Mwangaza
Education for Partnership
Education for Partnership
Mwangaza Reflections Newsletter: Winter 2007: Page 2
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On-Line Partnership:
The Mwangaza View
By William Kivuyo,
Program Coordinator
Mwangaza’s On-Line Partnership
reminds me of the Bible story of
the blind man and the crippled
man on their way to get food
from the next village: Both
momentarily stopped when they
got to the river, unsure of how to
continue on their way – until the
blind man carried the crippled
man across the water, with the
one becoming the “eyes” and the
other the “legs” that were
needed to safely cross the water,
making both of them able to
reach their goal.
Likewise, our American and
Tanzanian On-Line teachers must
cross many barriers that appear in
our different teaching and
learning environments. Together
we are different geographically,
economically and educationally;
but, through the On-Line
Partnership, Americans and
Tanzanians have indeed been
“crossing the water” together,
just like the blind man and the
cripple.
“I was going to run into trouble if
it were not for the [email] notes
from my [American] partner,”
observed one Tanzanian On-Liner.
Another said, “Since I became
part of this program, I have seen
much professional growth in
myself as a Biology teacher.” A
third testified, “This [email
partnership] is so much more than
going to the library!”
Is it not wonderful to see all the
fruits of the On-Line Partnership?
It is an unquestionable truth that
this program updates teachers
and strengthens them
professionally.
On the Tanzanian side, the
geographical distance between
Tanzanian teachers, schools and
Internet facilities poses a big
challenge. Likewise, we
Tanzanians recognize that ours is
an oral culture, and that this
partnership demands we write –
with most of us doing so in our
third language: English! Despite
the obstacles, we already see
that the rewards of the
partnership will help us overcome
these challenges.
The Mwangaza View
By William Kivuyo,
Program Coordinator
Mwangaza’s On-Line Partnership
reminds me of the Bible story of
the blind man and the crippled
man on their way to get food
from the next village: Both
momentarily stopped when they
got to the river, unsure of how to
continue on their way – until the
blind man carried the crippled
man across the water, with the
one becoming the “eyes” and the
other the “legs” that were
needed to safely cross the water,
making both of them able to
reach their goal.
Likewise, our American and
Tanzanian On-Line teachers must
cross many barriers that appear in
our different teaching and
learning environments. Together
we are different geographically,
economically and educationally;
but, through the On-Line
Partnership, Americans and
Tanzanians have indeed been
“crossing the water” together,
just like the blind man and the
cripple.
“I was going to run into trouble if
it were not for the [email] notes
from my [American] partner,”
observed one Tanzanian On-Liner.
Another said, “Since I became
part of this program, I have seen
much professional growth in
myself as a Biology teacher.” A
third testified, “This [email
partnership] is so much more than
going to the library!”
Is it not wonderful to see all the
fruits of the On-Line Partnership?
It is an unquestionable truth that
this program updates teachers
and strengthens them
professionally.
On the Tanzanian side, the
geographical distance between
Tanzanian teachers, schools and
Internet facilities poses a big
challenge. Likewise, we
Tanzanians recognize that ours is
an oral culture, and that this
partnership demands we write –
with most of us doing so in our
third language: English! Despite
the obstacles, we already see
that the rewards of the
partnership will help us overcome
these challenges.
| Volunteer Valerie Goodmanson, with two rounds of work in Tanzania to her credit, continues her work on behalf of Mwangaza as she oversees the new On-Line Partnership for Secondary Teachers in the U.S. and Tanzania. Mwangaza volunteers are beginning the new year with new colleagues across the globe. U.S. volunteer educators in the areas of math, science, biology, chemistry, physics, and English are sharing concepts, ideas, and educational resources with partner teachers in Tanzania. Although access to the Internet is still limited in most ELCT secondary schools, many secondary teachers are able to connect to the Internet at cyber cafes in towns near their schools. This access, combined with the new computer technology and Internet access at the Mwangaza Centre in Arusha, has enabled us to begin the next phase of our On-Line Partnership. U.S. and Tanzanian teachers have been paired, and, using e-mail as their communications vehicle, international, professional dialogues are taking place as Tanzanians and Americans share teaching tecniq1ues, strategies, and resources, culminating in the completion of lesson plans. Ultimately, Mwangaza will have an On-Line repository of lesson plans that can be accessed by teachers throughout Tanzania. After a successful first year, new and veteran Mwangaza On-Line volunteers are busy once again making connections with teachers throughout Tanzania. The challenges of an international, electronic venture such as this are many, but the enthusiasm of these U.S. and Tanzanian teachers, built upon a common goal of educating children, will see us through. To learn more about this opportunity to volunteer your expertise in the areas of secondary education listed above, please contact Mwangaza Volunteer Valerie Goodmanson at vagoodmanson@rochester.k12.mn. us |
By Orville Ruud
U.S. On-Line Partnership
Volunteer
My introduction to Mwangaza
came through a mission trip to
experience the mission activities
of the ELCA – and among them,
our itinerary included a morning
at the Mwangaza Centre.
Though the whole trip remains
memorable, it was the Mwangaza
experience that continues to be
inspiring.
I had retired from the
experiences of teaching physics,
coordinating the development of
a K-12 science program, directing
curriculum development, and
mentoring student teachers. What
a surprise it was to walk into
Mwangaza’s Assembly Hall to see
a U.S. teacher volunteer
modeling the technique of
developing student discussion.
Here in Africa I saw a
commitment to improving
instruction, to bringing the best in
concept development, to
teaching teachers how to teach.
I left wanting in some way to help
with this, to have African
teachers experience - as I had –
what good teaching can
accomplish.
My first opportunity to participate
was the opportunity to make a
donation to Mwangaza. This
brought me in contact with
Friends of Mwangaza treasurer
Linda Milton and former Director,
Shoonie Hartwig.
Soon after, I volunteered to be a
partner in Mwangaza’s On-Line
Partnership program, functioning
as an “e-mail mentor” to a
teacher in an ELCT secondary
school. Through our e-mail
“conversations,” we write
comprehensive lesson plans for
“hands-on” teaching of physics.
U.S. On-Line Partnership
Volunteer
My introduction to Mwangaza
came through a mission trip to
experience the mission activities
of the ELCA – and among them,
our itinerary included a morning
at the Mwangaza Centre.
Though the whole trip remains
memorable, it was the Mwangaza
experience that continues to be
inspiring.
I had retired from the
experiences of teaching physics,
coordinating the development of
a K-12 science program, directing
curriculum development, and
mentoring student teachers. What
a surprise it was to walk into
Mwangaza’s Assembly Hall to see
a U.S. teacher volunteer
modeling the technique of
developing student discussion.
Here in Africa I saw a
commitment to improving
instruction, to bringing the best in
concept development, to
teaching teachers how to teach.
I left wanting in some way to help
with this, to have African
teachers experience - as I had –
what good teaching can
accomplish.
My first opportunity to participate
was the opportunity to make a
donation to Mwangaza. This
brought me in contact with
Friends of Mwangaza treasurer
Linda Milton and former Director,
Shoonie Hartwig.
Soon after, I volunteered to be a
partner in Mwangaza’s On-Line
Partnership program, functioning
as an “e-mail mentor” to a
teacher in an ELCT secondary
school. Through our e-mail
“conversations,” we write
comprehensive lesson plans for
“hands-on” teaching of physics.
| Online Partnership Grows as U.S. and Tanzanian Secondary Teachers pair by Subject to Develop Lessons and Forge Personal Relationships |
| Two E-Mails Exemplify How On-Line Partnership Stimulates US/TZ Teachers and Builds Relationships |
| Current U.S. volunteers participating in this international program include Ellen Harford, Cat Alme, Dave Pugh, Orville Ruud, and John Hauge (Minnesota); David Neale (Pennsylvania)’ Debbie Kogelman, Mike Fuller, Alexa Schlosser, Donna Engel, Laurie Tessmer, Kathy Denny, and Mike Wadle (Illinois); Kathy Albrecht (Nebraska); Neil Radtke (Wisconsin); and Marge Wenger (New York). |
| Habari Emmanuel, Kazi, kazi shambani na darasani. Pole lakini nitajaribu kutoa msada kidogo ! Here are two demonstration ideas that I used to introduce the idea of carbon chemistry…to show that carbon is in so many things around us that don’t appear “black.” #1 Destructive Distillation of Wood (Heating in the Absence or Reduction of O2) • Place some wood splints or sticks in the bottom of a large test tube with a one hole stopper with a glass elbow tube. • Incline the test tube with a clamp and ring stand. Heat the bottom of the tube with a Bunsen burner flame (hold the burner by hand so that you can control the heating). • As the various volatiles leave the tube, you will be able to ignite them at the end of the glass elbow. Liquids may condense near the top of the tube and run back down. The incline should slow this process. • Let the tube cool and then knock out the black carbon residue. • You can then hold the carbon in a flame and show how it burns like charcoal…because it is! • You have just made makaa!...just like folds do in the bush by burning and then smoldering tree stuff! (But your test tube and stopper will be pretty messy!) • I did this demo using cigarettes to help show all of the nasties that are involved in smoking. #2 The last of what I have to offer today applies to making organic ball-and-stick models. Following is a recipe for model-making material. Your students may be very familiar with making mtungi and will know where to find good clay for permanent ball-and–stick models. I suggest tooth picks and bendable wire for the stick bonds. A reusable “clay” here in the U.S., called Play Dough, can be rolled into little balls of differing sizes to represent C, H, O, N and others. Food colors can be added to help to keep them apart. I have just made the recipe below this morning and even though there are references to refrigerators, just cooling should do the trick. Traditional Play Dough [uses cream of tartar – potassium hydrogen tartrate –KC4H506] 1 cup flour 1 cup warm water 2 teaspoons cream of tartar 1 teaspoon oil ¼ cup salt Food coloring Mix all ingredients, adding food coloring last. Stir over medium heat until smooth. Remove from pan and knead until blended smooth. Place in plastic bag or airtight container when cooled. It will last for a long time. (I found cream of tartar in a grocery store spice section.) I have also used paper clips to teach isomer naming…give them a small number of clips (3) and ask increase the number of clips. Do you teach the IUPAC naming system? Basi for now…naomba radthi if this is too simple for your needs or if you already have these ideas!! Fafiki yako, Neil |
| Hope that you are doing fine sir. How are you and your family and all that you are engaged in? I am so fine and the shamba la bwana business has started and the responsibility for this year is quite much because I teach the Form I through 4 Chemistry and the practical part of it in addition to the Second year Open University course. Then there are my other personal life responsibilities. All in all, I believe that through the Lord’s help I will be able to run all with the maximum efficiency and success. Due to the maximum teaching load I have, I am facing the minimum time to visit the Internet café to write to you, but I will try to visit at least once each weekend. For now I have two classes (the second and the fourth level) that need serious attention for the best achievement in their national examinations, as well as my learning the efficiency of the current or new teaching methods we are learning at MWANGAZA. For the fourth level I have started with the topics that will be applicable in their practical examinations and thereafter Organic Chemistry will follow. The only problem I face in teaching Organic Chemistry for the low level is for me to find the best and simplest way for introducing the topic so as to minimize cramming since I have discovered that most of the students need to memorize. May I therefore ask that if you won’t mind, then help me in the form of the lesson plan as well as the simple teaching aids that will be useful for students to build the concept instead of memorizing. Besides that, I am also facing the shortage of the organic models for teaching Organic Chemistry. Therefore, if possible might you find some of the Organic Chemistry teaching models so as to simplify the job? With thanks in advance, may you please receive my sincere greetings from Mwangaza’s Internet Café, Bye for now, Your friend, Emmanuel Laban |
| Retired WI Teacher Neil Radtke Corresponds with Tanzanian Educator Emmanuel Laban |