Teaching in Rwanda: Second Day of the Teacher Training Course

The second day of the teacher training course began with the teachers being split into three groups: P1-3 and two groups of P4-6 teachers, enabling us to focus our lessons on age-group appropriate topics. Francine and Natasha covered Rewards and Sanctions, Phonics, Displays and ICT. The teachers used the number square and number line in inventive ways and were enthused by the thought of being able to bring them into their classrooms. Hangman was also a firm favourite when solidifying phonetic sounds, although there was a little bit of cheating! It was revealing during the Rewards and Sanctions session was that one of the major problems which concerned the teachers was punctuality - and so it was necessary to mention that they needed to mirror the behaviour they expect from their pupils.

Francine's group read some English books

Natasha giving a star for good participation in the Rewards and Sanctions session


A teacher uses the number line to teach addition and subtraction

Teachers planning using a display to teach a lesson

Bridget, Stephan, Jo and Maddie covered Assessment, Differentiation, Levels of Questioning and ICT. In Assessment the teachers learnt about the less traditional methods of assessment and focused on the importance of formative assessment. Bridget used a graphing activity to assess prior knowledge of countries (Rwanda, the UK, South Africa and New Zealand) and was pleased that at least one teacher had some knowledge of New Zealand!

Jo helps with some group work

In Differentiation Maddie looked at different ways that teachers could help support different levels of ability in their classes, by modeling a few methods with different activities. She was pleased to be able to bring in her knowledge of animals in Kinyarawanda (again!) in a differentiation-by-task activity where the teachers were given four activities, all with the same outcome of learning the English words for animals, but some were more scaffolded than others. The teachers in this session particularly enjoyed the differentiation-by-outcome activity where they had to find as many words as possible in the word 'elephant' - especially as the reward for winning was some sweets!

Maddie is helped by Deborah, one of the teachers from last year's course who is a mentor (and translator) this year, with group work in the Differentiation session

Maddie discovered quite quickly that Levels of Questioning was going to be a challenging topic to teach and Bloom's Taxonomy went out the window when the first class of students struggled with the concept of the '20 Questions' game and having to ask questions which demanded yes/no answers. However, the second class impressed with their discussion of open and closed questions.

A pile of confiscated phones (which we attempted to auction at the end of the lesson!)

To finish the day we participated in a debate, for which the motion was 'All lessons in Rwanda should be taught in English' to show the teachers how they would be debating tomorrow and on Thursday. We knew that the topic would be a slightly controversial one - and before the debate just 5 of the teachers in the audience were in favour of the motion! Stephan, Bridget and Natasha spoke for the motion, putting points across such as English being an international language; the language of business and most popular culture; and beneficial for tourism and travel. Francine, Jo and Maddie opposed the motion with points such as English being a difficult language to learn (let alone teach in); loss of culture; and the fact that 70% of Rwandans are unlikely to use English in their daily life. After our heated debate, some of the teachers stood up to argue their points of view and made excellent points we had not thought about - such as English being the language of tomorrow and they should think about the future rather than today; that English is essential for the growing trade exports from Rwanda; and conversely that many students are failing in Maths and Science because they are taught in English - when actually if they were taught in Kinyarawanda they would be achieving much higher marks and have greater understanding. We took another vote after the debate and the proposers only managed to persuade another two to their point of view (which Stephan's team took as a victory!)