Thejaswi Shivanand and Rohan D’Souza This is the second and last part of the article on teaching about caste in urban schools. The course The Centre for Learning (CFL) curriculum for senior school students (Eleventh and Twelfth standard) has a Read More …
Thejaswi Shivanand and Rohan D’Souza This is the first of a two-part article on teaching about caste in urban schools. The authors’ interactions with teachers from different schools over the years have indicated a woeful non-engagement, especially in urban schools, Read More …
Teachers are a harried lot and have their everyday concerns. But it is the reflective teacher who stops to think about what she or he is doing who goes to become a happy and successful teacher. It is this process of reflection or action research that helps in teacher development. Three real cases have been cited here to show that when a teacher feels unsettled, it is then that her journey to development begins
Baishakhi Dutta, Saraswathi Moorthy, and Sugra Chunawala
When teachers in a college observed the frequent sick leaves that their students were taking, they knew it was time that they sent across a ‘healthy’ message to their students.
Dipankar Bird Chorne
How popular is the blackboard in today’s times versus the smartboard? Do teachers still feel comfortable with a simple chalk and talk lecture? This short article is a mini survey carried out in Kolkata by a student. The findings are interesting.
Learning how to measure the lengths of objects often proves tricky for children. Despite teaching the lesson on measurement this teacher found that his students had not yet learnt how to measure the lengths of objects accurately. He therefore decided to conduct a small experiment in class to find out where his students were going wrong and device another strategy to teach them.
Pooja Birwatkar and Sugra Chunawala
India is a land of diversities. Why then are our classrooms treated as a homogenous group? Children coming from different backgrounds bring with them their own knowledge of their culture and society. When we teach let us not disregard this knowledge of theirs. By not acknowledging this diversity of knowledge in the classroom we are producing confused, passive, or indifferent students. Based on a small study by the Homi Bhabha Center for Science Education, the authors here share how science teachers can respond to this diversity in their classrooms.
At different points of time a teacher is called upon to do things other than just teach her subject. She often has to play the roles of a mediator, counsellor, confidante, etc., for her students. This writer invites all teachers to share and document their knowledge in playing these different roles so that we can all teach and learn from each other the art of being a complete teacher?