I Still Go To School

on teaching, learning, travelling

Back to school

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Well hello there!
Twelve months have passed since I left Vienna for Abidjan. Two months have passed since I came back to Austria.

My Holidays were more relaxing and less intense than the usual case. Main cause: I’m broke! 😦 Anyways, had a nice time on the country side in Gaflenz with parents and family, also watching Miyazaki’s Kaze Tachinu, meeting people in Vienna, helping out at a summer camp in Holland and right after staying in Amsterdam and Utrecht.

Achievement Unlocked: “Travel to Amsterdam and neither get stoned or drunk, nor hit by a bicycle!”

Thank you everyone who contributed in making my holiday enjoyable as it was! 🙂
And the show goes on: Back to Vienna, back to school!

I just finished my first week at my new school in the 15th district of Vienna, where I’ll be teaching Physics and Chemistry. The teachers and headmistress have welcomed me nicely and I felt it’s a good start. Though I’ve only held two lessons so far, as we held no afternoon lessons this week, I felt they were good. Many bright kids in there!

The first few meetings with other colleagues at school was generally funny. They immediately thanked me for coming and relieving them from the stress of having to teach physics and chemistry themselves. That’s the Austrian system: if your school doesn’t have a teacher in a certain subject, all other teachers need to hold the lessons instead. My school hasn’t had a physics teacher in more than 5 years! I even received an applause at the initial teacher’s conference, how weird is that? Like science is some kind of disease and I am the only cure. Meh, anyways I will see how much the kids will remember from the previous years.

There are several  “plusses” of this school:

  • it’s a UNESCO school
  • it’s Catholic and private, yet open to everyone and rather mixed in both culture and religion.
  • I am the one and only science teacher, so I got two rooms on my own!
  • Every classroom and also the science room have a projector, which I will use for some blended learning when possible
  • it takes me just 35 minutes to get there

I am working part-time as a teacher because…

In October I shall be starting a MA degree in eLearning at Fernuniversität Hagen (Deutschland!), which will be great as well! I just like to continue to progress on many levels at the same time, so both working and studying at the same time is the ideal option for me right now. I also value mobility and flexibility, so having a distance learning course about eLearning is perfect and authentic.

All in all, I have a year to look forward to!




This gallery contains 11 photos

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It is done!

Friday, students were allowed to come in casual clothes, and they brought food for everyone.

Friday, students were allowed to come in casual clothes, and they brought food for everyone.

My year of teaching English in Abidjan has officially come to a close.

We had our graduation celebration last Sunday at the big event hall of the Police School. It was a nice event, a very positive vibe going on and lots of people (over 200). For me, it was an enjoyable occasion, though it also meant saying goodbye to the kids, whom I will miss a lot.

The last couple of weeks very quite intense, having to finish the report cards, and many of the kids finally waking up to the reality of school: If you don’t do any work, it will show in your results. Some understood that when I told them, others were honestly surprised. So most of the time in class I was moving from student to student non-stop, corrected their work during break and lunchtime and handed it back the lesson after. I did not sit down for a minute!

I have learned so many things this year about being a teacher and understanding African culture! These experiences will help me in my future teaching, and remain nice memories. My point system for discipline worked out quite well I believe, at least for 70% of the class. Some improved their behavior a lot during the year, some stayed the same, but none declined, which is nice! Additionally, I could make many connections and find really good friends in my colleagues, a fact which cannot be taken for granted!

I have only 10 days left in the country, 5th of July I will be leaving 😦

With my students: Maryvonne and Yan Ting

With my students: Maryvonne and Yan Ting

With my students: Maryvonne and Roseline

With my students: Maryvonne and Roseline

My students: Grade 8 Graduates!

My students from Grade 8: Graduated!

The Highschool graduates giving their speeches, and many tears are shed

The Highschool graduates giving their speeches, and many tears are shed

Pierrick and I

Pierrick and I

With my bro Willie

With my bro Willie

With the sports teacher, Eloge

With the sports teacher, Eloge

With my bro Armand

With my bro Armand

I will try to get more and better pictures of graduation when the official photographer arrives.

Meanwhile, the rainy season has started quite dramatically, from months without any rain during the day, to an entire week of torrential rain. The effect of rain on society here is immense! Think of it equivalent to snow in London: public transport stops, few people show up to work, markets are closed. When it rains, everything stops here. To top it off, sometimes electricity breaks down, so even working inside on your computer is not possible, unless your place has a generator (not many places do).


Moi et mon frere Wisdom, at his home for dinner

Moi et mon frere Wisdom, at his home for dinner


His daughter, who tried taking pictures and succeeded after some tries 🙂

I visited the home of Wisdom, a friend I made in Palmerai. He is motivated to find a good job as a driver, and always on the search, but even with an agency it’s tough. If you have a car, you can hire someone privately for about 80.000 FCFA (€122,10) a month, to drive you around at any time to any place you want. You need to be lucky to find someone who pays decently. He told me he wants to work for white people, because they pay well and on time.

Anyways, he invited me for some spaghetti africaine. I think it’s amazing how easy people can trust you here and invite you into their homes, feed you and everything. And you find many who really just want to give out of a good heart, not because they want money from you.

What will I be doing until I go back to Austria? I want to try to visit different places, but most probably within Abidjan. I hope everything works out and I can tell you after 🙂

One thing that is sure:
I have started working on a website for the school, to give it more publicity and make the information for the parents more accessible. For now I’m gathering information and pictures.



The Old Gods and the New

The Old Gods

One of the many busses with "Dieu", many other have Bible verses on them. Ignore the bullet holes.

One of the many busses with “Dieu”, many other have Bible verses on them. Ignore the bullet holes.

At our school, we have kids who are Christian: Catholic, Protestant. We also have kids who are Muslim, also some with Jewish background. The dialogues are quite interesting, considering that the school provides a Christian American curriculum. Sometimes the Muslim kids complain about having to study about the Bible and Jesus. They tell me (mostly when studies are tough),

“I’m a Muslim, I don’t need to study the Bible!”

I ask them, “So then why are you at a school with a Christian curriculum?”

“My parents put me here.”

“Are your parents Muslim?”

“Of course!”

“Then they are wise people.”

As of 2008, 38,6% of Ivorians are Muslim, 32,8% Christian, and 28% African Indigenous (wiki). Generally speaking, in Westafrica, the North of the countries is majority Muslim, and the South mainly Christian. The cities, especially Abidjan, are completely mixed, though.

Especially these days when you hear about groups such as Boko Haram terrorizing in the name of God, and the killing of Muslims in Central African Republic, having kids of different background, nationality, ethnicity and faith in the same class truly crosses borders. With the right sense of mediation, this kind of coeducation helps to prevent future misunderstandings and conflicts.

Quite striking when arriving from Austria is the quantitative jump of church attendance here. Sunday morning is Church Time. The pastors are like rockstars here. The Archbishop Duncan from Ghana has an own police escort plus three Escalades and a Hummer. While we were stuck in traffic, police ploughed his way through the masses. Truly a man of God, with the purse of a King (the former may be debatable). On TV you may watch some preachers putting their congregation into trance and people fainting when he touches their heads. They have definitely developed their own style of worship, with dances, drums and chanting. I would recommend to anybody to partake in a service like this, even just for the experience. As the pastors are rockstars, the service becomes a rock concert 😉

The New Gods

“And the white man comes directly after God!”

is what a friend told me recently. “Because they can do so many things that no black man can do!”

“But what is it they do?”

“They can build roads; all the companies for construction, they are not from here!”

The new God: Jack Bauer!

The new God: Jack Bauer!


"Thank you, mother". You may not fear God, but you better fear your mother ;)

“Thank you, mother”. You may not fear God, but you better fear your mother 😉


Lacoste, Gucci and DG are popular brands to show off your money. Of course you can buy them at the market for 2 €.

While the tourguide at the national heritage museum was mourning the disappearance of African Indigenous religions, others welcome the change and see it as development.

So I ask the questions:

  • Concerning the growing middle class, who try to copy the “European (middle class) Dream”, how will secularisation affect the local culture?
  • Is the decline of spirituality inevitably connected to the rise of wealth? Why (not) in Africa?
  • In the perspective of diversity and preservation, should indigenous religion and culture be encouraged and developed?


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You Shall Not Pass! (on first try)

We just finished the second of three terms at school, and I handed out the report cards showing the grades. Everyone passed. But the reason is, simply put, because there is no possibility to fail.

Our school works with the homeschooling system. The student can study at his/her preferred speed. Some of my students finished two grades within one year, or two within three years. It sounded amazing to me, as it seemingly only depended on your level of motivation, when you finish your grade.

But there are some hurdles which are quite tough to pass:

Dilemma 1: Haste

Frequently, my students tell me: “Mr teacher, I cannot do this, I am too stupid.”

And I ask them, “What do you have to do, and what is the problem?”

“I don’t know what I have to do.”

“Did you read the instructions for the task?”

“No, I just want to do it. I want to do the tests and finish my grade!”

The problem is simple: the pressure is on finishing tests and grades, not on learning a language properly and doing your work well. They end up leaving out tasks which they don’t understand or feel like doing. They get angry with the teacher when he/she tells them that they cannot skip tasks: “Teacher, you are blocking me from advancing, I want to finish my book!” or “Ah, teacher, you don’t like me!”, as if working well and studying was a punishment.

Dilemma 2: Buddy system

The setting would be perfect for a buddy system, where students help each other out: older students, or those who are more advanced already, could help out those who are struggeling. I’d love to utilize that system. Problem: “buddy” too often means they hand over their books and copy-paste the results, including errors. Learning progress: zero.

Another problem: conflict. Maybe that’s just my class, but there are verbal and manual (to the face) fights nearly every day. Buddy system means communication, and communication means noise, that is unavoidable. I’d be fine with that, but sadly whenever I gave it a try – the noise happened, but the work didn’t. Furthermore, instead of helping the other person, the older buddies make fun of the younger students, resulting in a fight.

Dilemma 3: Multiple-choice tests

It’s no news that our educational system is seldomly testing knowledge, abilities or intelligence, but rather only the ability to regurgitate temporally stored information.

We study, not to learn, but to pass exams.

This contradiction reaches a new level when using multiple-choice tests. Now you don’t even have to just learn how to remember things, you can basically stop understanding them at all. In fact, you can pass tests without even having read the questions.

For grade 6-8, which I teach, there are 20 questions on the test. There are three possible answers for each question.

The lowest you could score is 35%, a clear fail. Now the real problem is that students can redo the test without the first try being counted, and being allowed to inspect the former (identic) test sheet. The theoretical score is 70%. Voilà, you passed!

Cheating slips used to be hard work to create, and enhanced the learning process of the author. With multiple choice, a slip that will get you 100% may look like this:

Easy to forge, easy to hide, and no enhancement whatsoever.


The homeschooling system does not give freedom. It just switches positions of teacher and student.

In the classical school system, the teacher is literally and also figuratively in the front of class. He is deciding the speed of learning. If you can’t keep up, you’re left behind and fail. But not matter how fast you think you’re going, you can never really catch up with the Achillean tortoise.

Homeschooling puts the teacher behind the student – again both literally and figuratively. The student decides the speed of learning; The teacher stands behind him, looking over his shoulder and helping him solving problems. But it does not end there. The teacher also has to be like a bulldozer, pushing the student to advance.

So even though it seems that homeschooling is meant to be students doing work in their books on their own, and the teacher just passively in the background in a supportive role, it really is MUCH tougher for the teacher than being in front. He has to rely on the student’s motivation and will to study, and their maturity. Now… how much maturity and eagerness to study can you expect of an average 11-year-old? How about a 6-year-old?


On the bright side:

It’s mango season 🙂 There are around 4-5 different types of mangoes at the local market, with different origin, taste and colour.

I got this beauty (they say it’s a Nigerian Mango) for FCFA 150 (€ 0,23) from across the street of my home.

When a mangoes to Africa he'll go bananas for some fresh fruit. (I apologize)

When a mangoes to Africa, he’ll go bananas for some fresh fruit. (I do apologize)

Otherwise, I’m fine, and recovered well from the Malaria. The kids suspected I had Ebola and recommended I took milk with honey, because that’s what their doctors always tell them.

As I will be enjoying a week of holiday until May 4th, I have some travelling planned. This weekend I will be going to a UPF conference in Gagnoa,  northwest of Abidjan. It’s a smaller place, and I usually enjoy the peace and quiet of such places. I’ll keep you updated!



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Do agric, it pays!


Staying in bed for five days straight, glucose infusion with quinin tied with shoe laces to a hat stand, and this boy pretending to be a doctor… I was glad when it was over.

Sorry for the great delay of the post. Reason was I got sick and had to undergo the Quinin treatment for Malaria. I had a doctor visiting me at home, so it was alright. The most annoying thing about it is having hallucinations from both the sickness and the medication; furthermore, the combination of feeling sick, anemia, insomnia and fever really drains you. But since people have Malaria many times around here, everyone was calm and everyone had extra advice on what to do 🙂



Africa is often associated with desert, famine and draught. While for some regions that is true, the west-African region from coast until the Sahel provides an immense potential with its arable land and stable climate. Many African countries try to skip the step of succeeding in agriculture in the race for becoming an emerging country. 400 million Africans live in extreme poverty, of which 70% live in rural areas dependent on agriculture. Yet, how much do governments invest into the sector? Only 8 of 54 countries of the African Union have kept their promise of the Maputo declaration of JUly 2003, to invest at least 10% of the annual budget into agriculture.

Remarkably, the multiplier effect of agricultural growth in sub-Saharan Africa is estimated to be 11 times greater in reducing poverty than in other non-agricultural sectors, such as utilities and mining.

– Dr Sipo Moyo, Africa Director of ONE (http://www.one.org/)

Just about an hour’s trip from Abidjan’s market and bus station Adjame is INPRAT (Institut PRive d’Agriculture Tropicale), a school for secondary and tertiary level education on agriculture. Since arriving in Cote d’Ivoire I’ve always wanted to see tropical vegetation and how agriculture works here, so I visited my friend Mafoya at INPRAT.

The change from city to countryside is immensely refreshing for all senses: no bad smells and exhaustion fumes, less rubbish on the streets, less people yelling and running about. All is replaced by a peaceful tranquility, balm for the mind of a stressed teacher 😉 The school grounds are in the forest, but students live in a village across the street.

I asked for a full tour, though I’ve forgotten to take pictures of the actually school buildings. But anyways, they are just buildings like in the city. At the school there are around 500 students from age 16 till 27, who all chose their preferred field of expertise in the sector: fish-farming, cow-herding, breeding rabbits; cultivation of plants such as maize, yam, cassava, rice or plantain; the extraction of rubber from Hevea plants – and all the theory that goes with it.

When we arrived on Saturday, we met the headmaster of the school, who made little effort to greet, but much more effort to advertise the agricultural sector: “Agriculture is good money! Welcome to our school.”


African rice fields!


almost ready to harvest!

Here we are at a rice field. Ghana and Cote d’Ivoire used to be self-sustaining in their rice industries until the 90s, when government deemed the crop’s quality not good enough and changed to import, mainly from Vietnam. In a slow struggle, rice is making its way back, and you can find “Riz local” at the market.


well planned plantain plantations

Plantain is a type of banana that’s used for cooking. It’s tough and less sweet than the common banana that we find at the supermarket in Europe. Plantain is either cooked or fried, and usually served with fish. Aloko is one of the favourite national dishes.


As you can see the school actually plants the trees in rows… which is not the case when you go to the fields and plantations of the farmers of the village. Only the big food producers use land that systematically.


A football field… the cows are not supposed to be there, but they seem to enjoy their outing. The cattle is a rather small species, their shoulders barely reaching our hips. The main purpose is meat.


The machine for the rice-shredding. Yeah, it’s rather ancient. In the back you can see the stalls for rabbits and quail. Unfortunately all but one quail got eaten recently… by forest ants. Damn nature, you scary!


The beautiful lake which is providing the water for the fish-farming.


New piglets, just couple of months old. They reach maturity so fast!


Hevea Brasilensis, the rubber-tree is a new trend in west-Africa. After about 20 years of growth, the tree’s circumference  is measured 1 metre above ground. If the circumference is beyond 50cm, the harvest of rubber can begin: with a very sharp machete, the farmer cuts the bark of the tree in an inclined way, so the sap flows down into a bowl. Having produced rubber in a chemistry laboratory, seeing rubber being extracted from trees seemed like magic to me.


A peaceful little hut in the forest 🙂 It turns out this is an illegal distillery run by the village. They distill palm wine here. Looks neither safe nor clean – and definitely illegal; therefore hidden in the bush.


Refreshing ourselves after the tour with some cold, bottled water. The water from the tub is also drinkable, but tastes of soil. The fruit in the foreground is used to produce the orange-reddish palm oil, the most common oil for cooking in west-Africa.


These two students, friends of Mafoya, repeatedly asked me to search for Austrian wives for them, and vehemently proclaimed their being serious about it. So, any takers? 😉


The president of the student’s union was working hard cutting some bamboo for building. He did not fail to tell me about how agriculture is the best, and how it makes a lot of money.


A cocoa tree in the middle of the village. When the fruit becomes orange like the one in the center of the picture, you can harvest the crop. The inside is eatable, but the main product is the seed, which is dried and exported to Europe for processing. Cote d’Ivoire is the world’s #1 cocoa exporter.


Finally, a nice meal before going back to Abidjan: Soy beans, tomatoes, white pepper, onions and garlic, with palm oil and rice. All ingredients from the village market, all natural and pesticide free. It tasted amazing as well.

Agriculture surely is a sector to be watched closely in the following decades, concerning the constant fear of overpopulation and undernourishment. It is essential, though, that African leaders don’t sell out their farmers and arable land, else they will end up producing cheaply, and importing the products of their own produce all over again.


“Here in Africa, we beat our children!”

Classroom discipline is one of the most important, daily responsibilities of a teacher. Yet there are barely any courses on how to achieve it, neither is the problem really recognized by the public. As a young teacher, you are thrown into the lions’ den, and then God help you.

This was also my feeling when I started teaching at Jina school in Abidjan. I had no real concept for keeping the class quiet and neat, or what kind of punishments apply when rules were broken. I just handed out the school rules, which included good behavior and respect towards the teachers, and thought that this should do the trick. I even went as far as most websites and books on discipline suggest:

  • have a classroom discussion about rules
  • create rules together and discuss what kind of punishment is fair and just
  • print them and put them up in class
  • apply the rules with great consistency and hold students accountable

As you might guess, that’s by FAR not all that is needed to create a classroom atmosphere where students behave and feel motivated to study and treat each other respectfully. The classroom continued to be loud and there were no 5 minutes of focussed studying. I am not even exaggerating. The punishments for misbehavior were in order of graveness (after a warning):

  1. copying the rule you broke 10-50 times into your book
  2. kneeling at your desk
  3. being sent out of class for the remainder of the lesson
  4. being reported to the headmistress
  5. being reported and your parents get a phonecall

The students know these and have seen all of them carried out. Still, no change.

Then one day, student Timmy (name changed by author) goes too far. He is on his knees already, copying the rule he has broken, and just starts insulting a student behind him until that one gets upset and they start an open fight in the middle of class. I have to interrupt my lesson, go inbetween the two students who had started strangling each other, and bring them to the headmistress’ office. Together, we decide to give the parents a call. Having had teaching experience in Austria, I thought, “Anyways, what’s the point of telling parents, they don’t really care.” I was so wrong. We got the mum of Timmy on the phone. After a few sentences of explanation, she just answers, “Ok, I’m coming.” and hangs up. 20 minutes later she is with us in the office. I explain to her what happened in class, and why we had given her a call. And she looks at me, not without anger, and said,

I know that in Europe, things are different. But here in Africa, we beat our children”

And she did. In front of the headmistress, the secretary, and myself. On the head, the back and shoulders, while talking to him angrily why he was humiliating his family. When she was done, I took my leave to continue teaching in class, with TImmy being left behind in the office. Besides the anger I felt for him disobeying and fighting in class, seeing him getting beaten in front of everyone I actually felt pity for him.

The incident made me realize a few things:

First, African kids fear their mothers more than anything else. Nothing will scare them, no extra work, kneeling, being sent out of class. But you mention their mothers, and they will budge.

Second, despite having followed and carried out the disciplinary measures, less than half the class followed them and went through a week without being punished.

Third, I want to find a way how to manage my classroom without beating kids, obviously. But is that my arrogant Western-European attitude, my inability to adapt to the culture? If I want the kids to succeed in studies, they need to be disciplined. I just have to find a way how. So I created a behavior scale with different measures. Every student starts with 100 points, and when they break a rule, I deduct 2 to 6 points. When their points reach below 80, the office will call their parents. At the start of a new trimester, the points are reset to 100. There is also a reward system, if they do really well or when they hand in extra work.

The system is working quite well, except for some kids. I wondered why, and saw that it’s connected to the punishment. If at home, they get beaten, but at school they can “get away” with easier punishment, they will take advantage of it. Some students behave like angels at home, they are calm and respectful; but once they enter school, hell breaks loose. They become bossy tyrants, and disrespectful towards any authority.

Just beat them!

Is what the behaved kids in class say.

I’m waiting for the day you will beat one of us!

Is what they say themselves.

So for now I can say that discipline is still a great issue in my classroom. I fight with it every day, and it’s making me tired. Now two students are permanently outside class, and another joined a different classroom. There is only one single teacher in the entire school, where the students are (almost) quiet and respectful. And you can guess, why…

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It’s half-time, not break-time!

March 2nd marked the completion of my 27th year of life, and 6 months of living and teaching in Abidjan, Cote d’Ivoire, – a perfect occasion to reflect a bit and update you on what I’ve been up to.

1. I went to visit the big Universite de Cocody (which is – guess what – named after Felix Houphouet Boigny) together with my colleague and friend Armand. It’s a huge campus, with nice gardens, lots of nature and places to relax. Having studied at a site that’s somewhat tiny and has no outsides to relax, I could really envy the students passing by. But that feeling changed quickly when hearing of all the troubles students are facing here on a daily basis.

abandoned student accomodation

abandoned student accomodation

student apartments left empty

student apartments left empty

student appartments -  "Access prohibited for students" hmmm

student apartments – “Access prohibited for students” hmmm

The spacious gardens of the campus

The spacious gardens of the campus

Lecture room for economics

Lecture room for economics

University tract for middle- and highschool teachers. They earn quite well (CFA 250.000) and are needed everywhere!

University tract for middle- and highschool teachers. They earn quite well (CFA 250.000) and are needed everywhere!

So what might be the problem? Basically since the new presidency, students cannot use the university grounds for accomodation anymore. Nobody could tell me why, but anyways the new president said so. So half the campus is actually empty and it feels like a ghosttown.

2. How’s school?
It’s been seriously intense. But let me show you a bit of the work, that my students are doing. All books are to be done by the students on their own, with teachers supporting when needed. It’s the homeschooling system, and directed towards native speakers… which most of the class actually aren’t. Some don’t even have A1 proficiency, honestly speaking.

Grammar books grade 7 (age 12-13)

they are not shy to use the proper terms. Around 5% of the kids actually understand what they mean.

The authors are not shy to use the proper terms. Around 5% of the kids actually understand what they mean.

Go on, fill out the exercise! Mind the antecedent!

Go on, fill out the exercise! Mind the antecedent!

Civics, Grade 8 (age 14)

Amercia, the land of opportunity... the ONLY one, and BEST

America, the land of opportunity… “There is more ambition in America than in any other country in the world. That is because every boy and girl has a better chance in America than in any other country in the world.”

Spelling grade 8 (age 14)

I honestly haven't seen most of these words until after highschool. Plus they serve them without any kind of context or hint.

I honestly haven’t seen most of these words until after highschool. Plus they present them without any kind of context or hint.

To sum up, it’s an understatement to say the books are bad. They seem like they aren’t even made for kids! There is nothing on actual writing of coherent texts, no reading exercises connected with the new vocab, no examples. There are barely any illustrations either. The only mark counting on the final grade is a multiple choice test in the end of each unit, or in the case of spelling it is to spell all 20 words of the unit correctly. Many pass the grammar test with 100%, but have not a clue what an action verb is.

So much for the academic side of the school. I will be writing more about student behavior and local teaching culture in my next post.

3. How’s Africa? Are you African yet?
So I’ve been here half a year. I can truly say it’s been a very good decision to come here, and that both professionally as a teacher as well as personally I have learned a lot and now see things from a different angle as well.

Some examples…

  • Colonialism has ended in the 60s, but the phantom continues within people’s mentality. Whites are seen as superior. Even among blacks there is racism against those with a darker skin.
  • There is such a great diversity between the countries and tribes in Africa. By now I can differentiate between some of the tribes, like the Malenke and Baoulé. Abidjan is so different from Accra, and probably other cities have a different feeling as well.
  • Everything is about relationships and being social. Strangers call each other “older brother/sister”, “mama”, “friend”.
  • Kids imitate their peers and elder, in the good and bad ways. In a way a classroom is a miniature of society, reflecting cultures and norms, but without the adult ability of adequacy. They speak out freely what their parents think and do at home. If they get beaten at home, they often beat their schoolmates in class. This is how they think respect works, by physical superiority.
  • Teaching takes your entire self. If you are distracted by other things in your personal life, or overwhelmed by how different things are, or distracted by the heat –  you will fail miserably.
  • Teaching is a FULL TIME JOB, even in my free time, everything focusses on how to improve my teaching and on preparing lessons, revising my policies for classroom behavior, classroom English, and so on. I sometimes don’t even feel I am living in Africa, but I am living at school. I leave the house every day at 6am and come back at 6pm.

I will be staying in Abidjan until the beginning of July, so there’s still much to learn and to see. I will keep you updated 🙂