The last time I studied a language, I was 12 years old. I wore a pleated navy skirt, shirt and tie, and sat in a room with 28 other girls. Back then, the biggest problem was always where to sit. The swotty teacher-pleasers positioned themselves at the front, where they could show off their ability and get their hands in the air a micro-second before everyone else had processed the question.
The back row was reserved for the slackers and troublemakers, who passed the time creating their own charisma-free environment while contributing as little as possible to the class. I was the only Jewish girl in a school of 800, at a time where teachers could nickname you 'it', or refer to 'people like you' without being accused of antisemitism.
Therefore, my modus operandi was to maintain as low a profile as I could, which was why I always lurked in the middle of the fourth row, head down, studiously avoiding any eye-contact or engagement.
Beginners' Yiddish is not like this at all.
The first difference is that there is nowhere to lurk. The class consist of 7 students and teacher. We are all visible all the time. It is disconcerting to see oneself on screen, peering confusedly into the ether, as if I have developed an alter ego. The alter ego hasn't a clue what is going on.
The other students are way ahead of me, some having done previous courses. If you have ever read 'The Education of Hyman Kaplan' by Leo Rosten, I am Mrs Moskovitch. I need a pre-Beginners' Yiddish course.
But this is lesson one, so it is too early to give up, even though I am reminded of all the differentiated worksheets I used to produce as a teacher for what were euphemistically referred to as the 'learning challenged', which is now me.
I have learned two phrases, however: min nomen ist Carol (my name is Carol) and ich hob zer leeb ketzen, (I really like cats). On this basis, the cat thinks I have made a promising start.