Revamping Libraries

We returned to Town Muslim and Kisowera Primary Schools this week to help them make full use of the materials we have made available to them. We were under the assumption that if we built a building that included shelves, a gathering space, and a few thousand books, we'd return to find a working literacy center with students and teachers reading the books. The piece we missed was that there is no knowledge of how a library is organized or used in the schools we support, so we set out to find a solution. We were clear that the investment and idea of the literacy centers were good ideas, so Wednesday we arrived at Town Muslim Primary School with the goal of helping their staff organize and make sense of how to use the resources. 

Looking through Kisowera's collection. Note the books are stored on their sides. The ideas that the spines had to be out, and like books should be shelved together are new ideas.

The head teacher was more than willing to let us help. We soon found ourselves with two staff members and many students who helped us pull the books off the shelves. With input we decided the best way to arrange the books was into 4 categories: Picture Books, Information Books, Novels, & Professional Resource. We spent three days working to clean out and organize both literacy centers. 

Organizing the Town Muslim Primary Library.

Organizing Kisowera's Library. It was more work here as we pulled half the books out of the storage area.

Kate assessing Kisowera readers. 

The ideas of self-selected reading and free time for reading are new concepts in this country. Teachers don't connect independent reading with improved reading; they think reading is learned through direct instruction. We met with the teachers to talk about research on the importance of reading and how it will impact their students' learning.

Once the libraries were organized, students arrived on their own initiative asking to read. They became immediately engrossed in their choices. Often several students shared a book. The the older boys gravitated to non fiction, particularly science. The little children gravitated to picture books and some nonfiction. Despite not having had access to libraries they seem to choose just right books. 

Town Muslim boys learning about how their new library is organized.

Now it's the teachers' turn. The teacher standing is labeling the shelves to match the books, That particular shelf has books in Arabic. At this school students learn Luganda, English, Arabic, and Swahili.

The last three days have been filled with hard filthy work, joy, and laughter. Seeing children come in and read books brings tears to all of our eyes. We are so hopeful the literacy centers will continue to be used the way they were intended. Thankfully Sister Schools has two wonderful employees here in Uganda. Asia and William will be following up regularly with each of these schools. 

Kisowera's finished library area. It is now out in the large room. If we find it is being used regularly, more shelves will be built, and many more books will be donated.

Brigitte, Alvin, & Maureen

Brigitte.  Alvin.  Maureen.  

Yesterday, we arrived at Lutengo School and walking into the Literacy Center, a beautiful child named Brigitte came to me and held my hand as we walked.  I said “Hi!” and she just squeezed my hand.  I wanted to see the books — so many books!  Brigitte and I read a book about farm animals together, before I even set my backpack down.  I was trying to read to her but she was turning page after page.  In younger grades, kids learn in their native language.  In Class P2 or P3 (depending on the school, and the government has recently made a change, so it’s not uniform across our Sister Schools) the children begin learning content in English.  Brigitte and I, then, don’t really speak the same language, but somehow we did!  Her teacher shooed her away (I was crushed) and she somehow flew under the radar and we sat down to read the C volume of the Encyclopedia.  I looked at each picture with her and spoke the word in English.  Pictures she knew, she named to me in Lugandan.  She started saying the words with me in English.  Her teacher came back and shooed her again, which meant I had to get back to work figuring out how we could best organize the books for sustained organization, easy teacher access, and frequent use.  

Today I sat in a class of 12 kids at Mother Care School.  Their teacher, Don, a 3rd year teacher was asking kids to read silently after they finished copying the rest of the notes from the board.  Kids were reading The Bernstein Bears, a Susan B. Anthony biography, and everything in between.  Alvin stood up to read aloud for me.  The address to a visiting adult in the room is warm and welcoming.  You are welcome here.  Alvin said, “My name is Alvin.  Today I will read to you.”  Peace, calm, and focus flooded the classroom as students listened to Alvin read.  The book Alvin read came from a student in Seattle.  Mr. Don needs more pens, especially the type like a Uniball - not a ball point, but that runny ink kind.  He needs binders, erasers, sharpeners, puzzles, and science materials.  At a shop near his school, I found erasers, and don’t you know it, the Green Lake families sent me here with hundreds of sharpeners!  

Maureen is a student at Ntawo.  Her teacher held her darling baby the whole lesson, and she even took a little nap.  She was teaching about skin problems and the role of skin.  Part of the Ugandan National Curriculum is to teach a ton of health standards, and many revolve around personal safety and health, as well as what seems to be a very robust program for STD and HIV prevention.  This class was P7, which is the year kids take a Primary Leaving Exam that determines their future.  Pass scores move on to Secondary School, and kids who do not pass must stop school.  This is approximately age 11-14.  Maureen kept turning around to check me out, and eventually she smiled back to me.  Like in the states, this P7 class was a bit too cool to be friendly with me.  It’s ok - I wore them down with smiles and chatter.  Maureen’s notebooks (she shared 3 of her subject notebooks with me) were impeccable.  Her handwriting was lovely, her organization was phenomenal.  She uses pen because after around P2 or P3, kids stop writing in pencil, favoring pens instead.  In Maureen’s math notebook, I could see that they were studying place value and I happened to have the book “How Much is a Million” with me.  Their teacher, Ruth, allowed me to read to the kids and they absolutely adored the book.  They have a very scripted curriculum, but through careful investigation and a meeting over Ugandan bananas and donuts, we learned many of the subjects taught at some of the grade levels (it isn’t complete by any means, but we will possibly continue this work with Ruth and her colleagues as soon as possible) so that we can help future Sister Schools in Seattle give books to supplement the curriculum taught at Ntawo.  

Just 3 of the beautiful, smart, curious kids I met in the last few days, Brigitte, Alvin and Maureen stole my hearts.  The pictures can’t do justice to the life-changing experience I’m having. 

Maureen's Gorgeous Work!

My Friend Brigitte

Alvin's Read Aloud

This is the first entry of a series written by one of three Seattle area teachers working with our cooperating Ugandan Schools. We're hoping to maximize our Seattle's students' gifts by checking on our literacy centers, increasing the use of the donated books, and sharing pedagogy with Ugandan teachers.


Summer Literacy Trip: Day 1

Monday morning, we headed out with the goal to visit five literacy centers. We chose to visit them in geographic order starting with the one the furthest away. Heading out on a highway that ranged from well paved to groomed red dirt with the largest speed bumps I’ve ever seen to gravel and pot holes that the driver avoided by simply pulling into the oncoming lane of traffic.

We pulled up to an unpaved road that I was told was a good road for Uganda to the St. John Kaama school. The literacy center was locked. The teacher who acts as the librarian was at the hospital with a sick child. The school leader was in town with the keys in his pocket. It was disappointing that we couldn’t see the state of center, but we visited two classrooms. The youngest students who are in “Baby Class” were working on learning about accidents and road signs. Kate jumped right in and drew a Stop sign on the board. We were told that Wednesday is library day, so we plan on returning to see the literacy center in action.

When we visited Lutengo School, we were greeted by hundreds of smiling children with hugs and high fives. Their Literacy Center is clearly well used. The books however could use a good deal of organizing. They also have more books than they have room for. They would appreciate some help on how to organize their collection, so we plan on returning for a work session with some P6 students and staff. More about that when that happens. We found the same needs at Mukono Town Muslim, so we hope to return for an organization session. The good news is that there are several boxes of books that can be distributed, so if we decide books need to go because of their condition or reading level, we can replenish their collections.

We ended our visits at Mukono Boarding School which is a shining example of a school. Their Literacy Center is organized and well used. We didn’t see any work that we needed to do.

-Jean Bolivar, Librarian

Fernwood Benefit Concert: Inspiring Change Through Music

9 years ago, after participating in a Sister Schools supply drive, Katherine Berry approached Founder Terry McGill and asked, "What more can I do?" A music teacher at Fernwood Elementary, Katherine decided to create a benefit concert to raise money for projects in Uganda. Fast forward to today and you see that this isn't just a concert - it’s an event that transforms the lives of everyone involved.  

"Just like our students donating school supplies creates a connection between them and students in Uganda, our benefit concerts create connections. My students realize that by donating their time and talent, they can raise funds for projects like building literacy centers, providing desks and chairs or construction of latrines and shower facilities. We are creating a presence of Fernwood in Uganda - in much the same way that there is a presence of Uganda at Fernwood." -Katherine Berry

The Sister Schools Benefit Concert features the Bad Monkeys, a marimba band composed of Fernwood 5th and 6th grade students and led by Mrs. Berry. The impact of these concerts on the school community cannot be overstated; over one-third of the students at Fernwood Elementary have participated. Being in the band is a high honor at Fernwood, and playing in the concert is a memorable part of their childhood. In fact, most of the children that take part in the concert do so for multiple years. Elie, whose sister was also a Bad Monkey, explains that her family has participated in the supply drive every year and have learned "to look at things like school supplies differently. You appreciate them more."

Katherine's daughter Sadie appreciates that "working with an actual school, your Sister School," promotes empathy and partnership. The Benefit Concert has provided support for several schools and multiple Literacy Centers. In addition, countless students have created their own supply drives, fundraisers and projects to support their peers in Uganda - think of all the conversations ignited, questions asked and perspectives shifted!  

Aiden, a 6th grader, proclaims she "can't help but smile just knowing that I made a difference." Witnessing the pride, compassion and dedication the students and staff put into these events is incredibly powerful; we would like to invite you to see first hand the change inspired by Sister Schools - and accomplished by those who made the choice to give back.

Please join us at the 9th Annual Sister Schools Benefit Concert May 26th, 2016.

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