Monday, December 17, 2012

Letters from my students



 When I met the Board Members for my project in October, they suggested that we have all of our students, in 6th grade & above, write a letter about themselves.  These letters are now starting to filter in and I was really moved by one today.  I am reminded, time and again, how much most of my students struggle to keep their head above water in a tough education system.  This young man inspires me to keep going, even when it seems like we're not making as much progress as I'd like. 
13-Dec-2012
Dear HOPE Project Board members,
                How are you? I hope you are fine.  I am a 16 year old boy. I am honest, respectful and punctual.  I learn in a nearby school called St. Charles Lwanga Secondary School. I am in form two but I will be in form three next year.  We are three children in our family and I am the last born. My hobbies are playing football and visiting friends but I also like listening to music.
                I hope to be a doctor in future because I like to know more about the human body and I also like biology.  I also hope to increase my performance both in grade and marks because I have been reducing in performance this year.  I performed very well in form one term three because in form one the things which we had been taught was not so much. But since I entered in form two, I have been dropping slightly in performance, one of the reasons for this was because the syllabus was increasing in content.  In form two term three I also dropped in performance, I think this is because of the term being short and also there was a teacher’s strike which was on for three weeks. When the teachers returned to school for the third term, they were rushing to cover and finish the syllabus.  We had to work extra hard in order to cover what we did not cover during the strike and to complete the syllabus.  There was also need to spare some time for revising and writing notes in subjects which we write on our own. The challenges which I have is that in my time table, I have one subject at 3:30 am but I don’t always wake up to study the subject.  Another challenge is that I lack a light which is good for my health in which I can use it to study at home because the one I am using produces a lot of smoke and soot.  Another challenge is that I lack a table in which my knees can go under it so that I can study in a good posture.  What I have to change to reach my goals is lazyness in order for me to wake up at 3:30 am and study my morning subject.  Another change is to move to a house having electricity so that I can read and study comfortable without any health effect.
                I will like the hope project to continue helping in paying my school fees, buying me a new pair of uniform. I thank HOPE project for the assistance they have given me like paying for my school fees, buying me pairs of uniform and offering us with revision textbooks and a place for studying.  I am so grateful for HOPE project. May God bless you.
Amani (Note from Mary: His name means peace in Swahili)
 Wishing you and our world Peace this holiday season.

Wednesday, December 5, 2012

HOPE Theatre

This week we had visitors at HOPE Project.  I asked my students last week what they'd like to do when they come and the resounding answer was drama.  Skits are very popular here as a part of story-telling, competitions or part of events where drama groups get paid for sharing a skit with a certain message. 

These skits often have serious subject matter, although they can also have a bit of comedy.  What I find interesting is how the students' drama reflects what they experience.  Violence is portrayed as a way to resolve disagreements, which I suppose is all too common in Western entertainment as well.  

The two drama performances had the themes of the dangers of drug use and the importance of education. I was impressed with the number of scenes the children came up with and the layers of issues that came up in the performances: trust, respect for elders (or lack of it with elders without formal education), student bullying and even students' hygiene!


The Primary Students' Performance - Scene 1 - Unknowing parents give money to their children for drugs


Scene 4 - Crying about being misunderstood


The closing scene - All ends well when a neighbor pays the fine for the children.



Moving to our second drama, by the high school students.  "Fredrick" right, faces off with his father.
Some issues are not easy to resolve in a 15 minute play...

The other students were captivated.


Our stage is the foyer outside the project office (and the restrooms).


The drama included a Parent-Teacher's meeting - which revealed a lot about how my students perceive these meetings - and their relationships with their guardians.


Overall, it was a good show!



Our last performance was a beautiful solo about how far education will take you.



















 
After the drama performances, we divided into groups to have reading circles with our guests - as all took turn reading aloud and learning new words - one of the techniques we are using to help improve our student's vocabulary and reading confidence.


Mary helping two of our girls choose which book to read.
Shirley sharing a story about Patch, a horse.
Jane reading about Junie B. Jones' adventures.
Fr Bill and the boys read a story about smugglers!

We then divided into two groups to visit the homes of two of my students.
We had an encore performance by one of my student's younger sister.
A family I am proud to have supported.
Thanks to our visitors for coming and reading with us!





















I'm happy to report that the books that our visitors helped us start are continuing in our daily reading circles.  I have six recent high school graduates who were supported by the project and are now volunteering with us.  They are even helping the students with new words and spelling words!  I love it!  And I hope it helps our young ones learn to love to read.




Saturday, November 3, 2012

Death and new life



The last two months have been wrought with experiences and emotions.  August and September were a flurry of activity – I lost myself in moving from one thing to the next, knowing I had more than I wanted to manage but trying to juggle and savor.  Just when things were settling down, a colleague who has been supportive of me suddenly lost her husband.  Our roles reversed and it was my time to support her.  I accompanied her to her husband’s home area for the burial.  It was painful and yet not my pain.  There is a heaviness about grief and also a sacredness.  There are moments of that week that may stay with me forever, if moments can last that long. 
 
I have learned many things these past weeks but one is a deeper appreciation for “kusindikiza” – a tradition of accompanying another along the way.  Here it is done as a sign of welcome and respect. when a guest leaves, it’s what is done to show them how much you value their coming and a sign that they are welcome again – you walk them (or in some cases, join them on the local mini-bus called a matatu ) some of their way home.  The further you walk, the better.  For those who are mourning a loved one, or even a distant relative, it becomes important to escort them “home” or to travel with the casket to the home village for burial in the family land – sometimes hours away in an overcrowded bus.  
 
A burial here often takes place many days after the death, as it takes time to raise the necessary funds for the arrangements – 5 buses of people went with us.  All of the visitors need to be fed, at least three meals, perhaps more if they stay on to keep the bereaved company.  The family home was already crowded when we arrived.  I found a small space on the floor in the center room, not far from the casket, and tried to stretch my legs, swollen and cramped from the hours of standing, waiting for the body to be released, and then sitting immobile for the 6-hour trip to their home.  As a special guest, I was later asked to wait in the master bedroom with other close family members, listening to the songs, prayers, and weeping from behind the curtain separating us from the main room.  The night was long, with loud music playing outside and women cooking on open fires.  A bare light bulb shown above me and the other three women who tried to sleep sideways on the bed.  I think the light was left on for any necessary nighttime navigation around the others sleeping in every possible space on the floor.  I woke to wailing and stumbled to sit with my friend.  Grief is so hard.  The cement floor was cold but the others around me welcoming, sharing a bit of blanket or cushion borrowed from a chair.  These were moments where time seemed to slow down, painful and raw. Writing brings them back and I hope they are not tarnished in the sharing. 

For me, it was a trip of accompanying my friend as she moved forward into the unknown, a new life with more responsibilities and, unfortunately, many times less rights.  Just last week, we went together to visit another friend who lost her husband to a tragic road accident and I heard a familiar phrase.  “Imeshapoa”  - a shortened Swahili phrase for “it’s already okay”.  Which of course, it isn’t.  But somehow life goes on.
 
Last night I was able to be part of another sacred moment.  My friend’s sister gave birth to her first child.  It happened quickly, and I arrived as he just was two-hours old.  The cycle of life continues.

Wednesday, September 12, 2012

Read to me. Nisomee.


Here's how it's done...

This August we had our first "Story Hour" where our sponsored students read children's books to the young neighborhood children.

Since the concept of reading to small children is a new one in the community I'm serving, we had a practice session, where I gave an example of reading aloud.  We then had each student practice by passing a book around and everyone taking a page in the story.

Then on Friday afternoons, the students read in pairs to groups of children from the neighborhood. It was a win-win that we'll do again.


Owen and Kevin reading

Hesborn's turn



Douglas and Ali sharing a stump to read.

Listening and watching

Eliakim and Alex reading under the trees.

Check out the turtle! I love the enthusiam.  
Good work by Henry.

Engrossed in Dorcas' story

Dedan reading a favorite from when I was little.

Saturday, August 18, 2012

Who am I? Mimi ni nani?

Of the 100 young people that the HOPE project is helping pursue an education, 15 of them are studying in a vocational program.  I realized during the last term break that these young people have different needs than my other students.  Most of them were not able to pass the national exam at the end of primary school and did not have a chance to finish high school.   

I decided to try something new and design a workshop just for them.  Through contacts at one of the local vocational centers, I was able to get a team willing to try to fit in a variety of topics in two-days of activities that might help these young people.

The plan:
Our objective:  build self-awareness & self-respect, preparing to enter the workforce, either as a trades-person or a small business owner or employee.

Day 1:  Personal development:  Who am I?  What are my strengths & weaknesses?  How do I communicate?  How do I deal with conflict?  Am I a leader?  What leadership skills do I admire?  How do I handle stress?  How can my personal beliefs help me when I am facing difficult circumstances?

Day 2:  Professional development:  What skills do I have?  How can I market my skills?  How do I go about starting a business?  Am I ready for an interview?

The results:  in pictures...

Many of our students don't know how to communicate effectively.  The students were given two example scenarios and then presented their own skits about communication.   I loved this definition!

Esther, Narsis and Stanley working on a conflict diagram

Bevalyne giving her small group's ideas on how job hunting

Abigail explaining how she's started her own catering business by making pilau.

Nickson sharing his views on ways to build a resume.

Mercy goes for a practice interview with "management" team Martin and Nickson.

These two days of workshops exceeded my expectations - we had great facilitation and great participation by the students.  I hope we can do follow-up individual coaching, particularly around their personal development plans, helping them prepare their resumes and continuing to build their self-confidence.

Highlights from students' feedback included learning how to express themselves, knowing their strengths AND seeing that one doesn't need to be ashamed of a weakness. It can be room to grow.  

Our future.  Note:  I'm still working on getting them to smile for the camera...