Week 3 - 17/02/14

Professional

Day One - On our own

On Monday morning we set out early for our first class at Makerere University. We were relieved when we arrived and met our lecturer but unfortunately our peers hadn't received the message that class was starting.

First day at Makerere 

 On Tuesday morning some of our class gathered for our first lecture. Although we are enrolled on a PGCE course and so our peers are much older than us, they have welcomed us into their class and they are very helpful ensuring that we have all notes photocopied and offering to show us around campus. The lecture format involves discussion and also dictation. Due to the language barrier and the lecturer’s accents it can be difficult to understand what they are saying but with time and much concentration I believe this will become easier. Attending lectures has been extremely interesting and challenging, naturally I have found myself reflecting on what I am learning and critically evaluating the teaching style I am using. The GTCNI (2007) considers that those who are honoured with the title and status of teacher will be knowledgeable, skilful and reflective practitioners. (GTCNI, 2007,p.10)

Cultural

‘We live in a wonderful world that is full of beauty, charm and adventure. There is no end to the adventures we can have if only we seek them with our eyes open.” Jawaharial Nehru (cited in Dunlap, 2011,p.12)

This weekend Nicola and I decided to open our eyes to Africa outside the city of Kampala, travelling to Jinja.

Nile River Explorers Camp

 After settling into our accommodation we journeyed to the source of the Nile by boat. As the boat slowed the tour guide pointed out native birds, fishermen at work and we stopped off at a man-made island with craft shops by the source of the Nile. 

Fishermen at work

Man - made island 

We stepped out of the boat and across the water to the very source of the Nile were the water bubbles due to springs underneath.

Taking a 'selfie' at the source of the Nile

Standing at the source of the Nile

Horseback safari 

Later that evening we set off on a horse back Safari through villages and along the river Nile. As we rode through the villages some children waved and shouted ‘Jambo!’ (Hello in Lugandan), others yelled ‘how are you?’, excited to practice their English and some ran after us singing ‘the horses are coming!’. We were amazed at their excitement especially as horses ride through the area on a regular basis.

Breakfast overlooking the Nile river

After having breakfast on Sunday morning we decided to travel back to our accommodation by Matatu, a mini bus taxi used by most local people in Uganda. It was a warm journey back as we were squeezed in like sardines and not long into the journey I heard a clucking noise, turning around to see the lady behind me had a chicken perched on her lap… Only in Africa!

Personal

Since coming to Uganda naturally I have experienced a change in my diet. Even our home cooked meals have a Ugandan twist, with local vegetables and meats introducing us to new flavours. Yet, we all have something we miss from home and after three weeks in Uganda I have to admit I am missing the many cups of tea I normally drink at home.  I agree with Copeland when he says ‘a cup of tea at this time adds a lot of comfort and happiness.’  (cited in Martin, 2007,p.95) You can also imagine our excitement when we discovered we could buy Heinz baked beans in the supermarket!

A taste from home!

Enjoying tea and cake in Cafe Javas

References

Dunlap, W. (2011) Plan Your Escape: Secrets of Traveling the World for Less Than the Cost of living at home, Bloomington: AuthorHouse.

GTCNI (2007) Teaching the Reflective Profession, GTCNI:Belfast.

Martin, L. (2007) Tea: The Drink that Changed the World, USA: Turtle Publishing. 

Week 2 – 10/02/14

Professional

'Four in a row'

Practising addition of four numbers

In contrast to many P2 classrooms across Northern Ireland Year 1 in Ambrosoli International School do not have time scheduled for structured play, but children are still given an opportunity to learn through playful approaches. As outlined in the Northern Ireland Curriculum ‘Play provides opportunities for children to experience learning in a meaningful and purposeful way.’  (CCEA, 2008, p.3) Learning of core subjects such as literacy and numeracy are taught using active learning strategies and interactive games.

'Sleeping bunnies' - This weeks song for 'Stop and Sing'

Children in Ambrosoli International School are celebrated. In the morning the children learn to say 'hello' a new language. On a Friday the entire school stops for a time called ‘Stop and Sing’ with a song sung across the PA system and children in each class join in singing and dancing in their classrooms. My hope is to develop an inclusive and loving community as I teach because I believe this environment is the key to successful learning.

Cultural

Sparkles Salon

As we explored Kampala we didn’t only stand out because we are white but also because we are girls. It didn’t take us long to realise that streets and shops were mainly populated by males. ‘According to a local proverb, “Woman is only the passive earth; it is the man who provides the seed.”’ (Hafkin and Bay, 1976, p.161)Within the Ugandan culture females are often seen as inferior to males with women spending much time in the home and men pursuing further education or work.

As a weekend treat we headed to Sparkles Salon to get a manicure, pedicure and to get the orange dust removed from our hands and feet. I was surprised to see that the beauticians were men, something that wouldn’t be as common in Northern Ireland!

Deep clean

Home Sweet home!

Personal

This week we finally settled into our new home for the next three months at Red Chilli.

Red Chilli

Although there is an excellent restaurant at Red Chilli we are really enjoying cooking dinner for ourselves. Unfortunately we haven’t quite perfected the correct portion sizes yet and have a habit of cooking enough to feed a family!

Chopping some vegetables

Some 'home' cooking

On Thursday we went to visit the Tomorrow Heroes' boy’s home. It is a home for 10 street boys who show potential and an eagerness to learn. They are sponsored to live in the house and attend school with a hope that they will be able to get a job and support themselves after the age of 18. Each boy has a fascinating story to tell and they loved having visitors and were interested to hear about our families, despite the fact that many of them do not have much or any contact with their family.

At home I love spending time with my family and especially enjoy when our extended family get together. On Saturday my granny celebrated her birthday with a family party and although in Uganda I was still in attendance with a Skype call to join the celebrations. This was a true expression of Ohana:

‘Ohana means family.  Family means no one gets left behind… or forgotten.’ (Lilo and Stitch, 2002)

Over the past two weeks communication with home and the knowledge that there are many thinking of us has made settling in this new country much easier.

Smiles from home!

 References 

CCEA(2008) Learning through play at Key Stage One, A resource book, Belfast: CCEA.

Hafkin,N. and Bay, E. (1976) Women in Africa: Studies in Social and Economic Change, Stanford: Stanford University Press.

Lilo and Stitch (2002) Film, Directed by DEBOIS and SANDERS, USA:Walt Disney Pictures.

Week 1 - 03/02/14

Professional

After arriving on Sunday afternoon we were eager to start Makerere University on Monday morning. Unfortunately classes would not start this week. Nicola and I are determined that we will grasp every opportunity to develop professionally whilst in Uganda and so we contacted a former Stranmillis student, Natalie Williamson who teaches in Ambrosoli International School, Kampala and asked if we could volunteer in the school for a few days.   

Year 2 Rwensori's classroom

This experience has been deeply enriching. We arrived at school with children from many backgrounds, cultures and families. Despite the diversity, there is a strong sense of community. I was placed with Teacher Steve in a Year 1 class (equivalent of Year 2 in Northern Ireland) and I soon became ‘Teacher Naomi’, helping enhance learning in the classroom. Much of my time was spent targeting phonics and I was challenged to consider the difficulties that newcomer pupils will encounter when learning to use phonics. These lessons learned will help me become a more effective practitioner.

Ambrosoli International School share the belief that ‘developing young children’s awareness of words, syllables, rhymes and phonemes significantly increases their later success in learning to read and write.’ (CCEA, 2007, p.1)

Cultural

Preparation for a trip so far across the world takes time and in the weeks and months leading up to my trip I spent much time preparing myself to travel and live here. Yet, it is safe to say there is nothing that can prepare you for the sights, smells and reality of living in a different country. As the plane came to land I looked out to see that the green of Ireland had been replaced by the red dust of Africa. As we travelled from the airport and reached Kampala we were struck by the reality that there were so many people and that so many people had so little. This was difficult to digest. Yet, Uganda is as I have been told many times since arriving, ‘the pearl of Africa’ and it is the people who make it a pearl. Yes, life is slow here and many people run by African time, but most people we have met are friendly and have a genuine interest in getting to know us. A meeting with a university lecturer to find out about classes we assumed would be quick, but more time was spent discussing family than organising our timetable!

Kampala spreads across a large area and so on Monday we had to conquer our fears and climb onto the back of a Boda – boda. This was a scary experience and we couldn’t help but laugh at how ridiculous we both looked on the back of the Boda – boda. After a week and after what felt like a few near death experiences we decided it would be best to invest a helmet. At least all the onlookers can’t see our expressions now!

Safety first!

It isn’t just when we are on the back of a Boda – boda that we attract attention in Kampala. In most areas we can’t walk too far without hearing ‘Mzungu’ which means ‘a white person’.  On one occasion a mother carrying her baby stopped and pointed saying to her child, ‘look mzungu!’ This was quite intimidating at the start but we now realise that they do not say this to be offensive.

'White person'

Personal

Saying goodbye at the airport

It is hard to believe that over a year ago I would not have considered leaving home for three months, never mind flying to Uganda. As difficult as goodbyes were and despite the culture shock we have faced it is clear that challenges faced shape character. Already I realise that in the past I have been too afraid to embark on new experiences. John Shedd expresses ‘a ship in harbour is safe, but that’s not what ships are built for.’ (Shedd, 1982, p.28)

Having spent a week in Ambrosoli International School we had a brilliant opportunity to take part in a Colour run to raise money for children in the Special Educational Needs wing of the school. Not only was this enjoyable but it was a great opportunity to meet new people and get to know others better.

Celebrating after the Colour Run

It is impossible to visit Uganda without feeling compelled to reach out and help where possible. Sunday afternoon was spent volunteering for a charity called Tomorrow’s Heroes. It is a charity for street children who have run away from their homes because of abuse and poverty and I savoured every moment getting to know the boys and enjoyed learning to break dance as much as they did!

Learning to break dance at Tomorrow's Heroes

References 

CCEA (2007) Language and Literacy in the Foundation Stage, Phonological Awareness, Belfast, CCEA.

Oxford Dictionary(2014), available at:  http://www.oxforddictionaries.com/definition/english/mzungu [accessed 11/02/14]

Shedd, J. (1928) Salt from My Attic, America, Mosher Press.