A Documentary on Humanitarian Efforts in India

If you followed my blog earlier this year about my efforts to promote English and literacy among the leprosy-affected in India, you may be interested in this documentary by Doug Jardine that was aired this past Sunday on Utah Business Matters. It will also be aired this next Sunday. Following is the link to the documentary on YouTube:

Rising Star Outreach Documentary

The documentary illustrates the three-fold mission of Rising Star Outreach: microfinance, education, and a mobile medical clinic. Much of the video on the documentary was shot while I was in India earlier this year. Other volunteers featured on this documentary include Shaun Parry (founder of Promethean Spark), Stacy Tookey, and David Archuleta, all of whom were also among the volunteer corps on my expedition earlier this year.

See my other blog posts about India from January/February, 2011, here:
Post-India: Thoughts on Service
Ensuring Success with English in India
Back in India
A Day in My Life in India
More On a Day in My Life in India
Abolishing the Stigma of Leprosy by Teaching Children to Read in English

See my other blog posts about India from May, 2008, here:
English Language Instruction and Teaching in India
Why the English Language? Why Literacy? Why India?

Teaching English and Literacy Skills to Rising Star Outreach Students in India

New York City Public Schools Teach Students to Read: Part 2

I spent the last week in New York City following up with administrators, teachers, and students at several public high schools that I visited the first week in January. The purpose of my visit this time around was to discuss the Reading Horizons pilot that is currently being conducted there. I visited one or two public high schools each day, riding the subways to various parts of the city, including Brooklyn, Queens, and Manhattan, and walking to the historical school buildings (some days in the rain and snow, which added to the adventure). In this blog post, I wanted to provide a snapshot of what I experienced there by including a highlight of each day:

Abolishing the Stigma of Leprosy by Teaching Children to Read English

This is an interview conducted by Christine Bowman, Marketing Content Manager at Reading Horizons, about my experience in India. This information was used for a press release. As I move forward with other English teaching and training adventures (I depart for the Middle East next Tuesday!), I thought I would post this interview on my blog since it captures some highlights of my India experience.

Students at the Peery School using Reading Horizons

Recently our ESL/Curriculum Director, Heidi Hyte, went back to the Peery School for Rising Stars, sponsored by Rising Star Outreach (RSO), near Chennai, India. This amazing school for K-9 was created for the children who come from the outcast leprosy colonies.  

Heidi spent two and a half weeks with school administrators, teachers, and students to train, observe, mentor, and model teach literacy strategies from the reading program software that was donated by Reading Horizons a year ago. 

Students gathering in the dining hall

This was Heidi’s second trip to the Peery School, and she was overwhelmed by the small miracles that have occurred at the facility. To add to the excitement was the fact that a major American Idol star, So You Think You Can Dance judge, and world-renowned photographer were visiting the school at the same time. More importantly are the children - Heidi can’t forget the children.

This is a snippet of the interview that I had with Heidi last week.

Post-India: Thoughts on Service

I returned home from India a couple nights ago. Since this time, I've been processing the experiences I had in India quite a bit, some of which are really difficult to put in words. I plan to write some more blog posts over the course of the next week or so about specific experiences that readers of this blog might find insightful and inspiring. In the meantime, allow me to post some thoughts that are currently on my mind.

Navemani, one of the dedicated nurses

The thoughts of purpose, relationships, self-less service, and potential dance across my mind. I had the opportunity to visit a leprosy colony while I was in India. I was impressed with the doctor's and nurses' dedication, patience, and sincere compassion as they interacted with the patients. I was also touched by the willingness of volunteers to get on their knees and remove bandages and wash the feet of those leprosy-afflicted individuals without hesitation or complaint. There is something

Smiles from one of the leprosy colonies

amazing about serving those (and witnessing those who serve) individuals who are overlooked, shunned, and unknown by the world. It is a humbling experience to think that I have had the rare opportunity to interact with some wonderful individuals who most people in the world will never have the opportunity to meet because they are cast off--sentenced to live in leprosy colonies in remote communities in rural India. But once you see their smiles, you sense a feeling of familiarity, fondness, and friendship.

Gracie, one of the students

And when I think about the children who I have grown to love so much who come from these leprosy colonies, my love for these leprosy-afflicted individuals grows deeper. These colonies are the children's roots. Their heritage--coming from a leprosy colony--is why they are at the Peery School for Rising Stars. It is their fate, as posterity of the leprosy-afflicted in the leprosy colonies, that is also their boon--their blessing--to be students at the Peery School. Their faces shine with hope, conquering difficulties, and unconditional love.

At the Bindu Art School

I also had the opportunity to visit the Bindu Art School at one of the leprosy colonies where I saw several artists at work--leprosy-afflicted individuals who have discovered the beauty of bright colors and creative exploration. As I wandered around the community center, looking at each artists' work and offering sincere praise, their toothless smiles communicated their pride in their work. Although we couldn't communicate in English, the universal language of mutual appreciation through smiling was successfully communicated. A smile goes a long way.




In conclusion, I want to acknowledge that I know there are so many dedicated people across the globe who are in the trenches doing the best they can to contribute to helping their fellowmen reach their potential. I wrote of this in a blog post over a year ago. I know many of these kinds of individuals personally. To all of you, both those I know by name and those I don't, thank you for your service, whether you feel recognized and validated or not. We are all in this together...


(See other posts on my experience in India here and here.)

More on a Day in My Life in India

My experience in India has been full of opportunities to teach, observe, mentor, and serve. I have thoroughly enjoyed getting to know the teachers, house mothers, drivers, other volunteers and staff, and especially the kids. I've posted a few photos of some of the kids I've been working with. Pictures speak a thousand words, right?

A Day in My Life in India

I am still here in India, and I thought it was time for another blog post. There's so much to write about, but so little time! Since time is limited, and since pictures speak a thousand words, I've decided to post some photos with captions. I've also included a video of one of the teachers talking about his experience using Reading Horizons.

Working with some teachers using Reading Horizons

Posing with two of the teachers/house mothers

Posing with Yuma and her painting that I bought at the Bindu Art School at one of the leprosy colonies

Teaching a class at the Peery School

Posing with some students at play time

Posing with some students before play time

Posing with some teachers using Reading Horizons

Back in India

The Peery School

I arrived at Rising Star Outreach yesterday afternoon. It's beautiful here! After the driver picked me up from the airport in Chennai, we took the hour-and-a-half drive to the Rising Star Outreach campus. When we arrived at Rising Star and we pulled into the driveway, I was amazed at the beautiful landscaping and the changes that have taken place since my visit two-and-a-half years ago. There is an additional wing of the school that has been added on. There is now a playground for the children. A dining hall has been added where the children eat. A beautiful guest house was built for volunteers. I'm excited to be back again helping at the school. Since I've arrived, I've taught some classes, met with teachers, visited the Bindu Art School, and helped at a leprosy colony. There's plenty of work to be done every day.

The Volunteer Guest House

Mary (English teacher) in the computer lab using Reading Horizons

I have heard some wonderful anecdotal feedback about how wonderful the Reading Horizons program is working here. I chatted with some of the house mothers and teachers yesterday while the children were playing, and they were so excited to find out that I worked with Reading Horizons. They said they love the program and that it is helping them so much. A couple of the older students were there, as well, and they were excited to tell me that they love the program, too.

Student excited to show off her writing and art work

I played with the children on the playground today. The children call me "auntie." I’m glad to be back.

Success Stories in Learning to Read

On this blog, I strive to educate and inspire by posting useful and insightful information for teachers of English. Generally, my posts contain a slant in one form or another on improving reading and literacy. Occasionally, I post something related to my work if it falls into the category of educating or inspiring. I just couldn't resist posting these success stories recently gathered from teachers around the US and abroad about the success they've seen using the Reading Horizons program that my company produces. I will mention, too, that just this morning, I skyped with the principal of the school in India that I'm going to visit next week, and she mentioned how thrilled they are with the Reading Horizons program. She expressed how much the students and teachers love the program, as it is filling previously unmet needs. She feels that Reading Horizons is an answer to prayers. 

My hope is that these success stories, as well as the success stories derived from one's own personal experience, will incite teachers everywhere to continue their quest to educate and inspire their students and their fellowmen as they assist them in reaching their full potential.

Reading Horizons Success in 2011

Secondary

I am a 60-year-old 37-year teacher and not very techno savvy, until Canyons School District funded a computer classroom for my group home based school.  Reading Horizons has only been in use here for the past month and a half.  I can already see improvement in all my students who are in grades 7-12, ages 13-18.  Your program holds the interest of even my most reluctant readers.  For something to show this kind of improvement in so short a time is truly amazing.  I look forward to using it for a long time to come.

Steve, Youth in Custody Teacher

Canyons School District

I teach resource reading in an at-risk urban school. Teaching phonics to adolescents is much different than in elementary and even middle school. Reading Horizons makes sense to my students and they share with me how much it is really helping them feel more confident in reading. When colleagues ask me what program I prefer when teaching basic phonics, I say Reading Horizons.

Sierra

Granger High School

West Valley City, UT

Ensuring Success with English in India

In a few days, I embark on a two-and-a-half week adventure to India. I fly into Delhi where I will spend a couple days visiting the Taj Mahal and the surrounding areas, and then I fly to Chennai where I will spend some time at the Peery School for Rising Stars sponsored by Rising Star Outreach. I visited this school in May of 2008 to train summer volunteers on EFL/literacy training. (See my previous blog posts on June 9, 2008 and June 22, 2008 about my visit to India.) Since my visit two-and-a-half years ago, a state-of-the-art computer lab has been installed, and the students have begun using the Reading Horizons software my company donated to the school to improve their reading and English skills. On this trip, I will help to ensure that the administrators, teachers, and students are getting the most out of their use of the Reading Horizons program, as well as assisting in other English learning and literacy training needs. I will be posting photos and videos of my experiences on this blog, so stay tuned!

Making a Difference Around the World

On this blog, I strive to provide helpful information that teachers can apply in the classroom and use to enhance their own scholarship. Once in awhile, I feel the urge to share information that inspires, which I hope motivates others--as it does me--to continue to do our best in our own corners of the world to educate and inspire.

Lately, my heart has been probed as I ponder one of my greatest passions in life: concern for the welfare of my fellowmen, both domestically and abroad. I have had my share of opportunities to travel the world and associate with my fellowmen and hopefully contribute in a small way to their well-being. But I realize that the world is a big place, and it requires the help of so many. I recognize that there are many individuals and organizations in the world who are engaged in great causes that help provide sustainability and individual empowerment.

With it being the week of Thanksgiving, I thought I would highlight just a few organizations I know about personally that I am grateful for. Their efforts to contribute to the well-being of their fellowmen serve as an inspiration to me and motivate me to continue to do my best to educate, serve, inspire, and love. (I've also included a link to a video of each organization so you can get a feel for the great work they do.)

Rising Star Outreach is a non-profit organization in India that has a three-fold mission to provide: 1) micro-lending; 2) medical care; and 3) complete education for children. (Watch a video on the organization here. And I'm warning you: you'll fall in love with the children at RSO if you click here.)

The Tipping Bucket strives to raise funds, $1 at a time, to help fund projects that promote self-reliance around the world. (Watch a video on their organization here.)


Brigham Young University and Empower Playgrounds, Inc. created a merry-go-round that generates electricity for a village in Ghana to light their schools and their homes. (Watch a video on the project here.)

Thank you to everyone who makes their own contributions to improve the well-being of others, no matter how simple. I realize that you don't have to leave your home country or home town to make a difference. I'm grateful for the millions of people who make a difference in their own classrooms, neighborhoods, and homes everyday. Your efforts are equally inspiring...

Teaching English and Literacy Skills to Rising Star Outreach Students in India

I wrote a newsletter article for Rising Star Outreach about the English program that I worked on establishing earlier this summer for children who come from the leprosy colonies in India, and I thought I would share it. (To read the article online, click here.)
(See my other posts about teaching English and literacy skills in India: English and Literacy Teaching in India and Why the English Language? Why Literacy? Why India?)

Improve English and Literacy at RSO

“If you’ve come to help me, you can go home again. But if my problems become a matter of your own survival, then perhaps we can work together.”

This quote, attributed to an Australian aborigine, illustrates the approach volunteers, staff, and donors at Rising Star Outreach (RSO) take when volunteering their time, energy, and resources to improve English and literacy for students at the Peery School for Rising Stars.

One of the missions of Rising Star Outreach is to help individuals reach their full potential. A factor that greatly contributes to this objective is providing an opportunity for education that includes English and literacy training. Literacy in English unlocks doors of opportunity that individuals would not otherwise have the keys to unlock. For this purpose, children of the leprosy colonies are taught English literacy at the Peery School for Rising Stars. Amy Antonelli, Executive Director of RSO, states that the Peery School for Rising Stars has “the mission of teaching the children from the leprosy colonies how to break out of the generational cycle of begging and untouchability. The single greatest factor in determining their ability to do this will be their grasp of English…In the new India, the multi-national corporations are uninterested in a person's caste or social standing. They want competent workers. There is a saying in India now that ‘education is the new caste.’ And the greatest indicator of a good education is how well a person speaks English.” To this end, RSO has developed a focus on teaching students, teachers, and staff English and literacy skills.

To fulfill the objective of improving students’ level of English and literacy, summer volunteers are working with RSO students one-on-one to teach them English and literacy strategies. Volunteers are employing the Discover Intensive Phonics for Yourself method published by Reading Horizons to improve students’ English pronunciation, literacy, and vocabulary skills. Before arriving in India, volunteers completed a four-hour Online Workshop to learn the basic methodology. (See www.phonicstraining.com.) They also attended an in-person or online training to discuss the application of this method in context of working with students at the Peery School.

This methodology was selected to fulfill the students’ needs because students have opportunities to improve their pronunciation, increase their vocabulary, and learn strategies for decoding and spelling. In addition, this systematic method is easy to learn and easy to teach, it provides multi-sensory involvement, and a newly-arriving volunteer can pick up where a recently-departed volunteer left off. Also, an important consideration for adopting this method is that the strategies taught develop skills for life-long learning. This method is being used by RSO for the first time this summer and has thus far proven to be very effective. Both the students and volunteers have responded very well to using this method to teach English.

Not only is there a focus on improving the students’ English at RSO, but also the teachers’ English. For this purpose, a teachers’ English class is being offered after school five days a week. The teachers learn pronunciation, grammar, writing, culture, and learning strategies in context of real-life speaking tasks that they encounter outside the classroom. The teachers are very eager to learn English, and they are excellent at applying their learned skills to their interactions outside the classroom. The intention of helping teachers improve their English is to empower them with the confidence and skills necessary to be more effective models of English for their students in the classroom. Until the teachers are able to provide this effective English language modeling, the role of proficient English-speaking volunteers is crucial in assisting in the development of RSO students’ English.

There is also a vision to teach English and literacy to staff members at RSO who do not have the skills to communicate in English. Staff members include housemothers, cleaning staff, nurses, drivers, and office staff who all contribute to RSO operations in India. English and literacy training would provide opportunities to learn relevant English vocabulary and phrases that would assist them in their efforts to communicate with native English speakers who volunteer at RSO, as well as enable them to provide the RSO students with whom they often interact with even more exposure to English, which will ultimately improve students’ English.

Efforts to improve English and literacy skills for students, teachers, and staff members contribute to the RSO objective of helping individuals reach their potential. An atmosphere of eager-to-learn students and teachers, combined with the composite efforts of energetic volunteers, dedicated staff and teacher-trainers, and effective methodology that fills unmet needs, creates an effective environment for “work[ing] together” to improve English and literacy skills.

Why the English Language? Why Literacy? Why India?

In my last post, I wrote about my experience conducting English language instruction and literacy training to volunteers who were teaching students who come from the leprosy colonies. Related to this, I came across an article in Deseret News on Friday that shares information about the Bindu art school in one of the colonies served by Rising Star Outreach. As I contemplate the different education programs instigated in India to help these individuals come closer to reaching their potential and developing talents and skills, the sociologist may ask, "Why education?" "Why English?" "Why literacy?" "Why India?"

India has the largest pool of scientists and technologists after the US, but almost half of the population is illiterate. That's significant. The current caste system in India is based moreso on an individual's education level than their family background as previously perceived. In other words, education is the key to unlock opportunities for students. It's the key empower students.

What is involved in teaching English? Many skills are involved: reading, writing, listening, speaking, grammar, vocabulary, pronunciation, etc. What is most important? This is not an easy question to answer; however, a huge part of education is knowing how to read. Reading is needed in every subject. In addition, a huge part of learning English is increasing English vocabulary. If students can’t read, their English vocabulary level plateaus. It’s through reading that students increase their vocabulary. Further, it’s through reading that students unlock the world of education.

• Whenever an opportunity to educate in a context where education is not an integral part of a culture surfaces, I invite you to think about this quote attributed to an Australian aborigine: "If you've come to help me, you can go home again. But if my problems become a matter of your own survival, then perhaps we can work together."

English Language Instruction and Teaching in India

I am continually impressed with the universal response to learning the English language. I recently returned from India where I had the opportunity to work with children from the leprosy colonies who leave their families for the school year to attend school. These children would otherwise not have access to an education if it weren't for the sponsorship of generous donors to the Rising Star Outreach organization. I watched these children as they eagerly learned the sounds of the alphabet, read words made up of these newly-acquired letters, and responded to vocabulary instruction. I also had the opportunity to visit their classrooms and teach some lessons in social studies with a focus on English languge instruction.


The main purpose of my visit to Rising Star Outreach in India was to train the summer volunteers from the U.S. in how to teach English and literacy to these students from the leprosy colonies. The objective of this training was to magnify the volunteers' effectiveness in helping the students improve their English. The volunteers needed training in how to teach English using a systematic approach that was easy to learn and easy to teach. After carefully considering the students' needs at RSO, I selected a methodology in which the volunteers were trained. I was very impressed with the volunteers' enthusiasm to put into practice the methodology and strategies they had learned. The volunteers sat on mats in the shade of the trees of the mango grove next to the school and worked with the students one-on-one. I loved the sight of reciprocal enthusiasm evidenced by both the volunteers and the students they served.


I also had the opportunity to associate with the children's teachers as I gave them English language instruction. They, too, were so eager to learn, even though the English classes were held at the end of their long day of teaching in the sweltering Indian heat. They were always early to class and sitting in their seats patiently with smiles on their faces as I entered the room. They were very receptive to what they learned and were so appreciative of the opportunity to improve their English. The objective of improving the teachers' English so that they can be effective English models for their students is important: if the teachers' English improves, then the students' English likewise improves.


I had the opportunity to visit a couple of the leprosy colonies with Dr. Kumar and the two nurses Naomeni and Pushpa. While at the small Poot village, I met three children who came with their families to where we had set up camp under the shade of a tree in preparation for wrapping bandages of the leprosy-infected patients. One of the children, Jennifer, responded to me in English while the other children stared at me silently with their curious eyes as I spoke to them. Jennifer's beautiful, black hair and healthy skin displayed her good health and nutrition, in contrast to brown colored hair--an indication of malnutrition--that is noticeable throughout rural areas in India. I learned that Jennifer is a student at Rising Star Outreach where she receives English language instruction and three meals a day. This explained why she was able to understand my English and why she had such a healthy glow. I felt grateful to have seen first-hand the effects of nourishment and an education that includes English language instruction in comparison to children who are not blessed with such.


As I reflect on my experiences in India, I feel a sense of gratitute for good people in this world. Everyone has something to offer and contribute, and education is the key to unlocking these opportunities to contribute--these opportunities to serve--if they choose to do so. I'm grateful for the roles that English and literacy play in assisting individuals to reach their full potential to serve and contribute.


NOTE: To learn about the methodology that volunteers are using at Rising Star Outreach, visit http://www.readinghorizons.com/community/workshop/promotional.aspx.