How effective is remote teaching? How does a remote class experience compare with that of a face-to-face class? These questions have been raised many times from many different pulpits and platforms ever since advances in instructional technology made online, distant instruction feasible; and more so during this pandemic that shut down schools and put in-person classes on hold around the globe. While the jury is still out, one observation is clear that there may be no all-encompassing single answer. Answers to the questions will depend on many factors that include resources of the institution, socio-economic background of the students attending the school, availability of trained teachers and aspects of interpersonal communications.
The Computer Literacy Program (CLP) initiated remote voluntary teaching on a limited scale few years ago. Volunteer teachers from the US and other countries have been teaching primary and high school students in rural Bangladesh. The project uses the infrastructure of a Smart Class Room (SCR), with some improvisations, for distant instruction. The experiment has generated considerable interest among students, teachers of those students, parents and volunteers of different age groups eager to teach. This article features the experiences and observations of four individuals engaged in this experiment.
Shirin Siddiqui talking about CLP and RVT
Shirin Siddiqui, a professor of Chemistry at Elizabeth City State University in North Carolina, shares about her teaching of Chemistry to high school students of the Uddipan Badar-Shamsu Bidya Niketan (UBSBN) at Boitpur, Bagerhat. Not only does she bring her knowledge of chemistry and teaching skills honed over the years to the class, but also her background of growing up in a similar rural setting and her life experience. She naturally becomes a role model for her students.
The objective of each of these classes are teaching grammar, vocabulary, communication, writing, etc. Learning English from native speakers of the language enhances ability of the Bangladeshi students to communicate with peers in the outside world. In addition, the school hosts RVT classes in Chemistry, Physics and Mathematics to students in different grade levels.
CLP is pursuing to implement this popular program in additional CLP schools.
Partnership between CLP and FERA Foundation
CLP has developed a professional collaboration relationship with Fera Foundation in 2021. With a synergy between CLP-provided hardware & logistic support and volunteer recruitment by Fera Foundation, it is anticipated that Distance Teaching will be launched at many CLP sponsored Smart Classroom (SCR).
Nashwaan Ali Khan, a high school senior from Cerritos, California wanted to obtain some volunteering experience as high school students in the US commonly do. His fascinating piece tells how that pursuit made him raise funds to help establish a SCR at an orphanage in Gazipur, organize his friends to participate, bring out the leader in him and of course teach English to the students at the orphanage. He garners a US President's Volunteer Service Award (PVSA) Gold medal for his exemplary activities.
| Volunteer Teacher Name | Grade Level | Class Frequency | What Subject | Book Title |
|---|---|---|---|---|
| Aleaya Hajra, NY City | Four | Weekly | English Story Book | The Pied Piper of Hamelin-John Holder (Level 4) |
| Keean Saadi, NJ | Five | Weekly | English Story Book | Stella & Roy Go Camping-Ashley wolff |
| Samhita Tatavarty, NJ | SiX + Seveen | Weekly | English Story Book | The Adventures of Sherlock Holmes |
| Shroyo Rafiq, Australia | Eight | Weekly | English Grammar | Creative Writing |
| Nashwaan Ali Khan, NJ, USA | Five + Six + Seven | Weekly | English Story | English for Today |
