It's taken some time, but I believe we have the plan in place for the students at St. Theresia to be happily reading novels for the foreseeable future. Thanks to the efforts of Denise and our friends in Berkely, California, the students have stories which they have begun reading with enthusiasm. They are so thankful for these resources.
The headmaster and staff are going to see to it that the withdrawal and return systems are used to ensure the longevity of the books and widespread usage among the students.
I want to convey my heartfelt thanks to our friends in Timmins, Ontario for the books and sports equipment you have provided as well. The Games' Days have a considerably larger number of participants which is contributing to the lives of the students in so many ways beyond the natural benefits of physical activity. They are enjoying the access to games they haven't been able to play regularly before.
I am confident that the rest of the books will arrive soon, and the students will have an even greater variety of reading materials from which to choose. The textbooks have been an invaluable contribution, and now the students will be able to share texts between pairs of them. This is a great improvement which increases opportunities for learning and achievement.
Asanteni sana wote. Thank you so much to everyone. Words cannot adequately convey how much your efforts have meant to the staff, students, and school as a whole. They are deeply appreciative of everything you've done. There is much hope in the potential for success now and for the future.
Safari njema.
Thursday, April 2, 2009
Wednesday, March 18, 2009
Half Way There
I was looking forward to the day even though I had only one class to teach. We would be reviewing the Form III weekly English test, then I would be returning to town to visit a local government school. I was pleasantly surprised as I received word from the school secretary that a package had arrived. I must admit that I have been anxiously awaiting the delivery of the books, and I had begun to wonder if they would ever get here. Well, I was very excited when I entered the office to find a box from Dar Es Salaam. Its contents were the abridged readers from Oxford University Press. I could scarcely believe it. One down one to go.
I took the box into one of the teacher's offices to open it. All of the books had arrived. The headmaster and one of the English teachers joined me. They were so excited to see the books, not to mention all of the titles from around Africa.
It will take some work to organize and log all of them, but this is a minor detail. My associates are eager to share the materials with the students.
They acknowledged their love of reading, and they will strive to transform the students' attitudes towards reading as it is something they haven't had the opportunity in which to engage up until now. They assured me that they will strive to work towards this end. I share their enthusiasm, and I eagerly await news on their progress after I leave the school.
Congratulations to Mwalimu Denise and the friends of Theresia from California for your efforts on behalf of the students at St. Theresia Secondary School. Asanteni Sana.
Friday, March 13, 2009
Cultural Summary
I have had the good fortune to be working with the Ninth and Eleventh Grade English Classes during my time at St. Theresia Secondary School. It's been a treasure really to be working with the new students as they embark on their instruction in the English language. Similarly, I have really enjoyed teaching the eleventh graders as they were the first group I taught when I originally came to Moshi. It has been a pleasure to observe their progress over the past two years.
With the eleventh grade students we have been working from the eleventh grade text which covers various elements of English usage from structures, to forms of writing and communication skills, and a litany of writing topics.
Recently we have been focusing on national culture and its challenges in the global community with the availability of mass communication and open trade policies. In this context we have been learning to write summaries. It is still a challenging task encouraging students to think freely and create original ideas relevant to a given topic. The students were assigned the task of writing their own summary using the information from the finished questions after a brief review of some comprehension questions we completed to evaluate their understanding of the concept of a summary and the role of culture in a society. I relied on a student to translate the instructions I had conveyed in English. The results were very positive as a good number of the students were able to synthesize the information to produce a summary about culture and its challenges in Tanzania. Some even wrote a completely original essay about the subject. The students were anxious to share their work with me, and I was excited about the outcome.
We completed our successful with a song which the students have learned to sing recently entitled One Love by Bob Marley. It was a wonderful ending to not only the lesson but the week as a whole.
With the eleventh grade students we have been working from the eleventh grade text which covers various elements of English usage from structures, to forms of writing and communication skills, and a litany of writing topics.
Recently we have been focusing on national culture and its challenges in the global community with the availability of mass communication and open trade policies. In this context we have been learning to write summaries. It is still a challenging task encouraging students to think freely and create original ideas relevant to a given topic. The students were assigned the task of writing their own summary using the information from the finished questions after a brief review of some comprehension questions we completed to evaluate their understanding of the concept of a summary and the role of culture in a society. I relied on a student to translate the instructions I had conveyed in English. The results were very positive as a good number of the students were able to synthesize the information to produce a summary about culture and its challenges in Tanzania. Some even wrote a completely original essay about the subject. The students were anxious to share their work with me, and I was excited about the outcome.
We completed our successful with a song which the students have learned to sing recently entitled One Love by Bob Marley. It was a wonderful ending to not only the lesson but the week as a whole.
Tuesday, March 10, 2009
Sports Day
At long last. That phrase means so many things at this point. I will gladly elaborate. Another important aspect of this project was for our supporters to provide some athletic equipment such as soccer and volleyballs. I made a weekend trip to the city of Arusha which is about an hour's bus ride west of Moshi towards the Serengeti National Park. I checked the availability, quality, and prices of the equipment at a few different shops. I settled on one shop which had all of the equipment we were seeking. We purchased 2 soccer balls, 2 volleyballs, and a pump with a few additional pins. These were in addition to 2 soccer balls which I had acquired in Canada prior to my departure. The school would now have access to a greater variety of equipment whereby more children especially female students would be encouraged to participate. I was anxious to return to Moshi to deliver the goods.
After a mix up in the timing of the holiday of Maulidi which actually took place today, Tuesday, I returned to Moshi at midday on Monday with the intention of taking all of the items out to the school.
I arrived early at the campus following my dala dala ride which frankly I had expected to take somewhat longer. In any event both staff and students were delighted with my news. I presented the balls and pump to a staff member who prepared an adequate storage space. She then proceeded to hand them off to two student monitors who were responsible for the taking and return of the equipment.
We proceeded to the pitch at a leisurely pace, still with plenty of time to enjoy a full period at the field.
Along with a couple of the other teachers I began playing volleyball with a small group of students. The group increased in number as we encouraged the girls to participate. Eventually, there were about a dozen people playing bump. We demonstrated the proper hitting, bumping, and passing techniques to the students, so they could play more effectively without injuring themselves. It turned into quite a vigorous game.
Out at the pitch the boys had warmed up and were already having a match. With the extra balls other boys were training/practicing and enjoying the afternoon. They were even including children from the local primary school with whom St. Theresia shares the field. In another area students from Njoro primary were playing with their home-fashioned soccer balls made out of discarded plastic bags and bits of rubber bound together with either some sort of twine or extra piece of rubber.
In yet another area a group of fifteen or so girls were engaged in what appeared to be a game of chase which involved a two handed overhead pass to a partner followed by a short run to replace the other person some 10 metres away. It was quite strenuous as I quickly discovered. The girls were really enjoying the game and the opportunity to actively participate.
There must have been about 120 or more children in total between the secondary and primary students who were actively engaged in physical activity which has so many health benefits. This is a dramatic increase from the numbers of students who were similarly engaged when I started coming to the pitch with them almost two years ago. It was truly a fantastic sight to witness.
We will be attempting to acquire a volleyball net in the coming days, so that we can begin having matches and teaching more skills.
Tuesday, March 3, 2009
Developing New Skills
Twende taratibu. Go forward in small steps. This morning was the first
time that we were able to distribute the novels and dictionaries to the
Ninth Grade students. I have been eager to use all of the new resources at
our disposal.
We are reading a novel called Mabala the Farmer.
Each student is able to read from an individual copy of the
novel which were distributed first. The lesson began with the students searching for terms from the chapter with which they were not familiar.
We listed all of the vocabulary on the blackboard.
It took us some time to list all of the
unknown words. The students, then copied all of the words into their
own vocabulary list which they could use when they are reading
independently. We worked on pronunciation. Next, I distributed the
English-Kiswahili dictionaries to students usually 2-3 per group, so
they could look up the words. We talked about the proper use and
handling of the dictionaries to ensure long term care. I conducted an
introductory lesson on how to use the dictionary and explain how it is
organised. I described what guide words were which seemed to have been generally
understood among the students. I followed this by allowing the
students some time to search for words and become familiar with how the
dictionary worked. They eagerly looked up the words they did not know.
I then had students come to the main board to write down the
definitions in Swahili for their classmates. They enjoyed the opportunity to write for their fellow students. All the books were checked
for spelling and completion of the task which was done very well.
We proceeded to read the third chapter. Students were eager to participate
in oral reading. Some students needed encouragement to speak loudly and
clearly as this is a feature of classes which they do not typically get to do. I was gratified by the increase of students who wished to read aloud further developing their skills. It was a very good class, and the students enjoyed it immensely. Future lessons will be directed at reinforcing these skills and building comprehension of the story itself.
AUTHOR'S NOTE: Pics are forthcoming. Just need to work out file sizes, so they can be published.
time that we were able to distribute the novels and dictionaries to the
Ninth Grade students. I have been eager to use all of the new resources at
our disposal.
We are reading a novel called Mabala the Farmer.
Each student is able to read from an individual copy of the
novel which were distributed first. The lesson began with the students searching for terms from the chapter with which they were not familiar.
We listed all of the vocabulary on the blackboard.
It took us some time to list all of the
unknown words. The students, then copied all of the words into their
own vocabulary list which they could use when they are reading
independently. We worked on pronunciation. Next, I distributed the
English-Kiswahili dictionaries to students usually 2-3 per group, so
they could look up the words. We talked about the proper use and
handling of the dictionaries to ensure long term care. I conducted an
introductory lesson on how to use the dictionary and explain how it is
organised. I described what guide words were which seemed to have been generally
understood among the students. I followed this by allowing the
students some time to search for words and become familiar with how the
dictionary worked. They eagerly looked up the words they did not know.
I then had students come to the main board to write down the
definitions in Swahili for their classmates. They enjoyed the opportunity to write for their fellow students. All the books were checked
for spelling and completion of the task which was done very well.
We proceeded to read the third chapter. Students were eager to participate
in oral reading. Some students needed encouragement to speak loudly and
clearly as this is a feature of classes which they do not typically get to do. I was gratified by the increase of students who wished to read aloud further developing their skills. It was a very good class, and the students enjoyed it immensely. Future lessons will be directed at reinforcing these skills and building comprehension of the story itself.
AUTHOR'S NOTE: Pics are forthcoming. Just need to work out file sizes, so they can be published.
Saturday, February 21, 2009
It's Easier to Teach English in Swahili
I felt compelled to add this side note to the updates. I've been teaching again now for two weeks. I can say unequivocally that teaching English is much easier now that I can speak Swahili. I compare this experience to when I arrived almost two years ago. Two years... Anyway, my enthusiasm to teach could not completely surmount the language barriers in the classroom. I believe my past efforts were worthwhile and beneficial; however, at this point now that I am able to communicate adequately with regards to classroom instructions, directions, behaviour, and subject content, the lessons have become much more effective. Students are able to participate more comfortably and actively. They are also gaining confidence using the English they possess as well as attempting those words, sentences, and thoughts which may be more difficult for them to express.
We began reading a novel with the Ninth Graders the other day. Some were eager right from the outset to try reading aloud. Others were more shy about their confidence. Either way, they were really trying. We read again two days later. We started with vocabulary translating from the English to the Kiswahili. I was pleasantly surprised by how many more of the students were raising their hands to participate in the activity. They were speaking more confidently despite some pronunciation difficulties due to variations between Kiswahili and English. With the addition of the English-Kiswahili dictionaries the students will have more opportunities to learn previously unknown words and concepts. Of course, they already know most of them in Kiswahili. The dictionaries will make the transition much easier I believe. It was tremendously gratifying to watch them bravely attempt to read a new language and understand what they were actually reading. It's small steps toward achievement, but it was a pleasure to watch. Twende taritibu (move forward slowly but surely). I can say with a reasonable degree of certainty that their teacher(mwalimu) felt more confident teaching English now that he'd learned to speak Swahili.
We began reading a novel with the Ninth Graders the other day. Some were eager right from the outset to try reading aloud. Others were more shy about their confidence. Either way, they were really trying. We read again two days later. We started with vocabulary translating from the English to the Kiswahili. I was pleasantly surprised by how many more of the students were raising their hands to participate in the activity. They were speaking more confidently despite some pronunciation difficulties due to variations between Kiswahili and English. With the addition of the English-Kiswahili dictionaries the students will have more opportunities to learn previously unknown words and concepts. Of course, they already know most of them in Kiswahili. The dictionaries will make the transition much easier I believe. It was tremendously gratifying to watch them bravely attempt to read a new language and understand what they were actually reading. It's small steps toward achievement, but it was a pleasure to watch. Twende taritibu (move forward slowly but surely). I can say with a reasonable degree of certainty that their teacher(mwalimu) felt more confident teaching English now that he'd learned to speak Swahili.
On to the Next Step
Trust me there will be pictures, just not today. I am so happy to report that one aspect or phase of the project has been completed. I received a phone call on Thursday at school informing me that the order of texts and dictionaries had arrived at the shop in Moshi. The academic master spent a part of the morning on Friday arranging to check the contents and deliver the order to the school. All of the items had been shipped as ordered except the Oxford English Dictionaries. They will be coming shortly, I am told. I was elated at the speed in which the order was filled. I had expected it to take longer especially considering that the academic master had placed a previous order and those items had not come in yet. I wasn't going to quibble over small details. The important issue was that the books had arrived.
The academic master arranged to have the materials delivered to the school Friday afternoon. What a great sight as each set of books was neatly arranged in the box.
We returned Saturday morning to begin the process of stamping all of the books with the school's information which requires numerous stamps to adequately indicate ownership. A couple of twelth grade students were chosen to assist me. Within an hour or two all of the books had been stamped and numbered. They were logged in the school register. All that remains to be done is to reinforce the books' binding with clear tape to increase the longevity of each book. That will be done on Monday.
My diligent assistants then shelved the books in the headmaster's office(principal). The books will be available for use within the next few days. Individual subject teachers will be responsible for assigning each text. At the end of the term or component of study, the student will return the text. A penalty is levied against the student if the book is lost or damaged during the term.
Students must cover the text with a paper indicating their name, subject, school, and class, so as not to damage the book. The paper is removed at the end of the term. Students will now be able to read their texts independently during their assigned study periods at the end of the day or during their free time.
There is more good news. The director has given his permission to repaint the room set aside for the library. The fundi(carpenter) will begin constructing the shelves in the very near future.
The academic master arranged to have the materials delivered to the school Friday afternoon. What a great sight as each set of books was neatly arranged in the box.
We returned Saturday morning to begin the process of stamping all of the books with the school's information which requires numerous stamps to adequately indicate ownership. A couple of twelth grade students were chosen to assist me. Within an hour or two all of the books had been stamped and numbered. They were logged in the school register. All that remains to be done is to reinforce the books' binding with clear tape to increase the longevity of each book. That will be done on Monday.
My diligent assistants then shelved the books in the headmaster's office(principal). The books will be available for use within the next few days. Individual subject teachers will be responsible for assigning each text. At the end of the term or component of study, the student will return the text. A penalty is levied against the student if the book is lost or damaged during the term.
Students must cover the text with a paper indicating their name, subject, school, and class, so as not to damage the book. The paper is removed at the end of the term. Students will now be able to read their texts independently during their assigned study periods at the end of the day or during their free time.
There is more good news. The director has given his permission to repaint the room set aside for the library. The fundi(carpenter) will begin constructing the shelves in the very near future.
Tuesday, February 17, 2009
Moja Kwa Moja
Each day brings forth its own challenges. The task set before us is what to do with the additional funds we have to use for the benefit of the staff and students at the school. The academic master has been most helpful, and I can say with great pleasure that we have made some real progress. We determined that the ideal situation would be one in which each student possessed a book to read during their English and Swahili classes. This would include the novels, plays, and dramas they study in preparation for their Form IV National Examinations (henceforth Grade 12). It turns out this isn't quite feasible at this point. The next best thing was to purchase as many of the each text as possible in both languages to reduce the number of students who had to share one text. The result has been wonderful.
I won't recite an exact listing of the materials we will purchase, but let me say that today was an exciting day indeed. The academic master intended to return to town late in the morning for some school business, and I returned with him. The Form 3s (Grade 11) would have their original teacher for the afternoon period instead of Mr. Nick. There is a degree of flexibility at the school which would be hard for some at home reading this to believe. We wouldn't make it back to school, as the process of actually purchasing the resources was a lengthy one.
It began to rain steadily and, then torrentially once we were at the shop. The sales associate was most obliging with the totality of our purchase. Due to its scale, we received a modest discount.
We have managed to purchase an additional set of 10 copies of each text used in the 11th and 12the grade English and Swahili classes which means that with all of the books purchased, students will be able to share a book. Now, instead of perhaps 5 to 6 students sharing one book the ratio will be 2 to 1.
We also purchased an additional 20 copies each of the 9th and 10th grade readers which students use to develop their knowledge and skill sets pertaining to English literature. Each students will in fact have their own novel to read in class. Ten copies of Kiswahili-English dictionaries were purchased as well as 10 Student English dictionaries. We are hoping to acquire more copies.
The teachers will be receiving some valuable teaching aids including extensive Examination reviews and guides linked to the National Tanzania Education Syllabus at the upper level in the subjects of Biology, Math, Physics, and Chemistry as well as Teacher Guides for Commerce and Kiswahili.
It is definitely exciting, and I cannot wait to deliver these invaluable educational tools on behalf of everyone back home to the staff and students. Even more heartening is the fact that there are still some funds remaining to make additional purchases. We will be evaluating the best way to use the moneys in the days ahead. One possibility is buying some literature from East Africa to supplement the library. This will create a reading resource which is more culturally relevant and reflective of the life, history, experiences, values, and realities of the people who will be using it.
The sun has come out. The clouds have lifted. The afternoon has brought a transformation in the skies to a warm and beautiful day. It is becoming brighter with each passing hour. We are moving straight ahead moja kwa moja.
I won't recite an exact listing of the materials we will purchase, but let me say that today was an exciting day indeed. The academic master intended to return to town late in the morning for some school business, and I returned with him. The Form 3s (Grade 11) would have their original teacher for the afternoon period instead of Mr. Nick. There is a degree of flexibility at the school which would be hard for some at home reading this to believe. We wouldn't make it back to school, as the process of actually purchasing the resources was a lengthy one.
It began to rain steadily and, then torrentially once we were at the shop. The sales associate was most obliging with the totality of our purchase. Due to its scale, we received a modest discount.
We have managed to purchase an additional set of 10 copies of each text used in the 11th and 12the grade English and Swahili classes which means that with all of the books purchased, students will be able to share a book. Now, instead of perhaps 5 to 6 students sharing one book the ratio will be 2 to 1.
We also purchased an additional 20 copies each of the 9th and 10th grade readers which students use to develop their knowledge and skill sets pertaining to English literature. Each students will in fact have their own novel to read in class. Ten copies of Kiswahili-English dictionaries were purchased as well as 10 Student English dictionaries. We are hoping to acquire more copies.
The teachers will be receiving some valuable teaching aids including extensive Examination reviews and guides linked to the National Tanzania Education Syllabus at the upper level in the subjects of Biology, Math, Physics, and Chemistry as well as Teacher Guides for Commerce and Kiswahili.
It is definitely exciting, and I cannot wait to deliver these invaluable educational tools on behalf of everyone back home to the staff and students. Even more heartening is the fact that there are still some funds remaining to make additional purchases. We will be evaluating the best way to use the moneys in the days ahead. One possibility is buying some literature from East Africa to supplement the library. This will create a reading resource which is more culturally relevant and reflective of the life, history, experiences, values, and realities of the people who will be using it.
The sun has come out. The clouds have lifted. The afternoon has brought a transformation in the skies to a warm and beautiful day. It is becoming brighter with each passing hour. We are moving straight ahead moja kwa moja.
Friday, February 13, 2009
Technical Difficulties
Hamjambo! Hello everyone. Well, it has certainly been a learning experience despite my ease of movement and understanding of how things work in Moshi Town. That said, I apologize for the delay in updates, as the electricity grid being what it is, I have been caught in a couple of power outages which has made this process interesting to say the least.
With the assistance of the academic master we have created a list which incorporates English texts which are used in the third and fourth forms (grades 11 and 12). We are now in the process of determining a method that allows us to acquire the greatest number of texts to benefit the greatest number of students. These texts are used directly in the students' preparation for the national examinations. We are also investigating acquiring additional texts used in the first and second forms (grades 9 and 10). The rationale is that the earlier the students have exposure and opportunities to see and to read the language, through careful guidance of their teachers, this will enhance their opportunities for success at the senior levels. We hope to be ordering these materials within the next week. In addition, we have also written a list of the Kiswahili texts they use with the intention of purchasing copies of the novels they use in their main language class thereby supplementing their communication skills in both reading and writing in their native language. The bookshops within Moshi town have the capacity to manage our request. We are also looking at the possibility of a set of dictionaries which will be most beneficial.
I've also been informed by my intrepid Californian colleague that the English as a Second Language (ESL) Abridged novels which were ordered will be arriving shortly. We are anxiously anticipating the arrival of all of the books.
As for the library, we are in the process of writing some guidelines designed for establishing the library's organization and functionality. These will serve to help the students learn how to care for the books as well as withdraw and return materials, so they can be used repeatedly in the future with minimum intrusions on the existing school organization ie. supervision and cleaning. We are also examining potential problem areas which may hinder the long term use of the resources.
With regards to the library's appearance and structure, we're still working out details, but it appears that we will have enough space to create an inviting and appealing place for students to read and explore the books. This will likely involve some cleaning and painting.
On another front, we're also in the midst of acquiring some additional sports equipment. It's great news really. The students now have two evenings after school set aside in order to engage in sports. Many of the students play football(soccer); however, now many of the female students are actively participating in netball which is a form of basketball and volleyball at a nearby primary school. I'm told it's very popular, and the students are really enjoying this new opportunity. The new sports equipment will be readily and eagerly utilized.
Plans are moving ahead nicely. The students are also excited about having a volunteer be able to stay and continue with lessons for the next few weeks. Fortunately, the teaching schedule is moderate which is allowing for the library work to be completed in a reasonable amount of time. There are still some fluctuations with regards as to when the volunteer actually teaches or takes on additional classes(Denise, you remember), but it has all been within the usual operation of the class schedule.
With the assistance of the academic master we have created a list which incorporates English texts which are used in the third and fourth forms (grades 11 and 12). We are now in the process of determining a method that allows us to acquire the greatest number of texts to benefit the greatest number of students. These texts are used directly in the students' preparation for the national examinations. We are also investigating acquiring additional texts used in the first and second forms (grades 9 and 10). The rationale is that the earlier the students have exposure and opportunities to see and to read the language, through careful guidance of their teachers, this will enhance their opportunities for success at the senior levels. We hope to be ordering these materials within the next week. In addition, we have also written a list of the Kiswahili texts they use with the intention of purchasing copies of the novels they use in their main language class thereby supplementing their communication skills in both reading and writing in their native language. The bookshops within Moshi town have the capacity to manage our request. We are also looking at the possibility of a set of dictionaries which will be most beneficial.
I've also been informed by my intrepid Californian colleague that the English as a Second Language (ESL) Abridged novels which were ordered will be arriving shortly. We are anxiously anticipating the arrival of all of the books.
As for the library, we are in the process of writing some guidelines designed for establishing the library's organization and functionality. These will serve to help the students learn how to care for the books as well as withdraw and return materials, so they can be used repeatedly in the future with minimum intrusions on the existing school organization ie. supervision and cleaning. We are also examining potential problem areas which may hinder the long term use of the resources.
With regards to the library's appearance and structure, we're still working out details, but it appears that we will have enough space to create an inviting and appealing place for students to read and explore the books. This will likely involve some cleaning and painting.
On another front, we're also in the midst of acquiring some additional sports equipment. It's great news really. The students now have two evenings after school set aside in order to engage in sports. Many of the students play football(soccer); however, now many of the female students are actively participating in netball which is a form of basketball and volleyball at a nearby primary school. I'm told it's very popular, and the students are really enjoying this new opportunity. The new sports equipment will be readily and eagerly utilized.
Plans are moving ahead nicely. The students are also excited about having a volunteer be able to stay and continue with lessons for the next few weeks. Fortunately, the teaching schedule is moderate which is allowing for the library work to be completed in a reasonable amount of time. There are still some fluctuations with regards as to when the volunteer actually teaches or takes on additional classes(Denise, you remember), but it has all been within the usual operation of the class schedule.
Friday, February 6, 2009
Mwalimu Returns to St. Theresia
I had a wonderful reception from the staff and students at St. Theresia. I was greeted by the director Mr. Silaa, Mr. Jumba (the new headmaster), Miss Mary (assistant headmistress), staff, and of course the students. Everybody is in high spirits and welcomed me back excitedly. We shared a terrific day together catching up, discussing holidays and home, and getting reacquainted with each other. There were some new faces, so we got to know each other as well. We ended the day with a trip to the pitch where the students regularly engage in games of football (soccer), netball, and volleyball. It was very exciting as now they participate in physical activity every Monday and Thursday. What a great development!
This morning we made some positive progress. I met with the director once again. He is enthusiastic about the books coming. They should be arriving any time. We discussed and determined a room in which to set up the libary area and which would be accessible to students and staff. We also discussed how the books would be stored and organized once they arrive. Shelves will be constructed soon after. Plans are being formulated for operating the library and ensuring long term care and usage of the books.
In addition, I met with the assistant headmaster and the academic master. We made preparations to create a list of the English and Kiswahili texts which are taught at all levels, so that we might supplement the number they currently possess and utilize in class. Once we establish the list with the most useful titles we will be deciding on a way to proceed which is beneficial to the greatest number of students and staff.
There was some more good news as I will be able to teach some English classes in the next few weeks when we are not working on the libaray. I am very excited about this opportunity, and I look forward to getting to know the new students and working with my old ones too.
Pictures will be posted in the near future.
This morning we made some positive progress. I met with the director once again. He is enthusiastic about the books coming. They should be arriving any time. We discussed and determined a room in which to set up the libary area and which would be accessible to students and staff. We also discussed how the books would be stored and organized once they arrive. Shelves will be constructed soon after. Plans are being formulated for operating the library and ensuring long term care and usage of the books.
In addition, I met with the assistant headmaster and the academic master. We made preparations to create a list of the English and Kiswahili texts which are taught at all levels, so that we might supplement the number they currently possess and utilize in class. Once we establish the list with the most useful titles we will be deciding on a way to proceed which is beneficial to the greatest number of students and staff.
There was some more good news as I will be able to teach some English classes in the next few weeks when we are not working on the libaray. I am very excited about this opportunity, and I look forward to getting to know the new students and working with my old ones too.
Pictures will be posted in the near future.
Thursday, February 5, 2009
More book news for our man on the ground and St. Theresia supporters
Hi Nick!
Wow, a balmy 32C. That must be a shock to the system after leaving artic-like Timmins just days ago. Keep in mind that some of us are living vicariously through you, so keep those posts coming!
I am happy to report that the 100 abridged books I purchased from Oxford University Press are on their way to St. Theresia. Brandon tells me they were sent in the last day or two. I'm still not sure where they are being sent from...maybe England...but the good news is that the shipping costs are less than $100. So, Nick, alert Mr. Sila and Mr. Mochi to check the post office box in Moshi on a regular basis for your boxes as well as the OIU shipment. And give all those Form 2-4 students and the staff at St. T a heartfelt greeting from me.
Keep us posted. And I hope you have that card reader with you so you can post photos soon too!
cheers
Denise
Wow, a balmy 32C. That must be a shock to the system after leaving artic-like Timmins just days ago. Keep in mind that some of us are living vicariously through you, so keep those posts coming!
I am happy to report that the 100 abridged books I purchased from Oxford University Press are on their way to St. Theresia. Brandon tells me they were sent in the last day or two. I'm still not sure where they are being sent from...maybe England...but the good news is that the shipping costs are less than $100. So, Nick, alert Mr. Sila and Mr. Mochi to check the post office box in Moshi on a regular basis for your boxes as well as the OIU shipment. And give all those Form 2-4 students and the staff at St. T a heartfelt greeting from me.
Keep us posted. And I hope you have that card reader with you so you can post photos soon too!
cheers
Denise
Wednesday, February 4, 2009
Karibuni Tena Tanzania
Good afternoon everyone,
I have arrived safely in lovely downtown Moshi, Tanzania. The weather is a balmy 32 degrees celsius for everybody keeping score.
We have scouted local shops to purchase the school books, and I will be visiting the school Thursday morning.
I want to say thank you once again for everyone who has been a part of this undertaking. I can't express my appreciation and gratitude for your efforts. I will post regular updates.
Usiku Mwema,
Nick
I have arrived safely in lovely downtown Moshi, Tanzania. The weather is a balmy 32 degrees celsius for everybody keeping score.
We have scouted local shops to purchase the school books, and I will be visiting the school Thursday morning.
I want to say thank you once again for everyone who has been a part of this undertaking. I can't express my appreciation and gratitude for your efforts. I will post regular updates.
Usiku Mwema,
Nick
Monday, February 2, 2009
Bon voyage, Nick!
Well, our dear Mr. Kudreiko is probably in-flight to Tanzania as I write this post. Nick has gone back to Moshi and St. Theresia to purchase text books for the kids from money raised, organize the installment of the library with books we sent and books I have purchased, and find out other ways we can continue to help St. Theresia and other schools in the Moshi area. So stay tuned for his posts in the next weeks. Nick is planning to stay in Tanzania for two months. Lucky man.
I have sent in an order to Oxford University Press (OUI) for 100 abridged readers. You can see a selection of the titles on the side bar of this blog. I was particularly happy that OUI has African authors included in their Bookworms series (abridged readers for English learners). OUI rocks! We have been offered a 40% discount on books at OUI for this charitable cause. That's much more than I had hoped we could get. Also, Brandon Doble, the OUI rep here in California, is working on getting the books purchased and shipped in Africa, either Tanzania or South Africa. So it's all working out good so far.
I am still collecting funds to buy books for the school as well, either to purchase more books from OUI or to send to Nick for textbooks in Tanzania. So, donations can be sent to Denise McCarthy, 1122 Delaware Street, Berkeley, CA 94702. Unfortunately, I've run out of "Thank you" gifts!
Stay tuned for Nick's Moshi Posts!
I have sent in an order to Oxford University Press (OUI) for 100 abridged readers. You can see a selection of the titles on the side bar of this blog. I was particularly happy that OUI has African authors included in their Bookworms series (abridged readers for English learners). OUI rocks! We have been offered a 40% discount on books at OUI for this charitable cause. That's much more than I had hoped we could get. Also, Brandon Doble, the OUI rep here in California, is working on getting the books purchased and shipped in Africa, either Tanzania or South Africa. So it's all working out good so far.
I am still collecting funds to buy books for the school as well, either to purchase more books from OUI or to send to Nick for textbooks in Tanzania. So, donations can be sent to Denise McCarthy, 1122 Delaware Street, Berkeley, CA 94702. Unfortunately, I've run out of "Thank you" gifts!
Stay tuned for Nick's Moshi Posts!
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