If you think virtual exchange is just a fun little cultural postcard from across the ocean, think again. For Helaine Wemple, Spanish and Service Learning teacher at Portsmouth High School in New Hampshire, it’s an immersive, empathy-driven, sometimes-chaotic, and deeply meaningful part of her teaching philosophy. And it all happens through a little planning, a lot of passion, and the occasional assist from Google Drive and Zoom.
Because we Level Up Villagers so often benefit from hearing one another’s stories, I’m happy to share some of Helaine’s philosophies, methods, and anecdotes so that you, too, will be inspired as you embark on your next LUV course. “I always think about how to bring the world to my students who can’t go into the world,” Helaine says. “Not all students can travel, so my goal is to help them learn about other cultures through the people who live in them, not just from a textbook, and not just from me.” And that’s exactly what we want to hear, because it’s likely what brought you, and certainly me, to utilizing Level Up Village as our favored, secure, platform and curriculum for asynchronous video exchanges.
Pen Pals with Purpose
One of Helaine’s favorite ongoing exchanges is with a ninth-grade English class in Puerto Rico, and there’s a trick she does that you can use to supplement some of the coursework you’re doing in your LUV course—whether it’s a language and culture exchange, or even just as an introduction to a STEM or literature class. Helaine’s Spanish IV students handwrite letters—half in English, half in Spanish—and exchange them through a shared Google Drive folder.
The letters are charmingly imperfect, and that’s by design.
“I don’t correct the letters. I look them over to make sure they’re appropriate and understandable, but I want students to see that it doesn’t have to be 100% perfect to get your point across,” Helaine explains. “And the same goes for the Puerto Rican students writing back in English—my students can see the kinds of errors they make and think about why.”
This leads to rich conversations in class about grammar, language transfer, and yes, empathy. The letters open the door to human connection first, and language mechanics follow. I think this is the way to approach your students’ videos, too, since even if the LUV course you’re running is totally in English, at least one side of the exchange may be speaking our lingua franca as a second or third language! So, consider letting authenticity reign when you’re letting your students introduce themselves!
From Pen to Zoom: Pre, During, and After
If you’re lucky enough to be able to coordinate with your Level Up Village Exchange partner (or partners), traverse the trickiness of time zones, and secure scheduling, you may actually be able to throw in the occasional synchronous get-together to start, supplement, or summarize your course. Of course, with LUV courses, it’s not essential, but sometimes you get students begging you for the chance to interact with their new friends in real time, and who are you to stand in the way?
Zoom calls are a key piece of Helaine’s exchange method—but they’re not just open mics and awkward silences. Her approach is structured, intentional, and a masterclass in student-centered learning.
“I’m big on ‘pre, during, and after,’” she says. Before a Zoom call, students prep questions—not just surface stuff like favorite foods, but deeper “below the tip of the iceberg” questions about family life, values, and beliefs.
She uses a cultural iceberg graphic to help students visualize what’s visible about a culture (food, language, music) and what’s hidden beneath the surface (attitudes toward time, personal space, how children are raised). Then students practice asking questions that explore that “underwater” zone.
During the Zoom, Helaine manages the flow like a maestro: two students at a time come up to the camera, introduce themselves, ask a question, and are coached in real-time on active listening and follow-ups. Meanwhile, the rest of the class listens and takes notes, writing down two things they understood per speaker.
“It keeps them engaged and helps me gauge what they’re understanding,” she says. “Sometimes I’ll stop and ask them to rate their comprehension from 1 to 5 with their fingers. If it’s low, we slow down, or I’ll write keywords on the board. I adapt as we go.”
Even if you can’t find a common time when you can connect with your international partners, consider Helaine’s strategy to generate thought and discussion before and after the meeting; can you use the cultural iceberg to your advantage to prep your students for a cultural exchange that’s fueled by curiosity, and backed by empathy?
What Happens When Things Go Wrong? (Spoiler: Magic)
Not everything goes to plan—and sometimes, that’s when the most memorable moments happen.
“We had this one guest speaker from Guatemala who Zoomed in from a super loud kitchen — we could barely hear her,” Helaine laughs. “Then she got in her car and her 8-year-old son held the phone while she drove us around town. She gave us a tour of the outdoor market, pulled over, chatted with a fish vendor, and brought this vibrant piece of Guatemala right into our classroom. The tech was glitchy and the audio wasn’t perfect, but the kids were riveted.”
Her advice? “Always have a backup plan. But be open to the spontaneous stuff, too. That’s often where the magic happens.” This speaks, too, to leaning into the authenticity of your students’ presentations as well. Maybe their video has the same problems as Helaine’s Guatemalan guest, but it’s just so charming and genuine that it deserves to be shared….and maybe subtitled!
Making It Personal—and Letting It Grow
For Helaine, the ultimate goal is connection. Sometimes, it grows in unexpected ways.
“I’ve had at least three students fly to Puerto Rico later and meet their virtual exchange partners. One of our Puerto Rican partners even came to the University of New Hampshire, and two students from the exchange ended up becoming college roommates,” she says. “I also hear from students years later—they’re making music together online, still messaging, still creating.”
Level Up Villagers, don’t you love hearing this stuff?? The personal stories are what break down stereotypes! It’s what we’ve been saying all along—a concept that needs to be exercised in the world now more than ever!
“We always talk about how one person is not a whole country. Just like your favorite food doesn’t represent all Americans. These letters and calls help students understand that—and see how much they actually have in common.”
Amen, Helaine!
Global Citizens in a Post-Phone World?
As we talked about screen addiction, anxiety, and post-COVID classroom weirdness, I asked if Helaine thought today’s students could even make meaningful human connections anymore.
She didn’t miss a beat.
“Yes. And they want to. You just have to make the space for it.”
On her school’s international trips, students leave their phones at home—no exceptions. “The Costa Rica trip is 10 days, and they’re not allowed to bring their phones. They talk to each other on the plane. They bond. And when they come back, they always say it was the best part.”
I think that’s encouraging, since we spend so much time behind a screen, we need to remember that real dialogue, true connection, and in-person learning should be the motivation for all global education, even if asynchronous videos are only a bridge across time and space to ultimately whet our appetite for the real thing.
Takeaway: Start With One Connection
Helaine’s story proves you don’t need a fancy program, an elaborate platform, or a plane ticket to foster global awareness. Sometimes all you need is one thoughtful letter. One video. One real connection.
“Students don’t need a big lecture about being global citizens,” Helaine says. “They just need to meet someone different and realize—oh, we’re actually a lot alike.”
