When reading the description of tasks, it wasn’t clear to me what ‘helping with children’ exactly implied. Besides my experience teaching swimming lessons (which I actually really enjoyed), I didn’t have much of a teaching background. And working with kids? I mean, kids are fine, although I find at times awkward to deal with their impulsivity, loudness, hyperactivity, whining or disobedience. Plus, besides my two adorable nephews that I see once a year, children are not part of my environment. This experience was going to be an amazing opportunity not only to learn more about these little people, but also to develop my communication and personal skills, as well as testing my initiative and discipline.
When I stood up in front of the class on my first day, I had no idea at the near second what I was going to say. All eyes were on me, impatient to learn and eager to hear me speak. French? English? I noticed the alphabet letters displayed on the wall. I took a chalk and wrote on the black board and, with probably the biggest interrogation point in my face, spelt in French:“A?” Immediately, the 14 students repeated after me, loud and clear: “A!” “Ok,” I thought to myself, “that’s a good start.” I then invited Lisa to take over for the English part. We did the same with numbers, and days of the week, and colours. We were teaching.
We taught children every morning, and soon enough got a grip of it. As young as they were, and as limited with the languages they would know, we managed to introduce activities to make the learning interactive, fun and creative.
A week earlier back home, people were curious to know why I was bringing Play Doh on my trip. Actually, I always bring this modeling compound while travelling abroad to give to children I meet and interact with. When I was challenged to teach kids and bring something new to both the class and their teachers, I managed to incorporate the colourful dough in the activities. With that new and fun tool, we taught kids numbers, small mathematics and how to sculpt letters of the alphabet. Plus, we all had a blast!
The weeks went by and I started to get a feeling of attachment. When teachers switched the class to Arabic and read stories, the girls would hold my hands, play with my jewelry and give me occasional kisses on the cheeks. When playtime arrived at the end of each class, kids that once were independently roaming around the yard, soon took our hands and dragged us with them. In the open-air courtyard we sang, danced and played in harmony.
I soon realized it didn’t matter if we had teaching experience or not. The concept was to give through the donation of time with the willingness to contribute and help, with positive energy, and compassion. Once you overcome the challenging feelings of discomfort and disorientation, you realize that you are capable of achieving. And to see those little faces staring at you with a big smile, holding your hands tight without wanting to let it go, that is a pure joy and the greatest reward.
Soon, those children filled with happiness and love became the reasons to wake up eagerly each morning.