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 Education  Nepal Project #15921

Training 1500 Teachers |Empowering 5000 Girls/Boys

by PHASE Nepal
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Training 1500 Teachers |Empowering 5000 Girls/Boys
Training 1500 Teachers |Empowering 5000 Girls/Boys
Training 1500 Teachers |Empowering 5000 Girls/Boys
Training 1500 Teachers |Empowering 5000 Girls/Boys
Training 1500 Teachers |Empowering 5000 Girls/Boys
Training 1500 Teachers |Empowering 5000 Girls/Boys
Training 1500 Teachers |Empowering 5000 Girls/Boys
Training 1500 Teachers |Empowering 5000 Girls/Boys
Training 1500 Teachers |Empowering 5000 Girls/Boys
Observation of teacher in Kolti, Bajura
Observation of teacher in Kolti, Bajura

This Global Giving campaign is funding some of PHASE Nepal’s education activities in some of the remotest regions of Nepal, including teacher training in rural schools such as Bajura. PHASE Nepal is also conducting alternative classes in remote Northern Gorkha to ensure children are getting the education that they are entitled to.

Sumi, the PHASE Nepal Education Officer, recently visited Bajura district in far west Nepal to monitor our teacher training work there.  Having observed one of the teachers who took part in the awareness level training, Sumi said:

“Naina is a teacher at Chandra Nath Lower Secondary School in Kolti, Bajura. He has been teaching primary school children for 18 years. He chose this profession because he loves teaching and playing games with the students.

It was a very nice morning when I arrived and the children were excited because it was time for mathematics class. The students knew that there was going to be lots of fun and activities related to numeracy. The students seemed very happy in Naina’s class.

The teacher told me that he had learnt so many teaching techniques in the training and he has been using them in his classroom. He also said that PHASE Nepal’s training provided lots of ideas and methods which made it easy to plan lesson in a way which involve children and help them to learn and engage in fun way. He thinks this type of training should be given to teachers in schools all over Nepal.”

Alternative Schools in Chumchet, Northern Gorkha

Chumchet is a cluster of very remote villages high in the Nepalese Himalaya around four days walk from the nearest road.  PHASE has been working in this region, mainly on health programmes, since 2007.  Following the successful establishment of a primary health post (where there was previously no medical care) the next step of our integrated community development programme is to work with the local government to establish primary education provision. 

PHASE set up two alternatives schools one in Shree Sidhha Ganesh Primary School and the other in Yarchu village. The purpose of the alternative school programme is to prepare small children for enrollment in government schools when they grow older (as schools are often several hours walking away from home, small children aren’t sent there when they very young).

There are 37 students currently attending Shree Sidhha Ganesh Primary School – 11 male students and 26 female students and 33 children attending Yarchu school. 

Prasika has been a teacher in the PHASE Nepal’s alternative school for 5 months, she is very happy about working with the children in Yarchyo, Gorkha. In the beginning, Prasika was nervous about living in such a remote place which is 5 days walk from the nearest road. However after 5 months she is enjoying working in the region and wants to continue teaching there. Prasika told us: “It’s amazing to see how the children in Yarchyo are so interested in studying. They come to the school regularly. They are excited and very involved in games and activities.”

Pema is a 13 year old boy who is in Prasika’s class he told us: “I wish Saturday would not come, because on Saturday I have to take the cattle to the forest to graze. I would rather be in school with my friends learning and playing. My teacher is very kind. She gave us warm jackets and shoes for the winter.”

Urmila, another PHASE Nepal alternative teacher has worked for 3 years.  She said: “The students’ writing, speaking and reading skills have improved a lot. Before, when we asked questions to the students, they used to repeat the question back to us as their first language is Tibetan not Nepalese. For example: if we asked “What is your name?” they repeated “What is your name?” But now they can communicate in Nepali language and even in a little bit of English.

Kalpana the PHASE alternative teacher in Taju village in Northern Gorkha also shared her experience: “The children used to feel very shy before. Now they ask questions when they don’t understand what we are saying or teaching. Girls actively take part in games, like the boys. Before, girls used to feel very shy to play football but now they are actively involved in all games and in class activities. They are doing very well in exams too.”

We would like to thank you all for your continuous support to PHASE Nepal and the children in Nepal!

Sumi taking feedback from teacher in Kolti
Sumi taking feedback from teacher in Kolti
Student of PHASE's alternative classes in Chumchet
Student of PHASE's alternative classes in Chumchet

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Manuka-Exceptional NTTI Teacher
Manuka-Exceptional NTTI Teacher

Januka K.C. is an exceptional NTTI-trained primary school teacher from Mahindra Daya Secondary School. She was born in one of the traditional mud thatched houses in Thumpikar village. At Mahindra Daya School she was recognized by her teachers as being one of the school’s strongest pupils and hired to teach at the school as soon as she graduated, at only sixteen years old. She taught Nepali language there for nineteen years. After attending the NTTI training Januka decided to assume the challenge of teaching Maths because the school’s children were doing especially poorly in that subject on national exams. “I wanted to make games and activities, as I learned from NTTI, to help them better understand mathematical principles” she explains.

The NTTI team observed Januka teach a third grade math class using hands-on activities, group collaboration, and a fun “hot potato” game to practice multiplication tables. The children were actively engaged for the entire lesson and there was an air of industrious excitement. Most importantly, the formative assessment at the end of the lesson proved that the students had mastered the lesson objective.

Januka told the NTTI team: I learned so many things from the NTTI training that I am still using in my class. The instructional sequence “I Do”, “We Do,” and “You Do” is such a helpful way to organize the lesson. I also include activities for all different learners (auditory, visual, and tactile/kinesthetic) in my lessons and I do group work and include an evaluation at the end of every lesson so I can know whether my students understood. If they don’t do well on the evaluation, I know I have to reteach the lesson the next day. All these things I learned from the NTTI program more than two years ago.”

 One of Januka’s students, twelve-year-old Dipesh Nepal told us: “We like to learn with the games and songs Januka Ma’am makes for us because then we really understand.”

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Algebra Tiles for Subject Specific Training
Algebra Tiles for Subject Specific Training

When Miss Goma, a maths teacher in Grade IV, enters the classroom with her pink school kurta and smiling face, students greet her with enthusiasm and awe as they know it’s time for an interesting and fun lesson.

“Children what do you know about angles? Can you show me an angle in or around the classroom?” she asks and students eagerly raise their hands.

Miss Goma knows from the Awareness Level Training conducted by PHASE Nepal that it is crucial to build curiosity in the classroom in order to open up the children’s minds for learning. As the class goes on, I can see students making acute, obtuse and right angles with their elbows; students gather in groups to discuss and solve a particular question they were asked, before doing sums in their notebooks.

This is an observation made by Bikash, a Master Trainer of PHASE Nepal, who has been conducting training in remote schools in Nepal. Goma teaches at Devi Secondary School, one of the 16 schools in Thumpakhar that benefited from the Teacher Training programmes that were run by PHASE Nepal. Thumpakhar is situated in the Sindhupalchowk district – about 4 hours drive from Kathmandu, Nepal's capital.

The PHASE Nepal Education Team carried out a four day long Subject Specific Training programme for 52 primary level teachers in Thumpakhar, Thulopakhar and Petku after the success of the Best Teaching Practices and Mentorship training in the area. During the training, the teachers were taught and practised several interactive activities for teaching mathematics and English.

After attending the Subject Specific Training on maths by PHASE Nepal, Miss Goma told the trainers: “The Best Teaching Practices training transformed my way of teaching and your follow up training on maths gave me several brilliant ideas of employing best teaching practices in the classroom in more effective ways. I especially like the use of algebra tiles to consolidate the abstract algebraic concept, like negative addition and subtraction. Thank you to PHASE Nepal for making all these good things possible.”

Shyam Thapa, the Resource Person of Thumpakhar, who personally took part in all the training and follow-up events by PHASE Nepal on behalf of the District Education Office of Sindhupalchowk, said:“I feel great about working with PHASE Nepal. I have personally attended every session of your trainings – Awareness Level Training, Training of Teachers, and now the Subject Specific Training on Math and Science. As an Resource Person, I have seen classes taught by the teachers and I am amazed by how effectively the teachers are incorporating new ideas in their classroom.”

Subject Specific Training for English
Subject Specific Training for English
Subject Specific Training for English
Subject Specific Training for English
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In addition to offering teacher development courses, Nepal Teacher Training Innovations (NTTI) runs a Mentor Program to provide NTTI-trained teachers with the on-going support they need to move from an awareness of best teaching practices to being able to implement best teaching practice methodology with competence and confidence.

 

Khika Bahaur Bhandari is one of NTTI’s exceptional Mentor Teachers. We met with him at his school in Thumpikar Village Development Community (VDC) to discuss his experience as a Mentor Teacher.

 

Mr. Bhandari has been teaching all subjects at the primary level and Nepali language at the secondary level for the past seven years. He says his greatest pleasure in the world is interacting with his students. He was selected to become a Mentor Teacher because he is one of the most talented teachers in Thumpikhar VDC.

 

“The best thing about the NTTI Mentor Program, Mr. Bhandari told us, is that, teachers know they will be observed, so they feel pressure to do a good job.” “Some teachers only want to make an effort when they know they will be observed but once students know that their teacher is capable of teaching them in an engaging way, they get upset when their teacher tries to return to the traditional lecture method. So, to save face with their students, even the teachers who are not so committed keep making lesson plans and keep using the NTTI methodology“.

 

When asked how being a Mentor Teacher has impacted his own teaching, Mr. Bhandari told us:

 

Because I am a Mentor Teacher, I feel my class has to be a model all the time, so I spend a lot of time planning. Since the NTTI Training and then becoming a Mentor Teacher, my teaching is very different because I do a lot of collaborative work and the children have more of a voice. I talk less and encourage the children to talk more. Before being selected as a Mentor Teacher, I only thought of my own class while now I care about all the teachers and the entire school.

 

 

NTTI has trained more than 75 Mentor Teachers from 6 VDCs ( Thumpikhar, Tulipikhar, Hagam, Filpinkot, and Rayale) in3 districts (Sindupolchowk, Kavre and Gorkha) . Mentor Teachers observe teachers on their caseloads multiple times a year and send reports back to NTTI Master Trainers. Teachers report that being observed and getting feedback from their Mentor Teachers keeps them motivated and principals are pleased that, because they do not want to look bad with their students in comparison to their colleagues, teachers are working much harder to create engaging lessons. NTTI is the only teacher program in Nepal that utilizes Mentor Teachers and Mr. Bhandari thinks this makes our program “revolutionary”.

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Discussion with Mentor Teacher
Discussion with Mentor Teacher

In addition to offering teacher development courses, Nepal Teacher Training Innovations (NTTI) runs a Mentor Program to provide NTTI-trained teachers with the on-going support they need to move from an awareness of best teaching practices to being able to implement best teaching practice methodology with competence and confidence.

Khika Bahaur Bhandari is one of NTTI’s exceptional Mentor Teachers. We met with him at his school in Thumpikar Village Development Community (VDC) to discuss his experience as a Mentor Teacher.

Mr. Bhandari has been teaching all subjects at the primary level and Nepali language at the secondary level for the past seven years. He says his greatest pleasure in the world is interacting with his students. He was selected to become a Mentor Teacher because he is one of the most talented teachers in Thumpikhar VDC.

“The best thing about the NTTI Mentor Program, Mr. Bhandari told us, is that, teachers know they will be observed, so they feel pressure to do a good job.” “Some teachers only want to make an effort when they know they will be observed but once students know that their teacher is capable of teaching them in an engaging way, they get upset when their teacher tries to return to the traditional lecture method. So, to save face with their students, even the teachers who are not so committed keep making lesson plans and keep using the NTTI methodology“.

When asked how being a Mentor Teacher has impacted his own teaching, Mr. Bhandari told us:

Because I am a Mentor Teacher, I feel my class has to be a model all the time, so I spend a lot of time planning. Since the NTTI Training and then becoming a Mentor Teacher, my teaching is very different because I do a lot of collaborative work and the children have more of a voice. I talk less and encourage the children to talk more. Before being selected as a Mentor Teacher, I only thought of my own class while now I care about all the teachers and the entire school.

NTTI has trained more than 75 Mentor Teachers from 6 VDCs ( Thumpikhar, Tulipikhar, Hagam, Filpinkot, and Rayale) in3 districts (Sindupolchowk, Kavre and Gorkha) . Mentor Teachers observe teachers on their caseloads multiple times a year and send reports back to NTTI Master Trainers. Teachers report that being observed and getting feedback from their Mentor Teachers keeps them motivated and principals are pleased that, because they do not want to look bad with their students in comparison to their colleagues, teachers are working much harder to create engaging lessons. NTTI is the only teacher program in Nepal that utilizes Mentor Teachers and Mr. Bhandari thinks this makes our program “revolutionary”.

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Organization Information

PHASE Nepal

Location: Kathmandu - Nepal
Website:
Project Leader:
Bikash Koirala
Kathmandu, Kathmandu Nepal
$12,970 raised of $15,000 goal
 
212 donations
$2,030 to go
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