When Teaching is not a burden anymore

A teacher at Group Scolaire MUSAVE using Teaching Aid in a classrom

A teacher at Group Scolaire MUSAVE using Teaching Aids in a classrom

Any person who is actively involved in the Rwandan Education Sector and particularly in the realm of teachers’ empowerment, will probably not fail to notice the unusual excitement among teachers in general and the positive higher expectations from the community with regard to quality education outcomes in Rwandan public schools. Expectations are set around the new national teaching curriculum. What’s so special with the new Curriculum? The new Curriculum, often referred to as ‘CBC’ (“Competence-Based Curriculum) is first of all learner-centered and has the particularity of allowing teachers to encourage students to tap into their potential in a way that will help them develop new skills and competence. Furthermore, it promotes values integration into the teaching in any lesson. So how is Wellspring Foundation supporting public schools’ teachers in the implementation of the new curriculum? Wellspring’s School Development Programme (SDP) has emphasized the importance of learner-centered methodologies and values integration into teaching. The development of students’ cognitive skills and well as the promotion of active participation, are also key components of the programme. Wellspring does this by training a selected group of teachers who will become “teacher multipliers” and by encouraging peer learning among teacher’s multipliers and the rest of the teachers. What’s the impact Wellspring’s role is having on teachers’ teaching practices in schools? Meet Immaculate UWIMBABAZI, Teacher at Group Scolaire MUSAVE, NDERA Sector
Teacher Immaculate

Teacher Immaculate

Immaculate shares that “Wellspring’s approach has been of a great relief to our teachers. Teaching is naturally not an easy task. But before we started being trained by Wellspring, teaching was really burdening. We thought that we had to be at the center of the lesson. We thought that children had nothing to do with their learning expect receiving the content delivered to them. Completing the curriculum was our only concern. But we came to realize that involving a child in the learning process by using adequate teaching aids is the proper way of impacting the student. Furthermore, it brings a feeling of relief since the teaching and learning are done as a team. It’s not about the teacher anymore. It’s about the teacher and the students working together” Positive teachers’ empowerment unequivocally leads children to respond positively as shared by David, 13 years old, Grade 6 students at GS MUSAVE:

Grade 6 student David (All rights reserved)

“There was a time when some students would view their colleagues as adversaries. We were all self-centered and we did not care about slow learners. But our teachers have encouraged us to work together, to support one another, especially slow learners, in groups. This has made our school become friendlier. Our teachers also always encourage us to apply what we learn in the community and to display an exemplary behavior and attitude at home and in the community. I am excited about the future and the opportunity of using what I learn to serve my community and my country”
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