Their Own Words
Its been nearly a year since I have posted a blog entry. The year was incredibly challenging, irrespective of my Peace Corps Service, but there are officially three months to go, and I want to attempt to share with my devoted friends and family some of the highlights of the past year and a little bit of the process of closing out my service.
I will start with one of the most rewarding experiences of the year. The biggest thing I worked on this year and perhaps the one solid, tangible monument to my Peace Corps Service is the SALC. Pi Pop and I worked frantically on this project for two solid months and we both agree, the results are encouraging.
Self-Access Learning Centers are a common fixture in universities and language learning institutes. During one of our many trainings a university professor came to speak to my group about how to create one and the elements that make up a good one. The idea is for there to be a public space where motivated individuals have access to free materials so that control of their learning is in their hands. This woman’s presentation made me think of Pi Pop immediately and all of the students over her thirty years of teaching that she has inspired to become scholars of the language.
When funding for small projects became available last August I quickly wrote a grant for a budget full of books, games and equipment and Pi Pop zealously translated it into Thai. My new co-teacher, Pi Big, fresh out of university and possessing all the talents of the young, somewhat less zealously typed it all in Thai and we sent it off for approval.
While we were waiting for approval for our project we had to get all the details straight with our school principal. He donated a classroom and a good portion of materials and money to the budget. Part of proposing projects and seeing them through is what is called, “community buy-in.” Our principal showed his enthusiasm for the project and his desire to see it succeed by contributing the classroom, the paint, a new floor and the teacher’s desk that would go into the room. Without such a stake in the project from the school itself, the project would have failed, or worse. It could have become a monument to me– a truly lovely room with lots of high-quality educational materials that no one would ever use. Luckily, our going rate of 25 student visitors a day is assuring us that that is not the case.
The fact that we live in a rapidly-developing area played a key role in the kind of materials we had access to. They recently installed a Toys ‘R’ Us in Hua Hin and money-in-hand once we were approved, Pi Pop and I set off for the game isle at this well-stocked establishment.
I think as children we all dream of walking into Toys ‘R’ Us with handfuls of money and walking out with bags and bags. In this instance the feeling of satisfaction was magnified knowing how much our students stood to benefit from access to a few good toys. Walking out of Toys ‘R’ Us and heading for the bookstore we could barely carry said bags, filled with Guess Who, Scrabble Jr., Boggle Jr., Mastermind, alphabet puzzles and all manner of word games. At the bookstore we stocked up on six levels of readers, all with Thai glossaries and comprehension activities in the back. This is particularly important because officially a library is not a self-access material, since there is no way to measure whether someone has improved or not. Knowing this though, Pi Pop, who loves literature, and I were not willing to forgo a library.
In fact the library is a a favorite place for many of our students. Borrowing from an old pre-literacy/beginning- literacy technique I learned during my time working in preschools, we set up the library to be as inviting as possible. We selected a large bookshelf of warm-colored wood, and placed it catty-corner to a wall of windows. We sectioned off another side with two low metal shelves so that only one side is open and the space is quiet and set apart from the rest of the room. We layed down a carpet and purchased some nice fluffy pillows for getting cozy and then arranged the books by level. One of my senior girls has spent hours cuddled up with a stack of books, slowly working her way through them one at a time, dictionary at her side. Watching this I realized how cultural curling-up with a good book is, as most Thais will opt to spend time talking with other people when they are free. I also realized how we all stand to benefit from a little more of one or the other.
Arranging the rest of the room was simple. We loaded all the games onto a shelf, along with some phonics games we have made by hand over the past two years and set up another corner for a listening center. We open the room up three times a day, and I can officially say that no other Peace Corps Volunteer in the history of the organization has taught so many kids to say, “Does your person have a mustache?”
While working on the SALC I learned so much and made so many observations, that it is difficult to remember them all. Grant-writing and project management are invaluable professional skills and I am still in the process of mastering them, though I am running out of time to practice them in Thailand.
We received about eight-hundred dollars for our project in Thai government funds and while justifying money for games was a little tricky, I almost cannot articulate the value of these materials. I realized one afternoon as Pi Pop and I were training the English teachers in how to play the games, that high-quality, creative-thinking based toys are not something my teachers had seen before. They were so cut throat at Scrabble Jr. I feared for my safety at times and the bright pictures on the board, the sturdy letter tiles and game board and the specific rules for each game intrigued them.
This same concept goes for the students as well only moreso, beacuase they are still children. My class of eighteen-year- olds shows up en masse every time we open the door. Most head straight for the shelves of games, having never played with such toys before.
Critical thinking skills are deeply imbeded in the games we are all so familiar with from childhood and the importance of play is acknowledged by most families and certainly in all pre-school classrooms in the United States. Games like Guess Who, Scrabble Jr. and Mastermind ask students to employ higher-level thinking skills such as analysis, evaluation, comparison and experimentation and I honestly think it is the mental exercise over the desire to practice English that keeps the students coming back.
I admit that I am sometimes afraid to try to explain Mastermind to new students that come in because my language skills are limited and at first it is tricky to understand. The students surprise me every time though. Just when I think they are too frustrated and want to quit I will find them meticulously looking through each row of pegs and explaining out loud exactly what their previous thinking was, in order to work out what the next best move will be.
For me watching the learning process as it is happening has always been the most exciting thing about teaching. Seeing students walk away with new knowledge and experience, knowing it will always be with them, motivates me to keep teaching new kids to play Mastermind. There is more to the SALC than just this though. Selfishly, I find the space relaxing. I unlock the door to the SALC and immediately release a long exhale. Inside the room we are not limited to what a textbook or a class period can do for us, we can let go of the reigns and let the students take over. We can allow them to be driven by what is inside them; the voice that keeps pushing them to try again, that entices them with the idea that there is always more to know.