Nhung has just sent me the link to the Golden Kite award documentary about T-fence as a solution for controlling coastal erosion. Glad to see that as it reminds me of the time working for the GIZ project in Soc Trang. There is a short of time-lapse movie integrated in this documentary about T-fence construction in Vinh Chau. I still remember that Rebecca filmed the 2-minute video for 3 days in 2012; Paul was also there with us...
“T-fence – a solution for controlling coastal erosion in the Mekong Delta” is awarded as Golden Kite of 2016 by Vietnam Cinema Association. The film was co- produced in 2016 by National Studio for Documentary and Scientific film (DSF) and GIZ with support from the governments of Australia and Germany and Viet Nam."
"The coming week is the week when you commence this new and exciting chapter in your lives. Going forward, you will potentially be changing life paths for several stakeholders and even yourself. In light of the spirit of our upcoming leadership journey, I would like you to embrace this pre-work as
A nudge, to get you thinking…
Experience, the potential impacts of transformational teaching…
Understand, the stakes and landscape of educational in Vietnam
Observe, the relationship between how teachers operate and how students grow
GET READY, to be transformational teacher leaders!"
~ Kriti Thakur & Guillaume Dallemagne
PART I. EXPLORING TRANSFORMATIONAL TEACHING
"We aren't just teachers, we are driven individuals who will be using teaching as a medium to put kids on transformational learning paths. Before we embark on our journey, let’s explore some classrooms where kids learn, grow leaps and bounds.
Whilst you review the videos, I urge you to make notes on Teacher’s Actions and Student’s Actions. Observe what the learning environment, the voices, the actions and the feelings are.
Watch the video here then reflect by answering the following questions."
What stands out in this class room?
What stands out in this class room is the excitement, positive energy, dynamic of the students and the atmosphere in the class.
This learning experience was more dynamic, full of vitality, and happiness while our old traditional schools were more serious and did not have much fun as this.
Student would be more creative in finding solutions and they would cooperate, discuss with each other to do this teamwork.
Students say that they are a better person thanks to the teacher, not only their study results are improving but also in terms of their personality.
The core values embodied by both students and teachers are Positive Thinking, Creativity or Creative thinking (thinking outside of the box), Kindness.
I think she has empowered her students with positive thinking and has building up the confidence and sense of possibility in her students.
Yes, they are. They are encouraged to speak out of their own opinions and to find better solutions of their own for a problem.
What can you conclude from your reading with respect to the great scores that Vietnam achieved on the standardized tests in 2013
Personally, I think the great scores that Vietnam achieved on the standardized tests in 2013 did not fully reflect the reality of our educational system. As Mr. Bodewig from World Bank pointed out, the score may be impressive, partly because of the fact that many poor students drop-out of schools.
I think most of the causes for this high drop-out rates are economic related, especially in those poor and marginal areas of Vietnam. Therefore, government should have policies to encourage children coming to school, such as subsidizing on universal education (free education for at least in the 12K education system, or at least for children in the disadvantaged areas). Of-course, the strategic plan in a long-run should also encompass sustainable development in these areas.
By being a Teach for Vietnam fellow, we can try to make the learning experiences enjoyable, fun, attractive and useful for students so that they love to come to school. We can also try to build the positive culture and environment within the class, the school and extending into the community as a whole.
The standardized tests show that the intellectual potential is there, regardless of economic levels among country. However, it could not fully reflect the reality of inequality in education within the country.
Much of educational inequality in Vietnam stems from wealth disparities in children making the transition from lower secondary to upper secondary school, and then completing upper secondary school.
No gender inequality in education. Actually, females have a slight advantage. Surprisingly little inequality by urban or rural residence.
The additional costs to private tutoring or “shadow” education may keep poor families from competing in secondary schools.
The Leadership Development Fellowship develop young leaders from multiple background to establish a sustainable ecosystem supporting education with creative solutions and initiatives.
No, it is not all, though it is an important aspect. For me, beside academic achievement (test scores), good education quality indicators should also include (among others):
School’s positive and supporting culture, friendly environment.
Teacher - student interactions that demonstrate high levels and qualities of involvement, encouragement, empowerment, expansion of thinking, fostering creativity and critical thinking.
The use of different teaching and learning methods
Student’s personal development (guidance and counselling, moral and civic education, community service…)
Student’s confidence and satisfaction
Community participation Participation in sports and other extra-curricular activities.
Social -emotional learning
Living-values and ability to cope with pressure and changes
PART III: TEACH LIKE YOUR HAIR IS ON FIRE!
Rafe Esquith is an award-winning American teacher at Hobart Boulevard Elementary School, in Los Angeles, California, where he has taught since 1984. Many of his students, who are all from a community of poor and immigrant families, start class very early, leave late, and typically achieve high scores in standardized tests. Esquith has authored books about teaching and his annual class Shakespeare productions was featured in the 2005 documentary, The Hobart Shakespeareans. Rafe Esquith in his book Teach Like Your Hair's on Fire talks about how he uses Lawrence Kohlberg's Six Stages of Moral Development in his class. It is one of the most inspiring and wonderful reads.
Please find below links of short videos you must watch and reflect on.
Also, find attached the eBook for Teach Like your Hair's on Fire. I would urge you to read the entire book, but for the present pre-work please read PART I “There’s no place like home”, which includes the two sections “Gimme some Truth” and “Searching for Level VI”.
What mindsets does Rafe Esquith operate with? What do you think about that? *
I love his mindset. For him, teacher should be a role model of what he teaches. The role of a teacher is creating a safe, fearless, dependable, supporting and positive culture and class environment, making learning a fun experience and inspiring them, opening up their potentials.
English is the language that can open the door to Knowledge by self-learning from infinite resources on internets. This knowledge can help in leveling the educational equality and give them more opportunities in life.
I would like to aim my students to reach for the highest level - the level VI, as it is the best for them and for our society.
As a teacher, in order for my students to be at higher levels of moral development, I should treat them with respect and appreciation, believing in their potential and encouraging them to develop it, helping them in character building through books, films, and being a role model.
Students at level VI of moral development would say/think/do: “I’m a free thinker and I know myself. My actions are not based on fear, or a desire to please anyone, or even rules. I do thing because it is the right things to do for me. I have my personal code and values system that I cherish and live up to.”
A great leader for me should be the one who leads from the heart,
influencing and inspiring others by their own example as a role model.
Great leaders have charisma, they are loved, trusted and respected by
their followers. True leadership begins with our inner person, thus,
first of all, great leaders are men or women of values, of great
characters, self-discipline and of integrity.
Great leaders have great visions and are committed to that; they are
confident in themselves, knowing where they are going to and having the
capacity to translate vision into reality.
Great leaders are brave and resilient, they endure challenging times and creative in problem-solving.
Great leaders have positive attitude, they see solutions and
opportunities among problems and having perseverance in time of crisis.
Great leaders are selfless and responsible, caring and compassionate,
they aim forward to the common goal and for the benefits of all.
Great leaders have excellent communication, interpersonal skills. They
are able to connect, empower, and encourage people. They bring out the
best in everyone.
