Non-multipliers Impact|Stories from Group Scolaire Kinyinya
In a recent Study Visit of the Teacher Development and Education Leadership Working Group of the Rwanda Education NGOs Coordination Platform (RENCP), “non-multipliers” teachers told their stories about how they have started their journey towards vibrancy
with the help of Wellspring Foundation’s Teacher Trainers. Non-multipliers are teachers that have been trained through peer learning from their fellow colleagues (Multipliers) who have directly been empowered by Wellspring’s Teacher Trainers. The Study visit which was coordinated by Wellspring foundation, the chairing organisation of the Teacher Development and Educational Leadership Working Group, did involve different other RENCP member organisations active in the Teacher Development arena in Rwanda. Study visits are usually conducted by RENCP working groups to strengthen the collaboration among members and to encourage experience sharing rather than competition. This visit happened at Group Scolaire Kinyinya and it was the occasion for the participants to hear from genuine stories from some teachers at the school.
Marie Rose's Story
Teacher Marie Rose Bazubagira
Marie Rose BAZUBAGIRA is a dynamic middle-aged mother of 5 children. Spending her time with students is one of her greatest passions. She shared with us how the peer learning from her fellow teachers has impacted her teaching mindset and practice.
“Before we learned from Wellspring Teaching best practices, there were important things we failed to do in our lessons planning. We did not know how to set lessons objectives in our planning and we were unable to integrate values in our teaching. Therefore we failed to teach our students in a way that would help them understand in the real life the moral dimension of what they learn. The exposure to the wellspring’s school development program helped us know to develop the cognitive skills of our children. We also learned techniques to help slow learners. We also understood the importance of fostering a strong relationship between the children and the teachers. Now, we are happy that we can create and develop our own Teaching Aids and that we can also help our fellow teachers to do the same.”
Jules Felix Bachir's Story
Jules Felix Bachir Tugirimana
Jules Felix Tugirimana is an enthusiastic and well-spoken young teacher who always strives to improve his teaching skills. He told his story of how his encounter with Wellspring teacher training program has revolutionised his teaching philosophy and approach.
“Wellspring Foundation, he told, has played a significant role in helping me improve my teaching skills. Wellspring helped me understand that there has to be real love between learners and teachers if one wants to see real and positive results in our teaching and in the performance of the students. I realized that children would never follow a lesson if they are not happy. Unlike what I used to do to manage the behavior of students, I now learned to correct mistake and bad behaviors without being harsh. I always ensure that my students understand that my role is not to complicate their life but to make their learning easier. I also earned better lesson planning techniques. Whereas before it took me more than 30 minutes to plan a lesson, now it takes me only 15 minutes to consistently plan an ordinary lesson. All this was not possible until I learned the best practices from my fellow teachers who have been trained by Wellspring Trainers”
Marie Georgette's Story
Marie Georgette Nakure, Head of Studies
Marie Georgette Nakure is one of the school leaders. In addition to being a teacher, she also serves as the Head of Studies at the school. She described the challenges most of the school teachers have been facing before they were offered the support from Wellspring Foundation.
“Before we were trained by Wellspring, we had many difficulties in our school. They include students’ behavior and class management, integration of values in lessons, development and proper use of teaching aids, she said. Some of us would for example use a textbook as a teaching aid which was not true. We used to beat students to get their attention and respect. Thankfully we now possess the right skills that help us make our children cooperate willingly and joyfully. In our previous teaching approach, we wanted our students to cram everything we taught them without paying attention to the development of their cognitive skills. Now, we encourage strive to ensure that our approach is learner-centered and that the student understands what is being taught. We encourage our children to grow in their critical thinking. And furthermore, we do our best to help them learn some values and life principles from the lesson”