MONTHLY ACTIVITIES REPORT – NOVEMBER ’06       

EDUCATION

The children returned to Sunbeam classes after the Diwali vacations and studies resumed soon thereafter.

Next month, we’ll be sending the results of the second Unit Test that’ll take place in December. But this month we’d like to share with you one of our professionally trained B.Ed. teacher’s experience in Sunbeam viz. a viz. her expectations of working in an NGO (Please read the attachment.) This will give you all an in-depth idea of the numerous challenges that the field staff have to encounter to bring about the desired academic results of the beneficiaries we reach out to.

MAGIC BUS / SUNBEAM EVENTS

·         26 children of the Worli center had gone to Karjat for an overnight camp from 3^rd to 5^th November. The journey began with a lot of singing and dancing in the bus. The children were thrilled at the prospect of staying in tents instead of a regular dwelling. The Magic Bus mentors had organized different competitions like climbing the wall and commander nets, with proper guidance and support from the mentors which helped the children overcome their fears.

·         The children from all Sunbeam centers took part in the football matches (organized by Magic Bus) with the other NGOs held at different venues.

·         On 26^th of November 135 children together from Bandra and Chandanwadi centers visited the zoo for a picnic the children had a lot of fun learning about the different animals.

VOCATIONAL TRAINING

·         The Vocational Training classes that started in Worli in September ’06 for hobbies like music, dance and singing are going on well with 30 students taking the benefit and enjoying the same. 

·         This month, 8 students of Bandra centre, who are interested in music, dance and singing, are enrolled for classes with Center for Clean Cities, an NGO close to our Kherwadi Center, which has given us a 50% concession on fees and so the parents bear the expense of the same. Initially, the number of students who registered was 17, of which only 8 finally enrolled. Our attempt would be to explain to the parents the long term benefits of these classes and encourage them to enroll their children who are interested in different hobbies.

·         25 students of Worli centre, who are interested and good in drawing, have started training under Urvi, a volunteer who is a professional in drawing and an interior designer.

·         Study skill workshops are being conducted at all centers from std. VII to std. XI to improve the students’ academic results.

FROM SOCIAL WORKERS TO B.ED. TRAINED TEACHERS

·         There was a time when Sunbeam conducted Non Formal Education Classes for a bunch of street children and our social workers doubled up as teachers to teach them the three R’s or basic reading and writing skills.

·         Then came the time of ‘Bridge Course’ when children, who were totally illiterate, were trained up to a certain level and then admitted in BMC schools in respective classes as per their age and aptitude.

·         Sunbeam then started study classes to support these children to cope up with their school studies. We also started enrolling needy students who were already into formal schools but did not have any other support to keep up with their studies. Today, we are proud to say that we run study / support classes where we have professionally trained D. Ed. / B. Ed. Teachers to teach these students as per their regular school syllabus. 

CHALLENGES AT STAFF RETENTION

·         We also have to face a sizeable staff turnover, especially among the teachers. Some of them are unable to fit into the NGO structure and are disillusioned by our centers (a few of which are in the heart of the slums from where our beneficiaries come), while others leave for better prospects due our limited salary scales that is in line with NGO pay scales.

·         Despite this limitation, it is heartening to note that our children’s education remains unaffected at all our centers as we always have a backup of substitute teachers who are equally qualified to take care of the situation till we manage to appoint new teachers.

·         We are also fortunate many a times whenever our old staff, who had earlier left due to personal reasons, return to Sunbeam as and when vacancies arise. Too much time is not required on induction of these staff members as they are already familiar with our culture and other practices.

RESOURCE GENERATION

Cash / Cheque Donations

CASE STUDY ON BRIDGE COURSE CHILDREN

GIVEN THE OPPORTUNITY, BRIDGE COURSE CHILDREN CAN ALSO EXCEL AT STUDIES

Jayashree is a teacher at our study center at Worli. Prior to Sunbeam, she used to give Maths and Science private tuitions at home. On completion of her B.Ed., she joined Sunbeam. But, she had no clue whatsoever as to what lay in store for her.

This is an account of her journey covering her initial hesitation, fears and misgivings, and how gradually she managed to overcome the troubles and difficulties that she thought would never end.

“Like the children who had attended my tuition classes at home, I had anticipated a similar assignment at Sunbeam. I wouldn’t say that I was shocked – but yes, I was indeed taken aback when I was informed of the role that lay ahead and the organization’s expectations of me in that role. I was told that I had to teach all the subjects to the 3^rd and 4^th stds. and Maths / Science to the 8^th std. (2 hours per batch) – which I thought wasn’t such a tall order at that point in time. But that was before I came to know of what the term ‘Bridge Course’ meant. This is the level at which the kids in std.3 were really speaking. (The term is applied for those children who are not up to the desired academic levels of the class that they essentially are in the formal schools. For instance, a child may be in the 3^rd std. but his actual level of studies could be as low as the 1^st std. or K.G. level.) My effort was to be in the direction of bringing these kids up to the desired level by the beginning of the next academic year.

In view of this somewhat tricky situation, I found myself conveying my discomfort as I felt inept to handle such students. There were panic times as well – especially when I was expected to deal with a few kids who were constantly restless and had an enormous propensity for mischief. But, the Sunbeam team had placed their faith in me – and I decided to give it my best shot, not feeling very confident of myself though. I would like to add here that the other children in the 4^th and 8^th stds. were at the necessary levels (considered as students belonging to the General lot), and hence it was much easier teaching them.

At the first meeting with the 3^rd std. kids, I tried utmost to conceal my feelings of nervousness. I did not know what to expect. And my fears were not unfounded. In the formal school, they continued in the 3^rd std. although most of them had not yet even fully grasped the alphabets. Moreover, the 18 kids were most irregular in class as they stayed far from the Sunbeam center. As it is, I had a task on hand that was almost frightening. Now, with poor attendance as well, how was I supposed to manage? How does Sunbeam expect me to work wonders with these children? Was it right for me to have accepted their offer? Endless questions raced through my mind and my despair grew. To add to my troubles, these children were least interested in their studies.

Soon, I decided that it was pointless to continue to dwell in distress. Having expressed my concerns to the relevant authorities, I was ably supported by a dedicated team of community workers who made regular visits to these children’s homes to create an interest level in these children towards their studies. Once that was done and attendance grew stable, developing and sustaining their interest levels was not such an overwhelming task for me. Nonetheless, it was a tough challenge. Teaching 5 subjects in Hindi was an intimidating proposition – but somewhere I knew that if the kids are putting in the effort, I needed to do likewise.

Just as I was beginning to settle down into the regular schedule, I realized that there were 3 kids amongst the 18 who were actually at the 3^rd std. level – and it was their turn to protest. They wished to know why Sunbeam was not going by the 3^rd std. syllabus and instead teaching the 1^st std. portion. I had not quite anticipated this dilemma – but by now, I was fairly equipped to handle difficult and unexpected queries. I could understand their frustration and agitation since I was not able to devote adequate time to them separately which is what they believed Sunbeam should actually be doing. Besides, they found it very confusing to be taught at 2 different levels – at the 3^rd std. level in the formal school and in Sunbeam at the 1^st std. level. We had to explain to the parents of these 3 children why Sunbeam is compelled to teach at the 1^st std. level although their children are up to the actual desired level of the class that they are studying in. We’ve also offered them the option of sending their kids to us from the next academic year and in the meanwhile, they can continue with the formal school in the 3^rd std. One child has opted out and her parents have enrolled her into private tuitions. The other 2 children insist on attending Sunbeam classes – the discrepancy in study levels notwithstanding. They feel they can even now contribute in their own small way by taking on the teacher’s role and helping those children who are faring poorly in studies.

As of now, I am proud to share that in the first 2 months i.e. in August and September, I managed to complete the whole year’s 1st std. portion for the entire batch of children. In their mid-term exams held in October, all the kids (barring a few exceptions who still prefer to play than study) passed at the 1std. level at Sunbeam. For these children, the management has requested me to give it one more try by devoting an extra one hour during my free time between 12 p.m. to 2 p.m. – in the hope that special attention might work and make the kids take their studies seriously. In the second semester, I’m quite positive that I’ll be able to complete the 2^nd std. portion. In the year to follow, I’ll brush up on their Maths and language skills before I move on to teaching them as per their formal school syllabus.

Today, I’m glad that I accepted the challenge that Sunbeam had to offer. I have emerged stronger for it. The journey has been rewarding even though it was frequently very difficult and will continue to be that way. The effort required is tremendous as you can see from my experience – keeping in mind the study levels, temperaments and aptitude levels of the various categories of children who need the time and attention to develop and progress. I have come to realize that given the opportunity, guidance and direction, Bridge Course children can do well for themselves. Their lives are made harsh by poverty (much like the rest of the children at Sunbeam) – but they have the talent, caliber and competence to succeed despite the many unpredictable hardships that they face almost on a daily basis. I am truly pleased that I did not abandon my efforts and am happy to see and cherish their growth and development. And Sunbeam will continue to encourage and motivate such children in the future as well by not giving up on them.”