Raising the bar ...

Love of Reading Grades 1-3 learn to read; Grades 4 and up read to learn  … 
Raising the bar  I give you an apple and you give me an apple = one idea!                                                                                                                           I give you an apple and you give me an orange = two ideas ….

“Literacy is about more than reading or writing – it is about how we communicate in society. It is about social practices and relationships, about knowledge, language and culture.    Those who use literacy take it for granted – but those who cannot use it are excluded from much communication in today’s world. Indeed, it is the excluded who can best appreciate the notion of ‘literacy as freedom’.”      --UNESCO, Statement for the United Nations Literacy Decade, 2003–2012

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Goal: The purpose of the BETT Early Literacy project is to empower and to build both Early Literacy Teachers and Librarians’ capacity with their role as teachers and as school librarians in the Khmer Language Programme whilst implementing child-centered teaching methodology. Note: the BETT resources were used as an additional tool in the teachers’ toolbox to improve the sustainability of reading. 

Before the Change: Through the original 2009-2011 BETT Reading Program, 17 small village school libraries throughout MondulKiri province (Cambodia) were ‘partly’ set up.  However, the long-term impact of the original programme suffered due to

minimal follow-up from various educational partners. Through our POE / Cuso-VSO assessment, we discovered that these small reading libraries were under-utilized.   Visits to assess regular reading progress were inconsistent.  Few or no additional BETT books or other reading educational materials were provided for independent teacher and student use. Training for Teachers and Librarians to use the BETT ‘literary’ books was inadequate. Teachers and librarians were unsure how to link the BETT resources to the Khmer / Bunong Language Curriculum.   Some village school libraries were generally locked most of the school year.  In other libraries, books were incorrectly categorized to their reading level.  Some village schools used books as ‘trophies,’ consequently collecting dust!  Teachers and librarians had little to no indication as to how to use a variety of follow-up reading assessment tools (e.g.; using simple rubric tools for the: before, during and after a reading session). Funding had dried up … and more.

How did the change happen?  In 2014, the POE recognized the need for librarians to make better use of their library resources, and asked for Cuso-VSO’s support.  We began to work with a number of selected rural village schools that had partly set-up libraries and some BETT resources.  With my POE colleagues and my VA (translator), we visited these rural school to meet with the school directors and teachers to assess their level of support and their ability to participate in a 6-month BETT Reading Project.  After lengthy discussions, they appeared eager to participate in the literacy project.  Even in these initial meetings, they already showed an understanding of the link between improved reading benefits and reaping the rewards of leading a better quality of life.

Between 2015 and 2016, POE/ Cuso-VSO recognized the great need to expand the BETT Reading Project and took on this challenge.  We targeted more rural village schools across the board to take part in the project.  We also continued to attend monthly ‘Technical Thursday’ meetings.  The goal was to reach more teachers and school directors in MondulKiri Province.   This was an opportunity to increase peer-to-peer learning, followed by classroom visits to expand the interest and potential impact.   Throughout the 2-year BETT Project, my POE colleagues were fully supportive.  They periodically came with me to the village schools to monitor their teachers’ progress.  At the

beginning of each training session, Tim Sangvat, the POE director, showed his support.  He attended several of our workshops to empower and encourage Khmer / Bunong teachers and librarians to use the school’s PB budget at any time, if funds were available, for additional teaching resources for their library and /or their classes. 

Training Workshops:  

.      2014-2015, 3 times during the school year, we conducted consecutive 2-day BETT ‘Love of Reading‘ training workshops for Khmer / Bunong teachers and librarians. 

.        2015-2016, we increased the number of workshops from 6 to 10 days a year; a consecutive 2-day training workshop was held approximately every other month. 

.       We also conducted a 2-day training workshop each school year for both school directors and

     cluster chiefs.  This enabled them to monitor their teachers’ progress in addressing both what students learned and how well they were learning.

.        During that same period, 5 librarian-teacher-trainers from selected village schools attended an introductory 2-day training workshop on good reading practices. The purpose was to train and coach teachers to educate their students on the importance of what it means to be ‘reading’ independently. What’s more, to bring enthusiasm, varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student to share their thoughts, hopes, fears and dreams in a safe environment of their classes  (Table 1).   More significantly, the importance of developing a love of reading for learning and for pleasure became increasingly apparent to these educators, so that this new attitude, the value of Reading, could be passed on to students, their families, and eventually, to the community at large as a vital part of their lives.  Perhaps in the not so far distance, this could eventually become a significant cultural shift.

Note: Whilst in Cambodia, we noticed that there was a significant difference in attitudes about books and reading; most Cambodian people we met did not own books in their homes, nor did they read for pleasure. They commented that books were expensive to own for pleasure, and indulging in such pleasures is not customary. What’s more, it appeared that solitary reading might not be part of the Khmer culture because the Khmer people are more social being. In poor and isolated communes in MondulKiri province, this effect seemed even more pronounced.  Farmers and their children focus on contributing to the survival of the family.  Parents may take on several jobs to make ends meet, and have little to no time to read.

What are teachers doing differently? Upon our return visits to all the village schools, it was evident that most teachers and students had taken on the ‘BETT Love of Reading’ challenge with enthusiasm.  Teacher-librarians are now providing a meaningful library and reading service for the schools and use of the BETT materials has increased.    How was this accomplished?

•  Time schedules were created between librarians and teachers.
• Posters were hung on library walls to entice students’ interest in reading.
• Most school libraries were opened for anyone to use, including community use  (e.g.; teachers have created a time schedule allocated for students and the community).
• There was peer-to-peer support for love of reading (e.g.; some teachers have collapsed classes for shared reading and were doing this daily).
• Teachers were showing students how to use the ‘5-finger’ method for choosing a book appropriate to their level (e.g.; expand on their repertoire; create a passion for and love of reading; give them choice and ownership in their reading).
• BETT reading flashcards and questions on comprehension after reading were being used to generate conversation and critical thinking.
• Some BETT books and other library books were now linked to the Khmer Language Curriculum.
• Teachers were beginning to use simple, child-friendly activities to expand on their students’ learning  (e.g.; Adding a different sentence to the story; Writing a simple poem; Role-playing characters in a text; Using a situation from a text as a springboard for creating their own story; Enacting age- appropriate
  
  story from students’ lives to parallel to a situation on a flashcard and more).
• Teachers began to include an element of ‘friendly competition’ with added short-term goals.
• Time was given for review and reflection, following the child-friendly activities, as well as in their Khmer language lesson.
• Students received positive feedback from their Khmer / Bunong teachers.
• Instead of being used as ‘trophies’ and collecting dust, books were now in use by students, teachers and members of the community.  Books are now being valued!
•   Books became properly categorized to the appropriate reading level.  
• Librarians and teachers were using a checklist and a simple rubric tool for the “before,” “during” and “after” a reading session.
• Teachers were helping students track their progress on their ‘Reading Log’ to show the number of books they read.

Why was this change seen as most meaningful?  After each training workshop, regular follow-ups and observations to assess teachers / school directors / cluster chiefs’ progress were provided.  This helped to ensure confidence in implementing their new tools in their classrooms, independent of the trainer  (e.g.; BETT teaching resource materials; Linking reading flashcards, BETT and other library books to the Curriculum). Teachers were also encouraged to use the MoEYS Library Guidelines and checklist for their own reference.   In some village schools, we were pleasantly surprised to find that trained teachers were present and prepared for their observations, even when we came for an unannounced visit!  Teachers welcomed the positive feedback and appreciated the comments, guidance, and even asked for more.  They said that they ‘valued our work, and the feedback was extremely useful for their own professional development’.   What’s more, teachers showed increasing interest in their students’ learning; they were ‘talking’ to them.  As a result, students showed considerable improvement in their general work.  In some cases, students were divided into groups according to their reading levels, to achieve even better results in their level of literacy.  Some students came to school early to help the teacher open the library and to excitedly rush to a bookshelf to reach for their favourite book!

Outcome of the 2014-2016 Project: Teacher-librarians, teachers, and students appeared well-aware that ‘Love of Reading’ is best as an integral part of their daily lives.  As a result, students appeared to become more responsible for their own learning of what it means to ‘Read’ without prompting from their teachers.   The BETT literacy resources became one of many little hammers that together with other little hammers were used to reduce poverty, particularly in isolated communities such as Mondulkiri Province. 

Throughout our time in MondulKiri province, Cambodia my POE colleagues and I supported the BETT project; routinely empowering teachers, school directors and cluster chiefs to improve literacy efforts.  Most importantly, we built trust and worked together to ‘raise the bar’ to a higher level of excellence, whilst having fun in the process.  Laughter and more laughter became contagious among the people, and learning became more desirable and easier to grasp.  I found that love, patience, determination,  humour and understanding are necessary for influencing positive change.  As for me, volunteering overseas  gave me an opportunity to learn from the Indigenous remote villagers with whom I worked.  I earned a sense of accomplishment, as I was able to assist, share and yet learn from educators who do the best they can with limited resources. It was indeed a privilege to have worked and receive support from the BETT Early Literacy NGO’s in Belgium and Homeroom to Read in Cambodia. 

TABLE 1:  Approx. Number of Participants in the BETT ‘Love of Reading’ Workshops (2014-2016 school year)
99  IB – Intermediate beneficiaries	No.	Position	Sex	Formal training workshop, POE Resource Centre, SenMonorom
	1   4  17  51	POE director POE Staffs Teacher Librarians (grades 1-6) Early Literacy Teachers	M 2M 2F 7M 10F   4M 47F	10 days @ 2 days per month
	17 4	School Directors / Cluster Chiefs	10M 7F 3M 1F	2 days per year
	5	Librarian-Teacher-Trainers	2M 3F	2-day preparatory workshop
7,763 UB- Intermediate beneficiaries	No.	Position	Sex	Follow-up support, mentoring, and coaching in village schools: OuReang, KhaoSeima, KhoNiek, SenMonorom Districts
	17	Teacher Librarians (grades 1-6)	7M 10F	In-school reading programme at the target village schools
	138	Grades 1 – 6  Teachers	30M 100F	Received training from both Librarian-Teacher-Trainers and/or Teacher Librarians (grades 1-6).
	7,608	Students (boys and girls)	2,365 girls	Students received training and coaching from both Teacher-Librarians and Homeroom Teachers.
After each workshop, a Follow-up Visit Schedule was given to Teachers for on-going support and to address any concerns over time of initial implementation.  We had also indicated that we were available to visit Teachers and School Directors at their convenience, should they require immediate assistance before our regularly scheduled visits to the school villages.   Before follow-up visits took place, Khmer / Bunong Librarian / Grades 1-3 Teachers were requested to do a 4-week teaching cycle to implement their new tools, both in their library and in their classroom.  After the workshops, Unannounced School Visits were done periodically to find out if Teachers were indeed doing their 4-week cycle practicum using the participatory approach.  And they were!

Wishing all you a wonderful March, happiness and lots of laughter …

More later ... :)