R.S. Praveen Kumar
It is never easy for those living on the fringes to find their place in society, to chase after their dreams. As the more privileged, it is up to us to help them become a part of the society. The Telangana Social Welfare Schools are showing us how to, by lifting such children from the margins of the society and helping them soar.
The education of its citizens is one of the primary concerns of every nation, which is why the formulation of education policies are often long drawn, critical exercises. Since independence, India has had three National Education Policies, each reflecting the hopes and vision of the country at the time. We present a brief history and analysis of some of the highlights in each policy.
One of the most important aspects of NEP 2020 has been its emphasis on Early Childhood Care and Education and recognizing this foundational stage of education as a continuous process of learning leading into primary school. While the Policy clearly states how it hopes to make this group of children ready for the primary stage of schooling, there is no talk about whether schools in the country are ready for them.
Ishika Ramakrishna and Krithi K. Karanth
EVS is a subject that finds its place on the time table of every school. However, it is also a subject that does not get the importance it deserves. If EVS is taught unimaginatively and out of context, how do we expect children to be sensitive to the needs of nature and help conserve it?
Chintan Girish Modi
Conservation and protection of the environment is a concern that everybody including young children should be aware of. But how does one introduce this topic to them? How do we make them realize the magnitude of the issue? How do we get them to start thinking about the environment? Meghaa Gupta’s new book is a good way to start.
The chalk and talk method only encourages rote memorization and does not help imbibe knowledge. If one observes indigenous ways of living, knowledge is gathered through experiences, by doing, feeling and touch. When the senses are involved, learning is automatic. In our classrooms too, it is such experiences in context that we have to provide if our students are to learn.
Within the confines of their homes and away from the boundaries of the classroom, how are children learning? Are they distracted, anxious and worried? Has the pandemic negatively affected their mental health? In times like these, how can teachers structure care and make learning a joyful experience for children? After all, teachers have always had an additional responsibility as careers.
The pandemic has pushed teachers to come up with innovative measures to enable learning in a wired world. Simple activities to develop social and emotional skills can be taught. Educators and parents need to use this time as an opportunity to learn new skills, to easily move out of the ‘two covers of the textbook and four walls of the classroom’ and understand that the joy of education is to discover the unknown.
A corollary of the virtual classrooms has been that parents are now able to watch the teacher’s every move hawk-eyed and what is more they don’t think twice before interrupting the teacher or pointing out her flaws and mistakes. But as the parents are watching the teachers so also the teachers are gauging parents. Here is a teacher’s fun list of the kind of parents she has ‘virtually’ met so far.
Chintan Girish Modi
We have all heard about leadership training for teachers. But does this training extend to the students in the classroom as well? What do students look for in a class leader? Leadership can mean different things to different people. The Little Leaders series of books can be a value addition to your school library, apart from inspiring conversations about young people who followed their dreams despite all odds.