EdCamp: bringing teachers together

In the small town of Choma, Zambia an exciting event took place on May 9, 2014.  The event was EdCamp, an education camp that brought 50 Zambian teachers together to talk about what matters to them.  We made history as this was the first EdCamp to be held in Africa! (See map: http://edcamp.wikispaces.com/)  This movement of professional development around the world is also called an un-workshop because there is no presenter and no agenda before you start.  So, how does that work exactly?  Michelle Potts, a teacher mentor working in Choma invited the 8 primary Brethren in Christ schools that she works with to Adastra, a large school in town.  

The block of 5 classrooms that we used at Adastra School

She was very excited about the idea of EdCamp as many of the teachers in Zambia consider her an expert - though she's never taught a day in a Zambian school!  Bringing the teachers together to share their knowledge and learn from each other was a highlight of her term so far.  The first hour was planned for tea, coffee, rolls (buns) and signing in.  Each teacher that arrived signed in with three topics they would like to discuss.  As teachers were still coming in we put together the agenda for the first session from their suggestions.  The teachers then picked the discussion they wanted to attend and went to the room specified.  There were 4-5 discussions every session and this EdCamp had 4 sessions with a lunch break in between.

Monica Kanene hesitantly becomes the
presenter for Chitonga phonics

As this was everyone's first time at EdCamp we got off to a bit of a rocky start.  One of the four rooms sent a teacher to come ask Michelle Potts when the presenter for their discussion: phonics, was going to arrive as they had been waiting about 15 minutes already.  Good thing she was already heading that way!  Michelle explained again how EdCamp works as a discussion group and that she was willing to teach English phonics to them but they would need to find someone who could help them with Chitonga (the local language) phonics. There was a 1st Grade teacher in the room so after some hesitation Monica Kanene began teaching Chitonga phonics.  The session ran out of time before English phonics so we added it to the agenda later in the day.

By far, the most popular discussion group was on corporal punishment and positive discipline. Kajungu Mturi, an MCC worker focusing on peace work, was invited to facilitate this discussion group as he has been working closely with schools to educate head teachers (principals), teachers, and students about corporal punishment.  This topic ended up on the agenda every session (four times!) as it was a popular topic.  

Kajungu Mturi, a Mennonite Central Committee peace worker, facilitates discussions on Corporal Punishment and Positive Discipline with teachers

Zambia ratified the UN convention on the rights of the Child back in 1991.  Corporal punishment in schools was prohibited in 2003 in Zambia by taking out the sections on the Education Act that allow for it.  However, no new policies were added to strictly prohibit it, though other laws of Zambia protect children (Article 15).   (Information from:  http://resourcecentre.savethechildren.se/sites/default/files/documents/1393.pdf)  Corporal punishment is still widely used in the schools and a few teachers were brave enough to admit they used it in their classrooms. EdCamp brought them together to discuss  corporal punishment and to discuss alternatives to use in the classroom as almost all the teachers use it as their form of discipline.  Kajungu helped point out the differences between punishment and discipline and explained the cycle of punishment. It creates shame which leads to guilt then revenge and starts over again with more punishment.  Every single teacher involved in the discussion had been a victim of corporal punishment as a student. It will be a hard adjustment for both students and teachers but many would like to break the cycle.  As MCC service workers, Kajungu and Michelle, have made themselves available to discuss this topic at schools. Though Michelle's position focuses on working with teachers to increase student performance in early literacy skills, she feels that abolishing corporal punishment, and with it: fear, will enhance student learning.

Teachers, Mavis Mbata, Lilian Muke,
and Chimuka Kanyama, participate
in the discussion on Positive Discipline
and Corporal Punishment

Mrs. Beenzu Mwiinga Hanzila with baby Janet
(the youngest EdCamper!) participates with other
teachers in the Corporal Punishment
and Positive Discipline session

Literacy levels in Zambia are low so another well attended session was Phonics.  The Zambian curriculum has just changed to a phonemic approach and the teachers are trying to adjust to this change. The curriculum has changed but the resources to support the change have not yet appeared. This is also true of an added class of computer studies. Some schools do not even have electricity, and undoubtably no computer!  No wonder many teachers feel overwhelmed. EdCamp also had a session on teaching computers.

Another popular topic at EdCamp (2 sessions) was Preventing Early Pregnancy.  "Prevent means to ensure that something does not happen; early pregnancy means falling pregnant at a tender age (16 years or below)" was recorded in the notes. This is a problem, even in primary schools as students begin their education in Grade 1 around the age of 7 and these schools end with National exams in Grade 9. At one point teachers speculated that early pregnancy happens because young girls want biscuits (cookies), cosmetics, and other material objects that a young man offers her for sex. Teachers agreed that parents should try to supply these items and that both parents and schools should provide more supervision. Many girls drop out of school because of early pregnancy and never return to finish their education.

A group discusses "Preventing Early Pregnancy"

Overall, EdCamp was a success and feedback forms, filled out at the end, were mostly positive with all but one (of 50 participants) saying they would return again and bring their friends. One participant, when asked if s/he will bring teacher friends to the next EdCamp, wrote, "Yes, I will because through such gatherings we share a lot of challenges and how to solve them as a team." 

Finishing EdCamp with feedback forms in the hall at Adastra (half the group)

From other comments it is clear that EdCamp was a stretch for many who are used to having a set agenda and presenter. Many teachers wanted facilitators in each room and others desired a large group setting so they didn't miss any discussions but most agreed that the time spend talking with other teachers was well spent.  

Michelle Potts is already planning the next "normal" workshop on Phonological Awareness but plans to follow it with another EdCamp during the next term break: August or September, in which all the area schools and Secondary Schools will also be invited to participate.