Week Seven - Cultural

25/03/12

After completing the teaching practice aspect of our international placement last week, Ashleigh and I decided to spend a few days delving a little deeper into some of the traditions and cultural aspects of Uganda.  Our first day trip was spent at the Wildlife Education centre at Entebbe which boasts a wide number of African wildlife which can be found within the three main ecosystems in Africa: the wetland, the savannah and the forest.  This centre boasts one of the best conservation facilities in Africa, and it was exciting to discover the interactive environment it offered; a refreshing difference from the traditional confined zoo which we expected coming from the safety conscious and profit driven West.  I thoroughly enjoyed interacting with so many of the animals which are commonly found here in Uganda including lions, crocodiles, rhinos and snakes.  In particular, I found the leopard to be a very captivating and beautiful creature to look at, it was a real highlight to see one up close as they are rarely seen in the wild.   The leopard was so majestic as it effortlessly glided through the trees within its sanctuary.  This was in stark contrast to the mischievous monkeys which freely roamed around the centre.  Sometimes these monkeys got a little too close for comfort but provided much amusement during the afternoon as they tried to seize food from both our bags and hands.  I soon discovered how difficult it was to take a photo of these playful little creatures as they decided to either leap towards me or chase me away when they caught sight of my camera.

A little too close for comfort

This week also provided us with the opportunity to experience an evening at the Ndere cultural centre where audiences are entertained with various types of music and dance from different districts and tribes within Uganda.  After experiencing this cultural specialism of Africa, I agree that dance can be considered as an “international language that all people can appreciate.” (Taylor 1957) Dancing and music has been used in Africa for many years as a medium for communication between the various generations.  It was very interesting to learn about the backgrounds and various meanings behind some of the dances and the music which was played on traditional handcrafted African percussion, stringed and wind instruments.  At the end of the show both Ashleigh and myself were encouraged to accept the invitation to dance to some traditional African tunes; we soon proved that Mzungus do not have a huge amount of African rhythm but it was an enjoyable end to the evening nevertheless.

Traditional African music

Some African dancing

Line of latitude



Standing on two hemispheres at once



Towards the end of the week we decided to visit the equator.  After bartering a price (something which I have become quickly accustomed to doing in this culture) with several taxi drivers, we eventually set out to see the line of latitude.  As Ashleigh and I stood in both the Northern and Southern hemisphere, I began to reflect and appreciate the scale of cultural change which we have embraced during our short time in Uganda.  During these few weeks, I have had to adapt from the social and cultural norms and values held within the small, and often predictable and narrow minded country I call home.  Northern Ireland seems so far away from the life that I am living here in Uganda.  In Africa less is taken for granted and a greater emphasis is placed upon community and tradition values, as opposed to the ongoing commercialism, multiculturalism and political correctness which appears to be leaving my home devoid of cultural identity.  I am finding that I love every minute I spend here and I fully appreciate learning something new and interesting about this diverse culture every day.  I cannot wait to see what next week has in store for me on this African journey which I have embarked upon.   

On the pier at Lake Victoria

A tribal mask

 

Week Six - Professional/Cultural

15/03/12

As I reflect upon the past few weeks, it’s hard to believe that I am completing my last week of teaching placement in City Parents Primary School.  I have to admit that I have loved teaching in this school, despite my initial hesitance.  It took time to adjust to the different attitudes which prevail in the Ugandan education system.  I had to become comfortable with the larger class sizes and the different teaching approaches employed in Ugandan schools.  As I engaged with Ugandan culture each day, I continually learned more about the complex differences between Africa and Europe.  It was this  ongoing learning experience which  I enjoyed the most during my time teaching in City Parents Primary School.  These experiences included eating the traditional African cuisine of posso and matoki for lunch (although I can’t say I’m going to miss these foods too much) or viewing a traditional African tribal dance during the school assembly; a truly exciting and energetic spectacle.

Trying to dance in assembly

Traditional african tribal dance

 I feel that over the past few weeks I have gained a vast insight into the teaching culture of Africa which at times I have found to be very frustrating;  There is a definite lack of active learning with a constant emphasis on the presentation of work rather than concept appreciation.  While I understand from my experiences during this placement that teaching interactive lessons with such large numbers is difficult, I feel that Ashleigh and I have shown the teachers how their lessons can be more creative and engaging.  Using techniques which we learned at Stranmillis, we were able to captivate the children's imagination and immerse them into a learning experience focused on concept appreciation rather than rote learning.  I am confident that this placement has helped to develop my teaching competency, specifically  focused upon appreciating  “the impact of the cultural differences on the learning process.” (GTCNI)  By having the opportunity to fully embrace teaching in this culture I now feel that I have become more sensitive to different cultures and religions which will help me to fully welcome and adopt cultural diversity in my future classroom.  I recognise that cultural differences should not separate us from each other but rather “cultural diversity brings a collective strength that can benefit all of humanity.”(Sliverstein, 1983)

P3N's classroom reading book

Teaching Finn McCool

We decided to share our Irish culture this week with the teachers and pupils in Uganda.  This included telling the traditional Irish myth of Finn McCool which the children loved, singing some Irish songs and having a question time in which the children asked many interesting questions about what it was like to live in Ireland.  In order to share our culture with some of the staff, Ashleigh and I decided to invest our free time baking for the other staff members.  We chose to make jam and coconut scones for the staff which went down a treat with everyone.  Multiple cross-cultural experiences such as these over the past six weeks have helped us to break the barriers presented by some Ugandans towards Mzungus.  In our first few weeks a child pointed out that I was on the front cover of their class reading book which was entitled ‘Mzungu’.  When I read a few pages of the picture book I discovered that white people were described as ghost like figures which sound like chattering monkeys.  I hope that over the past six weeks we have shown these children that even though we look different we are in fact all the same and that “it doesn’t matter if you're black or white.”(Jackson,M)

Telling the story of Finn McCool

A typical African lunch (some beef rice and pumpkin)

So we decided to do some baking...

We made the teachers some jam and coconut scones

Overall I have truly enjoyed my time at City Parents School and I will miss the many faces which I have grown so fond of over the past six weeks.  However we have not said goodbye yet as the school are preparing a farewell assembly for us on the 13^th April which I am looking forward to immensely.  

My class  on the last day of school

References

General Teaching Council for Northern Ireland, (2007), GTCNI: Teaching: The reflective Profession, Teaching Council for Northern Ireland.

Jackson, M (1991), Black or White, Epic records.

Week Five - Professional

08/03/12

Over the past few weeks I have gradually grown accustomed to teaching in a different country and culture.  I have developed a comfortable teaching style with the Ugandan children and I am now fully enjoying my experience teaching Maths and P.E to P3N.  It states in the Northern Ireland Curriculum that “pupils learn best when learning is interactive, practical and enjoyable.”(CCEA,2007.)   My experience here in Uganda has allowed me to realise the true potential of this statement, particularly when reflecting upon the progress of my P.E lessons.  I have chosen the Olympics as a theme to promote the development of core motor skills and athletics.  The children have fully embraced this theme and they all seem to love the fact that they have been assigned different countries in order to compete with each other.  Teachers and pupils alike have been very intrigued by these exciting and active lessons which take place in the central courtyard in which all classrooms face.  It is quite common for some of the pre -schoolers to escape from their classes to join my lessons outside.

 Although enjoyable, teaching a class of eighty children has also proved challenging at times.  In Uganda, the use of corporal punishment is accepted and often encouraged as the main form of pupil discipline.  During our weekly lectures, the lecture regularly promotes the use of the cane in class as he believes that using any other form of discipline “will just turn our children into misfits.”  I however, disagree with this statement and during my teaching practice placement I have used various methods which exclude corporal punishment in order to control the class.  I have introduced the children to a five stage discipline programme named ‘Teacher Lynsey’s five stages’.  These stages are enforced when a child misbehaves or disrupts the class; starting at step one, the discipline procedure is escalated through the various successive stages should the child’s inappropriate behaviour continue.  The discipline stages progress as follows:

1. Verbal Warning

2. Stand at the front of class

3. Extra Work

4. Move down a class for the remainder of the lesson

5. Letter home to parents.

The children seem to be responding well to this new discipline technique and currently I have not had to proceed past number two on the list.  Furthermore, teacher David has also embraced the five stage discipline technique during his lessons also.

 I recognise that within teaching it is vitally important to provide children with positive reinforcement and enable them to set goals for themselves, thereby promoting empowerment.  In order to accomplish this with my P3’s I have introduced ‘beans’ as our reward system within class.  I have spilt the three rows within my class into different teams; the kobs, zebras and peacocks to promote and develop team working skills.  The children receive a bean for their team if they complete work to the best of their ability, respond to questions in class and work to their full potential.  At the end of each week the beans are totalled and the winning team receives a small prize.  It is amazing how well this strategy is working within class; with the children’s work ethic improving immensely.

Since beginning my teaching practice in City Parents School, I have had to adapt and implement the theoretical strategies learned in Stranmillis to the Ugandan teaching environment which I am experiencing, (with its many cultural and logistical obstacles.)  I feel that my competence and confidence addressing classroom management and conflict resolution has greatly increased as a result of this experience.  Furthermore I am learning many new management skills which can be employed in my future career as a primary school teacher.

CCEA, (2007) The Northern Ireland Curriculum; revised edition, Belfast, CCEA.

Week Four - Professional

01/03/12

After observing the way in which Ugandan teachers’ structure and deliver a lesson, I soon realised the magnitude of the challenge before me as I attempted to plan lessons for the 80 pupils in my primary three class.  While I stood at the front of the class, having already introduced myself as ‘Teacher Lynsey,’ I witnessed a truly unique response from the P3 children who's faces lit up with ecstasy at the prospect of a Mzungu lady teacher.  This reaction led me to reflect upon the immense value this unforgettable teaching experience has the potential to offer.  Furthermore, I also considered the learning opportunities this placement offers as I implement Western teaching methods and strategies in an academic environment where they are considered innovative, idealistic and often ineffective and suspicious.

Preparing some resources

Teaching my first lesson

After considering the response of the children to the different teaching strategies used by their African teacher, I quickly realised how different teaching in Uganda will be.  I was shocked to learn that each P3 pupil had eleven workbooks in which to write notes; each one specific to the various subjects they were taught.  This concept of learning was quite alien to me, as P3 pupils in Northern Ireland are only beginning to write paragraphs and complex sentences.  From my observations, it appears that pupils in City Parents School spend large portions of their lessons writing, and more specifically copying written paragraphs from the blackboard however they do not always grasp the concept they are learning about.  This learning style significantly hinders development of important skills such as managing information, problem solving and decision making in relation to the education theory.

A famous Indian proverb states,“tell me and I will forget, show me and I will learn, involve me and I will understand.”  As I planned and prepared my first lesson in Uganda, I was keen to incorporate many multisensory learning strategies within my lesson plan.  I was excited not only to deliver an active lesson in which the children could interact with their teacher, but also to assess the reaction of both the children and the teacher to this contrasting teaching style.    I was intrigued by ‘Teacher David's’ response to my first lesson; he complimented my creative approach to teaching sets and asked many questions about the learning strategies of WALT and WILF.  He said that he enjoyed my engaging approach to teaching and would like to continue some of my ideas in his teaching strategies but he also stated that this will be difficult with such large numbers.

Making use of the blackboard

Getting the children involved in the lesson

It will be very interesting over the next few weeks to witness how effective using Northern Ireland teaching methods will be with 80 P’3s.  I realise that opportunities to use interactive methods will be limited given the large classroom numbers but I am eager to adapt my lessons to fully utilise as much interactive and creative content as possible.  I am excited by the learning opportunity which this placement offers, and intrigued by the responses of the Ugandan teachers to my teaching methods.  Thomas McKinnon writes “teachers will be the window through which many children will see their future.”  I hope to inspire my Ugandan teacher to adopt some of our Western teaching methods in order to engage the children in his lessons and inspire them through their learning experience.

P3N love to play heads down thumbs up after their Maths lessons

 

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!

Week Two - Cultural

It is hard to believe that I am entering my third week here in Kampala. As the week has past I have enjoyed delving deeper into the Ugandan culture. It is fascinating to learn about new aspects of their culture which, at times is very exciting but can also be overwhelming when comparing their different customs and way of life to that in Northern Ireland.

One aspect of Ugandan culture which I have been introduced to this week is ‘African’ time keeping and organisation. The Ugandans relaxed and casual attitude towards this aspect of their daily routine led to a frustrating week as myself and Ashleigh waited to receive our timetables. One lecturer suggested from his previous experiences hosting European student that “it takes the students a week to adjust to their timetables so just relax.” This laid back atmosphere greatly differs from the structured educational culture in Northern Ireland which emphasises the need to be organised in higher education in order to maintain an up to date knowledge of current teaching practices and sustain a culture of life long learning.

Our first day at Makerere University

With no academic programme available this week, Ashleigh and I took the opportunity to immerse ourselves further into the culture of Kampala. One way in which we have achieved this is through involvement in a street kids programme called Tomorrow’s heroes which has been set up by Kate from Bangor, Northern Ireland in association with Calvary Chapel Church. The programme takes place in an area of the slums near Makerere University, and it has been truly eye opening to see how these street children, along with many others live their lives below the poverty line in Uganda. Alice Muwanguzi, the resident district commissioner of Kampala says, “There is a tendency to think that all people in urban centres are very rich.” This is not the case in Kampala or many cities throughout the world. Indeed, even in Belfast, the current recession has highlighted the wide range of economic circumstances encounter by different people classes.

Some sights inside the slum

Peter (Parker) at Tomorrow's Heroes

The stark contrast between rich and poor can be clearly seen in the streets of Kampala. Some of those living in the city are considered well off and strive to enjoy luxurious western-style living conditions which they associate with ‘muzungus’(white people). It is strange to grasp that many Ugandans consider me (a white student from Northern Ireland) to be wealthy but, compared to many in Uganda, I am. When entering the slum on Sundays, it is obvious how privileged we are in Northern Ireland. According to Kampala City Council figures, 54% of the 1.5 million people in Kampala live in one – room houses. Many of the slums' residents have no access to safe water, adequate food, shelter, medical services and education. It is shocking to know and observe first hand people living this way. It makes me thankful for what I have been given but also more aware of the need of those suffering in urban poverty. I hope that in the coming weeks I will continue to discover the positive impact programmes such as Tomorrows Heroes is having on the lives of many of the children who are living in these conditions. Overall I am excited to further learn and live in this fascinating and diverse culture which I’m sure has and will influence me and my view on injustice in the world.

Week One - Personal

After an eight hour flight fraught with the mixed emotions of excitement and anxiety towards entering the unknown, I stepped out into the familiar smell and heat of Uganda which I remembered well after my two week expedition there in July 2010.  Despite this previous experience it was still quite daunting to grasp the realisation that this place was about to be my home for the next three months.  Despite my nerves and apprehension about the journey I was about to embark on; I was prepared to face the various challenges that lay ahead for Ashleigh and myself.  After all “challenges are what makes life interesting; and overcoming them is what makes life meaningful.” (Marine, J)  I was confident that this would indeed be an interesting and worthwhile adventure for us both.

We were collected at the airport by Dr Scott Wafula and James(our taxi driver), and it wasn't long before we entered the hustle and bustle that is the craziness of Kampala.  As we drove through the city Ashleigh and I sat in silence, both taking in the various sights and smells of the city.  This included the giant potholes(which we often dodged by weaving onto the other side of the road not considering the oncoming traffic), dusty roads, street sellers and tin shacks which are all typical sights in African culture.  After a short while we arrived at Nana Hostels and were both relieved to be greeted by the familiar face of Suzi Finlay.  It was such a comfort to have Suzi there for our first few days in Uganda.  However, it was clear that we were going to feel very welcome during our visit in Uganda as many of the local people were keen to give us a warm welcome in the form of a hearty Ugandan hand shake and a pleasant “hello how are you?”  It was clear from their greetings that Ugandans are very genuine and pleasant as people which made me feel at ease in the midst of such a different environment.

The street outside Nanas

Nana Hostel

This change of environment became an instant reality the next morning as we decided to go to garden city for a few essentials for our room.  Now if I was going to the shopping centre at home I would drive there in my nice, comfortable silver corsa, but this is not the case in Uganda, instead I had my first experience on a boda boda, a small motorcycle taxi.  It was an interesting journey to say the least considering that Ugandan drivers do not comply to the highway code and boda boda drivers are no exception.  But as the week has past I have adapted to travelling around in this way.

My first trip with Walter our boda boda driver

 During the past week we have made new friends with international students from Norway, Denmark and Sweden.  We hope that as our experience continues we will also make long lasting friendships with Ugandans.  We have found that Ugandan women can often be intimated by us, their white counterparts, and can be quite unfriendly whereas the Ugandan men are almost too eager to be our friends which can be quite exhausting at times.  Despite this I feel that through perseverance in trying to build solid friendships with Ugandans and engaging in their culture, I can help break the misconceptions that we each carry towards our contrasting cultures.  I have already found it interesting learning about the cultures of our European friends which provides me with the motivation to persist with my Ugandan peers to ensure that I gain a full cultural experience on this international placement.