Hello again!
We are only halfway through the week, and I already feel as though we have accomplished so much. Primarily, Jared and I completed our third lessons in both of our English sections, and the classes were very successful. After playing a hot-potato/categories game to review last week’s material, we then instructed new vocabulary about the “Family” and played a game that required the kids to run to the blackboard and use a flyswatter to slap the correct English definition of a Spanish word (the 4th boys especially loved the slapping aspect). I couldn’t have been happier with the activities’ results. Not only did the usually timid students participate actively and enthusiastically, but the whole classes also seemed to retain more information as the game progressed. In the future, we will definitely continue to incorporate elements of competition and physical activity into our lesson plans.
Now having spent a few days in the classroom, I realize why countless people find teaching to be so rewarding. As numerous children approached me after class to practice their new English skills, I was filled with immense pride and excitement at their enthusiasm and mastery of the material. I can hardly wait for the next class on Thursday, in which we will be incorporating the “Family” vocabulary into simple sentences concerning age.
Equally exciting, after numerous discussions and debates, my team and I have completed our formal program proposals for teaching English. Comparing our lesson plans, required resources, long term goals, and short term objectives for each of our classes, we grappled with the underlying questions concerning MPI Guatemala’s purposes for the program and also the benefits of learning English for the children in Chaquijyá. With the help of MPI Executive Director Lori Scharffenberg who is staying with us for one week (more to come on Lori’s visit in the next post), we formulated answers to these questions and decided upon the following long term goals for our English program:
1. To build relationships with the teachers, students, and parents
2. To prove ourselves to be a reliable and supportive partner organization, as we work to aid the need expressed by the community
3. To empower and motivate children with new choices and opportunities so they may take ownership of their own educations and futures
We will definitely keep these goals close in mind, as we compose our official mission and vision statements for MPI Guatemala later this week.
For me, the most perplexing question that arose from our discussion concerned the benefits of learning English for the children of Chaquijyá. Although building relationships with the teachers and students clearly aids MPI Guatemala’s goal to work closely with the community to create new programs, the need for English in Chaquijyá at first did not seem so obvious. Why is English important for these children, who live in an isolated Maya and Spanish-speaking community? Is English actually useful for various professions in Chaquijyá, or is the language solely a status symbol in the community? Furthermore, in Chaquijyá, many children, particularly boys, do not continue to the next level of schooling after Primaria, but instead they travel to the United States and work illegally in order to earn money to jumpstart future careers as bus-drivers or other similar professions in Guatemala. Consequently, is teaching English only providing more incentive for the children to leave their community and forego additional educational opportunities?
Let me tell you, my group and I struggled with these questions for hours. Finally, we decided that although learning English might not make an immediate impact in the lives of the children, the program helps break the cycle of poverty in Chaquijyá. At its baseline definition, poverty signifies a lack of choices. Impoverished people do not possess the opportunities to overcome their destitution and obtain basic needs such as food, health care, clean water, or education. In the United States, though most children do not suffer the same levels of impoverishment, all students are required to study a second language in their school in addition to English. Why? Because learning a language provides one more open door to students, one more option for students to broaden their horizons and seek their passions in a variety of careers that require the knowledge of a second language. This concept of opening doors and providing options is universal. No matter whether the students live in a wealthy suburb in the United States or a poor, farming community in Guatemala, learning languages provides one more option about which students can become passionate and use in their future lives. By teaching English in Chaquijyá, we give the students another option in their lives, an option which by definition helps to fight the cycle of poverty.
I believe that I have mentioned this next statement in all of my previous blog posts, but in all truthfulness, I am so grateful for this opportunity to be working in Chaquijyá. Every day has imparted new lessons, which continue to challenge and expand my worldview. I hope that MPI will have so deep and positive an impact on the lives of the residents of Chaquijyá, as the organization has already had on me.
Peace
Ginny Savage
Wednesday, August 25, 2010
Wednesday, August 18, 2010
Hitting the Ground Running
Having settled into our house in Sololá, I am happy to report that the Program Directors of MPI Guatemala have hit the ground running. In the midst of fulfilling house duties and organizational roles (I am the Documentarian, Secretary, and Social Chair – so excited for all three positions), the group and I have been meeting frequently to discuss our long and short term visions and goals for MPI Guatemala. Our primary goal is to establish a strong relationship with the community, and we are in the process of planning long term programs with other local organizations and community members. With a little luck and hard work, we should be soon launching programs in recycling, sustainable agriculture, after-school homework help, and English classes for local teachers. In the meantime, we are teaching English courses to 4th, 5th, and 6th graders in one of the local primary schools. Teaching has not only been so much fun, but it has also served as a wonderful entry way into the community, and we are constantly meeting new people and learning about the community’s strengths and needs.
At the primary school, Jared and I are teaching both sections of 4th grade English, and I absolutely love the kids and teachers at the school. We have roughly 30 students in each class and while they have no previous knowledge of English, but they seem very excited to learn. Likewise, having completed our first class yesterday, Jared and I are both very excited as we get to know the children, create lesson plans, and meet with the school’s teachers. I hope these classes will be equally as rewarding for the students and teachers, as I know they will be for us.
Teaching at the school and spending time in the community, I am constantly struck by a realization concerning the universal nature of children. I have worked with various groups of children in very different parts of the world, and I have not ceased to be amazed by children’s optimism and playfulness. Whether in the Haitian slums of the Dominican Republic, in a bilingual day care center for the children of Spanish-speaking immigrants in Washington DC, or in an after-school nutrition program for elementary school children in Nashville, I have witnessed that young children possess an energy and optimism not found often in adults. For example, the children of Chaquijyá live a very rural, poor community, in which most residents still subscribe to centuries-old Maya traditions and language. Nevertheless, during recess, the basketball and fútbol courts are filled with children wearing the traditional traje who scream and play and beg unknown Gringos like myself to join in the games. Girls still love to talk about the “chicos locos” (crazy boys), and will run through the corn stalks to show me the field with the best climbing trees. Boys still compete to be the first to reach the snack room and to see who can shoot the most baskets. No matter the location or cultural context, kids are kids. They want to have fun, learn, and make new friends. I am so excited to be working with these children, because even though I am fulfilling the role of the “teacher,” I know I have much to learn from them as well.
At the primary school, Jared and I are teaching both sections of 4th grade English, and I absolutely love the kids and teachers at the school. We have roughly 30 students in each class and while they have no previous knowledge of English, but they seem very excited to learn. Likewise, having completed our first class yesterday, Jared and I are both very excited as we get to know the children, create lesson plans, and meet with the school’s teachers. I hope these classes will be equally as rewarding for the students and teachers, as I know they will be for us.
Teaching at the school and spending time in the community, I am constantly struck by a realization concerning the universal nature of children. I have worked with various groups of children in very different parts of the world, and I have not ceased to be amazed by children’s optimism and playfulness. Whether in the Haitian slums of the Dominican Republic, in a bilingual day care center for the children of Spanish-speaking immigrants in Washington DC, or in an after-school nutrition program for elementary school children in Nashville, I have witnessed that young children possess an energy and optimism not found often in adults. For example, the children of Chaquijyá live a very rural, poor community, in which most residents still subscribe to centuries-old Maya traditions and language. Nevertheless, during recess, the basketball and fútbol courts are filled with children wearing the traditional traje who scream and play and beg unknown Gringos like myself to join in the games. Girls still love to talk about the “chicos locos” (crazy boys), and will run through the corn stalks to show me the field with the best climbing trees. Boys still compete to be the first to reach the snack room and to see who can shoot the most baskets. No matter the location or cultural context, kids are kids. They want to have fun, learn, and make new friends. I am so excited to be working with these children, because even though I am fulfilling the role of the “teacher,” I know I have much to learn from them as well.
Friday, August 13, 2010
Mi Casa...
Today is a very special day. Why, you ask? Well, it’s because today marks the end of settling into our new house! After several weeks of searching, negotiating, and nesting, we are finally settled into what will be our home for the next year, and the potential home for future generations of MPI Guatemala’s Program Directors. The house is beautiful and already feels like home. Located at the entrance to Sololá, it has three stories, classy red tile floors, white stucco-ish walls, and rich wood ceilings. Personally, my favorite aspect of the house is the view. From our balcony on the 3rd floor, we overlook our neighbors’ courtyard and corn fields, and we can see the plaza in Sololá. Plus, every room (minus the bathrooms) boasts an incredible view of Lake Atitlán and its three surrounding volcanoes. Truly, I feel as though I am living in a postcard photo. What an amazing opportunity to be able to live and work every day in a location so breathtaking!
However, let me tell you, attaining our house certainly was no easy feat. Finding and furnishing the house required teamwork, persistence, and creativity. In a way, I believe that our housing search was the first significant, Manna-related challenge that our group has successfully faced. Here’s how it all happened:
Before the other PD’s and I arrived in Guatemala, our two fearless Country Directors Kat and Dana had scoped the area around Chaquijyá and had found two potential housing options. However, during our stay in San Pedro, we were aggrieved to learn that not only would the construction on one house would not be completed in time for our arrival, but also that the second option would not be as feasible as we had originally expected. Consequently, the team and I quickly had to devise alternate plans to find a home. In many parts of Guatemala, most house hunters do not use real estate agents, but instead learn of available homes through their friends and extended families. While we did not have a large social network in place in Sololá, we decided to see if this same system would also work for us. Thus, following a brilliant idea from Kat, we travelled to Sololá after our morning classes, and divided into groups to post flyers around the city advertising our needs. While posting the flyers, we also met several residents of Sololá and asked them if they knew of any houses for rent.
As you can guess, the plan was successful! With the help of our flyers and the friendly residents of Sololá, we found four great potential houses during that first afternoon, and now we have our beautiful (and feasible) home! Although we encountered some difficulties in installing our stove, water deposit, and washing machine, those struggles are past and I know we are all so happy with the furnishings and layout of the house. I guess our process is testament to the old phrase: “If at first you don’t succeed, try, try again.” Having overcome our first set of challenges, we begin work in the community with our bags unpacked and our heads held high.
Throughout our house hunting adventure, the group and I were also fortunate to receive visits from two of the founding Program Directors for MPI Ecuador. Currently a Spanish teacher in Oakland, California, Craig Smith visited and stayed with us in San Pedro for a week. Besides joining us on our sunrise hike up the Indian’s Nose and many social activities, Craig also greatly helped us as we negotiated with landlords and met to choose the best of the four housing options. Two weeks later, a current MPI Board Member, Zak Schwarzman joined us to celebrate moving in to the new house. With his girlfriend Brigit, Zak took us on in several rounds of the Ecuadorian card game Cuarenta, and I know that the next time we meet, the group will be ready for a rematch. Overall, spending time with Zak and Craig was so fun and also very beneficial for our group. Not only did they share some great stories from their experience in Ecuador, but they also imparted useful and thought-provoking advice, and gave our group a clearer picture of the mission of Manna Project as an organization.
Recently, after meeting Zak and Craig, it occurred to me that everyone I have met from MPI, every board member, every Country Director, and all the past and current Program Directors, everyone has amazed me with their intelligence, dedication, and overall spunky personalities. I feel so incredibly lucky to be part of an organization, filled with such amazing individuals. I know that by working together, we can make a difference, and I cannot wait to see how the year progresses for all three sites and for Manna Project as a whole.
However, let me tell you, attaining our house certainly was no easy feat. Finding and furnishing the house required teamwork, persistence, and creativity. In a way, I believe that our housing search was the first significant, Manna-related challenge that our group has successfully faced. Here’s how it all happened:
Before the other PD’s and I arrived in Guatemala, our two fearless Country Directors Kat and Dana had scoped the area around Chaquijyá and had found two potential housing options. However, during our stay in San Pedro, we were aggrieved to learn that not only would the construction on one house would not be completed in time for our arrival, but also that the second option would not be as feasible as we had originally expected. Consequently, the team and I quickly had to devise alternate plans to find a home. In many parts of Guatemala, most house hunters do not use real estate agents, but instead learn of available homes through their friends and extended families. While we did not have a large social network in place in Sololá, we decided to see if this same system would also work for us. Thus, following a brilliant idea from Kat, we travelled to Sololá after our morning classes, and divided into groups to post flyers around the city advertising our needs. While posting the flyers, we also met several residents of Sololá and asked them if they knew of any houses for rent.
As you can guess, the plan was successful! With the help of our flyers and the friendly residents of Sololá, we found four great potential houses during that first afternoon, and now we have our beautiful (and feasible) home! Although we encountered some difficulties in installing our stove, water deposit, and washing machine, those struggles are past and I know we are all so happy with the furnishings and layout of the house. I guess our process is testament to the old phrase: “If at first you don’t succeed, try, try again.” Having overcome our first set of challenges, we begin work in the community with our bags unpacked and our heads held high.
Throughout our house hunting adventure, the group and I were also fortunate to receive visits from two of the founding Program Directors for MPI Ecuador. Currently a Spanish teacher in Oakland, California, Craig Smith visited and stayed with us in San Pedro for a week. Besides joining us on our sunrise hike up the Indian’s Nose and many social activities, Craig also greatly helped us as we negotiated with landlords and met to choose the best of the four housing options. Two weeks later, a current MPI Board Member, Zak Schwarzman joined us to celebrate moving in to the new house. With his girlfriend Brigit, Zak took us on in several rounds of the Ecuadorian card game Cuarenta, and I know that the next time we meet, the group will be ready for a rematch. Overall, spending time with Zak and Craig was so fun and also very beneficial for our group. Not only did they share some great stories from their experience in Ecuador, but they also imparted useful and thought-provoking advice, and gave our group a clearer picture of the mission of Manna Project as an organization.
Recently, after meeting Zak and Craig, it occurred to me that everyone I have met from MPI, every board member, every Country Director, and all the past and current Program Directors, everyone has amazed me with their intelligence, dedication, and overall spunky personalities. I feel so incredibly lucky to be part of an organization, filled with such amazing individuals. I know that by working together, we can make a difference, and I cannot wait to see how the year progresses for all three sites and for Manna Project as a whole.
Wednesday, August 11, 2010
Conclusions and New Beginnings
Hola y Bienvenidos from MPI Guatemala’s new house in Sololá! I apologize for being out of touch these past few weeks. Let me catch you up to speed…
During the past three weeks, my fellow PD’s and I have been living, learning, and experiencing San Pedro La Laguna, an incredibly picturesque Tz’utujil and hippie-tourist town located on the world famous Lake Atitlan. Not only were we able to take intensive Spanish classes every morning, but we also soaked up Maya culture firsthand. Our classes were held at the San Pedro Spanish School, which provided an enjoyable (and much needed) recap of Spanish. Working one-on-one with an instructor, each of us significantly improved our conversation skills and developed close relationships with our teachers. (Please note: the Gringa girls still remain undefeated in the student vs. teacher weekly fútbol games.) All of us were sad to leave the school, but I am confident that we will visit often throughout the year. Plus, for our farewell graduation “speech,” the six of us changed the lyrics to Luis Enrique’s “Yo no sé mañana, and performed it in front of the whole school. I hope we have left our mark.
While taking classes, each of us stayed with host families that lived near the school. I know I speak for the group when I say that all of our families were welcoming and friendly. My host parents not only owned a laundromat and a restaurant (so the food was great), but they also used to work as tour guides. Listening to all the stories about Maya legends and traditions, I received an amazing first taste of the local culture in the Guatemalan highlands, and grew even more excited to work in Chaquijyá for the upcoming year.
For the afternoons and weekends, we spent our time exploring the natural beauty of San Pedro with an eclectic assortment of fellow travelers and local residents. Between scaling the Indian Nose mountain to see the sunrise, bathing in solar pools, horseback riding, attending salsa lessons, kayaking to the neighboring organic town of San Marcos, and learning to make paper lanterns, we all kept ourselves quite occupied. My favorite excursion was our visit to the annual Feria held in Santiago Atitlán. Just a brief lancha (boat taxi) ride from San Pedro, Santiago experienced numerous tragedies during the brutal 30 year Civil War. Because of the atrocities committed during the Civil War, the government now forbids the military from entering the town.
I am continuously amazed by the outlook of the Maya peoples despite the recent tragedies. Practically every Maya alive today lost family members and fled their homes, yet these same people are the most generous, amicable, and positive people I have ever met. An interesting fact, despite the lingering horrors of the war, Guatemala ranks #4 on the New Economics Foundation’s Happy Planet Index. Hearing the stories of the local people and observing daily life, I'm inspired by their resilience, and I am filled with awe at the Maya’s ability to maintain their traditions in the face of discrimination and violence. Although we will be leading various classes in the Maya community of Chaquijyá, more importantly, this year will be a cultural exchange and learning opportunity for us both.
For me, the past three weeks have provided the perfect transition to our new life and work in Sololá and Chaquijyá. Not only have we been able to come together as a group and improve our Spanish, but our time in San Pedro has also allowed us to better acclimate to a new lifestyle and society. Now, as we nest in our house and begin to discuss our programs and positions, my excitement for the upcoming year continues to swell, and I am even more grateful for the opportunities and lessons we have been given throughout the past few weeks.
During the past three weeks, my fellow PD’s and I have been living, learning, and experiencing San Pedro La Laguna, an incredibly picturesque Tz’utujil and hippie-tourist town located on the world famous Lake Atitlan. Not only were we able to take intensive Spanish classes every morning, but we also soaked up Maya culture firsthand. Our classes were held at the San Pedro Spanish School, which provided an enjoyable (and much needed) recap of Spanish. Working one-on-one with an instructor, each of us significantly improved our conversation skills and developed close relationships with our teachers. (Please note: the Gringa girls still remain undefeated in the student vs. teacher weekly fútbol games.) All of us were sad to leave the school, but I am confident that we will visit often throughout the year. Plus, for our farewell graduation “speech,” the six of us changed the lyrics to Luis Enrique’s “Yo no sé mañana, and performed it in front of the whole school. I hope we have left our mark.
While taking classes, each of us stayed with host families that lived near the school. I know I speak for the group when I say that all of our families were welcoming and friendly. My host parents not only owned a laundromat and a restaurant (so the food was great), but they also used to work as tour guides. Listening to all the stories about Maya legends and traditions, I received an amazing first taste of the local culture in the Guatemalan highlands, and grew even more excited to work in Chaquijyá for the upcoming year.
For the afternoons and weekends, we spent our time exploring the natural beauty of San Pedro with an eclectic assortment of fellow travelers and local residents. Between scaling the Indian Nose mountain to see the sunrise, bathing in solar pools, horseback riding, attending salsa lessons, kayaking to the neighboring organic town of San Marcos, and learning to make paper lanterns, we all kept ourselves quite occupied. My favorite excursion was our visit to the annual Feria held in Santiago Atitlán. Just a brief lancha (boat taxi) ride from San Pedro, Santiago experienced numerous tragedies during the brutal 30 year Civil War. Because of the atrocities committed during the Civil War, the government now forbids the military from entering the town.
I am continuously amazed by the outlook of the Maya peoples despite the recent tragedies. Practically every Maya alive today lost family members and fled their homes, yet these same people are the most generous, amicable, and positive people I have ever met. An interesting fact, despite the lingering horrors of the war, Guatemala ranks #4 on the New Economics Foundation’s Happy Planet Index. Hearing the stories of the local people and observing daily life, I'm inspired by their resilience, and I am filled with awe at the Maya’s ability to maintain their traditions in the face of discrimination and violence. Although we will be leading various classes in the Maya community of Chaquijyá, more importantly, this year will be a cultural exchange and learning opportunity for us both.
For me, the past three weeks have provided the perfect transition to our new life and work in Sololá and Chaquijyá. Not only have we been able to come together as a group and improve our Spanish, but our time in San Pedro has also allowed us to better acclimate to a new lifestyle and society. Now, as we nest in our house and begin to discuss our programs and positions, my excitement for the upcoming year continues to swell, and I am even more grateful for the opportunities and lessons we have been given throughout the past few weeks.
Subscribe to:
Posts (Atom)