Wrapping Up Demonstration Lessons – May 16 & 17

Enjoying the peaceful scenery of the countryside

After a restful weekend we were on the road again winding down narrow dirt pathways lined with trees, long grass, ripe cotton, and dried maize stalks - ending in the village of Donje.  

Students draw a sunflower

Mabuchi modeled two lessons - one with the grade three and fours and one with the five, six and sevens.  Two of the five teachers attended trainings in the past.  One in particular was familiar with many of the strategies demonstrated by Mabuchi.

Students compare answers before sharing with the class

Students agree on an answer before raising their hands

All teachers appeared to see the power of the engagement strategies Mabuchi modeled.  Again, the lessons were mostly taught in Tumbuka since the children understand and speak very little English. 

 

Mabuchi uses a piece of wood for a chalk board

The teachers of Donje

MOLOZI

 Mr. Mkondawire, Mr. Lungu and Mabuchi show students a flowering plant

Today our school visits included two schools – Molozi and Mtelwe.  This was my fifth visit to Molozi. I was pleased to see Mr. Lungu has returned to the classroom.   When we visited in October he was discouraged and had stopped teaching. He is pleased to be back with the children.

Mabuchi taught all fifty students who showed up for school in the morning  in grades three through six.  The lesson about parts of a plant was well received. Again, English is not spoken much at all so most of the lesson was in Tumbuka.  When teaching Mabuchi tried to use as much English as possible using many English Language Learner techniques.  The two volunteer teachers commented that they found the demonstration helpful and look forward to our return.

Police, government officials and volunteers help with registration in Zambia

The next couple weeks is voter registration time in Zambia.  Like the US, schools are often official polling places where people come to register as well as vote. Registration under a tree outside the school is common in most villages.

Our next stop was Mtelwe.  As we pulled up I noticed many in the villagers running away.  One child was screaming with fear when he saw me.  Apparently the white face and hair is not unlike a boogie man or ghost in their culture. Also, the last whites to visit the village spoke to the people about circumcision…

Children indicate they are ready to answer the question

All three volunteer teachers were present including Mr. Banda, the head teacher, who has attended one training back in 2013.  Although we have several lessons in our repertoire our lesson about parts of the plant (a Zambian requirement all children should know) is used most frequently because all children in rural Zambia have background knowledge about flowering plants.  The basic lesson includes drawing, labeling, and being able to tell the English names of the plant (flower, stem, leaf, and roots). Often we include some drama and movement to help as well.

Students demonstrate flower, leaves, stem and roots

If the students appear to have mastered this we move on to understanding the purpose of each part.  We leave the entire lesson with the teachers that also includes all the parts of just the flower and their purposes. 

There were only twelve students present in grade three and four today making it easier to make the lesson understandable.  Mabuchi utilized many strategies to help the students learn the English words for the four parts of the plant.

Two of the teachers observe the lesson

After some reflection with the teachers we were back in the truck.  We dropped two of the teachers off several kilometers from the school- a path they normally walk each day and then continue many more kilometers on foot - before continuing our trip home.  I'm continually amazed at the dedication of so many of our volunteer teachers who have a long journey on foot just to get to school.

The head teacher and other volunteer say goodbye as they continue on their way home

Chaphanji, Chimosa, and Kavinaka – May 12 & 13

Mabuchi and Mr. Luka Zimba model "think, pair, share"

After a two-hour drive along rough and and rutted roads  we arrived in the village of Chaphanji. Most of the people speak little to no English but were interested in seeing a white woman and seeing the lesson, so adults and children, even babies, joined us. The teachers report that children often do not attend school, or at least not regularly. Although the classroom was packed with students almost none had paper or pencil.  Mabuchi and I quickly found some pencils in our materials, broke them in half and started sharpening.  

Adults and children of all ages joined the lesson.

After digging around in the closet, the teachers found some paper and we were set to go outside and draw a flowering plant.    It was obvious that many of the children had little or no experience drawing. After an excellent effort by Mabuchi, the basic objective of the lesson was met, the children dismissed, and we discussed what the teachers observed.  Mr. Luka Zimba was quick to make insightful comments about the lesson.  His partner commented that he learned a lot.  Both expressed willingness to practice some strategies they observed.

 

Mabuchi with her middle school friend

After taking a few photos including this one above of a classmate of Mabuchi’s from middle school, we jumped back in the truck and drove an hour and a half back down the dusty path to Chimosa.  Along the way Mabuchi happened to see her niece on the road who was visiting relatives in a nearby village.  I tease Mabuchi regularly that she knows everyone.

Mabuchi with her niece

Teachers observe as Mabuchi demonstrates and students draw a plant

Next stop: Chimosa!  A government teacher has joined volunteer teachers - Mr. and Mrs. Niyrenda. The government teacher is from a village in the area so he understands the language and culture well.  Mabuchi taught the grade threes about parts of a plant.  The students were prepared with their books and pencils and drawing a plant came easily to them. The children caught on quickly and Mabuchi got past the mere drawing and labeling part of the lesson and led a discussion about the purpose of each part. 

During the discussion with the teachers following the lesson, the government teacher seemed pleased and eager to try some of the strategies demonstrated by Mabuchi.  Mr. Niyrenda already uses some of the strategies but saw the need to use them more regularly.  After presenting the school with chalk and “dusters” as we do at each school, we returned to Lundazi.

Mabuchi presents chalk and dusters to the head teacher

Mabuchi and I pose with the teachers

Students turn and talk to determine the problem in the story

The following day we journeyed another hour and a half to the village of Kavinaka.  The teachers were prepared for our arrival including having name tags for the children.  The school building is new but the furniture is not yet available so students must sit on the floor.

Using real plants as a model for the "Part of a Plant" lesson

Mabuchi taught two lessons –

Students using "think, pair, share"

one for the younger grades and one for the older. The students responded well and contributed to the discussion. 

The two teachers appreciated the lessons and will be ready to demonstrate for us when we return next Friday.

Teacher, Mr. Francis Zimba and his family

Kaponga and Mazulouwa, Lovi and Matipa – May 10 & 11

Roadway to the village

The rainy season makes way for the cool dry season in Zambia.  The mornings require a jacket but the afternoon sun forces the jackets to come off.  Mabuchi and our driver, Moffat, project manager for CCAP Education Department, point out villages, schools, and friends they know along the way.  We zigzag down dusty roads flanked by tall grass crossing back and forth between Malawi and Zambia.

Mabuchi models a lesson while teachers look on

Our first stop is Kaponga – a school I have visited four times before.  Only a handful of children show up for school today but we teach the lesson anyway.  The school has two volunteer teachers and two government teachers.  The one government teacher has been there several years and is mentoring the two volunteer teachers.  Even though he has had some training from me in the past he reports he has learned some new things after observing Mabuchi’s lesson.  The teachers all contribute to the discussion.

The head teacher is thrilled to receive chalk and "dusters" for the school

We arrive at the village of Mazulouwa.  The two teachers present have received training from me in the past.  Mabuchi takes the lead on this lesson about parts of a flower, requiring the students to go outside and draw a flowering plant.  

Word spreads quickly that a white woman is in the village and when we return to the classroom a few curious visitors drop by and join us.  

The teachers admit they need to return to using some of the engagement strategies they have observed in the lesson. 

Mabuchi on the cement bridge

The next day we drive to Lovi, another village I have visited several times before.  In the past we have had to reach the village by crossing a log on a stream.  Last year the community put in a cement bridge making it possible for vehicles to cross the stream.  One of my beloved teachers, Mr. Mtonga his partner, a government teacher work well together. Mabuchi tries a new lesson about odd and even numbers which goes much better for her than it did for me in Lusaka in February.  Both teachers appear to work well together and contribute many insights about the lesson.

Reflecting on the lesson

Our final stop is Matipa.  The grade six and sevens are present and Mabuchi teaches the lesson on story elements.  She conducts much of it in Tumbuka but teaches several new vocabulary words and concepts in English.  

Students turn and talk to determine the story elements

She uses the story of the Tortoise and Hare to teach character, setting, problem and solution.  She reads the story in English while I act out some of the parts.  The school has two government teachers and one volunteer.  Again the teachers indicate they see the power of the strategies used and are willing to try them out in the coming days.

Some children get a ride to school in the truck (we made them sit down once we started moving)

The Work Begins – May 8 & 9

 

Luangwa River on the way to Chipata

We left Lusaka, drove 8 hours, and finally arrived in Chipata where we spent the night.  It was a few more hours to Lundazi – our base for the next few weeks – so we visited two schools along the way. 

 

Kachere School

This was the first day of school for the term and typically students only come to check in and maybe help with some cleaning. Our first stop was Kachere and Mabuchi and I taught all the students who showed up ranging in grades from 1 – 7.  

Mabuchi took the lead on the lesson and the reflective conversation afterward.  The teachers enjoyed observing the strategies she used and commented that they are ready to try using them as well.  

After presenting the teachers with some chalk and erasers (“dusters” as we call them here) we made a couple bricks to contribute to the new teacher houses and we were on our way.

Next stop – Ikwele.  Ikwele has many students. Most of the grade six and sevens were present so we taught our most challenging lesson.  I took the lead and Mabuchi helped with some translation.  The language was a bit of a barrier but the students seemed to absorb most of the content. 

Students eagerly share their answers

The three volunteer teachers and two government teachers were present and expressed their willingness to try one or two strategies modeled in the lesson.

Teachers from Ikwele pose with Mabuchi and me

Our trip continued to Lundazi.  We arrived late in the afternoon and discovered the brakes were not working when we got to town.  Thankfully we were safe the entire way. 

Graduation Day

Some of the graduates of Justo Mwale University - 2016

Last Saturday I had the privilege of witnessing the graduation ceremony at Justo Mwale University (JMU) in Lusaka.  JMU offers certificate programs in Missions, Stewardship and Sustainability, Children’s Ministry, and Community Mobilization and Development.  They also offer both a Bachelor and Masters of Theology, and Bachelors of Theology with Education.  I was pleased to see the number of women graduating in all the programs. 

Graduate receiving her bicycle

New graduates/pastors who serve in rural parts of the country are given bicycles so they can travel many kilometers to serve their parishioners.  Some of the women are given sewing machines to assist with income generation. The CCAP graduates are also given gifts from the churches where they served as interns.  

One of the sewing machines given to some of the women

CCAP graduate receives a blanket from his church

And like graduations everywhere – families rush to congratulate their graduate!

Project Overview and Sustainability

Mabuchi and me in 2006 - 10 years ago!

One of the key measures of success in any project or program its sustainability.  Often we hear of programs that are quite successful until the funding runs out, the leadership changes, or the momentum is lost.  Teachers may receive training but do not continue practicing what they have been taught because no one monitors, reinforces, or encourages them.  I am excited about this model because it has a self-sustaining aspect. 

 

Mabuchi models a lesson 

The goal of this trip is two-fold. First to model lessons for teachers, have them practice what they observed, observe them teach while we provide feedback and then provide a workshop based on needs.  This basically follows what we practiced in Lusaka in February only now in rural Eastern Province. We will travel to one or two villages a day to model lessons and then return a week later to each village to observe teachers using some of strategies they observed us model.  We will put on a training for teachers at the end of the month.

 

Mabuchi and me in 2015

The second goal of the project – which will help ensure self-sustainability, is to train and empower Mabuchi, the coordinator of CCAP community schools, so she can model effective lessons, reflect with teachers, observe, and provide feedback to teachers to reinforce these practices long after I am gone.  She will be checking in with each school via text messaging as well as periodic school visits.

I have known Mabuchi since 2005.  She was one of the first community schools teachers in CCAP.  She has been the head teacher at Mtendere and a trainer of trainers for the Strengthening Children program. 

Mabuchi with co-trainer and author of Strengthening Children, Dr. Bob

In her new role as Coordinator for CCAP Community Schools, Mabuchi will work closely with teachers to improve their teaching methodologies and also encourage and monitor the after school Strengthening Children program that helps children understand their feelings and deal with trauma and grief.  Her understanding of both the academic needs as well as social and emotional needs of children make her an excellent choice in this role.

Dr Chilenje and Mabuchi hold their copies of the AWSP magazine