Preparation for Ruben Primary School teacher and to receive the children Post COVID-19

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1.0  Introduction

The COVID 19 effects are diverse and enormous. However, to the child whose normal school life was rudely interrupted by prolonged indefinite break was and is still more devastating to them. The numerous economic and social issues, interrupted and loss of learning, education exclusion, homelessness, nutrition and economic crisis brought forth a disrupted society.  Childcare challenges and increase in teenage pregnancy cases, financial cost implication to households, and sexual exploitation among others has faced the families and children at large. Worst still the effects were more severe for the underprivileged children and their households from the urban poor communities.

Considering that many countries are starting to slowly lift restrictions on activities Ruben Centre took it upon to have teachers debriefed, trained for their psychological, emotional and mental wellness for two days to help rewire their mind in preparation to receive the children back to school when the school reopens.

2.0  Participants 

The training was two days two days training (1st and 2nd October 2020) for 62 teacher and 12 none teaching staff who interact with children in different capacity. The participants were grouped into two groups. This was to allow them ample time for interaction and while adhering to the ministry of health regulations.   

 3.0 Facilitator

Paul Wandere (MBA, PGDE, BCom Certificate in counseling) is lecturer, and director of Inspire Training Institute that deals with the capacity development, mentorship and inspiration. He is an author of over six books namely:

Published books

  •   Parenting without stress  

  •   Boys also cry

  •   Active dads Lucky sons

  •   Wisdom for Girls

Unpublished books

  • Why most men don’t go to church

  • Good boys in Sodom

1.0   Topic covered

The following are the main areas that were tackled during the training mental health and mental wellness.

        i.            Post COVID teacher

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  •   What stresses teachers most

  •   Factors that contribute to mental health disruptions

  •   Common mental health disorders

  •   How different personalities react to stress in emphasis to the four temperaments

      ii.            Dealing with a post COVID child

  •   Characteristics of a post COVID child

  •   What can a teacher do?

  •   Signs of behavioral change by children

  •   Mind adjustment

  •   Deconstruction and reconstruction of mind

    iii.            Understanding boys  

  •   The difference between boys and girls

  •   Boys and behavior (biology of boys)

  •   Handling boys in school

  •   The boy’s testosterone

  •   Brain difference between boys and girls

4.0 Group work discussion and home work

The following was the discussion which the teacher was engaged to make the mind set to get to schools

1.      What is the worst I foresee as a teacher when the school opens?

2.      What solution do I have a teacher for my pupil when school opens?

3.      How do I handle children who have experienced abuse, loss and devastation?

5.0 Group work discussion and home work

 The gauge the understanding of the there was to ascertain the understanding of the participants

Test on mental health answer all questions (20minutes

1.       Mental health is not necessarily a disorder explain this answer(3marks)

2.       Explain any 5 types of mental health disorder(10marks)

3.       List six characteristics of a post COVID 19 child you may likely notice after school resumes(6marks)

4.       Jane is one of the pupils in your class who went through a rape or deal that led to her being two months pregnant by the time the schools resumed. She is bitter and is contemplating abortion. she has come to you for help advise her on approaches that can result to mental healing (5marks)

5.       Differentiate between mental illness and mental wellness(4marks)

6.0 Teacher/participants feedback  

The teachers had the following comment concerning the training as a feedback

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  • The Facilitator was very conversant with the topic relating it with real life and present situation.

  • The Topics captured relevant areas of importance in this COVID period.

  • Prepared for the learners with the different post COVID challenges

  • Participants were able to understand the different personalities amongst the fellow staffs

  • An assessment took place which will enable issuance of certificates. That’s helpful

  • The whole seminar was a checklist for teachers’ mental wellbeing since they are the first caregivers of the children when they report back.

  • The seminar clearly illustrated and emphasized handling of children with abuse cases

  • Encouraged future repeat of such trainings on topical issues

7.0 Way forward  

From the successful training the teacher decided to cascade the knowledge gained in the following ways;

  • The Steering committee will ensure all staffs and none staff handle children better to bring about successful transition from the long break to classroom and learning mode

  • Sensitize the pupils the first after reporting school for Grade 4 and Grade 8

  • Invite the Facilitator to have TOT (training of Trainers) among the lead parents and PTA who will intern cascade the same to other parents. In addition to sensitize parent per class.  

  •   There will be periodic capacity building for school pupil governing council

By: Catherine Njuki

Edits: GB

 




Ruben Centre