Abstract
Education that has been found to be effective and meaningful is one that involves equal participation of pupils, parents and teachers, This can come about when children are introduced to their rights and responsibilities. When co-operative group learning for joint problem solving is put in place and when evaluation of the learning process is done jointly by pupils, teachers and parents the education system is liberated from teacher - centredness and encourages ownership of the school by the local community. This paper unveils some positive aspects of democratising a primary classroom. The study identifies strengths of child to child practices at Kabale Primary School in Mpika and spells how the learning process encourages pupils to identify traditional sources of knowledge. Pupils are also encouraged to design their own learning initiatives and openly debate the relative merits of alternatives.
Democratisation paves way for any teacher wishing to implement and promote effective teaching and meaningful learning in the primary classroom. The study resulted in the creation of a good classroom learning climate, building of self-esteem, improvement of punctuality, reduction of absenteeism and raised participation among the pupils.
INTRODUCTION
How can effective teaching be implemented at Kabale Primary School? In response to this question, one of the administrators attributed the low quality of education to poor accommodation and low salaries of his staff. KELLY (1994) supports this view while analysing the girl child education, though he acknowledges that it is a costly package for a developing nation like Zambia. Other researchers elsewhere postulate that" reforms that seek improvements through salary differentials may, in some forms, suppress conditions that would foster better teaching. Because teachers' skills development depends heavily on collaborative support and exchange" (THARP and GALLIMORE, 1988). This study hoped to offer an alternative to effective teaching by democratising classes. It has been observed in the school that there is a degree of democratisation in classes and teachers are not aware of it nor do they want to exploit so that there can be effective teaching in classes. Teachers also have underrated children's capabilities and responsibilities by suppressing their rights. The study aims at promoting equality and participation between boys and girls. It also encourages the society to be involved in the education of their children and demands that planners and school managers should encourage autonomy in the teaching profession because this may encourage possible solution to implement effective teaching in our classrooms.
This author also discusses methods he used to democratise the classes, which liberated children to participate actively in their learning process. The paper contributes by offering practical and possible solutions to some observations made by researchers on the girl child education (Mwansa D. 1994, Sinyangwe Maimbolwa, 1996, Kasonde Ngandu 1996, Kelly 1994, Mkandawire 1996). It also responds to UNICEF's interests on the rights of the child (Mitchell 1994).
The education sector is now focussing on methodologies that would improve participation in classes. According to Ogunniyi (1994), teachers should be allowed to enjoy some autonomy in their organisation of their work. This study wouldn't have been possible if I wasn't accorded the liberty to practise and experiment ideas freely. The paper therefore outlines some positive aspects of a democratised class where not only teachers and parents become major players, but considers the child's contribution as vital.
Some of the questions that the study shall attempt to address are:
LITERATURE REVIEW
A form of governance in the name of democracy is presently challenging Africa. According to Giddens (1989), democratic ideals represent a way of expressing, as well as securing the compliance of the majority. This implies that people submit easily to those in authority when they are included in decision making and vice versa, they would unite and rebel against anything whether it is good when they are left out in matters pertaining to their lives. When people are forced against their will, they do not co-operate easily and this slows down development. Zambia spearheaded the democratic ideals in Africa in 1991 when it successfully held its multiparty elections. However, most citizens still do not understand the meaning of democracy as a result some abuse its benefits.
Education is the key to understanding democracy through its actual practice. The present government seeks to democratise its education sector (MMD MANIFESTO 1996). However, this positive development may be difficult to achieve if children are not able to learn it practically (Lewanika, 1996) in their classroom since they are the future leaders. Teachers and parents too, must understand it fully since they are implementers.
According to Kurt Lewis cited by Thomas etal (1991), a democratic climate is the atmosphere of a classroom where a teacher is flexible in his teaching and organisation, and where pupils discuss syllabus and progress, share in decision making and initiative during lessons. This process is relatively new in practice in this country if not in most sub-Sahara region. Very little has been done in schools to attempt it. Gibbs (1995) postulated the need to attempt the process during the implementation of child to child methods of teaching (Bailey, Hawes and Bonati, 1992,Hawes and schotchmer, 1993,Young and Durston, 1987,Gibbs and Mutunga, 1991) which is currently aimed at promoting health initiatives by children in the primary schools. The CTC method in classrooms has failed to take off effectively in most schools due its democratic characteristics, as most teachers prefer the traditional way of teaching to child centred methods. While we envy developments in western countries and import their education systems1 we fail to accept the characteristics that accompany such innovations. In theory, the idea of democratisation is not new but what may be new could be its implementation. According to Ezewu (1983), schools are expected to teach democracy, so that every individual has equal opportunities to attain good things in life. I have however, observed that teachers attempt to teach democracy but find it difficult to practice it on the children under their care. This is because children are regarded as incompetent and immature to participate in their own learning (Serpell, 1993). This does not mean that teachers are not in support but they are torn between two cultures, the African and the western. The former in most cases being much stronger than the latter in attitudes as was observed elsewhere by Urevbu (1985) that in traditional African societies, elders would never contemplate putting themselves on an equal footing with a child, so why should a teacher be expected to so inside their classroom? Further more, the African culture reinforces the authoritarian type of interaction between an adult and a child.
CURRENT PRACTICES
The quality of education has dropped down in Zambia. The society as a whole is concerned about this trend. The donor community has extended its help to raise the standards by providing finances, textbooks and other material assistance. However, "we do not have those changes on how teachers and children relate to each other that are necessary if both are to enjoy, pursuit in, productively utilised intellectual and personal experience"(Sarason, 1971) characteristic to a child centred methodologies. Teacher training colleges in our country do emphasise the importance of the relationship between a teacher and a pupil and during teaching practices, students attempt to democratise their classes for the sake of assessment but very few changes are observed in actual practice after graduation. According to Rosenholt (1986),"schools can be innovative and at the same time unchanging". In my opinion this could be due to undemocratic practices of teaching prevalent in our classrooms that has created a gap between a teacher carrying out an innovation and the pupil who is supposed to benefit from it. Subjects as Serpell (1993) puts it, are construed as objects of the study but not recipients of the wisdom generated by the study. The purpose of innovation and the teacher's course is to effect a behavioural change in the child. In this respect a change that may allow a child to contribute to the shaping up of this nation from childhood. A lot of teachers encourage their pupils to participate in their own learning in order to train their confidence and eventually be involved in effecting the change in their society in the future. This includes decision-making which most authoritarian teachers do not practise. Democratisation promotes genuine relationships, which is a very important aspect in learning. Researchers have discovered that most experienced teachers who work in isolation from peers continue to do the same things they did when they first entered teaching 10,15,20, years ago. This leads to finding teaching jobs monotonous and unchallenging (Mc Laghung and Marsh, 1978,Rosenholt, 1985,Summers and Wolfe, 1977,cited by Rosenholt, 1986). If isolation hinders progress as above, then the same can be observed of children who are encouraged to work in isolation, as is the case in most of our schools. This means that ignoring practices of teaching and schooling, or daily experiences of teachers, puts the soundest of reforms at risk (Tharp and Gallimom, 1988).
Despite much emphasis on lesson planning in order to improve the quality of education, more has to be done in creating an enabling atmosphere where those instructions are carried out. There is therefore, need to improve the relationship between a teacher and child in our current practices if we have to produce a positive change. Democratisation creates this atmosphere that improves this relationship. Most teachers may be aware of democratisation but how to implement it is what holds them. Many simply write off any effective development of children as time consuming and irrelevant to education and others always think of being trained for any initiative demanded by their profession. In this respect Orneva Maki (1986) argues that teachers need more psychological knowledge to be able to respond to the curriculum demands. She further postulates that teacher training should prepare all teachers to exercise their autonomy and apply their skills in adopting curricular and instruction to meet pupils needs.
RESEARCH METHODOLOGY:
The case study was qualitative and activities involved the use of diaries, group reports and questionnaires. Direct observation of classroom behaviour and analysis of written composition and interviews.
RESEARCH SITE (KABALE PRIMARY SCHOOL):
(A) HISTORY Kabale Primary School is located in a rural town of Mpika. It was opened in 1966 and was originally established to cater for a village population. The school had 20 boys and 20 girls at its inception with only one teacher. The school enrolment has grown fast due to the establishment of the Regional Officers for the joint railway company of Tanzania and Zambia TAZARA). It was posted to this school in 1988. At the beginning of 1996, the total enrolment of pupils was 1870. Of this 938 were boys and 932 being girls. The school had 35 trained and 5 untrained teachers. 29 of these are female and 11 are male teachers. Due to an increase in the population of the community and with no other school nearby, it is forced to enrol more than it can accommodate.
(B) ACTIVITIES: The school is the Resource Centre for Child-to-Child Programme due to its active participation in the district. Its members of staff are encouraged and supported by the school administration in the implementation of approaches that involve the active participation of children. As a result the school has welcomed a number of international and local researchers to sample its innovation (Serpel and Mwape, 1996, Gibbs, 1994) pertaining to Child-to-Child and democratisation. In this respect, the Rockfeller foundation under the auspices of the University of Zambia has offered financial assistance to the school through Child-to-child to help promote methodologies that would create a change such as the one under discussion. This author is part of the District Training Team and also the School Based Child-to-Child Co-ordinator.
PERIOD OF RESEARCH: A total of eight years was spent with three different upper primary classes of grades 5, 6 and 7 and therefore tested the ideas in two lower primary classes of grade 3 and 41 The first year was spent on developing and testing ideas on children's attitudes towards one another (Galloway and Edwards, 1991) and the rest was spent on implementation.
FINDINGS AND DISCUSSIONS BASED ON IMPLEMENTATION:
(A) SETTING UP OF PARTICIPATION ATMOSPHERE In preparing the atmosphere for participation, I chose to introduce awareness of rights and co-operative learning groups.
(B) AWARENESS OF RIGHTS:- Most critics argue that creating awareness in children in regard to their rights may promote misbehaviour, which in this author's opinion is debatable as shall be discussed. Children under study were exposed to their rights as documented in the United Nations convention on the rights of a child This was done through class discussions in their Spiritual and Moral Education Studies lessons. What children discovered was that each right had responsibilities that went along with it. I guided them to discuss more their responsibilities as can be seen from these two examples: -
Several rights were discussed and the class survey revealed that they enjoyed most the "right to speak freely and voice own opinions". While most teachers interviewed supported this right, its implementation was not easy in actual classes since it has met a lot of criticism in the traditional Zambian life. According to Chilamo (1994):
Our cultural norms on the other hand allow a child to argue or criticise his peers because this is the wisest thing to do but an argument with an adult is not a sign of respect. This is the backgmund where our teachers and pupils are coming from. When pupils were asked to narrate reasons why they enjoyed the right to speak freely and voice own opinions in their classroom, they responded as below: -
While most teachers have found it difficult to practically implement awareness of children's rights with an emphasis to the right of expression, I have however, observed that children exposed to rights become very:
(I) Responsible; their behaviour and attitudes are challenged by people around them with reference to the rights they claim to have. Children under study started avoiding laziness, late coming and absenteeism. They planned their day and did many other good things.
(ii)Critically they did not accept anything freely from their teachers and peers without analysis. They were able to criticise their teacher at times when some views contradicted their thinking. This behaviour is perceived by critics as incompatible with cultural norms of Zambia where children are regarded as having an inferior status to adults and are expected to keep silence in their presence (Serpell and Mwape, 1996). These attributes brought about awareness to the children's rights helped this author to prepare lessons adequately and therefore teach effectively.
2. CO-OPERATIVE LEARNING GROUPS.
It is a well-known fact that social interaction and learning happens in groups of people. The question of whether co-operative learning is effective in accelerating student achievement is no longer debated in the literature. The focus now is a debate on the conditions under which co-operative learning is optimally effective (Stevens & Slavin, 1995). Slavin (1994) reviewed the research on co-operative learning and concluded that there are two conditions which are essential: group goals and individual accountability. Group goals provide motivation for the students to help their group mates learn. Group goals also help promote positive interdependence between individuals in the group, giving group participants a reason to co-operate in a meaningful way. Individual accountability measures each student's learning and increases the probability that all students will learn. This reduces the potential for a "free rider effect" which takes place when a student does little and depends on other group members to accomplish the goals (SlavIn, 1994). Developing co-operative methods in our classes is quite effective in setting up the participation climate. Children in groups became responsible to achieve their learning outcome yet, as Tchiombe (1996) observed this most valuable unit of teaching in small group discussion is rare. This does not mean that teachers don't organise their pupils in groups but the methodology is very important to consider here. Most teachers have asked questions relating to how they could encourage faster learners to help the slow learners. This is because high achieving pupils tend to be "selfish" in some ways and may not co-operate easily with slow learners. This question just refers to Slavins (1994) group goals and individual accountability. One method, which this author has used, is to introduce a group evaluation of their work in form of a graph. This means that each child's mark is taken after an individual's assessment and there after an average is calculated and calculated as the group's performance. Then, the groups in the class would be compared in order to find the group, which has done well. This caused concern on faster learners who did not want their groups to be associated with failure and as a result they were persuaded to help out slow learners in their own time and in their own homes so as to improve the performance of their groups (Mumba, 1995).
Some teachers I have interviewed have argued that even when the methodology is known, the lengthy training period discourages them. They feel it takes time to train children in methods such as co-operative learning which implies that they may not support methods that take time to plan and start working because they may be delayed to march with the syllabus. My opinion on observations is that once children are trained the operations becomes easier and faster. I divided the class in groups. These groups were of mixed ability and sex. Each group in this study composed of six pupils. Two pupils represented each group as leaders and both sexes were represented on Leadership. I, therefore, implemented the chain of responsibility for assisting which Tharp and GaItimom (1988) developed in their research building on the ideas of Vygotsky's (1978) Zone of proximal development. Which meant that I had to help the group leaders how to help other pupils participate in their own learning. Pupils for group leaders developed the following roles.
They were expected to:
Results of the co-operative grouping revealed the following: -
(a) Leadership qualities were developed in the leaders. They began making Simple plans for their groups to continue the work when they went back to their homes. They prepared additional homework for their members which I allowed after going through. They were often heard discussing ways of improving their own groups consulting from other leaders and their members
(b) Punctuality was improved as children picked their friends to school.
(c) Vivid discussions often characterised the time of plotting the group graph after an assessment or evaluation test. Children discussed ways of improving performance of slow learners.
(d) The participation of girls was much higher than that which was observed in the boys as a result groups that were led by girls did better than those led by boys. Girls shared their ideas more than boys did. In discussing Chodorow's theory of gender development, Giddens (1989) revealed that males are relatively unskilled in relating closely to others while females (women) express and define themselves mainly in terms of relationships. Boys did not share as much as girls did when faced with a problem in class. They tended to separate themselves while girls related easily. Perhaps this explains the difference. However, towards the end of the study boys appreciated the girls' contribution in their learning process. They socialised easily in the end one boy testified to his group leader who was a girl that her ideas helped him do well during examinations. The segregation between girls and boys lessened.
(B) DISCUSSING PROGRESS
Most teachers rarely allow their children discuss their own progress. While we are aware that children shall be responsible of their own life at some future time, we still regard them as immature with limited competence (Serpell, 1993) to discuss any progress. My opinion here is that children ought to be given the chance to discuss their future responsibilities. Through such discussions they may share some of the difficulties they encounter in their learning process. Teachers should devise ways of doing it according to their own settings. Shields (1978) cited by Serpell (1993) states that children are capable of reflection on their own actions. Many times children under study had followed this author and demanded discussions concerning their progress. They were interested in discussing progress so; I introduced children to evaluating their own learning. Children under study were helped to evaluate themselves. According to Galloway and Edwards (1991), self-evaluating pupils are able to take greater responsibility for their own learning when the goals are set clearly and when they can monitor progression towards such goals. I shared with the pupils everyday what we were expected to achieve. I helped them understand the importance of time and unity if we were to achieve our goals.
SELF EVALUATION IN CLASS
I developed a method within their co-operative groups by which each child's contribution and behaviour was observed by classmates during the learning process with the following format on self-evaluation;
(i) What good things did your classmates observe in you today? (ii) What good things did you fail to do?
Once the child was aware of such 'good things', they tended to regard some of their actions as unworthy, and tended to exclude these from their self concepts (Moran et al, 1984, Van Pelt, 1992) desiring to improve upon and repeat good things which have been observed by classmates. I was however, very quick as expressed by Sutherland (1988) to protect individuals in case of undesirable influences from the behaviour of one or other individuals. Which meant that intervened where others needed clarifications on good things because sometimes immaturity of the young leads to wrong judgement. I was also very careful so as not to be observed as underrating their abilities. Some of the good things discussed included;
| - | Being helpful |
| - | Asked or participated actively during lessons |
| - | Did homework |
| - | Went early to school (punctuality) |
| - | Co-operated well with other classmates Lessened absenteeism Improved in cleanliness (smartness). |
Self-evaluation helped children to think critically of the next step of action to take in class. I further formulated questions for end of term evaluation. Under each question are observations by children under study. The letter 'X shows the frequency.
(ii) Class teacher's end of term evaluation (bv children)
From the above sentiments, I was encouraged and challenged to have a more positive approach to teaching. I realised more and more that pupils are human beings in their own right and as a result we worked quite easily together' I have been greatly influenced by pupils under study to explore some innovation for further development. With the help of the pupils, we developed pupil's self- evaluation that seemed to be most liked by most pupils under study and according to Feeney etal (1987), teachers in this way can avoid burnout's when they are involved in projects pertaining to their profession. However, the teacher's evaluation wouldn't have been discussed fairly if co-operative groups hadn't been led democratically. This is because democratic leadership develops good relationship (Child, 1993) and promotes autonomy in the learners who can make the school succeed in its functions of development (Hawes and Stephens, 1990). Some of the questions I have addressed to my pupils have been:
- Why do most pupils fail to practise what has been learnt?
- Why is it important for you (pupils) to suggest in your learning?
These and many more have helped children discuss their own progress in school.
(C) DECISION MAKING:
Helping children to maker decisions is vital in the democratisation process. In fact, many people experience a lot of problems in adulthood when making decisions. The training of decision making should therefore be a priority in our classrooms. Hawes and Stephens (1990) have observed that decision-makers usually learn their skills from training and experience. There seems no reason why such training shouldn't start from the children themselves during their learning process. According to Hawes (1988), the capacity and ability of children to act responsibly in the management of their own learning has been under - estimated and we are all guilty. Methodologies of Child -to-Child world wide such as children in this study have evidence to prove that children are capable of educating each other and even contributing to their own learning. Decision-making can be Introduced to the classroom in such a way that it becomes part of the school curriculum. With relevance to the activities in the school, children can be helped to; -
There are so many opportunities in our classrooms that may be used for training pupils in decision making. There are so many problems and difficulties we encounter as teachers in the execution of our duties. According to Hawes and Stephens (1990), teachers want to do everything and monopolise all decision making which is an exhaustive business and this wears them out daily. Pupils should be co-deciders with teachers as they pass through daily encounters. Citing as an example - in this study, I became so concerned and worried as to why pupils in the class did badly in Social Studies lessons. In order to decide correctly, I deed to include pupils to help in decision making. I formulated two questions for them to discuss in their co-operative groups as stated with their findings:
(i) "Why is Social Studies done so badly in this class" (Letter x represents the frequency)
Results
According to Paulo Patina (1985), the two questions I addressed to the pupils prepared a ground for deciding what to do next which is known as the "language of critique". They discussed alternatives and looked at viable and non-viable choices. The discussions on the solutions led them to involvement and responsibility to participate in deciding collectively and correctly since they were affected by the problem in their classroom and needed a change. This according to Freire is a "language of possibility". This meant that pupils decided from their discussions that they were to correct their work, find ways of getting information on current affairs by use of mends and parents, form more and consolidate existing co-operative groups in class and community and expect much in English Language.
PREVENTIVE MAINTENANCE:
Another good example of training children in decision making is on preventive maintenance. According to the Education Management Training Programme held at Kasama Teachers Training College in 1995 for Headmasters, schools on preventive maintenance were to formulate a "system of looking after school structures, contents and environment for promotion of an environment conducive to learning. The school had to work out ways of institutionalising the ideas or concepts so that it could become part and parcel of the schools daily life. A much more effective way of institutionalising the system is including pupils to participate in decision making. The school area can be divided into smaller portions but very little is done in helping children best decide how to maintain the school area. Teachers' plan for their children and this places the whole development in jeopardy. Children do not feel like participating since they were not involved in planning and if they did, the work was not done properly. According to Hawes and Scotchmer (1993)," by activating and consulting children they become interested and in the way they never did before." In this study, each co-operative group had a portion to work on in their school. The portions were later divided per child. Each group had to plan collectively how they were going to work. They were to discuss and decide how they would best implement their activities. I helped them with steps to follow for the purpose of evaluation. They were trained to consider: -
I would therefore like to state under this topic that children should be regarded as partners in development. Unfortunately, many parents, teachers and others in authority fail to encourage this personal development of children in their care. Of course it takes time and courage to explain while it is simpler to give orders. Obedience is considered the most important in children. Those in authority do not always realise the long-term damage caused by this kind of suppression. If children in schools are afraid of exercising their rights in decision making, there is a danger that they will become adults who are afraid of taking their personal decisions. This is most vividly observed in girls and when they become adults they are reduced to feeling of powerlessness and have low esteem. According to authors of Christian reflection, this leads to frustrations, which slows down any positive development.
(D) PARTlCIPATlON IN THE SYLLABUS: A democratised classroom is characterised by the participation of both the parents and their children in the syllabus. The importance of including local people in the education of their children has created interest recently as evidenced in the establishment of the educational boards and community schools. On the other hand some quarters of the community do not seem to support the initiative that is meant to uplift their standard of living because of underrating their own qualities to participate in the syllabus. Contributing to the course content is viewed as a professional issue where only qualified teachers are eligible. Recently, Miyato, a UNICEF representative met some opposition from a non-governmental organisation initiator, who strongly disagreed that the school they were establishing, was not intended to be a community school. Reasons given were that villagers might not be qualified to contribute to the syllabus. Another observer on the same commented that allowing local people to participate in the syllabus would lower the standards of education in that area and actually deny children of their rights to receive the same education others were receiving in other parts of the country.
My opinion strongly disagrees with this statement in the sense that denying parents and children chance to contribute would mean denying to meet their basic needs. Teachers should meet the needs of the children they teach and the local community (Serpell, 1993). Janet et al (1988) points out that parents are not even aware of the educational philosophy of the school, its policies and teaching strategies. Teachers rarely explain what the terms work consists of and suggest ways in which parents might heip5 SerpeIl (1993) observed that the substance of the curriculum and pedagogical practice appear to be virtually a taboo of conversation between teachers and pupils. The other mason why it is difficult by some schools to include parents to participate in my opinion is because they have not been acknowledged before. A gap has already been created but we need a bridge. A new beginning is necessary in our system. Nyerere (1979) had pointed out that people would not take up power and responsibility as soon as it is offered to them. They have to be educated in the democratic process. Thompson (1994) further concludes that the best way to exercise power responsibly is through the experience of exercising it.
INVOLVING PARENTS AND THEIR CHILDREN:
In this study, I encouraged parents to participate in the syllabus through a questionnaire as follows: - (This is an actual contribution made by parents and children for preparations of grade 6 term 1, 1995).
(a) FOR PARENTS (COMMUNITY):
What would you like your children to learn in the next term which would help rise your standard of living ? (Number reflects responses).
FOR PUPILS:
What would you like to learn next term that would improve your homes?
In order to meet their needs, parents and pupils suggestions were combined. According to Serpell (1993), "reason why so few of the ideas of the curriculum are attained by most of those who enter school must be sought at the point of interaction among a constellation of interested participants. The young person herself, the teachers and the young person's family. The significance of schooling in the life of this person will emerge from the shared interpretation which these three parties must negotiate." In this study, pupils and their parents influenced my teaching through their active participation in the learning process. I integrated their needs with careful planning in our existing curriculum. A striking example was when from the above results, the growth charts (children's under five card), was identified as a priority by children in this study (Mumba, 1996). The interest in children on the growth chart and participation was so overwhelming that girls found it difficult to miss lessons. Their parents became very supportive as it slowly raised the standard of living in their homes by practical application of the ideas by the children. Most of the subjects were integrated on it. It linked the school to the community and brought other important issues that were explored effectively. Lessons were prepared on the basis of their needs. This meant that the syllabus served as a guideline but what was needed was to make learning of the children more real and relevant to their needs and of the community.
Outcomes
The implementation of the study under discussion: -
(a) CREATED A GOOD CLASSROOM CLIMATE The awareness to children rights helped the learners to argue and defend their views. This in turn helped them to contribute and express their own opinions. The social distance between boys and girls was bridged as the children interacted freely.
(b) INCREASED PARTICIPATION IN LEARNING As soon as barriers to interaction were broken and personal opinion respected, the participation increased. The co-operative groups added a much more effective participation as group leaders encouraged their members to contribute. The inclusion of girls in leadership balanced the participation and motivated other girls to work even harder. The children in groups were able to develop guidelines to assist leadership in their roles. "An enjoyable moment for me in class was during suggestions!" remarked a girl who was a group leader.
(c) BUILD SELF ESTEEM. This was due to constant implementations of the children's suggestions. Children felt esteemed and appreciated when their suggestions wee effected in their learning process.
(d) IMPROVED INTERPERSONAL RELATIONSHIPS When children respected the right to free expression and opinions among themselves, the relationship in the class improved. The result was formation of more community study groups for corrections and class homework.
(e) IMPROVED PUNCTUALITY AND LESSENED ABSENTEEISM. Through their co-operative group, leaders followed up their members who were absent for sake of encouragement and daily improvement of their average group performance Their group members who were punctual picked latecomers. Another factor was due to the lessons, which were mostly born out of their suggestions. They didn't want to miss lessons that were introduced or initiated by them.
(f) IMPROVED THE GIRL CHILD PERFORMANCE AND IMAGE The rate of improvement rose in girls due to the relevance of most lessons suggested by them and the awareness of their rights. Boys appreciated girls' contribution to their own learning. "I have been greatly helped by Clara. Most of the homework and other extras she insisted I should be involved in have come in our examinations," remarked one boy about his group leader. Statements like this from boys encouraged girls to do even better in class.
(g) IMPROVEMENT OF QUALITY OF TEACHING Since children were helped to be critical and analytical in their learning process, the preparation of lessons by the teacher was raised to a standard that would create fewer criticisms.
(h) HELPED AVOIDING' BURN OUTS' BY TEACHER. In doing the same thing all the time bores a teacher and interest in his profession is reduced daily which leads to burn out. The study of democratisation involved and introduced this author to classroom research and development for improvement of the profession and avoidance of burn out.
(i) INTRODUCED THE COMMUNITY TO PARTICIPATE IN THEIR CHILDREN'S Positive contribution towards learning by community was encouraged through class meeting and questionnaires.
(J) LEADERSHIP OUALITIES Were developed as the author introduced autonomy in the learners through their group leaders planning of their work.
(k) PREVENTIVE MAINTENANCE PARTICIPATION IMPROVED The attitude towards preventive maintenance was changed for the better. This was due to involvement of pupils at planning stage thereby exercising their power of decision making.
RECOMMENDATIONS:
Basing on findings of this research, I wish to present the following recommendation:
1 Teachers should try by all means to build a genuine relationship with their pupils. The relationship children have with the teacher determines the quality of their education experience. It is difficult to teach and communicate well if you are not in good terms with your children. Children cannot be productive when they feel threatened, anxious or uncertain (Feeney etal, 1987). A teacher should seek opportunities to interact with the pupils at all costs and to enrich this relationship he must reach a level of joining their conversation without raising suspicions among the pupils. This can improve the teachers emotional intelligence (Pukkinneu, 1996) which is very much needed in child development and learning.
2. The teacher should introduce children to their rights. This maybe through group discussions or any method deemed fit by the teacher. Awareness to rights helps both the teacher and the pupil to improve upon their responsibilities. This is so because each right has a responsibility. UNICEF can be contacted for documents on children's rights.
3. The teacher should facilitate in the formation of co-operative groups in the class. These groups help in building leadership qualities, encourage interactions and interpersonal relationships. The groups assist learning where more capable peers are helped to assist the less capable peers (Tharp and GaIlimore, 1988). In a mixed sex class, girls must be encouraged to lead Groups
4. .Teachers should organise for conference with their pupils where children should be encouraged to contribute in their own learning. This is made easier if as a lesson, pupils are taught the importance of suggesting, expressing their opinions and views through discussions in their co-operative groups. The purpose is to get their views and possibly build upon an implement them. Children get encouraged when their ideas are considered and implemented (Hawes H. and Scotchner, 1993). This increases their self-esteem.
5. Teachers should train their pupils to evaluate themselves at least each day. They must be encouraged to focus on good things. The teacher should also allow pupils to evaluate his teaching process at the end of the term possibly through a questionnaire. Criticisms (Serpell and Mwape, 1996), should be allowed and this may help a teacher for a better direction and understanding of his pupils and his teaching process. Help pupils criticise positively.
6. The teacher should make an effort to identify the needs of the homes where Children are coming from (Hawes and Stephens, 1990, Serpell, 1993). This can be through visitations and I or questionnaires. This may help in the direction that may be negotiated and in turn be appreciated by the parents, teachers and the pupils.
7. Teacher should be helped in research methodologies in teacher training and By those responsible. This may help them solve problems encountered in their classes.
CONCLUSIONS:
The ideas expressed in this document have been tried out and they have helped greatly in the performance of the children and more especially the girl child. However, this process needs the support of the school managers. It is not easy for an innovator to demonstrate to a teacher that what he proposes is necessarily better than what he wants to replace (Thompson A.R., 1994) if no support is received from those responsible in the change. We must reach a stage where ideas should be shared and implemented if we have to improve the education standard of our nation. Zambia is now regarded as one of the poorest nations in the world. To come out of this condition much sacrifice and commitment must be displayed in the working culture of its citizens. Participation is demanded by all. This must begin in our classrooms with our children. Children must be influenced by the characteristics of their teachers. The characteristics of positive attitude towards work.
We may not have the resources but teachers that have shown respect for dignity, equality and rights of all people inclusive of children as in this study have brought about "high achievement in their classes" as observed by Hawes and Stephens (1990). This is not because they are better qualified, or more experienced, or have more well facilities or textbooks or smaller classes, but because they have better interpersonal relationships with the pupils. Zambia, which is the signatory of the United Nations Conventions on the rights of the child, must emphasise on the implementations of such at grass root level, in the classroom. A teacher should be instrumental in spearheading such a document even if it contradicts his personal belief if he is committed to contributing to the shaping up of this nation. It is impossible to create a democratic state where people have respect for human rights if we neglect to train the future leaders (Lewanika, 1996). Children should not be underrated in the learning process. They ought to be assisted to manage their own learning. The worry is that most teachers express the ignorance of rights themselves. This is possibly true, so there is need to include the discussion on children's rights during staff development meetings. Each school, I suggest, must be provided with a simplified document of these rights ftom those responsible if we have to promote the education of our children more especially the disadvantaged girl who is the worst victim of the violations.
Another thing is that educators need to understand that schools do not exist in isolation. According to Tharp and GaIlimom, (1988, "the larger society in which schools are embedded has a profound effect on them. The schools are incorporated into the larger society and have that as their context, so that some of their activity settings are determined by this larger contextually." Thus, the Traditional African Society may not approve of democratisation and the promotion of rights in our classrooms but it is the teacher like this author who has to explain positively on the aspects of rights as reinforcement to children's education. The teacher through the children may influence the larger society. The larger society is the context that hatches the activity settings of the classrooms, but it is classrooms as argued by Tharp and Gallimore (1988) that produce the discourse meanings that prepare new citizens to operate in a mature society. Teachers committed and dedicated to their work, and through teacher to pupil research can help transform this nation for the better.
REFERENCES:
ATKIN J., BASTIAN J, & GOODE J. (1988). LISTENING TO PARENTS, CROOM HELM.
BAILEY D, HAES H.- & G. (Eds) (1992). CHILD TO CHILD A RESOURCE BOOK 1 & 2.
CHILAMO S. L. (1994) IMISANGO ISUMA KU BABEMBA. (GOOD CULTURAL NORMS OF THE BEMBA) MISSION PRESS, NDOLA.
CHILD D.' (1993) APPLICATIONS OF PSYCHOLOGY FOR THE TEACHER, CASSELL EDUCATION UK
CHRISTIAN REFLECTION, EDUCATION. A CHRISTIAN MAGAZINE PUBLISHED BY MISSION PRESS1 ZAMBIA
ERAVBU A. (1985) CURRICULUM STUDIES, LONGMAN LONDON UK
FEEMEY S. CHRISTEN D. & MORAVCIK E. (1987) WHO AM IN THE LIVES OF THE CHILDREN?
GALLOWAY 0. & EDWARDS A. (1987). PRIMARY SCHOOL TEACHING AND EDUCATION PSYCHOLOGY NEW YORK LONGMANS.
GIBBS J. TRIBES (A PROCESS FOR SOCIAL DEVELOPMENT AND COOPERATIVE LEARNING)
GIBBS W. (1995) A REPORT OF A VISIT TO CHILD--TO-CHILD IN ZAMBIA
GIBBS W. & MUTUNGA P. (1991) HEALTH INTO MATHEMATICS1 LONGMAN I BRITISH COUNCIL
GIDDENS ANTHONY (1989) SOCIOLOGY, POLITY PRESS, CAMBRIDGE~ U.K.
HAWES H.W.R CHILD-TO-CHILD: ANOTHER PATH TO LEARNING, UNESCO INSTITUTE FOR EDUCATION HUMBURG1 1988.
HAWES K. & STEPHENS D. (1990) QUESTIONS OF QUALITY, HARLOW, ESSEX, U,K. LONGMAN.
HAWES H. & SCHOTCHMER C. (eds.) (1993) CHILDREN FOR HEALTH, LONDON, UK,:- THE CHILD-TO-CHILD TRUST I UNICEF.
KASONDE NGANDU 5. (1996) STUDENT TEACHER INTERACTION AS A FACTOR IN GENDER DIFFERENCES IN ACADEMIN PERFORMANCE:- TEACHER PERCEPTIONS. A PAPER PRESENTED AT ISSBD, LUSAKA- ZAMBIA.
KELLY M.3.A. SITUATIONAL ANALYSIS OF GIRL CHILD EDUCATION IN ZAMBIA. DECEMBER 1994, LUSAKA.
LEWANIKA MBIKUSITA INONGE (1996) SPEECH PRESENTED AT KITE PRESS CLUB RECORDED ON ZNBC REPORT FOR UNICEF
MAIMBOIWA SINYANGWE I (1996) CRISIS IN LEARNING OUTCOMES OF ThE GIRL CHILD PRESENTED AT ISSBD, LUSAKA - ZAMBIA
MAC LAUGHLIN M. W & MARSH, D.D. (1978)STAFF DEVELOPMENT AND SCHOOL CHANGE. TEACHER COLLEGE RECORD.
MAKKI 0. (1996) SPECIAL EDUCATION TEACHER. A PAPER PRESENThD AT ISSBD, LUSAKA - ZAMBIA.
MITCHELL C. (1994) A RESEARCH AGENDA ON ThE GIRL CHILD:- A REPORT PREPARED FOR UNICEF I GRZ, A GIRL CHILD PRO]ECT.
MIYATO S~ (1996) PERSONAL COMMUNICATION ON A VISIT TO MPIKA
MKANDAWIRE R. (1996) TRAINING PROGRAMMES FOR YOUTH IN COMMONWEALTH AFRICA:- IS THERE ROOM FOR THE GIRL CHILD? PAPER PRESENTED AT ISSBD, LUSAKA - ZAMBIA.
MORGAN T1C., KING A.R. & ROBINSON M.N. (1984) INTRODUCTION TO PSYCHOLOGY, Mc GRAW, SINGAPORE.
MUMBA P. (1996) CHILD-TO-CHILD AND THE GROWTH CHART:- ITS EFFECTS AND INFLUENCE ON THE GIRL CHILD EDUCATION. UNPUBLISHED PAPER PREPARED APRIL, 1996
MWANSA D. (1996) LISTENING TO THE GIRL CHILD. A PAPER PRESENTED AT ISSBD, LUSAKA - ZAMBIA. MOVEMENT FOR MULTI-PARTY DEMOCRACY (1996) MANIFESTO .
NYERERE JK ITERVIEW WITH ALTAF GANHARM, ThE GUARDIAN 8th ]ANUARY, 1979.
OGUNNIYI M. 6 (1994) EDUCATIONAL MEASUREMENT AND EVALUATION, LONGMANS, NIGERIA.
PELT VAN NANCY (1992) TO HAVE AND TO HOLD (A GUIDE TO SUCCESSFUL MARRIAGE) STAN BOROUGH PRESS, U.K.
PUKKINEN L (1996) RISK AND PROTECTIVE FACTORS IN PERSONAL DEVELOPMENT, PAPER PRESENTED AT ISSBD1 LUSAKA - ZAMBIA.
ROSENHOLTZ S. J. (1985) TEACHER EXPERIENCE AND LEARNING:- DO ALL THE GOOD DIE YOUNG? (INTERIM REPORT TO THE NATIONAL INSTITUTE OF EDUCATION) CHAMPAIGN - UNIVERSITY OF ILLIOIS
ROSENHOLTZ S. J. (1986) CAREER LADDERS AND MERIT PAY: CAPRICIOUS FADS OR FUNDAMENTAL REFORMS? ELEMENTARY SCHOOL JOURNAL.
SARASON S.B. (1971) THE CULTURE OF THE SCHOOL AND THE PROBLEM OF CHANGE. BOSTON: - ALLYN AND BACON.
SERPELL R. (1993) THE SIGNIFICANCE OF SCHOOLING:- LIFE JOURNERYS IN AN AFRICAN SOCIETY. CAMBRIDGE - CAMBRIDGE UNIVERSITY PRESS
SERPELL R. & MWAPE G. (1996) PA~CIPATORY APPROPRIATION OF HEALTH SCIENCE AND TECHNOLOGY. PAPER PRESENTED AT ISSBD, LUSAKA - ZAMBIA
SLAVIN, R.E. (1994) USING STUDENTS TEAM LEARNING (2nd ed.), BALTIMORE, MD: JOHN HOPKINS UNIVERSITY CENTER FOR ORGANIZATION OF SCHOOLS.
STEVENS, R.E., &SLAVIN, R.E. (1995). THE CO-OPERATIVE ELEMENTARY SCHOOL: EFFECTS ON STUDENTS' ACHIEVEME~ ATTITUDES, AND SOCIAL RE~ONS. AMERICAN EDUCATIONAL RESEARCH JOURNAL, 32,2,321-351.
SUMMERS A. & WOLFE B. (1977) DO SCHOOLS MAKE A DIFFERENCE? AMERICAN ECONOMIC REVIEW.
SUMMERS A. & WOLFE B. (1977) DO SCHOOLS MAKE A DIFFERENCE? AMERICAN ECONOMIC REVIEW.
THOMAS J.B & TERRY PAGE G. (1991) INTERNATIONAL DICTIONARY OF EDUCATION. PITMAN PUBLISHING, UK.
THOMPSON A. R. (1994) EDUCATION AND DEVELOPMENT IN AFRICA. MACMILLAN, LONDON - UK
TCHOMBE T. (1996) CRISIS OF LEARNING OUTCOMES AS A FUNCTION OF CRISIS IN LEARNING PROCESSES AMONG ADOLESCENTS:- THE SHIFT FROM TEACHABILITY TO LEARNABILITY. PAPER PRESENTED AT ISSBD, LUSAKA - ZAMBIA.
THARP R. & GALUMORE R. (1988) ROUSING MINDS TO LIFE. CAMBRIDGE, USA
VYGOTSKY L S. (1978) MIND IN SOCIETY:- THE DEVELOPMENT COLE, V. ]OHN - SEminar, S. SCRIBUER, CAMBRIDGE M.A. HARVARD UNIVERSITY OF HIGHER PSYCHOLOGICAL PROCESSES. (M. & E. SONBERMAN, EDS & TRANS). PRESS.
YOUNG B. & DURSTON S. (1987) PRIMARY HEALTH EDUCATION HARLOW, ESSEX, UK - LONGMAN
 |
 |