First steps...

This is a republication of my first  progress report to the Omprakash Foundation.

In just a few days, PASA workshops (the Spanish acronym for Promoting Improved and Sustained Learning) have gone from being a potential to being an exciting eventuality. Despite some trouble getting to El Porvenir (missing flights) and a day of school closures lost to a teacher work stoppage (in remembrance of the coup three years ago), I managed to turn only three full working days into successful first steps in setting up this pilot project.

It wasn’t easy, and I could not have done it without the wise advice and help of several people from Honduras Children. In all, I was able to:

• meet with and gain the support of the district’s superintendent and several important community leaders,
• arrange for the use of the municipal building as a workshop location,
• visit with teachers at 15 primary schools and 9 kindergartens,
• connect with 3 more primary schools and 7 more kindergartens that I couldn’t visit (several were closed on the days I visited), and
• visit 13 of the 15 townships in the municipality (only missing the last two because of how difficult it is to access them due to distance and poor road infrastructure).

The plan and budget is to work with 30 teachers of kindergarten and first grade in the Municipality of El Porvenir (15 rural townships along the north coast of Honduras) to identify and address common instructional challenges. Interest among teachers is so high that I worry I may find myself turning away participants! I will have to begin looking at options for expanding inclusion and/or which factors to use to decide who gets to participate, with both project objectives and equity being important. After all, the poorest schools may need the workshops the most, but bringing together a mix of schools is part of the plan’s structure to foment change and community building across the demographics.

 My discussions with teachers and observations of classrooms brought home to me many of the challenges the teachers face and that I will be facing in my delivery of the workshops. Honduran culture can be very status-oriented and hierarchical. Education is very much based on the “banking” model, in which students are passive recipients and teachers are the givers of knowledge. Teachers are members of a school culture that follows guidelines and curriculums without often comprehending the reasons why particular aspects thereof may or may not work. Students are responsible for learning, and failure to learn is their fault rather than that of an unresponsive educational system. The realities of child development are poorly understood, motivation is extrinsic, and the usual challenges of any classroom are compounded by poverty and poor health.

All that said, I found many teachers who were eager to improve their practice and gain access to greater knowledge and the potential to change. That is the aim of PASA, keying into that motivation to make a difference and providing the tools to do so in sustainable ways. As I begin the process of laying out a plan for the workshops and for more in-depth work with the teachers, I find myself focusing on how to help teachers get kids more deeply involved in the learning process. This seems to be breaking down into two sub-themes, (1) how to use a deeper understanding of child development to help teachers use children’s learning patterns as an asset rather than a deficit, and (2) how to teach in ways that actually avoid problematic behaviors by children (what I see as a more empowering spin on the idea of “classroom behavior management.”)

I also know that talking about different practices will do little to foment change; instead, the different strategies, from choral response to graphing to using the inquiry process, will have to be built into the workshops themselves, along with opportunities to reflect alone or in small groups. Understanding the cultural nature of teaching and what these teachers are up against in their efforts to improve their own practice is also requiring me to begin mapping out strategies not just for classroom practice but for the motivation and maintenance of the change process, perhaps a simple self-reporting system to help teachers monitor their own progress over time.

I’m excited to keep moving forward with the background research now that I have more exact knowledge of the issues on the ground and the perspectives of the teachers themselves. I’m especially excited to have been so warmly welcomed into the community of educators and I look forward to deepening the relationships I have begun to build.

Coming back around: counter-clockwise

The hurricane a few days ago...when DC was busy having an earthquake.
Sure feels a lot like Central America 'round here these days!

As Hurricane Irene's counter-clockwise storm clouds continue to keep me homebound, I’ve taken to cleaning out my piles of paperwork, along with taking occasional breaks to watch the storm roll through. I came across a couple of papers I had forgotten about, ideas about education and development that I scribbled onto randomly found scraps of paper—including a shop receipt! Despite the mean writing materials and the disjointed nature of these musings, I found they put themselves together fairly well. And, the ideas are useful to return to, bits of wisdom I was picking up from my experiences at the time.

THOUGHTS ON PROGRAMS

Empowerment has to be a central goal of all development and educational programs.

It is vital to look at the human element, not just at the overall entity. The development industry is made up of individuals, after all. I like to think of this as the gestalt problem.

Programs need to look to the creativity, resources, and needs of the community. What do they say they need? What do they want? What are the community’s goals?

Private charity schools may not be a good idea as a wide-spread structural solution, and they definitely shouldn’t be the only answer. This would prevent the government from being held accountable for providing their population with their basic rights to educational and opportunity.

THOUGHTS ON DEVELOPMENT IN GENERAL

Western development is not the only answer available to us.

Consumerism might just be the enemy of us all. We need to fill our own voids.

Making donations is not enough. We need to change the way we live. There is a beautiful adage, although I don’t know the original source, which says “Live simply, that others may simply live.”

No one is special. No one is worth more than another. No one deserves their good fortune anymore than they deserve their ill fortune. If gain is at the expense of any, it is really a loss.
We are not all born with the same capacities, not any of us. We must do what we can and forgive ourselves and each other for what we cannot do.

Competition is no more natural than is community, compromise, and compassion.

We must not assume that “progress” is something inevitable. We can redefine “progress” as successfully minimizing unnecessary suffering and increasing healthy forms of happiness. And, we need to work actively to ensure that this comes to pass.

WHERE THE CHICKENS ROOST IN TREES AND THE STARS COME DOWN TO DANCE AT NIGHT

I spent a lovely evening and morning with one of the families from the Jungle School this past Friday. And although I have a cold and a case of laryngitis as souvenirs, I am immensely glad I went.

The Castro family has a finca, what we would call a small ranch, high in the mountains. It is a two hour walk to reach the nearest road that is passable by car. There are six children (3 boys and 3 girls, ages 15 to 1), seven cows (including the bulls and the newest calf), 3 sheep (including the newest lamb), 2 burros, 3 dogs, and the usual uncountable population of chickens.


They are growing a little corn right now, mostly for feed I think, and right behind the house are a number of fruit trees, including recognizable things like coffee and oranges as well as distinctly Central American fruits like wild apples, patronas, and nances.

The house is very simple, with a pounded dirt floor and wooden walls. The main room is partitioned into two bedrooms, one with two double beds and a hammock and the other with one double bed and one single bed. Luz, the oldest, kindly gave up her bed for me and crawled in with her sisters for the night in the other room. It seems that Jose, the father, and Fermin, the baby, vie for rights to the hammock, as it is the preferred sleeping spot for both. (Many babies here sleep in small “baby hammocks” in which they can be gently rocked to sleep.) There are shelves on which to store clothes (mostly in bags and boxes to keep out critters.) The windows and doors all have tight shutters to keep out the rain and cold night air.

The kitchen is attached, with a traditional wood stove and oven, shelves for storage, a few handmade stools, a small table, and a sink made from a piece of flat metal installed at an angle and with a hole for drainage. The family pipes in water from up the next mountain, another 15 minute walk away, but it is always fresh and abundant. There is an outdoor shower and an outhouse with a rather comfortable bench seat (no splinters in my bum!)


Only at night are the doors and windows all shut, so during the day there are regular visitors in the house…chickens and dogs mostly, but one burro was quite determined to join us for breakfast s well. He finally relented to go outside but only after taking a piece of cardboard that was leaning against the wall for a snack!


As the sun goes down, things do get dark, but the family has a couple of wind-up flashlights as well as a car battery they use to watch a small television. The flashlights explain a lot about why this family in particular are such good students…they can do their homework and read for pleasure after dark! Jose is quite taken with the idea of exhausting the kids by putting them to work on a bicycle driven generator…apparently I am not the first visitor to suggest such an idea. I got the kids (and I think the parents too) interested in a Spanish novel I am reading at the moment, which I read aloud while Luz (apt name at this moment) kept the flashlight wound up.


I looked out my window as night was falling and saw a most strange sight…there was a chicken in the tree! This was not something I had ever seen before. But, no, these are not special chickens that can fly or climb…they have a tree trunk leaned up into the branches which they climb to take refuge in their tree/chicken coop. The kids took me to the top of the mountain after dark so that I could see Ceiba and the sea in the distance. In addition, we got to watch a huge thunderstorm building over the ocean, which was quite spectacular to watch. And where it was so dark that you couldn’t see where the sky stopped and the tree line began, the fire flies made me think the stars were coming down to dance. During the day you can see Ceiba in the distance on one side and nothing but tree covered mountains on the other.

It may seem so simple and perhaps lacking in some ways, but I also witnessed a life rich in relationships, compassion, and self-knowledge. I cannot say that it struck me as any harder or easier than any life I’ve witnessed in more developed nations. Luz, her mom Lorena, and I passed the afternoon and most of the evening, learning to make pizza from scratch in their clay oven. The pizza recipe was new for them; the cooking apparatus was new for me. For my last day this Friday, Luz and Lorena are going to help me teach the other moms the recipe and make pizza for all of the kids for lunch! Jose asked me many questions about the US and was quite surprised when I said that I preferred life here in Honduras, where I am not constantly bombarded with the need to have more and achieve more for the sake of proving something to someone else. Luz wanted to know what kids are like in North America (she is being sponsored to study in a Canadian high school next year,) and I said that they were pretty much the same as here. The only negatives I could think of were that they are perhaps at times a little more selfish and sometimes surprisingly lacking in knowledge of what the rest of the world is like despite access to education and media.

As I said before, Luz is preparing to study in Canada after she graduates the sixth grade here in November. She is bright and kind and an all around amazing young woman. We have been reviewing some of the more difficult parts of English grammar together and also talking a bit about some of the cultural differences she’ll likely encounter. She is so excited, and rather scared (but refuses to admit it even to herself…she’s very emotionally strong!) I’ve promised to send her a pair of my flannel pajamas and my full length down coat, because her biggest fear is of the cold winter.

She asked me how long the trip was to Canada, and I said I didn’t know but that I live a little more than half way to Toronto and it takes me six hours to get home, plus whatever time I have between flights. (Her eyes got big.) How long would it take to drive, she asked. I said that with stops at night I figured it would take a little over a week, given that one has to get out of Honduras, through Guatemala and Mexico and the US. (Her eyes got even bigger.) I tried to explain that just in Texas, the state that I am from, to drive from the Mexican border to Oklahoma would be pretty much the whole day of daylight. She said she’d never imagined the whole world was that big. I laughed and hugged her and said, Luz, your world is going to get a whole lot bigger than you can probably imagine. I know mine sure did when I came to Honduras.