The first week we did our workshop while the other teams began their work. We met the students on the road to school (Monday of week 2) and the warm welcome was a sign of things to come.
Mary Anne and Sarah are almost at a loss for words when talking about Lifesong. Compared to what we see in Thunder Bay, the teachers work with minimal resources and in tiny classrooms with many students seated at tables or sharing desks
(see photo). The rooms have four walls, no bulletin boards, and one storage cupboard. When we organised and wanted to distribute the materials we brought them, a big concern was that the items may be stolen from their classrooms. There is a curriculum in place but we didn't have access to it; our Zambian colleagues indicated that it was a huge challenge to deliver to the students because there are many different levels and ages in each classroom.
Outside of the classroom, the students face challenges too. They walk great distances to come to school and some of them have no food in the evening (or on the weekends). We briefly visited a couple homes and learned that the students come from very poor households; many of them live with extended family members following the death(s) of parent(s). The parents or guardians support their children the best they know how, but with a high rate of illiteracy and lack of formal schooling they can't always provide the specific help that their child may need.
When we last wrote, we had completed one day of our workshop - and it only got better! They received a Canada pin and certificate indicating completion
(see photo); Mary Anne and Sarah, though chuffed, were alarmed that their workshop would be appearing on the teachers' resumes!!! We feel very fortunate to have met and been able to work with such amazing, passionate teachers. Their appreciation and engagement, both in the workshop and during our in-class time, was very affirming for us.
Spending some time "teaching"
(see photos) gave us a small idea of the added challenges the teachers face. During the second week we were able to visit each classroom at least twice, giving a hands-on opportunity for the teachers to experience some of the teaching strategies we'd discussed during the workshops. Most of the children at the school speak English only as a second language, with Bemba being their mother tongue so this was a challenge; when in doubt, however, the 'fearless' Canadian teachers launched into what was like a standup routine doing gestures and talking about Canada and sounds.
Overheard in classroom: "Mary Anne, is it cold in Canada?"
(shivering) "Brrr .... yes, it's very cold!"
"Sarah, can you say b-b-ball?"
"B-b-BALL!"
Both Sarah and Mary Anne have learned that they have a distinct talent for reciting "Who Took the Farmer's Hat" -
http://www.amazon.com/Who-Took-Farmers-Joan-Nodset/dp/0064431746 - since each class was treated to an exciting readaloud of this story. Joking aside, though, we were amazed that it appealed to all the children in the school, including Martin, a grade four student (about 12 years old) who delighted in re-reading the story to his classmates at recess time.
But . . . it's a wonderful place to be. We both made plenty of young friends who gave us countless hugs, sang songs and danced with/for us, told us of their future goals and ambitions, and told us they loved us. We got very emotional with our teacher friends: they do amazing things with, by Canadian standards, very little, and we felt we were more alike than we were different. The children love the school for both the learning and loving aspects (they receive two meals a day, clothing when it has been donated, and lots of love and affection). The teachers, employees and students welcomed us warmly and always treated us with great respect. Put it this way: it was hard to say goodbye!
We have been blessed by our time at Lifesong School more than we can say.
