The International Visitor Leadership Program (IVLP) stands as a distinguished exchange initiative, proudly sponsored by the U.S. Federal Government and funded by American taxpayers. Its significance lies in fostering global connections, enabling professionals from diverse nations to converge, exchange perspectives, and delve into specific topics through the lens of U.S. expertise. It was a profound honor and privilege to be selected as a participant in this esteemed program. In September 2009, Washington D.C. became the meeting point for individuals from 28 countries, all united by a shared interest in exploring, learning about, and discussing Early Childhood Education in the United States.
An Unexpected Invitation
One typical afternoon, engrossed in assisting my two Korean students with their English language skills, my phone rang. It was a U.S. government official, who explained she had been trying to reach me for days. Her initial questions were somewhat perplexing, inquiring about school closures during Ramadan. I was momentarily confused, assuming she was seeking childcare during the holiday. I offered my help, “No problem, if you need assistance, I’m available.”
Then, she humbly shared the real reason for her call – an invitation to participate in an Early Childhood Education program, and she believed I would be a suitable candidate. She explained that she had been trying to contact me for days, but my phone was off, and the deadline for nominations was imminent. Despite considering other names, mine remained at the forefront of her mind. I was truly honored. It was remarkable that she found me, especially as I had just returned from being abroad that very day.
She inquired about my availability and potential leave from my school. Unfortunately, my principal was also out of the country, making immediate discussions impossible. However, the invitation was incredibly appealing, promising a significant expansion of my professional horizons. I felt confident my principal would approve, despite the school’s policy against absences during term time. I decided to take a calculated risk. I resolved that if leave was denied, I would consider resigning. This program represented a unique, possibly once-in-a-lifetime opportunity for professional growth, one that held immense potential to benefit countless students in the long run. Therefore, I accepted the invitation, though uncertainties about final selection and visa approval lingered.
Navigating the Application Process
The subsequent procedures unfolded with remarkable ease and speed. The entire process was so seamless, it felt divinely orchestrated. I was deeply grateful and filled with faith. My nomination was swiftly approved, the interview conducted, and preparations for my U.S. visit began. The visa interview at the embassy was particularly surprising. I had previously been denied a U.S. visa twice in 2000 when applying to attend a conference. The reasons given then were that I was ‘single, independent, and smart’ and lacked strong ties to Bangladesh. This rejection was disheartening, making me question the purpose of advocating for women’s development if independence was viewed with suspicion. It felt like a personal setback, a punishment for being an independent woman. I had been honest in my previous applications but failed to convince the embassy officials.
This time, my circumstances were arguably less favorable. Previously, I held a stable, permanent position at a foreign bank with comprehensive benefits. At the time of my IVLP selection, I was in a contractual school job with minimal benefits, though still better than many schools in Bangladesh. Visa approval seemed uncertain, and I confided only in my references. To my immense surprise, the visa was granted without issue. I realized that government nomination for the IVLP program significantly altered the perception. My single and independent status was no longer a barrier to participating in such a prestigious program. This experience profoundly boosted my self-esteem and reaffirmed my commitment to personal and professional growth.
Upon receiving my visa, I informed my principal. She was delighted about this achievement but initially hesitant to grant leave, especially at the semester’s start, fearing disruption to students’ learning. She suggested that a vacation period would have been more convenient. However, the program’s immersive nature required participation during the U.S. academic year to experience the education system in action. Ultimately, we resolved the issue by hiring a substitute teacher, and I received the necessary leave.
Before departing, Ms. Parveen, the IVLP program coordinator, provided a comprehensive briefing, and I also met with the Cultural Affairs Secretary. These pre-departure meetings were invaluable. Ms. Parveen’s advice to combat jetlag – to stay active until bedtime upon arrival – proved exceptionally effective. I experienced no jetlag throughout my stay, unlike previous trips where it had been a significant challenge.
Arrival in the United States
My arrival in the U.S. was not without apprehension. Past visa denials based on suspicion lingered in my mind. Misinformation, stemming from malicious intent in 2000, had previously jeopardized my travel aspirations. However, U.S. immigration officials processed my entry smoothly. Collecting my luggage, I found my suitcase damaged – a broken stand. This suitcase held sentimental value, having accompanied me from a remote Bangladeshi village to places as distant as Afghanistan. It was a minor setback, a reminder that life often presents a mix of gains and losses.
A Moment of Misunderstanding
On the plane, I sat next to a young man. While completing the immigration form, I mentioned it was my first U.S. visit. He offered guidance, including a piece of misinformation: “The date stamped on your passport is your departure date.” Checking my passport, I saw the date “9 x 6 09.” Foolishly, I asked him about the absence of a departure date. He misled me, “The ‘X’ means 10, so you must leave on the sixteenth.” But my program extended until the 25th, and my itinerary until the 26th! I rushed to an immigration officer for clarification. He explained the stamp was my entry date, and “D/S” meant “duration of stay.” Exhaustion from the long journey and perhaps over-cautiousness about U.S. regulations had made me momentarily gullible.
Initial Impressions
Stepping onto U.S. soil, my first impression was of a nation defined by strict rules, regulations, and discipline. At the airport, people appeared cautious, even tense, rarely exhibiting genuine smiles. Respectfully, smiles seemed calculated, measured, and fleeting. This echoed my experience at the U.S. embassy in my home country. While embassy staff were polite to some, I sensed a strong emotional boundary, an undercurrent of suspicion and undefined fear in their demeanor. Such constant vigilance seemed exhausting. I longed for a life and environment filled with spontaneous laughter, joy, and genuine happiness, free from stiffness and hesitation.
I reflected on my initial negative feelings, tracing them back to the visa denial a decade prior. Unfounded suspicion, based on untrue information, had fueled internal resentment. This experience had deeply ingrained a negative bias. Consequently, despite subsequent invitations, I had avoided applying for a U.S. visa until the IVLP opportunity arose.
However, my initial impression soon evolved. Throughout my U.S. stay, I found ordinary people to be genuinely joyful, happy, and open-minded. This spontaneous warmth was heartening.
I hoped for a future generation raised to embrace life without fear, to laugh and smile freely, and to accept others openly. I prayed for a world where genuine individuals are never unjustly turned away.
My IVLP Experience Begins
A gentleman from Italy, along with a participant from Pakistan, greeted me at the airport. He drove us to the Home Suites of Hilton near the White House. There, we met Ms. Norma Reyes, our Educational Liaison Officer (ELO), and other participants. After introductions and initial conversations, we settled into our rooms to refresh. Later, we explored the surrounding area.
Two additional ELOs, Mr. Abraham and Ms. Carolyn, joined us, providing constant support and ensuring our comfort and convenience. Our group consisted of 28 participants from across the globe:
- Zainab – Bahrain
- Andrea – Chile
- Martha – El Salvador
- Birgit – Estonia
- Fabiola – Honduras
- Reeta – India
- Sri – Indonesia
- Richard – Jamaica
- Abdullah – Jordan
- Stephanie – Netherlands
- Iva – Nicaragua
- Abu – Nigeria
- Julita – Poland
- Cristina – Romania
- Nadhira – Singapore
- Zuzana – Slovak Republic
- Gwen – Swaziland
- Abeer-Syria
- Mama – Tanzania
- Nicole – Trinidad/T1
- Mercy – Zimbabwe
- Win – Burma (Myanmar)
- Maya – Turkmenistan
- Carolyne – Kenya
- Diedre – Sri Lanka
- Tagreed – Israel
- Samina – Pakistan
- Lynnet (myself) from Bangladesh
Together, we 31 individuals became an extended family of Early Childhood Education (ECE) professionals, sharing three weeks filled with learning, laughter, and camaraderie.
Our itinerary included visits to various states, providing invaluable insights into the U.S. education system and policies. We visited:
- Washington D.C.
- Philadelphia
- New Jersey
- New York City
- Scottsdale, Arizona
- Phoenix, Arizona
- Charlotte, North Carolina
- Portland, Maine
We were privileged to visit numerous schools, institutions, and organizations, benefiting greatly from the experiences and knowledge shared by countless individuals who dedicated their time to our program.
Washington D.C. (September 6-10, 2009)
We arrived on September 6th. September 7th featured a city tour, offering glimpses into Washington D.C. and American history. A memorable encounter was with a woman protesting against war and advocating for peace in front of the White House since 1981. Her dedication raised questions about the elusive nature of global peace.
Our official program began on September 7th with a welcome address by Ms. Janice Brummond at the Meridian International Center. She emphasized the program’s value in exploring U.S. perspectives and its people. Ms. Myra Best, also from the Meridian International Center, outlined the program’s logistical aspects. Other staff assisted with practical matters, ensuring a well-organized experience.
Mr. Akram Elias provided an overview of the U.S. Federal System of Government, highlighting the individual as the central focus. He noted the separation of government and religion, which protected religion within civil society, and the limited federal role in education. U.S. governance, he explained, prioritized rights, freedom, and responsibility, with citizens actively shaping government actions. He detailed the decentralized nature of the U.S. system and its decision-making processes.
Ms. Janet C. Heddesheimer presented an overview of the U.S. Education system at the same venue.
We then visited the United States Department of Education, where Ms. Sambia Shivers-Barclay and Ms. Deborah Spitz discussed the U.S. government’s role in Elementary and Early Childhood Education. The Office of Elementary and Secondary Education’s mission, they explained, was to promote academic excellence, enhance educational opportunities and equity, and improve teaching and learning through leadership, technical assistance, and financial support.
Our itinerary included a visit to the National Association for the Education of Young Children (NAEYC), the largest nonprofit association in the U.S. representing early childhood education professionals. NAEYC is dedicated to improving the well-being of young children, focusing on quality educational and developmental services from birth through age eight.
Our Washington D.C. experience concluded with a welcome dinner hosted by the U.S. Department of State at Busboys and Poets. President Obama’s speech was broadcast on television during the dinner. The profound silence of the American patrons as they attentively absorbed every word was striking. I, too, was an admirer of President Obama.
We learned the phrase “a kind of a…” during our stay and playfully incorporated it into our conversations. It led to humorous moments, like when a friend, asked if she was pregnant, replied, “a kind of a… for two months.” We teased her about the certainty of pregnancy versus the ambiguity of “a kind of a…” It was all part of the fun we shared.
Philadelphia (September 10-13, 2009)
We arrived in Philadelphia by bus on September 10th and were welcomed by the International Visitors Council (IVC). Our accommodation was at the Courtyard by Marriott.
Our first stop was the National Constitution Center, where we experienced “Freedom Rising,” a 20-minute performance. We explored the museum, viewing statues and historical documents related to America’s founders.
After lunch, we visited the Independence Charter School (ICS). The CEO provided an overview, and parents guided us on a school tour. ICS is a community-focused elementary school with an international curriculum. Its mission is to offer intellectually stimulating education with a global perspective, integrating world cultures and second language acquisition to develop bilingual, interculturally competent, and high-achieving students. It is a tuition-free public charter school, using a blind lottery for admissions.
Mr. Matt Drexler of IVC greeted us, and we participated in a panel discussion with school staff and representatives from the Mayor’s Office. Topics included local control of education, early childhood education options in Philadelphia, Pre-K to elementary transitions, and the charter school model. Discussions touched on gifted programs, special needs education, psychological support, and parental involvement.
Charter schools, functioning as public schools under contracts with local districts, are designed to innovate education and exceed public school standards.
The next day, Dr. Ellen Frede, Co-Director of the National Institute for Early Childhood Education Research (NIEER), presented an overview of Early Learning Programs in New Jersey. The New Jersey Department of Education oversees high-quality preschool in over 150 districts, serving 50,000 children and families.
We visited the Edmund J. Hmieleski Early Childhood Center, a public preschool, observing classroom activities. Its mission is to provide developmentally appropriate, high-quality preschool for all 3 and 4-year-olds, meeting individual needs using the “Creative Curriculum.” Children had freedom of choice, guided by teachers, and were assigned responsibilities based on their interests.
Later, at Winants Hall, Rutgers University, we met with professionals from NIEER and the Rutgers University Graduate School of Education. After a NIEER introduction, they presented on:
a) U.S. early learning program overview
b) U.S. research on economic and social benefits of early learning
c) International early intervention research
d) Professional development and teacher education in the U.S.
e) The Graduate School of Education’s South Africa initiative
We were honored to be welcomed by the President of Rutgers, The State University of New Jersey, who is committed to elevating Rutgers to the top tier of American education, encapsulated in the tagline “Jersey Roots, Global Reach.”
September 12th was a free day in New York City. Our group split into three, each with an ELO. My group visited the Empire State Building Observatory and enjoyed “The Wicked” on Broadway in the afternoon.
On September 13th, we flew to Arizona, “The Valley of the Sun.”
Arizona (September 13-17, 2009)
Our Arizona stay was at Chaparral Suites Resort, Scottsdale. We arrived in the evening.
Our Arizona program began at Arizona State University (ASU) with faculty from the School of Education. Discussions centered on teacher core curricula, elementary certification procedures, early childhood education in Arizona, “First Things First” initiatives, online Masters programs, teacher preparation, and ASU early childhood education research.
Next, we visited Gilbert School District, welcomed by a student musical performance. During lunch with community members, teachers, and administrators, we discussed local education. We toured Gilbert’s elementary schools and early childhood programs, focusing on ethics and values education, and the new Campo Verde High School, featuring energy-efficient and biomedical science programs. The PE teacher presented on character-building activities integrated into PE classes, using discussions and awards.
A group photo was taken at the Gilbert School District building. In the evening, a reception at our hotel conference center hosted members of the World Affairs Council, Scottsdale city officials, and local education colleagues.
The following day, we visited Kyrene Elementary School District, discussing challenges in student achievement in diverse ethnic communities. Students spoke over 60 languages and dialects at home. Leaders in Structured English Immersion presented the school’s English Language program.
We toured the Salt River Pima-Maricopa Native American Community, comprised of the Pima and Maricopa tribes. At the “Huhugam Ki” museum (“House of the Ancestors”), we learned that many other tribes also resided there, though not officially recognized or with restored cultures. Our guide, from an unrecognized tribe, expressed hope for future recognition.
Our final Arizona meeting was with the Deputy Associate Superintendent for Special Populations at the Arizona State Department of Education. Discussions covered standards in early education and ensuring access for vulnerable populations like migrant workers’ children, the homeless, and refugees.
Our last Arizona appointment was at the Arizona State Capitol with Honorable David Schapira, Arizona House of Representatives, a former public school teacher. He focused on the legislature’s role in Arizona education, emphasizing investment in student learning, reduced class sizes, fair teacher wages, and supporting state universities in higher education and research.
The next day, we departed for different states in smaller groups. I traveled to Charlotte, North Carolina.
Charlotte, North Carolina (September 17-22, 2009)
We arrived late on September 17th, staying at the Holiday Inn.
On September 18th, we visited Beverly Woods Elementary School, interacting with students and teachers and discussing with administrators. The school’s mission is to provide a strong academic and character foundation, preparing students to explore, lead, and serve globally.
Next was More at Four’s First Ward Child Development Center, where we had lunch with children. This center serves children aged 6 months to 10 years, with the slogan “Open arms, open minds,” aiming for total inclusion and acceptance of differences.
We then visited Biddle Point Dental Clinic, a Smart Start-funded health program offering dental services to low-income families and educating parents on tooth decay prevention, oral hygiene, nutrition, and injury prevention.
A joint meeting with Smart Start and More at Four followed, highlighting nonprofit collaborations and addressing children’s issues. Smart Start funds health, family support, and early care and education programs for children birth to five and their families in Mecklenburg County. More at Four is a pre-kindergarten program for at-risk children, preparing them for school success.
That evening, Mr. George Yazbeck and Ms. Sara Harton hosted me and two colleagues from Zimbabwe and Sri Lanka for home hospitality. Mr. Yazbeck was Lebanese-American, and Ms. Harton was a North Carolinian native. Our wide-ranging discussion spanned AIDS, the Sri Lankan war, and religious differences, focusing on their impact on ordinary people. We believed that dialogue could minimize misunderstandings, raise awareness, and reduce the use of ordinary people in deadly conflicts.
On Saturday, September 19th, we visited Biltmore Estate, America’s largest home, in Asheville.
Sunday was a free day. I attended church with two colleagues and visited a nonprofit private kindergarten run by church trustees.
Monday, we visited Parent University, learning about their parental involvement initiatives. Parent University, a community collaboration led by Charlotte Mecklenburg Schools, empowers parents as full partners in their children’s education, offering free courses, family events, and activities.
Before lunch, we visited “Imaginon,” a children’s library and activity center.
In the afternoon, we met the Mecklenburg PTA Council at Cotswold Elementary School. Cotswold Elementary aims to develop lifelong learners in a multicultural environment, encouraging risk-taking and inquiry with tolerance and appreciation for diverse traditions. PTA veterans on the Mecklenburg PTA Council support over 120 PTAs in the county.
Our Charlotte experience concluded with a visit to a Community Charter Kindergarten and their after-school program, providing a real school atmosphere. We then returned to our hotel to pack for Portland, Maine.
Portland, Maine (September 22-26, 2009)
Our Portland stay was at The Holiday Inn by the Bay. Our program resumed on September 23rd, and we were happy to reunite and share our individual state experiences.
In the afternoon, we met with Community Impact and Success by 6 at United Way of Mid Coast Maine, discussing private sector initiatives supporting healthy children through preschool and parenting programs.
“Success by 6: Early Childhood Council” aims to ensure the best possible start in life for all area children, with family and community support. Council members and partners work to improve school readiness, childcare quality, early literacy, and family support. United Way of Mid Coast Maine invests in successful local programs.
Success by 6 aligns with four United Way Community Goals:
- All children enter school ready to learn.
- The community supports healthy parenting.
- Children are read to from birth.
- High-quality, affordable, accessible childcare and early education are available.
Success by 6 receives grants to support quality childcare, early literacy, and special needs children. Its early literacy focus includes the annual Community Read Aloud and Volunteer Reader Network. Research shows early years are critical for pre-reading skills.
Success by 6 also participates in Born Learning, a national public engagement campaign with the AD Council and Civitas, helping create early learning opportunities for young children.
The next day, we visited Waynflete School, an independent day school for early childhood through Grade 12, with over 540 students. Waynflete partners with parents to provide a learning experience combining security with challenge, playful exploration with rigor, and diverse experiences with in-depth inquiry. Athletics is also emphasized, reflecting commitment to holistic student development.
We had lunch at Waynflete.
After lunch, in Augusta, Maine, we discussed special needs education with The Child Development Services (CDS). CDS is an Intermediate Educational Unit providing Early Intervention (birth-two years) and Free Appropriate Public Education (FAPE, ages three-five) under the Maine Department of Education. CDS ensures statewide Special Education Rules compliance through contracts with regional sites. CDS:
- Provides case management and direct instruction for children birth to five and their families.
- Conducts ChildFind screenings and evaluations (birth-five).
- Identifies eligible children for services.
- Provides Early Intervention and Special Education programming in:
a) Physical (gross/fine motor skills)
b) Cognitive
c) Communication (speech and language)
d) Social/Emotional
e) Adaptive
CDS comprises sixteen regional sites, a State Office, and a State Level Advisory Committee. Each CDS site is an IEU with a Board of Directors, separate from local public schools. The State CDS Office maintains data management, policies, procedures, and centralized fiscal services.
Following a break, The Maine Parent Federation, Inc. discussed private sector support for special needs children and families. This statewide nonprofit provides information, advocacy, education, and training to parents and professionals, promoting inclusion for people with disabilities. Services are free to parents and low-cost for professionals, offering information on disabilities, parenting, education, services, support groups, and community resources.
The next day, we gathered for program wrap-up, sharing reflections and receiving certificates from the U.S. government.
On September 26th, we bid farewell and returned to our home countries.
Reflections and Learnings from the IVLP Journey
This section shares my personal observations and learnings from the IVLP program, based solely on my perspective. These reflections may differ from others’ experiences.
1) High Dropout Rates: A pervasive issue. Surprisingly, poverty was often cited as the cause. However, in the U.S., with government support for low-income families, I questioned if poverty was the primary factor. Lack of interest seemed more likely. Early Childhood Education is crucial for cultivating interest in learning. Excessive research in ECE, however, can inadvertently turn children into subjects of experimentation, applying past research that may not suit today’s children. This approach can lead to boredom and disengagement. While children may comply in early years due to dependence, rebellion can manifest later as dropout rates increase. Overly methodical ECE, driven by excessive research, might also stifle interest. Ready-made materials and overly structured learning can lack challenge, leading to disinterest.
2) Research Dissemination: The extensive research in ECE is commendable. However, the focus seemed heavily weighted on early childhood. Bridging the gap between ECE and junior level studies is crucial. For instance, overuse of worksheets in early years might hinder writing skills needed in later grades. The transition to volume-based reading and writing in higher grades can be overwhelming for students accustomed to simplified ECE approaches. Upgraded ECE standards might inadvertently shield children from necessary challenges, creating a disconnect with real-world academic demands.
3) Equitable Resources: Across public, charter, and private schools, resource equity was evident. Children generally received comparable facilities, fostering growth without disparity.
4) Decentralized Education: A beneficial system. Centralized control could hinder responsiveness to local needs. While decentralized, a common framework of charter, public, and private schools, parent involvement, and Head Start programs provided a uniform foundation with room for local adaptation.
5) Parent and Community Engagement: Child development is a shared responsibility. Strong parent and community involvement extends learning beyond school hours, reinforcing educational values at home and in the community. This partnership enhances awareness of children’s needs and fosters collaborative support for holistic development.
6) Continuous Improvement: A constant drive to improve education was evident across sectors. Stakeholders, including community leaders, educators, and researchers, continuously sought educational enhancements, focusing on educator professionalism and after-school programs.
7) Educator Professionalism: States emphasized educator professionalism. One state aimed for licensed and trained ECE teachers by 2010. Licensing, however, was state-specific, requiring teachers moving across states to re-license.
8) Teacher Training: Teacher training is vital, but ECE educators also need to be “swimology” experts – understanding children’s unique worlds. Like the boatman in the anecdote, educators must understand the “waters” of childhood – instincts and experiences – to effectively guide individual children. Success lies in fostering independent learners with ethics and values, not just implementing standardized curricula. Training based on past experiences and research, while valuable, must be applied flexibly, recognizing the unique nature of each child and generation. Educators must value children’s voices and guide them to embrace life’s challenges, fostering resilience and contributing to a peaceful, just, and happy world.
9) After-School Programs: These programs effectively support children needing extra help in English or other subjects, providing focused guidance and fostering responsibility.
10) Free Education: Free public education is commendable, funded by local government and citizens, fostering community responsibility and accountability. Even without direct school fees, parental contributions through taxes create a strong community-school link.
11) Child Involvement: Children’s contributions are significant. Older students designing and building playgrounds for younger children exemplified remarkable initiative and ownership.
12) Abundant Resources: Children benefited from abundant resources, including books and learning materials, at all levels.
13) Limited Play Space: Some schools appeared to lack adequate play space, although this observation might be incomplete due to limited access to school grounds beyond main entrances.
14) Over-Disciplined Children: Children in most schools seemed overly disciplined (except in a migrants’ school), lacking spontaneity and childlike liveliness. This constant expectation of adult-like behavior from a young age might stifle natural development. Over-regulation of diet and excessive discipline, while intended to prepare children for life, can inadvertently create tired, disinterested children, stifling creativity and intrinsic motivation.
15) Teacher-Child Distance: Formal teacher-child relationships were prevalent, lacking the warmth and informality that can foster openness and trust in early learners. Building warmer relationships could enhance security, independence, and confidence.
16) Child-Centered Interaction: While child-centered classroom interaction is valuable, it requires careful management. Unbalanced implementation might lead to manipulation or avoidance of responsibility. A balance between child-centeredness and discipline is essential.
17) Special Needs Support: Strong support for special needs children was consistently observed, ensuring integration into mainstream education with dignity and respect.
18) Gifted Programs: Programs for gifted children are crucial to address their unique needs and prevent boredom, offering opportunities for advanced expression and development.
19) Special Needs Awareness (Sign Language): Teaching sign language to regular students fosters inclusivity and effective communication with hearing-impaired peers, demonstrating care and consideration for all.
20) Parent University: Parent education initiatives like Parent University are vital for aligning home and school environments, ensuring consistent child development.
21) Character Education in PE: Integrating character education into Physical Education classes is effective. Moving beyond didactic lectures to practical tasks and recognition, like awarding ropes for character-building activities, can be highly engaging and impactful.
22) Low Teacher Salaries: Low teacher pay forcing secondary jobs is concerning. Adequate compensation is crucial to attract and retain quality educators.
23) Tutoring Programs: Special tutoring programs are essential for students struggling academically, providing targeted support.
24) Head Start Program: Government-supported Head Start programs are commendable for early intervention, preparing children for school from birth, reflecting a strong societal commitment to early childhood development.
25) Local Funding Dominance: Local government funding of education enhances community ownership and accountability, strengthening the local identity and commitment to education.
26) Volunteer Participation: Extensive volunteer involvement in schools and education is remarkable, reflecting a strong sense of community responsibility.
27) Children in Media Programs: Student-run media programs, like school news broadcasting, offer hands-on experiences in journalism and media production, fostering valuable skills.
28) Imaginon Children’s Library: Dedicated children’s libraries like Imaginon provide enriching environments for reading and recreational learning, supported by parental involvement.
29) Reading Programs: Strong emphasis on reading, with teachers and volunteers reading to children, effectively promotes literacy and reading interest.
30) Subject-Specific Classrooms: Subject-specific classrooms allow teachers to create resource-rich learning environments, enhancing engagement and deeper subject exploration beyond standard textbooks.
31) Lottery Admission System: Lottery-based school admissions, without entrance exams or parent interviews, promote inclusivity and acceptance of children as they are, emphasizing development over pre-selection.
32) Job Responsibility System: Assigning classroom jobs through interviews fosters responsibility and professionalism in children, promoting fairness and ownership.
33) Indigenous People’s Needs: The situation of indigenous people, facing cultural and land loss, is concerning. Self-awareness, education, and proactive efforts are crucial for indigenous communities to reclaim and preserve their identity and heritage. While modernization is inevitable, valuable indigenous resources and traditions should be preserved and integrated into the mainstream for global benefit.
34) Support for Poverty-Stricken Families: Local government support, particularly in education, ensures poverty-stricken families benefit from essential services and opportunities.
35) Begging: Encountering begging, even infrequently, raises questions about the effectiveness of social safety nets and the role of community organizations in addressing basic needs.
36) Community Support through State Government: The American ethos of community support channeled through state government is admirable, reflecting collective responsibility and shared prosperity.
37) Tipping Culture: The tipping culture, as a widely accepted custom valuing service workers, is noteworthy for its structured and respectful approach.
38) National Pride: Americans’ unwavering national pride and positive self-representation, avoiding self-criticism in public discourse, is a valuable lesson in national unity and constructive focus.
39) Security Systems: While sometimes cumbersome, robust security systems reflect a commitment to public safety and create employment opportunities.
40) Love for Flags: The visible display of national and state flags reflects deep patriotism and national pride, contributing to a strong national identity and drive for global leadership.
Questions and Comments Faced
- Did you experience culture shock in America?
- How were you selected for the IVLP?
- Many Bangladeshis overstay their U.S. visas; what are your thoughts?
- You lack formal teacher training; does this affect your effectiveness? (This comment, while initially hurtful, motivated me to pursue advanced teacher training and further education.)
- What are your impressions of American diversity?
- What are your future plans and goals?
Personal and Professional Gains
Personal Gains:
a) A small digital notebook and camera, purchased from personal savings.
b) Invaluable travel experiences and exposure to diverse places.
c) Encounters with inspiring individuals, broadening perspectives.
d) A sense of belonging to a wider global community.
Professional Gains:
The IVLP program, directly aligned with my profession, provided immense professional enrichment. The knowledge and experiences gained will undoubtedly shape my future work, consciously and unconsciously, enhancing my effectiveness as an educator.
My Dream and Post-IVLP Initiatives
My Dream:
My lifelong dream is a better world – free from fear, filled with happiness, peace, and abundance for all. This aspiration has guided my career path, from commerce to development and peace work, always seeking social impact. Finding fulfillment in early childhood education, I see children as the architects of tomorrow. Nurturing them psychologically, mentally, and intellectually is key to building a better future. Education, for me, is a divine calling. The IVLP has amplified this calling, enriching my journey. My path is divinely guided, unfolding step by step. As an undeclared ambassador for Early Childhood Education, I strive to provide both direct and indirect support, wherever I am led.
Post-IVLP Initiatives:
While large-scale initiatives were not immediately feasible, I focused on smaller, impactful actions:
a) Enhanced reading activities in my classroom, incorporating diverse readers to improve reading comprehension and listening skills.
b) Provided after-school support for students needing academic assistance.
c) Donated books and sports equipment worth Tk. 7,000 to slum schools in Mymensingh.
d) Contributed Tk. 5,000 to an individual in Chittagong dedicated to children’s education.
e) Shared my IVLP experiences with U.S. Embassy personnel.
f) Provided a 3-5 year-old curriculum to a school Project Director.
g) Supported an artist’s family with Tk. 2,000 for his daughter’s education.
h) Donated half a month’s salary for an adolescent’s medical expenses.
i) Contributed Tk. 3,000 for a child’s school readmission.
j) Compiled my IVLP experiences into this report.
k) Donated 10% of my salary to Haiti earthquake relief through my school.
l) Organized a slum school visit with my class, donating clothes and food.
m) Co-organized an ECE awareness program with another alumna for teachers at a private English medium primary school.
n) Gifted Tk. 5,000 to a tutor as a token of appreciation.
o) Contributed Tk. 1,500 to a friend for her daughter’s exam fees.
p) Attended the All Alumni Conference of Secondary School Educators/TEA/ILEP.
q) Delivered a motivational talk to orphanage staff in Chittagong.
r) Led a 3-hour leadership workshop for community leaders in Mymensingh Diocese, emphasizing education.
s) Served as a resource speaker at a seminar for boarding school supervisors in Mymensingh.
t) Shared values-based messages in school assemblies.
u) Presented on the Montessori Method to elementary teachers in my school.
v) Pursued and completed an Advanced Diploma in Montessori, Nursery, and Kindergarten Teaching from India (December 2010).
w) Planned and initiated monthly charitable contributions from my salary (summer caps, raincoats, blankets, mosquito nets), continuing for several months.
Note: Additional charitable work beyond education is not listed here. All contributions were from personal earnings, without external funding. Records are primarily from the report submitted to the American Center post-IVLP.
Gratitude
I never envisioned visiting the U.S. or applying for a visa. The IVLP opportunity was an unexpected gift, providing not only a U.S. visit but also invaluable firsthand experience in Early Childhood Education – my professional passion. This fulfilled a long-held dream for broader exposure in my field. I am profoundly grateful to the U.S. government and its people for this enriching initiative.
Heartfelt thanks to:
a) Ketoki, for evaluating my work and recommending me.
b) Ambassador Moriarty, former U.S. Ambassador to Bangladesh.
c) The Consular Officer at the U.S. Embassy who approved my visa despite past denials.
d) The Cultural Affairs Secretary, U.S. Embassy.
e) Ms. Parveen Elias and Ms. Tanhia Shaheed, Cultural Affairs Officers, U.S. Embassy.
f) Msgr. Kurian, Former First Secretary, Vatican Embassy.
g) Ms. Hina Arshad, Project Director, Beaconhouse School System.
h) Ms. Miriyan Lee, Principal, Ebenezer International School, and EIS colleagues.
i) Ms. Susan, Meridian International Center.
j) Ms. Myra Best, Meridian International Center.
k) All IVC councils.
l) ELOs: Norma, Carolyn, and Abraham.
m) All fellow IVLP participants.
n) All speakers, superintendents, teachers, social workers, and parents met during the program.
o) U.S. taxpayers, for funding the IVLP.
p) Brother Johannes, for guiding me to teaching.
q) My parents, both teachers, for inspiring my independent spirit and dedication to education.
r) My brothers and nephew, for providing insights into childhood.
s) All my educators, from pre-primary to tertiary levels.
t) Everyone encountered throughout life, for shaping my understanding of children.
u) God Almighty, for choosing me for this fulfilling profession.
Apologies
a) For any unintentional omissions of individuals involved in my IVLP journey.
b) For any inaccuracies in names, events, or speeches mentioned.
c) For any unintentional offense caused by comments or statements.
Conclusion
Three weeks passed swiftly. Initially, by the second week, a sense of program saturation arose, yet each new experience reignited enthusiasm. The program was intensely enriching, providing deeper insights and valuable learnings. While my future contributions may be modest, I believe the IVLP experience will subtly and significantly shape my professional endeavors.
We can always strive to make a difference, and divine guidance is ever-present. I seek continuous guidance to effectively support my students and colleagues.
God bless all who supported me.
God bless my students to build a better world.
God bless parents and educators guiding children.
God bless me to fulfill my responsibilities sincerely.
By,
Lynnet Rita Martin (IVLP Alumna – ECE, September 2009)
(Based on the report submitted to the American Center post-IVLP, with minor modifications.)
