Report
of the practice in the school for children with mental retardation in Kobba
Garden, Cairo
Written
during the visit of the school
from
the 2nd of May until
the 8th of June 2001
by
Petra Zienteck
(pedagogical
student for children with handicaps in Reutligen, Germany)
This
report contains:
I Experiences
in the classes
1.
The school day
2.
Contact with the
parents
3.
Special events in
the school
4.
Class programs,
tests and materials
5.
Visiting the
institution of Al Marg
II A
Germans view
1.
Opinion and my
point of view of the school in Kobba Garden
2.
Comparison with
German schools
III Educating
principles and ideas of a change
1.
General
pedagogical principles
2.
Concepts and
ideas of a change
IV Materials
V Following
projects, ideas, things to be done
VI Contacts
between German and Egypt schools
VII Workcamp
1.
Painting the
school walls
2.
Buying some
material for the school kitchen
3.
Holidays in Ras
Sidr
4.
Activities at the
prophets birthday
VIII Reflections
of the Workcamp
The following report is going to show up my experiences in the school for
children with mental retardation in Kobba Garden that I could make from the 2nd of May until the 22nd of May
2001. I will also try to give the people here an idea of the German school
system and our way to work. As my practice in this school will go on, this
report can only be a first summary of my work.
è There will also
be a summary added (chapter VII and VIII) about the work with the German group
from the 24th of May until the 6th of June 2001 in the
workcamp.
I Experiences in the
classes
1. The school day
In the school of Kobba Garden there
are beside the teachers also psychologists and social workers. During the last
weeks I could visit all six classes of the school for at least 3 lessons each.
There are in each class about 10 children (in average) with one teacher (all
female). I could see all subjects, as there are Maths and Arabic, Sports,
Science, Religion, Housework and Handwork and also an computer lesson. Each
class has its own schedule for the week. The school day is splitted in the
following parts: at 8.45 h the children from outside and the children who are
staying at the school meet in the back of the school for the beginning of the
day. Each class is standing in a row, the teacher beside them. They start with
some gymnastics, the news out of the newspaper, a part out of the holy Koran
and the singing of the national hymn (only al part). At 9.00h the first lesson
begins. Until the break at 11.15h the pupils have 3 lessons (each 45 min.
without break), during the break
there is another gymnastics part for the children. After the break there
are two more lessons to be done.
At 1.15 pm the school is over and the children who are staying in the
school have lunch. During the afternoon they have free time to play and there
are about 3 or 4 teachers/social workers/grown ups to watch the children.
Between 6 and 7 o'clock the
children go upstairs for the washing, the dinner and at about half past nine
they go to sleep.
2. Contact with the parents
Every Saturday morning all parents
bring their children to school and every Thursday at 12 o'clock they take them
home again. In these two times the teachers can get in contact with the parents
of the children in case of any problems or questions. Also the parents can meet
the teachers and ask for advice in case of questions. Every few weeks there is
a doctor coming to the school at Saturday morning to refer for one hour about
different themes concerning the children (e.g. the sexual habits, needs and
problems of children with mental retardation and how to deal with it). This is
also a good chance for both sides, the teachers and the parents, to talk about
the children, their problems, wishes and needs.
3. Special events in the school
During the last few weeks there was
a special health theme in all classes: how to care for your teeth. On one day
there was a doctor coming in the classes and telling the children about the
importance of taking care of the teeth. He was also telling the pupils about
the differences of food (healthy, not healthy) and the right way to use the
toothbrush.
Two days later the whole school
went to the Susan - Mubarak - Center. There were also other schools (for
children with and without handicaps) to learn about the health of the teeth.
The doctor and some other persons told the children what to do.
Every month the school is
celebrating a birthday party for all children having birthday in this month. It
is part of the plan for the classes that the children learn how to celebrate
the feasts of the year and their meanings. The preparation is also a very
important part of it. To be in the group and learn how to behave and act during
the feast belongs also to the aims of this experience.
Every month the school is going to
a picnic in a garden near the school. I could join the children and the teacher
and we have been at the playground for children. The whole morning the pupils
and the teacher were playing together, dancing, having breakfast and other
games were included. The children are supposed to stay outside the school
building as often as they can to get in contact with the people without
handicap and to learn how to deal with them. To learn about the social
behaviour of the society is one of the main aims in the school program.
4. Class programs, tests and materials
With the help of a translating
person I could get an idea of the programs for the classes of every year. I saw
the plans and aims (class 1-6) for the subjects sport, housework, science,
maths, reading and writing. Included are the aims of the social behaviour, the
healthcare of the children, aims in the communication, prevention of dangers in
the environment and at home and the learning about the food. The children have
to learn to work in school and at home and of course to learn not only to
survive, but to live within the society and its rules, rights and duties
(limits).
I could also get an idea of the
system how to test the children, to know about their abilities, problems and
needs. The work and the diagnosis of the social workers, the psychologists and
teachers together with the parents and the child was explained to me by showing
me the test materials, the reports of the clinic and the social workers - the
whole file.
I have seen the material that the
teachers use for the lessons and also for the tests of the children before they
come to school.
5. Visiting the institution of Al
Marg
At the 10th of May I
visited with Dr. Abdel Hamid Kamal, member of the supervising committee, and
the other members of the supervising committee (organizing and watching all
schools of the NGO) the school for children with severe mental retardation in
Al Marg. During the meeting with the headmaster of the school and the
discussing of the committee I could have a look at the school buildings. The
committee is deciding about the questions and wishes (for material, building
measures) of the school and is supervising the programs and movements of the
teachers and the social workers at the school. This visit is taking place every
month.
This institution is only for young people from the age of
14 years. They all stay in the school during the nights and visit their
families once a month. Not all the pupils can join the classes. A big part of the
work with this children are the activities in their free time, like going out
of the institution for a picnic and visits of public places (e.g. the zoo,
public gardens and playgrounds). The school owns a pool and in the summer
months they use it for swimming and the physical training of the children.
II A
Germans view…
1. Opinion and my point of view of the school
in Kobba Garden
In the following part I will tell my point of
view about what I have been seeing in the last weeks in the school of Kobba
Garden. As I have been visiting all classes, I will try to give my opinion
about this institution.
In the beginning I would like to say that I
feel very comfortable in this school. The most important thing for learning is,
that the teachers and of course the children need a good an friendly atmosphere to open their mind
on new things. If the classrooms are too dark, the teachers are not kind and
friendly, it will be very difficult for the children to trust in the situation
and to learn from the teachers. I think, that this school has the right atmosphere
and the teachers have all found the middle between being a friend to the child
and showing him the limits.
A second important thing is the atmosphere and
the relationship between the teachers.
If there is expected a productive tension, everybody should work together. The more different opinions are allowed
in a discussion, the more productive it can get. So I think that also the
atmosphere between the teachers (and the headmaster) in this school is representing
a good base for the work with the children.
The third important component is of course the headmaster. You can say, that "a school is only as good a it's
headmaster" and that is for sure a reason, why the school in Kobba Garden
represents on the one hand a place full of harmony (in itself) and on the other
hand an in children orientated and professional working institution. All needs
like materials, rooms and money affairs take only the second place after this
important conditions. And it is not normal and usual in every school to have this
important conditions.
As I know that children with mental retardation
need more time to learn, to stay concentrated in a subject, I think it is very
important to work very close with them. One
teacher for 10 or more children is too much, I think. Six children and one
teacher would be better to have a closer look at the children, and to give them
enough space in the class to concentrate and develop themselves.
I think that the classes have enough material
to work on, enough good books to learn from. But it would be healthier for the
pupils to sit on chairs instead of banks
and to have their own desk. Most of the banks are already too small for the
large boys. When they are sitting too close to each other, they can not
concentrate in the lesson and their back will get hurt.
A very good point in this school is also, that
some classes start to have computer
lessons. In this century of the growing media it is important to learn the
pupils how to deal with these things. On the one side they learn how to use the
computer to use it later on their own, on the other side it is good to change the methods in the lessons. I
think the teachers are talking too much and the children don't have enough
participation in the classes. When they are sitting at the computer to work on
it, they have a practical work and that makes them learn easier. It is always
important during the lesson to change the method to keep the concentration of
the children as long as possible in the subject. And therefore it is also
important to give them breaks between the
lessons, at least five minutes.
For the sport lessons as well I think it is
important to have enough materials.
No only the balls, but also the baskets or e.g. the net for the volleyball. For
the gymnastics it would be good to have the right ground to practice on . But
the good thing in sport is, that you can use many different things from the
environment for the lessons, so it is not important to buy expensive materials.
One of the most important aims in the school
for mental retarded children is to integrate them in their natural environment.
This school is setting the right aims: to learn the children to (re)act on
their own, to take decisions, to be responsible for their own life. And also
through the visits in public places they learn how to behave and meet also
other people without handicaps.
2. Comparison with German schools
I will now try to describe parts of the German
school system, that the persons here can get an idea of our school day and I
think there will be not so many differences to be shown up.
At first there is to say, that we splitted the
group of handicapped persons in many subgroups, as there are the children with
mental diseases, children with physical diseases, children with speech
problems, children with learning problems, children with behaviour problems,
children with eye problems (or blind people), children with hearing problems
(hear less or nothing) – only to name the main groups. Because of this
splitting we can work better with
each group because the children have very often the same problems. In the
school for children with mental retardation we take every child with mental
retardation, even the severe cases. These children also have a personality and
they also get the education because every person can and must and wants to
learn. When a living being doesn't receive stimulation form the surrounding, it
will die. The children who need permanent medical help are either in the school
for physical handicapped children or in the clinic, but even there they get as
good as possible the education.
Most of the schools are paid by the government,
but there are also private schools where the parents have to pay for their
children.
Usually the children in the schools for mental
retardation don't stay during the night in the schools. Many buses pick the
children in the morning from the home (the lessons start usually at 8.00 or
8.30h) and in the afternoon at about 3 o'clock they return with the busses to
their home. There are in the most of the schools also about 50 children, but
rather less children. Each class has usually not more than 6 or 7 children, it
depends on if there are severe cases in the classes or not. Most of the classes
have 2 teachers, but not continuously. Some stay only in the morning or on
every second day, there are many possibilities they can choose in. Nearly every
class has a helper, like young men during their civic service or girls in their
practical year. So the teacher has always help to go with the children to the
toilet or to help in the lessons.
When a handicap is diagnosed at a child, the
parents usually get help from the government: they get information where they
get help from, what kind of help it is,…And usually the parents start to work
with their children in a young age (they should). With about 3 years they can
visit the kindergarten, where they get more help in dealing with their
children. In the age of 6 or 7, the child has to go to school. The parents can
choose the school and of course they get professional help in it. The children
stay in school until they are about 19 or 20 years old. If possible, we try to
get them a work in the free market, but that happens seldom. Usually they start
to work in the special institution for handicapped people: they get a small
salary and they are insured.
During the lessons we try to differentiate
between the different levels of the children. The aims are the same than in
Egypt: learn to live on their own, to live in and among the society, and of
course to read, write and count as far as possible.
We have about the same subjects in the schools.
Music and sport are very important subjects, because they are the base subjects
to learn about your body and its feelings. In the higher classes they also
learn how to cook, to work in the garden, to make carpets and other things by
handcraft to be prepared for the work in their life. We also try to take them
among other people and go out very often (to buy the things for cooking e.g.).
The seasons of the year and the feasts in it are also celebrated and of course
the birthday. The children shall learn to have confidence in themselves to
survive in the society.
Of course there are a lot of things that I
cannot describe now, but maybe it was enough to get an idea of the dealing with
handicapped children in Germany.
III Educating
principles and ideas of a change
1. General pedagogical principles
I will now try to explain some important
principles that I think are the base of a good lesson / education.
As I already wrote, I think that breaks and
rests during the school day are very impotent for the children. More than 45
minutes a child cannot concentrate on a subject. There is a need for an optimal
change between work and rest,
concentration and release.
Ø
The most
important lessons like writing, reading and counting are supposed to be in the
first two hours or after the big break. In the morning everybody can work
better, the body had it's rest in the night and of course it is not so hot.
Ø
Every child needs
enough place to sit in and, if possible, it's own chair and desk in order not
to get a problem with the back and to sit free to have space to write, act and
work.
Ø
There is no
possibility to make the classrooms larger, but if there were less children in
the classes, there would be more space in the classrooms. The teacher could
care more about every single child and the pupils could concentrate more about
the subject.
Ø
The advantage of
a circle of desks is, that everybody can see each other and it is possible to
talk to each other. There are no pupils in the back of the class and no ones
right in front of the teacher. It is a big help for the communication among the
children.
Ø
Children need
practical experience to learn about their environment. "Learning by
doing" is still the best way for them (for everybody) to learn fast and to
understand what they should learn. Playing games, writing, reading and touching
needs to be done. If the teacher is talking the whole time, the children will
lose the interest very fast and cannot remember the subject very good.
Ø
For every child
it is important to write what it has learned in order not to forget it and to
have the possibility to look at it. Writing is a product of the child and the
children who can write should use this ability to save the results. The
children who cannot write should also have papers with written text where they
can only fill in the result /draw it / chose the right one. So they have also a
paper to keep it and it's a motivation to learn to read and write like the
elder children.
Ø
Movements are
very important for the physical and psychological development of the child.
Children need al lot of movement during the day. Especially hyperactive
children need the movement because the REM-Centre in the brain needs all the
time this stimulation that the child is not falling asleep (dysfunction in the
REM-Centre). German schools are starting a concept of "Moved learning" which means, that there are
possibilities to make the children move even during the lesson, which helps the
children to concentrate. E.g. large Softballs (Pezziball) are used to sit the
children on it so they can move all during the lesson.
2. Concepts and ideas for a change
Free
work: In the last years many
schools in Germany started to work with this concept called free work. The main
meaning is in the word itself: the pupils shall learn to work, decide, and
(re)act on themselves. On the one side because every child will be busy and the
teacher has got the chance, to watch it's pupils close enough to see how they
are working and what their problems and strengths are. On the other side we
expect from the children one day, at last when they leave school, to find their
own way, to be able to live in this society. But the society became in the last
years more and more full of choices and freedom. So the young persons will have
to face a future where they always have to take decisions, where they have to
work on their own and find their way, always by knowing the rules, borders and
rights they have.
An optimal way to start
the free work program in the school could be, that of course the teachers have
to know about it first. They can try to get more ideas for the material, that
has to be produced, and help each other with it (changing ideas and material).
Every material should be flexible in itself, that different pupils can use it
(weaker and stronger pupils). In the beginning the school can start with less
material. Every game / material has once to be introduced to the children in
front of the whole class.
One hour in the morning
is a good start, to get used to the program. If you choose one lesson in the
week only or 3-4 is in your hand. The pupils need an explanation for what will
happen. There are some rules they have to know about: it should be calm and
silent during the working; everybody can choose a material; everybody can
choose, if he wants to work on his own or with other pupils; if the classroom
is too small, they can sit in front of it or somewhere nearby.
Of course it will we difficult in the beginning
because the children will test the borders to see how free they are. But this
is one thing, they have to learn: to take their own responsibility on their
work – they are not working for the teacher or the school. It will of course
take a long time until all the children will know, that they are responsible
about their own work, but isn't this one of our main aims, to prepare the
children for their life?
Ø
Group work: To prevent that the motivation of the pupils during the lesson is
sinking, we should try to change between different methods in education. One
possibility beside the frontal teaching is the group work. The children shall
learn to deal with each other, that they can also learn from each other, to
listen to each other. And they will find out, that it is sometimes easier to
find a solution, when there are two brains thinking. Communication and
treatment with each other can be trained. Here as well the children have to
learn that this is also part of the lesson and not free time. If the teacher
gives an advice for some work, the children can either choose with whom they
are working, or the teacher can tell, which couples have to work together
(strong with a week, two strong pupils, …). They can e.g. try to answer some
questions the teacher told them; they can fill in together the solutions on a
paper with questions; they can read out of a book, helping each other – nearly
everything is possible to make two or three children work together. The teacher
again has the possibility to watch
the children, to see how they react in the group / with a partner and of
course, if the pupil can work on its own or if it need always the advice from
the teacher.
Ø
Project work: Another possibility to make the children work on their own is the project
work. At first there is of course to choose a project, that the children can
work on (e.g. buy food and prepare their own meal; work in the garden / care
for the plants in the school area; prepare material for the free work;
organize, plan and write a newspaper for the school; help to make a homepage for the school;…). The
children are supposed to work on it for a couple of weeks and to have part in
the planning, working and reflecting of the project, so that they can imagine
the whole work and planning about it. They are of course not going to work all
the weeks the whole morning. But if they have every day one or two lessons
about it, they will be at it continuously and without missing the other
lessons. The result and the aim is of course, to learn them how to do (easy)
projects by themselves and what they have to think of if so.
Ø
Working circle: One of the common methods in German schools
is the working circle. The teacher is preparing working stations for the pupils
(between 5 and 7, it depends on how many children are in the class). The
children will work on the stations during the lesson. When they have finished
one station, they move to the next one (again their decision: have I finished
my work?). It is possible to give them "walking cards" where every station is remarked on so
that they always can see what they have already done and what they still have
to do. It is also possible, to continue the circle at the next day, when the
children need more time to work on each station. Usually the circle is planned
for one lesson (again a change between the methods during the lesson). Of
course the classrooms will bee too small, so the teacher can use the place in
front of the classroom. The children can go on their own or the teacher can
make couples again (strong pupil and weak pupil, …). Ideas for the stations:
science experiments (easy experiments that they can do on their own), reading,
writing, counting, work on the computer, …
IV Materials
(already prepared)
Ø
Memory
Ø
Counting Lotto
Ø
Training for the
touching sense / visualization (small bags)
Ø
Ladder game (for
all subjects)
Ø
Program for
hyperactive children / visualization program
è All this material can be used in the free work
and the group work.
V Following
projects, ideas, things to be done
There are some more ideas for the lessons, for
some more materials, that I can work on, if this is wished. During the writing
of the report I am already working with the children on a song that they shall
learn to welcome the German group. It is also planned, that I will learn a
dance with a part of the children for the prophets birthday on 4th
of June. The third thing is of course, that I will start the contact to the
German school, that has already been writing to Mrs. Karimat. Back in Germany I
will try to continue the contact also with the other schools, that are
interested. More about this in chapter VI.
Ø
I could prepare a
working circle for one class with the theme of the human senses (seeing,
hearing, smelling, tasting, touching sense).
Ø
I could tell the
teachers (with translating help) about a relaxing program, which helps
hyperactive children to calm down and to get new concentration. This method is
also very good for all the children, to learn about their body, their thinking
and of course they need also a rest from the lessons.
Ø
I have some ideas
for the sport lessons, e.g. a "movement story" , where the children
will learn more about their body, their fantasy and of course they have to move
and react.
Ø
If it is wished I
can produce another test / game (parts out of a common German test for the
visual sense) for the visual training and the eye – hand – coordination.
Before I came to Egypt I was trying to find
German schools for children with mental retardation that are interested in a
contact with the school in Kobba Garden (or other schools from the NGO). I
could find six schools with interest, but they all told me to go to Egypt
first, to find out what kind of contact is meant and what their job will be.
When I will be back from Egypt I will contact the schools again to tell them
what I have been doing, what this school needs and wants and how this contact
can exist (in which way).
There was already one school who has been
writing to Mrs. Karimat and the school in Kobba Garden (I gave all the schools
this address) and I translated this letter to English and from English it was
translated in Arabic. I think in the next few days this letter will be answered
by Mrs. Karimat and me.
It is now important that we think about the way
to keep in contact with the German school, if it is possible to write in
English, Arabic or German (we would of course need people to translate these
letters) and if there is an exchange of materials, books and other written
things we should find a solution in which language this material should be.
Both sides, the German and the Egypt schools,
should think about their aims in this contact and tell each other what they
expect. I think there are of course two main aims for both sides: The exchange
of pedagogical treatment, aims, ideas and material and the exchange of methods
and didactic ways; the exchange of the cultures, to learn from each other (customs,
way of life, way of teaching, the way how to deal and work with handicapped
children and how to integrate them into the society,…), to be enriched (in the
spirit) and to learn for the work with the children.
I see following duties for me and the schools
(German and Egypt) when I am back in Germany:
¨
I will send any
material, tests or other things that this school or other schools/ other
persons want.
¨
I will try to
arrange an e – mail contact between the schools. That means that I have to find
out if the German schools have an e – mail address or not. The school in Kobba
Garden needs therefore it's own e – mail address which can be arranged. There
is also the possibility to send the letters by fax because it needs less time
(than letters). Of course it is also possible to write letters.
¨
I will got to the
six schools in Germany, tell them about my practice here in Egypt and of course
I will inform them how this contact will work. I will also give a report in my
university (which is wished by the professors), tell them about this school
system and show them some of my pictures. Maybe there will be also a contact
between the university and this school.
¨
I will try to
arrange to send a small videoclip which will be taken in the lesson of a school
for children with mental retardation to give an idea how it looks like in
Germany (wished by Mrs. Karimat).
¨
The schools shall
of course start the contact by letters, fax or e – mail.
¨
If possible, the
pupils themselves can write, draw or send an e – mail to the other school / to
the children of the other school.
¨
Some of the
German schools have started to make their own homepage about the school. If
possible, Kobba Garden can try to make their own homepage, too (it can be
arranged), and so the schools can see in the internet pictures and get
information about the other school.
¨
We still have to
think about in which way material can be sent. Maybe there will be a way to
send materials and books through YALLA. There are always / very often some
members of YALLA in Egypt and if possible they can carry the heavier things
that can not be send by post.
¨
The school in
Kobba Garden and the German schools should think about their needs, wishes and
questions they have for the other schools.
I know that the school of Kobba Garden has not
many financial resources. But if try to work on it step by step and maybe with
the help of YALLA, we can progress and stay in movement, which is very
important for this work. This school is already good working, all the base
conditions are set already, because there is a good leadership and teamwork of
the teachers and the headmaster.
I hope that we can start an interesting,
productive and enriching contact between German and Egypt schools. I offer to
be the contact person between both sides and of course I hope to come back to
this lovely and amazing country and it's "heartful" people.
VII Workcamp
During the time of the 24th of May
until the 6th of June 2001 a group of German young people visited the
institution of Kobba Garden. Four male members and eight female members of
YALLA, including me and the group leaders Beate Butz and Johannes Söhner, were
working on different projects in and around the institution in the name of
YALLA. In the following part I will explain the work that we have done. In the
next and last chapter there will be a summary of the impressions and statements
of the YALLA group members about their work in Kobba Garden.
1.
Painting
the school walls
We decided to start our work with the painting
of some school walls in Kobba Garden. Mrs. Karimat told us to take wooden
ground so we had to organize with the teachers, Mrs. Karimat and Ahmed Kamal
(Mrs. Karimat´s son) the wood and the colours for the pictures. It took in the
beginning a lot of time to start all the organisation because it was obvious
that the two cultures had different ways of planning, acting and working. After
a few days we found a rhythm and everybody was working together: children,
workcamp members, teachers, translators and of course the headmistress.
We painted 5 different pictures: two motives
about Egypt, two motives about Germany and the picture in the middle is the
meeting of the two different cultures. It took us at least 5 whole days to
finish the pictures, but everybody enjoyed the work with the children and some
of the teachers. It was a good help to get in contact with the pupils and made
the communication easier in the beginning.
2.
Buying
some material for the school kitchen
Before the workcamp group arrived in Cairo,
Beate Butz from YALLA had already arranged that YALLA would buy the school some
new materials for the new kitchen in the school building. One of the group
members, Johannes Söhner and an ambassador from the school went to town to buy
a washing machine and other materials. It took nearly the whole day to
organize everything. At the
prophets birthday the kitchen was officially opened by Johannes Söhner and Dr.
El Enshasy. Members of the group and teachers were cooking during the
workcamp twice together, some
German food and also Egypt food. For both sides it was an interesting
experience to try the different food and also to watch the preparing of the
meals.
3.
Holidays
in Ras Sidr
On Thursday, the 2nd of June the
people of the workcamp, 28 boys and six teachers (including a translator) went
by big bus to Ras Sidr at the red sea near the Suez channel. Johannes Söhner
and Beate Butz had already booked the rooms back in Germany, the recreation
centre was build by sister Maria who is working in a garbage village in Moytamadea.
This centre was originally build for the children living in the garbage to take
a rest during the year and to get some fresh air. To drive with all the
children in the bus was the first amazing experience for the group: children
and teachers were dancing and laughing, everybody was looking forward to have
some holidays. At the recreation centre the children, the teachers and the
group had their own rooms. Breakfast, lunch and dinner were all included.
In the following three days we spent most of
the time at the beach and in the water. The weather was very hot and we had our
own part at the beach so it was a great possibility to plan also some
activities with the children. The group prepared a playing circle for the
children: at 6 different stations the children could play and get in contact with the German group.
There was also a dance with six children prepared for the prophets birthday and
the sport teacher was also in training with some of the kids to refresh the
dances from the sport lessons.
Dr. Kamal was arriving at the second day to
join the group and to watch the work.
4.
Activities
at the Prophets birthday
The 4th of June is a national
holiday in Egypt: It's the Prophets birthday (religious holiday). The
headmistress was preparing a big feast for the teachers, the children and the
group and she also invited the supervising committee and other persons. During
the whole day the preparations went on: decoration, cooking, practising the
dances and the singing… In the early evening the party could begin. After the
welcome words the children were showing different dances, a small theatre and
some songs. The German group had also prepared a dance, the German song
"Min shrouk al shams" / "Vom Aufgang der Sonne" was of
course a very important part of the program. The children were singing it in
Arabic, the group was singing it in German and then we sang it in Arabic and
German together. After the program the kitchen was opened officially, there was
also time for conversations, to drink and to eat. The final part of the day was
again a playing circle for the children: 6 stations to build some masks, to
solve a world puzzle, to bowl and to make other funny games was the highlight
for the children because they could finally be active and play.
It was a great evening with dancing, meeting
people, eating and drinking together and of course to get in conversation with
different people from different countries.
The whole group was sorry that the parents of
the children were not invited to see what their children were able to do and to
see, what they did learn in the past weeks.
Through these different activities with the
children of Kobba Garden the group could easily get in contact with the Egypt
people. During the afternoons there was also time to play with the children who
stay in the school during the week.
The group was also visiting different projects
that YALLA is in contact with: the garbage villages in Mokkatam and Moytamadea
and also meeting sister Maria. Most of the days in the evening the group could
go out with some young Egypt people to see Cairo and it's people. Dr. Kamal
arranged also to go to the institution in Helwan where the girls stay.
The last three days the group was free to take
some holidays and there were small groups going to Hurghada and Alexandria,
some members stayed in Cairo.
The group went after 2 ½ weeks back home to Germany with much
more interesting impressions and experiences than only the pyramids. What the
group was thinking about the workcamp in the final meeting will bee written in
the following chapter. Our wish is to organize a trip for some of the teachers
to come to Germany to have a real exchange program, which will be of course
enriching for both sides: Egypt and Germany.
VIII Reflections
of the workcamp members in the final meeting
The final meeting between the workcamp group
from Germany, the supervising committee and the headmasters of the schools at
Tuesday, the 5th of June was either a welcome for the German group
and also already the good-bye for both sides. Mr. Enshasy and Dr. Kamal were
thanking the group for their help and their activities. The members of the
group were all giving a short statement about their experiences and the work,
they have done.
On the one side everybody of the group was really
amazed and glad that the work with the school in Kobba Garden was so
productive. Relations could be developed and for all of them it was a very
personal and heartful "first contact" with Egypt and the people that
live there.
I will now give a summary of the main
statements of the group, either positive or negative:
Ø
Everybody loved
the nice and friendly atmosphere in the school of Kobba Garden.
Ø
We had a real
good contact to the children /pupils of Kobba Garden and we also enjoyed the
teamwork between the children, the teachers and us.
Ø
The human
contact/the personal contact between the teachers, the children and all the
other organising persons was the most important thing for all the group
members. The work was only in the second place.
Ø
The personal exchange
of ideas, customs and religion was much more worth than the financial help and
exchange.
Ø
The children in
the classes shall not be hurt and beaten.
Ø
There is more
need for materials in the school lessons.
Ø
The children have
a good education and know a lot.
Ø
The children
should write more during the lessons. They can remember more of the subject if
they write it down. Therefore they need pens and papers.
Ø
All the
institutions need a world card to show the children in which country they are
living in, especially when they have contact to foreign people.
Ø
It was an
exchange for both sides: Egypt people and the German people could learn from
each other, not only "one-way".
Ø
In spite of all
the problems with the language the group members could find very fast a very
good contact with the children and the teachers.
Ø
Communication is
always possible, even without language!
Ø
The learning
atmosphere in Kobba Garden is fantastic.
Ø
Everybody enjoyed
every day in Egypt.
Ø
The teachers
should sometimes be more patient with the children; explain more, show
something again instead of shouting and beating.
Ø
Everybody enjoyed
the good food and also the Egyptian and German cooking lessons.
Ø
The parents of
the children should be more invited and engaged (e.g. at the feasts and
parties) to see what their children can do, what they are able to do, to work
with them together and not against them (and the school).
Ø
Everybody was
amazed about the good sport lessons and the many different dances, that the
children were learning.
We thank all the helpers in Egypt that made all
this possible for us and we are really looking forward to see and welcome some
of the Egypt "school - people" here in Germany soon.