What went well?

This week was my first algorithmic logic session. Introducing algorithmic thinking proved to be a difficult and intricate process due to the fact the cohort had zero background in the material. We could not simply start tackling algorithms as though it is a coding problem. We had to start from the basic steps of what algorithms are up until how we can create algorithms from scratch. To accomplish this, not only did we have to inspect the way we thought about these problems, but also how do we communicate them to non-English speakers. We approached this through contextual problems, starting with problems like how to make chai and how to wear a saree. This allowed the segway into the concepts of input, output, and algorithms. I began to assign pre-work and homework to the students to help with the retention of the material.

What could have been done differently?

It was incredibly important to not teach them how to think but to simply guide their thinking using the right tools. This thinking translated into their morning English sessions. I began solely tackling their weak points, one by one. As a facilitator, it is not always best to correct the students on every mistake. I focused on the mistakes made in class that were relevant to the session.

To add to this, I came into the sessions with a pre-constructed syllabus, but I ended up creating a new curriculum from scratch. I was able to create a more effective and holistic syllabus by first observing the students and structuring it around their experiences. This practice is essential in deconstructing the standards of pedagogy imposed by Western institutions and even taking lessons from growing up in Iraq on how new ideas can be introduced to raw thinkers with no access to Western thinking and even technology.

What did I learn about leadership?

As I am living with the students, it has shown that my leadership translates beyond the sessions. Even though I am living in the hostels, I have to set an example outside of our sessions as well. This included the habits at the hostel (cleanliness, committing to chores, and maintaining a safe and respectable space). I would spend time discussing these matters with the students, followed by a discussion about the girl's goals and aspirations. In addition, the cohort and I decided to hold dance parties and fun activities for my birthday next week.

What did I learn about myself when working with others?

I was advised by my fellow facilitators to not teach but to advise and guide the girls. Which is why my title was a facilitator, not a teacher. The aim was for the students to consider me like a sister, so as to create a stronger bond. I was not in a position to teach new information, but rather to share my learning experiences. I spent much time reflecting on how I, at the early stages of my education, consumed these difficult concepts and then helped instill that same wisdom in the students. This made me feel more comfortable working at Sajhe, as the environment welcomed my identity and experiences and ensured that it was a learning process for me as it was for the students.

What do I want to develop and work on next time?

I want to begin creating more specialized activities in our English sessions as the cohort will soon begin their specialized classes: web development, project management, and math education. As most of the materials will be taught in English and the students will begin using Google search, I am aiming to gear the in-class practices and homework to help create a more smooth transition.