Access Teacher, Nepal
Kathmandu
Lalitpur
Kanchanpur
Gorkha
Birgunj
Butwal
Kathmandu
- Babita Sharma,Third cohort,
- Ganesh Gnyawli, Third cohort
- Madhukar K.C.,Third cohort
- Bharat Babu Khanalk,Third cohort
- Dib Bahadur Sherbuja, Second cohort
- Radhika Bajagain Wasti, Second cohort
- Upasana Shrestha, Second cohort
Lalitpur
- Mandira Adhikari, Third Cohort
- Gokul Sharma, Third Cohort
- Kalpana Paudel, Third Cohort
- Radha Krishna Humagain,Third Cohort
Kanchanpur
- Ms. Chandani Pant Bhatt, Third Cohort
- Ms. Ichchha Chand, Third Cohort
- Mr. Uttam Singh Bist, Third Cohort
- Mr. Rajendra Prasad Joshi, Third Cohort
Gorkha
- Hari Maya Sharma, Second cohort
- Dilee Ram Pokharel, Second second
- Gita Dhakal, Second Cohort
- Sanjaya Adhikari, Second cohort
Birgunj
- Ram Abadhesh Ray, Second cohort
- Suresh Kumar Shrestha, Second cohort
- Divya Nakarmi, Second cohort
- Laxmi Jha. Second Cohort
Butwal
- Dig Bijaya Gaurab Tharu, Second Cohort
- Narayani Pandey, Second Cohort
- Dev Sharma Belbase, Second Cohort
- Keshari Rana, Second Cohort
Access, a Great promoter
Keshari Rana
Access teacher, Butwal
English Access Microscholarship Program is one of the social service oriented programs which has been contributing a lot in the field of English language especially for the economically deprived students from community schools who are beyond the access of English medium classes. It is an ample opportunity for these students who are enrolled in Access class to enhance their English language. Not only the students but also the teachers involved here are equally benefitted by the program.
As an Access teacher, I feel myself privileged. My appointment in this program was a turning point in my life. I was simply fascinated to the vacancy announcement as it was a part time job, just 5 hours a week. But when I reached the venue for the interview, I came to know the real nature of the job which motivated me to do my best. Luckily I was among other four teachers. I found the job challenging although the nature of the job was identical to my previous experience. Co-teaching concept, teaching without punishment, enhancement activities, all these were new concepts and strategies for me which puzzled me a lot in the beginning. Yet, I had the thrust for being familiarized with those new experiences which boosted me through time to time teacher trainings. Day by day I was emerging as a more furnished English teacher with new teaching techniques and principle. This had a direct impact on my day to day teaching profession outside Access classroom too. “This is the actual teaching learning system that should be implemented in regular teaching classes”, I realized after implementing those various ‘learning by doing’ activities acquired during teachers’ trainings.
Also, Access brought me to a virtual world. I got awarded an E-teacher Scholarship for ‘Critical Thinking Course’ launched by the University of Oregon. It was really a proud privilege to have this is honor from the renowned University for which I can’t remain mute without thanking NELTA and US Embassy for this offer. That 10 week’s course gave me an immense idea for teaching English through group and pair works on the given assignments with English teachers around the world associated to this program.
In addition to it, different webinar series provided by Shaping the way we teach English, have really enriched me with new teaching techniques and enhanced my professionalism. Had there not been Access program, I would not have achieved all these things. Hence the credit goes to NELTA and US Embassy.
Talking about the nature of Access class, it not only aims at developing students’ English, but also leadership skills and social feelings. It is a good platform for the students to expose their any sort of creativity where they draw, design arts, sing and dance. They learn through different games and songs. In fact students are learning practically and sharing each other’s ideas and experiences.
Finally, I would like to thank NELTA and US Embassy for this wonderful opportunity. I hope this program will be extended in other districts of Nepal providing many Nepali students this golden opportunity to broaden their mind and be a global citizen.
Keshari Rana
Access teacher, Butwal
English Access Microscholarship Program is one of the social service oriented programs which has been contributing a lot in the field of English language especially for the economically deprived students from community schools who are beyond the access of English medium classes. It is an ample opportunity for these students who are enrolled in Access class to enhance their English language. Not only the students but also the teachers involved here are equally benefitted by the program.
As an Access teacher, I feel myself privileged. My appointment in this program was a turning point in my life. I was simply fascinated to the vacancy announcement as it was a part time job, just 5 hours a week. But when I reached the venue for the interview, I came to know the real nature of the job which motivated me to do my best. Luckily I was among other four teachers. I found the job challenging although the nature of the job was identical to my previous experience. Co-teaching concept, teaching without punishment, enhancement activities, all these were new concepts and strategies for me which puzzled me a lot in the beginning. Yet, I had the thrust for being familiarized with those new experiences which boosted me through time to time teacher trainings. Day by day I was emerging as a more furnished English teacher with new teaching techniques and principle. This had a direct impact on my day to day teaching profession outside Access classroom too. “This is the actual teaching learning system that should be implemented in regular teaching classes”, I realized after implementing those various ‘learning by doing’ activities acquired during teachers’ trainings.
Also, Access brought me to a virtual world. I got awarded an E-teacher Scholarship for ‘Critical Thinking Course’ launched by the University of Oregon. It was really a proud privilege to have this is honor from the renowned University for which I can’t remain mute without thanking NELTA and US Embassy for this offer. That 10 week’s course gave me an immense idea for teaching English through group and pair works on the given assignments with English teachers around the world associated to this program.
In addition to it, different webinar series provided by Shaping the way we teach English, have really enriched me with new teaching techniques and enhanced my professionalism. Had there not been Access program, I would not have achieved all these things. Hence the credit goes to NELTA and US Embassy.
Talking about the nature of Access class, it not only aims at developing students’ English, but also leadership skills and social feelings. It is a good platform for the students to expose their any sort of creativity where they draw, design arts, sing and dance. They learn through different games and songs. In fact students are learning practically and sharing each other’s ideas and experiences.
Finally, I would like to thank NELTA and US Embassy for this wonderful opportunity. I hope this program will be extended in other districts of Nepal providing many Nepali students this golden opportunity to broaden their mind and be a global citizen.
An Access Story
Gokul Sharma
Access Teacher, Lalipur Center
“Why do you want to learn English?
“I want to learn English because my mother works in a carpet factory. I don’t have a father. When I grow up, I want to get a good job and help my mother. I want to be a good citizen of this country and help people like me in the future.”
This is the voice of one of the participants who came for an interview to be selected for Access class in the NELTA office in Lalitpur. Number of participants who represent public schools in Lalitpur had something to say about why they wanted to learn English. I was touched by many of them who really came from poor economic family background and underprivileged. This child is just 13 years old. He stays with his mother in a simple rented room but has a longing to help his mother when he grows up. Luckily, he was selected among 20 boys.
On Thursday, when he came for the orientation, he was the first to arrive. He appeared in my office with a great enthusiasm and wished me before I could say anything. His eyes were sparkling in the hot day sun.
“Congratulations Sandesh, how do you feel today?”
“Great sir, I am lucky to be selected. I was eagerly waiting for your call. Thank you sir, thank you, thank you Access.”
He finished everything in one breathe. I could see eagerness in his eyes. His eyelids open wide while he said this. His story could be one of the successful stories in the future. I believe this can be possible only through Access.
English Access Microscholarship Program provides a foundation for students aged 13-16 from economically disadvantaged children through after school classes and intensive training. It provides students rigorous training on four learning skills so that they may lead themselves for better jobs and educational prospects. These children also gain the ability to compete for future. This program was started by the US State Government in 2004 and children in more than 84 countries in the world are benefiting from this project.
Access program in Nepal was started in 2011 which is sponsored by the US Embassy and implemented by Nepal English Language Teachers’ Association (NELTA). Hundreds of students in five different locations in Nepal are developing their leadership skills through personality development, language efficiency and cultural enhancement through activities and celebrations.
I am a newly selected Access Teacher in Lalitpur. The US Embassy has recently launched an Access program in Lalitpur and Kanchanpur. I freshly took part in the intensive teacher training course for two days. The students for the third Cohort in Lalitpur were recently selected from public school who will acquire English Language skills, develop understanding for different culture and develop personality through community service, leadership training. I believe, in two years time, we will prepare better leadership among the youth through tolerance and hard work. I hope Access will keep on supporting Nepalese children become better citizens. These children will get ample of future opportunities to excel themselves for better future. They will have better understanding about human rights, gender issues, individual freedom and communal benefits. We will help to make them better citizens, we will!!
Gokul Sharma
Access Teacher, Lalipur Center
“Why do you want to learn English?
“I want to learn English because my mother works in a carpet factory. I don’t have a father. When I grow up, I want to get a good job and help my mother. I want to be a good citizen of this country and help people like me in the future.”
This is the voice of one of the participants who came for an interview to be selected for Access class in the NELTA office in Lalitpur. Number of participants who represent public schools in Lalitpur had something to say about why they wanted to learn English. I was touched by many of them who really came from poor economic family background and underprivileged. This child is just 13 years old. He stays with his mother in a simple rented room but has a longing to help his mother when he grows up. Luckily, he was selected among 20 boys.
On Thursday, when he came for the orientation, he was the first to arrive. He appeared in my office with a great enthusiasm and wished me before I could say anything. His eyes were sparkling in the hot day sun.
“Congratulations Sandesh, how do you feel today?”
“Great sir, I am lucky to be selected. I was eagerly waiting for your call. Thank you sir, thank you, thank you Access.”
He finished everything in one breathe. I could see eagerness in his eyes. His eyelids open wide while he said this. His story could be one of the successful stories in the future. I believe this can be possible only through Access.
English Access Microscholarship Program provides a foundation for students aged 13-16 from economically disadvantaged children through after school classes and intensive training. It provides students rigorous training on four learning skills so that they may lead themselves for better jobs and educational prospects. These children also gain the ability to compete for future. This program was started by the US State Government in 2004 and children in more than 84 countries in the world are benefiting from this project.
Access program in Nepal was started in 2011 which is sponsored by the US Embassy and implemented by Nepal English Language Teachers’ Association (NELTA). Hundreds of students in five different locations in Nepal are developing their leadership skills through personality development, language efficiency and cultural enhancement through activities and celebrations.
I am a newly selected Access Teacher in Lalitpur. The US Embassy has recently launched an Access program in Lalitpur and Kanchanpur. I freshly took part in the intensive teacher training course for two days. The students for the third Cohort in Lalitpur were recently selected from public school who will acquire English Language skills, develop understanding for different culture and develop personality through community service, leadership training. I believe, in two years time, we will prepare better leadership among the youth through tolerance and hard work. I hope Access will keep on supporting Nepalese children become better citizens. These children will get ample of future opportunities to excel themselves for better future. They will have better understanding about human rights, gender issues, individual freedom and communal benefits. We will help to make them better citizens, we will!!
Developing professionalism through Access experience!
Madhukar K.C.
Third Cohort, Group A
Access Kathmandu
Contrary to my parents’ wish, I chose to be a teacher in my life. It was an obligatory situation to join the teaching profession right after my SLC graduation to support my study and family then. But it has now become a passion of which I can never think beyond it as it’s been almost a decade long experience. Having had the experience of teaching from pre-primary to higher secondary level students in various private schools in Dang (the Mid-western part of Nepal) and Kathmandu over the years, I am now working as an Access teacher in Kathmandu center. In addition to teaching alone, I had a typical working experience as an Instructional Supervisor (IS) of English at The Excelsior School, Kathmandu, but the experience of working for English Access Microscholarship Program as an Access teacher is a unique and the most exhilarating one for me owing to its specialties.
Undoubtedly, this Access program has provided wonderful platform for disadvantaged pupils studying in different community/government schools who are deprived of access to privately owned academic institutions. It has also provided an unparalleled opportunity to the teachers of English working for the Access program in six different centers. As a Department of State sponsored program implemented by a highly esteemed association of English teachers NELTA in the country, I feel proud to be the part of NELTA, English Access Microscholarship, and US Embassy family. Since the Access classroom is an ideal one in terms of size, management and the learner-centered methodology being adopted, I feel motivated to teach with much zeal and enthusiasm as ever to such young, talented, and enthusiastic learners. This experience has added in me much more challenges to work with mixed ability students who come from various levels of study and diverse socio-cultural-economic background of the society, thereby making the Access classroom an exact replica of multilingual, multicultural and multi-religious society. But this challenge has heightened my professionalism, nevertheless.
Another unique characteristic of Access classroom is co-teaching where two teachers teach collaboratively at the same time in the class using collaboratively prepared lesson plan. It’s been a noble experience and a rare opportunity for me. I have not heard of any academic institution in Nepal that adheres to this methodology. In Access, the learners get ample opportunities to interact with their teachers, get scaffolding as and when required, and interact with their friends while working in pair and group works collaboratively as they develop team work, participation, collaboration, and discipline. It gives me immense pleasure to see Access students learning with fun in a stress-free classroom environment. It has always amazed me to see the magical unfolding of creativity that the Access learners possess as they work individually and collaboratively. This gives me the sense of belief what Ronald Carter in his book, Language and Creativity: The Art of Common Talk says, ‘Creativity is not simply a property of exceptional people, but it’s an exceptional property of all people’.
In addition to English language teaching, the Access program is an interesting one for its emphasis on cultural celebrations. The learners and teachers get opportunity to celebrate their local along with some popular festivals of America like Christmas, Thanksgiving, Independence Day etc. This has stimulated the feelings of intercultural harmony, religious tolerance, and unity in diversity among the learners. The occasional visits by the guests from the US Embassy, NELTA colleagues have added exposure for interaction to the learners. Some public awareness campaign activities like Clean Nepal Campaign, Human Rights have helped develop social responsibilities among learners. It has provided me wonderful opportunity to help learners develop their communication, leadership, personality development, advocacy skills engaging the learners in and off classroom learning activities. It inspires me to look into how my learners start with baby steps taking small steps in the process of learning and eventually take an independent flight to be self-dependent creative learners as they learn through eclectic approach they find comfortable to learn with like drawing, painting, designing cards and presents, report writing, mini projects, and wall magazines etc. These activities not only help them learn English language developing their four language skills in an integrated way, but also contribute them for all-round development required for their future career as they explore their hidden self.
Unlike teaching at other institutions, regular teacher training by the experts at Access is instrumental in developing my skill of teaching thereby enhancing my professionalism. The ample resources like books, CDs and DVDs of English songs and videos, and Trace Effect provided by the RELO office, US Embassy, Kathmandu are notable for broadening knowledge and the development of professionalism. The inspiration and motivational orientations to the teachers by Fife MacDuff, the RELO officer based at the Embassy are worthy of mention as he keeps encouraging all Access teachers to empower themselves by taking online course through e-teacher scholarship program sponsored by Department of State. Recently, I completed successfully an online program on ‘Critical thinking in language learning and teaching’ from University of Oregon, USA. The two week-long summer camps added new experiences in my career of teaching. The unflinching support from an association for the notable implementation of the Access program like NELTA has also played significant role to work in a professional environment to enhance my professionalism. It’s been a pleasure to work with well-trained, experienced teachers, and professional English teachers as we share our teaching experiences as well as challenges we face in the class through our strong networking among the teachers. The regular supervision, support, and encouragement to do better from the Country Coordinator of the program, Shyam Pandey is worth mentioning.
Indeed, the Access program has been successfully implemented in various centers with the concerted efforts of all associated to the program. It’s been a wonderful life-time experience for me working with like-minded professionals at Access and NELTA, and very creative, enthusiastic learners. This indelible experience of teaching at Access has significantly stimulated my interest and determination in teaching profession and has helped me grow professionally than ever before in my decade long teaching career.
Madhukar K.C.
Third Cohort, Group A
Access Kathmandu
Contrary to my parents’ wish, I chose to be a teacher in my life. It was an obligatory situation to join the teaching profession right after my SLC graduation to support my study and family then. But it has now become a passion of which I can never think beyond it as it’s been almost a decade long experience. Having had the experience of teaching from pre-primary to higher secondary level students in various private schools in Dang (the Mid-western part of Nepal) and Kathmandu over the years, I am now working as an Access teacher in Kathmandu center. In addition to teaching alone, I had a typical working experience as an Instructional Supervisor (IS) of English at The Excelsior School, Kathmandu, but the experience of working for English Access Microscholarship Program as an Access teacher is a unique and the most exhilarating one for me owing to its specialties.
Undoubtedly, this Access program has provided wonderful platform for disadvantaged pupils studying in different community/government schools who are deprived of access to privately owned academic institutions. It has also provided an unparalleled opportunity to the teachers of English working for the Access program in six different centers. As a Department of State sponsored program implemented by a highly esteemed association of English teachers NELTA in the country, I feel proud to be the part of NELTA, English Access Microscholarship, and US Embassy family. Since the Access classroom is an ideal one in terms of size, management and the learner-centered methodology being adopted, I feel motivated to teach with much zeal and enthusiasm as ever to such young, talented, and enthusiastic learners. This experience has added in me much more challenges to work with mixed ability students who come from various levels of study and diverse socio-cultural-economic background of the society, thereby making the Access classroom an exact replica of multilingual, multicultural and multi-religious society. But this challenge has heightened my professionalism, nevertheless.
Another unique characteristic of Access classroom is co-teaching where two teachers teach collaboratively at the same time in the class using collaboratively prepared lesson plan. It’s been a noble experience and a rare opportunity for me. I have not heard of any academic institution in Nepal that adheres to this methodology. In Access, the learners get ample opportunities to interact with their teachers, get scaffolding as and when required, and interact with their friends while working in pair and group works collaboratively as they develop team work, participation, collaboration, and discipline. It gives me immense pleasure to see Access students learning with fun in a stress-free classroom environment. It has always amazed me to see the magical unfolding of creativity that the Access learners possess as they work individually and collaboratively. This gives me the sense of belief what Ronald Carter in his book, Language and Creativity: The Art of Common Talk says, ‘Creativity is not simply a property of exceptional people, but it’s an exceptional property of all people’.
In addition to English language teaching, the Access program is an interesting one for its emphasis on cultural celebrations. The learners and teachers get opportunity to celebrate their local along with some popular festivals of America like Christmas, Thanksgiving, Independence Day etc. This has stimulated the feelings of intercultural harmony, religious tolerance, and unity in diversity among the learners. The occasional visits by the guests from the US Embassy, NELTA colleagues have added exposure for interaction to the learners. Some public awareness campaign activities like Clean Nepal Campaign, Human Rights have helped develop social responsibilities among learners. It has provided me wonderful opportunity to help learners develop their communication, leadership, personality development, advocacy skills engaging the learners in and off classroom learning activities. It inspires me to look into how my learners start with baby steps taking small steps in the process of learning and eventually take an independent flight to be self-dependent creative learners as they learn through eclectic approach they find comfortable to learn with like drawing, painting, designing cards and presents, report writing, mini projects, and wall magazines etc. These activities not only help them learn English language developing their four language skills in an integrated way, but also contribute them for all-round development required for their future career as they explore their hidden self.
Unlike teaching at other institutions, regular teacher training by the experts at Access is instrumental in developing my skill of teaching thereby enhancing my professionalism. The ample resources like books, CDs and DVDs of English songs and videos, and Trace Effect provided by the RELO office, US Embassy, Kathmandu are notable for broadening knowledge and the development of professionalism. The inspiration and motivational orientations to the teachers by Fife MacDuff, the RELO officer based at the Embassy are worthy of mention as he keeps encouraging all Access teachers to empower themselves by taking online course through e-teacher scholarship program sponsored by Department of State. Recently, I completed successfully an online program on ‘Critical thinking in language learning and teaching’ from University of Oregon, USA. The two week-long summer camps added new experiences in my career of teaching. The unflinching support from an association for the notable implementation of the Access program like NELTA has also played significant role to work in a professional environment to enhance my professionalism. It’s been a pleasure to work with well-trained, experienced teachers, and professional English teachers as we share our teaching experiences as well as challenges we face in the class through our strong networking among the teachers. The regular supervision, support, and encouragement to do better from the Country Coordinator of the program, Shyam Pandey is worth mentioning.
Indeed, the Access program has been successfully implemented in various centers with the concerted efforts of all associated to the program. It’s been a wonderful life-time experience for me working with like-minded professionals at Access and NELTA, and very creative, enthusiastic learners. This indelible experience of teaching at Access has significantly stimulated my interest and determination in teaching profession and has helped me grow professionally than ever before in my decade long teaching career.
Teacher Trainings
First Semester Teacher Training
At the beginning of the first semester, a two day teacher training was conducted in all three locations. Mr. Hemanta Raj Dahal, President, NELTA and Mr. Prem Bahadur Phyak, Secretary, NELTA facilitated in Kathmandu whereas Mr. Kamal Poudel, General Secretary, NELTA and Mr. Prem Bahadur Phyak, Secretary, NELTA facilitated in Gorkha and Mr. Padam Bahadur Chauhan, Treasurer, NELTA and Mr. Shyam Bahadur Pandey, Program Coordinator, Access Program facilitated in Bhairahawa location. These trainings basically focused on shaping the syllabus for the whole two years’ programs and student centered methodologies and techniques.
Second Semester Teacher Trainings
Two-Day Teacher Training in Kathmandu and Gorkha: The Access Program organized a two-day training (workshop) at Kathmandu and Gorkha Access center onNovember 1 and 2 and December 3 and 4, 2011 respectively. The theme of this training was “Participatory Teaching and Integrating Culture into the Language Classroom.” The purpose of the training was to refresh and energize the Access teachers to hone their professional skills. There are four teachers each at both the centers. Ms. Ashley Hager, an American professional ELT trainer who has been working in Nepal, Motikala Subba Dewan, an Associate Professor, Tribhuvan University and Janak Raj Pant, a professional teacher trainer of NELTA facilitated the training. Mr. Panta’s sessions in Kathmandu and and Ms. Dewan’s sessions in Gorkha introduced the participants to variety of language games and rhymes. In her sessions, Ms. Hager dealt with using English in its cultural context. She provided the teachers with handouts and showed a variety of pictures related to ‘Thanksgiving Day’ and ‘Christmas’ and involved them in different activities. She introduced both ‘Thanksgiving Day’ and ‘Christmas’ as the important holidays which are celebrated in the United States. The facilitator prioritized three aspects of learning – visual, auditory, and kinesthetic. The teachers shared cultural, historical, and religious aspects of the festivals. To share the real flavor of the festivals, the trainers and the trainees played language games, sang a folk and traditional songs. At the end of the sessions, the teachers enjoyed a variety of foods prepared for the occasion, e.g., mashed potatoes, black eyed peas, stuffing, cranberry sauce, apple pie, and more.
Teacher Training in Bhairahawa: On completion of the first semester in Bhairahawa, we conducted one and half day teacher training workshop in Bhairahawa center, Bhairahawa on November, 26 and 27, 2011. The two Access teacher trainers Dr. Barbara Law, the senior English Language Fellow (EFL) and Ms. Madhu Neupane, lecturer of Tribhuwan University, Nepal facilitated the training in this center. The theme of the program was “Participatory Teaching and Integrating Culture into the Language Classroom.” The four Access teachers in Bhairahawa center participated in this program held in Bhairahawa Model Higher Secondary School, Sidharthanagar, Bhairahawa. The sessions, facilitated by Dr. Law, highlighted the historical, cultural and economical importance of ‘Thanksgiving Day’ and ‘Christmas’ in a workshop mode. She discussed about the verities of food items that the Native Americans eat on those occasions. She portrayed the real picture of the ‘Thanksgiving Day’ and Christmas by involving the participants in different activities related with those festivals. Whereas, sessions facilitated by Ms. Neupane introduced participants to different language games that can be replicated in classroom.
Outcome: The program was successful to give the teachers some newly practiced teaching techniques which they can use in their classroom. At the same time, this training program was fruitful to give the teachers some ideas about the cultural significance of ‘Thanksgiving Day’, Christmas and New Year. This training provided them a clear vision in understanding English language and American cultures as well as the importance of the English language in today's world getting and sharing information. It seemed that the participants also built their confidence level in speaking and teaching English.
Indeed, the training gave the Access instructors some hands-on ideas, which they could immediately apply in their classrooms, making their classes more interesting. The facilitators made the sessions interactive, and the trainees were given experience with ‘Learning by doing and learning by playing.’
At the beginning of the first semester, a two day teacher training was conducted in all three locations. Mr. Hemanta Raj Dahal, President, NELTA and Mr. Prem Bahadur Phyak, Secretary, NELTA facilitated in Kathmandu whereas Mr. Kamal Poudel, General Secretary, NELTA and Mr. Prem Bahadur Phyak, Secretary, NELTA facilitated in Gorkha and Mr. Padam Bahadur Chauhan, Treasurer, NELTA and Mr. Shyam Bahadur Pandey, Program Coordinator, Access Program facilitated in Bhairahawa location. These trainings basically focused on shaping the syllabus for the whole two years’ programs and student centered methodologies and techniques.
Second Semester Teacher Trainings
Two-Day Teacher Training in Kathmandu and Gorkha: The Access Program organized a two-day training (workshop) at Kathmandu and Gorkha Access center onNovember 1 and 2 and December 3 and 4, 2011 respectively. The theme of this training was “Participatory Teaching and Integrating Culture into the Language Classroom.” The purpose of the training was to refresh and energize the Access teachers to hone their professional skills. There are four teachers each at both the centers. Ms. Ashley Hager, an American professional ELT trainer who has been working in Nepal, Motikala Subba Dewan, an Associate Professor, Tribhuvan University and Janak Raj Pant, a professional teacher trainer of NELTA facilitated the training. Mr. Panta’s sessions in Kathmandu and and Ms. Dewan’s sessions in Gorkha introduced the participants to variety of language games and rhymes. In her sessions, Ms. Hager dealt with using English in its cultural context. She provided the teachers with handouts and showed a variety of pictures related to ‘Thanksgiving Day’ and ‘Christmas’ and involved them in different activities. She introduced both ‘Thanksgiving Day’ and ‘Christmas’ as the important holidays which are celebrated in the United States. The facilitator prioritized three aspects of learning – visual, auditory, and kinesthetic. The teachers shared cultural, historical, and religious aspects of the festivals. To share the real flavor of the festivals, the trainers and the trainees played language games, sang a folk and traditional songs. At the end of the sessions, the teachers enjoyed a variety of foods prepared for the occasion, e.g., mashed potatoes, black eyed peas, stuffing, cranberry sauce, apple pie, and more.
Teacher Training in Bhairahawa: On completion of the first semester in Bhairahawa, we conducted one and half day teacher training workshop in Bhairahawa center, Bhairahawa on November, 26 and 27, 2011. The two Access teacher trainers Dr. Barbara Law, the senior English Language Fellow (EFL) and Ms. Madhu Neupane, lecturer of Tribhuwan University, Nepal facilitated the training in this center. The theme of the program was “Participatory Teaching and Integrating Culture into the Language Classroom.” The four Access teachers in Bhairahawa center participated in this program held in Bhairahawa Model Higher Secondary School, Sidharthanagar, Bhairahawa. The sessions, facilitated by Dr. Law, highlighted the historical, cultural and economical importance of ‘Thanksgiving Day’ and ‘Christmas’ in a workshop mode. She discussed about the verities of food items that the Native Americans eat on those occasions. She portrayed the real picture of the ‘Thanksgiving Day’ and Christmas by involving the participants in different activities related with those festivals. Whereas, sessions facilitated by Ms. Neupane introduced participants to different language games that can be replicated in classroom.
Outcome: The program was successful to give the teachers some newly practiced teaching techniques which they can use in their classroom. At the same time, this training program was fruitful to give the teachers some ideas about the cultural significance of ‘Thanksgiving Day’, Christmas and New Year. This training provided them a clear vision in understanding English language and American cultures as well as the importance of the English language in today's world getting and sharing information. It seemed that the participants also built their confidence level in speaking and teaching English.
Indeed, the training gave the Access instructors some hands-on ideas, which they could immediately apply in their classrooms, making their classes more interesting. The facilitators made the sessions interactive, and the trainees were given experience with ‘Learning by doing and learning by playing.’
Guest Speakers
Ms. Shelly Kadlec, guest speaker from the U.S. Embassy Kathmandu, Nepal, facilitated a talk at the Access center, Kathmandu, on 19 August 2011. She shared with the Access students about the U.S. school system and she spoke about what it is like going to school as a teen in the United States. The talks were interactive because she not only discussed the U.S. school system but also provided the students opportunities to compare between the school system in Nepal and the U.S. She talked about the largest and the smallest states of the United States, the national bird, dropout rates of the students in the American colleges and schools, dress code, breakfast, extra-curricular activities, and many other things. This talk was extremely useful because the Access students had an opportunity to learn about U.S. culture and \its educational system.
Ms. Gretel Patch facilitated a talk at the Access Center, Kathmandu, Nepal on Friday, 23 September, 2011. Her class focused on how technology, especially internet and computers can be exploited for better teaching/learning. As an example of how technology is exploited in the classroom, she showed two videos, which she made herself, to students. The first video was to introduce her and the second one was of cultural program that students had organized on the day of TEEJ festival in Kathmandu last month. In addition to that, she gave a short test to test the students’ knowledge on the internet. Overall, the class was fruitful as it provided an opportunity to students to have a glimpse at the technological world and how it makes their learning better.
Six English Teaching Assistants (ETAs) who are working with NELTA in different schools of Lalitpur through the Fulbright Commission in Nepal kindly accepted our request to talk to Access students on September 10, 2011. Three of the ETAs (Ms. Elizabeth M. Muller, Ms. Sarah Chevallier, and Ms. Hanna Haegeland) talked to one group of 20 students while the other three ETAs (Ms. Olivia Deabczyk, Ms. Amber Powers, and Ms. Katie Wise) spoke to another group of 20 students in Kathmandu. The ETAs shared with the Access students about U.S. culture, arts, music, etc. Ms. Elizabeth talked about American swing dancing, Ms. Sarah shared information about Los Angeles, Ms. Hanna discussed American music, and Ms. Olivia spoke about street music. Similarly, Ms. Amber shared about American popular art and street art culture; whereas Ms. Katie talked about American games. The energetic ETAs’ activeness could easily be noticed among the Access students as well. The class was completely guided by participatory approach. It was totally focused on interaction. By the end of the program, Access students had learned many things about American culture which is one of the major objectives of the program.
In addition to this, Ms. Elizabeth is scheduled to give practical classes to the students of Kathmandu center about American swing dance. All the six ETAs are visiting the other locations; Bhairahawa and Gorkha in January, 2012. They will give the similar kind of presentation to the students there.
Ms. Gretel Patch facilitated a talk at the Access Center, Kathmandu, Nepal on Friday, 23 September, 2011. Her class focused on how technology, especially internet and computers can be exploited for better teaching/learning. As an example of how technology is exploited in the classroom, she showed two videos, which she made herself, to students. The first video was to introduce her and the second one was of cultural program that students had organized on the day of TEEJ festival in Kathmandu last month. In addition to that, she gave a short test to test the students’ knowledge on the internet. Overall, the class was fruitful as it provided an opportunity to students to have a glimpse at the technological world and how it makes their learning better.
Six English Teaching Assistants (ETAs) who are working with NELTA in different schools of Lalitpur through the Fulbright Commission in Nepal kindly accepted our request to talk to Access students on September 10, 2011. Three of the ETAs (Ms. Elizabeth M. Muller, Ms. Sarah Chevallier, and Ms. Hanna Haegeland) talked to one group of 20 students while the other three ETAs (Ms. Olivia Deabczyk, Ms. Amber Powers, and Ms. Katie Wise) spoke to another group of 20 students in Kathmandu. The ETAs shared with the Access students about U.S. culture, arts, music, etc. Ms. Elizabeth talked about American swing dancing, Ms. Sarah shared information about Los Angeles, Ms. Hanna discussed American music, and Ms. Olivia spoke about street music. Similarly, Ms. Amber shared about American popular art and street art culture; whereas Ms. Katie talked about American games. The energetic ETAs’ activeness could easily be noticed among the Access students as well. The class was completely guided by participatory approach. It was totally focused on interaction. By the end of the program, Access students had learned many things about American culture which is one of the major objectives of the program.
In addition to this, Ms. Elizabeth is scheduled to give practical classes to the students of Kathmandu center about American swing dance. All the six ETAs are visiting the other locations; Bhairahawa and Gorkha in January, 2012. They will give the similar kind of presentation to the students there.