One dual advantage and disadvantage of having volunteer experience at this stage of my travels, is that I’ve unwittingly developed expectations. I can’t help but feed on my experiences in the 11 weeks prior to arriving in Vilanculos and this has undoubtedly shaped my view of things. That said, I have tried to maintain some objectivity in the views I'm about to share with you
First off, let me lay out what the schedule for a typical week looks like:
• Monday: 6.45am: wake up, get ready, have breakfast; 7.45 – 11am: teaching at the pre-school; 11am – 2.30pm: return to camp for lunch and rest; 2.30 – 5pm: planning session for adult English class; 5 – 6.30pm: return to camp for rest; 6.30pm: dinner time; 9pm: lights out (the generator is turned off; its pitch black so all you will be doing is sleeping at this stage)
• Tuesday: 6.45am: wake up, get ready, have breakfast; 7.45 – 11am: teaching at the pre-school; 11am – 2.30pm: return to camp for lunch and rest; 2.30 – 5pm: teaching adults English; 5 – 6.30pm: return to camp for rest; 6.30pm: dinner time; 9pm: lights out
• Wednesday: 6.45am: wake up, get ready, have breakfast; 7.45 – 11am: teaching at the pre-school; Time off to spend as one pleases; 6.30pm: dinner time; 9pm: lights out
• Thursday: 6.45am: wake up, get ready, have breakfast; 7.45 – 11am: teaching at the pre-school; 11am – 2.30pm: lunch and work on building project (we are building a house for one of the local guys who helps around at the school); 2.30 – 5pm: planning session for informal English tutoring held on Saturday mornings and outline play activities for the children at a local orphanage we visit on Saturday afternoons; 5 – 6.30pm: rest; 6.30pm: dinner time; 9pm: lights out
• Friday: 6.45am: wake up, get ready, have breakfast; 7.45 – 11am: teaching at the pre-school; 11am – 2.30pm: return to camp for lunch and rest; 2.30 – 5pm: teaching adults English; 5 – 6.30pm: return to camp for rest; 6.30pm: dinner time; 9pm: lights out
• Saturday: 7.45am: wake up, get ready, have breakfast; 9am: teaching English in an informal setting to local kids in the neighbourhood; 11am - 12.30: return to camp for rest and lunch; 12.30 – 2.30pm: planning for teaching at pre-school; 3 – 5pm: playing with children at local orphanage; 5 – 6.30pm: return to camp for rest; 6.30pm: dinner time; 9pm: lights out
• Sunday: WHOLE DAY FREE; you can usually eat when you feel like it and dinner is about the only scheduled thing on this day (well that and lights out)
The pre-school was started by locals and AI works in conjunction with local teachers to run it. There are about 60 odd children aged 2 – 5 who for the most part speak no English, little Portuguese and a lot of Shitswa (the local language in Vilanculos). Communicating with them is therefore quite the challenge; for me it’s usually a mixture of hand gestures, pidgin Portuguese and facial expressions – it sort of works. The local teachers do try to mediate a lot of the time, but of course they are not always around so one needs to improvise in those circumstances. What I find most frustrating about working at the school is that I feel the children are not actually learning anything. Some of them have been in the school for well over a year and have only been taught to count to 10 in English and Portuguese; can say the alphabet and that is about it. We only teach for 45 minutes out of the 3 hours or so that we are there and we spend the rest of the time playing with them. That is not to say that the children don’t learn as they play but I feel they don’t seem to know much at all. Of course I admit comparing them to the kids in encountered at TAPA in Kenya, where 3.5 year old Bravin could count and write 1 – 100 in English, knew the alphabet and was well on his way to learning how to read in Swahili and English. I’m not aware of the standard children in Mozambique need to be at before they enter the mainstream education system. Perhaps there is no expectation that they know anything at all, in which case our work at the school is giving these children something over and above what others their age will have. If that is not the case, then clearly we need to rethink how much of an impact our work is having. On the positive side of things, I'm told that since AI started working at the school, the children no longer get hit by the teachers; there is actually a naughty corner just outside the school with a drawing of an unhappy smiley face on the wall and the naughty ones are sent there as punishment - they hate it! We also cook food for the children each day (I'm told that may well be the most decent meal some of them will get; its usually spiced rice with vegetables) and provide first aid treatment
As was the case in Zanzibar, I thoroughly enjoy teaching the adults English. The coordinators here have already done a good job of splitting the class into beginners and advanced and I’ve been assigned to the beginners' class, admittedly more challenging. We however usually have a translator who helps facilitate the learning process and the students are also very keen to learn. The experience is also helping me to pick up some Portuguese, which does no harm at all. From what I’m told, the advanced class is also a very keen lot and the volunteers who teach that class, thoroughly enjoy it too. Thumbs up all around
The informal English class held near the camp on Saturday mornings also tends to be good fun. This is just a way to reach out to the local community and help them pick up the language. Fun games and learning activities are usually the order of the day for these sessions. The age range is 2 to 25 and we split them up into age groups for teaching purposes. I really enjoy it; I was with the younger kids last Saturday and we had fun learning all about apparel. Some of them are learning English in school so hopefully the supplementary practice they get with us will help them learn the language faster
The orphanage we visit on Saturday afternoons is a bit out of town. We take along a lot of toys and games to play with the children. They were good fun last Saturday though again, the language barrier limits the extent of the benefits of our interaction. Some of the older kids use this “play” time effectively by practicing their English with us. They were all lovely children and seem to be well cared for; all in school and one got the sense that they lived more like a family, looking out for each other
You may have noticed the emphasis that seems to be placed on planning in this project. The time slots dedicated to planning CANNOT be used for anything else and we are expected to brainstorm and come up with fun, creative ways of teaching during these times. In theory, I think this approach makes sense, in practice, I don’t think it always hold true. I’ve had no teaching experience prior to the last 12 weeks but I find that having a plan does work in setting the scene or tone of a class but what ends up being taught sometimes is driven by the need of the students more than anything else. This is especially true for the adult education classes where we don’t follow a set curriculum and have no milestones to be achieved over a fixed timeframe (unless self-imposed). Our planning is detailed, to the extent that we write out exactly what we are going to do in the classes and fall short of jotting down a minute-to-minute plan of events. It seems rather over the top. Aside from the feeling of being pigeonholed, it takes away part of the fun that the experience is supposed to bring, I find. The ladies who run the show in this project are also very strict with time keeping and with the least provocation, issue written warnings, etc. We are not allowed to take any time off from the project to do anything else, regardless of whether this has little or no effect on how smoothly things run. Its almost like being in secondary school again, I mean Catholic boarding school here! After free styling in Kenya for 7 weeks, this is a tad too far the other end of the spectrum and while I’m trying to not let it get to me, I have to admit that I’m struggling. I also know I’m not being ridiculous here cause it seems the other volunteers share my displeasure about this side of things. I’m told feedback has been given but clearly it's not radically altering the state of things
Even if things don’t improve in a few areas on the project in the coming weeks, I’m sure I will still leave with a sense of achievement. At the very least, I will know the Mozambique national anthem by heart as we sing it at the pre-school every single morning!
