It started to rain, so as soon as May Thu rang the bell, all of the pupils went inside. With a heavy sigh, she took a seat in the recliner and started getting the test forms ready for the next month’s examination.
After completing her studies at the Yangon University of Education, May Thu was moved to a Moe Pyar village elementary school since there weren’t enough teachers to go around.
Being an impoverished community, Moe Pyar’s residents did not place a high value on education. It was their preference to work and make money rather than to send their kids to school. For May Thu, this posed a big obstacle when she initially got here.
May Thu had hoped to be moved to a top-notch secondary school close to her house. But things did not work out the way she had hoped, so she was forced to take the assignment.
She could only go home on weekends because the village was distant from her house, forcing her to stay there throughout the week. She occasionally was unable to spend the weekends at home, particularly when she had exams every month. Being the newest instructor, she was frequently overburdened with all of the school’s duties.
Daw Tin Htay Lwin and May Thu were the school’s sole instructors. However, Daw Tin Htay Lwin retired after just two months, leaving May Thu as the sole instructor in charge of the pupils.
It was quite difficult for her to run the school with fifty children by herself on May Thu. The absence of parental support for their children’s education was the most depressing feature.
Due to their low living standards, many parents did not see the benefit of sending their kids to school. May Thu went to Ahar Warr’s residence one day because he hadn’t shown up for class.
Is anyone around? “Is Ahar Warr present?” she exclaimed. “He is not here,” a woman responded as she emerged. He is working independently out in the field. Furthermore, who are you?
“I am Ahar Warr’s instructor. May Thu said, “I came here because he hasn’t been here for a few days.
“Oh! Yes, Miss Teacher, I see. However, I must admit that we must put our survival before sending him to school. We don’t get free food from random people. Miss Teacher, you have to understand,” the woman answered.
May Thu had these kinds of talks concerning her students all the time. She occasionally ran into Daw Bhu Ma, a fish vendor and the mother of another pupil named Ei Phyu Sin.
“Oh! Why wasn’t Ei Phyu Sin at school yesterday, Daw Bhu Ma? Is she ill? Thu, May asked.
“No, Miss Teacher, she’s in another hamlet selling fish. Daw Bhu Ma answered and went about her rounds, selling her fish. “And by the way, she won’t be going to school anymore because she has to work instead of wasting her time,” she said.
May Thu took comfort in the fact that her students, like all children, were eager to learn and play despite these obstacles.
Their pure grins, innocent features, and words gave her the resolve to press on. She dreamed of the day when she could educate more kids from this community and help them grow up to be wonderful adults who could serve the nation.
Every morning, Ei Phyu Sin, a specific student, would say “Mingalar Par Sayarma” (Hello, Teacher) to May Thu. May Thu was inspired with optimism and resolve by this simple greeting. She thought that Moe Pyar’s children may have a better future through education.
Overcoming Difficulties
It was not an easy voyage for May Thu to get to Moe Pyar village. The everyday challenges of the villagers to make ends meet were the main reason for their unwillingness to send their children to school.
Many of them made just enough money to support their families while working as laborers, farmers, or fish vendors. It appeared as though they couldn’t afford education. May Thu, though, was resolved to alter their perspective.
She began by going to her students’ homes and having conversations with their parents. She discussed the value of education and how it will ultimately benefit their children’s life. Using successful people from comparable backgrounds as examples, she underlined that education was essential to ending the cycle of poverty.
Her visit to the home of Hla Hla Win, a bright girl with a strong interest in education, was one of her most memorable experiences.
Because they relied on Hla Hla Win’s assistance in the fields, her parents were afraid to send her to school. May Thu carefully outlined how Hla Hla Win’s schooling would result in increased employment prospects and a more secure future for the family. Hla Hla Win’s parents finally consented to let her go to school on a regular basis after considerable convincing.
Establishing Credibility and Promoting Attendance
It was important to establish trust with the villagers. May Thu encouraged parents to community meetings so they could voice their worries and find out more about the advantages of schooling.
In order to promote education, she also enlisted the help of the respected local elders. Parents who sent their kids to school gradually began to realize the importance of education.
May Thu created a number of initiatives and activities to entice students. She planned sporting events, artistic contests, and cultural festivals that not only made studying enjoyable but also displayed the kids’ abilities. These gatherings strengthened the bonds of communal pride and cohesion.
A rewards program was also put in place by May Thu to promote consistent attendance. Little gifts like storybooks, pencils, and notebooks were given to students who attended class regularly and did well in their studies. The kids were inspired by this project and began to look forward to going to school.
Enhancing the Academic Setting
When May Thu initially came, Moe Pyar’s elementary school was in a terrible situation. The classrooms had few materials, broken furniture, and were small and dark. May Thu understood that fostering an environment that is favorable to learning was crucial to the development of the student.
She began by organizing the locals to assist with the repairs. They erected new desks and chairs, painted the walls, and cemented the roofs together. The villagers developed a sense of accountability and ownership for the school as a result of their participation in the reconstruction project.
May Thu also requested assistance from government and non-governmental organizations. Her efforts to collect donations of teaching aids, books, and stationery significantly raised the standard of instruction. She was able to offer new courses and extracurricular activities including scientific projects, gardening, and storytelling sessions since she had better resources. She was really tired from those actions because she was not a strong masculine teacher and persisted though.
Developing a Passion for Education
May Thu used creative and interesting teaching strategies. She thought that involving pupils in interactive, hands-on learning improved their comprehension of the material. She explained concepts using real-world examples and hands-on demonstrations rather than just relying on textbooks.
For example, May Thu led the kids to the village fields during a science lecture about plants to examine various crops and learn about their growth process. She also promoted interest and exploration among the youngsters by encouraging them to ask questions and investigate their environment.
May Thu employed theater and storytelling in her language sessions to make learning fun. To help children with their reading and understanding, she planned reading sessions where they could read aloud and have discussions about books. Additionally, she gave the children creative writing activities to practice expressing their ideas and opinions in writing.
Developing Students’ Confidence and Empowerment
Developing her students’ confidence and sense of empowerment was one of May Thu’s key objectives. She thought that all children, regardless of their circumstances, had the capacity to achieve. She pushed her pupils to set lofty objectives and strive toward them.
Every student’s interests and skills were recognized by May Thu, who also gave them chances to shine. She assisted Hla Hla Win in participating in interschool math competitions as a way of supporting her love of mathematics. The accomplishments Hla Hla Win made in these contests increased her self-confidence and inspired her to go to college.
Kyaw Min, another pupil, shown artistic ability. In the community, May Thu arranged an art show that included paintings by Kyaw Min in addition to pieces by other students. The community praised the exhibition greatly, and Kyaw Min was encouraged to think about pursuing an artistic career.
Education’s Effects
May Thu’s commitment and hard work begin to pay off. As more kids started going to school on a daily basis, their academic achievement dramatically increased. Initially doubtful, the parents started to see their children’s beneficial developments. They came to understand that investing their time in school would pay off in the long run.
The village started to alter as well. After their children had an education, the villagers began to reevaluate the value of education and personal development. They started to realize that education could lead to greater prospects and a higher standard of living.
Considering the Future
May Thu’s experience in the Moe Pyar village served as evidence of the transformational potential of education. She stayed dedicated to her goal of teaching the kids and enhancing their lives in spite of the difficulties and roadblocks.
Her tenacity, tolerance, and creative teaching strategies had a long-lasting impression on the neighborhood.
May Thu’s tale became well-known outside of Moe Pyar hamlet, encouraging other educators to take up her legacy. She was asked to give talks at workshops and conferences for educators in the community, where she discussed her experiences and methods for overcoming obstacles in rural teaching.
Many of May Thu’s pupils completed their elementary school education and went on to further their study in colleges as the years went by. A few of them went on to work as teachers, doctors, engineers, and in other professions, setting an example for the next generation.
May Thu married a young man in the area, but her love for teaching never wavered, and she continued to serve as the headmistress of the primary school in Moe Pyar hamlet. She never wavered in her commitment to her students’ goals and to helping them make learning pleasurable and meaningful.
The tale of May Thu serves as a potent reminder of the impact a single, committed teacher may have on a large number of people.
Her experience in Moe Pyar village serves as an example of how crucial education is to ending the cycle of poverty and enabling people to realize their greatest potential.
May Thu changed the community’s view of education in addition to educating her students via her tenacity and creative teaching techniques. Her influence extended well beyond the classroom, inspiring a passion for study and a conviction that education may pave the way for a better future.
May Thu’s pupils will always see her as the mentor who gave them hope, inspired them to pursue their dreams, and helped them on the path to a better life. Future generations will be motivated by her legacy.
May Thu’s pupils will always see her as the mentor who gave them hope, inspired them to pursue their dreams, and helped them on the path to a better life.
Future generations will be motivated by her legacy, which demonstrates that one person can genuinely change the world if they are committed, passionate, and resilient.
