Partners in Education Log

Timeline of Work Completed and In Progress

May

May was another month busy with emails for Anna and Michael’s observation and training visit for the beginning of their summer break. We were accompanied by Barbara Sirotin, our AES Middle School Principal and her husband Nick as well as Gagan Soni a Middle School Tech facilitator and teacher. Arrangements were made for 5 teachers and administrators to go to Leh to observe what teachers are doing in classrooms and to offer more workshops and things for teachers to think about.

April

During the first week of April, 2012 Dr. Richard Frazier visited Government Middle School in Domkhar Barma, Ladakh, to work with students and teachers in their 3-day study of electricity and magnetism (Headmaster is Mr. Choesphal). On Friday he visited the Government High School in Matho, where Mdm. Dechen Wangmo is headmaster and helped the students investigate electricity. On Saturday he spoke to teachers in the DIET program to provide pedagogical training. Mr. Chetan Anchok brought Richard to the middle school in Leh where Chetan is now teaching. They also visited the kindergarten and primary school in Spituk. Some pictures of the trip will follow this comment. The Citrino’s are in the planning stages now for the trip to Leh beginning May 31. We hope to spend the week doing teacher observations at a variety of schools (connected to our earlier training), debriefing with teachers, co-planning and co-teaching of lessons with teachers. The goal is to see how teachers are implementing new strategies and to help them extend ideas for teaching and planning.

March

Lots of waiting! Emails to Dave, Cliff, and Tenzin Sangpo. Tenzin the current head of TCV schools, cited a need to go back to Canada due to family and visa problems. Cliff and Dave informed the Citrino’s that plans would not pan out. Cliff’s second plan was to work with Dali Llama University in the Bangalore area to install and train teachers and students on the use of the e-Granary. Once again we are waiting to hear if this will come to pass. Michael has volunteered to help with tech trainings if this comes to pass. Tenzin has stated that a second training might be possible next year at Dharamsala but not this year.

February

Not too much going on. Richard Frazier is planning a trip to Leh and Domkhar for Spring Break. Skype and emails with David Quegg and Cliff Missen with discussions of possible Fullbright work by Cliff at Dharamsala. Review of proposal by Cliff. Volunteered support for the work at trainings. Hoped for results: second stage trainings for E-Granary at Dharamsala for Upper and Lower Dharamsala, as well as Gopalpur teachers and students.

January 2012

Phone calls with David Quegg to discuss workshop and next steps for TCV. Review of Cliff Missen’s proposal for teacher training using the eGranary. Discussion of possible third installation at Suja.

December 2011

Anna Citrino meets with Catherine Brown to plan for Day 1 of workshop presentation.

AES tech department formats the remainder of lap tops the school is donating to PIE teachers.

Plans confirmed with respective workshop participants: TCV, Ladakh teachers and Hope Foundation.

Organizational plans finalized for workshop: transportation, room reservations, cafeteria arrangements, lodging, supplies, photocopies, finalize schedule for workshop, binders put together for teacher participants.

Three Day Teacher Workshop:

Day 1 workshop:
Core curriculum, defining skills, creating goals and lesson planning. Building a lesson around skills the teacher wants to help students to gain. Presenter: Catherine Brown from AES.

Day 2 workshop:
English Language Learning Through Science: Dr. Catherine and Dr. Richard Frazier 1/2 of the day.
Getting in the Reading Zone and Guided Reading and Literature Circles with Anna and Michael Citrino 1/2 of the day.

Day 3 workshop:
Finding Focus as a Writer: Anna & Michael Citrino

Work time in small groups to create lesson plan using ideas from workshop, putting your mini lesson plan together. Coaching with the Fraziers and the Citrinos

Teacher workshop participants present their lesson plan ideas to the large group.

Debrief what was learned and envisioning next steps.

Lap tops given to TCV and Ladakh teachers with the agreement from teachers that they will commit to trying out their plans and ideas in their home schools and that they will communicate on the blog how things are going, asking for feedback and suggestions from each other.

December Wrokshop for TCV-Leh Teachers

November 2011

Citrinos and Fraziers meet to discuss workshop for December and make basic outline of plans.

Citrinos Skype with Cynthia Hunt from Health Inc. to discuss workshop plans regarding Ladakh participants.

Citrinos meet in Delhi with Cynthia Hunt to discuss December workshop plans.

Anna Citrino meets with Catherine Brown to discuss plans for teacher training workshop in December.

Citrinos SKYPE with David Quegg in Iowa regarding upcoming workshop plans.

Computers donated to PIE from American Embassy School are reformatted.

October 2011
• Michael Crino talks with Bob Hetzel and David Beatty in tech dept. at AES about computer donations for December workshop participants.
• AES donates 20 lap top computers for teachers who participate in the December teacher training workshop.

• Discussion with Cliff Missen, director of the WiderNet Project, a project with the goal of improving digital communication in developing nations through using affordable technology. We met Cliff at Dave and Jill Windall’s house and Dr. Catherine Frazier and Dr. Richard Frazier were there also, to explore with him, how we might improve the use of technology and computer resources available to teachers at TCV schools and with the government schools in the Ladakh, Leh school district area.

Discussion Points:
1. Training teachers and students in using technology. Integrate technology into classroom instruction and curriculum delivery. This can happen through:
a. Training students to use the technology. Partnering students in the schools with teachers.
b. Students in the schools being involved in the search for links related to various subject areas taught in schools. The teacher partnered with the student at that school will then select those sites that seem most useful from the list of those the student found.
c. Using Moodle(or another appropriate web platform) when delivering content information to teachers in workshops. Teachers at TCV and Leh schools will then see an electronic delivery of course materials, creating a model of what they might use in the classroom with their own students. In the future, once we get a site together, we can make  learning and using Moodle part of the expectation of what all teachers do who participate in our workshops.
2. Create a Community Information Platform.
a. Through eGranary, teachers can make their own web pages.
b. These web pages are simple web pages, built in and ready to use. These can be used to turn in papers for classes, or to organize classroom information, for example. Students (and teachers as well) can write about themselves on these web pages, and read about others.
Videos and photos could be stored on the community web pages as well. Stories that teachers and students and teachers have to tell could become a part of our digital sharing.
c. eGranary has built systems now that can run on 12volt power which is charged using solar power. This is feasible for locations with minimal or no electricity. This technology is in the development stages so we will need to monitor progress.
d. We can ask teachers at our coming December workshop, how we might increase awareness and use of the eGranary and the existing technology at TCV. With the Leh group, we will need to brainstorm next steps for the creation of a teacher resource area.
3. Electronic Classroom Curriculum Delivery.
a. A Moodle site for a classroom could be made within a three day workshop. An entire curriculum could be housed on a Moodle site.
b. Links to a Moodle site could be made from the Partners in Education blog.
c. WordPress is on eGranary. Teachers could use blogs and students could create blogs using WordPress. Work is progressing on a miniature eGranary that can be stored on a chip that is used with a cell phone. Half a million documents can be made available in this way. 12 volt projectors will be available in the near future. This could greatly impact development in rural schools with minimal access to resources for teaching and learning.   d. Mr. Missen has a possibility of returning to India, using a Fulbright Grant, to train teachers on how to use the eGranary for classroom for a 4 to 6 week period. Spring, 2012 could be a good time for this. Mr. Missen needs to know the amount of curriculum to be used and the number of teachers to be involved. We will need to add discussion of this to our December workshop
4. Students Teaching Students.
a. We also discussed how we might link students at AES with other students in TCV and Leh through Mini-course trips. The idea would be to have AES students show students at these schools how to use technology. Students would train other students how to use the E-Granary.
b. Currently, students can work via the web to identify useful sites for teachers to use. Volunteers can put together portals for specific uses and specific courses that teachers across districts can then link to and use when planning and teaching. Teachers could then access their material anywhere, anytime.

A Volunteer Surfaces! An individual currently in the US but of Swiss origin would like to volunteer time working in Dharmsala and Leh in the summer. We are working on coordinating this.

Meeting with Angmo, principal of DIET schools in Leh, Ladakh.

• We discussed how to get books and other teaching materials to Leh in the future that AES would like to contribute.                                                                                                                    
• We discussed the December workshop, teachers who could possibly come, and the general plan for what the workshop will involve. We gave Angmo the outline of the plan for the December workshop.

Meeting with Cynthia Hunt, working with Health Inc. in Ladakh.

• Discussion and planning time for school and teacher training needs in Ladakh/ Leh and TCV and how that will work in December.

• Based on what teachers identified as their most important needs at the Sept. workshop with Georgia Heard, we created a basic outline for the December workshop. As follows:
• 1 day of lessons related to teaching reading.
• 1 day of lessons related to teaching writing.
• 1 day of lessons related to goal setting and unit planning.
• Participants in workshop will need to make a commitment to connect to the Partners in Education blog after 1 week, again after 1 month, and then again at the end of a grading term (1 quarter), and explain what they have done to try and implement what they have learned in the workshop, what’s going well, and what problems they are encountering. They need to make a posting on the blog, as well as respond to another person’s comments on the blog, offering suggestions or thoughts. This will enable us to follow progress and plan for next steps more effectively.
• Materials will need to be created that the teachers can take home and use.                        
o Workshop leaders need to make decisions about:
• What pieces teachers will read when teaching the reading unit.
• What areas to focus on in teaching the writing lessons.
• What is essential to teach when guiding teachers as they organize their classrooms to confer with students about their writing.
• How to help teachers set goals and plan units through using themes/essential questions/ and finding the big ideas inside their syllabi for their courses and then identifying skills related to these that each unit will focus on.

 Workshop leaders need to prepare:
• Outline of ideas and materials from reading and writing units that they can follow when they go back to their schools.
• A template for lesson planning and curriculum mapping needs to be created.
• A guided response sheet for writing conferences needs to be created to give participants to use with students.

Discussion and planning time for what will happen in the spring teacher training in Ladakh.
• Partnering with teachers at the school in Leh.
• Work with teachers to plan lessons.
• Watch teachers present lessons.
• Give teachers feedback about their lessons.
• Plan next steps

September 2011

  • There were many things to organize for the workshop with TCV and Leh/Ladakh teachers coming to observe workshops with Georgia Heard and classroom visits with our AES teachers. Included in this list were:
  • Looking at travel plans, arrival and departure schedules
  • Coordinating orientation with welcome lunch, and preparing the food for the lunch
  • Organizing housing with AES teachers for visiting guests
  • Gathering teachers willing to have observers in classes
  • Creating schedules for observation in Georgia’s workshops, as well as with teachers
  • Scheduling and arranging Sarogini shopping outing for all visitors
  • Planning daily lunches, tea, and farewell dinner
  • Planning for transportation
  • Ensuring teachers knew how to get from place to place on campus during the day
  • Getting notebook and pens for visiting teachers
  • Buying gifts for the visiting teachers and administrators
  • Planning how the debriefing after the workshops would work
  • Sending thank you notes after the visiting teachers and administrators left
  • 15 teachers attended the workshop, including two administrators.

Follow up Discussions Following the workshop with Georgia Heard                      • Anna and Michael and Catherine Brown met with Tsetan Anchook, Rinchen, Angmo and Cynthia Hunt to discuss next steps for workshops for teacher training and workshops for December and beyond.                                                                                                                       • Discussed and paid for travel to workshop as previously agreed.                                             • Re-organized and re-boxed and divided ESL books and materials AES is donating to Leh and the TCV schools.

August 2011

  • Skype call with Cynthia Hunt to talk about the final details for teacher visit.

view pictures of our recent visit to TCV in Dharamsala here: https://picasaweb.google.com/114817404580462004136/TCVVisitAug2011?authkey=Gv1sRgCPKulfmlk5ieqgE

  • Michael e-mailed to Tsten Anjchuk in Leh, asking of the schools interest there in participating in the September teacher training workshops here at AES. Tsetan was completely in support of the idea.
  • Michael and Anna Citrino approached various middle school humanities teachers about hosting and partnering with teachers from TCV and Ladakh when they come down to participate in teacher training when Georgia Herd comes to train AES teachers in teaching writing during the first week of September.
  • AES gathers additional books and resources for TCV and Ladakh. Donations come in from ESL departments in the middle school and from the humanities department in the middle school.
  • Catherine and Richard Frazier and Michael and Anna Citrino from the American Embassy School travel to TCV in Dharamsala to meet with the middle school principal, Mr. Sonam Wangdue  and  the MS/HS librarian. The following day the AES team also had a chance to meet with variety of teachers from various departments at the middle school to discuss future development and direction for AES and TCV partnership.   Two and a half hours were spent the first day discussing current needs, items on the wish list and how donations are being used at this point. On the second day we were discussing ideas for how we can connect and be of service with the a group of 11 TCV teachers including the counselor and Sonam.

July 2011

  • Telephone discussion with Cynthia Hunt about our experiences in Ladakh during the spring holiday and the teachers workshops there.  We discussed ways to enhance availability of teacher resources and the plan to include Ladakhi teachers in the September workshops here at AES. She suggested we contact Room to Read in Delhi or San Francisco about building a teacher resource room in Ladakh.
  • Meeting with John Frediani from E-Granary, and his wife, Shanon in Soquel/Santa Cruz, California, to discuss E-Granary.  John helped David Quegg with a workshop to train TCV teachers at AES and to set up the E-Granary in Dharmsala and Gopalpur in 2009. He was interested to know how the E-Granary was working at TCV, and what further needs, questions, or concerns the school at TCV had that those working with the E-Granary might be able to assist TCV with. Specifically, Mr. Frediani was interested to know what other kinds of information and sites they school would like information from. The Citrinos agreed to inquire about these needs when they visited TCV when returning to India.

June 2011

  • Telephone conversations with Cynthia Hunt (of Health Inc.) and Tsetan Angchuk prior to the Citrinos leaving AES for the summer, begin to create the final framework for September visit by teachers from Leh and TCV. Email discussion with Sonam Wangdue and Tenzin Sangpo also suggests framework for visiting teachers.
  • interest in teacher workshops and exchange is discussed with discussed with Dr. Hetzel.

May 2011

  • Citrinos met with director of TCV North Delhi campus to make donations of remaining laptops and books and discuss possibilities for future connections interest in teacher workshops and exchange.
  • Citrinos met with director of AES, Dr. Robert Hetzel, to discuss ideas for workshops and work in Leh next school year. Dr. Hetzel approves plans for our Three Big Ideas for 2011-2012 School Year.
  • Informed Leh/Ladakh school district, Tsetan Angchuk, Cynthia Hunt  and TCV headquarters in Dharamsala of plans for next September, December and follow up work in the summer of 2010.
  • Created  beginning blog ideas and posted to wordpress site.
  • Citrinos create a Swim-a-Thon to raise money for expenses connected to work with the schools.
  • Michael contacts E-Granary to find out if interest still exists to work with TCV and Leh/Ladakh school district.
  • Citrinos and Fraziers plan to author an article for TIE or other publications about our visit to Ladakh.

April 2011

  • The Fraziers and Citrinos went to Ladakh, met with TCV in Leh, met with the principal there, Chogyal Tashi, and toured their school.
  • We all met with Chetan before the workshop to make further workshop arrangements.
  • Two more extended meetings between the Citrinos and the Fraziers discussing plans, arrangements, and teacher needs for the workshop using the feedback Chetan gave them about the teacher population upon arrival.
  • Day 1 of the workshop: Catherine wrote down participants names and schools, Michael welcomed the group and described how our work together is a partnership, and explained the
    to participants the overall perspective and foundation out of which our teaching practiced is based: that learning is an active, organic process where the teacher aims to understand what learners need. He presented participants with and then explained a diagram showing levels of learning/student involvement as well as a graphic organizer demonstrating Blooms new taxonomy in a simplified format. He then explained how a teacher assessment for learning is connected to the specific skills we are looking for in our students’ work. The second half of the day teachers got into small groups to discuss and define what their greatest difficulty was as a teacher in helping students to learn, and to define how they might address that need. Each of us facilitated a small group of about 10 teachers.
  • Day 2 of the workshop: Michael set forth the intended outline of work for the day, Anna reviewed what we had done the previous day and described the philosophical approach and purpose of our teaching, out of which the specific model lessons we presented that day were developed.
    • Two workshops, which employed a variety of teaching methods, were presented using the theme of the heart, since it was a topic that connected across disciplines and for which special books or supplies were not needed. One lesson presented related to science with Richard presenting materials to a mixed group of Elementary, Middle School and High School teachers and administrators. In this workshop participants measured pulses, graphed information, and worked in a manner similar to classroom work done at AES exploring questions and looking for answers in the information collected. A second workshop related to English with Catherine giving an overview of what happens with English as a second language (and in this case a fourth language) and what a teacher’s job was to do in an ESL context. Anna taught a lesson on using quotations to introduce a thematic study of a topic, and also taught a lesson on writing a concrete poem, showing how it could be used in a variety of disciplinary contexts and used to help develop and expand a concept as well as vocabulary. ‘
    • The end of day two had the workshop participants divided into elementary and upper school levels again (the same groups from day one). Teachers worked together to create a lesson plan that they could use as they taught in their own classes. The plan was to define the goal of what the lesson intended students to understand or do, the skills involved, and to incorporate things students would do, say, and write related to the goal of understanding. We encouraged teachers to look at different ways to cover the material that would employ different ideas from the first days’ presentation and to include a variety of activities based learning rather that just reading and review. Teachers in the elementary chose how to help students learn multiplication. At the upper level teachers chose how to write a well developed paragraph. Facilitators were the same in these groups as they were on day one.
  •  The Fraziers and Citrinos visited Chetan’s mother’s house in Nimmoo and then had dinner at Tseten’s house.
  • The Fraziers and Citrinos met with Tseten and Angmo, another regional resource officer in Leh, at dinner to discuss further future plans for Ladakh teacher workshops. Ideas at this meeting included: selecting core teachers there (who attended the workshop) coming to AES to shadow teachers here and lesson plan with them or perhaps even team teach with teachers here, attend teacher Professional development sessions at AES if possible at that time(Georgia Heard or others). Other ideas were for AES teachers to visit Ladkh later on and to observe teachers in their classes in Ladkh, and then to lesson plan with them there. An additional idea was for teachers from Ladkh to come to AES next December or January during the December/January holiday, and attend an additional one week workshop to be put on by the Citrinos, Fraziers, and other willing presentors. We discussed what the priority of that winter workshop should be as there were approximately 10 central needs and concerns that had emerged from the Ladakhi teachers in the discussion we had with them:
    o Helping students to pass their standardized tests
    o Ways to improve student learning despite the diversity of languages (English, Ladakhi, Hindi, Urdu, and Balti) students speak and are taught in which has created a situation where teachers and students, both, do not have a solid foundation in any one particular language
    o To improve teachers’ understanding of and confidence in communicating in English
    o To improve teachers’ understanding of how to plan lessons
    o To improve teachers’ understanding of ESL instruction
    o To improve teachers’ understanding of how to teach reading
    o To improve teachers’ understanding of how to teach writing
    o To improve teachers’ understanding of how to include role play in lessons
    o To improve teachers’ understanding of how to teach discussion skills
    o To improve teachers’ understanding of how to teach social studies
  •  Tseten and Angmo identified these areas as the most important needs and next steps:
    o Multigrade teaching: how to do it
    o More exposure to AES teaching styles with Ladkhi teachers being able to come and observe classes
    o Find ways to share teaching techniques, and methodologies, for example through cds or on line.
    o Language development
    o Activity based approaches to teaching
    o How to use resources and teaching materials other than the books.
  • The Ladakhi teachers through Chetan and Angmo plan to create a resource center and a professional library for teachers to come and use and they will set up a plan for how they will do that. They also will be selecting the eight teachers from the area to come to Delhi for further training and observation. These teachers will then train other teachers back in Ladakh.
  • A follow up workshop is being organized and offered by Chetan and Angmo for the 15th of this month.
  • Fraziers and Citrinos discuss further ideas and plans for next year.
  • Anna researches other possible resources such as National Writing Project, East Asia Writing Project, International Writing project, to help us design our next workshop in December.
  • Richard proposes useful links from Unesco for teachers in Ladakh
    TCV-AES student connections . Late April or early May.

March 2011

  • The Fraziers and Citrinos met for two planning sessions together for the teacher workshop in Ladakh, one for eight hours, and one for six hours. The Fraziers and Citrinos created a series of questions to Tseten to gain a clearer background understanding of the teachers in Ladakh and their needs.
  •  Catherine Frazier gathers materials (handout, chart paper, gifts, etc) to take to the workshop while the Richard and the Citrinos are on Week Without Walls
  • Additional work time was spent individually planning for each of our separate portions of the workshop presentation.
  • Further ongoing communication with Ladakh and TCV regarding the workshop and arrangements regarding the workshop.

February 2011

  • Anna and Michael met with the all the directors of the Indian TCV schools, at their yearly meeting in Delhi, and discussed how to continue building the relationship between AES and TCV, including the possibility of a teacher exchange and student involvement.
  • Michael Citrino contacted TCV and Chetan in Ladakh and made arrangements to go to Leh during the AES spring holiday, to tour the TCV school in Leh and to present the teacher workshop in Ladakh at Nimoo.

January 2011

  • The three teachers from Ladkh arrived and Michael facilitated their week, including housing together with the help of Tim Dixon and Denise Cochran.
  •  Arranged with high school tech department with the help of Tim Dixon and high school students to reformat 25 computers.
  • AES gave Chetan Angchuk four computers plus one more that Tim had purchased with specific intent to donate to them
  •  The Citrinos, spoke with Chetan about the possibility of coming to present a workshop in Ladakh.
  • The Fraziers agreed to participate in presenting the workshop with the Citrinos in Ladakh.

December 2010

  • Tim Dickson and Denise Cochran, the Citrinos and Fraziers meet with Cynthia Hunt of HEALTH Inc. to discuss needs of schools and teachers in Ladakh, and how AES might work with them, including Ladakhi teacher visits to AES to observe teachers here.
  • Michael solicited AES teacher and administration involvement and support for Ladakhi teacher visits.
  • Michael met with Peggy Sood to help facilitate the visit of Tsetan Angchok the regional resource officer of the Ladakh/Leh schools district, and for two other teachers, Dadul and Rinchen, who teachers had invited into their classrooms (MS and Some HS).

November 2010

  • Met with Tim Dickson to discuss Ladakhi teacher needs and how the teachers there might gain professional development to better help Ladakhi students.
  • Received 25 computers from AES tech department to be donated to TCV and Ladakh.
  • Met with Shirley Long, and asked her to take headphones to TCV in Dharamsala.
  • Meeting in Hall of Peace at AES, to inform interested AES teachers and staff with AES’s connections and work with TCV and proposed connections to be made with teachers in Ladakh. Tim Dickson and Denise Cochran share video and film from their trip to schools in Ladakh during the October break.

October 2010

  • Tim Dickson, high school tech director at AES and Denise Cochran, elementary school counselor at AES, discuss the needs of teachers and students in the schools in the region after their visit to schools in Ladakh. Tim and Denise propose AES making connection with teacher there through Cynthia Hunt at HEALTH Inc.
  • Tim proposes the idea of Michael adding this work to work with TCV. Michael agrees to explore the idea.
  • Michael meets with Bob Hetzel, AES director, to discuss the possibility of including Ladakh schools, their teachers and students, in our TCV partnership plan. Bob agrees to AES offering Ladakh teachers our support.

September 2010

  • Met with Bob Hetzel, director of American Embassy School, to discuss ideas for AES connections with TCV, a to explain ideas of moving connection with TCV in the direction of teacher involvement with TCV rather than major focus on donation of supplies , and ask his support for computer donations. Bob agrees to discuss this with the AES tech director.
  • Michael Citrino makes contact with TCV, Dharamsala with plans to attend the TCV anniversary celebration. Michael presents ideas to TCV about possibilities for teacher training and connecting their students with ours, what they want to do next.
  • Ongoing communication with David Quegg regarding AES partnership with TCV, including the eGranary initiative.
  • Raise funds for 50 sets of head phones for TCV.
  •  Deliver headphones to TCV in Dharamsala and Gopalpur through Shirley Long.
  • The Citrinos t make travel plans to visit TCV in Dharmsala to participate in their 50th anniversary celebration but no seats are available on flights or train.

August 2010

  •  Communication with David Quegg about TCV anniversary celebration.
  • Contact with Tibetan Children’s Village school to let them know that the Citrinos would take David Quegg’s place as the liaison between the American Embassy School and TCV.
  • Discussion with Fraziers about TCV and ideas possible future connections.
  •  Communication with David Quegg about establishing connections with the TCV folk and eGranary initiative, how we to set up long-distance learning between AES and the two TCV teams on Illuminate for the CIP introduction and training, also, discussion of how to promote more Tibetan sites to grant permission for inclusion of their documents on eG2 updates. Illuminate is a long-distance learning software program used by the University of Iowa. Cliff Missen from University of Iowa and David Quegg will set up training for everyone at TCV on the eG2 CIP if/when TCV agrees to the proposal David Quegg sent them.

May 2010

  • David Quegg hands over the records for AES connections with TCV to Michael Citrino.

April 2010

  • The Citrinos ask Richard and Catherine Frazier, who were joining AES faculty in 2011, if they would be interested in working with them on connections between AES and TCV. The Fraziers accept.
  • Michael and Anna Citrino accept the position of AES liaison with TCV.
  •  Michael Citrino goes with David Quegg to visit TCV north campus in Delhi and to deliver and install computers and materials. Meets with  Karma Thinley.

March 2010

  • Met with David Quegg to discuss role liaison between American Embassy School and Tibetan Children’s Village schools. David would be retiring at the end of the school year and wanted someone to take over the role of liaison.

4 Responses to Partners in Education Log

  1. Chetan Angchok from Ladakh says:

    Chetan Angchuk Assignment for AES

    At Skalsangling Middle School
    We did brainstorming with all the teachers about the AES training in September and Headmaster agreed to organise 2 days workshop on TLM development. All the teachers of Skalsangling will participate. But then I am transfered and so this workshop is still pending. For future Headmaster will invite me to do the workshop through proper deputation from the department.

    Already during my stay at Skalsangling, we used some of the technique from AES. We used the child centred approach being students group discussion in class. This was fractions in Maths class. They discuss what is fraction, 4 childrens sitting and doing whole body learning. Then in 2 person groups, what is fraction. Then homework was they had to develop one project themself. In beginning this is difficult because they don’t know how to do project. But after a week, they are very interested in doing project like this. This was Class 5 and 7 Maths. Both students of class like this doing as project work and group discussion. They had better understanding.

    In language, the other teachers tried student-student interaction and teacher-student interaction from Poems in the curricular book. This was very difficult for teachers to explain and students to understand. Teachers tried to use this with assignment for essay writing. Teachers have not experience to develop language without memorisation.

    So the question is how can you use OUR curricular poems and show us how to write rhymes, how to develop essay from poem and how to have child assignment from poems.

    • Mary Catherine Frazier says:

      Dear Tenzin, Sonam and Chetan…How absolutely wonderful to hear from you on our blog! This is such a pleasant surprise! ..We are so happy to hear that you have been using ideas from our workshops in your classes and with your students. This certainly makes all our efforts worth it…All the things Sonam says about how to improve English are all great ways to make gains.
      “.I am experimenting lots of things to improve English.
      -Showing them English movies.
      -Compulsory using English language in Hostel. (PLEASE DO NOT MAKE THIS HAVE HARSH CONSEQUENCES, CHILDREN CAN NOT LEARN ANOTHER LANGAUGE UNDER STRESS)
      -By learning English songs.”
      Your question about how to make your students “want to read?” is a good one. Sometimes students like to read books they write about their own lives and their own experiences…and certainly the experiences of their peers.
      Therefore, one way to generate a reading interest might be to have your students start “story writing.” I would like to encourage you to start writing ” small books” with student illustrations and student’s stories. This way what the students read will be at the proficiency level they can speak. Students most often write at the same level or near their level of their spoken English proficiency…

      Write some books and tell them Mr. Michael and Ms. Anna are coming for a visit and they would love to hear them read their books….Students love to have an audience or purpose for writing! Also, have them read their stories to younger children….There are so many possibilities for an audience…Good Luck and I look forward to reading some of your student’s stories…

      Also…THEY COULD POST THEIR STORIES ON OUR BLOG!!! THEY WILL THINK IT IS SO NICE TO HAVE THEM PUBLISHED WHERE PEOPLE CAN READ AND APPRECIATE THEIR WORK!

      I love to to be able to share ideas with you as teachers….please post and ask more questions. Warm regards Dr. Catherine ESL Specialist

  2. Sonam Rinchen says:

    From Sonam Rinchen at the Domkhar Barma Govt Middle School.
    After the December workshop, these are the things I’ve tried and some problems I have:
    – I tried to teach English story in the text book by the method what I learn in AES, but I had a problem during the teaching .As you know that I am not good in English, that’s why it is very hard for them to understand that story. And I need to use my mother language to explain it.from that they lose the listing skills?
    – How can I teach English without listening skills?
    Listening effect speaking effects writing.

    – One major problem we are having that we need to teach all the four subjects ( English, maths, science& sst).we should be able to teach all these subjects. What I am trying to say that we are not getting enough time to think and prepare ourselves for the class.
    – How I teach a class without having experiments and practical ?

    – I think that the root problem is the English language. Because all the books are in English. That’s why Ladakhi hate reading. The student easily understand the lesson but they have a problem in written exam due to English problem. That’s why they consult any book.

    – How can we make them curious to read books and improve their English?

    I am experimenting lots of things to improve English.
    -Showing them English movies.
    -Compulsory using English language in Hostel.
    -By learning English songs.

  3. tenzin2011 says:

    Michael nice going through this PIE blog. So many new events came up here. Thanks for the information. We all are doing good and using the things we had learnt during the two workshops. Good day to You, Anna and all!

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