The tent school teaching staff we support in Lebanon have been increasingly observing how Syrian refugee children in their classes struggle with creativity in their writing. Project Worker Hannah McNair explained how “When learning their own Arabic language in Syria, teaching tends to focus on grammar and not on creative storytelling”.
One activity to address this was introduced by a visiting volunteer, who used an old, crumpled ten dollar note. She asked the children where they thought she had got it from and talked about how, judging by how it looked, it must have had a very long journey. She then passed it to one of the children and encouraged them to make up a story about where they had got it, the background of who had owned it before, and how they might have earned it.
“This was a great way of encouraging out-of-the-box thinking in writing” said Hannah. “Creative, imaginative thinking is a new concept to so many of our students. We’ve also noticed in the Syrian culture, they don’t often read books or stories”.
To encourage a love of stories, two ‘storytelling training sessions’ have been held for all the teachers. They then got the chance to practice what they had learned and tell stories to their classes in teams. The students enjoyed giving feedback on their storytelling abilities, and discussions were had about how using adjectives can generate excitement in writing, in the same way a film builds tension with background music.
Hannah says “Reading stories is really helpful in capturing the students’ attention and encouraging them to read and learn about different people and contexts”. To develop this, the older children have been visiting a newly established library, to choose a book each week and help with the upkeep. Every Friday, the class reports on what they have borrowed, reviewing each book and describing if and why they would recommend it. The younger classes also take turns talking to their friends about the stories they have read.