Land of Plenty and Unemployment

I went for a walk in the evening the other day. My walk took me along the main road and down to a river that was swollen beyonds its banks with rain. We’ve had a wet year and the rainy season is beginning. All along the flood banks men and women were fishing with their bamboo poles. Here fishing most often involves a string tied to a piece of bamboo, no reel, no bells and whistles. There are two primary kinds of fish, super bony and bony. The average fish is about the size of my hand.

Most people weren’t fishing just because they think it’s fun. As dusk was falling, two men on a dirt bike passed me, they were laden with silver, hand-sized fish. People here eat fish and even the small ones. One day the mother of the family I’m closest to was telling me about a woman in the community who has eight children. That’s a lot of mouths to feed with only the father working, and in Paraguay there are few jobs that pay enough to easily support a family of ten. I asked how the woman fed all her children.

“Well, they fish…” the woman I was talking to said.

Paraguay is fertile and has a climate designed for growing things. Fruit of all kinds, except apples and berries, is all over–bananas, all the citrus, papaya, passion fruit, pineapple, mangos, and the list goes on and on. There are several kinds of fruit in season at all times, and bananas are always available. With a little effort one can grow vegetables year-round and harvest most crops more than once every twelve months. In addition to fruits and vegetable, animals are part of most Paraguayan families’ lives. People who don’t live in cities can raise chickens and pigs on their plots, and even if they don’t own grazing land they can graze cows on public land and land that isn’t in use.

With some effort starving can be avoided in Paraguay even if money is tight. Further, the temperature is moderate. Unlike Vermont where winter exposure is deadly, in Paraguay, a roof to protect from the rain is enough to survive. Simple, rustic living spaces where families depend on their own crops to eat may not be a dream, but are realistic ways to live in Paraguay.

The point is that Paraguayan climate and geography are friendly toward life. People who are creative and willing to work can survive on almost no money. But, as hospitable as the earth and rivers are in Paraguay, job opportunities are limited. It is not uncommon for one person in a family of many to work, even if several people in that family are working age. The common example of a father supporting his wife, adult children before they marry, and his young children is traditional but not what most families would choose. It is a reality here because jobs are scarce and opportunities for professional employment lag far behind the number of people who are educated and trained.

As I watched the sun set over the river and bordering marshland, I thought about the juxtaposition of existence in Paraguay. I like to think Paraguayan society is moving toward providing its people as many career options as the land of the Guarani offers food choices to the hungry. I believe it is. The students I worked with want more than just a roof and bananas with fish. They want to travel and have cars and cell phones. Paraguay must change to provide what its future leaders demand or it will lose them.


Teaching Sex Ed

I never imagined myself teaching sex education before Paraguay. But since late August sex education, focusing on HIV prevention, has been the center of my work world. And, it is some of the most gratifying work I’ve done in my ever-elongating life. What I enjoy most is watching how my students giggle more knowingly rather than awkwardly and show greater confidence as we work through sexual health topics. During my first class, my students wouldn’t say words like “penis,” but now they can tell me exactly how and for what one uses a condom with only a slight smirk betraying underlying tension.

Just like in the States, many families and schools in Paraguay skim or entirely skip sex education because adults are embarrassed or don’t know how to discuss the topic with youth. As a result, “sex education” is learned through experiment. It’s not that experiment is entirely bad but when it comes to sex, experiment without some basic knowledge and protection can often lead to unwanted pregnancy and sexually transmitted disease.

Because I’m using a program that focuses on HIV prevention, I talk about condoms a lot. As you know, they are the only form of birth control that prevents pregnancy and STDs. Just like in the States, condoms are under utilized in Paraguay even though they are widely available and often free. You might ask, “Why?”

Unlike in the US where there is a poisonous link between condoms and religion in some circles, the officially Catholic country of Paraguay, for the most part, does not view condoms as a negative thing. Myths and mistaken beliefs about condoms are one reason many Paraguayan men are reluctant to use condoms. Myths like one can not feel pleasure during sex when using a condom. Another, and perhaps more important reason, is that many people, both genders, are too embarrassed to talk about sex or get information about how to protect themselves that they just go for it. It takes confidence to get a condom and then ask your partner to use it. And, that’s where I think sex education enters the picture.

Sex education is partly explaining how things work, like how to use a condom, and telling what resources are available, like the different forms of birth control. But, I think almost more importantly sex education is a time to clear the air and help young people become more comfortable talking about their bodies. I like to think that my students don’t only learn how to protect themselves from HIV, but also become self-advocates so that if faced with a partner who asks them to take a sexual risk they don’t like they can stand up for themselves. One can know about all forms of protection and the ins-and-outs of sex, but if one is too nervous to say what he or she wants in the moment it does no good.


The Sly English Teacher

Now I’m happy to teach English in my community, but I was against it in the beginning. I am acutely aware that there are many more pressing things for youth in my community to learn than English, from reading Spanish well to using a condom correctly. And, even if I were the best teacher in the world (very doubtful) my students could not master English studying just 1 or 2 hours a week. Language just doesn’t work that way. But, English lessons are one of the things people in my community want; and I’m here to serve them.

So, then, the question arose: If I have to teach English and my students aren’t attacking it with the tenacity necessary to become fluent, how can I most effectively use our time together? Some volunteers turn to games. Games are a good solution, but I struggled with them.

My solution came when I realized that I was looking at teaching English all wrong. My English classes aren’t about English. (But, I like to think they will give those kids who choose to pursue more English study later an advantage.) My English classes are about mentoring and sharing my culture. Defense: We also discuss English grammar and vocabulary.

How do I start the cultural sharing? Music. In my English class, we usually listen to a song in English, talk about what it means, and pronounce the words. Listening to music is a good language-learning activity, but that’s not actually why I do it. I try to pick songs for a reason. Half the time I just pick a song because I know my students will like it, but the other songs I choose because they have an interesting cultural message. “Dear Future Husband” by Meghan Trainor was a successful choice—the youth even like the song. Most of my students are young women. It was neat to talk about how women don’t have to fall into the stereotypical role of “the perfect wife” when they marry.

“Hard to Love” by Lee Bruce was a silly chance to talk about how we should say “thank you” to people when they do things for us. Most women in Paraguay are expected to clean and deal with food while men (not all!) sit and watch. I’ve seen young men get up from the table, leave their plate as a disaster for some woman to pick up, and not even say “thanks” for the meal (rage almost not repressed). I also used “Hard to Love” to talk briefly about the differences between how Christianity is practiced in Paraguay and the US.

As I get to know my students better, they feel more comfortable asking questions about the States or about my life. Sometimes the questions make me laugh: Is it true that people in the States wear their clothes once and then throw them out? Bit-by-bit I think they are forming a more realistic notion of the States, and at least they are opening their eyes to the idea that not all people do things the same way.

In the end, English class isn’t just a time to talk verbs and articles. It’s also a chance for my students to talk about life. It’s an open space that encourages learning.

Anatomy of an Average Classroom

Since coming to Paraguay I’ve done a lot of teaching. I passed 100 classes a while ago. Though 100 is a humble number for a professional teacher, it’s a huge feat for me, as someone who never thought I’d teach (officially) in a school. Trying to teach 32 8th graders—or 20 unruly 11th graders—has given me a new appreciation for my teachers from 1st through 12th grade. I do sincerely believe anyone who teaches 8th grade for more than a couple of years should be sainted.

I think I get better with every class I teach, but who am I to judge? However, I am certain of one thing: Classes have personalities just like people do. The personality of a class depends on the parts and their ratio. Here’s my summary of the average class’ anatomy.

  • Front Center: Type A’s. They want to help. They want to participate, and they help control the other students.

  • Front Side: Students that come off as type A’s, but on second glance are just good at hiding their distraction. They’re interest and will participate, but it’s easy to lose them.

  • Middle Center: Reserved, quiet types. They are probably paying attention, but it’s hard to know because they’re almost always too shy to participate.

  • Middle Side: Students that are quiet and slightly distracted—typical cell phone users. It’s questionable as to whether or not they are paying attention.

  • Back Corner: Rabble rousers. They talk over the teacher and their classmates. They run around the classroom. They throw things at each other. They will participate, but their participation comes at a high cost.

  • Back Center: Aggressively abstinent. They will not participate no matter what. They won’t speak in class. They won’t do individual work. They don’t contribute when there is group work.


Che kaigue,” means “I don’t have the motivation or energy to do anything.” Che kaigue is almost always an acceptable excuse in Paraguay, and it is neither positive or negative. This phrase has been on my mind lately.

The general idea of kaigue bothers me. Not in the context of culture or Paraguayans, but in my own life. I recently hit a roadblock in my Paraguayan life and felt devoid of the desire to continue working. I fell into the dangerous trap of wondering if what I’m doing is actually worth the effort, and questioned what exactly I’m doing with my life.

Now pondering purpose and meaning of life is beyond the scope of kaigue, but none-the-less they are connected in my mind. And they are connected by the simple question: Where does motivation come from?

As a volunteer my main purpose is to prompt others to act. I inspire my counterparts to work with me. I incentivize my students to listen and learn what I want to teach them. I motivate my community members to include me in their already full lives. I energize my friends and family back home to (emotionally) support me even though I’m thousands of miles away. I do so much cheerleading for others, I sometimes forget to cheer for myself.

Where does motivation come from? If the answer to that question were simple, public health would be easy as pie and teaching my students smooth sailing. But, it’s not easy. Worse, it’s just as hard to think about one’s own motivation as it is to think about motivating others.

I’ve taken some time to think about the origin of my desire to do things and then my ability to follow through with those desires. There is a distinction between the things I want to do and the things I actually do. There is an endless list of things I want to do, and a finite number of things I achieve. Why is there such a big discrepancy? Hint: While time is a limiting factor, it’s of little importance in this discussion.

You might have guessed: Motivation. For me to be motivated to do something I must have a strong, tangible reason for doing it or it won’t happen. I also need to feel like I am successful—even if it’s only a hope for future achievement. I will not actually do things if I don’t have a clear reason for doing them or a hope for success.

Let’s look an example of how I applied this understanding of my own motivation to banish kaigue from my life (mostly).

Since March I’ve been teaching 10 sections of life skills to grades 8 through 12. Life skills to me means doing activities that help my students identify their strengths and weakness, communicate well, take an active role in their communities, take charge of their lives by feeling good about who they are, understand their health, and understand how to navigate life challenges like relationships. Our first topic was abilities: What do my students know how to do? How can they galvanize their strengths? How can they learn new skills? What can they do with their abilities? My second topic was leadership: What is a leader? What do leaders do? How do my students’ personalities relate to their leadership styles? What can my students do as leaders to improve their communities? Looking to the future, I will discuss sexual health, and specifically HIV and STI prevention.

I think those topics are pretty flipping awesome and darn important. Don’t you? Well, try telling that to a bunch of adolescents—ha. The point is this. I believe down to my toes that the skills my students could gain from my classes could help them make their lives happier someday. So, I have a good reason for doing the work. Check.

So, why didn’t I want to go to class anymore? Because I didn’t feel like my classes were achieving their objectives. It’s disheartening to go to class after class and have something like 20-30 people ignore me. I found myself wondering, daily and often, if my students acted out because my classes sucked or for some other reason. Regardless, my classes always go better when I start them with a positive attitude and lots of energy. That’s why my growing kaigue-ness was detrimental to my work.

My solution to motivating myself again was to do some self cheering. Self cheering began with identifying what I have done well. I have achieved something with some of my classes. Those groups that are finishing up the last class about leadership are doing better work than they once did. My students are learning to think for themselves; at least they’ve stopped asking if they should copy things. I very much dislike classes based entirely on copying other people’s ideas, which is the most popular class format in my school. My students are starting to find self reflection easier. I know this because they are doing it with less hesitation. In the classes where most or all the students give me the time of day we, my students and I, are winning. They don’t know it but they are reaching my goals for them.

I’m not winning in all of my classes. Part two of self cheering was realizing that it’s okay to give up sometimes. That’s a new conclusion of mine. I hate, yes hate, not completing projects I start. And I hate not starting something I say I’m going to do. But, life is complex. Part of my process of re-energizing has been allowing myself to say goodbye to the groups of students who don’t want to work with me. Rather than beat myself up by the clear failure of some classes I’ve come to accept that I can not motivate everyone I want to work with to work with me. Further I won’t make people work with me, so if I can’t motivate them we are at an impasse. Clearly, the classes where fewer than half the students listen or do the work have something demotivating them. I haven’t managed to figure out what that is, but I don’t have to let that negative energy devalue all of my work and affect the classes that are going well. I now teach 7 classes of life skills. I struggled to keep all 10 afloat, and I lost 3 times out of 10…or, better, I won 7 out of 10.

The example of my life skills classes is one of many motivation explorations that have robbed my sleep and filled my mind these kaigue weeks. I did the same exercise of flushing out my motivations and influences with my English tutoring, studying for the GRE, exercising, planning for my future, and other projects. Today, I accept that kaigue is a feeling I’ll have from time to time, but I refuse to let it be my state of being.

A Sure-Fire Way to Spur Education Reform

Stick everyone who could make education reform happen, who is blocking education reform, or who isn’t interested in improving education in a classroom with 30 or more eighth graders. It would make waves. Of course this idea came to me as I started teaching again this school year. I have two classes with more than 30 students, and one happens to be eighth grade.

I’ve been thinking a lot about learning environments recently, and specifically how learning is significantly imperiled by each additional student you add to a class after 15. In my experience, 15 students is a golden number. Fifteen students is just enough to create some diversity of opinion, but not so big that students can easily hide from participating.

Before I started teaching in Paraguay, I was aware of the class-size discussion. Student to teacher ratio was something my parents sometimes discussed. It was something I was told to look at when picking a university. A low ratio of students to faculty members was something I touted when I helped recruit for my college. But, now that I’ve taught myself, I have a better understanding of why it is important to keep a balance between teachers and students.

Here are some of the differences between my classes that have around 15 students and my classes of around 30 students:

Around 15 Students

Around 30 Students

We finished all the planned activities in the allotted time.

We finish about three-quarters of the planned activities and go over time.

Students listen to the directions and ask questions when the don’t understand.

Students chat in groups and don’t bother to say if they understood the directions or not.

There is time to talk to each student individually and answer their questions, offer encouragement, and provide feedback.

Time is spent trying to maintain a semi-focused work environment and only very disruptive students and students who approach the teacher get a fair allotment of the teacher’s attention.

There are a lot of elements that go into making an environment optimal for learning. There are a lot of factors that make a teacher effective or ineffective. But, the short and long of it is that if the structure of the classroom itself is set up to falter, even the greatest teachers and the most studious students are at a disadvantage. I’m not saying that all students who are part of a large class aren’t learning. I’m saying that they deserve better. Ensuring that classes are an optimal size shouldn’t be debated. It should be an integral part of education infrastructure no matter where a kid goes to school.

Girl Power

Last week we held a girls’ leadership camp called GLOW—Girls Leading Our World. The neatest thing about it was the noticeable transformation the girls went through over the 4-day camp; fertilizer for self-esteem.

Forty-seven girls from all over Paraguay participated in activities and presentations related to leadership, self-esteem, domestic violence awareness, sexual education, safe online communication practices, and much more. The last night we had a period party, yep you guessed it, to celebrate menstruation.

Youth camps are not common in Paraguay. For many of the girls who attended, somewhere between the ages of 13 and 18, it was their first time leaving home for more than a night and definitely their first time traveling alone (well, they weren’t alone because they had the volunteers from their communities with them). The girls who participated in the camp were articulate and thoughtful.

I slept in the girls’ dormitory—where they found so much energy to giggle, scream, and chat until the wee hours of the morning I will never know. The camp schedule was packed, 7 am to 10:30 pm the two full days of the camp.

The camp emphasized that girls, young women, and women are powerful resources in Paraguay. For me, this wasn’t a surprise. The positive experiences I’ve had in Paraguay mostly center around the strength and compassion women in this country have. But, seeing my girls (I brought 2 from my community) and the other Paraguayan girls at the camp smile so broadly and participate so actively, I was glad they too knew how great they and their mothers, sisters, cousins, aunts, and grandmothers are.

Success: End of Summer English Class

I taught a summer English class. We met 3 days a week for 2 hours. I didn’t realize until the end that I should have been impressed with my students for just coming—6 hours of language class a week isn’t pocket change—but I didn’t need that realization to think they are hard-working and awesome…because they are.

My original syllabus was way too ambitious. But, when all was said and done we covered the basics: possessive, present, past, articles, and a few other things. Some of my students improved over the course of the class. Others still asked me on the last day what “I am” meant, I mean we only talked about “to be” in the present tense every day of class.

There are a lot of ways to measure success. I could talk about my students’ ability to complete homework, about their markedly better scores on exam two compared to exam one. Yes, I guess I could talk about language capacity, but in my eyes that all is icing on the cake.

The real success came when 12 out of 17 of my students, plus some parents, showed up for the end of class party in the pouring rain. They came and they brought food, a full banquet was added to the chocolate and banana cake I’d made with two of my students the previous day—empanadas, sopa paraguaya, sandwiches…and more.

The smashing part of the success was the enthusiastic attendance in the pouring cats and dogs rain. Just in case you’re not aware, basically nothing happens in Paraguay when it rains. Rain is a classic excuse for staying in your house and sleeping all day.

I handed out certificates and exams. I had a productive conversation with students and parents about how they want to continue English once school starts. I gave a little speech, nothing fancy. Then, we feasted and chatted. It was fabulous. I say that myself because I wasn’t the one who made it a joy, it was the students and parents who honored me with their slightly damp presence. What a nice close to one year of working in Paraguay.

Sacrifice and Hardship Mark the Path

Recently the volunteers in my region organized a career/college fair for high school students. During the event we had activities to help youth think about their future and set goals. We also had a wonderful group of Paraguayan professionals join us to share how they got to their current positions of success.

The Paraguayans that spoke with us had amazing stories.

  • The youngest woman on the panel, an accountant, talked about how difficult it was to leave the home of her parents to study. In Paraguay, it’s common for children to live with their parents until (or even after) they are married and leaving one’s community is uncommon. She talked about how hard it was to live with people who weren’t her family for the first time. She worked all day, attended class at night, and studied from evening until early in the morning.
  • One woman is the director of a university, has a doctorate, and is earning another degree. She’s achieved this despite losing her mother at 9-years-old and navigating a childhood with a less-than-loving stepmother.
  • The one man on the panel is the owner of a hostel in Asuncion that is popular among Peace Corps volunteers. He talked about how he’s always wanted to be his own boss. His love for travel inspired him to open a hostel. Before he was able to open the hostel he used to work 12-hour, sometimes 14-hour, days at other businesses. He is now successful enough to hire people to help him run the hostel, but when he started he was on call 24-hours, 7 days a week.
  • Another woman left her family, the countryside, and everything she knew to study to become a professor at what many call the best university in Paraguay. She worked from early morning to afternoon, went to class in the afternoon, and studied in the evening. She was forced to go against her beliefs and sham support for the dictator as part of her admittance into the university—she noted how this was one of the most difficult parts of her studies for her.

These Paraguayans had inspiring stories and they also had good advice. They all recommended that youth find work about which they are passionate because, “work doesn’t seem like work when you love it.” They talked about making goals and sticking with them—even if it takes years to finally achieve them. They talked about finding inner motivation and strength to push through any obstacle.

One thing struck me, however, as I listened to them. They talked a lot about sacrifice and hardship. The warning of sacrifice and hardship is a familiar yarn to me because that’s what first my high school teachers, then my college professors, and then my bosses talked about when giving me advice.

It’s not bitterness that made these Paraguayans and all of my mentors focus on the sacrifice and hardship that got them to where they are. They forewarned that the path to personal success is bumpy and hazardous because they wanted to help prepare youngsters for the journey. Listening to the tale of challenge being told to the next wave of aspiring youth I had doubts.

We all must make sacrifices and face hardship in life. As someone in my childhood used to say, “If life were easy, it would be pointless.” But now being the listener, not just the sapling trying to soak in every drop of wisdom, our emphasis on hardship gives me pause. I don’t think youth need warnings or cautionary tales. They already know life is perilous. They need inspiration and encouragement to find their strength. We can tell our stories without giving them a tragic edge.

The matter-of-fact stories of my great-grandmother come to mind. She was born in 1907 to parents only several years settled in the US, having come from Germany. She lived into her 90s—almost 100 years of history that spanned 2 world wars, the Great Depression, and countless other moments that made history. Her stories never talked about sacrifice or hardship, they talked about life. Things happened and she survived them, and by telling her stories she implied that us (the listeners) would survive life too. She suggested, with her smile, that we would probably not just survive, but we might also give life a good run for its money.

Life is sacrifice and hardship. Even the happiest children know about challenge and disappointment. But, what we (adults) know that maybe youth don’t know yet is how to survive, even when the hurdle is more than dropping your ice cream cone. We’ve had more years of trouble and yet we haven’t lost sight of happiness.

When we tell our stories we can’t just focus on the events. We should share our thoughts and emotions. We should tell the greens what we learned and what made us smile and laugh despite everything. Youth want to know how we found the light because they’re still in the tunnel. They don’t want to just hear our take on the tunnel.

Ideal Boyfriend, Ideal Girlfriend

One of the topics I discussed with my 7th through 12th grade classes recently was healthy relationships. During the class I asked my students to describe their ideal boyfriend or girlfriend. The prompt was: “I would like my boyfriend/girlfriend to be…”

After hearing their responses I thought, “This is the stuff that love songs are made of.” I’ve translated a number of their responses because they are too great not to share.

Ideal Girlfriend:

I would like my girlfriend to be pretty and to not be jealous. I would like her to be:

  • Respectful: She respects the people I love.
  • Full of smiles: She has a smile everyday and makes you feel good.
  • Loving: She hugs me and kisses me.
  • Good: She greets everyone and doesn’t treat others poorly.
  • Not envious: She isn’t envious of anything or anyone.


I would like my girlfriend to:

  • Be good and understand me.
  • Love me in the good and the bad.
  • Be sincere.
  • Respect me.


I would like my girlfriend to be sincere so that we can live with love. I would also like her to be nice to my friends and family. Also, she should understand me.


I want a girlfriend who loves me and shows me her love everyday. She should not only focus on my negative side but should strengthen my positive side. She should not make me want to leave her. That would be the ideal!


I would like a girlfriend who is faithful and able to understand all my ideas and goals. At the least, she should be affectionate and, most importantly, I need her to support my decisions. Beauty is not that important; I only want to find a good person who is sincere, knows how to take care of me, appreciates what I have, and that there are no lies between us. I hope that there isn’t deception in our relationship and that we can move forward together.


My girlfriend should be sincere because she should be important and she should be sincere with me. Also, she should be intelligent because she should think about everything that she does. She should be humble, sincere, and have inner beauty. I should be able to understand her and she should understand me. And, most important, she should love me.


I would like my girlfriend to be:

  • Smart: because I want her to be someone important.
  • Nice: because I want her to have a good temperament.
  • Honest: because I don’t want her to lie to me.
  • Respectful: because I want her to have a good heart.
  • …however I think such a person doesn’t exist.


I would like my girlfriend to be the women of my life, the hope of my heart. I would like her to be respectful, friendly, loving, and smart. I would like her to love me with all her heart.


My ideal girlfriend:

  1. Is sincere and natural and don’t use a lot of makeup.
  2. Respects me.
  3. Accepts me how I am.
  4. Understands, even when I don’t understand myself.
  5. Is friendly with my family and me.
  6. Is proud of our relationship.

Ideal Boyfriend:

I would like my boyfriend to be a good man that likes to work and is responsible. I would like him to respect me, take of me, and really love me. Most important, I would like him to be honest with me and at the same time respect my space. I would like him to understand me and to be happy to be by my side. (I don’t think this exists, but it is my dream).


I would like my boyfriend to be loving and sweet.

  • Responsible and hardworking.
  • Faithful and he shouldn’t hide anything from me.
  • NOT BE JEALOUS…a mission impossible.
  • Lastly, I don’t want him to ask me to take a test of love, but I would like him to love me.


I would like my boyfriend to be:

  1. Respectful in many ways and to not teat me badly.
  2. Faithful: I want my boyfriend to really love me and not play with my feelings.
  3. Not have bad thoughts; I want him to confide in me.
  4. With me always and to be happy.


I would like my boyfriend to be:

  • Detail-oriented: With me and to value the good moments we have together.
  • Understanding: He should understand me and support me in my moments of need.
  • Hard working: He should work so he can cover his own expenses and not depend on me.
  • Neat: He should take care of himself and think about his physical appearance.
  • Attentive: He should think about everything he does.


I would like my boyfriend to be:

  • Polite: He should be a courteous person, for example he should be polite when in interacts with my family.
  • Respectful: I would like him to respect me even when I don’t agree with him. I would like him to respect what I think.
  • Loving: He should be the person at my side and be tender. I would like us to love each other and for him to feel the same about me as I do about him. He should not play with my feelings.
  • Honorable: He should be hard working and he should study so he can be an important person in life.


I would like my boyfriend to be:

  • Understanding: So that I can share my problems with him. It’s important that he is my friend and knows my shortcomings and likes.
  • Respectful and respect me: He should respect my decisions and always tell me the truth.
  • Loving: He should treat me with love. He should talk to me calmly and not feel the need to yell.
  • Friendly: He should be friendly with my family, my friends, and me.
  • Above all, he should trust me, be sincere. He should tell me what he likes and doesn’t like. He should be fun.


I would like my boyfriend to be respectful, humble, understanding, detail-oriented, charismatic, and loving.

  • Respectful: When we are together and when we are apart.
  • Humble: He shouldn’t have an ego and material things don’t have to be important to him.
  • Understanding: When I share problems with him, he can understand me.
  • Detail-oriented: He should take note of the little things because it’s the little things that make a relationship have invaluable moments.
  • Charismatic: He should have a sense of humor and make me smile when I’m angry or in a bad mood.
  • Loving: He should show me that he loves me with a hug, a look, and his words.


I would like my boyfriend to be humble, respectful, hard working, detail-oriented, loving, smart, and sincere.

  • Respectful: When we are together and when we are apart.
  • Hard working: So that in the future we don’t lack anything.
  • Detail-oriented: He should notice the gifts we have because that is important in a relationship.
  • Loving: When he is with me he should treat me with love.
  • Smart: So that we can come out ahead.
  • Sincere: So that the relationship that we have grows every day and more importantly, so we don’t have problems.


I would like my boyfriend to be:

  • Intelligent: Because I like to interact with people who are able to understand what we are doing.
  • Loving: Because I am loving. I would like him to spoil me with nice words and kisses.
  • Understanding: Because sometimes I need time to do my own things.
  • Loyal: Because I want a stable relationship without a third person between us.
  • Handsome: Because I like people who take care of themselves.
  • Visionary: Because I want him to think about what our life will be like in the future.
  • Hard Working: Because I don’t like having needs.


I would like my boyfriend to be sincere, loving, faithful, and understanding. Above all, he is always with me in the bad moments and in good moments. I don’t care if he is handsome because beauty isn’t important. What’s important is that he loves me, because love doesn’t have to do with looks. The End.


I would like my boyfriend to be good, respectful, and treat me well; I want him to be with me in the good and the bad; to be loving, honest, and understanding; I want him to love me for who I am.


I would like my boyfriend to never lie to me and to be a good man in every way; I want to like what he does and for him to support me in my decisions. Examples: He isn’t unfaithful in whatever part of the world. He is honest, handsome, good, kind, and loving, etc.


I would like my boyfriend to be:

  • Respectful: To respect my privacy, my likes, my habits, and to accept my family and friends.
  • Understanding: He understands that sometimes I can’t do or give him what he wants. Example: To go out with him at night.
  • Faithful: That he doesn’t cheat on me.
  • Detail-Oriented: That he does things to show me that he loves me.
  • Real: That he does not pretend be is something he isn’t.


My boyfriend ideal is:

  • Respectful: He respects me every moment.
  • Understanding: He always understands me and when I have a problem he supports me.
  • Faithful: He is faithful to me every moment.
  • Detail-Oriented: He always pays attention to the details.
  • Loving: That every time I am with him he gives me his love.
  • Beautiful: That he is beautiful in every sense of the word.


I would like me boyfriend to be faithful and to understand my ideas and goals. At least, he should give me affection. More than anything, I need him to support my decisions. He should not seek beauty too much. I just want to find a good person who is sincere and will take care of and appreciate what we have. I hope that he doesn’t deceive me and that our relationship is one that will last.