The best part of my abroad program was our opportunity to volunteer with a nonprofit called Glasswing International in Panama City, Panama. This organization provides support for youth empowerment and education programs in Latin America and New York.
Upon hearing about this opportunity to volunteer I was excited, but confused. I was with a Manderson program for business masters students; how would we be helpful to a classroom of Spanish-speaking students?
For some background, I have experience speaking Spanish and was excited for an opportunity to practice. However, this program required no previous Spanish speaking skill. There were many people that had zero ability to speak or understand Spanish.
The UA GELI program hopped onto the bus and headed to the school. Immediately upon arriving, we saw an iguana casually walking around the outdoor play areas as we waited for instructions, which already set the tone for an exciting day.
Once we spoke with the program directors, we instantly knew that we were going to have a lot of fun with this experience. We were split into small groups and introduced to the students, who were around 10–12 years old and immediately full of energy, curiosity, and humor. Even though there was a language barrier for many of us, it didn’t take long to realize that connection was still very possible.
The activities were simple but effective. We started with an icebreaker game called “House, Tenant, and Earthquake,” which got everyone moving, laughing, and interacting regardless of language ability. The kids were able to see that we were approachable and got them comfortable with new people in their classroom. My favorite was to find two children making a “house” with their arms and be the “tenant,” going under their arm bridge and talking in Spanish about my house being too small. This made the kids laugh and they realized that I could go back and forth with them in simple Spanish.
From there, we moved into flashcard-based vocabulary activities covering colors, animals, locations, and foods. Even when words didn’t translate perfectly, the kids were eager to try, and we found ourselves learning from each other through gestures, repetition, and some help from the packet of Spanish phrase that was provided by us through Glasswing.
For me personally, having some Spanish background became especially meaningful in this setting. I was able to speak with the kids directly, joke with them, and help bridge communication gaps between them and the rest of the group. It was especially fun introducing them to new English vocabulary while they taught me how they would say things in Spanish. What stood out most was how naturally excited they became about learning when it felt like a shared experience rather than a formal lesson.
After the flashcards, we all shared a snack together, which naturally turned into more conversation and play. The kids were so excited that we would be eating with them, making them feel like “one of the big kids,” which made us feel like we were doing a good job connecting with them.
The final activity was bingo, and this is where everything truly came alive. A few of us who spoke Spanish started “faking” competitive tension during the game. We were cheering, reacting dramatically, and playfully pushing the excitement of the competition. The kids absolutely loved it. They leaned into the energy, became more engaged, and really wanted to impress us by getting answers right in their English practice or being the first to complete their bingo cards.
What surprised me the most was how quickly the dynamic shifted from students and volunteers to just people having fun together. The kids had such a goofy, confident sense of humor, and it made the entire experience feel extremely genuine and rewarding. In many ways, this type of conversational Spanish felt much easier than navigating business or formal adult conversations, which made it even more enjoyable for me to interact, ask questions, and encourage them to ask their own.
By the end of the visit, it was clear that the goal of the day wasn’t just language practice or structured activities. We were setting an example of how education can open doors while also sparking excitement around learning English. Despite not always sharing a common language, we were able to build genuine enthusiasm for learning and create a space where the kids felt seen, valued, and encouraged.
As we left, the students were smiling, waving, and asking to stay a little longer and play more games with us. They were clearly not ready for the experience to end, and honestly, neither was I. Walking back to the bus, I realized how impactful something so simple could be.