Evaluation Questionnaire

a) The current situation at the Laksh foundation is fairly stable. There are 3 schools that we taught at; a school in Mangar village, one of the teacher’s homes, and a school in Salakari. We taught the teachers at first at the old Laksh foundation school, but as I understand it has been moved up to Ila’s as the school is being sold.

b) There are several pupils at each school, which range in age from about 4 to 18. Salakari,the muslim village, has the highest number of students, numbering around 150. I personally taught one class of over 50 children, so I can attest to the fact that it may be slightly too large considering the number of teachers. In Salakari, there are often very small children, brothers and sisters presumably, who hang around, so classes tend to have huge age ranges. The Manger schools have fewer children but the ‘new school’ as we called it, still had a bad student to teacher ratio.

c) Salakari: 5-6

Manger new school: 3

Manger mountain school: 3

d)Math/english mainly

e)Quite poor, very varied in classes; perhaps should consider dividing into ability rather than age.

f) Very few resources available, resources not kept well, students often forget notebooks etc.

a) Math: decimals, percentages, fractions, area/perimeter, ordering, multiplication, addition, subtraction, mean/mode/median/range.

English: Prepositions, past/present tense.

Geography: Maps, teaching about different countries in the world and their location.

b) Tried to employ a more engaging approach as opposed to black-board teaching. I, personally, tended to assume quite an authoritative role which brought both discipline to the class but also made it a relaxed atmosphere because they thought it was quite funny, especially when i tried to speak hindi. I tried to play games, put them in circles, and let them help me teach. I also tried to learn things from them which I think they appreciated. Sometimes my attempt at speaking backfired as anything I said from then on wasn’t taken seriously, so I sometimes refrained from using that approach. However, I think by making the classes more interesting, and engaging the students who, after school, are even less interested, was something that should always be employed.

c) I saw quite a bit of improvement in terms of english and less so with math. The children seemed less timid and more willing to speak english because they were instilled with a sense of confidence, something the current system, I don’t think, tries to do. A major reason why people don’t learn a language as efficiently as they could is because they don’t trust themselves to speak it, and often people may be better at a language than they convey. However, I saw some improvement regardless, especially with basic conversational english. Math was harder to teach because I don’t speak hindi, and so its nearly impossible to explain something like that with such a large language barrier. Nonetheless, I saw improvement in addition and subtraction, and even division which I was surprised by.

a) Standard of english: Quite poor again. Some teachers could not understand the most basic conversational english, let alone speak it or even teach it. Again, levels varied, but none of the teachers would be equipped, in a normal school, to teach english at the moment. However, they are all keen, and really want to improve, and thats why I am very hopeful of the future. They are hard working and enjoy what they do, and that makes me far less worried. They can teach the younger children without problems, but could struggle with the older ones.

b) Almost all blackboard teaching. There was a huge lack in enthusiasm, and a lot of what they were teaching the students was incorrect. Some methods from the previous group had been employed, but there was still a long way to go upon our arrival.

c) We really encouraged enthusiasm; whether it was natural or forced. We know the importance a good or enthusiastic teacher has on your learning, and during 2 hours of tutelage after a full days school, this is even more essential. We explained this to them and showed them how to do it by doing it ourselves in the morning classes. This rendered results, and we saw even the most quiet characters really come out of their shells. We also encouraged them to use starters; a fun and engaging activity at the beginning of class to captivate their students. Simon says was one we showed them which was put into effect immediately.

a) I think the impact I had on the school was to really encourage the teachers. My goal was to make a lasting effect, and I wanted to help them structure their lessons, something which seriously lacked. At the beginning of my time there, I sat them down and firstly asked them what their dreams, goals, and aspirations were. I could tell noone had asked them that before, but I really wanted to help them realize that, and thankfully a lot of them said ‘being a good teacher’. So, I made it my goal to help them, and the students, to the best of my ability. The best way to do that was to make class more interesting but equally as packed with information. I feel like information is better inculcated into younger children’s minds through activities, so I made encouraging this a priority.

b) I think what would have helped me make an even bigger impact was to have had some information about the project prior to arriving there. We entered it knowing next to nothing, not knowing what to expect, and consequently it was very hard to prepare for. This would have made a huge difference, as we can only do so much in the time we are there.

c) I think my presence probably had a wider impact in the way I tried to engage with people in the village outside of my duties. I was curious to know everyone’s story, so to speak, and I think they appreciated my curiosity as much as I appreciated their stories. I knew every person I spoke to would have had an interesting life, so it was really great to be able to speak to them about it.

d) I didn’t really see that much in place before we got there other than what the previous group had implemented. Madan, the coordinator, had only recently joined and I think he made significant changes to the programme, which seemed to take a fresh approach rather than continuing on from previous years.

a) In terms of logistics, everything was more than we could ask for. Ila provided us with very nice rooms, and we were treated to nice meals every day. Although lunch got a bit repetitive, dinner was always incredibly delicious. There were no real health or safety risks, it was all very danger free.

b) The information and training was useful and caused me to expect the worst. Consequently, I was pleasantly surprised by the experience and the lack of real threats it actually posed. I also bought far too many medications and first aid material, a lot of which was by no means necessary. The only strange part was arriving in Delhi and being left to our own devices on the first weeked; I found it quite a shock.

c) The transport and accommodation for the excursions were impeccable. Aside from one bad driver, they were all friendly. We certainly had enough opportunity for excursions, travelling to Agra, Jaipur and Delhi. In Agra we saw the Taj Mahal and the Red Fort, and in Jaipur the Amber Fort. These were very nice bonuses to the trip, and completely enhanced my cultural experience of India. The hotels far exceeded my expectations and were a very nice touch on the weekends. The only part of the excursions that could have been better was maybe having some better information on how to navigate Delhi, as we had a lot of difficulty, especially on the first weekend.

a) I think the fundraising approach compared to fees is a wonderful idea. Firstly, it makes it more attractive to students, secondly it helps them improve their fundraising skills and finally it makes the whole programme seem more charitable. I would not recommend any changes here.

b) I found raising the 500 pounds to not be as easy as I anticipated. It is quite a lot of money, and thinking of ideas isn’t the easiest task. I primarily asked my parents friends and my friends to make donations.

c) I did take extra spending money and spent roughly 250 pounds. This included gifts mostly. Meals on some weekends were not covered by the university and the first weekend wasn’t either, but this would have been a very small amount.

d) I think 500 pounds is a good number for students to fundraise; not ridiculous but not a walk in the park either.

a) My overall experience at Laksh was a positive one. I found it difficult to adjust to India at first; despite travelling before, India was like nowhere I had experienced. The sheer number of people was quite overwhelming and the complete submersion into their culture with people from university whom I at first didn’t know was quite a shock. Teaching, however, was a very nice experience. Being able to offer my knowledge and learning to them was very special, and although the language barrier was an issue, I was still able to create relationships with the students and teachers. I would say the best bit of the project was really getting to know the teachers, the villagers and their lives. I was curious to know everything about them, since I expected them to have lead far more interesting lives than I had. This, as well as seeing the Taj Mahal, were for me the highlights. The worst bit, I would say, was the frustration I got when realizing that my impact wouldn’t be as much as I would hope for. A month simply isn’t enough to make a big impact, and so I had to lay foundations in the hope that my impact would last beyond my stay in India.

b) My role was basically as I expected; I was there to teach and my days were mainly consumed by that. If I wasn’t teaching I was planning lessons or playing sport with the teachers. What wasn’t as I expected was how authoritative my role would be; being addressed as sir by people my own age came as quite a strange surprise. Even though some of the teachers were much older than me, they looked up to me.

c) I feel I have gained so much from taking part. Firstly, confidence. I am a far more confident person, let alone teacher, from this experience. It was certainly challenging but the fact that I overcame it makes me feel confident. I also feel I have become a better teacher. I am more patient, understanding and open-minded. I have also learned a great deal about India and the huge cultural differences it has to the West.

d) I most certainly would. I would say if you want to do it, you really have to enjoy teaching and be open. If you’re not open to the experience, it could really knock you down. Its not the easiest thing being in as foreign a place as India for as long as a month, but it is so enriching if you let it be. I would say, to attract future applicants, tell them about India to entice them about going to India in particular, but also tell them why they are needed and what they would do. Advertise Ila’s for what it is; A luxury farm.

a) I think the future of the project doesn’t need to be much different; I would only really recommend giving the teachers a full debriefing on what has already been done and really how they can help. And do this before they go so they can prepare in advance.

b) I would be willing if you need me

c) I have some photos if you would like me to send them :)