access became involved in running the local free "equal education project". The fundamental aim of the project is to encourage the children from the different ethnic groups to get to know each other and work together. Interaction and performance were used to encourage confidence and unity, while teaching them English that was about their lives, their surroundings and environment, their culture and their activities. Aiming for sustainability was a key part of the project. A curriculum was set up that put the students into the teaching role so that ultimately they would be able to maintain their own system.
Community involvement
Challenges — The key to the success of this project was gaining a good understanding of the community and its cultural needs. Involving any group in the development of their education program demands an interesting balance. From the teacher's point of view, their understanding of the subject being taught gives them a perspective that the client group are without. From the student's point of view, though they may know roughly what they want to learn, i.e. English – and what they may want to use it for, they do not have an understanding of the subject's structure or have little teaching experience. The challenge for a teacher lies in their understanding of the students needs, and how in tune they are with them.
The ability and the age of the students was varied, there were adults who knew little and children who were very able. The priority of this project was to use the enthusiasm the community had to learn English. We brought them together into a community space and ran the classes in a way that meant that the children interacted and were creative with members of the community who they would usually avoid due to ethnic conflict.
The centre in which the classes were held was based in one quarter of the village in particular, so another challenge lay in getting the other ethnic groups to leave their own area, walk through another's and attend class and the activities being held there. Suspicion arouse from the wider community, so it was vital to explain the ethics behind the project.
Success — Much of culture is to be found in its language. By being approachable in its work access managed to gain an understanding of the local dialects, lifestyles and needs of village and molded its approach accordingly. The format of the teaching was inclusive and activity based. The activities focused on movement and interaction that ensured the students got to know unfamiliar faces and became creative with so-called strangers. This was a time consuming process as knowing the background of the students is what enabled access to mix and match the children appropriately.
Planning
Challenges — Initially the project was dependent on foreign input which always fluctuated and lacked consistency. The aim was to plan an agenda that encouraged the more able students to take on the role of teaching, and more importantly facilitating activities that focused on integration. The challenge here was to develop confidence in the appropriate individuals to achieve this. Laotians in general are both passive and shy individuals. access wanted to generate a learning program that not only taught them the English for what concerned them, but also take the children through classes that demonstrated and encouraged creativity. In turn this would nurture confidence that would lead to the effective individuals amongst the group taking responsibility in a creative way for the class's development. Lao is on the most part a day to day society, commitment is to food gathering. On the whole the population, understandably, does not have the same attitude of commitment to timetables as the west.
Success — access was on the ground for long enough for progress to be made, developing creative thinking takes time, as does bringing forth confidence. A key strategy for planning is documenting the progress of projects, to see emerging patterns and then plan with them in mind. It also helps to lay a structure that can loop, providing those involved with a consistent rhythm to work with. As the project progressed access began to involve locals in lesson planning and ideas for activities. When they had the time available some students would share ideas for lesson contents, activities and structures. It is this type of initiative that indicates that the students are gaining the confidence to consider what it is like to teach.
Teaching
Challenges — Every day over 60 students would pass through the community centre. They were between the ages of 3 and 45 and came over a three hour time frame. A strategy had to be developed that was inclusive and educational. The English that was taught had to be simple enough for those with a small understanding to grasp and challenging enough to those who were more able. We wanted to teach creative thinking, the importance of their traditions as well as fulfill their enthusiasm to learn the English language.
Success — Everything works both ways — access saw the number of students as a resource rather than a problem. The quantity enabled access to run activities in groups, empowering the more able students to assist in class co-ordination, this led to a lot of excitement and fun.
Sustainability
Challenges — The key to enabling the community to maintain their own classes lay in taking the students out of the passive and into the active role. Educating the more able students how to prepare classes, manage large groups and encourage creativity. To do this access had to develop the confidence of those individuals, so that they felt comfortable in front of a class.
Success — The classes were broken down and had a simple structure that those learning could follow easily. access took the time to take on role play. The shyness of the students meant that this was a slow process, however persuasion paid off as after months of work the children were more than happy to take the lead on various activities. access would always support them to do this. However the balance changed and the input from access became less and theirs more. It is understood by access that empowerment was vital to this, and to instill confidence you must allow for mistakes, if it means that they are developing the courage to work in the leadership role. Only after the event, where necessary, do you share ideas and constructive criticism with the students.
access, 808a Outram Rd, Akina, Hastings, New Zealand
telephone — 0064 (0)6 876 05321
accesscharitabletrust@gmail.com
Website designed and created by Sam MacLaughlan and Jim Richter
