The teachers’ perspective on Picaflor House

In this series of short articles, I see into Globalteers’ afterschool project at Picaflor House. A special emphasis will be put on the different perspectives of parents, teachers and interns. The aim is to provide a comprehensive insight into the work at Picaflor House in order to give a better understanding of its’ functioning.


Ruth, Linda, Nori and Almendra – the teachers at Picaflor House

Four teachers, Ruth, Linda, Nori and Almendra, are organizing the lessons for the children at Picaflor House. Ruth is taking care of our smallest and educates them with proximity to fun and games. Linda and Nori take care of the older children split into two classrooms. Besides reading and writing, they teach English, Mathematics, Arts and Quechua. Almendra, our librarian, assists the children with their homework.

They all live in Oropesa and teach in the local school in the morning. With two years Linda is the longest staying teacher at Picaflor, followed by Almendra (1 ½ years), Ruth (1 year) and Nori (6 months). When asked, why they decided to work in the Picaflor House, they mentioned a variety of different motivations. Ruth stated that she had always wanted to work in an organization which is not driven by the specific interest of a major donor or the state. Other reasons mentioned were the possibility of employment during the midday and the different approach on teaching offered by Picaflor House.

Thoughts on the project – different approaches to education

The teachers were unanimous that the Picaflor House project enables the children to see a different reality and allows them to make new experiences. This is achieved through a diverse and ever-changing group of interns who come from all over the world with different perspectives on life.

Besides this point, it’s the freedom in educating the children granted by Globalteer that enables the teachers to choose from a variety of different teaching strategies. Not being forced upon a traditional style of teaching by a higher authority was the most important aspect for the teachers. This autonomy gives them the possibility to break with routine, create participative lessons and implement their own ideas.

In addition to these aspects the teachers see the positive impact of the project on the local community. Especially the help for those who need it the most was mentioned as being crucial. As the teachers themselves live in Oropesa, they are in close exchange with the local community. From what they hear the project is being perceived as a great help in supporting the parents in the area. The fact that Picaflor offers a safe environment for the kids to play and learn is not only for the local community but also for the teachers the most important aspect of the project.

For the future, the teachers would like to see the place grow. A bigger classroom for the smallest, a garden with more and different plants as well as a better equipped kitchen were expressed as wishes for the future.

Categories: Insights


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