International Day of the Girl October 11, 2015

We are in an era obsessed with change. Change of energy. Change of resource management. Change of laws. Individuals are encouraged to change themselves in order to change the world. A world that is broken by poverty caused by wars, famines, dictatorships and natural disasters. International Day of the Girl is aimed at empowering adolescent girls (ages 10-19) to be the leaders for the solution of poverty around the world.

Girl Effect is an organization that aims to let girls be heard and empowered through their “The Girl Declaration” program. They asked 508 adolescents girls in 14 countries what they need to “have a chance to reach their potential.” Through listening, Girl Effect made five goals to help end poverty by enhancing girls: education, health, safety, economic security and citizenship. Each of these goals is partnered with 3 or 4 targets to help attainability be a realistic possibility. (check out www.girleffect.org/2015 for more info). For example, to combat the health problems related to 13 million adolescent girls giving birth each year in developing countries, Girl Effect aims to cut number of girls that become pregnant in half by 2030 for girls up to 18 years old. This is the same year that they hope to end child marriage as a part of their citizenship goal. 25 world leading organizations are backing this declaration up, however, it is going to take lots of work and commitment to change the tides of discrimination against girls around the world.

Ethiopia is just one place where change is drastically needed as Girl Hub Ethiopia published in a recent report (www.girlhub.org) with the following information gathered from Central Statistical Agency, World Bank, Ministry of Education, United Nations, ICF, and UNDP.  It was projected that in 2012, 9.9 million of the country’s 84.7 million population (or 12%) would be adolescent girls. That number has only continued to grow in the last couple years. In the same year Ethiopia would rank as one of the top ten poorest counties with 72% of the population living on less than $2 a day. Today my teacher friends calculated that they make $3.10 a day. Overall Ethiopia is also one of the least urbanized countires in the world with 84% of the population living in rural areas.  40% of girls are literate, mostly due to the fact that 1 in 2 children won’t finish primary school ( grades 1-8) and only 1 in 3 girls will attend secondary school (grades 9-10). This leads to unemployment, early marriage and early motherhood. Where young females have an 11% unemployment rate compared to the 4% of their male counterparts. The Amhara region median age for females in marriage is 15 while the overall populations reports that 41% of 20-24 year olds were married at 18. Abductions in 2009 lead to 13% of the marriages.12% of girls between 15-19 have at least one child. How long are these going to be the trends?

I look around at the beautiful, talented, shy, outgoing, talkative, braided hair, scarf covered girls in my classes and pray that they aren’t part of these statistics. But that is highly unlikely. They have probably been abused in various ways, have been circumcised or know another female who has, and/or worked in activities that could be qualified as child labor. And what about the 2/3 of girls who aren’t in secondary school at all? How are they getting the help they need? Where are they getting the encouragement to break the trends? When will someone tell them they don’t need to continue in the downward spiral of poverty?

In honor of empowering and bringing awareness to self-esteem I did an activity with all my students on Friday. While change needs to happen for girls, that change will not come about with the help of males. Brothers, fathers, uncles, grandfathers, teachers and classmates who have an impact on various parts of the girls’ lives, need to recognize and help empower females too.

After tying in a brief lesson on adjectives, I had all my students draw how they see themselves on a half sheet of filler paper. Are they tall, short, thin, large, strong, beautiful, happy, sad? What do they think they look like? Although this is the beginning of the year where directions and creativeness are slightly foreign, after a little bit they all got drawing. It was fun to see how they thought they looked. Next to my own picture on the board, I modeled three sentences one by one for them to complete:

1. I am ______ and _______.
2. I am not __________.
3. I am good at ____________.

I went around the room to translate and help students figure out what they are. This self-analysis isn’t something commonly done. Unlike a rote memorized answer students had to think about themselves and proudly write whatever they thought they looked like. I then had some students (females and males) share their sentences. We came to the conclusion that we are all different. We all have things that other people don’t have. We all have strengths that make us unique. And that it is okay if we aren’t good at something or don’t have something. One of my short students, comment that he didn’t want to be tall, because he was faster being small. We laughed, but it got everyone realizing that they are important individuals. They can be strong and good at things despite gender, age, or circumstances.

After classes, I walked home with three talkative girls, one of whom is in one of my classes. She got talking to the others girls about what we had done. While they talked like all teenage girls in conversation (like instagram hashtags without spaces), I couldn’t help but smile at the pieces I did catch. The others girls started to talk about themselves and what they were good at.  They also started to describe and talk about me. Through slightly slower Tigrigna we talked about how we each have good, beautiful parts to ourselves that make us unique, strong and special.

Change doesn’t have to be big. It doesn’t need posters and big signs following it around. It comes, most often, in small ways that ripple out. My student got two others talking about their strengths. How many other students will tell other girls that they come into contact with to look for what they are good at? It takes lots of people around the world contributing in various ways to give the ripple power to become a wave. A wave to change the world of poverty through girls.

Blessedly Single 07 October 2015

It happened again today. Some random guy asked me where my husband was and called me a liar when I admitted to not even having a boyfriend. It happened yesterday and the day before. I can only assume the question will constantly be put in front of me. Every time, though, I have to question why? Why is it so hard for people to believe that I am single? And, that I’m happy about that? Why am I “incomplete” without a boyfriend or husband? Why is part of my identity being based on my relationship status? Ethiopians may be more blunt about asking the questions, but from recent letters with a good friend in the States, it is clear these pressures are everywhere. This blog is written to inform people that we truly are blessedly single.

One doesn’t have to look far into the American and Ethiopian culture to recognize this attitude. Most Disney princesses are portrayed as damsels in distress and in need of a man next to them. Snow White sings her life ambition in “someday my prince will come.” Pop culture and music reflect this also with lyrics like “She was sitting all alone over on the tailgate tan legs swinging by the Georgia plate. I was looking for her boyfriend thinking no way she didn’t have one.” (Luke Bryan “Play it Again”) that makes the assumption beautiful women must be in relationships. People magazine spends most of its time commenting on relationships then on advertisement. Common expressions of “Did you get his number?”, “He’s/She’s cute!” and “When it’s your turn…” are muttered through affection, but still point out that a relationship should and could happen soon. While young marriage is more common and insisted upon in Ethiopia, there are still expectations to have an engagement ring by the time one graduates college. The world we all live in holds onto the expectations that happiness and purpose are (almost) always found with a boyfriend or ring on one’s finger.

However, we do not live according to the world’s standards. Paul writes that being single is a blessing! (I Cor. 7:7-8). It is preferred even so that we can fully concentrate and rely on God.

God has plans for all of us. Plans that are unique to His purpose for His unique children. Some plans involve boyfriends, fiancés, marriage and babies sooner then others. That’s not bad, just how God needs it to be. As for my friend and I, if we would have gotten married or into any serious relationship during or after college we would never have done a multitude of things that have helped us develop as Christ needed us to be. I wouldn’t have done Peace Corps and battled a long long-distance relationship. We are both happy right where God wants us to be and we DO NOT need a man by our sides to further God’s kingdom. God can and is using us just as we are. We are able to completely focus on becoming the women of God that He created us to be. We can focus on becoming the type of wives men would want and children need. We can focus on the work God wants us to be doing. Single but on fire for Him! The world may think we are diseased or cursed, but God points out our blessings.

Many people are happy in relationships. Many people have found “their one true love.” Many people are starting families of their own. But that’ doesn’t mean everyone is at that place in their lives. There are many people who are living God’s calling for their lives single. There are many people, who are old enough, who don’t have a ring or had an ultrasound. There are many people cooking meals for one. All have the right to be happy. So instead of asking us why we don’t have something, ask us about what we do have. We have a purpose; drive to follow God’s call in our lives. We have happiness.

            

The Ethiopian Classroom Context October 5, 2015

 While there are many teachers around the world, the job description isn’t complete unless you ask the follow up questions about where he/she is teaching at which grade. Each classroom is unique to the context in which it is found. Is it a Title One school? Is it charter, private or public? So, here is a little background of the context where I’m teaching again this year. The questions/topics were pulled from a session I helped lead this summer while training future Peace Corps teachers.

The Physical Classroom:

My rooms are about 15 feet by 20. There is one chalk board and a metal non-functioning television box in the front of the room. 70 students pile into 25-30 desks all facing the front. Chalk drawings decorate the walls from students left unattended the previous year. The windows open to help with ventilation. Some of the glass is broken. The students stay and teachers move to the next classes.

I try to arrange my students into T shaped table groups though it’s hard to rearrange with limited space. If I leave anything posted it most likely won’t be there for the next lesson when I need it. In order to save on time I have to map out my use of blackboard space. I’m lucky that none of my boards have gashing holes in them. Last year, when we had to use the science lab, I had to maneuver around two large holes in my board.

Resources:

            While there is a potential budget for supplies, I’ve only been issued chalk from my school. From my town I can get exercise books, pens, construction paper, printer paper, and tape. From larger towns I can find poster size paper and markers.

            Most of the resources that I use I make. I use plastic to cover my posters, making them usable for dry-erase marker fun. When teaching food labels, I’ve collected labels from various items so that student have practical and real things to work with. I bring in food when learning about nutrition and bones when they struggle with anatomy vocabulary. I plan far enough ahead that I can either make or substitute tangible resources that I need.

Student Profile

            Again this year, I have three sections with 70 Grade 9 students. The youngest student is 13 and the oldest is 40. Overall they average 16 years old. Their abilities range from kindergarten to above grade level. One of my students last year was able to take college classes over the summer as his English was advanced enough. While they are used to rote memory type learning, they are quick to try hands on activities. Anything with a competition is fun for them. Many students want to learn. They want their 30 minute -- 3 hour walk to school to count for something. Outside of the classroom they all have chores, help with farming, and some work around town.

Student Behavior:

            Like last year, this new group of students is slightly petrified of me. They are quiet, unresponsive, and very shy. After the “honeymoon” period wears off, I have no doubt that they will start talking off task, passing notes, and cheating like last year’s students did. I establish rules at the beginning of the year, but have to be strict and consistent with them throughout. I only call on people who have quietly raised their hands. Monitoring around the room helps with the talking. I will rip up tests and give zeros for cheaters. By the end, most students aren’t cheating any more.

Classroom Procedures:

            While homework is common in the states at this grade level, I try to limit my homework. I recognize that many of my female students will be working until they go to sleep once they return home. Homework is either for students who didn’t finish the class work in the time or for those that need extra help. It will usually be directly out of their textbooks which they have at home. If we are working on a project, students may need to do work at home, but that is their own responsibility.

            Taking attendance for 70 students is tricky and could take a good chunk out of the 42 minute class period. Last year I initialed exercise books so when I collected them I could see when students were in class. This year I am trying to do name tags that students wear. They take them at the beginning of the class and when they participate (ie raise hand, answer question, etc) I collect their name tag for the day and they get participation credit as well as attendance points. I’m also going to do more table group work so that I can have tables keep track of attendance for their own teams.

Assessment:

 I prepare short 5 question tests at the end of every unit. At the end of every three units I do a review and adapt the exam in the text book. After every three units is either a mid- or final exam so I make sure to have plenty review and practice time for those. Tests made by my school are comprised of 5 matching, at least 20 multiple choice and a couple fill in the blanks. I have asked over and over again to be involved in the process. By the end of last year I was getting to look at and edit the test. If there was something that I hadn’t taught my students I made sure it wasn’t on the test.

Grading:

             Each semester’s grade is broken down in the same manner: 5% Attendance 10% Assignment 10% Homework 5% Short Test 5% Short Test 25% Mid Exam, and  40% Final. Each department gives a short test in the week before the mid and final exam. Due to students missing class, I also give my students a short extra test. If students did take both I give them the better of the two scores. Homework tends to come from larger individual projects. Last year I used the letters they wrote to their American pen-pal students as a part of their homework grade. Some teachers will use one short test for both grades. If students miss the mid-exam or final I put a zero. Some teachers believe that I should put a score for what I think they will receive, but that isn’t morally aligned with my compass. Other teachers have one group assignment count for the student’s assignment grade. I shy away from this as only a couple students actually do the work in those situations.

Volunteer-School Relationship:

            Last year was kind of rough as the school expected me to know everything. I had to really ask around for a schedule of when meetings and holidays were. I often missed meetings and got reprimanded for not being there, even if no one had told me there was a meeting. I have a great relationship with all the staff. This year I am co-leading tutoring classes for grade 9 and grade 10 students with another English teacher. I’ve also been asked to help with a public speaking club with grade 11 and 12 students. Even though I’m only required to be there for my 2-3 classes a day, I stay my entire shift, and often into the next one. I remain open to start conversations and learn about others.

Long-Term Planning:

            Unlike the states where curriculum is clearly and logically mapped out, I have the pleasure of making mine up as I go. I first look through the unit and write down all the vocabulary, grammar and practical lessons. I then decide how many days I have for the unit. Then I group the lessons to fit into the time frame. I make sure before the mid-exam I have completed 3 units with unit test, reviewed, given 1-2 assignments and 2 short tests. I give out reports after the mid exam of students current grades in my classes in their exercise books. Before the final I complete another 3 units with unit tests, give 1-2 assignments and 2 short tests. Two weeks before final I collect exercise books for final tally of attendance, look at any assignments/homework done in those, and write in the grade as they stand. If students are missing anything I write exactly what they need to do to make up points before the final.

Sounds straightforward … then multiple it by 210 students!

Today’s Why I Joined Peace Corps 3 October 2015

 

People have all sorts of reasons for joining (and more importantly) staying through their Peace Corps commitment. Some want it on a resume. Others just want to get out of the country. Some want to put off grad school for another year, and others are using it for grad school. The reasons are as varied as the individuals that make up a cohort in countries all over the world. Today I was reminded why I’m here.

While making tea and preparing to make pancakes for breakfast I smelled smoke. Lifting my kettle I was slightly discomforted that something wasn’t burning under the circular rungs. I glanced to the right and was comforted that my power cord was still glowing orange and not smoldering. I assumed someone was cooking elsewhere in the compound and the smoke was wafting in. A couple minutes later I could really smell it and see the smoke going out my window, not in. That was really disheartening. I glanced to check my open door, to realize smoke was going out of that too. Turns out the electric wires running into my room through a top window was burning through the plastic coating holding together (since the last burning). I quickly called out to the house girls to come and help. Once seeing large flames they shut off the power to the entire compound. The handyman wasn’t in yet so I just had to go without power. No pancakes, but thankfully the tea water was pretty near boiling!

My harddrive and computer are having a non-communicative relationship for the last couple days (i.e. the harddrive acts like it is working, but computer won’t recognize it). Without power in my house I wasn’t wanting to waste time on a computer anyways. So that left the prospect of an entire day without power.

After a bowl of granola (I already had powered milk mixed for the pancakes) and my cup of tea, I headed out to market. As school is about to get started for real this week, more people then normal were at market. I meandered through the lines rejoicing in the low price of carrots (1kg = 10 Birr/50 cents) and happy to get two big braids of garlic (about 40 cloves = 35 birr/$1.75) along with grabbing a half kilo of onions and a kilo of cabbage. It was fun seeing so many more people.

After dropping market bag back at the house, I went to see if oil had been delivered to the suk (shop) I’m supposed to pick it up at. Oil is rationed, so the best way to get it is to register with the city. They will give a suk owner your monthly amount and then you go get it. I was gone at the beginning of this month so it’s been tricky to get any now. May have to wait a week. Anyway, outside of the suk were three of my former 9^th grader boys with a cluster of their friends. These are the boys that I had the pick up game of volleyball with last year. One kept trying to speak in English, even though people were laughing, to tell me that he wanted me as his teacher. I’m only teaching 9^th grade this year, but assured him I would be doing a tutoring class for 10^th graders on weekend so they would still see me plenty.

Even though there wasn’t oil, I headed back happily twirling kids as I went. People from the villages only in Selekleka for market, were completely baffled by my crazy behavior, but they laughed in it.

A couple of my friends and I are planning on doing monthly themed activities at an orphanage/abandoned children’s home (google Abrahams Oasis/Grace Village) with kids 5-17. In preparation for Halloween, I am making a jack-o-lantern-like pinata. By the time I got back from market, the paper mache coat I put on early was completely dry (benefit of being in Ethiopia) so I put on another coat.

Although power still hadn’t been fixed, salad sounded like a good lunch for someone who wasn’t really hungry. Cabbage sliced small, carrots shredded were doused in lime juice and a little salt for a great salad-- with a book.

Realizing I still had lots of time in the day to go, I decided to finally sort my lentils. I bought the lentils forever ago, but have put off sorting it. You see, unlike the products packaged in plastic in the States, lentils here have to be sorted to get the small rocks and other things out of them before one is actually able to cook with them. I have attempted to be lazy and skip sorting, and it resulted in my teeth protesting at the tiny rocks. Pulling out a plate and my iPad (thankfully it was charged) I poured and started to sort out the small orange lentils.

Soon one of the house girls came over to help. She is already having to do more chores than are needed, but still she came to help me sort. We talked some about life, but mostly just sat close together on my front steps, enjoying the breeze, and getting through the Jiffy jar full of lentils.

I attempted to read a book, but got distracted by the beautiful day outside. Around 5, I decided it was late enough I wouldn’t be sunburnt, there would be kids to twirl, and I could get dinner somewhere if there was still no power when I returned to my house after a quick walk. I grabbed a bag with a couple pens and birr and headed out on a walk. Although it was dustier I decided to take the back road out toward the elementary school so that I could walk on the concrete one with lights on the way back.

As I was walking one of my darling little friends popped out of a house with a kid sibling strapped to her back. Milion is one of the 5^th grade girls that would walk with me to school last year. This summer she helped my parents find the perfect jebina (clay coffee pot) at the market. She is always smiles. She soon had me talking to her 6 month old little sister Marron on her back. In that time a little kid came behind her to come and get a twirl. Mom also came out of the house to laugh while holding a large golden chicken. After twirling I had the littlest holding one of my hands, another girl with a chicken on my other side, and Million talking in her fast Tigrigna in front of me.

She asked me if I liked coffee. I said “Yes.” She asked if I liked corn. I agreed again. She asked where I was going. I told her I was just going on a walk to the school. She informed me that I was going to go to her house first. This seemed to make the littlest, who I eventually learned was Katim, happy and constantly smiling up at me as she held three of my fingers.

Million proudly showed me her house after her mom unlocked it. There was the dumping and flapping of protesting chickens with the house cat getting upset. I was offered a seat while Mom got the beans roasting for coffee. Marron was placed on my lap though they had to put a piece of plastic to protect my skirt incase she needed to empty her bladder. A shy little one sat next to me. We soon were talking and enjoying ourselves. Andom, the father, was surprised but happy to see me when he entered a little bit later. He quickly caught onto my name and was asking me all sorts of questions. Katim got ahold of his phone and started playing tigrigna music which got us all dancing. Even Maron bobbed her head along with the rest of us.

Buna ceremony is three rounds of coffee, though Andom taught me the word for the fourth round which is only for very special occasions. Through the rounds the girls and I drew pictures to be translated into English and Tigrigna. A teacher friend came to visit halfway through. We ate roasted corn. Maron fell asleep after nursing and Katim got irrated when the phone’s battery ran low preventing more music to play.

Before I left, I was given two ears of corn to eat for dinner back at my house. I was also invited to come back tomorrow at 8:30 (2:30 pm forengi time) to get my hair braided and have more coffee. Andom walked me part of the way home, but Million made sure I got back to my gate okay and didn’t forget tomorrow and she would come and get me.

Power hadn’t been fixed in my house as I hadn’t been home to open the door. I wasn’t really worried about it. I ate some peanut butter and Oreos (good thing I still have some stashed from Mom & Dad) so that my malaria meds wouldn’t upset my stomach in the middle of the night, but planned to bed shortly after. However, when I went to the bathroom for the night, I commented to the housegirls that I still didn’t have power. Mulu told me to tell Mama or Teklay Haimonot, the handyman, who were still sitting around. I told them not to worry as I was tired and just wanted to get some sleep.

As I was munching on another Oreo, landfamily’s oldest son who is visiting, asked what was going on. I quickly explained that I didn’t have power and he sent Teklay Haimonot in to fix it. After turning the breaker off, stripping the wire, twisting them together and securing with plastic, I had power again!

Some days are rough. Some days I question what I am really doing here. I want to be teaching, but school hasn’t started. What is my purpose outside of my major job? Today reminded me that I live in a wonderful place with fabulous people. People that help me with dull chores like sorting lentils. People who give me coffee and corn when I didn’t know what I’d eat for dinner. People who I can have quick messages with. People who have skills to help give me power. People to brighten my day. People to remind me that I joined Peace Corps for them.

I joined to met people. To broaden my horizon on the human race and cultures that we create. To live a life different then my own to become familiar with others’ normal lives. I joined to see God reflected in others. I joined for days like today.

Colorful Children October 1, 2015

“Jesus loves the little children. All the children of the world.

Red and yellow, black and white they are precious in his sight.

Jesus loves the little children of the world.”

There is a picture floating around on a couple of teacher buddies’ phones of three hands: two rights and a left. The first one is of a warm, rich, soft brown. The middle one is white like milk. The last is deep, rich, dark brown. I’ll give you one guess who’s the middle one is.

The difference of my skin is something that has fascinated young children, older colleagues, and even patrons and matrons. I’ve had kids giggle as they hold my hand when the realization of differences dawns on them. They like flipping over my hand so my even whiter palm can be compared to theirs. Usually this leads to their buddies coming over to see what their skin looks like compared to mine. It isn’t that much different with my teacher friends. One shook my hand, another pointed out the stark difference between and soon my hand was being drug around for comparisons and laughter.

When I first came here, I loved the way others’ skin looked against mine in a hand shake. I would focus on the difference. Now, I look at the face more. I see the differences that make an individual unique. The crinkles by the eye to tell me when sarcasm is happening. The joy of seeing a friend.

Sometimes it is hard being the only one who is so starkly different. Sometimes I just want to blend into invisibility like I often was in the States. Sometimes I wish my tan, which was lost during rainy season, would come back stronger than ever. But most times I don’t realize my difference. I don’t realize others’ differences.

DC Talk paints the perfect picture of how I am experiencing life in their song “Colored People.”  As they state in their song “Pardon me, your epidermis is showing itself. I couldn’t help but note your shade of melanin. I tip my hat to the colorful arrangement ‘cuz I see the beauty in the tones of our skins.” There is beauty in the diversity if one takes the moment to recognize and appreciate it. When I first came to site, I admit that many of the children and adults looked vaguely the same to me. It was hard to learn names and keep people straight. But now, now I see the beauty of each person.

The song goes on to say “We got to come together and thank the Maker of us all. We’re colored people and we live in a tainted place. We’re colored people and they call us the human race.” Discrimination, harassment and stigmas have become all too familiar this year. My skin points me out as different. I often have to haggle down “forengi prices” to what the price of an item should be. But I know that Ethiopians in America are probably going through similar things, as they try to master a foreign language to fit into a new culture. It doesn’t take long to see this separation between Americans through the news reports. Individually we are different, collectively we are the human race and “by God’s design we are a skin kaleidoscope…Aren’t we all human after all?” Treating each other with equality is what “loving your neighbor” is all about.

“Well a day in the shoes of a colored blind man should make it easy for you to see that these diverse tones do more then cover bones as a part of our anatomy.” I wish this wasn’t true. I wish I could type that there is perfect equality and respect everywhere. That outer appearance doesn’t change the way people act towards each other. In some places that equality has been achieved. In other places, there is room for change.

There were five adorable gigglely girls playing in the compound earlier today. All of them under the age of five. Two of them are sisters a couple years apart. In the afternoon sun their laughter rang out clear and pure. Their colorful dresses bright and beautiful against the range of dark skin shades. Their plastic shoes clicking gently as we played tag and other games. They could care less about my skin color. They don’t care that I can only pick up pieces of their conversations. We can still have fun. We can still be friends. They can fall off the ledge and trust that I will catch them in a twirl.

Jesus loves all the children. The young ones that wiggle out of their mom’s arms to come get a twirl. The older ones that will sit in my classes and clubs this year. My peers who have passion in all other subjects. My landmom who I love like a grandma. The strangers and the friends. Color is beautiful. It takes all of them to show life. God loves all His creation through their stunning beautiful unique-ness. I’m glad I can see and learn that difference.

“See you had no choice which day you would be born.  Or the color of your skin or what planet you’d be on. Would your mind be strong? Would your eyes be blue or brown? Whether Daddy would be rich or if Mama stuck around at all. So if you find yourself in a better place. You can’t look down on the frown of the other’s guys face. You gotta stoop down low look him square in the eye and get a funny feeling you just might be dealing with the face of Christ.” Chris Rice Face of Christ