New and unfamiliar

Usha Raman
The new academic year has begun on a totally different note – online classes, reduced syllabi and of course, new students meeting their teachers for the first time online. How has the experience been both for teachers and students? It is important that teachers share their experiences about what works, what doesn’t, what frustrates, what gives joy – with their peers as well as those in the teaching fraternity.

Reinventing math

S Sundaram It was in early January that Teacher Plus asked me if I would be interested in guest-editing a special issue on math to be published in June 2020. I said yes immediately almost without thinking. Only a few Read More …

Amid the uncertainty…

Usha Raman
In the past few months the world has changed like we never imagined it would. Everybody is trying to understand and adapt to this new reality. Some of us are comfortable in our homes but many others are dying on the roads. Elite schools have managed to put temporary education systems in place while the less fortunate schools are struggling. And even while each of us tries to grapple with this ‘new normal’, Teacher Plus brings you its second mathematics special issue. Some things must carry on.

Learning from COVID-19

Usha Raman
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.

Calm the butterflies

Usha Raman
Anxiety is in the air. With exams round the corner one can see worried students, parents, teachers and schools. But anxiety brings with it stress and associated concerns. It is time that we started dealing with this anxiety differently and also showed our students and other stakeholders how they can be more positive and a little less stressed around this time every year.

Understanding diverse contexts

Usha Raman
How can children be exposed to diverse contexts so that they can understand the complexity of the world — people, places and culture? How can they understand that politics shapes our world just as much as science, technology and economics? For this the classroom can be a safe space to know and accept the different ways of being. Inside the class, they have the opportunity to ask questions freely and also have a teacher to explain what it all means.

Caring for the carers

Usha Raman

We all agree that teaching is a strenuous job and while we identify several reasons for this, we never look at care giving as a possible cause that leads to teacher stress and burn out. Of all her different roles and responsibilities, care giving takes a lot from the teacher, both mentally and physically and this is why the school should build a system to care for and support their teachers.

The teacher at work

Usha Raman
This Special issue, curated by one of our long-time contributors, Neeraja Raghavan, is the outcome of an idea to get teachers to reflect on the contextualization of their lessons. The articles that we received reflect the level of detail and the diversity of the teachers’ lived experiences. If one teacher brought alive ancient cities in ruins through a contemporary experience, another showed how to develop English textbooks from the children’s own experience. In other words, ‘indigenous pedagogy’ is really all around us.

Winds of change

Usha Raman
The draft of the New Education Policy was released in May this year. Ever since it has generated a lot of debate on what it proposes to do and what it does not. And while a lot of people are getting into this debate of the NEP, the people conspicuous by their absence are the teachers and school administrators and children–incidentally the stakeholders that the policy will most affect. While nobody may ask us for our views on national tv it is still very important that amongst ourselves we discuss the provisions of the NEP and see how we can bring some parity between our own vision for education and that of the top authorities.

Why Fridays matter

Usha Raman
How can educators introduce conversations around big issues in the classroom and how can children be helped to think differently when it comes to tackling these issues? Fifteen year-old Greta Thunberg has been an inspiring voice, calling governments across the globe to tackle climate change. It is now up to educators to support the participation of children in movements like this so that they understand what is happening around them and also give them the intellectual tools to navigate through these trying times.