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Connecting Students from Tajikistan to the World: a Teacher's Journey Hamadony Muzafarov

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Connecting Students from Tajikistan to the World: a Teacher's Journey Hamadony Muzafarov Journal of Educational Research and Innovation Volume 6 | Number 1 Article 3 2017 Connecting Students from Tajikistan to the World: A Teacher's Journey Hamadony Muzafarov Follow this and additional works at: https://digscholarship.unco.edu/jeri Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the International and Comparative Education Commons Recommended Citation Muzafarov, Hamadony (2017) "Connecting Students from Tajikistan to the World: A Teacher's Journey," Journal of Educational Research and Innovation: Vol. 6 : No. 1 , Article 3. Available at: https://digscholarship.unco.edu/jeri/vol6/iss1/3 This Practitioner Stories: Voices from Near and Far is brought to you for free and open access by Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Journal of Educational Research and Innovation by an authorized editor of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. Muzafarov: Connecting Students Journal of Educational Research and Innovation Fall 2017, Vol. 6, No. 1 Connecting Students from Tajikistan to the World: A Teacher’s Journey Hamadony Muzafarov Implementing English language programs for my students was a dream come true that opened an endless world of possibilities to them. Without knowing the English language, it would have been impossible for them to travel both physically and virtually to see the world, and build connections with people around the world. I try to make my students believe in themselves, dream big, and follow their dreams. I grew up in Kochon, a village in Rasht confidence, anger management, and how District, Tajikistan and I know from not to bully. experience how difficult it is to get a I wanted to become a teacher good education in this region. When I because I love working with young left my remote village in 1994 to study at people, sharing ideas, and inspiring and the University in Dushanbe, Tajikistan, it educating the future leaders of our was already my dream to become an world. During my time as a teacher, English teacher and to work with young I have learned much from the comments people in other remote villages. and feedback of my students and my Currently, I serve as a national UN teaching skills have increased. As a Volunteer Tajikistan and as a part time teacher, I try to create a safe and friendly teacher. During the weekend I conduct environment for children. Outside of the English classes free of charge for classroom and my primary job as an fourteen school children ages 10-13. English teacher, I conduct different The classes also include life skills educational activities and projects which activities such as goal setting, assist, enlighten, encourage, and responsibility, time management, self- empower students. I try my best to enable them to be effective leaders in 1 Published by Scholarship & Creative Works @ Digital UNC, 2017 1 Journal of Educational Research and Innovation, Vol. 6 [2017], No. 1, Art. 3 Connecting Students Muzafarov their schools and communities. I live in Female school attendance in my Kochon Village of Navdi Community region has been historically low because Center of the Rasht District (former many families think higher education for Gharm district). This area is called the girls is useless. However, in 2010, I had Rasht Valley and consists of five districts: the opportunity to obtain funds from the Laksh, Tajikabad, Rasht, Nurabad and U.S. Embassy in Tajikistan to implement Sangvor. It is about 190 km east of the an Access Program. The English Access country’s capital, Dushanbe, near the Microscholarship Program is designed for border with Kyrgyzstan. The total pupils from poor and vulnerable families population of the Navdi community and I created a pilot program for talented center is about 16,000 and the total female students to study English population of the Rasht district is about (https://tj.usembassy.gov/embassy/dush 123,876 (as of January 2017). People anbe/grant-programs/english-access- have different types of jobs such as microscholarship/). One of the first doctors, nurses, teachers and others, but women to be accepted into the pilot mostly the men travel to Russia to find Access Program was my first female jobs and feed their families. This is in student, a private student from 2006- part due to the recent global economic 2011, and she has since traveled to study crisis which negatively affected job in the U.S. and is now a teacher in opportunities in the area and increased Dushanbe. Through my tutelage and the number of people without jobs. encouragement, more than fifty alumnae In 2010, I received a grant from the of our educational programs have U.S. Embassy in Tajikistan to fund my applied to institutions of higher learning capacity-building work with teachers. to become English teachers, physicians, As a result, I have conducted training for or other professionals. Two of these English teachers. With the support of the students went to the U.S. through Regional English Language Office, which exchange programs, which was novel is located in Astana, Kazakhstan, I because no one from my village had ever created a Teacher Resource Center been to the U.S. On an individual level, where English teachers in Rasht District these girls are clearly success stories. could find updated information and At a macro level, one can see how teaching materials to use to enhance teaching female students in a their teaching skills. In addition, I conservative society has been created a Facebook page for English groundbreaking, because now there are teachers where I share updated many girls who regularly attend my information which they can use in their classes, and many who have become lessons to make them fun and successful. interesting. When the lessons are more I believe that a teacher’s impact on engaging, it is easy to teach and learn the community is one clear measure of effectively. Since 2011, more than one success. As of today, over 100 students hundred teachers have participated in have graduated from the Access the trainings. I ran my private learning Program, 60 from private tutoring, and center from 2006 until 2016. the lives of 3,990 other students have been touched through the programs 2 https://digscholarship.unco.edu/jeri/vol6/iss1/3 2 Muzafarov: Connecting Students Connecting Students Muzafarov offered at the Center I established with order to address common problems and the help of the U.S. Embassy. I have share ideas and possible solutions is a always emphasized the importance of great way to become a global citizen. girls’ rights to education everywhere and This is why I encourage my students to the importance of community service, apply for educational exchange and as part of my efforts both of these programs. ideas are being implemented in our To help my students become global community. In 2011 and 2013, a group citizens, I used different materials such as of my former students applied for a newspapers and television news reports grant, with my help, in order to promote to inform them about what was going on community services. They obtained the around the world. I also used materials grants and facilitated training on that I acquired while traveling, including women’s rights, English language clubs, brochures about different places I visited and summer camps to help others (menus and plane tickets for example). increase their knowledge about These materials helped me teach about participation in civic life. Through these and discuss different cultures, including projects, over 30 female and 20 male etiquette, religion, communication, students were trained and they then relationships, and the rule of law in trained their peers. various countries. I also talked about the I also believe that providing students ways in which money, politics, culture, with a global mindset is both important technology, and the environment affect and necessary. At the end of our the world. programs, students wrote evaluations about what they had learned. Many stated that they had a better understanding of international issues, whereas before they were insular and only thought about the issues in their day-to-day lives. Once, we celebrated International Day of the Girl Child by creating informative pamphlets distributed to over 600 girls in three schools. The first step in preparing my students to become global citizens was to teach them about other cultures. I emphasized that people everywhere I enabled my students to have the same fundamental challenges communicate with people in other and concerns: taking care of family, jobs countries through several virtual cultural and education, safety, and the exchanges to foster mutual environment, for example. Likewise, understanding between students in similar things like love of family and Tajikistan and around the world. friends, beauty, art and music inspire I partnered with Bridges to Tajikistan, a people all over the world. Building nongovernmental organization in the worldwide connections with people in 3 Published by Scholarship & Creative Works @ Digital UNC, 2017 3 Journal of Educational Research and Innovation, Vol. 6 [2017], No. 1, Art. 3 Connecting Students Muzafarov United States, to host a Skype session As a teacher, I also strived to create with its founder so our students could a safe and friendly environment, learn talk about Tajikistan and learn about about different learning and teaching American culture. Also, my school strategies, and encourage critical participated in the Kidzwish Global New thinking and problem solving. Inside and Year’s Project for 2016 where our outside the classroom, I challenged my classroom partnered with another school students and fellow teachers to do the from Boston for an exchange of goodwill. same. In my English lessons, I built on all We made and sent greeting cards to four language skills: reading, speaking, students in our partner school which writing, and listening.
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