They come from different professions and fields and many of them could not imagine returning to school as teachers one day. The desire to make education available to all children, give students dreams and help them fulfill their potential brought them to Teach for Armenia (TFA). Over 120 TFA teacher-leaders currently teach children in rural communities of Armenia’s 7 marzes and Artsakh. In 2019, Mediamax has visited 12 communities with TFA-assigned teachers.

New Mindsets in Motion: Mr. Karapetyan Teaches Rural Students to Dream

 

Even after applying to Teach For Armenia and passing all the stages of selection, Hakob was not sure he would have the opportunity to teach at a school. He was aware of how society usually treats visually-impaired people.

“When Teach For Armenia announced where we would be placed, I expected to hear that they were sorry—that no school had accepted me. When they announced my name and told me, “Armavir Marz, the school in Amberd Village,” I was shocked. I called the headmaster, and he spoke to me. He was polite, and answered all my questions. Once I hung up, I wondered if they knew of my impairment,” Hakob recalls, laughing.

Mr. Manukyan: Teacher, hitchhiker, man on a mission

 

“Who says everything should be perfect? I have problems too, but how can anyone interact with kids and feel down? You have no right to be down when these wonderful, dedicated kids are around. I can’t find the energy sometimes, it’s hard to get up in the morning and fatigue is a problem, but I feel very good mentally and I know I’m here because this is where I should be, and I do what I have to do.”

Ms. Shushan, who brings fresh colors to Debet school

 

“Miss Shushan, I’ve thought of something. You can come back in ten years and put forward your candidacy for the head of village administration. We will be grown-ups and allowed to vote. You have won over us all, so we’ll all vote for you!”

Ms. Harutyunyan brings the smiley stickers to Armenian village

 

“I usually go to parents’ meeting to praise the students. When you do that, the parents sit straighter, and a small smile appears on their faces. I’ve noticed that they always tell the kids that the teacher praised them and the kids come to school on the following day more excited to study. However, I always praise for real achievements. For instance, if the student didn’t do well and misbehaved for 90% of the lesson, I highlight the 10% of the good. Gradually that index grows, and the students’ attitude changes so much that you see a totally different person,” notes Lydia.

Editorial office at the school, kindergarten at the teacher’s house

 

Samvel was provided accommodation at one of the houses that host school clubs. He and three other young teachers often gather there to discuss local affairs.

The teachers talk about the needs of the village as well. “The second most urgent problem, after the roads, is the kindergarten. That one is close to complete resolution, though,” says Samvel.

In April, he “dedicated” a room in his house to kids: Samvel hosts “Gtnvats Yeraz” (A Dream Discovered) development center there, which operates on a voluntary basis.

Miss Sona, who found her space to fly in Artsakh

 

“I learned not get bored. I was just sitting in a chair last night, doing nothing, but I did not feel bored. You bloom with the nature here, even in winter. The ability to see and feel beauty in everything, even just a child’s smile, is a responsibility.

People need space to fly freely. This is my space to fly, with body and soul.”

Ms. Ghonyan and her students in the center of the universe

 

Children often ask Ms. Ghonyan to come into the classroom with her eyes closed - they give her surprise gifts such as cards, pictures and flowers. If they notice that Armine is “serious”, i.e. sad, they use all tricks in their arsenal to cheer her up.

“ You can stay sad. Even if you’re tired and upset, you just see the kids and everything changes, and you feel good again,” says Armine.

Plenty of enthusiasm and plans: Ms Mariam arrives to Chinari

 

Mariam knows that students often miss classes to help out with agricultural works. She has chosen a solution: if any of her students skip classes for that reason, she will teach out of school hours to keep them involved in the learning processes. Another mission Mariam has set for herself is to discover the dreams and wishes of the children.

“What scares me the most is the thought that the children might not be enthusiastic, might not want to learn or find my lessons boring. Although, it depends on me to make it interesting, create enthusiasm, make them want to learn, but I really fear that it might not work,” Mariam shares her concerns.

From Aleppo to Artsni: Mr. Dikran, the English teacher from “unfamiliar place”

 

“When I’m upset or disappointed, I go to a classroom, particularly in the lower grades, look at the smiles of the kids, and I forget everything, I’m telling you. There are days when I come to the school and the kids notice me and run up to me for a hug, and it is so motivational, so moving. I feel encouraged again, and I think to myself that it’s all fine. Something didn’t work out yesterday, but it will today. And so, I carry on.”

Hitchhiking to Tsovazard to teach kids about mass noun

 

After internship in a Yerevan school Maria Manukyan decided to never return to school again. A bachelor’s degree in Bryusov University, volunteer work spell abroad and odd jobs later Maria did return to school – to a rural community that needed an English teacher.

“I used to hate school, cry that I had to go there. Now I try to be the teacher I never had,” explains Maria.

TFA teacher-leader Hayk finds a new life in secluded village of Bagaran

 

“Last year I was stunned to come outside and see all boys from the 9th grade waiting for me to walk home together. It was such a compliment. I changed school four times and I never waited for any of my teachers. I was out as soon as the bell rang, the same as all my 132 classmates in those four schools. Here in Bagaran, kids don’t just wait to accompany me home, they also ask for permission to visit. I understand, of course, that they’re looking for informal communication, not more math lessons. It shows what the children think of me, so at least I’m doing some things right,” says Hayk.

Meet Ms Mariam, the “child teacher” of Geghamasar

 

“Children are the future of the country and if you can bring a good change into their lives, your work has a meaning. Teacher is not someone who conducts lessons, but someone who shows the children that the world has many paths and opportunities for them.

I will consider my job here done if my students know for certain that their future is not limited to marriage, army service and labor migration. I will be happy if 5 or 6 kids in each class get a profession, whether joining a university or going into arts, revive their village and advance their country instead of having to fill the ranks of labor migrants,” concludes Mariam.

Lusine Gharibyan

Photos by Vaghinak Ghazaryan (exclusive for Mediamax)