Saturday, September 30, 2006

connections

I spent this Saturday morning on a cliff above the Pacific ocean spinning a top. I was in the company of children and some university students from the Pontifica Universidad Católica de Perú. This was the final session of a four part workshop on games as educational tools.

Needless to say, a good time was had by all. The university students and I have volunteered to help run a fair for little ones. The sponsors of the event have hosted training sessions the last four Saturday mornings to get us ready.

After today's session, I mentioned to the whole group of young idealists that I need their help. The response was very good and we exchanged contact information. Soon, I hope to meet with these young men and women to discuss ways in which they can contribute to our efforts.

So it's kinda sad that most of the volunteers here at SES are American. I realize that we are members of a priviledged few—we have the means to take a year off from work and live abroad with no income—but there must be a way to involve more of the people who have a real stake in this country (whatever that means).

I hope this is the beginning of a beautiful friendship.

C
Perhaps,

Friday, September 29, 2006

the pedagogical question

While working with César and Jonathan, I discovered something interesting:

I had two sets of flash cards, one quizzed multiplication, the other quizzed division. César, a fifth grader, feels comfortable with both operations. Jonathan, a third grader, is wary of division. I gave César the multiplication flash cards and Jonathan the division cards. Jonathan would use the cards to quiz César and César would quiz Jonathan. We made a game of it: they would take turns quizzing each other and would score a point for each correct answer. At the end we tallied the scores and César, the fifth grader quizzed in division, tied with Jonathan, the third grader quizzed in multiplication. I think they had fun.

So what's interesting about this you ask? It is an example of differentiated learning and instruction.

In our reality, we serve children of different ages, grade levels, skills, talents, and needs. We do not have the manpower to provide each child with one-on-one time to address this multitude. However, if we present content in a manner that recognizes this individuality and emphasizes the shared experience that is active learning, we may be able to better serve these little ones.

And heck, it may be lots of fun too!

Cheers,

C

kleider, gonzalo y elkín

From left to righ: Kleider, Gonzalo, and Elkín.

Wednesday, September 27, 2006

things

Hello folks,

I'm writing this post in a van, on my way to Carabayllo:

Thing1
I once wrote about visiting a woman on her deathbed, seeing her "face gaunt with death." Her name was Inez. She is dead now, expiring a week after a teenage girl from 28 de Julio committed suicide. I attended Inez's wake because I saw her in agony and thought I should see her in peace. She was lying on a table with a thin sheet over her body. Her trunk, with her swollen belly, was placed grotesquely between her skinny head and legs. Light streamed in through the sizeable gaps in the thatched roof.

Thing2
Chayllo arrived to the taller with conjuctivitis. I was asked to send her home for the sake of the other children. This was a tough job. Chayllo seeks love an attention in great amounts and exclusion does not serve her well. I did my best and explained the nature of conjunctivitis by using a deck of cards. No matter, I still had to send her away.

Thing3
Leyla is Miguel's little sister. She falls asleep often in class. Two days ago she fell asleep and did not wake up. We tried everything but she would not wake up. Don't worry, she was alive and well, but would not wake up. Come 5p.m. I carried the 3-foot-5 girl as if she were mine, rode a mototaxi as far as I could, and climbed a rocky cerro to deliver her to her mom. As I said, she was alive and well, but would not wake up.

Thing4
Collin, another volunteer, has begun to work in Carabayllo on Tuesdays. What a relief it is to let off steam in English! Normally at the end of a taller, I sit mute to the right of the cab driver and stop thinking as we ride home. This Tuesday, I was able to speak what was on my mind soon after those thoughts were shaped and got feedback from somebody who was not born in Peru. Sometimes that's what you need.

Thursday, September 21, 2006

purple rain


I've gained weight working here.

The steady rations of rice have deposited around my trunk, cheeks, arms and legs. I keep meaning to run in the mornings or evenings, but never manage.

I am very tired of this place but yes, I know I must keep going.

Thursday, September 14, 2006

problem 1 continued

This post has been difficult for me to write. There are ideas churning in my head that I fail to understand in full... I will compensate by simple writing that we are:
  1. organizing students into smaller groups based on their grade and class section,
  2. developing a weekly program of learning activities
  3. emphasizing punctuality and attendance
  4. requiring field reports after every taller
There is more to this than meets the eyes. More words tonight.

C

welcoming sign

There is my welcoming sign.

Tuesday, September 12, 2006

11/9

What a breath of fresh air!

No rememberance; no mourning; no moneyshots; no holes; no politicking.

The date in Lima reads 11/9, and in that reversal of month and day, perspective is restored. I do not mark this black holiday, the same way I do not mark the day my father passed away.

Monday, September 11, 2006

2 months down

Folks,

I've survived 66 days in Peru.

I have learned that progress is not achieved overnight. It takes 65 days:

Sixteen of 30 parents attended Sunday's meeting. That figure represents 24 out of 43 children registered in this program. With this slight majority we fashioned concensus. Each day, we will spend one hour working on homework and one hour working on "learning skills."

To elaborate I will quote Ann's comment:
One essential element is for them to learn what questions to ask, to know that they need strategies for solving a problem. So, making learning an explicit, active job is important.
Creating a curriculum with this in mind is the next task.

Cheers,

C

Friday, September 08, 2006

Los Prisioneros - El Baile De Los Que Sobran

Es otra noche mas,
de caminar
Es otro fin de mes,
sin novedad

Mis amigos se quedaron
igual que tu,
este año se les acabaron
los juegos,
los 12 juegos

(coro)
unanse al baile,
de los que sobran,
nadie nos va a echar de mas,
nadie nos quizo ayudar de verdad.
La-ra-la-la, la-ra-la-la...

Nos dijeron cuando chicos
juegen a estudiar,
los hombres son hermanos
y juntos deben trabajar,
oias los consejos
los ojos en el profersor,
habia tanto sol
sobre las cabezas,
y no fue tan verdad porque esos juegos al final
terminaron para otros con laureles y futuros
y dejaron a mis amigos pateando piedras (o fumando hierbas)

(coro)

Hey,
conozco unos cuentos,
sobre el futuro,
hey, el tiempo en que los aprendi,
fue el mas seguro

Bajo los zapatos,
barro mas cemento,
el futuro no es ninguno,
de los prometidos en los 12 juegos,
a otros les enseñaron,
secretos que a ti no,
a otros dieron de verdad esa cosa llamada educacion,
ellos tenian esfuerzo ellos tenian dedicacion,
y para que,
para terminar bailando y pateando piedras (o fumando hierbas)

unanse al baile...
(coro)

Los Prisioneros

Thursday, September 07, 2006

organizing notes and progress

I confess, I did not progress much regarding the organization of my notes. However, I did progress in other ways.

Today I encouraged our team to meet to discuss the non-existing agenda for the upcoming parent meeting. I spent this entire week tracking down individual parents, and avoiding their corresponding dogs, to extend personal invitations. All 15 progenitors visited have promised to attend. Knowing that the stakes are high, I figured the best thing to do today was prepare for the big day.

The first meeting took place in our small office, L., S., and I discussed our goals and plotted them across the timeline allotted. The most important portion of the meeting will be our attempts to define, in clear, relevant, and understandable terms, the function of the taller.

We aim to close the achievement gap. This cannot be done simply by helping students to complete their homework. What happens to those who cannot read but have to write? What happens to those who cannot add two numbers but must multiply five? What happens to those whose parents cannot read, or add, or multiply?

As a lovely woman mentioned in an earlier comment: we must teach children how to learn.

Our meeting led to consensus. We communicated this consensus to our superiors who approved. Slowly, we build process and structure, and let the winds of change flow though the offices of bureaucracy.

Now we must see what the progenitors say of all this for they are the agents of change.

Wednesday, September 06, 2006

buda

Buddha in Spanish:

Los hombres que pierden la salud para juntar dinero y luego pierden dinero para recuperar la salud y que, por pensar ansiosamente en el futuro, olvidan el presente, de tal forma que acaban por no vivir ni el presente ni el futuro; viven como si nunca fuesen a morir y mueren como si nunca hubiesen vivido.

problem 1


So let us rewind to the first day of work:

The morning was unremarkable. I exchanged details with my new coworkers and listened inattentavily during our weekly and seemingly interminable meeting.

The afternoon was frightening. I entered the taller, took my place among the childlike chaos, and played my part.

It is strange to realize now that I do not recall many of the details of that first encounter. I do not recall who yelled "Enseñame!" I do not recall what subject we worked on. I do not recall the outcome of our intellectual exchange. Perhaps we chatted over the multiplication of fractions or perhaps their additions. Was it was Marcelina or Chayo?

What I do recall is a feeling. As our chaos dispersed, I wondered if the knowledge I worked hard to transfer/exchange would serve its purpose the next day. I realized that once again I could not know.

Once again because I had been down this path before. As an after-school instructor, I had many times before worked hard to transfer a nice piece of knowledge. Often it regarded the programming of plastic Danish robots, or the writing of stories using a digital language. Always, as my stint came to an end, I would fail to see how the knowledge behaved in the hands of my student. Moreover, on a day to day basis, I failed to see progress as clearly as I would prefer.

Why did I fail to see this progress? Why is progress important?

More to come.

Tuesday, September 05, 2006

short posts

I've decided that some things have to change.

For starters, I must write more on this blog. Looking through some of the comments I've received via email and here, I realize that I have gifted and wonderful friends that are ready and willing to help me do good. If I can continue to put my thoughts, observations, and ideas here, I will surely tap into a most wonderful database of experience.

So, how will I go about doing this? First, I think I will try to write simple, short posts. In the past I would get bogged down by trying to write about a week's worth of experiences. I don't have the technical ability to write a brief and encompassing post... not yet.

So I will keep it short and simple: The goal for today is to organize my notes for the past two months. I expect to finish by Thursday at the latest. You'll hear from me then.

Ciao,

C

Monday, September 04, 2006

the story of kleider

Kleider was born with cleft palette and lip.

Before landing in Lima, I had read about this handsome fellow and his ordeal. As baby, Kleider could not breast feed due to his condition. SES staff and volunteers discovered the dying baby and rehabiliated him by daily spoon feeding a puree of enriched crackers and milk. Over time, he recovered and received surgery for his palette condition.

Kleider is hearing impaired. With the help of kind folk here and there, he was admitted to a special school capable of meeting his needs. Kleider's older brother, Elquin, would serve as escort on the long bus rides to the school and back. Unfortunately, a new addition to the family changed roles within it and Kleider was left sans escort and sans special school.

We are working on finding funding to purchase a hearing aid for the young chap. Also, we are in conversation with the school to reinstate Kleider. Perhaps I will be his new and willing escort.

anjuli's visit


Anjuli is one of the progenitors of Salud Infantil volunteers. She is pictured here sharing greetings with Ruth.

In brief time, I caught a glimpse of the energy and love that got this program off the ground. Contagious it is!

Sunday, September 03, 2006

today's work

Yes, Sunday it is but no matter, time to work.

I was out of commission most of this week due to a nasty bowel problem. On Wednesday afternoon, in celebration of Santa Rosa de Quibes, I ate a baby goat. That night, the goat's mother cursed my stomach and intestines.

Given I was removed from office for two days, I decided to make up time and work today. The taxi oblidged and soon I was in San Gabriel. My purpose: to invite parents to a meeting next Sunday night. The theme would be the current status of the educational workshop and some new goals.

Status: Three times a week, twice a day, there is one educational workshop, called "taller educativo." On average, 30 children ranging from 6 to 12 years of age, enter the concrete building known as "Thomas y Lois." The punctual ones arrive before 3:00p.m. The majority shuffle in thereabouts, and the few gifted with a different sense of time, arrive at 4p.m. The staff consists of me, a teacher named Luzmila, and a number of youth mentors, ranging from 13 to 22 years of age and known as "promotores." The number of promotores on average fails to exceed 3. We try to set up early. Five long white tables accompanied by 6 tiny chairs are neatly ordered like the blank sides of domninos in a domino box.

The children live in the surrounding communities of San Gabriel, Santa Rosa, 28 de Julio, etc. After a short morning of school, they lunch (although, unfortunately, I hear this is a myth in some households) and walk to the taller with notebooks and pencils in hand. The children attend different grades, and have different teachers. Most attend Ciro Alegria, a government school at the base of the mountain.

The task on most days is to help with homework. The time from 3:00p.m. until 5:00p.m. is spent working with about 5 or 6 kids at a time, trying to provide each with the direction needed to complete their assignments.

It is difficult work.

Some new goals: On Sunday, September 10th, we will inform parents of this work. We will try to make the argument that we must shift away from working on completing homework. In light of that necessary evil, we will hope to use this time and space to go beyond repetative excercises and uninspiring problems. We hope to focus on outfiting our children with the skills necessary to complete the majority of homework on their own.

The dogs are calm on Sunday and remain silent as I climb the dirt, rocks, and yellow concrete stairs to knock on doors. One by one, I approach folk, gracing them with our invitation and emphasizing that beverages will be served.

I got lunch out of it, spaghetti with veins surrounded by meat, and some promises of attendance.

chocas pre-dawn

It is before 6a.m. in Chocas, a rural area in Carabayllo. Alicia, pictured here, walks in cold to her home, where we will rest after a long night of dancing and fire-making.

Friday, September 01, 2006

the story of 5 pairs

In front is Mitchell and behind is Sebastian. Both are brothers and this shot is staged.

I believe Sebastian was born with his eyes crossed. The condition was permanent until corrective surgery was administered. Since the operation, efforts have been made to prevent a return to the original state. Sebastian has been handed prescription glasses and an eye patch to wear daily. The glasses are to aid his poor vision and the patch to rest an eye or two eager to cross.

Since my arrival here two months ago, I have only seen Sebastian wearing his awful glasses once. It was during a visit to his home after Alicia, the social worker, reminded his mother of convalescence by way of daily doses of glasses and eye patch.

Over time, Sebastian has had five pairs of glasses donated to him by various charitable organizations. Four pairs have failed to convince him that their rightful place is his face (who knows how many eye patches have failed in the same way?). They are lost somwhere in Peru. The current unconvincing pair, with its inch-thick lenses, and colorless frames, fears the same fate.

And so, Sebastian continues to roam the streets of San Gabriel two-eyed and patch less. I can see his eyes are preparing to cross.

i am reading


I am reading Günter Grass and it will mess with my head. Often under the influence of passages from The Tin Drum I wish to write from the point of view of a willed midget, committed to insane asylum. That would be the mask I could use to let it all out...perhaps I should start another blog.