FIELD REPORT
Key Teachers Training Workshop
November 22 --27, 2011
Solukhumbu
Compiled by: Rural Educational & Environmental Development (REED) and AHF Education Adviser
Contents
1.0 Executive Summary 3
2.0 Workshop Objectives 4
3.0 Key Teachers success and the reflection 4
4.0 Workshop Implementation 5
5.0 Workshop Evaluation 5
6.0 Key Teachers success 7
7.0 findings and Recommendations 10
APPENDIX I 11
List of Participants 11
APPENDIX II 13
Facilitators and Visitors 13
APPENDIX III 14
Contents covered in the training 14
1.0 Executive Summary
This report outlines the events and outcomes of the Key Teacher Training Workshop conducted in Salleri, Solukhumbu District of Nepal in 2011. The six-day workshop, conducted by teacher trainers from AHF and REED, sought to strengthen the Key Teacher's leadership capacity skills and the Key teacher's network development in the clusters that had been set up.
This report describes the training and evaluates the support provided to the teachers in Solukhumbu.
This Third Key Teacher Workshop for the Sotang district Key teachers and the Seventh for the upper Khumbu Key teachers. It was conducted from 22nd November to 27th November 2011. It was attended by all the Key Teachers from the Solukhumbu district and was cooperated by District Education Office (DEO) in Salleri.
Content areas included: achievements made and problems faced by Key teachers in their clusters. Major focus was subject wise skills especially for Science Mathematics and English which was the demands of key teachers for some years. All subjects were taught basic skills and practice for their professional development. Key Teachers subject wise skills were built up as Key teachers are expected to play a major role in refresher and SMC training in their clusters. The ides of designing the training session and training delivery was also practised which was reflected in the micro training.
The workshop resulted in a number of outcomes. The Key Teachers shared their experiences during the year especially focusing on what had worked well during the year. Their evaluation reported that the training was most successful.
The Australian Himalayan Foundation, funds the teacher-training programme in Solukhumbu and the Rural Education and Environment Development Center (REED) implements, monitors and supports.
Plans were made for the year 2012 to visit school, identify the problems, supports the teachers and help for quality education. It was presented from each Key teacher. They evaluated their performance during 2011. This data is presented in this report.
2.0 Workshop Objectives
Objectives / OutcomesReview and refresh the effectiveness of the previous trainings / The skills are reviewed and the successful support to the schools and the problems faced by the key teachers explored as well as solved
Demonstrate a range of strategies and methods for teaching English language skills, Mathematics and Science / Key teachers are able to facilitate the Refresher training with the help of trainers in the subject skills
Support the Key Teachers to develop training sessions for classroom teachers / Key teachers design the training sessions and are ready for the training
Prepare a year schedule for the ongoing in-school support / Key teachers work according to plans made by the them and easy for the trainers to coordinate with key teachers during in-school support
3.0 Key Teachers success and the reflection
v Key teachers enthusiastically attended the trainings and committed to shoulder the assigned responsibilities. Key Teachers demonstrating that key teachers value this training. Key teacher showed positive attitude and engagement
v Key teachers have been sharpening their skills to complete their responsibilities. Most of the Key Teachers managed to visit each school in their clusters twice during the year. All key teachers are committed to do better next year. Key teachers enjoyed making the visits and reported that teachers enjoyed hosting them
v All Key teachers completed reports on the cluster schools they supported.
v Develop leadership and subjects skills within their clusters.
v Plan of activities agreed for next year.
v Key teacher easily accepted to help to implement refresher trainings to their clusters
4.0 Workshop Implementation
English Hall / Maths Hall / Science HallDay / 1st session / 2nd session / 3rd session / 1st session / 2nd session / 3rd session / 1st session / 2nd session / 3rd session
1st / English Teaching Key teachers(E) / Maths Teaching Key teacher (M) / Science Teaching Key teacher (S)
2nd / English / Science / Maths / Maths / English / Science / Science / Maths / English
3rd / Maths / English / Science / Science / Maths / English / Engish / Science / Maths
4th / Science / Maths / English / Maths / Science / Maths / Maths / English / Science
5th / English Teaching Key teachers(E) / Maths Teaching Key teacher (M) / Science Teaching Key teacher (S)
6th / English Teaching Key teachers(E) / Maths Teaching Key teacher (M) / Science Teaching Key teacher (S)
Each day began with the assembly, Nepali national anthem, Class song, and Educational song and brain gym. The management of the songs, leading of brain gym were done by the key teachers from the very first day.
This year the training was based on the demand of the Key teachers as they wanted to learn the subject wise skills in their subject dominant. The increased responsibilities were ready to be accepted by the key teachers and they were asking for the subject training. The first, fifth and the sixth day, the key teachers were in their knowledge dominant hall. Rest of the days all key teachers got chance to learn all three English, Mathematics and Science related skills, knowledge and attitude. There was the rotation for all the key teachers that in a day they were given opportunity to learn all three subject skills. The detail content is maintained in the Appendix II.
5.0 Workshop Evaluation
Each day at the end of the sessions, there was a 15 minutes time for everyday activities’ evaluation by all the teachers in different types of forms. Later on all the training team, representatives of each training hall, RP, Head teacher of host school had a briefing about the achievement of the day and the things to improve. In the last day of the training every participants evaluate the training and activities and wrote the suggestions. The forms and the evaluation of the participants is given below:
S.N. / Contents / Excellent% / Good% / OK% / Could be improved%1 / Overall impression / 73.33 / 26.67 / 0.00 / 0.00
2 / Brain Gym / 71.88 / 25.00 / 3.13 / 0.00
3 / Morning songs and class songs / 76.47 / 23.53 / 0.00 / 0.00
4 / Objectives of the training / 78.79 / 18.18 / 3.03 / 0.00
5 / Successes and Challenges / 16.67 / 76.67 / 6.67 / 0.00
6 / Training Session design / 58.33 / 41.67 / 0.00 / 0.00
7 / Planning and Micro-Training / 46.88 / 53.13 / 0.00 / 0.00
English
1 / Strategies of teaching Listening / 90.37 / 9.63 / 0.00 / 0.00
2 / Steps of teaching / 73.33 / 26.67 / 0.00 / 0.00
3 / Guided Reading and use of reading books / 62.07 / 37.93 / 0.00 / 0.00
4 / Strategies of teaching Writing / 57.58 / 42.42 / 0.00 / 0.00
5 / Word ladder / 60.00 / 40.00 / 0.00 / 0.00
6 / Post cards activity / 46.15 / 38.46 / 11.54 / 3.85
7 / Classroom management strategies / 46.15 / 50.00 / 3.85 / 0.00
8 / word family / 66.67 / 23.33 / 6.67 / 3.33
9 / word stairs / 69.23 / 23.08 / 3.85 / 3.85
10 / Language games like barrier game, pair fetch, English whisper, unscramble the words, questioning game and so on / 64.52 / 35.48 / 0.00 / 0.00
Mathematics
1 / Fraction & decimal / 75.00 / 21.88 / 3.13 / 0.00
2 / Fraction Bingo / 84.38 / 15.63 / 0.00 / 0.00
3 / Number expander / 48.39 / 48.39 / 3.23 / 0.00
4 / Classification of triangles / 73.33 / 26.67 / 0.00 / 0.00
5 / Place value & face value / 81.25 / 18.75 / 0.00 / 0.00
6 / Putting target for place value / 58.06 / 38.71 / 3.23 / 0.00
7 / Number writing in Nepali as well as International system / 74.19 / 25.81 / 0.00 / 0.00
8 / Area & volume / 65.52 / 31.03 / 3.45 / 0.00
9 / lattice multiplication / 52.00 / 40.00 / 4.00 / 4.00
3 D Shapes –Prism / 45.83 / 41.67 / 12.50 / 0.00
Making models of Prism / 50.00 / 50.00 / 0.00 / 0.00
10 / Maths related games / 69.23 / 30.77 / 0.00 / 0.00
11 / Prime number concept / 84.62 / 15.38 / 0.00 / 0.00
Science
1 / Importance of Science teaching / 87.10 / 12.90 / 0.00 / 0.00
2 / Why do we teach Science / 68.75 / 31.25 / 0.00 / 0.00
3 / Issues in Environment study / 93.33 / 6.67 / 0.00 / 0.00
4 / Environmental Science (Tragedy of commons and ecosystem) / 80.95 / 14.29 / 4.76 / 0.00
5 / Producing of Simple ecosystem / 55.56 / 44.44 / 0.00 / 0.00
6 / Landscape drawing of forest versus settlement / 66.67 / 29.17 / 4.17 / 0.00
7 / Acid Base test / 71.43 / 25.00 / 3.57 / 0.00
8 / Classification of leaves / 80.77 / 19.23 / 0.00 / 0.00
9 / Availability of computer based science Resources / 69.23 / 30.77 / 0.00 / 0.00
10 / Landslide and glacier lake / 83.87 / 16.13 / 0.00 / 0.00
11 / Key teacher relationship with teachers / 76.19 / 23.81 / 0.00 / 0.00
12 / Various Experiments (fire needs air, jumping lids, chromatography, balloon activity, water boiling in paper / 57.14 / 42.86 / 0.00 / 0.00
6.0 Key Teachers success
Key teachers work performance 2010-2011 Sotang Base (New Key teachers)
Name of Key teacher / Cluster / No of schools / Total school visits / Demo lessons given / Observed lessons / Material developed / Staff Meeting / Head teacher interview / SMC/ Com interaction / Obsr. form completed / Trainings assisted / REED visit1 / Hari Kumar Rai / Gudel / 5 / 10 / ## / 10 / 0 / 5 / 5 / 0 / 3 / 2
2 / Dilli Kumari Rai / Gudel / 3 / 6 / ## / 6 / 0 / 0 / 0 / 0 / 3 / 2
3 / Laxmi Dhani Rai / Cheskam / 3 / 8 / 3 / 7 / 2 / 0 / 3 / 0 / 7 / 4
4 / Tikaram Rai / Cheskam / 2 / 6 / 1 / 2 / 2 / 0 / 1 / 0 / 3 / 3
5 / Gita Gurung / Sotang / 4 / 8 / ## / 0 / 0 / 8 / 8 / 0 / 4 / 2
6 / Parbha Basnet / Sotang / 4 / 8 / ## / 4 / 0 / 4 / 8 / 0 / 4 / 2
7 / Ram Basnet / Bung / 3 / 6 / ## / 3 / 1 / 3 / 5 / 3 / 3 / 3
8 / Parkhidhan Rai / Bung / 3 / 10 / ## / 4 / 3 / 1 / 7 / 5 / 6 / 4
9 / Lata Thapa / Pawai / 4 / 8 / ## / 0 / 3 / 0 / 8 / 0 / 0 / 2
10 / Govinda Ghimire New / Pawai / 1 / 1 / 2 / 1 / 1 / 0 / 0 / 0 / 0 / 3 / 1
11 / Narayan P.Ghimire / Waku / 4 / 7 / ## / 0 / 4 / 4 / 7 / 0 / 4 / 3
12 / Harkaraj Rai / Waku / 4 / 7 / 1 / 4 / 2 / 0 / 5 / 1 / 4 / 3
13 / Man Bahadur Rai / Basa / 4 / 7 / 1 / 9 / 2 / 1 / 4 / 1 / 4 / 3
14 / Barmaya Rai / Basa / 4 / 6 / ## / 7 / 2 / 3 / 0 / 0 / 0 / 4
15 / Satmaya Rai / Kanku / 5 / 11 / 5 / 8 / 2 / 4 / 0 / 0 / 5 / 5
16 / Ekraj Pudasaini / Kanku / 5 / 13 / 2 / 10 / 5 / 2 / 5 / 4 / 0 / 5 / 1
58 / 122 / 15 / 75 / 29 / 35 / 66 / 14 / 50 / 50 / 2
Note: The total number. of schools mentioned in the above chart does not count the key teachers own schools.
New Key teacher area (Sotang project area)
· 58 schools each visited by the key teachers twice
· Demonstration lessons given by the key teachers 15 times
· 75 classes observed and constructive feedback provided for the further improvement
· 50 observation forms were filled and given to the teachers
· Teachers wanted help arranging their classes in 50% of the schools. Those schools also wanted help developing teaching materials to build a child friendly environment
· Head teacher support almost always was part of the visit
· In 20% of the cases the Key teachers involved in SMC / PTA meetings
· All key teachers have been involved during the year in training, either assisting the trainers or learning themselves. Increasingly they have been assisting
· A disappointing aspect was, because of lack of time, inability to coordinate the REED visits and Key teachers visits very rarely coincided.
· All key teachers wrote comprehensive reports about the conditions of allocated cluster schools.
Khumbu Region
Cluster / No of schools / Total school visits / Demo lessons given / Observed lessons / Material developed / Staff Meeting / Head teacher interview / SMC/ Com interaction / observation completed / Trainings assisted / REED visit / Cluster1 / Tshering Namgyel Sherpa / Salleri / 3 / 5 / 0 / 6 / 1 / 1 / 2 / 0 / 6 / Many / 3
2 / Keshari Shrestha / Salleri / 3 / 11 / 3 / 6 / 1 / 1 / 2 / 0 / 8 / Many / 3
3 / Om Kumar Khadka / Kerung /Garma / 3 / 6 / 3 / 10 / 3 / 7 / 8 / 4 / 0 / Many / 3
4 / Chet Bahadur Magar / Loding / 4 / 4 / 2 / 7 / 3 / 1 / 1 / 1 / 12 / Many / 0
5 / Govinda Bahadur Basnet / Junbesi / 5 / 8 / 1 / 6 / 2 / 5 / 4 / 3 / 6 / Many / 1
6 / Rameshwor Rana / Junbesi / 6 / 5 / 0 / 3 / 1 / 0 / 2 / 3 / 2 / Many / 3
7 / Mohan Bahadur Khatri / Nunthala / 10 / 11 / 10 / 11 / 10 / 7 / 11 / 4 / 20 / Many / 0
8 / Buddha Raj Rai / Kharikhola / 5 / 9 / 4 / 2 / 4 / 4 / 5 / 2 / 6 / Many / 0
9 / Binod Pokhrel / Kharikhola / 5 / 8 / 3 / 10 / 2 / 2 / 0 / 4 / 0 / Many / 1 / 0
10 / Kampasher Rai / Chaurikharka / 4 / 7 / 2 / 5 / 2 / 0 / 4 / 0 / 7 / Many / 0
11 / Bikram Rajbhandari / Chaurikharka / 3 / 6 / 0 / 9 / 0 / 0 / 2 / 0 / 12 / Many / 1
12 / Lakhman Tamang / Khumjung / 6 / 9 / 2 / 6 / 2 / 5 / 8 / 2 / 6 / Many / 0
13 / Kumari Basnet / Salleri / 4 / 4 / 4 / 8 / 4 / 3 / 1 / 2 / 6 / Many / 1
14 / Bal Kumar Rai (New) / Nunthala / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0
15 / Bikumar BK (New) / Namche / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0
61 / 93 / 34 / 89 / 35 / 36 / 50 / 25 / 1 / 15
Note: The total no. of schools mentioned in the above chart does not count the Key teachers own schools. / 2
Upper Khumbu area (Having many years Experiences)