On Monday William and Gideon had their first day at the local Ecole Internationale des Parent de Butare (French International School). He was primed and excited.
William and Gideon excitedly sat down with all the other children and got out the pencil cases I had made for them. Hannah settled in. The teacher was as disappointed as she was that she was too young to stay. Parents hung around to talk to the teacher and get the book list (I had thought it was strange one needed printing out for me when I went and asked for it the week before – obviously not the done thing). 1 hour and 15 minutes later, when the teacher had not yet started doing anything with the kids and nearly half the class was crying, including William and Gideon, I took them home. What a stressful environment! I suppose culturally it is necessary for the teacher to pay attention to the parents while they are present, rather than the children (it’s the same at kids birthday parties where entertainment is more focused on the parents). But many of the kids, aged three, were scared and bored and quite upset.
Clementine, the kids and I spent the rest of the morning in quite a different context. We visited the Iwacu centre for street kids, run by an English man named David. Interestingly, it was next door to the house where Clementine and her family lived during the genocide.

Clementine, who worked for years with street kids (as did her husband), said you could really tell the boys were fresh off the streets. There were signs on their faces of smoking and malnutrition. They were very excited when David walked through the gate, greeting him with a hug and big smiles, and then greeted us very politely. Hannah got cuddles, we played hangman, and the boys told us a bit about themselves. They LOVED their drumming lesson from the local university’s head of drumming, and I was very impressed at their skill! They were just kids. Who have it tough. The centre does a fantastic job of trying to meet their needs.

Tim and I were rather impressed in the afternoon when William walked in with this butterfly he had made for us, all of his own creation!
I spent the evening reflecting on William and school, trying to work out what to do. Tim told me to stop whining and be proactive – good advice. So on Tuesday morning I made a big batch of playdough, and bought enough tubs to make it easy to distribute to the class. Then Clementine and I wrote a guide for ways to use playdough in the classroom. Clementine translated it into Kinyarwanda (and when Caroline and her family came for running club that night she translated it into French too). I delivered the playdough to the teacher after she had farewelled her class, and asked if we could have a chat. She was very reassuring, saying that she tries to love the kids as her own, because that’s what she wants for her kids (who attend the school), and that it is helpful if parents can trust the teacher (very true). She has a different approach to settling kids in – they cry for the first week, then they’re OK. It’s easier if they all attend the first week so that they finish crying at the same time (also true, especially in this approach). I asked if she’d mind letting the kids play with the playdough when they arrived because I thought it would help Will and Gideon settle faster. Her first reaction was to say no. However…
When Tim and I dropped Will off this morning the teacher had playdough out for some of the kids, and quickly gave some to the screaming William. We said goodbye quickly and left, as we figured he would settle faster once the farewells were over. And the teacher was right – the class, three days in, was already much more settled and not many children were upset. She took William into her arms, told him gently, “Now I am your mother too”, and walked into the class with him.
That was 7.45am. At 12.45pm we will pick him up and hear how the day went!