Last week, I was very far north in Morocco for Spring Camp, which ran for most of the week. Moroccan kids have the week off from school, so they go to camps all over Morocco to learn more English and to engage in various extracurricular activities. At this particular camp where I was, most of the kids were in their late teenage years. The vast majority of kids who attended this camp came from the city in which this camp was held, or from the immediately surrounding area.
While it was a camp, it was located in a small city. Taxis run regularly on the street where the camp was held. Grocery stores and cafes are within a block of where the camp was held. So, the camp was held in an urban area.
The camps are run by the Moroccan Ministry of Youth and Sports. As PCVs we help to conduct activities at the camps. In addition to me, there was another YD (Youth Development) PCV at the camp. He's in his second year of his Peace Corps service. He coordinated PCV activities at the camp. There was also a SBD (Small Business Development) PCV, who's in his second year of Peace Corps service, at the camp. There was also an Environment PCV, who is in her first year of Peace Corps service, at the camp. We all traveled from our own separate respective towns further south in Morocco to work at this camp in northern Morocco.
At Spring Camp, the kids wake up between 7am and 8am. Breakfast is served at the camp a little after 8am. Typically it's tea and coffee, milk, with some bread, perhaps accompanied by butter, apricot jam, olive oil, and cheese.
For about an hour and a half in the morning, the kids attend English class. In my camp, there were three different levels of English classes. The PCV coordinating the camp, who is in his second year of Peace Corps service, assigned me to teach the beginners' class. I found it a little challenging to teach this class because some of these kids knew almost no English, whereas others knew more English. I employed the tactic of teaching the basics while simultaneously throwing in words and phrases closely related to the topic at hand which even the more knowledgeable students would not have been likely to know. For example, one day I was teaching the students how to tell the time in English. While I taught them how to say "7:30," I told them also of the phrase "half past." Similarly, while I was teaching them the phrase "Good morning," I explained to them that sometimes they might hear people just say "Morning" when they mean "Good morning."
After English class, the kids played sports for an hour or so. One day the other PCVs and I played soccer with the kids, which was fun.
In the early afternoon, we PCVs and the kids ate lunch together. For lunch, we often ate salad, followed by a tajine, which is like a Moroccan stew. Usually when we eat tajine here in Morocco, we eat it out of one big communal tajine bowl or very large dish. We rip pieces of bread and use the pieces of bread to dip into the tajine sauce, and to grab vegetables or meat from the communal dish. From time to time, French fries rest on top of meat in a tajine. We use bread to pick fries off the top of the tajine as well.
After lunch, there is a little bit of time, anywhere from a half hour to two hours, to nap. We had more time to nap if lunch started earlier; if lunch started later, then we had less time to nap.
In the middle of the afternoon into the late afternoon, we PCVs ran clubs for the kids. One of the other PCVs ran a club involving leadership and team building activities. Another PCV ran a dance club. I ran an Environment club. So, I taught the kids some basic concepts about the environment, and why it's important to protect the environment. I taught them, and tested them on, basic vocabulary relating to the environment. Then they made posters representing why we should respect the environment. Near the end of club time each day, some of the kids did short presentations in which they explained why we have to take care of the environment.
In the late afternoon, the kids also participated in activities run by some of the Moroccan staff running the camp. For example, one day the kids went on a treasure hunt on the grounds of the camp.
On another day, some guest musicians came to the camp and performed for us. Soon after the musicians started performing, most of the kids got up and started dancing and clapping in time to the music.
After these late afternoon and early evening activities, we, the PCVs and the kids, ate dinner together. For dinner, first we always ate harira, which is a type of Moroccan soup which contains chickpeas, among other things. Sometimes after the harira, we ate Spanish omelettes (keep in mind that this camp was so far north in Morocco, and therefore so close to Spain, that particular aspects of Spanish culture are present in that area). On another night, for dinner after harira, we ate angel hair pasta which was sprinkled with powdered sugar and cinnamon. Sometimes after dinner, we ate yogurt for dessert.
In addition to these activities I've already mentioned, we PCVs also spent time just sitting and talking with the kids about various topics, including the USA. At one point, I was explaining to some of the kids that not everyone in the USA sounds similar when they speak. Given my appreciation of the various accents people in the USA have when speaking, I was enjoying explaining and describing and demonstrating some of the accents of people in the USA. At another point, I was showing them my passports, and explaining to them places and events in US history. While we were looking at a drawing of Mount Rushmore that's on one of the pages of my passport, I was explaining where in the US it is, and which US presidents are represented there. While we were looking at other pages of my passport, I was explaining to them that July 4 is Independence Day in the USA.
One night after dinner, the other PCVs and I held a trivia contest for the kids. We wrote questions in the categories of US culture and Moroccan culture. We also wrote questions testing them on what they had learned in the English classes we taught them. We additionally wrote questions testing them on what we had taught them during the clubs we held for them.
For example, we asked them, "Which country was the first to recognize the US?" We were surprised that both teams got the question wrong, given that the answer was Morocco. Also, neither team correctly guessed the number of stars on the American flag. However, they both knew that the Mississippi River is the longest river in the USA. We also asked them from which country the current US president's father came; one of the teams knew that he was Kenyan.
The kids were fiercely competitive. I so enjoyed watching the kids at that trivia competition, largely because they were so excited about it. When we announced which team won the contest, the winning team erupted into loud, raucous cheering. I felt bad for the kids who didn't win. They looked so dejected.
The last night of the camp, and the following morning, the kids shed many tears. I too was sad at the impending farewells. Yet I also felt encouraged. As with certain kids in my town down south, I love seeing, teaching and speaking with kids who are motivated to learn and who apply themselves.
But at this camp, I was even more pleased, because of conversations I had with some youths there. This one especially motivated youth, who is perhaps 18 years old, told me that he sees kids who are addicted to hard drugs. He added that he also sees others who aren't. He went on, "I teach them a little English, a little Arabic, a little French. And that makes me feel good." I replied to him, "Yes, it feels good to help others." I continued, saying roughly, "I think that this is part of the meaning of life: to help others." I didn't expect to have a conversation like this at camp, but was so pleased that I did.
I had been looking forward to Spring Camp. I had been expecting to enjoy Spring Camp. I just didn't expect to enjoy Spring Camp as much as I did. I'm looking forward to Summer Camp.
While it was a camp, it was located in a small city. Taxis run regularly on the street where the camp was held. Grocery stores and cafes are within a block of where the camp was held. So, the camp was held in an urban area.
The camps are run by the Moroccan Ministry of Youth and Sports. As PCVs we help to conduct activities at the camps. In addition to me, there was another YD (Youth Development) PCV at the camp. He's in his second year of his Peace Corps service. He coordinated PCV activities at the camp. There was also a SBD (Small Business Development) PCV, who's in his second year of Peace Corps service, at the camp. There was also an Environment PCV, who is in her first year of Peace Corps service, at the camp. We all traveled from our own separate respective towns further south in Morocco to work at this camp in northern Morocco.
At Spring Camp, the kids wake up between 7am and 8am. Breakfast is served at the camp a little after 8am. Typically it's tea and coffee, milk, with some bread, perhaps accompanied by butter, apricot jam, olive oil, and cheese.
For about an hour and a half in the morning, the kids attend English class. In my camp, there were three different levels of English classes. The PCV coordinating the camp, who is in his second year of Peace Corps service, assigned me to teach the beginners' class. I found it a little challenging to teach this class because some of these kids knew almost no English, whereas others knew more English. I employed the tactic of teaching the basics while simultaneously throwing in words and phrases closely related to the topic at hand which even the more knowledgeable students would not have been likely to know. For example, one day I was teaching the students how to tell the time in English. While I taught them how to say "7:30," I told them also of the phrase "half past." Similarly, while I was teaching them the phrase "Good morning," I explained to them that sometimes they might hear people just say "Morning" when they mean "Good morning."
After English class, the kids played sports for an hour or so. One day the other PCVs and I played soccer with the kids, which was fun.
In the early afternoon, we PCVs and the kids ate lunch together. For lunch, we often ate salad, followed by a tajine, which is like a Moroccan stew. Usually when we eat tajine here in Morocco, we eat it out of one big communal tajine bowl or very large dish. We rip pieces of bread and use the pieces of bread to dip into the tajine sauce, and to grab vegetables or meat from the communal dish. From time to time, French fries rest on top of meat in a tajine. We use bread to pick fries off the top of the tajine as well.
After lunch, there is a little bit of time, anywhere from a half hour to two hours, to nap. We had more time to nap if lunch started earlier; if lunch started later, then we had less time to nap.
In the middle of the afternoon into the late afternoon, we PCVs ran clubs for the kids. One of the other PCVs ran a club involving leadership and team building activities. Another PCV ran a dance club. I ran an Environment club. So, I taught the kids some basic concepts about the environment, and why it's important to protect the environment. I taught them, and tested them on, basic vocabulary relating to the environment. Then they made posters representing why we should respect the environment. Near the end of club time each day, some of the kids did short presentations in which they explained why we have to take care of the environment.
In the late afternoon, the kids also participated in activities run by some of the Moroccan staff running the camp. For example, one day the kids went on a treasure hunt on the grounds of the camp.
On another day, some guest musicians came to the camp and performed for us. Soon after the musicians started performing, most of the kids got up and started dancing and clapping in time to the music.
After these late afternoon and early evening activities, we, the PCVs and the kids, ate dinner together. For dinner, first we always ate harira, which is a type of Moroccan soup which contains chickpeas, among other things. Sometimes after the harira, we ate Spanish omelettes (keep in mind that this camp was so far north in Morocco, and therefore so close to Spain, that particular aspects of Spanish culture are present in that area). On another night, for dinner after harira, we ate angel hair pasta which was sprinkled with powdered sugar and cinnamon. Sometimes after dinner, we ate yogurt for dessert.
In addition to these activities I've already mentioned, we PCVs also spent time just sitting and talking with the kids about various topics, including the USA. At one point, I was explaining to some of the kids that not everyone in the USA sounds similar when they speak. Given my appreciation of the various accents people in the USA have when speaking, I was enjoying explaining and describing and demonstrating some of the accents of people in the USA. At another point, I was showing them my passports, and explaining to them places and events in US history. While we were looking at a drawing of Mount Rushmore that's on one of the pages of my passport, I was explaining where in the US it is, and which US presidents are represented there. While we were looking at other pages of my passport, I was explaining to them that July 4 is Independence Day in the USA.
One night after dinner, the other PCVs and I held a trivia contest for the kids. We wrote questions in the categories of US culture and Moroccan culture. We also wrote questions testing them on what they had learned in the English classes we taught them. We additionally wrote questions testing them on what we had taught them during the clubs we held for them.
For example, we asked them, "Which country was the first to recognize the US?" We were surprised that both teams got the question wrong, given that the answer was Morocco. Also, neither team correctly guessed the number of stars on the American flag. However, they both knew that the Mississippi River is the longest river in the USA. We also asked them from which country the current US president's father came; one of the teams knew that he was Kenyan.
The kids were fiercely competitive. I so enjoyed watching the kids at that trivia competition, largely because they were so excited about it. When we announced which team won the contest, the winning team erupted into loud, raucous cheering. I felt bad for the kids who didn't win. They looked so dejected.
The last night of the camp, and the following morning, the kids shed many tears. I too was sad at the impending farewells. Yet I also felt encouraged. As with certain kids in my town down south, I love seeing, teaching and speaking with kids who are motivated to learn and who apply themselves.
But at this camp, I was even more pleased, because of conversations I had with some youths there. This one especially motivated youth, who is perhaps 18 years old, told me that he sees kids who are addicted to hard drugs. He added that he also sees others who aren't. He went on, "I teach them a little English, a little Arabic, a little French. And that makes me feel good." I replied to him, "Yes, it feels good to help others." I continued, saying roughly, "I think that this is part of the meaning of life: to help others." I didn't expect to have a conversation like this at camp, but was so pleased that I did.
I had been looking forward to Spring Camp. I had been expecting to enjoy Spring Camp. I just didn't expect to enjoy Spring Camp as much as I did. I'm looking forward to Summer Camp.
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