Tag Archives: teaching in spain

Shareday Friday – A strategy for self-improvement

How do you measure teaching? Trying to pigeon-hole a lesson into one of four categories after just twenty or thirty minutes of observation must be a challenging task. Giving pupils the tools they need to assess where they are in their learning and what the next steps might be is accepted as good practice. Today, for the second of my Shareday Friday gifts, I am providing the same resource for teachers.

There are a number of documents floating around that help in defining what each teaching grade looks like in the classroom. The document below is slightly older than some (as indicated by the ‘Satisfactory’ rating) but I think incredibly useful in self-assessing where one’s own teaching lies.

Ofsted key indicators

When somebody walks into a room to judge the quality of teaching first impressions really do count. Therefore the observer is looking for ‘flags’ that indicate a particular grade of teaching. The question is how do you ensure those flags are in place and clearly visible? When you look at the ‘Key Indicators’ link above what you notice is that the statements for ‘Satisfactory’ (or ‘Requires Improvement’ as it is now) actually appear to describe the practice that most teachers know to include. What marks out the difference then between that ‘Satisfactory’ rating and the two higher grades of teaching. Looking across the page the difference is about embedded practice. Any teacher can ‘switch on’ the requirements for the satisfactory grade but to achieve higher requires embedded good practice.

How to use the ‘Key Indicators’ document for self-improvement
Take a look at the statements, particularly those on the second page about learner and teacher habits. Identify three areas where, given a month in class, you could bring about an improvement that places you in the top grade. What student behaviours or training are needed to achieve that embedded practice? What do you need to be doing and how often to achieve that learner or teacher habit? Make a conscious effort to include those actions in your planning and to evaluate their effectiveness. The single biggest motivator for teacher improvement is when we can see the difference our actions are having on our students.

We can’t be outstanding unless we know what outstanding looks like. Hopefully this Shareday Friday resource helps with gaining an understanding of what outstanding teaching looks like in the classroom.

Note: This document is replicated in a number of areas without copyright and therefore I assume it to be in the public domain and have published it as such.

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Common English errors made by Spanish speakers

An explanation of the most common errors made by native Spanish students and how they can be corrected by the teacher.

Native Spanish speakers face a number of challenges in learning English. The translation from Spanish into English leads to common errors. If the teacher understands exactly what the error is and why it is being made then correcting the error is made easier.

Here are seven of the most common errors together with an explanation as to why the error is made. If you find this interesting and would like me to cover more of these common errors please do leave a comment below.

1: Pronunciation; “eschool, espaghettis”.
In Spanish words that begin with ‘s’ followed by a consonant start with the letter ‘e’. Students need practice in saying and writing these words correctly.

2: Common requests; “I can go to the toilet?” or “You are poorly?”
In English the habit of ‘upspeak’ is generally considered poor practice. It refers to raising the tone of the voice at the end of a statement in order to turn the statement into a question. In Spanish questions are normally formed without the use of an auxiliary verb and there is no need to invert the verb/subject order. Students need to learn that in English questions should not begin with the subject. Younger students should be able to learn this through modelling and oral repetition but older students will benefit from understanding why they are making the mistake.

3: Order of noun and adjective; “the car red”. Plural adjectives “the fats cats”.
In Spanish the order of the noun and adjective is usually opposite to English and students need to know to change the order of the noun and adjective.
In Spanish adjectives agree in gender and number with the word that they describe. Consequently students often pluralise adjectives in English. They need to be explicitly taught that adjectives in English are not plural.

4: Questions – In English questions are normally made using an auxiliary verb.
Forming questions correctly is a difficult area for Spanish learners. Students need to learn how to form questions using auxiliary verbs such as “can”, “have” and “do”.

5: Short answers to questions; “me no!”.
In English the short answer to a “yes/no” question is made by repeating the auxiliary verb with which the question has been made.
E.g. “Can you swim?” is answered with “Yes, I can.” Or, “Do you like pizza?” would be answered with “No, I don’t”.

6: Ellipsis of subject pronoun; “(Carlos) is a fast runner”.
In Spanish it is common to leave out the subject pronoun as the verb ending often contains this information. Students need to be taught to say and write the subject with the verb. In speech and in writing Spanish students often add the verb “is” when it is not needed. E.g. “Carlos is like the pizza”. This normally happens with the third person singular and is less common with other pronouns. For example, it would be more unusual to hear the error as “You is like the pizza”. This may well result from students confusing the conjugation of the third person singular verb “he likes, she eats” with the “s” sound in “is”. Students benefit from focusing on the conjugation of regular verbs in the present tense and understanding that it is only the third person singular that carries the final “s” sound.

7: Countable and uncountable nouns/there is, there are; “the people is happy” or “there is pens on the table”.
In Spanish some nouns are uncountable whereas in English those same nouns are countable. In Spanish the impersonal verb “haber” is used to express “there is” and “there are”. The same word (hay) is used for singular and plural objects which further compounds this problem.

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Work life balance – A Spanish working Sunday

ThermometerI think Spanish Sundays are probably one of the biggest differences between teaching in the UK and in Spain. I’m writing this article sat on my terrace with the sun on my face and a view of the mountains in the distance. I do have some work to do. I have an assembly on the theme of ‘Tolerance’ to prepare in two different ways, firstly for Key Stage 1 and then for Key Stage 2. For the resources relating to this assembly read my first ‘Shareday Friday’ post. My giving back to the community started with a series of resources for PSHE – Virtues.

I also have a staff meeting to prepare on the topic of display. With a colleague preparing a discussion about what consitutes effective display my role is to plan the discussion leading to an agreed display policy. There is a wealth of excellent material on the Internet, not least the inspirational primary displays website.

But the weather is too good to waste so before I get ready for the week ahead I’m off to walk my dog on Cullera beach. Happy Sunday everybody and I hope the work-life balance feels good.

UPDATE:

Picture of Cullera Beach

Trying not to take for granted where I live. The Costa del Azahar (orange blossom coast) sits on the northern edge of Costa Blanca. A couple of hours of Sunday afternoon spent walking along the edge of the Mediterranean really helps that feeling of a work-life balance.

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Teaching in a British School in Spain – FAQ

After years of recruiting people to work with us in Spain I have put together a list of the frequently asked questions. These are taken from questions that I frequently hear from interview candidates. Hopefully this helps teachers who are maybe considering a move to working in Spain but if you have any other questions do post them in ‘comments’ and I will answer them as best I can. These are based on my personal experience in my own school so answers may differ for other schools.

What contract do teachers have?
All teachers are placed on a full time permanent contract from day one of their employment. We do this in recognition of the commitment teachers have made in relocating to work with us but also because life in Spain is made easier with a permanent contract. Obtaining credit, buying a car and even opening a bank account are made easier with a permanent contract. Teachers are salaried over twelve months which include holiday pay throughout the year up to and including the August holiday.

I don’t speak Spanish. Will this be a problem?
Our English staff do not need to speak Spanish in school. In fact, our policy is for our English staff to only ever speak with our pupils in English. Clearly in your own private life a working knowledge of Spanish is helpful if you are living in Spain. For this reason the school provides free Spanish lessons to all staff each year.

What does the working day look like?
The working day runs from 9am-5pm. Children begin to arrive in school from 9.15am with classes starting at 9.30am. Lessons are fifty minutes long and we have six lessons per day. Children have a 30 minute morning break and a 20 minute afternoon break. Lunchtime is one and a half hours with teachers doing a thirty minute duty during lunchtime.

What planning and preparation time is given to teachers?
Teachers receive a generous amount of planning and preparation time during the school day. Primary staff currently receive just over five hours of planning and preparation time. In addition having completed their duty teachers have a full hour for lunch which again contributes to our staff completing all of their work during the school day.

What professional development opportunities are available?
As a member of the National Association of British Schools in Spain (NABSS) we have access to a range of professional development opportunities throughout the year. Our teachers have attended training courses in Valencia, Madrid, Seville, Alicante and Tenerife. All of these courses have been run by experts brought out from the United Kingdom. This enables our staff to stay up to date with curriculum and policy changes taking place in the United Kingdom and ensure that their own teaching continues to develop. We also run ‘in-house’ training. This has included a full day of training for all staff where we employed trainers from the United Kingdom as well as opportunities to look at more specific issues during shorter training sessions.

Do staff eat with children?
Staff can choose to eat in the dining room with children although most staff choose to eat with colleagues in one of the two desginated staff dining areas. Staff are entitled to eat for free from our canteen. Meals are prepared daily from fresh seasonal ingredients. There is a focus on Mediterranean cuisine so plenty of fresh fish, shell fish and meats are accompanied by seasonal fruits and vegetables. Most days a salad is also on offer. The school caters for a range of specific diets.

What happens with extra-curricular activities?
Most of our pupils travel to and from school on our school transport therefore extra-curricular activities take place during the lunchtime. We have a programme of activities led by professional staff from outside school. Activities include ballet, funky dance, Chinese, German, Italian, football, tennis, judo and fencing. Alongside these activities teachers from our primary team provide complementary activities that enrich the curriculum. Teachers leading an extra-curricular activity do so in place of their usual lunchtime duty.

How does Spanish social security work?
On arriving in Spain the school employs a solicitor to process paperwork for new teachers. This includes registering new staff with the Spanish social security system. This provides full cover for health, unemployment and pensions. All of the necessary paperwork is paid for and completed by the school on your behalf.

What about healthcare?
The Spanish public health system is recognised to be of an exceptionally high standard. Treatments are provided with minimal waiting times. In addition the school provides a private health care for employees covering their time in school and their journey to and from school.

Are there any other staff benefits at the school?
We have an established staff benefits package that provides advantages with a number of local business. We have financial benefits arranged with a number of banks including Barclays Bank, BBVA, and Catalunya Caixa. These provide cash back on purchases, guaranteed overdraft arrangements and preferential rates on mortgages, account transfers and credit cards or loans.
We also have arrangements in place for discounts with regard to private health care including preferential monthly rates with Adeslas, Avisa, BBVA and MAPFRE. A local dentistry practice offers our staff 15% off all treatments.
Our staff benefits package is growing all the time and teachers are provided with the full details of this package when they start working at the school.

What is the salary and are there opportunities to supplement my salary?
The salary for teachers is 22,500€ per year. Tax rates in Spain are significantly lower than the United Kingdom with most teachers paying around 14% which includes tax and National Insurance contributions. The school has a number of positions of responsibility with the primary department currently offering six members of staff a responsibility allowance in addition to their salary.
Some parents may request additional classes for children in the hour after school and these are always offered initially to our teaching staff. These classes are worth upto 48€ per hour.
Although not obligatory teachers are welcome to work in the Saturday school which the school runs from 10am-1pm on a Saturday morning. This provides English lessons to children from the local area who do not attend the school. Teachers choosing to do this receive a separate payment in addition to their usual salary.

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A comparison between teaching in Spain and teaching in the United Kingdom

I started my teaching in Plymouth in the United Kingdom. Having worked there for fourteen years I moved to Spain where I have lived and worked for the last seven years. Teachers from the UK often want to know what the differences are or automatically assume everything here must be fantastic. This is just a brief overview of what I consider to be the five most significant positive and negative aspects of teaching in Spain. I will ignore bland comments about the weather and the beaches and focus instead on the teaching and life in school. All of this is from my own experience and therefore other teachers in different schools or different parts of Spain may hold differing points of view.

Positives

  1. In 2009 a survey in the UK found that most teachers reported working more than 50 hours per week. Moreover, a teacher contract in the UK is to work for 195 days of the year with 190 of those days identified as teaching days. The remaining 170 days should be protected and teachers should not be directed to work on those days. My own experience was that in order to do the job to the standard required I left work on a Friday evening with sufficient work for 10-12 hours of weekend work. I suppose you could argue that wasn’t directed but without doing that work planning and marking would not have been completed to the necessary standards. With about two and a half hours of planning and preparation time provided in the UK working week, trying to fit necessary work into the school day was impossible.
    By contrast, we give our primary teachers in Spain 6hrs 50mins per week of non-contact time during the school day. With a full hour of lunch break too there is more than enough time in the working day to complete the necessary work. The result is that evenings and weekends feel more relaxed and it is genuinely possible to walk out of school on Friday with the classroom prepared for Monday and no need to think about school until you return the next week. That provides for a far healthier lifestyle and much of the anxiety and pressure feels lifted from day one.
  2. The teacher is still a position of respect in society in Spain. This is a status that in the UK has been steadily eroded over the last few decades. The most positive aspect of this is that parents look to teachers for advice about how to help their children at home. The teacher is seen as a partner working with the parents and the sensation of parental support is very different to that found in many schools in the UK.
  3. Based on the three inspections I experienced in the UK and the three inspections I have experienced in Spain, the anxiety surrounding inspections in Spain feels very different to the UK. Inspections in Spain are thorough and professional but take place in a climate of providing external professional opinions about the school and how it can improve. There isn’t the same judgmental feel of UK inspections which, regardless of how they may be presented, still seem to be out to find the 15,000 poor teachers that Mr. Woodhead infamously declared were lurking in our schools. An inspection day in Spain is a far more positive experience. Certainly it is focused on teaching and learning but there isn’t the threatening feel that teachers often report from UK inspections. Perhaps it helps that the inspecting body is separated from the politics of education. Inspections in Spain still carry a reasonable period of notice and don’t come with the ever present threat of being labelled and placed into a category.
  4. Children’s behaviour is generally different to the UK. The culture in Spain is very different and children are an accepted part of their parents’ life. Going for meals out in the evening is always a family affair and the notion of baby sitters is alien to most Spanish people. In a way, children are permitted to remain children for longer than in the UK. Most Spanish children inherit the society view of teachers as an authority figure to be respected. In the UK a common complaint amongst colleagues was that a significant minority of children had the capacity to derail the teaching and learning. And that even after the teacher had spent all Sunday planning and resourcing what should have been great lessons. The class behaviour in Spain is significantly better than that found in most UK schools and the end result is that it is far easier to focus on aspects of teaching and learning and to be a great teacher. Conversations in school staffrooms tend to be more about teaching and learning and less about individual characters that have spent the morning disrupting classes and preventing learning from taking place.
  5. Schools and education are still supposed to be fun in Spain and political correctness doesn’t get in the way of a celebration. Our school still celebrates Christmas, carnival, and Fallas (a regional festival) and gives these celebrations the class time needed to make them an enjoyable part of the educational calendar. Multi-culturalism exists but adapts to the Spanish society.

Negatives

  1. Spanish education, even private education, runs on a significantly smaller budget than in the UK. Many UK educational authorities are spending between seven and eight thousand pounds per pupil. Typical costs for private education in Spain is between three and four thousand Euros. Clearly this translates into school in a variety of ways. Technology may not be quite so regularly updated as in the UK and resources purchased for classrooms need caring for as they may be expected to last longer.
  2. Spanish authorities love paperwork and a new teacher to Spain may find some of this daunting. Nothing can be requested without a backup file of paperwork. Even purchasing a mobile telephone can become a complicated mountain of essential forms. Most schools should help teachers with this adaptation but be prepared for a very different approach to anything official than is found in the UK. Forget online websites allowing you to fill out forms and be prepared for government offices that only open for a few hours each morning and are quite unforgiving if you are missing what they deem to be an essential piece of paper.
  3. Workers’ rights in Spain are different to in the UK. Behaviours that are trusted without evidence in the UK under Spanish law need evidencing. A sick leave in the UK for example that allows for a period of self-certification requires a doctor note from day one in Spain. Even funerals in Spain give out certificates of attendance so workers can evidence to their employers that they were where they said they would be. This attitude of needing to account for sickness, for example, is a cultural change that for some people may take a period of adaptation.
  4. Spanish school holidays do not follow the same pattern as UK school holidays. Half terms don’t exist although dependent on the region of Spain there will be other public holidays to celebrate Spanish fiestas. With the main Spanish Christmas celebration being 6th January schools tend to work more closely to Christmas than in the UK which can mean a Christmas term running from 1st September through to 22nd December without any substantial holiday periods. Although this balances out over the course of the year and holidays in fact are slightly more generous than in the UK the lack of a half term may be a shock initially.
  5. Wages in Spain are lower than in the UK. Experienced teachers may well find that their experience is not taken into account in Spain and they are placed on a standard teaching salary. With a salary of 22,500€ for teachers in independent schools many UK teachers will find themselves taking a pay cut to work in Spain. Obviously the less years of experience you have the less of a problem this will be but a teacher at the top of the pay scale with a management responsibility may well find Spanish teaching pays around 60% of their UK salary. Obviously lower taxes (14% to be inclusive of tax and social security) and in general a lower cost of living account for a significant part of that wage difference.

Overall

Is a move to a teaching position in Spain right for you? Everybody has their own personal circumstances but Spain does offer a great quality of work and private life and a balance between the two. Spain, being in Europe, is less of a culture shock than perhaps a move to the middle or far east. The culture, climate and countryside I have left out of the equation here in order to focus on the teaching but really perhaps the fact that January temperatures on the Mediterranean coast average at 17 degrees Celsius (the same as July temperatures for the south-east of England) could still be considered important in making a decision.

If after reading this you still have questions about the positive and negative aspects do leave comments and I will reply.

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Applying to teach in Spain – which school should you choose

It’s the time of year when International schools begin their advertising for positions starting in September. But, if you are considering a move to teaching in Spain how do you know which school to choose?

Teaching in Spain offers three options. The first option and the one I will focus on in this article is teaching in a British school in Spain. British schools will teach the British National Curriculum. The other two options are to work as an English teacher in a Spanish school or to teach in an academy. The Spanish education system is quite protective of Spanish teachers and entering a Spanish state school would require a high level language exam in Spanish and then the Spanish exam of teacher knowledge. (Convalidating English teaching degrees in order that they can be recognised by a Spanish state school is notoriously challenging and expensive.)  An academy in Spain is not the same as in England. “Academy” refers to language schools. Often these will operate outside of the normal school day and will offer language lessons in a TEfL (Teaching English as a Foreign Language) style approach. Although a living can be made from an academy a regular monthly income can often not be guaranteed. Hours will be as customer demands and there is likely to be significant fluctuation in monthly take home pay.

So, what about teaching in a British School in Spain? The first requirement of any reputable British School will be that candidates for teaching positions are qualified teachers. Most will also ask that the qualification is from the United Kingdom or recognised in the United Kingdom. Applicants from outside of the European Union are often welcomed but obtaining the necessary work permits can take longer.

Within Spain the private school industry is relatively unregulated compared to the United Kingdom. Consequently there are ‘good’ and ‘bad’ employers to be found. Most UK teachers with experience of working overseas will tell you that accreditation from the British Council is the most important recognition. In Spain there are only a very few schools directly licensed by the British Council. However, there is an established network within Spain that provides a considerable benefit to UK teachers looking to work in a British School. The organisation ‘National Association of British Schools in Spain’ (NABBS) has a recognition within the UK and provides a set of standards and employee rights that gives a level of protection and ensures that the school is of an appropriate standard. These schools also undergo an inspection that is approved by the British Council and responsable for ensuring a high quality of British education.

You can cross-reference advertisements on TES Online with the NABBS website. Once you have confirmed that the school has British Council or NABBS membership you can be reasonably assured that you have identified an appropriate potential employer.

Most Spanish independent schools are privately owned and most of those are privately owned by a Spanish family or a Spanish company. In essence, like many UK private schools, they are businesses. The most significant difference for many teachers moving to teach in Spain is not actually the change of country but the change from being in state education to being in private education. I would advise that happier adaptations to this change are found if the school itself has a duty of care for the education provided. This can be found out in a number of ways. Firstly, looking at the advertisement that the school has placed. I would be wary of any school not taking advantage of a profesional advertisement on TES Online. Failing to provide a school insignia, photographs or a link to the school website all indicate a business keen to save every possible penny. If the webite is available take a look. Does it appear to be just a shop window, an online advert, or does it reflect the values and mission statement of the school? Does the school provide a welcome pack as a part of their advertisement? Does the welcome pack include information about support given to employees?

Having applied to the school, reputable schools will consider an interview a two way process and will welcome your questions. If the advertisement is for a short notice position then a Skype or telephone interview may be offered. However, if the position has been advertised with sufficient time then a face to face interview is a more profesional approach. A school advertising a September post in March or April that is unwilling to finance a face to face interview in the UK I would suggest is sending out a negative message about the value they place on their teaching staff.

As a final thought, what should you expecct from an interview? British schools in Spain, especially if they have visited London or another UK city to offer face to face interview, have made a substantial financial commitment to obtaining their teaching staff. They will be interested not only in your profesional role as a teacher but also in your personal profile as somebody preparing to make an international move. Anything you can do to indicate preparation for your move will strengthen your interview. Have you begun to learn the language? Have you considered aspects of adaptation to living away from family and friends? The interview is also a two way process. There should be a chance for you to ask what support the school offers new teachers. Relocation packages in terms of direct financial gifts are not common for Spain but support in terms of finding accomodation and arranging necessary paperwork including becoming a part of the Spanish health system should be provided.

If you approach a move carefully and consider the school and the support offered then living and teaching in Spain can be a wonderful move. With sunshine, almost universally supportive parents andvery few behaviour problems it is easier to focus on the teaching and remember why you chose this profession.

If you want further information please do post questions in the comments section below and I will reply.

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The Telefonica customer service treatment

It is an accepted part of life in Spain that eventually everybody will have a negative Telefonica/Movistar experience. It took a full four years of living in Spain for my turn to arrive but here is the ongoing saga of my current Movistar experience. Movistar own O2 in the United Kingdom as well as in many other countries across Europe. I think I understand how considered incompetence has given them the financial strength to buy so many national telephone companies.

In October 2010 I moved house. The chalet I moved to had never had a fixed telephone line installed but a call to Movistar (Telefonica as it was then) revealed that a fixed line was available. The installation, although much later than originally promised, was carried out and the telephone line worked. I had rejected the offer of Internet with the same company. Movistar had assured me that the Internet available in my area was upto 10Mb. I was surprised therefore when the company delivering the Internet provided my high speed ADSL service at speeds of only 3Mb. I should add that the Internet installation was considerably slower with the Internet company accusing Movistar of deliberately stalling the process.

I should warn that at about this point my conspiracy theories began to service. Within a few weeks of the telephone installation Movistar began a regular contact offering me an Internet service of either upto 10Mb or upto 6Mb depending on the day. Each time I politely declined despite the sales calls becoming ever more persistent.

Eventually in autumn of 2012 I went to make a telephone call only to find the line was dead. When I called Movistar the conversation went more or less as follows.

Me: Hello, my telephone line doesn’t seem to be working. Could you possibly check it for me please?
(After checking name, social security number etc)
Movistar: We have cut the line Sir because you have not paid your bill.
Me: I’ve paid every bill you’ve sent. Can you check that please?
Movistar: (After a short pause.) The problem Sir is we don’t have an address for you so we are not able to send the bill.
Me: But you’ve always sent me a bill. Why would you not have an address now?
Movistar: Your address doesn’t exist Sir so we can’t send the bill.
Me: The address does exist. I’m calling you now from the address. The chalet is exactly where it was when you sent your engineer to install the line two years ago. It is in the same place as where you have sent bills for the last two years.
Movistar: It isn’t on our database Sir.
Me: OK, so what do I need to do to get my telephone working again?

The answer is that a late payment of a bill (plus an expensive and unavoidable reconnection fee) can only be made in cash at a post office. After paying the bill the line was soon activated. This whole process repeated two months later. Against all the odds I then managed to convince Movistar to send the bills to an address that although not available on their system I could vouch, did in fact exist.

Fast forward to January 2013. At the end of January 2013 I received a double bill. I assumed something must be outstanding from the time of my address not existing soaked the bill in full. On Tuesday 26th February the line was cut. The following is the edited highlights of my last week of communication with Movistar.

Tuesday 26th February: The telephone line is cut at about 7pm. I know this is true as we were using the Internet after work and the service cut early in the evening.

Wednesday 27th February: I called Movistar to be told that the bill they had sent in January that I had paid in full was not in fact my full bill. There was an outstanding balance of just under thirty nine euros from November when they were unable to send me a bill excuse the address did not exist. If I went to the post office and paid the bill the line would immediately be reactivated. I paid the bill but the line was not reactivated.

Thursday 28th February: I called Movistar to ask why the line has not been reactivated. They told me it is because they have deleted my number. I will now need to apply for a new number. After protesting they confirm my old number is available and will be immediately activated.

Friday 1st March: The line is still dead so I phone to ask why. I am assured that the line will be activated immediately.

Saturday 2nd March: The line is still dead so I phone to ask why. I am told that when I had been informed yesterday that the line would be activated immediately this actually meant the process of reactivating the line would begin immediately. The process will take 24 hours and therefore on Sunday afternoon the line will become active.

Sunday 3rd March: The line is still dead.

Monday 4th March: The line is still dead so I phone to ask when it might be reactivated. The customer services lady informs me that the line was cut on the 7th December because a bill had not been paid. I tell her this is wrong, but also out of date information. I relay the conversations of the previous days. She tells me that it is not possible to connect me to the landline department because they are not answering the telephone and because she works in the mobile department she is not allowed to access my account. She takes my mobile number and assures me I will receive a telephone call very soon from the landline department.

Tuesday 5th March: The line is still dead. Tonight’s telephone conversation confirms that the information about being able to reinstate the line in 24 hours was false. I will need to raise an order for a new line and that process can take from 7-10 working days. Combining gets me nowhere except more frustrated so I raid the order the new line.

Finally, in the middle of March after many difficulties, the line was reconnected using the original number. The magical way of getting the reconnection ‘fast-tracked’ turned out to be to accept the Telefonica Internet package and drop my current Internet Service Provider. This then elevated me to the position of priority customer as I was new to the Telefonica Internet solution. Of course, the promise of doubling my Internet speed to 6Mb was a hollow one but with that accepted my Telefonica nightmare has ended and all is once again normal.

Fighting an overly complex system is one of the challenges of living in Spain. It seems as though there are numerous opportunities for simple processes to be made more complicated, often with a complete disregard to customer service. That said, it is May and Spanish summer will soon be here with long warm evenings and the opportunity to forget the obstinance of Telefonica and enjoy the fresh air.

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