Practical...

It’s been a little while since my last post, which I feel kind of bad about since much has happened in between then and now, and especially since I left the last post with a kind of negative note. I figured I’d get back into the swing of things by showing a bit of what I’ve been doing in my work to provide a kind of contrast to the rote memorization/copy method that I think is doing damage here.

A girl doing chetichki (Note that the characters in the bottom right corner of the book are NOT actually letters)

As I’ve said before, I have a number of groups focused on developing basic skills for the children at the orphanage. I focus most on math and literacy (a fact recently covered in the local newspaper, but I will get to that another time). In these groups I have tried to provide a different method of learning from which the kids are normally exposed. In this way, my goal has been to get illiterate kids up to speed as quickly as possible so that they don’t fall further behind in their classes. In a couple of my groups, this has meant starting by teaching the alphabet to children who are as far as 5th grade. I have since moved on with these kids to associate sounds with letters, and to string these sounds into words. That most basic of reading groups is now able to understand somewhat complicated words, and we are currently working on constructing our own words.

The key here, rather than to have the kids write letters over and over again, to have the children make associations with the letters and how they fit into the grand scheme of things. Copying the alphabet may create amazing penmanship, but it does little to show the children how to use those letters practically. Likewise, memorizing the alphabet and being able to recite it upon command (while a vital skill) does little to show how those letters can be arranged in different ways to create words.


With my special needs kids, I have been emphasizing the sounds of the letters as well, and in some instances the kids can begin picking up on words that start with the same sounds. It’s not much right now but it’s a start, especially considering that their conversational skills are still not their strong point…


Recently I have noticed that a tutor has been reinforcing the sounds of the letters rather than having the kids copy the letters over and over, and is giving many of the kids one on one attention. While this may seem pretty basic to those of us who were lucky enough to have gone through a child-focused educational system, this has been a breath of fresh air for me here. It shows that there is at least a desire to have the kids learn how to practically apply the lessons they learn rather than just have it make it look like they can.



I have heard from some coworkers that there are now some after-school groups for reading and other basic topics that are open for the kids. This blew my mind when I first heard it. I was so excited to see that the kids are being given attention in smaller groups like they need and deserve. I was even more excited to see that the teachers are actually willing to spend the extra time with the kids (something that I have rarely seen in my year and a half here). Education is not simply a 9-5 profession but a desire and a need to ensure the success of the next generation. This isn't a scientific observation, but I'm willing to wager that the success of a class is directly proportional to the amount of support given by its teachers and care providers. I know that there is a huge potential here amongst the kids in Bulgaria that's just now starting to be tapped. It's exciting to me that the child care professionals in this country are realizing this. And I’m so glad I can be a part (however small) of that ever-important realization…

Until next time…