The Journey- another cliche

Pupils explain their drawing to the class- HIV and AIDS Awareness for pupils with SEN

Outside the Comfort Zone, Steep learning Curve and other cliches

Volunteers with VSO are warned throughout training and preparation that once in placement they will be stretching their skills and talents as never previously imagined.

Last week was my initiation.

As a logical follow up to the HIV and AIDS Awareness training last month for teachers in SEN schools, which I observed and was involved in, model lessons are now to be delivered to pupils. The first group was to be from a school for pupils with hearing impairments. And so with minimal time available, Allen, a US Peace Corps volunteer and I put together Plans A, B and C.

The shared  planning was somewhat tricky and occasionally unintentionally amusing. Allen, proficient in sign language, a specialist teacher of pupils with hearing impairments and himself deaf from birth, had never taught sex education. I had never worked with children with no hearing. Together we made a sort of complete teacher. Monty, my signing interpreter gave me some helpful hints and tips.

Allen (left), Monty (right) and I explaining changes which take place at puberty.

The picture shows the electronic images of the specially prepared posters projected onto the white board. The posters incorporate photographs of Guyanese signers demonstrating the signing for each body part labelled.

Pupils travelled by minibus in groups of 25 to the National Training Centre, which is similar to our Teachers' Centres. Their ages ranged from 8 to 16, with corresponding degrees of prior knowledge and greater willingness to participate with growing maturity.

The following day we travelled a short distance out of Georgetown to an SEN unit within a mainstream school and met with new challenges. This time we taught a mixed class, with 12 pupils with hearing impairments aged 8-12, and another 13 with various learning difficulties, aged  11-15. On a day to day basis the pupils are in two separate classes within one larger room, divided into two by a large blackboard mounted on a wooden frame. This was moved to one end and would have acted as our screen, but the technology failed us and we switched to Plan B, the low- tech option. As there were three of us and the two classroom teachers, we were able to prompt and support the varying needs of the pupils when they worked in groups and individually.

(Picture will be posted on next entry)

This week I move on and with adaptations and some inventive use of Play Do, will work with classes at two "Low Vision" units. In Guyana, there are books which form part of a literacy reading scheme specifically produced for Caribbean schools which include titles which help carry the HIV and AIDS awareness message, both factually and within the social context. A couple of these have been selected and reproduced as sets in Braille, and will form a part of my lesson. The posters we had been using have been sent to be "Matrix" formatted, a process which converts the visual outlines of a diagram to tactile surfaces. I have also taken advice from Roy, himself blind since the age of 15 and now one of the few Braille teachers in Guyana.

And so "the journey" continues.

The volunteer community and "going local"

With a substantial number of volunteers here in Guyana:- about 50 with Voluntary Service Overseas (VSO) and another 50 or US Peace Corps, many based in Georgetown- the easiest option for a social life is to mix with the volunteer community. Missing family and friends and a known working routine makes you long for anything familiar.
Furthermore, as with other countries experiencing poverty, Guyana has a history of aid and volunteer support, particularly in education. For Guyanese staff in our places of work, the temporary volunteer staff from the UK, the Netherlands, Canada, the USA, the Philippines, Uganda etc have long ceased to have any novelty interest, but have become work colleagues only.

Among the new intake of volunteers I arrived with we have commented on this, discussed and come to quickly realise that by following our personal interests we can begin to "go local".
All the following have been taken up by various volunteers in Georgetown:-
Liming- thats Guyanese for hanging around with friends and drinking.
Also:-
Watching football- eg Guyana v Bermuda in some sort of early World Cup qualifier
Watching cricket- men's, women's and the GBCA- that's the Guyana Blind Cricket Association
Jam concerts- R and B and Rap artists fly in from Jamaica and perform at the national stadium
Church- for worship and community support activities (also there are temples and mosques)
Gym-
Quiz night in a bar
Choir- community based- there are also church choirs
Yoga- at the Indian centre
Activist support groups and fund raising- eg Women's Aid, Elderly support, Disability Awareness.

Sometimes, for example, going to an activist support group overlaps with work interests.

Like many others I have registered for Spanish language classes at the Venezuela Institute.

This building looks quite stunning- wrapped like a birthday cake  with the country's flag. Within it is dark, cool, lined with wood -with small offices and classroom on the upper floor. To the left of the building is the assembly area used for publicity events.

We are in classes of 20-25, seated in a formal classroom setting. We learn simple phrases and use them to put together paired dialogues. I have bought a dictionary and made a personal promise to keep up with the homework, followed by the guilty rush to complete set tasks just before the next session.

I have also found a dance school- Lets Dance, which teaches all the ballroom and latin steps, plus a dance unique to Guyana (which I cannot find on the internet) called the Oriel (I think) which adapts waltz steps to a 4/4 beat. Classes are held three nights week, from 5.30- 7.30pm- which translates as 6- 8 ish. We meet in the large hall of the Public Services Union building. I miss the Monday class which is Ballroom only. Women out number men by 2:1, the ages range from late teens upwards and all but a few arrive separately rather than as couples. Throughout each session there is a constant changing of dance partners as we practise steps, which makes it easy to get to know people.

Next Saturday evening the dance school is hiring the Red Cross building to hold a Dance, with some display dancing by the teachers. The picture shows Clarence and Kisha rehearsing their Cha Cha Cha routine, with guidance from Mr William Tate, a visiting teacher from Barbados.

My first workshop

Last week I attended my first training workshop as an observer and general gopher.

Headteachers and teachers from the ten government special schools, plus one private school, all based in and around Georgetown, came for three days of training. Such workshops are held during the school holidays as there is no money for cover staff during the school term. While many teachers live locally, one told me she had to get up at 4am to catch the bus from Linden to arrive in time for the workshop.

The training package was assembled by Jocelyn, a US Peace Corps Response volunteer and the Ministry of Education HIV and AIDS Awareness Coordinator. Sessions varied, including DVDs, specialist speakers from education, health, the business community and youth groups-with some from the Peace Corps and Voluntary Service Overseas (VSO), activities,high and low tech. resources, learning games and making resources from everyday materials.

Day one covered facts about HIV and AIDS. Guyana has the second highest rate of HIV infection in the Caribbean after Haiti. Statistically speaking, each person in the assembled group would know someone affectted by HIV and AIDS. Myths and misunderstandings were clarified. The most common one- that mosquitoes cause HIV was explained: mosquitoes draw blood but don't inject; if they did spread HIV then everyone would be HIV positive.

The second and third days dealt with teaching methodology and modifying materials to meet the needs of specific disabilities and impairments.
With the last minute cancellation by the drama specialist, I offered to help. Jocelyn and I put together a role play based on "Making healthy choices to keep well", using puppets we found in the Jolly Phonics box in the SEN unit.

Dr Bee in consultation

Sally Snake is ill

As in the UK, young people with disabilities are at greater risk of abuse and exploitation. Young people with disabilities share the same right to safely enjoy personal relationships.
This workshop was a heartening start to my work at the SEN unit in Guyana.

And finally, news that the safe sex message is getting across.
The Guyana papers report that engineers working to unblock the sewers in Carmichael Street, Georgetown, blame the 3,000 used condoms flushed down toilets in the neighbourhood.
(No details of how the condoms were counted)