Week Three - Professional

22/02/12

This week Ashleigh and I embarked upon the exciting and daunting prospect of our six week teaching placement in City Parents Primary School, Kampala. When we arrived at the school, we discovered it was also the first day of school for many of the Ugandan children. Ashleigh and I were both enthusiastic and apprehensive about what this experience had in store for us. I am sure these were common emotions among the pupils also as they entered a new school year. After my previous experience in a Ugandan slum school in July 2010, I was intrigued to find out what similarities and differences existed in the Ugandan education system between a lower and middle class Ugandan school. I was also eager to compare and contrast the teaching techniques and methods used in Uganda (where class sizes can exceed 80 pupils,) with those in Northern Irish Schools.

Lower Primary Section

As I entered the school, my attention was immediately drawn to the less than attractive condition of some of the buildings in the upper primary section. The character of these old buildings (which require some tender loving care) is a stark contrast to the health and safety conscious schools in the Western world. As I walked towards the lower primary section I was pleasantly surprised to be greeted with a colourful, welcoming and homely environment. There was a central area in which I later found out was where the children eat their meals together. The most overwhelming aspect of the school is its sheer size; there are so many classrooms; with up to seven classes for each year group, providing a total of over 3500 pupils within the school. I have been placed in a P3 class which has 80 pupils, quite a difference from the average of 28 I encounter in Northern Irish schools. It will be interesting to formulate and adapt behaviour management strategies to cope with a class of this size whilst ensuring all the children are kept engaged with the lessons. I was relieved to discover that Ashleigh will be allowed to act as a classroom assistant during my lessons. This should help manage those pupils who may distract from the lesson or require extra attention to address their learning needs.

Ashleigh's class

My lively class of P3's

After speaking to the headmaster and the head of lower primary, it was clear that the school is very proud of their academic tradition producing good grades at the end of each term. The schools' emphasis on success is reflected in the school anthem; “forward we go with excellence, discipline and knowledge. Our heads, our minds and souls embrace, striving for a better life.” The eager attitude of the pupils also outlines the importance placed on education within Ugandan society. In Uganda, education is viewed as the cornerstone upon which Ugandans can build a better life and improve their quality of living through subsequent employment. It is refreshing to see children who are so keen to learn and achieve, and who treat education as a privilege while their counterparts in Northern Ireland can often take it for granted. I believe this six week placement will highlight the difference between the Ugandan teaching system which is directed towards examinations and that of Northern Ireland teaching Curriculum which focuses on the learning process rather than the final product. Observing these differences first hand will give me an opportunity to balance the merits and disadvantages of each system and perhaps allow me an insight into areas where both systems can be used to improve the educational experience of children I teach both here in Uganda and Northern Ireland also.

Many, many children!