Of Crayons and Jumbo Pencils
In all honesty, after several weeks of CWTS, I still think that waking up at six in the morning on a Saturday to go to some unknown place in Taytay is much of a hassle, to say the least. However, something always seemed to bother me every morning and force me out of bed. Absurd as it may sound, it is not even the grade I will be getting.
For the past CWTS Saturdays, I have learned to love the children who come to ‘kinder class’, or, as I have fondly called it, ‘day care’. The class was made up of children whose ages ranged from three to six, and who have been taking kindergarten, if not having had no formal education yet. My groupmates and I have found ourselves in the midst of children who didn’t seem ready to interact with strangers calling themselves ‘ate’ and ‘kuya’. These were children, in the truest sense of the word.
The whole ‘day care’ idea was, of course, awkward at first. We would enter the house and find ourselves being followed by large round eyes. When we asked certain information about them, the only answer we would receive is silence. We were even lucky if they blinked. The ice seemed too thick to be broken, or probably too fragile to be broken carelessly. After all, these were children, and they don’t even know what tension is yet.
After some time though, things have greatly changed. Little by little, the children grew comfortable with us and they became more and more eager to participate in any activity we asked them to do. During our Saturday classes, we played with them, asked them to draw, helped them make paper planes, taught them how to write the alphabet… now that I think about it, we have had a good number of activities, and the children seemed to have enjoyed themselves most of the time.
I eventually found myself growing fond of the children we tutored and took care of. It was funny because it seemed to me that the ‘ate’ instinct which I used to have in high school and which I thought I had lost the moment I entered college slowly found its way out again. When we gave tutorials to the children of the adopted community in my high school, I was always more of the ‘ate’ than the teacher. Back in Taytay, I think I had not really changed. There was even a time that I had to leave the group to teach the rest of the children because I wanted to clean the wound of one of the students. It was actually just a scratch, but, well, it was enough for me to get worried.
Though I believe one of the objectives of CWTS was to help me create a new perspective on poverty and social responsibility, I don’t think it is applicable to me in any case simply because I already am aware of where I should stand. However, what it did to me is far better than that because it helped me find a part of myself that I nearly lost – a part that I believe is futile in making me the person that I hope to be.