The Transformative Nature of Peer Learning
A teacher draws a chart on the chalkboard, writing different units of measurement along the top. There’s a flurry of movement as students open their notebooks, grip their pens, and get to work copying down the chart. Each student collaborates with their neighbor to complete the questions, discussing the conversion between milliliters, centiliters, and liters in hushed tones. When they finish, they eagerly raise their hands for the teacher to check over their work. She does so with a smile and a tick of her red pen on their workbooks, praising those with the right answer and encouraging those who have yet to master the math problem.
This was the scene during an early morning visit by our training team to Gatsata II Primary School. We sat in on a mathematics lesson in order to provide feedback for the teacher on her lesson plan and teaching style. As we sat there, it became evident that this teacher truly cared for her students. She encouraged each one and helped those who needed it. She knew them all by name and called for them to actively participate in their learning. She even applied the concepts of the lesson to real life situations so the students could understand why it was essential for them to learn these skills. Needless to say, our training team was impressed, especially given this teacher’s early resistance to our program.
And the best part?
This teacher wasn’t even directly trained by Wellspring. She learned the techniques through peer learning with a “multiplier” at her school.
Our School Development Program relies on people we call “multipliers”, who are teachers that we train directly. We invite these “multipliers” to attend training days and give them principles that guide them in teaching a values-based quality education to their students. They learn how to effectively use teaching aids, how to encourage active participation in their lessons, and how to organize their class with positive behavioral management, along with many other principles. We then support these teachers by conducting follow-up visits to their schools, encouraging peer learning by providing opportunities for other teachers to sit in on their classes, and teaching model lessons at the schools. We encourage the “multipliers” to pass their skills along to other teachers at their school through peer learning so that true transformation can take place.
We want our program to be sustainable, to be able to expand past the limitations of our organization, and to have impact beyond our direct training. Wellspring is achieving this by making peer learning a core component of our School Development Program. Thanks to this system, the students at Gatsata II Primary have teachers who understand the importance of a quality education and are actively working on delivering it in their classrooms.
We want you to be part of this system too, for you to have the chance to play a role in the pursuit of quality education across Rwanda. Consider becoming a School Partner and joining with a school just like Gatsata II Primary on this journey to empower the next generation of leaders in Rwanda.