by Anonymous Writer
In Honduras the CrossRoads strategy is primarily implemented through trained local teachers who teach the curriculum in their schools. Honduras has also trained teachers to train other teachers. The CrossRoads curriculum has the full endorsement of the Minister of Education and they have the freedom to implement the strategy throughout Honduras.
Instituto Hibueras – a major high school in Tegucigalpa, Honduras:
There are 5,000 students enrolled in the Instituto Hibuera. The school has three shifts with 60 teachers per shift (shifts are 7-12, 12-6, and 6-10). There are two primary reasons for the three shifts: 1) overcrowded facilities, 2) most of the students must work in order to afford to go to school or to help support their families.
When asked what lessons they taught most frequently?
Developing character
Relationships
“We use the concepts taught in these lessons every day in dealing with students. Prior to the CrossRoads curriculum, we had received very little training on how to deal with students – not even in the university. It applies everywhere. Thank you!”
As we interviewed these teachers, they communicated with excitement, demonstrated a high motivation for and commitment to the curriculum. They had a twinkle in their eye as they shared their experiences.
From Adelia, a civics and philosophy teacher:
“Students have a difficult time in making decisions. Not just in class, but also in their free time. Many of the students are doing poorly in their studies. If given an option, many choose vocationally oriented studies. They are also making poor choices concerning their lives.”
One girl was rebelling against her parents because they would not allow her boyfriend to see her. She had planned to run away from home. I helped her to think through what would probably happen if she made that choice. As a result, she is now finishing school. Teachers must use every natural opportunity to ‘meet the students where they are’ and based on the need of the student, to respond accordingly. The CrossRoads training helps a teacher to be better prepared to know how to respond with appropriate tools.
“I presented one of the lessons on a Friday and the following Monday students began to report that they could see the application of the class – how it applied to them. This happens after every lesson! CrossRoads gives me the opportunity (the door) to get involved in the students’ lives and to know how to take action where they have needs. Most students see my love for them as a teacher.”
(Adela adapted the CrossRoads curriculum to the needs to the vocational training. She is also helping to adapt the training for two other schools.)
From Maria, a math Teacher:
“We are grateful for the thirty-week CrossRoads curriculum because it has better equipped us to train students in ‘how to think and reason’. This is very important when it comes to their behavior. It is important that they are equipped to understand the consequences that come from their own behavior.”
I had a particularly good experience last year. I had a ninth grade class -that had been a problem class since the third grade – that willingly received all of the lessons.
There are twenty-four high schools in our district. Because of the positive response we have seen in the lives of our students, all of the other schools in our district want to implement the curriculum.
The National Director of Education has chosen our school as a model for the implementation of the CrossRoads curriculum throughout Honduras. He has even asked us to make some minor changes in how we evaluate the progress of the students (throughout the curriculum) so that other schools can learn from our model.
“Because of this, we recognize that we have been given a great responsibility. Our teachers feel the pressure to do very well.”
From the Chairman of the Education Department:
(Concerning the evaluation of student behavior.)
We have a greater challenge than the primary schools. Due to their smaller class size, they have a greater opportunity to give more time to each student. In the secondary school this is much harder due to the larger class size. Also, due to the fact that we are not with the student for the entire day (and cannot watch the behavior all day) we have decided to use the CrossRoads curriculum to help teach the students to monitor and evaluate their own behavior. We believe this will help the students to see themselves as they are and to be more honest about themselves.
In lesson 6 (concerning character development), the students are defining their own classroom rules – based upon what has just been taught. They discuss the parameters of what is right and what is wrong. They are defining these rules based upon the standards of character they are learning from the CrossRoads curriculum.
As a result, one of the changes that we saw in the classroom has to do with discipline – particularly the way the student behaves in class and they way they treat each other. Before Lesson 6, the students did not seem to know how to behave – they had no understanding of the standards of behavior. Prior to this lesson the students usually just waited outside (making much noise) of the classroom for the teacher to arrive. After the lesson students began to wait quietly inside the class for the teacher to arrive.
The value of this curriculum is that it makes the students think before they act. The students are now asking for more lessons. Some of the topics they want to discuss involve how to get better grades, how to develop friendships and relationships – and moral issues (relationships with the opposite sex).
“I will have to start teaching more segments. We are not necessarily following the defined schedule of lessons, but we are adapting the schedule to our class needs. This much is clear to me, my students want values and boundaries!”
From Media, a counselor:
“The children are hungry for truth. They want to understand truth. They are thirsty for God but are not use to hearing people talk about God or His word.”
From Decia, a middle school counselor:
“Although I have not had all of the curriculum training yet – I can see that it is valuable. So far I have only had the training on Decision Making (consequences of our actions), but I am applying it to all of my students. Most of my students have emotional or family problems. Knowing how to make wise decisions and understanding the consequences of our decisions is very important to them.”
Many of my students are being abused by their parents and need to leave their homes. However, they do not know where to go. They need help in thinking through their options. Because of these and other issues, I do not teach the curriculum in a way that puts even more pressure on the students. I try to make it like a game – to make it fun. When my students are under pressure, they need help in making difficult decisions – not a lecture from me on what they are doing wrong.
The students often find it difficult to explain what is happening in their lives. One technique I use is to have them draw a picture of the problem they are facing. Their drawings usually tell me far more than even they intended to tell me! Having a student endeavor to write out or to draw a problem seems to be an effective strategy.
I’ve had students come to me crying about a problem but they either could not or would not tell me what it was that was bothering them. Sometimes I ask them to draw a picture about their family and then I just leave them alone for a while. Their picture usually tells me what is troubling them. Sometimes even where the picture takes place indicates the problem.
For example, one picture that I recently received showed a mother and a child – but without the father. I discovered that the father had abandoned the family. After having one particular student draw a picture of the problem she was facing, it opened up a very beneficial discussion. Not only did the student thank me for the discussion, but her mother also came to the school to say thanks.
This process seems to work anywhere it is applied or with any type of student. I have even applied this to my own children. Although I want more training in how to use this curriculum, I can already see how well it connects with the students.
Concerning her role as a counselor:
“It is thought by many students that the counselors are not nice – that it is not a good thing to go to the counselor. We are working hard to change this image.”
One day recently when one of our teachers did not show up for class, I decided to go in and just start teaching. Even though the time to start the class had already passed, the kids had not even come in. When they looked in and saw that a counselor was inside, they thought they were in trouble. After they did come in, they saw the CrossRoads curriculum book and started asking questions. Several students then stated that they realized that they should have come into the classroom, but were afraid to do so because they were late.
“I simply continued the discussion about the consequences of our decisions. At the end of the class I could not get the students to leave! They wanted to continue the discussion and were very surprised to see that a school counselor can actually be a friend.”
Central School, the largest high school in Honduras:
We met with Daci – a math teacher that is a national instructor (a teacher that is trained to train other teachers) for CrossRoads. In Central School 34 teachers have been trained to implement the CrossRoads curriculum for the morning shift but only 4 have been trained for the afternoon shift. It is Daci’s desire to train 80 teachers for the afternoon shift – which is the largest shift. Daci expressed that, in order to have a better and more long-lasting impact at the school, one of their greatest needs is for them to develop parenting classes. “Since July our focus has been on training the teachers. Prior to July, our focus was on training the students.”
We interviewed four students that had been trained through the CrossRoads curriculum:
From Cynthia, an 18-year-old student:
“I went through a number of difficult problems during last school year. I didn’t live with my mother and father. I was very lonely much of the time. My sister was kidnapped and almost raped. During the time my sister was in the hospital, I had an important exam that I needed to take. Due to all that was going on in my life, it was not a good time to try and take the exam. My life was so confused!”
“Miss Daci told me how important it was to continue to trust God to provide. She also helped me to recognize the consequences of my decisions. She also said that she would go to my teacher to arrange for me to take the exam later. She prayed for me and proved that she cared for me. It would have been very difficult for me to endure this if I couldn’t talk to my teacher. She gave me hope.”
From Tonya, a 16-year-old student:
When Tonya was asked which lesson was the most important to her she quickly replied, ‘Decision Making’:
“I was facing a very difficult situation because my parents became divorced. Because of this, I was being forced to decide which parent to live with. I had many people telling me what to do and I was very confused. I felt like it was important to determine who was the guilty one. Miss Daci recommended that I be careful not to judge my parents, but just to be honest with my mom about my questions.
Because of my asking my mom about the divorce, my relationship with my mom became very bad. She did not want to discuss anything with me. Because I had to make this difficult decision, the CrossRoads lesson on “Decision Making” was very helpful to me. As I was wrestling with my decision, my mom saw me crying. She became even angrier with me for even considering living with my father.
The only two options were for me and my younger brothers and sisters to stay with our father (who could provide for us) or to stay with my mom and live on the street. Although I made the decision to stay with my father, the situation was still not good because my parents fought angrily.
At first I questioned my decision to live with my father because I thought it made my relationship with my mom even worse. I knew I only had two choices – to live with my dad or live with my mom on the street. I now realize that it was the right decision particularly for my younger brothers and sisters. If it had not been for the CrossRoads training, I probably would have hated my mom. I do not hate my mom.”
From Wendy, a 16-year-old student:
Wendy cried heavily as she told us, “I have never told my story to anyone. I’ve had many problems in my house because it is not a stable home. I would like to talk to my parents, but because my parents are always fighting I am unable to talk to them. I was very frustrated and needed someone to trust – someone that would take care of me.”
Our tutors (her name for the CrossRoads instructors) have been a very big help because they have been willing to listen to us and have been willing to answer our questions. This program (the CR curriculum) has helped to address so many problems in my life. One of the most helpful lessons that I appreciated very much was the lesson on sex and STD’s. Many of my classmates are infected and need more help in knowing about sex, AIDS and moral things. If it had not been for this training (moral decision making), many more of my friends would be infected.”
From Gillian, a 16-year-old student:
“I’ve had trouble with many of my classes partly because I do not have any support from my parents. I do not live with my parents – I live with my sister. I am so far from my parents (relationship) that I have no family support at all.
When my parents found out that I was doing very poorly in my classes, they yelled at me very angrily and screamed that I was doing so poorly while my brothers and sisters were on scholarship. I had to recoup (summer school) my classes and therefore I had no vacation at all.
I am so thankful to God for providing Miss Daci to help me. I know that she cares for me and she has been a regular help to me. When I thought nobody cared for me, she convinced me that she did. She was able to get me back into school and to begin the new school year with a clean record. This year I am making good grades. Miss Daci and the training that she gave us has helped this to happen.”
From The Third largest high school in Tegucigalpa: (A model school)
This school is in a very poor area. There are 4500 students in three shifts. Last year 4000 students in this school took the training. There are 60 teachers for the morning shift and 25 teachers for the night shift.
From the National Instructor:
“By nature I am a very shy person. I thought I would die when I had to stand up in front of everyone during the teacher training. The training caused me to reach beyond my basic nature. Let me share an example with you of how this training has also helped to communicate to students that they are important.”
Julio was a 7th grade student in the third shift. Three years ago I completed nine lessons (CR curriculum) with him. At that time he was a very shy and insecure boy. He thought his own poverty was a hindrance to him. After Lesson 2 entitled Special People, he realized he was not hindered by his poverty and that he was important in the eyes of God. Three years later he became the Student Body President!
For two years, along with people from my church, I worked with boys and girls in a gang. The children dressed like the gangs you have in Los Angeles. My husband was afraid for me to work with these children because he knew it was a dangerous situation. With God’s help we were able to begin to use several of the CrossRoads lessons with these children. Now some of these children are studying in school and some are even working.
As a result of this curriculum, we are seeing students make much wiser decisions. We’ve also used an interactive video training tool called Better Grades. Our teachers love this tool and really enjoy using it.
“We want to develop a web of training that will enable us to fully use the CrossRoads curriculum. We now have teachers that travel from here to work in other schools.”
From the Director of Orientations:
When asked why the school principal is allowing them to use this strategy he explained that many groups (from the U. S.) had brought programs to the school to try and help the students. He said that there had been few results. As he became familiar with the CrossRoads curriculum, he not only allowed it to be used, but he insisted on it. He knew that 75% of his students were doing poorly, that they had almost no support from home and that many were getting into gangs.
“We have had problems with many other programs that have been offered to bring solutions. The difference here is the Christian nature of this curriculum. The teachers love to use it and we are seeing very good results.”
Use of CrossRoads Choices video:
“The video is very good! Not all of the students fully understand it, but the teacher is there to guide the discussion. (One of our challenges is that we have good equipment but we do not have a permanent room assigned to us to show the video.) One teacher showed the Choices video at the end of her class. It even ran 20 minutes into lunch break. However, the students did not leave -they stayed to watch the entire video. The entire video was shown – with the gospel presentation at the end. Students then told other students about the video. Students also told other teachers about the video. Teachers came and asked us, “Why haven’t you told me about this video? I would like to use it!”
“For us the CrossRoads curriculum is the best. Many groups have come and offered programs. Some programs were good, but this is the best.”
by Anonymous Writer
In Honduras the CrossRoads strategy is primarily implemented through trained local teachers who teach the curriculum in their schools. Honduras has also trained teachers to train other teachers. The CrossRoads curriculum has the full endorsement of the Minister of Education and they have the freedom to implement the strategy throughout Honduras.
Instituto Hibueras – a major high school in Tegucigalpa, Honduras:
There are 5,000 students enrolled in the Instituto Hibuera. The school has three shifts with 60 teachers per shift (shifts are 7-12, 12-6, and 6-10). There are two primary reasons for the three shifts: 1) overcrowded facilities, 2) most of the students must work in order to afford to go to school or to help support their families.
When asked what lessons they taught most frequently?
Developing character
Relationships
“We use the concepts taught in these lessons every day in dealing with students. Prior to the CrossRoads curriculum, we had received very little training on how to deal with students – not even in the university. It applies everywhere. Thank you!”
As we interviewed these teachers, they communicated with excitement, demonstrated a high motivation for and commitment to the curriculum. They had a twinkle in their eye as they shared their experiences.
From Adelia, a civics and philosophy teacher:
“Students have a difficult time in making decisions. Not just in class, but also in their free time. Many of the students are doing poorly in their studies. If given an option, many choose vocationally oriented studies. They are also making poor choices concerning their lives.”
One girl was rebelling against her parents because they would not allow her boyfriend to see her. She had planned to run away from home. I helped her to think through what would probably happen if she made that choice. As a result, she is now finishing school. Teachers must use every natural opportunity to ‘meet the students where they are’ and based on the need of the student, to respond accordingly. The CrossRoads training helps a teacher to be better prepared to know how to respond with appropriate tools.
“I presented one of the lessons on a Friday and the following Monday students began to report that they could see the application of the class – how it applied to them. This happens after every lesson! CrossRoads gives me the opportunity (the door) to get involved in the students’ lives and to know how to take action where they have needs. Most students see my love for them as a teacher.”
(Adela adapted the CrossRoads curriculum to the needs to the vocational training. She is also helping to adapt the training for two other schools.)
From Maria, a math Teacher:
“We are grateful for the thirty-week CrossRoads curriculum because it has better equipped us to train students in ‘how to think and reason’. This is very important when it comes to their behavior. It is important that they are equipped to understand the consequences that come from their own behavior.”
I had a particularly good experience last year. I had a ninth grade class -that had been a problem class since the third grade – that willingly received all of the lessons.
There are twenty-four high schools in our district. Because of the positive response we have seen in the lives of our students, all of the other schools in our district want to implement the curriculum.
The National Director of Education has chosen our school as a model for the implementation of the CrossRoads curriculum throughout Honduras. He has even asked us to make some minor changes in how we evaluate the progress of the students (throughout the curriculum) so that other schools can learn from our model.
“Because of this, we recognize that we have been given a great responsibility. Our teachers feel the pressure to do very well.”
From the Chairman of the Education Department:
(Concerning the evaluation of student behavior.)
We have a greater challenge than the primary schools. Due to their smaller class size, they have a greater opportunity to give more time to each student. In the secondary school this is much harder due to the larger class size. Also, due to the fact that we are not with the student for the entire day (and cannot watch the behavior all day) we have decided to use the CrossRoads curriculum to help teach the students to monitor and evaluate their own behavior. We believe this will help the students to see themselves as they are and to be more honest about themselves.
In lesson 6 (concerning character development), the students are defining their own classroom rules – based upon what has just been taught. They discuss the parameters of what is right and what is wrong. They are defining these rules based upon the standards of character they are learning from the CrossRoads curriculum.
As a result, one of the changes that we saw in the classroom has to do with discipline – particularly the way the student behaves in class and they way they treat each other. Before Lesson 6, the students did not seem to know how to behave – they had no understanding of the standards of behavior. Prior to this lesson the students usually just waited outside (making much noise) of the classroom for the teacher to arrive. After the lesson students began to wait quietly inside the class for the teacher to arrive.
The value of this curriculum is that it makes the students think before they act. The students are now asking for more lessons. Some of the topics they want to discuss involve how to get better grades, how to develop friendships and relationships – and moral issues (relationships with the opposite sex).
“I will have to start teaching more segments. We are not necessarily following the defined schedule of lessons, but we are adapting the schedule to our class needs. This much is clear to me, my students want values and boundaries!”
From Media, a counselor:
“The children are hungry for truth. They want to understand truth. They are thirsty for God but are not use to hearing people talk about God or His word.”
From Decia, a middle school counselor:
“Although I have not had all of the curriculum training yet – I can see that it is valuable. So far I have only had the training on Decision Making (consequences of our actions), but I am applying it to all of my students. Most of my students have emotional or family problems. Knowing how to make wise decisions and understanding the consequences of our decisions is very important to them.”
Many of my students are being abused by their parents and need to leave their homes. However, they do not know where to go. They need help in thinking through their options. Because of these and other issues, I do not teach the curriculum in a way that puts even more pressure on the students. I try to make it like a game – to make it fun. When my students are under pressure, they need help in making difficult decisions – not a lecture from me on what they are doing wrong.
The students often find it difficult to explain what is happening in their lives. One technique I use is to have them draw a picture of the problem they are facing. Their drawings usually tell me far more than even they intended to tell me! Having a student endeavor to write out or to draw a problem seems to be an effective strategy.
I’ve had students come to me crying about a problem but they either could not or would not tell me what it was that was bothering them. Sometimes I ask them to draw a picture about their family and then I just leave them alone for a while. Their picture usually tells me what is troubling them. Sometimes even where the picture takes place indicates the problem.
For example, one picture that I recently received showed a mother and a child – but without the father. I discovered that the father had abandoned the family. After having one particular student draw a picture of the problem she was facing, it opened up a very beneficial discussion. Not only did the student thank me for the discussion, but her mother also came to the school to say thanks.
This process seems to work anywhere it is applied or with any type of student. I have even applied this to my own children. Although I want more training in how to use this curriculum, I can already see how well it connects with the students.
Concerning her role as a counselor:
“It is thought by many students that the counselors are not nice – that it is not a good thing to go to the counselor. We are working hard to change this image.”
One day recently when one of our teachers did not show up for class, I decided to go in and just start teaching. Even though the time to start the class had already passed, the kids had not even come in. When they looked in and saw that a counselor was inside, they thought they were in trouble. After they did come in, they saw the CrossRoads curriculum book and started asking questions. Several students then stated that they realized that they should have come into the classroom, but were afraid to do so because they were late.
“I simply continued the discussion about the consequences of our decisions. At the end of the class I could not get the students to leave! They wanted to continue the discussion and were very surprised to see that a school counselor can actually be a friend.”
Central School, the largest high school in Honduras:
We met with Daci – a math teacher that is a national instructor (a teacher that is trained to train other teachers) for CrossRoads. In Central School 34 teachers have been trained to implement the CrossRoads curriculum for the morning shift but only 4 have been trained for the afternoon shift. It is Daci’s desire to train 80 teachers for the afternoon shift – which is the largest shift. Daci expressed that, in order to have a better and more long-lasting impact at the school, one of their greatest needs is for them to develop parenting classes. “Since July our focus has been on training the teachers. Prior to July, our focus was on training the students.”
We interviewed four students that had been trained through the CrossRoads curriculum:
From Cynthia, an 18-year-old student:
“I went through a number of difficult problems during last school year. I didn’t live with my mother and father. I was very lonely much of the time. My sister was kidnapped and almost raped. During the time my sister was in the hospital, I had an important exam that I needed to take. Due to all that was going on in my life, it was not a good time to try and take the exam. My life was so confused!”
“Miss Daci told me how important it was to continue to trust God to provide. She also helped me to recognize the consequences of my decisions. She also said that she would go to my teacher to arrange for me to take the exam later. She prayed for me and proved that she cared for me. It would have been very difficult for me to endure this if I couldn’t talk to my teacher. She gave me hope.”
From Tonya, a 16-year-old student:
When Tonya was asked which lesson was the most important to her she quickly replied, ‘Decision Making’:
“I was facing a very difficult situation because my parents became divorced. Because of this, I was being forced to decide which parent to live with. I had many people telling me what to do and I was very confused. I felt like it was important to determine who was the guilty one. Miss Daci recommended that I be careful not to judge my parents, but just to be honest with my mom about my questions.
Because of my asking my mom about the divorce, my relationship with my mom became very bad. She did not want to discuss anything with me. Because I had to make this difficult decision, the CrossRoads lesson on “Decision Making” was very helpful to me. As I was wrestling with my decision, my mom saw me crying. She became even angrier with me for even considering living with my father.
The only two options were for me and my younger brothers and sisters to stay with our father (who could provide for us) or to stay with my mom and live on the street. Although I made the decision to stay with my father, the situation was still not good because my parents fought angrily.
At first I questioned my decision to live with my father because I thought it made my relationship with my mom even worse. I knew I only had two choices – to live with my dad or live with my mom on the street. I now realize that it was the right decision particularly for my younger brothers and sisters. If it had not been for the CrossRoads training, I probably would have hated my mom. I do not hate my mom.”
From Wendy, a 16-year-old student:
Wendy cried heavily as she told us, “I have never told my story to anyone. I’ve had many problems in my house because it is not a stable home. I would like to talk to my parents, but because my parents are always fighting I am unable to talk to them. I was very frustrated and needed someone to trust – someone that would take care of me.”
Our tutors (her name for the CrossRoads instructors) have been a very big help because they have been willing to listen to us and have been willing to answer our questions. This program (the CR curriculum) has helped to address so many problems in my life. One of the most helpful lessons that I appreciated very much was the lesson on sex and STD’s. Many of my classmates are infected and need more help in knowing about sex, AIDS and moral things. If it had not been for this training (moral decision making), many more of my friends would be infected.”
From Gillian, a 16-year-old student:
“I’ve had trouble with many of my classes partly because I do not have any support from my parents. I do not live with my parents – I live with my sister. I am so far from my parents (relationship) that I have no family support at all.
When my parents found out that I was doing very poorly in my classes, they yelled at me very angrily and screamed that I was doing so poorly while my brothers and sisters were on scholarship. I had to recoup (summer school) my classes and therefore I had no vacation at all.
I am so thankful to God for providing Miss Daci to help me. I know that she cares for me and she has been a regular help to me. When I thought nobody cared for me, she convinced me that she did. She was able to get me back into school and to begin the new school year with a clean record. This year I am making good grades. Miss Daci and the training that she gave us has helped this to happen.”
From The Third largest high school in Tegucigalpa: (A model school)
This school is in a very poor area. There are 4500 students in three shifts. Last year 4000 students in this school took the training. There are 60 teachers for the morning shift and 25 teachers for the night shift.
From the National Instructor:
“By nature I am a very shy person. I thought I would die when I had to stand up in front of everyone during the teacher training. The training caused me to reach beyond my basic nature. Let me share an example with you of how this training has also helped to communicate to students that they are important.”
Julio was a 7th grade student in the third shift. Three years ago I completed nine lessons (CR curriculum) with him. At that time he was a very shy and insecure boy. He thought his own poverty was a hindrance to him. After Lesson 2 entitled Special People, he realized he was not hindered by his poverty and that he was important in the eyes of God. Three years later he became the Student Body President!
For two years, along with people from my church, I worked with boys and girls in a gang. The children dressed like the gangs you have in Los Angeles. My husband was afraid for me to work with these children because he knew it was a dangerous situation. With God’s help we were able to begin to use several of the CrossRoads lessons with these children. Now some of these children are studying in school and some are even working.
As a result of this curriculum, we are seeing students make much wiser decisions. We’ve also used an interactive video training tool called Better Grades. Our teachers love this tool and really enjoy using it.
“We want to develop a web of training that will enable us to fully use the CrossRoads curriculum. We now have teachers that travel from here to work in other schools.”
From the Director of Orientations:
When asked why the school principal is allowing them to use this strategy he explained that many groups (from the U. S.) had brought programs to the school to try and help the students. He said that there had been few results. As he became familiar with the CrossRoads curriculum, he not only allowed it to be used, but he insisted on it. He knew that 75% of his students were doing poorly, that they had almost no support from home and that many were getting into gangs.
“We have had problems with many other programs that have been offered to bring solutions. The difference here is the Christian nature of this curriculum. The teachers love to use it and we are seeing very good results.”
Use of CrossRoads Choices video:
“The video is very good! Not all of the students fully understand it, but the teacher is there to guide the discussion. (One of our challenges is that we have good equipment but we do not have a permanent room assigned to us to show the video.) One teacher showed the Choices video at the end of her class. It even ran 20 minutes into lunch break. However, the students did not leave -they stayed to watch the entire video. The entire video was shown – with the gospel presentation at the end. Students then told other students about the video. Students also told other teachers about the video. Teachers came and asked us, “Why haven’t you told me about this video? I would like to use it!”
“For us the CrossRoads curriculum is the best. Many groups have come and offered programs. Some programs were good, but this is the best.”