Students of Mountjoy Square: Fathi

somalia map

My name is Fathi.  I came to Ireland in 2010, on the 3rd day of the third month – March.  I came with one girl – my three year old daughter. My mother was already in Ireland. I am from Somalia and I came here for a better, safer life.

My first language is Somalian and when I came to Ireland I could only say yes or no! I went school in Somalia.  There is no public school there.  You can only go to private school and you have to pay.  Only the money people go to school in Somalia.  When I came to school here in Ireland the learning was easy because I know the writing and reading in my own language. I went to school in Somalia until I was 16.  I use google to translate from Somalian to English.

I grew up in Jowhar and when I was a child we moved to the capital city Mogadishu.  My family had their own shop there – a fruit and vegetable stall.  The stall was in the shopping area in the city called Suquaxolaha.

I miss sleep when I came to Ireland. In Somalia we sleep in the afternoon between 1pm and 3pm and I missed that. So when I came to Ireland I had no sleep in the day and I cried and got headaches!

The worst thing for me about coming to Ireland is the food! The food is very different.  I missed camel meat and camel milk and goat’s milk and goat meat.  The taste is so delicious!

The food in Ireland is different.  I had Cocopops for the first time in Ireland and I vomited!  I missed Somalian soup called maraq and anjero – which is soup and pancakes.  I could not get it here in Ireland. I had to get the ingredients here in Ireland but the taste is different because of the different spices.

I also found everything different here. When I go shopping I don’t understand the money when I came here first.

The weather in Somalia is much hotter but no change in the seasons from Somalia.  After a couple of years I had to take vitamin D and folic acid because I felt sick and dizzy.

Life is good here now.  I am Muslim so I go to the mosque every Saturday and Sunday.  My children are in school and have lots of Somalian friends.  I speak Somalian at home with my children.

I and my children became Irish citizens in 2016.  I am happy here.

flag of somalia

A Change of Habit

group of students

I heard on a radio show the most abominable reason that a husband left his wife.  It wasn’t an affair, it wasn’t a lack of emotional satisfaction in the relationship.

She cut her hair. Yes. You read that right.

She is not the woman I married, he declared. I fell in love with her long tresses, the wonderful cascade of hair running down her back. This is who I married all those years ago. I don’t want to be married to a woman with short hair. It went on and on as the radio presenters seemed both horrified and advisory in equal measure.

Yet can a small change really have such a measurable impact? Can it seriously change the foundations of a relationship? Even the teaching and learning relationship?

A study from 2017 by Rands and Gansemer-Topf looked at how changing the physical space of a classroom can create a more active learning environment. The study revealed that by redesigning a classroom in Iowa State University, it led to a more active learning environment, where students were more engaged and questioning.  The study recorded feedback on case studies and focus groups to examine how the redesign of the classroom (from a traditional/teacher centered rows) to one more fitting to group work (tables in a circle, big portable white boards for group learning, etc). In other words – the students had to do things and think about things rather than sitting back and letting the teacher perform while they whiled away the duration of the class imagining the perfect tweet to compose to guy or girl who had caught their eye.

It seems to be a common methodology nowadays for the teacher – primary school and at all levels – to change around the groups they work with each day.  In our centre in Mountjoy Square, we try to mix it up as best we can – change tutor, change methodology, change seating arrangements. This practice came out of the more general shift in educational practice from  ‘how teachers teach’ to ‘how students learn’. The more archaic classroom – the rows and linear seating was of course about control but also assumed everyone learns in the same way. What I refer to as the ‘Miss Trunchbull classroom’ – completely non democratic, completely controlling.

I believe there is a lot to be said for changing the classroom space around:

  • It moves students out of their comfort zone
  • It encourages better participation
  • It harnesses better independence
  • It helps to create a variety of learning methodologies (group work, discussion, paired work)
  • It gets students engaged in talking about what they are learning

 

It is a good idea to think about the set up of our classroom – does it make students move around?  Does it make them get more involved? Does it make them have to chat to the student beside them and think about what they are learning and do things?

They say change is the only certainty in life. The same must go for teaching approaches, this I am sure off. Yet there still remains silly husbands who don’t like their wives getting their hair cut and we can’t do much about that.

For more reading on the study by Rands and Gansemer-Topf: 

Click to access e99b6a144d7eeb1a31657710492768bb4872.pdf

 

old classroom

Asking the Right Questions

ask blackboard chalk board chalkboard
Photo by Pixabay on Pexels.com

A friend of mine’s little five year old boy started school. So far so good. Yet on a few occasions he arrived home with a sore tummy. His mother gave him 7up – the unwritten prescription medicine of undiagnosed sickness.  She let him rest. She told him to lie in bed with a book.

Eventually, she realised the sickness only reared its ugly head every so often, like a kind of scholastic Loch Ness monster, usually some day between a Monday and a Friday.

‘Are you happy in school?’

‘Are you having great fun?’

‘Do you love your new teacher.’

On reflection, she realised that all her questions were overwhelmingly positive. And closed. No open-ended opportunities for talking. He could only answer a yes or a no.

There is the old adage we hear all the time in teaching – like one of the ten teaching commandments – there is no such thing as a stupid question. Yet can we be asking the wrong questions? Ones that don’t solicit the best response and ultimately, not the best evaluation of teaching and learning and really knowing how your student is getting on?

 

We ask many different questions in the learning setting, in the classroom and for many different reasons. Is it for comprehension? Is it for understanding? It is for some kind of emotional response as to how the learning is going? Sometimes we blindly ask a question, almost on autopilot, almost ridiculously ill-timed and out of place – like a person in a pioneer club asking for a pint – yet surely the most important thing to realise is the reason behind asking the question that you asked?

Seems obvious but what is the purpose behind your question?

Some of the most useful questions we use in our centre can be categorised into:

  • Meaning question – what was that about?
  • Feeling Questions – what did you think about that?
  • What did we do questions – the practical, naming it question.
  • Comprehension questions – what did you understand by that?
  • Opinion questions – what do you think?

These questions are great to ask as a parent, an educator and to incorporate into your writing exercises and your everyday teaching. Just saying.

So before you do a mindless Magnus Magnesson  – master the mind of questions before you ask, if you don’t mind.

Therefore, your next specialised subject is (drumroll) –  What are the questions you ask and why?

voltaire1