Meet our puppies!

We started grouping them into 3 groups of 3 to make sure we fed them all!  But now they are eating well out of a bowl and getting super roly-poly!

I've shared the nicknames we've given them so far. :)

The first group: THE BLACKS

"All black" (except a tiny patch on his belly)  or "Sirius (Black)"

Sirius Black (Male)

A set of twins - sort of.  Both female.

Pretty sure this is the one we'll be keeping.  "Thin stripe" or "White Eyes" (I'm thinking "Oreo?")  

"Oreo" sleeping on our porch

"Wide stripe" black one.  "Norbert"

Todd couldn't resist putting one on the swing. :)  "Wide stripe" "Norbert"

Now, Meet THE HYENAS 

Twin hyenas (Patil twins) Left: male, Right: female

Male hyena

Female hyena - she is so sweet.  Probably our "runt" but now that she's
eating out of a bowl she's getting fat too (though still petite).  The
father was a decent sized dog though so I think she'll grow.

female hyena

Female hyena trying to eat Todd!

Only a few spots on her, but enough to group her with the hyenas:
 "Goldie" "Golden Girl" "Ginny"
A very sweet dog!

Lastly: MEET THE SKUNKS!

dark skunk (female) "Hagrid" 

Hear me bark (meow as Kate says!) :)  "Hagrid"

Kate and Hagrid are having a staring contest.  So cute!

Light skunk. "Cedric"  Male.

What is that?  Is it food? "Cedric / Light skunk" and Todd's camera

"Star" "Dudley" (female).  So far, our stupid / whiny pup. :)
She has a white patch on the back of her neck and that's
why she got named "Star"

You did not call me stupid and whiny! Look how cute I am!

Phonological Awareness Workshops

So, I had a busy work week last week.  3 workshops (Monday, Wednesday, Friday) with 8 schools. The teachers for Grades 1-4 were invited as well as an "administrator" (usually either the deputy head - vice principal, or the head teacher - principal)

Schools: teachers from Batoka and Sikalongo attend the workshop hosted by the Mboole teachers

The first workshop on Monday, was at my furthest, at least it seems the most remote, school:  Nakeempa.  I always have a good time when I go there!  The teachers really got into some of the workshop games. (See the first video below).

So - here's what my workshop was about (briefly):

*skip this part and go to the photos if you need to!*

What is Phonological Awareness? Some ideas to teach it.

We reviewed our Phonics workshop from the first term:  Singing alphabet song with letter names and sounds and also the phonics BINGO games.  (In both Chitonga and English)

Then we did some blending / segmenting / rhyming / other Phonological awareness ideas using puppets, the blackboard (Morning Message for all you teachers), and then we moved onto Sight words.  They call them Look and Say Words here.  For those that don't know - it's words that are most frequently found in children's books and if you can memorize them you can become quite a fluent reader.  For example: Dr. Seuss wrote The Cat in the Hat with only the dolch sight words.  More information here if you want: http://www.enchantedlearning.com/dolch/

This is how I generally teach reading skills, both in my classroom in Canada and with Kate:

The steps: pre-reading / pre-writing

phonics and phonological awareness

learning dolch words

practice reading and practice some more (the very painful step of "decoding" words)

keep reading to build fluency

and with good fluency comes comprehension and the ability to teach comprehension

The variable in all this is oral English.  If you cannot speak English and understand it, you will not be able to understand written English.  I give myself as an example to the teachers.  I've learned most of the Chitonga phonics sounds through my first workshop.  I even know some "look and say" words.  I can "read" some of the student books I have through decoding.  However, though I can painfully sound it out I have almost zero comprehension.  (Just a couple words I recognize which is not enough to even follow a simple story with pictures).

Once again, my friend Annie Chinyama, who helped me write "The Alphabet Jive" (phonics song) in Chitonga worked with me again to make a list of Chitonga "look and say" words.  She went through Grade 1 literature: workbooks, teacher guides, and story books, and picked out the most common words.  She ended up with 130 "service" words - like dolch words, and 139 nouns.  

In the workshop we then played some Look and Say games.  Games that will help the students learn the words, which will allow them to read up to "Green" level books.  (Which they should be reading by the end of Grade 2 to be on track).

So - a bunch of pictures and a couple videos of my week of workshops: (there are very few at the beginning workshops and the next couple I remembered to take more photos!)

This video is at Nakeempa.  The teachers are playing the game "Around the Word" where they compete against each other to say Look and Say words quickly.  I had to wait for my phone to turn on and by that point I missed the awesome moment.  The teachers at the very beginning of this video were very competitive.  It was great!  I always have a good time in Nakeempa!  (The lady who wins at the end is my friend, Annie Chinyama, who helped with the Chitonga)

This video is of a "snowball fight."  The teachers are throwing paper at each other and at the end of a time period they open the papers and read the Look and Say words to the people on each side of them.

The following pictures are from the Mboole workshop which included the teachers from Batoka and Sikalongo schools as well.

Teachers at Mboole discussing what they already know about
Phonological Awareness

Teachers working together to share what they already know about
Phonological Awareness

Practicing writing a Morning Message in Chitonga

Mboole, Sikalongo, and Batoka teachers playing the Snowball Fight game

The following photos are from the workshop hosted at Hamoonde.  4 schools attended: Macha Central, Macha Mission, MICS and Hamoonde

Teachers waiting for the classroom to be ready and the workshop to start

Discussing what the teachers already know about Phonological Awareness

Another group discussing previous knowledge

Practicing Morning Message in Chitonga

Having a drink and a package of biscuits (cookies) while listening to teachers practice Morning Message in Chitonga

Morning Messages in Chitonga

Practicing on the teachers.  I had to take another photo of morning messages
because I just LOVED her blazer!  Don't you?!

Playing "Erase the Face."  Another Look and Say Game

Playing "Erase the Face"

Lots of smiles while playing "Erase the Face"

Playing "swat the word" with our temporary word wall

Swatting a word on the word wall.


I am waiting for a date to do this workshop with one more school.  Then I'll be preparing for the next thing: having teachers come to my office in town and make their own sock puppets to help them teach Phonological Awareness.  Then, hopefully, another EdCamp during the term break followed by a workshop in term 3 on writing with phonics

This term we had many challenges in the form of funerals.  The first was a teacher at Annie's school who passed away after giving birth to her stillborn child.  Annie ended up doing the Look and Say list 2 days before our first workshop because she was, of course, busy with the burial. I had one day to type it all up and laminate games!

Next: our first workshop was delayed.  Nakeempa was originally scheduled for the Friday before this busy week.  The delay did provide me with a bit more time to tweak things.  Nakeempa postponed because one of their Grade 3 students was to be buried the day planned for the workshop.  They called me that morning before I left.

Tragically, the third grade teacher from Mboole lost his brother the weekend after my workshop there.  It became even more of a tragedy because when he went to travel to the burial in Lusaka he died in a accident.  The funeral was on Tuesday.

I don't know if it is "just this term" or if it's because I have started making more connections but it seems like there were a lot of early deaths.  It reminds me why the life expectancy age in Zambia is around 35 years.

Please keep the families, schools, and communities of these people in your prayers!

Puppies! 9 of them!

Another happening around the Potts' house is the appearance of NINE puppies!  Born in the wee hours of the morning on June 19th. (I heard them when I took a bathroom break at 3:30am). Our dog, Cookie, has been pregnant for awhile but we thought we had another month before the puppies appeared! 

Cookie and her puppies the day they were born

If you don't know our dog story: Cookie, the mom dog, came with our house and in the 9 months we've been here we have had no success in taming her.  Do you remember we had 2 dogs when we first got here?  Well - Mango (who is also currently pregnant - but still living at her new home) is Cookie's mom and Cookie is the only pup our neighbour, Caleb, couldn't catch to give away.  We don't need a repeat "wild dog" situation around here!  We've been trying to figure out Zambian dog control and we were at the point back in April when we'd given up on her and had decided to really seriously pressure the vet to finally send someone to shoot her. She doesn't have her rabies shot, we can't catch her to spay her or vaccinate her, and she's attracting unwanted neighbour dogs into our yard. Not to mention she's a useless guard dog as she runs away from people.  (We've had 2 thefts outside the house since we've come). Then she got pregnant and I couldn't bring myself to get her shot while she was pregnant!

The puppies a day or two after they were born.  It took us about 3-4 days to finally count them all!

So - now we have 9 pups.  And we do not want them running around and being wild.  We can't really play with them per se - since Cookie won't let us near her.  We weren't sure what instinct would prevail - usually the flight one is Cookie's go to.  But now with puppies we don't want to test her fight vs. flight!  After the first day we're starting to realize that if we don't approach her while she's "trapped" with her puppies she doesn't seem to mind if we look and touch while she's out and about.  If we do snatch a puppy and she sees she does follow us and bark and growl a bit.  So we have a system… one person feeds Cookie and the other snatches 1-3 pups and goes around the front of the house and inside.  Cookie doesn't care as long as she's getting food.  She's always hungry since she's feeding 9 puppies!  We get to hold the puppies and then we feed Cookie again and put them back.  So far, so good.  This works since the puppies are only a week old and not very mobile yet.  We're not sure what will happen (especially with Cookie) when they start roaming.  

Three of the puppies

Two more pups

And another snatch - though I think the brown one is the same one
as the first photo?  This is one of the cute black ones we might keep.

The plan right now is "wait and see" but we have started preparations to bring the puppies inside if Cookie won't let us handle and tame them.  We have a box in Kate's old room (where there's no furniture and it should be easier to keep it clean and have the puppies not wreck anything).  I also bought a couple baby bottles. 

I sure hope they can at least wait until next weekend… I have 3 workshops coming up this week and that last thing I'm going to want to do is take care of 9 puppies (especially during the night!)

We're planning on keeping one.  Probably one (there are two females) of the black ones with a white stripe on her nose.  And a cute little white tip on the tail.

Malachi is loving the puppies.  He wants to keep whichever one he happens to be holding at the time. And he keeps asking when we can keep them in the box in Kate's old room.  

Kate is warming up to them slowly. She likes them warm and sleepy on her.  If they move then she's done. Hopefully she's not overwhelmed when all 9 of them start to move around the yard!  She did ask yesterday if we can't keep two.  One for Malachi and one for her.  (Nope - sorry kiddo!)

The kids holding some puppies

Impromptu Preschool Teachers Workshop

I'm sorry but I was so busy that I didn't take any photos at the workshop!  

About a week and a half after being in Lusaka, and having my eyes much better! (See last post if you missed it). Kajungu, a fellow MCCer here in Choma, introduced me to a new person, Mr. Hademu, who is involved (the director?) with the Brethren In Christ Church (BICC) Child Development (and Welfare?) Center.  Or BICCCDC for short!  Ha! We all met up at the local coffee shop, Wonderbake, in town. After introduction I was asked if I would be interested in helping put on a 5 day preschool teacher workshop, next week.  (Did I mention it was Thursday already?)

So - some background: the government has just mandated that all the schools need to now have a preschool (which is a preschool/ kindergarten - for ages 3-5).  So, most of them have hired a teacher (who doesn't need to have a teaching degree) and created a space.  So the BICCCDC was trying to help children by putting on this preschool teachers workshop.  

I must admit - I laughed at having a 5 day workshop ready by next week! I did say that I had enough materials I could do 1 day - on the Friday!  So, I madly began to prepare for the upcoming workshop.

What was the most important aspect of teaching preschool / kindergarten? What did I want to teach these new and eager preschool teachers?  I was really excited for this workshop.  Kindergarten is my thing!  By Friday I probably could have taken 5 days to teach what I crammed into one!

When I arrived at the workshop location I was a bit surprised to see that the workshop was already started.  Then I was shown the agenda and realized that they were on day THREE!  Wow.  Surprise!  Oh well - you just go with it.  I'm glad they took initiative and was happy to see teachers at the host school (one of my BIC schools) were some of the facilitators!  I was really happy they were discussing corporal punishment and positive discipline when I walked it!  I "scratched" that section of my agenda off in my head!  And classroom management. I touched briefly on each but we didn't have to go in depth as they had already covered these areas (as I saw from their agenda and the chart papers covering the walls).

I started my program off by asking the teachers, "what does a 4 year old need to know?"  I was pleased to see that each group included some non-academic skills such as character building, toilet and hygiene skills, etc. Then I shared this article: What does a 4 year need to know? An article that I give my friends who ask me (as I'm a kindergarten teacher) what their child needs to know when they start school. (http://www.magicalchildhood.com/articles/4yo.htm) And we discussed the differences between the groups (such as one group mentioned pre-reading and another group mentioned the students should be reading). We agreed that each child develops at his/her own rate and we just need to nurture each student and provide a positive and safe learning environment. We want them to enjoy school. I then launched into a brand new concept around here and one I'm passionate about:

Play-Based Learning

When this opportunity to come to Zambia came up I was seriously considering doing further schooling on play-based learning.  (And I still might when we get back?!)

Now - how do you do play based learning when there's no money for toys, art supplies, etc.  That was my challenge when I prepared the workshop.

The BICCCDC paid K50 (under $10) for each school to get some basic supplies, bought or made by me.  These included: play dough, a box of cornstarch (called corn flour here), a bottle of food colouring, a newspaper, a small bag of salt and one of flour, a laminated paper with play money, plus I collected recycling items from our home and asked my friends for theirs).

I showed the teachers how to make your own white glue, finger paint, cornstarch tactile experience, and paper mache.  (Here's the handout below incase you are curious!)  I had made white glue before in Mozambique when I worked at the preschool there.  And cornstarch and water is something my kids have grown up playing in and my Kindergarten classes.  Paper Mache has also been a stable around our house and in my classroom.  The rest I found online after sorting through tons of options!  

I tested the DIY art that I found online on preschoolers….. with great results! :)

Kate testing out the finger paints

Malachi testing out the finger paints

Purple - top left: finger paint,  white - bottom left: homemade glue
On baking tray: homemade salt glitter
Far right: a picture Kate created with paint, glue and salt glitter

__________________________________________________________

Do It yourself art supplies

Homemade Glue

Mix equal parts of water and flour.  Add more water until you get the consistency you want.  Glue away!

Homemade Finger Paints

http://www.wikihow.com/Make-Your-Own-Finger-Paints

Mix equal parts flour and water - depending on how much paint you want.

Add salt (the more salt the puffier the paint)

Add food colouring

Paint

Homemade Salt Glitter

(from website: learn, create,  love)

Determine how much glitter you want and use that much salt. 

Add food colouring to your salt.  Mix until you get the desired colour.

IF you can: bake (in oven) or dry it out (in the sun) in a thin layer - just to dry out the food colouring.  

IF you cannot dry it out: use carefully (could stain)

Homemade Sensory Play 

Mix cornflour (Maizena) and water until desired consistency.  

Is it a liquid or a solid?!

Paper Mache Crafts

Tear newspaper (or any paper) into strips. Mix paste of flour and glue.  Dip each strip of paper into the mixture. Gently pull the strip between your fingers to remove the extra paste. Cover your project with paper mache.  Paint.

Project ideas: Use cardboard to make a frame, use a glass jar and make a vase, use a piece of cardboard, fold into a bracelet, cover a bowl with a plastic and then paper mache to make a bowl (for dry items),

Paper Pulp Crafts

Tear newspaper (or any paper) into strips. Soak paper in warm water for at least five minutes.  Drain water. Shred paper into tiny pieces with fork. When it has turned into a gooey mess, strain it with a sieve to get off as much of the water as possible.  Mix glue (flour and water make glue) and add a little at a time until pulp looks like mashed potatoes.  If it is too sticky add a bit of water. Use to form paper (make “new” recycled paper), or shapes, designs, anything! Takes several days to dry before you can paint it.

______________________________________________________________

The preschool teachers had no idea that you can make these craft supplies and not purchase them from a store.  I kept asking them if they wanted to see how to make the next item and they continued to be eager… so I hope they can do some with their students.

We also talked about sand and water play (lots and lots of sand around here!) and getting the students out of the classroom for nature play and exploring.  How to use the recycling items I dumped in the middle of the floor to use as building blocks or to play store with.

And of course, the teacher's role in play based learning!  Joining in the play and adding new vocabulary, Issuing challenges - which of these containers: tall and skinny, or short and fat - will hold more water.  And so much more.

Overall it went really well.  At the end, another surprise to me, was the appearance of the DEBS (the district education board secretary).  A very well respected lady who would be similar to our superintendent of a school district.  Everyone stood up when she entered with her entourage and the air of respect in that classroom was heavy.  I cringed (slightly) at the pile of garbage I had left in the middle of the floor!  If I had only known! I would have build a really nice castle or tower at least! LOL.  But she gave a really nice speech (that included reinforcing the whole "let the kids play" idea - the head teacher (principal) of the school must have filler her in a bit).  I had met her once - way back in September.  When we were all leaving back to Choma she got my phone number.  So we'll see what happens with that!

It was pointed out at the end that out of 20 preschool teachers, only 4 were female.  A bit surprising. (And concerning?) After thinking about this more I realized that most of the preschool teachers had at least a Grade 12 education - which would limit the number of girls applying as more boys finish secondary school.  I'm also guessing the girls in these rural communities that did complete secondary school went on to further studies and probably got a job in a more urban area.  All this is speculation by me.  I was happy that a couple of the female teachers were wanting my "trash" at the end and it did all disappear. 

I don't know if the teachers will use the preschool supplies I gave them for these art projects or if they will just make scones and use the salt in their usual cooking.  I pray the students, and the teachers, get the chance to play.

It sure was fun seeing them try out the cornstarch and water!  I secretly wanted to get the DEBS to put her hand in it before she left... but I wasn't brave enough!  Next time!

Sounds like we'll be doing another one in town sometime.  I'll try to take more photos if it happens!

Eyes

I haven't written a blog post for awhile. So you get three today!  This is partly because, for at least a month (May), my eyes were really bothering me.  Visual migraines (no headache - just strange coloured lights dancing in my eyes), and high light sensitivity.  It was getting so bad I wanted to wear my sunglasses inside, I couldn't be on my computer (even on the dimmest setting), I had a hard time reading in the evenings (even with a backlight on our iPad books on the dimmest setting), movies were out too.  Now I'm telling you - there's not much to do around here in the evenings if you can't read, play iPad, or watch a movie.  I especially missed reading.  And reading to my kids.  So it was time to figure out what was wrong.  After asking around, it sounded like the Lusaka Eye Hospital was my best bet.  So we booked an appointment for me (and dentist appointments for the whole family since we were heading to Lusaka).  We went on May 18th to the big city and returned back to Choma on May 24th.  I had my eye appointment on the Monday morning at 9:40.  Now, having an appointment didn't seem to matter, I still just had to wait in the "walk-in" cue.  Luckily there was a playground on site, so Andrew and the kids had a great time playing there for a couple hours.  

When they signed me in, they had me read an eye chart.  My first eye was fine - but since I had covered the other one I was having some difficulties.  I usually have really good vision and have never needed glasses. I had recently passed an eye exam in Canada before coming here and also a couple months ago to get my Zambian drivers license.  I'm pretty sure if I had started with the opposite eye I would have had the opposite results.  I couldn't read the bottom 2 or three lines.  He started at the bottom and worked up.  When I couldn't read the bottom 2 lines, he started with the big letter at the top… embarrassing!  But I was sure my vision was fine - but something was wrong.

After waiting a couple hours I got to see the doctor.  I had an infection in both eyes and also showed signs of glaucoma (which was not a surprise as my visit just before I left Canada also showed this, but further testing was fine).  He mentioned that we'd test for glaucoma and since I had just done it in Canada that I should come back in September for that (once a year test).  I was given a bottle of eye drops for the infection and told to put them in 4 times a day.  After that bottle was done I was to take 2 bottles of eye drops for allergies to use 3 times a day. So, the infection was caused my allergies as far as I can tell.  

The drops hurt so bad that first few days.  But by the third day they would sting and then feel better.  

Now, it's late June, and I'm done the first bottle of eye drops and I'm almost done the first bottle of the allergy drops.  My eyes are so much better, but I can still feel the need for the allergy drops most days.  Especially if I go out.  The rains are over and it's getting dusty and dry.  My eyes sting quickly if there is even a bit of wind.  

But I'm so glad to be able to read again!  And work on the computer, watch movies, read to my kids, and have the full use of my eyes again.  

It was a humbling experience.  And I used up lots of internet data downloading a couple audio books! 

Never take your eyes for granted!  

Continue prayers for my eyes would be very welcome!

The kids riding the new bikes at the MCC guesthouse while we stayed in Lusaka.
 (Kate has her training wheels off now!)

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.