14/6/15 – 18-6/15
The Bishop of the Luweero District came for a visit on Sunday. I don’t think that I’ve seen this place so crowded before; over a few hundred people arrived to attend a very long mass at the nearby church. It amused me to see many of the children wearing their Sunday best when I normally see them wearing tattered and dirty clothes. I usually don’t go to church here, but I decided to dress up and attend this very special community mass.
On Monday I started school supervision of my Year 2 students. During term 2, the Year 2 students of the PTC travel to various primary schools scattered throughout the sub-county and spend a few weeks teaching primary school pupils. The students get hands-on practice and the PTC tutors travel to these schools in order to supervise them. I was assigned four schools to supervise: Luteete Demo, Mity-ebiri, Nalweweta, and Mullajje Primary Schools. Throughout the week I biked to these schools and supervised my students teaching lessons.
Local language, Luganda, is the primary language taught to primary school pupils from P1 up until the transition year to English in P4. Then the classes transition into English, and therein lies the biggest problem for student teachers and pupils alike. Some of my year 2 students come from regions in Uganda where they don’t speak Luganda, so they lack the ability to further explain a concept in Luganda when their English isn’t good enough.
The biggest problem that I witnessed was the frequent lack of hands-on materials to demonstrate a concept (such as adding fractions with different denominators) and having the pupils regurgitate information without checking to see if they understand and can apply the taught material.
As an example, in one instance the student teacher taught the primary school pupils four difficulties facing the builders of the Uganda railway system. After having the class read the list of difficulties many times, the evaluation exercise was for the pupils to write down in their notebooks the four difficulties that the builders faced. Very rarely is the exercise designed to make the pupils think beyond simple memorization and regurgitation of material.
Unfortunately, this is endemic in the education system. When I explained this problem to my fellow tutors, some of them asked me what the difference was between understanding something and memorizing it. Coupled with the Ugandan concept that it is unprofessional to admit not knowing something with this lack of understanding, I can start to see how much the education system has to develop.
Me: When we jump up what happens to us?
Student: We fall back down.
Me: Why do we fall back down?
Student: We fall back down due to the force of gravity.
Me: Correct! And where does this force of gravity point towards?
Student: The center of the earth.
Me: Yes, and if we look at this globe of the earth *holds up a ball representing earth* where is the United States if Uganda is on the top?
Student: It is on the bottom of the globe.
Me: So are the people in America upside down?
Me: Okay, but if they jump will they fly away or fall back towards the center of the earth?
Student: They will fly away because gravity always points down.
Me: *slaps forehead with hand*
In some cases it’s laughable what beliefs my students have due to what they were taught in life. I still get shocked reactions when I explain that the sun is bigger than the earth, that poor people exist in the United States, and that pinching one’s nipples will cause the breasts to stop growing larger. In other ways, it hurts knowing how hard it will be to impart the concepts of creative thinking, brainstorming, the scientific method, critical thinking, and logic towards many of the problems that my students face on a daily basis.
My dream at this point is that what I have laid down on this part of earth can continue to grow long after I leave. Funnily enough, I no longer worry about whether or not my students and neighbors will remember me, but instead whether they can benefit from what I started here. I don’t want to leave and for things to return back to “normal” here in the village before I arrived. I hope that villagers, students, and pupils find a way to empower themselves through the ICT lab. I want them to think for themselves, challenge engrained ideas, and make well-informed choices for themselves and their families.
Even though right now they are not teaching perfectly, it’s a start to sustainability. It’s teachers teaching teachers and students learning from students.