My Volunteer Work in Ghana

During our one week orientation in Ghana upon arrival, my four friends and I visited different NGOs (Non-Governmental Organizations) throughout Accra in order to determine where we would fit best. I chose the Bridge Foundation. The Bridge Foundation is an organization that seeks to build life skills in children through sports, specifically boxing and soccer (futbol). In conjunction with its dedication to the youth in Ghana, the Bridge Foundation has formed relations with a select number of primary and junior high schools in Accra, and that is where I sought to volunteer. The Bridge Foundation placed me in Maamobi Prisons No. 1 Junior Secondary School. Since settling in, I have been designated the school’s official English teacher for Form 1 and Form 2 students (6^th and 7^th graders). As the English teacher, I am in charge of teaching grammar, pronunciation, writing, and reading comprehension. The students do not have English everyday, and I attend Twi language classes at the University of Ghana on Monday and Thursday mornings. I teach my own lessons on Tuesdays, Wednesdays, and Fridays. On Mondays and Thursdays I come in for half days (after my language classes) and do anything from lending a helping hand and grading other teacher’s assignments, to tutoring students that need extra help in math.

Although English is the official language of Ghana, it is not the first language of native Ghanaians. Ghana claims host to over twelve different languages with over two hundred different dialects. Ghanaians will speak their native tongue at home (the language that their tribe or region identifies with) and then learn English in school. I teach in Accra, Ghana’s capital, so it would only make sense that English is spoken – at least a little – by most of the people that live in this metropolis. However, many people emigrate from rural areas to the city in hopes of a better life. The students that come from such families often have little to no previous exposure to English because it is not commonly spoken in the rural areas. As such, there are a handful of students that have a problem understanding me, and I – with my novice Twi abilities so far – often have a problem understanding them. This is probably the toughest part of my work. I have often times found myself questioning: How much of an influence can I really expect make on these students if some of them can’t even understand me? This is the question to which I am devoting my next blog post. I quickly figured out that it would do no use becoming frustrated by the language barrier. Instead it is a nuance to be embraced. When one student does not understand a concept I am teaching, I can usually find a group of two to four students jumping at the opportunity to help their struggling peer understand. I have even made worked out a deal with my students. The classes are one hour long. So I always introduce myself in Twi, and ask everyone how their day is going. Then I teach for fifty minutes in English. The last ten minutes is a time of reciprocated education. Students ask me to define a word that they have recently heard, but did not recognize, in English, and I ask them questions about vocabulary and grammar in Twi. Although, I often end up learning more in this part of the lesson than I end up teaching simply because the students usually ask me to define a couple of words for them, while I ask them for whole phrases or sentences in Twi. This is another rewarding and humbling part of my work. I am theoretically supposed to be the teacher; yet I too am always learning. I suppose this is part of the reciprocity of and glamour of teaching. There is a mutual exchange of knowledge. The kids are great. Their spry personalities and zest for learning has made the difficulties and work of being a teacher worthwhile and fresh. Every Friday after school the kids play futbol. Initially I was the official referee. But last week I played for the first time, and I have already been designated the standing number one draft pick every week because of my sheer size relative to the sixth and seventh graders.

This is just a brief survey and overview of my work at Maamobi Prisons Junior High School. I felt it would be useful to provide some background information as to what exactly it is I am doing here in Ghana. I have already made, and continue to make, several observations during my work at the school based on different things I have seen, experienced, or overheard while at the school. As mentioned before, I will continue to update and provide such anecdotes and observations as I make them. I have taught three lessons to each class for a total of six lessons so far. I am scheduled to be the English teacher for Maamobi Prisons No. 1 JSS through January, at which point I will move to Kumasi. The learning has just begun…