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Three
Months in Sri Lanka
My inspiration, and commitment
to teach in a Third World Country developed out of the satisfaction I
received in the course of my six years involvement as a Friend of the
Classroom in a Cardiff primary school.
As an unpaid volunteer, I visited Sri Lanka on a three-month engagement
to teach basic English at primary level in the west coast town of Ja-Eila,
a poor, light industrial area. Before I could recover from my eleven-hour
flight, I was taken to one of the five schools that I had the choice of
teaching at. Here, a warm, smiling welcome from staff and children awaited
me. This was the poorest of the five, a mixed school, and was very basic,
grossly lacking in facilities. It became one of the two schools I taught
in for two days. In complete contrast, my second choice school, where
I taught for three days, was a 'Marxist' funded boys school, with 850
boys aged between 5-21 years. After one week, I was confronted, unaccompanied,
with 35 curious, smiling faces. It was soon apparent that I had to administer
discipline through respect, and not the corporal punishment that was administered
by school staff.
Class buildings were often planned with 10-12 different age levels in
one open building. School commenced at 07:45 until 14:30 hours. My day
involved 5x45 minute sessions. Children in Sri Lanka have to learn three
languages: Singalese, Tamil and English. To overcome the language barrier,
I followed the education authorities' pupil's English workbook. Visual
aids were non-existent. Chalk/talk, sign language and role-play proved
to be successful.
Exercise and sport play a major part in the school's timetable, and I
was fortunate enough to experience a school sport week. Everyone participated
in events, whether sports, marching bands, flag waving or disciplined
marching by all the children, reflecting discipline and pride in being
a member of the school.
In addition to teaching in the schools, on two afternoons a week I visited
the local boys orphanage to converse and play games, and on three nights
I conducted a conversational adult evening class.
In conclusion, I was very impressed with the high standards of education
achieved at O+A' Levels. The children and staff were very grateful to
learn from my skills, and this was reflected in daily gifts from the children
such as coconuts, nutmegs, flowers etc. In addition, the many gifts I
received from teachers upon my departure reflected their appreciation
of my presence. Three months was not long enough.
Roy Gee
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