2
March
2007
On a personal note, I just wanted to share with you the details of my first site visit to see another volunteer. Jason Maglaughlin, who although currently back home state-side is an environmental volunteer in a beautiful undisclosed location village, 15 km. away by rough road from UL Secondary. Although not a long bike ride, the road quality certainly makes it a tough one nonetheless. If it is at all possible that my village be considered a main drag (truly a matter of perspective), Jason’s site is still off-the-beaten path. The tea trucks make the trek, but passenger buses (also a term here that is a matter of perspective) do not. You can hire a car to take you, but if it’s raining hard you can consider the road impassible. En route, however, is among the most beautiful scenery I have so far seen in-country. Thick pine and cypress forests (in the places where it’s not being chopped down at an alarming rate) are home to troops of both baboons and colobus monkeys. The rolling hilly landscape is similar to that at my site with the exception that less of the land is being farmed an more remains wild (although, that too, is evidently changing as “development” makes its way through the southern highlands).
After reaching Undisclosed Location II, I got a chance to see what these ‘mentals (environmental volunteers) do all day. The massive front and back gardens were irrigated by a gutter and ditch system from the house, as was the concrete water tank. There was also a greenhouse and a tree nursery. I ate peppers, lettuce, carrots, cucumber, fruit and herbs, all fresh from the garden. I had salad, stir-fry, guacamole and omelets – not bad for the bush! The morning of the next day was spent playing with the kids at the primary school: Red-Rover, American football and a Tanzanian game called Children & Lions or something like that.
Afterwards I had the chance to explore the surrounding environment, bush-whacking through the vegetation with Jason, his good friend Roma and one of the Form I students at my school named Amani. We saw twin hidden waterfalls sharing a rockface with a small cave inhabited by some highly territorial songbirds. We crossed another waterfall by walking across the tree canopy. By another hidden waterfall, standing on river rocks, we ate wild passionfruit growing on the surrounding vines.
I am still waiting for Jason to email me the pictures so I can post them. Those of you who can, you should come see all of this for yourself. For those who cannot, this should at least serve as convincing enough evidence that living out beyond electricity and running water has its own particular benefits.
Posted: Village Life
24
January
2007
Starting last week, the kids have returned to *undisclosedlocation* Secondary. I really need a better pseudonym. I think I’ll go with UL Sec. for now, but feel free to post any suggestions in the comments section. Monday witnessed the return of the Form I students (think Freshmen) and Tuesday saw the first wave of Forms II-IV. They brought their school fees, uniforms, mattresses (for the boarding students, roughly 1/3 to 1/2 of the approximately 540 students) and large sacks of corn and beans. After registering and paying fees the kids got right to work. Monday through Friday they cleaned the school environment: sweeping and mopping classrooms, cutting the grass (done with a straight blade!), weeding & etc. As for the teachers, we signed in every morning at 7:30 (1:30 TZ time) and generally milled about, prepared lesson plans, met for tea and lunch, and occasionally directed the students work (although this primary responsibility fell to the teacher-on-duty, a position which rotates each week). By Thursday, however, I eventually got the chance to start teaching.
My Form IV students consist on of a single “stream,” meaning that they meet in the same classroom, which the teachers rotate in and out of for their particular subject lessons. This group of 80 students (roughly 55 of which arrived by the first week) had no biology teacher last year and must complete both the Form III and Form IV syllabus before their national examination early next Fall. This group has never done a biology (or perhaps any science) lab and is still struggling with their English. For example, no one knew the meaning of the word “hypothesis.” But never fear …
I have divided the students up into 8 groups: they chose names like botanists, zoologists, generation, antibodies, nomenclature (how postmodern) and Mendel. Each week, a new member of the group assumes the position of “Group Leader,” who is responsible for the group’s preparation, materials, written assignments and conduct. Instead of randomly calling on students or posing questions to the entire class, I say (for example) Group Leader for Immunity please stand up (Mkuu wa chama cha “Immunity” simama tafadhali). I pose the leader a question about the material we are covering. If he/she does not know, they then have a chance to sit and confer with their group before trying again. Every week, 8 people know that they (with the help of their groups) need to be at the top of their game. Each group receives a notebook which will contain all group notes and written assignments. Since I cannot possibly control 80 students at once, my only hope is to encourage some self- and group-motivation.
After giving the class a basic lesson in the languages, cultures and methods of science, I gave them their first written assignment: design 3 possible experiments using only the resources available in their school environment (which does not include microscopes, magnifiers or most basic lab equipment). I gave them an example. There are these millipedes all over the place (“jongoo” kwa Kiswahili) that protect themselves by curling up into a tight ball. However, some individuals (it seems) simply twist around rather than curling into a tight ball. I proposed to the students three possible hypotheses (as I said, a new word for them).
The “Genetic Hypothesis”: Individuals either only exhibit the tight curling behavior OR the twisting behavior (each of which presumably has a strong genetic component).
The Aging Hypothesis: Due to age or injury, the tight curling behavior degenerates into twisting
The Stimulus-Threshold Hypothesis (again, two new words here): the quality and the intensity of the stimulus is the main determinant for the exhibition of these behaviors.
We then discussed ways in which these hypotheses may be tested, in terms of individual numbers of jongoo, experimental protocol and etc.
It took awhile, but the groups soon began to identify local flowers that close during the middle of the day and other insects that could be exposed to similar experimental conditions. I figure that if I can show my students how to view science as a way of thinking about their environment (rather than as a fixed set of facts to memorize), we might be able to improve on last year’s 50% failure rate.
Other than biology class, I will also be teaching a life skills class (for the entire school, forms I-IV). This will focus largely on sexuality, behavior-change skills and communication skills. I am at the moment being trained in this subject matter at a PEPFAR conference in Mbeya (more on that in the next post). Thanks to Leonore Tiefer, I have been plowing through the teaching materials available at www.siecus.org and will hopefully be able to convince Peace Corps Tanzania to make many of these materials available at our In-Service Training conference in June.
In addition to Life Skills, I have also started my informal ju-jitsu teaching (see new pictures in the photo gallery link under the Blog Roll). Although I am little more than an amateur myself (feel free to send me books about Brazilian Ju-Jitsu!!!), many students are excited to learn and are practicing both fighting skills as well as valuable self-control skills. The potential for injury is great in any fighting style, and students must first learn the importance of control, trust and moderation. As I told them on day one, anyone who demonstrates a lack of self-control and risks injurty of themselves or their fighting partner will not be allowed back.
My other hope with this class is to develop a self-defence class for girls. I have been getting great feedback from the other teachers and several of the girls themselves have expressed an interest (provided the boys are not around). My hope with this endeavor is to combine practical safety and self-defence training with some ju-jitsu work as well (feel free to send me books about self-defence training!!!).
For my own part, I’ve alsomanaged to find some new martial arts training possibilities in my village. A few of the local police train in Karate and Judo at the police station several evenings per week. I’ll likely be heading into town for that training on Saturdays and continuing to work with the students during the school week.
That’s all for now. Look for a new post on the PEPFAR conference and training this weekend. Tutaonana baadaye, Dr. Josh
Posted: Village Life
27
December
2006
After my first few weeks among the Wabena, I can now do the basic greetings (a ritualistic staple for all Bantu languages)Â
Kamwene (This is the first time I’ve seen you today)
Kamwene (Why yes it is, hello)
Nogage (How are you)
Ongo, yuve? (I’m fine and you?)
Ale (Doing well)
Makasi (pronouced Mah-kass) (Sorry you have to work/How’s work)
Kidogo tu (it’s only a little *this is Kiswahili*)
It seems that there’s no Kibena on-line, so I’ll eventually start a dictionary page once I’ve progressed a bit.Â
Language learning aside, let me back up a bit and describe my new site. I live in an area of the southern highlands that seems to resemble northern california: lush green rolling hills and valleys, pine forests, frequently rainy (esp. this time of year) and roughly 65 degrees all the time. In addition there are lemon and avocado trees (both of which I have in my yard), pineapple, coconut, and banana trees, and commercial tea fields everywhere you look. I can’t imagine choosing a better terrain quite frankly. I’m also lucky enough to have no mosquitos, rodents, bats, snakes or roaches (just spiders, beetles and small flies).
My house has three main rooms accessible from the front and a courtyard with four additional rooms (a storage and indoor clothesline room, kitchen, bathroom and shower room). I have no running water or electricity. However, I have two solar flashlights (thanks to Jen Williams for one of them!) for reading and writing after dark. I am also able to collect rainwater from the roof in my courtyard. At least during the rainy season, I shouldn’t need to go anywhere to collect it. However there is a public well on campus (thanks to the previous PCV Ron Dolen) for washing clothes/cleaning and another private well used by the teachers suitable for drinking. Students have to walk down into the steep valley to collect their drinking water – yet another reason to respect these hardworking kids, who also are responsible for the cleaning the school every morning and afternoon, as well as working on the school farm.
At my own home I have begun to clear land for a garden, salvage wood around my house for shelving, along with general cleaning, burning trash from the previous occupants, organizing and making my home an efficient, attractive workplace. The other important part of my job before classes start Jan. 16 is to meet people around the village. So, at least every other day, I stroll around my neighbors home to “piga hodi” (stop by or literally, “hit the request to enter” – piga being an incredibly versatile word) as well as wander around the village (a good 20-30 min. stroll from the school) and chat up anyone friendly. I usually end up being offered a beer, soda or some fruit. I’ve never been great at remembering names, so I try to bring along a book to write them down. I have also found that Tanzanians love to quiz you on your memory. “Do you remember me?” “Ummm., oh yes, from the duka (store) down the street.” “What is my name?” “Uhh.”
It’s best to say, “Yes I remember you but I have forgotten your name,” as it saves a certain amount of awkwardness, at least for my part. Another greeting custom that still feels awkward despite myself is the extended handshaking. I have had entire 5-10 minute conversations in which someone continues to shake my hand, usually changing grips every ten seconds or so.
Another random moment during my first few days worth including for a bit of local color was a late afternoon visit from a man wearing a Saddam Hussein shirt, carrying a bucket of pork for sale. I’ll just let that image speak for itself.
On a final note, I would love to hear from any colleagues with experience in discussing sexual behavior with adolescents. I have a conference on HIV/AIDS in late January, wherein I will be told about all the ways to raise HIV/AIDS (UKIMWI in Kiswahili) awareness at my school and in my village. However, much of what I found is that students know a great deal about the virus, but have little opportunity to ask questions about sex unrelated to disease and pregnancy. It is my hypothesis that a broader discussion about sexual behavior will produce far better behavioral results than a discussion of HIV/AIDS alone. Anyone who knows about some good materials or has done some of this research themselves, please drop me an email.
Best, Dr. Joshua (as I’m usually called in the village now – pronounced Daktari Jeh-shua)
P.S. Check out my new mailing address: P.O. Box 114 Njombe, Tanzania
and new phone number: country code 255, number 075-702-4668
U.S. callers can omit the 0 when dialing
Posted: Village Life
