[東非「師」語] 把學校帶到農村系列 (4)：疫境中發揮創意 將屋企變課室 助學生在家「復課」
內容提供：Miss Samwise，長駐東非的港籍英語老師 我的「把學校帶到農村系列(2)」提到五月尾放寬出行限制後，The Amazima School (TAS)的教師團隊立馬動身，在七月開始以兩人一隊到村落探訪學生，進行一對一功課輔導。家訪兩個多月後，烏干達政府在九月二十日宣布四級應考公開試的畢業班可在十月十五日復課，分別是升中試的小七、O-level的中四、A-level的中六和大學四年級的畢業生。 這公布隱藏著一個訊息——其餘的中小學和大學級別復課無期，學生繼續在農村聽收音機和看電視進行遠程學習，直至另行通知。TAS開校至今四年，現有的級別為中一預備班、中一至中三，故不符合十月中復課的條件。 將屋企變教室 我們是否繼續家訪直至年底這學年結束為止？ 烏干達政府雖然繼續禁止大型聚會，如體育賽事、遊行示威、社交活動，如婚禮、葬禮等，十多二十人的聚集，在保持社交距離和參與者配戴口罩下還是可以進行。 限聚令稍微鬆綁，我們機構The Amazima Ministries International (AMI) 見招拆招，繼續發揮創意，突破常規思維，來個家訪升級版——「流動教室」。即使復課無期，還是可以在限制中關顧和服侍這群被遺忘的弱勢社群。 早前提及家訪在烏干達是見所未見，聞所未聞；「流動教室」更是罕見新奇。到底什麼是「流動教室」？ #bwg_container1_0 #bwg_container2_0 .image_browser_images_conteiner_0 * { -moz-box-sizing: border-box; box-sizing: border-box; } #bwg_container1_0 #bwg_container2_0 .image_browser_images_conteiner_0{ background-color: rgba(245, 245, 245, 0.90); text-align: center; width: 100%; border-style: none; border-width: 2px; border-color: #F7F7F7; padding: 4px; border-radius: 0; position:relative; } #bwg_container1_0 #bwg_container2_0 .image_browser_images_0 { display: inline-block; 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}); #bwg_container1_0 #bwg_container2_0 #spider_popup_overlay_0 { background-color: #EEEEEE; opacity: 0.60; } jQuery(document).ready(function () { bwg_main_ready(); }); AMI先將全校學生居住在不同村落的所在地，按其地理位置劃分為五個區域。然後，AMI的社工和學校的領導，包括校長和宿生事務總監，到這些區域實地考察和家訪學生家庭，成功邀請了十九個家庭借出他們的家和屋外的空地當「流動教室」。接著，學校將上課需用的設備，如桌子、椅子、教學用的白板、消毒搓手液和口罩等物資送到每間「流動教室」。 來到「流動教室」才發現白板還沒送到，我們就地取材，借用接待家庭的掛牆年曆，以其背面當作白板，使用便利貼書寫教學重點，然後貼在「白板」上。 接待家庭除了答應騰出地方作上課用途，更願意肩負預備學生的午膳。AMI於每禮拜四運送所有食材、柴枝和木炭至這些家庭。為表謝意，他們會同時獲贈非上課日子（即禮拜五至禮拜天）的食材，好使他們在禮拜一至四能無後顧之憂的協助「流動教室」的運作。 停泊在大樹菠蘿樹下的校巴每天接送教師團隊前往不同的「流動教室」上課，單程車途約三十至五十分鐘不等。 小班教學 場地預備好後，我們按級別把學生分派到距離他們住處最近的「流動教室」上課，教室的學生人數由三位至十五位不等。他們於禮拜一至四帶備上課所需用品，徒步十五分鐘至一小時，於九點前來到「流動教室」報到，上課至下午一點。四小時的學習分兩節，每節兩小時，分別由兩位不同科任老師授課。一小時的午膳後，則由我們的家舍爸媽（house parents）接棒，跟學生團契約兩小時，如讀經、靈修、唱詩、聊天、遊玩等。學生下課回到家大約是下午五點，天還是亮，也來得及幫忙做飯和幹活。禮拜四是半天的「朋輩學習日」，老師和家舍爸媽不會在其中。反之，每個 「流動教室」選定一位同學為組長，負責帶領組員一起研習和討論功課。這設計是補足他們停課七個多月缺乏的朋輩交流和當中賦予彼此的支援系統。 #bwg_container1_1 #bwg_container2_1 .image_browser_images_conteiner_1 * { -moz-box-sizing: border-box; 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} jQuery('.first-page disabled').on('click', function () { spider_page_1(this, 1, -2, 'numeric'); return false; }); jQuery('.prev-page disabled').on('click', function () { spider_page_1(this, 1, -1, 'numeric'); return false; }); jQuery('.next-page-1').on('click', function () { spider_page_1(this, 1, 1, 'numeric'); return false; }); jQuery('.last-page-1').on('click', function () { spider_page_1(this, 1, 2, 'numeric'); return false; }); jQuery('.bwg_load_btn_1').on('click', function () { spider_page_1(this, 1, 1, true); return false; }); #bwg_container1_1 #bwg_container2_1 #spider_popup_overlay_1 { background-color: #EEEEEE; opacity: 0.60; } jQuery(document).ready(function () { bwg_main_ready(); }); 每間「流動教室」的聚集人數（老師/家舍爸媽+學生）均在二十人以下，沒有觸犯鬆綁了的限聚令。然而，如此定時定點在山旮旯的村落進行教與學，始終引人注目。遇上外籍老師在其中，如筆者，更無可避免的惹來村民圍觀。再說，今年是烏干達的選舉年，我們這樣的聚集容易招人誤會，以為進行什麼選舉拉票活動。為了保護學生、學生家庭和教師團隊，AMI在推出「流動教室」前，約見管理這些村落事務的政府官員 (Local Council)，提出我們的建議，在取得他們的一致同意下，我們才正式行動。 從家訪至「流動教室」，我充分體驗到一句非洲諺語：It takes a village to raise a child，這句話翻譯出來是「傾盡全村之力才能撫育一個孩子。」誠言，原生家庭對孩子的影響是不言自明。奈何，在貧困落後的非洲國家，如烏干達，許多孩子均不能在原生家庭成長。以TAS三百位學生為例，超過八成是孤兒。就是說家庭以外的人，如監護人、親朋戚友、鄰居、老師，甚或Local Council，對孩子的影響是舉足輕重。這樣看來，整條村以至整個社會對孩子的成長負上了集體責任。 學生在上課，這位接待家庭的媽媽照顧幼兒之的同時，在廚房忙於為他們預備午膳。 這接待家庭在房子邊上蓋上私家茅廁，是我在鄉間見過最乾淨的。 歡迎留言至電子郵箱[email protected]，分享您的感受。 刊載於︰GRWTH app
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