Today I observed the instruction of an eighth grade class. This class was chosen because the entire instruction was held in English (besides Amharic, the mother tongue). Therefore, I was able to follow along with the instruction. In the morning the school day began with a short worship. The instruction of solid subjects began at 8:10 AM. Their class periods lasted 30 minutes and there is no break between the first and second period. There is a twenty-minute break after the second period.
The subject for the first period was Geometry. A friendly man named Yohannes is the Math Teacher.
The curriculum for the second and third periods was English. The teacher's name was Teferi.
First, the homework was requested. Subject matter for these two periods was "will - going to". The students were to form sentences using various tenses. A funny example: "Every morning at six I stand on my bed." Which should have been "Every morning I will get up at six."
Subsequently a small written exercise (quiz) was given and collected.
The subject for the fourth period was biology. The topic was human diseases and their causes. Infections, Worms, Ameba, bacteria: their hosts, transfer, effect and consequences. That included attention to prevention and hygiene.
Physics was the scheduled subject of the fifth period. However, the regular teacher was at a continuing education class. Tezera Shifaye, the unit leader in the regular class and teacher for geology and history, was the substitute teacher. With his permission and that of the class, I used the opportunity to tell the students something of my community and myself. Also, the pupils had a chance to ask me questions, which they did after some initial shyness.
General observations about the teacher and the teaching style:
1. The pupils stand up if an adult enters the room (for the first time?).
2. The pupils are always studious and participate eagerly in the instruction, e.g. through frequent putting up their hands.
3. While at quiet work (book study or during a test) silence prevails, at most, one might perceive a soft whisper.
4. The material from the preceding period is always repeated in that the teacher calls on the students and the class answers in unison.
5. The constant repetition is an important teaching method since not all students own their own textbooks. Thus they must learn thoroughly or enthusiastically take notes if the availability of sufficient paper and pencils is available.
6. During my visit I observed a very casual learning style (despite the head-on instruction). That was quite interesting. The entire instruction takes place in a relaxed atmosphere, which certainly facilitated the pupils learning.
7. Nevertheless it was observed that the students were always alert and willing. Those who do not participate enthusiastically may face leaving the school. The students know that. This severe approach is necessary since there are so very many children who would like to go to this school, but have no opportunity because the capacity is limited. Additionally, the school must pay attention to maintaining their academic standing since they are monitored by the State. Overall, the school enjoys a very good reputation in the country and gives an outstanding education in comparison to other state and even many private schools. Their graduates stand the best chance to get further training or to study at the university.
In the afternoon I made house visits. Tezera accompanied me as teacher and as interpreter for the parents.
My first visit was to Mikiyas (15 years).
He comes from an orthodox family. His father lives with two siblings at another place. Mikiyas lives with an old woman that takes care of him and his mother in the front of the house in a room of about 7 square meters, which includes a rudimentary kitchen. The second room is rented to supplement the meager wages of the mother. The mother is a cleaning lady in a private house and only rarely comes home.
The house is in a neighborhood near the school and they learned about the school through an advertisement.
Mikiyas would like to be a painter (artist) - I saw paintings by him; he can paint quite well. If he is not accepted at the Artist School he will gladly study painting from students at that school. In the future he wishes for a better life and to have his own studio in the city where he can pursue his painting. If he should not succeed as a painter he would be happy to become an actor.
In response to my inquiry he answered me as follows: The other children in his residential area (really a slum) who are also his friends are envious of the pupils at the GCS but do not find fault with them, however.
My second visit took me to the home of Anteneh (16 years), a friend of Mikiyas.
Anteneh comes from a Mennonite family. His father, Solomon Wollega, is a watchman at the Mennonite church with working hours of 24 hours on duty followed by 24 hours free. His mother Negusnesh Wollo is a housewife. Anteneh has a four-year-old sister named Deborah.
The family lives in house rented from the State, which is large, and in better condition than that of Mikiyas and his family. The parents are pleased that their son can go to GCS. They also learned of the school through an advertisement.
Anteneh would like to become a painter or architect. In the future he hopes to finish his education and become a famous painter in Europe.
In light of my experiences with the intolerant Orthodox Church in Ethiopia, I asked Anteneh whether the membership in different churches hurt the friendship of the two boys. Answer: No. For the Protestant Jesus is the only moderator between God and the person while for the Orthodox there are saints as additional mediators.
| Digression: In this connection Tezera told me that the children were usually the same religion as their parents with no choice given to them. Again and again, Orthodox parents will "show the children the door" if they join another church. |
The parents wish to do every thing within their power for Anteneh. They trust in God and pray for their son.
Finally, I asked the parents if they wanted a better life.
Answer: Yes. But of course there is no chance, but they do not give up hope.
I made the third and last visit on this day to the home of a girl named Frehiwot (16 years).
Frehiwot likewise comes from an Orthodox family and has an older brother and a younger sister. All five people live in a government house (i.e. state block of flats) which consists of a room of about 9 square meters.
They also learned of the school through an advertisement. Their father was a soldier and officer during the Derg regime under the government of Mengistu Haile Mariam. After the change of government he received no pension or other support. The mother is a housewife and is unemployed. So the parents look to a relief organization for support of their daughter. The family does not have a problem with the fact that the Protestant Church sponsors the school since the basis of the education at the school is not religion.
The father's job searches have been unsuccessful. Now and then he finds temporary work, however, it only brings in a few Birr.
It was not apparent to me how the family existed apart from the indirect support from the GCS.
Frehiwot told me she has friends. Her hobby is handwork and she has much free time, which astonished me for usually girls where required to help around the house. It is good that the parents give her this freedom.
Frehiwot's hopes for the future:
Her career wish is to be a painter or nurse. Furthermore, she would like to become independent and lead a good life and be in a position to help her family.
Question: What do you understand to be a good life?
Answer: A better living standard.
One of the problems Frehiwot faces is the very small house which gives here no room for a private place. She would be happy to remain in Addis but would like to move to another residential area.
With this visit my program for the day was finished.