Where to even begin? It’s been such a long time since I last posted a blog, yet in a few short weeks I’ll be able to start updating regularly. That means – yes – training is finally nearing its end! There is, indeed, a light at the end of this enjoyable yet, at times, interminable pre-service period.
So, what have I been up to during this long, mysterious period of limited contact in which I seem to have disappeared from the face of the earth altogether? I know you’re all clinging to the edges of your seats with anticipation, so I’ll get right to it.
Last Friday saw the closing ceremony of Model School, but seeing as I don’t think I’ve written a post since that began, I’ll start there. As part of our training, the Peace Corps organized a month of classes made available to the members of our village, with the intention of giving trainees the practice teaching in front of a real class. Our non-formal sector trainees worked with young kids doing fun lessons, songs, and games with the intent of conveying messages about sanitation, health, and good decision-making. Teachers of math and science taught classes to students participating in the equivalent of our 6th to 9th grades in the United States, although the ages of their students ranged from about 12 to 20. As IT teachers, however, we had a greater melting pot of students, and those in my class ranged from about 18 to 40.
After an initial exam to clarify the prior computer knowledge of the students, they were divided up into classes based on their abilities; my class was dubbed the “newbies,” so my program with them was very basic. My first lesson, I recall, was on the desktop – what constitutes a desktop, and what are the functions of each part. Now, I am quite cognizant of the fact that everyone gets those “first day jitters” when they start a new job – what will my colleagues think of me, will my work be sufficient for the boss, will I make friends? – and I fully expect to encounter all of those feelings when I move to my site and begin my job there in a month. However, the commencement of Model School brought with it entirely new heights of stress to which I had not previously been privy. At least all of the other teachers had textbooks to go off of. Not IT. Standing up there in front of a group of anxious students, clutching the lesson you prepared the night before while slaving away before a dictionary in a weak attempt to translate the computer terms you do happen to know in English into French, wanting to engage your students from the start by asking if anyone knows how to turn on a computer, yet worried that you won’t understand their responses – that, my friends, is the type of stress that makes you wish you would shit your pants on the spot, simply to have an excuse to leave, and yet your bowels seem just as frozen as the rest of you.
We also had teachers, administrators, and current volunteers sit in on our classes and give us feedback. Sometimes this included critiques of our teaching styles, but mostly it involved describing to us each example of how we had massacred the French language that day – which, I will add, I found a bit harsh, mainly because I was simply amazed at myself each time I was able to produce a lesson that my students seemed to comprehend, and stray articles or gender reassignment were the least of my concerns. Regardless, we got through it, and our comfort level increased with each class. Now, I’m incredibly grateful that it was a part of our training, because I wouldn’t want my first class at site to be the first time I stood in front of a group of students and tried to present a lesson – not knowing what I know now!
Model School also taught us a lot about teaching – which styles and methods work better here, and which ones don’t. For example, I tried to give my lessons with the basic notes written on the board and an explanation to weave them together throughout the class; I had assumed that, like the United States, students understand that they are responsible for all of the material covered in class, and that means taking notes while the teacher talks. Wrong. I discovered, only afterward, that all that showed up in my students’ notebooks was what I had written on the board, usually merely a definition, and not the step by step process of how to use a given function or button, which was discussed during the class.
Another interesting fact about the students here – and many Burkinabé in general – is that they do not possess strong critical thinking skills. Before you jump to conclusions about what that must mean about the people here, let me explain. I had assumed, incorrectly, that critical thinking skills were innate, a faculty that we possessed at birth and fostered as we grew and began to make decisions for ourselves. However, that is not the case. Critical thinking is a skill that is taught, and it is simply not taught here. I have never been more grateful to the teachers I had in my early years as a student as I was when I learned that fact. The ability to make intuitive conclusions given only partial information is a skill that I, and I suspect nearly everyone with that capacity, severely takes for granted. Reflect on how often you depend on that skill on a daily basis, and imagine how different your life would be if you did not have it; you would be forced to rely solely on the information provided to you, and there would be a great many things you simply could not do because you couldn’t imagine how. Now, that is not to say that nobody here can think critically – there were several very smart students in our classes, and there are host country nationals organizing development projects in their communities that require a great deal of critical thinking to imagine and accomplish. Yet, it isn’t a skill that is taught here often. I realized that many of my students could recite back to me the steps for some process on the computer, how to save a document, for example, or select a word and make it bold, but when I sat them in front of a computer, several would simply stare blankly at the screen, and when asked how to do the same process, would shake their heads in confusion. Or, they might learn how to save a document in one program but wouldn’t make the leap to assume that saving a document in another program requires merely the same process. Of course, I had some stellar students in my class who took to their computers like fish to water; but for others, there seemed to be a disconnect between the classroom and the computer lab. In the United States, it’s easier for us to take information we learned in class and intuitively apply to the world around us, or to a specific device, like a computer, because we can imagine it more abstractly, but for several of my students that was very difficult. That was one of the most important things I believe I learned from Model School, and it started me thinking on how I can begin to bridge that gap with my students at site, and how I can teach critical thinking in my classes as well as the actual information.
Model School took up the bulk of August, and on Friday we had a closing ceremony in which we listened to speeches and handed out awards to our best students. I was previously elected to give a speech in French on behalf of the trainees, which I delivered; merely a transparent excuse for attendees to ogle my pretty face, if you ask me. Another trainee gave a speech in the local language, Moore, which permanently endeared him to this community. Likewise, two Burkinabé students gave speeches in French and English. To break up the monotony of handing out a series of awards, the non-formal educators organized their kids into groups who gave brief performances of the games and songs they had learned during Model School. The ceremony was attended by the students, some parents, and administrators from several of the local schools. Ironically, looming in the background of the ceremony’s formal atmosphere sat two great speakers, nearly as tall as me, that pumped out a variety of beats, from Shakira to Akon, at the beginning and end of the ceremony, occasionally unleashing an stray refrain to interrupt whomever was speaking.
While Model School was definitely the most important activity that occurred since I last updated, there have been many others worth mentioning. We’ve held several events at a local bar that also boasts a dance floor smack at its center. I think I can safely say that when you clump a group of young Americans together in a foreign country for a significant period of time, it’s only natural that they should attempt to recreate the most American things they can conceive of in their country of residence. For us, that included prom, gimmicky awards shows, and lots of American dancing. Prom was exactly how you’re imagining it. Everyone got dressed up, and people sought dates through a variety of means, including scavenger hunts and messages written on bare chests. Entertainment was provided by means of the more musical trainees showcasing their talents on stage and even a dance performance by the Agriculture/Business trainees, who were bused in to attend. It was incredibly authentic! The Stagees Award Show, held the other night, included our very own comedic host/hostess duo and printed certificates for the winners (you know, Most Likely To XYZ). Amidst all of these events there is always the dancing, at which I can only chuckle. The Burkinabé too find it amusing, I believe, to watch the group of sweaty Americans bopping around the dance floor with equal amounts of ineptitude and determination.
A few weeks ago we took two days out of our week to travel to a village in the southwest to attend the first Camp G2LOW in Burkina Faso. Camp GLOW is a Peace Corps program that exists in other countries, but it’s the first time anyone has attempted it in Burkina, and they changed the name a bit. It stands for Girls and Guys Leading Our World, and is a camp young boys and girls can attend to learn about proper hygiene, sex ed, and good decision making skills, all while relaxing and having fun. It’s really supposed to be like any summer camp you’ve ever attended in the United States, but with the motive to educate the young population as well. The girls attended the first week, which we saw, and after they departed the boys would come for the next week. We saw some really creative teaching methods put into practice, including a popular American song whose lyrics were changed to reiterate when you should wash your hands. We also witnessed a session about the reproductive organs of men and women and one about HIV/AIDS and pregnancy. Ideally, it would be great to have both boys and girls learning this information and practicing good decision making together, but when boys are around the girls often become very timid and shy, leaving the other sex to participate in class; seeing how excited and outgoing the girls were during the sessions I attended, especially regarding sensitive topics, it seems smart to hold two different camps, at least until a solution can be found to overcome the girls’ self-censorship around boys.
Today was the celebration of Ramadan here in Burkina. Ramadan marks the end of a month-long fast for Muslims and, naturally, is accompanied by vast quantities of food. I woke up and attended morning prayers with a friend’s family, who are Muslim; because of the amount of people in attendance, the prayers were held not in the mosque but in a field by the school, and because of the sun bearing down on us at 10 am, they lasted about ten minutes. Apparently, my body has not adapted to the climate here as well as I liked to think, and while praying I watched helplessly as beads of sweat sprouted profusely from my arms, soaked my shirt, and ran down my nose. I glanced at the other trainees sitting near me in the hopes of finding solace in solidarity but, unfortunately, they seemed unscathed by the sun’s rays, whilst I looked as though I was just celebrating my victory in the Boston Marathon.
Luckily, prayers were short, and we soon headed back home to begin the party. We were fed vast amounts of food and drink, including spicy macaroni and grilled chicken, and two local drinks called bisap (a light and fruity drink brewed from boiled hibiscus leaves) and zoom koom (a spicy ginger drink). During the day, people would stop by to socialize and celebrate, and the most awesome thing I have seen since I’ve been in Burkina occurred in that setting. My friend’s host dad is an important figure in the local branch of Islam, and we were busy huddling in the shaded part of his courtyard after prayers, scarfing down chicken and popcorn, when the first visitors arrived. We glanced up and were greeted by none other than the priest of the local Catholic Church and some high-ranking clergymen (and a nun); they entered, were seated and fed, and proceeded to chat and socialize for a good hour or so before moving on to the next house. All the while, a clump of us white people munching away in the corner could not help but stare wide-eyed at the exchange. Here we are, sitting in one of the world’s poorest countries, without much technology or the amenities of the West, and yet if only the world could take a lesson from these people! Why is it that wars are waged over pedagogy and ideology and yet here, in this small community, the two most contentious religions in the world’s spotlight greet each other with casual, friendly, respectful conversation? It was a moment that reaffirmed my faith in humanity, and yet a shadow slipped through my consciousness; I realized that, not only will most people never see what I have just witnessed, but many will never consider looking for it.