“With sponsorship from Ouko Community Initiatives (OCI), over the course of September 2011 to June 2012, Dan Matlack and I developed a comprehensive ten-day workshop designed to train and support teachers in the integration of e-readers into their classroom teaching at the Menara School in Koru, Kenya. Once we arrived in Koru in late that June, however, we quickly realized our hosts’ expectations for the work we would do together went far beyond technology.

Right away it became clear that the teachers and principals attending the workshop eagerly sought to expand and enrich their general teaching practices, and our workshop transformed into an exciting teacher education seminar. Clustered around a large table underneath the massive shady tree in the schoolyard, we spent our ten mornings and afternoons together discussing Western and Kenyan pedagogy while Dan and I facilitated “mini-courses” that introduced differentiated instruction and kinesthetic learning. By popular demand, we also included a “crash-course” on using a computer (many of our participants had never touched one before), and we helped each person set up an email account, and if interested, a Facebook account as well. The excitement of all those involved was palpable; the teachers couldn’t wait to test out the new strategies and activities we highlighted in each mini-course in their own classrooms. Undoubtedly, teaching in a rural Kenyan classroom – where class size can easily reach over 60 students, electricity and resources are rare, and many students lack daily access to basic necessities – presents challenges most American teachers will never see. As we learned more about each others’ cultures and traditions, however, a deep mutual respect and trust flourished, and Dan and I were able to answer with new understanding the essential and challenging questions our participants soon felt comfortable enough to ask.
The last few days of our seminar focused on assisting the Menara teachers as they designed a lesson plan that included at least one new strategy or activity they had learned in the workshops. Dan and I then observed each teacher implement his or her plan, and afterwards we shared our feedback with each. We encouraged the teachers to set a personal teaching goal for the year and to seek opportunities to observe and discuss each other’s teaching. At our farewell on the last day, it was clear that we were all exhausted from a week and a half of hard work and deep learning, and yet the hugs and the invitations to return were numerous and genuine. As I made my way back to the States, I realized that my ten days in Koru had made me not only a better teacher, but a better “student” as well. I had stepped outside of my comfort zone and learned to make connections across cultural differences – and many of those connections I still hold today. I enthusiastically encourage other educators to consider applying to this program. You will never teach the same way again, and you and your students will be the better for it.”

“This week has started well, with lessons at DROPS for life skills and my class 5 reading/creative arts lessons. I have been greeted by Christine, who has been asking me a couple questions about the nursery level classes hopefully I’ve been helpful to her.

I have been contemplating and deeply considering how to incorporate a more sustainable and co-teaching aspect in my daily work. I can really appreciate the objective of creating an interactive classroom. We have tried to assist the teachers with many ideas to do this, however it isn’t yet enough. My meeting tomorrow with the teachers will be solely to ask their feedback on the tools I have given them and to ask if they have used them. I really believe that co-teaching would be the best way to ensure teachers are creating this interactive learning environment that OCI hopes to create.

The other thing I must say that would make a huge difference in teaching is planning. I don’t know if this will be a shock to you guys, but Kenyan teachers do not plan lessons. They read what their next lesson should be in the text book, they read the information from the text book and give the students the text book assignment. This is exactly what is NOT supposed to happen. I would not only recommend doing co-teaching, but requiring teachers once a week to sit down and plan a lesson that must incorporate at least one of the interactive ideas given to them. This way, teachers actually plan it, practice it and learn how to do it. In those lessons that they plan, those can be the ones that I co-teach. I can also sit down with a teacher and help them plan that one week’s special lesson if they need it. This would require Richard and me sitting down and looking at when teachers have a break during the week and I can have maybe a 50 min. class time to lesson plan with them and then co-teach their lesson with them. It will take some time trying to figure out how to put that puzzle together.

The last point I wanted to say is that I absolutely love my classes and I encourage local teachers to come in and see my interactive and creative classroom. My students are thoroughly enjoying this new method of teaching and learning, and I love making it happen for them.”

“Dear Friend Laura,

Am very glad to write to you this letter. How are you with you with your family? I hope God is taking good care of your health. I’m also fine with my family.

Dear, we have been receiving your letters and e-mail since you left this place. This shows how loving and concerned you are about our school and more so our class six pupils. They have been so happy to receive pen pal letters from their friends in America.

Without forgetting Laura, let me take this chance to say thank you for having brought us the lunch programme in our school. This programme has contributed a lot to the entire community. In fact it was a very bright idea and I believe it was the Holy Spirit who guided you to come up with this vital idea. The feeding programme has made our performance improve since most of our pupils were never going for lunch because their parents are not in a position to provide them with three meals in a day due to poverty. May God bless you and your family for being caring. We pray that it continues forever.

The e-learning has also contributed a lot in the performance of our school. Learners are able to read many stories and this improves their language structure. Other subjects which have been incorporated also help us a lot since we do not have enough textbooks. Tell Allison and Pam that we are very grateful.

My co-teacher Laura, I have a lot to tell you but I hope we shall meet soon in May when you will be coming back to visit us, we shall share a lot.

Receive greetings from our class 6 pupils, they have told me to inform you that they are really missing you with your interesting activities you were involving them in when you were here with them. Come with many more activities to do with them. They are also happy with your teaching methods and we are trying to adopt them.

We shall talk a lot when you come. For now, pass my sincere greetings to Jacob, Oliver, and John. We hope to meet them too.

I wish you a safe journey when you will be coming.

Your friend,

Emily”

“Insights on our visit to Menara Primary School, Koru, June 2014

Bright and beautiful children flowed out of the school to greet us when we arrived at the Menara Primary School in Koru, Kenya. Educating more than 600 children each day, the school was bursting with smiles and laughter as we walked across the field to meet the students and teachers last June. It was a long trip from Boston to Koru, but after warm introductions were made it was apparent that we were to make ourselves at home, and we were indeed very welcome.

Over the next week the OCI team spent many hours teaching classes from pre-K through eighth-grade, working with teachers, and speaking with members of the Koru community. As a pre-K teacher in Boston, my specific role on this trip to Africa was to model interactive teaching strategies in the classroom, and to work with teachers one-on-one to assist them in developing their individual goals as educators. Along with Park teacher Merrill Hawkins, we split up the classes so that each teacher would have an opportunity to first be observed, and then have a conversation about what we noticed worked well and what areas we could help them improve upon.

What struck me most of all was how much the teachers do with so little. In nearly every classroom, children packed the seats shoulder to shoulder and shared books, sometimes more than four children to each text. Lessons must be painstakingly written on the chalkboards so everyone can see, and without electricity the rooms were often dark and hot. These circumstances, however, did not stop many of the teachers from utilizing everything at hand to help curriculum reach the students, even if they had to teach class outside to escape the sweltering afternoon temperatures to do so.

Over the next week, I worked with the teachers to expand their teaching practices beyond the given text books, introducing how stories, songs and poems can be used to reinforce curriculum and engage children through singing and movement. We used lessons constructed from books such as “Caps for Sale” to demonstrate how stories can create a platform for math by counting and graphing students’ favorite color caps, as well as how books like “Chicka Chicka Boom Boom” can reinforce letter recognition.

The lack of books within the school is a great challenge but with the addition of the new Dr. Robert Ouko Library, it is my hope that the teachers may venture beyond the school to acquire new materials for lessons. The teachers and I also went over how they could build students’ self-confidence through positive reinforcement and opportunities to contribute or perform in front of their peers.

While working with the teachers at Menara, I found that they taught me just as much as I was showing them. Their passion, kindness, and commitment to the children is inspiring and refreshing, and their gratitude for all that OCI brings to their lives is evident. From thanking us for the supplies we brought and showing us how the children used the materials, to telling us heartfelt stories about how the lunch program has helped their students and contributed to both their physical and mental health, their gratitude was apparent.

Not a day goes by that I do not reflect back on my time in Koru, and I wonder how they are doing. Though we did workshop with interested teachers on how to use the internet to research learning and communicate with peers near and far, it is clear that it will take time for much of what we take for granted in the US to become common place in Koru, such as access to computers and new information. In the meantime, however, I have do doubt that the teachers will continue to propel their students forward with their enthusiasm and the momentum we built together this summer.”