Working with the kids here has been very rewarding so far. I technically started my work tutoring on Monday, although one of the teachers was sick and I ended up filling in most of the day. And then we had a shortened school week because tomorrow is Republic Day -- a national holiday celebrating the adoption of the current constitution (in 1992 I believe) -- and the children got today off from school as part of a midterm mini-break.
But on Tuesday and Wednesday I started my work tutoring some of the students in need of the most help with their reading skills. I had a little training on this when I got here and also I came in with some experience with teaching phonetics from my ED41 class in the spring. From that, I was able to begin to grasp the importance of reading and some methods to help children develop strong reading skills.
And I am certainly seeing its importance here in Ghana. Almost all of the classes are based on memorizing what the teacher writes up on the board. It is a very different culture, based on learning as a task that must be accomplished rather than a process and experience to build a better human being. Part of this mentality is maintained and perpetuated through corporal punishment, which is something I will devote a separate post to.
But without basic reading skills, you simply can’t do anything in the Ghanaian school system or in life, I would posit. And in my first encounters with students at the bottom of their respective classes, I have been stunned by how far behind the children are in their reading abilities.
The case of Daniel, a second grader with whom I was paired on Tuesday, stands out as the most extreme case. He can recite the alphabet from memory, and recognize the first 7 letters or so, but that’s where his skills end. In order to recognize any letter essentially from I-Z, he had to have the entire alphabet in front of him and go through reciting the ABCs until he found the name of the letter in front confronting him. All my notions of what education was supposed to be sort of flew out the window at that point. I couldn’t imagine how he had been allowed to advance from first to second grade. Even more troubling was imagining how he had spent the past school year, where nearly all the material is written on the board and the children are expected to copy it down and re-read their notes before quizzes and examinations. And finally, the comparison between this second grader and the first grade class at Marion Cross Elementary, where I was paired with a mentor teacher in the spring, is almost comical. The kids at the ‘bottom’ of the class of first graders in Norwich, VT were light years ahead of Daniel. Plus they receive a terrific amount of extra assistance to help them progress forward. This is a very different place.
But I’m really glad I’m here. What I have learned, more than anything so far, is about myself and how I feel a strong passion and commitment to help those most in need of assistance, especially in reading. There is no skill that the education system professes to directly teach that is more important to living a happy and successful life. If I can help children develop those crucial methods needed to decipher the squiggles we put on paper or a chalkboard, or a computer screen, then I know he or she will be that much closer to actualizing their potential and living life to its fullest degree. I may be getting a little too emotional here, but right now I feel that is the most important and rewarding thing I could be doing. So I am very thankful to be here in this position, able to act on those goals and hopefully making an impact in the lives of some children who need help.