Work that is keeping me busy these days!

Teachers at Macha Central making resources for their classroom out of recyclables

It's term 1 here (January - March) and this has been the beginning of a new school year.  The Zambian system starts in January and ends in December (unlike our September - June system).  There are 3 terms with approximately a month break in between.  Things start slowly at the beginning of the term as schools get organized, classrooms get cleaned (usually by the students), and things start up again.  This year school's "Opening Day" was January 12.  Things ended up starting even slower this year because Zambia had an election on January 20th.  I believe all (or at least almost all?) of my 8 schools were polling sites.  The government also trains teachers (for extra pay) to work at the polls for the election day.  It was declared a holiday, so there was no school.  Leading up to it and a couple days after the election were slow days for my work as the schools were very busy with lots of election things on their minds!

Now I'm into the full swing of things!

My Feb. calendar of work visits!

I've been visiting all my schools with the goal to get in 3 visits each this term (it won't happen at all schools - the elections bumped things back more than I expected). I go out on Mondays, Wednesdays, and Fridays. (Tuesdays and Thursday I do prep/ office work from home / homeschool Kate). During my visits it's my goal to do follow up with my previous workshop from term 1 last year (see link: http://offeringupmylife.blogspot.ca/2014/03/my-first-workshops.html) since many teachers "shifted" (were transferred / moved) I'm just making sure that there's at least one teacher who is confident and willing to re-teach the BINGO and phonics songs to the new teachers.  If not, I demonstrate them again and I am delivering at least one copy of each of these per grade. The one set I gave out last year mainly sat in an office in my bin to "keep safe." :(  A few head teachers (principals) made a few copies, but mainly they were not getting used unless the teachers had drawn their own BINGO games themselves.

On top of handing out the BINGO and song phonics resources I am also bringing cardboard, scissors, glue, markers, crayons, yarn, a single hole punch, glue gun, and materials to make sock puppets.  It's been a really exciting time for me to watch a roomful of people who haven't had the opportunity to craft be given that opportunity!  Some teachers need me to walk them through each step to make a sock puppet (I have 5 examples) and most schools just copy the other samples I brought if they make teaching resources: lacing (sewing) cards, an "African Adventure" game (Candyland!), a number game called "lucky 6s", and an Uppercase / Lowercase letter matching game (many of these I leave one copy behind for them).  Other teachers start off cautiously and then whole heartedly make teaching aids that will help them.

Lacing / sewing cards (pre-writing skills - you have to hold
the thread like a pencil. It's also good fine motor skills
practice

African Adventure Game
(Candyland: teaches colours)

Sewing Card, Lucky 6s game, and ABC/abc matching
Along with the book "It Costs Almost Nothing" which gave me many
(not quite all) of these ideas!

Sock puppets (Bonster the Monster, 3 girls, and
a blue elephant

I do find that most teachers (not all by far) make teaching aids that will go on the walls as opposed to making games the children can play. Understandable because 1) the District Education Board (aka: school district) has a checklist for observing teachers and a big one is how decorated the room is with teaching aids.  I've seen a huge jump in this because of their checking up. When I first came there were maybe 2 hand drawn posters on the walls. Now, teachers have almost no wall space - it's all covered with hand drawn posters.  Almost to the point where in Canada they would be telling me to take them down as it was too much visual stimulation! 2) Secondly, because of the sheer volume of students in each classroom.  I'm hoping to post another post (when I get time!) about the realities of the school system in Zambia. But almost all of my schools have between 40-60 students in each class. It makes it a daunting task to make that many games so the students could play at the same time.  Possible - but a lot of work if you are teaching Grade 1 but know next year you'll be teaching Grade 2, and the following year Grade 3.  It's possible you won't teach Grade 1 again until you loop after Grade 7.  So why make the games?  Maybe one or two but not 30!  Besides there is no where to store them for that long unless you pass them to the next teacher. They won't last long with that many kids!

One of the head teachers (principals) came in to check out what we were doing and exclaimed "This is really going to help us with our goal of reducing absenteeism!"  (Many students at this school skip school to sell things to the passing vehicles, market style, to make money).

For the rest of my post I'll let the photos do the talking.  I'm having a hard time taking photos in the dark schools with the bright sunlight in the windows - so here's my apology for some not so great photos but at least they still show a picture (I also only had my iPhone at one place...)

A checkers (Draft) board a
Grade 5 teacher made

Making puppets at Batoka

Making a puppet at Batoka

Using a glue gun for the first time!

Playing with her newly made sock puppet!

Making an African Adventure game board

Colouring her Alphabet Jive

Preparing the hair for a sock puppet at
Macha Central!

Crafting!

Making teaching aids (photo 1) 

Teaching aids (photo 2)

Almost finished colours teaching aids (photo 3)

Making teaching aids (letter, syllable, word cards) at Macha Central

Drawing letters for teaching aids
at Macha Central

Making puppets at Nahumba

I can't believe this is blurry!
Misozi Banda Ndenduloa at Nahumba 

Colouring Alphabet Jive books

This is what I'm starting to work on now for my second visit to each school: (following up on my term 2 literacy workshop on phonemic awareness from last year: http://offeringupmylife.blogspot.ca/2014/07/phonological-awareness-workshops.html)

We spent most of the day cutting these letters out (I did lots ahead of time, but I have 8 schools with at least 4 classrooms each, plus English AND Chitonga!)

Then we put them up.  This is the Grade 1 room at Mboole (all the walls were full of posters already - so she opted to put the word wall under the board).

Mboole has been my "guinea pig" this term as they have been very keen to have me and have been the first ones to ask me to come so I'm learning as I go too!

I have a school visit on Friday and Monday and then all 8 schools will have had me once. I gave myself a prep day next Weds. before I start doing the second round of visits - handing out words walls and doing follow up for my term 2 workshop.  I'll continue to bring cardboard and supplies to make resources and the schools that are gung-ho I'll really try to squeeze in that third visit for (before they start exams).  Term pretty much ends at the end of March (there's a week and a half in April but with exams and Easter I know the schools will be busy). By Easter my life (work) will slow down a bit as I prepare for term 2.

Word Wall we put up yesterday in the Grade 1 class in Mboole

She put on about 5 words the kids know already! Words will continue
to be added over the school year (if the teacher likes it and is finding it helpful
she might end up moving it somewhere else in the room so it can get more space!?)

Gecko in the Bathroom

This was a month or so ago... there is one in our living room now.  (Maybe the same one - I scared this little guy pretty badly!)

When discouragement hits... encouragement!

A small snippet from one of my school reports.
Guess I'll stick around a bit longer.... ;)

But for the times when I don't get the encouragement and I don't feel like I'm making a difference in this world, I remember this quote.  It's my encouragement:

"I suspect I’m not the only one who forgets that the assignment is faithfulness—not winning, not fixing, not changing other people, not changing the world."  Rachel Held Evans

The sunset in our backyard last week! (No photo editing was even done!)

Writing with Phonics Workshop

I did this workshop with my schools back in October and November (2014) and never wrote about them.  I found this workshop to be my most boring one so far: no games!  But I thought it was important to wrap up the year of phonics literacy I’d been doing so far.

We started off by very briefly discussing 

the importance for students in understanding the connections between reading, writing and oral.  I keep stressing to teachers that you cannot read and write and understand if you cannot speak in that language.  A big challenge of learners here in Zambia is that they speak a local language at home but are required to write (in Grade 7 and 9) a National Exam in English. I think many students get left behind because of not knowing English.  It’s my hope that the next teacher mentor will be really good at ESL or English as a Foreign Language (EFL) and can help the schools with this reality.

Phonics Review

The logistics of writing with phonics in your classroom (I brought examples of cheap exercise books, including just paper stapled together).  We discussed how often children write in these books.  The difference between just copying off the board and independent writing. How to keep the books safe so they don’t get lost.

Then the main part of the workshop: I gave the teachers a large handout with multiple examples of the stages of writing with phonics.  Here are the stages of writing I presented with examples:
(taken from : http://www.ece.gov.nt.ca/files/K-12/Curriculum/english-language-arts/Feb-2010/Kindergarten-Writing-Samples.pdf)

Drawing to express ideas and information

Drawing and having someone write down what you say (scribe)

Experimenting with letters you know, perhaps your name or other familiar words

Writing the phonemes that you hear, no spaces between words needed!

With help from teacher modelling, sight words (word wall)
and with practice, your writing improves

With teacher modelling you can even write information you've learned

After my first workshop I went a bit off my agenda here as I saw a need for it.  I had included a Quickscale (see below: B.C. Performance Standards: Grade 1 Writing) in the handout for the teachers to look at.  On chart paper we divided up into our grade groups and I gave the teachers the assignment to do a simple quickscale for their grade.  What do you expect of your students in regards to writing by the end of your grade?  What does it look like if a student is not meeting expectations?  What does it look like if a student is exceeding expectations?  This was a really challenging activity for some of the teachers.  At one school we had the same expectation (be able to write 3 letter words) show up both at the Grade 1 level as well as the Grade 4 level. 

Quickscale that I handed out

A head teacher (what we would call a principal) stood up afterwards and gave a little parallel story. A relay race is happening.  If the first runner is off the mark and does well then the next runners have a good chance at winning. If the first runner is lazy, the next runners could make up for a win but it will be a lot of work and effort.  Each runner needs to do his/her part in order to be successful. Then the parallel - each of you teachers Grade 1-4 are a runner in a relay race.  You have students and if you do your job well they will proceed through each grade well and can be handed over to the Grade 5 teacher all ready to go. If even one of the teachers gives up and puts in minimal effort, the other teachers have to scramble to catch the student up (still possible though difficult). 

During questions time at the end of the workshop I often get asked: “What about proper pencil grasp and posture?”  (Since I didn’t even mention these!)  These are very highly stressed between teachers and students in Zambia, as it proper printing.  They have the printing (copying from the board) teaching down.  They know how to teach it better than I do!  So I ask them a question back, “which student would you rather have in your class? Student A who sits properly, holds a pencil properly but is constantly asking you how to spell simple words and does not want to write independently incase s/he spells a word wrong OR Student B who might slouch (pencil grasp is important to a point) but tries to sound out words phonemically and makes some mistakes but can write a short story independently?” (Often silence after this - or one teacher who calls out “Student B”). I tell them that I see them doing a great job at posture, pencil grip and printing so I didn’t need to talk about it.  I feel that this writing with phonics might be a huge stretch for them and I’m not sure that any of the teachers in my workshop will try it but there’s always the hope that maybe one teacher will step outside the box and try something new.  Or in a few years they might remember this workshop and it might help them in some way.

Mr. Gandula, the head teacher who spoke about the relay race, is in pink.

*all photos taken at Sikalongo basic school with teachers from Sikalongo,
Mboole, and Batoka

In Zambia, today is the first day of term 1.  The new school year has started.  My plan for this year is workshops only by request (and EdCamps, of course!) but I am going to go out to schools (Monday, Wednesdays, and Fridays) and just be there for the teachers. I have a feeling this plan will either be super rewarding or very boring! I’m going to be available to help teachers out in the classroom with all these literacy workshops ideas I’ve given to them. I often forget what I learn at Pro-D in Canada, and I’d love for the presenter to come to my school and work alongside me so I can practice what I learned.  Or to at least be sitting in the library or staff room so if I need a quick refresher or I need her to make up some of the resources needed (since I don’t have any extra time as a teacher).  Well, that’s my great plan for the year!  Prayers are gratefully welcomed!

EdCamp Again!

Teachers from Nahumba Primary School listening to a presenter during EdCamp

Yesterday I did another EdCamp.  I think that's number 3 or 4 now. This one had a few bumps but overall went well.

I arrived at the school where I had rented out the hall only to realize that something was up.  The benches were arranged in rows and someone was dusting them off.  There was a nice table with a white cloth set up in the front with chairs behind it.  They'd never done anything in the way of cleaning for any of the other times I'd rented the hall.  A text message came back to me - one I had received at 5am that morning from a head teacher saying that teachers were called to the same school I was hosting EdCamp at for election training.  Hmmm.

The cleaning lady called the head teacher and he told me to wait for the accountant.  EdCamp was set to start at 9:00 with tea, coffee, rolls, sign-in, and getting ideas for our sessions.  It was approximately 8:45 by the time the accountant came in.  My stress level was much lower than if this had been the same thing a year ago!  I liked to come just after 8:00 so I could get the big electric kettle (I don't know what else to call it) heating up!

After talking to the accountant, who suggested we just use classrooms and not the hall (luckily I was expecting a smaller group this time because of the elections training), and me asking for a refund, and him suggesting they just use the money for the next EdCamp rental.  We worked things out and off I went with Memory (who works cleaning our house and does piece work - small jobs like cleaning classrooms for EdCamp, washing dishes when teachers are done tea, etc. for a bit of extra money).  She started madly sweeping a classroom (they are FILTHY after just sitting all term - usually the teachers get the students to clean them on opening day - I should have taken a photo, tons of flying ant wings all over the floor - but I had other things on my mind!)  I started unloading the car and the first teachers started to arrive.  I attempted to plug in the kettle in the first classroom, that was now halfway clean.  The outlet wasn't working.  The second classroom just had wires sticking out of the wall.  Finally the last classroom worked!  So we moved over and Memory left the other one and started sweeping out the room with the working outlet.  I started up the kettle.  Another teacher volunteered to help - so I set her the task of making up a poster saying EdCamp was in Room 7 (I didn't want the teachers to accidentally end up in the hall doing elections training!)  

Believe it or not we started our first session at the originally scheduled time of 10am!  We only had about 7 teachers at this point (Most of the teachers were at the elections training as Zambia is having elections on January 20th.  The schools are the voting sites as there are schools all over the country even in rural areas.  They pay some of the teachers and train them for how to do the polling sites.  Pray for peace for this month leading up to the elections and peace during and after as well!  Zambia is a peaceful country but these things always have potential to go badly).

We started the first session "Beyond ABC Phonics."  A couple teachers shared how they teach past phonics - syllables, words, sentences, etc.  When the discussion slowed I shared some English phonics sayings that help with some of the irregular rules.  I had brought three Letterland books I picked up in South Africa.  The first "ABC" is one I used regularly in my Kindergarten class in Canada.  The other two I'd never seen before, "Beyond ABC" and "Far Beyond ABC" and I thought they were great!  They covered blends and digraphs (sh, wh, ch, st, etc), plus double vowels, r controlled vowels and a few other things.  I always tell Kate and my Grade 1 kids to remember "When two vowels go walking (ex: ai in rain) the first one does the talking and says its own name (long a sound)."  We also talk about "magic e" too. The teachers seemed to enjoy the session.  I left them looking at the books and discussing phonics and went out to order lunch (I've learned to order after I get numbers!) We had 14 people at the final count (not too off from the 25 I had been told by head teachers).  

Kajungu Mturi, MCC peace worker
looking "smart" as it was his
 9th anniversary!

I was back in time for session 2.  I had invited Kajungu Mturi, the MCC peace worker who also lives in Choma, to present on Corporal Punishment and Positive Discipline.  It's really great as he grew up in Tanzania and has first hand experience, so teachers listen to him more than they would me about this subject.  There was a really great moment when teachers thought about a teacher they respected and shared why. None of them respected teachers who just beat them.  They respected the ones who listened and cared and helped them.  A teacher respected one of her teachers who was on time and not absent (believe it or not this is a problem among many teachers: showing up late for class or not coming at all).  We ended with some good discussions of alternatives, though we were running short on time at this point (only about 10 minute).  

A couple teachers listening to the corporal
punishment session

The teachers enjoyed chicken and chips (fries) for lunch (only 15 minutes late mostly due to driving time to pick it up - I promised to tip well if it was on time as last time I waited an hour for it)!  We discussed what we should do for session 3. The ideas left (they were few) were handwriting, the 5 core principals of literacy (I have no idea what those are sorry!), the new syllabus, and I added Classroom Management as a continuing discussion from number 2.  Handwriting won.  (We ended up only using one room - there were only about 2 people who didn't want certain topics but they weren't willing to go into another room to discuss other things.  Partly because one session it was a male and a female and that would have not been acceptable).  A grade 2 teacher demonstrated one of her handwriting (printing) lessons.  After a Grade 1 teachers filled in more for how to start from the beginning - finger exercises, drawing in the air or in sand, writing on the board and paper.  Practicing  writing vertical lines (llllll) and then curves (c c c)  before putting them together to practice q q q.  

The handwriting topic dwindled after about 20 minutes.  With almost an hour left they decided to go into Classroom Management.  Another great moment as each teacher shared one thing that worked to manage their classroom (that wasn't corporal punishment).

We closed off in prayer and called it a day.

I'm always exhausted after these!  (Stress level maybe?!)

Teachers listening to a presentation about handwriting.

Shepherd of my Soul

We sang this in church today. I didn't know this song until we got here but I suspect it's an older song - since most 

of the ones we sing in church I remember from back in the 80s!  

Lyrics for Shepherd of my Soul

Shepherd of my soul, I give You full control


Wherever You may lead I will follow

         
I have made the choice, 


to listen to Your voice

Wherever You may lead,   I will go

       
Be it in a quiet pasture, 

or by a gentle stream

    
The Shepherd of my soul is by my side

                        
Should I face a mighty mountain, 


or a valley dark and deep


The Shepherd of my soul will be my guide

Photo taken from Table Mountain, Cape Town, South Africa

Differences between South Africa and Zambia and why I needed a vacation, even though I didn’t realize how much I needed it to be out of Zambia

Differences between South Africa and Zambia and why I needed a vacation, even though I didn’t realize how much I needed it to be out of Zambia:

(despite some friends and I talking one day a few months back about how draining it is just to live the day to day in a different culture and country. How I feel like I’m walking a tight rope between what I should be doing and what I want to be doing and even if I think I’m getting the cultural things right - am I really?  How am I perceived?  I have to be doubly careful too because I’m not just representing myself and my family but also Mennonite Central Committee and Canadians and Westerners and who knows what else!)

The Cape of Good Hope (taken from Cape Point: yep - we climbed all the stairs.  Kate especially did great!)

We took the cable car up to Table Mountain!  Andrew walked down  (in 1 hour 15 minutes)

-no mosquito net to tuck in Every Single Night  (That goes for making sure the kids are tucked into theirs too!

-I can wear pants (trousers) or even shorts and a tank top and it’s okay with everyone around me.  

-no skirts (that ties in with the above!)  This one is bothering me the most these days: and I suspect it’s why I never wear a dress or skirt in Canada except when “forced” aka: wedding dress / bridesmaid dress!

-I’m really not as fat as I was thinking I was.  I just realized today that I’m just around a LOT of skinny people (like unhealthy, probably malnourished / on the verge of starving people in Choma). Here I feel at least average.  Same with my kids.  They don’t tower over everyone else and they don’t have to buy clothing 2 sizes bigger than usual.

-McDonald’s - McFlurries and the cheap toys that came with the happy meal = better quality that any toys I find in Choma, 

Oreo McFlurry!

-cheap and good seafood (calamari and mussels), choices of restaurants, a grocery store that I walk around in with bugged out eyes at the selection (I chose: pita bread, salami, strawberries, and peeled baby carrots - all things I can’t get in Choma and maybe not even in Zambia)!  Milkshakes, slushies, a latte that doesn’t come in a cappuccino cup!

-I can be a tourist.  I try in Livingstone when we visit Victoria Falls, but I’m still in Zambia and I’m more aware of the culture no matter if I can pretend to be a tourist, so whether true or not I feel that the Zambian staff and people on the street are maybe thinking about me, my wealth, my capris and (nope - rarely still do I feel comfortable with a tank top on!)

-no one has asked me (begged) for money, talk time, food, or anything since I’ve arrived!

-I couldn’t sleep the night before we left Lusaka - it was too hot to sleep.  Now I’m curled under a thick comforter and all snuggled in and sleeping until whenever the kids will let me. Not being woken up because it’s too hot to stay in bed any longer! (Usually 8am is the most I manage these months in Zambia.  Hopefully the rains have arrived more while we were gone and things can cool down a bit).

-No bugs!  (Well, I think I’ve seen one in the room and a bunch of bees buzzing around a bush at Table Mountain).

-Drinkable water from the tap!  No extra bottles to mess around with when we brush our teeth either.  I even put my razor in my mouth in the shower again!  (I forgot I used to do that)

-I didn’t have to go looking for an item at 5 different stores to finally go home without what I went out for. We went shopping at a toy store and got great toys for the kids.  Also a book store for me.  It was heaven!  I probably spent too much, but when will I get my next chance?!  Also - I tried to buy a pair of boots for Malachi and didn’t have enough cash and I ran my Visa through and “oh no” forgot my pin number.  Like - I have NO clue what even the first number is!  I haven’t used it for over a year (a bit online)!  Gulp.  That’s going to be fun to figure out!

-an ocean!  I miss the ocean.  A lot.  It’s nice to see it (though I must admit I’m too cold to swim in it! It’s been a balmy 25C in the daytime)!  Hopefully it will be warmer in Durban (Indian Ocean).

-Heated swimming pools!  Do you have any idea how cold a pool is when it’s not heated?  Even if it’s 35C (95F) outside?!  Freezing!

-New shoes!  I bought new sandals, flip flops, Kate got new sandals, Malachi got new boots.  Kate’s happened to break while we were in the Lusaka airport.  We did find some very uncomfortable beaded flip flops for $30US, she was a trooper and managed until we got here - I had extra shoes packed.  She got some nice comfortable walking sandals (Crocs) for the same price or less.

-4 lane highways with signs!  It’s been a pleasure driving around here (okay - I’ve been navigating and Andrew’s driving the rental car). We’re used to driving on the left, but the nice divided highways and much fewer crazy drivers passing on 2 lanes has been really nice too.  The “robots” (traffic lights) haven’t fazed us much since they are clear and well marked coming up to them.  And the stop and start traffic - no worse than Lusaka.

-Internet!  Free internet with the room!  :)  I can go on whenever I want and I’m able to keep up with the massive amounts of photos I’ve been taking!  

Our Santa photo for this year!  Who knew
Santa would be at the Cape Town
Aquarium!

A ragged tooth shark at the Cape Town Aquarium  

We went up this ferris wheel at the Waterfront in Cape Town!

Boulders Beach and African penguins were a big hit!

Boulders Beach and African Penguins!

*Tomorrow is Malachi’s 4th birthday.  We’re heading over to Durban area for our MCC regional retreat.  It should be a nice few days relaxing at a place near the beach.  Hopefully it can also serve as the holiday that we’ll need to recuperate from this holiday!  Livingstone with Andrew’s parents was great but when we were done I still felt like I wanted to get away and I needed more vacation.  I think this trip has done that. It’s been good. I think after the MCC retreat I will feel even more ready to continue our work in Zambia with energy and passion.  :)

We celebrated Malachi's birthday a bit early.
Before we left Choma. He got a Francesco cake.
(From Cars 2 movie, though he's only read the book)