It’s exam time for Lindi’s Form 3 and 4 students (14-19 year olds). My original plan was to train my ‘focus’ teachers on good revision techniques, but as time wasn’t on our side I decided to do a model revision class myself, with the teachers watching and helping me out.
I was a little nervous about helping the teachers this way round, but the teachers were delighted. The real benefit for them was to step back from their usual teaching responsibilities and watch me coordinate a revision lesson. For these teachers, this opportunity to reflect and learn has pretty much never happened. When classroom sizes can reach 80 students and with most schools understaffed, teachers have to work hard all day, every day.
Just look at the message I arrived to in the staff room (top left image). Never, ever in my whole career has anyone described me as ‘good news’ before! Perhaps I underestimated the appeal of my marvellous training!
So, the revision class was mainly focused around getting the large number of pupils into smaller groups and these groups working together to make mind maps and later on some revision cards too. With a bit of encouragement the teachers really got into the new lesson plan. The hope is that by practising the techniques both staff and students are more likely to adopt them for the bigger final exam preparation later on in the year. I’ve certainly got my fingers crossed it’s worked – I’ll keep you posted.
Graduation at Angaza school
In the midst of exam revision, Angaza school (one of the schools I’m supporting) held their graduation ceremony for recent school leavers, and I was honoured to be invited along by Angaza’s head teacher.
Tragically 80% of those that began their teenage schooling won’t reach this ceremony; looking around at the small number of bright eyed young adults ready for their next challenge, it brings to life my role here yet again. An 80% drop out rate is not acceptable, and with better teaching to encourage learning and give teenagers more skills and qualifications we are slowly but surely tackling this. The future for Tanzanian teenagers really does depend on an education system where they can be supported to learn regardless of their classroom size, ability, disability, or gender.
The ceremony really was a lovely afternoon. It was incredible to see the usually meek students come to life and shine with celebratory performances. The girls and boys convincingly got into character as they put on a drama, whilst others sang, cheered and played drums.
The whole stadium was beaming from ear to ear and was full of colour, noise and hope for the future for these young adults.
This really showed just how vibrant these communities are. Unfortunately when I arrived in the region I observed straight away that the usual culture in schools is to sit in silence and listen to the teacher, all day, every day. If only the schools could start to encourage this level of creativity, freedom and enjoyment in their regular day perhaps they might start to have a more positive impact on attendance levels. My aim to foster this vibrancy in the classroom begins!
I think my ‘focus’ teachers and their colleagues are going to get really good use out of it, so I hold it up very proudly!
My first teaching publication – where would you like me to sign?
Throughout my time in Tanzania, I have been compiling a handbook of key teaching guidance that can be used for years after I leave.
I recently finished it, and very excitingly it has now been printed ready to hand out. I’m really pleased with how it turned out; it’s small and compact for teachers to take around with them as well as brightly coloured and inspiring. Perfect not to intimidate but at the same time professional.
Thank you
Life in Tanzania is really busy, but each day brings amazing rewards. Thanks so much for being part of my journey and supporting teenagers’ lives in Tanzania for years to come.
Until next time,
Paul
