What role do Schools2030 play in helping teachers develop their innovative ideas in Tanzania?

In our interview with Helena Fivawo, a Project Officer working in South-East Tanzania with Schools2030, she discussed the work she does with local teachers using the Human Centered Design approach. Helena discussed how she recently led development sessions with language teachers at a regional school, and noted that the teachers in the group kept referring to how their students were struggling to master the English language. Helena, teacher Mr. Benedict Martin Kihiyo and their colleagues worked together to come up with the idea for - ‘Special Classroom’. 

The teachers took the idea into their classrooms and asked the students what they thought, and if they had any suggestions to contribute, in particular - what would they wish to learn and how. Using a combination of the ideas contributed by the teachers and students, Helena worked with the teachers to design a classroom that was dedicated to learning English. This idea is regularly reflected upon and reiterated, so that it keeps improving and meeting the needs of students.

The Special Classroom was designed to create confidence in students who are learning English, so that they feel empowered to use English fluently. Special Classroom is a dedicated classroom for learning English in the school, and incorporates lots of activities, games, events, story sharing and writing. Helena discussed how it was also a priority to involve the local community and families in the work they were doing. They encouraged role models in the wider community to attend Special Classroom and inspire students, as well as inviting families to showcases of the work they were doing.

As well as improving the students' English language skills, Helena and the teachers found that it encouraged team work, student creativity and problem solving skills, and the students' ability to reflect on which activities worked well and ways they could be developed. An important improvement was also the difference it made to inclusion in the school. The school is based in a community, where men and women are often separated. The Special Classroom is a joint lesson, and teachers could quickly see positive changes from having an inclusive classroom. 

Helena hopes that the students in her region go further with their studies, and that greater priority is given to developing their soft skills. In a top down approach, Tanzanian teachers receive orders from authorities, but these often do not work in the local context. She believes that providing educators with the room to innovate will give them the autonomy to assist the learners that they know best. Helena wants to ensure teachers feel empowered to think innovatively. 

Find out more about Helena’s work on her Special Classroom page. Helena would love to share more about her work with others around the world! Please reach out to her through the Faved platform by leaving a comment on her page.