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C h a p t e r 1 8 : T e a c h e r t r a i n i n g : t e a c h i n g a n d l e a r n i n g m e t h o d s
7. Recognize that teachers may have suffered stress during the emergency
and prepare them to help students with psychosocial problems.
Training for teachers in understanding children’s psychosocial needs, often covered in separate teacher-training sessionsmodules, should be integrated into general teaching
methodology trainings. See also the Guidebook, Chapter 19, ‘Psychosocial support to learners’.
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Have all teachers, or at least one or two teachers per school, received training regarding the psychosocial effects of trauma?
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Have teachers received a guidance pamphlet on how to cope with their own problems and how to adapt their teaching to meet children’s needs?
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Have teacher trainers been trained to undertake this work, including the following messages:
• Many children in emergency situations have diffi culty in concentrating, so the lessons should have discrete units, and a very specifi c beginning and end.
• Questioning skills: teachers should ask open-ended questions and should encourage the participation of all children, even of those who may be passive
and withdrawn due to their experiences. • Appropriate policy on discipline: a less authoritarian and gentler form of
discipline should be used where possible, and strategies developed to cope with students who are confrontational as an aftermath of trauma.
8. Train selected teachers in education for ‘survival skills’ and curriculum
enrichment themes related to the emergency, such as health, safety, peace, citizenship and environment.
See also the section ‘Curriculum and learning materials’, in the Guidebook, Chapters 20-27.
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Selected teachers from each school should receive training in these themes and in the active learning approach they require, to develop school programmes in
these areas.
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All teachers may benefi t from some training in these themes, to encourage them to reinforce them during their normal teaching.
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G u i d e b o o k f o r p l a n n i n g e d u c a t i o n i n e m e r g e n c i e s a n d r e c o n s t r u c t i o n
TRAINING BILINGUAL TEACHERS IN GUATEMALA In Guatemala, Save the Children Norway together with other donors are supporting a
programme that focuses on the education and certifi cation of educatorsteachers who work with indigenous Maya refugee children in the areas where they live comunidades de
retornados The intention is to enable them to obtain the title Bilingual Teacher in Primary Education, which comprises two and a half years’ training. Another objective is to strengthen
the teachers’ association.
To reach the objective, education materials have been developed based on Paulo Freire’s approach. The Ministry of Education has approved this experiment under the country’s
offi cial teacher-training programme. The curriculum includes:
• One semester study of basic education.
• Basic cycle of bilingualism Maya and Spanish – prepare three courses of four months each.
• Professional studies adapted to the teacherseducators, which consists of psycho- pedagogical and didactic material.
When these courses have been completed, the teachers are qualifi ed to receive the certifi cate of ‘Teacher in Primary Bilingual Education’. Eighty-nine teachers were trained in 1998, and 85
in 1999. The project is part of the educational reform initiated by the government.
9. Train bilingual teachers where necessary.
