At a glance: Mauritius

Real lives

Education for Development… A Primary Teacher's Experience

© UNICEF / Maurtius

Children in the classroom work in smaller groups where they can improve their communication skills, ability to co-operate and their confidence.

The Education for Development project has made a significant difference in my way of teaching and in my relationship with my pupils. As a Standard III (Grade 5) teacher in a Government School located in the North of Mauritius, I was used to traditional teaching and to rote learning.

When I was selected for a training programme on Education for Development at the Mauritius Institute of Education, I was inspired by the participatory interactive methodology proposed. I discovered a new way of teaching, involving the child in the teaching/learning process and motivating children for learning and socialization.

When the trainer asked for volunteers for the 'Changing Classroom…Changing Attitude' project, I volunteered without any hesitation, eager to put into practice the new ideas. I wanted to contribute positively to the lives of my seven-year-old pupils and equip them with knowledge, skills and values.

Back in my classroom, I did not know where to begin. When the Education for Development trainer visited my class, we organised the approach together. The first step I took was to motivate the pupils about the changes that could be made. I asked them each to draw their [ideal] classroom. They were free to draw anything based on their views of the classroom. Then they looked at their drawings in groups and discussed the changes to be made. The improved classroom was drawn on a sheet of kitchen paper.

The physical environment of the classroom became more comfortable and more attractive with the support of the pupils, who enthusiastically contributed to the changes. They and their parents helped to improve the nature and book corners, create a maths corner, paint walls, replace broken window panes, restore old pieces of furniture and fix curtains.

The 40 pupils were organized into groups of six to eight and the groups were encouraged to discuss among themselves and share their learning. It was easier for me to pick out the children who were not willing to listen with these smaller groups, so I knew I had to develop their listening and communicating skills.

The children also became more confident through group work. Their friends helped them when they made mistakes so they were not scared and this reduced the threats in their learning environment. I organized work in pairs to improve their communication and cooperation.

Children must be offered a training ground for democratic behaviour and for future active citizenship. This begins within the schools, through the establishment of classroom committees. To give children opportunities to take responsibility, I appointed five committees in my classroom: for cleanliness, for the book corner, the maths corner, the nature corner and noise control. Committee members meet regularly to share ideas and have developed their leadership skills.

With 'Education for Development,' my class has become livelier and the teaching-learning process is much more interesting.