Wednesday, July 7
First things first: The situation with radio talk show host Kofi Wayo made it onto the evening news last night and as they panned the gallery the students and teachers of Tuskegee International were in the shot. Lots of excitement about it at school this morning. Four students who had gone on the field trip reported back to the entire school following Morning Worship (which happens every Wednesday morning). They did a great job – very detailed. Nicholas, the Class 6 teacher, was leading the prayers and then the presentation.
Nicholas is very charismatic and has a great sense of humor – he’s able to capture and hold the attention of the kids particularly during the (sometimes lengthy) sessions when the whole school is together.
He also called Greenie up to give a report on the visit. She was surprised but pulled off an excellent impromptu talk.
As an aside, Madam Speaker decided not to bring Mr. Wayo before Parliament, opting for the “forgiveness is divine” approach. Wayo was back on the radio early this morning, castigating Parliament for its impotence. Politics as usual.
Below is the schedile I had planned for today:
8:45 Form 1
9:15 Class 1
10:30 Class 2
12:50 Class 3
2:30 Form 2
Despite my carefully crafted plan for the day, nothing went as scheduled. My type-a instincts have had to go on hiatus in Ghana. Class 1 needed me to come in right away so I missed Form 1 – I popped in to do a picture with the group. Here we all outside their classroom:
In Class One we continued to work on division. I a little confounded that I am working with first graders on division but the curriculum requires proficiency in this at Class One. We started with skip-counting warm ups: reaching up and across for plantains and counting by 2s and then reaching down to pull up yams counting by 5s. We did some word problems together, reviewing the two we worked on during class on Monday and then I gave them a couple to answer on their own. I wandered the room and watched their different methods of solving. Daniel (below) is using his fingers to count up:
You can see lots of drawings and models here – great to see. By Class 3 the curriculum wants them to use straight algorithms but we’ve been talking about that and I think Augustus (Class 3 teacher) knows the benefits to models for his students.
Here are some more shots of Class One at work. Beautiful.
We're reaching for plantains!
Nemunatu
Clara
Jackline
Henry
This is Alfred. He had a hard day on Monday but today he was in such a great mood-raising his hand and smiling huge. He left school at the same time as me and walked me home. Such a gentleman!!
In Class Two I introduced “Close to 100” and realized right away that it was too much. It’s hard to keep everything in check and developmentally appropriate because the age range is so great in each classroom – getting the right balance of instruction, scaffolding and challenging for such a wide range of learners….anyway, I blew it on this one. Theopholis and I talked about the game and ways of adapting it so that it would be more appropriate for his students. We had a good talk about number sense and how to use these types of games to complement his required curriculum.
Class Three – rowdy as ever. They checked in with me three times today to make sure I was coming to teach. No point denying that it felt good. I’ve been teaching them some yoga poses – mountain, tree, forward bends and practice with breath. They need some work on their internal and external focus so I thought I’d give it a try. When I walked in I said, “Every one on a tile (they are in one of the newly tiled classrooms and get to use one of Joey et al chalkboard!) in Mountain pose.” They got right to it. One boy – Michael – was really testing his classmates and me. Three warnings in I told him to sit down until he could participate without pushing any one. He looked a bit shocked but did what I asked. As we continued with the exercises, Michael watched his classmates participate. I guess he decided to give it a try and he successfully rejoined us. He’s an imp, that one, with a crooked smile and devilish twinkle in his eye. You know the kid I’m talking about – we’ve all had one or two of these. Impossible and irresistible.
Centered and ready for math they got into groups and solved math problems using math cards we’d started last class. The thing that’s fun about teaching this particular group is how game they are, for just about anything – even when they have absolutely no idea what they’re doing. : ) This happened with the first group who presented – they tried to solve a three step word problem linearly – setting it up as an a+b=c scenario, but the problem required that they start at the “end” so to speak and work backwards. Aside: This has come up a few times and suggests a focus on procedure rather than “approach.” It comes across the board and I think is the product of the state required curriculum. I’d really like to generate some sort of companion book to go with the text that could help integrate more critical thinking. I also have to keep in mind, and in check, my own assumptions about what should be taught and when. It isn’t for me to change the curriculum but rather to support the work already in action. What was so compelling about the experience was that they were so fervent and determined in their presentation and then in the whole class work figuring it out together.
While the students were working on the problem solving cards I taught Augusts how to play “Close to 100” and we had a great time solving some together. (Did I mention the fact that I brought 12 sets of the cards but not one set of directions to leave the teachers? Erg!!) We had a great conversation about how to play, number sense, alternative ways of using the cards, problem solving. It was fabulous. My frustration is that with these two teachers, Augustus and Theopholis, we’re just at the point of being able to have these conversations and now I’m leaving. Erg! Again! Augustus and I taught the students and then played a few rounds to show them a model. They were playing as I left.
Form 2
Form 2 was in the midst of some work with vectors when I got there and the energy was a bit tense. When Belinda turned the class over to me to teach I had to change my plan quickly – we needed to move. So, we took our pulse at rest for a minute and compared data (of the eleven of us there were two at 44bpm and one at 28 – I suggested that perhaps those were off – not to mention close to catatonic - and should use a base of 70 which was the average the group agreed to). Then we went outside and walked in circles and zigzags for three minutes and took our pulses again. By the time we were doing jumping jacks and legs hops, dripping sweat, every one was laughing. They were looking at me like I was completely out of my skull as I hopped around all red in the face.
Gideon
The students were excited to compare their data and the tone in the room was much lighter as they tried to figure out how long it would take, at their “at rest” bpm to reach 1,000,000 beats. I told them EXPLICITLY that this wasn’t so much about the absolute answer as it was about strategy. I almost lost them right then and there! “Ok, get the answer and then tell us about how you did it.” After an almost audible sigh of relief, they got to work. Gradual – introduce new ideas and approaches gradually. Temper the desire to jump twenty steps forward in one big leap. That is my work.
Belinda. She was so excited by the work herself that she started calling out answers! She absolutely lights up when she’s teaching or working on something she really enjoys. And the students respond to her so strongly; they’re always watching her and in a way they gauge their moods and approach by her. Another good reminder to bring back to my classroom – the impact my own presence, mood and energy in the classroom.
End of the school day!
I had to leave school right away today because we planned an early dinner at the house with the whole family. This is not typical for the family –they don’t often eat all together and we’re all appreciative of Madam Fausty’s flexibility in making this happen for us. Joey and I bought a watermelon to contribute to the dinner – at home I’d grab a bottle of wine and a bouquet of flowers but neither of those were eadily available let alone appropriate.
We took some pictures before dinner, Greenie blessed the meal and then we all dug in.
Roby and Jennifer, the two girls who live with Charles and Fausty and are helping out at the school and in the home before they head to secondary school in a year, were so shy and quiet. Whenever anyone asked either of them questions they would both smile and cover their mouths – containing their laugher or perhaps their discomfort. They’re constantly at work, busy in the house and working the snack/lunch stand at the school but they are sort of….in the background. Tonight they were pulled to the front; Greenie was so fabulous with them- her easy and natural rapport with the girls helped put them at ease.
Roby and Jennifer
Charles had bought some coffee chip ice cream for a special desert (he saved his Coke and poured it over his ice cream for a float come desert time – he looked like a little kid as he lifted the frothy cup up and laughed). We ate ice cream, shared gifts and watched Spain beat Germany. As we passed out our gifts Joey said to Gabriel, “My dad told me that every man needs a knife. You’re on your way to becoming a man and I want you to have this knife.” And then he gave Gabriel his pocket-knife (it’s got all kinds of things on it but I don’t know the technical name of the thing). Gabriel was beaming. It was a good, good moment.
Charles had words of thanks for our visit and especially for Greenie’s work at the school. Then it was soccer and quiet and Jackline on my lap and Mac next to me, Madam Fausty ranting at the ref and Charles, Joey and Greenie reading Charles’ new book about Chicago architecture. A family spending the evening together.
