‘Without education, we are in a horrible and deadly danger of taking educated people seriously’ -GK Chesterton.
After getting up and having breakfast, we had a seminar on the design of our Community Action Project. We decided on what exact actions we wanted to take for our project and split into two committees that would each be in charge of one major aspect of the project, murals and other miscellaneous beneficial actions. After preparing for English tutoring and going to lunch, we split into two groups and shadowed students at two different public high schools. One group went to JFK and one group went to INO. While there, we each were paired with a Nicaraguan high school student. While attending class with them, we gained further knowledge on the Nicaraguan educational system and the differences between public education in the US and in Nicaragua. While some students at JFK had a more positive experience with both the teachers and the students, some students at INO unfortunately didnĀ“t enjoy the same level of engagement. While both experiences were different, similarities arose in the lack of committment and respect from both students and teachers. We then went to English tutoring after dinner. Unfortunately, tutoring was cancelled due to the power outage at the Univeristy campus where it was being held.
Through our experiences with shadowing the high school students in Nicaragua, we were able to learn and reflect on the similarities and differences in education throughout the US and Nicaragua. At JFK, although some students were passionate about learning and gaining from their education, a barrier of challenge arose from the lack of comittment and compassion from various students and teachers throughout the school. While some students and teachers were interested in pursuing the educational experience, others failed to care about or acknowledge the importance of educationĀ“s presence among those involved. With this faltering relationship, both students and teachers held ineffective learning and teaching experiences when in the educational environment.
At INO, it was clear that a smilar lack of passion for the learning environment was felt. Both students and teachers would leave the classroom and not come back for extended periods of time. Much of the class was used by the students as a time to socialize, not to learn; teachers appeared to not do anything to remedy this problem. With the cultural barrier between ourselves and the students, it occaisionally created circumstances which were disrespectful and uncomfortable. Complications also arose in discrepencies in planned school-wide events and impeding weather.
Despite these complications, the experience was educational and beneficial. We were able to look into the flaws of the Nicaraguan educational system and the effects they have on the students. We were also able to reflect on how these issues can be improved.

Dressed for Success

Learning like a Local

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