phru pwgo - karen teacher working group · 2020-02-16 · school news (pg. 2-5) december holiday...

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Karen Teacher Newsletter February 2011Karen Teacher Newsletter February 2011

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Table of ContentsSchool News (pg. 2-5)

December Holiday Gives Karen Teachers theOpportunity to Attend Training (pg. 3)

Post-ten Students Exchanging Program Inside Karen State (pg. 3)SPDC Launched Mortars Kills Student (pg. 3)

KSEAG Completed Distribute AnnualSubsidies to 3650 Karen Teachers (pg. 3-5)

Karen Student Network Group's Working Feedback Annual Meeting(pg. 5) 2010-2011 2nd Examination in Refugees Camps (pg. 5)

Conflict Continues to Impact Civilians' Workand Schooling Time in Dooplaya District (pg. 5)

International Education News (pg. 6-9)Education in Laos

Focus Stories (pg. 10-11)An Update From the KSEAG Executive Director

Traditional Knowledge (pg. 12-13)Rotational Farming

Interview (pg. 14-15)Interview Naw Paw Th'Lay Wah’s, field trip into Karen State

Teacher Education (pg. 16-19)Lerning Different Activities

School Health(pg. 20-21) Karen (pg. 20)

Burmese (pg. 21)

Poems and Cartoons (pg. 22-23)

Teacher Talk (pg. 24-27)

Reader Feedback (pg. 28)

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3 Karen Teacher Newsletter - February, 2011

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December Holiday Gives KarenTeachers the Opportunity to AttendTraining From December 6th to 10th there were exams inMae La Oon refugee camp following a one monthstudy break for students. During this break,teachers had the chance to receive methodologytraining in the respective subjects.Thara Mu Bway Gay Thein Maung, the educationcoordinator in Mae La Oon, said, "Our educationcommittee and teachers discussed the issue ofteacher qualification and then we asked KRCEE(Karen Refugee Committee Education Entity) tohelp us to improve the quality of our teachers ineach of the academic subjects. We decided toprovide subject methodology training during theDecember holiday."Since 2006, there has been a intensive resettlementprogram in Mae La Oon refugee camps. It hascaused a lack of human resources in schools andthe entire refugee population. As experiencedteachers continue to resettle to 3rd countries, new,inexperienced teachers are asked to replace themwhich has lead to the eroding quality of schoolingprovided to the children. Thara Mu Bway Gay Thein Maung said, "Manyexperienced teachers have left from the Karenrefugee camps. Some new teachers are not ableto teach their own subjects properly - Science andMathematics are particularly problematic. We don'thave any trainer in the camp who can train thenew teachers. So, during the holiday, we willorganize training for grade 7 to post-ten teachers who teach Science and mathematics. Also, ifnecessary, we will organize training in othersubjects." There are 5 high schools, 1 middle school, 2primary schools, 7 nursery schools and 1 Non-Formal Education school with a total of 6901studetns and 311 teachers in Ma La Oon RefugeeCamp. (It should be noted that in the Karen area,'High Schools' include students from KG to Grade12 and 'Middle Schools' begin at KG and go tograde 9)

Post-ten Students ExchangingProgram Inside Karen StateOn November 13th, 2010, Karen TeacherTraining College (KTTC) students had skillexchanging program with post-ten schools in ETu Ta camp. In this program, KTTC school, E TuTa high school, E Tu Ta new generation post-tenschool and Kaw La Hey post-ten school wereinvolved.KTTC second year's students Saw Eh Ya Nawsaid, "I have learnt many things from this exchange.We also know more about the other school howthey are running, managing and teaching styles.Also, we have known more about the schoolsactivities."This program was aimed for the students to beable to built up their fellowship for the good things

SPDC Launched Mortars KillsStudentSPDC launched mortars from their bases intoseveral villages during the recent fighting with theDKBA(Democratic Karen Buddhist Army). Onestudent, named Naw Dah Paw, a 17 year old 10th

grade was killed and 4 other people were injury.T'Ka Hkee, Ka Lee Hkee, Mae K'Daw from NoeT'kaw township, Duplaya district were affected byattack.The SPDC troops started firing mortars into thevillages on November 8th. The troops fired morethan ten times in the morning on November 8th

with 81mm mortars, on November 9th, they firedmore than 50 times. The shelling destroyed T'KaHkee school, one house, some lemon groves andseveral farms.P'doh Saw Kennedy, an education coordinator ofDuplaya district pleaded with deep emotion andsaid "I felt too bad with this kind of thing happening,it is a time for children to go to school but they haveto stop schooling so most of the students are beingseparated. The SPDC troops think the DKBA andKNU soldiers might be around or inside the villagesthat's why they shoot the mortars. But the aims ofthe SPDC not only want to target their enemy butinnocent people too."During the fighting, some villagers were fleeing toThailand while some were still hiding in theirvillages.

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between the schools and in their society, all theteachers and students to have the ability of sharingtheir experiences and skills that they have, and tobe able to gain things over their cooperation. Antonio, who is a teacher in KTTC said, "We havean arrangement for all teachers who representeach school to give speech to the all the studentsabout the aim of these fellowship and skillsexchange in the evening of 12th, and right afterthat in night time, we have the plays andpresentations from every school for fun", "On 13th,we have different kind of game competition fromeach school" he added.Among the many different plays of KTTC, skills,experiences and opinions exchange are includedsharing to the other schools and let them knowhow KTTC's condition and movement are. In this2010-2011 school year, this 4 schools exchangingprogram is going to be the first time.

KSEAG Completed DistributeAnnual Subsidies to 3650 KarenTeachersKSEAG (Karen State Education Assistance Group)began distributing teacher subsidies in the middleof October until the middle of November. 3650teachers from the 7 Karen State districts werereceived annual subsidies from KSEAG.The process of distribution was divided into twosteps. The first step included 3 days workshop toverify teacher statistics with district, township and


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Karen Student Network Group'sWorking Feedback AnnualMeetingFrom December 27th – 29th, KSNG (Karen StudentNetwork Group) held a meeting to give feedbackon the progress of the work that they've done duringthe year and better plan for next year. The meetingwas held in Mae La refugee camp and wasattended by all members of the group. KSNG officemanager Naw Victoria Baw said "On the 27th, weshared our experiences with one another in themeeting and also included a discussion about ourdecision (made during the Unity Seminar) tocampaign with the youth in refugee camps. We hadour KSNG annual meeting on the 28th and 29th.”“More than 50 people attended the meeting andthey included NGO representative, representatives

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2010-2011 2nd Examination inRefugees CampsA source from KRCEE (Karen RefugeesCommittee Education Entity) has reported thatbetween the 6th and 10th of December, there willbe 2nd examination administered in schools inseven refugee camps along the Thai-Burmaborder. Thara Mu Bway Gay Thein Maung,education coordinator in Mae La Oon camp, said,"Last week every school in the camp will givestudents the time to review the lessons they havelearnt before they take the 2nd examination. Also,we are inviting camp leaders to come and givestudents encouragement and support them in theirpreparation for the examination."A source from the KRCEE explained that there isno specific time schedule for the seven refugeecamps to administer the examination, but that eachcamp will administer the examination as best fitstheir situation.

village tract education leaders. Additional trainingwas provided to local leaders and the distributionteam. Following the first step, funds were handedover to the distribution team. Local EducationLeaders took the role to monitor and evaluate thedistribution process. During the second step,monitoring team members went to the distributionsites where teachers and school committeemembers met them. Sites were selected throughoutKaren State to ensure that teachers and schoolcommittee members needed to walk no more thanone day.Naw Wah Wah Poe Khin, KSEAG member whowent and participant with distribution sites in northernKaren State, said, "I can sense in my mind that theteachers living in Karen State really struggle fortheir students’ Education. I see and realize that eventhough received a small support for their work,they keep it as very valuable. Even though life isvery difficult, those teachers are trying really hardtheir best for the Education for the next generation.In the 2010-2011 academic year, there are 4667teachers in Karen State, of which 3667 receivesupport from KSEAG. The remaining 1017 teachersare receiving support from other organizations andindividuals.KSEAG coordinator Thara Ko Lo Htoo said, "Lastyear we supported 2500 baht for a teacher but thisyear we support 3500 baht for a teacher. Actually,for this year we aim for a teacher should be 4000Baht but it has been impossible because theexchange rate became lower. Anyway, for nextyear, we aim to reach our goal even teachers areincrease or decrease. The distribution is goingwell.There have been no disruptions as of yet.There are just some places in Dooplaya and Pa.anwhich were complicated due to the current politicalsituation following the ‘election’."KSEAG distribution members will return inDecember, with up to date information. Thisinformation will be used to prepare for the schoolmaterial distribution in February. Any extra teacherswho require additional support and assistance willreceive this during the school material distribution.

from community based organizations, KYO andKWO organizations’ counselors, representativesfrom Mae La Oon camp, Mae Ra Moe camp, MaeLa camp, Um Phum camp, Noe Poe camp, MuDraw district, Ei Tu Ta camp and KSNG's centralcommittee" Naw Victoria Baw added.Saw K 'shee, who is an in charge of KSNG IT andDesign, said "In our meeting, we made a specificplan for future activities, to stabilize the efforts wehave made in the past and to upgrade our workingfacility and reorganize and bring together all ourmembers who are currently scattered around toshow KSNG’s unity.”KSNG was established on July 6th, 1995. KSNGincludes the following subgroups: Mae Kaw Kah,K'saw Wah Lay, Mae La, Hso Klow, Htee HkawKee, Wah Kah, Pho Bhaw Lay, Htee Sae MaeYwar, Bled D Wae, Mu Draw Students NetworkGroup and KSNG Central Students NetworkGroup.

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Conflict Continues to ImpactCivilians’ Work and SchoolingTime in Dooplaya DistrictThe civilians from Dooplaya district are still facingthe impact of fighting between the State PeaceDevelopment Council (SPDC), Democratic KarenBuddish Army (DKBA) and Karen NationalLiberation Army (KNLA). The SPDC are increasingthe number of their soldier in the KNLA’s and DKBA'scontrol areas. The SPDC is using torture to forcelocal villagers to work as porters and carry theirammunition and other soldiers' supplies for the frontline. Due to this villagers have big problems findingtime to harvest their crops.P'Doh Canady, who is an Education coordinatorfor Dooplaya district, said, "We haven’t really hadthis kind of situation before. But this year, especially


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Education in Laos

Background to LaosLao is made up of at least 49 different ethnicities,which include 160 ethnic groups. At least 82 differentlanguages are spoken in Laos and roughly 69%of the population are considered to be ethnic Lao.Although many of the country’s people wouldgenerally be considered to be ‘indigenouspeoples’, the government does not allow the useof this term, using instead, the term ‘ethnicminorities’.Laos has a recent history of colonialism and waspart of French controlled Indochina from the late19th Century until gaining independence in 1954.Between 1954 and 1975, Laos was ruled as anindependent kingdom, but was caught up in theVietnamese conflict and heavily bombed by theUS. In 1975, the communist Pathet Lao tookcontrol of the country, forcing the king out of powerand forming the Lao People’s DemocraticRepublic. This period was particularly difficult formembers of the former government and ethnicminority groups, particularly the Hmong, whowere sent to prison camps, known officially as‘re-education camps’.Laos is a communist ‘socialist republic’ with onlyone legal political party, the Lao People’sRevolutionary Party (LPRP). Although the LPRPcontrols politics in Laos, the economy is no longerrun along truly communist or socialist lines. Laoslost the financial support of the Soviet Union whenit fell apart in the early 1990s and this helped spurthe LPRP to introduce a form of free marketcapitalism in Laos.

Education in Laos – historicallyBefore the LPRP came to power in Laos, the onlyethnic group in Laos with a history of formaleducation was the Lao Loum (the majority, ethnicLao people, traditionally from the lowland areas ofthe country). Formal education for the Lao Loumwas in the form of Sangha (Buddhist religiousschools) in which Buddhist monks taught Lao andPali scripts, basic mathematics, religious andsocial subjects. This form of education was onlyavailable to males.During the French colonial period, the Frenchintroduced a system of secular education whichwas responsible for producing an elite group ofLaotian, French speakers (many of whom wenton to work as civil servants in the colonialgovernment), but was neither relevant (all teachingwas in French beyond the 2nd or 3rd grade) noraccessible to the majority of people in the country,particularly those in rural areas. The Frenchdeveloped relatively few primary schools and onlyone secondary school in Laos during their periodof colonial control.

In the late 1950s and early 1960s, Royal LaoGovernment (RLG) schools, teaching a Laotiancurriculum, were developed with Americansupport. In 1958, Laos opened SisavangvongUniversity in Vientiane, the first university in thecountry. Despite these developments, access toformal education in Laos remained poor,especially for ethnic minority groups.From 1975, more emphasis went into extendingbasic primary education for all ethnic groups, withthe LPRP having a goal to establish universalprimary education in the country by 1985, althoughthis was later postponed till 2000 because of alack of resources. Alongside this, the LPDRdeveloped a large-scale adult literacy program,which supported literate members of urban andrural communities to teach literacy within theircommunities. Although these programsexperienced some successes, they sufferedfrom a lack of trained teachers and a seriousshortage of teaching and learning materials.

Education in Laos – currentlyCurrently, primary education in Laos begins atage six or seven and is for five years, lowersecondary is three years, upper secondary, threeyears and post-secondary from three to sevenyears depending on the subject. Post-secondaryeducation in Laos includes, universities, technicaland vocational schools.As of 2006, it was estimated that 7000 studentscompleted upper secondary education in Laoswith 700 of those going on to attend universities orinstitutes, and 3,500 going on to attend varioustechnical and vocational schools, includingteacher training schools.The LPRP has, since the early 1990s, beenworking with a variety of inter-governmentalorganizations (IGOs), including, the UN,AUSAID, USAID, and non-governmentalorganizations (NGOs), including, Save theChildren and Oxfam to develop Laos’ formaleducation system.

ChallengesDespite recent improvements, some children andyoung people in Laos still do not have goodaccess to basic education and drop out rates,even in primary education, are relatively high.Poverty is an issue which has a great impact oneducation and students often are forced to dropout of school because their parents need them todo farm work to help support their families.Girls still have less access to education than boys.Other challenges for education include a lack ofmaterials and lack of skilled, experiencedteachers and the problem of teachers leaving theprofession because of poor and irregular pay.


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Although there are increasing numbers of primaryschools, there are far fewer secondary schoolsin Laos with secondary education being moreprevalent in urban areas. For those living in ruralareas, it is often difficult to access secondaryeducation, as secondary schools are far fromtheir communities and to attend such schools,students may need to travel long distances andfind residential accommodation at or near theschools.

Education for Ethnic MinoritiesThere are many issues which affect ethnicminority groups’ experience of education in Laos.The majority of ethnic minority groups in Laoslive in rural areas and in general urban areashave significantly higher school attendance ratesthan rural areas of the country.While it is estimatedthat 14% of children overall in Laos do not attendprimary school, that number increases to 36% ofchildren when looking only at rural and ethnicminority communities.Specifically, children (particularly girls) from ethnicminorities are less likely to attend school thanthose from the ethnic majority and there are avariety of reasons for this. The language ofinstruction for education is generally Lao whichmeans that ethnic minority children who do notspeak Lao as a first language often struggle toaccess formal education. Ethnic minority childrenare often expected to help their families withfarming and other work. Also, formal education isnot always relevant (or seen by ethnic minoritycommunities as being relevant) to traditional life inrural communities.In response to some of these issues, the LPDRhas, since 1991, developed a department for non-formal education (NFE) which supports programsfocusing on agriculture, income generation, andother livelihoods work in rural communitiesalongside formal education topics such as literacy.Aside from government programs, internationaland regional NGOs, such as IKAP-MMSEA(Indigenous Knowledge and Peoples – MainlandMontane South East Asia) have been workingwith local NGOs to support ‘indigenous education’programs within and between ethnic minoritycommunities. These programs focus on issueswhich are important and directly relevant for ethnicminority peoples, including: livelihoods,biodiversity and rotational farming, ethnic(indigenous) languages and scripts, traditionalmedicine, and music and dancing, as well asknowledge transfer from community elders toyounger generations.

ConclusionThe ongoing LPDR- (party's name) push foruniversal primary education has created new

schools in rural villages and opened up accessto education for those who have never had suchaccess before. In terms of access and quality,the formal education system in Laos is improvingand although not everyone in Laos is able toaccess formal education, even a few years ago(2008) estimates were that 81% of girls and 84%of boys had enrolled in primary school (althoughonly 60% of students were estimated to havecompleted primary schooling).Literacy rates in the country are also improving,particularly for young people, with (2005)estimates suggesting that 72.7% of adults and83.9% of young people were literate. Recently,there has been a big push to print books andother educational materials and consequently,access to educational resources has improvedin the country.Hopefully, both formal and informal educationsystems in Laos will continue to improve, becomebetter integrated and be more accessible for all ofLaos’ diverse peoples.

Referenceshttp://en.wikipedia.org/wiki/Laos

http://en.wikipedia.org/wiki/List_ of_ ethnic_groups _in_Laos

http://countrystudies.us/laos/60.htm

http://www.iiz-dvv.de/index. php? article_ id=4 75&clang=1

http://www.culturalprofiles.net/laos/Directories/Laos_Cultural_Profile/-29.html

http://education.stateuniversity.com/pages/806/L a o - E D U C A T I O N A L - S Y S T E M -OVERVIEW.html

http://www.childinfo.org/files/EAPR_Lao_PDR.pdf

http://huebler.blogspot.com/2009/03/elr.html

http://www.google.com/publicdata?ds=wb-wdi&met=sp_pop_totl&idim=country:LAO&dl=en&hl=en&q=laos+population

http://www.savethechildren.org.au/where-we-work/lao-pdr/education-programs

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w> *h> 'd; o MR vXhttp://en.wikipedia.org/wiki/Laos

http://en.wikipedia.org/wiki/List_ of_ ethnic_ groups_in_Laoshttp://countrystudies.us/laos/60.htmhttp://www.iiz-dvv.de/index .php ?article_ id=4 75&clang=1http://www.culturalprofiles.net/laos/Directories/Laos_Cultural_Profile/-29.htmlhttp://education.stateuniversity.com/pages/806/Lao-EDUCATIONAL-SYSTEM-OVERVIEW.htmlhttp://www.childinfo.org/files/EAPR_Lao_PDR.pdfhttp://huebler.blogspot.com/2009/03/elr.htmlhttp://www.google.com/publicdata?ds=wb-wdi&met=sp_pop_totl&idim=country:LAO&dl=en&hl=en&q=laos+populationhttp://www.savethechildren.org.au/where-we-work/lao-pdr/education-programs

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Continues to Page 19

An Update From the KSEAGExecutive DirctorMy name is Saw Ko Lo Htoo and I started workingas an assistant to Executive Director of Karen StateEducation Assistance Group (KSEAG) in August,2009. From August, 2009 until May, 2010, asassistant coordinator, I had the opportunity of workingtogether with township, district and local tract leaders,learning a lot about the working processes of theorganization. I took on the position of KSEAGExecutive Director after the Karen EducationDepartment’s year-end meeting in May, 2010. Forthe 7 years prior to working with KSEAG, I hadbeen working with an NGO that does educationand treatment for drug addiction in the refugeecamps. Before joining KSEAG, I hadn't had theopportunity to work together with people insideKaren State and I hadn’t directly experienced thedifficult conditions and suffering inside Karen Stateas well. When I did start working with people insideKaren State, I realized the reality of the difficultsituation there and this has given me the desire tohelp as much as I can to support the needs of peopleinside Karen State. So, I give thanks to all of theKaren leaders and my co-workers that have trustedme and given me the big responsibility of managingeducation assistance in Karen State. Because of allof your support and cooperation, my role in assistingthe education process is progressing smoothly.Development and progressionIn years past, we have seen that the strength ofcooperation and understanding about education inKaren State has been weak. But since KSEAGbegan providing education assistance, we haveseen cooperation and understanding improve. Andwe have also seen the regional education leadersgain more confidence about their work and work-ing together, which has made their work more ef-fective in their regions. We have seen progressand development in our work because of the hardwork and sacrifice of everyone involved.If we review the past years, support for teachers,schools and students' equipment has been insuffi-cient, although improving every year. This year,we have received more support than ever beforedue to the efforts of our community. The collection ofschool information is going well and we can see wehave 1,081 schools, 4,033 teachers and 93,842students in total this year. KSEAG has a two stepdistribution process: the first areteacher subsidiesand the second are school materials. The schoolmaterials include teaching materials, learning mate-rials, sports equipment and vitamins A & D plusworming medicine. This year, 3,667 teachers re-ceived subsidies from KSEAG. During March andApril 2011, KSEAG will distribute school materialsto1,025 schools. This means that KSEAG supports95 percent of Karen State schools, with the other 5percent being supported by Karen community-based groups, inidivudals, religious organizations,and NGOs.Problems faced in the fieldThere have sometimes been difficulties with com-munication between the regions and headquarters.

This has meant that the process of supporting edu-cation has sometimes been hindered and delayeddue to weaknesses in communication.The processhas also sometimes been hindered by natural di-sasters such as flooding and bad weather. Anotherissue which has made it difficult to support educationinside Karen State has been the recent instabilityon the Thai-Burma border, such as the actions ofthe SPDC and DKBA. In some areas, there havebeen errors in entering school information into ourcharts, which has meant the data has sometimeshad to be re-entered into the computer.Things we should consider and improveTo improve the education system and help over-come the difficulties we face, we need the participa-tion and support of all those involved in the pro-cess, including local teachers, school committeesand leaders. Your efforts and sacrifices towardsimplementing the education system in Karen Stateare the guarantees needed to show our donors theeffectiveness of our work. The communication be-tween regional areas and headquarters is underreview to ensure that it is improved in the future.This is not only the responsibility of headquarters.We need the cooperation of everyone to improvethe state of communication. We have to try to be asthorough as possible in our work, especially whenwe are entering information into the charts. More-over, teachers' signatures, letters and the students’drawings need to be collected more thoroughly andsent to headquarters altogether at the same time.We also need to plan and cooperate especially wellwhen we collect lists and other information and sendthese to central headquarters, divide supplies forthe teachers, send school equipment and carrysupplies.Anxieties and things we should be aware ofRight after the end of August this year, the sendingof school lists and information was completed andthe process went well. But, there have been someanxieties and dissatisfactions along the way. Ac-cording to the information that we received, we haveseen the condition of our Karen people’s educationsystem: our information shows that 87 percent ofour schools are primary school, 11 percent aresecondary schools and only 2 percent of ourschools are high school. So, the lack of secondaryand high schools is a big issue and something thatwe need to address to help our future generations.But maybe some of us will not take this issue seri-ously, and if we just look at the region or villagelevels, the issues are not always going to be clearand we are not going to be sure. So, I want to callfor our people to not only look at one place, but toconsider the standard of our education systemacross the whole of Kaw Thoo Lay. We are hopingthat our generation of young people grow up to-gether and get the education they need.EncouragementIf we look at our actions we will see that we areactually doing two things; on the one hand we areresisting the SPDC government for our freedom,and on the other hand we are making develop-ments


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Rotational FarmingAll over the world people are wondering what ishappening with the earth. Natural disasters appearto strike more frequently and climate changes, suchas hot rains and extreme cold temperatures seemto be affecting the environment we live in.Often, it is the indigenous elders in our society whonotice the changes and recognize what is causingthis disturbing increase of natural disasters. Ourindigenous peoples understand that even now westill have the possibility and skills to improve ourenvironmental situation. However, unfortunately,many people choose to remain careless, resultingin the further destruction of our environment andthe likelihood that future disasters will beexperienced by the next generation, our children.This article, which addresses these issues, wasresearched and written by Dr. Saw Pa Dee, thesecond Thai Karen in Thailand ever awarded adoctorate. Through respecting and keeping alive,the ways and methods indigenous peoples havebeen using for many centuries to care for theenvironment, Thara Dr. Saw Pa Dee is learningfrom the past and passes on this information to thenext generation. One of the most important methodsused by indigenous peoples in Southeast Asia tofeed their communities and preserve theirenvironment is Rotational Farming, which is themain focus of this article.Rotational Farming does not destroy the forest,but generally improves it and enhancesbiodiversity, helping to sustain diverse seeds andplants. Rotational farming promotes indigenouscommunities’ self reliance because it allows for theharvesting of different varieties of vegetables andother plant foods to fit the appropriate season, givingcommunities food security for the entire year.Alongside rice and vegetables, the system ofRotational Farming also provides communities foodfrom animals (caught in traditional traps). Mostimportantly, we have found that the food producedfrom this system is extremely healthy, clean andnatural, and better than the ‘organic’ food that somepeople search for in supermarkets. RotationalFarming is a form of agro-biodiversity because adiversity of plants and seeds come from this system.We have found that Rotational Farming supportsaround 207 species of plants and seeds. It is alsopossible to understand Rotational Farming aspreserving our ancestors’ heritage of seeds andplants. If we are forced to stop this system, it willalso end the continuity of diverse seeds and plantsin the world that are our ancestors’ heritage.Rotational Farming not only provides food securityfor humans, but also offers food security for animals,both wildlife and domestic animals. RotationalFarming, as a system, creates spaces for foodproduction, but also allows for fallow areas (spaceswhere the land is allowed to rest for a period oftime) which encourages the revival of a range ofdiverse wildlife during the time when fallow areasare left to regenerate by natural processes.Agro Forestry in Forest Communities CreatesFood SecurityCommunity forests provide basic needs forcommunity members lives, offering food, shelter,herbal medicines and household energy, and alsoserving as the main sources of families’ income.

Preserving the forest means community members’lives will be secured and sustained.As the forest is vital for community members’ lives,they manage and use it carefully. For example,bamboo caterpillars (a popular food from the forest)are collected with local wisdom. This local wisdommeans that villagers know which bamboo stemshave bamboo caterpillars and will cut down onlythe appropriate stems, while outsiders without localwisdom have to cut down all of the bamboo stemsin order to find caterpillars. Another example ishoney, which is collected from March – May withoutdestroying beehives or killing bees. Importantly, apercentage of the revenue generated from sellinghoney (20 Baht per bottle of honey) will be put intoa Forest Management Fund, to support the entirecommunity. As another example, during the burningseason between March and April, a fire- break willbe constructed to protect the forest. This is done bya community fire-break team which surveys andlooks after the forest. A community will also form anetwork with other communities, up to watershedlevel, to collaborate in protecting the forest againstfries. The areas around watershed forest andunderground water are regarded as sacred forest.The community will protect these areas and notallow anyone to use the land as they believe that itbelongs to forest spirits and forest conservation isan important community value.Food Security from Rotational Farming andAgro Forestry Means Less Consumption andLess Green House Gas EmissionsRegarding food diversity, in the communitysurveyed, it was found that there are more than 90types of food plants and 28 types of animalsavailable. Approximately 54 percent of food plantscome from Rotational Farming fields, while 33percent come from terrace paddy fields and therest is available from the community forest and teagardens. If we consider the community’s energyconsumption, it is very low when compared withpeople who live in the city. The main energy sourcesfor the community are in the forest and tea gardens,while some things have to be bought outside thecommunity, especially fuel. Firewood is the mainenergy source for cooking. To collect firewood,the villagers can use the trees which have diednaturally, or use dried branches, without needingto cut down living trees. The amount of woodconsumption in the community is about 2 cubicmeters/person/year for firewood, and 1 cubicmeters/person/year for house construction,whereas the use of fuel in terms of gasoline anddiesel is about 32 and 29 liters respectively. Wecan see the practice of Rotational Farming andAgro Forestry protects the natural environment,provides diverse and sustainable foods andbuilding materials, but also allows for relativelysustainable energy production and consumptionespecially in comparison with less sustainable formsof food production and land management. Thismeans that, alongside preserving biodiversity andnatural resources, communities who do practiceRotational Farming and Agro Forestry consumeless energy and produce less greenhouse gasses,than most other communities and therefore helpprotect the environment and work against globalwarming.


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Interview Naw Paw Th'LayWah’s, Field Trip into Karen StateNaw Paw Th'Lay Wah was born on the 19th ofJanuary 1990 at P'Na Aya Pum Kho, LuthawTownship, in the Mutraw district. She started herschool years at the local school in her home townvillage but finished high school at the Mae La Oonrefugee camp in Thailand.Ever since she was a young girl, Naw Paw Th'LayWah had wanted to become a teacher and thereforeentered the Karen Teacher Training College(KTTC) in Karen State as soon as she finishedhigh school. In the following interview Phru Pwgomagazine asks her how she experienced herrecent field trip deep into Karen State.

Please, tell me a little about yourself and why didyou decide to study at KTTC?The main reason for me to and attend the KTTCwas to fill full my interests. There are many things Ilike doing, such as, weaving, nicking, flower designand agriculture. Nevertheless becoming a teacheris what I wanted most and that is why I choose tojoin KTTC.

How did you feel when you first found out that youwere going on an expedition far into Karen State?When I studied in High school I always wanted tobe informed about the situation of the Karen peopleback in Karen State. I needed to know what wasgoing on in their life, what was their situation dayby day? And the students, how did they struggle toimprove their educational system? All this informationwas available to me through different mediasources, but this time I was actually going insidemyself. I was very excited but also worried gthateverything was going to be new to me, theenvironment, the community, all the places I hadnever been, all the people I had never met etc.

Can you please tell me a little about the trip?We left our school, accompanied by two teachersand two MTT’s (Mobile Teacher Trainers), on the3th of December and we returned on the 20th. Allthe students were 18 total and we helped eachother when necessary. We were heading to thevillages of Lay Thweh Kho, Leh Na Der and KoLaw Hkee. While travelling we met many students,teachers and parents who were constantlystruggling for a decent education in theircommunities.

What is your impression off the current schoolsystem in Karen State?Most important is that the students and teachershave to work with the resources available. Theambiance was very friendly and everybodyseemed happy to help each other. The one thingthat really stayed with me is the fact that the studentsare very respectful towards their teachers and theircommunity. They study hard and pay attention.Honestly, we cannot compare the behaviour offthe students in Karen State and the students living

in the refugees' camp today. So, I was quiteimpressed with their educational system.

What did you think off the school itself?The one thing that I found strange is that the schoolwas made out of bamboo, but I believe that to berather pretty and romantic. It is also beautiful whenthe school is built up on a hill and full with studentswalking around the school compound.

Have you ever been back to your village after youfinished high school?No, I never returned to my village after I fled fromState Peace Development Council (SPDC) troops.

So, how was it, going back into Karen State afterall these years? How did you feel when you metthe students, teachers, parents and all the otherpeople in Karen community and what have youlearnt from them?I was happy finally being able to share myexperiences, with teachers, students and parentsin Karen community. One thing that I reallyappreciated and found motivating was that some ofthe teachers arrived at school, carrying one ortwo babies and still managed to teach withenthusiasm and a smile. From the students I learntto listen and to obey your teachers, respect theolder and at the same time the people youngerthan you. From the parents I learnt that even whenthe situation is difficult to always be there for yourchildren and finding ways for them to go to schoolno matter what. Students, teachers and parents allparticipate and work together to achieve the bestpossible educational system, within thecircumstances they are forced to live in.Characteristic for the Karen is to deal with thesituation by loving their neighbours, being cheerfulto their visitors, studying hard and displaying goodbehaviour.

What were the people like in the places you went?Most of the people I met were farmers, who in theirspare time exchanged their working experienceswith one another.

What is the difference between studying at schooland going into the field?Being at school we learn about the situation throughbooks and media. Being in the field, however, a lotof different things are taking place and we aresuddenly dealing with the actual situation within thecommunity. We discover what people really think,experience student and communal activities. Thingswe can simply not learn or imagine within the wallsof our school. The reality is definitely a differentstory.

Can you describe the strong and weak points ofthis trip?A strong and valuable point is that all students, aftertheir graduation, are willing to work for the teaching

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6I w> ym zsg xD. vHm qX vX w> 'd u e.

tDR(Present a listening Text)nD Ek> o &. w z. ym zsg xD. vHm qX w z. cD zsd ol 0J uJ;pJ;rh w rh> z; xD. 0J vHm t qX M. vDRI zJ tHR M. w> [l;w>*JR vX uFd zd ol 0J oh w eDR zJt 0J oh b.'d u e. w> tqX u wD> M. vDRI w> [l; w> *JR vX w> ym zsg xD. vHmtqX M. w> ol w> 'd u e. 0HR 'D; w> ym zsg xD.uhR tDR oh

ph> uD;0J '. M. vDRI

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zsg {g I oh. w z. M. vDRI

6I2 w> &J. vDR b. uhR vHm qX cD zsd 'd u e.

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6I3 w> ud; xD. w> *h> 'D; w> uGJ; tDR(Dictation)uI z; xD. vHm t qX t ,lm b. b.IcI z; vHm t qX t oD u 'D; w bsDIA y wkm tDR vX t qX rhw rh> t usdR b.b. 'D; uFd zd u uGJ; w> vXe wJ oh. wz.I

*I z; 'D; y wkm u 'D tDR 'f M. wuh>I rh> w vDR wH> w cD z;u 'D; tDR oX bsDw bsDw uh> I A[h. uFd zd wz. w> qX u

wD> pSR rH; eH; vX u cFJ; uG> rR b. uhR t w> uGJ; M. w uh>I

CI [h. vDR vHm t qX ql uFd zd t td. w uh>I AuFd zdcFJ;uG> uhR t w> uGJ; 'D; vHm t qX vX w> [h. vDR tDR M.

wuh>I

7I w> *JR vd w> 'd u e. w> [l; w> *JR

(Listening Practice Activities)t 0J tHR rh> w> [l; w> *JR w cg vX t rR pXR uFd zd b. C;w> 'd u e. t w> oh w> b. M. vDRI Aw> [l; w> *JRoh. w z. tHR tg wuh> y nd. xJ '. vD w> *h> vX w> rRvd tDR vX vHm rR vdw z.t ylRM. < 'D; w vd. eD> w *R t

w> 'd qX tg M> w> *h> vXt td. vX vHm w z. tylR b.I

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wdR M. vDRI

7I 2 w> xD. b. uhR vHm zsX. vX w> usJ. usD

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b. M. vDRI

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w> uGJ; w> oh w> b. t w> [l; w> *JR

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w> ol tDR oh vX y wD> ud; y wD> 'J; tylR M. vDRI

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td. 'D; t pX tg cg tg u vkm M. vDRI

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r. td. zJ vJ. 'D; rR b. uhR tDR M. vDRI

8I 3 w> ym zSd. tg xD. usdR ySJR rh wrh> w > u

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z. vX vHm t qX 'd. t ylR M. vDRI

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8I5 w> u wdR zsX. cd. oh. vX vHm t qX ylR

(Text from Key Words)uI uGJ; vDRw> u wdR zsX. vX t td. vX w> *h> cd. wD vXuFd zd rR vd 0J wz. t ylR w eDR IcI uFd zd uGJ; w> *h> 'D; ol w>u wdR zsX. vX w> uGJ; vDR tDR

w z. cJ vXm I

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t ukm rh w rh> rR vDR r> uHGm usdR ySJR w eDRM. vDRI

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u bsH; yR 15 t w> ydm xGJ


uFd o &. w> ul. b. ul. oh o eX.Teacher Education

Lerning Different ActivitiesIntroductionAs we mention in the last newsletter, everyonelearns a language in different ways. Some peoplelearn best by seeing it where some are best athearing it. Some people like to experiment. Wealso provide some activities in Septembernewsletter. Now we would like to provide somenew activities different for before about writing andlistening skills. Because teachers should use avariety of different techniques for different level ofstudents learning, we hope that it will be useful forteachers in their teaching.We would like to provide for teachers to get learningsome teaching methods and to be useful for theirstudents. Now we provide some valuableteachings methods for writing and listeningactivities to improve the students writing andlistening skills.Skills-focused Activities, which looks at ways toimprove students' reading, listening, writing andspeaking. There are sub-sections with activitiesyou can do before and after these tasks. Theactivities are followed by listening and writingactivities.

Listening ActivitiesPresent a listening TextListening PracticeThis section looks at activities for presentinglistening texts and practicing listening skills.Listening, like reading, is a receptive skill. Manyof the reading presentation and practice activitiescan be used as listening activities too.This is divided into two sub-sections: Presentinga Listening Text, which has different waysstudents can first hear a text, and ListeningPractice Activities, which has a range ofcontrolled practice activities designed to helpstudents understand the ideas and language fromthe text.

6. Presenting a Listening TextUsually teachers present listening texts by playingthe cassette or CD, or by reading a text aloud.Here are a range of activities students can dowhile they are listening. Many of the activities inPresenting a Reading Text can be used to presentlistening text as well.

6.1. Listen for ContextPlay the conversation. Students identify:

-Where the conversation is taking place-How many people are speaking-information about the people: male or female?Age? Occupation? Appearance?

6.2 Order the Listening Text

a. Make enough copies of a listening textso there is one per student, pair orgroup. Cut it into phrases, sentencesor paragraphs.

b. Read or play the text. Students listen,and put the phrases, sentences orparagraphs in the correct order.

This works well with conversations, whereyou can cut up what each speaker says.This is also a good activity to use with songs.

6.3 Dictationa. Read the text at normal speed.b. Read the text again. Pause after every clauseor sentence so students can write what you aresaying.c. Read with pauses again. Repeat this for

a third time if necessary. Allow students a fewminutesto check and correct their writing.d. Give students a copy of the original text.Students check their writing and mark it foraccuracy – spelling, final consonants,prepositions, etc.

7. Listening Practice ActivitiesThese are controlled meaning-focused activitiesthat help students process the content of a listeningtext. They focus only on the content of the text,and do not require a personal response, norencourage looking beyond the text.All the activities; Reading practice activities canbe used to provide practice with listening text aswell.

7.1 Rewrite the TextAfter students have listened to a text a few times,they rewrite it. To make this easier:

- write some of the key words or phraseson the board.

- If it is a dialogue, provide onespeaker's text and have students writethe other speaker's text.

7.2 Mix and Matcha. Give each student a piece of paper withhalf a sentence from the text on it.b. Students move around the room trying tofind the student with the other half of theirsentences.If you use the whole text, you can follow this bygetting the class to put their sentences in order.

Writing ActivitiesThis section has activities for improving students'writing skills. Writing is a productive skill. Writingtasks range from producing accurate letters ofthe alphabet to organizing arguments into apersuasive essay. There are many differentactivities designed for particular genres of writing.But we have included activities that can be usedat all levels for many types of writing.

8. Writing Activities – from Controlled to FreeThe earlier activities are more controlled,practicing only the target language and ideas, witha small number of correct outcomes. The lateractivities are more free, with many possiblesuccessful outcomes.

8.1 Mixed Sentencesa. Create several sentences related to the topicor structure and mix up the word order in eachsentence.b. Students put the mixed sentences in order toformmeaningful and accurate sentences.You can also make higher level students ordereach sentence into a paragraph or text.

8.2 Sentences with Mistakes

Purpose: students listen for gist to establish thecontext of conversationPracticalities: all students need to hear theconversation clearlyPreparation: cut up copies of a text-one perstudent, pair or group

Purpose: students listen for gist to put a text inorder.Practicalities; all students need to hear the textclearly

Purpose: students listen, write and check theirwriting for accuracyPracticalities: all students need to hear the textclearly.

Purpose: Students focus on the main points ofa text.Practicalities: Students work individually, or inpairs or groups.

Purpose: students focus on the details of a text.Practicalities: students need to move aroundthe room.Preparation: cut half- sentences from the text,one for each student.

Purpose: students order words in a sentence.Practicalities: students workPreparation: Prepare sentences with thewords mixed up.


a. Students write 5-10 sentences about the topic they've been studying, or using the structuresthey've been studying. Each sentence shouldhave a mistake in it. The mistakes can be either:-factual (something wrong with the content)-language (wrong grammar or vocabulary)b. Students swap sentences with a partner, whoidentifies and corrects the mistake.

8.3 Add Phrases or Sentences.a. Give each student, pair or group a text withsome phrases or sentences removed. Writethese phrasesor sentences on the board.b. Students decide where these phrases orsentencesfit into the text.c. Students rewrite the text with the phrases orsentences added.

8.4 Write and Match the Descriptiona. Prepare some pictures – copy them from teaching books, cut them outof newspaper and magazines or draw themyourself. Give a picture to each student or pair ofstudents.b. Students write descriptions of their picture onpieces of paper.c. Put the pictures on the wall, or on desks aroundthe room. Give each picture a number.

d. Collect the description, mix them up, and givethem out to each student or pair. Make surenobody has their own description.e. Students go around the room and match theirdescription with its picture.This activity can be used as general writingpractice, or you can choose pictures related totopic students have been studying.8.5 Text from Key Words

a. Write some key words from a topicstudents have been studying.

b. Students write a text using all the keywords.

8.6 Fast Writinga. Give students a topic, and a time limit betweenone and five minutes. Higher level students can

use more time.b. Students write as much as they can about thetopic. Encourage them not to worry aboutgrammar or spelling, but to write as much asthey can.c. After they stop, students count their words. Thestudent with the most words is the winner.(Anything not connected to the topic doesn't count)

service inside our Karen State. Getting moreknowledge and a better understanding of thecommunity situation in the rural areas will ultimatelybenefit our future educational situation. Thereforeit is of great importance that we get to know asmany teachers as possible all over Karen State.The students at KTTC show a great deal of interestwhenever a field trip is planned and on the otherhand, the teachers and students at the schools weare visiting, have a great deal of questions aboutour training program. The long distances betweenthe villages and the security situation along theway, however, made it impossible for us to visit allthe schools and teachers we had wanted to visit.And although we invited students, teachers,parents and committees of every school, not allcould be present due to the difficult travel situation.

Have you yet been able to use the experiencesobtained during your travels?I have done many things since I got back. Espe-cially putting together programs and setting outdifferent aims for students that go into Karen State.I make questionnaires about what we need andwant to know about the students, teachers andparents over there. Also it is important to point outand be aware that at times we deal with differentlevels of students, teachers or school committees.

Did you find the expedition satisfactory and if youwere given the chance would you go back in again?Yes, it was an amazing experience. Climbing themountains made me physically tired though. Still ifI was given the opportunity l would go in again,despite the difficulty of the journey.

What made this trip unforgettable for you?I will never forget the greetings of the local people,their hospitality or their wonderful lovingrelationship. Nor the games the students play, thesmile of a parent, teacher or one of the leaders inspite of their troubled situation. Then the naturalbeauty of the place, created by brooks and streams,the birds, the trees, the freshness of the land. Thisatmosphere I will never forget in my life.

Being a KTTC student how would you encouragestudents, who experienced a similar life then youand momentarily studying in a refugee’s camps,in Karen State or abroad? I am very pleased with this chance to encouragemy brothers and sisters to make their studies theirpriority, please be serious and work hard. We allknow that education is most important. That is why,my brothers and sisters, please try to motivateyourself to read, write and study by yourself.I would like to use a famous quote:" When youwant to pick a rose, you have to step on the lilyflowers first." I wish you all: "A happy 2011 andmay all your needs be for filled. Hopefully, all ofyou will be pure and happy in life. Thank youvery much.

Continued from Page 15

Purpose: students write and identify mistakes.Practicalities: students work individually, or inpairs or group.

Purpose: students complete a text.Practicalities: students work individually, or inpairs or groups.Preparation: Prepare a text with somephrases or sentences removed.

Purpose: students write and recognize adescription.Practicalities: students need to move aroundthe room reading description and looking atpictures.

Purpose: students write a text using key wordsand phrases.Practicalities: students work individually, or inpairs or groups.

Purpose: students improve their written fluency.Practicalities: students work alone.

and improvements inside our state to upgrade ourliving standards. If we also have a look into some ofthe countries with their freedom, they are updatingtheir living standard and there is no one that goingto make them stop, but for us, things are differentand the government destroy every of our efforts inupgrading process. So, I want to say that let's grabthat little opportunity and try the best as it allowed.There are always things that making our processstuck in the fields. Because of working under variouskind of pressure sometime make us sick and evenwe may give up in our upgrading educationalprocess. Anyhow, despite the difficulties, we haveto get though it. We have to try for them as theeducation is the pure water of the life for our newgeneration and for our country. To gain theprogress in the process, it requires cooperationand sacrificing. You all efforts are encouraging usto get more and better supports in the future. To getthe development of the country, it needs both sidesof efforts and it also mean that we can not bring theonly efforts of the basic runners but we also needthe efforts of the leaders. Because some peoplethink that looking for sponsor is the roles of theleaders and they will follow as the leaders describe.ConclusionI want to encourage and pressure by the way thatwe have to support our children to be enthuse inthe Education and the value of the education.Because they are the future handles of the country.I am proud of you all cooperation, sacrificing forour future generation's Education and efforts inbringing the development. I have seen you all arenot going to give up and instead you all are keepon going with biggest expecting eventhough weare surrounding by the pressures and difficulties.



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after the election in Burma, SPDC came and attackedimmediately. I can see that although some of theschools are now reopened, most of the studentsseem like they are not really enjoying school andare unable to concentrate on their studies.Thara Ko Lo Htoo, KSEAG (Karen State EducationAssistant Group) coordinator, explained, "In KawT'ree Township, in the Eastern part of Dooplayadistrict, there are some schools that have beenclosed after distribution of teachers' subsidies lastweek but now whether or not these schools re-open, we still have problems to content with.The fighting between armed groups makes it difficultfor civilians to pursue their livelihoods and bringsuncertainty to education within the conflict areas.


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ao1 wd & pä1ef rs1;\r pif rs1; &dS ao1 ywf 0ef; usif ESifhxd awGAh _cif;I AvGef cJh ao1 w v u H5N1 _zpf onf [k oH o , &Sdao1 AodkAh r [kwf _zpf a-u1if; t wnf _yK _yD; ao1vle1 rs1; odkAh r [kwf wd & pä1ef rs1; &Sd ao1 ywf 0ef;usif wGif t o1; ig; rs1;t1; r usuf yJ p1; _cif; odkAh r[kwf t pdrf; p1; _cif;IA H1N1 _zpf a-u1if; t wnf _yK _yD; ao1 Ao1; ig;<AiSuf &dkif; r [kwf ao1 t _c1; wd & pä1ef rs1; ESifh xdawGAh _cif; (Íy r1= Aa-u1if< A0uf)IA H1N1 _zpf onf [k oH o , &Sd ao1 odkAh r [kwf yg 0ifao1 vl rs1; odkAh wd & pä1ef rs1;\e rl e1 rs1; t1;"1wf cGJ cef; wGif odkAh r [kwf t _c1; ae &1 wGif udkifwG,f _cif;_zpf Edkif a_c &Sd ao1 vl e1

_zpf Edkif a_c &Sd ao1A t "d yÜg,f zGifh qdk csufA1oH o , &Sd ao1 vl e1 onf owf rSwf csuf ESifh _ynfh pHkao1 ol _zpf _yD;ESifh at1uf yg owf rSwf csuf rs1; t euf rS w ck ESifh _ynfhpHk vSsifI A&if bwf "1wf rSef wGif t _zL puf rs1; odkAh r [kwf&kwf w &uf t qkwf yG onfh t ax1uf t x1; rs1;awGAh & onfh t _yif t ouf &SL vrf; a-u1if; t vkyf rvkyf ao1 t ax1uf t x1; rs1; (aoG; xJ wGifat1uf qD *sif enf; _cif; < At ouf &SL ESKef; t vGef _ref_cif;) &Sd vSsif (odkAh r [kwf)I A-uuf iSuf wkwf auG;A?at /A_zpf a-u1if; "1wf cGJcef; t a_z wGif t wnf _yK ay; aom vnf; H1N1 _zpfa-u1if; "1wf cGJ cef; t ax1uf t x1; r ckdif vHk _cif;_zpf Edkif a_c &Sd ao1A t "d yÜg,f zGifh qdk csufA2I At a-u1if; t &1 &S1 r awGAh bJ &kwf w &uf _zpfao1 t ouf &SL vrf; a&1 *g a-u1ifh Aao qHk; cg eD;vl e1 rs1; Axdk vl e1 rs1; onf H1N1 _zpf Ekdif a_c &Sdao1 odkAh r [kwf _zpf a-u1if; t wnf _yK _yD; ao1 vle1 rs1; ESifh t cdsef< Aae &1< Axd awGAh rSK w enf; enf;ESifh quf pyf rSK &Sd cJh _cif;ao cs1 t wnf _yK _yD; ao1 vl e1 rs1;vl w ÍD; onf oH o , &Sd ao1 AodkAh r [kwf _zpf Edkif a_c&Sd ao1 t csuf rs1; ESifh _ynfh pHk _cif;ESifh r wl ao1 "1wf cGJ cef;PCR(Íy r1 = Influenza At1; oD; oefAh _yK ao1 Primers ESif h H5 aoG; cJ ao1 y&kd wdef;) AESpf ck wdkAh wGif H5 ydk; &Sd a-u1if; t a_z awGAh &Sd_cif;"1wf cGJía&1 *g &S1 azG _cif;CBC&if bw f "1wfrSef< AoD; oefAA dkif;&yfpf ydk; arG;_cif; ESifh PCRuk xHk;oH o , &Sd ao1 odkAh r [kwf _zpf Edkif a_c &Sd ao1 vl e1rs1; t1; _ynf olAh usef; r1 a&; aq; &Hk odkAh wwf Edkifo rSs t _ref qHk; vTJ a_y1if; ay; & rnfI AeD; uyf xd awGAhol rs1; odkAh ysHAh ESHAh _cif; r &Sd at1if * &k pdkuf & rnfI(rsufES1 zHk; tkyf x1; ygI Avuf tdwf pGyf x1; ygI Avl e1t1; udkif wG,f _cif; enf; yg apI)

vl e1 t1; r vTJ a_y1if;cif at1uf yg t wGif; vl e1 pDrH cefAh cGJ rSK t wdkif; aq1if &Guf &efIoD; oefAh x1; yg= Avl e1 t1; vHk; 0 oD; oefAh x1; &Sd& rnfI At wGif; vl e1 aq1if wGif {nfh onf vHk; 0 0ifcGifh r _yK &It zs1; us at1if uk o yg= Avl e1 t1; a& vHkav1uf pG1 ay; ygIa&1 *g ydk; 0if a&1uf ul; puf _cif; rS u1 uG,f yg= Avle1 t1; t _rJ wrf; ES1 acgif; tkyf 0wf x1; ap ygIAacs1if; qdk; ES1 acs vSsif yg; pyf udk ydwf p _zifh zkH; tkyf apygI A_yD; vSsif vuf _yef aq; cdkif; ygIy #d ZD 0 aq; ay; yg= Aae1uf xyf 0if ao1 buf wD;&D; ,1; ydk; udk uk o &ef xd a&1uf rSK us,f _yefAh ao1(IV/IM Ampicillin and Gentamicin ay; oifh yg onfI= ASteroids _zifh &kwf w &uf _zpf yG1; ao1 t ouf &SLusyf _cif; udk uk o ay; ygI= AA dkif;&yfpf ydk;udk wdkuf zsuf ao1 aq; rs1; = Ar vdktyf bJ t oHk; _yK _cif; a-u1ifh aq; rwdk; ao1 t a_ct ae rs1; _zpf Edkif o _zifh þ aq; rs1; udk t _yif wGif0,f ,l ír & Edkif ygI Avdk tyf yg u _ynf olAh usef; r1a&; £1 e rS aq; _znfh qnf; ay; yg vdrfh rnfIu1 uG,f _cif;= Avl e1 t1; ap1 pD; pG1 cGJ x1; ygIAoD; oefAh x1;ygI Avuf oefAh &Sif; a&; _yK vkyf ygIA(w urÇ1 vHk; * &k _yK &ef rs1; At cef; 5) I Avl e1 udkudkif wG,f ao1 0ef xrf; rs1; t1; vHk; AcGJ cef; oHk; rsufES1 zHk;< Avuf tdwf< A0wf &Hk (udk,f cE1 udk _cHK x1; &ef)AESifh vdk tyf yg u rsuf rSef p onf wdkAh udk 0wf qif wyfygI Aa&1 *g ul; puf ae ao1 tdrf arG; -uuf iSuf rs1;udk t pk vdkuf owf _zwf _cif; _zifh ae1uf xyf _yefAh yG1;_cif; rS u1 uG,f ygIu1 uG,f aq;vl e1 o1; rs1; t wGuf -uuf iSuf wkwf auG; (5)u1uG,f aq; r &Sd ygI

o1 ref t at; ywf _cif; udk quf avh v1 _cif;o1 ref t at; ywf _cif;o1 ref t at; ywf _cif; onf t ouf &SL vrf;a-u1if; t xuf ydkif; ul; puf a&1 *g URTIt ays1hp1; _zpf _yD; A dkif;&yfpf ydk;a}u1ifh _zpf onfI At _zpf rs1;_yD; tAEW&1,f r &Sd ygI Arnf onfh ywf 0ef; usif ür qddkvl t rs1; pk ü w _ydKif euf xJ _zpf Ekdif yg onfIES1 acgif; &kd; vdkPf acgif; e1ES1 acgif; eD; &Sd w ck xuf w ck xuf ydk ao1 vdkP facgif; rs1; üa&1 *g ydk; 0if _cif; _zpf onfI Ao1 ref tat; ywf ao1 okdAh r [kwA dkif;&yfpf ydk; 0if í_zpf ao1vl e1 rs1; wGif awGAh ít _zpf rs1; wwf yg onfIA dkif;&yfpf ydk; a}u1ifh ES1 acgif; &dk; vdkPf acgif; e1_zpf_yD; vSsif buf wD;&D; ,1; ydk; xyf 0if wwf yg onfIAbuf wD; &D; ,1;ydk; a}u1ifh _zpf ao1 vl e1 rs1; wGifrsuf ES1 _yif udkuf cJ _cif;< Aacgif; udkuf _cif;< Aae xdkif rau1if; _cif;pao1 p ao1a&1 *g vvu©P1rs1;ydk rdk _yif; xef wwf yg onfI


xg< w> eHR w> th 'D; w> ySdR ySD> o eX.Cartoon and Poem

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iD i;w *hR u nD zd1IArSHR yS> vX ysXR oh. w z.AAAod. zd od. vHR pH; 0J '.AAACl zd; vX w> zH; w> rRAAAol. xD. uD> t CH vR2IAvJR uhR zH; rR w ylR CDAAArR M> w > eDR tD. eDR tDAAAoh. yd> 0. yd> vlR w *hRAAAqSd vDR cd. rR 0J R tD. rhR3IAy -wXR td. ySR xH w *hRAAAy -wXR td. ySR uD> w *hRAAAySR xH *hR ySR xH b. yShRAAAySR uD> *hR ySR uD> b. yShR4IAe rh> o; td. td .ySR xHAAAySR u usHR eR e u oHAAAe rh> o; td. td. ySR uD>AAAu nD uD> w rh> e uD>5IAuD> CH vR vX ,GR [h. ySRAAA-uX; vX y u wDR 'D; rRAAAy o; rh> w td. y uD>AAAvDR pdR u uJ vX ySR uD>6IAu nD u vkm w> 'd. xD.AAArl 'g u nD b. [H; xD.AAAu nD u vkm w> 'd. pdAAAu n Dud; *R b. xH. pd7IAy xH uD> u *X> usXR *D>AAAw> oX rHR -uX; td. eD> uD>

AAApD qSH ul. oh 'D;Cl zd;AAAeR ,R b. [H; Cm o ud;

8IAusJ; pX; rR M> w> ul. ohAAArR wkR vX M> vXm M> ph

AAAw> ul. oh rh> td. 'D; ySRAAAu vkm *R w vD M> ySR

9IAul. oh vX w> zH; w> rRAAACkm 'D; yshR vX ,GR [h. ySR

AAA-uX; oh. ng ul. oh xD bdAAAiD i; w *hR u nD zd

10IACl zd; vX y w> uXR uhRAAAAy xH y uD> t vk> yShR

AAAAqJ; vR vHm vJ> usdmo ElAAAAw vDR r> *D> b. td. Cl

11IAy Cl y ySdR y ySH> usXRAAAArh> 0J w> xH; CJR vX usXRAAAAxJ xd. Cl o; zD. vdm pk

AAAAy u nD u vkm u rl12IApDqSH ul. oh 'D; Cl zd;AAAArh> td. vX u nD zd od;

AAAAu nD u td. pHmtd. usXRAAAACkm 'D; xH vD> rkmuD> yXR

13IArf y usJ; pX; u wDR uhRAAAAAy uD> u nD uD> ol vhR

AAAAiD i;w *hR u nD zdAAAAy ySR u vkm u 'd. pdvX = usd. rl (xH x. pG Ah)

LMTC First year

y uFd t *h> 'd vX xg

1IA pH; bsL; b. w> xH w> wDAA A AvX 'k; [h. ,R qX u wD>AAAAqX u wD> vX b. [h. xD.AAAArh> 0J uFd w> u pD.2IAy uFd td. ol. vDR vD> usJ AAAAzH zk vX n gym vDR 0JAAAAtd. ol. vDR wh> qH; ,Hm vJ.AAAAw oh. ng xGJ vDR wH> ,J3IAy o 0D b. pH. b. Ch>AAAAy uFd [ ; *DR uhR zJ M.AAAAp; xD. uhR zJ cH u xdAAAAy uFd td. xD. uhR xD bd4IAzH zk vX td. 'H; w z.AAAAy uFd 'k; td. xD. 0J '.AAAArd> y> zH zk w> &J. CdAAAAuFd vJR w &H; uhR xD bd5IAt qd u wXXf uFd o &.AAAACk w b. usJ; pX;o yS>AAAArh> vX ,GR t bsL; zSd. CdAAAA, zsd xD. uhR , J '. uFd6IAwkR rh> , zsd xD. ,J uFdAAAAo ;td. uhR ,J o 0D zdAAAAEkm vDR uhR uFd w> od. vdAAAAuFd zd *D> o; rkm xD bd7IAcH u xd cGH t u wD>AAAAuFd zd td. 0J tg r; vDRAAAArh rh> vX t wDR w cDAAAAtd. 0J wkR zJ wDR zk. vDR

8IA o &. td. xJ cH *R CdAAAAy uFd rh> '. wDR zk. uFdAAAAwDR zk. uFd eD. *H> w cD

AAAArk. td. 0J oX qH oX vDR9IAcgG w cD td. cH qH EGH

AAAAcJ vXm td. 0J *R Ck qHAAAAqX u wD> w> td. o; Cd

AAAAcD zsd y 0J *hR *hR zdA10IAvX y uFd t xl. w cDAAAArh> 0J uFd u rH; wHm vDRAAAAAu rH; wHm td. 0J EGH *RAAAAcGg ,J> *R 'D; rk. cH *R11IAy uFd u rH; wHmw z.AAAAzd vHR *D> usJ; pX; 0J '.AAAA'f zd vHR u oh zsd; pd

AAAACd xH usJ t oD xD bd12IAuFd rd> y> w z. ph> uD;

AAAACk oh. ng uFd t w uGD.AAAAw> vd. vX uFd td. tg r;AAAAxJ; *H> xJ; bg rR o yS>13IArh> uG> uhR rd> y> w z.AAAAzd vH R*D> wl> vXm t o;AAAAr hrh> vX zd vHR w z.AAAAw eDR rR '. zJ t o;

AAAAw eDR t usg Ck oh. ngAAAAusJ; pX; rR vd w> o yS>14IArh> uG> uhR ql. cVw cDAAAAjuX; 'D; uFd z dud; *R vDRAAAAb. q. vX t usg w eDRAAAA w ql. w cV e;r; vDR

w> wdm u vX ySJR 'l 'l1IAy 0J u nD zd w z.

AAAul. oh u td. rR o yS>AAAzJ vX eD> qH; 'H; t cg

AAAzD. xD. xd. 'H;p;cd 0g2IA'fy vHm ok w vDR r>AAA*k> usJ; pX; rR o yS> yS>AAAy zd w M> w> ul. ohAAAo; rH 'H; ok 0J w *hR

3IAqD. xGJ rR pXR [h. *H> bgAAAzJ y zd qH; 'H; t cg

AAAw> rR tD. 0JR rh> w> nDAAAym wD> ym pXR 'H; w oD4IAcD zsd w> ul. oh w td.

AAAyXqSX xHuD> rh> w> vd.AAAy w> ul. oh rh> vX ySJRAAAy xH uD> tHR u vX ySJR

5IAy 0J u nD zd w eDRAAAuG> qH; uhR t u nDAAAcD CDR ql xH * RuD> *R

6IAe x; cd. pH; e tJ. ,RAAAe o; qSg eJ 'H; ysHm ysRAAAe x; cd. pH; u tJ. eJAAAe u p> qSg 'H; vHm vJ

7IAr. vdm,dR zd w [h. yShRAAArk> v> w *hR u [J uhRAAAqD rHR yS> ylR w bk. bSg

AAAu ,lR 'fvJ. w oh. ng8IAy rh> tJ. 'd; w> oh. ngAAAcsH; vDR cD. bg xD. yD ngAAAol. p> o; bD. ySR uFd zd

AAAul. oh rh> y rJm ySR zd9IAul. oh yD ng ySJ> t csH

AAAt od. w eDR zsg xD. vHAAAuG> vd w *hR rk> qH; zdAAAtd; xD. e 0J w> rR vd

10IAtD. 'l> e> 'D; bD. od CHAAAAAzd o. tg *R vd. b. 'H;

AAAAAeD> w *JR vk. w *JR bJAAAAAqh zg uGmod; b. ysm vJ.

vX =zk zk tJ. pD xH bSh

15IAvlR uhR ySR *R vlR w M>AAAAym wh> uGHm w > rR vd ph>AAAAw rh> tg xJ M. b. rD.AAAAtd. '. vX t *R 'H; vDR16IAw vg w bsD y oH uG>

AAAAw> td. o; ylR uGHm w z.AAAArh> uFd zd 'f vJ. w z.

AAAAzsgvX usJ; pX; rR vd w>17IAw eDR td. 'H; 0J w z.

AAAAvlR b. o; 'D; rR '. w>AAAAb. q.w oh zJ t oh

AAAAusJ; pX; 'D; *km xd. Cl uh R18Iw eDR zsd xD. 0J '. uFd

AAAAvJ Rtd. qd; uhR vX ySR uFdAAAAvJR td. uFd w> vD> w z.AAAArh> w > vD> vX ,HR 0J '.A19IAvJR td. uFd y wD> w cDAAAArh> 0J t wDR xD uFd vDRAAAArR vd w> t y wD> zdAAAArR M> y wD> *hR *hR zd

AAAArd> y> o &. w> qD. xGJAAAAzd oh. [H; M>'D; rR xGJAAAApH; bsL; uhR y cd. y e>AAAAqD. xGJ ySR us Jud; u yR20IAym wD> pk zd t w> uGJ;

AAAAwkR zJ tHR pH; bsL; uhR ,JAAAAcd. e> vX [h. ySR rl 'g

AAAAo; ck pH; bsL; ok 'd. r;AAAAxD bd vX ok w> td. rl

AAAArf y> ,GR tH; uG> vX ok IIIIIvX < Au yHm cH uFd

AAAt ySR u vkm uG> u ym6IAt 0J oh. qd rd. vDR o;AAAu uG> vDR uhR xJ t o;AAAph rh> td. M. u b. vDRAAAxH uD> u M> w rh> vXR7IAy 0J u nD z dud; * RAAAxH uD> u M> y b. emAAAvX y w> o; w zsX. CDAAACl Cl rR vXw> o; wD8IAcD zsd vX y w> vDR z;AAAe t z o; ck eHR -w;AAArh> vX w> o; wD w td.AAAuJ xD. uhR vX w> qd rd.9IArk> eHR 'D; cg vX u [JAAArl 'g rh> eR ,R y 0JAAAvX o; 'l vJR xD. Cl ClAAAw> wdm u vX ySJR 'l 'l-uK oJ uFd o &. rk.w yJ &HR

xg vX uFd zd t *D>1)Aok 0J rh> uFd zd rk. cGgAAACk M> uhR ul. oh yD ngAAA ul. oh yD ng wkR td. okAAAqX rk> v> vX ok u Ck2)AuFdzd rk. cGg oh. w z.AAAu wJ ,J ok u e. uG>AAAu wJ ,J '. ok 'ftHRAAAul. oh yD ng [J wkR vH3)AuFd zd rk. cGg ud; t *RAAAvlR xD. uhR ul. oh yDngAAAul. oh yD ng &R vDR o;AAAuFd zd rk. cGg vlR tg tg4)AuFd zd rk. cGg vX , tJ.AAAu wJ ,J ok u e. eJAAAok rh> td. 'D; w> ul. ohAAAvJR w ylR oh w ylR oh5)AuFd zd rkm cGg qH; jyH ogGAAAvlR [H; M> ul. oh yD ngAAAok rh> ySR qH; zd b. q.


w> uhs cd. Elm1IAySR td. 0J w *R tJ. 'd; vJR 0J vX t o ud; t [H. 'D; ub. vJR 0J vX vh. rh. tl M. vDRI Ab. q. w csK; wkR vXt o ud; t [H. 'H; b. M. u b. vJR cD zsd 0J vh. rh. tlo M tzsX. w u ,R M. vDRI AySR w *R M. t tJ. 'd; vJRpdm M> 0J t o ud; o. u yXR o. M. vDRI At Cd t 0J rR M>CR vX t }wD> 0J o. u yXR o. w u ,R M. vDRI At 0J rh>vJR pdm CR w zsX. vX t }wD> o. u yXR o. w u ,R M.t vJR rh> wkR vh. rh. tl o M w zsX. 'D; u b. uGHm vDR 0Jo. u yXR o. w zsX. M. vDRI A'D; rh> vJR pdm 0J cH CR 'D; ub. uGHm vDR 0J cH zsX. 'D; rh> vJR pdm CR oX zsX. vGH> zsX. oh.

7 9 6 1

1 4 7

5 6 3

1 2 6

1 5 4 8

7 6 4

3 8 2

2 8 1

7 9 5 6

7 4 9 6 1 2 3 5 8

3 2 1 8 4 5 7 6 9

8 5 6 7 9 3 2 1 4

4 9 3 1 2 8 6 7 5

6 1 5 9 3 7 4 8 2

2 8 7 5 6 4 9 3 1

9 6 4 3 5 1 8 2 7

5 7 2 4 8 6 1 9 3

1 3 8 2 7 9 5 4 6

1IAt pXI At 0J u b. vJR pdm 0J CR AcH CR'D; td. wh> ,J>qH zsX.2IA t pX<1I w> ud> t o [D. ql u wX> td. 0J oX u vkmw> oh. w z. rh> 0J Ark> <Arh. tl 'D; o; w> ud> w> *DR3It ud> u wX> w cg M. rh> 0J o; w> ud> w> *DR vDRI3IA t pXIAw> vX y xH. tDR vX y rJm csH oh<Ab. q. yzD. tDR vX y pk w oh w b. w usXR b. M. rh> y eD> u p>t u 'k vR M. vDRI

AAAw eHR u uJ b. cd. e.6)AuFd zd rk. cGg o; p> zdAAA*km [H; M> uhR w> rR vdAAAqX u wD> vJR xD. vJR xD.AAAw 'fod; 0J vX ng cDeD> rkm }wDR zD AuFd *H> vh 'X uFd

u b. uGHm vDR 0J oX zsX. vGH> zsX. M. vDRI Arh> vJR pdm 0JCR ySJR zsX. r; 'D; o. u yXR o. u td. wh> vX t o ud;t *D> vJ.I 'D; u td. wh> ySJR zsX. vJ.I1IuG> Ck M> w> vX t o [D. t ud> u wX> vX e CXR vXt bl; u wX> vX e oh. ng td. ySJR u vkm vJ.I2IAw> t ud> u wX> w cg rh> w> r EkR vJ.I AAvX wH wH =vlR oD uD> q. wDR cX. o; uFd3IAvX y eD> u p> 'D w *R t vdR w> vX y xH. tDR vX y rJmcsH oh<Ay rR [l; rR 0; tDR oh<Ab. q. y zD. tDR vX y pkw oh b. w b. b. 'D; w usXR b. M. rh> w> r EkR vJ.IAAvX=zk zk tJ. pD xH bhS

AAtd. eJ '. 'D; w> uG> pdAAok w vDR bsX vX ySR usgAA*km usJ; pX; td. rl zsg zsg4I A ch cg qX u wD> cJ tHRAAw> tX oD td. xD. tg rHRAAvX t usg u oH. rlR bSD;AAtd. xD. 0J tg tg *D> *D>5I A vDR qD '. w> ySR o; pXfAAw> vh y pD b. nD r;A AcD zsd u oH. rlR bSD; tHRAAw> td. rl b. [; *DR uGHm6I AcGg vd. bd ol. p> o; bD.AAtJ. 'D; [h. ol w> y vD>AAym vk> ym yShR w> td. rlAAu oH. rlR ok w xd; bl;7I Atd. 'D; w> y vD> ok o;AAzJoktd. w ylR v> v>

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24

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25 o &. w>uGJ; o eX.Teacher Talk

ql< Au nD uFd o &. rR o ud; w> u &l> (KTWG)ySR rR o ud; w> zd cJ vXm oh. w z. t td., pH; bsK; b. ok cJ vXm vX ok [h. vDR ok o; vX y ySR u vkm cg ql ng cd.e> zd oh. w z. t *D> t Cd vDRIA, tJ. 'd; [h. w> u wdR zd vX uFd o &. o &. rk. t *D> cJ vXm 'f tHR vDRI?o &. vX t *hR w *R M. w od. vd uFd zd vX u b. wHm wJm zD b.<Arh rh>w cD od. vd '. uFd zd vX u b. ol. tg xD. oh. xl. t oD oh. w z. M.vDRI /AvX ok 'D yk> 0J> ySR rR vd w> zdpDR b. bsK; (LMTC Mae La, year 1 Art)

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26

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y Cl y ydSR u nD udF o &. vHm w> u pD. tHR b. w> xk; xD. &R vDR tDR vXu nD udF o &. rR o ud; w> u %l> M. vDRIy Cl y ydSR u nD udF o &. vHm w> u pD. tHR b. w> xk; xD. &R vDR tDR vXu nD udF o &. rR o ud; w> u %l> M. vDRIPhru Pwgo Karen Newsletter is produced byKaren Teacher Working Group.

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