Remember me?

Nineteen months ago I said good-bye to my friends and family. Today I received my Close-of-Service date. This has sent a minor shock wave throughout the Moz 21 group. I'm sure kayak and travelocity are seeing a spike is searches out of Maputo. I certainly added to that spike.

The date is December 11, 2015. That's at least when I'll officially be an RPCV, not the date I'll be returning to the US. That's still TBD

I've been pretty silent on the blog, so, in light of knowing when I'm leaving, here's a little bit about what I'm currently doing.

Grades are submitted and I'm working through recuperação, the week where students, who haven't learned anything for the past 13 weeks, are expected to learn everything. Magically, they do. In the United States, this is referred to as summer school.

Students using "word brochures" to practice project-based learning 

Planning a Workshop for REDES. This involves something I've always hated: talking to strangers. In portuguese! Calling drivers, hotel owners, school directors. YUCK. But, it also adds a sense of accomplishment to my day.

Still organizing the library. This will be a never ending process.

I'm at the mission every afternoon. Monday - REDES. Tuesday - Grassroots Soccer, Wednesday -Biblioteca Wiwanana (Library of Understanding).

I'm enjoying the routine. But, I feel a familiar pull ...




love love love

We need another word for Learning

Sometimes teachers practice what experts call a “bitch-session.” This is when we sit and talk about the ican’tbelievehesaidthat moments in our day. These conversations are necessary in our profession to prevent burn-out and other deadly diseases.

Here in Mozambique I have daily bitch-sessions. This does not mean I don’t love my job or my students. I understand that we come from different backgrounds and most often these aggravating moments come from a difference in culture.

A very accurate representation of Mozambican teaching. 

However, my job is to train teachers. I have a specific and detailed explanation of what it means for a student to learn and what it means for a teacher to teach. So what happens when culture interferes with the meaning of learning? Is it now my job to teach a new culture? Or do I have to bend my own culturally-defined expectations of what it means to learn?

A couple weeks ago, a colleague and I were deep in a “bitch session” when she told me this story of teaching singular vs. plural.

A student was having the trouble turning singular English words into plural words so K wrote on the board “bola” (ball) and “bolas” (balls). K asked “O que é a differencia entre as letras desses palavras?” (What is the difference between the letters of these words?)

The students response – “Bolas é plural”  (Balls is plural).

Do you see the problem? Do you know the response K was looking for?

For more background information, K teaches English to students that might be English teachers in less that 3 years. They have passed 12^th grade and a lengthy exam to enter into a Teacher Training College. They should be fluent in Portuguese and understand basic rules of English. 

Ok - so back to the question. K was looking for the student to see the structure of the rule, to identify the letter ‘s’ as the difference between “bola” and “bolas” in order to then create the rule “+s makes plural”. The idea was to identify this rule in the speaker’s language then apply it to English.

All literate Americans know this rule. This is what we learned in first grade. K attempted several versions of her question but could not get her students to elaborate further than “Bolas is plural”. Finally, K folded and said “Esse palavra –bola- não tem “s” e esse palavra –bolas- tem “s.” (This word –ball- does not have ‘s’ and this word (balls) has ‘s’.) The student quickly agreed (because it’s obvious).

What is going on here? This is a person that speaks Portuguese fluently. That uses plural and singular on a daily basis. That can identify a singular and plural word (in Portuguese) very easily.  So, why is it that she cannot answer K’s question?

It’s because the student has gone through 12 years (or more) of education without once being asked a comprehension question.

In education circles we have something called “Bloom’s Taxonomy” it might be a triangle or circle or complicated Venn-diagram. But at it’s most basic level it is a classification of learning verbs based on complexity. 

Made by one of my students. 

At the bottom is Knowledge – this refers to verbs that require only regurgitation of facts. Examples are: memorize, say, list, match, remember, repeat.

The next level up is Understanding – this refers to understanding the big idea. Examples are: explain, describe, discuss.

Therefore, K’s student has Knowledge of plural and singular. If you write two words on the board and ask “Which one is plural?” the student will be able to answer ONLY IF this word is on a long list of words the students has memorized.

If you ask the student “Why is this word plural?” she would not be able to respond.

I’ve known for a long time that Mozambicans were trained in copying and regurgitation but, after 16 months at site, now I’m realizing this is how learning is defined.For an army of young Mozambicans, who are entering the workforce,  learning = copying sentences, repeating after the teacher, and paying for answers. There is little concept of teaching Comprehension or Application, and zero understanding of any higher-level thinking. 

I feel like I am living in the real-life version of “Flatland” by Edwin Abbot Abbot. Trying to convince my students there is another dimension to education that they have never witnessed before. But, all they have to go on is blind trust.

Does that make me the Sphere? Someone unable to imagine dimensions beyond what I already know? What am I missing here?

Love love love 

Malaria Madness!

So I missed Malaria Awareness Month (April) but my counterpart for my REDES group wanted to focus on malaria so for our small group of girls it's MALARIA MADNESS time! 

Here's a link to the WHO info graph about Mozambique and malaria. http://www.who.int/malaria/publications/country-profiles/profile_moz_en.pdf?ua=1 

The summary is that there is a ton of misinformation and complacency that leads to lots of people dying from a preventable disease. It's sad and, if you think about it too hard, anger-inducing. 

A little about my REDES group. There are 12 girls between the ages of 10 and 13 and are in third to seventh grade (if they actually go to school). Their primary language is Imakua. All of them speak basic Portuguese, which is just enough to greet people and convince their teachers they know what's going on. They are regular attendees of an after-school program at the mission where we hold the meetings but half of the are Muslim. 

This group is really the only thing that keeps me going. I love getting to know these girls and am really proud of the progress we've made as a group in such a short time. 

Here's a little of what we've been doing :) 

Lesson 1: What is malaria? What are the symptoms? 

I drew pictures of symptoms. Headaches, fever, chills, vomiting, and diarrea are all symptoms of malaria. A rash, itchiness, coughing and a sore throat are NOT symptoms. 

 

 

Before going through what were symptoms, we had the girls guess by placing the pictures in the correct category (Symptoms vs Not symptoms of malaria). Right away we realized that the girls do not know what malaria is. It's so common for people to have malaria that everything was assumed to be a symptom of malaria. That's when Esmenia had the girls do gestures for all of the ones that were symptoms. It was hilarious watching 10 girls imitate diarreaha!! I was impressed (andalso a little jealous) by the idea. 

At the end of the lesson all of the girls were able to list (and mimic) all 5 symptoms from memory. 

Lesson 2: What should you do of you get malaria?

For this one, I came up with 10 steps to do if you have malaria. 

1. Show symptoms. Sentir sintómos.

2. Go to the hospital. Ir a hospital. 

3. Get tested. Faz análise. 

4. Get a positive result. Recebe resulta positiva. 

5. Go to the pharmacy. Ir a farmácia.

6. But medicine. Comprar o medicamento.

7. Take medicine. Tomar o medicamento. 

8. Finish the medicine. Acabar o medicamento. 

9. Rest and drink water. Descansar e

Beber água! 

10. Feel better! Sentir melhor! 

We discussed why each step was important. Especially, immediately going to the doctor, not taking medicine before getting a result, and finishing all the medicine. Again I saw Esménia step up to the plate and clearly, creatively explain everything to the kids. 

The girls were given a step and had to draw out the event. We walked around and encouraged the girls to draw as much detail as possible. The end result was pretty awesome!! 

Finally, we ended the day by assigning the girls a different step (represented by their peer's drawing), mixing them up, and putting themselves back in order. 

Lesson 3: Review! 

The lovely Angela, a health volunteer, told me about a relay race she did with her REDES group and I loved the idea. It involved reading facts about malaria, but how could I do that with my kids? As you may have noticed everything we do is visually based, but I can only take so much drawing!! So, we did a relay race but instead of picking up facts they picked up images. Round one was symptoms and round two was you think you have malaria steps. I spent the whole day drawing miniture versions of the symptoms and steps. The end result was a really fun day and I am really convinced that my girls know their stuff. There are more pictures on Facebook but here's a quick run down. 

1. The girls are splint into two teams of 5. One member of each team must run to a chair that has a pile of symptoms. 

2. They run to the next chair that has two boxes labels "symptoms" or "not symptoms". They choose which box to put the symptom and run back to tag the next team member.

3. The winner is the group that had the most correctly placed symptoms in the shortest  amount of time. 

Round two worked the same way except instead of symptoms there were steps and instead of boxes there was a time line. 

So that's what we've done so far. Next, we'll talk about avoiding the disease.Esménia  also brought up the idea of putting on a play for the other kids at the missionary! 

I'll be sure to keep you updated! 

Love love love 

Condoms and Christmas

Friday 3am

I’m sitting on my porch with my new capulana yoga bag (with a matching headband), packed with only the essentials for my trip to Monapo, Nampula. I’m on my way to a REDES conference; my first time traveling solo in Mozambique. I’m waiting for the motorista, Javiar, who very kindly offered a boleia when he heard I was leaving. Classess were canceled and I am armed with 60 papers to read on the 8 hour bus ride. I am ready.

Notice the new head band! 

Friday 11am

I arrive in Monapo! The actual bus ride was not very eventful. I traveled on a bus similar to that of a greyhound, just imagine 50 people standing in the aisle. No sleep was had, nor papers graded. I spent most of the time trying to balance on the pleather seats (nylon capris+ pleather seats+ Mozambican roads = a slippery ride). In Namialo, I ran into three other PCVs on the way to the conference and together we boleiad to Monapo. Pretty smooth trip!

Friday 5pm

At dinner I met the rest of the group that arrived for the REDES Training. In total there were 7 PCVs and 4 Mozambicans. All here to learn about how to help young women in Mozambique.

Saturday 8am

So, what the heck is REDES? First, pronounced red-ish, it stands for Rapariga em Desenvolvimento, Educaçao e Saúde/ Girls in Development, Education, and Health. Basically, they are groups of young women that meet in order to help young girls develop positive and healthy futures. There is specific information about sex education and HIV/AIDS prevention that must be taught, but everything else depends on the unique girls that form the group. REDES can be centered around a sports team, creative arts, or a business. Whatever gives the girls positive self-esteem and motivation to attend. I have spoken with some Nuns at a local missionary about working with students that come to their after-school group. To make sure I know what the heck I’m talking about, there was a nice review of sex ed. Yes, there were pictures, condoms and a wooden dildos involved. Honestly, I’ve been to a lot of training – a LOT of training- in my day and this was one of the best. Every topic was informative and necessary. Sessions were energetic and engaging.

I, on the other hand, was not energetic or engaging. The sessions were 100% in Portuguese and that was freaking tiring. I’m a little embarrassed to say it, but I’m actually proud of how well I was able to follow the training. I expected it to be a lot worse. It just required so much attention that to contribute to the discussion was too much. For most sessions I felt as if a glass wall separated me from everyone else. Making the sound travel slowly and slurred. I only understood everything right as we were moving on to the next topic. But, I am not depressed, if anything I am more motivated then ever on improving my Portuguese. My REDES group will be lead in Portuguese, so I better figure it out soon!

Saturday 5pm

While still behind my glass wall, I see a Peace Corps car driving past the window (which, ironically, had no glass in it). There were rumors that Dr. Carlos would show up and give us all flu shots. Gotta love Peace Corps medical benefits because, not only did he come with shots, he brought packages!! The joy of receiving a package is nothing like what I have experienced before. Especially when I was still under the assumption that this package was hidden in the dark, damp cellar of the Maputo Office. I finally received my package that my father sent in December! Even though I knew all the contents of the package, I opened it like a kid on Christmas morning. Myself, and my friends, N, JR, and J all received Christmas packages. I know this is corny but the room was filled with love. Being away from home is hard. Not occasionally, not sometimes, but all the time. Every moment of every day I miss my family. It’s just a hardship that I choose to live with. So, to receive these packages, for a little bit that burden lessens; we’re reminded that we’re not forgotten.  

Sunday 8pm

The training went by quickly, and still blurred by the glass window. I was grouchy all day with a sour throat and runny nose. At lunch time I hurriedly ate in order to get as much of a nap as possible. And, unlike Saturday night, I was not elated by my Christmas package. I awkwardly left the dinner table coughing out some goodbyes and bom viagems to people I would not see again for a long time, and made my way back to J’s house. The plan was to put on my pjs and just relax. I was over Portuguese, and I was over people. Thirty minutes later, everyone showed up at J’s. You can imagine my inner-dialogue, but I ended up having some good conversation (in Portuguese) and listening to music. Finally, people started to leave and I was left with a small group of friends.

And then N said something magical, “Who wants to watch a movie and drink hot chocolate?”

Then J said, “I’ve got popcorn but I always burn it.”

Then I said, “I can make kettle corn.”

Then JR said “I’ve got Frozen.”

And, that is (not exactly, but you get the gist) how Christmas in April became The Best Christmas Ever. 

Monday 4:45am

I’m awoken by S from Namuno standing over me. “Oh shit, that was my alarm that went off.” The day before I had told S that I would get up at 4:30 and to come over whenever she was ready to leave. Oops. I’m not going to chat about the details of the travel, but just know that it was not as smooth as the first trip. I took 3 different chapas and paid 20mts more. I learned that when a child suffers from car sickness they suck on a match and rub black shit in their mouth. I did get peanuts and a banana from two nice women. I returned the favor with suckers that my parents sent from home.

Monday 4:30pm

I got back to Pemba at 3pm. I traded the gossip with K and by 4:30pm I was laying down for a quick nap before grading the papers I never graded.

Tuesday 5:30 am

A text from a friend wakes me up from the nap. It takes three different clocks to convince me that it’s 5:30 am the next day. I contemplate canceling class in order to grade the papers. But no, classes were already canceled last Friday. My students need some English.

Tuesday 8:30

I shuffled my way to class still complaining of a stuffy nose and the figurative burden of ungraded papers. Not wanting to deal with the frustrations of group work, I decided to do a listening activity for the first part of class and tell my students about REDES. I gave candy if they asked me a question. By the end of the day, I was offered help to lead a REDES group with neighborhood kids, asked to start a REDES group at the IFP, and was out of Dum-Dums. 

Not a bad day. 

Love Love Love 

Educaçao - or lack thereof

Nerd Alert! If you know me at all (which of course you do because you’re reading this) you know that I have a tendency to nerd out a bit. So this post will not be about the beaches or beers or festas. It’s going to be about school.

Similar to the United States, Mozambique has twelve grades divided between Primary School (1^st – 7^th grade) and Secondary School (8^th-12^th grade). Primary school is mandatory and free, however families are responsible for buying uniforms, notebooks and pencils. Secondary school is not mandatory and a small fee is required.

The primary school attendance rate for both boys and girls is roughly 77%. After seventh grade this number drops to 22% for girls, and 25% for boys. 

Of the even fewer number that graduate from secondary school, are my students.

My school is an IFP – Instituto Formaçao dos Professores – It’s a Teacher Training Institute. However, it is not a University. To enter the IFP, students need to pass 10^th grade, an entrance exam, and an interview. Several students may graduate from 12^th grade, but it’s not necessary.

Our school is a three year program- the first two years are spent doing general studies plus pedagogical theory and the third is a practicum. At the end of the three years they earn a 10+3 degree. It’s not the equivalent of a high school diploma, but many consider it more important because it is a certificate that makes them eligible to teach primary school.

That’s right, teachers for 1^st- 7^th grade do not have to set foot in a University.

I expected most teachers not to have degrees: class sizes are too big and there aren’t enough qualified teachers to go around. However, I did not expect this to be an accepted government policy.

I think at this point I’m just going to keep my opinion about this policy to myself. I don’t know Mozambique well enough yet. Maybe it is possible to educate an entire country with only a 10^th grade education…

Maybe I am too idealistic…

Love love love

Teacher Rayna 

The Little Things

The last two weeks of training have been spent at Model School. For six days, eighty school age children have woken up before 7am, during their summer vacation, to listen to 51 American butcher Portuguese. What could be the benefit to all of this?

Cookies. What else?

I'm not sure how the students have felt these (quasi) two weeks, but I'm having a blast. Being in front of the classroom finally feels natural. Something has aligned in the universe and it's pointing towards a blackboard. Four other English trainees and I were assigned the ninth grade. We have all taught atleast 3 classes. Ninth grade tends to be smaller then eighth and tenth because there are no national exams for the ninth grade. So I guess my five students really like cookies. I have already become attached to them. I brag about their progress, the jokes they make, and their good behavior. I have one student that speaks fluent English; she's originally from South Africa. I asked her the first day, "Why are you here? Do you have a volunteer for a brother or sister?" " No," she replied, "I just want to learn more."

whoa.

Today was the last day of Model School. We passed back our seven question test, certificates, and more cookies to the students. Then we just got to hang out and chatted with them. Of course, my Portuguese being the way it is, I wasn't able to have the best conversations, but at the same time the students were very patient with me and we were able to talk about Namaacha, America, and where I'll be living in Mozambique. Several students really cared about their grades, even though it has no effect of their actual school grade. There was a genuine interest to learn from every student, no matter the grade they earned.

             Students reviewing their test scores. 

These test have zero affect on their actual school grades. 

Escola Modela 9a Turma A 

I hope this doesn't sound too much like bragging, but I have to mention this. Two of my students (top picture) wrote me the nicest letters! One was from the student mentioned earlier, and another from a lower-level student that I hadn't talked with outside of class. I cannot believe how thoughtful those girls are! It really shows you that you never know where, when, or how you will impact someones life.

Love love love