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Like I promised, the first computer is going to her. It's a small step...but we're getting somewhere.
1 down, 499 to go. Please keep donating and sending in your ideas and support. I am so grateful for everyone who has done so much already.
Beth
Tuesday, December 29, 2009
One Small Step for OLPC-Kind
Like I promised, the first computer is going to her. It's a small step...but we're getting somewhere.
1 down, 499 to go. Please keep donating and sending in your ideas and support. I am so grateful for everyone who has done so much already.
Beth
Saturday, December 26, 2009
And back in the States
Back in the States. On my last day in São Tomé, Voice of America came by to do a little special on our computer program. It should have broadcast yesterday over the radio waves though I never had a chance to listen in.
Although I'm back and taking a breather over the holidays, I'm still extremely energized to see what we can do to help these kids out. I'm thinking it might be impossible to gather 500 computers from one organization or company...that maybe asking five companies to each do a sort of "sponsorship" of 100 computers will be better.
Meeting with some OLPC people in Cambridge on the 30th. Hoping to share what I've got and get a little feedback then.
Paul will be in São Tomé soon. I hope his transition over there can be smooth and will keep posted how things go there. Also excited to hear from the teachers about how the program is going.
Peace and happy holidays to all.
Although I'm back and taking a breather over the holidays, I'm still extremely energized to see what we can do to help these kids out. I'm thinking it might be impossible to gather 500 computers from one organization or company...that maybe asking five companies to each do a sort of "sponsorship" of 100 computers will be better.
Meeting with some OLPC people in Cambridge on the 30th. Hoping to share what I've got and get a little feedback then.
Paul will be in São Tomé soon. I hope his transition over there can be smooth and will keep posted how things go there. Also excited to hear from the teachers about how the program is going.
Peace and happy holidays to all.
Monday, December 14, 2009
Class Notes: December 14 (final class before break)
I went around filming the kids. I didn't do any teaching today. The teachers were good at what they're used to- teaching. The planning part, not so much. They ended class way too early. I'm not sure why they did that. But the kids are so excited...I know they have to get there somehow. I'm hoping the guide books will help.
But it's true. There is only so much these teachers can teach ABOUT the computers without actually USING the computers. We need to get more computers to this school STAT. And while we're at it, a generator is also in high order so we can actually use the Internet for ONCE IN TWO MONTHS!!!!
At one point I'm filming the kids and the interviews they give are very eye-opening. A lot of them say, “My name is _____ and this is my first time in the 6th grade.” What a different world where it is not expected of a child to only go through a grade once!
One of the teachers, Professora Arlete, asked me if the kids will be taking the computers home over holiday break. I say of course; the computers belong to them. Here eyes open widely. She is still a bit cynical about the idea of doing this. But she is also one of the most brilliantly organized teachers- able to take any idea and just run with it, developing a whole lesson plan in seconds. I am hoping to win her over someday.
Thursday, December 10, 2009
The Kids are Teachers Too
A cute anecdote: There is a guy that hangs around the São João school, probably my age or a couple of years younger, that takes advantage of the wifi there because he lives close by. He brings his laptop and sits in the courtyard when there's energy. Often he sees me and tries to chat me up, telling me about his laptop, his digital camera, his technology.Today I saw him sitting with an XO, with Kadma by his side. When he was finished using it, he closed the top. “No!” Kadma said to him. “You can't shut the computer down like that! It won't shut down if you just close the top.”
The guy opened it up again, and, sure enough, the computer hadn't shut down. With a slightly embarrassed look on his face, he reached for the power button. Kadma swept his arm away again. “You can't shut it down like that, either,” she told him. She then took the computer into her own hands, went to the “home” view, ran her cursor over the XO icon, and selected “shut down”.
Pride bubbled within me. Here was Kadma, a petite, quiet 11 year-old, teaching this big guy how to use a computer. I could have burst with delight.
Wednesday, December 9, 2009
Eager.
“Yes.”
“You mean, the network works???”
“Yes, the network works.”
“So I can USE IT???”
Absolute shock, really. I've also been talking to the teachers to see if they're interested in doing this summer program without me. On top of that, we're planning a trip to the beach on Saturday after class! Each student is required to contribute about 20,000 Dobras to come (the equivalent of about $1.40).
There is another girl who always finds me when I come to visit. I don't know her name. She has a thin face, long, thin eyes. Really beautiful braids that cover her head. She often sits with me for a while and puts her arm around me. Today she asks me where her computer is. She says that we have it and haven't given it to her yet. There was a time when I had asked to take home a few computers, and I left them with the teachers the next morning. I wonder if she hasn't picked hers up yet. I ask her which computer is hers, and she says computer #100. But that's not right. I know the girl who owns computer 100 and it isn't this girl. I ask Miguel to find the list of names so that we can get everything sorted out.
He takes one look at the girl. “No,” he says to her. “Sweetie, you don't have a computer yet.” Another student who has been trying so hard to get her hands on her own computer, that she has been flat out lying about owning one. The teachers want to get computers into the hands of ALL students. There are about 612 students in the 6th grade. It's a wide goal...but it's amazing that these kids are very aware of how valuable these computers are (if not just plain cool).
I was walking down the street yesterday in the city. It was about 5:30pm, dusk. I hear behind me, “Professora! Professora!!!” And when I look over, I see one of my students pass by with his mother. His face is glowing, and it's not by the light of his computer, which is in his hands, open and in active use. The boy is actually walking through the city while simultaneously using his laptop. The smile on his mother's face is magic. He can't even let go of this computer for ten minutes to make the trip home.
This is what learning is about!!!!!!
Saturday, December 5, 2009
Class Notes, December 5th
December 5, 2009
Today was the day we were planning on showing the kids the beauty of the Internet. We have tried to do this already over two class periods, and have lost power each time; today was no different. After first gathering, we broke into three classes, with two teachers in each class. Upon barely starting up the Navigation program, the power went out.
We then went into a variety of other activities. We talked to the kids about good and bad use of their computers, and had them make a list of things NOT to do with them (ie, give them to babies, drop them on the ground, get the keyboard wet, etc.). Then we had the kids type up this list of things not to do using the writing program. Many kids finished rather quickly, writing up the list correctly with good punctuation and use of accents. We asked them to then change the color of their font, take pictures of other computers and chargers, put them in the document, save the document with a memorable name, etc.
We also experimented with the “paint” program, asking the kids to draw pictures of whatever they'd like. Many drew really beautiful, decorative houses, families, etc. Others played with the different shape and color functions. Another class played with the Scratch program, creating animation masterpieces with cats chasing mice that say “please don't eat me!!”
The kids are all over the map when it comes to ability. Some kids are extremely quick and finish tasks very easily. Other kids still have significant difficulty doing the easiest things- moving their cursor to a different part of the screen in the “write” program, enabling the “undo” function, dragging windows, even powering down the computer. It becomes quite apparent which students are using their computers at home and which are not, because the ones that use their computers at home are already quite proficient in usage.
Next week, after we use the Internet (fingers crossed), we're going on a field trip to the beach for a picnic. The kids are instructed to bring 20,000 Dobras, or the equivalent of about $1.40, to help pay for gas. The Ministry of Education will hopefully be supplying us with a bus (gas not included). It'll be a great way to say goodbye to the kids for our last class, though I am hoping to return in August (though this year's 6th grade will be long gone by then).
The kids cheered upon learning that we're going to the beach, but are saddened that I am leaving. They are not aware that I'm not coming back until much later, though some kids have asked. One girl asked me if I was going to bring all the computers home with me when I left. I told them that they are here to stay, but that everyone has to turn theirs in at the end of the year, but besides that they are for them. Her face lit up. It was as if I had given her the most wonderful gift.
I think it is today that I have finally decided that OLPC is a success here at the São João school. The kids- and teachers- are already mastering the Scratch program; a program I know absolutely nothing about. I am so proud to have been able to walk by a classroom and see teachers writing directions on the board about how to make the cat meow, without knowing anything about it myself. I felt proud to be able to look at one of the kids today and see something they did on their computer, and then be like, “how did you DO that?” Then the student explained to me the process they took to make a file appear, a little mouse run, a program work. Another student today showed me a plethora of activities he downloaded from the Internet, navigating himself through OLPC's wiki without any help from me; something that I had yet to teach the students because I thought it might be too complicated, being in English and all. A few kids crowded around him, asking how he downloaded so many new programs, and he explained to them. I try to encourage the idea of seeking help from your peers rather than your teacher. The kids know so much more than we do already, sometimes. I know that I will still be leaving these teachers behind relatively unprepared to be on their own, but as time passes I am feeling more secure that they will be able to do this themselves. That the students will keep them moving forward.
Not only are the kids (and even the teachers, who are all quite eager) picking up things like crazy, but they are all still very much interested. They like coming to class; they are enjoying the learning experience. When the girl's face lit up when I told her that she would be keeping the computer for some time, I knew that OLPC has re-energized the learning experience in a place where students are often told to write and repeat. It felt good to nourish this inherent sense of discovery.
The teachers are being paid by the Ministry of Education; this is a success. We are not sure if we are doing a summer program because I will not be able to be here until August. We're still deciding if we want to do it or not. If we do, I will have to fundraise to pay for them. There are a number of computers that cannot connect to the internet. I spent about three days downloading the necessary program to reflash the computers, but then, about halfway through the download of 450 MB in a VERY slow connection quite normal to the island, the download failed and I gave up. I am making a list of computers to reflash for when Paul comes in January.
We are hoping to get some spare computer parts from OLPC so that we can be self-sufficient in repairing damaged computers. Elves Reis, who took a computer hardware course and speaks English, is prepared to fix these computers using the website that was given to us by OLPC, once those parts come to us. Kadma, one of the students, still has a smashed computer screen. I am hoping that if we get parts, we will be able to fix her problem, though I am not sure. She has been sharing with other students for a number of weeks now. I so desperately want her to keep learning.
We are also hoping for the funding of a generator from the American Embassy, based in Gabon. If we are lucky, we will be able to have a generator and enough gas for about five years. We'll never have to go another class period without internet or computers that are not properly charged (a problem that made us end class early today).
I am working on a guidebook for the teachers to help them troubleshoot any computer problems they or the kids come up with. I am also working on a work plan with project ideas for the weeks ahead. I am hoping the teachers will keep me posted regularly about what they're doing with the kids. Next week we want to explain basic Internet safety to the kids and help them set up email accounts. That way they will be able to email me in the USA and keep in touch via their XO laptops.
We have one class period left and I am going to miss these kids very much. But I'm also very satisfied today with how everything is working out.
Today was the day we were planning on showing the kids the beauty of the Internet. We have tried to do this already over two class periods, and have lost power each time; today was no different. After first gathering, we broke into three classes, with two teachers in each class. Upon barely starting up the Navigation program, the power went out.
We then went into a variety of other activities. We talked to the kids about good and bad use of their computers, and had them make a list of things NOT to do with them (ie, give them to babies, drop them on the ground, get the keyboard wet, etc.). Then we had the kids type up this list of things not to do using the writing program. Many kids finished rather quickly, writing up the list correctly with good punctuation and use of accents. We asked them to then change the color of their font, take pictures of other computers and chargers, put them in the document, save the document with a memorable name, etc.
We also experimented with the “paint” program, asking the kids to draw pictures of whatever they'd like. Many drew really beautiful, decorative houses, families, etc. Others played with the different shape and color functions. Another class played with the Scratch program, creating animation masterpieces with cats chasing mice that say “please don't eat me!!”
The kids are all over the map when it comes to ability. Some kids are extremely quick and finish tasks very easily. Other kids still have significant difficulty doing the easiest things- moving their cursor to a different part of the screen in the “write” program, enabling the “undo” function, dragging windows, even powering down the computer. It becomes quite apparent which students are using their computers at home and which are not, because the ones that use their computers at home are already quite proficient in usage.
Next week, after we use the Internet (fingers crossed), we're going on a field trip to the beach for a picnic. The kids are instructed to bring 20,000 Dobras, or the equivalent of about $1.40, to help pay for gas. The Ministry of Education will hopefully be supplying us with a bus (gas not included). It'll be a great way to say goodbye to the kids for our last class, though I am hoping to return in August (though this year's 6th grade will be long gone by then).
The kids cheered upon learning that we're going to the beach, but are saddened that I am leaving. They are not aware that I'm not coming back until much later, though some kids have asked. One girl asked me if I was going to bring all the computers home with me when I left. I told them that they are here to stay, but that everyone has to turn theirs in at the end of the year, but besides that they are for them. Her face lit up. It was as if I had given her the most wonderful gift.
I think it is today that I have finally decided that OLPC is a success here at the São João school. The kids- and teachers- are already mastering the Scratch program; a program I know absolutely nothing about. I am so proud to have been able to walk by a classroom and see teachers writing directions on the board about how to make the cat meow, without knowing anything about it myself. I felt proud to be able to look at one of the kids today and see something they did on their computer, and then be like, “how did you DO that?” Then the student explained to me the process they took to make a file appear, a little mouse run, a program work. Another student today showed me a plethora of activities he downloaded from the Internet, navigating himself through OLPC's wiki without any help from me; something that I had yet to teach the students because I thought it might be too complicated, being in English and all. A few kids crowded around him, asking how he downloaded so many new programs, and he explained to them. I try to encourage the idea of seeking help from your peers rather than your teacher. The kids know so much more than we do already, sometimes. I know that I will still be leaving these teachers behind relatively unprepared to be on their own, but as time passes I am feeling more secure that they will be able to do this themselves. That the students will keep them moving forward.
Not only are the kids (and even the teachers, who are all quite eager) picking up things like crazy, but they are all still very much interested. They like coming to class; they are enjoying the learning experience. When the girl's face lit up when I told her that she would be keeping the computer for some time, I knew that OLPC has re-energized the learning experience in a place where students are often told to write and repeat. It felt good to nourish this inherent sense of discovery.
The teachers are being paid by the Ministry of Education; this is a success. We are not sure if we are doing a summer program because I will not be able to be here until August. We're still deciding if we want to do it or not. If we do, I will have to fundraise to pay for them. There are a number of computers that cannot connect to the internet. I spent about three days downloading the necessary program to reflash the computers, but then, about halfway through the download of 450 MB in a VERY slow connection quite normal to the island, the download failed and I gave up. I am making a list of computers to reflash for when Paul comes in January.
We are hoping to get some spare computer parts from OLPC so that we can be self-sufficient in repairing damaged computers. Elves Reis, who took a computer hardware course and speaks English, is prepared to fix these computers using the website that was given to us by OLPC, once those parts come to us. Kadma, one of the students, still has a smashed computer screen. I am hoping that if we get parts, we will be able to fix her problem, though I am not sure. She has been sharing with other students for a number of weeks now. I so desperately want her to keep learning.
We are also hoping for the funding of a generator from the American Embassy, based in Gabon. If we are lucky, we will be able to have a generator and enough gas for about five years. We'll never have to go another class period without internet or computers that are not properly charged (a problem that made us end class early today).
I am working on a guidebook for the teachers to help them troubleshoot any computer problems they or the kids come up with. I am also working on a work plan with project ideas for the weeks ahead. I am hoping the teachers will keep me posted regularly about what they're doing with the kids. Next week we want to explain basic Internet safety to the kids and help them set up email accounts. That way they will be able to email me in the USA and keep in touch via their XO laptops.
We have one class period left and I am going to miss these kids very much. But I'm also very satisfied today with how everything is working out.
Tuesday, December 1, 2009
Are Those Computers??
Check it out- "Are Those Computers?", the sequel to "The Blessing and Curse of Light", in Go Girl Magazine:
http://letsgogirl.wordpress.com/2009/12/01/are-those-computers/
http://letsgogirl.wordpress.com/2009/12/01/are-those-computers/
Sunday, November 29, 2009
Facebook | Your Photos - Student pics for OLPC fundraising
Facebook | Your Photos - Student pics for OLPC fundraising
These are pictures that my 6th grade students took with my camera when I let them run around with it (plus about three pictures that I took myself) after a little digital remastering. I was thinking I could sell prints of them in the States to fundraise for the computer program we have going on here. If you have a locale where you think I could sell the prints, please let me know!
These are pictures that my 6th grade students took with my camera when I let them run around with it (plus about three pictures that I took myself) after a little digital remastering. I was thinking I could sell prints of them in the States to fundraise for the computer program we have going on here. If you have a locale where you think I could sell the prints, please let me know!
Saturday, November 28, 2009
Class Notes, November 28th
November 28th, 2009
Class today was good! I spent the entire time in the teachers' office fixing computers so I didn't get to see much of it myself. Students are losing their ability to access the internet and I'm not quite sure why. I think it is a hardware problem- the computer is simply not sensing the mesh network or the wifi access- and it is frustrating me because it makes me wonder if the kids shouldn't be taking the computers home. Either that or they need to learn even better the importance of caring for these computers.
Yet one student with a broken network seems to care for his. He keeps his in a box. He must care for it, right?
The teachers and I met yesterday to discuss what we would do in class. The newspaper idea took a bit to pick up on last week (it took the teachers a bit- the students were fine- but regardless, I figured they should teach as they are comfortable, otherwise no learning will happen). Two teachers were at a funeral so the other two teachers took over the class at first. All 100 students were there (we are now taking attendance- of both students AND teachers so that we know who deserves the computers they have, otherwise we've threatened to take them away. Also making sure teachers come so they are appropriately paid) and they all sat in a very sweaty classroom as the two male teachers took over class. They picked one topic as a class- malaria- and discussed it length. Then the students interviewed each other, walked around the courtyard taking pictures, and wrote articles about malaria.
I saw the finished result- a collection of articles with pictures of students laying around the courtyard, “sick” with malaria. Other students snuggled up against one another on benches, promoting the use of mosquito netting for mothers and babies. Ned tells me that the malaria campaign has really worked well here in São Tomé, so the articles were very appropriate for the students- something they were really familiar with and knew a lot about. I'm glad that these students were able to do something that worked for them. And the teachers seemed very pleased.
As much as I love interacting with the students, with this being the first of our final three classes, we talked at the teacher meeting yesterday about how the teachers need to be able to be self-sufficient with this program after I leave. I'm hoping to return in the summer to erase the computers for a new group of students and to check in with the program- and maybe even run classes over vacation. The teachers like the idea of a summer program. Students can come to class everyday and use their computers. Yet the teachers can't be paid by the Ministry of Education over the summer so we need to find another way around that. But until then, there are quite a few months of time and the teachers need to be able to continue running class so that these students can explore and grow. Some teachers seemed nervous. I assured them that by this point, students will know how to use their computers. It's just about expanding what they already know and using them in fun projects. As long as the teachers and students are both having fun, that's the most important part!
While I was working on the computers, one of the students came into the office during the class and started to play “SMS” really loudly- a song that is on the radio here in São Tomé. I had no idea how he had gotten that music onto his computer, and I asked him. He explained. For him it was easy. He put his computer up to his radio, turned on the “audio record” program, and bam. Then he saved the song so that he can listen to it whenever he wants. And now this kid walks around class with “SMS” at an incredible volume. I am thrilled. He has already discovered something beyond what I have thought of. The things these kids can and will do with these computers makes me thrilled. I thought maybe someday they can make their own little music videos as a project. It could be fun.
Kadma, the girl whose computer screen was broken last week, was hoping for a new computer this week. She walked into my office with her eyes on a stack of cookie boxes. “Are those computers??” she asked hopefully. I had to tell her no. It broke my heart. I watched her walk around the courtyard, empty handed. I encouraged her to go into class and share with someone else, but somehow she kept slipping out. I asked her if she wanted to sit next to me while I worked on the computers, and she said yes. I took out a globe and asked her to find São Tomé. She couldn't. I asked her to find Africa. She couldn't. I taught her both. Then when another student walked in, she showed him herself where it was.
I also let Kadma take my camera and take pictures around the class of the students with their computers. I think she had a good time being the photojournalist for the day. The kids were finally jealous of HER for once, and that made me feel good. We have to get more computers for these kids though.
Class today was good! I spent the entire time in the teachers' office fixing computers so I didn't get to see much of it myself. Students are losing their ability to access the internet and I'm not quite sure why. I think it is a hardware problem- the computer is simply not sensing the mesh network or the wifi access- and it is frustrating me because it makes me wonder if the kids shouldn't be taking the computers home. Either that or they need to learn even better the importance of caring for these computers.
Yet one student with a broken network seems to care for his. He keeps his in a box. He must care for it, right?
The teachers and I met yesterday to discuss what we would do in class. The newspaper idea took a bit to pick up on last week (it took the teachers a bit- the students were fine- but regardless, I figured they should teach as they are comfortable, otherwise no learning will happen). Two teachers were at a funeral so the other two teachers took over the class at first. All 100 students were there (we are now taking attendance- of both students AND teachers so that we know who deserves the computers they have, otherwise we've threatened to take them away. Also making sure teachers come so they are appropriately paid) and they all sat in a very sweaty classroom as the two male teachers took over class. They picked one topic as a class- malaria- and discussed it length. Then the students interviewed each other, walked around the courtyard taking pictures, and wrote articles about malaria.
I saw the finished result- a collection of articles with pictures of students laying around the courtyard, “sick” with malaria. Other students snuggled up against one another on benches, promoting the use of mosquito netting for mothers and babies. Ned tells me that the malaria campaign has really worked well here in São Tomé, so the articles were very appropriate for the students- something they were really familiar with and knew a lot about. I'm glad that these students were able to do something that worked for them. And the teachers seemed very pleased.
As much as I love interacting with the students, with this being the first of our final three classes, we talked at the teacher meeting yesterday about how the teachers need to be able to be self-sufficient with this program after I leave. I'm hoping to return in the summer to erase the computers for a new group of students and to check in with the program- and maybe even run classes over vacation. The teachers like the idea of a summer program. Students can come to class everyday and use their computers. Yet the teachers can't be paid by the Ministry of Education over the summer so we need to find another way around that. But until then, there are quite a few months of time and the teachers need to be able to continue running class so that these students can explore and grow. Some teachers seemed nervous. I assured them that by this point, students will know how to use their computers. It's just about expanding what they already know and using them in fun projects. As long as the teachers and students are both having fun, that's the most important part!
While I was working on the computers, one of the students came into the office during the class and started to play “SMS” really loudly- a song that is on the radio here in São Tomé. I had no idea how he had gotten that music onto his computer, and I asked him. He explained. For him it was easy. He put his computer up to his radio, turned on the “audio record” program, and bam. Then he saved the song so that he can listen to it whenever he wants. And now this kid walks around class with “SMS” at an incredible volume. I am thrilled. He has already discovered something beyond what I have thought of. The things these kids can and will do with these computers makes me thrilled. I thought maybe someday they can make their own little music videos as a project. It could be fun.
Kadma, the girl whose computer screen was broken last week, was hoping for a new computer this week. She walked into my office with her eyes on a stack of cookie boxes. “Are those computers??” she asked hopefully. I had to tell her no. It broke my heart. I watched her walk around the courtyard, empty handed. I encouraged her to go into class and share with someone else, but somehow she kept slipping out. I asked her if she wanted to sit next to me while I worked on the computers, and she said yes. I took out a globe and asked her to find São Tomé. She couldn't. I asked her to find Africa. She couldn't. I taught her both. Then when another student walked in, she showed him herself where it was.
I also let Kadma take my camera and take pictures around the class of the students with their computers. I think she had a good time being the photojournalist for the day. The kids were finally jealous of HER for once, and that made me feel good. We have to get more computers for these kids though.
The Blessing and Curse of Light
Check out "The Blessing and Curse of Light", a post I made to Go Girl Magazine about the computer program here and its current challenges.
http://letsgogirl.wordpress.com/2009/11/24/the-blessing-and-curse-of-light/
http://letsgogirl.wordpress.com/2009/11/24/the-blessing-and-curse-of-light/
Saturday, November 21, 2009
Class Notes, November 21
Saturday, November 21, 2009
Class today was complicated, but this is only a function of the complexity of the material that we are getting into. We had energy until about 10:30am, so roughly the first half of our class period. However, we had forgotten to take the power strips out of the Director's locked office, so even though we had energy, the majority of the students were unable to use it.
For the most part though, students had appropriately charged their computers before coming to class, so they were ready for a lesson.
Kadma, one of the students, came to class today with her mother and baby sister. Apparently Kadma was struck by another student (one not involved with the program) and her computer was hit. The screen suffered permanent damage and no longer functions. This was the second incident in two weeks of a broken or lost computer. We agreed to find the student who did this and to make him receive consequences for what he did. It is very unfortunate because Kadma is a lovely student who has always been wonderful in class. Yet we don't have a single computer that we can give her, or a part that we can replace. We have absolutely nothing to offer. She can only share with another student now. Her computer is broken forever- her opportunity taken away.
We are worried about losing our computers forever, but we are in a conflicting situation. If we stop letting the students take the computers home and leave them in the Director's office, they will be much safer. However, they will also never be used. Right now, the students are taking these computers home and using them regularly. Their knowledge expands every time they go home with these computers. For now, the information teacher, Miguel, and I agree that a few broken computers is worth the wealth of learning that these students are receiving- that wouldn't be received in the director's office. But we are wondering how far the limit will take us until it is safer to leave them at school.
Another idea is to put them in a sort of laboratory environment- an empty classroom where the students can access their computers during all hours of the school day. However, it still significantly decreases the amount of personal computer time. Also, this “empty classroom” we speak of currently does not exist- and we're not sure how we would get one.
Right now, having only recently discovered that OLPC is not going to be giving us computers every year, we are trying to see if we can get some sort of corporate sponsorship, grant, or other form of funding for new computers each year. We would really only need to buy new computers every two years are so (to recycle them through the fifth and sixth grades), which would be $20,000 every two years (or say $10,000 per year). Not sure how we can get this funding, but doing what we can. It's really a small amount of money for the effect it would make.
Today two teachers come, as well as myself and my friend Kilson, who is São-Tomean and interested in lending a hand. We break into three groups, one teacher in each group and Kilson with my group. We do presentations of the homework that the students had last week, and the students do a great job presenting their parents, neighbors, baby sisters, and other people. They successfully wrote an article and inserted a picture and I am very proud of them for that.
After this, we explained the next project. Each class will make their own “São João School Newspaper”. The classes broke into groups of four. My class consisted of five of these groups of four (including one group of five). We brainstormed different topics of discussion and each group selected a topic. The idea will be to write about this topic in groups of four, using the “record” activity to record video interviews, using the “write” activity to write up the article, and using the “share” function to allow all members of each group to participate. Next week we will have trouble organizing the students again, as we were missing between 10 and 20 students today (and three teachers- and I have no idea why they didn't come to class!). But that's something we'll have to deal with tomorrow.
The students are also quite actively erasing their programs. I'm going to work on getting those programs back over the upcoming week, but we have already explained what not to do in terms of erasing programs. I suppose it will just be handled one student at a time, until they are more able with their computers.
We practiced going on the “browser” activity and connecting to the internet. We put in a website address and hit enter (this took some time itself, because the students had to learn the “erase” button and enter and how to put in colons and slashes). I don't know if the wireless was working, though, because the computers weren't connecting to it. Then the internet turned off. However, students are crazy about internet. They are dying to get on it. The day that it works will be a wonderful day for them.
They also love music. They have successfully found the music library on their computers and play from this library regularly. Often when I am talking I tell them that they have to turn their music off, because at least two people are playing music. The students want to be able to put their own music on their computer, though I'm not sure this is possible. What they CAN do, though, is create their own music using TamTam...and that will have to be another project for another day.
The classes move slowly and the weeks are going by quickly. It's frustrating how little time we have left- only three Saturdays. Three class periods. Maybe we should look into adding another class period per week?? I wonder if I should stay. But with Christmas, even the kids will be on vacation, right? Doesn't it make sense to go back home and see what I can do from there? I just wish the flights didn't cost $2,000. If they cost less, this would be a much easier decision.
Two good things: The teachers have found ways to be paid. They can add the extra hours outside of class to their time sheets and be paid by the Ministry of Education. Ned from STeP UP has also helped me to find a grant program from the American Embassy in Gabon. It is possible that they will be able to fund our great need for a generator, as well as gas and parts. This would be absolutely incredible, if possible.
Class today was complicated, but this is only a function of the complexity of the material that we are getting into. We had energy until about 10:30am, so roughly the first half of our class period. However, we had forgotten to take the power strips out of the Director's locked office, so even though we had energy, the majority of the students were unable to use it.
For the most part though, students had appropriately charged their computers before coming to class, so they were ready for a lesson.
Kadma, one of the students, came to class today with her mother and baby sister. Apparently Kadma was struck by another student (one not involved with the program) and her computer was hit. The screen suffered permanent damage and no longer functions. This was the second incident in two weeks of a broken or lost computer. We agreed to find the student who did this and to make him receive consequences for what he did. It is very unfortunate because Kadma is a lovely student who has always been wonderful in class. Yet we don't have a single computer that we can give her, or a part that we can replace. We have absolutely nothing to offer. She can only share with another student now. Her computer is broken forever- her opportunity taken away.
We are worried about losing our computers forever, but we are in a conflicting situation. If we stop letting the students take the computers home and leave them in the Director's office, they will be much safer. However, they will also never be used. Right now, the students are taking these computers home and using them regularly. Their knowledge expands every time they go home with these computers. For now, the information teacher, Miguel, and I agree that a few broken computers is worth the wealth of learning that these students are receiving- that wouldn't be received in the director's office. But we are wondering how far the limit will take us until it is safer to leave them at school.
Another idea is to put them in a sort of laboratory environment- an empty classroom where the students can access their computers during all hours of the school day. However, it still significantly decreases the amount of personal computer time. Also, this “empty classroom” we speak of currently does not exist- and we're not sure how we would get one.
Right now, having only recently discovered that OLPC is not going to be giving us computers every year, we are trying to see if we can get some sort of corporate sponsorship, grant, or other form of funding for new computers each year. We would really only need to buy new computers every two years are so (to recycle them through the fifth and sixth grades), which would be $20,000 every two years (or say $10,000 per year). Not sure how we can get this funding, but doing what we can. It's really a small amount of money for the effect it would make.
Today two teachers come, as well as myself and my friend Kilson, who is São-Tomean and interested in lending a hand. We break into three groups, one teacher in each group and Kilson with my group. We do presentations of the homework that the students had last week, and the students do a great job presenting their parents, neighbors, baby sisters, and other people. They successfully wrote an article and inserted a picture and I am very proud of them for that.
After this, we explained the next project. Each class will make their own “São João School Newspaper”. The classes broke into groups of four. My class consisted of five of these groups of four (including one group of five). We brainstormed different topics of discussion and each group selected a topic. The idea will be to write about this topic in groups of four, using the “record” activity to record video interviews, using the “write” activity to write up the article, and using the “share” function to allow all members of each group to participate. Next week we will have trouble organizing the students again, as we were missing between 10 and 20 students today (and three teachers- and I have no idea why they didn't come to class!). But that's something we'll have to deal with tomorrow.
The students are also quite actively erasing their programs. I'm going to work on getting those programs back over the upcoming week, but we have already explained what not to do in terms of erasing programs. I suppose it will just be handled one student at a time, until they are more able with their computers.
We practiced going on the “browser” activity and connecting to the internet. We put in a website address and hit enter (this took some time itself, because the students had to learn the “erase” button and enter and how to put in colons and slashes). I don't know if the wireless was working, though, because the computers weren't connecting to it. Then the internet turned off. However, students are crazy about internet. They are dying to get on it. The day that it works will be a wonderful day for them.
They also love music. They have successfully found the music library on their computers and play from this library regularly. Often when I am talking I tell them that they have to turn their music off, because at least two people are playing music. The students want to be able to put their own music on their computer, though I'm not sure this is possible. What they CAN do, though, is create their own music using TamTam...and that will have to be another project for another day.
The classes move slowly and the weeks are going by quickly. It's frustrating how little time we have left- only three Saturdays. Three class periods. Maybe we should look into adding another class period per week?? I wonder if I should stay. But with Christmas, even the kids will be on vacation, right? Doesn't it make sense to go back home and see what I can do from there? I just wish the flights didn't cost $2,000. If they cost less, this would be a much easier decision.
Two good things: The teachers have found ways to be paid. They can add the extra hours outside of class to their time sheets and be paid by the Ministry of Education. Ned from STeP UP has also helped me to find a grant program from the American Embassy in Gabon. It is possible that they will be able to fund our great need for a generator, as well as gas and parts. This would be absolutely incredible, if possible.
Saturday, November 14, 2009
Class Notes, November 14
Summary of class, November 14th
Students arrive for class by 8am. Class lasts from 9am-12pm. Students have been directed to charge their computers at the school before going home Friday night. This way they will be able to have energy, regardless as to if there is energy at the school. Some students have used their computers the night before so they have no energy. They must wait for it to turn on (it ends up coming on at around 10:45 or 11am).
The other students are anxious for class. I arrive at about 9am. A few of the teachers are late, but all in all there are six of us (some leave earlier and later, but for the most part there are at least three or four of us there at a time). The teachers seem uncertain as to what to do. I have asked them to be in charge of teaching the class, but I see that they are a little bit lost, so I decide to take it over myself.
First, we find out that students have been deleting programs off their computers by accident. This is a problem, and one that we tackle right away. The first thing we explain to do is how to delete a program- to show what kids should NOT do! That way we can stop the deleting.
As for the other simple things, the kids are pretty fluent in the computers already. They know how to take pictures. They've used the “escrever” application. Many kids know how to chat and network with each other already. It's hard to keep a class of 70+ 11 year olds focused, but the general plan is to explain something and then go around and help everyone.
After explaining what not to do, I get them to open the “escrever” application. I give them an assignment. Their assignment is to pick a partner and to interview them. They are to write the interview in the “escrever” application, then take a picture and put the picture in with the interview. Together we work to think of good questions to ask each other- name, where you live, what your favorite subject is in school, why, who you live with, what your favorite color is, etc.
The class is three hours but we don't cover much. It's hard to do that with a class so big. Some students take forever to type- it is imperative that we give those students as much time as possible to pick up something that may be quite foreign to them. We explain how to insert accents, and how to rename your file so you can find it more easily in the Journal application. Some students even change the color of their text. Most students are not sure how to add a photograph, but we also explain that and for the most part everything goes smoothly. We try to work off the idea of delegation- once a student understands a program, we ask them to go around and help other students.
When the students get unruly, I clap my hands in rhythm and get them to follow suit. It sort of works. Sometimes they just start clapping in rhythm not listening to the fact that my rhythm is changing. We'll get there.
After the kids finish up the interviews, we break into five groups with five teachers- each leading one group. Then we go into different classrooms where the kids present their partners. They are ashamed to do so, and many kids do not listen. I think presenting is new to them. But it's another good learning experience.
After this, we teachers give them a homework assignment. They must interview someone at home- a parent, a relative, a neighbor- and do the same thing as they did in class. We brainstormed questions to ask, such as “what is your favorite food to cook?” and “what is your favorite thing about São Tomé and why?” Then we instructed the kids to write these questions on either their laptop or in a notebook, to go home, conduct interviews, write up full-sentence summaries of what happened, and take a picture and include it in the article.
Miguel's group is going to be graded on their assignment, which is great!
Now to think of what to do in class on Saturday. I want to keep them involved in different projects so that they can broaden their learning each week. I think this Saturday they should share their interviews- little presentations again. Then...I'm not sure. Maybe starting the idea of a newspaper. Maybe using the video application. Maybe we could introduce the newspaper project, and have kids break up into groups of four to write articles. They can brainstorm what they want their articles to be about. We can teach them how to link up together on a network so that they can all brainstorm using their computers. We can require that they interview at least one person for their articles. Then they can present as groups to the class what their article is going to be about. Then their homework can be to actually do these interviews and work on the articles. They can write them in class the next Saturday if not before. That could work.
The idea is to get them exposed to as much as possible. After the little newspaper assignment, maybe teaching them how to use the internet and get online would be a good idea. Or maybe we should do this before. I'm not sure.
The children are horribly excited about their computers. They love the fact that they can take them home. There has only been one case of theft so far- and the parent is looking fiercely for it, because they know there are no replacements. And apparently there won't BE any replacements either, meaning that we'll have to pass the computers down year after year.
But the kids are excited. There was even one kid at school today that told me she had a computer and couldn't find it. I asked her what her number was and she said #72. We looked around for it. Then another teacher came by and was like, “what?? You're not in this class! Go home!” The kids are so anxious to learn that they are lying about being in the class. They are dying to use these computers. I watch the kids use these machines and I see their brains work. They have had these computers for a week and are already so empowered. Taking them back at the end of the year will be the saddest thing...and then that begs the question if it was ever worth it to begin with.
But no matter. The teachers are also very excited about what the program has brought along so far. Miguel tells me that if the whole school can one day get their hands on these computers, by God, what a difference it would make for the school. I agree. It would make a world of a difference.
Students arrive for class by 8am. Class lasts from 9am-12pm. Students have been directed to charge their computers at the school before going home Friday night. This way they will be able to have energy, regardless as to if there is energy at the school. Some students have used their computers the night before so they have no energy. They must wait for it to turn on (it ends up coming on at around 10:45 or 11am).
The other students are anxious for class. I arrive at about 9am. A few of the teachers are late, but all in all there are six of us (some leave earlier and later, but for the most part there are at least three or four of us there at a time). The teachers seem uncertain as to what to do. I have asked them to be in charge of teaching the class, but I see that they are a little bit lost, so I decide to take it over myself.
First, we find out that students have been deleting programs off their computers by accident. This is a problem, and one that we tackle right away. The first thing we explain to do is how to delete a program- to show what kids should NOT do! That way we can stop the deleting.
As for the other simple things, the kids are pretty fluent in the computers already. They know how to take pictures. They've used the “escrever” application. Many kids know how to chat and network with each other already. It's hard to keep a class of 70+ 11 year olds focused, but the general plan is to explain something and then go around and help everyone.
After explaining what not to do, I get them to open the “escrever” application. I give them an assignment. Their assignment is to pick a partner and to interview them. They are to write the interview in the “escrever” application, then take a picture and put the picture in with the interview. Together we work to think of good questions to ask each other- name, where you live, what your favorite subject is in school, why, who you live with, what your favorite color is, etc.
The class is three hours but we don't cover much. It's hard to do that with a class so big. Some students take forever to type- it is imperative that we give those students as much time as possible to pick up something that may be quite foreign to them. We explain how to insert accents, and how to rename your file so you can find it more easily in the Journal application. Some students even change the color of their text. Most students are not sure how to add a photograph, but we also explain that and for the most part everything goes smoothly. We try to work off the idea of delegation- once a student understands a program, we ask them to go around and help other students.
When the students get unruly, I clap my hands in rhythm and get them to follow suit. It sort of works. Sometimes they just start clapping in rhythm not listening to the fact that my rhythm is changing. We'll get there.
After the kids finish up the interviews, we break into five groups with five teachers- each leading one group. Then we go into different classrooms where the kids present their partners. They are ashamed to do so, and many kids do not listen. I think presenting is new to them. But it's another good learning experience.
After this, we teachers give them a homework assignment. They must interview someone at home- a parent, a relative, a neighbor- and do the same thing as they did in class. We brainstormed questions to ask, such as “what is your favorite food to cook?” and “what is your favorite thing about São Tomé and why?” Then we instructed the kids to write these questions on either their laptop or in a notebook, to go home, conduct interviews, write up full-sentence summaries of what happened, and take a picture and include it in the article.
Miguel's group is going to be graded on their assignment, which is great!
Now to think of what to do in class on Saturday. I want to keep them involved in different projects so that they can broaden their learning each week. I think this Saturday they should share their interviews- little presentations again. Then...I'm not sure. Maybe starting the idea of a newspaper. Maybe using the video application. Maybe we could introduce the newspaper project, and have kids break up into groups of four to write articles. They can brainstorm what they want their articles to be about. We can teach them how to link up together on a network so that they can all brainstorm using their computers. We can require that they interview at least one person for their articles. Then they can present as groups to the class what their article is going to be about. Then their homework can be to actually do these interviews and work on the articles. They can write them in class the next Saturday if not before. That could work.
The idea is to get them exposed to as much as possible. After the little newspaper assignment, maybe teaching them how to use the internet and get online would be a good idea. Or maybe we should do this before. I'm not sure.
The children are horribly excited about their computers. They love the fact that they can take them home. There has only been one case of theft so far- and the parent is looking fiercely for it, because they know there are no replacements. And apparently there won't BE any replacements either, meaning that we'll have to pass the computers down year after year.
But the kids are excited. There was even one kid at school today that told me she had a computer and couldn't find it. I asked her what her number was and she said #72. We looked around for it. Then another teacher came by and was like, “what?? You're not in this class! Go home!” The kids are so anxious to learn that they are lying about being in the class. They are dying to use these computers. I watch the kids use these machines and I see their brains work. They have had these computers for a week and are already so empowered. Taking them back at the end of the year will be the saddest thing...and then that begs the question if it was ever worth it to begin with.
But no matter. The teachers are also very excited about what the program has brought along so far. Miguel tells me that if the whole school can one day get their hands on these computers, by God, what a difference it would make for the school. I agree. It would make a world of a difference.
Saturday, November 7, 2009
Class Notes, October 23 - November 7
Arrival in São Tomé: 23 October, 2009
October 23-30- Learned Sugar platform and general XO use, collaborated with teachers, especially computer teacher Miguel da Boa Esperança, and director, José António, of São João school about how we would organize the program.
7 November, 2009- Letter to Paul:
My name is Beth Santos and I am a volunteer with STeP UP (São Tomé and Príncipe União para a Promoção), an NGO based in the city of São Tomé, STP. Though I'm doing a few different things here, my primary role is to help ease the kids at the Sao Joao school into using their XO laptops on a regular basis. Therefore, I took a little do-it-yourself crash course on how to use the XOs, taught the teachers
almost everything I know, and have been developing a program Saturday mornings where the kids can use the computers.
The school has been pretty adamant about not letting the students take the computers home. They are afraid that, for one reason or another, the students will never return them (be it they break them, lose them, the computers are stolen, etc). Finally, after a very long and frustrating non-class today (due to lack of access to the office where the computers were being held, then, finally when we got in, the
electricity went out), I convinced the teachers to let the students take the computers home over the weekend, provided they return them on Monday. At least now they'll be able to have a little at-home time with them. I know that you are planning to return to Sao Tome sometime at the beginning of next year. By that point I'm hoping the students will be well accustomed to taking the computers home regularly. But for now, I thought I'd keep you posted with what's currently happening and the difficulty we're having getting the teachers to bend to OLPC's endeavors!
Currently, we have a computer class arranged every Saturday morning, as mentioned. The teachers feel they should be paid for their attendance and teaching (something I'm working with the director about). This is also something that might need to be addressed when you make your way over. I'm trying to explain to the teachers that the computers should be used as tools, and not as things to be learned and
then subsequently forgotten. Some teachers want to give classes to students and then pass the computers onto other students. I'm trying to explain that learning how to use the computers is only the first part- that actually using the computers in the classroom is most important.
Anyway, "petty" things that will hopefully be resolved by the time you make your way here. I'm also helping OLPC to translate the instruction manual into Portuguese, so that by the time I leave in mid-December, hopefully the teachers will be able to help themselves if they have questions.
Things that I need your help with:
-There are a few new students in the class and they don't have computers. Are we expecting to get a new shipment sometime soon for the students that don't have any?
-I'm curious about the long-term goals of the program. Are you expecting the kids to keep the computers just this year, and then afterward pass them onto other kids? The reason I ask this is because
the computers have been given to 6th grade students. In 7th grade, they move to high school- a completely different school, where OLPC hasn't made an appearance. So either we teach the high school teachers how to use the OLPCs, we return them to the incoming 6th grade class, or (what I suggest) we wait out the year, give them to the 5th grade class next year, allow them to keep the computers over two years, and then continue the cycle again after they go to high school. But I was
curious as to what OLPC expects to do with new students coming in every year.
-Right now energy is a big issue. I'm thinking of raising a little money so that we can buy a generator, but that is only a short-term goal. Ned wants to know what you think about using a pedaling mechanism to create crank energy that we can hook up to a battery and power the laptops with (I think he said he explained this to you already?). The example he showed me was a really slick design that has been used in OLPC Afghanistan.
Paul's response, 16 November 2009:
Hi Beth,
Good to hear from you. James told me that you had arrived and was working with Sao Joao school with the OX laptops. I really appreciate your assistance. Let me see if I can answer your questions and provide some clarification. There will not likely be any more computers. This was a one time distribution of 100 computers per site (country). There may be another RFP this winter but it is
probably not likely that additional computers would be headed to STP given that not all the African countries have yet to receive a deployment. I think your suggestion on the long term use and ownership of the computers makes sense. OLPC (the NGO) wanted the children to take them home but there was some confusion caused by our team of interns and that was not how they and the school director left it during the summer break. The idea may be to have as many students have an opportunity to use the computers as possible. That wold mean handing them out with each incoming 6th grade class. I think the director has a some leeway on how he wants the computers to be used.
Having said that, I do think that the students should be able to take the computers home to experiment and teach others. The teachers should also learn how to incorporate the computers into the class. Payment for the teachers should be a through the school and Ministry of Education. I think that, we do in the US, as the teacher improves their skills and studies for advanced degrees and certification they are financially rewarded. This is something I can take up with the Minister when I arrive in January. Translating the instructions into Portuguese will help in this regard. Concerning the energy. it has always been a problem. The mechanical approach to power is the better solution because of the initial cost of the generator and the ongoing fuel needs. I hope this helps. Keep me posted and I'll follow up when I arrive on January 1. Question: how did you connect up with Ned? Also, my daughter was part of the team last summer. She had accompanied me for the last three summers to STP and is in love with STP and Africa. She is a freshman at Truman State University (studying romance languages) and would be happy to help clarify things or just chat. Thanks.
Paul
October 23-30- Learned Sugar platform and general XO use, collaborated with teachers, especially computer teacher Miguel da Boa Esperança, and director, José António, of São João school about how we would organize the program.
7 November, 2009- Letter to Paul:
My name is Beth Santos and I am a volunteer with STeP UP (São Tomé and Príncipe União para a Promoção), an NGO based in the city of São Tomé, STP. Though I'm doing a few different things here, my primary role is to help ease the kids at the Sao Joao school into using their XO laptops on a regular basis. Therefore, I took a little do-it-yourself crash course on how to use the XOs, taught the teachers
almost everything I know, and have been developing a program Saturday mornings where the kids can use the computers.
The school has been pretty adamant about not letting the students take the computers home. They are afraid that, for one reason or another, the students will never return them (be it they break them, lose them, the computers are stolen, etc). Finally, after a very long and frustrating non-class today (due to lack of access to the office where the computers were being held, then, finally when we got in, the
electricity went out), I convinced the teachers to let the students take the computers home over the weekend, provided they return them on Monday. At least now they'll be able to have a little at-home time with them. I know that you are planning to return to Sao Tome sometime at the beginning of next year. By that point I'm hoping the students will be well accustomed to taking the computers home regularly. But for now, I thought I'd keep you posted with what's currently happening and the difficulty we're having getting the teachers to bend to OLPC's endeavors!
Currently, we have a computer class arranged every Saturday morning, as mentioned. The teachers feel they should be paid for their attendance and teaching (something I'm working with the director about). This is also something that might need to be addressed when you make your way over. I'm trying to explain to the teachers that the computers should be used as tools, and not as things to be learned and
then subsequently forgotten. Some teachers want to give classes to students and then pass the computers onto other students. I'm trying to explain that learning how to use the computers is only the first part- that actually using the computers in the classroom is most important.
Anyway, "petty" things that will hopefully be resolved by the time you make your way here. I'm also helping OLPC to translate the instruction manual into Portuguese, so that by the time I leave in mid-December, hopefully the teachers will be able to help themselves if they have questions.
Things that I need your help with:
-There are a few new students in the class and they don't have computers. Are we expecting to get a new shipment sometime soon for the students that don't have any?
-I'm curious about the long-term goals of the program. Are you expecting the kids to keep the computers just this year, and then afterward pass them onto other kids? The reason I ask this is because
the computers have been given to 6th grade students. In 7th grade, they move to high school- a completely different school, where OLPC hasn't made an appearance. So either we teach the high school teachers how to use the OLPCs, we return them to the incoming 6th grade class, or (what I suggest) we wait out the year, give them to the 5th grade class next year, allow them to keep the computers over two years, and then continue the cycle again after they go to high school. But I was
curious as to what OLPC expects to do with new students coming in every year.
-Right now energy is a big issue. I'm thinking of raising a little money so that we can buy a generator, but that is only a short-term goal. Ned wants to know what you think about using a pedaling mechanism to create crank energy that we can hook up to a battery and power the laptops with (I think he said he explained this to you already?). The example he showed me was a really slick design that has been used in OLPC Afghanistan.
Paul's response, 16 November 2009:
Hi Beth,
Good to hear from you. James told me that you had arrived and was working with Sao Joao school with the OX laptops. I really appreciate your assistance. Let me see if I can answer your questions and provide some clarification. There will not likely be any more computers. This was a one time distribution of 100 computers per site (country). There may be another RFP this winter but it is
probably not likely that additional computers would be headed to STP given that not all the African countries have yet to receive a deployment. I think your suggestion on the long term use and ownership of the computers makes sense. OLPC (the NGO) wanted the children to take them home but there was some confusion caused by our team of interns and that was not how they and the school director left it during the summer break. The idea may be to have as many students have an opportunity to use the computers as possible. That wold mean handing them out with each incoming 6th grade class. I think the director has a some leeway on how he wants the computers to be used.
Having said that, I do think that the students should be able to take the computers home to experiment and teach others. The teachers should also learn how to incorporate the computers into the class. Payment for the teachers should be a through the school and Ministry of Education. I think that, we do in the US, as the teacher improves their skills and studies for advanced degrees and certification they are financially rewarded. This is something I can take up with the Minister when I arrive in January. Translating the instructions into Portuguese will help in this regard. Concerning the energy. it has always been a problem. The mechanical approach to power is the better solution because of the initial cost of the generator and the ongoing fuel needs. I hope this helps. Keep me posted and I'll follow up when I arrive on January 1. Question: how did you connect up with Ned? Also, my daughter was part of the team last summer. She had accompanied me for the last three summers to STP and is in love with STP and Africa. She is a freshman at Truman State University (studying romance languages) and would be happy to help clarify things or just chat. Thanks.
Paul
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