1: Yes
FOOD,CUSTOMS,DAILY,OTHER: About Armenian food
(what we eat and how to cook it), About Armenian
customs, About daily life in Armenia, Other. Specify:
1: Yes 0: No 0: No
FOOD,HOLIDAYS,CUSTOMS,DAILY: About Armenian
food (what we eat and how to cook it), Holidays, About
Armenian customs, About daily life in Armenia
1: Yes 1: Yes 0: No
FOOD,CUSTOMS,DAILY: About Armenian food (what
we eat and how to cook it), About Armenian customs,
About daily life in Armenia
1: Yes 0: No 0: No
FOOD,LANGUAGE: About Armenian food (what we eat
and how to cook it), How to speak Armenian
1: Yes 0: No 1: Yes
FOOD,CUSTOMS,DAILY: About Armenian food (what
we eat and how to cook it), About Armenian customs,
About daily life in Armenia
1: Yes 0: No 0: No
FOOD,DAILY,PUBLIC,OTHER: About Armenian food
(what we eat and how to cook it), About daily life in
Armenia, How to use public transportation, Other.
Specify:
1: Yes 0: No 0: No
FOOD,CUSTOMS,DAILY: About Armenian food (what
we eat and how to cook it), About Armenian customs,
About daily life in Armenia
1: Yes 0: No 0: No
FOOD,LANGUAGE,DAILY,OTHER: About Armenian
food (what we eat and how to cook it), How to speak
Armenian, About daily life in Armenia, Other. Specify:
1: Yes 0: No 1: Yes
FOOD,CUSTOMS,DAILY: About Armenian food (what
we eat and how to cook it), About Armenian customs,
About daily life in Armenia
1: Yes 0: No 0: No
LANGUAGE: How to speak Armenian 0: No 0: No 1: Yes
FOOD,LANGUAGE,CUSTOMS,DAILY,SAFE,PUBLIC:
About Armenian food (what we eat and how to cook it),
How to speak Armenian, About Armenian customs,
About daily life in Armenia, How to be safe and healthy
in our community, How to use public transportation
1: Yes 0: No 1: Yes
LANGUAGE,CUSTOMS,DAILY,OTHER: How to speak
Armenian, About Armenian customs, About daily life in
Armenia, Other. Specify:
0: No 0: No 1: Yes
HOLIDAYS,LANGUAGE,CUSTOMS,DAILY,OTHER:
Holidays, How to speak Armenian, About Armenian
customs, About daily life in Armenia, Other. Specify:
0: No 1: Yes 1: Yes
LANGUAGE,CUSTOMS: How to speak Armenian, About
Armenian customs
0: No 0: No 1: Yes
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY,SAF
E,PUBLIC: About Armenian food (what we eat and how
to cook it), Holidays, How to speak Armenian, About
Armenian customs, About daily life in Armenia, How to
be safe and healthy in our community, How to use public
transportation
1: Yes 1: Yes 1: Yes
LANGUAGE,CUSTOMS,DAILY,OTHER: How to speak
Armenian, About Armenian customs, About daily life in
Armenia, Other. Specify:
0: No 0: No 1: Yes
HOLIDAYS,LANGUAGE,CUSTOMS,DAILY,OTHER:
Holidays, How to speak Armenian, About Armenian
customs, About daily life in Armenia, Other. Specify:
0: No 1: Yes 1: Yes
LANGUAGE,CUSTOMS,DAILY: How to speak
Armenian, About Armenian customs, About daily life in
Armenia
0: No 0: No 1: Yes
FOOD,LANGUAGE,CUSTOMS,OTHER: About
Armenian food (what we eat and how to cook it), How to
speak Armenian, About Armenian customs, Other.
Specify:
1: Yes 0: No 1: Yes
HOLIDAYS,LANGUAGE,CUSTOMS,OTHER: Holidays,
How to speak Armenian, About Armenian customs,
Other. Specify:
0: No 1: Yes 1: Yes
FOOD,HOLIDAYS,CUSTOMS,DAILY,OTHER: About
Armenian food (what we eat and how to cook it),
Holidays, About Armenian customs, About daily life in
Armenia, Other. Specify:
1: Yes 1: Yes 0: No
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY,OTH
ER: About Armenian food (what we eat and how to cook
it), Holidays, How to speak Armenian, About Armenian
customs, About daily life in Armenia, Other. Specify:
1: Yes 1: Yes 1: Yes
OTHER: Other. Specify: 0: No 0: No 0: No
LANGUAGE,CUSTOMS,DAILY,PUBLIC,OTHER: How
to speak Armenian, About Armenian customs, About
daily life in Armenia, How to use public transportation,
Other. Specify:
0: No 0: No 1: Yes
FOOD,HOLIDAYS: About Armenian food (what we eat
and how to cook it), Holidays
1: Yes 1: Yes 0: No
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS: About
Armenian food (what we eat and how to cook it),
Holidays, How to speak Armenian, About Armenian
customs
1: Yes 1: Yes 1: Yes
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY,OTH
ER: About Armenian food (what we eat and how to cook
it), Holidays, How to speak Armenian, About Armenian
customs, About daily life in Armenia, Other. Specify:
1: Yes 1: Yes 1: Yes
FOOD,LANGUAGE,DAILY,OTHER: About Armenian
food (what we eat and how to cook it), How to speak
Armenian, About daily life in Armenia, Other. Specify:
1: Yes 0: No 1: Yes
LANGUAGE,OTHER: How to speak Armenian, Other.
Specify:
0: No 0: No 1: Yes
LANGUAGE: How to speak Armenian 0: No 0: No 1: Yes
FOOD,HOLIDAYS,LANGUAGE,DAILY: About Armenian
food (what we eat and how to cook it), Holidays, How to
speak Armenian, About daily life in Armenia
1: Yes 1: Yes 1: Yes
FOOD,LANGUAGE,CUSTOMS,SAFE,PUBLIC,OTHER:
About Armenian food (what we eat and how to cook it),
How to speak Armenian, About Armenian customs, How
to be safe and healthy in our community, How to use
public transportation, Other. Specify:
1: Yes 0: No 1: Yes
CULTURE.CUSTOMS CULTURE.DAILY CULTURE.SAFE CULTURE.PUBLIC CULTURE.OTHER
1: Yes 1: Yes 0: No 0: No 0: No
1: Yes 1: Yes 1: Yes 0: No 1: Yes
1: Yes 0: No 0: No 0: No 1: Yes
1: Yes 1: Yes 0: No 0: No 1: Yes
Armenia_evaluation Results
1: Yes 1: Yes 0: No 0: No 1: Yes
1: Yes 1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No 1: Yes
1: Yes 1: Yes 0: No 0: No 1: Yes
1: Yes 0: No 0: No 0: No 1: Yes
0: No 0: No 0: No 1: Yes 0: No
1: Yes 1: Yes 0: No 0: No 0: No
1: Yes 1: Yes 0: No 0: No 1: Yes
0: No 0: No 0: No 0: No 1: Yes
1: Yes 0: No 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No 1: Yes
0: No 0: No 0: No 0: No 0: No
0: No 0: No 0: No 0: No 0: No
0: No 0: No 0: No 0: No 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No 1: Yes
0: No 0: No 0: No 0: No 1: Yes
1: Yes 1: Yes 0: No 0: No 0: No
1: Yes 1: Yes 0: No 0: No 0: No
1: Yes 1: Yes 0: No 0: No 1: Yes
0: No 0: No 0: No 1: Yes 1: Yes
1: Yes 1: Yes 0: No 0: No 1: Yes
1: Yes 1: Yes 0: No 0: No 0: No
1: Yes 1: Yes 0: No 0: No 0: No
0: No 0: No 0: No 0: No 0: No
1: Yes 1: Yes 0: No 0: No 0: No
0: No 1: Yes 0: No 1: Yes 1: Yes
1: Yes 1: Yes 0: No 0: No 0: No
0: No 1: Yes 0: No 0: No 1: Yes
1: Yes 1: Yes 0: No 0: No 0: No
0: No 0: No 0: No 0: No 0: No
1: Yes 1: Yes 1: Yes 1: Yes 0: No
1: Yes 1: Yes 0: No 0: No 1: Yes
1: Yes 1: Yes 0: No 0: No 1: Yes
1: Yes 0: No 0: No 0: No 0: No
1: Yes 1: Yes 1: Yes 1: Yes 0: No
1: Yes 1: Yes 0: No 0: No 1: Yes
1: Yes 1: Yes 0: No 0: No 1: Yes
1: Yes 1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No 1: Yes
1: Yes 0: No 0: No 0: No 1: Yes
1: Yes 1: Yes 0: No 0: No 1: Yes
1: Yes 1: Yes 0: No 0: No 1: Yes
0: No 0: No 0: No 0: No 1: Yes
1: Yes 1: Yes 0: No 1: Yes 1: Yes
0: No 0: No 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No 0: No
1: Yes 1: Yes 0: No 0: No 1: Yes
0: No 1: Yes 0: No 0: No 1: Yes
0: No 0: No 0: No 0: No 1: Yes
0: No 0: No 0: No 0: No 0: No
0: No 1: Yes 0: No 0: No 0: No
1: Yes 0: No 1: Yes 1: Yes 1: Yes
CULTURE.OTHER.TEXT CULTURE_HOST
new words
FOOD,LANGUAGE,DAILY: About Armenian food (what
we eat and how to cook it), How to speak Armenian,
About daily life in Armenia
nature, Armenian's character
Her image has totally changed
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY,SAF
E,PUBLIC,OTHER: About Armenian food (what we eat
and how to cook it), Holidays, How to speak Armenian,
About Armenian customs, About daily life in Armenia,
How to be safe and healthy in our community, How to
use public transportation, Other. Specify:
Armenia_evaluation Results
- His the most important attainment is his Armenian wife.
Armenians' characteer
he knew well enough history of Armenia
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY:
About Armenian food (what we eat and how to cook it),
Holidays, How to speak Armenian, About Armenian
customs, About daily life in Armenia
hospitality, non-discriminative, educated, heavy relying
on kinship relations
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY,SAF
E,PUBLIC: About Armenian food (what we eat and how
to cook it), Holidays, How to speak Armenian, About
Armenian customs, About daily life in Armenia, How to
be safe and healthy in our community, How to use public
transportation
about genocide
they were very informed about Armenian geography
FOOD,LANGUAGE,OTHER: About Armenian food (what
we eat and how to cook it), How to speak Armenian,
Other. Specify:
DAILY: About daily life in Armenia
HOLIDAYS,CUSTOMS,DAILY,OTHER: Holidays, About
Armenian customs, About daily life in Armenia, Other.
Specify:
hospitality, clothing
HOLIDAYS,LANGUAGE,CUSTOMS: Holidays, How to
speak Armenian, About Armenian customs
Armenian nature, also about sharing food with others
learnt how to make vodka, to prepare dolma, also loved
our culture.
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY:
About Armenian food (what we eat and how to cook it),
Holidays, How to speak Armenian, About Armenian
customs, About daily life in Armenia
that Armenians strived to get independence, to process
land, Armenian's character, the nature
sites, nature, Armenian literature
FOOD,HOLIDAYS,CUSTOMS,DAILY: About Armenian
food (what we eat and how to cook it), Holidays, About
Armenian customs, About daily life in Armenia
hospitality
FOOD,HOLIDAYS,CUSTOMS,DAILY,OTHER: About
Armenian food (what we eat and how to cook it),
Holidays, About Armenian customs, About daily life in
Armenia, Other. Specify:
With other PCVs he reached the top of Ararat Mountain.
I envious him, as I couldn't do the same. He brings a lot
of stones from there and distributed to everyone.
armneian dancing
FOOD,LANGUAGE,CUSTOMS,DAILY: About Armenian
food (what we eat and how to cook it), How to speak
Armenian, About Armenian customs, About daily life in
Armenia
he knew about Armenia a lot before his arrival
FOOD,HOLIDAYS,CUSTOMS,DAILY,OTHER: About
Armenian food (what we eat and how to cook it),
Holidays, About Armenian customs, About daily life in
Armenia, Other. Specify:
hisotry, genocide
hospitality, electoral process
we care for our outfit, go to hairdresser,do manicure. We
do not accept "no" seriously
FOOD,HOLIDAYS,CUSTOMS,DAILY: About Armenian
food (what we eat and how to cook it), Holidays, About
Armenian customs, About daily life in Armenia
history, many things (the PCV has married an Armenian
girl)
they learnt Armenian hospitality
to be warmer, speak Russian, beautiful spaces in
Armenia
Well familiar with our cultural-historical monuments.
She knows Armenian culture and especially literature
well enough to conduct a comparative analysis of
literature.
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY:
About Armenian food (what we eat and how to cook it),
Holidays, How to speak Armenian, About Armenian
customs, About daily life in Armenia
CUSTOMS,OTHER: About Armenian customs, Other.
Specify:
He knew the history and the geography of Armenia well
enough, even better than we knew.
FOOD,LANGUAGE,CUSTOMS,DAILY: About Armenian
food (what we eat and how to cook it), How to speak
Armenian, About Armenian customs, About daily life in
Armenia
HOLIDAYS,CUSTOMS,DAILY: Holidays, About
Armenian customs, About daily life in Armenia
FOOD,DAILY,OTHER: About Armenian food (what we
eat and how to cook it), About daily life in Armenia,
Other. Specify:
I don't know, it's too short time she is here
culture
FOOD,CUSTOMS,OTHER: About Armenian food (what
we eat and how to cook it), About Armenian customs,
Other. Specify:
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY:
About Armenian food (what we eat and how to cook it),
Holidays, How to speak Armenian, About Armenian
customs, About daily life in Armenia
FOOD,LANGUAGE,CUSTOMS,DAILY: About Armenian
food (what we eat and how to cook it), How to speak
Armenian, About Armenian customs, About daily life in
Armenia
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,OTHER:
About Armenian food (what we eat and how to cook it),
Holidays, How to speak Armenian, About Armenian
customs, Other. Specify:
cultural-historical monuments
national music, art
Armenian sight-seeing places
traveling
FOOD,LANGUAGE,DAILY: About Armenian food (what
we eat and how to cook it), How to speak Armenian,
About daily life in Armenia
CULTURE_HOST.FOOD CULTURE_HOST.HOLIDAYS CULTURE_HOST.LANGUAGE CULTURE_HOST.CUSTOMS
1: Yes 0: No 1: Yes 0: No
1: Yes 1: Yes 1: Yes 1: Yes
Armenia_evaluation Results
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 0: No 1: Yes 0: No
0: No 0: No 0: No 0: No
0: No 1: Yes 0: No 1: Yes
0: No 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 0: No 1: Yes
1: Yes 1: Yes 0: No 1: Yes
1: Yes 0: No 1: Yes 1: Yes
1: Yes 1: Yes 0: No 1: Yes
1: Yes 1: Yes 0: No 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
0: No 0: No 0: No 1: Yes
1: Yes 0: No 1: Yes 1: Yes
0: No 1: Yes 0: No 1: Yes
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 0: No 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 0: No 1: Yes 0: No
CULTURE_HOST.DAILY CULTURE_HOST.SAFE CULTURE_HOST.PUBLIC CULTURE_HOST.OTHER
1: Yes 0: No 0: No 0: No
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 0: No 0: No 0: No
1: Yes 1: Yes 1: Yes 0: No
0: No 0: No 0: No 1: Yes
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 1: Yes
0: No 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 1: Yes
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 1: Yes
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
0: No 0: No 0: No 1: Yes
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 1: Yes
0: No 0: No 0: No 1: Yes
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
0: No 0: No 0: No 1: Yes
1: Yes 0: No 0: No 0: No
CULTURE_HOST.OTHER.TEXT US_CULTURE US_CULTURE.FOOD
LANGUAGE,DAILY: How to speak English, About daily
life in the United States
0: No
CUSTOMS,DAILY,OTHER: About United States'
customs, About daily life in the United States, Other.
Specify:
0: No
FOOD,HOLIDAYS: About the food (what people in the
United States eat and how to cook it), Holidays
1: Yes
HOLIDAYS: Holidays 0: No
CUSTOMS: About United States' customs 0: No
understood what a family is, the beauty of the family, FOOD,HOLIDAYS: About the food (what people in the
United States eat and how to cook it), Holidays
1: Yes
HOLIDAYS,LANGUAGE,CUSTOMS,DAILY: Holidays,
How to speak English, About United States' customs,
About daily life in the United States
0: No
HOLIDAYS,LANGUAGE,CUSTOMS,DAILY: Holidays,
How to speak English, About United States' customs,
About daily life in the United States
0: No
LANGUAGE,DAILY,OTHER: How to speak English,
About daily life in the United States, Other. Specify:
0: No
OTHER: Other. Specify: 0: No
HOLIDAYS,LANGUAGE: Holidays, How to speak
English
0: No
HOLIDAYS,CUSTOMS,OTHER: Holidays, About United
States' customs, Other. Specify:
0: No
HOLIDAYS,LANGUAGE,CUSTOMS,DAILY: Holidays,
How to speak English, About United States' customs,
About daily life in the United States
0: No
FOOD,LANGUAGE: About the food (what people in the
United States eat and how to cook it), How to speak
English
1: Yes
HOLIDAYS,LANGUAGE,CUSTOMS: Holidays, How to
speak English, About United States' customs
0: No
DIVERSITY,OTHER: The diversity of the United States
in terms of racial/ethnic/religious groups, Other. Specify:
0: No
HOLIDAYS,DAILY,OTHER: Holidays, About daily life in
the United States, Other. Specify:
0: No
humanity, kindness, doing laundry, knitting, every good
that we have
LANGUAGE: How to speak English 0: No
HOLIDAYS,LANGUAGE,CUSTOMS: Holidays, How to
speak English, About United States' customs
0: No
HOLIDAYS,OTHER: Holidays, Other. Specify: 0: No
differences with Soviet period CUSTOMS,DAILY: About United States' customs, About
daily life in the United States
0: No
CUSTOMS,OTHER: About United States' customs,
Other. Specify:
0: No
OTHER: Other. Specify: 0: No
HOLIDAYS: Holidays 0: No
LANGUAGE: How to speak English 0: No
LANGUAGE: How to speak English 0: No
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS: About the
food (what people in the United States eat and how to
cook it), Holidays, How to speak English, About United
States' customs
1: Yes
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY,DIVE
RSITY: About the food (what people in the United States
eat and how to cook it), Holidays, How to speak English,
About United States' customs, About daily life in the
United States, The diversity of the United States in terms
of racial/ethnic/religious groups
1: Yes
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,OTHER:
About the food (what people in the United States eat and
how to cook it), Holidays, How to speak English, About
United States' customs, Other. Specify:
1: Yes
OTHER: Other. Specify: 0: No
CUSTOMS,OTHER: About United States' customs,
Other. Specify:
0: No
HOLIDAYS,CUSTOMS: Holidays, About United States'
customs
0: No
FOOD,HOLIDAYS,LANGUAGE: About the food (what
people in the United States eat and how to cook it),
Holidays, How to speak English
1: Yes
HOLIDAYS,LANGUAGE: Holidays, How to speak
English
0: No
FOOD,OTHER: About the food (what people in the
United States eat and how to cook it), Other. Specify:
1: Yes
dancing Armenian, doing homework FOOD,CUSTOMS,DAILY,OTHER: About the food (what
people in the United States eat and how to cook it),
About United States' customs, About daily life in the
United States, Other. Specify:
1: Yes
OTHER: Other. Specify: 0: No
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS,DAILY:
About the food (what people in the United States eat and
how to cook it), Holidays, How to speak English, About
United States' customs, About daily life in the United
States
1: Yes
HOLIDAYS,LANGUAGE,CUSTOMS,DAILY: Holidays,
How to speak English, About United States' customs,
About daily life in the United States
0: No
CUSTOMS,DAILY: About United States' customs, About
daily life in the United States
0: No
LANGUAGE,OTHER: How to speak English, Other.
Specify:
0: No
OTHER: Other. Specify: 0: No
FOOD,CUSTOMS,DAILY: About the food (what people
in the United States eat and how to cook it), About
United States' customs, About daily life in the United
States
1: Yes
HOLIDAYS,LANGUAGE: Holidays, How to speak
English
0: No
Armenian dancing HOLIDAYS,DAILY: Holidays, About daily life in the
United States
0: No
FOOD,LANGUAGE,CUSTOMS,DAILY: About the food
(what people in the United States eat and how to cook
it), How to speak English, About United States' customs,
About daily life in the United States
1: Yes
HOLIDAYS,LANGUAGE,OTHER: Holidays, How to
speak English, Other. Specify:
0: No
HOLIDAYS,DIVERSITY,OTHER: Holidays, The diversity
of the United States in terms of racial/ethnic/religious
groups, Other. Specify:
0: No
HOLIDAYS,LANGUAGE,CUSTOMS,DAILY: Holidays,
How to speak English, About United States' customs,
About daily life in the United States
0: No
FOOD,LANGUAGE,CUSTOMS,OTHER: About the food
(what people in the United States eat and how to cook
it), How to speak English, About United States' customs,
Other. Specify:
1: Yes
CUSTOMS,DAILY: About United States' customs, About
daily life in the United States
0: No
FOOD,DAILY,OTHER: About the food (what people in
the United States eat and how to cook it), About daily life
in the United States, Other. Specify:
1: Yes
OTHER: Other. Specify: 0: No
HOLIDAYS,LANGUAGE: Holidays, How to speak
English
0: No
HOLIDAYS,LANGUAGE,CUSTOMS,DAILY,DIVERSITY,
OTHER: Holidays, How to speak English, About United
States' customs, About daily life in the United States,
The diversity of the United States in terms of
racial/ethnic/religious groups, Other. Specify:
0: No
HOLIDAYS: Holidays 0: No
HOLIDAYS,LANGUAGE,CUSTOMS: Holidays, How to
speak English, About United States' customs
0: No
HOLIDAYS,LANGUAGE,OTHER: Holidays, How to
speak English, Other. Specify:
0: No
HOLIDAYS,LANGUAGE,CUSTOMS,DAILY,OTHER:
Holidays, How to speak English, About United States'
customs, About daily life in the United States, Other.
Specify:
0: No
LANGUAGE: How to speak English 0: No
OTHER: Other. Specify: 0: No
FOOD,HOLIDAYS,CUSTOMS: About the food (what
people in the United States eat and how to cook it),
Holidays, About United States' customs
1: Yes
he knew that Armenians are wise, and we had a rich
history
DIVERSITY: The diversity of the United States in terms
of racial/ethnic/religious groups
0: No
HOLIDAYS,OTHER: Holidays, Other. Specify: 0: No
FOOD,DAILY: About the food (what people in the United
States eat and how to cook it), About daily life in the
United States
1: Yes
OTHER: Other. Specify: 0: No
reading books about Armenian history, genocide FOOD,CUSTOMS,OTHER: About the food (what people
in the United States eat and how to cook it), About
United States' customs, Other. Specify:
1: Yes
OTHER: Other. Specify: 0: No
LANGUAGE: How to speak English 0: No
HOLIDAYS,LANGUAGE: Holidays, How to speak
English
0: No
the relationship between parents and children DAILY: About daily life in the United States 0: No
FOOD,HOLIDAYS,CUSTOMS,DAILY,OTHER: About
the food (what people in the United States eat and how
to cook it), Holidays, About United States' customs,
About daily life in the United States, Other. Specify:
1: Yes
0: No
HOLIDAYS,LANGUAGE,CUSTOMS,DAILY: Holidays,
How to speak English, About United States' customs,
About daily life in the United States
0: No
warm relationships with family, dancing Armenian HOLIDAYS,LANGUAGE,CUSTOMS: Holidays, How to
speak English, About United States' customs
0: No
HOLIDAYS,LANGUAGE,CUSTOMS,DAILY: Holidays,
How to speak English, About United States' customs,
About daily life in the United States
0: No
LANGUAGE: How to speak English 0: No
LANGUAGE,OTHER: How to speak English, Other.
Specify:
0: No
OTHER: Other. Specify: 0: No
HOLIDAYS,LANGUAGE: Holidays, How to speak
English
0: No
FOOD,HOLIDAYS,CUSTOMS,OTHER: About the food
(what people in the United States eat and how to cook
it), Holidays, About United States' customs, Other.
Specify:
1: Yes
FOOD: About the food (what people in the United States
eat and how to cook it)
1: Yes
US_CULTURE.HOLIDAYS US_CULTURE.LANGUAGE US_CULTURE.CUSTOMS US_CULTURE.DAILY
0: No 1: Yes 0: No 1: Yes
0: No 0: No 1: Yes 1: Yes
1: Yes 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
0: No 0: No 1: Yes 0: No
1: Yes 0: No 0: No 0: No
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
0: No 1: Yes 0: No 1: Yes
0: No 0: No 0: No 0: No
1: Yes 1: Yes 0: No 0: No
1: Yes 0: No 1: Yes 0: No
1: Yes 1: Yes 1: Yes 1: Yes
0: No 1: Yes 0: No 0: No
1: Yes 1: Yes 1: Yes 0: No
0: No 0: No 0: No 0: No
1: Yes 0: No 0: No 1: Yes
0: No 1: Yes 0: No 0: No
1: Yes 1: Yes 1: Yes 0: No
1: Yes 0: No 0: No 0: No
0: No 0: No 1: Yes 1: Yes
0: No 0: No 1: Yes 0: No
0: No 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
0: No 1: Yes 0: No 0: No
0: No 1: Yes 0: No 0: No
1: Yes 1: Yes 1: Yes 0: No
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 0: No
0: No 0: No 0: No 0: No
0: No 0: No 1: Yes 0: No
1: Yes 0: No 1: Yes 0: No
1: Yes 1: Yes 0: No 0: No
1: Yes 1: Yes 0: No 0: No
0: No 0: No 0: No 0: No
0: No 0: No 1: Yes 1: Yes
0: No 0: No 0: No 0: No
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
0: No 0: No 1: Yes 1: Yes
0: No 1: Yes 0: No 0: No
0: No 0: No 0: No 0: No
0: No 0: No 1: Yes 1: Yes
1: Yes 1: Yes 0: No 0: No
1: Yes 0: No 0: No 1: Yes
0: No 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 0: No 0: No
1: Yes 0: No 0: No 0: No
1: Yes 1: Yes 1: Yes 1: Yes
0: No 1: Yes 1: Yes 0: No
0: No 0: No 1: Yes 1: Yes
0: No 0: No 0: No 1: Yes
0: No 0: No 0: No 0: No
1: Yes 1: Yes 0: No 0: No
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 0: No 0: No 0: No
1: Yes 1: Yes 1: Yes 0: No
1: Yes 1: Yes 0: No 0: No
1: Yes 1: Yes 1: Yes 1: Yes
0: No 1: Yes 0: No 0: No
0: No 0: No 0: No 0: No
1: Yes 0: No 1: Yes 0: No
0: No 0: No 0: No 0: No
1: Yes 0: No 0: No 0: No
0: No 0: No 0: No 1: Yes
0: No 0: No 0: No 0: No
0: No 0: No 1: Yes 0: No
0: No 0: No 0: No 0: No
0: No 1: Yes 0: No 0: No
1: Yes 1: Yes 0: No 0: No
0: No 0: No 0: No 1: Yes
1: Yes 0: No 1: Yes 1: Yes
0: No 0: No 0: No 0: No
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 0: No
1: Yes 1: Yes 1: Yes 1: Yes
0: No 1: Yes 0: No 0: No
0: No 1: Yes 0: No 0: No
0: No 0: No 0: No 0: No
1: Yes 1: Yes 0: No 0: No
1: Yes 0: No 1: Yes 0: No
0: No 0: No 0: No 0: No
US_CULTURE.DIVERSITY US_CULTURE.OTHER US_CULTURE.OTHER.TEXT
0: No 0: No
0: No 1: Yes US history, expressions, concepts
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 1: Yes about his town
0: No 1: Yes nothing new
0: No 0: No
0: No 1: Yes US history, states
0: No 0: No
0: No 0: No
0: No 0: No
1: Yes 1: Yes history, music, architecture, education system
0: No 1: Yes American slang
0: No 0: No
0: No 0: No
0: No 1: Yes California state
0: No 0: No
0: No 1: Yes relationship between student and teacher, parent and
teacher, attitude toward teacher in general
0: No 1: Yes mostly he was asking about us, but not so much telling
us about USA and Americans.
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
1: Yes 0: No
0: No 1: Yes his relations with his friends are quite different compared
with ours
0: No 1: Yes difficult to say, he would hardly tell anything
0: No 1: Yes that they value family
0: No 0: No
0: No 0: No
0: No 0: No
0: No 1: Yes US politics
0: No 1: Yes family relations in US
0: No 1: Yes I learned about all this during my study in the scopes of
exchange program
0: No 0: No
0: No 0: No
0: No 0: No
0: No 1: Yes political structure in US
0: No 1: Yes nothing new
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 1: Yes about Nebraska state and about White House
1: Yes 1: Yes About US states
0: No 0: No
0: No 1: Yes be punctual and accurate
0: No 0: No
0: No 1: Yes About the educational system
0: No 1: Yes I didn't learn anything from him, he never communicate
and relate with us.
0: No 0: No
1: Yes 1: Yes Understanding of the families and values
0: No 0: No
0: No 0: No
0: No 1: Yes education system and students life in USA
0: No 1: Yes judge right, so not put difference among people
0: No 0: No
0: No 1: Yes I knew the USA well enough before her arrival
0: No 0: No
1: Yes 0: No
0: No 1: Yes Our relations with him were very limited, only during the
class
0: No 0: No
0: No 1: Yes I couldn't learn anything about USA, because we didn't
communicate with them, they were very busy.
0: No 1: Yes they had difficul life, and its not like everything is ready
for them
0: No 1: Yes I hadn't learn anything yet
0: No 0: No
0: No 0: No
0: No 0: No
0: No 1: Yes he likes to learn rather than to teach
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 0: No
0: No 1: Yes simple thinking
0: No 1: Yes nothing
0: No 0: No
0: No 1: Yes would tell us about different cities
0: No 0: No
LEARNED KNOW_US
I was impressed by his responsibility. Once he took a
book from my sister and returned it by himself.
I thought they are more liberated but they behavi in
accordance with the culture
They are more free and independent in their behavior.
we were more talking about Armenia, as she was
interested, and rarely talked about US
2: They knew something about Americans
No, not about Americans, I will say I had explored some
characteristics which refer personally to her.
Communication in every day life.
He was very purposeful. He was constantly interested
with you and made you to do, what you have to do. I was
surprised by his readiness to help you.
I thought they will be more self-satisfied and selfish. But
outside the school we were friends.
we have asked and get repolies about many issues
2: They knew something about Americans
I knew well enough about them, so there was no news, I
havent discovered new things.
No, he was usual person.
holidays, history
Was very much influenced by the way they dress. One
the PCV had told us about cowboys and their life-style. I
was very much impressed with that experience.
Communication in every day life: open minded and
hospital
One of our guys hurt his feelings, but he didn't respond
in a way we expected. He behaves himself in a very
smart way. He is very human.
3: They knew little about Americans
woman can have achievements, the racial discrimination
history, and many other things
3: They knew little about Americans
I imagine that Americans are very untidy, but Patty was
neat and tidy. Also, she was very positive and kind
person.
she was very like Armenians
They are free, independent, simple and without
formalities people. There is no standard for them, they
are all unique.
no
no
relationship between student and teacher, methods of
teaching
no
everything
Once he told us about his family. They are eleven
children in the family. I couldnt imagine that in American
family could be so many children.
the language
May be I can not recall now, but there were lots of
things. Having free mind-set.
2: They knew something about Americans
Their attention to me was quite unexpected. I was
thinking of them as selfish and rational and unemotional
people.
My perception toward Americans becomes more
positive. They are more disciplined, matured,
independent and open-minded. But in general they are
people like we are.
no, he didn't tell
Lernt from other PCV - election system, customs and
traditions, racial group relations
Many thing from the American culture is not acceptable
for me, thus I didn't want to learn anything. The only
thing which is acceptable and appreciable for me from
the American culture is human/friendly interrelations,
which are healthier then ours Not everything they could
present in a better light is so in reality.
Difficult to answer.
I dont know what to think about people from the US. We
had very different experiences. Patty and Odry were
quite different.
US politics
to wear up in simple manner
I would like to tell about another PCV assigned in our
community. He was extremely intolerant to the cars,
which are crossing the continuous line on the street. He
took stones and throw after them. Thus, he was trying to
train a civilized people, who respect the rules and order.
I have already mentioned above.
They are unselfish. Once we were driving by taxi, and he
noticed a woman who didn't manage to take a bus. He
stopped a car and suggested to sit in a car. Their self-
devotion was really surprising and appreciable. Petty had
done fundraising for 5 students to participate in the IOC
camp in Ukraine. She was interested in it even more
than we were.
They are extremely untidy. Also, due to them I get to
know about the idea of volunteer.
political structure in US. planning the lesson. project
design
no
When we tried to give them advices on how to behave
and act in our community (ex. How to dress or have hair-
cut), they seemed to be resistant to hearing criticism.
Our conclusion to that experience was that they do not
like personal communication, more prefer keeping
distance.
I learned you should be practical, to act and behave
without formality. You needn't relate with people you
don't like.
Before I had very idealized perception of USA and
Americans. Even PCVs consider their staying in
Armenia. Her clothing and dressing was so tasteless,
that I was shocked.
Difficult to answer
US history
She was very open and never laughed at us though we
spoke poor, but she always encouraged us
-how to organize house-keeping and daily routine -living
style and mind-set
I can't remember.
on the brithday of wife, the husband do everything in
household
they are free and easy
3: They knew little about Americans
They are extremely inquisitive, he didnt like
communication, but he was taking pictures of everything.
I even started to think that he is a spy. They can blow
their nose publicly.
She was not shouting at the students, she was so
patient. When she was absent for a long time we missed
her and when she came back my classmate ran up to
her and hugged.
2: They knew something about Americans
-how to bake brownies -love towards nature -managing
family relationships
2: They knew something about Americans
no
Americans are open-minded, easy to communicate, and
they treat all the people equally regardless of gender,
age and social status. They are rather practical people in
terms of dressing and daily life.
On the example of Worrdrips I was very much surprised,
that there are couples in USA that love, respect each
other and appreciate the family.
US places to visit, holidays, Valintine's day, schools and
they level of development
Difficult to answer to this question, since we were
communicating only on professional level, only
regarding.
No
I hadn't any view of Americans before, I formed an
opinion about Americans based on my experience with
Elvira.
once at a gathering with our friends we put everything on
the table and spent a good time and he said at the end
"my mother would drive out everybody"
They were very stingy. They had extremely free moral
norms. They gather together, with other PCVs, and
spend time in a free manner and even not take into
consideration what will thing the community members
about it.
US climate, free and easy living
They always were pleased with everything. I dont know
whether it was honestly or not.
her personality, good mood, positive attitude
She is modest, calm and peaceful.I imagine them in
this way.
the notion of family is very important, then love their
family
On Easter Day I invited her to our home for two days to
celebrate together. I was surprised she accepted my
invitation without knowing well enough, I was just one of
her students. She was very trustful person.
not from the particular volunteer
They are extremely slovenly/untidy and stingy. They visit
everyone in the community, everyone like him. They
invite and entertain him when he was living alone.
For instance they told us how they decided to marry.
They suddenly decided, went and register their marriage
and only then call their parent and informed about it. In
our country its unimaginable to live together for years
and not get married in church.
I was impressed by their approach to death. They will
never grieve deeply for their dead relatives. They take it
lightly, as the life must go on.
her close relations with family members
-how to organize house-keeping and daily routine -living
style and mind-set
no, we had only business relations
state structure of US
1: They knew a lot about Americans
nothing
2: They knew something about Americans
My opinion has completely changed.
Organizing contests, games They were very hospital,
our English club group was visiting PCVs house
I was surprised, that they are neither smoke nor drink
alcohol. They are very cultured and educated .
3: They knew little about Americans
HCN_US_CULTURE HCN_US_CULTURE.FOOD HCN_US_CULTURE.HOLIDAYS
FOOD,DAILY: About the food (what people in the United
States eat and how to cook it), About daily life in the
United States
1: Yes 0: No
FOOD,HOLIDAYS,CUSTOMS,DAILY,OTHER: About
the food (what people in the United States eat and how
to cook it), Holidays, About United States' customs,
About daily life in the United States, Other. Specify:
1: Yes 1: Yes
FOOD,LANGUAGE,CUSTOMS: About the food (what
people in the United States eat and how to cook it), How
to speak English, About United States' customs
1: Yes 0: No
DAILY,OTHER: About daily life in the United States,
Other. Specify:
0: No 0: No
FOOD,HOLIDAYS,CUSTOMS,DAILY: About the food
(what people in the United States eat and how to cook
it), Holidays, About United States' customs, About daily
life in the United States
1: Yes 1: Yes
FOOD,HOLIDAYS,LANGUAGE,DAILY,DIVERSITY:
About the food (what people in the United States eat and
how to cook it), Holidays, How to speak English, About
daily life in the United States, The diversity of the United
States in terms of racial/ethnic/religious groups
1: Yes 1: Yes
LANGUAGE,CUSTOMS,OTHER: How to speak English,
About United States' customs, Other. Specify:
0: No 0: No
LANGUAGE,CUSTOMS,DAILY: How to speak English,
About United States' customs, About daily life in the
United States
0: No 0: No
FOOD,HOLIDAYS,LANGUAGE,CUSTOMS: About the
food (what people in the United States eat and how to
cook it), Holidays, How to speak English, About United
States' customs
1: Yes 1: Yes
LANGUAGE,OTHER: How to speak English, Other.
Specify:
0: No 0: No
LANGUAGE,CUSTOMS,OTHER: How to speak English,
About United States' customs, Other. Specify:
0: No 0: No
HCN_US_CULTURE.LANGUAGE HCN_US_CULTURE.CUSTOMS HCN_US_CULTURE.DAILY
0: No 0: No 1: Yes
0: No 1: Yes 1: Yes
1: Yes 1: Yes 0: No
0: No 0: No 1: Yes
0: No 1: Yes 1: Yes
1: Yes 0: No 1: Yes
1: Yes 1: Yes 0: No
1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 0: No
1: Yes 0: No 0: No
1: Yes 1: Yes 0: No
HCN_US_CULTURE.DIVERSITY HCN_US_CULTURE.OTHER HCN_US_CULTURE.OTHER.TEXT
0: No 0: No
0: No 1: Yes Americans were always persevering
0: No 0: No
0: No 1: Yes songs, geography, history, stores
0: No 0: No
1: Yes 0: No
0: No 1: Yes politics, differences between states
0: No 0: No
0: No 0: No
0: No 1: Yes gender roles in US
0: No 1: Yes open-mindedness, genuine interest about others
INFLUCENCE_HCN_VIEW CHANGES_BEHAVIORS
We had prepared an American food for them. I showed
them pictures of the city where I am from originally, the
pictures of my family and house.
We get up very early, at 6 p.m. and they also get up with
us to prepare breakfast for us.
constantly talked freely on anything that was brought up some understanding that other people may not
understand you, punctuality, improved confidence and
trust in others, accountability, male-female relationships
in more understanding way (my host father started
making coffee himself, and helping to clean up the table
even if before that was not possible)
Just answering the questions and communicating with
them.
The way they communicate with us has changed
Gender prospective have changed.
Everything I do influences their views: I tell everything,
explain things don't understand
Student learnt how hard they must work to meet my
epectations of what college student should be, they are
more enthusiastic about English.
I hadn't done anything special. May be the idea of two
year volunteering itself was something new for them.
Its difficult to say. I think they just realize that people are
different.
A lot of conversations with various people both in and
outside the school. I can not name something more
specific since it is ongoing process of communication,
and people are eager to talk with me on these issues.
My host family members started thinking of gender
equality while my host parents seems to be less
influenced, the younger generation has definitely
questioned authoritarian approaches in family. In school,
the students became more eager to learning and
personal development and not only in regards of English.
they get stereotypes, and I help to see the reality. they learnt cooking recipes, speak more English,
students are less shy
I am trying to find situations where I can be useful. One
of the kids of the special school had problem with his
eyes. I found out that he hasn't a father and his mother
has no money to treat him. I dont have a grandchildren
and I treat him as my grandchildren. I took him in
Yerevan to show the doctor. School is considering
Americans as a money machine. The school had budget
for all the staff like copying, but they didnt lose the
opportunity to use my resources.
I am greeting everyone who looks at me with interest,
the strangers also started to greet me on the street. A
like a grandfather for all of my students, I love them, they
love me.
The first thing I have done when I came here we take a
cake to our neighbors. When I was living in USA I didnt
even know my neighbors. You always try to be in a
positive mood in order they know people from the USA
as good people.
Yes, our neighbors starting to celebrate somehow a
Hallowing.
they thought that all people in US are rich and have an
easy life, we tried to break these views. We also
changed their views on gender roles in US, and also
showed that US people are approachable, outgoing
They were suprised hat men can do household things,
but at some point I noticed men were cleaning up after
dinner. People saying hi. Students attending the Club
are more open and self-confident now.
I've tried to correct a lot of misperceptions, e.g. that
American families are cold and don't love each other
they learnt punctuality, are more direct about their
intentions, more inclusive of others, and English clubs
helped to interact student of different schools so they
revealed each other for themselves
REMEMBER REMEMBER_EXCHANGE
His tolerance also impressed me. Once our students
mocked at him. But he didnt respond at the same way,
instead he responded as a joke.
they are interested to understand, to give something, to
learn themselves, and make time interesting
She was giving bread to stray dogs every day. She was
calm. She would always come with a big bag.
The first time we met was impressive. First I was glad
that she is female and of the same age with me. I
imagine her in a quite different way.....she was untidily
dressed which surprised me.
-I remember Halloween evening he organized. -He
periodically organizing so called movie nights. Once we
watched a movie on homosexuality and after discuss it. I
was surprised how neutrally we discuss such a taboo.
I remember and impressed most his respect toward
others. He was an American and he could not
communicate with others, but instead he was very
communicative.
not saying hello, always having all his things with himself
in a big bag, spring shoes. He was a cold person, always
sad and indifferent
I was impressed, when he was preparing a speech on
the occasion of fortieth anniversary of our University.
Many-many of high standing officials were invited. But it
didnt scare off him and he decided to speak in public.
He prepared a very difficult speech in English, I
translated it into Armenia for him to present. Later on he
was coaching it during the whole week for Armenian
pronunciation. But that day he was called for
participation in seminar. Also, I was impressed when on
our way to Goris from the Counterpart Conference in
Yerevan (on the firs days of work) we went to AUA on
business for our future needs.
sincerety, honesty, devotion to work and people
The PCV has organized a role-play on daily life of
cowboys in America, and that was very interesting.
The only thing, which impressed me much, is their untidy
style of dressing. Also, I was surprised, that Daniel, a
man of middle age, had an ability of turning red.
her personality, kindness, joy, being hard-working and
hearty
Her approach (methods) to teaching was the most
impressive for me that time.
Once we were out of town, in Haghartsin, I was
impressed how they were dancing Armenian in a funny
way. Also, I was touched when she was leaving
Armenia. The last day we tell her good buy she was
crying and we were crying as well. We were saying good
buy ten times and cannot take leave for a long time.
they easy-goingness
I was impressed once he entered the class eating an
apple. Students become active and started to claim
apples as well. Later on I tell PCV that this kind of
behavior its unacceptable.
Our classmates mock him for his clothing, shoes and
cell phone, but he ignores them.
kindness, personality
The way children were treated: with kindness and
tolerance Would wash the dishes, when visited my
house.
They make a surprise for me. They organized a farewell
party for me before my leaving. They presented flowers
and a gift to me.
the games, visualisation when explaining something
they are tactful, not imposing their will, their mood, value
people
They come to Armenia like to Africa. They take a
position like we have come to teach you, our way of
being is right, yours is wrong. Thats why their
community activity is failed. Once I was translating for
one of the health PCVs, and he said: Now I will teach
you how to comb your hair. I cannot stand such a
humiliation and stop him.
I was impressed and deeply touched by the card she
had made herself and by the wishes she wrote in.
sense of humor, responsibility, communication ability,
being as a part of our family
I was surprised that he knew the names of all children
and staff of the orphanage and treated them all by name.
I was impressed when I firs time saw how she eat
chocolate during the break in the school. Usually we
dont do this way, especially its something unusual for
teachers.
They are unselfish. Once we were driving by taxi, and he
noticed a woman who didn't manage to take a bus. He
stopped a car and suggested to sit in a car. Their self-
devotion was really surprising and appreciable. Petty had
done fundraising for 5 students to participate in the IOC
camp in Ukraine. She was interested in it even more
than we were.
They like travelling very much. She had an inquiring
nature, she was extremely inquisitive.
difficult to answer
I like Meaghan's happy smile. I also remember once
Felisa asked me to go to shop with her and buy a dress
for her to my mind.
When I first saw him for the first time he resembled
Santa Clause. He was a kind grandpa with white beard.
Once he left for two month for medical treatment.
Students find a picture of Santa from a journal, cut it and
asked me to send it to him via mail. I was surprised that
we had the same associations. Both he and his sister
were touched with it.
They are traveling a lot and as a result they are very
informed about everything.
her first visit to our home and then becoming so close
friends with her
willingness to speak English, spending free time after
classes together, friendly interaction
It is difficult for me to recall something. PCV became
very close to our family, we are good friends. Basically,
one think I impressed is the ability to flexibly adopt to
new working and living conditions and limitations.
The PCV Dances Armenian dance very well The PCV
was teaching us English songs, and we were playing and
singing together.
they speak Armenian fluently, respect Armenians
freedom, hard work, being hearty, caring for
environment: once we had a picnic in the forest and the
Americans saw how filty the forest was and initiated
cleaning all the waste there
I never could imagine that a teacher can be so kind!
Usually our teachers treat us in another way. For the first
time they will admonish the student, for the second time
they will shout at them, for the third time they will strike
the student.
I remember the dedication of the PCV, with what
enthusiasm PCV participated on the last bell
ceremony.
friendliness, equally treating everybody non-withstanding
their age, humor
-positive approach towards all the situation and
difficulties -sense of humor
I was impressed by their fist letter they wrote after
departure. They wrote a very warm letter, even using
some Armenian words from dialect. They were so much
inspired with Armenia and culture that started
periodically visit Armenian community and church there.
she speaks Armenian very well. Brough a gift for me
from Africa, I didn't expect that. Very punctual, very
supportive. Speaking about her personal life
-they always think of finding new solution -committed to
the work they do -hard-working individualities
I was surprised when I get to know that she is from Jorge
Mason University. I had been there, but didn't met her.
Once, one of my students gave me flowers. He asked, in
honor of what he give me a flowers and he answered-
simply, but he couldnt understand that its possible to
make a present simply, without a reason.
Her dressing is very simple, they do not give too much
importance to it, it is of secondary importance for them. I
think they are simple at heart as well. They treat
everyone equally, they do not range people for high and
low as we are doing.
human values, valuing people, friendliness,
supportiveness, punctuality, master of her word, giving
preference to what is comfortable
When we go our home by bus I bought the ticket for her
as well. She seriously got angry that I paid for her, but it
was so small sum, I was confused.
I remember once small children enter the classroom.
She showed them the door rudely. Later she explained
that she love children, but will not let them to disturb
during the class.
It is difficult for me to recall something. PCV became
very close to our family, we are good friends. Basically,
one think I impressed is the ability to flexibly adopt to
new working and living conditions and limitations.
fast computer typing and computer knowledge
simple and calm style of interacting
his style, way of behaving
Once I fell ill and he came to see me. It was so
unexpected for me, I was deeply touched. It was late in
the evening, in winter time. He came in with pocket
flashlight. He brings a DVD film, we watched a movie
together and had a tea. After this case I started to love
and appreciate him more.
PCV was initiating celebrations of students birthdays,
which was fun and we still remember those days.
REMEMBER_HOST BEHAVIORS
I have become more communicative.
some change in way of thinking, searching for new ways
He was a hard worker. He was reading a lot. When they
were living us, they prepared a handmade card, on
which they wrote Thank you in Armenian.
I became more punctual not to let her wait, and I am still
now
Prepared a dish in the pot and brought to school. Got
used to our culture.
Yes, I gained the ability to listen.
My behaviors hasn't changed, I only became more
communicative and inquisitive.
I remember his birthday. That day in the morning he say
hello as usual and say: Do you know today is my
birthday?. I say happy birthday to you and he went to
school as usual. Later I bought cake on which was
written his age. In the evening he came back and we had
dinner as usual. When we finished I asked my son to
bring in the cake. He was surprised and touched and
was very happy with this attention and regard.
I would not say something was changed. May be it was
because PCV would spent little time with us.
In general the temper and character of the PCV was very
good, we loved the volunteer very much.
NO, I have simply experienced and became skilled in
communicating with foreigners.
No, the time was too short during the PDO training. But I
consider it's her merit, that she trained me in a way that I
hadn't any problem there in terms of behavior and
adapting to new culture and environment.
honest, accountable, if she was late for half an hour she
would give us a call, and she liked animals a lot
I gain the ability of listening the people and to be tolerant
toward all kind of people.
coldness, I was always worrying that something is not
proper, she told nothing about that
they are free in their thinking and expressing
themselves, very independent, there was one volunteer
that was living with others' lives
she did everything in a fast manner
No
I became smiling
I am impressed with his intellect and his ability to learn.
I became more mature
The first New Year she was here her husband and
daughter visit Armenia to spend the holiday with her here
in Vanadzor. She asked whether we could host them in
our home for two days. We make room for them. On
31st of December we celebrate it and they urging us to
go to sleep. My grandchildren went to sleep and the
surprise became evident. They prepared presents for
everyone and wanted to put them under the Christmas
tree. It was beautifully designed boxes with names of all
of us. Such kind of attentiveness to us was very
touching, we didnt expect it.
she was very hard-working, organising event for kids,
attached to them
Not in the result of work with the PCV, but in the result of
my stay in USA.
Yes, know my slogan is: "ransform your dream to aim
and get it at any price!"
I become more open and tolerant to other cultures.
PCV are very conscious about learning our culture,
getting familiar with daily life in here.
Once I remember she started to play the pianoit was
surprising because she never play before. Later it
appears that it was the day of her sisters tragic death.
dressing manner (more sport-like) but not untidy
more self-confidence and willingness to help
Started to help my parents at house.
in dressing manner
I was surprised that they are coming from such a
developed and wealthy country hadn't a cell phone. They
get to know about it here in Armenia. When they leave
for USA for winter holidays they bought a very simple
model and were so much happy with it. Also, I remember
how much surprised I was when he showed me the
trousers of fifty years' prescription. He was carrying
these trousers when he was making court to his future
wife.
No, only my English become better and my progresses
become better.
some changes in manner of dressing, learnt to be more
patient in listening, be active
I become more confident and more goal-oriented as well
as more open to new opportunities.
Yes, I have become more organized and more native.
I can explain better, learning from Meaghan, be more
punctual, not put difference among people
The most vivid impression was related with the picnic.
We organized a picnic in countryside when her parents
and husband arrived to visit her. We spend nice time
together.
he was stingy, envious, doing everything in secret, he
never accepted his fault
smile, cheefulness, humor, emotionality
I remember once Marys husband lost his ring while
washingI was extremely upset. He hugged me and say
that in life more serious losses happen.
she was adapting to all conditions here, ready to face
every problem.
I became treat people equally, I realize that everyone
has virtues and shortcomings. You should appreciate
them for that instead of behaving you arrogantly.
Yes, I freely and easily interact with foreigners.
the husband was doing all laundry and cooking food
At New Year night I put a present under his pillow. When
he found it he was so surprised and happy that was
jumping on the bed with joy.
We were shocked by the way they leave us. It was very
unexpectedly for us. One day I came home and Jerry
told they found another apartment, they are leaving. If
only they tell us the day before we would organize
farewell dinner and/or some presents.
I appreciate the serious, disciplined and business
relations in the scopes of work. Also, I realize, that it's
never a shame, if you ask again something that it not
clear for you.
Her forgivingness, supportiveness, kindness, all her
character
the appearance is simplier (the clothing)
He inspired me and awoken my urge towards studying.
Yes, significantly: my values have somehow changes as
well as some of my behavior.
I am impressed by their love to reading, they are reading
all the time.
BEHAVIORS_HOST INFLUENCE
I couldn't imagine that its usual t receive visitors/guests
in such a simple way.
spoken English
No They are living lightly, I would like to have the same
attitude to life, but I cannot. I leaned that in USA the
husband is doing the household chores. Usually my
husband didnt let him, bus useless.
Once I remember she whistled during the lesson, I and
students were shocked. It was unusual when she sits on
the table.
Became more simple and sincere, as they trusted me
Became more accurate
Very much family oriented.
Yes, I gained the ability to listen. I learned that relations in the family are too cold,
everyone lives his own life. Also, the idea of friendship is
different. You should ask your friend to do anything,
he/she will never do it on his own initiative.
I realized that all are equal, that we all have our positive
and negative characters. We are all different and specific
in terms of culture, but in terms of human nature we are
all equal and the same.
no, people are different, he is not a criteria
Before I thought they are primitive, but its too
disputable. He was very courteous and polite person.
It will sounds funny, but I should tell you the truth, that I
learned to hang linens on the line.
I couldn't imagine that American could be so religious.
He goes to church every Sunday in spite of
weather.even in rainy and snowy weather.
no
They are never late
Basically, nothing has changed. Basically no, PCV was very much like Armenian.
I leaned to give importance and significance to my
interests and wishes. I was always interested in painting,
but I have never practice it.
they are driven for development, and we need this drive
No, the time was too short during the PDO training. But I
consider it's her merit, that she trained me in a way that I
hadn't any problem there in terms of behavior and
adapting to new culture and environment.
Everything I knew about Americans I get to know from
her, but it's difficult to mention specific things.
no no, only English language
I gain the ability of listening the people and to be tolerant
toward all kind of people.
I get to know that its not normal when you kiss
somebody on the cheek every time you meet and say
good buy to him/her.
no once she was complaining that our guests were
smoking, but she didn't tell it to us but to PC and others,
and I was upset for that
no, we have changed them before knowing volunteers each person has left something to learn
none
no
the way of arranging clothes, she did it in a very accurate
manner
I wouldn't imagine they care so much about family
No
just a very positive person
Washing the dishes Easy going personality
I learned a lot from the PCV, but cannot specify now.
In general no. No
no
their relation to family, patriotism, traditions
No, she was quite conservative person and in this sense
she fits to us and our expectations.
I think they are also people like we not so careless, as
I thought before, hearty.
No, we didnt. She changed her behavior mostly. For
instance she began to iron her cloths. She didnt do it
before. While ironing she was joking:I am Armenian.
Certainly there are things that we learned from PCVs,
but at the moment I cant remember.
hot tempered character and one incidence when I got
insulted (respondent has told about an incidence on her
birthday when the PCV shout at her because of undone
work)
no, there were some changes when interacting with her
only
Not in the result of work with the PCV, but in the result of
my stay in USA.
I appreciate their work as a volunteer here. It's very
difficult for them, especially in the rural communities.
Before I want to visit America, because its beautiful
country, but now I eager to be their because there are
brilliant people there.
In fact all the stereotypes I had mentioned before were
demolished.
I was surprised by their readiness to work as a volunteer.
I dont know it was their nature or just their obligation.
he is very patient, can wait a lot until he gets an answer
no
Basically, nothing has changed. The only think I can
state at this point is that we became more organized in
terms of having breakfast and other meals on time, and
having all the family coming together for meals.
No, did not learn anything special.
I dont think that all Americans will behave like he, but I
was surprised that he, being of this age and having a
bad leg, gives up his seat for anybody in the public
transport.
No, I am established myself as a person. I dont think
that there is something that I need to learn from them.
No I think, at least I cannot remember now.
Each nation has both good and bad people. Thus, my
views didn't changes based on negative experience.
none
history, development of ethnic groups, history of racism
One think that I was very surprised: once a student has
paid for the PCV at public transportation, which was not
accepted by PCV, who simply did not understand our
culture of hospitality.
Accurate Attentive towards each other Traditional,
have lots of holidays and observe them
there was a volunteer which was cold and didn't like to
socialise
almost all things about US
No, I am established myself as a person. I dont think
that there is something that I need to learn from them.
I realize that even if they come from a developed and
wealthy country there are a lot of things, which they
consider as luxury, while it is something usual for us.
No
Understanding of the family values and relationships with
the spouse.
I become more confident and more goal-oriented as well
as more open to new opportunities.
I have leaned more about US holidays and traditions. I
have also enlarged my understanding of US president.
Yes, I have become more organized and more native. Yes, I realize that there is literary English, which most of
the Americans (about 95%) do not use.
yes, once she waited for me even when I was late, and it
was suprising for me as they are very punctual
I was impressed much with the responsible approach
towards teaching and the classes.
No
Mostly she was changing her habits and behavior, rather
than we. She changed herself so much, that I didn't even
feel that she is a foreigner.
She was originally from a small town in the USA and was
usually telling about her family and friends. I felt shy to
ask her many questions. Also, it was one of the points of
contract-not to ask too much questions.
no no, I was telling him about their history, their writers
He was very communicative, he like relate and talk with
old womn, he was speaking with our dialect.
no she run every mornign with our guys, was a sister for
them
No No, our communication was extremely limited, thus I
didnt manage to learn anything new.
more easy approach to everything no
No
she was a positive personality, serving as example
I found out the differences in eating culture. Their ration
of eating is quite different.
no the particular volunteer, but generally, changed the
way of wearing (more free style clothes)
was not clean, the room was always littered, in mess
No! Independence in everything.
They have strictly fixed hours for eating, and we also
start to gather together and have breakfast, lunch and
dinner at the fixed time. We give up eating butter. But in
general they were young, what we can teach from them.
No, I realize, that all people are different, I dont want to
generalize. They are youngthey were slack. I also see
in the films, that rooms are not cleared-up.
Yes, I had already mentioned the approach to death.
more easily approach to things, kindness, less attention
to others' opinion
her devotion to work, her willingness to be useful, to
change things to better
One think that I was very surprised: once a student has
paid for the PCV at public transportation, which was not
accepted by PCV, who simply did not understand our
culture of hospitality. I was also surprised with
intolerance of PCV towards other PC volunteers. Our
PCV was in his 60s and he was criticizing young PCVs
for their life-style.
easy goingness, non-withstanding problems, adapting to
everything
general interaction style
he is laughing at classes, drinking coca-cola
I didnt know about Thanksgiving dayhe organized it in
school, he bought chickens for whole school and we
celebrate it. He explained the idea behind this holiday.
I have learned how Americans live, and I am very much
excited to get to the States. I would like to live there.
I feel more responsibility for them to prepare breakfast
and dinner for them.
No, in terms of new information, but their example of
Americans was quite unexpected for methey dont fit
to my perceptions of Americans.
CHANGED CHANGE_STUDENTS
No! Some of the students imitate her gestures. Some of
them started to bear knapsack.
none none
No The students started to speak like he, imitated his
manner of speaking.
more open, easy, socializing, more open, expressing their opinion, less shy
dressing manner, attitude to teaching, making students
love literature, making them interested
they are more organised, do not throw waste, do not put
their bags on tables, are more active
no respectful behaviour toward foreigners, attention
I have become more self-confident and ingenuous during
the lessons. I have become more tolerant toward the
mistakes.
The same changes with the students.
no none
How to treat the students. Became more tolerant Have
more optimistic mind set now
I know now that nobody is obliged to me, and I am not
obliged to everybody
One of the student was freed from complexes: Elvira
was inviting her, interacting, asking questions. She
organised trips, taught to be free
I become more patient and aspired. I think we should be stricter with students, they dont
appreciate mildly and gentle attitude.
no in dressing manner and appearance
I also change my approach to life a little bit, I became
perceive it lightly.
The myth about America and American style had been
destroyed. TH e students realize that their teachers are
better. We are the ancient ethnos, they have something
to teach and take from us, not we.
more soft attitude to students, freely express opinion,
self-confidence
more tolerance to foreigners, more well-mannered
no no
The culture of thank you, you are welcome, sorry
become a part of my culture.
Students now can criticize me. They are behaving
without hang-ups freely express whatever they think.
They are more communicative and relate with Davis
without my help.
I have learned from them how to say "no". Before I was
very shy, now I am self-confident.
Their communication with PCV was quite useful and
positive. Once there was a dialog between a student and
PCV: Student: "I don't like Americans!" PCV: "Why?"
Student: "Becauce Bush is very belligerent." PCV: "You
didn't like me as well?" Student: "No, I do really like you!"
I was also surprised with intolerance of PCV towards
other PC volunteers. Our PCV was in his 60s and he
was criticizing young PCVs for their life-style.
I have become more responsible while dealing with PCV
Also I started thinking more positively about myself.
more easy approach to clothes, and not persisting when
treating guests
take things easier and are more motivated
Changes in the family life. I became more confident and
unconstrained.
-more commitment to speaking English -wish to visit US -
students continue to communicate with PCV
The thing I can definitely mention is change in my
working style, in the way I treat students.
Students became more tolerant toward cultural
differences of people form other countries.
I couldn't imagine that I was able to devote myself to
someone during 2 year every day. I took a great delight
in communicating with her.
If a student like a lecturer, he/she always trying to imitate
her manners and style of speaking.
I became more diligence, I became more natural and
easy in communication.
The students of high school became more interested in
English for their future education and career objectives.
there are for sure but can't exactly distinguish less shy, not afraid to error
I have become more responsible while dealing with PCV
Also I started thinking more positively about myself.
I do not think some major changes happened, but
anyway, the following has been changed: -timing and
punctuality -more commitment to learning and
development
no more interactive
BEHAVIORS_NGO ANYTHING
I would like that visits of other PCV be more often in our
community and joined events taken place.
the project has had a very positive influence. PCVs
would never laugh at you if you are wrong. They always
encourage
I would like her to come again to our school
Participation on the conference really helped us to
understand lots of things. I am very sorry that PCV was
deported only for one day of delay.
we need more English hours
The third straetgic goal (exchange of culture) is less
emphasized through the service, there is no focus at that
but rather on teaching
I would like that PC take into account and appreciate the
PCV. Also, I would like that in assessing PCVs the
primitive indicators were not very priority. Becise it, I
would like they (PC) come and assess our need in the
scopes of TEFL.
NO, I don't have anything to add.
very good project, I would like that it be continuous
No, thank you.
Participation on the conference really helped us to
understand lots of things. I am very sorry that PCV was
deported only for one day of delay.
They (PCVs) should get to know about Armenia and
Armenians more before their arrival in order their work
here was more efficient. I mean knowledge of history,
culture, temperament of people. I had a feeling that they
don't know all this, that's why they do not command
respect toward them.
n/a
Due to her, I was living with my work these two years,
and I will do my best to keep the mood she brought
I appreciate the volunteer work they are doing here.
I want to host another volunteer
I appreciate the work of PC, interacted with many of
them, and problems with this volunteer did not influence
my opinion. Send my warmest regards to Gayane
They should have more initiative to help, more
suggestions
i respect the people who help other to improve
communication with the world.
none
she asked everything she would like to know. We are
grateful that we have met such a nice people
Everything depends on the counterpart. She should be
interested to engage the PCV during the class process.
many thanks, the school is benefiting a lot from the
project
-Approach of the students towards each other: less
mocking each other -Not impede each other during the
lesson -Tolerance. -Willingness to speak English
he tried to do some more things but he didn't
I would like the project to continue and the number of
volunteers to increase, in order that each region has a
volunteer. But the volunteer has to be a young person, to
be healthy, not to be cold, starve, to adapt to climate
Yes, but there only refer to the working skills. I learn to
treat conflict constructively. I learn to appreciate criticism
in reporting, instead of justify myself
I would like to tell about my negative experience with
another PCV we hosted. She was 73 years old. She was
going a bit mental from old age. But even laying aside
our annoyance related with it I cannot understand how
she could be of benefit to the school and/or community. I
had nothing against the aged people. I had to mention,
that very young PCV are also do not reasonable and
appropriate. The best PCV should be of middle-aged.
Also its crucial that he/she be sophisticated and well-
educated.
I have sent a letter of gratitude to Peace Corps for
having such an opportunity. I recommend to clarify the
purposes of PCV stay in advance with the school and
counterpart and PCV
it is a very good project, very positive for the school
I didnt understand what their aim here was. It was
simply familiarity with a country, not more.
If there is no possibility for funding, even assistance with
Human resources is very useful and irreplaceable
no
In our case we are hosting a couple of PCVs. The
husband is more communicative, while the wife is more
isolated. We would love the wife also be more willing to
chat with us, and then we would probably have more
interesting interactions and shared experience with them.
I will never host an American in my house any more. In
some exceptional cases if she will be accurate in all
senses.
n/a
It will be great if we coul host PCVs from different states
of USA. They all have different dialects.
all Americans are very nice, each different, I would like to
have another volunteer here in Vadenik
I do not think some major changes happened, but
anyway, the following has been changed: -timing and
punctuality -more commitment to learning and
development
Thank you
I welcome this project and express willingness that
Armenians also do volunteering for other countries
If not volunteers and Miss Speake, we would not
advance, they did a lot work for children and care for us
No, I have nothing to add.
PC does a good work, it would be godd if the work is
continuous. And the effort should be mutual, it won't wrk
if only PCVs want this changes, but community's effort is
needed
Participation in Spelling Bee contest was a great
experience for me. I was encouraged to participate in
that contest by the PCV. That experience was significant
for my personal development.
It is a very big job what they do, they adapt to these
difficult conditions, and want to bring a change, stress
verbal skills, organise events, and many of us prefer to
interact with them rather than watch TV or something
else.
Thank you again for your help.
He even didn't say happy birthday, though eating from
birthday table. He didn't call us when he went back,
though we asked for that.
I would like to understand why PC does not comply with
my request related with gender.
I would like to have someone like Syd to live with us
I realize that if Ill host PCV in the future I would like that
the next time it be a single, not couple. In terms of
gender I will prefer female.
they have different cstoms, but we accept each other
We have positive opinion on PC as far as we have
known Danai
The influence of PC project in Sevan was very big, it is a
well-respected organisation, always assist schools and
businesses, provide books, internet connection,
opportunity to combine games with learning
i have another suggession: i think PCVs should get
involved in teacing conflict-resolution as a perosnal skill,
since it is in US people culture, and our students need to
develope that aspect as well.
Our relationship towards them (Rose and Meagan and
Jerry) was the same, but in case of Meaghan and Jerry
we failed to communicate. We didnt understand why.
Peace Core is a wonderful organisation, it provides many
English learning opportunities, the three-day seminar I
participated was very impressive. The role of PC project
is not only improving English, it helps people from two
countries to interact and know each others' customs
better, and it is very different thing when you hear and
when you interact, and we are more interested in
learning English
no It was nice to have a volunteer. Education project she
was involved in has had a significant role in program
development.
very good project, very helpful for english language
development, for interacting with new people, many
thanks to Peace Corps
I really think we have covered all the questions.
It is difficult to negotiate when you are a new volunteer. It
would be good to broaden yuor views and their
expectations, and would be good if PC focus on that and
promote that, focus more on outside activities, support
other assignments and community activities (beside
school) and do this not as an alternative to school (as
school practice was not sucessful) but as one of
activities.
I wish they (PCVs) stay longer. Also, I would like that
there is some place like English club on a constant base
we can attend.
Its interesting for me whether they would like to prolong
their stay in our house. Their contract is over in mid
December, but itll be inhumane, if we let them go in the
middle of the winter.
it is interesting for me to come back and see PC
project's impact here in American Councils. Many FLEX
applicants mention in their applications that they are
linked with PC; many students are confident and
encouraged to try new opportunities due to PC Project.
Q1 Q2 Q66 Q3
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
1: Very satisfied 1: Very satisfied 5: Not Mentioned 1: Very satisfied
1: Very satisfied 2: Somewhat satisfied 2: Somewhat satisfied 1: Very satisfied
2: Somewhat satisfied 5: Not Mentioned 5: Not Mentioned 3: Somewhat unsatisfied
1: Very satisfied 5: Not Mentioned 1: Very satisfied 1: Very satisfied
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
2: Somewhat satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
1: Very satisfied 4: Very unsatisfied 4: Very unsatisfied 1: Very satisfied
2: Somewhat satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
2: Somewhat satisfied 2: Somewhat satisfied 2: Somewhat satisfied 2: Somewhat satisfied
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 2: Somewhat satisfied
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
1: Very satisfied 2: Somewhat satisfied 2: Somewhat satisfied 1: Very satisfied
1: Very satisfied 1: Very satisfied 2: Somewhat satisfied 1: Very satisfied
1: Very satisfied 1: Very satisfied 5: Not Mentioned 1: Very satisfied
1: Very satisfied 3: Somewhat unsatisfied 1: Very satisfied 1: Very satisfied
1: Very satisfied 5: Not Mentioned 1: Very satisfied 1: Very satisfied
1: Very satisfied 2: Somewhat satisfied 2: Somewhat satisfied 1: Very satisfied
2: Somewhat satisfied 5: Not Mentioned 2: Somewhat satisfied
2: Somewhat satisfied 5: Not Mentioned 5: Not Mentioned 2: Somewhat satisfied
3: Somewhat unsatisfied 5: Not Mentioned 5: Not Mentioned 3: Somewhat unsatisfied
1: Very satisfied 3: Somewhat unsatisfied 1: Very satisfied
1: Very satisfied 1: Very satisfied 1: Very satisfied 1: Very satisfied
4: Very unsatisfied 5: Not Mentioned 5: Not Mentioned 4: Very unsatisfied
1: Very satisfied 1: Very satisfied 1: Very satisfied 1: Very satisfied
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 2: Somewhat satisfied
2: Somewhat satisfied 5: Not Mentioned 5: Not Mentioned 2: Somewhat satisfied
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 2: Somewhat satisfied
1: Very satisfied 5: Not Mentioned
3: Somewhat unsatisfied 5: Not Mentioned 1: Very satisfied 1: Very satisfied
1: Very satisfied 1: Very satisfied 1: Very satisfied 1: Very satisfied
1: Very satisfied 5: Not Mentioned 1: Very satisfied
1: Very satisfied 5: Not Mentioned 1: Very satisfied 1: Very satisfied
3: Somewhat unsatisfied 5: Not Mentioned 5: Not Mentioned 3: Somewhat unsatisfied
1: Very satisfied 5: Not Mentioned 1: Very satisfied
1: Very satisfied 5: Not Mentioned 1: Very satisfied
1: Very satisfied 5: Not Mentioned 2: Somewhat satisfied 1: Very satisfied
2: Somewhat satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
1: Very satisfied 5: Not Mentioned 1: Very satisfied
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
1: Very satisfied 5: Not Mentioned 3: Somewhat unsatisfied 2: Somewhat satisfied
2: Somewhat satisfied 2: Somewhat satisfied 1: Very satisfied 1: Very satisfied
1: Very satisfied 1: Very satisfied 1: Very satisfied 1: Very satisfied
2: Somewhat satisfied 5: Not Mentioned 5: Not Mentioned 2: Somewhat satisfied
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
1: Very satisfied 2: Somewhat satisfied 1: Very satisfied 2: Somewhat satisfied
1: Very satisfied 5: Not Mentioned 4: Very unsatisfied 1: Very satisfied
2: Somewhat satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
1: Very satisfied 1: Very satisfied 1: Very satisfied 1: Very satisfied
3: Somewhat unsatisfied 5: Not Mentioned 2: Somewhat satisfied 3: Somewhat unsatisfied
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 5: Not Mentioned
1: Very satisfied 1: Very satisfied 5: Not Mentioned 5: Not Mentioned
1: Very satisfied 5: Not Mentioned 1: Very satisfied 1: Very satisfied
1: Very satisfied 5: Not Mentioned 1: Very satisfied
1: Very satisfied 2: Somewhat satisfied 1: Very satisfied 2: Somewhat satisfied
1: Very satisfied 5: Not Mentioned 1: Very satisfied 1: Very satisfied
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
2: Somewhat satisfied 5: Not Mentioned 5: Not Mentioned 2: Somewhat satisfied
1: Very satisfied 1: Very satisfied 5: Not Mentioned 1: Very satisfied
1: Very satisfied 5: Not Mentioned 4: Very unsatisfied 1: Very satisfied
1: Very satisfied 1: Very satisfied 1: Very satisfied
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
2: Somewhat satisfied 2: Somewhat satisfied 1: Very satisfied 1: Very satisfied
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
1: Very satisfied 5: Not Mentioned 2: Somewhat satisfied
1: Very satisfied 5: Not Mentioned 1: Very satisfied
2: Somewhat satisfied 5: Not Mentioned 5: Not Mentioned 4: Very unsatisfied
2: Somewhat satisfied 5: Not Mentioned 2: Somewhat satisfied
1: Very satisfied 5: Not Mentioned 4: Very unsatisfied 1: Very satisfied
2: Somewhat satisfied 2: Somewhat satisfied 2: Somewhat satisfied 1: Very satisfied
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Very satisfied
Q4 Q5 Q6 Q7 Q8
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 4: Not mentioned 1: Large effect
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Large effect 2: Small effect
1: Very satisfied 5: Not Mentioned 2: Somewhat satisfied 1: Large effect 1: Large effect
5: Not Mentioned 5: Not Mentioned 5: Not Mentioned
2: Somewhat satisfied 1: Very satisfied 1: Very satisfied 2: Small effect 2: Small effect
1: Very satisfied 1: Very satisfied 1: Very satisfied
1: Very satisfied 2: Somewhat satisfied 2: Somewhat satisfied 2: Small effect 1: Large effect
5: Not Mentioned 5: Not Mentioned 5: Not Mentioned 4: Not mentioned 1: Large effect
1: Very satisfied
1: Very satisfied 1: Very satisfied 1: Very satisfied 2: Small effect 3: No effect
1: Very satisfied 1: Very satisfied 1: Very satisfied 1: Large effect 2: Small effect
2: Somewhat satisfied 2: Somewhat satisfied 5: Not Mentioned 3: No effect 2: Small effect
2: Somewhat satisfied 5: Not Mentioned 5: Not Mentioned 4: Not mentioned 2: Small effect
2: Somewhat satisfied 3: Somewhat unsatisfied 3: Somewhat unsatisfied 1: Large effect 1: Large effect
1: Very satisfied 1: Very satisfied 1: Very satisfied
1: Very satisfied 1: Very satisfied 1: Very satisfied 1: Large effect 1: Large effect
1: Very satisfied
1: Very satisfied 1: Very satisfied 1: Very satisfied
1: Very satisfied 1: Very satisfied 1: Very satisfied
2: Somewhat satisfied 3: Somewhat unsatisfied 3: Somewhat unsatisfied 1: Large effect 2: Small effect
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Large effect 4: Not mentioned
2: Somewhat satisfied 4: Very unsatisfied 4: Very unsatisfied 1: Large effect 3: No effect
3: Somewhat unsatisfied 5: Not Mentioned 5: Not Mentioned 3: No effect 3: No effect
1: Very satisfied 1: Very satisfied 5: Not Mentioned 1: Large effect 4: Not mentioned
1: Very satisfied 1: Very satisfied 1: Very satisfied 1: Large effect 2: Small effect
4: Very unsatisfied 5: Not Mentioned 5: Not Mentioned
1: Very satisfied 1: Very satisfied 1: Very satisfied
5: Not Mentioned 2: Somewhat satisfied 5: Not Mentioned 2: Small effect 2: Small effect
1: Very satisfied 4: Very unsatisfied 4: Very unsatisfied 1: Large effect 1: Large effect
2: Somewhat satisfied 2: Somewhat satisfied 5: Not Mentioned 2: Small effect 4: Not mentioned
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Large effect 4: Not mentioned
1: Very satisfied 2: Somewhat satisfied 2: Small effect 1: Large effect
1: Very satisfied 1: Very satisfied 5: Not Mentioned
1: Very satisfied 1: Very satisfied 1: Very satisfied 1: Large effect 1: Large effect
1: Very satisfied 1: Very satisfied 1: Very satisfied
3: Somewhat unsatisfied 4: Very unsatisfied 4: Very unsatisfied 2: Small effect 4: Not mentioned
1: Very satisfied 2: Somewhat satisfied 2: Somewhat satisfied 2: Small effect 1: Large effect
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Large effect 4: Not mentioned
1: Very satisfied 2: Somewhat satisfied 2: Somewhat satisfied 1: Large effect 3: No effect
3: Somewhat unsatisfied 2: Somewhat satisfied 2: Somewhat satisfied 1: Large effect 3: No effect
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Large effect 1: Large effect
1: Very satisfied 1: Very satisfied 1: Very satisfied 2: Small effect 3: No effect
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 2: Small effect 2: Small effect
5: Not Mentioned 1: Very satisfied 5: Not Mentioned 2: Small effect 2: Small effect
1: Very satisfied 1: Very satisfied 1: Very satisfied 1: Large effect 1: Large effect
5: Not Mentioned 5: Not Mentioned 5: Not Mentioned 2: Small effect 1: Large effect
1: Very satisfied 5: Not Mentioned 1: Very satisfied 1: Large effect 1: Large effect
1: Very satisfied
1: Very satisfied 4: Very unsatisfied 5: Not Mentioned 4: Not mentioned 2: Small effect
2: Somewhat satisfied
1: Very satisfied 2: Somewhat satisfied 2: Somewhat satisfied 1: Large effect 1: Large effect
3: Somewhat unsatisfied 3: Somewhat unsatisfied 1: Very satisfied
5: Not Mentioned 1: Very satisfied 1: Very satisfied
5: Not Mentioned 5: Not Mentioned 5: Not Mentioned
1: Very satisfied 1: Very satisfied 1: Very satisfied
1: Very satisfied 1: Very satisfied 1: Very satisfied 1: Large effect 2: Small effect
2: Somewhat satisfied 5: Not Mentioned 2: Somewhat satisfied 1: Large effect 1: Large effect
1: Very satisfied 1: Very satisfied 1: Very satisfied 1: Large effect 1: Large effect
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 1: Large effect 4: Not mentioned
2: Somewhat satisfied 5: Not Mentioned 5: Not Mentioned 4: Not mentioned 2: Small effect
1: Very satisfied 1: Very satisfied 1: Very satisfied 1: Large effect 2: Small effect
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 4: Not mentioned 1: Large effect
1: Very satisfied 3: Somewhat unsatisfied 3: Somewhat unsatisfied 1: Large effect 1: Large effect
1: Very satisfied 1: Very satisfied 1: Very satisfied 2: Small effect 1: Large effect
1: Very satisfied 5: Not Mentioned 5: Not Mentioned 2: Small effect 2: Small effect
5: Not Mentioned 5: Not Mentioned 1: Large effect 4: Not mentioned
1: Very satisfied 2: Somewhat satisfied 2: Somewhat satisfied 2: Small effect 2: Small effect
1: Very satisfied 1: Very satisfied 1: Very satisfied
5: Not Mentioned 5: Not Mentioned 5: Not Mentioned 2: Small effect 4: Not mentioned
1: Very satisfied
1: Very satisfied 2: Somewhat satisfied 2: Somewhat satisfied 2: Small effect 1: Large effect
1: Very satisfied 1: Very satisfied 1: Very satisfied 2: Small effect 1: Large effect
1: Very satisfied
Q9 Q10 Q11 Q12 Q13 Q14 Q15
1: Large effect 2: Small effect 3: No effect 1: Large effect 4: Not mentioned 4: Not mentioned
1: Large effect 4: Not mentioned 2: Small effect 4: Not mentioned 4: Not mentioned 4: Not mentioned
1: Large effect 4: Not mentioned 1: Large effect 4: Not mentioned 4: Not mentioned 4: Not mentioned
4: Not mentioned
2: Small effect 2: Small effect 4: Not mentioned 3: No effect 2: Small effect 4: Not mentioned
1: Large effect 2: Small effect 2: Small effect 1: Large effect 4: Not mentioned 4: Not mentioned
1: Large effect 4: Not mentioned 4: Not mentioned 1: Large effect 1: Large effect 3: No effect
1: Large effect
2: Small effect 2: Small effect 2: Small effect 2: Small effect 2: Small effect 3: No effect
1: Large effect 1: Large effect 4: Not mentioned 1: Large effect 1: Large effect 2: Small effect
2: Small effect 3: No effect 1: Large effect 1: Large effect 4: Not mentioned 4: Not mentioned
2: Small effect 4: Not mentioned 3: No effect 4: Not mentioned 4: Not mentioned 4: Not mentioned
2: Small effect 1: Large effect 3: No effect 2: Small effect 4: Not mentioned 3: No effect
4: Not mentioned
1: Large effect 1: Large effect 1: Large effect 1: Large effect 1: Large effect 4: Not mentioned
1: Large effect
2: Small effect 2: Small effect 4: Not mentioned 2: Small effect 2: Small effect 3: No effect
1: Large effect 1: Large effect 4: Not mentioned 2: Small effect 4: Not mentioned 1: Large effect
1: Large effect 1: Large effect 4: Not mentioned 2: Small effect 2: Small effect 3: No effect
3: No effect 4: Not mentioned 3: No effect 3: No effect 4: Not mentioned 4: Not mentioned
1: Large effect 1: Large effect 4: Not mentioned 1: Large effect 1: Large effect 3: No effect
1: Large effect 1: Large effect 2: Small effect 1: Large effect 1: Large effect 1: Large effect
4: Not mentioned
2: Small effect 4: Not mentioned 1: Large effect 3: No effect 3: No effect 4: Not mentioned
2: Small effect 1: Large effect 3: No effect 3: No effect 4: Not mentioned 4: Not mentioned
4: Not mentioned 1: Large effect 4: Not mentioned
1: Large effect 1: Large effect 4: Not mentioned 2: Small effect 4: Not mentioned 4: Not mentioned
2: Small effect 2: Small effect 4: Not mentioned 2: Small effect 1: Large effect 3: No effect
1: Large effect 1: Large effect 1: Large effect 2: Small effect 1: Large effect 4: Not mentioned
2: Small effect 2: Small effect 4: Not mentioned 2: Small effect 2: Small effect 4: Not mentioned
1: Large effect 1: Large effect 2: Small effect 2: Small effect 1: Large effect 4: Not mentioned
1: Large effect 1: Large effect 4: Not mentioned 1: Large effect 1: Large effect 4: Not mentioned
1: Large effect 1: Large effect 4: Not mentioned 2: Small effect 2: Small effect 3: No effect
2: Small effect 2: Small effect 3: No effect 2: Small effect 4: Not mentioned 3: No effect
1: Large effect 1: Large effect 4: Not mentioned 2: Small effect 1: Large effect 4: Not mentioned
2: Small effect 2: Small effect 4: Not mentioned 1: Large effect 3: No effect 4: Not mentioned
1: Large effect 1: Large effect 1: Large effect 4: Not mentioned 4: Not mentioned 4: Not mentioned
1: Large effect 2: Small effect 3: No effect 2: Small effect 2: Small effect 4: Not mentioned
1: Large effect 1: Large effect 1: Large effect 1: Large effect 1: Large effect 4: Not mentioned
2: Small effect 2: Small effect 4: Not mentioned 2: Small effect 2: Small effect 4: Not mentioned
1: Large effect 1: Large effect 1: Large effect 1: Large effect 1: Large effect 4: Not mentioned
1: Large effect
1: Large effect 1: Large effect 3: No effect 1: Large effect 4: Not mentioned
1: Large effect
1: Large effect 1: Large effect 2: Small effect 1: Large effect 1: Large effect 4: Not mentioned
2: Small effect
2: Small effect 1: Large effect 4: Not mentioned 3: No effect 1: Large effect 4: Not mentioned
2: Small effect 2: Small effect 2: Small effect 2: Small effect 2: Small effect 4: Not mentioned
1: Large effect 1: Large effect 1: Large effect 2: Small effect 1: Large effect 4: Not mentioned
1: Large effect 1: Large effect 4: Not mentioned 1: Large effect 2: Small effect 4: Not mentioned
2: Small effect 4: Not mentioned 4: Not mentioned 2: Small effect 4: Not mentioned
1: Large effect 1: Large effect 3: No effect 1: Large effect 1: Large effect 4: Not mentioned
1: Large effect 4: Not mentioned 2: Small effect 1: Large effect 4: Not mentioned 4: Not mentioned
1: Large effect 1: Large effect 4: Not mentioned 2: Small effect 2: Small effect 3: No effect
2: Small effect 1: Large effect 4: Not mentioned 2: Small effect 1: Large effect 4: Not mentioned
1: Large effect 2: Small effect 3: No effect 2: Small effect 2: Small effect 4: Not mentioned
1: Large effect 1: Large effect 4: Not mentioned 4: Not mentioned
1: Large effect 4: Not mentioned 2: Small effect 1: Large effect 2: Small effect 4: Not mentioned
1: Large effect
3: No effect 3: No effect 4: Not mentioned 3: No effect 3: No effect 4: Not mentioned
2: Small effect
1: Large effect 1: Large effect 2: Small effect 2: Small effect 3: No effect 4: Not mentioned
1: Large effect 3: No effect 1: Large effect 1: Large effect 4: Not mentioned 4: Not mentioned
1: Large effect
Q59 Q60 Q61 Q63 Q64 Q65 Q62
2: Small effect 2: Small effect 4: Not mentioned 4: Not mentioned 4: Not mentioned 4: Not mentioned 4: Not mentioned
1: Large effect 1: Large effect 3: No effect 2: Small effect 1: Large effect 2: Small effect 4: Not mentioned
1: Large effect 1: Large effect 3: No effect 1: Large effect 4: Not mentioned 4: Not mentioned 4: Not mentioned
1: Large effect 1: Large effect 4: Not mentioned 1: Large effect 1: Large effect 4: Not mentioned 4: Not mentioned
2: Small effect 2: Small effect 4: Not mentioned 3: No effect 3: No effect 3: No effect 4: Not mentioned
2: Small effect 2: Small effect 3: No effect 2: Small effect 1: Large effect 3: No effect 3: No effect
2: Small effect 2: Small effect 1: Large effect 2: Small effect 1: Large effect 4: Not mentioned 4: Not mentioned
2: Small effect 2: Small effect 2: Small effect 2: Small effect 2: Small effect 3: No effect 4: Not mentioned
1: Large effect 1: Large effect 2: Small effect 2: Small effect 1: Large effect 3: No effect 4: Not mentioned
1: Large effect 2: Small effect 4: Not mentioned 2: Small effect 1: Large effect 4: Not mentioned 4: Not mentioned
1: Large effect 2: Small effect 4: Not mentioned 3: No effect 1: Large effect 1: Large effect 4: Not mentioned
Q16 Q17
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
Q18 Q19
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
Q20 Q21
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
Q22 Q23
2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
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Q24 Q25
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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Q26 Q27
1: Check if voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
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2: Check if NOT voluntarily mentioned by respondent
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2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
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2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
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2: Check if NOT voluntarily mentioned by respondent
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Q28 Q29
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1: Check if voluntarily mentioned by respondent
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2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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Q30 Q31
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2: Check if NOT voluntarily mentioned by respondent
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Q32 Q33
2: Check if NOT voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
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Q34 Q35
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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Q36 Q37
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
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Q38 Q39
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
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2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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2: Check if NOT voluntarily mentioned by respondent
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Q40 Q41
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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2: Check if NOT voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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Q42 Q43
1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
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2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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Q44 Q45
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent
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2: Check if NOT voluntarily mentioned by respondent
2: Check if NOT voluntarily mentioned by respondent 2: Check if NOT voluntarily mentioned by respondent
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2: Check if NOT voluntarily mentioned by respondent
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Q46 Q47
1: Check if voluntarily mentioned by respondent
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1: Check if voluntarily mentioned by respondent
1: Check if voluntarily mentioned by respondent 1: Check if voluntarily mentioned by respondent
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Q48 Q49
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PROBLEMS CHANGE_1
To the question "How, if at all, has the Peace Corps
Volunteer project changed the English language
opportunities in your community? (write in response and
check the most appropriate response category)" she
responded that she is not aware of PCV community
activity. There is no choice for this kind of answer. "Not
aware" should be added.
Now new methods are utilized
Englsh classes are held in English only
Talked English during classes
The students are trying to speak in English with me
I use some of the methods she was applying.
In the question "In your opinion, how satisfied or
unsatisfied was the respondent with the Peace Corps
project as far as"the options in Dat Stat do not fit with
ones in protocol. in protocol the following options are
mentioned: The technical work? The pace of their work
together? How the work fit the respondents needs ?
Overall results of their work together? The Volunteers
commitment to assisting the respondent? The
Volunteers personal investment to the respondent?
During the lessons we were playing games
the counterpart was out of the site on maternity leave,
and the respondent could not provide enough
information on the effect of PCV's work on English
language program
increased interest among students and teachers
giving courage to use new methods and removing
doubts
Methods of teaching, the approach to teach.
in question about community changes, informant
indicates that there are no changes as such, just the
PCV was helping people around. So the question about
the satisfaction becomes non-relevant, as well as the
question about community's ability to maintain the
changes. Two more options should be added: "not
applicable" and "repondent does not know".
creative and open approach during lessons
No, thank you, there were no problems on the interview
protocol sheet.
Teaching with new methodology, conducting lessons
Were very much concerned that PCV was deported only
because of one day of delay.
he bring for us new books
n/a increased understanding of PC mission and activities
More intensive connections with teachers
the case of this volunteer is very exiting and a success
story can be written on this basis and disseminated to
schools and volunteers, as there are many things that
they could learn from this case
using English only during English classes
books are available and used in classes
In the question "During the time that you worked with the
Peace Corps Volunteer, how often did you see the
Volunteer either in class or to work on your Exchange
program application? (Check only the most frequent
contact mentioned)" the option not at all should be
added.
In DatStat there is repetition in the following questions,
while in protokols there is only one question. Have you
changed any of your behaviors or habits as a result of
having worked with the Volunteer? Have you changed
any of your behaviors or habits as a result of getting to
know the Volunteer?
n/a incerased possibilities for communications
untidy also mentioned in characteristics. generally, the
respondent felt difficult to provide answers as did not
interact much with the volunteer.
the interest raised toward English
Changes in methods towards student-centered
methods/approach.
The enthusiasm of students conditioned with the
presence of a foreigner
Q2 not relevant Q3 often years are mentioned, shall we
transform into months taking year as =9months? Q7 not
relevant Q19 respondent does not know (no choice) Q20-
21 For sites without an active PCV does it mean only
TEFL PCV or else?
teachers lerned English
Use of collaboration method
Sometimes I take a part of the lesson to apply some
interactive methods, but my counterparts apply the same
approach as before.
explained in more accessible manner, brings examples
The PCV assigned in the respondent's site worked only
for a month; however, she was impressed by the work
done by another PCV (Elvira) assigned to other school.
In accordance to the respondent, Elvira made a lot of
differenece in the community and in some questions
there is a reflection also on her work. They had English
days in the community, presentation on US holidays, had
held seminars for teachers together, created a club, etc.
none
Improvements in written materials
the respondent had difficulty in understanding the
question at once. Question #15 "Can you describe any
factors that helped the TEFL project to succeed?" In
Questin #22 "Can you describe things that you think
might decrease the school's ability to maintain the
changes that came out of the Peace Corps Volunteers
work? (Check all that apply)" DatStat don't let to check
all answers, that applicable. "Can you describe things
that you think might decrease the school's ability to
maintain the changes that came out of the Peace Corps
Volunteers work? (Check all that apply)"
Interest of students and aspiration had increased
question about "what have you learnt about US people"
is redundant and repeats the previous question
English language classroom
The last question in the protocol and DatStat are
inconsistent.
1. In Dat Stat there is no option "Not at all" for the
question "During the time that you worked with the
Peace Corps Volunteer, how often did you see the
Volunteer either in class or to work on your Exchange
program application? (Check only the most frequent
contact mentioned)" 2. There is discrepancy in the
question "In your opinion, how satisfied or unsatisfied
was the respondent with the Peace Corps project as far
as" between options of DatStat and protocol. in
Protocol the following options are mentioned: -The
technical work? -The pace of their work together? - How
the work fit the respondents needs ? - Overall results of
their work together? - The Volunteers commitment to
assisting the respondent?
Q13. There is no space for narrative explanation. The
explanation in this case was If another PCV will be
assigned to our school, the changes will probably be
kept up How we can understand "The speed of project
implementation?"
Teacher-student relationships become more respectful
I had used some methods
English club is active
In general it was difficult to conduct the interview with
school director with this detailed protocol, as she hadn't
communicate with PCV as much as English language
teacher and many questions seem to be not applicable.
Students' become open-minded
No, there were no problems or issues with the interview.
Thank you!
Transition from academic style of teaching to practical
and interactive
though the respondent had experience working with PC,
he was not much aware of the situation. anyway, he
provided some fedback, which is interesting to consider
at analyse stage.
n/a
The interview takes twice as much time, than we
mention in the beginning (30 min vs. 1 hour). She has
difficulty in answering the question # 6 How satisfied
have you been with the level of collaboration between
your school, the teachers and the Peace Corps
Volunteer and staff? In case of question # 7 DatStat
doesnt allow multiple choices be checked. It this case
PDM training and Counterpart Conference is applicable
answer. She has also difficulties in responding the
questions related to PCVs activity in community level.
Students become more interested
more interesting lessons, including games
game methods used
It is early to judge
Thank you very much. There were no problems on the
interview protocol sheet.
Collaboration method
increased interest towards University, higher image
we use new methods and games in our practical
teaching at schools
There were no problems with the interview. Teaching methods of my counterpart
Teaching through playing games and singing songs
more classes to practice speaking
More interactive approached
I hope the lessons will be much communicative than
before and hope the books will be helpful in it.
one question (on changing habits) is redundant in the
DatStat, and two questions are mixed almost in every
type of protocol (new things learned and changing views
on US people)
There is inconsistency between Protocol options and
DatStat options in the question "In your opinion, how
satisfied or unsatisfied was the respondent with the
Peace Corps project as far as". These options in
DatStat were marked as Not Mentioned.
no space for more characteristics - punctual, non
discriminative, disciplined, not complaining
free interaction in English among students
No, there were no problems or issues with the interview.
Thank you!
Interest towards studying English has increased
By her personal example she infected students with
discipline and good organization of work.
Students improve their English
We are talking English during he class
theoretical and practical materials
DatStat does not provide space for narrative in Question
"12. In your opinion, do you think that the school will be
able to keep up the changes to the English language
program?" The responce in narrative was " In order to
keep up the changes there always must be a PCV for
providing an opportunity for communication with native
speaker. Presence of PCV is an inducement for the
students. I think if there will not be a PCV, everything will
become the same".
We become more self-confident and speak English
without hang-ups
some questions were not clear, whther they are applied
to particular volunteer or PC volunteers in general.
n/a increased tolerence towards other people and cultures
The main difficulty was that the respondent all the time
was talking about another volunteer and all the time she
made comparisons with Rose (the volunteer they hosted
before Meaghan and Jerry).
English became one of the favorite lessons.
The last characteristics were attributed to the particular
Volunteer. In general, it is difficult to distinguidh whether
the questions refer to the particular volunteer or to PC
volunteers in general, as the answers are different.
Students interest towards studying English has
increased
One of the first questions (the respondent is...) allows
several answers, but the data stat does not.
more stimulus for developing language
Q15 implies problem solving skills as a thing learnt from
volunteer (better to replace problem solving skills with
other skills) Q17 it is not clear whether another
volunteer will replace the current or come after the
current Q20, 22, 23 are very similar, as people give
feedback just about the volunteer they know Q14 and 24
are very similar PI-3. What do you mean by US people?
If anything was mentioned about Volunteer, does it apply
to US people? If expressed when referring about
previous opinion on US people, should it be checked?
Then contradictory data appears. PI-3 NOT applies to
voluntarily or to the mentioned ? Shall all the rows be
checked?
the lesson is conducted jointly
Dat Stat doesn't allowtocheck multiple choisesin
question "What kinds of training, if any, did you receive
through the Peace Corps? (check all that apply)".
My Counterpart improve her English
there was a short interview with another teacher working
with this PCV: the latter attends her classes sometimes,
in elementary class. But the children of higher grades do
not accept the PCV and make fun of him, according to
her words. She also mentioned that the PCV has
brought a methodical book which is useful, and told it
would be good that he works more with older student as
they have more need speaking English and information
he could provide. So he made few change, almost none,
by her words
listening skills improved
Q1 PST training should be included in choices. if
anything not mentioned shall we prompt (or suggest) or
leave as it is? E.g. in the next question they can mention
PDM, then should it be added in Q!? Q8 covers changes
in school and English language program, while Q13
covers changes in counterpart. Does it mean that
changes in counterpart shall not be included in Q8? Q14
Does team teacher means counterpart? PI-1 the 5th
and 6th questions in DatStat are not included in
questionnaire.
The teacher abilities: methds, knowledge base
English language class is conducted in a quite different
way. Game approach is utilized during the lessons.
Classroom
It too short time (2.5 months) they live together and
Meagan is unsociable, which makes it difficult for the
respondent to make generalizations.
The question about lasting effect of PCV work is not
included in DatStat, so here is the answer: "both
teachers and students would recognize that they have
resources available to them that they can pursue -
connections, development, and some change will stay"
teachers improved understanding of the resources
available for them and started using networks
CHANGE_2 CHANGE_3
Student's diligence to study English in order to talk with
PCV
Before English lessons were boring, now it's interesting
interesting classes, gams, visualisation, discussions
(instead of lecture)
we got information about TOEFL, course work, writing
skills
More intensive teaching English cabinet established with posters, books, etc.
Their interest toward English is gradually increasing
I learn from her, that I should refer to the teaching
process creatively.
Students became more motivated, he was able to inspire
them
The spoken English became more fluent
cabinet was establsihed with materials, equipment teaching methods changed to more interactive
students' attitude toward English, increased desire to
learn
Increased understanding of gender roles (to be equal)
students' interest in English increased English classroom created
we gain new knowledge he was explaining the lesson better
new projects were developed in schools for student
education
English capacity of teachers was developed
teaching methods: doing activities, interactive learning,
differentiated approach
English lessons for teachers
talking English at English classes Homework is assigned and they must hand it in
English teachers learn new methods collaborative ethods are being practiced in schools
Speaking English improved among students more knowledge about USA
He changed our attitude toward the students. He
appreciates the students as an individual.
When he is present in the lesson we know that it will be
interesting
teaching methods proficientcy of English of students
Approach to students Computer classes
native speaker available created English classroom
Improvements in spoken English of the staff
we get to know and start to participate in FLEX and other
IREX programs
due to communication the students have improved their
spoken
Increased knowledge of students Changed attitude towards environment
usage of new methods interest toward English language increased
Students become more interested in English
Students express themsels more freely Studets are more aware on things in the world
Student's critical thinking spoken language improved
Lessons are not anymore boring, but rather
entertainment.
Students are very inspired
adoption of new methods I have improved my English
extracurriculum activities, basketball English classroom
English classroom was established (language center)
with posters and other materials
way of presenting the lesson was changed: she
encouraged and developed interest
Profound and thorough knowledge The ways of the class interaction
using contemporary methods using American English
new methods are applied during English classes We have an English newspaper
More emphases is put on learning English More flexibility when planning and conducting lessons
spoken English become better
methodology classes changed (practical seminars
provided)
New methods Equipment for the classrooms
A lot of material I will leave will be available for teachers.
methods are interactive, containing games, ilustrative Growing interest in English, not learning by heart, but
understanding
New interactive methods are used
She provided students with vocabulary of literary
language.
She acquainted and teach students with new
approaches of teaching English
The students now like English language. The language laboratory was created
She makes test papers for each one and hand out to us
more practical and student-oriented way of teaching use of energisers, songs, games
New methods and approaches were introduced to us
also through practice.
We were taught the difference between British and
American English
new collaborative methods of teaching
English room was founded Computer lab was founded
Celebration of American Holidays English clubs for school students
More simple topics
Usage of new methods, active methods During my lessons I use American way of training
without punishment and hitting
teaching methodics
a certain group of students are more civic-minded,
enthusiastic about English
students accostomed to new learning style
Now we are not boring during the lesson. Our spoken English become better
Maps, computer, TV New methods
Teacher's English skills improved and confidence in their
knowledge increased
Students' attitudes toward learning has changed, they
gained self-motivation and learnt concept of democratic
decision-making
CHANGE_4 CHANGE_5
better spoken English
using collaborative learning methods, when more
capable students help weaker ones
using books other then textbooks
increased knowledge of English
Skills and methods for using computer in classroom positive attitude (of students) toward literature
People's perception on US people changed Students learnt about US people
Computer classrom created and supervisor is teaching Using English software through classes
local teachers increase English proficiency development of learning culture in schools
Internet connection
Treating students equally
student make us to use new methods
Use of didactic materials
Computer room is available Computer teacher learned English
usage of new methods
Usage of visual methods Improvement of spoken English
provision of new information about different programs for
teachers and students (IREX, FLEX ets)
More students apply for FLEX
more knowledge on American culture, contemporary
American writers
special attention to American holidays
We have books in the classroom We have hometask to write about what we read
More student-centered approaches in the school
More informational materials Visual aids
New teaching style, not shouting at students Learning about US
During the lesson we werent attached to textbooks only.
We use other methods as well.
more conscious attitude of student, collaborative method
of learning
New exchange programs became
Library
CHANGE_6 CHANGE_7 CHANGE_8 CHANGE_9
better conversational English
Due to the library system, students are reading in
accordance to their level of English proficiency
Created thematic folders for classes New high standards in English teaching
CHANGE_10 SIZE_1 SIZE_2 SIZE_3 SIZE_4 SIZE_5
3: Large change 3: Large change 3: Large change
2: Medium change 3: Large change 2: Medium change 3: Large change
2: Medium change 3: Large change 3: Large change 3: Large change 2: Medium change
2: Medium change 2: Medium change
2: Medium change 3: Large change
2: Medium change 3: Large change 2: Medium change
2: Medium change 3: Large change 2: Medium change 2: Medium change
3: Large change 2: Medium change 1: Small change 2: Medium change 3: Large change
3: Large change
3: Large change 3: Large change 3: Large change 3: Large change 2: Medium change
2: Medium change
2: Medium change 2: Medium change 2: Medium change
3: Large change 2: Medium change 3: Large change
2: Medium change
3: Large change 3: Large change 2: Medium change
3: Large change 3: Large change 3: Large change 3: Large change 3: Large change
3: Large change 3: Large change 2: Medium change 3: Large change 2: Medium change
3: Large change 3: Large change 2: Medium change
3: Large change 3: Large change
3: Large change 3: Large change
2: Medium change 2: Medium change 2: Medium change 3: Large change
3: Large change 3: Large change 3: Large change
2: Medium change
2: Medium change 3: Large change 3: Large change
2: Medium change 2: Medium change
3: Large change 3: Large change 3: Large change 3: Large change
3: Large change 2: Medium change 2: Medium change 3: Large change
3: Large change 3: Large change 3: Large change
2: Medium change 2: Medium change
3: Large change 2: Medium change 3: Large change 3: Large change 1: Small change
3: Large change 3: Large change 3: Large change 3: Large change
3: Large change 3: Large change 3: Large change 3: Large change 3: Large change
3: Large change 3: Large change 3: Large change 3: Large change 3: Large change
2: Medium change 2: Medium change 3: Large change
3: Large change 3: Large change 3: Large change
3: Large change 3: Large change 3: Large change
2: Medium change 2: Medium change 3: Large change 3: Large change 2: Medium change
3: Large change 3: Large change 3: Large change 3: Large change 3: Large change
1: Small change 3: Large change 2: Medium change 2: Medium change
3: Large change 3: Large change
2: Medium change 2: Medium change
2: Medium change 2: Medium change 3: Large change 3: Large change 3: Large change
2: Medium change 2: Medium change
3: Large change 3: Large change 3: Large change 3: Large change 2: Medium change
3: Large change 3: Large change
3: Large change 3: Large change 3: Large change
2: Medium change 2: Medium change 3: Large change 2: Medium change
3: Large change 2: Medium change
2: Medium change 3: Large change 2: Medium change 3: Large change
3: Large change 3: Large change 2: Medium change
3: Large change 2: Medium change
3: Large change 3: Large change 3: Large change 3: Large change
3: Large change 3: Large change 3: Large change
3: Large change
3: Large change 3: Large change
3: Large change 3: Large change 3: Large change
2: Medium change 3: Large change
3: Large change 3: Large change 3: Large change
3: Large change 3: Large change 3: Large change
3: Large change 3: Large change 2: Medium change 2: Medium change
2: Medium change 3: Large change 1: Small change
SIZE_6 SIZE_7 SIZE_8 SIZE_9 SIZE_10 CAUSE_1 CAUSE_2
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Medium change 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
3: Large change 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
3: Large change 3: Large change 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 2: Yes, to a small extent
1: Yes, to a large extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
CAUSE_3 CAUSE_4 CAUSE_5 CAUSE_6
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
2: Yes, to a small extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 2: Yes, to a small extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 3: No 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent
2: Yes, to a small extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent
2: Yes, to a small extent 1: Yes, to a large extent
1: Yes, to a large extent
CAUSE_7 CAUSE_8 CAUSE_9 CAUSE_10 PRESENT_1 PRESENT_2 PRESENT_3 PRESENT_4
1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
3: Unsure 1: Yes
3: Unsure 1: Yes 1: Yes
1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes
3: Unsure 1: Yes 2: No
1: Yes 3: Unsure 1: Yes
3: Unsure 1: Yes 3: Unsure 1: Yes
2: No 2: No
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes
2: No 2: No 1: Yes
1: Yes 1: Yes
3: Unsure 1: Yes 3: Unsure 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
3: Unsure 3: Unsure 1: Yes
2: No 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 3: Unsure 1: Yes
1: Yes 3: Unsure 1: Yes
1: Yes 1: Yes 2: No
1: Yes 3: Unsure 3: Unsure
2: No 3: Unsure
1: Yes, to a large extent 1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 3: Unsure
1: Yes 3: Unsure 1: Yes
1: Yes 3: Unsure
1: Yes 1: Yes 1: Yes 1: Yes
2: No 3: Unsure 3: Unsure
1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
PRESENT_5 PRESENT_6 PRESENT_7 PRESENT_8 PRESENT_9 PRESENT_10
1: Yes
1: Yes
1: Yes
1: Yes
1: Yes 1: Yes 3: Unsure
PCHANGE_1 PCHANGE_2
Before I was self-contained, now I can easily
communicate with people
My spoken english has improved
essay-writing skills detailed information on US
better speaking English skills skills of expressing what one has read, explain
something in English
It's only three weeks I am working with my new
counterpart. She expressed an interest to apply for IREX
Teaching excellence fellowship in US to study there
alternative classroom activities and methods of teaching
English.
I practiced spoken English and improve it. I become more self-confident
Now I freely communicate with foreigners. Change in world outlook: I realize there is other mentality
besides Armenian
I gained self-confidence I became work and study more in English
improved English more prepared for lessons
confidence in herself increased (especially in English) conversational English improved
I am conducting a lesson with pleasure students are not boring during the lessons
speaking English improved team-teaching skills gained
Teaching new methods Speaking skills
I was more relaxed during the lesson my spoken English become better
to my understanding something have been changed in
the English program, but i do not know details
creativty (changed way of thinking, attitute to the world
and what we can do there: before I wouldn't think of
many solutions no I see more)
English skills
more assertive and confident (she was shy and quiet,
now she speaks out in front of the whole faculty!)
computer skills development
I develop my creativity and gain presentation skills Punctuality
Express myself easily and freely I think I became better team worker
i do not think ther ewere any changes
larger world view
Attitude towards students has changed now I am applying new methods
I have improved my English a little bit.
I gained positive energy knowing this personality
English proficiency Approach to the students
Sometimes she is trying to introduce something new in
the class
Before I felt very shy while speaking English. Now I
speak with native speakers as an equal. Its mostly due
to their treatment.
Now I dont avoid to criticize and of being criticized.
English speaking skills Interest towards English
Style of working: time management, paper planning,
writing skills
Independent thinking
my spoken English has improved my self-reliance during the lesson
developed as English specialist attitude towards PCV as a foreigner
I became more inspired when I saw how the foreigner
work for us
My world-view and value system has changed
better knowledge of English I had acquired self-confidence
Now I do my work more professionally then before Now I became more punctual
I gain purposefulness and persistence I gain readiness to help people and to be more attentive
and thoughtful to them
more fluent English new vision, thinking
N/A
Now I realize and appreciate the idea of volunteer. Now I disinterestedly provide assistance to people.
I have become more energetic I have become more skilled
I loved English more I feel confident participating in contests
decision on future profession has changed self-confidence developed
New English knowledge New teaching experience
Respect towards the friend More enthusiastic
spoken English some changes in methods
I dress up in a free manner interact freely in English
More interactive methods Attitude towards students has changed
Now I am talking in English more confidently Now I study with inspiration
different ways of teaching practicing in spoken English
Hard-work Accuracy
I think she learnt the techniques of communicative
activities (games, usage of physical objects)
I hope she learnt to create more relaxed atmosphere for
the students
motivation to volunteer, to serve people, to be useful to be more broad-minded
Experience of working with the PCV helped me to
become more self-confident. Now I can express my
opinion clearly and stand for it.
Experience of working with the PCV helped me to
become more self-confident. Now I can express my
opinion clearly and stand for it.
I keep now an organizer, it helps me with time
management.
I were taught to look for alternatives and have a critical
approach
opinion about Americans self-confidence in speaking English
The working style (the way I treat students)
She made me believe that its possible to apply
theoretical approaches of teaching in the practice.
My spoken English has improved Usage of new methods
Interest toward English language Improved oral English
deevloped speaking English skills Accepted new values (e.g. more liberated)
First of all I have changed my attitude toward the
Americans. It become more positive.
I become more tolerate toward others and more
respectful to other culture.
change in perseption of teacher's role change in teachers' abilities
I was taught to appreciate the opinion of other people Now I gain the ability to listen the others and effectively
communicate with them
Ability to communicate in English and collaborate Self-confidence
proficiency of English through lively interaction lifestlye changes
expressing myself more clearly in english more simple style in appearance
Participationin Ukrainen project Her English sound much better
changes in methods
New teaching resources Deeper knowledge on style and methods
Improvement of spoken english Enthusiasm and inspiration with teaching English
Love English language
English improved in terms of increase in confidence she is more confident now to try new projects
PCHANGE_3 PCHANGE_4
more confidence in speaking English new methodics to use in teaching
change in behaving (she taught some etiquette) love towards English language
More tolerant towards the other people and their way of
life.
I became more communicative
Before I were reserved, now I am communicative Critical thinking- before I thought I should not argue with
a teacher, now I express myself freely.
desire to do clubs professionalism (being on time, not talking to phone at
the lesson, planning)
both mine and students spoken English is improved
lesson planning skills applying new methods (critical thinking, creative
approach, taking time for students)
Got familiar with American English Communication skills
I gain the skills of self-expression
more requiring searching attitude
English skills development (sometimes I even forget that
English is her second language)
I became disciplined (time management) I became a team worker
my English become better
Introduction of new methods One should not gossip
Now I escape formalities and I am as natural as possible
I dream now to be in US
Presentation skills, i.e. the ability to present your
weaknesses in the most favorable light
usage of new methods
process of leading English classes
I started to appreciate my country
Now I am not afraid speaking English, even with some
mistakes
My English improved Now I more exacting to me and to others
freely express my opinion new teaching methods
I go to church every Sunday after the example of him. I become more interested with the troubles of the
community.
During classes students speaks only English More didactice materials for English classess
perception of things in the world more willingness to help
Love learning now
interacting closely with an American
I have changed my attitudes toward marriage and job I didn't read books at all before, and now I love literature
a lot of new material used
Approach to children, non bias, equal approach New teaching experience and methods
spoken English improved
Experience of working with the PCV helped me to
become more self-confident. Now I can express my
opinion clearly and stand for it.
I realize what is real M&E, how you should assess your
strengths and weaknesses
I was taught to be practical and natural in everything-
both in style of dressing and in behavior.
interest toward English games are for adults as well
I gained self-confidence
using contemporary methods, collaborative Self-confident
My English become better, now I easily communicate in
English
Critical thinking The most important-I had change my career plans
New English knowledge New teaching experience
usage of new methods and approaches in teaching
More confidence, even providing training for teachers Better English
I have decided to stress on English and computer
knowledge to enlarge my further potential
PCHANGE_5 PCHANGE_6 PCHANGE_7 PCHANGE_8 PCHANGE_9
motivation to share knowledge with others
new methods used, total physical response used
computer skills developed
I get solid knowledge about everyday life in USA
I behave myself without formality
I didn't love geography and did not know anything but
now I knew and love geography
Computer skills
I have changed my behavior to some extend I have revised my values
PCHANGE_10 PSIZE_1 PSIZE_2 PSIZE_3 PSIZE_4 PSIZE_5
3: Large change 3: Large change
3: Large change 2: Medium change 3: Large change 3: Large change
2: Medium change 3: Large change 2: Medium change 3: Large change 3: Large change
3: Large change
3: Large change 2: Medium change
3: Large change 3: Large change 3: Large change 3: Large change
3: Large change 3: Large change 3: Large change 3: Large change
2: Medium change 3: Large change
2: Medium change 2: Medium change 3: Large change 2: Medium change 2: Medium change
3: Large change 3: Large change 3: Large change
3: Large change 2: Medium change 2: Medium change 2: Medium change 2: Medium change
2: Medium change 2: Medium change 2: Medium change 3: Large change
2: Medium change 3: Large change 3: Large change
1: Small change
3: Large change 3: Large change 2: Medium change 3: Large change
3: Large change 3: Large change 2: Medium change
3: Large change 2: Medium change 3: Large change 2: Medium change 3: Large change
3: Large change 3: Large change 3: Large change
2: Medium change
2: Medium change 2: Medium change
2: Medium change
2: Medium change
3: Large change 3: Large change 2: Medium change 2: Medium change
2: Medium change
2: Medium change 2: Medium change 3: Large change
3: Large change 2: Medium change 3: Large change
2: Medium change 2: Medium change 2: Medium change
3: Large change 3: Large change 3: Large change
2: Medium change 2: Medium change 2: Medium change
2: Medium change 2: Medium change 3: Large change
3: Large change 3: Large change 3: Large change
2: Medium change 2: Medium change 3: Large change 2: Medium change
2: Medium change 2: Medium change
3: Large change 3: Large change 3: Large change 2: Medium change
3: Large change 2: Medium change 2: Medium change 2: Medium change 2: Medium change
3: Large change 3: Large change 3: Large change 3: Large change
2: Medium change 3: Large change
3: Large change 3: Large change 3: Large change 3: Large change
2: Medium change 3: Large change
2: Medium change
1: Small change 2: Medium change 2: Medium change
1: Small change 3: Large change 3: Large change 3: Large change 3: Large change
2: Medium change 2: Medium change
3: Large change 3: Large change
1: Small change 1: Small change 1: Small change
3: Large change 3: Large change 3: Large change 3: Large change
3: Large change 2: Medium change
3: Large change 2: Medium change 3: Large change
3: Large change 3: Large change 3: Large change
2: Medium change 2: Medium change 3: Large change 3: Large change
3: Large change 2: Medium change 3: Large change 3: Large change
2: Medium change
3: Large change
2: Medium change 2: Medium change 3: Large change
2: Medium change 2: Medium change
3: Large change 3: Large change 3: Large change 2: Medium change
3: Large change 3: Large change 3: Large change
2: Medium change 3: Large change
3: Large change 3: Large change 3: Large change 3: Large change
3: Large change 3: Large change 2: Medium change 3: Large change 2: Medium change
3: Large change 1: Small change
2: Medium change 2: Medium change
3: Large change 3: Large change 3: Large change
3: Large change
2: Medium change 3: Large change 3: Large change 2: Medium change
3: Large change 3: Large change
2: Medium change
2: Medium change 1: Small change
PSIZE_6 PSIZE_7 PSIZE_8 PSIZE_9 PSIZE_10 PCAUSE_1 PCAUSE_2
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent
1: Yes, to a large extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
2: Yes, to a small extent 1: Yes, to a large extent
1: Yes, to a large extent 2: Yes, to a small extent
1: Yes, to a large extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
2: Yes, to a small extent 1: Yes, to a large extent
2: Yes, to a small extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
3: Large change 1: Yes, to a large extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
3: No 2: Yes, to a small extent
2: Yes, to a small extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Medium change 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent 1: Yes, to a large extent
3: No
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
PCAUSE_3 PCAUSE_4 PCAUSE_5 PCAUSE_6 PCAUSE_7 PCAUSE_8
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 2: Yes, to a small extent
2: Yes, to a small extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent
2: Yes, to a small extent
1: Yes, to a large extent
1: Yes, to a large extent
2: Yes, to a small extent
1: Yes, to a large extent
1: Yes, to a large extent 2: Yes, to a small extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
2: Yes, to a small extent 1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent
2: Yes, to a small extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
2: Yes, to a small extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent 1: Yes, to a large extent
1: Yes, to a large extent
1: Yes, to a large extent 1: Yes, to a large extent
PCAUSE_9 PCAUSE_10 PPRESENT_1 PPRESENT_2 PPRESENT_3 PPRESENT_4 PPRESENT_5 PPRESENT_6
1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 3: Unsure
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
1: Yes
2: No 1: Yes 1: Yes
1: Yes
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes
1: Yes
1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 2: No
1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes
1: Yes 1: Yes 3: Unsure 1: Yes
1: Yes 1: Yes
1: Yes
1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 3: Unsure
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes
1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes
1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes
1: Yes 1: Yes 1: Yes 1: Yes 2: No 1: Yes
1: Yes 1: Yes
1: Yes
PPRESENT_7 PPRESENT_8 PPRESENT_9 PPRESENT_10
CUSTOMID /
NON-RESP DATSTAT.SUBMISSIONID
DATSTAT.SESSIONID DATSTAT.VERSION DATSTAT.LOCALE DATSTAT.LANGUAGE
DATSTAT.BROWSER DATSTAT.STARTDATETIME DATSTAT.ENDDATETIME
DATSTAT.ELAPSEDTIME DATSTAT.SUBMISSIONSTATUS DATSTAT.LOGINCOUNT DATSTAT.JAVASCRIPT
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