The summer holidays for children in six specially chosen ‘outreach sites’ in remote and disadvantaged areas will be fun-filled and busy thanks SAG’s six-week Outreach Program. The initiatve was developed in collaboration with students and staff of St Aloysius Institute in Taunggyi (SAG).
Six final-year students from SAG took a 12-hour bus journey to St Michael’s in Kachin State to live in the parish community and lead over 200 children in learning and play. From 9am to 4pm each day, the parish compound buzzed with energy as the young student teachers taught classes in English language, art, music and sports.
Fr Aik, parish priest of St Michael’s says that many of the mothers of the parish thanked him and the young staff for providing this opportunity for the young ones of the village during their long school holidays. While their children were learning and happy their mothers were able to work in homes and farms.
Similar outreach programmes took place in six outreach sites across Myanmar including Shan State, Irrawaddy Delta Region and Kayah State. Collectively, the young teachers from SAG-IHS engaged with over 1000 children across the country. SAG students lived with the communities and gave of their time and talents. For many the experience of living in remote communities was physically and mentally challenging, but the young teachers learned valuable skills and lasting friendships were forged.
On his return to SAG after six weeks in remote Leik Poke Gone Village, Irrawaddy region, third year student Ah Loe, reflected on his experience:
‘The community we lived with is not focused on religious differences, and there is no discrimination. The people respect each other. People from all religions near Leik Poke Gone Village come together peacefully in whatever they do. It shows the unity of all the local people. In the community, we could talk openly if we needed to. Moreover, people shared everything with each other, whether good or bad things. The people are generous and polite and they taught us to respect others, no matter the differences’.
Ah Loe adds;
‘The reason I did this was to give the children the chance I did not have during my childhood and guide them like a bright star in the night. I didn’t expect too much from them because it was the first time they’d studied English. Mostly, I wanted to prepare them for a better society’.
Final year student, Ashia says of her time teaching in the village:
‘When we arrived at the school, we saw a huge crowd of students and parents. There were children of all sizes waiting for us there. It was the first time I had seen so many people in one place. I was really nervous and afraid, thinking, “Will I be able to handle everything?” After the whole journey, I think I have become more like a real teacher and understand what it means to be a teacher now. After this, I know that a teacher’s job takes a lot of love, patience, time, energy, knowledge, and willingness, both externally and internally. Because of this experience, I have come to have greater respect for all teachers.’
Ashia wrote this poem to express her feelings about her young students:
Flames
There is a flame burning inside of me.
A bit small, a bit weak, a bit timid
And a bit shallow.
But it still burns every day.
Within them there is a candle,
That still needs to catch fire,
So that it can shine,
Brighter than the Sun and the Moon.
Spread their light, further than any ocean and sea.
Stand firm and tough,
Stronger than any mountains and rocks.
Never ending fire, longer lasting than any time and century.
So that it can burn the whole world
Come now, let me give you a bit of a spark, and let us burn together with the flames.
‘The reason I did this was to give the children the chance I did not have during my childhood.’
‘They are very clever and fast learners, so I couldn’t afford to make any mistakes. They are all watching me, so I need to know my lessons thoroughly.’
‘They are very clever and fast learners, so I couldn’t afford to make any mistakes. They are all watching me, so I need to know my lessons thoroughly.’
