Vin Li pou w’ fè Kòb

The Vin Li pouw fè Kòb literary program was launched under the direction of Dr Wallière

Pierre with a view to training this new generation through literature. Today's children and young people are becoming more and more detached from their books, reading is becoming less and less interesting given the fluctuation of media content which captures the attention of this young generation. The need to get children and young people back to reading seems so essential than leaving them in ignorance which will increase the rate of mediocrity in the country in future years. Montesquieu had to say that an hour of reading is the sovereign remedy against the disgusts of life. In addition to its literal acceptance, reading is also a key manual for resolving ills in a society.

This initiative aims to:

• Educate young people

• Broaden their horizon

• Develop critical thinking among young people

• Push their limit

The commune of Pétion-Ville benefited from this very respectable initiative, it affected more than ten adolescents who twice a week from 3 p.m. to 5 p.m. regularly follow their workshops. It is a pilot project which extends over three (3) months with ten children, we also give the opportunity to those who are at the workshop site to come and attend even when they are not registered in the program.

Presentation of work tools to children

This first week was an introduction for the children to help them understand the interest of this initiative, to make them aware of the impact of this program on a personal and intellectual level. Special work was done on the reading sheets, explaining the basis of each section, this was a reminder for those who knew how to use reading sheets at school but for others it was new. To touch on the practical side, we did work on the different parts of a book and the different information that is specific to each book aimed at helping them to understand the basics of a summary of a book.

The second week focused on the intervention of each child on a basis of

evaluation of the concepts learned on a reading sheet and the presentation of a book. Each child goes to the front and indicates the different parts in a book and the information specific to it. A presentation of the different texts that we will work on was made to help them adapt to the homework that they will have to do the following week. Classroom workshop: Reading sheet to fill out

The third week, more than six texts were assigned to the children accompanied by a reading sheet. This work was carried out in the classroom for more than two hours, each child had the right to be assisted by the monitors. A difficulty that we revealed is that some of them had a tendency to copy and paste, during this workshop we devoted ourselves to helping them understand what the author said? What should be remembered? And how to transcribe their understanding of the text on the reading sheet. It was also easy for some and hard for others. After this work, the correction of the reading sheets was done and we asked their parents to sign their homework, this aimed at allowing parents to see their children's work and the sheets were returned signed. In the appendix, some photos are displayed.

Correction of homework and writing assignments

The fourth week was also hard, because it was time to make them understand

their gap and to give them tips to put into practice to avoid making the same mistakes. Each reading sheet was analyzed in the classroom and a correction method was applied. Each child clarifies their misunderstandings in front of the room and then we correct them by giving practical cases. This week was spent at another level, these workshops aimed to stimulate their imagination and improve their writing level. In the classroom, a child was chosen to tell a story that came out of his imagination and the others identified the title of the text, the different parts namely the introduction, the development and the conclusion.

Work on the tone of voice was anticipated, this aimed at capturing the attention of the audience. An assignment was submitted for the writing of a text that must be clear to understand and easy to identify each evolution in the story.

Parents' meeting

The fifth week was the meeting with the parents and the distribution of the fees intended for each child enrolled in this literary program, ten children received their fees. We collected from the parents their point of view of the program. They are much happier than their children participating in this program. Also the three monitors of the Pétion-Ville club received their fees.

The sixth week we took stock of the first month with the children this was done to remind them that if they do not give the expected performances of them, they will be replaced by another child in the program. At the end of this project each child must finish with the reading of at least one book. The emphasis was placed on raising awareness of everyone to achieve the objectives of this program. The seventh week was the continuation of the work on the texts.

The eighth week was an online training workshop with Dr. Wallière, the director of this initiative. It was an opportunity for the children to talk with him and take notes to share information aimed at a better understanding of this literary initiative.

Workshop on diction

The ninth week was a workshop on the pronunciation of words, we

started with the diction sentences, exercises were done, after this work it is the public reading session, posture included. We worked on the different tones of voice, the correct pronunciation of words. The difficulties encountered with some are the inability to pronounce words correctly and also the lack of concentration on reading, different types of text were read. An assignment was given for each child to work on a text that will allow them to improve the tone of their voice and their pronunciation of words. For this tenth week which has already arrived, we will correct this homework and meet with the parents to inform them of the children's progress and to make the second distribution of fees.

These were the first two months of regular meetings with homework. The Club of Pétion-Ville is working to make more progress for this third month which is coming and reading and writing reports will be issued before the end of the month. Thanks to the collective correction method, the child learns to correct. In simple terms, he continues to learn and identify in his copies and presentations the strong points and the difficulties encountered. We also let them make comments on their classmate's presentation so that they learn to criticize what they listen to and see. One of the weaknesses noted in the first is that they were not yet able to properly construct their argument to defend what they think, to defend the message they want to share. Everyday cases were taken as examples to help them see with ease how they can structure their argument.