The Full Circle Program started the third term with the theme Environment. For September, sessions focused on the “Natural Environment” and “Biodiversity”. Japhet Jonas, the Program Coordinator of the Roots and Shoots Club, a program of the Jane Goodall Institute Tanzania, came to present to the older primary kids and the secondary students about the Environment and Biodiversity. Japhet surely got the kids’ attention when he presented the status of Tanzania’s environments and the challenges that currently beset them. Occasionally you could hear them gasp and let out yelps of concern. After the presentation, the kids were grouped and each given an environmental case study to analyze. Group leaders presented their groups’ thoughts about the case assigned to them. Japhet Jonas will be seen by the kids more often soon as a Roots and Shoots Club is on the process of being established/revived at the Usa River Academy.
Class 1-3 kids busy coloring pictures of elements of nature/environment. After this activity, they were asked to explain why these are their friends.
The same theme would be covered this month of October and exciting sessions are lined up for the kids like making recycled paper, environmental projects, and also story-telling sessions using stories that highlight the importance of caring for the environment. September had been particularly busy with graduation and also the students’ schedules being revamped due to the remedial program instituted by the school. With that being said, we are excited about Usa River Academy this term. They hired a new school manager and with that many changes will come. One such change is that TFFT has been given our very own room to conduct our Full Circle sessions in! We are also looking at the possibility of making the Full Circle sessions available to other students aside from our scholars, this term.
Japhet Jonas from the Jane Goodall Institute Tanzania presenting to the class 4-6 and secondary level scholars about biodiversity and the state of Tanzania’s environments
Groups for the work that followed JJ’s presentation were a mixture of the older primary and secondary kids. Here, Mary, Richard, Juliet, and Helena are shown working together on a case study.
Nicemary presenting their group’s thoughts on the case study assigned to them during the session facilitated by Japhet Jonas
It all started in the kitchen of Gina Kirkpatrick, a Science and Maths teacher at the International School of Moshi (ISM-Arusha campus). Over beef burgers and beers, John Lane, a fellow teacher, talked about The Foundation for Tomorrow and what it does. John Lane was a volunteer teacher at Matonyok Parents’ Trust, one of TFFT’s partner orphanages, and remains one of its ardent supporters.Turned out Gina and their other ISM co-teachers had long been looking for a way to forge a closer connection with the local community.
That conversation culminated in a meeting with TFFT’s Melissa Queyquep and Joshua Nassari last Monday, 19th September. This time over coffee, TFFT and the “ISM 4“ discussed how they could work alongside each other particularly in the Teacher Training Program. All four teachers come with skills gained from years of teaching that the Teacher Training Program need—expertise that could enable our teachers to provide meaningful learning experiences to their students and enliven interaction in their classrooms. Kirkpatrick is a Science and Mathematics teacher in the secondary level, Shawna Spady and Lane are both teaching in the primary level, while Chelsea Koenigs teaches in the early years level. More meetings will take place in the next months to firm up plans but initially the group talked about teaching strategies for Science, Mathematics, and Reading both for primary and secondary levels as the most urgent topics.
Subject-based training has been in the drawing board of the Teacher Training Program for some time but for lack of resource persons who can help out gratis, this plan had to be shelved. Now that our teachers had been given the basics in the past workshops, this offer of help from the ISM teachers could not have come in a more opportune time.
During the meeting, the four were also given information about the other programs that TFFT run. Interest had been sparked as well in the Full Circle Program and plans are underway on how some of them could come and co-facilitate some of the Full Circle sessions.
It should be noted that this is not the first time that the Teacher Training Program had good Samaritans offering help. Cristina Claxton of Amani Children Center in Moshi also lent her support and expertise particularly in Special Needs Education in the first teacher training held last year. Indeed we are blessed to have found kindred spirits willing to offer their time and skills for the cause we are championing.
On Saturday September 10th, Usa River Academy held a graduation ceremony for 2011 Standard 7 (equivalent to middle school) and Form 4 students (high school). It was a great day! Eight TFFT Class 7 students received certificates showing that they have completed primary school and three Form 4 students from TFFT graduated. All of the TFFT students and staff attended this very exciting event, and this time round the TFFT Executive Director, Meghann Gunderman was even able to attend the celebration.
Many family members of the graduating students attended the event. We were very pleased with the turn out. You wont believe that even Vialeth and Rachel's bibi (grandma) who is in her 90s attended. It was a great opportunity for everyone to come together and celebrate the TFFT student’s success.
During the graduation there were many presentations and performances. The TFFT kids were not behind or shy, and in many cases they took lead roles. We were very proud to see them up in front of everyone singing, acting, dancing, and speaking. It was a true illustration of how confident the TFFT students have become and the leadership role they have taken on at school. I truly realized how TFFT has helped give these students an opportunity and laid a foundation, but now they are building their futures and taking advantage of every situation. Their personalities are growing, each student becoming an individual, and their self esteem continues to impress me.The party was full of smiles and laughter. We brought two cakes, one for Standard 7 and one for Form 4 graduates to show them how proud we are of them. They shared with all of the TFFT students and it turned into a big party. The school slaughtered a cow for the graduates (a big honor in Tanzania) and prepared lots of food. Parents, teachers, students, and the TFFT team sat together and ate. And go figure.. Lomyanki was the first one in line to get food and coca cola baridiii (cold- not very common in these parts)! Students ran around playing and celebrating
their great accomplishments. Overall it was a perfect day!
I couldn't blink staring at Richard Francis acting with his amazing Sambaa accent , Veronica, Paulina, Lomnyaki, Miriam, Ashura, Julieth, Rosemary, Isack, Ombeni all singing and dancing, Nancy'sspeech to graduates and of course Nancy and Irene's dance.
“Congratulations to Vialeth, Isack, and Ombeni our Form 4 graduates. We are looking forward to watching you accomplish great things in the future” By the way, Isack and Ombeni have planned to go to driving school right after they finish their exams in three weeks. After that they must wait to hear back about their exams before they are able to go onto two years of A-levels.
“Congratulations to our Standard 7 graduates – Wema, Jesca, Joyce, Caren, Ombeni, Redson, Salvatory, and Amani! We are very proud of all of you and can't wait to find out how you did on your national exams.” Once these students receive their results they will begin Secondary Schoo, first 4 years of O-Levels and then 2 years of A-Levels. They will all start Form 1 at Star High School in January.We know they are all very excited to join secondary school. TFFT is planning to enroll them in pre-form 1 course between now and January so they enter secondary school well prepared.
"Sometimes it falls upon a generation to be great. You can be that great generation."
Nelson Mandela
Thank you to all of the TFFT sponsors who have helped these students accomplish so much. You are part of their success and should be proud of your dedication. Asante sana!
In an effort to make sure the teachers implement the key points from the teachers training in June 2011, TFFT has cooked up a program where teachers are incentivized for their efforts to improve quality of instruction in their classrooms.
Starting October, TFFT and SHS will be conducting monthly in-classroom observations, evaluating the teachers against a range of criteria including lesson planning, use of teaching aids, and incorporation of group work and other participatory techniques in their lessons, and from the observation results select the best performing teacher of the month. The “Teacher of the Month” will be awarded a certificate (framed and displayed in the Faculty Room) and a book of their own choosing. The real reward, however, goes to the students who we hope will reap the benefits of improved classroom experiences.
It is hoped that injecting friendly competition among the teachers and recognizing their efforts to improve would increase their motivation and get them excited about their work. This is in recognition of the observation that aside from the Big 3* among the “Why-It-Would-NOT-Work” reasons we usually get during discussions with teachers, what hampers implementation of what they learned from the training is lack of motivation.
The monitoring team from TFFT and Star High School will also conduct post-observation conference with the teachers to discuss the results of the observation and to suggest improvements. Goal setting will also be part of the conference, with the teacher setting goals for their professional improvement, which will then be revisited in subsequent observations.
* Big 3: Overcrowded syllabus, lack of resources, lack of time for planning due to too heavy teaching load
It would be impossible for me to accurately reflect on the last 8 months running the Full Circle Program, a time which I’ve learned more personally and professionally that I did throughout 4 years of college. I can’t say enough about the TFFT staff and everything that they’ve taught me. Every member of the staff works together and truly respects the advice and opinions of one another. This provides for a working environment that encourages creativity and development, which has allowed for TFFT’s programs to be what they are and experience continual progress. I really feel lucky to have worked with these people; to gain this experience and have the opportunity to share so many ideas, in and outside of the office.
I think the first thing I can take away from this job is that sometimes you need to step back and remember that we are always learning, no matter how old we are or how much we think we know. There came a time during the first term of Full Circle while teaching the kids about Life Skills, where I realized how little time I actually spend thinking about and implementing these same skills. Life Skills are so built in to western education and most kids are socialized and subconsciously raised thinking of these things, to the extent that I think we may overlook the necessity to spend time directly covering these concepts. All of the sudden, I found myself reviewing my own lesson on Decision Making when trying to decide in March if I was going to stay until September. For one of the first times in my life I really understood my Goals and Dreams, and what exactly I needed to do in order to accomplish them. Beyond the individual level, I realized how important all of these skills and concepts are to success of TFFT and any organization, and I saw these different elements at work. Ironically enough, I was learning and truly understanding the very same lessons that I was teaching to the kids. From this I took away: never take for granted something you are sure that you already know, and don’t be afraid to re-examine something which has long been internalized within your thought process.
The first time I came to Tanzania was in 2009 as a volunteer for Support for International Change, teaching about HIV/AIDS at schools in the community. I was sure when I finished that program and came home that I wanted to dedicate my career to fighting HIV/AIDS, perhaps directing an organization like UNAIDS. I’ll always have a personal connection to this cause and continue HIV/AIDS programs as I am now, but TFFT has helped me to realize and focus my desire to work with kids and in the education sector. My time here has allowed me to learn so much about the discrepancies in the education system, problems I intend to address when I can eventually start my own NGO. TFFT has given me an insight and experience that I couldn’t have gotten anywhere else, and was a huge step forwards in achieving the goals that I have set for myself.
Both times I have come to Tanzania have been with Support for International Change, the first time as a volunteer and the second time as a Program Coordinator. During the two months I was here as a volunteer and 3 months as a coordinator I felt like the biggest impact transgressing was that which others were having on me and how my life being affected as a result. Not until recently, during Full Circle second term, did I realize and come to understand the potential impact I may be having on others. Talking to our kids after they didn’t meet their expectations academically and felt like they failed. Trying to refocus them on how they can improve both academically and psychologically, trying to maintain their self-esteem and to make sure they know success can’t be given or taken away by teachers but can only by proven by how hard they work and if they believe in themselves and adapt new study habits and work together with their teachers and their friends.
This was a big turning point for me: Academic Progress Day walking around Usa River Academy individually with Julieth, Sophia, Rosemary, Ashura and Paulina. Letting them explain what they really thought the problem was and why they struggled. Hearing from Ashura that she uses the diary I gave her to help her on bad days and to write down her secret thoughts, along with goals and dreams so she can keep track of them. To see a definite change in the confidence and emotional expression of our kids. To see the kids realize that their emotional well-being could be affecting their academic performance and to watch them grow throughout the year.
There are so many things I will never forget and so many memories. Taking the secondary students to Nkoaranga Orphanage for community service projects; the “Together We Can Make It” mural they painted and seeing them care for the babies and help the mamas. The Girls Empowerment Workshop with class 4-6; and seeing Ashura lead the other girls in the “We Can Do It” pasha. Making the Dream Tree with class 1-3, where Yusuph told everyone “My name is Yusuph and I am beautiful”. Holding hands with Rachel and Rose as we walk into the Dream Clinic for their checkups. Coming on a Saturday and making hygiene posters with Sophia, Julieth, Paulina, Miriam and Rosemary, without even needing to ask for their help. Hearing Rosemary tell me “I don’t think I can be first in my class. But I’m going to be first in the Full Circle Program. I know I can do it”. And then to actually see her achieve it. Giving Student of the Week certificates to students who could never expect it and thought they could never be anything in class; to see the smile of surprise, disbelief and pride on Neema Samson’s face. Julieth’s smile, Esther’s giggle, Rosemary’s laugh. Sarah’s greetings from afar, Sophia’s trust, Nicemary’s ambition. It’s so much to leave behind and so much to look forward to. I can’t wait to see what the future holds for all of our students. These kids have all the potential in the world, they just need a voice of reason to remind them that their futures lie beyond the boundaries of school; within the choices they make, the goals they set, and most importantly the vision of themselves that they hold within and project to others. A hand to hold is not always enough, they need to be listened to and challenged to understand themselves before they can know what to expect from themselves. They need to cry freely and let go of pain which they’ve bottled up, instead of hiding it behind a nervous smile or playful anxiety. They need to know that they have the ability to change the circumstances of their lives, and that they are the only ones who have control of that.
I think this is the greatest lesson I have learned in my time here. You can only help someone to realize what they are capable of doing, but that is one of the greatest gifts you can give them. You can’t expect a kid to succeed without any self-confidence, and you can’t expect them to have that confidence until they know and believe in themselves. They need to know that they should be working hard in order to accomplish the goals they have set for themselves, not to avoid scold and disappointment. I’ve realized how critical it is to focus on praise and positive reinforcement, and to always keep encouraging. If you’re looking to build a self-esteem which never even knew where to start for children that never had the chance to grow up with these lessons, first they need to know that it is possible to feel good about themselves. I hope that these lessons resonated with our kids, and I can’t wait to come back and see how far they’ve come.
This past Saturday we held a Child Rights Seminar for women who work in our partner orphanages. We brought in Mr. Steven Ndosi, a facilitator at MS TCDC Center here in Tanzania. We covered a LOT in one day. Our goal was that those attending will leave witha deeper understanding ofchild rights and be able to apply those rights in practice when working with younger children.
We looked at how childhood experience impacted youth as well as core assumptions with both rights and needs of children. We also reviewed Child Rights Implications for professionals and systems working with children and practices respecting and listening to the child.
It was also very important for us to do a brief overview of the general principles and implementation of UNCRC (United Nations Convention on the Rights of the Child) The UN Convention on the Rights of the Child is the most widely ratified international human rights instrument in history. It sets out minimum legal and ethical standards as well as aspirations for all state parties wit respect to the rights of children. In essence it is a vision with legal standards. This convention address social rights, economic rights, cultural rights, protective rights as well as civil and political rights.
Governments have the primary responsibility for ensuring that children’s rights are realized, they must create the legislative and policy environment to support and implement children’s rights. However, many other actors also have responsibilities. Parents or in the situation of most of our children, the matrons of the orphanages they are a have the primary day to day responsibilities for their own children. But communities, religious leaders, professionals, including health professionals, as well as civil society organizations at local, nation
al and international levels also have a part to play.
What happens if governments violate children’s rights?
Ratification of The Convention is no guarantee that governments will cease to violate, abuse or neglect children’s rights. In many countries that have ratified the CRC, children continue to be discriminated against, forced into armed conflict, sexually exploited, denied education, exposed to violence, denied access to health care, exposed to living and working conditions detrimental to their health and well-being, forced into bonded labor, die of preventable disease and are denied a voice in matters of concern to them.
The Convention on the Rights of the Children is often described as a “soft law”. No sanctions can be brought against a government that violates children’s rights. Constrictive dialogue with governments to press them to make changes is the only answer. Exposure, both internationally and nationally as well as a heightened awareness and understanding about the way in which these rights are being violates is a step in the right direction.
We then reviewed the ACRWL (African Charter on the Rights and Welfare of a Child). The main reason for having a separate ACR
WC was the feeling that Africa was under represented during the drafting process of the convention on the rights of the child. The UNCRC was perceived to negate the role of family in its treatment of the upbringing of the child and in matters of adoption and fostering. The African conception of the community’s responsibilities and duties and particularly the difficult socio-economic conditions of the continent made it necessary to have a separate document.
Additionally in 2009 Tanzania passed The Tanzanian Child Act. This landmark legislation effectively domesticates the UN Convention of the Rights of the Child and provides the legal framework through which the rights of the country’s children can be protected and realized.To read more on that please see here.
We then spent some time discussing Advocacy for Child Rights. Adults in positions of professional responsibility have a duty to help educate others about Childs Rights and foster sustainable change for children. One key strategy for achieving such change is through advocacy. Advocacy comes in many types and forms, and can target all levels of the social ecology to effect change. Furthermore advocacy has no prescribed or clearly determined method, it can occur through a variety of mediums, e.g. radio, newspapers, magazines, discussions, and posters. Often children themselves are relatively powerless in advocating for the protection of their rights, as they lack access to the appropriate channels that influence public agendas and debates. That is why early childhood professionals can play an important advocacy role in partnership with children and on their behalf.
Moving forward we have asked those who participated in our seminar with Mr. Steven Ndosi share this information with the institutions they work with so that all of their staff can fully understand how to protect orphaned and vulnerable children throughout Tanzania.
I want to thank our Learning and Evaluation Director, Melissa Queyquep and our Scholarship Program Director, Josh Nassari for coordinating this seminar.
Caren following up the game attentivelly Wema, Joyce and Jesca on training Lunch break at TGT TFFT snacking after tiresome training TFFT girls footbal team team TFFT
On Saturday, May 21, 2011 Arusha was a total different city as the Popular broadcaster MIKE CARLSON called all the action from the Sheik Amri Abeid Memorial Stadium in Arusha when Tanzania hosted the first game of college American Football played on the African continent.
The historic and unique game between Drake University from Iowa and the CONADEIP All Stars from Mexico was broadcasted live across the African continent and beamed to countries around the world by ITV (Independent Television Ltd), the largest private TV network in Tanzania. The game kicked off at 1pm local time (US ET +7 hours) on Saturday, May 21, 2011.
This game was actually preceded by two days youth clinic at the Friedkin Conservation (TGT) on May 19 and 20th where about five hundred kids participated including TFFT kiddos. Training was run by players from both teams and officially closed by the Chairperson of the Tanzania Sports Council, Mr. Iddi Kipingu. These kids were thrilled since most of them have never heard of American Football before. Mind you, when you mention football to an African kid particularly Tanzanian the first and only picture to cross in someones mind including myself will be soccer.
On the actual American football game each kid received a free ball to for further training, since then TFFT kids have been bragging to have been in the US simply because of this experience.
Many thanks to Global Football President Patrick Steenberge, Tanzania arie and TGT for such a wonderful experience to our kids.
TFFT KIDS ARE AMONG THE FEW OTHER KIDS TO PLAY AMERICAN FOOTBALL FOR 1st TIME ON THE AFRICAN SOIL.
Usa River Academy is 1 of the 4 schools that TFFT partners with. Out of these partner schools, Usa River Academy has the big number of kids from TFFT. Students enrolled in this school are on break now and we are looking forward to send them back on May 1st.
As you may all know at the end of each term kids sits for exams and on school closing day parents receives grade reports for their kids. Out of 11 students who emerged in position one from their respective classes 6 of them were TFFT kids.
Looking at total of 55 students who appeared in top 5s, eighteen of them were TFFT as well. This is such a good performance, no matter how difficult or stressful working for kids might be sometimes; this performance makes each of us at TFFT rejuvenated and keeps us going. Many thank to our donors, sponsors and supporters who in one way or another enables The TFFT Scholarship Program to be realized and congrats to TFFT Scholarship children for such a great job.
Baby Class – 11 students total Nisima Ishemgoma- Position 4 Emmanuel John – position 4
Class I – 12 students Namayani Lendimi – position 3
Class II – 16 students Odemari Philbert – position1
Class III – 29 students Miriam Daniel – position 1 Lomnyaki Lendimi – position 3
Class IV – 20 students Joyce Elipokea – position 1 Ndera Emmanuel – position 5
Class V – 14 students Paulina Kalaga – position 2 Dickson Simon – 3 Juliet Elia – position 4
Class VI – 19 students Joachim Philbert – position 1 Allan Verael – position 3 Fadhili Peter – position 5
Class VII – 16 students Salvatory Seth – position 1 Joyce Wilson – position 5
Form II – 31 students Richard Augustino – position 1 Irene Peter – position 5
I was so pleased to get to Arusha and meet our new Full Circle Program Director- Adam. Adam this term has launched Full Circle with a section on Goals and Dreams. I was fortunate to have a chance to read their letters they wrote as a part of this project and wanted to share with you guys some of our kids comments.
Nancy- Her mother died when she was six years old and her father died when she was very young she doesn't remember what he looked like. She is in 9th grade and likes geography, biology and maths. She also wants to learn french, spanish and german and speaks English already. Her favorite colors are pink, light blue and light green. Her ambition is to become a designer, "the most famous in the world." Her favorite singers are Lil' Wayne, TI, Rihana and Ciara. Her birthday is July 3rd. She also suggests never to keep the word "quit" in your mind, instead replace it with "keep trying". She also said she needs to "get experience of the work and observe other leaders, get wisdom and knowledge to rule people, finish my studies especially university with good grades and get along with people and show them love."
NiceMary - Her best friend is Sally. She is studying to be a "business women". Some business subjects she is taking include book-keeping and commerce. She is 16 years old and in 10th grade. Her birthday is December 26th. On her free time she likes to watch movies, tell stories and chat with her friends mostly. Her favorite color is yelow and her favorite game is volleyball. She has said, "I want to know all people who lives with me at school, teachers and students. I also need to be corrected whenever I do mistakes. I need to have education about HIV/AIDS and quality education."
Irene Peter - She is in grade 9. Her birthday is February 22nd, 1996. My dream is to become a piolot. Her favoirite subjects are physics, geography, maths and english. Her favorite singers are Rihana, Chris Brown, Ciara and Shaggy. She likes music and dancing. Her goals are, "I need to start work and be peace to the community and help orphans and street children. I need to get some practice on how to control planes. I need to go to the university and preform well."
Isak Sufiani - 18 years old. His favorite subjects are History, Kiswahili and Civics. Ombeni is his best friend. His goal is to become a lawyer professionally in order to "help those people who are living in bad conditions like street children, orphans and others. "I have also education of HIV/AIDS so we are to help teach some of the people like our fellow students and also others in our society."
Ombeni - 19 years old. Wants to become a lawyer to help street children. In order to do this he has said, " I have to cooperate with everybody, have to get advice, have to learn more about law, go to university and complete my secondary education."
Richard Augustino. 16 years old. Likes to play soccer. His favorite team is Manchester United. His dream is to become an engineer or a pilot. His favorite subjects are Mathematics, Physics and Geography. He also said his goals in life are "helping orphans and other disabled people, getting experience for one year, taking my university studies outside of Tanzania, complete my advanced level education and completed my ordinary level education."
Mary J - Favorite food is gulash and rice. Her favorite sport is netball. She likes to watch movies and sing in the choir. Her bast subject is bookkeeping and commerce and she hopes one day to become an accountant. She said in this discussion "you should give hope to yourself, prevent yourself from evil in life, be careful with your studies, cooperate in your work and society and you will succeed."
Magdalena J- Her tribe is Meru. There are five children in her family, one boy and four girls. Her brother has died already. Magdalena is a twin, mary is her sister. When she was a baby her father died. Her ambition is to become an accountant with her sister. She has said " I wish to grow and be an accountant, so I have to maintain in business studies. Afterwards, I will join a college of business. When I will be employed I will help the society. I will educate the people with their assets and money."
TFFT conducted a Training of Trainers from October 14 to 16 and Dec. 1, 2010. There were 9 participants—seven of whom were the “training champions” from the first teachers training held in August, and the other two were Usa River Academy’s headmaster and second master. The main goal of the ToT was to prepare the training champions for their role as URA’s in-house continuing professional development facilitators—our attempt at making the training program sustainable. Below is an article about the training written by one of the training champions, Mr. Geoffrey Lubega, who is also the Chairperson of URA’s Academic Advisory Committee.
Melissa F. Queyquep
Teachers Training Program Director
On behalf of the training champions, we are very grateful for the opportunity which was given to us by The Foundation for Tomorrow to be trained as trainers. Just emerging as a champion alone made me believe in my self, so when the program was introduced it made me prepared psychologically to attend and participate in it.
The workshop had nine participants, and these were Mr. Kamuru Leonard, Mr. Kyambadde Christopher, Mr. Michael Gitau, Madam Lucy, Madam Eva Ngowe, Madam Mary Zziwa, Madam Carol Bernard , Madam Elizabeth, and myself.
The workshop was facilitated by exciting and knowledgeable facilitators—Mr. Geoff Gaskell, Mr. Kennedy Oulu, and TFFT Teachers Training Program Director Madam Melissa Queyquep. Before the training, TFFT’s Managing Director and Teachers Training Program Director ensured that the facilities were all in place for the program to be successful.
The workshop covered modules on the principles of adult learning, training methodologies, developing action learning projects, introduction to mentoring and to monitoring and evaluation. Excellent facilitating skills and professionalism where exhibited during the course of training.
The final part of the training was a practicum, held on December 1, where we were required to make a presentation on a topic that we ourselves had chosen. Just to come up with a topic and research about it was a challenge because it required a topic which could suit adult learners. But with consistent guidance from Madam Melissa, I came up with one (Roles of a Teacher). After choosing the topic, we also had to develop our own session plans. When it was time to present, every body was looking at me. This made me a bit nervous but I quickly gained stability and made what I call my best presentation. I heaved a sigh of relief when my 45 minutes of fame ended (that’s the amount of time given to each of us to present in front of the class). All of us were nervous but the presentations went well. At the end of the day we were all in agreement that this mock presentation contributed to our growth as teachers and most importantly to our role as advisers to our colleagues in school. We also had a good laugh as we discussed and reflected on how we performed during our presentation.
The learning I gained from the workshop will help me in my capacity as member of the Academic Advisory Committee, in training and in mentoring my co-teachers who might need some help in carrying out their responsibilities. Lastly I will be in a position to monitor and evaluate, and advice on the teaching- learning process in our institution.
I,together with my colleagues, will make sure that this training will have a lasting impact during and after the process of executing our responsibilities as teachers as well as trainers.
Let me once again thank the TFFT management, funders and other stakeholders who made this training a reality and a success.
their great accomplishments. Overall it was a perfect day!
“Congratulations to our Standard 7 graduates – Wema, Jesca, Joyce, Caren, Ombeni, Redson, Salvatory, and Amani! We are very proud of all of you and can't wait to find out how you did on your national exams.” Once these students receive their results they will begin Secondary Schoo, first 4 years of O-Levels and then 2 years of A-Levels. They will all start Form 1 at Star High School 
