Recently, I got started on the second stage of my plan to improve primary education in Tanzania. Having run training sessions in over ten schools, I have now started ‘co-teaching’ sessions. This is where I teach alongside the teacher and together we’ll test out the alternative methods with the class.
So far I have been to four schools and worked with five teachers. I’ve really loved it! The teachers were very motivated, and I was really impressed by the concentration levels of the pupils.
Counting grasshoppers with young classmates
My top moment was when a seven year old poked my arm with his finger as I marked his exercise book. He then turned to his mate, and with pride, made the assertive statement, ‘I told you, he’s not painted!’
Class number 1
My first session was with Ms G and Standard 1, which is a class of mainly seven year olds. Together we tried out a new way of teaching subtraction.
I have always found the traditional method, which both UK and Tanzania use, overly complicated. You know, when you have to calculate 24 – 8, but four is smaller than eight, so you borrow one from two, which becomes ten, and turns four into 14, while two becomes one…and then your brain explodes!
Instead, I drew a number line on the board and added a stick figure and a house. Then we asked the pupils to count how far away the stick man was from his house. We got a wide range of answers! Some pupils included the number seven, therefore they answered four instead of three. Though the kids enjoyed the exercise it was tough work stopping them drawing the most detailed houses ever and turning their attention to the sums.
When Ms G took to the board she quickly added a skirt to her stick figure. She then drew her own number line from six to nine. I was really pleased to see that a lot of the kids guessed straight away that the difference between six and nine was the same as seven and ten.
When I returned later I was happy to hear that the majority of the pupils were making good progress. However, due to the size of the classes some were falling behind. Therefore, I suggested splitting the class and board into two.
The left half would be for the most advanced group. We gave them some exercises and they worked on one number line in their daftari (exercise book). Meanwhile Ms G worked with the right side of the class, who each took it in turns to solve an exercise on the board.
The Grasshopper Hunt
Fried and fresh grasshoppers are a tasty treat
Just as we were getting in to a rhythm, a loud noise exploded from the courtyard. All the children were gathering to hunt senene (grasshoppers). Needless to say, I let our class join in.
Grasshoppers can be a tasty snack, a nice pet, or even a teaching aid (we spent a good twenty minutes subtracting and adding grasshoppers).
Class number Two
After lunch, I swapped classrooms and joined Mr J to co-teach nine year olds multiplications. Mr J was very enthusiastic, absolutely loving the method I taught him. We started only multiplying single digits, but soon some of them were even calculating double digits!
Similar to the previous class, the pupils’ performance could vary massively, so again I suggested splitting the classes in to two groups. As this has been such a successful tactic, I will advise as a standard way to deal with the large class sizes here.
Onwards and upwards
Following the success of my first trip, I went to three more schools. The experience has been incredibly rewarding and taught me so much. I know that these last couple of weeks have given me a far greater understanding of Tanzanian schools and of how I can best help the teachers.
The schools are all in remote, rural communities, and they have found some incredibly innovative ways to make up for equipment shortages. For example, pupils would practise sums and write on the floor before they are able to write in their workbooks.
Practising sums on the floor
One girl refused to join the hunt, she said she wouldn’t leave her seat until she’d figured out 18 – 6. What a champion!
A top moment was a role play activity I used at the end of each session. I decided to film one of these for you as well, because it was such a great watch. You can see it below. Basically one pupil would be the mother, and she’d ask her child to buy 20 onions, the child would approach the shop assistant. Tragedy strikes and the shop assistant realises there’s only one plastic bag left which can only carry four onions. How many journeys will the child have to take?
Singing students
In Tanzania, school pupils sing. They do it a lot! Although it’s a close call, I actually prefer music to maths! And whenever pupils sang to thank me at the end of a coaching session, my eyes got watery, especially as the music was really good.
Seeing how often music and singing was used to control classes and for teaching content, I have felt inspired to try out writing my own mathematical songs, I will let you know if I have any success!
Thanks so much for all your support, it makes me feel part of something special, knowing that I have all of you following my work.
Stay tuned for more!
Andrea
