School Days

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From Annie 9/28/19

I watch boisterous, frolicking children—each dressed in white and navy blue–instantly freeze at the sound of a whistle, then run to form a silent line. Each child places two hands on the shoulders of the one ahead so the line is perfectly spaced. I see them sit quietly at their desks, copying sentences from the board in beautifully precise cursive, or hear their strong, clear voices singing or reciting in unison.  I listen to teenagers tell us about their intense preparation for the four-day test in June that will determine much of their future.

And I wonder whether an infusion of this focused intensity—or intense focus—might benefit our students.

What have I learned from Congolese schools? Hard work and high expectations strengthen children. They can be expected to sit quietly and listen even if they are bored. Everything about school doesn’t have to be fun.

Good manners, even if they seem mechanical at times, smooth out life’s wrinkles. It is lovely to have children come up, reach out their hands, and greet us in their polite, formal way.  “Hello, my name is Angelique.” If we ask, “How are you?” the sweet, rehearsed response is, “Fine, thank you, and you?” Wouldn’t it be wonderful to see American children so willing and able to speak to adults they have never met?

And yet no bright student art decorates the walls. Children have tall stacks of copybooks, so they can learn to copy hour after hour exactly what is on the board.  An uncontrollable giggle or rambunctious wiggle is met with a stern, embarrassing reprimand or light swat. Inquiry and creativity and spontaneity, things we treasure, are not on the schedule.

Some teachers, however, believe their students need more. They want to pry open the rigid school system and their students minds. Mr. Kamba, such a fine man, wants his high school students to experience discussions in the English language about current issues. Mr. Bikou, in touch with the times,  asks stimulating questions and personalizes his curriculum but is meeting resistance from other teachers. One of the schools we visit opened its doors for the first time just four weeks ago, and the teachers are all afire to try something new.

One reason we are here with the American Language Institute is to model American teaching techniques that encourage more freedom, individuality, and critical thinking. We will give it our best and hope we can accomplish something in only four months.

We have already bonded with many of the teachers. And the children come running when they see us, smothering us with hugs, shining smiles all around. I don’t think I’ve ever been surrounded by such exuberantly affectionate children!

As  you probably know, I had hoped to also share my heart with more needy children, those packed into the over-crowded public schools. But for now, this is where we are working and joyfully doing whatever good that we can.  

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