STS welcomes Amani Nicolas as a guest author to today’s post.
I recently had the privilege of attending the Comparative and International Education Society (CIES) annual conference virtually. CIES is a prominent organization dedicated to educators who have a keen interest in exploring education systems worldwide. Participating in this conference provided an excellent platform to showcase the work that STS has been undertaking to support teachers in Tanzania in improving teaching and learning in large classes.
Given that this was my first exposure to such a big event—and my first experience sharing STS’s work in Tanzania with an international audience—I naturally felt a bit overwhelmed. However, my confidence increased after presenting alongside Mark Lynd and witnessing the enthusiastic response from fellow attendees. It was truly encouraging to see how our article on management techniques for large classrooms resonated with the CIES audience. Read more about our presentation.
Our article addressing the challenges faced by teachers in Tanzania’s overcrowded classrooms captured the attention of numerous participants. Our research shed light on the obstacles teachers encounter and highlighted the significant improvements that can be achieved through instructional grouping and continuous assessments to track learning.
I am immensely grateful to STS for providing me with the opportunity to participate in the CIES conference. It was such an amazing opportunity to share our work and also learn from other people around the world. It was also an opportunity to receive constructive feedback on areas to explore for our future research.
Amani Nicolas, a teacher in Tanzania, has worked with STS and the Whole Child Model extensively. His background in education, monitoring, evaluation, and teacher training has made him an invaluable local partner. Read more from Nicolas.
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