Contents
Organizational Updates
RCEF Annual Report Available
The Annual Report 2008-2009 describes RCEF's efforts in primary school teaching reform.
2010 Calendar Campaign a Success
Over 400 calendars were sold raising over $7000.
Curriculum and Teaching
For the Love of Frog
The Frog story book series was at the center of the second grade reading class in December.
Stories from Reading Time
We share some memorable reading experiences from the past month.
How Students Prepared for Community Interviews
RCEF Staff used skits to prepare students for a community investigation.
Donor Updates
Recognition of Recent Donors
We warmly thank the donors to RCEF in December 2009
RCEF Annual Report Published
Above: The RCEF Annual Report 2008-09 (click on image above to download).
We are pleased to present RCEF's Annual Report 2008-2009. RCEF's program in grassroots "bottom up" education reform has been - and still is - a continuous learning experience for all of us. This is a report about the main efforts we made in the past year of intensive collaboration with rural teachers and students in a typical rural Chinese primary school. It is our hope that you will find it a useful window into RCEF's journey and where our learning is leading us. Click here to download the report.
2010 Calendar Campaign a Success
This holiday season, RCEF sold more than four hundred 2010 calendars depicting students and life at our program site, Guan Ai Primary School in Shanxi Province. The sales generated over $7000! During the campaign, our volunteers not only raised funds, they also spread RCEF's message to a wider audience. We are very grateful for their enthusiasm and hard work. As we conclude this year's calendar campaign and step into 2010, we will continue to expand our influence and work hard to raise awareness and funding for quality education in rural China. For those of you purchased a calendar, we thank you and hope you enjoy the photos and stories of Guan Ai students throughout the year. For supporters who did not have a chance to get RCEF 2010 calendar, we appreciate your contributions to RCEF in other ways and hope you can join our campaign next year!
For the Love of Frog
by Zheng Kai, Program Manager
Many people around the world love the Frog books by Dutch author and illustrator Max Velthuijs (1923-2005). Over this past cold winter month, this frog and his friends brought much warmth and laughter to second graders in the north of China at our program site Guan Ai Primary School.
Every Frog book has a theme such as confidence, friendship, the joy of living, overcoming challenges and fears, helping others, accepting others, etc. Second grade teacher Ms. Wang Yanzhen read one book during each thirty minute reading class period, leaving time for children to discuss the book. After every book, another class period would be devoted to making a journal entry consisting of what they wanted to say and draw in response to the book.
Frog and the Birdsong is about the end of life. After hearing the teacher read this story, one student wrote, "I really like Frog and his friends. I would like to say that every person who comes to this world is very lucky. We all know that each person only has one life. If today passes, it will never come back."
After listening to the stories, the students were able to describe scenes from the book completely using their own words. After we finished Frog Finds a Friend, a student wrote: "I like Frog because he taught Little Bear how to speak and draw and he fed him. One day, Little Bear didn't want to eat or play. Frog asked concernedly whether Little Bear wasn't feeling well. Little Bear said that he wanted to go home. The next day, he left. But he returned again because he didn't want to leave his friends. Frog cares about others, so I like Frog."
After finishing a book, Ms. Wang left ten minutes for discussion about the theme of the book, letting the children speak freely. After reading Frog and a Very Special Day, the teacher asked several questions, including "What can you do for your friends, relatives, and classmates to bring them some happiness so that they have a very, very happy day?"
The second graders really love the Frog series, which are so full of sunshine and warmth and love. It infects all those who read and hear the stories. Being able to experience this with the students, I echo Frog's words, "Life is so beautiful!"
Stories from Reading Time
RCEF is experimenting with different methods of promoting free reading at our main program site, Guan Ai Primary School. In December, students visited each other's classes to talk about what they'd been reading, adults and students read together at designated times every day, and the student librarians kept the school library open during recess hours. Below, RCEF Program Manager Sun Chuanmei shares some funny and interesting things that happened during all this reading frenzy.
The Incident with Mingyue
Above: Second Grader Zhang Mingyue loves to read.
Mingyue Zhang is a pretty second grade student. When she picks up a book, she won't put it down. One day, she brought a book that she hadn't finished reading into the bathroom. As you probably know, bathrooms in rural China are pits in the ground. Since it's very cold, the children wear a lot of clothes. Squatting and then standing up again is a challenge, even when not holding a book. When Mingyue stood up, her book fell into the pit. She started crying but at first no one knew why. The other students only knew that there was a little girl crying in the bathroom who wouldn't come out. After asking her, and then looking into the pit, they understood. Word traveled fast. Several teachers went into the bathroom to persuade Mingyue to come out. When her homeroom teacher Ms. Wang finally led her out, Mingyue's face was covered in tears and she sat down, depressed, unwilling to go play. Only after RCEF staff member Zheng Kai went over and talked to her for a long time did her mood improve. The next night when the library opened, Mingyue immediately rushed in and borrowed a new book - this one of Chinese traditional stories.
Fifth Grader's Fury
In November, all of the fifth grade students read Dear Mr. Henshaw as part of our first attempt at holding book discussion meetings. The first meeting, facilitated by Ms. Li Xiaochun, was meant to get students interested in reading the book. The second meeting took place at another rural school in our county called Xiaochao Primary School. We brought the Guan Ai fifth graders there to discuss the book with their Xiaochao counterparts, who had also read the same book. Perhaps because they were in unfamiliar territory, it was hard for the Guan Ai students to open up at that meeting.
That evening, I went to their classroom to ask how they felt the activity meeting went. I suggested that they give themselves and their class a score for how well they behaved along with a few reasons for their scoring. Most of the students agreed and started standing up to explain their scores. They didn't give themselves high scores but gave their class as a whole pretty good scores. I listened and took notes. Was this turning into a self-congratulatory exercise? Why wasn't anyone mentioning the problems that had come up?
Just when I was about to guide them in that direction, a student named Zhang Rong banged her fist on her desk and stood up. She looked at everyone and said in a loud voice, "Why is everyone basing their scores on the faults of the other school's students? We didn't have any faults? Did we speak up actively?" She threw out a series of problems like missiles. Immediately, the class fell silent. I looked at everyone with a serious expression but inside, I couldn't help smiling. A challenge from within is better at producing the truth.
Zhang Fei's "Press Meeting"
Second grader Zhang Fei was a "guest speaker" in the first grade class. He went there to tell them a story he recently read and liked. However, when he told the story, his words weren't clear enough and a lot of children didn't understand. Thankfully, Zhang Fei saved the day. He said, "If you don't understand the story, please ask questions." The first graders started to speak actively, one question after another. Zhang Fei stood at the front of the classroom answering the questions without any hint of impatience.
From my perspective at the back of the classroom, it felt like a press meeting. After the class, I thought about why Zhang Fei had such ability. It must be that in his second grade class, it is popular for students to tell stories to each other during reading period. Now that they are used to it, they have naturally started to speak like a teacher, asking, "Can you guess why? Do you understand?" This is how little teachers are cultivated!
When doing reading activities with the students, I often run into unexpected scenes like these. When I look at the expressions on the children's faces as they read, I can't help but sigh and let these feelings sink deep into my heart.
Skits Prepare Students for Community Interviews
This school year, RCEF has been focused on developing curriculum in two areas: free reading and Integrative Practice Class. Integrative Practice Class is a primary school subject which emphasizes hands-on, community-based learning. It helps students learn more about the challenges and opportunities facing their rural hometowns. However, most rural schools don't actually teach this class because teachers feel that they don't have a good grasp of how to teach it. In response, RCEF staff have been developing practical methods for this class at our main program site Guan Ai Primary School. We are now starting to share these methods with other schools.
In December, RCEF staff members Zhao Junfang and Zheng Kai went to Guoyuan Primary School in a neighboring township to help teachers pilot a student investigation into garbage disposal in their community. Before heading out to do interviews with community members, the teachers used skits to help students think about how to conduct interviews. Below is an excerpt from one of the classes:
Teacher: Just now, all of you students talked about how much garbage we encounter in daily life. How much garbage exactly does our village produce in one day? How is this garbage dealt with? In the next class, we are going to go out of the classroom and interview relevant people. But before we do the interviews, please watch this skit by (RCEF staff) Ms. Zhao and Mr. Zheng.
Ms. Zhao (acting as a student): Hello! I'm a student at Guoyuan Primary school. I have a question. How much garbage does your restaurant produce every day?
Mr. Zheng (acting as the restaurant owner): Um, well, I've never calculated that before.
Ms. Zhao turned to face the students, thinking out loud, "Why is my question difficult for him to answer?"
Ms. Zhao: Well, how many guests do you have each day?
Mr. Zheng: Right now, most of the young people in the village are doing migrant work outside so usually only 20-30 people eat here per day.
Ms. Zhao: Oh. Do these guests use disposable chopsticks and paper cups?
Mr. Zheng: That's right. Every day, we waste 30-40 pairs of chopsticks and 30-40 paper cups.
Ms. Zhao: Where do you put these used chopsticks and cups?
Mr. Zheng: I throw them in the trash.
Ms. Zhao: Besides this garbage, what other kinds of garbage does your restaurant produce?
Mr. Zheng: Leftover rice, other leftover food, coal dust, things like that.
Ms. Zhao: How much money does your restaurant make in one day?
Mr. Zheng: Probably over 100 RMB. Aren't you supposed to be asking questions about garbage?
Ms. Zhao says to the students, "After watching that pretend interview, what do you think we need to pay attention to when designing interview questions?" (Students discuss)
Student 1: Be specific.
Student 2: Ask things the person can easily answer.
Student 3: I don't think asking the restaurant owner how much he makes a day is very relevant to our topic.
Ms. Zhao: You are very smart. You brought up good points. Yes, interview questions should be specific, easy for the subject to answer, and be related to the topic. (As she says this, she writes these three principles on the board.) Next, let's get into small groups and come up with what questions to ask in your interviews.
The students split into seven groups to prepare to do interviews with villagers, the cotton factory, village stores, vegetable sellers, restaurants, the school, and the church. Students design interview questions and then present them to the class. Before the students went out to interview, Ms. Zhao and Mr. Zheng performed another skit for the students, this time switching their roles.
Mr. Zheng (acting as a student): I have a question. How much garbage does your restaurant produce every day?
Ms. Zhao (acting as the restaurant cook): Look at the clock. Go over there, don't create a mess. It's noon. Can't you see I'm busy here?
Mr. Zheng is at a loss. His face shows he doesn't know what to do. After a while, Mr. Zheng looks at his watch and says, "It's three o' clock now. The restaurant is probably not so busy now. I'm going to try again."
Mr. Zheng: Hello! Mr. Cook, I'd like to ask a question. How many guests eat at your restaurant every day? Do they all use disposable chopsticks and cups?
Ms. Zhao: Ask the boss or the waitress. I'm not sure.
Mr. Zheng: Mr. Boss, Hello! I have a question. How many guests eat at your restaurant every day? Do they all use disposable chopsticks and cups?
Ms. Zhao: I haven't paid that much attention these past few days. There're usually just 30-40 people a day.
Mr. Zheng (speaking and taking down notes): Wait a second, I haven't written it down yet. Can you say it again?
Ms. Zhao: How annoying. Hurry up. I am still busy.
Teacher: Students, based on that skit, what kinds of things do you think we should pay attention to during an interview?
The students discussed enthusiastically and ended up with four main points:
- Be polite.
- Pick a good time, place, and subject for the interview.
- Ask questions using simple language.
- Learn to write quickly and write down the main points.
After this activity was over, the students went out to do their interviews and then reported their findings in drawings and oral presentations to the rest of the class.
Above: Students interview villagers about how they dispose of trash.
Donor Roll
We are grateful to all the supporters who donated to RCEF in December 2009! (A complete list of donors through the years is available here.)
Silver Sponsors ($1000-$4999)
Ivy. H. Cheng (Potomac, MD)
Jenny Lo
MDDM Fund
Teresa Poon
Bronze Sponsors ($100 to $999)
Alice T. Hu (San Francisco, CA)
Dylan Small (Philadelphia, PA)
Hongzheng Lu (Pittsburg, PA)
Lora Elliott (Fort Worth, TX)
Yi-Kong Keung (Clemmons, NC)
Supporting Sponsors (under $99)
Connie Chung (Cambridge, MA)
Eliot Dow (New York, NY)
Lily Blum (Woodside, CA)
Lisa Peasley (Livermore, CA)
The RCEF Newsletter is a monthly publication about the educational initiatives being carried out by RCEF in rural Shanxi Province, China.
Read more about RCEF's mission and main program site Guan Ai Primary School.
Contact Us
Donate
You can help rural Chinese students reach their potential. Contributions are 100% tax-deductible in the U.S.
Checks payable to "Rural China Education Foundation" can be sent to:
PO Box 92424
Rochester, NY 14692-0424
Donations can also be made online!
See videos of RCEF's activities on our Youtube Channel!
Donate Your Used Car
Donating your used car can directly benefit RCEF! It's an easy and convenient process.
From our Blog:
Collective Effort, Never Give Up
Twin brothers in third grade have different learning abilities. Their whole class pitches in to help the one who struggles more with school work.
Guan Ai Helps Teachers Grow
A new teacher says she feels fulfilled by the constant learning going on at Guan Ai.
Students' Empathy Shines Through
The principal of Guan Ai shares a story about how students showed their caring for her.
Click here to read (in Chinese).
RCEF History Slideshow
Four years ago, RCEF was incorporated as a nonprofit organization. This slideshow marks major milestones in our development.
Click here to view
Dispatches from the Field
A special collection of blog posts gives an up-close-and-personal window into our experiences on the ground in rural China
Past Newsletters
RCEF posts monthly and quarterly newsletters on our website.
Click here to read past issues