Why do we value only that which is measurable and devalue things that cannot be measured? Math, science and computers are valued because they can be measured in terms of their gains to the establishment while the other subjects are not. Schools are places of learning and an approach where the difficult- to- measure attributes are given due attention will make for a more sensitive and humane society. Our Cover theme this month explores the science versus the arts narrative.
The idea that the school is a safe haven is fast turning utopian. From the moment a child leaves for school until he gets back home safely, a parent is more often than not anxious. Transport mishaps, accidents on the playground, physical and mental abuse, infrastructural lapses, danger seems to be lurking everywhere and all the time. Let us work to make schools safe again.
Do teachers model themselves on their own teachers or memories of their teachers? It seems so considering that nearly eight teachers recalled how their teachers influenced them. From trying to be kind to developing an ability to laugh at oneself to finding a passion for story telling—- all the teachers that the author spoke to were able to narrate instances where their teachers encouraged them to seek new learning all the time.
Corporate schools, entities that educationists love to hate. And yet every street corner in India houses a corporate school. What are these corporate schools? Why are they so in demand? With all their flaws maybe these schools doing something right to make them so popular? An attempt to demystify corporate schools.
Devika Nadig and Vijay Gupta
How can teachers plan, observe, intervene and assess their own teaching so that it leads to better and more effective interventions? The authors propose this idea of Action Research where teachers themselves become researchers in the classroom and also give three reasons why teachers should be doing this research. From becoming more reflective and thereby enhancing their own learning to transforming the school into a learning organisation, teachers end up finding thier own answers to the problems they face. What can be more empowering than this?
Is good quality education available to everyone equitably? Learning is continual and an ongoing process and knowledge has to be acquired but the path to open access and free knowledge is not entirely straight. Open Education believes in a world where everyone,
Change is constant. Change is inevitable. Yet most of us are afraid of change,
In a school’s academic year, how are things planned and executed with precision? From teaching, testing and evaluating all that needs to be evaluated and including all the co- curricular activities that form part of the curriculum, it is indeed a tall order. Given that our country has three national syllabi and two international curricula, there are bound to be conflicts with so many different boards following different calendars. Do schools have any flexibility in planning their calendars? How do school heads face these enormous challenges that crop up? Does a packed academic calendar result in student fatigue? Do schools create spaces to facilitate students’ emotional and spiritual well-being? Our cover story by a leading principal and the additional articles accompanying it throw light on some of these issues so that both school heads and teachers can plan out their days more efficiently.