When I arrived in Jamaica on the morning of 2nd July, I was on the last flight that could land in Jamaica, as all flights in the afternoons were cancelled due to Hurricane Beryl. One of my colleagues, who was also my host, picked me up at the airport and helped me get water and food supplies so we could survive the storm. Everything felt so new and exciting. Looking out the car window, I saw cargo ships sailing in the Port of Kingston, which reminded me a bit of Hong Kong—the cargo ships coming in and out of Sandy Bay outside of my hall every day. My visit to the cargo facilities at the airport and DHL, and sharing stories from my pilot friends, made me feel more connected to the transportation system in Hong Kong. As an island country, Jamaica grows avocados, mangoes, and almonds, but it also needs to import food and daily necessities. The experience was surreal and hot. Jamaica also evoked memories of the U.S.—almost everyone owns a car, and I observed Jamaicans going for drive-through meals at Popeyes and KFC. The heat and views reminded me of summers in Pasadena and Simi Valley in California.
The first week of summer school was cancelled due to the hurricane. Everyone, including myself, stayed at home during this time. I was somewhat relieved as it gave me the opportunity to rest and adjust to the weather and time zone. Then the blackout occurred. Without internet and electricity, I found myself surprisingly content. This blackout provided me with the chance to dedicate time to reading. With a pile of readings awaiting me, the absence of internet ensured that I could focus without distractions. I discovered how to skim through readings faster, thanks to the blackout. It made me realize that I do not rely on the internet as much as I thought. Even now, my daily routine involves activities like running, reading, and occasionally watching Netflix. Losing internet access did not have a significant impact on me.
(I cooked the first night – my favourite food is salmon!)
(I used my watch to check the time at night)
After a week, while dancing in my room to "Seven Wonders" by Fleetwood Mac, I noticed the street lights coming back on. I was pleasantly surprised, wondering if the electricity had returned. Indeed, it had! I could now comfortably read at night with the lights on and the internet restored.
‘If I live to see the seven wonders. I’ll make a path to the rainbow’s end. I’ll never live to match the beauty again. The rainbow’s edge.’
As the second week began, I started teaching with around four students present initially. The students were still recovering from the hurricane. I kicked off my teaching with a focus on imagination. I asked them to draw a picture of themselves ten years into the future— what would their occupation be? Where would they be living? Would they have a girlfriend or even a family? Imagining the future is crucial as it gives students a goal to strive towards.
I also began teaching other subjects like Drama Plays, aiming to make learning English enjoyable. Despite English being Jamaica's official language, most students predominantly speak Patois and struggle with understanding standard English. While Patois is similar to English, just as Portuguese and Spanish are, students need to learn how to speak English proficiently. Drama serves as a great tool to encourage students to engage in speaking English.
During weeks 3 and 4, more students began attending class regularly. I delved into teaching Chinese and Hong Kong culture as well as Business Ideas. To engage the students, I inquired about their interests after school, and they expressed a love for playing video games. While they often seemed tired during afternoon classes, their enthusiasm soared when discussing the video games they played. Leveraging their familiarity with video games made it easier to task them with creating a game for a business idea. This exercise encouraged them to consider the needs of their peers and fellow gamers, imagining a game set in Kingston, Jamaica, instead of the typical Chicago or Los Angeles setting.
I shared exciting tidbits about Hong Kong, such as its remarkably low taxes, including the absence of a sales tax, which left the students astonished. I also attempted to introduce them to Chinese cuisine. When I asked about Chinese food, their responses ranged from "Chinese chicken" to sushi, highlighting their limited knowledge of Asian cultures. This experience made me reflect on my own lack of knowledge about Latin America and Africa.
In the final class, I prompted the students to write letters to their future selves, to be opened a decade later, encouraging them to contemplate whether they had achieved their goals. Students even gifted me a red hat crafted during a crocheting class, which made me resemble a dwarf from "The Wizard of Oz" (not the Culver Hotel).