


I asked Mr. Kisava if I could pick things out of the syllabus that I felt I had something more to offer when teaching, but he explained that the government tests which determine whether or not you get to have a paid education after secondary school go directly along with the syllabus. I guess I can deal with a few yawns. The problem is that its hard to be funny or interesting when youre focusing so hard on simply having the students understand the words coming out of your mouth. Form III seems to be understanding fine. Ive really enjoyed teaching them so far. Form II is different. I get a lot of stares, and some students dont take notes. The material is boring and they can hardly understand me. They havent been studying English very much yet (the difference between Form II and III students in terms of English speaking is amazing) and the accent is too much for them to handle. Ive been working on my pronunciation so they can understand better. For example in the word 'better' I have to really over pronounce the Ts, whereas here I would sound it more like 'bedder.'
I got through teaching classes and did a lot of reading afterward, something Im finding myself getting back into while Ive been here. We also took a walk for about two hours to become more familiar with our surrounding. We ran into Gama, the schools night watchman. He picks peas during the day and watches the school at night. Quite frankly, I think he probably just goes to sleep after all the lanterns are off. Gama was convinced we were lost, so he insisted on walking us back to the school. He speaks English well, so it was fun to talk with him, not to mention his giggle.
Inset: An unfinished house, a villager on the road by another unfinished house, and tell me thats not the same agave plant used to make tequila (dould Jose Cuervo also conquer the African horizon?).
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