Week 2: Engaging with Schools and the Community
During the second week of our program, we focused on running workshops in schools, helping students improve their English skills. We made our sessions fun and interactive, using games and activities that encouraged both spoken and written English. We worked with students of all ages, from primary schools to high schools, covering topics like hobbies,
routines, colours, and animals.
In the high school, our mentor took the lead in most workshops, allowing us to participate alongside the students. This approach turned our sessions into more of a cultural exchange than traditional teaching. On our last day at the primary school, we enjoyed a football match against the teachers. We won, of course! It was a great way to connect with everyone and celebrate our time together.
At the high school, we ended the week by attending a school English event. The students highlighted the importance of learning English as a way to connect with the world. Many students wore traditional clothing, and there were booths representing different countries. Each booth featured information about the country’s food, culture, and more, all written in English. The event was full of music, dancing, and even a performance by the school’s folk dancing group. We joined the students in a fun dance, the cha-cha slide, which helped them learn directions in English while having a blast.
After the event, we tried making sugarcane juice using an old machine powered by hand. We used the juice to make raspados, a traditional shaved ice treat, which was delicious. We also had the chance to play tamboritos, traditional Panamanian drums, which was a fun way to connect with the local culture and bond with our group.
Week 3: Conservation Work and Cultural Immersion in Pedasi
In the third week, we moved to Pedasi, where our focus shifted to conservation work and community activities. One of our main tasks was participating in a tree planting project aimed at restoring the habitat of the local spider monkeys. Our goal was to plant 1,000 trees a day as part of a larger effort to plant 4,000 trees. This project was a big step in helping the environment and supporting the local wildlife. The new trees will not only provide a home for the monkeys but also improve air quality and prevent soil erosion. It was inspiring to see how teamwork and dedication could make such a positive impact on nature.
Besides the conservation work, we also took part in cultural activities that helped us immerse ourselves in Panamanian life. We participated in a community cleanup, collecting litter around the town to give back to the community. We also learned traditional folklore dancing from a local dance teacher. Wearing traditional skirts and hats, we danced to the
music alongside some of the teacher’s former students. It was a fun and memorable way to experience Panamanian culture.
One of the highlights was learning to make empanadas, a popular dish in Panama. We also practiced Spanish with the locals, improving our language skills while building relationships.
Playing tamboritos, painting colourful masks called diablicos sucios, and using a trapiche to make sugarcane juice were other activities that connected us to the local traditions. These experiences made our time in Panama richer and more meaningful, helping us understand and appreciate the local culture while making a positive impact on the environment and the community.
By Emma Clementino – GapGuru Participant Panama 2024
