Monday, August 17, 2015

English Teacher Training recommences

Being cut off somewhat by the monsoon rains and damage to the highways and local road has hampered my immediate return to Mirge and as such has delayed further training. However, the group of teachers, who started learning about the use of THRASS to explicitly teach phonetic spelling, reading and pronunciation of the English phonemes in 2014, came together after the summer break to develop skills with the leadership and direction of Phulkaji.

Five teachers attended the first of this session's monthly meetings. Since our last training in April, I had identified that the teachers would benefit from learning the International Phonetic Alphabet, so they could use a dictionary to work out how to pronounce new words. Phulkaji used this meeting of teachers to guide their individual learning and he reported to me the following:

In his own words;
1) they recognized 44 IPA symbols individually including 20 vowels and 24 consonants.
2) they did listening activities(dictation) with the support of my mobile and they were able to write English vocabulary after listening to the native speaker. 
3) they did phonemic writing too with the help of THRASS chart and IPA chart. For example, the word "cow" was in phonemic writing / kau/.
4) we watched [looked at] and practiced the material you sent me through messenger.
Then the class was over at 3:30pm.


One of the challenges the teachers faced making use of THRASS was the limitations of their own English language skills. This was readily acknowledged by the teachers and so were keen to improve personal skills and we determined that by using mobile apps and peer support, learning of the IPA might address this problem.

The other challenges ahead lay in using the teaching materials in the Temporary Learning Centers. The charts need to be displayed so they can be used to explicitly teach the charts themselves and spelling new words. They have concerns about theft or damage to the charts as there is no security in a TLC, but I am anticipating that a solution will be found. We have had a few set backs in completely instigating the program and the impact of the earthquake could not have come at a worse time - just when we were making headway with the teachers' skills and confidence.

I hope the access will soon be more reliable and I can venture out to Mirge and try to pick up the pieces and ensure the implementation of THRASS is kept on track and schedule. I am aiming that by the end of 2016 that the schools will be independent and self perpetuating in THRASS.

I am sorry that there are no photos with this report because for some strange reason using Blogsite on this PC and in Nepal won't let me insert. Anyway you can check out the photos in Facebook.

Sunday, July 12, 2015

Post Earthquake Life in Mirge

It has now been 12 weeks since the first devastating earthquake of 25th April that caused considerable damage to the village. The second quake of 12th May with its epicentre in Dolakha and Sindhupalchok made sure that very little was left standing. These past 12 weeks have been extremely busy both here in Australia and for those recovering and responding to the impacts of the quakes.

In Hobart and Victoria, friends rallied together to raise funds to support directly the immediate relief needs of the villagers in Mirge and the exceptional work undertaken by ECCA in delivering aid and conducting a recovery programme for the children. Our very generous friends and Ballarat Rotary managed to raise over $20,000.00. After the first shock, food was immediately delivered to the village and on the day of the second quake tarpaulins, tools and materials arrived in Mirge. Overall, about 1000 households benefited from the donations and the work of ECCA. The final act of compassion was expressed through the delivery of the Children's Recovery Program where more than 500 children's spirits were lifted.

 Despite the obvious benefits gained from the relief responses, one more significant and encouraging thing arose from the rubble. Predominantly young people rose to the occasion and took action. In Mirge itself a new Face Book group emerged - 'Mirge Youth Association's Rebuilding Program for New Mirge' and ECCA mobilized and trained young adults to facilitate their programs. In fact, if you were to search Face Book the evidence is clearly publicised that the young adults of Nepal are the go-getters of today and the future of Nepal. I have been so impressed with the energy and authenticity of their response whether it had been in Mirge or else where. Young educated Nepalese are trying to make a difference and are  not only to be congratulated, but also encouraged and supported.

From our perspective, this encouragement and support starts early - in Primary School and throughout High School and College levels. Education has given these young people the imagination and skills to be leaders and to care about their country, people and future. It might be presumptuous of me to draw such a conclusion but I am willing to take the risk and say that the efforts of so many aware entrepreneurs who realised 10 - 15 years ago that Nepal should invest in Education is most likely witnessing now the fruit of that initiation. All of us who are involved in education have to realise that improving the quality and opportunities of education is not just about jobs alone (though obviously critical for sustainability) but about providing a formal and informal education system that fosters imagination. Giving young people the skills and permission to imagine a better world is the primary step from which all other development will emerge. Without an image of how something can be improved no change will occur.

This is why MSEIP (along with other significant holistic education programs) is so important. It is not just about short term literary and improved learning outcomes, it is about teaching young people to imagine a world that they wish to live in and then teach them the skills and connect them with the resources and networks so they can enact on their ideas.

Our work is not finished in Mirge, not by a long shot! So back to the village I will go, as soon as monsoon allows it, and keep supporting the teachers so they can empower young people over and over again. This earthquake, nor the next, is not going to stop or slow our work. In fact bolstered by the passion of young people like counsellors from ECCA we will never yield, only strive.

Friday, May 1, 2015

Tragic effects on Mirge from the recent earthquake.

It is with deep sorrow and grief that I write this Blog as the emotions well-up far too easily because my relationship with this community is both personal and professional, and on both levels this disaster has had a massive impact.My thoughts are constantly with all the community, who have become both family and friends, and the difficulties that they are facing now and will continue to face in the future until security can be returned and normality is restored.

In regard to Mirge I have mixed news and feelings. Firstly, the village suffered, as far as I know at this moment, only one fatality. However, the village infrastructure has apparently suffered extensive damage.

I last made contact with Phulkaji last Sunday, 26th April, a day after the quake, and he reported that most of the houses have been seriously damaged or destroyed, except thankfully for our new house. At that stage, he only knew that MLSS was still standing but suffered damage to the walls (cracked). He had no news of the other 6 schools. I fear the worst.

I have had updates from other members of the family in Kathmandu who have had a some contact with Phulkaji and have reported that the villagers are still okay even though they have been sleeping outside under plastic. I spoke with Mohan in Kathmandu yesterday and he explained that there is still no electricity nor reliable telephone contact but I understand that they have basic food supplies. To date, no relief assistance had arrived so with the rising concern and feelings of helplessness of those in Kathmandu, Mohan and 3 other  have travelled back to the village by motorbike. I have not heard from them yet, and I expect not to, until mobile phone communications can be restored. I nervously await news.

Though to some degree my grief and thoughts are very localised, the overall impact of this disaster across 39 districts cannot be forgotten and felt deeply. For example, a friend had established a Health Centre in the remote Langtang Village and was having success after success. Tragically, that valley has now been entirely destroyed by landslides - nothing is left!

May I urge you to rally as many friends and colleagues to support the relief process conducted by the international community and at the same time give thought to the massive task ahead of rebuilding, Mirge in particular as much as the rest of Nepal. I am not sure what to do next, but I am sure that funds will be needed to assist families to rebuild homes, replace livestock killed and the community collectively rebuild / repair buildings. I have not taken any action on this matter as yet as much has to be taken in stock and work with other NGOs and benefactors along with the community. However, maybe we could start to think about putting away some funds in preparation of the action that might be taken. Presently, the funds that some of you donate on a monthly basis, will continue to support the work of ECCA who will continue to support the recovery process on a local level.

Now I want to finish on a very positive note. Despite the obvious impacts of the destruction, I am confident that the health of the community throughout the recovery will be reasonably good because of the work that ECCA has done to educate the villagers about sanitation and water quality. I want to report that in 2010 when we started our program, the number of toilets was zero and no-one knew why they became sick! NOW, 80% of the houses have bio-gas toilets and all the community know that the source of their repeated illness is the water. Households now use WATASOL purification or boil their drinking water. However, monsoon is only 3 months away and this will present new challenges.

Let us join together to support the relief actions and start to plan how we can help in the future. Thank you again for your continuous support.


Sunday, April 12, 2015

Upgading the accommodation factilities at Majhgaun

You may remember in earlier posts that as part of the program we can offer comfortable accommodation at Majhgaun for any volunteers who come to help out with the program. Thanks to a hand full of children and youths, I was able to complete many of the unfinished tasks. Now the place has taken on a new fresh look offering even more comfort for guests. Thanks kids!
View of house entrance yard


The boys team


Library
View at the back

Rooms

Roof top relaxing area


The boys oiling the ceilings

Girls team


Fresh colour

Top coats for the windows


So many windows!
 

THRASS Training focusing on IPA and teaching the THRASS Charts

In the previous post, I identified some issues that required addressing and so further to the outcomes of the January training program, I can happily report on the latest activities.

I travelled to Mirge and conducted a further THRASS training session on April 6th. This training was attended by Phulkaji Tamang (Project partner and English Teacher Group facilitator), Punya Dahal (KHSS), Karna Sherpa (Yarsa Primary) and Shova Dahal (Balkalyam PS).


Phulkaji helping Punya with IPA
All participants engaged in learning about the International Phonetic Alphabet (IPA) and how they could use this system, in combination with a dictionary, to self - learn the pronunciation of new vocabulary. If the teachers learnt the IPA, then there pronunciation of the phonemes and THRASS key grapheme words would be improved. The trainees were shown mobile Apps and online sources to help learn the IPA. The most useful being the Macmillan App - Sounds of English. Phulkaji, who already had a working knowledge of the IPA, offered to coach teachers at the monthly English Group meetings.

The next part of the training focused on the sequence of learning and the lesson plans that had been produced after the previous training session. In an attempt to clarify the purpose and function of THRASS, the program was divided into two parts. Part A referred to learning the phonemes, graphemes and THRASS keywords on the chart. This was the primary objective of the lesson plans which were reframed into three stages, 1 - ECD and Class 1, 2 - Class 2 and stage 3 - class 3, to facilitate an easier understanding of the importance of sequenced learning of the chart. The second part, B, concentrated on using the THRASS as an explicit teaching tool for teaching spelling, reading and oral language skills.

Karna and Shova using IPA
Following a number of demonstrations and practices, it was clear that the teachers were not ready to embrace THRASS as a tool just at that moment. Further personal development of pronunciation skills and functional knowledge of the charts was required before they felt confident or competent enough to use it as a tool.

As a result, we agreed that after another six months of personal learning and teaching the charts to the students, we could embark on Part B and develop skills to use THRASS as a phonetic tool for explicit teaching of spelling and reading as well as developing oral language skills.

Finally, we allocated classes at each respective school to the appropriate stage for the next session, committed to use English Teachers Group meetings to share, collaborate and improve each other's skills, and teach the Chart to the students by December (Poush). We have now scheduled the next training for December (Poush) when we will tackle Part B - using THRASS as a tool.

So overall, we move forward gradually and confidently towards a successful implementation of THRASS to Mirge schools. Our most effective tool will be the monthly English Teacher Group Meetings and the leadership of Phulkaji where peer support will ensure effective development of skills and knowledge.


 

Wednesday, January 21, 2015

Second Level of THRASS Training for Mirge School Cluster

On Monday 5th January, the next level for THRASS was conducted at Kalidhunga Higher Secondary School, Mirge. We were fortunate to run our training in the newly constructed lower primary classrooms at KHSS. It was a delight to experience a room full of colorful posters and low, child appropriate tables with comfortable cushions laid out on the carpet to sit on. This learning environment is a credit to KHSS staff who have acted on their commitment to provide a 'child-friendly' place for learning. At present KHSS is setting the standard that other schools in the cluster could well do to follow.
 
Teachers from each of the six schools, who participated in the first training one year ago, were engaged in the challenging task of learning how to make the THRASS tool support learning how to read phonetically and spell using a problem solving approach in contrast to the usual method of rote learning.
 
All teachers were fully engaged, but soon after starting the training, it became apparent that something was not quite right. Without exception, not one teacher had fully learned the THRASS Chart which was the task I has left them after last year's training. This was a major problem because in  order for the teachers to make use of THRASS to replace rote learning, it is essential that they can instantly recall the location on the chart and the correct pronunciation of each phoneme and key grapheme THRASSWORD. Without this knowledge and awareness, using THRASS in the class room to support learning spelling, reading and oral language was not possible and the act of drilling the sounds or just learning the THRASSWORDS by rote, was a pointless disconnected activity.
 
Being one not to give up too easily, I have now made a new plan to try and solve this problem. Clearly, the teachers require more support to be successful. Left to their own devices they struggle to make the necessary changes in their professional attitude and teaching practice. Change is not easy.
 
So, I have engaged Phulkaji and our ECCA field officer, Man Maya Tamang, to collaborate and become proficient in THRASS themselves and then go on to support the development of the teachers' skills. Once competent and confident, Phulkaji will facilitate monthly English teacher meetings where THRASS development and training will be a permanent agenda item. Complementing this, Man Maya will be able to assist teachers in the classroom and also monitor the teaching of THRASS during her weekly visits to the schools as part of her ECCA responsibilities. Furthermore, it will be Phulkaji's task to encourage and monitor teacher use of THRASS. Additional and sequenced lesson plans for ECD to Class 4 have been written and a new resource kit produced which should help teachers implement the program more successfully in their classes. Finally, a further training will be held in April which will focus on the teachers' own pronunciation skills and understanding of phonetics. Teachers will also have the opportunity to have personal experience of each lesson through demonstration lessons.
 
With any luck, and a lot of hard work, implementing THRASS might be more successful next time 
round. Keep your fingers crossed.