It’s been a strange few weeks. As the panic around the new virus known as COVID-19 spread across the globe after having brought China to a virtual standstill, most institutions of learning in the country – schools, colleges, universities – decided to suspend face-to-face classes and let children stay home.
Do teachers fail at any point during their journey as a teacher? Do they have self-doubts? How do they approach or view failure and achievement? Is the so called ‘perfect teacher’ a myth? Most articles by teachers showcase successful strategies for student and classroom management, but there are very few examples of ‘teacher failure’ or even training for teachers to cope with classroom failure
School curriculum is organized by subjects, and subject content is decided by subject area experts. In that sense, we teachers become dependent on experts. If experts change their mind or disagree with each other, it leaves us in a dilemma. Who do we agree with? This leads to even more vexatious important questions: What do we teach? Why? This is a fictional conversation between two teachers trying to
Action research helps a teacher to enhance her reflective practices. It gives her a glimpse of the learning patterns, learning attitudes, gaps in learning and empowers her to use fact-based data to drive, explore and experiment to improve or innovate upon these patterns. The author illustrates this with an example from her own experience.
Students live tough lives. While grappling with psychological challenges and under constant scrutiny for their academic performance and behaviour, students are expected to “fit” into the standard norms we have set. We do not appreciate any kind of deviation. With pressure from parents, school and the society to be a certain way, what the students put at stake is t
Drug abuse is so rampant these days that it is no longer a secret; no longer something that only the “naughty” children do; and not something that we can ignore anymore. With dissatisfaction, emotional instability, stress and depression on the rise, more and more youngsters are falling prey to this vice. As their teachers and parents, let us arm ourselves with enough k
Mangrove forests are a national wealth. They protect coastal areas from natural disasters, provide food for their inhabitants, are home to a variety of wildlife, provide a safe breeding ground for many species of fish, sustain livelihoods and are now also a popular tourist destination. When this rich and vibrant habitat gives us so much, the least we can do is to protect an
Mohit K. Sharma and Gaurav Sikka
In order to implement a progressive approach in today’s teaching-learning milieu, the shackle of a traditional and mundane teaching approach needs to be broken. This can be done by including adventure learning or explorative learning. This article focuses on a trip to Milam Glacier in the Kumaon region of Uttarakhand.
Is experience essential for children to learn concepts or trigger fresh ideas? Can teachers create appropriate experiences that can act as stimuli for children? How does language contribute to this process? This interesting article tackles this topic in the form of a fictional conversation between two teachers.
How do teachers work as a team at different levels ---- within the classroom and outside or even through the life cycle of the children? When a group of teachers works pedagogically, the real learning for students lies in the nature and quality of relationships among the teachers themselves. Children learn more from observation and can see if teachers are truly coming toge
A teacher not only teaches her students but also cares for them and this can cause her a lot of emotional and mental stress. Care-giving requires you to be empathetic, understanding, patient, and emotionally available to your students. In the process of giving so much, teachers hardly notice, until too late, that they are experiencing symptoms of burn out. Teacher
There are a lot of people doing some very good work to improve the education system of our country. In this interview, eminent educationist and founder of the Muktangan Education Trust, Elizabeth Mehta, shares her thoughts on teacher education in India, the challenges and the role of the government in producing better and more effective teachers.
It is not the first and certainly won’t be the last time that a state government announces its decision to enforce English as the medium of instruction in state-run schools. With the Andhra Pradesh government the latest to join the English medium bandwagon in order to attract parents and children, we must realize that any new measure undertaken to boost publ