Students at the Government Middle School in Hundur in northern Pakistan are more excited about the school than ever. A lot of that excitement comes from feeling accepted as partners in the school’s mission.
Abida and Tahira, two 15-year-old students at the school, bear witness to the big shift in their school. They trace the changes to the school’s participation in the Aga Khan Foundation’s School Improvement Programme (SIP) implemented in their school and others across northern Pakistan.
“Before, the teachers were not so interested in teaching,” says Abida. “But now they have become more interested and have created new activities for our classes.”
Those new activities put the student at the heart of the process. These include lessons that engage students in creativity, such as writing and sharing poetry. Increasingly, activities draw connections between the content of lessons to everyday life. Overall, both students note there’s more interaction and fruitful discussion between teachers and students.
HOW TEACHERS BECAME PARTNERS
Shamim, a fourth grade maths and science teacher at their school, has been one agent of that change. In 2016 through SIP, she was selected by the head teacher to train at AKU–IED’s Professional Development Centre, North (PDCN). There she gained skills in instructional leadership, school development planning, early childhood education and development (ECED), the Reading for Children programme, multi-grade teaching, and education communities of practice.
She also learnt a variety of new approaches that engage students more—such as how to connect learning topics to daily life. Her training improved her knowledge of science and maths and how to teach them, but also provided her with core skills needed to mentor and help improve the content knowledge of other teachers working in her school.
Shamim first builds a relationship of trust with her teacher mentees, so they can work together to find solutions. She meets with each mentee at least twice a week over the course of three months. “We first work on developing a lesson plan for their class and explore what teaching activity is best suited to each topic,” she says.
Sharing the skills of creating student engagement across a spectrum of teachers has shown dramatic results. Shamim points to the effects that the new teaching style has had on the school’s students.
“Their reading habit has increased and their vocabulary is much improved,” she says. “Student participation, especially at school assemblies, is totally different. Students are so much more confident.”
STUDENTS AS STAKEHOLDERS
Abida and Tahira have noticed other changes as well. Since participating in SIP, the school has placed more importance on girls’ activities and getting their views, Tahira notes. She says, “Before, there were no games for girls but now we are involved in cricket and volleyball.”
“We now have a library also because of SIP,” Abida adds. “We also have more confidence because people from the outside, AKF for example, are interested in our school.”
This confidence and pride in the school extends to the students’ families as well. Parents visit the school more often to check in with teachers on their children’s progress.
Working hand-in-hand, teachers and students are building a better school environment, one that involves every individual across the life of the school. This active participation encourages creativity and ownership, and fosters attitudes of lifelong learning.
The level of trust between students and teachers has soared. With improved moods and overall attendance, student achievement has increased too.
“We now come to school eagerly,” Abida says, beaming. “We are so excited!”
With a school environment that is full of supportive people committed to better education, it is easy to see why.