Afternoon-Project

Den Text über das Project werde ich einfach mal auf Englisch lassen so wie ich ihn hier schon als Bericht  schreiben musste, an der Seite meines Blogs könnt ihr ihn einfach übersetzen lassen. Die Übersetzung ist etwas holprig aber man versteht den Sinn. Dafür dass ich mich durch meine Vorliebe für Französisch echt gegen das Englisch gesträubt habe, muss ich sagen dass ich es mittlerweile echt lieben gelernt habe was wohl auch Eilikas Verdienst ist. Afrikanisches Englisch ist sicherlich nicht das bestmögliche aber ich habe mich hier flüssig verständigen gelernt und auch tiefsinnig bei Diskussionen mit Freunden. Mein Französisch habe ich hier leider wirklich kaum gebraucht und wenn man jetzt so daran gewöhnt ist Englisch zu sprechen fällt das plötzliche  Umstellen auf Französisch dann auch wieder etwas schwer so dass man dann englische Wörter mit einbaut was aber keinen stört da das hier nicht so ernstgenommen wird und sich die Menschen mit einer Mischung aus Kinyarwanda, Swahili, Französisch und Englisch verständigen:

The Afternoon – Project of the Saint Vincent Pallotti Primary School

In the middle of Mai 2013 we came up with the idea to start an Afternoon – Project with our children of the Saint Vincent Pallotti Primary School. As the school was just founded in the beginning of the year 2013, we so far have 48 children in the Primary divided in two classes, P1 A and P1 B. We decided to build up an Afternoon-Project which goes into many fields to have the possibility of multifaceted advancement of our children. The conducted compartmentation took place so that we finally finished with the creation of the following fields: First of all, with the unanimous assent of the Primary teachers we wanted to give our children the possibility of improvement in class, therefore the opportunity of coaching lessons divided according to the different school subjects who were  in need. Secondly, we wanted to advance our children in the field of creativity skills surrounding art. For this reason we divided this topic in the two sub- topics art and craft. Likewise, we wanted to make a variety possible so that we discovered the idea of a dance- drama- and acrobatic-group – field.

The division of the children took place according to have an equal number of sexes in the 3 main groups.  As we focused on the improvement of the children, in the subjects they needed to be coach while we didn’t want to forget about the creativity, we finally decided that we will practice the Afternoon-Project four times in a week, from Monday up to Thursday, always for 2 hours in the afternoon from 3pm up to 5pm. To focus on the balance between coating and creativity we fixed to have two days of fully coating and two days of fully creativity which always rotate, to have each with enough time. 

We presented the plan of our Afternoon-Project to the parents of the primary children during a parents meeting. The parents accepted and supported our project idea and the plan how we wanted to realize it.  In the middle of May we started with the implementation of our project. 46 of the 48 children came to experience the Afternoon-Program in which 6 teachers and the headmistress Sister Cécile are working in. Always two teachers are responsible for one of the coaching subjects while others are controlling the class and correction the work done by the children. On the creativity days the teachers are working all together or as required in smaller groups with the children.

 

After revision of our first experienced 6 weeks with the Afternoon-Project a slowly improvement of the children in the coaching subjects is to record, just as in the handling of art. For example the precision in cutting increased as much as the handling of colors and the knowledge how to mix them. We also studied about paper folding, paper cutting and pasting for the beginning. In the topic of craft the children were able to design their own postcards and also some pearlbracelets which was also part of the improvement in tactfulness which is important for example for a good handwriting and precision in general work. In the dancing group the children learned traditional Rwandese dances and also had the possibility to dance free just for the avoiding of shyness. The acrobatic group practiced on doing a somersault and a handstand what the children really enjoyed in alternation to the coaching. And the drama group firstly focused on some conversation rhymes.