Creeping in as a health hazard, COVID-19 quickly wreaked havoc on socio-economic infrastructures and undermined decades of development gains made by both rich and poor countries. But the cruelest blow fell on our children’s education, turning it into a nightmare.
Our first step included surveying children’s families to understand their needs and get a handle on the potential obstacles to remote schooling. We also assessed our teachers’ needs. We sourced laptops and tablets for our teachers to prepare lessons. That was the easy part! Few of our children’s homes have a TV, and even fewer have a computer with WIFI. Some can’t even afford a cell phone.
The solution wasn’t ideal, but it had the maximum reach to the students. Our teachers developed weekly study lessons and assignments, packing them with food rations to be delivered to the children’s homes, or to be collected by their parents from Kids Alive sites. Those with cell phones got their study resources via social media along with instructional videos.
“A recent study showed that in some of our communities, less than 10% of students graduate from high school before age 20,” says Vic Trautwein, Country Director, Kids Alive Dominican Republic. He adds, “In sharp contrast to this, Kids Alive students have a graduation rate of over 80%, despite the fact that our kids come from the most challenging circumstances.”
As COVID-19 continues to loom large going into 2021, our teachers have redoubled their resolve to counter its impact on education.
We are grateful to you, our supporters, for continuing to walk alongside us, even as our teachers walk alongside our children.
Thank you!
An interview with Antonia Pie, 5th-grade teacher, Park Care Center and School
Antonia has worked with Kids Alive for 14 years. She grew up and still lives in the Caraballo community where most of our children come from.
What do you like about your job?
I like working in a distinctly Christian environment and seeing many students’ lives transformed over time. I like to teach and listen but also to be considered as someone special in my student’s life. I also like ensuring our students feel safe and secure when at school.
How has it been challenging to teach during the pandemic?
Finding the right technological solutions to communicate with the children’s families has been difficult in this materially poor community.
What risks are children facing?
Knowing that children who have felt safe only when in school now spend more time at home. They face the risk of seeing their parents drunk, arguing, or turning violent and pick up these harmful habits. They also run the risk of being infected as they spend far more time in their crowded neighborhoods.
In relation to your work, what has been a good thing during COVID?
We have seen that with God’s help nothing is impossible. We are also learning new ways of teaching.
What challenges have you faced with teaching during the COVID-19 pandemic?
All the above points are challenges, but more specifically, not having technological tools to communicate with the children and the inability to listen to their concerns.
Is there anything creative you have done to achieve teaching children – specific examples?
When quarantining was imposed in March, I didn’t know what to expect, so I went to my students’ homes and distributed to them books and lessons to complete.
What has been difficult for the students?
I live in the Caraballo community and I know some of our children’s parents who cannot read or write, and no matter how much they want to help their children they can’t because they can’t understand the lessons. Many parents and families can’t afford a basic cell phone.
The children are now stuck in a risky environment with bad examples (like alcoholic parents).
Tell us something encouraging that has happened?
I share some of my food with a student and help to protect her from people with bad intentions. Her mother died seven years ago, and she lives with her father and siblings. I try to prevent her from being sexually abused like others in the community.
Ark Jarabacoa academic coordinator Romery circulates among the multigrade classrooms to give extra assistance and guidance. Many of our residential children arrive in our care behind in their schooling, this is a great opportunity to provide some "catch-up" education as well as forge deep connections.
Palo Blanco office staff Raquel, sorts through completed assignments that are ready for grading. The reviewing and grading of classwork has required detailed and creative planning. Our teachers trained in Trauma Competent Care, approach students struggling to complete their work with an awareness and understanding that there may be larger issues behind delayed assignments.
Palo Blanco School teachers Hember, Eric, and Ana Alba enjoy a moment of comradery while planning lessons and devotions for their students. Although held on the school campus, discipleship “Club” is an important time for students to connect it helps prevent at-risk teens from pregnancy, alcoholism, and drug abuse, as well as school dropouts.
Rosanny , teacher, Santo Domingo East, visits her 4th graders as she is concerned about their wellbeing. *Amanda presented her with a beautiful letter full of love and a desire to be back at school. Home visits challenging as the Dominican government has curfews in place as well as a mandatory mask requirement and a prohibition of students on school campuses.
Director Luz Angela, Constanza School, and her staff created detailed COVID-19 safety protocols for parents to visit the school campus for parent-teacher meetings and exchange of completed and new schoolwork assignments. Hand disinfection, masks, and proper distancing are all enforced to ensure everyone’s safety.
