GOTM had the opportunity to volunteer at Ecole Victor Hugo Manjushree Vidyapit in Kathmandu, Nepal, where our project exceeded expectations thanks to the incredible support of school owners, Saru and Pramod. What began as interactive sessions with students using manipulatives evolved into a request for teacher training from Saru herself. Returning two weeks later, we conducted a comprehensive training session for six teachers, focusing on integrating manipulatives into maths lessons.
The enthusiasm from both students and teachers was palpable as manipulatives became an integral part of the curriculum, with each class dedicating an hour to “learning with games.” Saru and Pramod recognised the benefits of this approach and eagerly embraced new teaching methods. The teachers’ receptiveness to our training and the positive impact on student learning affirmed the effectiveness of our methods. We left behind additional resources to support continued use of manipulatives, with plans to return for further training unfortunately disrupted by the COVID-19 pandemic. Nonetheless, we remain committed to revisiting the school in the future, eager to witness the lasting impact of our training and provide additional support.
In the remote Indigenous community of Nganmarriyanga in the Northern Territory, Australia, the founder of GOTM secured a ten week placement in a small government school. It gave GOTM the opportunity for teacher training sessions which were conducted to equip staff with the skills and confidence to integrate manipulatives into their teaching practices effectively. The maths lessons were enriched with manipulatives, fostering interactive and engaging learning experiences. Recognising the importance of sustainability, manipulatives were left behind to serve as ongoing resources, encouraging teachers to continue implementing hands-on, manipulative-based teaching methods. This initiative not only enhanced student learning but also empowered educators to deliver quality maths education tailored to the unique needs of their community.
GOTM initially focused on supporting displaced children in refugee camps across Europe, starting in Calais and Dunkirk. However, after the camps were burnt down and residents relocated to forest areas, we faced significant challenges in sustaining our efforts. Despite the joy children experienced in participating in our lessons, the project’s viability was hindered by logistical issues such as unpredictable attendance, adverse weather conditions, police presence, and safety concerns. Consequently, we recognised the limitations of our approach, particularly the makeshift nature of our sessions conducted on tarps.
While our direct involvement in these specific camps may not be sustainable, we remain committed to supporting displaced communities across Europe. We welcome opportunities to collaborate with individuals and educational centres in these areas, offering our expertise in training and providing educational resources to empower children and promote learning. Through partnerships and shared initiatives, we aim to continue making a positive impact on the lives of displaced children and their communities.
GOTM’s journey began in Thailand at Gecko School in Phuket, where we pioneered after-hours English and Math lessons for the local community. Each week, local children eagerly attended classes, immersing themselves in fun and engaging maths activities. Additionally, Barnhem Children’s Home served as a pilot program for us, where we introduced innovative teaching methods to children aged 5 to 7. Through hands-on workshops emphasising exploration and manipulation, these children embraced maths with infectious focus and enthusiasm.