May

SCHOOL VISITATION REPORT

San Pedro, D.R., April 25, 2008

 

 

             Five members of our mission team accompanied by interpreters Ricky and Estela visited the barrio of San Pedro the morning of April 25, 2008 with the intention of obtaining some information about the Christian schools operating there.  Those visiting were Lin Bourie, Natalie Morris, Judi Bohall, Mark Rice, and Connie Halket.  Our first stop was the main school in the barrio.  A large group of younger children were enjoying recess when we arrived and flocked around us to see who we were and ask questions of us. 

Talking with a teacher on the playground we learned that there were six classes of pre-school, kindergarten and first graders in attendance at that time.  The older children arrive later in the morning at 10:00 a.m.  The facility is not large, but seems ample to hold the current enrollment which attends in staggered shifts.

 

             We were told the school itself is supported entirely by churches in the U.S.A. as are the adjacent church and pastor’s home. 

Services and adult Bible study are held on the grounds as well as elementary classes through grade seven.  The first classroom we visited was a first grade class.  Students sat at single and double desks, a total of 34 children in a small but organized room.  A kindergarten room next door seated 28 students at tables with chairs.  We noted the Bible verse 2 Peter 3:9 on the board.  The teacher said it was the theme of the day and that the children need to know that first each day to prepare them for their lessons.  We were impressed by her Christian approach to starting each school day with a Bible theme.

 

             In the other first grade class we found 33 children.  On the board was the date and the directions for their current assignment.

They were instructed to read a selection and find all the words that begin with the letter J to copy into their notebooks.  We inquired about the content of the curriculum and learned that they are studying parts of the body in science, the family unit in social studies, literature, math, music and art.  While the language of the school is Spanish, they do receive some English language instruction as well.

 

             Other classes we visited included second and third grade groups, one of which was having a dictation in Spanish at the time. We were told the older children attend classes from 12:00-3:00 p.m., but there was a combined sixth/seventh grade class in session with a male teacher whom we later learned also serves half-time as the principal. 

The pastor’s wife serves as the administrator of the school.  The difference in duties between principal/director and the administrator were not explored, but most probably the principal attends to the daily functioning of the school whereas the director deals with the mechanics of keeping the school funded.  The secretary at the school also teaches part of the time.  Doing extra duties would seem to be the norm for most of the staff.

 

             We asked about food and supplies for the children.  There was a lunch kiosk at one end of the playground where food and drinks could be purchased, but many bring their own lunches.  Most children seemed to have backpacks for their personal belongings.  We asked if they were donated and were told they were not gifts, but purchased by parents.  School supplies like paper and pencils, however, are supplied by the school.  The principal said they have enough supplies, but the textbook situation is not as fortunate.  The teachers have manuals and materials, but for the most part there are no individual texts for the children.  Therefore, much time and effort goes into the process of getting the lessons in front of each child that might be better used for actual instruction.  That is, having a book to work from is preferable to copy work or dictation from a teacher.

 

             Cost per student runs $150-200 per child yearly depending on grade level (less for the younger children).  We questioned a grade

6/7 student about homework and he said he does about an hour’s worth of homework each night.  While discipline in the lower grade classrooms was typically less structured and a challenge for the teachers, the older students were very well behaved and quietly on task.  We asked about the curricula and were told that it is government-dictated and obligatory.  Mandatory governmental tests are administered in the fourth and eighth grades to assure that students are receiving required instruction.  Locally, each grade is tested before the student is advanced to the next grade level.  We also learned that on the secondary level, the country has both academic and vocational high schools.  Since most educational facilities are privately funded, students who remain in school are serious about their studies because their parents are paying tuition.  Scholarships are available for some.

  All kids obtain their own transportation to and from schools with most students walking.

 

             Our second stop was a brief one outside the Sueño de Infantiles (loosely translated as “Preschooler’s Dream”).  There appeared to be a very small facility of just two or three rooms catering to preschoolers. We left a small donation of supplies with the teacher who spoke to us at the gate, but we did not take time to go inside visiting.  From there we proceeded into the city of San Pedro to see the university there, in particular the library which was of interest to the librarian on our team.  The school is called the Colegio de San Pedro, Barrio Salmiento and is the Universidad Central del Este (Central University of the East) implying that it is one campus of a larger school. The campus was beautifully landscaped. The school was founded in 1983, so relatively new.  We visited the library and were greeted by the head librarian who spoke English and entertained some questions about his catalog system and more.

 

             Our overall impression of the educational system gleaned  from these brief visitations is that both students and teachers are serious about their positions.  The teachers in all cases were professional in manner and dress and were able to answer all of our questions without hesitation, eager to share information with us. The students were on task and well-disciplined.  Education is clearly valued and, while the school facilities are certainly minimal by our standards, good teaching and learning are very much in evidence.  Both students and teachers have goals and are striving daily to maintain and improve their schools.  We were very much impressed by the spiritual grounding and dedication of everyone involved in the educational process.

 

Respectfully submitted,

 

Connie Halket