Finding volunteer work

Several people have asked me how to find volunteer work while traveling. In selecting an organization, legitimacy is the first criterion, as not all are legitimate.

I worked in Nepal for NEIO. I had gotten to know the founder back in San Francisco and the focus was on quality (helping one school) and not quantity (becoming a big organization). NEIO is not without its share of shortcomings, but is at least legitimate.

In Cambodia, I joined CESHE by finding them on Workaway. The key utility of this site is the reviews. Many past volunteers positively reviewed CESHE over a long period of time. Sketchy organizations would not hold up to such scrutiny. (Well unless it’s all a premeditated scam.. When you start volunteering you could start getting cautious and almost paranoid, but that’s a rant for another day…)

Relying on social advice, you’ll be on a well-worn track, but at least you’ll have a degree of quality control. You’ll gain a constructive experience.

You may start discovering a lot of imperfections amidst the good work. With luck, you’ll learn to juggle them and move forward.

And a last point about what I got out of the experiences so far:
I’ve liked how I was in the position to push change as far as I wanted to take it. Compared to other enterprises that I’ve officially engaged in (startup company and graduate researcher), the intensity of independent learning and action was greater when volunteering. The weight of responsibility and failure was greater. The immediacy of lives affected by my actions was greater. And I won’t even mention the emotional toll. I was in positions to enforce positive change as I saw fit. It’s something that will indelibly shape my career decisions in the future.

Hope that helps!

School farewell

I taught various age groups in 2 different rural schools near Siem Reap, Cambodia. Each class had its own way of saying farewell. I’ll sure miss these guys!

Youngest class (4-11 year olds): energetic way 

We went out onto the field and played a violent version of tag. The students jumped all over us.

Middle class (11-16 year olds): symbolic way

The girls in the class made me a bracelet on my first day of teaching. On the final day they saw that it was still on my wrist and then tightened the strings, making sure it stayed there.

Older class (16-20 year olds): written way

This class has good command of the English language and thoughtfully gave me a photocard.

Teaching isn’t a walk in the park, but the rewards sure are great!

 

At school again

I’m at school again!

Ritsa and Him are posing behind my hammock, with fellow volunteer Sven dozing off in the background.

Teacher cruelty

We’ve all had teachers we’ve disliked, or at least the nagging “ones we’ve disagreed with.”
My earliest memory of a teacher being anything less than omnipotent and deserving of reverence was in 10th grade US History. The man had a wry, negative way of teaching. He never showed faith in my ability, and I never warmed to his sarcasm. He was the kind of teacher that incited the reaction of “up yours” when I achieved full marks on the final exam.
Negative teaching crosses cultures. Dorje is my top bunk mate, a great kid and eager learner. But from the questions he asks me before bed, it’s obvious he doesn’t entirely understand the lessons, but he has plenty of “grit.”
At school, term grades are reported publicly during assembly. At this term’s announcements, Dorje clapped enthusiastically for everyone who passed, even when his name wasn’t called. Curiously, a teacher came to me and laughed at Dorje, saying that his actions were ridiculous given his poor marks. Later in the day, this teacher made it a point to call him out publicly, making Dorje cringe and look away at his feet.
I trust from the teacher’s perspective, this public humiliation session was not cruel at all – that it enforced a lesson to work harder next time. Mind you, this teacher also does not respond to a 4 year old’s crying and blames the cuts and scratches on children’s feet as their fault and hence takes little remedial action.
Perhaps I’m just partial to perseverance as I think I’ve displayed that quality. Even as a 29 year old in my last year of foreseeable formal education, I was declared “irresponsible, a failure, a quitter” and that I’d “never get a job.” The negativity doesn’t stop, and why should we expect it to?
As we age, there probably will never cease to be moments of teaching, formal or informal. As we all become teachers, I warm to the idea that we should all be indiscriminately patient. We should encourage, give students time, and try to understand them.
All of us respond to at least some negativity; we should be thankful it exists, for we are all stronger for it.

Having demonstrable skills

Climbing at a wall in Kathmandu. Wait, I don't lead climb.

What skills can you readily show someone? Or even teach someone? As tomorrow is the start of a one month stay at the rural Nurbuling School dormitory, I’ve challenged myself to reflect upon what I actually comprehend and can pass on to others. How can the children benefit from my presence?

Adding structure
Soccer – on our high school team, we practiced many drills – keep away, efficient first touch, positional roles, and offside trap. Additionally, before each kickoff, we performed warmups in a certain sequence. Perhaps this structure will add some discipline, connect these kids to the matches they see on TV, and strike fear in opposing schools.
Setting goals – I’m attempting my third 100 pushup challenge. I’m taping up a calendar and holding myself accountable with the students. I’ll establish a routine – wake up, meditate, brew coffee, then 100 pushup challenge. I’d better succeed!
Perhaps this touches on being a role model? I feel woefully ill equipped.

The arts
Guitar – I’m donating two “Givsun” guitars to the school. At least one teacher there plays, and I can strum a few chords. Some of the older kids might take an interest. And hopefully I get somewhere in the next month!
Singing – I’ll karaoke there! No room for shame. I’ll require them to teach me a few Nepali songs too.
Dancing – They’ll teach me. They’ve got an arsenal of serious moves.
Art – Unfortunately I’ve got no skills.

Using technology
The extent of technology most of the kids have seen and used is limited. Cell phones are probably the most common. I’ll use a computer for simple word processing, my mobile phone for internet, and I’m also bringing a portable 3-bulb solar panel system to have a little lighting at night! Hopefully they will benefit from this exposure.

Teaching classes
Rock climbing – this is the only certification I’ve got! While we won’t be climbing there, at least the enthusiastic teaching attitude may translate across other classes I teach.
Outdoor skills – The boys captured a pheasant and ate it for crying out loud. What can I teach them??
Yoga class – They’ll get a kick out of doing handstands!
Martial arts – They’ve asked twice if I know any TKD or Kung Fu. Sorry to disappoint!

The forecast
We’ll see what really happens over the next month. I’m grateful I’ve tried new things and more recently reflected upon them. It does underscore the value of seriously cultivating your real interests. What can you take with you, always?

The world isn’t flat

Thomas Friedman popular book “The World is Flat” argued that the interconnectedness of the world has enabled the disadvantaged to catch up to the global level playing field. For most of the children at the schools we visited, this statement is far from the truth. They are simply not privy to the opportunities that you and I take for granted.
In the last couple weeks, we visited schools displaying varying degrees of disrepair. They lacked proper toilets; the classrooms were in need of better seats and tables, and most kids did not even have playgrounds.
On display were the “hardware” deficits – problems of infrastructure that could be readily solved with funding. However, with the children at stake, the “software” deficiencies are the most critical. Each school administrator demanded more qualified teachers. After all, education starts with teachers. Only they can pave a brighter future for these children.
It’s an uphill battle for these rural schools. Even if a school has a state of the art library, health clinic, and strong science program, as in the case of the Phalewas school, the government still questions their ability to produce competitive students on par with those in urban areas. Along with this doubt comes underfunding; the government simply doesn’t believe these rural schools can provide a quality education and subsequently cut their funding. Furthermore, the schools are unable to attract good teachers to the farflung countryside. Once hired, retention becomes a problem.
These immediate problems aside, deeper underlying issues remain. The economic livelihood of these rural families must be raised to give these children a chance.
Optimistically speaking, the children are in a good spot – they possess rudimentary English, are extremely well-behaved and disciplined in their learning. They just lack opportunity.
Encouragingly, bridging the digital divide may be a viable solution. This environment demands students to be willing to learn on their own. And the internet is the best platform for that. And soon they are coming online, with increased internet access across these schools. Joining the global stage may happen quite quickly. Optimism may be our best bet. The world may be flatter than I predict.