As part of a blog series about our kindergarten teacher support and development work in Koforidua and Greater Accra in partnership with Edify Ghana, this blog talks about our final visits to the schools involved.
Read the other blogs in the series here:
The challenge of transforming classrooms in the COVID–19 era
Foundation First Team Members Apply Their Unique Skills for the Benefit of Teachers and Children
Five to six weeks after the successful delivery of our workshops in mid February 2021, a joint Foundation First / Ghana Edify team visited the schools that had participated in the workshops. The visits were aimed mainly at discovering the impact of the workshops by observing subsequent changes in the schools’ kindergarten classrooms. The observers did also engage in coaching teachers in areas they were uncertain about or struggling with.
What the visits revealed
We discovered that the workshops had considerable impact because all the classrooms visited had improved in a number of ways. Naturally, some classrooms had improved more than others and we also discovered that teachers’ use of some teaching and learning approaches had improved more than others.
We were pleased to see that children engaging in self-registration was the approach where the greatest improvement was found between our pre- and post-workshop visits. Similarly, teachers putting children into groups, using story maps and having classroom rules displayed visibly were all very significant and encouraging improvements.
Some of the approaches where the least progress had been made did not greatly concern us because the lack of progress was a reflection of the fact that many teachers had been using the approaches before the workshops. One of these was praising children for positive behaviour because, although more teachers were doing this more often after the workshops, it had been in evidence before. Similarly, daily story sharing was occurring a bit more after the workshops, more classrooms were inviting places for children to spend their time in, and there were more forms of printed material (e.g. charts, labels, maps etc.) for children to interact with than previously.
While the results were encouraging and revealed that many teachers had successfully adopted new teaching and learning approaches as a result of the workshops, we feel that further support and encouragement will be needed to enable them to improve even more. This will enable a full transformation of their classrooms and will be to the full benefit of the children in their care.