Sunday, October 12, 2008
Final Report by Fayette Fox
Final Report
Fayette Fox
Volunteered: 1 September – 7 October 2008
Contact details: fayette.fox@fastmail.fm
Overview
Volunteering at the Sambhali Trust has been extremely positive for me. I was able to experience a completely different side of India and feel I made a positive impact on the participants through my teaching. I am delighted I was able to take part in the Ramdevra Pilgrimage. Those five days walking in the desert were utterly unique and I hold them very close to my heart. When I first started teaching English at Sambhali, I felt very anxious because it was not something I had done before. However, over time I felt more at ease in my role as teacher and got a better feel for how to introduce a topic clearly and work through a lesson with the girls. It was apparent they enjoyed the English lessons and were making progress which was exciting for them and also for myself. However of all the projects, the health workshops stand out as the most dynamic and beneficial to the participants.
Workshops
Fellow volunteer, Meg and I researched and organised seven days of health workshops for the girls. They consisted of a day each covering nutrition and exercise and five days on sexual health. These sexual health workshops covered:
· The female and male reproductive systems
· The science of how babies are made
· Fetal development
· Health measures during pregnancy
· Family planning – The concept of women in control of their own bodies, factors to consider before having a baby, etc.
· Birth control – Dispelling myths and features of different methods
· HIV and STD prevention – Dispelling myths about HIV, the virus in a global context, discussion of how HIV is contracted and how it is not, STD symptoms to be aware of, how women get HIV in India and how to stay safe.
Meg and I put a tremendous amount of work into these workshops, devising interactive activities and creating large colour posters. We documented the lesson plans and all the materials will be available for use by future volunteers. It is our hope that these workshops can be run again for the next batch of participants. The effect of these workshops felt tremendously powerful and important. We presented the girls with information which can help inform future life decisions and keep them safe. The vast majority of what we covered was entirely new information to them. Particularly gratifying was answering their anonymous questions from a “question box”. Although they were encouraged to ask questions throughout the workshop (and many girls did), some people were shy about asking questions in front of the group and felt more comfortable writing their queries in Hindi. The range of these questions and the girls' obvious interest during the workshops, served as proof of the importance of the workshops. Govind's wife, Mukta acted as a wonderful translator for us, conveying our message to the girls.
I would encourage future volunteers to take the initiative to organise and run other such workshops. Thanks to our Western education, we have knowledge we may take for granted that could be useful to Sambhali participants. What is relevant and interesting? Volunteers don't need to be “experts” on these subjects. A basic understanding supplemented by internet research is likely to be enough to serve as the foundation for a strong workshop.
Crafts
Puppets
While I was at Sambhali I helped teach the girls how to make hand and finger puppets. I envisioned papier-mâché heads and cloth bodies. After discussing my idea with Govind and Tamanna, the sewing teacher, I learned that Indian papier-mâché is very different from the newspaper/flour paste creation we have in the West. Here, pulverised newspaper pulp is combined with smashed clay rocks which are combined with water to form a sort of mud along with powdered fenugreek seeds and a little glue. The mixture takes several days to make, but once completed, can be moulded like clay. The end result is a type of lightweight clay which hardens in the sun.
The girls enjoyed this project a lot. I gave some direction and instruction but was keen to let them express themselves creatively. I have documented the process so future volunteers can teach this same project to a new batch of Sambhali participants.
Structure
When I first got to Sambhali, some girls got started on sewing projects straight away each morning. However I was surprised to see some girls sitting around chatting during craft time. They were very slow to get started and didn't seem to take craft time seriously or else perhaps they were unsure what project to work on. Equally, I was uncertain initially what my role was as a volunteer. Should I leave them to it and not interfere? Or should I play “the teacher” and ask them to please start working on something?
I felt conflicted about the whole thing and unclear how I should act. However after a few days I became more comfortable and started asking them to get started. “What are you working on today?” I asked. The girls might shrug. “I don't see anything in your hands. Can you please go get something to work on?”
Meg and I talked with Govind about this issue and we were delighted how quickly it was resolved. Tamanna started teaching new projects, such as how to sew a kurta (Indian tunic). She drew patterns on the board and the girls diligently copied them down in their notebooks. The mood changed drastically. Suddenly the girls seemed more focused and directed.
We also discussed the idea with Govind that when the girls finish working on one project, they should have a repertoire of other projects they can fall back on. For example, if they finish making an elephant then they can get started on a bag. If they finish a bag then they can start making a belt and so on. Govind thought this was a good idea. We hope this will help them be more self-directed.
I hope this renewed industriousness continues. Personally I think craft time is as important as English lessons. Consequently, I feel it should be as productive and focused and taken as seriously. The atmosphere can still be fun and the girls should absolutely be allowed to talk while they're working. But they should be working on something at all times. If volunteers see a girl sitting around without a project, they should “be a teacher” and ask her to please get working on something.
Sambhali Shop
What sort of crafts might Western tourists want to buy? The Sambhali shop by the entrance of Durag Niwas guesthouse had only been open for a few weeks when I arrived. The collection of stuffed elephants, skirts and bags is wonderful. It's exciting to walk inside and be surrounded by beautiful things the girls have made.
It occurred to Meg and myself that guests might appreciate having price tags on the crafts. If someone is browsing and sees something they like, they may be put off if they have to find a staff member to ask the price. They might also interpret “no prices” as “I'm going to have to bargain for this” which many tourists find a tiring process. Meg and I mentioned this to Govind. Within days everything in the shop was clearly marked with a price tag. I'm delighted by the change and hope it will increase sales.
Knowing your Market
I suggested the girls make small, cute crafts such as birds which can be sold cheaply to Western tourists. I imagine a lot of travellers coming through Durag Niwas guesthouse might like to buy a little something as a way of making a token donation to the Trust. However, not everyone wants to buy a bag or a more expensive item like an elephant. Meg and I talked with Tamanna about this and discussed it with Govind. Both were very receptive and while we've been here, the girls have started learning to make birds. As always it's such a thrill to see our ideas put into action. I hope the girls continue to make small, distinctive and inexpensive items with these travellers in mind. There is an opportunity for future volunteers to help by coming up with new ideas for suitable craft projects.
English
As discussed in Meg's Final Report, there was no record of English lesson plans from previous volunteers. Looking through the girls' notebooks, it was clear that old lessons often covered too much ground, confusingly flitting from one subject to another. Furthermore, the girls seemed to have carefully copied down material from the board without understanding its meaning.
Lesson Planning
Meg was a maths teacher in England and was able to put together level-appropriate English lessons which focused on a single topic. We had the girls break off into pairs and do role-plays, a staple exercise in language classes. They would then perform these conversations for the class.
However, I feel inventing a good English lesson is much more difficult and a different skill than being able to teach. I was comfortable teaching the girls English but may have struggled to create appropriate lesson plans. Rather than volunteers creating their own curriculum from scratch, I believe it would be a better use of their time and of more enduring benefit to the girls if Sambhali had a few good, modern “English as a foreign language” textbooks available. I have arranged for some such textbooks to be sent to Sambhali from the States and they will be with the Trust soon. Volunteers should, in my opinion, absolutely still use their own creativity and best judgment to expand textbook lessons as appropriate, however I think having these textbooks as a basis will make things easier for both volunteers and the participants.
Differing Levels of English
The Sambhali girls have vastly different English language abilities. Some are much more advanced than others. Because there were two volunteers at the Jodhpur project in September, Meg and I were able to split the class in two. Meg taught the main group which is at a more basic level. I taught about ten, more advanced girls in the sewing room. In our case, Meg created all the lesson plans and the two groups covered the same subject, but the advanced group took this topic a little further with some additional complications. For example, in a lesson about family, the basic group covered vocabulary such as “older” and “younger” whereas the more advanced group went a step further with the additional words, “oldest” and “youngest”. Sometimes we found it worked well to keep the whole group together initially, while we talked them through the basics for 15 minutes or so. Then we split the group and I continued on from there with the more advanced students. I believe there is tremendous benefit to the girls to be divided by English ability. Consequently, when there are two volunteers I strongly feel to the girls should continue to be taught in this way. Additionally, Meg started teaching a 30 minute “Easy English” class to a small group of girls with virtually no English. This class took place before lunch, between 12:30 and 1pm. She went through the alphabet and taught phonics using flashcards. These girls were making real progress. I feel this class should be continued by future volunteers to get this group up to speed.
Overcoming Learning Difficulties
An extremely successful lesson focused on learning how to ask questions in class when something is not understood. For example, “What does this word mean?” “Can you say that again?” “Do you understand?” “Yes, I understand.” We also talked about it being okay to not understand something, but that it is important to ask questions so the teacher can explain something in a different way. This lesson was very successful and now the girls know to say when they don't understand something.
Hindi on the Board and Writing
Rather than assuming the girls understood new words, Meg and I got them or Tamanna to write the corresponding Hindi next to each English word. We said a word in English and then had the class repeat it (in English). Only after we had gone through each new vocabulary word did we let them copy the words down in their notebooks. The girls seem to feel most comfortable copying from the board. Writing is certainly one way to learn a language, but speaking and listening are equally important. By ensuring they understood the meaning of the words before they wrote them down, the act of writing had more significance. (If they wrote the words and then learned the meaning, writing would have been a meaningless exercise.) Some girls are able to write from the board faster than others. Rather than holding up the class, we frequently told them to put their pencils down and listen for a minute, while we explained the next stage of the lesson. This seemed to work well and I would recommend future volunteers try similar techniques.
Publicity
Letting the public know about the good work the Sambhali Trust is doing is a valuable way of getting the Trust's name out there and enabling it to continue to receive funding. This publicity takes take a variety of forms.
Durag Niwas Menu
It occurred to me that the guesthouse menu would be an ideal place to let guests know about Sambhali. In a non-profit restaurant I visited in Cambodia, the menu had a page telling diners about the orphanage it supported. I suggested this idea to Govind and he liked the sound of it. I imagine this could be a single page describing the aims of the Trust and the work it has accomplished so far. Guests could be told about the wonderful crafts for sale in the shop and that 100% of the revenue from the sales go straight back into the Trust. Perhaps there could be a colour photo of the girls.
Newspapers and TV
Govind has some excellent connections with the local Indian media and is savvy about inviting them to cover Sambhali related events. I was genuinely surprised that Indian newspapers would take any interest in foreign volunteers. However, I soon learned that they are very interested indeed. I was first interviewed in connection to Sambhali before going on the Ramdevra pilgrimage. We were briefed us on the importance of saying the name “The Sambhali Trust” several times in each interview because apparently it was left out of a previous newspaper article. I felt quite anxious being interviewed. I have no media training, my knowledge of Baba Ramdev Ji (the Hindu saint) while adequate for my personal needs was perhaps insufficient for an interview on the subject and I had only arrived in Jodhpur the day before. It's a shame that the journalists didn't interview us after we'd done the pilgrimage. We would have had a lot more to tell them at that stage!
I'm sure some volunteers would enjoy the media attention and feel more at ease talking in front of the cameras. Personally I felt uncomfortable and ill-equipped speaking to the journalists. Also, as a volunteer, I felt uncomfortable in the role of Sambhali “figurehead”. I felt I was stealing focus away from the girls who are the real story of Sambhali, simply because I'm a foreigner.
For me, this feeling of discomfort was at its worst the day after the horrible Jodhpur temple crush. I went on a memorial walk with the girls as a sign of solidarity. This walk was emotional and deeply significant for them, whereas I was accompanying them as their teacher in a show of support. We were told there would be no cameras, but unfortunately it seems these media folks can't resist a story and turned up with still and video cameras. I felt uncomfortable being filmed and scrutinised by the cameras during the walk. Setrawa volunteers Gris, Helen and I were asked repeatedly to walk at the front of the group but we declined, feeling it would make it “our” event. We all receive so much attention in India as foreigners, I suppose it's a rather touchy subject for me to be further put in the spotlight, particularly when it seems to take the attention away from the Sambhali girls.
Perhaps in the future, these media opportunities could be presented as more of a choice rather than an obligation. Some volunteers will surely enjoy talking with the journalists and being filmed. For those who feel more shy in front of the cameras, perhaps they can give the interviews a miss.
Foreign Publicity
While coverage of Sambhali events by the India media furthers our cause to people in India, foreign publicity could have a significant effect on letting the larger world know about the NGO and would help bring much needed donations to the Trust. Unfortunately, during my time at Sambhali I did not have time to pursue any foreign publicity, however this could be an interesting project for a future volunteer. A good place to start might be getting in touch with a local newspaper at home (wherever “home” may be) and offering to write an article about the Sambhali Trust. As I understand it, “publicity” is advertising you get for free and “marketing” is advertising you pay for. A volunteer with a background in publicity would be able to come up with innovative ways to get the Trust's name out there.
Other things
What I didn't know before I came here
1. Guesthouse is in the same building as Sambhali school
This made “commuting” a breeze. I just had to walk upstairs from my room and I was in the classroom.
2. Age of the participants
The Sambhali participants are teenagers. When I read that they were “girls and women”, I mistakenly thought I'd be teaching mostly adults. As it turned out, this wasn't a problem, but having no experience with teenagers, I was initially anxious I would not have the right skills to teach them.
No Expectations
Some volunteers, myself included, have a lot of questions about the project before we get here. For me this was part of my process of deciding if I was right for Sambhali and if Sambali was right for me. It wasn't about getting everything figured out before I arrived. Being flexible and open to change are key to working for any NGO. However, I don't think it is actually possible to “have no expectations”. Because I had lots of questions, I asked to get in touch with a previous volunteer before I arrived. Govind kindly gave me Chloe's email address and we had a lively email exchange in which I asked her about her daily routine, what she most enjoyed about volunteering at Sambhali, what she found challenging, etc. I would be happy to get in touch with prospective volunteers in this same way in the future to answer any of their questions about my experience volunteering at the Trust. Everyone is different, but I prefer to enter into an experience with my eyes open.
Improvements for the Future
Professionalism
I have viewed my volunteering as a job and have done my best to approach it with professionalism. All volunteers will be different in their approach to the role. However the primary importance is their commitment to the work they do for the Trust. All else is secondary and should not come at the expense of their work.
I was always happy to offer my opinion regarding issues with the Trust. This collaborative spirit is key to Sambahli's volunteer/founder relationship. However, any disagreements should take place outside of the classroom environment and away from the girls.
Requests for Additional English Teaching
Volunteers agreeing to work for the Sambhali Trust will expect to be working with Dalit girls and women (as per the Trust's public mission statement). If there are any requirements to teach outside of this group (something I would not have felt comfortable with), then it is absolutely essential that is made clear to volunteers before they arrive. Whilst some volunteers may be happy to do so, in every case it is imperative that it is agreed in advance of their arrival.
Cross-over of Volunteers
When possible, I think it would be useful for volunteers to have at least a few days of overlap when a new person arrives before the old one leaves. This would make it easier to exchange knowledge and handover projects. Good handover notes can't substitute for talking things through face-to-face, sitting in on a few classes, etc. If this is not possible, I would recommend volunteers write thorough hand-over notes for the volunteers who come after them.
Closing Remarks
I am so pleased I decided to volunteer at the Sambhali Trust. I have learned a great deal and feel I made a positive difference teaching the participants. I wish the Trust all the best for its successful growth and continuation for many years to come.
Fayette Fox
Volunteered: 1 September – 7 October 2008
Contact details: fayette.fox@fastmail.fm
Overview
Volunteering at the Sambhali Trust has been extremely positive for me. I was able to experience a completely different side of India and feel I made a positive impact on the participants through my teaching. I am delighted I was able to take part in the Ramdevra Pilgrimage. Those five days walking in the desert were utterly unique and I hold them very close to my heart. When I first started teaching English at Sambhali, I felt very anxious because it was not something I had done before. However, over time I felt more at ease in my role as teacher and got a better feel for how to introduce a topic clearly and work through a lesson with the girls. It was apparent they enjoyed the English lessons and were making progress which was exciting for them and also for myself. However of all the projects, the health workshops stand out as the most dynamic and beneficial to the participants.
Workshops
Fellow volunteer, Meg and I researched and organised seven days of health workshops for the girls. They consisted of a day each covering nutrition and exercise and five days on sexual health. These sexual health workshops covered:
· The female and male reproductive systems
· The science of how babies are made
· Fetal development
· Health measures during pregnancy
· Family planning – The concept of women in control of their own bodies, factors to consider before having a baby, etc.
· Birth control – Dispelling myths and features of different methods
· HIV and STD prevention – Dispelling myths about HIV, the virus in a global context, discussion of how HIV is contracted and how it is not, STD symptoms to be aware of, how women get HIV in India and how to stay safe.
Meg and I put a tremendous amount of work into these workshops, devising interactive activities and creating large colour posters. We documented the lesson plans and all the materials will be available for use by future volunteers. It is our hope that these workshops can be run again for the next batch of participants. The effect of these workshops felt tremendously powerful and important. We presented the girls with information which can help inform future life decisions and keep them safe. The vast majority of what we covered was entirely new information to them. Particularly gratifying was answering their anonymous questions from a “question box”. Although they were encouraged to ask questions throughout the workshop (and many girls did), some people were shy about asking questions in front of the group and felt more comfortable writing their queries in Hindi. The range of these questions and the girls' obvious interest during the workshops, served as proof of the importance of the workshops. Govind's wife, Mukta acted as a wonderful translator for us, conveying our message to the girls.
I would encourage future volunteers to take the initiative to organise and run other such workshops. Thanks to our Western education, we have knowledge we may take for granted that could be useful to Sambhali participants. What is relevant and interesting? Volunteers don't need to be “experts” on these subjects. A basic understanding supplemented by internet research is likely to be enough to serve as the foundation for a strong workshop.
Crafts
Puppets
While I was at Sambhali I helped teach the girls how to make hand and finger puppets. I envisioned papier-mâché heads and cloth bodies. After discussing my idea with Govind and Tamanna, the sewing teacher, I learned that Indian papier-mâché is very different from the newspaper/flour paste creation we have in the West. Here, pulverised newspaper pulp is combined with smashed clay rocks which are combined with water to form a sort of mud along with powdered fenugreek seeds and a little glue. The mixture takes several days to make, but once completed, can be moulded like clay. The end result is a type of lightweight clay which hardens in the sun.
The girls enjoyed this project a lot. I gave some direction and instruction but was keen to let them express themselves creatively. I have documented the process so future volunteers can teach this same project to a new batch of Sambhali participants.
Structure
When I first got to Sambhali, some girls got started on sewing projects straight away each morning. However I was surprised to see some girls sitting around chatting during craft time. They were very slow to get started and didn't seem to take craft time seriously or else perhaps they were unsure what project to work on. Equally, I was uncertain initially what my role was as a volunteer. Should I leave them to it and not interfere? Or should I play “the teacher” and ask them to please start working on something?
I felt conflicted about the whole thing and unclear how I should act. However after a few days I became more comfortable and started asking them to get started. “What are you working on today?” I asked. The girls might shrug. “I don't see anything in your hands. Can you please go get something to work on?”
Meg and I talked with Govind about this issue and we were delighted how quickly it was resolved. Tamanna started teaching new projects, such as how to sew a kurta (Indian tunic). She drew patterns on the board and the girls diligently copied them down in their notebooks. The mood changed drastically. Suddenly the girls seemed more focused and directed.
We also discussed the idea with Govind that when the girls finish working on one project, they should have a repertoire of other projects they can fall back on. For example, if they finish making an elephant then they can get started on a bag. If they finish a bag then they can start making a belt and so on. Govind thought this was a good idea. We hope this will help them be more self-directed.
I hope this renewed industriousness continues. Personally I think craft time is as important as English lessons. Consequently, I feel it should be as productive and focused and taken as seriously. The atmosphere can still be fun and the girls should absolutely be allowed to talk while they're working. But they should be working on something at all times. If volunteers see a girl sitting around without a project, they should “be a teacher” and ask her to please get working on something.
Sambhali Shop
What sort of crafts might Western tourists want to buy? The Sambhali shop by the entrance of Durag Niwas guesthouse had only been open for a few weeks when I arrived. The collection of stuffed elephants, skirts and bags is wonderful. It's exciting to walk inside and be surrounded by beautiful things the girls have made.
It occurred to Meg and myself that guests might appreciate having price tags on the crafts. If someone is browsing and sees something they like, they may be put off if they have to find a staff member to ask the price. They might also interpret “no prices” as “I'm going to have to bargain for this” which many tourists find a tiring process. Meg and I mentioned this to Govind. Within days everything in the shop was clearly marked with a price tag. I'm delighted by the change and hope it will increase sales.
Knowing your Market
I suggested the girls make small, cute crafts such as birds which can be sold cheaply to Western tourists. I imagine a lot of travellers coming through Durag Niwas guesthouse might like to buy a little something as a way of making a token donation to the Trust. However, not everyone wants to buy a bag or a more expensive item like an elephant. Meg and I talked with Tamanna about this and discussed it with Govind. Both were very receptive and while we've been here, the girls have started learning to make birds. As always it's such a thrill to see our ideas put into action. I hope the girls continue to make small, distinctive and inexpensive items with these travellers in mind. There is an opportunity for future volunteers to help by coming up with new ideas for suitable craft projects.
English
As discussed in Meg's Final Report, there was no record of English lesson plans from previous volunteers. Looking through the girls' notebooks, it was clear that old lessons often covered too much ground, confusingly flitting from one subject to another. Furthermore, the girls seemed to have carefully copied down material from the board without understanding its meaning.
Lesson Planning
Meg was a maths teacher in England and was able to put together level-appropriate English lessons which focused on a single topic. We had the girls break off into pairs and do role-plays, a staple exercise in language classes. They would then perform these conversations for the class.
However, I feel inventing a good English lesson is much more difficult and a different skill than being able to teach. I was comfortable teaching the girls English but may have struggled to create appropriate lesson plans. Rather than volunteers creating their own curriculum from scratch, I believe it would be a better use of their time and of more enduring benefit to the girls if Sambhali had a few good, modern “English as a foreign language” textbooks available. I have arranged for some such textbooks to be sent to Sambhali from the States and they will be with the Trust soon. Volunteers should, in my opinion, absolutely still use their own creativity and best judgment to expand textbook lessons as appropriate, however I think having these textbooks as a basis will make things easier for both volunteers and the participants.
Differing Levels of English
The Sambhali girls have vastly different English language abilities. Some are much more advanced than others. Because there were two volunteers at the Jodhpur project in September, Meg and I were able to split the class in two. Meg taught the main group which is at a more basic level. I taught about ten, more advanced girls in the sewing room. In our case, Meg created all the lesson plans and the two groups covered the same subject, but the advanced group took this topic a little further with some additional complications. For example, in a lesson about family, the basic group covered vocabulary such as “older” and “younger” whereas the more advanced group went a step further with the additional words, “oldest” and “youngest”. Sometimes we found it worked well to keep the whole group together initially, while we talked them through the basics for 15 minutes or so. Then we split the group and I continued on from there with the more advanced students. I believe there is tremendous benefit to the girls to be divided by English ability. Consequently, when there are two volunteers I strongly feel to the girls should continue to be taught in this way. Additionally, Meg started teaching a 30 minute “Easy English” class to a small group of girls with virtually no English. This class took place before lunch, between 12:30 and 1pm. She went through the alphabet and taught phonics using flashcards. These girls were making real progress. I feel this class should be continued by future volunteers to get this group up to speed.
Overcoming Learning Difficulties
An extremely successful lesson focused on learning how to ask questions in class when something is not understood. For example, “What does this word mean?” “Can you say that again?” “Do you understand?” “Yes, I understand.” We also talked about it being okay to not understand something, but that it is important to ask questions so the teacher can explain something in a different way. This lesson was very successful and now the girls know to say when they don't understand something.
Hindi on the Board and Writing
Rather than assuming the girls understood new words, Meg and I got them or Tamanna to write the corresponding Hindi next to each English word. We said a word in English and then had the class repeat it (in English). Only after we had gone through each new vocabulary word did we let them copy the words down in their notebooks. The girls seem to feel most comfortable copying from the board. Writing is certainly one way to learn a language, but speaking and listening are equally important. By ensuring they understood the meaning of the words before they wrote them down, the act of writing had more significance. (If they wrote the words and then learned the meaning, writing would have been a meaningless exercise.) Some girls are able to write from the board faster than others. Rather than holding up the class, we frequently told them to put their pencils down and listen for a minute, while we explained the next stage of the lesson. This seemed to work well and I would recommend future volunteers try similar techniques.
Publicity
Letting the public know about the good work the Sambhali Trust is doing is a valuable way of getting the Trust's name out there and enabling it to continue to receive funding. This publicity takes take a variety of forms.
Durag Niwas Menu
It occurred to me that the guesthouse menu would be an ideal place to let guests know about Sambhali. In a non-profit restaurant I visited in Cambodia, the menu had a page telling diners about the orphanage it supported. I suggested this idea to Govind and he liked the sound of it. I imagine this could be a single page describing the aims of the Trust and the work it has accomplished so far. Guests could be told about the wonderful crafts for sale in the shop and that 100% of the revenue from the sales go straight back into the Trust. Perhaps there could be a colour photo of the girls.
Newspapers and TV
Govind has some excellent connections with the local Indian media and is savvy about inviting them to cover Sambhali related events. I was genuinely surprised that Indian newspapers would take any interest in foreign volunteers. However, I soon learned that they are very interested indeed. I was first interviewed in connection to Sambhali before going on the Ramdevra pilgrimage. We were briefed us on the importance of saying the name “The Sambhali Trust” several times in each interview because apparently it was left out of a previous newspaper article. I felt quite anxious being interviewed. I have no media training, my knowledge of Baba Ramdev Ji (the Hindu saint) while adequate for my personal needs was perhaps insufficient for an interview on the subject and I had only arrived in Jodhpur the day before. It's a shame that the journalists didn't interview us after we'd done the pilgrimage. We would have had a lot more to tell them at that stage!
I'm sure some volunteers would enjoy the media attention and feel more at ease talking in front of the cameras. Personally I felt uncomfortable and ill-equipped speaking to the journalists. Also, as a volunteer, I felt uncomfortable in the role of Sambhali “figurehead”. I felt I was stealing focus away from the girls who are the real story of Sambhali, simply because I'm a foreigner.
For me, this feeling of discomfort was at its worst the day after the horrible Jodhpur temple crush. I went on a memorial walk with the girls as a sign of solidarity. This walk was emotional and deeply significant for them, whereas I was accompanying them as their teacher in a show of support. We were told there would be no cameras, but unfortunately it seems these media folks can't resist a story and turned up with still and video cameras. I felt uncomfortable being filmed and scrutinised by the cameras during the walk. Setrawa volunteers Gris, Helen and I were asked repeatedly to walk at the front of the group but we declined, feeling it would make it “our” event. We all receive so much attention in India as foreigners, I suppose it's a rather touchy subject for me to be further put in the spotlight, particularly when it seems to take the attention away from the Sambhali girls.
Perhaps in the future, these media opportunities could be presented as more of a choice rather than an obligation. Some volunteers will surely enjoy talking with the journalists and being filmed. For those who feel more shy in front of the cameras, perhaps they can give the interviews a miss.
Foreign Publicity
While coverage of Sambhali events by the India media furthers our cause to people in India, foreign publicity could have a significant effect on letting the larger world know about the NGO and would help bring much needed donations to the Trust. Unfortunately, during my time at Sambhali I did not have time to pursue any foreign publicity, however this could be an interesting project for a future volunteer. A good place to start might be getting in touch with a local newspaper at home (wherever “home” may be) and offering to write an article about the Sambhali Trust. As I understand it, “publicity” is advertising you get for free and “marketing” is advertising you pay for. A volunteer with a background in publicity would be able to come up with innovative ways to get the Trust's name out there.
Other things
What I didn't know before I came here
1. Guesthouse is in the same building as Sambhali school
This made “commuting” a breeze. I just had to walk upstairs from my room and I was in the classroom.
2. Age of the participants
The Sambhali participants are teenagers. When I read that they were “girls and women”, I mistakenly thought I'd be teaching mostly adults. As it turned out, this wasn't a problem, but having no experience with teenagers, I was initially anxious I would not have the right skills to teach them.
No Expectations
Some volunteers, myself included, have a lot of questions about the project before we get here. For me this was part of my process of deciding if I was right for Sambhali and if Sambali was right for me. It wasn't about getting everything figured out before I arrived. Being flexible and open to change are key to working for any NGO. However, I don't think it is actually possible to “have no expectations”. Because I had lots of questions, I asked to get in touch with a previous volunteer before I arrived. Govind kindly gave me Chloe's email address and we had a lively email exchange in which I asked her about her daily routine, what she most enjoyed about volunteering at Sambhali, what she found challenging, etc. I would be happy to get in touch with prospective volunteers in this same way in the future to answer any of their questions about my experience volunteering at the Trust. Everyone is different, but I prefer to enter into an experience with my eyes open.
Improvements for the Future
Professionalism
I have viewed my volunteering as a job and have done my best to approach it with professionalism. All volunteers will be different in their approach to the role. However the primary importance is their commitment to the work they do for the Trust. All else is secondary and should not come at the expense of their work.
I was always happy to offer my opinion regarding issues with the Trust. This collaborative spirit is key to Sambahli's volunteer/founder relationship. However, any disagreements should take place outside of the classroom environment and away from the girls.
Requests for Additional English Teaching
Volunteers agreeing to work for the Sambhali Trust will expect to be working with Dalit girls and women (as per the Trust's public mission statement). If there are any requirements to teach outside of this group (something I would not have felt comfortable with), then it is absolutely essential that is made clear to volunteers before they arrive. Whilst some volunteers may be happy to do so, in every case it is imperative that it is agreed in advance of their arrival.
Cross-over of Volunteers
When possible, I think it would be useful for volunteers to have at least a few days of overlap when a new person arrives before the old one leaves. This would make it easier to exchange knowledge and handover projects. Good handover notes can't substitute for talking things through face-to-face, sitting in on a few classes, etc. If this is not possible, I would recommend volunteers write thorough hand-over notes for the volunteers who come after them.
Closing Remarks
I am so pleased I decided to volunteer at the Sambhali Trust. I have learned a great deal and feel I made a positive difference teaching the participants. I wish the Trust all the best for its successful growth and continuation for many years to come.
Friday, October 03, 2008
Final Impression reports of Ms. Helen Barley and Ms. Meghan Bennett
Final Report
Volunteer: Helen Barley
Dates: 15 Sept 2008 - 2nd October 2008
My purpose for coming to Sambhali Trust was to conduct dissertation research about the issues facing Dalit ‘untouchable’ women in India, and to focus on the effectiveness of Empowerment projects such as the one run by Sambhali Trust. I also used this research to write a Progress Report about the social and economic empowerment of Dalit women through Sambhali Trust’s Empowerment Project, which can be viewed on Sambhali Trust’s website.
Having received a special grant from Durham University which would help me to pay for my research trip, I knew that this trip would not be a holiday, it was going to be hard work. The day I arrived in Jodhpur I had very vague expectations, I didn’t know what to expect- therefore I came with a completely open mind, knowing that I had to be dynamic and flexible if this was to be a worthwhile experience.
Although I was only with Sambhali Trust for 17 days, I must say that this short time was one of the most enjoyable, inspirational and valuable experiences of my life- every single aspect of the trip far exceeded my initially vague expectations. During my time here, I have formed a close bond with many people here- Govind, his wife Mukta, and not to mention all of the wonderful girls on the project. I truly feel I have become part of the Sambhali family- nothing is ever too much trouble and it is clear that Govind is very passionate about the project, having the best interests of the girls at heart.
I was a little apprehensive before I came about whether I would gather enough material for research and if I could get access to proper translation etc. But the first day I arrived in Jodhpur, Govind lay out an action plan for my research, and informed me that he would arrange for me to interview local officials (Divisional Commissioner, District Magistrate, Superintendent of Police, Police C.I) to benefit my research. Also, he agreed to translate any interviews I carried out with the girls. So from day one, I felt relieved and happy that I had the wholehearted support of Govind in pursuing my research- this support had such an incredible influence on my time here, as it encouraged me to do the best research possible.
I knew that my time at Sambhali would not be a holiday or sightseeing trip as I was primarily here to conduct research. However, what I was not expecting was to have an exciting, memorable and truly unforgettable experience of Indian culture and hospitality. Govind ensured that I must experience as much as possible in my short time here- I ate the local India delicacies, saw authentic Bollywood films, slept under the stars in the Thar desert..the list goes on! But also, I was given the opportunity to really make the most of my experience and to seize the opportunities I was given: I visited a Women’s Empowerment Workshop at Jodhpur Institute of Engineering Technology, and, with just 2 minutes preparation, went onto the stage to address 300 young women and guest speakers about my experiences of India and the ways in which Dalit women can be empowered. I visited a Police station with Govind to discuss a case in which a young disabled woman had experienced problems with her in-laws, which gave me a firsthand insight into the justice system. I completed a memorial walk alongside the girls of the Empowerment project to commemorate those who lost their lives in the tragedy at the Mehrangarh Fort on 30th September 2008, laying flowers and signing personal messages of condolence. All of these experiences were challenging in their own unique ways, yet they also contributed to making my time here in India extra special and extra worthwhile.
Overall, I would say that my time here has been an unforgettable experience- it has opened my eyes to the plight of Dalit women, but also instilled in me hope of a brighter future for them, through the hard work of efforts such as Sambhali Trust. My best advice to forthcoming volunteers or those considering spending time with Sambhali- come with an open mind. Be open to new experiences and throw yourself into your time here with enthusiasm, dedication and optimism. My experience here would not have been half as rewarding if I had not approached every day with the energy and enthusiasm required to bond with the wonderful girls of the project, to understand their lives and to experience the true Indian culture and way of life. I am very disappointed that my time here has come to an end, I would happily stay for much longer as I feel so at home here, but I am sure that in the future I will return to experience more that Sambhali has to offer.
Remember- your experience is what YOU make it- come with an open mind and an enthusiastic commitment to the work of Sambhali Trust and I can assure you that your time here will be exhilarating, inspiring and truly unforgettable.
______________________________________________________
Final Impression
Volunteer:- Ms. Meghan Bennett
September 2008
My experience at the Sambhali trust has been very varied and rewarding. I have changed many things about the way the English lessons are taught and recorded, participated in the Ramdevra pilgrimage and Fay and I have designed and taught a series of lessons on nutrition, exercise and sexual health.
I would like to summaries my experience by
1) outlining measures taken for the improvement of English classes,
2) identifying concerns for future volunteers and
3) stating the areas of improvement identified by Fay and I and showing how changes were successfully implemented.
Measures taken for the improvement of English lessons.
* I have provided full sets of lesson plans of each lesson taught. This is intended as a handover for future volunteers so they know what has been taught, to whom and how.
* Lessons have become more focused. Lessons are focused on specific areas of English language, with learning objectives that have been taught and tested throughout. For example, a whole lesson might consist of possessives, (Whose scarf is this? This is Jyoti’s scarf. Etc.) So the girls will be able to create their own sentences at the end, and answer questions. The girls had a sense of achievement that they had accomplished something.
* Girls gained confidence in speaking out loud by practicing saying words and sentences out loud together and individually, practicing role plays and answering questions about themselves. Speaking practice and activities were integral to lessons for confidence.
* Girls were writing words down on the board and in their books in English and Hindi. This meant that we could be sure that girls actually understood what they were writing down, because often they did not.
* Girls are always in the process of being taught to be more self directed. They are given scaffolded sentences which they must complete themselves using a choice of words or a diagram, they are answering personal questions and they are participating in activities/role plays. Being self directed is integral to progress.
* We spent a whole lesson on the teacher assessing the students’ understanding with questions like, “Do you understand? What is this word in Hindi?” and the students asking questions like, “What does this word mean?” etc. Previously girls had not known how to answer or ask questions about understanding.
* We made the behavioral expectations very clear. Girls were not to chat while other girls were answering questions or talking in English. I would wait for silence before I taught the lesson and not talk over them.
* With the help of Fay, we split the class into ‘basic’ and ‘advanced’. We would deal with the same material, but at different levels.
* I started a ‘basic English’ class from 12.30 – 1.00 for girls who are not confident with the alphabet or sounding out words.
Identifying concerns for future volunteers
* There should be a minimum standard for all volunteers to follow in participating as an English teacher.
1) Write lessons down in the lesson plan book,
2) plan focused lessons,
3) correct students’ books.
* It would be great if the ‘basic English’ class could be continued from 12.30-1.00.
* Be assertive. If you say, “English is starting in 5 minutes”, the girls should not be taking 10-15 mins to finish their chatting and tea drinking.
* You are the girls’ teacher, not just their friend. Please take your role as a teacher seriously, don’t let their overly friendly attitude affect your professionalism. Model the behavior you would expect of them.
* Be consistent. There seem to be many distractions which take away from English teaching. I was shocked when I realized I had taught 6 lessons in the first month I was there. Some things which come up are important, but some things should be questioned. If you are asked to run an errand, please ask to do it after or before class. If a girl does not come, question her. If there are visitors, organize the day so English lessons and a ‘cultural exchange’ can both take place. Missing an English lesson should be a last resort.
* Consider what you have to offer. Special one off lessons on anything that may benefit the girls is much appreciated. You will get as much out of it as you put in.
* Use your time wisely. The first hour and a half of lessons is craft time. You could use this to plan lessons, record lessons, mark books or brainstorm more craft ideas. If the girls are distracting you, or you are distracting the girls by doing this work around them, do your work downstairs.
* You should question the girls if you see them doing nothing. They are here to gain empowerment through education, not to spend hours chatting with friends, doing nothing.
* The girls have laminated name tags. If they are not wearing them, ask that they do. If they lose them or new girls arrive, make some more.
* If you have any concerns, ask Govind. He is receptive to feedback and very prompt with affecting change.
* If you are asked to do something related to the Trust that you don’t feel comfortable with, don’t be afraid to say no.
Areas of improvement identified by Fay and I which have successfully been implemented.
These are issues which Fay and I have brought up and which Govind and Tamana have promptly dealt with.
* Girls had stopped doing their Saturday sports. Now, the girls have recommenced Saturday sports and are doing 15 mins of yoga and meditation each morning.
* Girls were really slow to arrive in the morning. Sometimes class would start 45 minutes late. Girls are now arriving promptly, doing prayers and yoga/meditation, and ready to start crafts at 11.30.
* Some days completely lacked focus with girls having nothing to do all day. Now girls seem to be engaged in a main craft project each day, or using a back-up repertoire of crafts such as embroidery practice, if they have finished everything else.
* There were no price tags on the store items so visitors had to enquire about prices. This may have hindered sales. Now there are price tags on all items.
* So many volunteers come through; it is hard to remember the girls’ names! The girls all now wear laminated name tags.
* If girls stop attending, rather than waiting weeks or months to question this, they should be contacted and questioned straight away, to ascertain the reason they are not attending and hopefully resolve any issues.
* Smaller, cheaper items on sale at the shop. Tourists don’t always like buying clothes, bags or large stuffed elephants, but want to make a gesture of support. They might prefer to buy something small, light and cheap. Now things like small stuffed birds are being made, and more items along these lines could be in the future.
Overall, I feel that the Sambhali trust is moving in the right direction, there have been so many positive changes since we have been here, and the classes seem a lot more focused. The structure of the day is more consistent and effective. This has had a huge impact on the girls. They seem really happy with all that they are achieving, are constantly mentioning how much they enjoy learning new English, the girls are always improving their repertoire of arts and crafts which look amazing, and the sexual health workshops have been a huge success. Through these workshops we are giving them access to information which we take for granted in the West. That is, knowledge of our bodies and control over our sexuality. We have covered: the reproductive system, how babies are created and grow, family planning and HIV/STDs. We hope that this knowledge will empower the girls further and for them to gain the confidence and control of their bodies which we so take for granted. Much thanks to Govind and his family for their hospitality during my two months in Jodhpur, well wishes to Govind’s mother for a rapid recovery and my condolences to those who lost family members and friends in the recent Jodhpur temple tragedy.
Volunteer: Helen Barley
Dates: 15 Sept 2008 - 2nd October 2008
My purpose for coming to Sambhali Trust was to conduct dissertation research about the issues facing Dalit ‘untouchable’ women in India, and to focus on the effectiveness of Empowerment projects such as the one run by Sambhali Trust. I also used this research to write a Progress Report about the social and economic empowerment of Dalit women through Sambhali Trust’s Empowerment Project, which can be viewed on Sambhali Trust’s website.
Having received a special grant from Durham University which would help me to pay for my research trip, I knew that this trip would not be a holiday, it was going to be hard work. The day I arrived in Jodhpur I had very vague expectations, I didn’t know what to expect- therefore I came with a completely open mind, knowing that I had to be dynamic and flexible if this was to be a worthwhile experience.
Although I was only with Sambhali Trust for 17 days, I must say that this short time was one of the most enjoyable, inspirational and valuable experiences of my life- every single aspect of the trip far exceeded my initially vague expectations. During my time here, I have formed a close bond with many people here- Govind, his wife Mukta, and not to mention all of the wonderful girls on the project. I truly feel I have become part of the Sambhali family- nothing is ever too much trouble and it is clear that Govind is very passionate about the project, having the best interests of the girls at heart.
I was a little apprehensive before I came about whether I would gather enough material for research and if I could get access to proper translation etc. But the first day I arrived in Jodhpur, Govind lay out an action plan for my research, and informed me that he would arrange for me to interview local officials (Divisional Commissioner, District Magistrate, Superintendent of Police, Police C.I) to benefit my research. Also, he agreed to translate any interviews I carried out with the girls. So from day one, I felt relieved and happy that I had the wholehearted support of Govind in pursuing my research- this support had such an incredible influence on my time here, as it encouraged me to do the best research possible.
I knew that my time at Sambhali would not be a holiday or sightseeing trip as I was primarily here to conduct research. However, what I was not expecting was to have an exciting, memorable and truly unforgettable experience of Indian culture and hospitality. Govind ensured that I must experience as much as possible in my short time here- I ate the local India delicacies, saw authentic Bollywood films, slept under the stars in the Thar desert..the list goes on! But also, I was given the opportunity to really make the most of my experience and to seize the opportunities I was given: I visited a Women’s Empowerment Workshop at Jodhpur Institute of Engineering Technology, and, with just 2 minutes preparation, went onto the stage to address 300 young women and guest speakers about my experiences of India and the ways in which Dalit women can be empowered. I visited a Police station with Govind to discuss a case in which a young disabled woman had experienced problems with her in-laws, which gave me a firsthand insight into the justice system. I completed a memorial walk alongside the girls of the Empowerment project to commemorate those who lost their lives in the tragedy at the Mehrangarh Fort on 30th September 2008, laying flowers and signing personal messages of condolence. All of these experiences were challenging in their own unique ways, yet they also contributed to making my time here in India extra special and extra worthwhile.
Overall, I would say that my time here has been an unforgettable experience- it has opened my eyes to the plight of Dalit women, but also instilled in me hope of a brighter future for them, through the hard work of efforts such as Sambhali Trust. My best advice to forthcoming volunteers or those considering spending time with Sambhali- come with an open mind. Be open to new experiences and throw yourself into your time here with enthusiasm, dedication and optimism. My experience here would not have been half as rewarding if I had not approached every day with the energy and enthusiasm required to bond with the wonderful girls of the project, to understand their lives and to experience the true Indian culture and way of life. I am very disappointed that my time here has come to an end, I would happily stay for much longer as I feel so at home here, but I am sure that in the future I will return to experience more that Sambhali has to offer.
Remember- your experience is what YOU make it- come with an open mind and an enthusiastic commitment to the work of Sambhali Trust and I can assure you that your time here will be exhilarating, inspiring and truly unforgettable.
______________________________________________________
Final Impression
Volunteer:- Ms. Meghan Bennett
September 2008
My experience at the Sambhali trust has been very varied and rewarding. I have changed many things about the way the English lessons are taught and recorded, participated in the Ramdevra pilgrimage and Fay and I have designed and taught a series of lessons on nutrition, exercise and sexual health.
I would like to summaries my experience by
1) outlining measures taken for the improvement of English classes,
2) identifying concerns for future volunteers and
3) stating the areas of improvement identified by Fay and I and showing how changes were successfully implemented.
Measures taken for the improvement of English lessons.
* I have provided full sets of lesson plans of each lesson taught. This is intended as a handover for future volunteers so they know what has been taught, to whom and how.
* Lessons have become more focused. Lessons are focused on specific areas of English language, with learning objectives that have been taught and tested throughout. For example, a whole lesson might consist of possessives, (Whose scarf is this? This is Jyoti’s scarf. Etc.) So the girls will be able to create their own sentences at the end, and answer questions. The girls had a sense of achievement that they had accomplished something.
* Girls gained confidence in speaking out loud by practicing saying words and sentences out loud together and individually, practicing role plays and answering questions about themselves. Speaking practice and activities were integral to lessons for confidence.
* Girls were writing words down on the board and in their books in English and Hindi. This meant that we could be sure that girls actually understood what they were writing down, because often they did not.
* Girls are always in the process of being taught to be more self directed. They are given scaffolded sentences which they must complete themselves using a choice of words or a diagram, they are answering personal questions and they are participating in activities/role plays. Being self directed is integral to progress.
* We spent a whole lesson on the teacher assessing the students’ understanding with questions like, “Do you understand? What is this word in Hindi?” and the students asking questions like, “What does this word mean?” etc. Previously girls had not known how to answer or ask questions about understanding.
* We made the behavioral expectations very clear. Girls were not to chat while other girls were answering questions or talking in English. I would wait for silence before I taught the lesson and not talk over them.
* With the help of Fay, we split the class into ‘basic’ and ‘advanced’. We would deal with the same material, but at different levels.
* I started a ‘basic English’ class from 12.30 – 1.00 for girls who are not confident with the alphabet or sounding out words.
Identifying concerns for future volunteers
* There should be a minimum standard for all volunteers to follow in participating as an English teacher.
1) Write lessons down in the lesson plan book,
2) plan focused lessons,
3) correct students’ books.
* It would be great if the ‘basic English’ class could be continued from 12.30-1.00.
* Be assertive. If you say, “English is starting in 5 minutes”, the girls should not be taking 10-15 mins to finish their chatting and tea drinking.
* You are the girls’ teacher, not just their friend. Please take your role as a teacher seriously, don’t let their overly friendly attitude affect your professionalism. Model the behavior you would expect of them.
* Be consistent. There seem to be many distractions which take away from English teaching. I was shocked when I realized I had taught 6 lessons in the first month I was there. Some things which come up are important, but some things should be questioned. If you are asked to run an errand, please ask to do it after or before class. If a girl does not come, question her. If there are visitors, organize the day so English lessons and a ‘cultural exchange’ can both take place. Missing an English lesson should be a last resort.
* Consider what you have to offer. Special one off lessons on anything that may benefit the girls is much appreciated. You will get as much out of it as you put in.
* Use your time wisely. The first hour and a half of lessons is craft time. You could use this to plan lessons, record lessons, mark books or brainstorm more craft ideas. If the girls are distracting you, or you are distracting the girls by doing this work around them, do your work downstairs.
* You should question the girls if you see them doing nothing. They are here to gain empowerment through education, not to spend hours chatting with friends, doing nothing.
* The girls have laminated name tags. If they are not wearing them, ask that they do. If they lose them or new girls arrive, make some more.
* If you have any concerns, ask Govind. He is receptive to feedback and very prompt with affecting change.
* If you are asked to do something related to the Trust that you don’t feel comfortable with, don’t be afraid to say no.
Areas of improvement identified by Fay and I which have successfully been implemented.
These are issues which Fay and I have brought up and which Govind and Tamana have promptly dealt with.
* Girls had stopped doing their Saturday sports. Now, the girls have recommenced Saturday sports and are doing 15 mins of yoga and meditation each morning.
* Girls were really slow to arrive in the morning. Sometimes class would start 45 minutes late. Girls are now arriving promptly, doing prayers and yoga/meditation, and ready to start crafts at 11.30.
* Some days completely lacked focus with girls having nothing to do all day. Now girls seem to be engaged in a main craft project each day, or using a back-up repertoire of crafts such as embroidery practice, if they have finished everything else.
* There were no price tags on the store items so visitors had to enquire about prices. This may have hindered sales. Now there are price tags on all items.
* So many volunteers come through; it is hard to remember the girls’ names! The girls all now wear laminated name tags.
* If girls stop attending, rather than waiting weeks or months to question this, they should be contacted and questioned straight away, to ascertain the reason they are not attending and hopefully resolve any issues.
* Smaller, cheaper items on sale at the shop. Tourists don’t always like buying clothes, bags or large stuffed elephants, but want to make a gesture of support. They might prefer to buy something small, light and cheap. Now things like small stuffed birds are being made, and more items along these lines could be in the future.
Overall, I feel that the Sambhali trust is moving in the right direction, there have been so many positive changes since we have been here, and the classes seem a lot more focused. The structure of the day is more consistent and effective. This has had a huge impact on the girls. They seem really happy with all that they are achieving, are constantly mentioning how much they enjoy learning new English, the girls are always improving their repertoire of arts and crafts which look amazing, and the sexual health workshops have been a huge success. Through these workshops we are giving them access to information which we take for granted in the West. That is, knowledge of our bodies and control over our sexuality. We have covered: the reproductive system, how babies are created and grow, family planning and HIV/STDs. We hope that this knowledge will empower the girls further and for them to gain the confidence and control of their bodies which we so take for granted. Much thanks to Govind and his family for their hospitality during my two months in Jodhpur, well wishes to Govind’s mother for a rapid recovery and my condolences to those who lost family members and friends in the recent Jodhpur temple tragedy.
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