By Yin Nwe Ko

 

AS soon as May Thu rang the bell, all the students rushed in­side because it started raining. She sat down in the armchair, sighed deeply, and began preparing the question forms for the upcoming monthly test. May Thu graduated from The Yangon University of Ed­ucation and had been transferred to a primary school in Moe Pyar village due to a shortage of teach­ers. Moe Pyar was a poor village, and the villagers did not prioritize education. They preferred to work and earn money instead of sending their children to school. This pre­sented a significant challenge for May Thu when she first arrived.

 

May Thu had hoped to be transferred to an excellent high school near her home. However, things did not go as she wished, and she had no choice but to ac­cept the assignment. The village was far from her home, so she had to stay in the village during weekdays and could only go home on weekends. Sometimes, she couldn’t even go home on week­ends, especially when she had to prepare for monthly tests. As the youngest teacher who could handle all responsibilities relat­ed to the school, she was often overwhelmed. There were only two teachers at the school: Daw Tin Htay Lwin and May Thu. But after two months, Daw Tin Htay Lwin retired, leaving May Thu as the only teacher responsible for the students.

 

Managing the school with fifty students on her own was incredi­bly challenging for May Thu. The most disheartening aspect was the lack of parental support for their children’s education. Many parents did not see the value in sending their children to school because of their low living stand­ards. One day, May Thu visited Ahar Warr’s house because he had been absent from school.

 

“Is there anyone? Is Ahar Warr here?” she shouted. A wom­an came out and replied, “He is not here. He is in the field, doing his own work. And who are you?”

 

“I’m Ahar Warr’s teacher. I came here because he has been absent for a few days,” May Thu explained.

 

“Oh! I see, Miss Teacher. But I have to say that we cannot send him to school anymore because we need to survive first. No one gives us free food for no reason. You must understand, Miss Teacher,” the woman responded.

 

These were typical conver­sations May Thu had about her students. Sometimes, she would see Daw Bhu Ma, a fish seller and the mother of Ei Phyu Sin, another student.

 

“Oh! Daw Bhu Ma, why didn’t Ei Phyu Sin come to school yester­day? Is she sick?” May Thu asked.

 

“No, Miss Teacher, she is selling fish in another village. And by the way, she won’t be going to school anymore because she has to work instead of wasting her time,” Daw Bhu Ma replied before continuing her rounds, hawking her fish.

 

Despite these challenges, May Thu found solace in her stu­dents, who were eager to learn and play like all children. Their inno­cent faces, smiles, and words were flawless and gave her the strength to keep going. She hoped that one day, she could educate more chil­dren from this village and help them become great people who could contribute to the country.

 

One particular student, Ei Phyu Sin, always greeted May Thu warmly with “Mingalar Par Sayar­ma” (Hello, Teacher) every morn­ing. This simple greeting filled May Thu with hope and determination. She believed that through edu­cation, the children of Moe Pyar could have a better future.

 

Overcoming Obstacles

May Thu’s journey in Moe Pyar village was not an easy one. The villagers’ reluctance to send their children to school was rooted in their daily struggles to make ends meet. Many of them worked as farmers, fish sellers, or labour­ers, barely earning enough to feed their families. Education seemed like a luxury they couldn’t afford. However, May Thu was deter­mined to change their mindset.

 

She started by visiting the homes of her students to talk to their parents. She explained the importance of education and how it could improve their children’s lives in the long run. She used examples of successful individuals who had come from similar backgrounds and emphasized that education was the key to breaking the cycle of poverty.

 

One of her most memorable visits was to the home of Hla Hla Win, a bright girl with a keen in­terest in learning. Hla Hla Win’s parents were hesitant to send her to school because they needed her help in the fields. May Thu patient­ly explained how Hla Hla Win’s education could lead to better job opportunities and a more stable future for the family. After much persuasion, Hla Hla Win’s parents agreed to let her attend school regularly.

 

Building Trust and Encourag­ing Attendance

Building trust with the villag­ers was crucial. May Thu organ­ized community meetings where she invited parents to discuss their concerns and learn more about the benefits of education. She also involved the village elders, who were respected figures in the com­munity, to advocate for schooling. Gradually, more parents started to see the value of education and began sending their children to school. To make the school more appealing, May Thu introduced various activities and programs. She organized sports events, art competitions, and cultural festi­vals, which not only made learning fun but also showcased the tal­ents of the students. These events brought the community together and fostered a sense of pride and unity.

 

May Thu also implemented a reward system to encourage reg­ular attendance. Students who attended school consistently and performed well in their studies re­ceived small prizes, such as note­books, pencils, and storybooks. This initiative motivated the chil­dren and made them look forward to coming to school.

 

Improving the School Envi­ronment

The primary school in Moe Pyar was in a dilapidated state when May Thu first arrived. The classrooms were dark and cramped, with broken furniture and limited resources. May Thu knew that creating a conducive learning environment was essen­tial for the student’s growth and development.

 

She started by rallying the vil­lagers to help with the repairs. To­gether, they fixed the roofs, painted the walls, and built new desks and chairs. The villagers’ involvement in the renovation process instilled a sense of ownership and respon­sibility towards the school.

 

May Thu also reached out to NGOs and government agencies for support. She managed to se­cure donations of books, stationery, and teaching aids, which greatly improved the quality of education. With better resources, she was able to introduce new subjects and extracurricular activities, such as science experiments, gardening, and storytelling sessions. As she was not a strong male teacher, those activities made her very ex­hausted. But she never gave up.

 

Fostering a Love for Learning

May Thu’s teaching methods were innovative and engaging. She believed in making learning inter­active and hands-on, which helped the students grasp concepts better. Instead of relying solely on text­books, she used real-life examples and practical demonstrations to explain lessons.

 

For instance, during a science lesson about plants, May Thu took the students to the village fields to observe different types of crops and learn about their growth pro­cess. She also encouraged the students to ask questions and ex­plore their surroundings, fostering a sense of curiosity and discovery.

 

In language classes, May Thu used storytelling and drama to make learning enjoyable. She or­ganized reading sessions where students could read aloud and discuss stories, improving their reading and comprehension skills. She also introduced creative writ­ing exercises, encouraging the stu­dents to express their thoughts and ideas through writing.

 

Empowering Students and Building Confidence

One of May Thu’s main goals was to empower her students and build their confidence. She believed that every child had the potential to succeed, regardless of their background. She encour­aged her students to dream big and work towards their goals.

 

May Thu identified the strengths and interests of each student and provided opportuni­ties for them to shine. She sup­ported Hla Hla Win in her passion for mathematics, helping her par­ticipate in inter-school math com­petitions. Hla Hla Win’s success in these competitions boosted her self-esteem and motivated her to pursue higher education.

 

Another student, Kyaw Min, showed a talent for art. May Thu organized an art exhibition in the village, showcasing Kyaw Min’s paintings along with the works of other students. The exhibition received widespread appreciation from the community and inspired Kyaw Min to consider a career in art.

 

The Impact of Education

May Thu’s dedication and efforts start to bear fruit. More children began attending school regularly, and their academic per­formance improved significantly. The parents, who were initially sceptical, began to see the positive changes in their children. They realized that education was not a waste of time but a valuable in­vestment in their future.

 

The village also began to change. With educated children, the villagers started to think dif­ferently about the importance of learning and personal growth. They began to understand that education could open doors to new opportunities and a better quality of life.

 

Looking Towards the Future

May Thu’s journey in Moe Pyar village was a testament to the transformative power of ed­ucation. Despite the challenges and obstacles, she remained com­mitted to her mission of educating the children and improving their lives. Her determination, patience, and innovative teaching methods made a lasting impact on the com­munity.

 

May Thu’s story spread be­yond Moe Pyar village, inspiring other teachers and educators to follow her example. She was invit­ed to speak at educational confer­ences and workshops in the town, where she shared her experienc­es and strategies for overcoming challenges in rural education.

 

As the years passed, many of May Thu’s students graduated from primary school and contin­ued their education in higher in­stitutions. Some of them pursued careers in teaching, healthcare, engineering, and other fields, be­coming role models for the young­er generation.

 

May Thu continued to teach in Moe Pyar village as a head­mistress of that primary school because she happened to marry a young man in the village, her passion for education undimin­ished. She remained dedicated to her students and their dreams, constantly finding new ways to make learning meaningful and enjoyable.

 

May Thu’s story is a power­ful reminder of the difference one dedicated teacher can make in the lives of many. Her journey in Moe Pyar village exemplifies the impor­tance of education in breaking the cycle of poverty and empowering individuals to achieve their full potential.

 

Through her perseverance and innovative teaching methods, May Thu not only educated her students but also transformed the community’s perception of education. Her impact reached far beyond the classroom, fostering a love for learning and a belief in the power of education to create a brighter future.

 

May Thu’s students will forev­er remember her as the teacher who believed in them, encouraged them to dream big, and guided them towards a better life. Her legacy will continue to inspire fu­ture generations, proving that with dedication, passion, and resilience, one person can truly make a dif­ference.