A Rural Rwandan School

     A few weeks ago I joined some Senior 5 students with Tikkun Olam (Community Service). I traveled with them to a nearby rural primary school to assist in teaching English to young Rwandan students. I was sent to evaluate the level of instruction and assist in strengthening the program.

     The bus ride took about 15 minutes from ASYV. As soon as we arrived at the school, Byinza Primary School, I was overcome with the beauty of the landscape. The school had an incredible view of Lake Mugasera and was surrounded by banana trees. The school was unlike any I have seen before. There were two rows of buildings, each with many, non-connecting classrooms. Inside, the classrooms were very bare. Each classroom had wooden desks that were attached to benches and blackboards. No room was equipped with added accessories.

     After seeing the school, I began to strike up a conversation with Pacifique, one of the students at ASYV. He told me that rural schools in Rwanda have very few resources. While English is the official language of Rwanda, the teachers in the rural areas are not trained in English and therefore only Kinyarwanda and French are taught. This conversation led to a bigger one about the development of Rwanda and the African continent as a whole. It was great to be able to talk to such an intelligent student about the development and growth of Rwanda in contrast to the rural educational system that we were about to engage in.

     Our conversation had to be cut short since English instruction was about to begin. The Senior 5 students broke off into pairs and took a group of about 10 students each to different locations. Groups were situated in classrooms, on hills and on the grass. I walked around taking pictures of the Senior 5 students in action. I was amazed at the strong lesson plans and Rwandan students’ engagement in the lessons. Every pair chose a different topic to teach and utilized different pedagogical methods.

     As I went from group to group, the Rwandan students asked me questions using their basic understanding of English: “How are you?” “Where do you come from?” “What is your name?” “What do you have to tell us?”. I was impressed by the Rwandan students’ understanding of English and ability to push past their comfort zone to engage with me.

     One group of students, Justin, Aime and Libya insisted that I play a game with their students, a game that I had taught Justin just a few weeks prior. My work was becoming full circle! I was honored to teach the students a game. And the students were thrilled to partake in the fun. As we gathered outside to play the game, in true Rwanda fashion, about 100 local kids came to watch the game. It was quite a scene!

     After two hours, time was up and we had to return to the Village. On the bus ride back, I insisted on giving the Senior 5 students a message. Proudly, I told the students how impressed I was of their instruction. I was utterly amazed at how engaging and dynamic their lesson plans were. After my speech, all of the students erupted in smiles and cheers. They were proud of themselves as well!

     Often times I am frustrated with speaking English to some of the students in the Village. But leaving ASYV and visiting a rural school where ASYV students were the teachers gave perspective to the strong level of English that exists in the Village. Sometimes leaving your comfort zone and going to a place less privileged helps to put things into perspective. Now that’s ironic. 

Philomene teaching students on the grass behind the school.

Raissa and Pacifique smiling as they watch their students perform sketches.

The mass of students watching as I played a game with one group of students.

Playing a game with students.

Godelieve, a beautiful and proud Mama.