August 15 - Home Sweet Home

There are not adequate words to express the my appreciation for being selected as one of the participants in this African adventure.  I have become more grateful for the man blessings in my life. The memories and global perspectives that this opportunity has given me cannot be measured.  Each member of our group has lent their own special perspective and personality to the trip.  Having spent a month together, I feel a special kinship with them and look forward to sharing our experiences with our school colleagues and learners.  May we carry the spirit of Ubuntu through our shared experiences and ignite a passion in our students so that they too

 will learn to embrace and make better their global community.

August 13, 2016 - Robben Island

Today we visited Robben Island.  After touring the island by bus, we were let out at the prison where Nelson Mandela spent 27 years as a political prisoner.  Our guide, Kgotso Glen Atoselengoe, was another political prisoner during Mandela's incarceration.  He explained the living conditions of the prisoners and answered our questions regarding the events from the time period.  The spaces were very small and the living conditions (food and bath facilities) harsh.  Prisoners worked in rock quarries all day and visitation from family members were very limited.  Reading materials were limited and provided newspapers were censored to eliminate political stories. I admire Mr. Atoselengoe for his willingness to revisit a place daily in order to share his story.  The cost of freedom is not free.  This served as a great reminder that I need to thank God daily for those who sacrifice daily in order to make the world a safer place for their community.

Our Guide, Kgotso Glen Atoselengoe

Nelson Mandela's cell

Kgotso Glen Atoselengoe prison space.

August 12, 2016 - Arrival in Cape Town

Tammy Clark standing underneath the balcony where Nelson Mandela made a speech in Cape Town.

August 12, 2016 – Arrived in Cape Town and after an hour of acquiring enough cars to accommodate 15 ladies and their 40+ something pieces of luggage, we arrived at our B & B- 40 Winks.  It took our manager, Karen, about 45 minutes to sort out our room arrangements.  After we took our luggage to our rooms, we were driven to the Central Library in the main part of Cape Town, where Nigel Worden, the author of the book we read, The Making of Modern Africa, showed historical slides and gave a lecture on how Cape Town was settled and the variety of peoples that populate this area.  The talk was very interesting.  He showed us the balcony where Nelson Mandela stood and gave a speech.  I took a picture, but given the slowness of internet service, I will not be able to post it here.  Today, we will be going to Robben Island to visit the prison where Mandela was held as a political prisoner.

August 11, 2016 - Farewell Emafini

August 11, 2016 -  Today was our last day at Emafini.  I visited “Tunki’s” 3^rd grade room to give her a small gift and to thank her for allowing me to co-teach in her classroom.  The students were on their lunch/recess break.  Tunki was dressed in a brightly colored traditional Xhosa costume that included a matching shawl, purse and shoes.  Her face was painted as well.  She was delighted when I asked to take some pictures of her and flashed a large smile as I snapped several pictures of her.  After getting the school address and Tunki’s email address, I went outside to exchange goodbyes with several of the students and to take some final pictures of students playing, buying snacks and “hanging out.”  As soon I pulled out my camera, several students crowed around, eager to have their pictures taken.  They were always delighted when they were shown their picture on the camera.  I wished I had an old Polaroid camera that instantly printed  pictures so I could give them a copy.    I plan to have copies made when I return to the US so I can mail them to Tunki.  At noon, all of the American teachers met with all of the Emafini Staff in their teacher lounge/conference room.  Most of Emafini’s teachers were dressed in various traditional Xkhosa costumes and they all started singing lively songs in isiXhosa while several of them danced together in the center of the room.  Mr. McKay, the principal, and several other staff members gave short speeches in between the singing and small gifts were exchanged between our two groups.  Some of the teachers followed us to the parking lot for final farewells.  That evening, we were invited to Mr. McKay’s house for braai (bar-b-que).   His wife was very gracious and we were well fed with bar-b-que lamb, sausage, and chicken along with salads and dessert.  His youngest daughter entertained us by dancing and singing and the eldest daughter played the piano for us.   These friendly Xhosa people were extremely gracious and truly made us feel at home during our visit and left me with the impression that they would genuinely be missed.   Tomorrow, we fly to Cape Town.

August 9, 2016 - Happy Birthday to me South African Style

Thank you Yvonne and Tammy for the surprise door decoration.

A Marvelous dining experience with my African comrades!

August 9, 2016 - What a fantastic birthday.  The weather was beautiful with clear sunny skies and comfortable temperatures.  The perfect day for a whale watching cruise with Raggy Charters that is part of the Baywatch Marine Conservation Project.  Although we were not fortunate to see whales, we did see several dolphins, penguins and a seal.  The day ended with a wonderful meal at Cubana Restaurant with my African comrades.  Meal time is always an enjoyable event with excellent service and savory food.  No one is in a hurry here in Africa, so meals usually last a two hours.  The relaxed mealtime atmosphere has been a pleasure.  I have truly come to appreciate the unique and varied personalities of these wonderful educators.   I will forever treasure the time spent with these ladies and our shared experiences as we explored South Africa together.

August 8, 2016 - The Making of Modern South Africa

August 8, 2016 – We were assigned three books to read for this project:  Kafir Boy, Cry of the Beloved Country, and The Making of Modern South Africa.  We held group discussions on all three books.  The Making of Modern South Africa was by far, the most difficult book to read and comprehend due to the complexity of South African History, the unfamiliar names of places and people and the numerous acronyms used in the writing.   At times, I felt I was reading a list of historical dates and events and had to reread some paragraphs multiple times to get the jest of what the author was trying to convey.  Chapter questions were assigned to pairs of teachers, and while we were to read the entire book, we were to focus on our assigned chapters and questions.  This helped our discussion of the book maintain steady flow allowing us to reflect, comment and make connections between the historical events contained in the 7 chapters of the book.   The common thread throughout the three books is the oppression of the indigenous and non-white (Indian and colored) racial groups and the how this has affected their employment, living conditions, and education. I look forward to Nigel Worden lecture we will be attending at Cape Town.

August 6, 2016 Daily Schedules and Student Discipline

August 6, 2016 -While time periods are set for teaching the different subjects at CFIE, this does not appear to be the case at Emifini.  Often when our group arrives, students are already in the classroom but the teachers are not.  Frequently, they are in the “teacher lounge/conference room” discussing a school policy or other important matter before they begin their day.  Since the discussion is held in isiXhosa, I do not know what issues are being discussed but at times the debates seem somewhat heated.  The discussions seem to be mainly between the teachers with little or no input from their principal.  Teachers do not seem to be in a rush to get to their classes after their meeting ends and have no worries as to what the students may be doing in their absence.  This is very different at CFIES, as students are never left unattended for any reason and the expectation is that a responsible adult is ever present and in charge.  All students receive a lunch that is cooked by township mothers.  This is received by the students in their classrooms, in a red bowl.  Students must provide their own eating utensil.  The meals appear to contain some type of meat, a starch (usually mealy) and sometimes vegetables, all mixed together in a “one pot” meal.  After eating, they are dismissed for recess time where they hurry outside to play without any adult supervision.  I have witnessed some very rough play outside the windows, but have never witnessed a student cry, complain or “tattle” on his peer during these interactions.  While observing students at recess, I remembered that as a young student in the 60’s, we were left to play and entertain ourselves on the playground with little adult interference.  This is so different today, as school safety and anti-bullying have become the hallmark of our public schools and both students and parents often complain over even the most trivial incidents.  Students must be sent to a school nurse if they fall and scrape their knee so they can be “medically attended to” to ward off parent complaint.    While real bullying should not be accepted it in a school, I believe that many students confuse a one-time minor incident as being bullied.  This makes me wonder if we are denying students the opportunity to learn how to engage in peer negotiations and learn the art of community problem solving.  After recess, the students return for afternoon instruction.  Unfortunately, due to many early release days and school holidays, I have only been witness to the afternoon instruction once.  At the end of the school day, students clean their own classrooms, and I have observed a group of boys climbing on the outdoor window ledges to wash the classroom windows.  Fridays are always a “half-day” for students.  After having reading and English class (no math) and lunch, they clean the classroom and are dismissed.

August 5, 2016 -- Comparing Emafini to CFIES Curriculum/Pacing Guides

August 5, 2016 – Curriculum and Pacing Guides – While both schools have curriculums, the grade 3 students of Emafini engage in the subjects of Math(s), English language classes, isiXhosa, and Reading.  This is very different for our CFIE students who are taught ELA, Math, Social Studies, Science as well as the arts through enrichment teachers.  Although we were told that the teachers do write lesson plans, I never seen more than the pacing guides in any of the third grade classes I interacted with.  The “English” classes are taught through the use of a workbook.  Students read and discuss a short passage and are given questions with fill in the blank responses that they copy in their notebooks.  Their readers contain short two page simple stories without much of an involved plot.  I have taught reading using two of the stories in the text.  I was told to select 10 “spelling words” from the text and list them on the board for the children to copy in their journals.  At first, I thought the teacher was going to test the students on the spelling of the words, but I think what she calls spelling is what I would call vocabulary.  I suggested having the students draw pictures to represent the words, but the teacher only wanted the students to copy the words.  Of course, I followed her directions, but felt certain that many of the students did not know the meanings of the words.  I read the story aloud first, discussed the vocabulary, we choral read the story and acted out the story.  Then I had the students “share pair” read with their elbow partner and I circulated and had individuals read aloud to me.  As in all classes, some students read more fluently than others.   Given my lack of isiXhosa skills, I felt very unsure of the students full comprehension of the stories.  Students then drew a picture of the story and were to write one sentence in English telling about their picture.  Some simply copied a sentence from the story, others actually created their own sentence about their pictures.  A few of the students’ sentences did not make sense.  I worked with the majority of the class while their teacher worked with a small group of 8 students who were reading something in isiXhosa.  Student English First Additional Language workbooks also contain a list of spelling-phonics words (oi/oy for example).  I did not see a relationship between the spelling patterns and words presented in the unit and the short reading passage.  I can only assume that there is a systematic process for teaching the English spelling patterns since my interaction with the students is at the beginning of their third term.  

August 3, 2016 - Grey Junior and Kama Primary Schools

August 2, 2016 –  Grey Junior School, Kama Primary School

Today our group visited Grey Junior School and the Kama Primary School.  Grey Junior School is an all boys state school that receives additional monies from student parents that attend the school.  The main school is housed in a building constructed in 1915.   Although technology does not exist in all of the classroom, they did have a computer lab with an interactive white board.  Teacher –student ratio is comparable to CFIES.  Students are encouraged to participate in music and sports programs (i.e.: swimming, squash, cricket, and rugby) and choir and band classes are offered.   The band performed three lovely music pieces for our enjoyment.  The boys seemed very well mannered and diligent in their studies.  Mothers of the students are very involved and play an important part in the students and school programs success.  The library has over 40 mom volunteers!  The headmaster emphasized that parental support played a major role in the academic success of the students. This school housed both white and black students, but it appeared as the majority of students were white.  After leaving Grey we visited Kama Primary, a township school.  Similar to Emafini, the school building was old and in need of paint.  The floors two needed some repair.  One of the fourth grade classes contained over 60 students!  One class was left on their own, as their teacher was absent that day.  Myself and two other teachers taught the students how to "hokey pokey" and we sang and acted out the motions for "head and shoulders."  The students were enthusiastic to interact with us and when it was time for us to leave, they followed us outside the door and dramatically pretended to cry over out departure.  Needless to say, differentiation is all but impossible and much of what students learn is done through rote lessons and copying of lessons in student notebooks.   After visiting both schools, the stark contrast in inequitable education between the South African population and social/racial classes was reinforced.  In spite of the decline and fall of apartheid in 1994, there are still many educational disparities between the races. 

August 1, 2016 - isiXhosa

August 1, 2016 - I've decided that learning to speak Xhosa is going to be an up hill battle for me.  I've never taken a language before and I am soon to be 59!  I thought old dogs could learn new tricks, but this isiXhosa trick may be out of my reach with the exception of a few phrases of greeting.  My tongue and lips do not want to make the necessary mouth formations to correctly produce the three different clicking sounds and I have a difficult time remembering the different forms for singulars and plurals. "Nje Kubi!!!" (It is awful!).  Often, I just want to throw my hands up and shout, "Ndiyazama!  Andikwazi."  (I am trying!  I don't how).  I feel very frustrated that I am unable to keep it all straight, no matter how much I look over my notes, rewrite notes and practice.  Hopefully, the website will help.  It is very frustrating.