But I digress. The last month of my life was spent at Siyazama Preschool in the township of Imizamo Yethu (ee-mee-zah-moe yeh-too, or Mandela Park as the white people call it). It’s a small building with three rooms. One room is used for nothing other than putting kiddies in time out, the middle room is where they eat and hang their backpacks, and the back room is where they spend most of the day playing, watching videos, or (occasionally) learning! In this one tiny room, there is usually one teacher, every once in a while there’s the principal, and about 60 children between the ages of 2 and 6.
Oh, and me.
Did I mention that only the principal speaks English? YEA. That meant that on days she was there, I could communicate with her. And if she wasn’t (and she often wasn’t) . . . OH WELL! Put it this way: Janie got pretty damn good at international sign language, smiling and nodding, and other forms of non-verbal communication.
My main responsibility was creating and teaching workbook exercises to teach the children how to write the letters of the alphabet. Now, when I say “workbook,” I’m perhaps being a little generous. They became workbooks. In fact, they were actually blank notebooks that I had to individually write in daily exercises . . . for approximately 26 children. There were many days when these workbooks were the absolute bane of my existence. I tell you what, there are only so many times you can write “l is for lion” and it’s corresponding page of exercises before you go cross-eyed and the word “lion” begins to look like Sanskrit. BUT, it was the most productive I ever felt at Siyazama, so I wasn’t going to let a pesky little thing like not enjoying writing out 26 identical exercises every day stop me!
There are other reasons why the workbooks were a constant cause of inner conflict. On the one hand, it felt SO amazing to help a child work through their mistakes until they could write a perfectly acceptable “g,” especially when you consider that I couldn’t effectively just tell them how to do it. However, the teacher and the principal have little, if any, training on teaching young children, so when a child does something wrong, they’ll probably just get yelled at in a tone that suggests that it’s ridiculous that they (a 5-year-old) doesn’t know how to write a proper “g.” Rather, these teachers prefer to take the child’s hand in theirs and do the worksheet for them . . . SUPER! Now what has the child learned? Nothing. If the teacher does the worksheet, the kid doesn’t even have to be looking at it. It’s just magically done and magically the teacher is pleased with the child . . .
I saw this happen for about a week and a half before I plucked up the courage to mention it. After watching Viola, the principal, do the ENTIRE page for the letter “k” in about 10 seconds after I had spent an hour and a half the night before making sure that each child had at least one letter to do for worksheet time that day, I gently got her attention and said something tactful like, “Actually, Viola, I’d really like it if the kids would do the worksheets on their own. Obivously, it’s fine to help them out when they need it, but it’s important to me that they do it themselves.” She nodded and smiled and didn’t seem offended, so I guess it worked. Kind of. They still did worksheets for the kids sometimes, but it happened less frequently, sooooo I’ll call that a victory!
Teaching and interaction styles and customs were often surprising to me, as a matter of fact. The way children are treated here is much less gentle than at home. Not saying that our way is absolutely right and theirs is absolutely wrong, just that they are different. For example, when I say “less gentle,” I mean that milder forms of corporeal punishment are more than acceptable here. Things that I found shocking at first were standard practice. For example, when the children were a little slow to form a circle around the room, one of the teachers would often roughly grab them by the shirt or shoulders and shove them into place. The teacher also often used a stick to get the children’s attention. Don’t worry, she wasn’t hitting kids with it, but she would strike the ground in front of them or on the table top to make a lot of noise and get them to pay attention or back up. Yes, it made me nervous and even uncomfortable sometimes, but it certainly was not my place to intervene, especially since no child was really being harmed.
A side effect of this norm of rougher handling and yelling was that I had little, if any power to get the kids to be quiet. Between that and the language barrier, I was little more than a spectator or unintentional instigator when left in the room by myself. Knowing the kids knew the word “quiet,” I would sometimes shout it out and then shush them. This would either be ignored, or several of the kids would echo, “QUIET!” to the rest of the class. I never knew if they were sincerely trying to help me, just repeating a funny English word because I said it, or mocking me. I suppose it didn’t matter. It never worked anyway!
This lack of authority also spilled over into conflicts between the kids. Usually, thankfully, issues could be sorted out quickly and easily just by separating kids who were fighting or cuddling a child who was crying. Unfortunately, though, sometimes things weren’t that easy. Take the swings on the playground, for example: after my first week, I never went near them again! A child would be on the swing, having a ball, and then suddenly, another child would stop the swing and sit directly on top of the first child telling them to move. Then, three more children would descend upon the exact same swing, all grabbing and pushing and squirming and shouting. At first, I thought, “Oh no! I have to do something to keep these kids in order and teach them that they have to share and wait their turn!” However, I only speak English, they only speak Xhosa, and they have learned from experience that the most persistent and outrageously stubborn one will be the one to get the swing. I would start with talking, asking them nicely to stop standing on their friend’s kneecaps. When that didn’t work, I tried a more firm verbal approach. When that failed, I had to resort to physically prying the children off of the swing. You’d think that might work, right? WRONG! Just as soon as you had managed to pull an uncooperative child off the swing (after considerable physical effort to get them off the swing without actually hurting them) and set them off to the side, they’d dart between your legs and latch on in an even more impossible grip. In case you don’t buy how ridiculous it was at the swings, even the janitor who speaks ONLY Xhosa and is absolutely adored by the children there couldn’t wrangle them. We tried everything. Nothing worked. I never even looked at the swings again.
As this tale may indicate, sometimes these kids could be . . . difficult. But that was the challenge. I couldn’t be afraid to break up a fight or to be stern or to punish a child. They had to learn that such behaviour was not allowed. And I just had to learn how to handle things without communication. There were so many times that a child would come up to me crying, speaking spit-fire Xhosa, and pointing at another child. What could I do? At best, I could assume that the other child had done something to the one who was crying. But what? Did they punch them in the face or did they refuse to share their lollipop? Thankfully, my extensive experience with children has taught me that 9 times out of 10, a crying child just wants a little attention. Even if something was actually wrong, if I just gave them a hug, wiped away their tears, and tickled them, all was well again. This actually led to children preferring to talk to me about their problems since the teacher would probably just tell them to suck it up.
I was also unofficially put in charge of first aid for the same reason. Thankfully, it wasn’t needed but three times, but children would come to me with their “wounds” or nosebleeds, and I’d patch ‘em up! Interestingly enough, this was an interesting experience unto itself. South Africa has a serious HIV/AIDS problem, particularly among poor populations like the one I was working in. It’s estimated that close to half of people living in the township I worked in are HIV+, whether they know it yet or not. That meant that I couldn’t treat blood or open cuts as nothing. Even just to put on a bandaid, I had to don my latex gloves. I’ve never had to be careful about the possibility of exposure to HIV while working with children before I came to Africa . It was a strange thing to get used to. I also had to make sure that if I had any cuts or abrasions that they were covered by a bandaid ASAP. Even IF I’d somehow got an HIV+ child’s blood on an open wound on myself, chances are still astronomically small that I could become HIV+, but it was weird and kind of scary to think about.
Anyway, back to the kids: Even though they sometimes gave me headaches, I came to love those kids. All the little monsters usually made it up to me in the end and of course my star students were always perfect. The first name I learned was Sisipho (see-see-poe) and from that first day on, she was one of my favourites. She is one of the brightest, sweetest, and most mature children there. I love her! I also acquired a son and a daughter while there. My son is a 4-year-old boy named Oyama (oh-yah-mah) who latched on to me in my first week. I’m not sure why, but he just liked to be near me. Didn’t matter where we were, he wanted to either be wrapped around my leg, face buried in my pant leg, or in my arms, had resting on my shoulder. He’s missing his four front teeth. He’s adorable. My daughter is 3 (I think) and her name is Aftin. She’s one of the smallest people I’ve ever seen and her throne was sitting on my lap. She was a mischievous little bugger, but she could be very sweet. She even came in with a sneak-attack kiss on the lips at the beginning of my second week, which may have been part of what led to my string of sickness throughout the month . . . Regardless, it was sweet.
The kids also finally learned my name after four weeks! They started out, as with every new volunteer, calling me “umlungu” which is Xhosa for “white person.” I was not going to tolerate being called “White lady! White lady!” by 60 children, on top of which I wanted them to learn that, just like they are not all “black child,” I am an individual and I have a name. It’s “Jane.” Anyway, every time they called me “umlungu,” I would just look at them and say “Jane” until they said it back, and then I would respond. Some of them even loved just saying my name out loud. Just cuz. Or just cuz they wanted me to look at them. Whatever.
All the kids loved getting attention. Even more so than children at home, I think. For one thing, at school, they were one of sixty all vying for the attention of one to three adults, one of whom was usually a white foreigner (how exciting!). It was always so simple to make them smile. That’s one of the things I loved most about them. Even if I couldn’t carry on a conversation, or even ask them a simple question, I could make them laugh.
Some days were more difficult than others to organize activities for the kids to fill time. I’d want to teach them something or play a game, but wouldn’t be able to teach it since I didn’t speak the language and the one bilingual person on the staff was so rarely there. Some days, especially when the weather wouldn’t permit outside play time, the teacher would just pop in a VHS tape and let it run all morning. Then, when it was finished, she would rewind it . . . and play it again from the beginning. I don’t care to share with you how many times I watched the same damn Barney video. Those songs will never be out of my head. And no, I don’t mean the “I love you, You love me” gem. I’m talking about songs about brushing your teeth and the season called “fall.” (Kill me now.)
Thankfully, though, the teacher and I formed a really wonderful and inexplicable bond. We only really spoke to each other when she asked me the time, but somehow we became friends. She impressed me. When Viola was gone, she was much more fun and engaging with the kids. She was creative. She was lively. The children loved it and it was adorable. Sometimes, a child would do something funny, in the way that only children who just don’t have the sense of embarrassment that comes with adulthood do, and we would just look at each other and start laughing. I loved that. I’ll miss that.
Well, I only have four more days in Cape Town ! Tomorrow I move from my home away from home here in Hout Bay to a hostel/backpackers in the city bowl. I’ve got some big plans for my last few days, so I’m pretty excited! I just know how much I’ll miss this place and these people.
To Shelby, Hanna, Karoline, Vanessa, Micha, Sisipho, Oyama, Aftin, Brian, Ibenathi, Yibanathi, Mziwonke, Khanya, Asivile, and the countless other people I’ve had the absolute pleasure of meeting: Thank you. I am truly a person changed for the better from this experience and from the things you’ve taught me.
(Not that they’ll EVER see this, but) I’d also like to send a special shout out to Afrika and Bridget. The things you taught me are too numerous and personal to recount here, but more than anyone or anything else, you both taught me more about real life in Africa and the strength of the human spirit than I could have ever asked for. In the short time that I’ve known you, I’ve not only become closer to the Africa I came to see, but I’ve also found a new direction in life: social work. The future has never seemed so clear to me, and that is in large part thanks to you both. Thank you. I’ll miss you.