CPP Teacher Training

Jessica presents with Edy interpreting

CPP Teacher Training—Jessica & David

One of the highest priorities of the CPP sponsored trip to Haiti was to implement a teacher training pilot program for the staff of Le Pepiniere Emmanuel School (LPES.) After numerous conversations, observations of the students and teaching practices and recognition of the classroom facilities, we tailored our end-of-week training to address as many of the most important needs that we could.  

Ultimately, we attempted to strike a balance between allowing teachers to share their practices, their expectations, their hopes and us sharing some of ours, especially those that would seem “different” to the LPES teachers.  The training took on five main parts; 

1. Solidifying the partnership; 

2. Examining the influence of culture in the classroom; 

3. Active pedagogy practices that involve all students; 

4. The power of projects; and lastly 

5. Using technology to improve your practice.

Whew---it was a lot to try to accomplish in six hours---especially minus an hour for lunch and thirty minutes for our “awards” ceremony.

David shares how to best use the iPad

Ultimately, the consensus was that the training was a phenomenal success.  We all made lasting connections that will impact our educational fates.  The staff was EXTREMELY thankful to be given ideas on how to improve their practice along with a set of iPad computers. We gave them five brand new machines, keyboards and a solar panel charger--all purchased through theChange for Change event held a year ago last fall.

A significant shift in their thinking about teaching occurred through a discussion on how “projects” could be integrated into their daily practice.  The teaching done at LPES (and at what we came to find and see at many other schools in Haiti) is focused on rote memorization---the teacher writes notes on the board and the students copy the notes, or repeat the information out loud in unison.  Undoubtedly, learning does happen with this approach but with limited results.  The teachers began to consider how critical thinking and broader learning could ensue with the integration of educational projects that incorporate reading, writing, math, social studies, and science.

 Angelina, founder of LPES engages with the training along with other LPES staff

Of course, we readily admit our bias toward project-based learning but it struck us as shocking how novel this type of direction seemed to the teachers.  No member of the staff had EVER done projects in class.  We felt good about what we shared and the seeds that were planted as the possibilities began to be explored.

We are so very proud to have helped facilitate the CPP mission to improve education in a place like Haiti, where there is desperate need.  Despite the complexities in pulling off a training of this sort, the teachers from LPES left grateful for the ideas...and hardware! This training, along with the work done throughout the week, has given us quality data in which we can now use to formulate an appropriate path forward for continued CPP assistance.

We (and this includes everyone on the experience; Jessica, Rodney, Mike and the students Gracie, Sarah and Martel) were rewarded with a deeper respect for the effort that the teachers are giving on behalf of their students.  Haiti is a place rich with noble people surviving on meager resources; a place where trust takes time to build but with efforts full of integrity hope reigns supreme.

–Jessica and David