THRASS TWO-DAY CERTIFICATE,
GTG, SOUTH AFRICA, JUNE 6-7, 2006

I have thoroughly enjoyed the course. Alan is a passionate and convincing presenter and an excellent teacher!! I hope he can come out to Mauritius as we badly need to implement THRASS in our schools. Too many children are unfairly branded as ‘stupid’ and THRASS could be the key to many of the problems our children face. No regrets whatsoever for having come all the way from Mauritius.

Alan is an excellent presenter. Workshop very informative, innovative and thought provoking. Much potential for success in the Namibian situation. Will positively influence my own teaching, especially to English foreign language students. Thank you for enabling me to be part of an exciting workshop.

The course has been so fantastic and motivating. It reminded me of the phonetics I learnt in 1984 in Cairo, Egypt in Ainshams University. The THRASS methodology has made the teaching of phonics much more easier, exciting and memorable. Great thanks to Alan Davies for this great presentation and lecturing. This course is suitable for schools in South Sudan, a part of greater Sudan which is Anglophone. As we are still starting from nothing it is best to be introduced in our teacher training institutes and centres where fast-track teacher training is going on. It has been a great short time in this workshop. I will return home without forgetting Alan Davies and the THRASS project. And thanks.

We tried to cover a lot in two days! However, I found the picture chart and the introduction of phonemes and graphemes fascinating and think this can be very useful in terms of enhancing our BTG and BTL programmes. I really think this programme is not competition to Molteno Programme but the two programmes (MOLTENO and THRASS) can complement each other and improve learner performance in literacy and language learning.

What an eye-opener! I’m enthused to implement this new way of teaching! Taken a mind-shift from the old to a dazzling revelation. Greatly appreciated. May you and THRASS have much success.

The workshop was informative and interesting. There is a lot that one has gained but two days was not enough. Wish that Alan can avail himself and give the whole Molteno staff, i.e. trainers (included) because there are a lot of similarities in THRASS and Bridge to English.

A great eye-opener into the world of phonics. Helped me to see the picture more clearly as I can’t remember how I learnt to read. Also, what I have been taught before had some loop holes. It was a lot to assimilate. I would need time and lots of practise before I am confident to teach it. This is greatly needed in the West Indies. I believe it would revolutionise the approach to reading on the whole.

This workshop helps me to understand and develop literacy in my country. It was really helpful because I learned how one should teach reading, writing, listening and speaking. The wonderful thing I discover was the teaching of letter names which one may use when teaching spelling. In my country we are having a problem of children can’t spell and write properly. This is because we only teaching sounding and that is all. I am going to share this with our Teacher Educators Advisory Teachers.

This course was fantastic. In my capacity as district official, I think I would be in a position to influence Primary School principals to go for this wonderful programme, for the benefit of our children. Let children be told the truth from the onset. Congratulations! Well presented course. I wish to hear more and more so to be confident of what I’ll say to teachers. Excellent facilitation skills.

Thank you for a very inspiring presentation! Although I am at a university, I believe that all our lecturers should be exposed to this presentation, especially our reading and writing centres – we can all gain by getting the “Foundation” right. Thank you for this special learning opportunity – I have a lot to think about and share with colleagues, parents and friends.

The workshop was an eye-opener and also reminded me of what practitioners should be doing in teaching literacy. The THRASS approach in teaching literacy is wonderful and extends the way in which teaching of phonics has always been. The challenge with THRASS is the amount of resources required to implement it accurately.

The two days workshop was informative and fruitful. I am now enlightened about the phonics especially the spelling which is a problem in our schools.

Excellent resources and facilitation. Useful and relevant materials and technology for contemporary Africa used for the course. Engaging usage of the aforesaid resources in driving the workshop. I suggest that the technology be made readily available for countries that need to purchase them, especially University of Namibia. For those preparing to train adults in (ESL) English language usage.

Revolutionary thinking! Well done Alan. Your passion and commitment to THRASS is contagious. Thank you for allowing me to share this week with you. The only thing that frightens me is all the unlearning I have to do. I look forward to seeing you again in Kwazulu Natal.

The course has raised interesting ideas on the teaching of language as a whole. I am not involved with foundation phase – for which I think the course is directly relevant, but I have realised possible ways the programme can be adaptable to help teachers and student teachers increase the spelling, reading and writing in English. There is a challenge to other language teaching, but this is left to us to consider how possible the ideas of teaching language can improve how home language is taught. Teaching language skills seem well developed in English in most schools but the teaching of African language is of concern. Maybe the use of Molteno Breakthrough would be another challenge to consider.

I’m amazed at the ground you covered and the balance struck between academic formal knowledge and hands-on teaching, everyday examples. I teach mainly senior school teachers, as my real regret is that there were no foundation phase teachers or academics from the Eastern Cape. Thanks for your humour.

Excellent. Very well thought out and obviously a much better way to teach writing, reading, spelling etc. Loved the presentation – very lively and engaging. Wished it could have been longer with more opportunities to talk about use with hearing impaired in greater depth and maybe an opportunity to try out the different stages/skills on each other. I think if all teachers are “THRASSED” it would make my job as an SLT a lot easier! And thankyou for all the handouts/resources and training.

The course has really brought new insight into teaching phonics. The methodology is truly interactive and exciting. I think primary children will definitely find the lessons interesting and informative. In Namibia, the majority of children use English as a second language and can only benefit using this approach. It has also given me the necessary information to equip my own child to become literate.

The course was very interesting and enlightening, one which undoubtedly stimulated me to critically evaluate the manner in which phonics was taught in the past, when I was at school. Although I am not currently working with Foundation Phase teachers, but teachers in the FET phase, the course served to make me aware of the process involved in teaching learners in the foundation phase. Although the course was a very intensive one as Alan attempted to cover a lot of information in a short space of time, I must say you have done an exceptionally good job in terms of your presentation. I was particularly impressed with your dynamic, interactive and dramatic presentation together with the interesting anecdotes which served to ensure that we were actively engaged with the exciting and stimulating material which formed the basis/bedrock of the presentation. The course was well organised and I was particularly impressed with your meticulous time management and your passion and belief and absolute commitment to the development of the teaching of reading, writing and speaking skills amongst all learners. Congratulations on an exceptionally well presented course!

As a nursery school teacher working with kids from age 2 pre-school (i.e. 6 years) coming from squatter camps, different language backgrounds where English is definitely not first or second language, my concern was how to teach these kids English. They are like sponges, eager and willing to learn but how do I do it. At home they speak either Tswana, Zulu, Xhosa – no time or help from parents to learn English. I learnt so much how to lay the foundation for English not through the old schools of ABC’s. Knowing all my kids (80+) will go to school enriched, confident in speaking, reading, writing English. Helping the teachers in Grade 1. I also have a study centre for kids with learning problems. Now I know how to assist them with spelling, writing. I believe that their confidence will grow and that the branding “I am stupid” will disappear. Please, if you are in South Africa again, I believe that the teachers of surrounding schools can benefit from a training session with you.

The Phoneme Machine has opened so many possibilities for children with speech difficulties. This workshop has been very interesting. I would recommend THRASS to the school where I’m consulting. I am pleased to see how THRASS incorporates auditory perception, something I feel has been neglected in most of our schools. I would also like to use THRASS with children with Down’s Syndrome.

A fantastic course that has brought a 180 degree change in my thinking on THRASS. I came in sceptical re. Commercialism, I now hope you make buckets of money. Thank you for your ‘bravado’ then! Like your associate Glynis, I too relate to the word ‘guilt’ around what have we been doing with children, consoled only that as a remedial therapist, I have ‘stuck’ in other ways than magic ‘e’ and all! At great risk of department criticism! I love your ongoing assumption that children WANT to learn these things. My call from this two days is that tertiary education institutions start to TEACH teachers as these things (6 years of varsity study and I never was taught about a phoneme!). It’s time our government stopped confessing to poor achievement and illiteracy and start considering real solutions! My only question would be …. What If something happened to Alan Davies? Is the THRASS ‘scaffolding’ and support sufficient to stand? Thank you then for your energy, passion and inspiration. Hopefully we all take some subject knowledge back to our practices and make things better! Trust our school engages with THRASS soon. Stunning use of terminology! Way-to-go!

Thank you for a most inspiring course. I feel excited about how through a “play based” programme this can be implemented in our pre Primary School. You have certainly challenged my way of thinking about teaching 3-5 years “to read”. Would love to have you come to our school to do training. A few questions: What about the perceptual motor skills of young learners. What about unqualified teachers, having undergone no training implementing THRASS without training the development of a young child.

I enjoyed the exposure to THRASS. My subject knowledge has been expanded. It has further given me ideas on how to help teachers, parents and learners that have challenges especially on how to tackle spelling problems and handwriting skills. I’m looking forward to a lifelong relationship.

The presenter is dynamic, good facilitation skills. The programme is interesting. If teachers present it well it may help the learners to read, write and spell and pronounce words correctly. I think this course, if we take it as it is, must take a bit longer to train (at least two weeks). Do children have to know what a phoneme/grapheme is before they can read and write?

I was able to rectify the pronunciation of words I had. I also learned about the phoneme grapheme synthesis. Otherwise, there was a lot of information which needed one to digest. Time was too short for all this information. Thank you.

Personal outcomes:- Exposed and thought about the notions of phonemic awareness and graphemic awareness for the first – very useful. New insights into the importance of phonics. Deepening of key questions about “early literacy” in South Africa. Keen to encourage the proposed research initiative in this regard. Thanks. Question remaining, and not adequately engaged: Question transition to English from multiple home language contexts.

I loved it! I often see children with ‘minimal’ difficulties in auditory processing that would benefit from THRASS and would never need speech therapy to remediate! Phoneme Machine has a lot of potential as a remedial tool and a voice output for individuals with limited speech (AAC). These systems are normally extremely pricey and I feel the phoneme machine is reasonable – would love a delay so as to ‘pronounce’ whole word (any generated word and not only THRASS 500). Thanks a million and I wish you all the best on this amazing journey.

Very interesting. I learnt a lot and it will really help me with my class. Really hope that in the future it will be in all the schools around the world. I really wish that it was in the school when my kids were still in school. Thanks for Alan and Hilary. I wish you all success in the future.

An excellent programme! Alan’s enthusiasm and belief in the programme is contagious. I’m looking forward to convincing our principal that we need it for our learners. Your subject knowledge is incredible and I can see that you’ve ‘thunk’ it through.

An interesting conceptualisation of phonics. The grapheme/phonemes approach is great, it offers clarity. I have my doubts about using this programme with young children. I believe they need more concrete/3D subjects and much larger cards. The skills, e.g. spatial awareness etc. are better developed through gross motor movement (outdoor play etc.) Handwriting, the skills, fine motor etc. developed through art, creative activities. However, your kinaesthetic movement music was super – for older children – I think a worthwhile programme.

As a non-specialist, who periodically supervises Foundation Phase students on school experience. I found the course very enlightening. The notion that English is a ‘phoneme-grapheme system’ provided the ‘big picture’ that will inform how I look at literacy education generally. The presentation was engaging, dynamic, purposeful. Impressive integration of learning technology.

Time was short but a lot of information has been put across. The course has been very excellent, and very educative. I just hope if there was a lot to be said on how children with learning difficulties can be fully approached and be assisted through the use of THRASS. So that they can benefit just like the rest of the normal or able bodied. Otherwise, it has been very, very much lively.

This has been an excellent workshop. To imagine we did not have to pay registration fees is fantastic! Incredible learning programme for our little children. Two days were short but I have benefited a lot.

Thoroughly enjoyed it. My learners will benefit from this programme. Hope my school will purchase it.

Most informative and interesting programme. Workshop was interactive. Well presented. As a therapist, I can use this programme to stimulate language during my therapy. Thoroughly enjoyed it.

Wonderful! Thankyou for your enthusiastic presentation. I feel inspired and can’t wait to get back into my classroom to give it a go!

Thank you very much for the opportunity to attend this course and for all the resources that we’ve received! This system has such a huge application to my workfield and it makes me excited to think of ways how I can incorporate it in therapy. I am really looking forward to the THRASS journey.

Loved, loved, loved the course – thankyou! A refreshing answer to many questions – I’m SOLD! No more convincing needed – can’t wait to start.

Extremely inspiring. Have not been bored for one second. Very enthusiastic to start the programme at our school. Have already received the go-ahead from my principal. Thank you for giving me the tools to start this new challenge.

Most interesting and innovative two days, presented in a lively and energetic way. Definitely an approach that we would like to introduce at our school. The purchasing and availability of materials needs to become more accessible in South Africa with prices in local currency.

Very worthwhile – I can see how this will help my teaching and my department. I appreciate the fact that it is being taught in an African setting for African (non-English speaking) children. I also appreciate that I can go home and work it through on-line using the E-mail Course. My biggest dilemma at this point is how to present what I have learned to the staff back home. It was wonderful to be able to network with other educators and to develop contacts here in South Africa. Alan – thanks for being interesting and informative and knowing your stuff and being so well organised. I have learned so much. A huge thanks too for all the great resources. A big thanks to Hilary for helping to get me here.

A very informative course. I realise the need to do it in its ‘completeness’ and preferably throughout the whole school. I can also see the benefit to children with special needs – would like to share this with my friend who teaches autistic children.

Thank you for your passionate enthusiasm about English and unlocking the ‘Code’ of English. I was stimulated and converted, although we still need to work out how to implement it.

A wonderful workshop. It was very informative. The learners will definitely love this way of teaching. There is so many different activities one can do with the learners, involving them and not being bored. Please come to our school and introduce it to our educators. It’s the Western Cape’s turn now!

Why weren’t we taught like this? Thanks for a fantastic course – a mammoth task to cram so much in to two days but a general overview was enough to convince me of the merits of this approach. I have learned so much these two days. As an ex-school teacher now entering into teaching English to foreign students, this approach will certainly be beneficial in the teaching of reading and spelling – the Phoneme Machine is an incredible breakthrough–tool to be used in particular with the adult students. I am totally “bought into” this approach and will certainly present it to the Language Centre staff as a positive aid in the teaching of foreign students. Well done and thankyou.

I thoroughly enjoyed the course. As a qualified special needs teacher, I can see the value of applying THRASS to my classroom and know that I’ll reach those who find English confusing and difficult. I am so looking forward to the challenge of applying THRASS to my classroom. What I enjoyed was the multi-sensory approach and Alan’s passion. I feel inspired to feel guilty about the past, I can’t change it but look forward to the future.

A great deal to evaluate and think about especially after having just attended an IPASA Pre-school Conference which stressed that pre-school children should be developing emotionally, socially and physically to be able to cope with the formal aspect of reading and writing and spelling at the Prep. Excellent presentation. I enjoyed your energy and passion. Thankyou.

THRASS has been an inspiration to us. We look forward to introducing it into our school and somehow uplifting our rural schools through our training programme!

Thank you so much! I feel overwhelmed but very excited and looking forward to start “Thrassing” and journeying in a new approach to phonics – AND shedding the ‘old’.

It just makes more sense out of common-sense! Thanks a million!

Wow, wow, wow! What an amazing way to teach phonics. I am so excited about THRASS, can’t wait to get to school to tell the principal and staff about THRASS. Wish Alan could come to Cape Town. It would be a sin not to implement this way of teaching phonics to our children.

How exciting! Thank you for opening our minds to grapheme, graph, digraph, trigraph, phonics. As per our conversation, we would like you to visit Cape Town to broaden our horizons and give Western Cape educators an opportunity to experience THRASS. As Head of Department I will be initiating the programme in our school and as I have done before invite neighbouring schools. I will email the outcome of the introduction of THRASS to you. Thank you for the vibrant manner in which you presented the course. I will know that it’s not str-ee-t but s t r ee t. Keep well and god bless.

For the two days I was introduced, exposed and trained briefly, how parents and therapists can benefit from the THRASS program. I see many features in this program; it can be used with all learners; that is; its inclusive. What I’m interested in, is the parent programme. Many of our parents are left behind. This is the opportunity to bring them on board about their children’s learning. I love this program!

THRASS Workshop conducted by Alan has been fantastic. A lively, interesting course that has opened my knowledge in graphemes and phonemes. Looking forward to seeing Setswana version. Keep it up.

An outstanding presentation. I am grateful to have had the opportunity to do this course a second time! Anything I may have missed the first time is definitely in place now! I know I made the right decision in implementing THRASS into our school and believe our children can only benefit from this programme. Thank you for allowing me this opportunity. It has been great chatting to so many different people and exchanging ideas and getting feedback from them. You are an inspirational speaker. Thank you for all your hard work in making such a brilliant programme!

Wow! Mind-blowing yet again. I feel entirely inspired doing the course for the second time. I would like to extend my role in my school in the area of THRASS. I feel ambitious and courageous to do staff extension/development and parent training.

Interesting course. A whole lot crammed into two days. Requires a scheme of work for teachers to work with after the course. Entertaining presentation, uses visual, auditory and kinaesthetic learning techniques. Friendly presentation of a radical reading technique. The advantage for Africa is that the programme teaches the 44 sounds of English and will enable correct pronunciation with the tapes, CD’s and Phoneme Machine. It’s a winner because it can be used for all ages and people.

Very informative and fun. Two days, not enough time. Facilitator knows his stuff. Issues about cost but a must to have in our foundation phase schools.

THRASS put to rest a lot of the questions and confusion I encounter with children learning to read with Phonics. I am particularly thrilled because it can be used to address reading and spelling problems of older children who are embarrassed to go back to the letter/sound level of phonics.

At last I could do the long-awaited course and it has exceeded expectations. Now I need to get into the classroom and get rapping! Many thanks. All the best for negotiations with RSA authorities.

Great input, now need hands-on consolidation. Feel it has much potential. At present I feel like a dizzy digraph – but then I am blonde! Hamba kahle, Alan.

The picture is much clearer now. Can’t wait to facilitate/train students on how to implement this. Your presentation is brilliant – thanks for your positive energy and sensitive handling of people and issues. The resources are much appreciated. Would love to get involved in other areas as well, e.g. Parents Workshops. You are walking a courageous, brave walk. Well done!

There is definitely a lot of thinking that has gone behind this programme. The subject knowledge displayed by the presenter Alan – and ‘to be phonetically correct but graphemically incorrect’ [that is, ‘Right Phoneme - Wrong Grapheme’] is INCREDIBLE. The presentation was indeed intellectually demanding but stimulating. I wish I could get a structured, coherent and sequential training so that I can be part of the team in future. The team that delivers and prepares teachers in South Africa. I can almost predict that this is going to be a national project in South Africa and qualified teachers with sound knowledge will be needed. I’m availing myself for that eventually. Please contact me if you will need people, I’m sure you will, on your programme. Thanks.

Though the course was packed in terms of the material covered, it nonetheless appealed to me in the following manner:- It was able to make me see that there is a necessity to change my paradigm as a language teacher, especially in the light of Outcomes-Based Education (OBE). It will definitely help me, particularly in the teaching of Academic Reading and Writing Skills in the Course I teach – English Communication Skills (ECS 1541 and ECS 1641, 1642, 1643, 1644, 1645 and 1646). I will be interested to pilot the programme with our students in ECS and in the foundation programme at my University.

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