July 28, 2016
The Foundation For Tomorrow presented an introductory workshop on “Student Full Potential” recently to our partner schools of Arusha Modern School and Usa River Academy. Teams from Scholarship and Teacher Training worked together to present to over thirty teachers what we hope to offer in training specifically targeted to help students reach their full potential.
In my introduction of our Student Full Potential Framework, I explained that the chance for a child to grow to their full potential requires effort from many different sources in the school environment. A learner does not have to take the full responsibility of a particular academic outcome; rather, that it depends on many aspects found in the learning environment. I spoke of how important aspects such as professional development, leadership, data management, attendance to psychological strengthening, parental involvement, and classroom techniques can all impact on a child reaching full potential.
My colleague Pamela introduced school culture and school climate, and a discussion followed on building a positive, healthy, and open learning environment that would fertilize young minds. To establish how well a school climate is supporting learning, and areas that need more improvement, Pamela gave the teachers a school climate survey. This survey looks into various aspects of school life that supports student achievement. This included student/ staff relationships; student/ student relationships; clarity of expectations; fairness of rules; acceptance of diversity; and student engagement. The results of this survey will be presented back to the school after analysis and will act as the basis for further development and school improvement plans.
Noah and Abishai presented a discussion and workshop on reflective teaching, which reminded teachers of the importance of looking back on what has been done in the classroom, and assessing where things could be improved. This reflection, or monitoring of one’s progress, lessens the chance of a child failing at the end of the year and all of us lamenting the fact that nothing could have been done about it.
During the question and answer question time, teachers asked about how TFFT chooses scholars and what the criteria for selection is. I spoke of the concepts of vulnerability and how a child is considered “most vulnerable” and how complex and subjective that term can be. One of the principals of the school gave us feedback that it is important and useful for her teachers to understand how disadvantaged our scholars have been and that this vulnerability may impact on their student’s current situation. The principal felt that this insight would make them more patient, understanding, and compassionate.
Another topic was the issue of the use of corporal punishment. One of the teachers asked TFFT’s stance on this controversial subject, and requested some guidance and further information on different modes of discipline. As happens with open discussions on this contentious topic, many people had entrenched views about the efficacy or otherwise of such a disciplinary technique. Staff at TFFT suggested that we present a workshop on this topic in the future and design the workshop in such a way to get everyone’s opinions as well as latest ideas from research.
The workshop served as the foundation on which we will discuss other topical issues related to the Student Full Potential Framework. We thank the schools for the positive feedback they have given on how they feel the Student Full Potential Framework is going to impact practices in the respective schools.