Background: As part of the Education and Social Justice Project, in May 2023 undergraduate student Molly May (C’24) interviewed Maria Garcia, a teacher at St. Martin de Porres Primary School in Belize City, Belize. Garcia appreciates the open communication with administrators, the provision of resources, and the school's emphasis on religious and Jesuit values.
Can you tell me a little bit about yourself and your relationship with St Martin's?
Well, for me, I can trace back when I first started teaching here. I first arrived, I remember coming this same building for my job interview - we're talking back in 2016 - and I felt comfortable walking through. The first person that greeted me was Ms. Angie. She was - from there, I felt, you know what? This is safe. A safe haven. That's why we're all looking forward to working. And then I remember I did three months here, I started, I left. And even though I was in my hometown teaching, it was not the same, not like St. Martins. And despite all the challenges they had over here because they didn't get paid, it was difficult for me to move on and so on. So I came back to St. Martins, and then I felt I should have never left from the first place. Even my working area is comfortable. I can be very open with my administrators about anything. Absolutely anything. And I feel very comfortable talking to them. Doesn't matter what the situation is. And that's how really comfortable someone needs to be at a workplace because it's your second home. Right here in Belize, at St. Martins, I was able to get there. That safe haven.
Well, that's great to hear. So you teach infant one? Did you specifically want to teach that age group?
Yes, I really do. You know, it's my fourth year teaching, and I really do enjoy being with the children. And this age, you can know them better. And then behavioral problems is way least of our problems in infant one. And then we have a little extra 45 minutes to work with, like right now, because normally we go to 2:45. But we end at 1:45, so I have that little extra time to work with everything. But yes, it's I really do enjoy the infants. You can know them, you can engage well with them, you get more participation too. And then of course, we do have some students with behavior, but that's not like most of the class.
So I'd love to hear from you about what you think is working at the school and also what you think is not working. So let's start with some of the positives. You said there's really good communication with the administration. Is there anything else you can tell me that you think is working really well?
Well, the school is very resourceful. I can add that, that this school is very resourceful. I really like the fact that anything - I barely use from my pockets - and then we went 10% cuts, the school was very supportive. Even before that, it is obvious, have been resourceful. Before and after. And then that's nice because it's minimal what we use and then everything, absolutely everything, they will provide for us.
Can you tell me an example of a way that the school has been resourceful?
Everything including paint, chalk, markers, everything.
That's provided? Oh, that's great. Okay, so let's turn to maybe some things that you think aren't working so well, whether that's in the classroom or on the administrative side.
I can say that - oh, a main one would be - you know the infants, they are babies? We still haven't gotten the chairs, picnic tables outside for the kids to eat. So if you go outside, 10 o'clock - the kids are on the floor eating.
Wow. And that's important!
Yes. And we have asked for it and we still haven't received that. That's the only thing that I notice that we lack.
You can't think of anything else?
No, nothing else.
That's good to hear. I also want to talk about the religious part of the school and the Jesuit identity. I know you've been here since 2016. Have you seen any changes in how Jesuit identity is being incorporated in the school?
Well, I think this is our first year with Father David,
I have been doing workshops about the Jesuit - Jesuit, right? Is it the same as Catholic, or it's a different branch?
I mean, I'm not the expert, but I think the Jesuit identity is a little bit more specific.
I know it's like a different branch of the Catholic Church, right?
So transitioning to a more Jesuit identity. How were you prepared for that? Were you not really prepared at all?
Well I didn't know, I just know that we have to do these workshops. It's mandatory. And in a way it's good. We need that religious aspect once or every couple times per month. So in a way, when we first started it - we have this religion workshops. They always have had it, you know? It's not something new. When we had Father Brian here, Father Matt, we have done this. We always have. We have a different name, it was a service. I forgot the name. I do remember we always had this time that we reflect on when he spoke about St. Ignatius. I recall Father Brian talking about it last year, so it's not like the first one. It's the first thing we're having this Jesuit - that is different.
But having the workshops? Here, it's a norm for us teachers. I was like, I spoke to my guide about it. I told him the first day, and then he told me you know, those type of priests die for your faith. That's the only thing I get to know about the Jesuit priests.. So anything you have against - they are the person who will die, they promise to die for their faith. I noticed that there are several - we can define several things that we do in the Catholic faith and in the Jes - Jes - Jesuit - I can't even say it! So it's a little different. But it's similar. It's nothing like out of the norm or something different, that it's coming so it's something similar, something that we can adopt.
So you have this professional development, like the Jesuit trainings for the teachers, but how has that been incorporated into the classroom with the kids?
Well, we have always practiced most of these things that we are talking about. We talk about the sacraments. We do practice it, especially right now with they're doing Confirmation and First Holy Communion. The children do get to model it. We do teach it in religion, so it's nothing new. We do whatever we have spoken in the workshops, we do practice in the classroom. It comes in the lessons.
Have you seen that change since when you started here? And then when Father Brian and Father David, have you seen any changes in the classroom?
No, Father Brian is no longer here.
Right, I'm saying over time.
Over time, oh like the process? Well at first the big difference is that we get treats this time. [laughs] And yes, I notice that the teachers are really more involved right now with Father David. Because, like I tell you, when they leave, it's similar, but there's always something different. So the teachers are open more because we're taught this way. And then Father David comes, and he's teaching the next thing or something similar and then you will share the teachers, you know, we believe in this or we grew up in this. We know the foundation that we already have, and then you're telling us something similar to it. So that's where it's more a little bit open, more talks. And it's not all about that - like before with Father David, we already know everything! Because it's our faith. But this is something new, so teachers are more open, they are more questioning. So that's the only difference I notice.
So those parts of it that are new. Can you tell me anything specifically that you've seen? What are those new parts? What does a Jesuit identity mean in school?
Two things that took my mind - one was about the baptism, that when Father - I grew up in a faith that when we were discussing about baptism, as soon as possible, you would baptize a child. And then he said something different. I know that I grew up in a faith where we have different types of baptism too, we have the one with the blood...I don't remember what it's called, but there are like four of them. And then Father came and said something similar to it. And I was like, "Okay, I won't say anything, but I'm gonna listen." The other one was for marriage about divorce. People were talking about, "Oh, what if it doesn't work?" And then you want to divorce, and the Catholic faith doesn't allow it back in the day. And so they started a little back and forth. It doesn't matter to me because I'm married and I'm okay - but the rest, they were trying to question. And it just - those two, about baptism and marriage. The differences might be a little difficult.
So I think the Jesuits tend to be a little bit more...
Strict.
The Jesuits, you think, tend to be more strict?
Yes. Strict, strict, strict. No, they are more on the point.
In what way?
In everything! Because Catholics tend to be more - I won't say lenient, but adaptive? But then, when it comes to the Jesuits, I think they are more strict. More on the point, more standard. In a way it's good because we have to be more disciplined.
So going with strictness and discipline. Obviously the age group that you're working at, working with different ways of discipline is super important. Do you feel that the school's values and culture have influenced your discipline methods in the classroom?
Well, not really, because like I said before, I don't have much behavioral, since they are babies! But standard 1 upwards, they become a little bit more unruly. We don't have that much problem with the infant division. We might have one or two, but not like that, like how the school is used to.
I don't think I'm going to have a chance to talk with your students. But I was wondering if I were to ask your students, "What does being at St Martin's mean to them? What does having a Jesuit education mean to them?" What do you think that they would tell me? Is there anything that you think they would resonate with?
They won't understand it.
They won't understand it. Okay!
Or you talk to them about Jesus. They know who is Jesus.
Right, but they don't really know what a Jesuit is. So that seems like there's some disconnect between what the administration would like to see and then what the students actually understand.
Because they're still babies. So I think that could be more like standard 1, middle division and upper division.
So you think it's because of their age? That makes a lot of sense. Are there any other initiatives or any sort of support that you would like to see from the school?
Well, we always get support in all aspects, so it's really pretty hard to tell.
You always get support when you need it?
We always get support in everything, everything.
Even with resources and funding?
They try to find a way, they always try to find a way. You won't always get 100%, but they will get at least that 75%, 80%, and they will cater for you. That's always St. Martin's.
So that's in the school. How about with everything that the students are dealing with outside of school, in their families and communities? What would you like to see from the school to support the students in their communities?
Well, like I said, school provides support. We have feeding program here too, so they don't have any distraction, any discouragement, anything to keep them back, any setbacks. St Martin's provides feeding program. There are scarcely a school that has a feeding program. We do have counseling, and we are one of the few schools, primary schools, that offers counseling. They're also catering for the mind. Resources, if you need anything, the school is ready to give you a bag if you don't have a bag. They will cater for you. So if you want to help further your education, they have three high schools here that they do assist in helping further your education. And the school pushes you to go. I feel that the environment - they don't take advantage of all the support that the school provides.
The students don't take advantage?
It's the students for me and the people that don't take advantage of the school.
So what do you think is the missing connection that they need from the students?
For me, the missing connection is that the people need to understand the value and importance of an education.
Who needs to understand that?
The children, the community, they need to understand the value of life, and everything they don't know about. Some of them, they know. They understand, but most of them they don't understand the value and the true meaning of an education. And if this happened in [village] - getting a feeding program, getting counseling - because most people are not getting the importance of mental health. It's really important. More people are getting to know more about it. Little by little, they are getting to know the importance of it. Then we have, like I mentioned, resources. They provide you everything. They even give food and everything, every time I come here they have something to give out to the community. But I feel that the community are the ones that they don't understand it. And they don't take advantage of all the help they could get, they have it right there. If this happened in [village], everything would be saturated, because people know the importance of it. And right here, they don't. I feel that that is the connection that is missing. It's not the school. It's the people.
How do you emphasize that importance in your classroom?
Well, I do see it. I do see it because they do take advantage, the community do take advantage of teacher's nobleness, and the school's nobleness. We try to have this where "empathy every day," but people do take advantage of it. And the children have that same bad habit. So those are what we have to learn to remove, those bad habits of the children.
If you could see either an initiative started or any additional support from the school, what would you like to see?
Well, like I said, we have all the support that we have.
Given everything that you already have, I'm asking about something that you think you would like to see more of. Something that's not already there or something that should be stronger.
You know what I would like to see here? We have a nice Civic Center, we have almost everything - one thing that is missing is a marching band. And I know St. Martin's do have the potential for a marching band. I created so many marching bands in [village], dancing groups, that's why I know that here - that is what is lacking here. A nice marching band. And I know they do have the potential. I see it in the kids every day, and I feel the beat of the drums.
Have you brought this up to anybody?
No.
Well, I mean, you've said that everyone has been very receptive.
Yes and then right here in class, in infant division, we barely have time. It's more likely they use the middle and upper teachers, so that's why I don't bring it up. But that would be very nice.
Do you feel like if you had an idea like this, you would be comfortable bringing it to somebody?
I would. I would. But like I say, the community here is not very supportive. To have not only support, but to do that, you need parents that are responsible. To bring them on time for practice, and the costumes and everything. The school might have the potential and everything, but the people need to respond.
Can you explain what your experience has been with the students' parents?
Well, so far, I haven't had any trouble with any parents. I'm finishing my next school year - so far, I'm doing good. I try my best to keep that distance, but at the same time, communication with parents, I just tell you what you have to do for the day, or with your child, homework or this or that. I'm checking homework. My phone is right next to me cause I don't play with my students, I tell them on the spot. "Here, I have your child didn't do homework." I call them on the spot, they know it. So if they are in their workplace, whatever, they know. A child was late today, a little girl. I really want to take out this bad habit of this little girl.
We appreciate our things, simple things God gave you, and your parents can provide for you. Well, her parents normally sent her nice meals and snacks. She wants money to go and buy. I'm like, "Why? Why do you want money to go and buy it, your mom provide it for you. If you didn't have nothing, from my pockets, I will give it to you. But I will not give it to you. You go, and you eat whatever you have." And that was her big cry, every day. They have this song, children, because they bring the habit from home. Like begging, that begging aspect. We need to cut this off. And the children have it from babies. I have seen it, so I try my best for them to be responsible. Today I was really proud of one of my students that his mom always send him with lunch money, but he always buys chips and this and that. Today, I was proud of him. First them ever, I was like, "You paid your lunch?" "Yes." "Go find your lunch." He went to find his lunch. I saw his lunch, I was like, "Okay, proud of you, you paid your lunch without me telling you this morning." Because the whole time I say to him, "You pay your lunch? You pay your lunch?" Because I don't see him moving or anything. He was responsible. I was like, okay, this is one step. For me, this is a big step.
Of course. Is there anything else that I haven't asked you about that you'd like to add?
I would like to ask a question. Are we emphasizing more now on the Jesuit side to the school, are we bringing it a little bit more broad here?
I'd say both. I mean, obviously, from what you said, there was a little bit of confusion with the whole Jesuit values and the Jesuits leading the school. And so that's really valuable for me to know that maybe there miscommunication at certain levels. Anything you have to share, there's no right answer. I just really want to know how you honestly feel because that's more important.
Okay, sure.
