A "Family" View of the School Community

The more time we spend at A.V. Bukani, the more we become part of the fabric of the school and the community. Children call out to us across the school yard with phrases from the books we’ve read in their classrooms or songs we’ve sung with them.  Mothers welcome us as Nosango and Tando, names they gave us in 2009.  Teachers enjoy photos of Sara’s children, remembering that on her last visit here in 2010, she was pregnant with her older child Maxine. We wear the traditional dress that was given to us in 2008 on formal occasions like the farewell for Randi and Steve, and the teachers and families hug us and want to take pictures with us. We are part of them, and they are part of us.

But just as we see the wonderful aspects of life here, we also see the challenges more clearly because we are no longer treated as guests, but as family.  Life is hard here. We are reminded on a daily basis, on an hourly basis, just how easy life is for a white middle-class person in the U.S.  Our life here is certainly different than home, but still…

Muddy streets from overbearing, cold rain--

For us: We scrape mud off our shoes and put on dry ones.

For them: Children in shoes a size too small, with no socks, and threadbare clothes shiver or don’t come to school at all.

Municipal water that is unreliable--

For us: We drink from the bottled water we always carry.

For them: An hour, a day, a week with no clean water for all your needs.

Illness and death--

For us: We mourn the teacher friend that we lost.

For them: Weekends are filled with funerals for family, friends and colleagues of every age. This week, one teacher lost two young cousins from illness, another lost a sister-in-law from an accident slipping in the mud, and the mother of the president of the SGB (a parent board with governing rights in the school) died on Thursday. That’s just the ones we know about.

Eye glasses-

For us: A postponed eye exam because of our time here.

For them: A school of 1000 learners with only a handful wearing glasses. Others squint at the board or put their faces ½ inch from the page of the book. How much could they be learning if they could see the words?

While on our first trip to South Africa, on a 2006 tour with multi-cultural educators, we heard great optimism about the “new South Africa.” Today, there is tremendous frustration with the lack of services provided by the government. Fraud and embezzlement at every level are rampant, starting with the president Jacob Zuma, whom a watchdog group found used nearly $18,000,000 of taxpayers' money to turn his private home into a display of "opulence on a grand scale." He just took on his 5th wife, which appalls people of every culture we spoke with.

Yet Zuma is with the ANC – the African National Congress – the party of Nelson Mandela. And the majority feel they cannot leave that party or they will dishonor Mandela’s legacy.  But they don’t know how their children will feel when it is their turn to vote…

There is a consistent disappointment in the services provided through the Ministry of Basic Education. The Minister Angie Motshekga has admitted the problems herself, issuing an open letter apologizing to grade 12 pupils in 2012. She wrote: "I know 2012 has not been an easy year for you. I also understand that you may feel I ... have let you down. I apologise unreservedly for all you have been through as a pupil." Not much has changed. Just a few days ago, Motshekga stated at a public forum, “Things are quite bad, I’m sorry to say.”

American-born filmmaker Molly Blank, who now creates compelling documentaries about South African education wrote that Motshekga’s apology “devastated me, not because of what she said but because of the fact that the government's neglect of pupils compelled her to say it.”

But Molly went on to document high schools that work, despite the odds of incredible poverty and few resources https://vimeo.com/schoolsthatwork .  Her book and videos, ‘How to Fix South Africa’s Schools: Lessons from Schools that Work” (http://bookstorm.bookslive.co.za/blog/2014/04/04/molly-blank-and-jonathan-jansens-how-to-fix-south-africas-schools-launched-with-john-maytham/) sends an important message, particularly about the power of school leadership.  As in the United States, the power of a principal cannot be denied. And the “hidden curriculum” of the “emotions and attitude” of the teachers is as critical as the “formal curriculum,” a teacher at one highly successful school stated. Her project was commissioned by Jonathan Jansen, Vice Chancellor at the University of the Free State, an education champion in South Africa.

The educators and the families at Bukani teach us to take the long view. Not everything can be done now, but progress can be made bit by bit. We do see progress at A.V. Bukani.  We do see a strong leadership team of Prinicipal Zilindile Thambo and Deputy Principal Ace Lamani. We continue to have hope this school will build on successes, despite challenges and set-backs.  

We come to recognize that we, steeped in our privilege, don’t have the right to get frustrated when committed teachers come to school, despite illness and loss, to better the lives of their children; and students come to school through the mud and the rocks and who-knows-what, eager to learn.

Commitment

Larry has been working with several teachers that he had not worked with before.  Their commitment is impressive.  One teacher buried two young cousins within the past week, but still came to school, sat right next to Larry, took notes on the guided reading process as she watched, and then planned and did two introductory lessons herself. Another was sick all week but dragged herself to school each day to make sure she was in class when Larry was demonstrating.

Larry did professional development three days this past week. He presented information about beginning reading development and guided reading. After a full day of teaching under challenging conditions, the teachers came and listened intently and were engaged in the session. They asked some thought provoking questions, and only when their sole means of transportation was departing did some of them leave.

Lumka , a grade-four teacher Larry has worked with since our first visit, looked around the room of her peers and stated that they needed to continue meeting like this, discussing teaching practices, sharing their successes and challenges, and improving as professionals. No one disagreed.  Heads nodded in agreement.

After another session on Thursday that ended with no comments or questions after Larry’s presentation (maybe Larry wasn’t the only one who was tired), one of the grade R (kindergarten) teachers, Yolanda, came to talk to him. She wanted him to know that what he was sharing with them was “powerful," even for the foundation phase.

At our weekly debriefing with Paul from Calabash, the organization that organizes volunteers for Bukani and other township schools, the teachers Larry works with spoke of the progress, although slow, they see in the struggling learners Larry asked to work with. They see hope and so does Larry, both for their learners and for the teachers. It will take time, but here in South Africa, in the eastern Cape, in Nomatansanqa, at A. V. Bukani Primary School, they are taking the long view and so are we.

Parents Trek Through the Mud

Eileen’s parent programs continue to build, as parents trek through the rain and the mud to make sure they are part of these. The mothers and grandmothers share some drawings their children made with accompanying letters, words, or stories.

This coming week, the weather looks good on meeting days. The principal sent a note home to all the families about the meetings, highlighting that “parents are the child’s first teacher.” The orange picking season is slowing down a bit so more parents may be available.  Who knows who we will see this week…

Excitement at both ends of the scale

Randi’s work with writing at the upper grades showed there are some solid skills being developed in the language arts. This week we also saw evidence of other areas of knowledge.

Principal Thambo teaches Natural Sciences to the older learners and he came in beaming on Thursday. He gave the students the assignment of building an electric circuit, with the project due on Monday. One group completed the assignment two days early.

At the other end, there is much excitement surrounding new classrooms and play areas for Grade R next year. Three spacious double-classrooms are under construction with three additional covered play areas. They are already painted bright primary colors with built-in cubbies. The Grade R teachers at Bukani are loving and full of life. We can only imagine the learning that will blossom at what South African educators rightly call “the foundation phase.”

 

So how do we feel as we enter our fourth and final week here?  Life here is engaging, rewarding, hopeful, frustrating, fascinating, inspiring, devastating, enriching, joyful, depressing, emotional … and exhausting. On Friday we packed up for the weekend in the nearby city, thinking we are worn out and ready to leave next week. And on Friday, we sang with the learners and tearfully wondered how we could leave next week.

Eileen and Larry a/k/a
Nosango and Thando

We're heading back to South Africa soon!

We're heading back to our beloved school in South Africa in late August! Although we haven't been back recently (Larry's -successful!- back surgery last September forced us to cancel our plans last year), we have stayed in touch with the principal and our volunteer contact. Through your generous donations, together we've funded a library aide who has helped keep the library organized and functioning. We're planning to go back this year with more books at an easy level and we'll be providing targeted professional development.  Much more to tell you in the near future….

Our hearts sang this week

When Larry was asked what he wanted to do after he retired from full-time work, he replied he wanted to do something that would “make my heart sing.” Well, our hearts sang this week at A. V. Bukani Primary School in Nomathamsanqa township. 

The Grade 4 teachers had taken Larry up on his offer to train them on how to assist the students in choosing a “just right book” – one that is neither too hard nor too easy for that child to read.  Students packed the library, looking at the cover, pictures and words of each book to see if it was something they wanted to read and something they could read. One by one, they picked books to take home.

And there they were. A group of boys in the back of the room, busily talking with their friends about the books they had chosen, passing them back and forth so they could share their excitement.  That was the moment. That was when we knew that the effort we put into this project, and the effort of so many people who contributed books, and volunteered time, and donated funds, was well worth it.  This was not a container full of books on shelves. It became a living library that very minute.

That day only got better. Eileen has had some loyal parent volunteers helping to inventory the library books. Two of the mothers who truly understand the importance of supporting the school said they would be willing to help organize other parents to help with the library and other projects.  A benefit of volunteering is that parents who help out will get to take out books from the library themselves. Eileen helped the parents find fun books for their children and the parents were elated.  Their enthusiasm for the books will certainly be contagious with their friends and relatives in the township.

And, we’re witnessing the love of reading start early. Grade R (K) and 1 teachers have begun taking books for their classrooms. The students love the stories Eileen has read them. The great news is that the municipal library will soon be providing regular story hours at the school for the young students and their parents, with books in English and in their mother tongue of Xhosa.

At the end of the day, there were visitors from the provincial legislature with responsibility for education.  They had just visited a school that was in near chaos and were quite depressed.  They left A. V. Bukani with broad smiles. They were impressed by the faculty, impressed by the resources like the computer lab, and yes, they loved the library. We met with several of them after the meeting and have continued the dialogue.

Teachers sharing their strengths with their colleagues

We feel this third week of our trip was the most productive of any in our four volunteer visits. It all came together in many positive ways. On this trip, we found that the teachers had been working to improve, and Larry was able to quickly work with them on needs they identified. He was able to help them use many of the resources that we had shipped with the library, including beginning readers and professional materials. Eileen’s contacts in the community, both within the township and beyond, have helped solidify support for the school.

A highlight of the week was the last professional development. Larry noted that a number of the teachers had unique special strengths and he asked them to share this with their colleagues. The faculty watched as Bella talked about creating a warm environment for read-alouds in her second-grade class. Thandi talked about helping the students retell stories by looking at setting, character, and the problem solved in the plot. Ace discussed using student work to create a mini-spelling lesson. Nomhle described the way she uses sentence strips to improve student comprehension. It was very impressive.

As each faculty member spoke, Larry gave them one of the relevant instructional resources that was already at the school. Suddenly they knew how to make use of these books. He ceremoniously handed each speaker one of the markers for the whiteboard, saying, “Do you accept the responsibility of ‘the pen’ to keep this professional sharing going?” They each smiled and took the pen. Other teachers talked about their turns.

Improvements in other nearby schools

We see hope for educational improvement beyond Nomathamsanqa.  The nearby middle school, Vesumsi,  had been floundering without a principal for years. A new dynamic principal took over the helm last week and everyone is thrilled. The entire community vows to support his efforts.

Another American who has fallen in love with Nomathamsanqa, Martha Cummings, has focused her attention on the improvements needed at Vesumsi. She hopes to raise enough money to renovate the school, which now exists without electricity in many classrooms. You can read about her efforts at http://www.universalpromise.org

An interesting note is that there was just word that both A.V. Bukani and Vesumi will become R(K) – 7^th grade schools, as the national government does away with middle schools. Each school will gradually take on additional grades. Bukani will include Grade 5 next year and many parents are happy their children can stay. Parents are permitted to send their children to any school as long as they can get their child to school and pay the fees (which are waived in these schools). Vesumsi may add Grade R to its roles next year.

On our last Friday, Larry led singing on his guitar for 1000+ students singing “She’ll Be Coming ‘Round the Mountain.” We had taught it to every class and the kids were primed. They – and we – had a ball. It was followed by “He’s Got the Whole World in His Hands,” which the teachers have taught the students this year. The students then sang their traditional songs. It was oh so hard to leave.

"She'll have to sleep with grandma when she comes..."

There is much more to say, which will do soon in future blog posts. With the staff, we have identified some critical needs in the school and we hope to raise funds to provide the much needed support. They are incredibly grateful for all we have done, and by we, I mean all of you who have been generous supporters of this project.

More photos, movies, and stories soon…  

A School With Serious Intent

We arrive in the township for our 4^th  volunteer visit, and it all feels so familiar, so comfortable. Our feelings are confirmed when we walk into school early in the morning and the teachers greet us with powerful hugs and the words, “Welcome home.”

There are no welcome parties for us, big or small; and that is very fine with us. We all just get to work, recognizing that nothing is more important than educating a child in a new democracy.

There is a seriousness about the school this year. The Eastern Cape, where this school is located, has fallen behind the other provinces in South Africa in terms of education. The education district that oversees A.V. Bukani is rife with corruption and the central government – for the first time ever – has taken control of this district. There are still questions of who is in charge of what, but there is no question that things are moving forward.

In just a few weeks, all students at A.V. Bukani will have to take national exams in math, English, and their home language (Xhosa in this school). Prior to this, only 3^rd grade took the exam. The teachers are working hard to prepare their students, in content as well as test-taking skills.

Sample questions for the national exams were posted on the internet and our school downloaded them last week. (Yes, the school does have internet connection at a few computers! But as one of the teachers said to me, “What about schools that have no computers? They cannot even see the sample questions.”)

Our students must take the same exams as those whose mother tongue is English.  The 4^th grade exam included a question about rhymes. It became clear to the teachers that many of the students did not know the word “rhyme,” although they know rhyming sounds. What other obstacles lay in wait in the exams?

The Library!

What can we say about seeing the library at the school? It is so powerful to see this amazing resource for all the students. Volunteers over the last few years have helped organize it and further refine the categories of books. Teachers in 2^nd, 3^rd, and 4^th grade have taken boxes of books into their classrooms and the students can take books out about two times a week. We’re encouraging them to have books go home even more frequently.

It is so rewarding to see the books in homes throughout the townships. One of our favorite sights was a glimpse of a 4 year-old laying on a chair in the kitchen, paging through the Berenstain Bears book that his older brother had brought home from school. Yes, the library is indeed having an impact!

Grade 4 students enjoying the book
"Are You My Mother?"

We are working to introduce the books at Grade R (Kindergarten) and Grade 1.  English is now introduced in Grade 1, rather than 2, and this is a new responsibility for the Grade 1 grade teachers. Most relish it, but some don’t have strong English skills themselves, so it’s been challenging. But they know it is what’s best for the children.

Eileen has been going into all the Grade 1 classes, and some others, singing songs in English and reading some books. The kids are incredibly engaged. They are so excited to be able to do something that was reserved for their older brothers and sisters.  And the teachers appreciate the opportunity to see some new techniques they can use with their students.

The Grade R (K) teachers have so far not been given any books for their classrooms.  One of the new teachers, a bright young educator, said she’s been asking for books. “The Grade R teachers feel neglected!” she said.  Eileen talked to the principal about the value of having books in the classrooms for the youngest children, and that will soon be happening. Larry is going to do some training for the Grade 1 and R teachers early next week.

Grade R (K) teacher singing with her class 

Increasing teachers’ knowledge of literacy strategies

We’ve been impressed with the work that has gone on in the classrooms over the two years since we’ve been here. There is much more interaction among the students, with the teachers encouraging the students to “Think – Pair – Share,” a technique Larry and Sara taught the teachers during our first visit.  Some of the teachers have excelled at this and the healthy buzz going on in the classrooms warms our hearts.

The weekly planning meeting with the teachers and Paul,
our volunteer coordinator

Larry has developed a plan with the teachers to do a “train the trainer” approach sessions for teachers in 2^nd, 3^rd, and 4^th grade with two teachers from each grade. These teachers will then train the other teachers in that grade after we leave. The focus is an issue the teachers raised: helping the students retell the stories they are hearing or reading on their own. Larry has demonstrated a technique in which students talk, draw, and write about the beginning, middle, and end of stories read to them.  This approach will help students develop an understanding of the structure of stories, which will help build understanding and improve their retellings.  Teachers have been enthusiastic about the approach and have been pleasantly surprised at the positive responses from some of their struggling students.  Next week they will take over the teaching, with support from Larry.   

New responsibilities for the school leadership

The government just completed an evaluation of A.V. Bukani and determined that the school earned  The right to manage its own funds.  Up to this point, school leadership had to request funds from the district school office, and it could take six months to get an order of paper! Worse, money often didn’t make it out of the district office at all.  Now the principal and the school governing board (including teachers and parents) have control of the funds.

Our principal, Mr. Thambo, is thrilled that he can now take charge of his own funds. This is something he has fought for. But there are also challenges. For the last decade, schools have not been permitted to hire non-teaching staff at the school, so all the financial issues must now be added to the work of the principal and the teachers. Mr. Thambo is getting training in management of the funds, but it is a huge responsibility.

Reconnecting with our friends and “family”

This year, we are not staying with the Mofu family in the township.  Rev. Mofu has been quite ill and we have been very worried about him.  At the end of our first day of school, we quickly walked to the Mofu’s to see how he is. We are thrilled to report that his health is much better. He's lost weight, eating healthier and his diabetes completely disappeared! (Diabetes is a huge health issue here and we hope some day to bring in nutrition classes for the teachers and families) The doctors are hoping that Rev. Mofu's kidney problems, which were related to the diabetes, will increasingly improve as well. We are VERY relieved.

The other issue is that part of the roof of the Mofu’s home blew off in a heavy wind last year. They are now repairing the home and doing some other home renovation, so there are boards and nails everywhere.  In between the hammering, we got to visit with their grandsons who are now in Grade 6, Grade 2, and preschool. It is hard to believe that 11 year-old Yanga was only 6 when we first met him. His charming smile and big hugs never changed. We’ll be back to visit more next week.

We are staying with other friends just outside the township, Nondumiso and Keith. Rosedale, their totally “green” B and B which opened 3 years ago, is in the midst of their organic orange farm on the border of the township.  They are fascinating people who have lived extraordinary lives and we truly enjoy their company. They are very supportive of the school and the volunteer program. This is where Sara, Alex, and Cecily stayed in 2010; and Keith and Miso graciously held our Farewell Party there that year when the school building was closed because of the teachers’ strike. We often visit in the township in the afternoons and then go to Rosedale for dinner. We particularly love sitting outside in front of the open-pit fire after dinner and enjoying the cool, clear evening with the full moon peeking through the indigenous trees and the sounds of exotic birds filling the air.