Many of the teachers in Lesotho relied on lectures: students knew
theory but didn't know how to apply that knowledge. Mitchell made hands-on
learning a priority, incorporating the use of dancing raisins, inflatable
balloons and the unquenchable candle to explain science concepts.
Teaching the teachers
COE faculty help counterparts in Africa, Nicaragua
Waiting for the teacher to begin the daily lesson, the
children sit quietly, dreaming of a better life for themselves and their
families. They look to education as their way out of poverty. Unfortunately,
many of their teachers lack adequate training in how to teach.
Three UNO educators — Dr. Carol
Mitchell, science education; Julie Delkamiller, special education; and Dr.
Sandra Squires, special education (retired) — are reaching out to help teachers
in Lesotho, Africa, and Leon, Nicaragua, gain the knowledge and strategies
needed to help students realize their dreams.
Lesotho, Africa
Mitchell traveled to Maseru, Lesotho, in December 2007 to
facilitate the second Summer Math/Science Teacher Institute. The purpose of the
institute was to focus on increasing student involvement and achievement in
mathematics and science by concentrating on teaching/learning strategies that
incorporate a "hands-on" approach.
As the institute began, Mitchell
found that teachers used lecturing to focus on test taking. While students knew
theory, they didn't know how to use the information.
For example, they knew what a
chemical reaction was, but they had never learned how to apply that knowledge.
Mitchell knew that by engaging students with hands-on learning, they would be
better prepared for the future.
As a result, investigations were
a major part of the institute. Mitchell also used dancing raisins, inflatable
balloons and the unquenchable candle to explain science concepts.
"I can certainly be improved by
practicing the five Es," said one high school teacher referring to engage,
explain, explore and extend with evaluation taking place at each step.
"Although it looks time consuming, I predict the results will be excellent."
Among the problems facing
teachers in Lesotho is immense poverty. With an average yearly income of $136,
teaching resources are severely limited. Mitchell says it was important that
she model "things that teachers could do with little or no cost."
After completing her work with
the institute, Mitchell spent a week working with students. "Although students
are poor, they don't know it," she says. "They have a thirst for knowledge.
They respect their teachers and education.
"Teachers from Lesotho do care
about their students and want to give them the best education they can. Through
careful planning and preparation, even with limited resources, I believe they
can provide their students with successful learning experiences."
The UNO College of Education
also is doing its part to help. The college supplied lab coats to teachers and
students, who were so appreciative of the gifts that they wore them throughout
the day in extremely hot weather.
Leon, Nicaragua
In March 2008, Delkamiller and Squires traveled to the
University of Nicaragua-Leon, a sister university of UNO's College of
Education. There they trained teachers in lesson planning, teaching strategies,
and adapting for different learning styles, especially in the areas of special
education and deaf education.
Delkamiller found that teachers
lacked training and did little preparation for their classes.
"It was disheartening that
teachers weren't prepared and didn't know how to prepare," Delkamiller says.
"Once Sandra and I found that they didn't have the basics for lesson planning,
we had to restructure our presentation to better meet their needs."
The teachers in Leon face the
same problem as those in Lesotho — extreme poverty and a lack of resources. As
a result, teachers resort to lecturing while students sit in rows and take
notes. During the training sessions, Delkamiller and Squires engaged the
participants in a series of activities, modeling different approaches to
teaching. While the teachers liked this approach, it did take them time to
adjust.
Delkamiller and Squires spent
four days visiting schools, including the Special School for children with
disabilities and Los Pipitos, a school for hearing-impaired elementary
children.
Both were disillusioned with the
lack of education given to these students. Children only attend school for half
a day and education is compulsory only through sixth grade. Few, if any,
accommodations are made for children with special needs. They are the forgotten
souls whose future is bleak without an adequate education. The attitude that
these students never will accomplish anything is one that Delkamiller hopes
will change.
"I feel like I've been preparing
for this project my entire life. I believe passionately in the power of
education and creative teaching," Delkamiller says.
Since her return, Delkamiller
has kept in touch with the teachers who have used some of the strategies and
are excited about learning more. "Education is the miracle. There's a basic
desire for building relationships through education. We need to be responsible
for doing that. That's what motivates me."
She plans to return to Nicaragua
in July to continue the work she's begun.
Mitchell, too, will return to
Africa. "I believe teaching is a gift and I have been given the gift to teach,"
she says.
With the help of these educators
and others like them, the dream of a better life will become a reality for
these children
