Thank you Dr.Kathie

Dear Dr.kathie
Thank you
This was more than a giving hand that you stretched out to all of us at SPACC.
It was an event that can never be forgotten, a debt we cannot pay back. You really humbled us.
Surely SPACC can never be same again because of the learning materials you offered us, the sweet and polite speech you gave, lots of encouraging words you aired out to the community let alone the orientation we are yet to achieve of becoming Springs Alive children’s “learning” centre!
Thank you for accepting to be part of SPACC, besides affirming your endorsement with us. It is such a big commitment and also a wonderful achievement to us, we still have much to give back!
Also special thanks to Mr. Philip and Kelley for all they have done for us. We are sorry for any inconveniences you experienced. May the good lord give you long life, may you live to see many good days! God always be merciful to you for the mercy you have shown to SPACC!
Best regards;
Nalwebuga Teddy
Head teacher SPACC

-SECTION FIVE: WORKSHOPS / SCHEDULE / MISC CHAT-

Welcome to April and spring! After our floods this week here in New England, today's sunshine is very welcome.I have a favor to ask of you who teach lower elementary. As you may remember, I'm making my first trip to Uganda later this month to bring materials and teaching strategies to a poor rural village school. The teachers are primarily untrained members of their community who teach
children aged 4 - 12 basic reading, writing, math and health. They need teaching strategies and lessons. I'm hoping some elementary teachers may have or be able to put together some simple (1 page) lessons as far as how to teach alphabet (perhaps a sheet explaining how to teach each letter, or cursive), math, hygiene, etc. I'm not looking for "handout masters" as the school has no electricity nor paper, so lessons are done verbally using a chalk board. I just need ways that the adults can learn HOW to teach elementary concepts. I can also take electronic "power point"
presentations for teachers as they do have a laptop that they charge in town and then can bring out for the teachers to view. Email me if you need more information or are interested in helping in other ways utilizing your own students to construct lessons. Before my trip to Uganda, I'll be returning next week to Toronto for a day of Layered Curriculum® training at North Albion Collegiate and then to
Oklahoma City for a day at Heritage Hall. New workshops are in the planning for New York and Oklahoma. My calendar is posted on the website. If you are looking to schedule a workshop for the next school year, please send me and email or visit:http://help4teachers.com/workshops.htm
As always, my best to yours,Kathie
OBTAINED FROM DR.KATHIE NUNLEY'S EDUCATOR'S NEWSLETTER

URBAN SCHOOLS EXCEL BECAUSE OF EXPOSURE

THE reason why there is a wide gap in performance between rural and urban schools is because of exposure. Students in urban schools are exposed to many learning materials and experiences which help them recall real concepts during examinations.

They visit zoos, national parks and sanctuaries, among others, which make them remember certain concepts.
(in the picture Pupils look at chimpanzees at Wildlife Education Centre. Such visits help them grasp concepts better)
Teachers in urban schools are given allowances to have extra hours of teaching which makes the learners grasp concepts at their own pace.

Coaching in urban areas is done under cover although the ministry banned teaching during holidays. Children of senior government officials are taught during holidays.

Children in urban schools are exposed to UNEB past papers and monthly revision papers which rural schools don’t have. Boarding schools in urban areas nurture children to become responsible. This makes them concentrate during preps and extra teaching at night. But in rural schools where children are day scholars, concentration is minimal as pupils spend most of their time doing domestic chores.

Lack of role models in rural schools is another factor. Teachers come to school on foot, others on old bicycles and others are drunkards. This makes the children imagine education is all about drinking and leisure.

Many children in rural schools go without lunch. The poor learning environment also causes many to drop out.

THE BRITISH COUNCIL FACILITATES SEMINAR TO EQUIP GLOBAL SCHOOLS PARTNERING

7th and 8th December 2009 saw some Head teachers and teachers, headed to Namirembe Guest House Conference facilities for a seminar that is yet to rejuvenate our much longed schools partnerships mainly those in the U.K and Uganda.It is true that after such orientation, schools in Uganda will be able to take on their partners in U.K in the right direction given that there are several strategies the facilitators of this workshop brought to the attention of the participants.Among the issues talked about that need to be approached with a global mindset included;1.Controversies encountered during partnerships.2.Joint curricula ideas.3.Equity based relationships.4.Sustainable partnerships.5.The need for the Head teachers from both Uganda and U.K to meet and support the school collaboration.Clips of video presentations of such kind of Head teachers interventions were shown to the participants. The type of projects both schools should take on and their involvement without any being left out were also discussed; much of this will be taken to our discussion forums i.e. http://www.classroom20.com/profile/MARTINSEBULIBA

Many thanks go to the British Council facilitators, DFID Global schools partnerships, the materials they gave out during the seminar, the teachers who offered ideas and suggestions plus the certificates they awarded the participants at the end of the seminar as in the picture.British Council promised more workshops and close support on building effective partnerships. Further reference is also obtainable on the website i.e.; http://www.britishcouncil.org/globalschools

7th and 8th December 2009 saw some Head teachers and teachers, headed to Namirembe Guest House Conference facilities for a seminar that is yet to rejuvenate our much longed schools partnerships mainly those in the U.K and Uganda.It is true that after such orientation, schools in Uganda will be able to take on their partners in U.K in the right direction given that there are several strategies the facilitators of this workshop brought to the attention of the participants.Among the issues talked about that need to be approached with a global mindset included;1.Controversies encountered during partnerships.2.Joint curricula ideas.3.Equity based relationships.4.Sustainable partnerships.5.The need for the Head teachers from both Uganda and U.K to meet and support the school collaboration.Clips of video presentations of such kind of Head teachers interventions were shown to the participants. The type of projects both schools should take on and their involvement without any being left out were also discussed; much of this will be taken to our discussion forums i.e. http://www.classroom20.com/profile/MARTINSEBULIBA

Many thanks go to the British Council facilitators, DFID Global schools partnerships, the materials they gave out during the seminar, the teachers who offered ideas and suggestions plus the certificates they awarded the participants at the end of the seminar as in the picture.British Council promised more workshops and close support on building effective partnerships. Further reference is also obtainable on the website i.e.; http://www.britishcouncil.org/globalschools

THE BRITISH COUNCIL FACILITATES SEMINAR TO EQUIP GLOBAL SCHOOLS PARTNERING

7th and 8th December 2009 saw some Head teachers and teachers, headed to Namirembe Guest House Conference facilities for a seminar that is yet to rejuvenate our much longed schools partnerships mainly those in the U.K and Uganda.It is true that after such orientation, schools in Uganda will be able to take on their partners in U.K in the right direction given that there are several strategies the facilitators of this workshop brought to the attention of the participants.Among the issues talked about that need to be approached with a global mindset included;1.Controversies encountered during partnerships.2.Joint curricula ideas.3.Equity based relationships.4.Sustainable partnerships.5.The need for the Head teachers from both Uganda and U.K to meet and support the school collaboration.Clips of video presentations of such kind of Head teachers interventions were shown to the participants. The type of projects both schools should take on and their involvement without any being left out were also discussed; much of this will be taken to our discussion forums i.e. http://www.classroom20.com/profile/MARTINSEBULIBA

Many thanks go to the British Council facilitators, DFID Global schools partnerships, the materials they gave out during the seminar, the teachers who offered ideas and suggestions plus the certificates they awarded the participants at the end of the seminar as in the picture.British Council promised more workshops and close support on building effective partnerships. Further reference is also obtainable on the website i.e.; http://www.britishcouncil.org/globalschools

INSIST ON A WRITTEN MEMORANDUM OF UNDERSTANDING(MOU) BEFORE GETTING DEEP INTO A COLLABORATION:

Ask your partner to state specifics of areas of collaboration and have an MOU signed!

When Dan graduated as a teacher he was fortunate to get a teaching job in a private school soon after. The terms of the job were verbal. He was simply told to immediately start work. Three months down the road, he had not received any salary. He chose to leave the job without any pay since he had no written agreement with his employer. Like Dan, many people all over the world get into cooperation without any written terms.Usually; there are many reasons why people end up working under such conditions. These include the nature of who you are to relate with, expectations from the collaboration, high need for the cooperation, high levels of un-employment to mention but a few.However, even where there is no written understanding, parties therein should reach a consensus. A written MOU can be replaced by a company or business handbook which lists the terms and conditions of the collaboration let alone the specifics of areas of cooperation. In the absence of such an MOU, you should refer to the company handbook. If such written MOU is not there, parties therein will have to rely on a verbal agreement. Verbal agreements are difficult to verify especially in cases where there is a clash between the parties. For instance, if one party wants to get rid of the cooperation, you may recall that when it was started, the notice period would be two weeks. On the other hand, the other party seems to remember that the notice was one month. Who is right? Unless there is a witness who was a party to the conversation to verify your allegations, you would have to negotiate for a compromise. Unfortunately, this is the scenario that many people let alone co operations with only verbal understandings find themselves in. Verbal contracts do not reflect professionalism on either side of the parties in cooperation. If there are no agreed upon principles, it is your word against his. Indeed there should be respect between both parties in form of a written agreement. An agreement does not have to be 10 or more pages; it can be as small as one page and still serve the purpose.Because you have nothing in writing, you will have to hope that the other party is an honest one, has a good memory and remembers that you are owed a week’s holiday and maybe a generous commission. In many cases if there is only a verbal agreement, but the cooperation has been functional for over two months, one party can insist on a written record of the most important terms of the collaboration. This will ensure that there are agreed regulations and procedures one party has to follow in the event that they decide to Quit. Such Memorandum of Understanding (MOU) can be in form of a traditional written agreement that is signed and agreed upon by both parties. More frequently, such MOU’s are “implied”— from verbal statements or actions taken by either parties, through company memoranda or the parties handbooks, or via policies that are adopted during such making of MOU.Most co operations offer written agreements and handbooks stating all the terms and conditions of each other’s work. If one says they will do something for another and in return they agree, then the parties therein have made an agreement. If one agrees to work for someone and that person agrees, then you and that person have a contract of employment. The type of work that you do, hours of work, wages and other allowances can all be part of your agreement. These are called conditions of employment. They are express terms of the agreement. Even if either party did not talk about some conditions of the collaboration, for example, when the collaboration will be having a holiday and it is the custom that all toil takes some sort of holiday. These are implied terms of any agreement. The law says an agreement does not have to be in writing. If two people speak and they agree about something, then that is called a verbal agreement. A verbal agreement is also legal. However, legal experts advise that a written agreement is better, if all its conditions are written on a piece of paper, and each party signs the paper, then its proof of what was agreed upon.