Sunday, May 10, 2015
Creative Reading Activities
The participants had a working knowledge of the topics I covered thus, the different groups of teachers produced wonderful outputs. What I enjoyed doing the most with them was the book making activity. Teachers made mini-books. They wrote, illustrated and read aloud their stories. Using story prompts, they were all able to finish one after an hour and a half of work. Teachers who read aloud their stories were very proud of their work. Indeed, reading, writing, speaking and listening are empowering skills to have!
I then reminded the teachers to keep their books since they can build a collection of mini-books in their classrooms. They can do this project with their students. So, the concept of the process of creation is an experience that both teacher and students experience. Keeping these "self published" books in the classroom as a collection is one way to CREATE a LIBRARY. After this activity, the groups of teachers assembled a classroom library where, apart from the books available in their school library, can have the self published books, and visual aids made by the teacher.
In a lock-in session I had with the school leaders during the workshop, I learned how they cope and survive with the challenges of limited resources. Activities and programs like, mobile libraries, reading marathons, volunteer storytellers visiting their schools came up as sustainable projects. Sadly, there was no mention of the library hub in the region. Though the presence of the library hub is recognized, it does not seem to make an impact on the identified recipients. I see this as an opportunity to study the operational model and socio-cultural factors that affect its success, to some communities, and its failure in others.
For now, it is good to know that there are committed school leaders who will try their best to supervise and mentor teachers in developing creative literacy activities by bridging books to children through programs, working with the DepEd and making linkages with NGOs.