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Maryam: Becoming a better teacher
The Teacher Preparation Programme (TPP) is one of the Aga Khan Academies’ landmark teacher development initiatives. In this interview with Kamini Menon at the Aga Khan Academy Hyderabad, TPP participant Maryam talks about the TPP’s unique aspects and her experience with the programme.
Please tell us a little bit about your background.
I’m a part of the Teacher Preparation Programme in Hyderabad. This is my fifth year in teaching, and previously I worked for a Teach for India school in Delhi teaching 48 amazing girls. When my fellowship with Teach for India was over, I applied to the Academy, and here I am.
What made you join the Academy and inspired you to come here?
My previous experience as a Teach for India Fellow made me feel like I wanted to something more than just being a teacher. So I was looking for an option post-fellowship that shared a similar mindset or similar values. When I read about the Academies, the vision really interested me as well as the whole inclusive policy: giving a chance to anyone coming from any background and making sure that we provide them this idea of excellence in education. That was something that really inspired me, and so I joined the Academy.
Talk about the Teacher Preparation Programme (TPP) and where you are in that journey.
The Teacher Preparation Programme is the initiative of the Academies to make sure that we have home-grown teachers who become IB educators. This is a great initiative. This is my ninth month into the programme, and I teach in a classroom, I research, and do a lot of things at the same time. I am getting mentored by experts and improving my pedagogy every day.
Can you explain the structure of TPP? How it is organised and what does it involve?
The programme is an intense 18-month long process, and you do things in phases. In Phase One, we were in a classroom, paired with a mentor, teaching 20% of the time. Now, we are in Phase Two, and I have to teach 50% of my time in a classroom. But it’s not just the teaching. We also have to write an action research paper, which is crucial to the whole programme. Another thing which is important is the Problem-Based Learning Sessions, which are a great way to reflect on who you are as a person, not just as a teacher. In these sessions, we meet three times in a week, and we bring together all our research findings and what we have collected, and we progress to the next learning target. We work on this in groups, and then we get to reflect and apply that in a classroom at the same time.
Can you share two aspects of the programme that you find particularly unique or helpful?
For me, the most interesting part was problem-based learning. It takes a lot of patience to think in a broader way about a problem. The problem sets are given to us – then you create your learning targets, and the whole group researches with different objectives. That makes you really responsible, that improves your research skills. At the same time, it teaches you how to collaborate with members of the group. Another part that I find really interesting and at the same time challenging is my action research piece. It’s not just research; the action part is the most challenging part because you have to reflect on your own practice. For example, I am doing something on inquiry right now, but it’s not just inquiry – it’s “why inquiry in an IB classroom?” or “why even think of those big theories?” So, this has made me more reflective, it has made me more thorough with my work. At the same time, if and when I fail, it’s alright to seek advice and it’s alright to go back to my mentor to ask why this did not work in a classroom. Both problem-based research and the action research, I find that these are pushing me to become a better teacher.
How would you evaluate the model of mentorship that’s in place within the TPP?
Sandra is our mentor, and she is a really experienced Ontario teacher. She has streamlined the programme, she gave it more structure and depth. When you work with Sandra, you are not intimidated by her. You are working with an expert who knows so much, but at the same time she gives you a chance to really apply yourself. She is a mentor for me when I am doing anything in the classroom – she is always providing me with constant feedback on my pedagogy and on my action research paper. Even in the intense Problem-Based Learning Sessions, where it gets a little crazy at times, Sandra is always there to nudge you in the right direction so you come to a conclusion.
How do you and your colleagues in the TPP work together and collaborate?
We are a very diverse group. Sitting with all of them has made me a better teacher in so many ways. It is not easy to admit sometimes that you don’t know things, but I get to learn from these people because their experience, our discussions, and the help we give each other is really great. We also collaborate outside the classroom – for example, if I have a doubt or find something challenging, I go to one of these colleagues and ask for their help. They are always there for me. We really push each other to reflect, to ask the right questions, which makes you think.
Can you talk more about the process of reflection that you have in your TPP group?
For us, reflection is about making yourself vulnerable in front of the whole group. It is not easy – it is not at all easy. We don’t reflect on a superficial level; we have to really apply ourselves in the entire process. When create our reflections, we have to share them with the whole group – and the group knows and understands who you are and gives you feedback. They push you to think along certain lines, and our mentors force us to think about the way we think – it becomes more about metacognition. The whole idea of learning from someone is that you have to be vulnerable and sometimes even fail, and then admit that you failed. When you draft that experience into a reflection, it makes you a better teacher. And definitely a better person.
How do you think the TPP has made you a better person in actual fact?
The way the TPP is designed, you become a reflective practitioner – that’s the goal! You teach in a classroom and you know that it’s not just a physical space, it’s much more than that. You cannot teach in isolation – you have to collaborate with other people, you have to go and ask for help. At the culmination, you really will become a better teacher. It’s a rigorous process, it’s an intense process, it’s a very reflective process. But the goal is that, ultimately, you will be the kind of teacher you want to be as well as an effective teacher.
Can you give us an example of how you’ve applied something you’ve learnt through the TPP in a classroom setting?
Right now, I am doing an action research, and a huge chunk of this is based on inquiry-based learning in a classroom. I’m teaching grade 6, and the unit I was dealing with was “did they live like us?” It is a lot about civilisations and the way people lived and interacted with their environment. All the research that I did during the Problem-Based Learning Sessions and my action research, I applied it in this classroom setting. I created the lesson plan and then got the feedback from my mentors. Then it gave me a chance to reflect on my practice: sometimes I tend to go a little overboard, and I got to see if my plan would work out. This is how you become a better teacher.
Is there anything else that you’d like to add about the TPP?
I’ll say, for the whole process, you have to be very open. You have to be open-minded to get into this process. It’s not easy just to acknowledge that you’re going though 18 months of training – you might feel intimated, or that your prior experience doesn’t matter. But that’s not the point. The point is to become a better teacher. If that is your goal, then this programme will work for you. The way this programme is designed is rigorous and beautiful. The most important point depends on you: what do you want to take away from this. And there is a lot, if you are really open to exploring.
Mary Favour (Class of 2015): Ambitions to build a better future
For a while, getting an education was a process for Mary Favour. She would rise early in the dark – at 4:00 am – and make the long trek to school on foot with her three siblings, arriving at around 6:30 am each day. By the time they returned home to Mombasa, it was 7:00 pm. The rest of the evening was spent helping their mother around the house and finishing their homework.
It wasn’t easy, Mary recalled.
“My sisters and I grew up with a single mother,” she said. And resources were tight.
When the electricity bill wasn’t paid, the Favour children would study under the dim glow of a kerosene lamp or by candlelight. The four siblings had limited school supplies and relied on Mary for many of their study materials.
“We got awarded books if we topped the class,” she explained. “Sometimes we’d get textbooks, other times we’d get storybooks or novels. It was an incentive that the teachers had to motivate students.”
A new opportunity at the Aga Khan Academy Mombasa
Despite the obstacles, Mary said her mother was determined for her to succeed. She pooled her resources to give Mary a much-needed laptop in grade 9. By then, things had begun to turn around – Mary had received a full scholarship to study and live at the Aga Khan Academy Mombasa as part of its Talent Identification Programme, a programme that provides students from more disadvantaged backgrounds the opportunity to attend the Academy on full scholarship. She would graduate in 2015 and go on to study at the University of Toronto in Canada, also on full scholarship.
Now a second-year student at university, Mary hasn’t forgotten her difficult upbringing or her roots. In fact, the struggle to get an education early on has instilled in her a strong desire to give back to her community and help others like her get a shot at a better life.
“Six years of growth, skill and a good education” at the Academy was “a gift,” Mary said. “I want to [give] a gift to someone else.”
In particular, she’s learned the importance of independence, humility and sacrifice – lessons she put to use during her Academy days.
Mary joined the Aga Khan Academy in 2009 as part of the first batch of students in the Talent Identification Programme. While there, she participated in a range of activities, including choir, soccer and debate, with the same level of perseverance her mother had taught her. She quickly excelled academically, becoming an honors student in grade 10, and also challenged herself in extracurriculars – musically in competitions and as the assistant captain of her hockey team.
Helping others through community service
Beyond this, Mary fostered a passion for community service and activism rooted in her desire to help outsiders fit in. She led the ‘Just Say No’ initiative, a programme focused on rehabilitating primary school girls in Mombasa who had turned to prostitution in large part to support their families financially.
She worked with these girls for three years, exposing them to the same opportunities she and other students had the privilege of in their own education, including sports and debate. She hosted workshops on public speaking and art, as well as sessions with counsellors and strong female mentors, and invited the girls to perform at the Academy’s talent competition.
“The aim was to help them feel integrated into society but at the same time equip them with skills that would make their education holistic,” Mary said. The mission was especially important, she said, because of the gender gap she saw in Mombasa’s primary schools and the way in which this unfair system contributed to larger problems down the line.
“That inequality creates an imbalance that marginalizes women in our society,” Mary said.
Under her leadership, the club received three awards and became one of the most successful student groups on campus.
Supporting other students to succeed
In addition, Mary founded the ‘I Know Who I Am’ initiative, a programme that integrates scholarship students like herself into the Academy community while understanding that they needed to “stay in touch with home and not forget their society,” as Mary explained.
“I wanted to celebrate the diversity that came with these students but at the same time make sure that they don’t lose themselves,” she said. So she ran workshops on pluralism and open-mindedness, ate food and played games the students would recognise from home and “held discussions on what it meant to be part of a community but remain true to yourself.”
In the summer of 2017, Mary interned with the Students for International Development. The non-profit organisation was founded and is run by students. While there, she worked with the Orphan Sponsorship Programme as project manager for about two months. Mary and her team focused on the Simboyi Primary School in Vihiga, in the west of Kenya. They were in charge of the remedial education project for orphans and also worked on projects to support students financially.
After conducting interviews with some of the students in Vihiga, Mary and her team developed a means by which to help them be better equipped to reach their full potential. According to Mary, a number of the students came from families that were struggling to make ends meet. Some, she recalled, told her they only had one meal per day, which usually consisted of just ugali or porridge. Others said they didn’t eat at all. Further, a number of those who performed well in class were unable to pay for their exams and had to sit them out instead.
With Mary’s help, the organisation created a scholarship to help these students. The award, which she said covers basic health care, one meal a day, a yearly uniform and exam fees, will be able to assist 55 students during the current academic year at Simboyi. The hope is that the sponsorships will continue into the next year if budget and fundraising allow.
Real-time results and change like this mean the world for Mary, not least because she knows firsthand what it’s like to have the academic situation and resources not in your favour.
“I was a child with big dreams and no way of actualising them until I joined the Academy,“ she said. “I want to be for someone else what the Academy was to me.”
Catalyzing change for a better future
Mary believes education is one of the best tools to rid our societies of poverty, and she’s determined to be in a position to support students so they have better paths forward at their disposal than what she had. That’s why she plans on returning to Kenya after she’s obtained the necessary experience and skillset to properly give back to her country and community.
Currently majoring in human geography and diaspora and transnational studies and minoring in African studies, Mary thinks that, through the study of cultures and international development, she can better understand how to bridge the gap between rich and poor at home. Her hope is to protect the rich cultural diversity of Kenya but also contribute to changing the country so that it is better able to develop and sustain itself and compete and interact on a global scale more effectively.
“Kenya is at such a pivotal moment in the making of African history,” she said. “It has so much potential. I just want her to maximize her potential. I want to help her do it.”
Mary is uniquely positioned to kickstart such a change at home. Her pluralistic perspective on the world and passion for country could be just what Kenyans need to motivate their leaders to be better and to take action to institute real change. And if her triumphs at the Academy are any indication, Mary’s motivation may just be contagious.
By Farah Mohamed
Academy term ends, vacation 17 December 2016 – 9 January 2017
An action-packed term comes to an end today. We wish all students & faculty a restful holiday. See you back in 2017!
Eco-ambassadors visit Organo collective – Saturday 13th January
70 IB MYP residential students will visit organic farms to bring back and implement their learning at the Academy, which is an IGBC platinum rated Green School.
Junior School Open House - 9am - 1pm, Friday 12th April
Academy Junior School opens its doors to current and prospective parents to give them the chance to experience the PYP classroom in action. All are welcome!
Annual Prize Giving Ceremony
Welcome back to school
Welcome Back Sarra
Welcome back assembly
