TEAM TEACHING

I am having the most incredible experience with my teachers. I was assigned to one, but agreed to work with two others who also expressed interested. This of course means more preparation and in-class time; and sometimes I’m not getting my sleep…but how does the saying go? “I’ll sleep when I die.” I guess I’ll sleep when I get back to Chattanooga. Funny thing is I feel so alive here; I’m enjoying the lifestylelike I’m making a difference (and the Acholi are definitely making an impression on me (I will never be the same). I love all my teachers; they are all extremely knowledgeable in their subject areas, but are so anxious to learn new methods of bringing that knowledge across. (I never thought I’d be saying this, but thank you, Adventist Edge for the good ideas!) Here are some of my experiences:

ENGLISH: I teach with Elizabeth Oola (photo). She is so proficient in English I have never had to slow my speech down one little bit. We have done a lot of experimenting to see what works in the Ugandan classroom. Getting kids to do group work or speak out in class is difficult. When they do speak up, they cover their mouths, look down, and speak quietly. They lack self-confidence, are often afraid to express their opinions. We have done a lot of group work—where they discuss ideas as a group and spokesperson from each group presents their opinion. This environment is a lot less threatening than having one person speaking for himself. The students love the change, and Elizabeth has noticed a big difference in their assignments. Elizabeth and I have also connected on a personal level; we have a lot in common, including kids that are about the same age.

FRENCH: I teach with Guillen Kakule (photo). He is originally from Congo (his mother was from Rwanda). He lived as a child in Rwanda, but before the genocide, he and his family were able to leave (unfortunately his mother’s family was all but wiped out). He is probably the most “ready” of all my teachers for change—I can see that he has been thinking about it for a long time, and he is absorbing ideas like a sponge. We also connect on a personal level—I think he’s so happy to have someone to speak French with that he wants to talk all the time. (He does not know Acholi very well yet.) He has taught me the most about the people of Africa—the different tribes and peoples of Africa and the differences between them. He is very curious about my beliefs, too.

CRE: stands for Christian Religious Education, which basically deals with church history and what the Bible has to say on certain subjects. Atim Jane asked me on my first day which religion I was. One of the lessons happened to deal with Sabbath, and while we were preparing, she asked me why the Sabbath was so important for our people—luckily I had my Bible with me, and I did a study right there. While we were doing it in class, one of the students wrote as a definition of Sabbath on the board, “the seventh day of the week, Sunday.” She crossed out Sunday and put Saturday (!) Normally after the class lecture, the students write down word for word the notes (on the material they just covered) as they are dictated to them. When I told her the students should take notes during the class lesson (which would save time and also teach them to think a little about what is important to write down), she was skeptical. However, we gave it a try—she loved it. She was surprised at how engaged the kids were—and that they could take notes during the lesson (and that the lesson was a lot less tedious). She has some health complications and two small children (her husband recently passed away) and so has it harder than most.

I have really connected with a lot of the students. They were very shy to approach me at first, but now when they see me they come right up to shake my hand or wave and smile (all those gorgeous smiles!) I have made a concerted effort to learn all their names—including their Acholi names—and that really surprised because them. A lot of the teachers do not know the names of their own students (with 60 per class and up to three streams of one subject…); rather, they point or say “you” when asking for a response. I have started using the names (or asking them their name if I don’t remember), and I’m noticing that the teachers are now trying to do the same. The kids will be hard to leave, especially since I am developing a good relationship with so many. (Photo below: Sitting in Sir Samuel Baker's lap--statue at front entrance of school)

I have also visited a couple of fine arts classes and have really connected with the one of the fine arts teacher, Simon. He gave me a tour of the school—the dorms (photos below). All 250 bunk beds were furnished by Invisible Children—before, the kids slept on the floor. What surprised me most is how the food was cooked—the cookhouse is just a large room with a fire pit and it houses the largest cauldron I have ever seen. The beans were being stirred by a very muscular man clad in shorts only. The wooden spoon was probably about 3 yards long. Invisible children also installed a very large wood stove in a room that will replace the present “kitchen.” The dining hall has been refurbished, but needs furniture. Also, IC has put water lines all over he property so as to create three wells closer to the school from the main one that is quite a ways from the property.

This weekend we go to a Rhino park—then we only have one more week of teaching! I cannot believe it. I am starting the grieving process already! Love you all!