Previously in Episode 2:
The key themes that emerged following data analysis as a result of the main transformational impact, findings and indicators after applying FIRSTedu-ADLX on students, teachers, school managers and other stakeholders were; students and teachers development and wellbeing, academic competence and performance, positive relationship, confidence, cooperation, collaboration, change in the classroom setting, positive attitude towards designing lessons, reduction in the use of the stick, discipline cases, overall students behaviour, adoption of the ‘Rootsany’ name to ‘Rahmanees’, polite language, teachers openness in learning and receiving comments, students motivation towards learning, happy school life, time management, parents involvement, change in teachers role, good communication between teachers and management, school culture and frequent giving and receiving peer reflection report.
Adoption of the name “RAHMANEES” from “ROOTSANY”
The school has adopted the name ‘RAHMANESE’ referring to Rahma School students, a name which was adopted from ‘ROOTSANY’. ROOTSANY is the famous icon for ROOTS project, which refers to any young star in the educational field (students).
RAHMANESE: Iconic figure of Rahma school students
ROOTSANY: Iconic figure of students in ROOTS project
According to the headteacher, the name is aligned with parallel learning outcomes that could make the school produce complete human beings who are well-nourished, happy, confident, cooperative, competent, hardworking, sincere and honest.
A photo with RAHMANESE
Readiness in learning and accepting challenges.
Teachers were asked about how has the New Era of Education motivated them to learn more from peers and other people in widening their attitude, skills and knowledge. They all admitted that before the FIRSTedu-ADLX, they assumed that they know everything and there was no need to learn anything new. This situation just changed after day one of the training and they realized that they have a lot to learn. The school manager added that,
“My teachers’ are now open in learning and receiving feedback from me or any other person. Previously, no teacher was ready to be observed when teaching and if it happens everything will change and the whole class will be a mess. After FIRSTedu-ADLX, teachers take any kind of observation as an assessment for learning and this has greatly helped the observers and the observed.
Students’ motivation towards learning and school life
According to Teacher Hamza, a social studies teacher, most of the students are seen to be happy and satisfied with school life in contrary to many schools he has taught before joining Rahma. He added that the pupils are intrinsically motivated to learn and if they have a lesson and the teacher hasn’t yet entered to the class, they will ask the class leader to go and call the teacher
The school manager was also asked regarding how conducive the school is, “The children are happy and feel safe compared to the situation before. The application of FIRSTedu-ADLX has enabled them to enjoy learning as most of the tasks are performed by students. They also feel secure as no teacher now is walking around with stick”
Basing on the same point, teacher Saade said, “Nowadays children design games for their own and you will find them play peacefully, they also remind/ask for an energizer once teacher expand the time”
Confidence among the teachers and students
All the participants interviewed, acknowledged that teachers are now more confident in performing their tasks compared to the previous situation. The headteacher explained that teachers have a tendency of giving reflection report to one another and according to him that was for improvement purpose to both facilitator and observer. He further added that by design, that has promoted a tremendous improvement on teachers’ confidence to freely facilitate their sessions.
“Children also demonstrate various soft skills out of academic context. Their ways of walking and communicating have changed. Nowadays they even have the confidence of asking teachers questions on various aspects, present their work in front of the class and giving speeches.” He added.
Academic Competence and Performance
The school has made a remarkable improvement in students’ academic achievement and competence. Kids are now able to demonstrate what they have learned at any time you ask them. They have also improved in soft skills acquisition and demonstration as they can now speak English all the time, run debate, ask and answer questions during and after classroom activities
Explained the headteacher;
“Our academic performance has remarkable grown up now and still growing. Within one year of implementation of FIRSTedu-ADLX, our school is now in the top ten of the region and astonishingly the weak students are now among the best.”
Adding more on school performance, the school manager said, “The school overall academic performance is growing up day and day. The previous two years in grade four national examination our results had an average of C score and in this year we have noticed great changes in achievement with an average of A score.”
Case study of one of the weak students,
One day I met a boy whose performance was not satisfactory and I made a deal with him. I told him when you get an average of A score, I will give you a gift. One day I was going around the school and the boy came to me running calling teacher, teacher, I stopped and gave him my attention, then he told me I have obtained an A scoring average so give me my gift. From this, I learnt that the framework allows development from very low to very high level of performance.”
Parents’ involvement and observation
The headteacher was asked on how the transformational changes have been felt and observed by parents and their opinions.
“We are now receiving parents coming to school to ask what is happening to their kids due to the positive changes they notice at home. Some parents call us and request the school to run every day because the kids’ minds are at school and want to be at school all the time.”
“One parent came here one day and ask for teacher X, I was so shocked and I was trying like cooling down the parent, but the parent said I have no problem just want to see her, I insisted and she narrated to me how her child has become a good child and all the time he mentioned the name of the teacher. Whenever someone does something wrong at home, he will say “ohhh. teacher X said this is wrong please do this and this…”
During the visit and data collection, one parent (brother Yalamlam) was at school and when he was asked about any changes he has noticed, he said, “Nowadays our son has become our teacher at home, he is so much appreciative and thankful, whenever we assign him duties he will ask for the time given and strive to accomplish the task within the given time, he asks and explore a lot on various aspects that he couldn’t even dare think of them before.”
School culture
The headteacher, as the immediate school leader was asked to give a descriptive of the entire school culture since the implementation of FIRSTedu-ADLX
“The culture of the school has also changed, for example, student calling one another brother, sister; or when one drop a pen one will run and pick it for him/her and appreciation will follow, the kids are too cooperative and love each other.”
“We also treat everyone positively and we challenge the negative attitude in a very positive way that easily gives room for total transformation.” “We also give out seminars to the non-teaching staff on what we have acquired from FIRSTedu-ADLX and now everyone serving to the best and ensuring the satisfaction of pupils and the rest customers like parents and visitors.”
Conclusion and Recommendation
This case study aimed to investigate the transformational impact and indicators of FIRSTedu-ADLX. From the interview series and observation, it is evidenced that the school is undergoing a rapid change to achieve total transformation.
The school should put more effort into designing a classroom setting that would ensure Cooperative teaching and learning techniques such as group discussions to be easily conducted.
FIRSTedu-ADLX master trainers and coaches should prepare a book/articles highlighting out the experiences, challenges and solutions on various aspects in implementing FIRSTedu-ADLX. The materials should then be shared with all schools implementing FIRSTedu-ADLX in the entire globe.
SeGa should collect and publish various case studies and share them frequently.
And That was the end of Rahma School Case study … Thank you so much … We are waiting for your insights.
Prepared by: Mr. Zinga Bakari, Director, Department of Education-AMYC Headquarters & FIRST-ADLX Master Facilitator
Supervised by: Dr. Baraka Kondo, Lecturer of Educational Psychology, Coordinator of Teaching Practices, University of Dodoma & FIRST-ADLX Master Facilitator.