First lesson!

After observing a few classes yesterday, I was ready to teach Riyas’ 9th standard ladies this morning! My lesson was on expanding vocabulary and finding just the right word to describe yourself, an emotion, or a character. Thinking about the teaching and learning styles that we had seen so far, how would this go? I was expecting the ladies to be creative and justify their analysis. We hadn’t seen anything like it so far!

In the observations here and in other schools in India, it seemed that many students had an elevated vocabulary when writing, but could not seem to transfer that to a conversation. Words like “auspicious” and “innumerable” make their way into papers, but never in discussions. Is this because it’s translated from a higher vocabulary in Malayalam or Hindi? Is academic writing that much more advanced than Speaking and Listening?

Most classes we observed were the straight call and answer or teacher-led models. Students had very little opportunity to create or practice independently or in groups. Homework was assigned for individual practice, but rote memorization seemed to be the norm in almost every classroom. The teacher would ask a question and students would respond in unison. The only time a student raised her hand to contribute to class was to clarify something the teacher had stated. Texts (which looked more like thin workbooks) were followed in exact order because the state curriculum was 100% laid out there. Follow the text, do well on the exam. Was I about to mess these girls up with my lesson?

I began by asking them the same question Riyas asks every morning: How are you? The girls respond in enthusiastic unison, “Excellent!” So, I started there. I told them that the usual response was a limp “fine” and was said even if the person wasn’t fine. It was just how things were done. But, what if you aren’t fine? What if you’re nervous? Or excited? Or anxious? Or melancholy? What if you are talking about a character and you need a more precise word?

The lesson went on with paint color cards and a wheel with various “degrees” of emotion on it. They were to generate a list, like my model on the board, and then choose how those words related to each other by degrees of emotion. So, if I had: angry, upset, shocked, sad and terrified, I might choose terrified for the darkest hue, shocked for the middle hue and upset for the lightest hue on the card.

I asked the girls to generate a list, then choose the three or four words (depending on the number of colors on their paint card) and check with a partner before checking with me. They would then use the Sharpies to write their words on their cards to display in the classroom. Like a modified Word Wall.

They remained quietly working.

Independent.

I encouraged them again to check with someone sitting nearby, “Just let them have a look.” Nothing.

Finally, I walked up to a table full of girls (they were seated 5 or 6 to a bench and table and 54 were in this small classroom) and pointed out which girls could work together. A few of them asked a partner or at least glanced at what another girl was doing, so things moved a little faster.

The lesson went well and we had time at the end for some ladies to come to the front and share their list. All were met with applause!

Hearing (or reading) this lesson described sounds like anything we’d teach in the States, but here are a few things to consider:

--the classroom has three walls and the fourth is made by taking metal dividers (like you’d see in a stall) and lining them up

--the open wall has children, goats, and teachers passing by all day and the ladies in class didn’t so much as glance that direction

--the noise from the street, including incessant honking, can be heard clearly

--there is one lightbulb, which remained off most of the time

--there are two slate boards, about 3x5’ each, affixed to the front board, and two pieces of chalk and one eraser (made from fabric sewn together in a small pillow shape)

--this is the most decorated classroom of any I've seen: posters made by students, information corners, a clock

--there is one ceiling fan in the center of the room (this became my salvation when I thought I would pass out in the heat)

--there are 54 young ladies in the room all day, each neatly dressed in her uniform

--the power went out several times, stopping all fans and light sources

--not once did any young lady ask for a pencil, piece of paper, more time, bathroom break, drink of water, etc. during the lesson

To say that I’m in awe of them is an understatement!