Sunday Girls Program: Girl Declaration
and I Am A Strong Woman
I held a girls
program on International Day of the Girl at my preparatory school for 9th
and 10th grade girls. I was worried girls wouldn’t come, because I
only announced it in the opposite shift at flag ceremony and in my classes, and
that it was only after the first week of school. I was pleasantly surprised to
find that 20 girls ended up coming to the school compound after church to join
in my lesson on female empowerment.
As I wrote up
the Girl Declaration on the chalk board, the girls wrote lists of the issues
they think girls face the most in Ethiopia. They then discussed in groups and
one girl from each group got up to share. Although the groups generally were
the same, it was interesting to see what social issues they thought their
gender faces. The most common ones that were repeated by multiple groups were
female genital mutilation, abduction, under age marriage, and the thinking that
girls are unequal to boys. Other issues mentioned by groups were too many
chores/ work at home, the idea that girls should not learn and are only the
property of men, over all prejudice and country policies, and the lack of
female participation in school and the government.
I then explained
what the Girl Declaration is and how it was created. The Girl Declaration is a
statement written by girls, for girls and women from all over the world. I had
them write and color the Girl Declaration in their own style. It took a
demonstration of using different colors and styles of writing for them to
understand this was supposed to be fun and show their own personalities and
thoughts, they didn’t have to just copy it like notes in a classroom.
My Counterpart
(who is a male) then translated and explained the Girl Declaration in Tigrinia
so that the girls would understand what they were writing. I handed out copies
of the English and Amharic Girl Declarations as well so that each girl would be
able to remember exactly how powerful of a girl she is at home.
I then handed
out “I pledge…” cards and they each wrote and then shared (in Tigrinia) their
pledge to help gender equality in Ethiopia. I wrote, “I pledge to not let men
tell me what to do” as an example. All of the girls wrote about their future
and how they plan to help women in the future. Some of the answers were:
- To continue her schooling and become a
doctor
- To become a lawyer to help more girls get
into law
- To go to school to get a degree in
business and open up her own store
- To become a doctor and open up a hospital
for women that are discriminated against
- To help women by opening up a non-profit
to help underprivileged women and to help against discrimination
- To educate her family about female issues
and girls empowerment
- To become an artist and help women become
stronger
- To become an engineer
- To become a teacher to help other girls
learn
I was impressed
with the amount of girls that talked about wanting to help the underprivileged
and discriminated against, not just women but all people, by opening their own
businesses and non-profits. Many times when you ask people in Ethiopia what
they want to be they all say doctors or engineers because they assume that’s
what makes the most money and is the most professional, but other jobs are
needed and can help empower females in a more direct way. I was happy to hear
that all wanted to continue their schooling and graduate from college. I
sincerely hope they all get that opportunity.
We then stood
outside and I asked them again to name some of the biggest challenges facing
Ethiopian women. They named early marriage, abduction, that their job is to
work in the home, societies belief that girls are born to serve boys, lack of
participation of females in development, family planning and child mortality,
that girls are considered slaves of men, discrimination in the classroom, and
sexual harassment. I had a difficult time getting the girls to speak up, I
think in part because even though I allowed them to speak in Tigrinia, my
counterpart was a man. He is a progressive man who doesn’t necessarily share a
view similar to others, but he is still a male figure.
I wrote the
challenges they mentioned on a piñata that I had made this past week. I then
explained that we were going to break the piñata to symbolize breaking apart
those challenges and showing the challenges that as females, we are stronger
than them. I had a few of the girls share why they are a strong woman. One of
the girls I took this past summer to Camp GLOW shared the same answer she
shared during camp about helping her community and being nice to people, but
then if they are rude or mean to her she will become tough and crush them (her
words). One girl said she would continue her schooling and participate in
class. Another girl shared she will educate her family and friends and she
wants to participate in development and government to help bring equality for
all girls.
After they
shared their thoughts and why they are strong women, we hit the piñata with
each girl getting one swing. It worked out perfectly and every girl got to hit
it once with it breaking with the last girl.
I had
coordinated and talked with a female teacher who is in charge of the gender
things at school, however there turned out to be a teacher meeting at the same
time my program was supposed to be, so it ended up just being my counterpart
and I (he works at a different school). Although it was a little difficult to
run the session with a male there and I could tell the girls were a little
uncomfortable at first, they became more comfortable once they realized they
were allowed to speak and write Tigrinia and that they could really share what
they felt.
It was fun for
me to watch these 20 girls participate and understand how strong and powerful
they really are. They took initiative to come to this program about girls and
gender, and have a drive to educate their families and community about gender
equality. It is heartbreaking to hear them describe the problems they face in
their own country. I know these problems exist, and I hear about them in
statistics and movies, but to hear that abduction, early marriage, and FGM are
problems they or their friends face is something I will never get over.
I strongly
believe that females are the key to fixing many of the problems in the world,
and I am so grateful to have this opportunity to hopefully influence these
girls and boys to understand just how important gender equality is. I limited
the activity to females today only because I wanted the girls to be comfortable
sharing and participating, and because I wanted them to truly bask in and
understand the Girl Declaration. It’s a powerful statement about being a
female.
Seeing a girl
smile, know that she can be who she wants to be, and finding herself and her
strength is something I will always find touching. Getting to help girls find
their own power is what drives me to continue to teach both boys and girls, and
what I find most rewarding. Girls here and around the world face extreme
prejudice, hardships beyond compare, and discrimination- they are told they are
less than boys, and the challenges they face are great. Nothing will change
over night, but with girls who believe they can change the world and with boys
willing to help them, then the society they live in and the world as a whole
can in fact change for the better so females are in fact looked at and treated
as equals to men, like they should be.
Monday English Class: Find Your GLOW
I teach 3
sections of 10th grade, and decided to use the activity Find Your
GLOW as a review of descriptions and adjectives to connect last year and this
year (idea taken from Jessie Sexton, a fellow G11 volunteer). I planned my
lesson around the idea that we would do a whole group lesson review on
adjectives and then split up to individually draw and write.
I first reviewed
what a noun, verb, adjective, and adverb were on the board and had my students
give me examples. We then talked more about adjectives and I had them give me
adjectives to describe a person. In my first class I was basically giving them
adjectives, but in my other 2 classes they were the ones giving me suggestions.
In my second class of the day before I even began listing them, she asked if
she could describe me and started listing off adjectives. We talked about how
adjectives can describe something physical or something in your personality or
how you act.
We then talked
about what opposites are, and I had them give me the opposites of the words
already on the board. In my second class of the day one of my gobez girls told
me the Tigrinia word for opposite and wrote it in fidel on my hand, so I was
able to impress my last class with my “knowledge”, even though I showed them
that another student had told me, they were very excited I tried Tigrinia and
fidel.
I drew a picture
of myself quickly on the board next to the sentence structures for “I am
_____________, ________________, and _____________.” “I am not _____________,
______________, and _______________.” “I am good at ___________________,
_______________, and ______________.” I then filled in the blanks with “I am
tall, smart, and loud. I am not short, dumb, and quiet. I am good at reading,
teaching, and cooking.” The students had a good time laughing at the fact I
drew myself on the board, because they don’t get much artistic freedom in their
other classes. I handed out pieces of colored paper I cut from Peace Corps
materials, and I instructed them to draw a picture of themselves, as well as to
write 3 sentences about themselves.
As they
completed their task individually I wrote on the board: “Some of the things you
like about yourself, some of the things you are good at doing, some of the
times you feel good about yourself” as well as “Self-esteem: The voices in your
head that tell you that you are important, that you matter despite what anyone
says. You can choose the words you want to describe yourself and make sure they
are positive. We call this finding our glow.”
The students
tried to turn in their papers at the end, because they are used to me
collecting papers from last year, when they did assignments like these so I
would give them a grade. I explained in part English and part Tigrinia (broken
in both) that they got to take these home for themselves to remind them of
their strengths and what they are, and to always think of themselves in a
positive way.
Although this
wasn’t the exact “Find Your Glow” activity from the Girl Hub activity book, I
tried to tie it into English grammar review so my students would remember what
we did last year, as well as build their own self-confidence. It didn’t work
super well in one of my classes because most all the students copied exactly
what I wrote on the board, or didn’t understand the activity. One of my classes
got a little better hang of it, and by my last class all the students were
writing their own sentences and drawing very intricate drawings of themselves.
I did this
activity to show my students that although they may not be able to change how
they look or how they act, they can pick which adjectives they think of
themselves as. One of the girls in my class is a larger girl and I know she is
very self-consciece of it. Other kids tease her about her weight and although
she will laugh along when they say something, I can see in her face she doesn’t
actually find it funny. Every time that happened last year I would kick out the
kid that teased her about it. I was interested to see how she would draw
herself and describe herself. She didn’t put anything about her weight, instead
she wrote about being nice, smart, and clever. I was very proud of her for not
identifying her weight as something she defines herself as.
This also gave
me a chance to see who was able to write their own sentences and who just
copied mine. I left my example on the board, which might have been a bad idea
because a lot of the kids just copied mine, but many of my students did put
their own adjectives, some who I didn’t know if they would be able to or not
(last year they always copied). It felt good to see my students finally
understanding creative thinking, and describing themselves instead of copying
everything I write.
Another bonus:
in all of my classes the people who answered the most were girls. Although I
have a few boys answer, most in my classes are girls. I’m not sure whether it
is because I am girl teacher and they feel more comfortable with me, whether I
give them more opportunities, or whether the girls in my classes are just “more
gobez”. For whatever reason though, it gives me hope that if we just give girls
the opportunity to speak up in class and give them an equal chance to show
their abilities and potential that they will become equal to boys in education
and in many problems probably dominate.
This activity
was designed to bring up students self-confidence and teach them that they have
the power to change how they think about themselves. I don’t know if I achieved
that, because it was an English heavy lesson plan originally and many of my
students still don’t have that English level, but I hope by bringing it into
their comfort zone of grammar knowledge and also letting them be creative in
drawing, that they were able to understand the basic concept of thinking better
of themselves and not letting others affect how they think about themselves.
This was an activity designed to lift up both boys and girls and show them that
they all have strengths.
Tuesday English Class: “Smart Economics”
and “Girls Rising”
Since it was my
birthday, I decided I wanted to do one final activity to empower girls for
International Day of the Girl, and I wanted it to be fun for my students and
myself. It didn’t work as well as I was hoping, because even with my little
speakers I brought from the US that I hooked up to my computer, with even just
50 high school students in a class, the volume turned all the way up still
doesn’t over power their voices.
I began by
explaining we would be watching 2 videos, 1 in Amharic about girls in Ethiopia,
and 1 about girls from around the world. I let them watch the “Smart Economics”
video about girls providing for the economy in Ethiopia. I did not lead a
discussion about that one- I just let them think on the facts presented.
Then I told them
we were going to watch stories of 2 girls from around the world from the movie
“Girl Rising”. I picked Yasmeen from Egypt and Asmera from Ethiopia. I picked
them because I thought they most resembled the issues facing these girls sitting
in my classroom and the most I could influence the boys in. Before I began to
play the movie I told my students to listen and watch for the challenges the
girls faced and what happened to them.
We watched the
Egypt part, although it was difficult because the sound only went up so much
and much of that story is spoken in Arabic. I retold the story and what
happened to her after her story was completely done. It was also difficult for my
students to understand what part of the story was “real” and what was “her
imagination” because it is told by actors and animation. The fight scene got
the boys attention, but otherwise it was hard to keep all their attention
because it was pretty dark and quiet and not all in English or a language
spoken in Ethiopia.
I repeated the
fact that 50% of all sexual assault victims are under the age of 15 that was
spoken in the movie, and that the girl in the story was 13 and was to be
married to a man who was older than 40. Then I read out the other facts as they
came on the screen in between stories. Through all of my classes the boys sat
in the back (they always do in class, with my girls filling the front rows) and
goofed off, so I stood by the back wall for most of the movie. I wanted to make
sure the boys knew this was to educate them as well, because change has to come
from both genders.
I then continued
to play the movie and had them watch Asmera, which is the story of the girl
from Ethiopia. Even though she was from Ethiopia, they didn’t really catch her
story or problems. The biggest issue I found was that the kids in the back
started talking because they couldn’t hear or see and the students in the front
lost their attention by the end of it. Even though I taught the first 3
sections of the day, they were still already restless. I have definitely
learned that for media to work in the classroom in Ethiopia I need to find a
way to put the video on a bigger screen and make it louder. I retold the story
as it was happening, so my students would know what was happening with Asmera,
as most couldn’t hear or see.
I then wrote up
some other facts about sexual assault and child marriage given from the film
after the Ethiopia story was done, “14 million girls under 18 will be married
this year”, “#1 cause of death of girls 15-18 is childbirth.”
Finally I asked
my classes what challenges the girls in the films faced. In my first class they
didn’t know, so I helped them along by writing “sexual assault and child
marriage” under Egypt and “child marriage and almost pulling out of school”
under Ethiopia. In my second class one of my girls answered and talked about
child marriage and how girls have so many chores at home they can not always go
to school and how they are not given the same opportunity to go to school. This
was the same girl who asked me while we were watching “Girl Rising” whether Asmera
was in school and whether she would continue to go to school (this was right
when it started).
In my third
class I did not get a chance to ask my students what their answer was, because the
bell rang for the next period to start. I did however realize I wasn’t going to
finish, and so I wrote the answers from the previous classes up on the board.
In each of my
classes I wrote a sentence for the boys to copy in their exercise books and say
out loud, and a sentence for the girls to copy in their exercise books and say
out loud. I wrote “Boys: I pledge to never hurt a woman.” and “Girls: I pledge
to always stand up for myself.” I did not get the chance to really discuss the
problems in the video because the parts and set up took longer than expected,
but it was a chance to expose my students of all genders to some of the
problems facing girls around the world.
I am not
entirely sure how successful the lesson was. Between the sound being so low,
the video being dark and on a small screen, my students’ low level of English
compared to the film, and the short time to contemplate and discuss the issues
at hand, I believe it could have gone much better, but I do think they gained
at least something from being exposed to the film. I want to show the film
again on a weekend, with a different machine and with time to watch the whole
thing and talk about it after.
It was
interesting to see my students’ reactions to the film and the facts that I
posted on the board. My girls had this look on their faces like they knew all
about this. I would be curious to know if any of the girls in my classes have
in fact been sexually assaulted before, or if they have family or friends who
have. Statistically it is likely, but I of course didn’t ask that. A few of the
girls had looks like they have been exposed to this sort of thing, but my
protective self is crossing my fingers that they haven’t.
The boys were
the difficulty for me in this lesson, because I wanted to open a discussion up
about violence against women and how they can grow up and not be like the man
who assaulted the girl in Egypt. However, with such a short time, a language
barrier, and their attention not really there, it was difficult to bring that
up. I did have them write that they pledge not to hurt women in the exercise
books. I’m hoping that this short 40 minute day at least put the seed in their
head that they have the power to not hurt women, and to in fact challenge all
men to do the same.
Luckily Asmera’s
story ended on a bit of a happy note. For now, she is still attending school
and has the support of her brother and mother. I think that was a good thing to
end on, because it shows that even though there are problems, if you have the
support of men and your family and you want to continue your education, you can
overcome. I believe that my female students will continue their education, for
they have already beaten many of the odds (they are coming to school in 10th
grade). I would be interested to see which of my girls and boys pass their
National Exam this year and continue onto secondary school and finally
university. I hope with my influence it will be many.
My students in
many ways have already beaten the odds shown in “Girl Rising”. They are attending
school, my girls tend to sit in the front of the class and answer questions in
English, my boys know it’s not right to hit a girl, and all of my students
respect me. I’m hoping my influence on them will stick throughout their life
and that they will use what lessons they learned from me to turn around and
change their families, communities, country, and the world. Girls around the
world need help from girls and boys to become equal, and I hope my students are
the ones willing to make that change.
