Nervousness and excitement competed for prominence in my mind as I arrived for my first day of classes. The school, in the small town of Chicxulub in Mexico, had an open-air courtyard with classrooms around the perimeter. It was nothing like the modern schools we have in Canada.
I waited outside for a few minutes and entered together with my fellow teaching volunteers. The crowded room was set up with six tables. Each could seat four students and two teachers.
Before the children arrived, we spent thirty minutes getting acquainted, reviewing the lesson plan and distributing supplies for the day.
The students were led from their regular classroom into our room. They entered to our greeting of, “Good Afternoon” and chose where they wanted to sit. Of the 28 registered in the class, only 17 were present that day; 5 boys and 12 girls. This number varied from week to week and we never had a full class.
The first task was for the students to make nametags. They wrote, I am and their name on a card that was placed in a lanyard around their necks. Along with the students and other teachers I stood in turn, held up my nametag and said, “I am Tandy.” This was our first lesson and the way each class would start.
The children were polite and extremely reserved. It was a challenge to get them to speak loudly enough to be heard. Over the next two months, this shyness persisted for most of them.
Each component of the lesson plan was explained in English and Spanish from the front of the room. Some phrases were written on a white board so they could be referred to.
Then we would work with the students at our table to help them learn necessary words in this foreign language. Over the weeks we taught them through the use of flash cards with words and pictures. They learned: I am, I have, I want and I need. As we added: I am not, I do not have, I do not want and I do not need they were able to form simple sentences with the flash cards. Colours, people, animals and simple objects were incorporated into these sentences. To understand the correct meaning of the words and sentences they formed was quite an accomplishment.
Numbers were also taught. They knew the numerals, but the English words for them proved difficult. We played games to make it enjoyable. In some cases, like when we played Snakes and Ladders, they were having so much fun, it didn’t seem like learning!
Our hour-long classes passed quickly. Each week, the happy students would line up, a table at a time to leave the classroom. They were handed a simple snack and would say, “Thank you” to which a reply of, “You are welcome” was given. As well as a treat, this provided another opportunity to practice English words.
After two months we came to our last class. These students were in grade 6 and this is the final mandatory year for attending school. Most would not continue their education. We were in an economically challenged area and families could not afford to keep their children in school. We hoped the little we’d been able to teach them would be of benefit to them in the future.
As the class ended, the children surprised each teacher with handmade cards of thanks. Some even contained a few of the English phrases learned. I received my cards and hugs of thanks with tears of gratitude. 
The opportunity to have been part of this important program was a highlight of my time in Mexico. I look forward to returning to volunteer again next year.
The previous day’s heavy snowfall had left a large accumulation on our second story deck. We discussed the best way to remove it. If we tossed it by shovelfuls over the deck it would be blown onto the patio of our downstairs neighbour. Definitely not the best idea.
