Scholastika Massawe

Passionate teacher dedicated to creating, implementing and assessing instruction to meet student needs. Design and plan daily unit lessons and motivate and manage classes of up to 50 students. Energetic and hardworking individual with excellent communication and organizational abilities.

• University of Strathclyde, Caring for Children Moving Alone, 2020
• WHO, Introduction to Covid-19: Method of detection, Prevention Response and control, 2020

• Nieto/Rudman Endowed Scholarship, 2023
• College of Education Summer Scholarship, 2023
• Fulbright Foreign Language Teaching Assistantship Award at Five Colleges Language Centre, 2021-2022
• Best and Outstanding Academic Student Award at the University of Iringa, 2017
• Outstanding Academic student and role model of the year at Edmundrice Sinon High School, 2013-2014

• WHO, Data collection using interviews and GPS, 2020
• Tanzania Institute of Education, Freelance Translator, 2019 to present
• Institute of International Education, Reviewing Fulbright proposals for mid-year conference November 10th-29th, 2021, 2021
• Institute of International Education, Translating English and Swahili texts, 2019 to present

• University of Massachusetts Amherst, 2023, 26th LLC Conference Presentation, Effective strategies for transitioning from Mother tongue instruction to English Medium of instruction in Developing countries
• University of Massachusetts Amherst, 2023, Research Assistantship Position, A review of literature on paraeducators
• University of Dar es salaam, Tanzania, 2019, Department of Foreign Languages and Linguistics, Research paper topic: "Investigating teachers' and students' preferences for different types of feedback." The study was guided by Vygotsky's interactionist and sociocultural perspectives. Using mixed-method research, the study found that teachers and students had different preferences for written corrective feedback. Teachers prefer indirect feedback because it engages learners in a more profound form of language processing, while students prefer direct feedback because it provides sufficient information to resolve complex errors. The implication to the language teaching practice is that for feedback to be effective, teachers should positively negotiate for meaning with students regardless of their feedback preferences.
• University of Dar es Salaam, Tanzania, 2018-2020, Thesis topic: Comparing the Effectiveness of Direct and Indirect Feedback in Correcting Errors on Spelling, tenses, and Grammatical Numbers among EFL Learners., Corrective feedback is an effective tool for error correction in second-language teaching and learning. In this thesis, the effectiveness of the two types of feedback did not show any significant differences in correcting three grammatical errors. This study recommends a longitudinal study to capture the complexity and dynamics of students' preferences in relation to these two types of feedback.
• University of Iringa, 2016-2017, Department of Education, Thesis title: The Relationship between Teachers' job satisfaction and job performance. A case study of Tanzanian secondary school teachers. I worked with two students, from proposal writing to a complete thesis. The study found many factors affecting teachers' job satisfaction, including the lack of motivation in the teaching profession. Using a descriptive-correlational research design, the study found a significant relationship between teachers' job satisfaction and performance. Based on the study, if teachers are not satisfied with their jobs, it affects their jobs' performance and students' future and welfare.