Teach For Afghanistan’s Fellow opens a Library for girls in her school:
Muzghan Amine is a teacher with a vision that all children deserve quality education and access to resources, and she believes that before anyone else extends the helping hand one should be try with any limited resources they have in hand.
Ms.Amine since joined the school, she realized that the school didn’t had a library neither it could receive any library soon with the limited school budget.
Ms.Amine asked TAO for support to instruct her on creating a library with no money in hand; our team supported her by making a plan and connecting her to our contact with national library office in Kabul to share about their management of library and better usage.
After her consultation with us and library office, she asked her friends, students, co-teachers, school management and the villagers to help her with any book available with them so she can set a room for it, put the books in it and their children and all student take benefit by using this small library.
She receives around 100 books and with a group of young girls goes to school principal office and asks for a room to be used as library, a cupboard of principal office and then she and all her students clean the room from the dirt and dusts and then she put the books in there and invited all the school student to visit the small library.
Currently the library is active with daily over 50-100 students visiting and reading books, and it shall remain for the use of the school and its students as long as the school stands.
Muzghan says, “I know these books are not new or updated but each book has something in it which will be useful for my students, even if it helps them in reading or writing it can be something that currently millions of children are deprived of”.
A different type of evaluation took place in a school of Nangarhar Province where our fellow wanted to see the result of his teaching and guidance.
The Day of guidance:
Fellow of Teach for Afghanistan had explained the importance of planting trees and the numerous benefits of it to his students. He added that the main benefits of planting trees are that they provide us with the life giving oxygen. Without the presence of oxygen, the survival of living beings is not possible. Planting tree is also essential because they have the power to absorb the harmful gases. The growing pollution caused due to carbon mono-oxide, Sulphur dioxide and other harmful gases and smoke emitted by vehicles and industries is controlled and purified to a large extent because of the presence of trees.
Second and result day:
He was surprised to see that almost all students of his class brought one plant to school for planting.
He said that day by day we are achieving teach for Afghanistan Organization’s vision that they had specified for students of Nangarhar !!
Their action shows that they become optimistic students.
In search of #innovative students! a group of students from Bibi Hawa Girls’ High school in Jalalabad put their own designed handcraft to show in their school classroom to their teacher Ms. Hamida Saman who is fellow of Teacher For Afghanistan and teaches Art subject, the beautiful bracelets matching the Afghan culture designed by the students were a part of a homework activities of the students given to them by Ms Hamida Saman for shining the students innovative and creative sides, the exciting free hand homework choice was a freedom for the kids to show what potential they have, and surprisingly they chose to come with these designs. Ms. Hamida says that “despite the daily school activities we have in our school for kids, we must also recognize that our students have many special talents in many other fields as well, and those talents needs to be recognized, polished and guided very well so the students can utilize those skills in the future for their career, or business goals.Here in our school we have students with brilliant talents in fields like, Pashto poetry, story writing, tailoring, handcraft skills, acting, painting and many more, the only thing they lack is good guides and facilities, I hope one day we can manage to find facilities for these kids to shine their potential more and more”.
Teach For Afghanistan’s fellows are setting examples of volunteerism via patriotic love for their role models in Jalalabad city, reaching out to public and helping the younger generation in understanding their history, culture, Pashto literature, influential Afghan leaders and heroes of the classic eras.
The fellows from Abdul Wakil High School voluntarily helped to paint the front wall of directorate of Information and culture of Nangarhar Province with the images of Pashto language’s most classic and iconic personalities from poetry, philosophy and journalism fields, the photos were painted on front wall of the directory which is a public subway for daily commuting.
The aim behind these paintings are letting the youngsters knowing their heroes whose contribution in promoting Afghan culture was immunes, letting them knowing the leaders whose contribution was important in making this country an independent place for Afghans to live.
Our Fellow Azazulhaq says:
We want to apply the etiquette of helping voluntarily with our people in Nangarhar Province to let others know that not every work of us should have its price with money. — feeling blessed at Nangarhar Province.
Ms. Maryam Ghafoori is a hardworking and successful teacher who teaches in isolated school of Parwan Province.
Ms. Maryam said that her students were not taught with considering the psychology and the modern teaching methods, which caused the students to become rude, selfish and dispassionate towards their studies and classmates.
Therefore, Ms. Maryam recalled her learning from the psychology training of Teach For Afghanistan in which she learnt how to coup with such an unfriendly class!! She started from very little points like making pairs while teaching, peer review of their homework, group presentation.
In addition to that she used different teaching methods to give courage for her students and let them exchange ideas and accept each other differences and similarities. For the result of her work, she conducted a class competition with different classes. She was witnessed that for the competition her students were studying in groups and pairs. She said that I am thankful for the trainings, which were conducted by Teach For Afghanistan. Now, I am able to solve the problems that I face in my classes.
Not enough classrooms, lack of schoolbooks, shortage of teaching materials, lack of professional teachers are the most important points that schools are facing in Afghanistan!!!
We believe we could over come from it by targeting these problems one by one.
As Teach for Afghanistan organization’s first step was the fellowship program, which aimed to place professional teachers in Public schools to target the first and for the most important needs of schools, which were lack of professional teachers.
In addition, with the beginning of the fellowship our professional fellows get started to work and fill the gaps, which is in schools like lack of materials and not enough classrooms.
Sonam, a fellow of Teach For Afghanistan in Jan Qadm High School, Parwan Province find out that there are not enough classrooms for students!! She shared this problem with us and after considering the issue we suggested her to build a wooden classroom because in Jan Qadam High School there were enough woods, which we could use from it.
As a result, Ms. Sonam with the help of School Principle, School head master and other teachers they build a wooden school in Jan Qadam High School of Parwan Province.
#We committed to continue our help and support to the education system of Afghanistan.
Roma Sakandari, a teacher who is passionate toward her holy job of teaching and she believes that teaching is based on daily self-creativity and innovation. She says that like other remote areas of Parwan Province’s schools our school has the same situation. I believe that school is the place where parents are sending their children to receive good education and they students should learn the most of life lessons.
Conversely, teaching is based on the using post method and new methods with using materials. We!! The fellows of Teach For Afghanistan are using the new methods but still there is lack of materials to use for practical work in almost all of the subjects. I come up to the end that the teachers who were before us were teaching with traditional methods, which was not giving any profits to students.
I cannot tolerate this situation of teaching in my school. Beside that in my classes I considered that most of the lessons need practical work and students are not able to learn appropriately through reading and memorizing. In accordance of the trainings that Teach For Afghanistan Organization has given to their fellows, I find out that if there are not the real materials! We can use some related materials to use for the practical work.
Therefore, I searched and find the materials that I could use to teach my students practically.
Teach For Afghanistan is proud to share one of Ms. Roma’s innovations, which is teaching how to make water heater with simple materials.
Parwin Nasery is a fellow of Teach For Afghanistan in Nangarhar Province, where she teaches computer and English subjects. Parwin is a bachelor of Arabic language and a diploma holder in both English and Information Technology (IT) but her love for art shows how inspiring she is, despite being a teacher of language, she started a movement of young girls to show love and respect to art. She is promoting her students with potential to draw their imagination.Ms. Parwin started inspiring the students by fixing a simple showcase, a kind of noticeboard area on the corridor wall of their school, and asking students to draw whatever they like. After that the students are allowed to paste their drawings on the showcase to inspire other students. Teach For Afghanistan’s fellow is helping students to find their own freedom of thoughts and imaginations. Parwin believes:Drawing means students are constantly thinking and feeling something, so what students choose to draw, the patterns they use, and the story they try to represent help them build in their knowledge and visual skills. Who knows?? one day a great artist, a great painter, or a great cartoonist will come out of this class?We believe that first encouraging step is necessary to take.
Before Muzhgan arrived, the chemistry lab at the girls’ school in rural Bagram just sat gathering dust. With no qualified teachers, there wasn’t anyone to show students practical experiments. Muzhgan decided to change that.
Muzhgan is a Teach for Afghanistan fellow. With support from Malala Fund’s Gulmakai Network, Teach for Afghanistan recruits and trains recent university graduates like Muzhgan to increase the number of female educators in the Afghan public system.
For Muzhgan’s first experiment, she demonstrated the chemical reaction of saponification by teaching her students to make soap. The experiment was a hit. Students loved working with the ingredients and seeing the chemical changes occur in front of their eyes.
I spoke with Muzhgan to discuss the importance of experiential learning, why Afghanistan needs more female teachers and her work to convince parents to let their daughters go to school.
Tess (T): What inspired you to become a chemistry teacher?
Muzhgan (M): When I was at school, I was a good student in chemistry. I would force my teacher to do experiments for our class. I desperately loved this subject and wanted to contribute something in this field — maybe become a scholar to work in university. When I saw the shortage of chemistry teachers, I decided to become a teacher.
T: Tell us about reopening the chemistry lab at your school.
M: The laboratory was closed before I came to this school because there wasn’t a professional chemistry teacher. Other teachers could not even explain the subject well from the textbook, so doing experiments was impossible.
I opened the laboratory to perform practical experiments, because they form the foundation of learning scientific subjects. Understanding without practice is tough, so I decided to take on this initiative and activate the laboratory of this school.
The laboratory does not have all materials for the experiments and it is very often hard to access the required materials. I have to search and sometimes buy it myself from bazar, but it is worth it because practical experiments make it easy for students to learn.
T: How did your principal respond to the success of the reopened laboratory?
M: When we [Teach for Afghanistan teachers] introduced this, the principal said our mere existence in that school is a great blessing for them. Because our presence, students’ attendance increased and they are enjoying their classes.
Additionally, our students can now do experiments even though the school is in a remote area. Due to lack of competent teachers, even schools in the heart of the city in this province can’t do that.
T: Why is it important for girls to have female teachers?
M: Students feel comfortable with female teachers because female teachers understand their struggles. We give the girls the chance to continue their education. When they have female teachers, families are trusting and do not stop girls from school. If the teachers are male, as soon as girls reached puberty, their families prevent them from going to school.
T: What other barriers do the girls you teach face to completing their secondary education?
M: Girls face numerous barriers to education, besides lack of female teachers. One of the factors is families’ lack of awareness. For instance, one of my students in grade 11 was stopped from coming to school by her family, because everybody stared at her on the way to school. I went to her parents and convinced them to let her continue her education. I told them to look at me. I come from very far away to teach your daughters. Upon my meeting with this student’s parents, they accepted that I was right and sent their daughter back to school.
There are dozens of students facing the same fate as this girl, which is why we need dozens of teachers like me to fight this situation and bring these girls back to school.
T: How did Teach for Afghanistan help to prepare you for this position?
M: I learned chemistry at school and university, but I did not know how to teach it. Teach for Afghanistan provided me with the pedagogy and educational psychology training and taught me how to relate with lives of the students. Teach for Afghanistan made me what I am today.
T: What do you find the most rewarding part of your job?
M: As a teacher, I aim not only to teach chemistry, but to also transform girls’ mindsets. I motivate them to work hard to change their families’ and communities’ mindsets about girls’ education.
This interview has been edited and condensed for clarity.