TESTIMONIALS

I use different metrics to evaluate my students’ work, such as presentations, tests, essays, joint projects, posters, debates, virtual exchange programs, community service projects, action plans, and self-evaluations.  To objectively evaluate their performance in all of these projects, I use rubrics. If students do well and meet certain requirements, they will receive a certificate. All activities that I implement have specific requirements in order to earn a certificate.  In addition, each of the activities have learning outcomes that help students understand what they are expected to know and to be able to do in order to become successful in that lesson or activity.

Iskandar Mahmadov, winner of Spelling Bee in district and second place in the country, 2017

Komron Hakimov, Olympiad winner of English in a district level, 2013

For example, during twelve or eighteen month English language programs, I administer short form tests twice a month. The twelve-month classes intended for my private students, while the eighteen-month classes are for students participating in the English Access Microscholarship Program, funded by the U.S. Embassy. The pupils often start with 25-30% scores, and, by the end of the program, their scores are often raised to 90-97% , which entitles them to a certificate of completion.  During this time most of my students are able to pass successfully, though each year 2-3 pupils need to retake the test to earn a certificate.  When my Access students complete their first year, they are required to give presentations to other classes in person or via Skype about different topics. They students also invite their parents to open lessons, Skype calls, and debates. 

Leadership / volunteering programs

To be eligible for certificates for leadership or volunteering programs, the students organize peer-to-peer workshops to share their knowledge and act as trainers through their action plans. Then, the participants give feedback for each group of trainers, and they count who did well by filling in questionnaire and evaluation forms.  It also assessed by conducting several community service projects.

Sewing programs

These types of programs are focused on young girls who are out of school after 9^th grade and for women to sew dresses and make living conditions better. The young women who participate in my classes are often asked by a sewing trainer to sew different clothes for women, kids, and men. After that, those who pass successfully receive certificate.

In terms of progress, behavior, and attendance, school principals and local people say that my students differ from others who do not study in my school. They are very self- confidant. My students complete self-evaluation forms regarding their strengths and weaknesses, goal setting abilities, responsibility, punctuality, and communication skills.

From my first batch of Access students, many are now in the workforce. Out of 90 students, 45 of them study at universities or colleges, and 11 of them work as English teachers. Others work as nurses, accountants, teachers of history and law, and primary school teachers. Thirty-four of them are in 10 and 11 grades now.  Four of them won US sponsored exchange programs to study in the America, 1 went to India to complete a nursing practicum, and 8 of them are in Russia. Among 77 students in private English classes, 40 of them work as English teachers. Others work as doctors and nurses as well as in other professions.  They are very thankful to me for teaching them English because it gave them a chance to enroll in universities or colleges thanks to their high exam scores, usually get no less than 90-95%. Because of their high level of English, they assist their English teachers, teach their peers, and tutor others. Four of them received a red certificate from school, 2 of them from medical college, 2 of them became winners of the English Language Olympiad in a district level, and 1 of them was the district level winner of the US Embassy Spelling Bee, taking second place in country. 

In order to help more girls to continue their studies, whether after 9^th or 11^th grade, I have organized a free English program for 20 young girls, teaching them on a volunteer basis. I did this to help ensure them better futures, and through this program, I was able to talk to their parents, convincing them to allow their daughters to study. The students also were involved in seminars.  All these girls are in 11^th grade.  

To sum up, English language has opened new opportunities and doors to my students to become successful in their lives and futures.

Below are some quotes from my students:  

Sayora is the second person from the right with her host family in USA.

Sayora, FLEX 2013 alumna: “I would not have a chance to study in the U.S. without knowing English very well.”

Madina is visiting Statue of Liberty in New York, USA, 2012

Madina, Benjamin Franklin Summer Institue alumna: “English language opened new doors for me to meet people from different countries and cultures.”

Mahmadzarif, primary school teacher.“Hamadony really knows how to work with each pupil so that no one feels left behind. In his lessons, pupils are not bored but have fun.

Nazrikhuja: “I am a Russian teacher. Before meeting Hamadony my lessons were boring and endless for pupils. I did not use any games. Hamadony shared his experience about using games, and after that, gradually, it brought about a huge change in my teaching. When I enter the lesson now all pupils stand and clap me and say, ‘Today we will play a game!’”

Director of secondary school # 28, Majnunov Mahmadgafur: “Many of Hamadony’s former pupils started working in different areas and are successful in their careers.” 

Lola: “I did not know anything about debate before, but participating in this workshop, I learned it and now organize debates in our school on different issues.”

Jennifer Uhler: "My name is Jennifer Uhler, Regional English Language Officer, U.S. Department of State. I was the Regional English Language Officer for Central Asia from 2012-2014, a time during which I collaborated with Mr. Hamadony Muzafarov extensively through the Tajikistan Access Program and other teacher development grants and projects. I have known Hamadony since 2012 when I first visited his school in Tajikistan as a partner school participating in the English Access Microscholarship Program, an academic English learning and life skills program for gifted teens from marginalized and disadvantaged homes sponsored by the U.S. Department of State. Hamadony was a teacher and leader in that program and I visited his classroom and met with his students. When visiting Hamadony's class, I found it exceptional to witness the enthusiasm of the students and the passion of him and his teachers. They were managing to motivate and teach cohorts of young people that normally do not have access to education -- and doing so quite successfully. In particular, Hamadony's program was remarkable in reaching out to girls and empowering them to remain in school and be more confident teens, a remarkable achievement in rural Tajikistan.
Other than the Access Program, I also know Hamadony as a participant in U.S. Embassy teacher training programs. He was part of multiple conferences as a participant and presenter, always eager to advocate for his region and to share back what he learned with others unable to attend. During the time I encumbered the position as Regional English
Language Officer in Central Asia, he successfully applied for and received small grants to hold teacher training and replica workshops in rural areas. His commitment to teaching and reaching teachers was quite remarkable."

Khosiyat: “I thought that giving birth is fine even at 16 or 17 years old for young girls but participating in women’s health workshop, I realized that it is dangerous for both the mother and the newborn child.”

Manzura Juraeva, Director of Multikid Education Center, Dushanbe: “Hamadony made a revolution for girl’s education in his very small community where people live with traditional and conservative family values and think education for girls is useless. He was able to turn ‘impossible’ to ‘possible’ that girls have the right to education.”

Usmon, 10 years old: “Our teacher Hamadony teaches us and we usually have fun because in his lesson we play games”

Shahnoza “Before I did not pay attention to environmental protection and thought only men have to take care. So Hamadony organized a workshop on the protection of environment and what I learned is saving earth does not depend on gender, economic statues, age, or race. Everyone must protect the environment.”

Muhammadsafar “I did not want my sister to continue her education after school. This is what my grandparents think before. When Hamadony organized a workshop about gender issues, I learned that my sister also has rights to education and family. Many brothers here stops their sisters but I will not do it. I want her to become educated and create strong family so that she could participate in public life”

Dilafruz: “To tell the truth I do not attended any programs in Hamadony’s school but this is what I noticed about his pupils: “All of them can easily and without fear can express their ideas or thoughts in our school during parent teacher meetings, school even or solve any arguments in our school in a peacefully way. Their public speaking is great!”

Nilufar: “I always dreamed to become an English teacher to teach in my village that is lack of teachers and thought that it will never come true. When Hamadony started his first all girls program in our village I applied and was selected to study there. My father did not tell me anything about me going to university not to feel sad. But suddenly after three parent teacher meeting he changed his mind and allowed me to go to university. As a village girl I am thankful to Hamadony because he helped me that my dream came true”

Omina, 10: “what I like about teacher Hamadony is he always has smile during the lessons, acts as actor, behaves politely, makes us laugh and when he is angry he can control himself”

Anna Khandros: "My name is Anna Khandros. I was a Fulbright English Teaching Assistant in the Rasht Valley of Tajikistan between September 2014 and July 2015. During that time, I taught in Hamadony Muzafarov’s Learning Center in Navdi.I have known and worked with Hamadony Muzafarov for about one year. Hamadony Muzafarov is one of the hardest-working and most respected teachers in the Rasht Valley of Tajikistan. Alongside implementing the U.S. Embassy’s English Access Microscholarship Program, which requires a great deal of commitment and dedication, he teaches his own English classes, and implements youth development projects on the side. Of all of the teachers I met during my time in Tajikistan, his work has had the greatest impact on the community. He has developed positive relationships with parents throughout his district, which has allowed him to involve girls in his classes. I cannot think of anyone more qualified for, or deserving of, this opportunity (Global Teacher Prize). Hamadony is committed to improving his community by working with youth, particularly girls, and his dedication to all that he does would make him a very successful prize recipient. I know that Hamadony would make the most of this opportunity in fostering community development through teaching."

Sulaimonova Rahima, a teacher from students with difficult behaviors: “We were worried about working with 10 teenagers and decided to withdraw them from school.  But with the help of Hamadony their behavior changed 100% and they started doing homework, listen and respect us. Now they are all in 11 classes and took all responsibilities at the school from checking all pupils attendance, keep clean school area and preventing arguments and bullying.”  Quote from one of these boys: “I thought that I am only a pupil and my role is to attend school and that’s all. But after Hamadony’s lesson, I realized that I am a part of my community and my contribution in the development of society is important.”

Sayora: “English language helped me to save the life of a Chinese worker in our district. I was at the first year of medical college and when he entered the hospital for the practical training, many people were crowded and no one was able to understand what happened to him. Fortunately, he understood English and I started talking to him. He explained that bees bit him and he had an allergy. After that he got the right treatment and I was surrounded with claps by my classmates, hospital staff and visitors” 

Village leader Shirinov Hasan: “As we know, there are 14 community centers in the whole Rasht district but these communities do not have this kind of learning center at all. The work result of this school is endless because many people who graduated from this place became successful. It also helps our daughters and sons not to travel a long way but only walk there.”

Malika: "Completing a volunteer program and conducting a community service project, I understand that volunteering can bring changes to our lives and society and also helps us to become closer to community and helps us to stay healthy. The main thing about volunteering is just not about money but on humanity" 

Helping students to become global citizens. 

In addition, to help my students become global citizens, I teach them about important UN documents, such as The Declaration of Human Rights and The Millennium Development Goals. For example, we have focused on the eight global poverty reduction goals agreed upon in 2000, to be achieved by 2015. We have also discussed seventeen sustainable development agreed upon in 2015 and to be achieved by 2030. I use the UN website with statistics on different issues around the world to make pupils stop and think. Every summer all my pupils attend a free workshop about 21^st century skills such as critical and creative thinking, problem solving, community and collaboration, technology skills, and cross-cultural awareness with tools I collected during programs abroad and trainings I received.