School at Esperanza de Azama

March 4^th – 10^th

     The differences strike first. Most of the kids look different. They certainly all speak a different language.  The manner of the teachers and how they cope with behavior is not the same. There are no computers or other high tech gadgets in the classroom.  Lunch is served in each classroom by students taking it in turns to bring food to the rooms.  Kids sweep the floors – there do not appear to be any custodians – neither do I ever see pencils or pens abandoned on the floor. There are no bells, only a siren that sounds the beginning and end of each day, and each end of the recess period.  Paraprofessionals are non-existent, there is no library, gym or assembly hall, and on the plus side, there are no snow days (Maynard has had five or six already this year!).

Recess - Girls standing around chatting - Really?

Field Trip to collect botanical samples - OK, blackberries

Albaro monitors sample collection

Communal hand washing

     We are trained to look for differences, both culturally and academically, which is perhaps why they are so readily apparent to initial attention.  As our first week has progressed however, I am struck as much by the commonalities with schools I have seen in four separate parts of the World – the UK, Nigeria, USA and now Ecuador. Some kids want to learn while others are less keen.  Socializing is a fundamental pre-requisite for activity in school, and every child needs the careful attention of good educators to foster potential creativity, academic growth and social development.  We didn’t really need to come to Ecuador to know this of course, but, as with learning the value of a great meal, or stunning work of art, it helps to see beliefs affirmed by direct evidence.

     We knew little about exactly what our role would be here, which perhaps sounds a bit irresponsible, but that’s how it was.  Sure enough, on the first day, we were assigned to work with the pre-school class.  With just half a dozen kids there, there was little to do for four volunteers and three permanent staff. Normally there are closer to 20 or more kids present, but a widespread sickness kept many away. The kids are enchanting of course, but perhaps the best lesson I received on this day is a still deeper appreciation for the good skills required to work/play with this age group all day long.  I love kids, but feel largely helpless when it comes to knowing how to be creative and constructive with this age group.  I lasted one day.  Nan and Emma lasted two more. These are children who may otherwise lack much in the way of early childhood development other than to be with working parents, or left with very little to do.  It is a vivid reminder of the value of rich experiences for children this age (without of course having to push an intense academic curriculum at such a young age). 

    Fortunately for us, there is an equal need for volunteers to work in the elementary school next door that serves children from grades one to seven. I am now working with Albaro, the 7^th grade teacher, while Nan and Emma finished up the week in the first grade class.  It is a small school – about 120 children in seven classes around a central courtyard area. The facilities seem a little sparse at first, but the kids do have workbooks and textbooks, and some equipment to use.  They are certainly more careful with pens and pencils than kids in Maynard where, even on a bad afternoon, I can pick up a dozen nearly new pencils from the hallway floors after school. In one drawing activity where we gave out new pencils from the donations we brought, the kids had to pull out their knives to sharpen the pencils, something that takes a good five minutes by the time everybody is done. So we went out that afternoon and purchased enough sharpeners to satisfy the class for just three bucks.

     It is something of a switch for me to go from being in full control of my own classes (sort of) to being the assistant, but it is a great opportunity to reflect on teaching practice and to observe another teacher at work.  Albaro has a comfortable relationship with the eighteen kids in the class.  He allows them to chat more, and the climate is quite informal.  Other kids wander in and out from time to time.  There is even a small pack of docile dogs that wander in and out of the classes, like supervisors checking up on activities in the classes. Albaro likes to put on traditional Ecuadorian, or old time jazz music. He also plays patriotic songs from time to time.  The kids I asked say they don’t really like it, but they tolerate it just fine.

     Friday was International Women’s day. I don’t recall it being celebrated much at school in Maynard, but it is a big deal here.  The day before, kids are making cards, mostly for their mothers.  On the day itself, a short ceremony is held in the central courtyard in which the 7^th boys recite statements honoring women, and then they give out roses to each of the girls and women teachers in the school.  For the next hour our class held a party for which Albaro supplied cake, drink and other snacks for the kids.  There was music and dancing too – two of the kids danced the longest to win the last portion of cake. Even I, long noted for quite limited dancing capability was enticed to dance with two of the girls.  Emma did her best not to be too embarrassed, but it was hard.  No, I could not see this happening in Maynard.