Tag Archives: teaching

Cloudy With A Chance of Yams

We hesitate to begin this blog post, as it forces us to reflect on the impending end of our trip. As you all have read in our previous blog posts, we are having so many great experiences; we have all witnessed changes in both ourselves and our students. This trip has impacted (and will continue to impact) who we become as we continue in college and beyond. Here are some highlights from today:

Today was our second to last day of teaching, and unfortunately most of us feel that it may have been just the beginning. In our reading groups, we look forward to seeing the kids sitting anxiously in anticipation of our arrival to the library to read the stories we have come to share with each other.  As we read our favorites with these children, we wonder if our enthusiasm and nostalgia for these books will instill the curiosity in our students to continue a novel (or series!) in our absence.

In our classes, we will finish our lesson plans with the presentation of final projects or recaps of the week, which will hopefully display the growth of our students, both academically and creatively. As we begin to say good-bye we collect little “love” notes where students express how grateful they are that we have become their friend. As opposed to the American view of friendship, often defined by Facebook, Twitter and texting, a Ghanaian ‘friend’ takes a much different form, carrying much more weight than many of us are used to. We hope to be able to maintain these relationships through the pen-pal program that has been established.

As we head back to the Land of the Free and the Home of the Brave (yes, we did sing this song to our 7th graders today when describing what a baseball game is like) Ghana has led us to question the definition of ‘poverty’ in America. While it is easy for us to pinpoint poverty in Ghana because it looks so different from poverty in the United States, we reflected on what the “image” of poverty actually is. We realized that it doesn’t always look like a child in tattered clothes in another country; it could also be a homeless child in our own city. We thought back on a Common Hour presentation where the School District of Lancaster Superintendent gave astounding statistics about the number of children in Lancaster who were homeless. Since we will only be in Ghana for a short time, perhaps our impact can be continued in our own neighborhoods. As participants of our discussions, we challenge the readers of this blog to question what poverty may look like to you, and what role you would like to play in thinking or acting on this issue.

To end our day, we bravely challenged a group of Heritage students to a game of soccer.  It was exciting to interact with our students outside of the classroom and to show off our competitive spirits.  With a final score of 10-5, we were proud to walk away with second place in this fierce game.  After a few shirt tugs, questionable calls and well-calculated comments to our opposition, we were all smiling at how quickly we all bonded over our mutual interest in camaraderie.

Tomorrow, we are excited to have a final day with the students we have come to love.  We are happy to report that this experience has NOT been a Series of Unfortunate Events (yes, our life is now defined in children’s story titles), but more so Cloudy with a Chance of Yams.

Goodnight Stars, Goodnight Moon, Goodnight Goat Jumping over the Moon….

K, K & Co.

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Sorry to our 8th grade teachers…we finally understand.

Mondays.  Oh Mondays.  Why must they come so soon?  After a relaxing and eventful weekend we felt a little apprehensive starting such a daunting, teaching-heavy week.  Whether it be lesson plan anxiety, mild bodily discomfort, or feeling a little homesick, it was clear we all had our worries about how this Monday would go and whether we would be successful in engaging with our students in meaningful ways.

Some challenges we continued to face today revolved around effectively managing our classrooms and dealing with troublesome students. Having drawn a lot from our own experiences in grade school, many of us are feeling like we are, at times, falling short of being able to command their full attention and gaining 100% of their respect. Breaking into the already predefined “classroom culture” here at Heritage has been a definite barrier, but one that we are slowly breaking down and becoming a part of. This has lead all of us to realize that teaching is a skill that is honed over time and is causing us to feel a great deal of respect for the teachers that have helped shape our lives in many apparent (and subtle) ways.

The day was filled with highs, however, as we continued to connect with our students in new and surprising ways. For example, after having a difficult start to the teaching process, one of the students in Katie’s Human Rights class came forward with a completely finished final project days before it was due. The students were instructed to create their own countries, including designing a flag, constitution, and structure, and it was so encouraging to see this student really embrace a challenging concept with such creativity.  Kyle also experienced a breakthrough today in his Creative Writing class when a quiet, yet confident student proudly read a short story of his own.  For us, who seek to teach material that will encourage students to explore their creativity, these moments of expression are self-affirming and inspiring.

After school today, several of us journeyed into town to explore the market. The rest of our group stayed behind at school to organize their ever-growing library. Growing up in America, reading was a natural part of our lives, and a way for us to learn and be influenced by our culture. Because of the lack of Ghanaian culture represented in the literature that they have access to, the students at Heritage are consuming American culture as they learn to read.  This seems to be leading to a certain disconnect with the books they read every single day. Despite these cultural differences, we are noticing more and more how similar children are all over the world. The hand-games and silly childhood habits that we all experienced growing up are present here in Ghana as well, and this makes the world feel just a little bit smaller.

Thanks again for keeping up with our trials and tribulations. We love you all and are eager to share our stories in more detail when we get back to the States!

Peace, Love, & Plantains,

Molly, Kyle & the Crew

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Oh The Places You’ll Go

Not a day too soon, the reflection sessions have taken a turn for the positive. Yesterday, some of us struggled to connect with a handful of our students, especially the older ones.  This prompted us to discuss our role here as a teacher and what we expect to gain from this experience.  Today we were able to connect better with our students, which in turn improved our moods immensely.  It is a wonderful feeling to be able to say our highs out numbered the lows; which was a high in itself.

In addition to connecting with the students, some of us were able to connect with the Heritage teachers and staff members. For example, some of us talked with the shy but loving school nurse, Joyce. She shared stories about her life including how she started a school with 5 students, which has grown to educate over 150. These interactions have prompted some thought provoking conversations along with more opportunities to learn about both the staff members and the country of Ghana.

A noteworthy conversation took place between Molly and a professor, Adison, and we found it to be eye opening.

Recalled by Molly:

“Normally at home when I tell people about majoring in Animal Behavior they immediately ask me how to solve problems with their dogs.  It was funny, because when I explained to Adison what my major was, the first thing he said was, “I have a dog, it bit me, how do I stop this?”

We all found this to be significant as well as slightly comical, as it shows us that around the world similar conversations are simultaneously taking place.

As mentioned in the previous blog post, we are not only responsible for teaching our own classes, but also reading sessions. These reading sessions consist of 2 to 3 Heritage students reading with 1 to 2 Obrofo (white people aka our group).  Some students are at a fairly advanced level while others are still struggling to sound out words and understand what they are reading.  While some of us find it exhausting, others find it exhilarating.  In reflection, we have discussed how we can cater to these students and facilitate reading comprehension for both types of students.  Hopefully we will be able to implement these strategies successfully on Monday.

A high for the day shared among some in the group, was the “aha” moment at one of our group reading sessions.  We were reading Star Belly Sneetches, an excellent Dr. Seuss book that we highly recommend, when we experienced the kids understanding the moral of the story.  Brief summary: one sneetch has a star, one does not.  They end up switching back and forth at the expense of their wallets only to realize they are not superior or inferior just because of their differing appearances.  When we asked what the kids learned from the story, one kid said, “I learned to love myself and my neighbor.”  Perfection.  Well-done Dr. Seuss.

Tomorrow we’ll be doing a life skills workshop with the 12th graders in which we’ll be discussing topics including HIV/AIDS and Life After College.

Till then…

Édo,*

Samantha, Jennifer and the Obrofo Gang

* Love in Fante (phoenetics: ordough)

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First Day of School!

Today was our first day of teaching at Heritage.  Our daily schedule consists of a mixture of teaching our individual subjects and holding small reading groups.  The classes we teach range from 7th graders to 11th graders, while the reading groups include students of all ages.

Our initial reactions to the atmosphere at Heritage were positive.  There is a clear sense of community within the structure of the school.  The staff members not only have relationships with the children but also communicate openly with other staff.  For example, DeGraft, the school’s headmaster, can be seen socializing with the kitchen staff, as well as taking care of all the details that contribute to helping Heritage run smoothly.  One of the teachers sat with us (Molly and Chloe) during a free period and discussed different aspect of the business world in Ghana, as well as the culture of homosexuality in this country. His curiosity about our perspectives on education and his clear love of learning made the conversation really open and culturally enlightening.

The students have a lot of responsibilities in the maintenance of campus procedures and aesthetics. For example, students have various tasks ranging from coming early to school to sweep the floors of the classrooms, to alerting the teachers when each period is over.  The highest achieving students act as prefects of the school and help the teachers to keep the classroom in line. It is clear that for both the staff and students, Heritage is a place that is enjoyed and appreciated.

After working hard on preparing our lesson plans and bouncing ideas off each other, we were excited to implement our lesson plans in a real classroom setting.  Our first day experiences ranged significantly, including both highs and lows.  One factor that contributed to the differing experiences was age.  As a whole, our group felt that the older classes were much harder to engage.  During reflection we brainstormed ways to connect with these students and created ways to more effectively manage the classroom and convey our course material.  Generally, the younger students were more enthusiastic and receptive of our material.  These interactions helped sustain us through a long day of trial and error.  We also realized that while the majority of these kids do speak English quite well, it is still very much their second language. We all found that speaking extraordinarily slow and in the simplest language we could think of was important in conveying our lessons.

Regardless of the students’ appreciation of the class content on this first day, all of the students expressed kindness and genuine intrigue into us as people, and we found ourselves answering questions about our lives at home and building connections almost right away with the kids. It was a lot of fun to start to get to know the students, and we look forward to spending even more time interacting with and learning from them.

We are finding that it is hard to balance our prior expectations with the reality of the constraints of this trip. Accepting our limited role here and the way that it affects how the students perceive us has been a challenge. An important understanding we are working through is that the immediate effects of our work may not be apparent in a tangible way. We are all coming to terms with the fact that this experience may play a greater role in shaping our own personal identities and ideas about service than the lives of the students at Heritage due to our limited time here. During our discussion, we realized just how important it is that we don’t let this minimize the significance of our journey in Ghana. Each of us is in the process of realizing what this experience will mean to us, and it is something we will continue to reflect on.

We are eager to return to the classroom tomorrow, and hopefully we will be able to address our own challenges and continue to foster a positive learning experience for the students. Thanks for keeping up with our adventures, and we hope you are enjoying the snow!

Love and miss you all,

Chloe & Molly

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Bittersweet Goodbyes

Today was really bittersweet as it was our last day at Heritage. It was probably our most extreme day of highs and lows. Each of us had a touching moment that reminded us of the work we had done with our students, but it also pained us to say goodbye to the kids we had built such strong relationships with, even in only 8 days.

Our last day in the classroom was very different from our previous seven. We all wanted to have fun with our students today, so some of us chose to play games while others had the students take a turn teaching the teachers. Today was as much about sharing culture and experiences as it was about continuing to share our educational interests. Sydney had a great time playing partner tag with her first class, Jennie had us all laughing when she told us about her game of “Red Light, Green Light,” and Jake and Teresa were impressed by the students’ choices of challenging words while they played Hangman. On the other hand, Sydney’s second class demanded to be taught, and they were able to grasp the Fibonacci sequence and the concept of infinity in one 50-minute class.

In our last reading periods, we noticed how far our students had come after reading one-on-one with us for the past week. We were shocked by their growth, and we’re optimistic that their improvement will continue. Anne had consistently used the same technique to help her students self-correct errors while reading aloud, and she was happy to notice today that her kids were helping each other using the same method. Teresa, who has been working with a student named Isaac for the last week, noticed significant improvement in his reading skills, making her feel like she has really made an impact at Heritage.

Despite these amazing highs, we all experienced some of our lowest lows. It was in the back of our minds throughout the day that this was our last day here. At the end of every other class, we had said “See you tomorrow!” but today, several of us had to catch ourselves and simply say “Good-bye.” One of Jennie’s students asked her throughout the day, “Are you leaving yet?” She was able to reassure him for most of the day that she would still be there for a few more hours, but eventually, the time came when she had to say yes.

At the end of the day, the school surprised us by holding a small assembly in our honor. We had an official chance to say thank you and good-bye to all of the students and teachers who had welcomed us to their school. We all had a chance to speak individually, but Mike blew all of us away with his eloquent and heartfelt speech thanking the kids and encouraging them to continue working hard in school (Lilah cried). DeGraft, the school’s headmaster, presented us all with traditionally wood-carved stools. They represented the strength of the relationship between Heritage and F&M, a relationship we all hope continues.

Looking back on our 8 days with our classes and reading groups, we all feel like we grew along with our students. We hope to continue the relationships we’ve made, both personally through written letters, and institutionally through future trips and support of the academy. We are excited to have two more days to explore Ghana, but we all recognize that the main purpose of our trip has come to a close. However, we know we will continue to learn and grow from these experiences with our students long after we return home.

Love,
Anne, Greg, and Alexis

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The Africa We Have Come To Know

For those who do not know us, we are the Muhlenberg Gals: Ali, Caroline, Bobbie and Jordan. Today was our last full day in Ghana; we have spent the past two weeks here in Ghana experiencing the thrill of exploring a different country, but today was by far our hardest day emotionally. We all struggled with leaving the classes we have so passionately taught, and leaving a country that we have all grown to love. Its hard to imagine that tomorrow at this time, we will be sitting in the Accra airport waiting to board our flight to Amsterdam and then on to the glorious city of Newark, NJ.

The walk to school this morning consisted of us discussing our cravings for various western foods such as Chipotle, Panera Bread, and real pizza (not the ketchup and goat cheese concoction that Ali and Bobbie ate on our trip to Kakum). Upon our arrival at Heritage, we were greeted by the adorable lower school kids, who until today, had been on holiday break. By now, we have all settled into the comfortable routine of reading, teaching, and spending time with the kids at Heritage Academy. As always, are nights were full of highs and lows about our experiences. Some of our highs from today included teaching classes that grasped the material more than we had anticipated, jumping into an impromptu Spanish class during an open period, seeing strong improvements in the reading of our students (even after only a week), having meaningful conversations with the High School students, and ground nut soup and rice balls we enjoyed for dinner. Yet, with highs, also come the lows. The Muhlenberg bunch was upset that this would be our last day at the school, and some of the Franklin & Marshall students spoke about misbehaving classes, and leaving special hot sauce at school (but since learning that said hot sauce is safe and sound – Anita is now extremely relieved).

Tonight before reflection, some of us were joking about how we should road trip it to Nigeria or Ivory Coast, and how that people often lump Ghana in with other African countries that suffer from political instability and ethnic conflict. When people picture Africa, they think of the images out of the Congo, Mali, Libya, or Somalia that are plastered across the front page of the New York Times. The Africa that we have been experiencing is so much different than mainstream media would like those at home to believe. There is no denying that Ghana is a poor country in terms of monetary and material assets, but it is incredibly rich in terms of the kindness and spirit of the people. Having the incredible experience of going into a school and the communities surrounding it, and meeting the kids and adults who live and learn there has proved that the future of this country, and the countries surrounding it, is incredibly bright. We were lucky to experience that first hand and will treasure these moments for the rest of our lives.

With love from Ajumako,

Caroline, Ali, Jordan and Bobbie
a.k.a. the obrunis from Muhlenberg College

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Headstands, Happy Feet and Honest Reflection

Today we continued teaching, measuring height and weight, and distributing shoes. We experienced a wide range of highs today, including more pen pal requests, some great questions during lessons, and steady progress during reading periods. Jennie had a great time teaching 9th grade anatomy, and Jake and Teresa were impressed by a creative writing story including a full plot and moral. Anne had success introducing a new game into her French class, and Mike saw some great questions during lecture in both of his classes. We also had the opportunity to match some kids with shoes that fit well, and it was great to see how happy it made them.

Unfortunately, we were not able to give every student who got measured a pair of shoes that fit. We brought a lot of donated shoes, but the sizes were not distributed according to the needs of the kids at Heritage. We ended up with a lot of very small women’s sizes and a lot of very large men’s sizes, but most of the students needed something in the middle. It was hard to give kids the option of taking a pair that looked like boats on their feet or waiting until February, when a new group will come with more donations. Some kids very visibly sad, some were visibly frustrated, and it was difficult for us to feel so powerless. A few students kept looking at us expectantly as if we could pull out a perfect size from behind our box, but there really wasn’t anything we could do. That experience was a low for most of us today.

During our nightly reflection sessions, Lilah asked us why we were here. We shared tons of different ideas. We definitely had a few selfish reasons, primary among them wanting to take advantage of the chance to see a new country and get a taste of a new culture. Several of us also jumped at the chance to teach. Alexis and Jake both see themselves as future teachers, while Greg and Sydney wanted to challenge themselves by attempting to lead a classroom. A lot of us also wanted to spend our winter breaks doing something worthwhile, and teaching things we’re passionate about seemed like a great way to do this.

A couple of us did question how much of an impact we have had here. We know that we will all leave with a lot of wonderful personal experiences that will stay with us for a long time, but a few of us did wonder how beneficial this trip has been for our students. We have all noticed how difficult it is to teach, and with minimal practice in classrooms, we know that we are still learning ourselves.

Being from Ghana, Anita has a more unique view of our experience so far at Heritage. Anita had never heard of Heritage before coming to F&M, so she was interested to see what the school was like. She, along with some of the rest of us, was wondering how much impact we could really have in 8 days, considering most of the things we are teaching don’t come up on the national exams that the students are preparing for. She has been surprised by the contrast between the schools she went to in Accra, the country’s capital, and Heritage, a rural school. With such a divide so clear, it has become even more apparent how important education is for all students because it is the best way to close this gap in the future.

To lighten the mood a little bit, a fun moment for everyone today was watching some of the younger boys do headstands in the middle of the grass at the end of our reading period. The boys were able to hold headstands far longer than Lilah, our resident yogi. We wished the girls could have participated too, but their skirts made it difficult to try the pose decently. They were still excited to help count the seconds out loud for their classmates, especially because one boy reached 100 seconds. Everyone walked away laughing and smiling.

We will all continue to think about why we are here, and we hope to keep this dialogue open.

Namaste,
Kate, Anita, and Alexis

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To Walk A Mile in New Shoes

As our second and final week of teaching at Heritage began, we realized that Ghanaian students are not immune to “the Mondays.” Despite some understandable lassitude following the weekend, many of the students quickly regained their enthusiasm for another week of classes. Many of our “highs” in our daily reflection session centered on stories about our reading periods with some of the younger students. We all have two or three reading periods a day, during which we sit with small groups of students and read books from the library, working on pronunciation, vocabulary, and comprehension. Today we brought our first batch of new, donated books to our reading periods, which the kids were really excited about, because they’ve practically memorized the stories in their other books.
Many of our students, both from classes and from reading periods, have been asking for our addresses to become penpals. Today alone, five of us received such requests, which we happily obliged. We look forward to keeping in touch with these students when we return to the US.
This afternoon, spearheaded by Kate, half of us handed out surveys designed to gauge students’ opinions of the school environment, which will be compared against identical surveys completed by students back home in local Lancaster County schools. We surveyed the 10th and 11th graders, and succeeded in collecting 74 finished surveys. As a small prize for helping us out, we also handed out pencils, erasers, and highlighters, but pens were by far the most popular item. A comparison of the surveys completed in Ghana and the US will hopefully shed light on rates of bullying, students’ outlook on their schools, and performance by grade in these two countries.
The other half of us assembled in Heritage’s clinic to start the week-long process of measuring each student’s height, weight, and shoe size. As we went, we compiled the students’ information on index cards, which will be alphabetized and filed to track their growth over time. Today we measured the height and weight of all the eighth graders, which we’ll plot on growth charts to make sure everyone is getting sufficient nutrients. We also had plenty of shoes to distribute to the eighth graders, although our shoe sizer disappeared, making the process considerably slower! So we ended up more or less guessing their shoe sizes as we went, giving each student a larger or smaller size as needed. After plenty of trial and error, each eighth grade student walked away with a new pair of shoes. During the sizing, Jennie spoke with one student waiting in line whose bus was about to leave. Despite Jennie’s assurance that she could get shoes tomorrow, this girl chose to miss her short bus ride and walk 45 minutes home instead, with a new pair in hand.
Tonight marks the halfway point in our eight days of teaching at Heritage, and it’s saddening to think that in only a week we’ll be back in Lancaster, missing our Heritage friends. We’ve already met so many people and visited plenty of fascinating places in Ghana, and we’re excited to finish strong this last week.

– Teresa, Mike, and Sydney

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A Salty Stay-cation

After three surprisingly exhausting days of teaching, everybody was looking forward to a day of relaxing on the beach. In the morning, we piled into our tro-tro and headed back to Cape Coast. Our first stop was Cape Coast castle, which was constructed by Europeans around the same time as Elmina castle for similar purposes. We hit the gift shops, where Sydney and Jake bought drums and many of us purchased various gifts for our friends and family back home (get excited!). Afterwards, we headed to Coconut Grove Beach Resort for our ultimate destination, the beach!

The resort was beautiful, situated just beyond Cape Coast. Complete with an eighteen-hole golf course, ponies, and flushing toilets, we were all struck by its extravagance. We all immediately jumped in the ocean, surprised by how warm the water was, a balmy 80 degrees, about four times warmer than it currently is in the U.S. Northeast.

After enjoying the water, we settled down for lunch under a palapa. Mike put hot sauce on the resort food, which the rest of us found delightful. Greg thought that his pan-seared Sole was so good that he ate his portion…as well as Kate’s. We waited a respectable half hour before joining our resident Yogi, Lilah, on the beach for a quick session of beach yoga. We reapplied our sunscreen (no skin cancer here) and went back in the ocean to frolic in the waves. Jake fulfilled his life-long dream of getting a Ghanaian coconut out of a tree with Sydney’s help.

Elsewhere on the beach, Oduro (Kwesi’s 29 year-old brother), sat and rolled around in the surf like a toddler and enjoyed every minute of it. We watched him run around on the sand playing soccer and giggling in amusement. Everyone then joined in for a game of beach soccer. Shortly afterwards, we got our belongings together and left. Before leaving the grounds of the resort, Oduro had already fallen asleep, exhausted from his long day of play.

On our drive home, we were especially struck by the contrast between the resort and the outskirts of Cape Coast. The differences between the tourist filled resort and the unpaved roads surrounding it, filled with barefoot children, trash, and the smell of fish, was striking. This reminded us of our purpose in Ghana, reinforced by Kate’s enthusiasm to return to the classroom tomorrow, which she mentioned in our nightly reflections.

As we write this, the rest of the group is sorting through piles of donated shoes to give to the kids tomorrow as we take their height, weight, and shoe size as part of our after school project, accompanied by the background noise of Sydney and Jake enjoying their new drums. We’re all excited to return to Heritage tomorrow with renewed energy and excitement.

Love, Greg, Jennie, and Anne

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Education: The Great Equalizer

“Education then, beyond all other devices of human origin, is the great equalizer of the conditions of men, the balance-wheel of the social machinery.” – Horace Mann

Today was the second day of teaching and classes went much more smoothly. The students were participating and engaged in group discussion. For example, in Geography taught by Greg and Alexis, two students approached them after class wanting to borrow their encyclopedias for further research. Also, in the Creative writing class led by Jake and Teresa, the students were so focused on writing their short stories that they refused to put their pens down even after the drums signaling the end of class sounded. Lilah, Jennie and Anita taught the 9th graders American Government today. They ended up extending their class to two periods because the students kept asking intricate and brilliant questions regarding equal rights for women in the workforce, what Obama has done for America as president, and other controversial issues in politics.

Despite the obvious improvements from many students today, there were still a few very obvious sleepers in a few of the classes. Jennie crafted a brilliant strategy to put a stop to that: instead of waking them, she decided to have an impromptu photoshoot with the rest of the class posing behind the sleeping students! Jennie will probably have no sleepers for the rest of the trip, while everyone else will try the same plan tomorrow.

In our reflection session this evening, we focused on the perceptions of education in Ghana, compared to those in the United States. Many of us were struck by the Ghanaian students’ ambition to learn, which often became apparent in our personal interviews with them. One of Jake’s interview questions was “If you could have one superpower what would it be?” To his surprise, three out of his four students said that they wanted to possess unlimited knowledge. Their realization of the importance of education at such a young age continues to amaze us. If only this attitude was more prevalent in our pubic schools back at home. Many American students do not grasp the concept that education frees us and is the key to success. At times when we would have wanted goof around and not study, Ghanaian students are driven to become doctors and bankers.

Do not think it is “all work and no play” for the Ghanaian students, however. Whenever there is some free time, all the boys would grab the soccerball and play pick up “football” behind the library on the less than adequate ground. With a firepit of burning trash at one end of the goal line and barbed wire lining the out-of-bounds, the younger students would play all-out, and barefoot, just for the love of the game. Jake and Sydney have been playing with them daily, in awe of their competitive spirit. They have been encouraging some of the girls to join, but the boys all-out play and their disregard for their surroundings is a bit intimidating. Jake and Sydney are confident that by the end of the trip at least a few girls will want to play with them.

One final highlight of our day was when the tailor paid us a visit in the evening to craft the fabrics we purchased at the market yesterday. The living room at our guesthouse was filled with colorful Ghanaian fabrics, and plenty of estrogen to go around as well. The boys were loving it, for sure. The tailor has his work cut out for him over the next week as he sews together 15 high-maintenance orders that include American-style dresses, shorts, and ties.

Once again, the group is exhausted from another day of teaching, playing, and fashion designing. We will all rest well before the final day of our first Ghanaian school week tomorrow.

– Syd “Pele” Seydel and Mike “Armani” Zoeller

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