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.
What is teaching philosophy? How important is it to have one? Does it change as a teacher grows in her profession? What influences a teacher’s teaching philosophy? We went searching for these answers to five teachers from very different streams of education.
Can a school have regular classes on culture? Can it be made a part of the school’s curriculum? Culture is shaped partly by our attitude and behaviours which we replicate from society. But most of this learning falls outside the curriculum. In this article which is the lead story in this issue, the author argues that there are many other things we learn along with geography, history or science or math. Students learn that not all people are equal, that some are rich, some are poor, some are capable, others struggle etc. But what they do not learn is self- awareness. It is this that must be taught to children.