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.
