Love of Reading

... Using the BETT Reading Programme throughout the schools in Mondolkiri province

Before the change:  Between 2009 – 2013, small village school libraries – BETT Reading programme throughout Mondlokiri province, were ‘partly’ set-up  with minimal follow-up by a variety of NGO’, including VSO and the POE.  These 17 small reading libraries were underutilized because:

.         NGO/POE visits were inconsistent to assess any type of adequate literacy progress.  Furthermore, they did not provide additional books or educational materials and more for teachers and students to use (with their teacher or independently )…

.        Both teacher  librarians and teachers were not trained to use ‘literary’ books adequately

.        Teacher Librarians, teachers and students were unsure how these books were linked to the Khmer/Bunong Language Curriculum

.        In some cases, either libraries were locked up or books were used as trophies – thus collecting dust ….

.        Books were not properly categories to their appropriate reading level

.        Teacher librarians and teachers had little to no indication as to how to use a variety of simple follow-up /reading assessment tools - such as using simple rubric tools,  for the: before, during and after a reading session …

.        Funding had dried up … and much more 

What changed?  We (VSO together with the POE),  provided  Khmer/Bunong teachers with both a 6 day literacy Love of Reading and a 4 day library training workshops at different

times  of the year

.        We also gave a 2 day  (reading/library) training and follow-up throughout the school year to both school directors and cluster chiefs

.        As well as giving the Khmer/Bunong teachers the opportunity to do a 4 week cycle / to do their practicum after each training, to implement the new tool in the classroom, we did regular follow-up by working closely with teachers/school directors and cluster chiefs after each training to ensure that they confidently understood how to execute the reading tools and how to use the aforementioned tools independently in the classroom.  (E.g.; BETT reading flashcards, Big book, library books linked to the curriculum, using the MoEYS guidelines,  library checklist  for reference- etc.).  Once teachers felt confident in delivery the reading programme, we did observations to assess their progress .

What are teachers presently doing to follow up with the reading programme?  Teacher librarians are now providing a meaningful library and BETT reading services for their schools.  

.        Teachers (through time) began to understand how to use the MoEYS  (Ministry of Education Youth and Sports) reading guidelines in their schools

.        Time schedules have been created between teachers and librarian teachers 

.        Posters are hung on library walls to entice students' interest

.        - School libraries are no longer locked up and anyone (including the community) can use the library (Eg.: Teachers have created a time schedule for students and the community to use the library during school hours and after school)

.        - There is peer to peer support for the Love of Reading  programme (E.g.; Some teachers have collapsed classes for shared reading and are doing this daily)

.        Teachers are showing students, how to use the '5 finger method ' for choosing a book appropriate to their level and, for them to: 

o   expand on their repertoire

o   create passion and, love of reading

o   Gave them choice and ownership in their reading

.        - Reading flashcards, questions after reading are now used to generate conversation and critical thinking

.        - Library books are now linked to the Khmer/ Bunong curriculum and teachers are using

simple child friendly activities  to expand on their students’ learning. Activities example: 

o   adding a different sentence to the story,

o   writing a simple poem –

o   role play characters in a text

o   use a situation from a text as a springboard for creating their own story

o   enact age appropriate story from students lives parallel to a situation on a flashcard and more

.        Teachers included an element of competition and /or involved short-term goals for the activities to engage children in reading books

.        Time was given for review and reflection following the  child friendly activities and in their Khmer lesson

.        Students received positive feedback from their Khmer/Bunong teachers

.       

unannounced school visits were done periodically to find out if teachers were doing their 4 week practicum after the workshop training.  They did ...  

How did the change happen? Regular follow-up visits: ongoing coaching, mentoring, empowering

Books are categorized to their appropriate level

teachers and instilling their confidence 

.        Visits were consistent to assess progress

.        We (VSO) provided Teaching Reading Resources:   New additional books (Spear) were delivered to all school libraries.  Updated reading and library manuals, check list, BETT big books and other BETT teaching materials for teachers to use both in the library and in the classroom were provided.

.        VSO provided Teachers, school directors and cluster chiefs with a complete guide / Library manual.  (This included the MoEYS guidelines), educational materials and much more …

.        Teacher  librarians, teachers,  school directors and cluster chiefs were now trained to use ‘literary’ books adequately – BETT and Language Khmer/Bunong Curriculum linked to library books

.        Teacher Librarians, Teachers and students had become familiar with the use of library

books and are now beginning to link them to the Khmer/Bunong Language Curriculum

.        From being trophies and collecting dust, books are now being used by students, teachers and the community ….

.        Books are now properly categories to their appropriate reading level

.        Librarians and teachers now use a check list and a simple rubric to use a variety of follow-up assessments for the: before, during and after a reading session …

.        VSO funded the Love of Reading and Library combined projects with the POE/DOE’s support

Who was involved in providing and supporting the 'Love of Reading' programme? BETT developed by a Belgium NGO together with Khmer Room to Read NGO,  VSO, POE, DOE, cluster chiefs

Was the 'Love of Reading' meaningful? Teachers showed increasing interests in their students’ learning, and  used the child friendly approach / student centred approach. As a result students showed considerable interest,  improvement in their learning  and understanding which extended to other subjects. In some cases, higher student and lower student achievers worked in groups achieving better results - as appose to letting lower achievers manage on their own  .        As a result of building the capacity of teachers and POE staffs,  meant that their  interests were directed to long life learning: An incentive in their professional development, to work closely with students and much more ...  .        Initially, the POE asked for VSO support, because not only that they saw a need for teacher librarians to keep their libraries open, but to proficiently use their library  using the BETT / Khmer literacy programme  and the MoEYS guidelines. .        The POE also had asked VSO to have training workshops that link ed both library books and the BETT Literacy programe to the Khmer Curriculum, which we did in two parts. Furthermore, beginning of each training session, Tim Sangvat,  POE director attended several of our training workshops to empower and encourage Khmer/Bunong teachers to use the school’s PB budget, available to them at any time, should their require additional resources and alike for their library and /or their classes.   What does the future hold for teachers and students ? It is hard to know what will happen in the far future.  .        It is likely that for now, teacher librarians will continue to run the library BETT/ Khmer literacy programme more proficiently with the continued support of POEs, DOEs and cluster chiefs staff .        Teachers will also continue to use the simple literacy activities and assessment tools .        POE (with  UNICEF's support) plan to continue to provide meaningful literacy workshops for teachers and teacher librarian.  As I speak, POE and VSO (that’s me) we jointly did several Grade 2 literacy training workshops during the 2014 - 2016 school year using VSO - BETT simple activities and assessment tools.     Next year, POE staffs are planning to do an updated Grade 3 Khmer/Bunong literacy training workshops linked to the new library books .        POE, DOEs, cluster chiefs have also encouraged teachers to continue to link the Khmer / Bunong curriculum to the various genre in the library

My experience as a volunteer? VSO /Cuso International organizations have had a huge impact on me. It’s been a joy and a privilege to work in the beautiful hills of Mondlolkiri with dedicated people at the POE and with VSO volunteers/staffs.   My experience  has been indeed very positive on many different levels;  I was challenged and inspired by the successes I saw at the school villages:  watching the success of Khmer/Bunong teachers, watching smiling children, the builders of the future, explore endless possibilities through play and school work, watching them clap and squealing with delight when a classmate gave an answer to name a few;  Connecting through the hearts, the minds of the people and feeling part of the community in an age where neighbours in other parts of the world, have little time for each other; having fun of course; and of course, there's never been a dull moment as I reflect on these almost 3 incredible years.    What’s more, I found that awareness and understanding is necessary for change.  I’ve learned so much from the Indigenous people, the POE, VSO/Cuso International.  I leave with so much gain from all you :) I leave you with this quote ‘It was through volunteerism that I learned one of the greatest secret of life – that our sense of self worth is defined not by what we get from the world, but  we give to it.'

 

More later :)