Literacy-based Summer Camp: Day 3

A few new faces joined us today. Two of whom were children of the administrative staff. This included a child who was in the 2nd grade. The different age groups in itself has not posed many problems. However, later in the day, it led to a scuffle, to which I had to be stern and raise my voice to stop the behaviour. The addition of new children each day creates new dynamics among children. It also becomes difficult to see the progress of children over a sustained duration. Nevertheless, at least four children continue to attend the camp, and hopefully, it will help to document their progress over a period of time. Interestingly, all three of these children came in very quiet and shy. However, they have now begun to speak up and sometimes even disagree with me. 

While the camp is for literacy-based activities, I have had to design other non-literacy-based activities along with them. Critical thinking, reading and writing activities seem to put a lot of pressure on children, and they disengage. To avoid this, I usually have two main literacy-based activities in a day, and I cushion it with other movement, craft or art-based activities. For example, in today’s session, I had asked children to get their favourite object to the camp, and I would then ask children to draw their favourite object and write about it. However, I cushioned it with several “fun” (a term children often mentioned in their feedback) based activities. 

Scavenger hunt

I had planned a scavenger hunt for the kids today. These included seven clues I repurposed from online sources and made them relevant to children’s context. See a few examples below. Table. 1

The used candies as a reward for each clue that children found in each place, stuck with adhesive tape. Given the diversity of children with different levels, I divided the children into groups and gave one clue for each group, to avoid any competition and avoid noise or nuisance for the other school staff. 

Getting the first clue will be a joy. Look for it where you put your displays. Answer: display board in the classroom	Now that you are playing the game, look under your favourite seat. Answer: under their seats
If you want to find more clues look at the entrance of this place Answer: school gate	You are finding clues and feeling bold, now go to the place where the stairs begin. Answer: railing of the first stair

                                                    Table 1 Scavenger Hunt Clues

This task not only got children to read the clues, but also got them moving and having fun as a group. 

Children really enjoyed this activity. However, Sahil continued to dominate every clue and conversation with his snarky remarks, on every child and activity. I had to continue to remind him to be polite and respectful. I got the children to the chart paper with camp rules and reminded them to keep it a safe space. However, Sahil’s behaviour continued to remind me of Seven Star Girls from my doctoral study, where children from the upper caste and privilege continue to dominate conversations in a mixed classroom, overshadowing others. As someone who has exhibited similar behaviour during my own childhood and adult life, I feel it is so important for educators to teach listening skills, humility and support for peers to children in classrooms. In a competition-driven education system, this is a lesson that is often ignored. I too learnt this lesson late, during my fellowship at Anveshi Research Centre for Women’s Studies. It was uncomfortable, but I am very thankful to my mentors for making me see my own privilege and tolerating me. 

Favourite objects

After a movement-filled activity, children drew and wrote about their favourite object. I had asked the children to get their favourite objects the previous day. At least five of them had gotten such an object with them. The others who were new drew an object from memory. While children easily drew the objects, sharing colours, pencils, sketch pens, and erasers, writing about the objects posed particular problems. Although many children spoke diverse languages, they did not engage in much personal writing in their spoken language. This meant that there was a disconnect in their speech and writing language. Even if I asked them to write in any language, given English language dominated in the classroom, because of me, children wrote in English. Often asking their peers or me for translation or spellings. See children’s artifacts below. 

Khwaja's artifact

Karthik's artifact

Salim's artifact

Child 4

Ruhi's artifact

Child 6 artifact

Child 7 artifact

Child 8 artifact

Sahil's artifact

Child 9 artifact

Child 10 artifact

Each child then made a presentation of their artifact. Often, they would read lines they had written below their drawings. Sometimes, adding a few words from their mother tongue. Sahil, along with other children, continued to disrupt the presentations, mocking or taunting other children. I had to put my foot down and sometimes raise my voice to stop him. All the while, continuing to draw their attention to their peers’ work and support them by listening to them. Paying attention to others’ work is hard for children. It is also a habit that they have not inculcated. Given the teacher-centred pedagogy of the school, children are perhaps also only attuned to be attentive to teachers. 

Computer-based activity

Through the last four days, I continued to request that the principal to help us provide laptops for children. However, this continued to be a resource and perception-based challenge. The principal, including the management, continues to suggest that it is a waste on “these children” (notions included uneducated parents, ill-mannered, wasting time online) and their community. In addition, the management (a chain of schools) did not allocate any funds for access to working devices and the internet for these children. The principal also believed that parents did not want children to spend additional time on screen, and their idea of studies was mainly textbook-based. I believed that children, especially from marginal backgrounds, needed to develop technology skills, essential for their future. Including creating an email or using the internet for knowledge-based activities, or learning to use it to their advantage. As a way out, I designed an activity where children could work in groups. Sahil volunteered to get his laptop from home. In addition, I used my laptop and tablet for a group-based activity. Children were divided into groups of  4 each. Each group was then asked to open globetrottinkids.com website and study different countries, their capital, information related to their food, currency, etc. Each child was also asked to click on a country and read information on it, and then share the device with their peer. Children spent about 30 mins on the website. This activity was used the next day to design a quiz competition.

Brainstorming - Anger

We next brainstormed the word “Anger”. Why does one get angry, and who makes you angry?  Salim continued to write that he gets angry when he gets beaten up. This is perhaps the second time he mentioned it. See the image below of the activity. Children often mentioned fighting or using their anger for a destructive purpose. When I asked if anger was a good or bad thing. Sahil said, "It is difficult to decide that". I tried to direct children that sometimes anger is a good thing and can be used to change things around them. I used examples of children like Malala, Lokesh and Gitanjali (see images below) who also got angry and created something useful from that energy.  I shared some material on the reasons for anger and how you can use anger to do better things. 

Reading time and conclusion

Children spent the last 20 mins reading books from the reading corner, sharing their books with each other or spending time talking. We ended the day with a song from the movie, Rock On. Socha Tha, the song makes you question your day-to-day life and see wonder in things around you. Khwaja particularly waits for this part of the day as he enjoys the songs we sing in the camp. He also reminded us to carry out the feedback circle where we discuss the day, what they enjoyed? What did they learn? And what they did not like, as well as any feedback children had for me. Most children hesitate to speak, but Khwaja has become very comfortable in speaking his mind. This, perhaps, is also an effect of him, being regular to the camp and developing trust in the process. 

Note: All names are pseudonyms