Teaching English And Volunteering In Pantanal
It’s hot in Granada during the dry season and, according to the weather forecasters, it’s going to get even hotter next month. This February the temperature has averaged in the mid-to-upper eighties. In the neighborhood where we volunteer for Education Plus Nicaragua, Pantanal, the temperature seems to be amplified by several degrees. The corrugated tin roof that covers the classroom at the school seems to intensify the heat. When the breeze makes an unexpected appearance it picks up the fine grit from the bare dirt yards and unpaved roads and deposits a fresh layer that sifts across and down over everything.
Few tourists visit Pantanal and taxi drivers are reluctant to drive us to the neighborhood because of the distance from city center, the unpaved roads in much of the barrio and the detours caused by sewer extension construction. Some days, if we don’t have our usual taxi driver, Nestor, we’ll have to ask over and over “Barrio Pantanal, por favor?” before we receive an affirmative response; most simply give a brusque shake of the head as they continue on their way.
We arrive each morning about 11:30 at the home owned by Yanni and her family where the school is currently located. We set up the low tables and chairs which serve double duty as dining tables for those children receiving lunch or dinner and desks for the seventy or so students in one of the four classes. Serving lunch to the youngest of the students is one of our favorite times. The little ones, of pre-school and kindergarten age, line up with their bowls, spoons and glasses that they bring from home and wait patiently. For some, this might be their only meal for the day. Only a few weeks ago, when they first enrolled in the school at the beginning of January, it was a madhouse with children shouting, pushing and shoving to be first in line. Now they wait. They know there will be food for all.
Following hand washing, we take turns with the other volunteers alternating between pouring the reconstituted milk into their glasses and dishing up the day’s offerings which might include rice, beans, soy patties, cabbage slaw salad or fried plantains. The children begin the meal time with a prayer in Spanish, hands steepled together, occasionally peeking out at one another from under their brows. Towards the end of the meal the kids will share the food they don’t want with others and there’s always a stray dog or two from the street winding their way under the tables hopefully waiting for the scraps.
When lunch is over we team up with the newly hired Nicaraguan college student, Johanna, to teach English to three classes daily, every Monday through Thursday from 12:30 to 3:00. We divide the children into small groups to facilitate both learning and control. The materials are a mishmash of donated educational items and home-made flash cards and posters. There is a portable white board at the front of the classroom area for the teacher and students to use. Each weekend we plan out ways to introduce new vocabulary, activities and songs to make the learning fun for all of us.
At the end of the afternoon, we catch a taxi home, sometimes buoyed and smiling by a day that went as we had planned with games and learning proceeding as envisioned. Other days we leave a little disheartened or frustrated by one or another of the classes that was disruptive or uncooperative. We’re enervated by the cacophony that surrounds the little open school room in Pantanal; the children, the barking dogs and the booming loud music and Spanish talk radio from the house next door. We return to our area of town where the temperature seems to be not so intense, the streets are paved and we can walk in our bare feet across the cool, clean tile floors of our apartment.
But when the taxi arrives the next morning at Yanni’s house, there will be a few early arrivals waiting with smiles and eager bright-eyed faces, arms outstretched for a hug and ready to help us haul out the tables and chairs for another day.
By Anita and Richard, March, 2014