Change Sings to the Eager Student, by Chantei Alves

One of my favorite books to read aloud to my Kindergarten students at the beginning of the school year is Change Sings by Amanda Gorman. The youngest inaugural poet and an award-winning speaker and writer, Amanda crafted a beautiful, inspirational story about a young African-American girl who uses her guitar to sing the message of personal and community activism. As she walks through her community, the protagonist recruits others to join in the social justice song that can be felt in one’s heart, and seen in the selfless work you do for others. Change Sings is a call to action that reminds me of my important role as a teacher, leading - until my voice is drowned out by the sounds of confident and engaged learners eagerly stepping up and internalizing the learning for their own success!

A popular saying touched upon in the book is “Be the change you want to see,” but what does that really mean? How do you decide on what to change, when change looks different for everyone? What my neighbor might see as a necessary change for the community may not be the same as what I see as a necessary change. (Yet, both of us seeing that change is necessary is a strong start.) Sometimes, you don’t know what or how to change until you are in the very presence of a better solution, or presented with evidence-based wisdom. ;)

As teacher and a graduate student researching literacy instruction in the United States in relation to Massachusetts, I have been reading many articles, printed media and journals on the topic for the past six months - building my understanding. It is clear that the change needed is statewide policy and practices for a high quality, multi-sensory, rules-based instructional approach to reading is the most effective for all learners.

Honorable Adwoa uses her body as students anticipate each letter!

Although this past school year was my first teaching Kindergarten, my eight years as a pre-Kindergarten teacher, and my recent training in Orton-Gillingham, has me excited to meet the challenge! I experienced so much joy watching my students build their early literacy skills, advancing quickly as their love for reading blossomed. By the end of the school year, 12 of my 18 Owls were reading with confidence at various fluency rates. I was able to see just how beneficial my new strategies were in my inclusion classroom, yet I still ended the year noting that the curriculum I was mandated to use and the approach I was incorporating needed more cohesiveness. I could not see an evidence-based way to change it, either.

That is, until I stepped into Honorable Adwoa’s classroom last week. Having met her two days prior, I was eager to engage with her students and experience their style of learning. With 36 children in her classroom, I was also curious to see how she maintained engagement during high-quality instruction with a larger class. I was elated when, after asking all my questions on literacy, she offered to demonstrate a phonics lesson for me. After showing me the curriculum, she put on an amazing five minute professional development! In the picture below, Honorable Adwoa is using her whole body to help students recognize and blend a sounds as she goes through a word. Each letter of the alphabet has a specific full body movement that students have come to recognize. They were eagerly watching her every move to blend the sounds in their head and raise their hand to share their understanding. It was beautiful! 

The concept of whole body movement for learning is not new to me, however, a comprehensive curriculum that explicitly incorporates it is. Movement is often used as a whole group or individualized accommodation There are so many supplemental videos a teacher can use to support a learning experience, but it can be inconsistent and honestly, quite confusing, as students go from teacher to teacher each year. What we need in America, is what Honorable Adwoa was trained to use, and see results with. She shared that 33 out of 36 students in her classroom are currently reading with high fluency! With a little over a month of school left, I am confident she will get to 36 out of 36.

I will be looking into her curriculum, Jolly Phonics, when I return to Boston, and eagerly share the videos, pictures, data, and resources I hold with my colleagues, my students and their families, and my district. I also want to make space for this literacy experience in my research project.

Coming inside from outdoor recess with Honorable Adwoa’s class. So much love and joy!

Saying goodbye and receiving so much love from to students in Honorable Adwoa’s class!

I’m thankful to my day name sister, Honorable Adwoa, for the opportunity to expand my understanding and pedagogy. I am extremely thankful to Witness Tree Institute of Ghana for this blessing of an opportunity to grow, learn and share as both an individual and an educator.

Medasse.

Chantei Alves Kindergarten Inclusion teacher, Ellison Parks School Boston Massachusetts

Portals and Perspectives, By Kristen Boone

I have long enjoyed the study of culture; of people, why they are who they are, why they do what they do. However, it's this very thing I seem to find people struggling with when discovering new cultures and histories. As an educator, and a life long learner, I try my best to always ask “why”. To call something strange, weird, or wrong simply because it differs from your own perspective is what causes much of the division in this world.

Before coming to Ghana it was suggested that we read the book Lose your Mother by Saidiya Hartman. Being the nerd I am I think I ordered the book as soon as it was suggested. Knowing I was coming to Ghana it was important to admit that I only had a surface understanding of Africa in the modern world and I felt it was important to educate myself on some of Ghana’s history as well as with their understanding and thoughts on the slave trade.

Hartman's book was eye- opening and full of different perspectives on slavery in Ghana. At one point she shares a discussion she had with some Ghanaian friends. She writes, “In Ghana, they joked that if a slave ship bound for America docked off the coast today so many Ghanaians would stampede one another trying to get on board”, but she goes on to say, “what [Ghanaians] didn't discern were the… decades of political setbacks and economic decline that had inspired these trips to the dungeons; what they didn't understand was that many [African Americans] also lived in poverty” (Hartman, pp. 170-171). It often feels like human nature to assume someone else has it better, but this thinking shows why it is so important to learn from new people and new experiences.

Over the past two days I had the opportunity to visit two slave forts, Cape Coast Castle and Fort Williams. They were two very different experiences for a few different reasons. Our trip to Cape Coast Castle was with our entire group; our diverse group of American educators, as well as our cohort of Ghanaian teachers. It is impossible to describe how different this experience was for each of us. Part of understanding is giving each person the chance to live their own experience, the space and time to reflect, and any support needed. Even if that support is understanding through silence. My trip to Fort Williams was with only one other member of our cohort. As both of us were white Americans I felt the tour guide discussed the history of the fort very differently. For one, he refused to call what happened slavery and insisted it should be called human trafficking. He also felt comfortable making light of the experiences of the slaves and shared the preferential treatment given to the “mistresses” of the British officers at the fort.

This experience reminded me of another quote from Hartman’s book.

“In the 1990s, Ghana discovered that remembering the suffering of slaves might not be such a bad thing… If for no other reason than it was profitable… Every town or village had an atrocity to promote - a mass grave, an auction block, a slave river, a massacre… They only hoped that slavery would help make them prosperous” (Hartman, pp. 162-163).

I do not think our tour guide at Fort Williams thought of slavery as just a way to make money, but he definitely saw it as a way to increase tourism and improve the lives of those in his town.

The pictures I chose to accompany this blog show that if you look through these portals, built for a horrifying and ugly history, you can see the beauty of Ghana today, where we have all found our present together.

By Kristen Boone, History/English teacher, grades 9-12 Pennsylvania

EMBRACING GRACIOUS SPACE AND THE ACT OF KINDNESS By Olivia Williams

In a world where division and discord often seem to reign supreme, it is easy to lose sight of the transformative power of kindness and gracious space. Yet, these qualities promote empathy and create a more compassionate society.

In WTIG cohort 2024, I have learned and experienced the beauty and value of kindness and gracious space particularly during the meeting with the Ghanaian teachers.

This invited me to reflect on how I can cultivate these qualities in my own life and school community at large. I therefore decided to express myself in the poem below:

 In the midst of life's chaos, we search for a place Where love and light envelop us, in a warm and safe space.

A strong tower to hide in from the world's harshness, there we can unwind and find the peace, left behind.

 This sanctuary is kindness,

It is the gracious space we create

Where hearts can heal, and love can sprout a sense of belonging, a feeling of family

Where empathy and understanding will forever be

 In this sacred space, we find our true selves where our hearts beat with compassion, our souls find worth we connect with others, our bonds grow even stronger.

Together we will arise and shine as bright as the stars.

 Let us cherish this space, this gift so rare and spread kindness far, without a single care-May our very hearts be the soil, where love takes root And gracious space, our truest selves, fruit.

By Olivia Williams

Aflao E.P Basic School Ketu  South District Volta Region, Ghana, English Language and Creative Arts Grade 7 and 8

THE LONG AWAITED MOMENT, By Ernest Agyei

As the saying goes; “nkyenkye wo n’afi” to wit every endeavor has its time. To me, this is the only appropriate way I can start this story. Hearing and getting to see videos and pictures of The Witness Tree Institute of Ghana, and what they do really got me fascinated and enthused to be part of the group and to see for myself what I had anticipated would be an amazing experience.

Through the recommendation of a friend, I followed the modalities and the requisite steps for the application of the program. Initially, I went through an interview with its founder with high hopes of being in a cohort, however things didn’t turn out the way I wanted, but I tried again, and the second time was given the opportunity to be among the privileged few to share ideas and learn as a prospective.

For the first time as a prospective teacher, I have had the opportunity to witness and share experiences from a more personal narrative point of view. I have always felt the need to have my own experience so that I can engage my deaf students in a very thoughtful and engaging way as a special needs educator. Experiential learning meant something a little different to me before this trip as I hadn’t been exposed to opportunities like this, and I feel I’m a better teacher now.

Meeting the founder and co-founder of this organization in person during our first orientation was something that will really stick with me. I was spellbound initially seeing the conveners of this program, but afterwards I was honored to receive a warm embrace from them which broke the ice for me to open a formal conversation with them. Later in the day, we engaged in an exercise where we, the Ghanaian cohort, made an education policy or draft from Prof. Asare Opoku’s interview he granted a while ago. This exercise gave me and my colleagues the chance to delve deeper into the shortfalls within our educational system and how to address them.

The second day, was a special day as a fellow cohort member, Ama Boatengmaa Acheampong expounded on the topic;”Social Emotional Learning (SEL).” This topic was really profound as it gave me a lot of education on the Social and Emotional well-being of we teachers and how relevant it is to the students’ development.

To end this, the long awaited moment with the Witness Tree Institute within my few days with the organization has been something worth discussing as each day provides each cohort member to own up to responsibilities, develop their public speaking abilities and foster collaboration and co-existence. Personally, I think this experience will enrich my knowledge to assist my learners in diverse ways as a prospective special education teacher.

By Ernest Ajyei - Final year student Presbyterian College of Education Akropong, Ghana

Connection, By Meghan Doyle

Whom or what do you feel connected to? What does it take to form a connection?

Often when we encounter people, it is in our nature to compare - it is primal to preserve the self by noticing differences in the other. It is commonplace to take note and point out what sets one another a part and to join in on what is familiar or more “like us.”

And yet, it is also in our nature to connect. We are inherently social beings. We thrive in community. We naturally form relationships. We are made to love and be loved.

So what happens when you take people from different walks of life? From different countries, backgrounds, histories, cultures, ethnicities, religions, ages, genders. People with different stories and belief systems.

Well, you get connection. Especially from this particular group of people.

Recently, we discovered some of us in the group can be a bit competitive (yes, myself included). Among the “+4’s” and endless “Skips” of a rousing game of Uno, we bantered and laughed like longtime friends. Who knew a little competition could connect us in such a strong way? 

As I reflect on the first half of our trip, I am drawn to this word connection in so many ways:

Ghanaians’ deep, deep connection to their ancestors, to Mother Earth and nature, to music & storytelling. Each of these aspects unites the person with who they are and with those around them. We have been so welcomed into - and thus connected - to these, moving from visitors to a connected community together. As I type this, I am riding a bus along a bumpy road, watching palm trees & fruit stands fly by while being surrounded by the sound of voices joining together in song with castanets & drumming, and of course, laughter. You can get a sense of this connection I am referring to.

We are connected to our communities back home, constantly thinking about how we can bring what we are learning into our own classrooms, offices, relationships, curriculum. How we can share our experiences and celebrate the beautiful deep-rooted culture of Ghana and West Africa and all we can learn from it.

We are connected to our families and friends who support us - who are thinking about and praying for us, who donated so we could help provide some areas of need. My own community responded to the call by donating feminine products which can often be inaccessible and unaffordable for Ghanaians, something we often take for granted. My grandparents, who always jump at a chance to help support me and others, donated the markers, colored pencils, pens, & crayons that I shared with the students I was blessed to share a lesson with. 

Our group in particular, whether through competitive Uno games or being hyper aware of each others’ needs and offering to share our own personal pharmacies that each person brought, or in not being afraid to ask questions of one another, or joining of different voices and harmonies are connected.

Before the trip, our group chose the Adinkra symbol “Ese ne Tekrema” - the teeth and the tongue - to represent our cohort.

Just as the teeth and the tongue coexist in harmony in the mouth, so do we strive to. Many of us have maybe experienced the sharp sudden pain when you accidentally bite your tongue. This can happen too in groups. When humans are in community there is bound to be tension and friction. This symbol reminds us of how we can exist within that.

When we connect with someone, we recognize and affirm their value even among the differences that exist. We see them as human beings just like us. We say, “I see you. I hear you. I value and recognize you.”

On our very first day, Professor Asare Opoku shared with us about peacemaking and proverbial wisdom of Africa. He explained the beautiful way Ghanaians welcome others - Akwaaba - a word that acknowledges and affirms another’s humanity, recognizes that there is shared space and time. You are bringing into existence the recognition of that person’s worth and dignity.

We also learned about the Baobab tree - there is a saying that no single person can encircle the trunk with his or her arms alone. There is no one person or one way of thinking.

When we connect, we begin to see the worth and value of each person. We learn from each other. We utilize our strengths to lift up others and allow others to lift us up too. We become a community, a family.

By Meghan Doyle, DEIB Director & Teacher of Theology, Notre Dame Preparatory School, Towson, Maryland

But you White by Monica Lynn Pohovich

Race in America is a problem in 2024. Race in the South is a big problem in 2024. While the 13th Amendment freed slaves in 1865, the Supreme Court Case of Brown V Board of Education ruled that separate facilities were inherited unequal facilities, and the Civil Rights Act of 1964 made it illegal to discriminate based on race. How far have we come as a nation? Saidiya Hartman refers to this as the "afterlife of slavery" in her book, Lose your Mother. The government can pass laws, but that does not change people's minds, attitudes or beliefs. 

Knowledge and education can. The abolitionist and formerly enslaved Frederick Douglas one said, "It is easier to build strong children than to repair broken men".  In Texas, I teach 11th grade US History 1877- present and Advanced Placement (AP)* U.S. History. I am also a professor at a local college teaching US History 1301 and 1302. However. these are all truly survey courses. I have no time to teach ANY topic in depth. 

An elective course was recently created called African American Studies, and the College Board recently piloted AP African American studies. Wow, I thought, what an opportunity to be able to delve deeper  into history and examine the significant contributions of African Americans to US History. I saw it as an opportunity to delve deeper and study a truer, fuller picture of American History. 

Approaching colleagues and supervisors at both my public high school and college, their first comments were usually, "But you are White". I am. That is true. So what? What does that have to do with teaching a course on African American Studies? I have come to the understanding that their comment was essentially , "Why do you want to teach African American studies. How could that be important to you if you are white".

But really I am human, and most importantly, I and a teacher and student of History. I am an American.

While searching for Professional Development to help me prepare for this course, I came upon The Witness Tree Institute. I applied to their summer program and was accepted. I excitedly told friends, colleagues, students, parents and really anyone that would listen about this wonderful opportunity and how excited I was. Again, I was met with the comment "But you are White.”

Tete and Elizabeth Cobblah, co-founders of Witness Tree Institute of Ghana

How can I truly understand and teach about the African American experience without learning first hand the stories and voices of African Americans? If I were to teach US government, wouldn't professional development at the White House, Congress or Supreme Court teach me so much more and make me a much better teacher? Of course it would. And would anyone question me? I believe not. 

I go back to Frederick Douglass' quote. As a teacher and global citizen, I want to raise strong kids, so future society does not have to repair broken men. That's how I see my job as a teacher. 

So, now I am in Ghana. By the way, you do know there are White Africans? Yes I am the minority when I look around me. That is the experience of many African Americans in the U.S. - I view it as experiential learning. 

 Everyone I have met in  Ghana is so warm and welcoming. We have had great conversations and great experiences. I have learned so much about Ghana, the people and the culture. The American teachers and Ghanaian teachers have sat around and realized that kids are kids all over the world. We have similar concerns as teachers. However, in Ghana, no one has said to me "But you are White".

Monica Lynn Pohovich teaches history and social studies at Sandra Day O'Connor HS, Helotes, Texas and  Northwest Vista College, San Antonio, Texas

* Advanced Placement (AP) courses allow students to take a college level course in High School. At the end if the year they take an AP test. If they pass the test, they receive free college credits.

“KNOWLEDGE IS LIKE A GARDEN: IF IT IS NOT CULTIVATED, IT CANNOT BE HARVESTED” by Samuel Delali Awutey

The wonders of nature have so much power to captivate and inspire us. For those who have deep love and appreciation for the natural world, their passion is often infectious. Spending time with Prof. Kofi Asare Opoku and visiting his forest preserve, which he passionately calls Ananse Akuraa (the Spider’s Village), has opened my eyes to the beauty and complexity of our environment, and leads me on a journey of discovery.

“Knowledge is like a garden: If it is not cultivated, it cannot be harvested.” This African proverb speaks to the need for nurturing knowledge and passing it on to younger generations to keep it alive and growing. Prof Kofi Asare Opoku has passed on to us the importance of preserving our natural environments.

Influenced by Prof Asare’s work at Ananse Akuraa, I engaged my students in community tree planting by planting about 1000 mahogany seeds which have been distributed to homes in the community. In addition, students in my school have been assigned to take care of young trees in my school.

William Arthur Ward, states, “Feeling gratitude and not expressing it is like wrapping a present and not giving it.” I want to dedicate my blog to show gratitude to Prof. Kofi Asare Opoku for inspiring me and many others, for being an example we can emulate. You have not just left knowledge in my mind but also in my heart.

Thank you.
Samuel Delali Awutey
Doryumu Methodist Basic School
Creative Arts and Computing teacher

Stream of Thought: First Hours in Ghana, by Kwame Cobblah

The humid, warm air embraced me like a long-lost relative as I stepped off the plane in Accra. The smiling, familiar faces that greeted us from the WTIG family cast away any airline frustrations my new colleagues and I faced during the journey. As the satisfaction of reaching my destination engulfed my spirit, an instant surge of joy and a sense of belonging also rushed over me as I, too, embraced this familiar environment.

After Greeting Dela and Uncle T(Tete, Dad), my colleagues and I packed our bags into the two cars that awaited us, and we were off. On our way home, the bustling streets of Accra, of vibrant colors and endless activity filled me with energy. As we made our way through the city, I marveled at how much had changed and yet how much remained the same. There’s something magical about returning to a place where the rhythm of life is so deeply familiar, where the sounds, smells and sights resonate with a part of me that’s always been there, just waiting to be awakened.

Seven years. It has been seven long years since I last set foot in Ghana, the land of my father, the land that my mother fell in love with, that shaped so much of who I am. Every return to Ghana is a pilgrimage, a journey back to the essence of who I am. In times of struggle and the ever-changing world, my Ghanaian roots have grounded me, providing a cultural anchor amidst the complexities of my identity. Ghanaian values were woven into the fabric of my family life—respect for elders, patience, the importance of community, and the unshakeable belief in hard work. These values are indeed a steady drumbeat that have guided my steps. Sadly, these same values can often fade or be forgotten when you live thousands of miles away. In the next two weeks of this trip, I know this drumbeat will strengthen and be renewed as I embrace this journey with an older, wiser soul.

Kwame Cobblah, Dean of Students, history teacher grade 6-8 Carroll School Lincoln, Massachusetts