Elementary Literacy English Teacher

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    "raw": "professional opportunities, because strong English language skills increase educational and professional opportunities for citizens in Sierra Leone.\nIn prioritizing English language learning, the government of Sierra Leone supports shifting from traditional lecture-based, call-and-response, and rote memorization methods to collaborative student-centered approaches, in classrooms with limited resources and typically large class sizes. This context provides PCVs and their local counterparts flexibility for creativity in teaching. The Peace Corps provides training in co-teaching and behavior change techniques for effectively engaging students through small group activities that help foster the development of self-study and critical thinking. PCVs may also work closely with teachers and students in informal settings to build and practice teaching techniques and facilitate student-centered approaches.\nIn schools, with grades similar to U.S. grades 4-6, Elementary Literacy English Teacher Volunteers partner with local counterparts to:\n1. Co-develop, co-implement, and support promising English teaching strategies, including critical thinking, resource development, and student-centered activities with English teachers\n2. Collaborate with teachers on the use of culturally appropriate practices that relate to boys/men and girls/women\n3. Engage English teachers in dialogue and interactions that contribute to increased confidence in English language usage and proficiency\n4. Increase the achievement of students in English\n5. Work with students to improve digital literacy\nPCVs collaborate teaching and supporting English classes, focusing on improving English communication and composition skills, grammar usage and literature, increasing vocabulary, integrating literacy in content, preparing students for national tests, and enhancing positive reading culture, critical thinking, and problem-solving skills.\nDuring the first year of service, PCVs are expected to teach students through direct classroom instruction and co-teaching with a Sierra Leonean teacher at the same school. In the second year of service, PCVs are expected to be more involved with teacher training, mentoring, coaching, and supporting critical thinking skills for teachers and students.\nOutside of the classroom, PCVs are encouraged and empowered to co-lead after-school programs supporting students in continuing to improve their English skills. PCVs are trained in using participatory analysis to understand and support additional project priorities their community identifies to address their needs. Examples include malaria prevention education, youth empowerment camps, gardening, and nutrition education.\nPCVs partner with Sierra Leonean counterparts to promote culturally-grounded awareness on how men, boys, women and girls interact and how to support them. PCVs are trained on issues faced by men and women in Sierra Leone and can co-develop and implement contextually appropriate activities relating to the equal treatment of men and women, boys and girls. As part of their work, PCVs also report on these efforts and their impact.",
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      "raw": "professional opportunities, because strong English language skills increase educational and professional opportunities for citizens in Sierra Leone.\nIn prioritizing English language learning, the government of Sierra Leone supports shifting from traditional lecture-based, call-and-response, and rote memorization methods to collaborative student-centered approaches, in classrooms with limited resources and typically large class sizes. This context provides PCVs and their local counterparts flexibility for creativity in teaching. The Peace Corps provides training in co-teaching and behavior change techniques for effectively engaging students through small group activities that help foster the development of self-study and critical thinking. PCVs may also work closely with teachers and students in informal settings to build and practice teaching techniques and facilitate student-centered approaches.\nIn schools, with grades similar to U.S. grades 4-6, Elementary Literacy English Teacher Volunteers partner with local counterparts to:\n1. Co-develop, co-implement, and support promising English teaching strategies, including critical thinking, resource development, and student-centered activities with English teachers\n2. Collaborate with teachers on the use of culturally appropriate practices that relate to boys/men and girls/women\n3. Engage English teachers in dialogue and interactions that contribute to increased confidence in English language usage and proficiency\n4. Increase the achievement of students in English\n5. Work with students to improve digital literacy\nPCVs collaborate teaching and supporting English classes, focusing on improving English communication and composition skills, grammar usage and literature, increasing vocabulary, integrating literacy in content, preparing students for national tests, and enhancing positive reading culture, critical thinking, and problem-solving skills.\nDuring the first year of service, PCVs are expected to teach students through direct classroom instruction and co-teaching with a Sierra Leonean teacher at the same school. In the second year of service, PCVs are expected to be more involved with teacher training, mentoring, coaching, and supporting critical thinking skills for teachers and students.\nOutside of the classroom, PCVs are encouraged and empowered to co-lead after-school programs supporting students in continuing to improve their English skills. PCVs are trained in using participatory analysis to understand and support additional project priorities their community identifies to address their needs. Examples include malaria prevention education, youth empowerment camps, gardening, and nutrition education.\nPCVs partner with Sierra Leonean counterparts to promote culturally-grounded awareness on how men, boys, women and girls interact and how to support them. PCVs are trained on issues faced by men and women in Sierra Leone and can co-develop and implement contextually appropriate activities relating to the equal treatment of men and women, boys and girls. As part of their work, PCVs also report on these efforts and their impact.",
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      "Value": "KABOH or welcome! The tropical country of Sierra Leone sits on the west coast of Africa. Sierra Leone is a multiethnic society with about sixteen languages spoken among its populace. When a Sierra Leonean greets you with “KUSHE” or “KABOH”, they are welcoming you to the love, kindness, and care deeply felt in the heart of the average Sierra Leonean for strangers.<br><br>The Peace Corps has partnered with the government of Sierra Leone from the beginning, and since the first Peace Corps Volunteers (PCVs) arrived in 1962 over 3900 have served here. The current English Education project aims to partner PCVs with teachers and community stakeholders inside and outside of the classroom to strengthen students’ English language skills. The goal of the project is to aid students in attaining oral and written communicative skills in English to effectively access academic and/or professional opportunities, because strong English language skills increase educational and professional opportunities for citizens in Sierra Leone. <br> <br>In prioritizing English language learning, the government of Sierra Leone supports shifting from traditional lecture-based, call-and-response, and rote memorization methods to collaborative student-centered approaches, in classrooms with limited resources and typically large class sizes. This context provides PCVs and their local counterparts flexibility for creativity in teaching. The Peace Corps provides training in co-teaching and behavior change techniques for effectively engaging students through small group activities that help foster the development of self-study and critical thinking. PCVs may also work closely with teachers and students in informal settings to build and practice teaching techniques and facilitate student-centered approaches. <br> <br>In schools, with grades similar to U.S. grades 4-6, Elementary Literacy English Teacher Volunteers partner with local counterparts to: <br> <br>1. Co-develop, co-implement, and support promising English teaching strategies, including critical thinking, resource development, and student-centered activities with English teachers <br>2. Collaborate with teachers on the use of culturally appropriate practices that relate to boys/men and girls/women <br>3. Engage English teachers in dialogue and interactions that contribute to increased confidence in English language usage and proficiency <br>4. Increase the achievement of students in English <br>5. Work with students to improve digital literacy  <br> <br>PCVs collaborate teaching and supporting English classes, focusing on improving English communication and composition skills, grammar usage and literature, increasing vocabulary, integrating literacy in content, preparing students for national tests, and enhancing positive reading culture, critical thinking, and problem-solving skills. <br><br>During the first year of service, PCVs are expected to teach students through direct classroom instruction and co-teaching with a Sierra Leonean teacher at the same school. In the second year of service, PCVs are expected to be more involved with teacher training, mentoring, coaching, and supporting critical thinking skills for teachers and students. <br><br>Outside of the classroom, PCVs are encouraged and empowered to co-lead after-school programs supporting students in continuing to improve their English skills. PCVs are trained in using participatory analysis to understand and support additional project priorities their community identifies to address their needs. Examples include malaria prevention education, youth empowerment camps, gardening, and nutrition education. <br><br>PCVs partner with Sierra Leonean counterparts to promote culturally-grounded awareness on how men, boys, women and girls interact and how to support them. PCVs are trained on issues faced by men and women in Sierra Leone and can co-develop and implement contextually appropriate activities relating to the equal treatment of men and women, boys and girls. As part of their work, PCVs also report on these efforts and their impact.",
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