Georges bilder och rapporter

22 mars. Nu arbetar Georges i klasserna med eleverna. Dels i staden och även i bergen. Nedan bilder från klassrummet. Blomprakten visar på det subtropiska klimatet.

The kids are very curious, are interested and enjoy my methodology.They are very happy with this completely different childfriendly teaching. I hope they learn to learn and to study. Not easy for them who are used to reproduce what the teacher says. Also the parents are happy and wish that I can stay. But it’s hard work for me. I enjoy”

11 mars.  Georges ringde mig hela helgen men då jag var upptagen med arbete kunde jag inte svara. Jag ringde upp honom på måndag kväll och vi hade en pratstund om läget för honom just nu.
Han har precis avslutat perioden då han utbildar lärarna. De har varit mycket motiverade och efterfrågar hans DVD’s och annat material. Från och med denna vecka kommer han att möta barnen. EN klass på ca 25 elever i 8 – 10-års åldern. De flesta pratar spanska men några pratar quecha. Georges pratar spanska så att hann klarar sig men inte quecha.
Skolan i Peru är inte fri. Föräldrarna måste köpa allt material: Böcker, skrivhäften, pennor, sudd, linjaler mm. Och uniform. Barnen har med sig majs att äta i pausen. Lärarlönerna är väldigt låga. En skoldag pågår från 8 till 16. Georges arbetar vanligtvis på förmiddagen. Ibland kommer han att arbeta  på eftermiddagen och då med lärarna.

Frukt är billigt och väldigt gott så det äter han mycket av.  Potatis finns det 55 olika  sorter av. Potatis, ris och majs är grunden. Soppa är väldigt vanligt.

21 februari.  Georges ringer och meddelar att han kommit fram till Moquega. Han bor inneboende hos en familj i staden. Han befinner sig på mellan 1500 – 2000 meters höjd över havet. Det är sommar i Peru, inget regn och mycket torrt.

Skolan har inte börjat för eleverna ännu. De startar 11 mars. Undervisningen i bergsregionerna kommer att starta ytterligare två till tre veckor senare. Han har nu en period när han utbildar lärarna i att tänka kreativt och lösningsinriktat. Mellan 15 och 40 lärare möter han i workshops kring matematik och engelska.Han arbetear på förmiddagarna från ca 8.00 till 12.00

Under natten upplevde platsen en jordbävning (4 på skalan) och Georges blev väckt av att hundarnas skall. 

Georges brev Peru

                    Training teachers in alternative education in south Peru            Georges Cappelle
Dear friends
In the spring of 2019 I am going to a pedagogical project in Moquegua deep in the south of this Andes country and towards the border of Chile and Bolivia. Peru is a country that you never know fully or release, with a variety of culture, language, standard of living and sometimes extreme poverty. The low educational level is the PISA-ranking is at place 67 of 70 studied countries.

The current approach to education consists of pre- and post-talking/reading with the intention to reproduce the learning content, which inhibits learning curiosity, motivation and learning pleasure. You will not find valuable educational media and the didactic background of the teachers is very low

(Photo: educational situation in Peru)
During the project a different educational and learning model is presented to the teachers and the pupils. If possible, we work together with a teacher training college, which means that the impact of the project will continue in the long term. We choose that the children are involved with head, heart and hands in their learning process so that the learning pleasure, and the well-being increase, also for the children with problems and/or limitations.

We aim for challenging, creative and child-friendly education in mathematics, musical and physical expression, physical and manual activities, telling stories, working with playing-learning materials in English and concrete and schematic media, all during the instruction, the application and the exercise of the learning content. The teachers follow first the lessons (observation), then they take part step by step (participating) and finally they get the class in hands (realizing).

In order to be able to realize this approach, we make valuable didactic media or buy it in the city. After that use, the materials stay all in the local schools. During the purchase we look among other things at textbooks, storybooks and songbooks, a laptop, DVDs  with all kind of valuable exercises in mathematics…and attractive English children’s movies, materials for writing, drawing, handcrafting, balls, concentration games …and basic materials.

The experience teaches us that the local population, schools and children greatly appreciate such a project because it undoubtedly contributes to the development and the general welfare of everyone.

In order to be able to fulfil my commitment financially, I need a lot of money to purchase and transport all the materials from Arequipa to the project. I should be very grateful if you can support this project in south Peru. My friend  Sten will discuss with you how to transfer your contribution.

With respect and expression of gratitude

Georges Cappelle

Teaching at a higher level in the Himalaya

To the kind people who supported my project in Nepal.
Teaching at a higher level in the Himalaya                              Georges Cappelle (Belgium)
The weltanschauungs Buddhism or Hinduism are very important in the life, the behavour and the activities of the people in the Himalaya: communication, helping each other, festivities…Staying several months with those people in that unique landscape in view of the white  mountain peaks of more than 8000 meters, is a splendid gift.
The farmers and other people work very hard to survive. There are no machines or cars. People transport their products with a “doko”, a typical Nepalese basket on their back. Oxes plough their fields. The people use their hands for the other work. With much respect for them!
I was lucky to become engaged to my pedagogic(al) project in Nepalese schools. The education level was low because the schools are in want of didactic media and the teachers’ methods. The teachers were trained  hardly, they didn’t have the necessary knowledge and the students repeated texts in old books (reproduction). On the contrary, during my project I used different child friendly challenging methods, inviting the students to creative and productive thinking. The structure, the understanding (the insight) and the training of automatisms and basic skills (addition, subtraction, …tables, listening, talking, reading and writing…) in mathematics and English oral and written communication are preferred. At the same time I paid  attention to the teaching and learning of some very important learning and life attitudes like working precisely, perseverance, taking care of yourself, the others and the environment, tolerance, hygiene…
These (working)methods made a great contribution to(wards) the learning pleasure, the learning process, the learning level and the complete development of the students. At the same time it stimulated the teaching satisfaction of the teachers.
I was happy I could buy with your support valuable didactic materials in Pokhara, 150 km of the project place. I used those media for the instruction, exercises an implementation: looking dvds, playing, writing, telling stories, drawing, coloring, painting…but also manual skills. During the games the students learned to cooperate, to be positive, to wait their turn, to concentrate…the students played with board games, where they must talk English, tell the numbers and operations in English, understand the English rules…
Initially the teachers observed and wrote down the didactic methods I used. Thy copied. Since they participated my teaching and took the class finally little by little over. I supported their work and gave the necessary feedback.
My project improved directly at short notice the students’ learning and development and the teaching satisfaction of the teachers as well. On the other hand it played indirectly at long notice an important part to a better well-being of the local people. There is a vicious circle between the training and the development.
It was a very successful project. The direction, the teachers, the children, the parents and myself thank you again very much for your support.

Kind regards