Monday, July 6, 2009
Photo Story of memories
The pics in my Photo Story represent the overall theme of the memories that will last a lifetime. Unfortunately, the file is too large for this forum. Email me at jamie_britt@pender.k12.nc.us and I will send it to you via email or check my facebook page. Sorry for the confusion and thank you all again for following me through my journey.
Thursday, July 2, 2009
Final Reflections about S. Africa
Travel is the means to open eyes to situations similar, yet so different. While many of the political issues, student numbers, and lack of resource problems are very similar on paper, only a true first hand perspective can truly open the eyes of the beholder. Just because there may be similar numbers and financial issues present at a school, it is something completely different to see students who come to school with nothing and having nothing. For example, each student at Stephen Mazungula has to bring his or her own spoon and bowl in order to receive a meal of beans and water at school. The hunger in their heart drives desire for food and so much more. North Carolina definitely has some of the same educational factors as South Africa; however, the depth this hunger has penetrated within these students cuts far deeper than I have ever before experienced.
The number one factor that I have learned is that educators in America definitely take our situation for granted. I now realize how truly blessed we are in the United States. I would hate to be stuck in a school system with no accountability for money, teaching degrees, supplies, and more.
• Because of the strange process and variety of possible ways a “teacher” could become “qualified to teach” in the past, it is somewhat difficult to know who has actually received proper teacher training from a university. However, it is very easy to recognize official qualifications when actually talking to individual teachers and administrators at each school. That sparkle of desire for knowledge was present at each school.
• There is no governing board to oversee which “professionals” are considered “qualified or highly qualified.”
• Although some schools do receive money from the government, it is possible for the leadership at individual schools misallocate funds.
• It is up to individual schools who do accept fees from parents to disseminate those funds however they deem necessary. For example, at Beamont, the administrators use both fundraising and student fees to supplement teacher pay. That is, they lower student to teacher ratios by hiring more teachers with these funds.
“Equity” is not always equal.
• Both Gray and Gqebera were considered to be “Model C” schools due to paperwork and lack of government probing/leadership at the school.
• Although a school may not be considered segregated, it still is. If a school like Beaumont or Gray only accepts students whose parents can pay a fee of 800 or 1000 rand per year, then there is a huge population of blacks who will not be able to attend the school.
• Technological advancements on paper and maybe even in person won’t always equal educational advancements. Along with computers must come proper training, follow-through, repair technicians, and continued perseverance from all stakeholders.
• It is not enough to throw money into a school without change and innovation regarding educational leaders.
• At each high school visited, the principals said, “I would show you the library, but it is just an empty room.”
Leadership in schools can make or break any situation.
• Peer educators can often accomplish more with troubled teens than even the best teachers or administration trained to counsel.
• The principal and teachers at Gqebera seemed very negative and did not do anything to clean up the messes left from recent burglaries and a fire in December.
• The Human Dignity Center is run by a woman who is 27 years old, yet was a perfect exemplar of humanity and kindness.
• Ms. Elephant at Kama Primary was very motivating and led a successful school. The teachers respected her and took pride in the school more than any other school I saw. Her Grade R (like our Kindergarten) students were even going on a field trip.
Patriotism is a refreshing and powerful tool in any setting.
• We heard the National Anthem a total of four times while visiting schools.
• Peer educators at Lungisa discussed the unification of S. Africa and their pride in democracy as well as Nelson Mandela and their own personal humble beginnings. The parallelism of the young students and the young country bursting with optimism and pride did more than just entertain our group.
• The Red Location Museum is yet another example.
Motivation that comes from within is far stronger than any extrinsic motivator.
• Students at Lungisa decided to get together on a Sunday afternoon in a playground outside of the school in order to put together a two hour skit, speech, and song for our benefit. No credit or grades were associated with this gesture.
• A 4th grade student at Emafini Primary said, “If you are going to dream, dream big.”
Education really is power.
• Pride about having high scores thrived in most schools visited through a special vest given to the top student as well as opportunities to speak in class and organize events.
• The peer educators at Lungisa led an awesome skit, speech, and sharing circle.
• High school students attend school less for socialization and more for the information they need to go to a university and get out of the township.
• No food is offered to high school students in school.
Value is negotiable and varies from stakeholder to stakeholder.
• Edelmira actually taught me how to bargain while we were in Port Elizabeth. I then got to use my new “skill” when we were in Cape Town.
• The reason some students come to school is for a good, hot meal as well as the learning.
• Responsibility for one’s own property comes with stronger desires for basic needs such as food and water. At Stephen Mazungula, each student had to bring his or her own bowl and spoon each day in order to receive food. They also had to wash these utensils and remember them again the next day.
“You can only shed so many tears.” However, it is not the tears that have the power to change one’s situation in life. Therefore, it is only through innovation and change that one can raise above and beyond poverty.
• It is not enough to feel sorry for poverty-stricken families. A peer educator said this quote and really meant it. He spends his breaks and lunch hour helping counsel troubled students to fight STD’s, drugs, and other teenage troubles.
Even with diversity and unity mottos, it is still possible for misunderstandings to arise and stereotypes to prevail.
• A teacher at Stephen Mazungula said “Wow. You are all from North Carolina? I thought only black people lived there.”
When it comes to the arts, especially song, we all sing in a common language. It is not the words, but the power behind the voice that tells a story and sparks the spirit.
• We heard songs from the learners at every school except Gqebera High School.
• On the Robben Island bus tour, Asian tourists asked the tour guide to sing a song in Xhosa. Although her ability to sing wasn’t the best, her voice penetrated the entire bus and spread the feeling of strength and beauty.
• The power and strength of the song and dance at the Walmer Township dinner definitely accomplished more than just “telling” their sorrowful story of poverty to us.
The number one factor that I have learned is that educators in America definitely take our situation for granted. I now realize how truly blessed we are in the United States. I would hate to be stuck in a school system with no accountability for money, teaching degrees, supplies, and more.
• Because of the strange process and variety of possible ways a “teacher” could become “qualified to teach” in the past, it is somewhat difficult to know who has actually received proper teacher training from a university. However, it is very easy to recognize official qualifications when actually talking to individual teachers and administrators at each school. That sparkle of desire for knowledge was present at each school.
• There is no governing board to oversee which “professionals” are considered “qualified or highly qualified.”
• Although some schools do receive money from the government, it is possible for the leadership at individual schools misallocate funds.
• It is up to individual schools who do accept fees from parents to disseminate those funds however they deem necessary. For example, at Beamont, the administrators use both fundraising and student fees to supplement teacher pay. That is, they lower student to teacher ratios by hiring more teachers with these funds.
“Equity” is not always equal.
• Both Gray and Gqebera were considered to be “Model C” schools due to paperwork and lack of government probing/leadership at the school.
• Although a school may not be considered segregated, it still is. If a school like Beaumont or Gray only accepts students whose parents can pay a fee of 800 or 1000 rand per year, then there is a huge population of blacks who will not be able to attend the school.
• Technological advancements on paper and maybe even in person won’t always equal educational advancements. Along with computers must come proper training, follow-through, repair technicians, and continued perseverance from all stakeholders.
• It is not enough to throw money into a school without change and innovation regarding educational leaders.
• At each high school visited, the principals said, “I would show you the library, but it is just an empty room.”
Leadership in schools can make or break any situation.
• Peer educators can often accomplish more with troubled teens than even the best teachers or administration trained to counsel.
• The principal and teachers at Gqebera seemed very negative and did not do anything to clean up the messes left from recent burglaries and a fire in December.
• The Human Dignity Center is run by a woman who is 27 years old, yet was a perfect exemplar of humanity and kindness.
• Ms. Elephant at Kama Primary was very motivating and led a successful school. The teachers respected her and took pride in the school more than any other school I saw. Her Grade R (like our Kindergarten) students were even going on a field trip.
Patriotism is a refreshing and powerful tool in any setting.
• We heard the National Anthem a total of four times while visiting schools.
• Peer educators at Lungisa discussed the unification of S. Africa and their pride in democracy as well as Nelson Mandela and their own personal humble beginnings. The parallelism of the young students and the young country bursting with optimism and pride did more than just entertain our group.
• The Red Location Museum is yet another example.
Motivation that comes from within is far stronger than any extrinsic motivator.
• Students at Lungisa decided to get together on a Sunday afternoon in a playground outside of the school in order to put together a two hour skit, speech, and song for our benefit. No credit or grades were associated with this gesture.
• A 4th grade student at Emafini Primary said, “If you are going to dream, dream big.”
Education really is power.
• Pride about having high scores thrived in most schools visited through a special vest given to the top student as well as opportunities to speak in class and organize events.
• The peer educators at Lungisa led an awesome skit, speech, and sharing circle.
• High school students attend school less for socialization and more for the information they need to go to a university and get out of the township.
• No food is offered to high school students in school.
Value is negotiable and varies from stakeholder to stakeholder.
• Edelmira actually taught me how to bargain while we were in Port Elizabeth. I then got to use my new “skill” when we were in Cape Town.
• The reason some students come to school is for a good, hot meal as well as the learning.
• Responsibility for one’s own property comes with stronger desires for basic needs such as food and water. At Stephen Mazungula, each student had to bring his or her own bowl and spoon each day in order to receive food. They also had to wash these utensils and remember them again the next day.
“You can only shed so many tears.” However, it is not the tears that have the power to change one’s situation in life. Therefore, it is only through innovation and change that one can raise above and beyond poverty.
• It is not enough to feel sorry for poverty-stricken families. A peer educator said this quote and really meant it. He spends his breaks and lunch hour helping counsel troubled students to fight STD’s, drugs, and other teenage troubles.
Even with diversity and unity mottos, it is still possible for misunderstandings to arise and stereotypes to prevail.
• A teacher at Stephen Mazungula said “Wow. You are all from North Carolina? I thought only black people lived there.”
When it comes to the arts, especially song, we all sing in a common language. It is not the words, but the power behind the voice that tells a story and sparks the spirit.
• We heard songs from the learners at every school except Gqebera High School.
• On the Robben Island bus tour, Asian tourists asked the tour guide to sing a song in Xhosa. Although her ability to sing wasn’t the best, her voice penetrated the entire bus and spread the feeling of strength and beauty.
• The power and strength of the song and dance at the Walmer Township dinner definitely accomplished more than just “telling” their sorrowful story of poverty to us.
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