I do not hold out much hope. I try to be positive, really. However, I have only previous met a couple of groups of students who were so blithely disinterested in learning.
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NEH has been in Myanmar now for 3 years. We have worked in Mandalay, Yangon and Rakhine. We have a lot of experience in things not working out as we had hoped, planned or foreseen.
Today I taught the head monk here at R.E.C in a class alongside the other teacher trainee whose English is weaker. This is my first experience of teaching a monk.
After having taught for two weeks, our local teacher decided that we should test the students knowledge of the new material. He hoped that, if the students did well, as we suspected they would, he could show the data to the monk in favor of our new teaching method.
We had been away for a week. This morning the teacher had decided to try a mix of Myanmar and active style learning.
On Tuesday our volunteer teachers did the second set of presentations that I have seen them do. The first involved standing on chairs. Never a good tip for a presentation. Especially when the presentation continues with fits of nervous giggling and a distinctive, compulsive tick of throat-clearing at every other word.
This is the teacher whom I believe had the most raw, natural talent. He is gentle and patient with the students. He is calm and has a manner which soothes over-excited little ones. He is sensitive and empathic. However, something needs to change.
In the blog, "Prioritizing Quality while Expanding Access to Out-of-School Children: 4 Instructive Examples from the CEI Database," from Center for Education Innovations:
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