Education  Kenya Project #16680

Support Teachers to Educate 200 Children Monthly

by Acres of Mercy, Kenya
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Support Teachers to Educate 200 Children Monthly
Home Science: Teacher Guides Learners in a Lesson
Home Science: Teacher Guides Learners in a Lesson

Dear friends and partners,

 

Teacher support has never been much needed as much as it is now needed. This is because our education system is undergoing curriculum reform implementation from a system that was viewed as exam-based to a competency-based curriculum. Whereas the outgoing system was more teacher-directed in nature, the new curriculum is student-centered in nature. We are grateful that the school has a fairly manageable population, with 12 teachers to the school population of 114 (a Student to Teacher ratio of 1:10)

Our teachers have been receiving training, mentoring and coaching to support them make this shift so they can be successful in delivering on the new curriculum. This March, we held a training to help teachers effectively plan and deliver Inquiry-Based Learning.

The training was also designed to help teachers work with learners who need specific interventions whether behavioral or academic. This is in line with our strategy of ensuring that we nurture the potential of every learner.30 teachers from the community were invited to participate in the sessions which were done over four days.

A coaching model developed to support teachers was also piloted and is potentially yielding positive growth results as can be seen in the general raised attainment scores for both academic and non-academic outcomes. Teachers are reporting that learners have improved in their engagement although slightly. Given the newness of the initiative, this is understandable as there is room for more improvement.

The support teaching staff have received is not 100% as we are still trying to work out the best ways to keep them motivated and energized throughout the school terms. We trust we will be able to fulfill our part in taking care of the most important cog in the education wheel, our teachers.

I’d like to thank you for staying with us, for standing with the children and for building a better future for them and for us, for making the world a better place. Together we are making a difference.

Learners in a class
Learners in a class
Learners being taught cultural dancing moves
Learners being taught cultural dancing moves
Staff upskilling their digital literacy competency
Staff upskilling their digital literacy competency
Growth mindset message board in front of classes
Growth mindset message board in front of classes
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Dear friends and partners!

Second term at the school ended successfully! We got into third term beginning October and we are just coming to the end of the adjusted 2021 Academic year, courtesy of the global pandemic. Since July, we have been piloting the development of a professional developing program through a coaching framework for the teachers. During the months between September and December we piloted the framework with our staff. The Coaching framework has been part of our teacher professional development plan to support teachers successfully engage, reach out and instruct learners from poverty. 

The one-on-one coachings have seen mixed results from the different teachers. The teachers were also taken through unchartered waters where they had a chance to meet with a counselling psychologist who was able to build up the teachers by helping them understand their self-concepts surrounding:-

1. Self-awareness

2. Self-efficacy

3. Sel-esteem.

The premise being when teachers have healthy self-concepts around the three areas they will succeed better with learners.These sessions were clearly unchartered for us as we have never had an official group counselling sessions for teachers. We had two counselling sessions in the month of December at the school site, which cost us Ksh. 41,000 ($ 380). Staff individual sessions were to be conducted beginning January but we had'nt been able. to because the Ksh. 5,000 individual fee session proved very high and was not budgeted for at the start of the year.

Teachers responding to these sessions gave an average score of 81% that they were useful to them as teachers working with learners from poverty. I trust that we will be able to get continuing support for teachers' mental wellness and psychological support. The sessions have made our staff more aware of their strengths and weaknesses and are woring to improve for the betterment of children/learners.

During the months October -December, teachers were trained on Brain Science during in-house staff workshop session as well as training in Inquiry- based learning and how to effectively deliver it to learners.

We certainly look forward to taking this journey more often with our partners hekp, to enable our teachers develop  as professionals and together see how these impact first the teacher's well-being and how this will in turn improve how we make a difference in the lives of the children.

Thank you for your continued giving! We are able to do this work because of your kind, self-giving and sacrificial generosity.

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The School
The School

Dear friends and partners,

This term has been exciting!  The third term ran from May to July and we have just marked the mid first term of a new academic year. So far the teachers have shown a lot of growing and developing and building upon the training that we had last term on how to teach children from poverty.

We have been piloting the development of a professional developing program through a coaching framework for the teachers.

This has taken the form of one-on-one meetings and group sharing on different theoretical concepts and how to implement these in everyday teaching practice.

The sessions have focused mainly on helping teachers reflect on their teaching practice so they can begin to experience a deep level change that  will transform not just who they are as individuals but as well, the way they  teach and approach learning. Also teaching ideas, concepts, readings, etc. are shared with teachers on email and follow up made on plan implementation. These are done via WhatsApp and one-on one sessions. Below is an example of the great work going on within the school:-

Ms. Imani teaches Pre-school children and is passionate about Growth Mindset. Having gone through some material on Socio-Cultural & Cognitive Learning Theory, she had this to say:-

“…both theories have interesting ideas which can be applied at class level for holistic growth and development of the children we serve…thank you for sharing this.”

Ms. Imani has the same approach to ideas and knowledge that might improve the learning outcomes of children being taught.

Teacher Development Session
Teacher Development Session
Teacher and Class in Progress
Teacher and Class in Progress
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Grade 4 Students with their Teacher
Grade 4 Students with their Teacher

Dear friends and partners,

May 2021 is already here! Hasn’t the first quarter of the year gone by so rapidly?

I trust you have been keeping well and healthy even as we battle COVID-19!

My apologies for having not updated you since November 2020.

We’ve had so much going on and would like to now share some of the things we have been doing and that you are a part of, in making a difference in the lives of children.

A quick reminder of our priority goals in the period beginning November 2020.

We had set out to make impact and investments in the following areas:-

Teachers were to trained on how to use Microsoft Teams to reach out to students who are still locked out of school

  1. Begin purchasing laptops to aid teachers prepare online lessons (currently we need 10 laptops and a PC Desktop, and reliable fast internet connection, a total cost of $3000)
  2. Train on accelerated learning strategies to be implemented with current school going classes and upcoming online classes for students who will report to school in January 2021.
  3. Engage parents on how they can access online learning for their children through the locally available options i.e. through partnerships with local cyber cafes, and telcos.

To keep everyone focused on the goals and not lose heart we had to raise the bar with regards to the support the students needed. Our class 8 were in the final term of their primary school years and had to be helped prepare to take the national tests.

This was not without its challenges as the long period of unstructured staying at home began to bite in school. Students’ indiscipline grew. Teacher’s morale also began to dip and this called for solutions to be found and found fast.

We developed an in-house teacher development module that would enable teachers understand more about how poverty and trauma affect children in school and to equip them with strategies they can use to teach these children. The training commenced in January 2021 is ongoing. One of the teacher’s commented and said, ‘’Certainly this training is timely and useful, given the situations we are handling in our classes.’’

A main motivation for this professional development was the fact that a survey done with the help of the teachers revealed that on average 80% of children in our classrooms are suffering the effects of poverty especially with regards to learning.

We realized that part of accelerated teaching would mean first mitigating for the negative effects brought onto the students by their family and home situations.

Teacher’s direct pay for the quarter up to January 2021 was $4130. This was however still short of the $5472 needed to cover all the teacher’s pay.

 

We are still hoping to find partners to assist the school develop ICT infrastructure and also build teachers’ capacity to use various IT resources and tools, both hardware and software to support children’s learning, going into May 2021.

 

I’d like to thank you for staying with us, for standing with the children and for building a better future for them and for us by extension. Let’s keep laboring together, for the work remains yet unfinished. 

Rainbow over the school
Rainbow over the school
Class of 2020
Class of 2020
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Thank you for standing by us during the lockdown
Thank you for standing by us during the lockdown

Dear friend and partner,

It’s almost eight months after the first lockdown was put in place in Kenya and schools in Kenya have been reopened for the last four weeks only. Teacher’s had been pandemic weary with many longing for a return to normal. However, its been a gradual shift to what is now the “new normal”. Of donning masks on the way to school, within school; of maintaining social distance, of sanitizing and over sanitizing.

These and many more new health and safety protocols have accompanied a new term and teachers have had to learn how to cope with a nebulous situation whilst ensuring their own safety and their students’ safety while at the same time using available spaces to make learning happen. It’s been a period with no small adjustments to make especially with regard to the negative impact COVID-19 has had on economies, both at macro and at individual level.

Our teachers have been resilient in the face of all these challenges, continuing to plan for lessons, offering psychosocial support to one another and supporting the organization to get alternative streams of revenue from making and selling of liquid soap and detergents.

The selling of soap has enabled teachers to reach out to some students directly through outreaches, helping us meet some critical goals we set as a team, namely, parental involvement and teacher-student engagement.

We want to thank you for making it happen

As we get into our fifth week after Grade 4 and Class 8 returned to school, we look forward to the following: -

  1. Teachers being trained on how to use Microsoft Teams to reach out to students who are still locked out of school
  2. Begin purchasing laptops to aid teachers prepare online lessons (currently we need 10 laptops and a PC Desktop, and reliable fast internet connection, a total cost of $3000)
  3. Training on accelerated learning strategies to be implemented with current school going classes and upcoming online classes for students who will report to school in January 2021.
  4. Engage parents on how they can access online learning for their children through the locally available options i.e. through partnerships with local cyber cafes, and telcos.

I appeal for much help as we need this now to enable us go through the pandemic with resilience, while staying safe. We also want to ensure that our children are cared for, protected and are continually being nurtured for a solid society tomorrow.

Thank you once again friends for staying by us during these difficult moments and we have hope that laughter will soon return to communal learning.

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Organization Information

Acres of Mercy, Kenya

Location: Nairobi - Kenya
Website:
Project Leader:
Catherine Muteti
Project Leader
Nairobi, Nairobi Kenya
$24,076 raised of $38,000 goal
 
181 donations
$13,924 to go
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Pay Bill: 891300
Account: GG16680

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