Someone Tell Ms. Luth I'm an English Teacher!

In between doing HIV/AIDS seminars at Urumwaella I’ve been going with Julia (another volunteer) to her placement at a secondary school called Kilimahewa. 

We teach 2 English classes there.  The classes are a little more advanced than counting to ten and learning how to write the alphabet.  It’s a far cry from Watoto Rau, but it’s a fun challenge.

First off, what I didn’t realize is that English is CRAZY.  I always used to be bitter that English was my first language (at least when I was traveling). The reason being that it seems like everyone else in the world who doesn’t speak English as their first language is fluent, or learning to be fluent in English making them bilingual.  I want to be bilingual!  However, after this experience I will never again take for granted that English is my first language.  English may be hard to learn, but good gravy, it is hard to teach! 

For example:  He goes to school.  He is going to school. 

Both are different forms of present tense.  The verb “to go” is an irregular verb.  When you conjugate “to go” we say, “I go, you go she goes, he goes, it goes, we go, you (plural) go, they go.  Also, we have to teach them that when you are using the ING form of a verb it often requires a helping verb. Consider the helping verb “to be”.  It conjugates as, “I am, you are, he is, she is, it is, we are, you (plural) are, they are.  Hence we have “He goes to school.  He is going to school.”  There is just so much to think about!  Also, how do we try to explain in what context you would use each of these 2 sentences appropriately?  I don’t have to think about what I’m saying, I just say it.  It comes naturally and it’s hard to explain something you do without thinking.  English is sooooo hard! These poor students! 

Also why do we add an S to the end of verbs only when we are using them in combination with he/she/it or a name?  For example: I walk, you walk, he/she/it walkS, Abby walkS, we walk, you (plural) walk, they walk.  What is the deal with that S? 

There are so many rules in the English language.  And for as many rules as we’ve made up, there are just as many exceptions to those rules.  If I had a nickel for every time I said something along the lines of, “I know guys, I’m sorry English is so crazy, you’re just going to have to memorize it”, I could afford to buy my students a proper English teacher!

In our first class the age range is 14 to 16.  They definitely know a good deal of English, but they’re a bit shy.  Usually the class consists of about 16 students or so.  The second class is a sharp contrast to the first.  It’s made up of usually 45 to 50 students ages 10 to 13.  They are far less reserved!  Sometimes they mock Julia and me, but only playfully.   For instance, Julia and I often make sound affects without even thinking.  Such as when a student gets something right, or we finish an exercise in which they did well we might say something like “Yaaaaay” or “Wooooo” and without a doubt over half the class will yell “YAAAAY” right after us! They love it!  We’ve gotten to the point where they can sense when a yay is coming on and we all do it together!  If only kids in the states where so easily entertained.

There are a lot of things I feel that these students are more receptive to than students of their same age in the states would be.  For example, they love to sing!  We will write songs on the board like “I’m a little teapot”.  Then we’ll do something relevant to the lesson of the day such as finding all the nouns and adjectives within the song lyrics.  After that we have them repeat the lyrics after us as we do the actions to the song.  Lastly, we all sing it together, actions and all! They are so into it, it’s fantastic! We also do games like “Simon Says”. This gets them practicing using action words and body parts in English.  “Simon says jump, Simon says touch your knee, Simon says clap your hands”. 

We do spelling tests everyday.  After saying all the words we call on students to spell them out loud as we write them on the board and there are always at least 10 hands in the air!  It’s like students here are less self-conscious.  They might suggest 3 wrong letters before stumbling upon the right one multiple times within one word, but they’re still just as likely to raise their hand for the next one!  This lack of embarrassment illustrates exactly how a learning environment should be.  Don’t be afraid to try just because you’re afraid of being wrong; making mistakes is part of the learning process.  They seem to really understand that here. I love that about this culture.  

 On our second to last day at Kilimahewa we asked each class to do a 15 minute free writing session.  They could write whatever they wanted provided it was in English.  We just wanted to gage how far the students had come since we’d started teaching them.  Things that we’ve gone over include, past, present, and future tense, a vs. an, nouns (proper and common), verbs and helping verbs, adjectives, adverbs, using comparatives and superlatives (big, bigger biggest), punctuation (basics), etc.  We reminded them of all the things we’ve gone over these last couple of weeks and encouraged them to use some of these skills in their free writing. 

At the end of 15 minutes, we collected their compositions.  Going over their papers provided me with the BEST laughs I’ve had thus far in Africa!  Here is a sampler of just a few of my favorite sentences (or fragments):

I like very very much.

Good by teacher to say welkome agen.  

I am a flower.

What is a chair?

What is a noun?

You carries my bananas.

She is not my books.

My sister is going to America yesterday.

Elephant is my biggest your my mine.

What do you come from?

Of course, there were students who did really well too, but their compositions weren’t nearly as hilarious; therefore, not included in this blogfrica. 

To finish off our last day we took a picture with each of our classes.  As all 45 of us huddled close together I felt little hands stroking my ponytail…my hair is a fan favorite of Tanzania, or at least among Tanzanian watoto (children).

On a completely separate note, I’m going to Nairobi this weekend to see my Aunt Corrine!  Diana and Abby, two other volunteers from Minnesota, are going with me!  It’s a 7 hour bus ride and I somehow doubt there’s air conditioning, but it’s sure to be an adventure.  Who knows, maybe we’ll make some new friends on the ride, or become fluent in Swahili! Hah.  

Another HIV/AIDS Presentation

Urumwaella (October 11, 2010)

After the last HIV/AIDS presentation we did with the 9 to 15 year olds we were asked to do another one for the parents/guardians of the children in critical situations.  This was what I did today.

Sasha, Jodi, and I were dropped off at Urumwaella this morning and walked back to the school we went to for the last presentation.  When we arrived they had set up some desks in the shade situated between two buildings.  I was thankful when I saw that they had set up some chairs facing the desk so that we could sit down and talk with the guardians.

About 16 adults showed up.  There were 2 older men and the rest were women.  This weekend I had done some research on my own on HIV/AIDS with the goal of finding information that’s more specific to Tanzania. 

To be honest, I was much more nervous to discuss such a weighty subject with these adults than I was to discuss it with their children.  Obviously, some level of cultural competency was necessary for this topic.  My fear was that I would say something offensive, or something that harshly contradicted their beliefs.  I trusted that what I was saying was vital, valid, and important information, but how could I be sure they would feel the same?   

I had heard stories from other placements that definitely put doubts in my mind about how effective this presentation would be.  For instance, the extended family of an orphan whose parents had died of AIDS refused to take care of the child for fear that by touching her they would get HIV.  I also read that there is a lot of denial about how one becomes infected.  Witchcraft is sometimes the “culprit”.  This idea in part stems from the fact that HIV doesn’t start affecting a person’s everyday normal health for 8 to 10 years on average.  So after one gets infected, they may not know they are HIV positive for many years.  When suddenly they start getting sick all the time (because their immune system has been slowly broken down by the HIV virus) its cause is blamed on a curse.  How do I discredit this completely unacceptable belief?  Of course, not everyone holds these beliefs, but you can see the issues I was having with deciding what to say.  It seems that route of transmission is where the most misinformation lies.   

Despite my concerns for being culturally competent, I wasn’t that nervous.  The public speaking thing just doesn’t phase me here, which is baffling, but fantastic!  In part, I think I’m less nervous because this culture is less judgmental when it comes to superficial things like the way you look, the way you dress, etc.  After a few sentences I begin to look around at all the faces of the parents and guardians to try and gage how they’re receiving the information.  I’m relieved! They’re attentively listening and the concern for their loved ones who are affected can be seen in their eyes.

I discuss the causes of HIV.  I explain that you can’t get HIV by simply touching someone who has it, but that it only spreads through mixing bodily fluids including blood, semen, vaginal fluids, and breast milk.  An elderly looking women raises her hand and talks in Swahili to our translator.  She is saying thank you.  She takes care of her grandson because his parents died of HIV/AIDS.  He is also infected and she dresses his sores and wounds.  She was unaware that she had to be careful not to touch his blood. 

Our program mentor acts as the translator for this presentation.  I’m pretty sure he’s well versed in the information we’re delivering.  Sometimes I’ll read a short sentence and he’ll talk for at least a minute! Of course, it’s perfectly fine with me if he wants to expand on what we’ve got to say.  I have a feeling that he could have easily talked to these adults without us.  As I discussed in the last post, something about the color of our skin leads these people to believe that we are well educated, so they consider what we say credible.  I’m getting the sneaking suspicion that our presence at this presentation is more or less for show, but I’m okay with it.  If that’s what it takes to make this information somehow more reliable, so be it. 

Celion Dion

I know I’ve briefly touched on music before, but I find it really interesting!  American culture and media seem to have their fingers dipped into every country! 

We have a couple of different CCS drivers.  I mostly end up riding with Ebraham. Ebra is a big fan of American rap and hip-hop, among other more surprising selections.  On the average morning ride to placement I might hear anything from Tupac, to J-Lo, to Cher, to Darude (sandstorm), to Enrique, and then we make our way to some Snoop Dog.  Imagine 12 women in an enormous van riding around belting out “Do you believe in love after love” with a driver who looks shockingly similar to the black, main actor on 40 Year Old Virgin.  If you can picture that, then you pretty much get the idea; it’s a crazy good time!

He installed a pretty bumpin’ sound system into the van so you can always hear when CCS pulls up.  I don’t really know how I feel about it yet.  I mean I do enjoy the music for the most part.  There’s good variety and it usually gets me pumped up for placement.  On the other hand, it only serves to strengthen my image as a mzungu as we blare American music with the bass almost blowing the speakers.  Today on the way to placement I was reminded of Steve-o and Duluth in general when “Arab Money” came on.

If you want to know the two favorite songs of Tanzanians just refer to the links below.  Strangely enough Hickel showed me that song by K’Naan like a year ago, before I even had the idea to go to Africa.  In all seriousness though, these songs are everywhere around here.

http://www.youtube.com/watch?v=I2Wig_vHUVc

http://www.youtube.com/watch?v=pRpeEdMmmQ0

I think my favorite musical moment in Tanzanian happened the other day at our group intern meeting.  Moses Polepole (the program director) was leading our meeting when I hear a familiar song spring from his pocket.  “There were nights when the wind was so cold”…  Yes friends, Celine Dion.  It was very hard for me not to burst out into song considering I know nearly all of the words and spent many a night with Krysta and Hailey lip syncing to it in England.  Tanzania if full of surprises, musically and otherwise!

I’m thinking I should burn Ebra a cd on my computer. In town you can purchase singular blank cds for like 300 Schillings (25 cents).  What could I add to his musical repertoire that he doesn’t already have?  I think it’s time Tanzania gets to know Kid Cudi.

On a last, sort of out of place note:  I’m going to Zanzibar from Wednesday to Sunday with 12 other CCS volunteers!  I just felt like I should tell someone from home where I’ll be…so now you all know! 

Chia-Like, I Shall Grow

Chia-Like, I Shall Grow!

Not only a title to a song by a band called “Say Anything”, but also my new personal mantra for this trip.  . Maybe even a possible tattoo idea when I finish this trip?  Maybe put it somewhere in Swahili?  Although, I doubt there’s any real translation for Chia...just kidding mom and dad!

I had a real experience of personal growth today.  Today I went to a new placement called “Urumwaella” with Sasha and Jodi, two other CCS volunteers. This organization does a lot of different things that involve working with youth.  Teaching, fundraising, taking care of orphans, and making home visits to students who are viewed as being in critical situations to name a few.  Lastly, they rely on volunteers to do seminars on HIV/AIDS.  The three of us had been putting together information about HIV/AIDS for the last few days and today was the presentation.

It was the first day I had been to this placement, so I had no idea what to expect.  A half hour after we arrived we made the 25 minute walk to the school yard.  The school grounds were composed of quite a few separate buildings. I believe it was a primary and secondary school (so for ages 6 to 17 approximately).  As we walked, Sasha explained to me that the presentation was going to be for the students who were in critical situations at home. “So about 22 students or so,” she said. 

The previous day Sasha went to the home of a 14 year old female student.  Her mother was dead and her father disappeared. She was living with a neighbor who couldn’t work because of some disability and neglected the young girl.  She had been raped numerous times by various people.  She was infected with HIV and had recently started prostituting to try to make money.  “Critical situations” on a Tanzanian level are much more critical than we could ever imagine at home.

We arrived at the school and sat on a bench waiting for the students to finish their current classes and get assembled.  After 10 minutes or so we were led behind one of the buildings where well over 100 young Tanzanian students were sitting silently on the dirt.  This is where, in normal life, I would have become intensely nervous, probably even nauseous.  It was so strange though, even as I walked in front of this crowd of curious, wide eyes glued on the “mzungus” in front of them, I didn’t get nervous.  We introduced ourselves, introduced the topic of HIV/AIDS, and discussed causes, symptoms, treatment, and of course PREVENTION, pausing after ever sentence to have it translated by the head master.

The language barrier is still one of the hardest things for me.  I hate not being able to address these students directly.  Throughout the presentation I’m constantly wondering, “Is she getting the message across, is she relying the information correctly, is she understanding what we’re saying in order to translate if for the kids?”  These thoughts are especially strong when it comes to the part about prevention.  The age range is from 9 to 15 and I can tell the head master isn’t completely jazzed about the idea of discussing abstinence and safe sex.   Granted, they are very young, and yes, a wave of giggles pulsates through the crowd when I hear the word condom in the translation; nevertheless, if we negate to educate on prevention then what good is educating them on symptoms, or causes, or treatment? 

At the end of the session we take questions, but there really aren’t many.  I’m almost relieved since I wouldn’t consider myself an expert on the subject by any means.  We tell the head master that if any of the children have questions they don’t feel comfortable asking in front of everyone or if there is anything we don’t have the answers too, the students should write it down and we’ll research the answer and get back to them.  I tried to make it extremely clear that we wanted them to have any and all of the information they desired.

                                               

After the presentation we briefly met with the students from the “critical situations” category.  Sasha told me that a handful of them were infected with HIV already, the 14 year old girl I mentioned earlier being one of them.  This is the first time I really became emotional for a reason other than homesickness and self-pity while being in Africa.  The condition of their lives suddenly became so real when I could look them all right in the face.  It was all I could do to choke back tears.  Optimism is usually a quality I possess, but it was nearly impossible to think of anything positive knowing the rest of their lives would be a downhill battle with an incurable illness in a third world country. 

As overwhelming as this experience was, it reminded me why I want to be a health educator.  It gave me a renewed passion for being here that I was definitely lacking before.  Also, can someone please tell Dr. Tornabene that a used the word passion? (sorry for the health education inside joke other readers).

On the walk back we discussed the seminar with the program mentor.  He told us that the students really quiet down and listen when white people are teaching them.  This seemed really curious to me.  Why would they trust this Westerner, this complete stranger to their culture, more than their own people?  He said that they associated white people with having a lot of education.  There is definitely this trend of thinking in Tanzania that if white people are working for an organization, or volunteering somewhere that good things will happen.  I think this generally comes from the fact that many Westerners act as donors to non-governmental organizations.

Since I’ve been here I’ve struggled quite a lot with living in the moment.  I just can’t seem to keep myself in Africa mentally.  My thoughts are constantly swinging back and forth between the past and the future.  Distracting myself by drifting into daydreams of what I’m going to do when I get home, and what I miss the most becomes another pass-time.  I’m almost embarrassed.  How weak is my mind that I can’t go a few months with out ice in my drinks?  I chose to be here so why can’t I just BE here.  Today made me realize that the only way I’m going to make a change in this place and in myself is if it’s conscious.  This is why I’ve made a conscious decision to live in the present. 

So this is how I’ve arrived upon my mantra: Chia-Like I shall Grow

It’s a metaphor for my personal, internal growth as I progress through these weeks in Tanzania. I feel like the impact I make here is in my hands, the extent of my growth is in my hands. I need to cultivate it, nourish it.  I hope to progress as a student, a health educator, and simply as a person.   

I hope I can keep riding these positive feelings! Keep sending me your good vibes friends and family!

Watoto Rau Update

Hey all! Here’s an update on Watoto Rau!

Truthfully, it has been challenging.  There are highs and lows everyday. 

In the morning we get dropped off  just down the dirt road from our placement.  Our kids run to us yelling “Mwalimu!” (which means teacher in Swahili). We here that title about 100 times a day.  Maybe it only seems so excessive because it’s one of the few Swahili words I have a grasp on.  They grab our hands and we walk to the school house. 

I’m working on learning the kids names. It’s tough because each day there is a new and different mix of kids.  There are those that come everyday and then there are some I am still meeting who have just started to come. Out of the 32 kids that are enrolled we have only had 17 on our largest day.

When I’m at Watoto Rau I feel like a giant tissue.  I have been licked, I have had snot rubbed on me, I’ve been handed freshly sucked on crayons and pencils.  The other day Kileo was leaving so he brought the kids suckers.  After failing at trying to open the suckers using their mouths they cry “Malimu, Malimu (teacher, teacher), and I got the joy of unwrapping 12 wet, sticky candy treats for all the kids.  Not my favorite part of the job, but I guess I’m making memories!   

There is a lot of saliva at Watoto Rau.  The kids put everything in their mouths.  Crayons, paper, pencils, stickers, pieces of plastic they find outside in the dirt.  The other day Rosie (a 3 year old trouble maker with a crying record of 8 times in one day) lost her gum in the dirt.  As sweet of a gesture as it was, I was still pretty grossed out as I watched another kid string a piece of his gum way out of his mouth, rip it off, roll it up into a ball, and pass it to Rosie.  Ew.   

There are two young brothers at the nursery school named Julius and Danny.  Danny is 5 and Julius is 3.  Living told me their mom left them when Julius was 8 months old and they’ve never found her.  Because they only have a dad and he has to work to support them, they are alone most of the day. Sometimes they go to neighbors houses, but mostly they have to fend for themselves.  Julius has taken a liking to me.  He spends his time making kissy faces at me instead of learning the alphabet.  It’s hard to redirect such flattery!

Normally I keep my hair up or back in a hair tie when I’m at placement, but the other day I showered in the morning before Watoto Rau and even blow dried my hair and left it down.  The kids LOVED it.  I would bend over and my hair would encase their faces.  They would pretend it was their own hair, placing it beside their heads.  Every now and then I would see one of my long blond hairs tangled in along side the hair of one of my students.  It glistened in the sunlight making the already immense contrast between the two varieties of hair even greater. It was strange to see this imposter, so completely out of place in comparison to the 17 shaved heads running around.  None of my students have much hair.  Parents keep it shaved for hygiene reasons; mainly ring worm and lice.

A few days ago at placement I had a really fulfilling teaching experience!  We had just arrived and it wasn’t time for class yet so we were out in the school yard.  I started drawing (just doodling) in the dirt.  I made a sun using a circle and triangles.  It wasn’t intended to be a teaching moment, but nonetheless, it grabbed the attention of a few of the 3 and 4 year olds and soon they were pointing at the shapes and repeating their names in English!  I drew an oval, a rectangle, and a square along side the triangle and circle.  I would point to a shape and have them say the name, or say the name of a shape and have them point to it!  It was an interesting experience, just using dirt and a stick to host an impromptu English lessons for 3 and 4 year olds!

Well, more soon! Thanks for reading!