Our plan
While working in a voluntary capacity, offering remedial support to second language learners at Observatory Junior School, Maurita Weissenberg, an experienced primary school remedial teacher, saw that the school would benefit greatly from a structured, early intervention, educational support programme. She recognised the following issues needed to be addressed: ∗ The average class in South Africa contains forty learners of greatly varying reading ages. ∗ A significant percentage of learners are two to three years below the class average in reading. ∗ The language of instruction is the learner’s second or third language. ∗ Continual poor results and test failure lead to poor self-esteem. ∗ Learners with learning disabilities such as dyslexia receive minimal remedial support and no other specialist support. ∗ Most parents are from low-income groups and cannot provide extra support. ∗ Teachers are overwhelmed and need support. Maurita established the Shine Centre in 2000. It was was modeled on the Education Business Partnership, a project that had been achieving good results in the UK. The volunteer programme has run successfully in Observatory Junior School since 2000. Since then, we have developed three more centres. We have close to 250 volunteers working on a weekly basis with our children. We ensure that each child sees the same volunteer each week, to create continuity. www.theshinecentre.org.za Blog: www.shinecentrecapetown.blogspot.com for weekly updates
What we did
We now run four flagship centres and support others in using our model. We choose schools with good infrastructure, committed staff and previously disadvantaged parents who choose to pay high transport costs from township areas in order to provide their children with what they believe to be a better education. What we do: (1) Literacy Hour using Volunteer Learning Partners We offer a multi-sensory intervention programme twice weekly to all Grade 2 and 3 learners who are not reading at the appropriate grade level. We make sure that the learners have appropriate reading material to take home. Most of the learners on our programme have improved their reading age, some by up to three years. We pair up any Grade 2 or 3 learner that needs intensive support with a trained volunteer who serves as their Learning Partner and together they work through the Shine Language and Literacy programme. Individual attention is vital; it also assists us in building up a detailed profile of the learner. We now have close to 250 volunteers ( as of March 2010) This profile includes tracking their learning behaviour and reporting on their physical and emotional status. As an example,three learners were identified by their Learning Partners to have chronic hearing problems. As a result, two learners were fitted with hearing aids and one learner had a successful operation. (2) Assessment We asses the reading ability of all Grade 1, 2 and 3 learners. Early intervention goes a long way towards preventing learning disabilities and promotes sound, independent learning habits which stand learners in good stead for the rest of their lives. (3) Ear and Eye Tests We facilitate the screening of all Grade 1 learners’ hearing and eyesight. (4) Parent Workshops We hold two Parent Workshops a year, where we cover topics such as nutrition, stress management, the importance of storybook reading, and ways in which to help learners overcome learning difficulties. We provide parent packs, which include storybooks. (5) Book Club We equip Grade R, Grade 1 and 2 classes with 50 multicultural storybooks and parent packs with the aim of getting more books into the home environment, and encouraging parents to read to children. This goes further than instilling a love of reading. It gives parents an additional way of spending quality time bonding with their children, and embarking on a journey of discovery with one another and the wider world. (6) Swap Shop We are on a continual quest to stockpile second hand and new storybooks for our Swap Shop, which is open up to four days a week. A Foundation Phase learner owns the first book handed to them, with the knowledge that they can choose to keep the book or swap it once they have read it. We find that this is an efficient way of encouraging learners to take reading books home, especially in cases where the school does not have a library. (7) Professional Sharing Each term, we meet with the Heads of Department and Foundation Phase teachers, where we discuss the Shine Programme, learners’ results, share good practice and plan for the following quarter. All Foundation Phase teachers attend a Shine workshop at the beginning of the year. (8) Volunteer Recruitment and Training We hold bi-monthly orientation and introductory training courses for people interested in volunteering at Shine centres. We also give quarterly training to volunteers who are already on the programme, teachers who want to use our methods in the classroom, as well as any member of the public interested in implementing a similar programme. Regular communication with our volunteers provides us with feedback on each learner’s progress and the opportunity to tweak our programme to better meet that learner’s needs. In 2007, the Shine Centre was formalized into an NPO and obtained PBO status. In addition, the Shine Centre received 501(3) c status in the USA at the beginning of 2010. Funders. Maurita Weissenberg,Founder Director, and Kathryn Torres, Director of Outreach and Anne Beachyhead, our Financial Director, are the major fundraisers, although all members of our small yet effective team play a role in fundraising. To date, we have numerous funders, including the Douglas Murray Trust, Nussbaum Foundation, Vitol (USA), Dame Hillary Cropper Charitable Foundation (UK), the Dangwen Family Trust, Ackerman Family Foundation, Truworths, Lions Head Rotary, Deutsche Bank Foundation and the Torres Family Trust. We raise smaller amounts through our ‘Sponsor a Child’ initiative. We have also recently begun the process to become part of the Woolworths ‘My School My Village My Planet’ initiative. Shine requires ongoing funding to maintain our four flagship centres. Our pilot school, Observatory Junior, has not only achieved excellent literacy results but has also become recognized as a school which has huge potential to achieve in other areas. We would like to see our other schools follow the same path.
Our results
The difference Shine makes: We improve reading ages and help learners to read at the grade level that is required of them. An independent evaluation by the Western Cape Education Department shows that Observatory Junior School, where we have been operating since 2000, has increased literacy results in Grade 3 from 50% in 2002 to 82.7% in 2008. The 2007 Grade 6 literacy results rose from 48% to 78%. We have a well researched and proven programme which is measured using standardized and diagnostic assessments. We have developed 56 literacy games, which provide a user-friendly way for volunteers to teach literacy skills without needing an educational background. We have an excellent volunteer training programme with accompanying manuals. We ensure that parents and teachers are part of the solution to ensuring that our children reach their potential. We develop independent readers. We raise the literacy level of the entire school. Learners 'learn to read' so that they can 'read to learn.' We build self-confidence. We strengthen the bonds between the learner, the home and the school. We create a buzz around books! We showcase our project to other communities-this has already resulted in projects being set up in Franschoek, Stanford and Capricorn Park Primary, Vrygrond, all within driving distance of Cape Town. Reconciliation between different communities takes place in every Shine Centre. It’s a place where people feel that their passion for this country and their love of their fellow being can ignite solutions to the challenges of South Africa. Shine radiates possibilities and more and more people want to be part of this project.Consequently, we are in the process of developing a strategy and budget for our Outreach Programme. To date we have 17 interested parties nation wide who would like to use the Shine Model. We would like to have these project plans ready by April 2010. For a quick look at what Shine does, look at our UTUBE video at http://www.youtube.com:80/watch?v=Ar93eQoGzxw or http://www.youtube.com/watch?v=sTuyL8ULyuc Kathryn Torres Director of Outreach The Shine Centre kbtorr@gmail.com cell (0)795255777 Proud winner of the 2008 Institute for Justice and Reconciliation Award


Cecilia Arendse
My friend desperately needs some help with her son. He was diagnosed with dyslexia a few years ago. He is in a main stream school but she was told that he would be kept behind every year because of his dyslexia. She has been to so many OT's and Phsycologists and has not received definate answers. She really wants to help her son but don't know who else can help him. Can somebody please give me the contact details for a support group for her and also contact details for somebody who can assist her son. He is a really bright boy and deserves some help.
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My little broth 16years old is dyslexic con!'t read cont write its been years what hurts is when i go to my younger brother goes to school and my older brother goes to work what does he stays at home doing nothing its been him living like this and its been years we`ve been looking for school or anything to keep his mind moving can somebody help @0729329478
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The Shine Centre is an amazing idea. I commend this teacher in bringing this structured program to Cape Town. South Africa needs caring teachers that can define what methods are needed to improve their learning environment.
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