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Words Unlimited Are you curious about the English language? Ever wondered how certain words, meanings, phrases originated? In his quintessential light-hearted manner, S Upendran tells us the stories behind words and phrases.

REDISCOVERING SCHOOL SCIENCE

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Rediscovering School Science

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TEACHER PLUS July 2020

Editorial

First Steps

A clutch of immoral letters Ratnesh Mathur and Aditi Mathur Children are often confused with terms like ‘trust’, ‘honesty’, ‘responsibility’. When adults or parents use them in everyday conversations, there is a sense of contradiction. So how can children deal with these abstract emotions? Would it not be better if they were allowed to just find out for themselves, learn and understand and find their path?

Resources

Treasures linked to geography CIPAM team

5 6 9

Cover Story

When students’ voices take centre-stage Fiona Vaz Active Learning engages students in two ways - doing things and thinking about the things they are doing. In order to learn, students must do more than just listen. They need to read, write, discuss or be engaged in solving problems. But why do most schools and teachers resist adopting Active Learning methods in their classrooms? The reasons are many, ranging from a vast syllabus to class control and even time management. This month’s Cover stories explore the relevance of these methods and even highlight some strategies that can be adopted.

Sing, draw, play or invent Hanza George, Anisha Malhotra-Dalvi, Adithi Muralidhar, Savita Ladage and Sugra Chunawala

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Off the library shelves

Emotional literacy through picture books Lakshmi Karunakaran The role of a library educator is not merely to give access to books, but also to nurture children's socio-emotional and cognitive growth. The article highlights the author’s experiences of how a library can address the emotional needs of all children, including those who are ‘at risk’ or/and are from marginalized communities.

Things to think about The queen of all subjects Aditya Rao

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A Step Ahead

Untreated pandemic Neerja Singh Taking off from the ‘Bois Locker Room’ incident, the article does some plain speaking asking parents to stay informed, aware, open and relevant to the confusing world their children inhabit.

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Project

The Pyramids – a cross-curricular trip Sunita Biswas For centuries, the pyramids of Egypt have been a source of wonder because of their size, the complexities in the construction process and about the men who created these enduring marvels. So, in the school curriculum, how can this topic be dealt across all disciplines and not just history? Here is a fascinating insight.

Cogitations

Curriculum, and Forms of knowledge Prakash Iyer

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Classroom Update

Getting down to the micron Meena Kharatmal and Nagarjuna G Observing and measuring or even estimating a very small size as a micron has always been a challenging task for teachers. Here are some activities using simple conversion methods so that it helps to estimate in microns. It is essential that teachers get introduced to this idea as only then they can teach students.

Profile

Our journey with books Nimesh Ved and Anshumalika Rai

Editor Usha Raman

RNI Publications Consultant K Raghurama Raju

Editorial Team M Nirmala Shalini B Sushma Rana

Teacher Plus is supported by Azim Premji University

Layout & Graphics Rajendra Kumar S Social Media Jamuna Inamdar Circulation N Srinivas

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Research in Action

How does practice change?

Neeraja Raghavan How can a teacher turn reflective and transform her teaching practice? What are her underlying beliefs and can she change them? Or perhaps revisit them? While there is no prescription for a teacher to turn reflective, it is clear that this is a journey. And in this journey, the teacher can adopt a few practices that may help her reflect.

Finding My Own Path

When hands-on learning became a habit Varsha Singh The invisible route to language Vatsala Hegde

The views expressed in the magazine are those of the authors and not necessarily those of Teacher Plus.

Similarly, mention of products and services by writers in the magazine does not constitute an endorsement by Teacher Plus.

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The Other Side

Individual vs collective learning Anuradha C With every activity in life shifting to a contactless mode due to the pandemic, is it time to reset the education button? The first visible signs are the mushrooming of online classes and webinars but can education really be delivered from a distance?

Comment

I want to be a teacher…

Shirisha Konduri

Notes from a Teacher's Diary Roopa Vinayak Ram

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Book Review

Every boy has a story Chintan Girish Modi

Unsolicited submissions are welcome. Please address all correspondence to Teacher Plus A 15, Vikrampuri, Secunderabad 500 009.

Telangana. India.

Tel: 040 2780 7039. editorial@teacherplus.org www.teacherplus.org ISSN No 0973-778 Vol. 18, No. 6; Pages 60

50 52 54 56

Cover Illustration Sarada Natarajan is now Principal of the Bengaluru School of Visual Arts Evening College, Karnataka Chitrakala Parishath. She recently completed a postdoctoral stint with Forum TransregionaleStudien and Humboldt University, Berlin. A trained Carnatic vocalist, she writes and illustrates for children. She can be reached at <sarada.natarajan@ gmail.com>.

EDITORIAL

New and unfamiliar

T

his new academic year is unlike anything we’ve seen before. For one, we have come into it without any sense of closure of the previous year, which had to abruptly be taken out of our classrooms and onto small screens. For another, we had to curtail many of our academic programmes, reduce syllabi, and make allowances for those who could not join online. In addition, many schools (and teachers) simply did not have the facilities or the level of comfort to use the online medium effectively.

A new academic year for most of us means a new group of students with whom we have to do the important work of relationship building. For ‘subject teachers’ who function across grade levels the situation may be a little better as they may have met the students already in the previous classes.

For others, it is a daunting prospect to meet this new group for the first time from behind a screen.

What are their individual quirks and characteristics?

Are they shy or outspoken, focused or distracted?

Do they need additional support or motivation or just ordinary prodding? It’s hard to know all of this without the rich immediacy of the physical classroom.

the knowledge (tentative as it may be) gained from it that can help us not only understand better how we manage the present, but also, perhaps, think through new models of engagement that could work in different contexts.

We at Teacher Plus have also been trying to figure out what it means to run a magazine in these times.

How do we think about teaching and learning resources? What new issues are relevant and urgent?

What do teachers need to keep themselves up to date and motivated? As you know, we have suspended the printed version of the magazine and for the moment are completely online. I am conflicted about giving up the paper version, but at this time we have no choice. We’d like to hear from our readers how all this is working out for them – and to let you know we will continue to be there for you, in whatever form we’re able!

In the meantime – take care, and stay safe!

While online courses have now existed for years, their efficacy has been tested mostly among adult learners, groups who tend to be particularly motivated as they (generally) seek out these courses on their own. The situation with school education is quite different, and this global experiment that’s been forced upon us will give us a lot to think about and learn from – about how children learn (or not) at a distance, how we build relationships with different age groups in such a context...in fact, about the role of social and relational dynamics in learning.

It’s important that we take note of our practices – what works, what doesn’t, what frustrates, what gives joy – and share our experiences with our peers both within our schools and across the teaching community. It is from this shared experience and

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A clutch of immoral letters Ratnesh Mathur and Aditi Mathur Dear Mummy and Papa Trust is such a big problem. I don't like it. Please do not trust me. When you say you trust me, this puts pressure on me. I don't like trust.

You say you trust that I will keep my word. But many times I am not able to. Sometimes because I gave that promise only because you wanted me to (and I didn't really want to) â&#x20AC;&#x201C; like the promise of not eating that chocolate before dinner. Then you said that I had broken your trust. I don't like trust.

You say you trust that I will not tell lies. But many times, when I'm simply scared of being scolded, I tell lies. I was scared when I did not complete the project so I told you that my teacher liked my work. Then you saw my diary and the teacher's note and you said that I had broken your trust. I don't like trust.

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You say you trust that I will live up to your expectations. But the other day when I was teasing my friend badly, you said I had broken your trust because I did not behave properly while you expected me to behave like a good boy. I don't like trust.

Can you leave this trust and honesty and all these words and things and all that?

Can I not just be myself and explore, how I want to live and make sense of this world and learn and grow?

I don't like trust.

Yours "truly"

Photos courtesy: Aarohi/Ratnesh and Aditi Mathur

First Steps

Dear Honest People I am struggling to understand honesty, so I need your help.

Sometimes people tell me that I am being dishonest.

But I think that I am being honest. I am being honest to my needs and wants. I, according to what I need, share whatever will fulfill my needs/wants. Maybe what I am saying is not honest to your needs, but it is honest to my needs/wants.

The other day I called an aunt of mine and I asked, “How are you?” and she replied, “Fine”. But she was not actually fine. Her migraines have been active recently,her washing machine was not working properly,her son was having some problems in his college, etc. Obviously she did not share her list of problems with me. She said, “Fine”. In a way she was being honest to her desire of not burdening me with her problems.

Few years ago, in my school, the teacher talked about the sun rising in the east. But then recently I figured out that the sun does not rise anywhere, it is our earth that keeps going round and round the sun. I guess my earlier teacher was just being honest in fulfilling her need to create a convention of directions and give vocabulary to what we see (and not necessarily the reality).

Yesterday my mom asked, “Have you done your homework?” and I said “Yes”.

I think I was being honest. One, I was honest to my assessment that this much homework was enough.

Two, I was honest to my ‘want’ of not doing more homework. I know I had not done all that the teacher had told us to do, but then is honesty about meeting other people’s requirements or my own needs?

I think I am never perfectly honest nor perfectly dishonest. I also think I need not be so. I think I will always be moving somewhere between these two extremes, on the continuum of honesty. I think when I am aware of where I am on this honesty continuum and why I am there and how it is affecting me and others and the consequences of my being there, it's alright. I think when I am not aware, I will learn something or other by being unaware too, so that is also okay.

Also, the other day when I asked my friend for his basketball he informed me that it was deflated. Just five minutes later, I saw his sister playing with the ball. First, I was hurt that he was being dishonest to me. Later, I thought that he was honest to his need of not having to follow up with me to get his ball back.

When I thought of his intentions, I felt some peace within me, as I understood his needs (though I still wanted the ball).

So please help me to understand this whole business of honesty and dishonesty when we are neither actually honest nor dishonest at any time. We are just genuine people with genuine needs and wants and have different ways of fulfilling them.

Dear Responsibility I love you. Not for what you are but for what you give me.

People talk about me being a responsible child.

In most cases, they mean I should be responsible for various tasks given to me - like a clean room, belongings, chores, school work, etc. They want me to show responsible behaviour. But by doing all this, will I become responsible? Or do these form only one small part of responsibility?

When I go out with my parents, they seem to be responsible for my safety. Then when I leave their hand and run around, they chide me for being TEACHER PLUS, JULY 2020

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irresponsible. But then, if I was never really given the responsibility of my safety, how can I be expected to be responsible? It's the same with studies and education. Teacher and parents, all seem to take this responsibility so seriously, then I am hardly left being responsible for myself and my learning.

But surprisingly, when I play with the salt shaker on the dining table, my parents get irritated and they blame my behaviour for their irritation – as if I am responsible for them. Am I responsible for them or are they responsible for their emotions? And in the

same way, are others or situations responsible for my emotions or am I responsible for my emotions?

The other day when I kicked my friend because he was shying away from doing the project work, I was called irresponsible. But was I not (like adults) being responsible for the work and by kicking my friend, ensuring that it is done? So is responsibility important or how I express that responsibility that is important?

Am I responsible for my actions or intentions?

Am I responsible for achieving the result or am I also responsible for the means I choose to achieve it?

The other day my momma gave me the responsibility of cleaning the courtyard. But sis was feeling unwell so I thought of taking care of her which was actually not my responsibility. But by doing so, I couldn't tidy up the courtyard. Fulfilling one responsibility affected fulfilling some other responsibility. So where do I stand?

In a similar way I take, eat and finish all my meals myself but I pick out all the vegetables. But then is 8

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responsibility fulfilling my needs or is it fulfilling my parent’s needs?

And on top of that who is responsible to decide which one to follow?

The way I see all of the above is that responsibility gives me choices. When I do not have any responsibility (e.g., The teacher is telling me to finish the full page), I do not have any choice. But when I get responsibility, ‘Do what interests you on Sunday’, then I have so many choices and I need to think

really hard. And even if I made a terrible choice, I am still responsible for that choice – isn't that amazing learning?

You see in some ways when I do not have a responsibility, I am a mere follower of others’ expectations or requirements. However, when given the responsibility, I automatically become the leader (of myself).

Now you know why I like you, Responsibility.

Warmly A leader Aarohi is an Open Learning Community for learners of all ages,open to all kinds of interests, abilities, styles and content areas. Learning by doing what one wants, how one wants, and self reflection. It is a Community to co-live, co-learn and co-support each other. Aarohi's Campus is in a village near Hosur in Tamil Nadu (55km from Bangalore).

More about Aarohi <https://aarohilife.org>.

Resources

Treasures linked to geography CIPAM team

T

alking about Intellectual Property Rights (IPRs) with students has been the focus of this column for the past couple of months. We are confident that the readers, in their role as educators, realize the potential of IPRs such as Patents, Trademarks, Copyrights and Designs as measures of innovation for a country and also realize the significance of the same in the lives of our students.

Understanding Geographical Indications Geographical Indications (GIs) are an IP Right that extend protection to mainly agricultural, natural or manufactured products such as handicrafts and industrial items produced in a certain geographical area. Geographical Indications are a community right granted to rural and indigenous communities for their indigenous knowledge of these products.

This article however shifts its focus from private IP Rights to discuss a community IP Right known as Geographical Indication. A reflection of the diverse culture of our country can be seen in the numerous handicrafts, textiles, manufactured products, food stuff and natural products that have been with us as age-old traditions, passed on from one generation to another. Famous examples of such goods and products include Kathputlis of Rajasthan, Darjeeling Tea of West Bengal, Pashmina Shawls of Jammu and Kashmir, and Kanchipuram Silk of Tamil Nadu to name just a few. All these products are protected as Geographical Indications.

India has a rich stock of products that are intrinsically linked to the culture and traditions of its communities. These are treasures that not only aid in supplementing incomes to our rural artisans, weavers, craftsmen and farmers but also significantly contribute in popularizing their geographic origin.

The economic potential of these goods is very wide and thus, to prevent the unauthorized use of the same and subsequently protect livelihoods of communities involved, GI protection is essential.

Photos courtesy: CIPAM/Simran Sachdeva

Introducing the subject to students A good way to introduce the subject to the students can be through a small GI quiz. You may ask the students the following question – “To which states do these products belong – Madhubani Painting, Chanderi Saree, Darjeeling Tea, Pashmina shawl, Kinhal Toys, Patan Patola, Phulkari, Naga Mirch,

Phulkari design TEACHER PLUS, JULY 2020

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Cheriyal Paintings

Bastar Dhokra

Muga Silk, Feni?”. As the students correctly identify the home states of these goods, let them know that all these are known as Geographical Indications. These are invaluable to Indian heritage and culture and are mostly produced by rural communities of craftsmen, farmers and weavers. Each has an interesting process through which they are created and unique features attributed to them. The GI tag indicates a legal protection given to these communities by the government with regard to the goods produced by them.

Warli Painting

Mysore Rosewood Inlay

Indications of Goods (Registration and Protection) Act, 1999.

Alternatively, you can show the students photos of various GIs and ask them to identify the same along with their geographic origin. A few examples are as follows – Further to this, you can ask the students whether they know the first registered GI of India. It is the Darjeeling Tea which was registered in 2004!

For more information on various GIs of India, teachers may visit wahgi.ncog.gov.in.

Why should Geographical Indications be protected?

Geographical Indications extend legal protection to goods under the category of handicrafts, textiles, manufactured products, food stuff and natural products. The GI tag, when granted to such a product, assures its quality, uniqueness and authenticity. It also prevents unauthorized use of a registered GI by others. As an example, Darjeeling tea is one of the many registered GIs of India, and so those selling other varieties of tea under the label ‘Darjeeling’ can be punished.

The legal protection given to GI products has allowed the promotion of their exports. In India, the GI Registry, located in Chennai, is responsible for the registration of GIs. The registration and protection of GIs is based on sui-generis legislation, Geographical

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GI logo and Tagline: A mark of authenticity The GI logo acts as a certifying mark that is used to identify all registered GIs irrespective of the categories. The tagline (Invaluable Treasures of Incredible India) represents the spirit of Geographical Indications of India and is helpful in effective branding and promotion of GIs. This also helps in engaging more people on the subject of GIs and making them aware of the benefits of a GI tag.

The logo and tagline were crowdsourced through a contest published on www.mygov.in. Over 1200 entries from across India were received from which the logo and tagline were chosen!

• A fruit • A main course • A dessert

c) What parting gift would they offer the guest and why?

The meal and the gift must be registered Geographical Indications!

Geographical Indications might not be directly related to most students. Even so, this knowledge can still encourage them to empower communities involved in creating such traditional crafts that they may come across. We all can contribute to the promotion of GIs by gifting these beautiful handmade creations to our friends, relatives and loved ones on important occasions and festivals. India’s treasure trove of GIs is so huge that more than 350 GIs have been registered till date. There is an abundance of options to choose from!

Geographical Indication v/s Trademark – What’s the difference?

Geographical Indications identify products that arise from a particular geographical area/region and possess certain characteristics. A trademark on the other hand is used during a course of trade and distinguishes various goods and services from each other. Thus, a Trademark identifying a business of say, biscuits that are manufactured all over India, cannot be granted a Geographical Indication tag.

For more information and online resources to talk to students on the subject, teachers can visit the website www.cipam.gov.in.

The Cell for IPR Promotion and Management (CIPAM), is set up under the aegis of the Department of Promotion of Industry and Internal Trade, Ministry of Commerce and Industry. CIPAM addresses the identified objectives of the National IPR Policy. If any school is interested in organizing an IPR awareness session for their students, they may write to <cipam-dipp@gov.in>.

Another point of difference is that Geographical Indication is a right granted to a community whereas Trademark is a private right.

Now that students are familiar with Geographical Indications, you may use the following activity to conclude the discussion with them. Share a list of registered GIs with the class for their reference (this list is available at www.ipindia.nic.in/registered.gis. htm). Now ask the participants to: a) imagine a celebrity/person of historical importance/fictional character whom they wish to invite home for dinner and the reason why they would like to invite that person. b) what meal would they serve to their guest? The meal must include the following • A drink TEACHER PLUS, JULY 2020

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Active Learning

When students’ voices take centre-stage Fiona Vaz

I

n the past few years, considerable attention has been paid to improving the educational outcomes for children. Schools serving students from all socio-economic backgrounds are expending more efforts to improve learning outcomes and to create adults who can flourish at a global scale. However, schools in India tend to be quite resistant to change.

Pedagogies that have seemed effective continue to be used since teachers and schools get comfortable and better versed with the methods that they are familiar with.

Amidst the pulls of staying with what has worked in the past and the push of wanting to adopt the new, traditional classrooms in urban, peri-urban and rural schools are trying out digital learning using projectors, smartboards, tablets and the Internet.

Some schools are adopting alternative co-curricular and extra-curricular activities such as drama and theatre and sports to enhance student leadership, newer approaches to teaching STEM and to build critical thinking and so forth. All these learning 12

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methods, aim to change what has remained at the very core of the Indian education system – the culture of silence on the part of the students and the authority of the teacher as the sole person possessing and disseminating knowledge. Given all the efforts being made, in multiple directions, is an exploration on active learning even relevant?

According to Nilesh Nimkar, Founder and Director of QUEST Education in India that works with schools in rural Maharashtra, active learning is not a reality in most schools. “As far as rural elementary schools are concerned, the upper primary grades (6-8) largely depend on the old chalk and talk way of teaching, based on the prescribed textbook. There is some shift of approach visible in primary grades where teachers try to increase children’s active participation using some concrete materials or by planning group activities,” he says. Nilesh observes that these changes however are not consistent across grades and even across different student demographics.

Those who are marginalized continue to be taught

Photos courtesy: Fiona Vaz

COVER STORY

in methods that limit their participation in their own learning process. Students belonging to tribal families, for example, are engulfed in a culture of silence and consider the teacher as the centre of knowledge.

Active learning in schools and classrooms Active learning is a form of learning when students are actively involved in their own learning process instead of being passive recipients of information shared by teachers. Active learning can involve students asking questions, participating in group work, demonstrating their learning through activities or constructing their own experiments to uncover scientific principles. Active learning democratizes the notion of who is the wielder of knowledge, as knowledge is constructed and built upon by everyone involved as opposed to being transmitted from one person to another or from one person to a group of others. It negates the position of the teacher and the textbook as the only source of knowledge, yet at the same time does not make the teacher redundant. The teacher’s role continues as one who plans lessons, directs students and facilitates

their learning while at the same time increases the involvement of students. Active learning has several benefits apart from creating a culture where every voice is welcome. It helps students to think critically, builds their communication skills, and keeps them engaged in the learning process. It can, however, be time consuming. The process of discovery cannot be prescribed; a student’s ability to find his/her confidence and speak in class or even in a small group cannot be predicted. Hence, given the load of the syllabus to be completed within a time-frame, teachers might rely on the chalk and talk method where students’ involvement is limited.

Another deterrent for teachers to use active learning in classes could be the restricted definitions of what good classroom management is. Traditionally, good classroom management has entailed students sitting quietly in their seats, speaking in hushed tones, following teachers’ instructions and rarely asking questions. In fact, culturally, students asking questions to teachers can be seen at best as nuisance and at worst, an affront to the teacher’s authority.

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Prahlad Vitthal Kathole, Assistant Teacher at Zilla Parishad School Baliwali in Palghar, Maharashtra corroborates the above. In rural schools in Maharashtra where he works as a teacher as well as a teacher trainer, he says that although active learning can be used in various subjects, it is not being used.

Teachers continue to teach in the way that they have been taught. Often, he says, that when teachers use active learning methods or deviate from the traditional teacher-centric methods, they are asked by the school leadership to stick to the textbook.

“Untrained monitoring systems are the biggest hurdle in bringing about any changes in pedagogy,” says Prahlad, highlighting the role of school leadership in bringing any kind of progressive changes in the learning systems.

Active learning for traditional school subjects?

Although precepts of active learning need to be incorporated in regular school subjects such as language, social science, mathematics and science, it would be helpful to consider how extra-curricular and co-curricular activities that foreground active learning can help in transferring the effects to traditional classrooms and subjects. Seep Agrawal, Communications Associate at Slam Out Loud, that conducts spoken word poetry sessions for students in low-income schools in Delhi states that there is a need to make the child the focus of the teaching

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and not the subject. As students become the focus, the learning experience is transformed and students’ voices take centre-stage. Agrawal says, “Such activities help create an identity for students which can have transformational effects on their academic learning outcomes.” She shares the experience of a young female student in an under resourced school in Delhi, who at first was shy and disengaged in the classroom, but began to participate in the spoken poetry sessions instituted in the school. After a few sessions, the student discovered she could write poems in Hindi, which she later performed receiving much praise. Gradually, the young student began making new friends, engaging in academics and excelling in it. A confidence boost in one area helped her development in other areas. Active learning is not to be confused with learning which involves a lot of physical activities or moving around, a hallmark of extracurricular activities, rather it is learning which actively engages the mental faculties of students and can be incorporated in any subject. Seep adds, “We use mindfulness, art and other creative activities to get children to participate and not just submissively consume lessons.” The child becomes the centre of learning modifying the methods that are used in classrooms to suit their needs. This means that obsolete methods like rote learning, passive reliance on textbooks or onerous homework activities are replaced with more creative and appealing tasks.

Jigyasa Labroo, who founded Slam Out Loud, states that engaging students in learning helps them discover their purpose in the classroom and enables them to take ownership of their learning.

Participating in learning activities, can help children discover what they have mastered and what they need help with, at that very moment in class, as opposed to finding out at a later date mostly during preparation for examinations. Identifying one’s areas of struggle can prompt the child to seek help from teachers or their peers and thus solidify the foundation on which further learning can be built.

Active learning therefore fosters metacognition, that is, awareness about one’s own thoughts and also supports help-seeking behaviours. Jigyasa shares that topics in mathematics like ratio and proportion can be taught using water-colours, through which three things can be taught – the math concept, art as well as self-expression. If a teaching method can help build a holistic child, why would one choose a linear method, she wonders adding, “While having knowledge is relevant, having just knowledge has become very obsolete in today’s world. Hence, having the skills that complement knowledge makes a lot more sense. Active learning therefore should be used in traditional subjects.”

Active learning in digital learning An examination of active learning will be incomplete without us exploring digital learning especially in the times of the pandemic. Digital learning, online learning and other such terms fall under the umbrella of education technology where any form of learning is enabled through the use of technology.

In some schools, ‘ed-tech’ might take the form of smart boards, while in others, it might see the use of tablet computers. In the pandemic, several schools have moved their learning online using real-time conferencing tools. A lot of children tend to be disengaged during such online classes, because schools offer more than academics. It is a chance for children to socialize, discuss topics outside of subjects, build friendship and so forth. Online learning has to be reviewed for its ability to not only increase student participation but also build a student community.

Praveen Chunduru, Founder of Videos For Knowledge, says that online learning has to incorporate principles of active learning because active learning enables children to wrestle with the concepts and deepens their comprehension of it. Hence, active learning becomes even more relevant during these times than others, with online learning gaining in popularity. Teachers

still remain at the centre of the pedagogic tools they use and the key is to build some skills by merging students’ participation and online learning.

Praveen recommends that the teachers abide by the same principles of active learning in their classrooms when they are imparting a lesson, garnering their participation and when checking their comprehension. He suggests a number a techniques that increase students’ involvement in their learning such as using polls to gather students opinions, using the chat function to let students ask questions or even engage in discussions with their peers and using tests as barriers that students have to cross to demonstrate their mastery, thus mimicking active learning that helps students try out their learning in real time.

Conclusion The article started with a question regarding the relevance of active learning given the increased conversation around more progressive teaching and learning practices that we are surrounded by. The crescendo of new research and new interventions around schooling might lead us to assume that forms of learning like active learning are some of the most basic requirements that are obviously being met in our schools. However, not all teachers aim to involve students in the learning process due to various constraints that they might face. Moving to online learning or digital learning has created new challenges where teachers now need to learn a new method of engaging students while they were probably getting proficient with other pedagogies.

We are probably in the uncertain and rapidly changing future that we were preparing for so much, about only a decade ago and as we begin to adapt to this change, we might have another one that is looming. Seep suggests that online learning is not a challenge that only teachers in India face, it is one that is being faced globally by all teachers. Although, this fact makes it easier to handle the challenge of constant change, it might be time to look beyond traditional methods of teaching and learn from allied activity-based subjects, how those principles can be incorporated to increase student participation.

If, as Pralhad says, that teachers continue to teach the way they were taught, these times of uncertainty are evidence that those ways have limited use. New ways have to be sought which might include using new tools and inviting student views.

The author is an educator and researcher, examining the relationship between schooling and gender. She can be reached at <fiona.vaz@gmail.com>.

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Active Learning in the classroom

Sing, draw, play or invent Hanza George, Anisha Malhotra-Dalvi, Adithi Muralidhar, Savita Ladage and Sugra Chunawala

ctive learning is an important concept in the field of education and is based on the involvement of learners in the learning process. It suggests that learners learn better when they are not mere spectators but are engaged with the materials to be learned. Various methods often called Active Learning Strategies have been suggested to facilitate learning in classrooms, such as the use of probing questions to construct knowledge, inclusion of games, art, role-play, peer teaching, group activities, debates, discussions, quizzes, technology-based simulations and many more.

Active Learning Strategies (ALS) promote studentcentered learning and have become an integral part of classroom teaching-learning processes at the school level. Despite their significance in education, ALS often receive mixed reviews from teachers. The teachersâ&#x20AC;&#x2122; reasons for resistance to ALS are many; ranging from large numbers of students in classrooms, lack of infrastructure, issues related to class control, time management, vastness of the syllabus, etc. While these concerns are relevant, there are also instances where motivated teachers move beyond these hurdles to engage students creatively by using ALS. In this article, we reflect upon two aspects of ALS. First, we share some practices that we observed teachers using in their attempts to engage students in the classroom and second, we discuss the development of a teaching aid and its use during teacher training aimed at promoting active learning. In each of our examples, we demonstrate the adaptability of ALS techniques as teachers have the ability to customize the activities and actively engage students using a variety of methods as per their learning objectives.

Take the example of Mane*, an enthusiastic mathematics and science teacher with over 30 years of teaching experience, who teaches in a rural school in Pune. He shares, â&#x20AC;&#x153;Previously we used to encourage rote memorization, but things have changed. Now exams are also evolving; we know 16

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that students will be able to perform well only if they understand the concepts and think critically.

Traditional rote learning will not work anymore; it is important to shift to active learning.â&#x20AC;?

On a cloudy afternoon, during a power cut, we observed Mane teaching about electric current and electric circuits. He did not let the lack of electricity deter him from using the PhET interactive simulations on his laptop. After some explaining, he handed over the virtual lab and the components of circuits to students, whose faces lit up when the bulb glowed. Students experimented with materials around them, such as a metal wristwatch, a rusted iron nail, etc. "Why is the wristwatch getting heated up?" wondered a group during the discussions that followed the activity.

Photos courtesy: Sugra Chunawala

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Students using a metal wristwatch to complete the circuit

Mane specifically mentions that he has stopped complaining about lack of facilities. Instead, he focuses on developing strong leadership skills in the students, and this, according to him, is an important strategy that can help promote active learning among the students. He suggests that teachers should identify a few responsible students and develop them to be group leaders, who will facilitate peer learning and help maintain classroom decorum during active learning. He also believes that studentsâ&#x20AC;&#x2122; homework should involve activities rather than being limited to pen and paper work.

In a rural government school in Mallapuram, Kerala, we met Nishan* who believes that one teaching method might not be suitable for all topics and that learning science need not be completely independent of memorization. Hence, he writes Malayalam songs covering various science concepts and recites these using popular folk tunes. His approach to engage students in his classes was thus mediated through the use of art. He sang two songs for us, one about the water cycle and another on the distribution of electrons in the s, p, d, f orbitals.

Orbitals are energy levels that electrons occupy in an atom. The electrons are distributed amongst these orbitals in a specific manner. Memorizing this distribution is important for writing electronic configurations of atoms in higher level chemistry classes. Such information pertaining to orbitals when presented in the form of a song along with explanation of the concept, makes it easier for the student to recollect and implement.

In addition, at the beginning of the academic year, he said he demonstrates experiments, shows videos of the experiment to be performed before handing trays containing chemicals and glassware to groups of students. He too, like Mane, believed in handing over responsibility to the students in order to get them more engaged in the class.

Geometry homework submitted by students (left) and a rangoli diagram of a flower (right)

The use of art to elicit studentsâ&#x20AC;&#x2122; interest was also observed in a school in Karnataka. Here the teacher incorporated drama and rangoli into the science teaching-learning process. These methods adopted by the science teacher helped in the integration of scientific concepts with the local traditions to make science less alien for the learners.

Reflecting on the teachers' practices as mentioned above brings us to the second part of the article.

Here, we would like to mention a teacher professional development workshop with a group of science/mathematics teachers from a district of Maharashtra, working in tribal ashram schools (residential schools) funded by the tribal welfare department. It is but obvious that some hurdles are more real and pertinent for them than for teachers teaching in more well-resourced schools. A needs analysis revealed that teachers were keen on ALS through the use of teaching aids. However, the teaching aids according to them should be easy to make and use, usable across different grades, language-independent and inexpensive.

Using the context of learning technical terms, the workshop session focused on developing a teaching aid that would take into consideration the teachers' requirements mentioned above. We pointed out that students often struggle with learning new words and definitions, and we asked teachers how they dealt with this problem. Most teachers mentioned solutions, such as underlining the new/ complex words, asking students to write these words a number of times or holding a dictation test. These methods which may work, appear to be individual-centric and have the disadvantage that students may learn the word and its spellings without understanding. It is important that new words are learned not as standalone words but also in some context to be meaningful for long-term retention.

Hence, it becomes important for teachers to provide the right motivation for the students to learn and memorize new words. Games can be motivating, hence we decided to develop an educational aid that could be used in a game format and came up with the idea of multi-purpose frames.

These multi-purpose frames are easy to make hands-on educational aids, based on active class participation and employ game formats. The frames are designed with insert cards which carry information and it is this that makes the frames reusable and flexible. Since grouping new words under themes helps one acquire and memorize new vocabulary, we designed a game focused on TEACHER PLUS, JULY 2020

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categorization and learning new scientific terms.

We used categories such as, noble gases, metallic minerals, non-metallic minerals, gem-stones, airpollutants, fuels, layers of land, processes and forms of fresh water, etc., introduced in the textbook, and for each category, we had five ‘new words’ on insert cards placed in the frames. When playing the game, category names were displayed on a common board, and frames were randomly distributed to the participants. A facilitator announced a category name (for example, ‘gem-stones’) and asked teachers to stand up if they thought they had a card belonging to the category. This led to discussions over why a certain object may or may not fall under a particular category. The responses were peer-evaluated and resulted in animated discussions.

A rewarding moment came when Sheetal*, one of the workshop participants translated one of her own original ideas into reality. She used the idea of the frames in her mathematics classroom to teach square numbers, prime numbers, types of triangles, area and circumference of a circle. Moreover, she made modifications in the frame design to suit her requirement and came up with something called “Joint frames” and used coloured papers to make her presentation more attractive. Teachers like Sheetal, Mane and Nishan are an inspiration to their peers.

Despite facing barriers within their school systems, they use ALS in ways that are open-ended, flexible and creative.

Multipurpose frames with inserts

Modifications made by the teacher in the frames

With the same frames, we played another game using a new set of inserts that focused on testing participants’ knowledge of “elements and their use”.

We had prepared text cards (with element names) and visual cards (with uses of elements) in pairs and invited teachers in groups to come forward to play the game. All the 20 frames were kept on a table face-down in a 4 X 5 grid. Teachers took turns and flipped one frame at a time to see what was underneath. They had to find a match for that card by flipping another frame. They succeeded if they found the correct ‘element and its use’ pair. But if they were unable to find the match, then they had to place both the frames upside down again. While the game was being played, we found that the players who did not know the correct answers learned quickly by watching others find the correct pairs.

Teachers not only found the games enjoyable but were enthusiastic in making the frames and suggested that they could possibly use the frames to teach spellings – one letter on each frame and also to teach processes and life cycles. The group learning, handson activity and the element of craft were appreciated by the teachers.

Our experiences reinforced that ALS cannot be made to fit in a box. Practicing teachers have varied interpretations and ways to incorporate ALS in their classrooms. Whether it is using engineering tasks, performing arts, techniques such as inclusion of games or whether to have a collaboration and peerlearning centered classroom, teachers can and do opt for a variety of ALS to make their classrooms into hubs of exciting and enriching (learning) experiences.

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*pseudonyms

Acknowledgments: We are thankful to the school managements, teachers and students for their cooperation and voluntary participation. The workshop was conducted with support of the Ministry of HRD, Govt. Of India, under the PMMMNMTT mission (Scheme Code 1782 – NMTT).

The authors are with the Homi Bhabha Centre for Science Education (HBCSE), Tata Institute of Fundamental Research (TIFR), Mumbai and work in differing fields, such as Chemistry education, School Science Research & Development, and Design & Technology Education.

They collaborate with each other and their colleagues to organize professional development workshops for teachers and can be reached at <sugra.chunawala@gmail.com>.

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Off the library shelves

Emotional literacy through picture books

A child reading aloud to a friend

Children involved in group work

Beginning a new six-part series of writing which shares the work of library educators in their on-going pursuit of strengthening libraries for children at all times. All contributors are alumni of the Library Educators Course offered by Bookworm Goa and are active library leaders in their areas of work. The series will offer a range of contexts, themes and geographies in the hope of broadening the community of people who understand that libraries are a way forward for learning and life. For feedback, please email mail@bookwormgoa.in.

I

am a library educator working at the Buguri Community Library, the children’s program at Hasiru Dala, Karnataka. The library is primarily for children who belong to the community of informal waste collectors.

About a year after we started the library, there was a gruesome murder in the community in a public space. A 20-year-old boy, high on drugs, stabbed another young boy to death when he refused to lend him money. A few children from the library were witness to this incident. When they met me a few days later and we opened a conversation around the incident, they seemed to have some displaced emotions in terms of how they recalled the incident – a few children laughed about it and found it funny; for others there was a sense of acute fear and for a few there was a tendency to hero worship the murderer.

I resisted giving a moral lecture and instead wondered how the library could respond to this situation and whether picture books could be used to help children understand their own emotions and build empathy for others. I reached the Library 20

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Educator’s Course, run by the Bookworm Library in Goa in April 2018, with these questions. The course provided me with access to a wide range of picture books, theoretical readings, discussions and assignments that gave me a deeper understanding of picture books and their potential.

Reading is not merely the act of reading, it is a way to understand, decipher and internalize the world we live in. Denise von Stocker writes: "Reading from a global point of view, is a very complex activity which is not merely decoding a text, but it entails too the child's capabilities to understand what he has just read, to integrate it in his own context and personal experiences by analyzing it in a critical way so he is able to take a stand on what he has read. Only this kind of complete and deep reading education will take children towards a real, integrated literacy."1

These words stayed with me.

My field project In my field project, I explored the use of picture books as a tool to put the children in touch with their own emotions and in that process find new and creative ways to address the various problems

Photos courtesy: Lakshmi Karunakaran

Lakshmi Karunakaran

and situations in their lives. I felt, once they are in touch with their own emotions, it would become a doorway to relate to the emotions of others and develop empathy.

The role of the library educator then is critical – it is not merely to give access to books, but also to nurture children's socio-emotional and cognitive growth. I planned the project for a five-week period by selecting mostly Kannada books the children were familiar with. I chose books that explored particular emotions such as happiness, sadness, surprise, shock, anger and disgust. I chose these books to show the different ways in which the main character was able to resolve conflict. For example, in Angry Akku2 the character resolves her fit of anger by drawing and speaking about the cause of her anger, as opposed to escalating violence or showing silent resentment. In Sam's Christmas Present3 Sam shows emotional regulation when he decides not to open the Christmas present that he was looking forward to so eagerly and decides to wait and open it only on Christmas Day. Both Aana and Chena4 and Rupa the Elephant5 set positive messages of body image and self-appreciation. While I was working with emotions, I was careful not to choose books that had forced 'moral messages'.

Each session included quiet browsing time of curated books, individual or small group reading, a read aloud by the library educator and group activities related to the book. Small rituals such as a colouring activity that depicted the children’s mood for the day and group singing at the end of the session helped create opportunities for integration and built comfort among children.

Art as a medium to express After the first few sessions, I realized that there were a few children who were very enthusiastic to share their stories, while others remained shy.

Art then, became a medium for these children to start expressing their feelings. Some shy children

A child’s drawing depicting emotions she frequently experiences

A child’s drawing depicting how she displays kindness at home

remained intensely involved in their drawing, in most cases, withdrawing from the group and working alone. This was particularly true when there were sessions that discussed difficult emotions.

Creating a space to heal The most vital element of creating a space for sharing is building a circle of trust. Within the group there were conflicts that spilt over from community life and also gender related issues. It became critical that the discussions in the group didn't escalate these differences. Instead they became a space for friendship and healing. Group activities, games and singing together, helped children bond more organically.

During the sharing, I decided to listen and to minimize my own comments on their feelings, especially when related to children’s homes and close relationships. I also refrained from conflict mediation. If conflicts came up, they were just a part of the sharing. I worked with the children to build this understanding. Also, children were encouraged not to make unwarranted comments when others shared their stories. One of the ground rules was to give everyone the space to talk, not to interrupt while someone was talking within the circle and to try to become good listeners.

Social and emotional learning helps centre a child's mind and body. It reduces tension and allows children to become open to learning. My experiences and findings from this project showed me that the library can address the emotional needs of all children, including those who are ‘at risk’ or/and are from marginalized communities.

Work that began with this field project continues at the library. We currently run a full-fledged Creative Arts Therapy program that addresses the needs of adolescents and pre-adolescents and is expanding to other such communities. Books and reading remain TEACHER PLUS, JULY 2020

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an integral part of this program as well. Last year as a part of the program, the children produced two bilingual books. Oota Aithya is an illustrated recipe book created by adolescent boys; Aye Reena is an illustrated book deciphering menstrual rituals in the community created by the adolescent girls at the library.

D “

A page from Oota Aayitha

A page from Aye Reena

Children’s books are an excellent medium to achieve social and emotional development by encouraging children who are unused to expressing their emotions in non-aggressive ways. An intervention that creates positive and safe spaces for expression of emotions adds great value in the emotional and psychological wellbeing of the children. This needs to go hand in hand with the library reading program, creating conditions that allow children to calm themselves and build the readiness and openness to learn and understand the world that they inhabit.

References 1. Von Stockar, D., ‘The Importance of Literacy and Books in Children's Development – Intellectual, Affective and Social Dimensions’. Source: http://www.ibby.org/index.php?id=718 2. Angry Akku, Written and Illustrated by Vinayak Varma, 2017.

Pratham Books 3. Sam’s Christmas Present, Written by Annie Besant, Illustrated by Alicia Souza, 2017. Pratham Books 4. Aana and Chena, Written by Sowmya Rajendran, Illustrated by Renuka Rajiv, 2007. Tulika Publishers 5. Rupa the Elephant, Written and Illustrated by Mickey Patel, 1974.

National Book Trust

The author is an educator based in Bangalore. She can be reached at <lakshmikarunakaran@gmail.com>.

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ear students, are you all comfortable with English or shall I speak in Hindi?” This is my opening question to my classes. I have been teaching school students for the past eight years and I enjoy the freedom of switching between English and Hindi while teaching, partly because of my own inability to express myself fluently in English and partly because I can’t proceed further in English after seeing faces half stupefied and half awed when I speak. I wonder sometimes that either my speech is too good to be understood or it is so bad that it cannot be deciphered. Very frequently I am compelled to switch to Hindi and translate something I say in English for these very reasons. However, that too comes with its own limitations as students aren’t good at Hindi either! For instance, how do I translate ‘gravitation’? Voila! It is gurutvakarshan. I know this, but do they? So, where lies the problem? I reflect and I discover, (if I am not wrong) the problem is with the children’s language skills.

In India, children are taught to write English at a very early age. In fact, a child studying in an English medium school learns to trace the English alphabet first and then the devanagari letters a year or two later. In my state (Maharashtra), Hindi isn’t the native language for most people. Of course, people in Mumbai identify their Hindi as Bombay Hindi but day-to-day speech unfortunately doesn’t include gurutvakarshan.

The story of an average Mumbai karchild is that s/he learns the mother tongue at home, English in school, Bombay Hindi with peers and rest of the society. S/he learns to write in English from an early age. S/he is exposed to reading English from textbooks and jotting down notes in English in the notebooks.

However, there is poor exposure to English at home, as very few parents use English in

Things to think about

The queen of all subjects Aditya Rao the home. No listening, no speaking – the rule holds true for any language known to mankind – leads to poor speaking skills. On the other hand, Hindi taught in schools differs from the Bombay Hindi, so there again no reinforcement. Some reinforcement would have at least improved their Hindi and I would not have seen those stupefied faces after uttering gurutvakarshan.

How do I teach? What do I teach? Do I teach science or do I teach English? It is possible to make references to the linguistic aspects of a word during a science class but not always! Teaching both is not feasible all the time as there are scientific concepts that need to be explained. What do I do? Do I blame the English teachers in the lower grades, who somehow failed in their attempt to train these children a year or two ago? The saddest part of this story is that it isn’t surprising to find an average English-medium school child not able to frame a single sentence properly (be it writing for that matter).

Children always face problems in understanding word problems. They end up either solving them wrongly or avoiding them altogether. I have come to believe that children need a little bit of language, bits of arithmetic and some social science. However,

if asked to prioritize, I will see to it that language tops the list, followed by other subjects, because ultimately the whole process of education pivots on the very fact that it is only language that is the means to seek knowledge, develop understanding and add meaning to thoughts. It is language that enables one to speak out and express oneself. Despite being a science and math teacher, I strongly believe that “language is the queen of all school subjects”, and will remain to be so.

The author is a Math teacher at Billabong High International School, Andheri, Mumbai. He can be reached at <aadee.rao1994@gmail.com>.

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A step ahead

Untreated pandemic Neerja Singh

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problem surfaces; science takes time to resolve it and then the rest of us take our time catching up with science. Human history has been like that. With the World Wide Web going live on 6 Aug 1991, a transformation was set in motion, the likes of which mankind could never have foreseen. Facebook came in 2004, Twitter followed in 2006 and Instagram made its debut in 2010, all in a short span of six years. Two core components of this phenomenon are affecting our children in fundamental ways today and the proof is Delhi’s “Bois Locker Room” incident. It behoves the adults to ask what could have been the source of the language and imagery used on the Instachat quoted.

The ease of access and nature of content available online today may help to put this alarming incident into context. All the social media platforms sustain themselves on the advertiser supported model. For a social media site to go from 300 million users to 2.5 billion and beyond, access has to be easy, almost effortless, and most of all, free. And even though there is talk of ‘breaking the law’ in terms of age limits, these age limits are in fact not law. The reason that a majority of social networks have these age limits and use the magic number of 13 years, is to comply with USA’s COPPA laws (Children’s Online Privacy Protection Act). This states that it is illegal for companies to obtain certain information and data from any child under the age of 13 without parental consent.

Now, let’s talk about the content on these highly accessible platforms. There are hooks out there, ready to garner more users. It does not even take a click. Many a young, unprepared and impressionable mind has had adult images thrust before their saucer eyes from unexpected quarters online. And since children as young as eight or nine years roam the social media, this has the potential to grow in hugely uncomfortable and challenging directions. Parents and teachers are not only unaware most of the times but totally unprepared to help.

It has been referred to as the “new drug” out there, an “untreated pandemic”. Pornography is a multi24

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billion dollar global industry today, with revenue anywhere from $2 billion to $90 billion per year. It is a growing, constantly evolving business with employees, revenue, taxes and publicity events. It was thanks to the internet that it went from being the taboo “magazine under the bed” motif to an immediately accessible commodity. Age no bar!

Consider the demographics for a moment. India is the youngest country in the world. As per a 2018 survey by the world’s most popular porn website Pornhub, the nation is also the third largest consumer of adult content right behind the USA and UK. And a new report reveals that 89% people in India watched porn via mobile devices in 2019. India also happens to have the world's highest data usage per smartphone at an average of 9.8 GB per month that will double to 18 GB by 2024, according to Swedish telecom equipment maker Ericsson. And although several Indian telecom operators have blocked a number of adult sites, their content can be accessed on mirror domains in this fastest growing smartphone market with an ongoing digital revolution.

Now businesses need to be constantly offering new services, a USP, a bigger bang for the buck on the internet to the customers who are spoilt for choice.

It is just too easy for them to go elsewhere if your product no longer does what they want it to. Since the consumers don’t have to wait for something, they absolutely won’t. The porn industry is no different?

It retains, maintains and grows its customer base by appealing to and changing with their wants and desires, whatever they may be. Foundationally, this means having a wealth of “content”. In other words, there are super normal stimuli available on these sites that hold immense power over the viewer and are capable of hijacking their attention and influencing their perception. There is a distorted view about what it means to be human on the screen and depictions involve violence, degradation and dehumanization.

Given that impulse control and ethical thinking are not yet developed in young people to the level that many of these networks require, the children are cognitively, socially and emotionally, just not ready. The unfortunate message they get from porn is that you are supposed to be violent when you are intimate. Boys learn that she likes to be hit and girls

grow up thinking that if he hits, she should like it.

This document of a woman’s humiliation is a sure shot recipe for rape. It is bound to have a ripple effect in the social context wherein people lose their ability to connect with others in real life since nothing in the physical realm can compare with what is available on the screen.

For parents, just setting a good example is therefore not good enough. They have to inform themselves, be aware, open and relevant to the confusing world their children inhabit. There are some skills, thinking, behaviours and conversations the young will most certainly need in order to take care of themselves online. How do they determine if someone is exactly who they say they are online? How do they deal with cyberbullying, with digital drama, with possible exclusion and comparison? Do they have the resilience to the odd nasty comment and know how to deal with someone’s anger and prejudice? Do they have the skills to deal with a group chat gone wrong?

Can they block and report and deal with unwanted attention? Do they exercise some control over the time spent online? Are they in the know of what happens to the data and images they share?

This complex thinking that is needed to make the most accurate assumptions about the connections they make and the content they devour, should be part of their education from the moment they start hanging out online. If they are using social media early, these conversations will need to happen earlier. They will need good mentoring and role modeling about what it means to be in control of their social network feeds. To be shown how to be intentional about who they are interacting with and why, to be mindful of what they are consuming and to be aware of the effects their social media feeds have on their own social and emotional wellbeing.

Illustration: Sunil Chawdiker

Every girl needs to feel safe and every boy must be able to develop the capacity to express the full range of his humanity.

References • https://spoindia.org/india-ranks-3rd-in-terms-of-pornhub-trafficin-2018/ • https://www.bgr.in/news/india-leads-global-porn-consumptionon-smartphones-at-89-percent-report-867042/

The author is a professional speaker on the “Generation Gap”. She is a former teacher/journalist, published author with a background and training in media, having worked in advertizing, public relations, documentary film making, and feature journalism. She can be reached at <neerja@ neerjasingh.com>.

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Project

The Pyramids – a cross-curricular trip Sunita Biswas

T

here is an old Arabic proverb which translates to “Man fears time, time fears the pyramids”.

The Great Pyramids at Giza, the only surviving wonder of the ancient world, were built to endure an eternity, and they have done just that. And this year, as the world battles a pandemic that threatens to change life as we know it, these 4500 year-old symbols of life everlasting made headlines as they were lit up to convey a global message – Stay home.

Stay safe.

For centuries, the pyramids of Egypt have fascinated us with their jaw-dropping size. People have pondered and researched and hypothesized about the complexities in the construction process (especially in hoary, ancient times that pre-date even the generally accepted pre-mechanical age!), the men who created these enduring marvels, and the possible reason/s for erecting these colossal structures. There are even doubts about these man-made mountains that suggest they were built using extra-terrestrial technology and were possibly advanced time machines!! More than any other artificial structure on earth, the Great Pyramid has been measured, studied, analyzed in every detail and theorized about from every possible angle.

Photo: Wikipedia

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Since Napoleon’s failed, but historically significant, expedition to Egypt, an entire academic discipline called Egyptology has blended humanities and the sciences into a fascinating and challenging field of study, and an exciting and rewarding career option.

In the school curriculum, however, because these structures belong to a long bygone past, pyramids have found a place only under the subject of History.

And even there, because they belong to a rivervalley civilization that flourished in ancient times, by the method of syncing historical periodization with school levels, the Gift of the Nile and its incredible legacies are confined to the junior and middle school levels. Rarely, if at all, do students engage in finding out more about this civilization in the higher classes. However, even if we remain in the middle school, we can definitely take the pyramids out of the brief mention in a “chapter” in the history textbook, and allow students

to explore them in a more holistic way through an interdisciplinary/blended/thematic… call it what you will… approach.

So, if we are to use this approach, history would probably be a good place to start. An introduction to the civilization, with location and chronology is necessary. Then, instead of the mandatory study of the aspects and features like political structure, administration, society, economic life, etc., the students can be introduced to the magnificent pyramids and through a study of these structures they would find out all about life in ancient Egypt, including the two fascinating Ms - so popular with all pre-teens – mummies and mythology! Because the pyramids touched every aspect of life and they were very important to all of Egyptian society. The focus would be on ancient Egyptian society and how those at the top organized the rest of the population in order to build these amazing structures. They will learn how the stable, hierarchical Egyptian social structure made building the pyramids possible. The burial customs of ancient Egyptians, their belief in an afterlife, and how the pyramids were considered to be doorways to the afterlife for the pharaohs, will help students to weave the different parts of the civilization together. Here, we can introduce the idea of shifts in historiography and the changing perception of who built the pyramids, and how historians now believe that free people built them, rather than slaves. They learn that the workers were conscripted, and that

the signatures they left on the pyramids are called cartouches.

From the history classroom the unit transitions naturally to geography, as the location of the pyramids, briefly mentioned earlier, calls for further exploration. The river Nile as the raison d’être of the ancient Egyptian civilization cannot be gainsaid – it was the absolute gift of the river, being the source of food, water, trade and transportation. But beyond the Nile, three different geographic features also had a huge influence on the life of the people – the Desert, the Delta and the Fertile Land. If the physical features of the area are studied in the context of the pyramids at Giza, we find they were built on the western (left) bank of the Nile. The apparent reason for this was the ancient Egyptian belief that the west was the direction of death and therefore the pyramids, which were actually tombs, had to be placed in that direction. However, the practical reason was the ease and convenience with which building materials could be transported along the river. Also, the pyramids had to be built at a place that would not disturb the areas of arable land and human settlement, known as the Fertile Land. So, the best location would therefore become the west bank, not too far from the river, and not too far into the desert, at a place where subsoil and earth strata favoured heavy structures being built on them.

All of this can lead to an interesting map work class on the physical features of the land of the pyramids.

And while the Nile remains Egypt’s most valuable natural resource, the area was rich in other resources too, most notably the different kinds of rocks and minerals that were quarried in ancient Egypt and which helped in the construction of the pyramids.

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Limestone, found in abundance all along the Nile valley, especially Memphis, and granite from Aswan, transported along the Nile, were the primary building materials for the pyramids of the Giza plateau. Basalt and sandstone, as well as deposits of decorative stones such as porphyry, alabaster, and carnelian were collected from the eastern desert and used with great ingenuity for ornamentation. Gold (from the Nubian mines), lead, copper (which was smelted), iron, all were put to amazing use by these extremely resourceful people. So a study of the materials used to build and decorate the pyramids will become a fact-packed lesson on natural resources and their sources which may be mapped, tabled, or represented in any other graphic organizer. And, we cannot move out of the geography classroom without a mention of the geographical coordinates of the pyramids and the school of thought that believes it was the original prime meridian – a fascinating idea for students to investigate.

Granite became the building blocks for the pyramids.

Approximately 2.3 million blocks of stone (averaging about 2.5 tons each) had to be cut, transported and assembled into a structure covering two football fields, and rising in a perfect pyramidal shape, 480 feet into the sky to become Khufu’s Great Pyramid at Giza. Without sledgehammers, cranes, forklifts – how did they do it? From ramps, to water power to damp sand, theories abound. There are numerous inscriptions relating to supplies and difficulties in building the pyramids at Giza, but no definitive explanation of the practical means by which they were built. The problem is one of physics – of friction, load, effort and incline. Archimedes , who understood levers well, is said to have claimed, "Give me a lever long enough and a place to stand, and I could lift the world." A physics lesson could begin with this very quote – what does Archimedes mean by a lever "long enough”?

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The learning would develop along the lines of what levers are and how they might have been used by the ancient Egyptians in building their monuments. To learn what the centre of gravity is, how to determine the centre of gravity of asymmetrical objects, and how this knowledge might have helped the Egyptians in building their monuments. The students will discover that the amount of force needed to lift a load changes, depending on where the fulcrum is placed, leading to the observation that the closer the fulcrum is to the load, the less force is required to lift the load. There is a point where the fulcrum is so close to the load that it appears no force is required at all. The weight of the lever itself actually provides the required force. The position of the fulcrum also affects how far you push down and how far the load is lifted up. While the lesson may not lift the shroud of mystery that covers the exact process of construction of the pyramids, and while the physics lesson on levers may need further elaboration, the pyramids of ancient Egypt will give the construction engineers in the class something to think about.

From calculations around the angle of incline it is but a short distance into the mathematics classroom.

Beginning with the basics, it is important for the students to know the shapes in a pyramid and that a pyramid has one base and triangular faces. They will be looking at the edges, vertices, faces and bases.

A pyramid is also named by its base – triangular, square, pentagonal, etc. They can also look at a cone which is a special type of pyramid. There are different kinds of pyramids, such as right, oblique, regular and irregular. The Egyptians pyramids could be looked at again in the context of this new information. This could lead to a comparative study of cones and prisms. The cone has one circular base. Some students may also see that there is one vertex. At this point there can perhaps be a discussion around why a cone cannot be classified as a pyramid and why it can. It does have one base, but it is missing the triangular faces. It is also a pyramid because it does meet at one vertex. A similar discussion may be initiated around a prism and a pyramid.

Photo courtesy: Swati Sen

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Connecting all the disciplines that we have visited in this unit is of course the English classroom.

The literature syllabus may not have anything to do with Egypt at all…ancient or modern.

But the story of the pyramids of Egypt will remain incomplete without the creative expressions of language, whether of acclaimed authors or of the students themselves.

We can begin with etymology which is always so fascinating. The word ‘pyramid' actually comes from the Greek word 'pyramis', which means 'wheat cake' because they reminded the Greeks of just that. The ancient Egyptian word for the pyramids was 'mer’. This could become a project on word origins that explores the roots of many other words associated with ancient Egypt like papyrus, hieroglyph, mummy, pharaoh, etc. Modern children’s literature has a number of books with vivid recreations of ancient Egypt. As mentioned earlier, mythology is extremely popular, as is Rick Riordan and The Kane Chronicles of the Percy Jackson series, which takes the young reader into a fantasy world of a futuristic ancient Egypt.

Terry Pratchett’s book, Pyramids, also belongs to the genre of fantasy fiction, while the Amelia Peabody series, by Elizabeth Peters, are detective stories set in ancient Egypt which are irresistible. While these may not be considered classics, they do tell a tale well, and young readers tend to reach out for them independently, which makes all the difference and a book reading or review could be done in class.

The inspired teacher can perhaps even introduce young minds to classical poetry with a paraphrased

explanation of Shelley’s Ozymandias. And then bring them back to an age-related look at the part in the ever popular musical ‘The Prince of Egypt’ where the workers are toiling over the construction of a pyramid and a creative writing extension activity can emerge out of this. Gardner’s multiple intelligences can be brought into play here through a graphic novel, a journal entry, a song and dance that interprets the shape of the pyramids to symbolize the rays of sun or the Nile delta, or maybe something else. In fact one could go even further and do a complete creative arts group presentation like an original scripted musical!

We have not yet set foot inside the art and craft room where a diorama on the pyramids, especially their interiors, could be found to be under construction. Or listened in at the value education classroom where engaging discussions on teamwork, leadership and rights are being debated. Or even taken a quick look at a fascinating co-curricular astronomy activity about the precise north-south alignment of the pyramids with the Little and the Big Dipper constellations. There are so many more miles to go!

There is an image in our minds of an archeologist as a person patiently sifting around a dig, excavating for broken pottery, or perhaps a sun-bleached skeletal hand sticking out of the ruins, trying to piece history together. And then we have the pyramids, gigantic, towering structures in full view, that speak to us and yet leave so much to imaginative speculation even today. It makes for a borderless and unforgettable journey of learning, much beyond the confines of the brief paragraph in the middle school history textbook.

The author teaches at Modern High School for Girls, Kolkata. She can be reached at <sunceebee@gmail.com>.

Painting courtesy: http://illustrationart.blogspot.com/2008/07/partof-something-larger.html?m=1

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Poster design: Soumya Menon

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Cogitations

Curriculum, and Forms of knowledge Prakash Iyer Ira: The conversation we had the other day is constantly running in my head. I have a few doubts.

Anubhuti: Yes, we spoke so much about disciplines and then I suddenly sprung the idea of forms of knowledge; which left me with some fundamental questions too that I had to think through.

Illustrations: Sarada Natarajan

Ira: What is the difference between disciplines and forms of knowledge? You said they have the same names as some disciplines, but they are not, disciplines. Then what are they?

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Forms of knowledge Anubhuti: Well, let me try and say this differently.

For a moment imagine there are no disciplines, schools, or subjects. Would we “know” anything? Of course we would. We see the world around us, we see events happening – things move, people behave in certain ways, some of us accept one religion, and others accept other religions etc. – we establish reasons why things happen, we determine causes, when we do enough thinking we feel justified that we “know”. We possess knowledge. But that is a whole lot of knowledge. Is everything the same kind of knowledge?

Hirst says depending on the “way we know”, we can classify knowledge into seven forms. What does he mean by “way we know”? We can reduce way of knowing to answering two fundamental questions: ‘What do you mean?” and “How do you know?”.

Ira: Why do you call these fundamental questions?

We ask these questions all the time, in various situations. If someone says, “The earth revolves around the sun in an elliptical orbit,” I would ask both these questions.

Anubhuti: Hey, that is a very useful example to explain forms of knowledge. To answer the first question, I would explain what ‘revolve around’ means, what ‘orbit’ means, what ‘ellipse’ means.

Then say, the sun and earth are two natural objects with no mind (they don’t decide what to do, they are made to do this). Their behaviour has a repetitiveness and consistency in it. They always behave in the exact same manner. Humans have observed this happening for ages now. To arrive at this conclusion, we have observed the phenomenon enough number of times so that we can conclude this happens all the time. I am employing basic concepts of two kinds.

The first kind of concept is ellipse, repetition, pattern, shape, size, etc. These are mathematical concepts that can be used independently of the sun and earth.

In fact, we know them in our mind alone, even if we do not see them outside. They are related to each other in a certain way. Circle, ellipse, oval, all of them have definitions. There are rules that determine and control the meaning of these concepts.

Moreover, I can apply these definitions to validate whether a particular shape is a circle or oval. If some shape does not meet either definition, we would say that thing is neither circular nor oval. This is the mathematical form of knowledge.

The second kind is the definition of natural objects, causes, effects, hypothesis (does this happen always?), observation (conditions we set up on how to observe and how many times to observe), what conditions to observe in etc. These are concepts and methods that are natural science.

To answer the second question, “How do you know?”, we are using two kinds of concepts and two kinds of methods: mathematics and natural science.

Ira: If I ask, “How do you know that this is what people thought in 500 years ago?” or “Why are people bothered so much about this phenomenon?”

Anubhuti: You see these questions are of a different kind. These are about human beings. The objects of study are humans and human behaviour. Other concepts related to human behaviour in this example are past, time, present, society, politics. We use different basic concepts to answer these questions, these concepts are related to each other in the sense that they are about human beings: behaviour, motivation, curiosity, culture, politics, etc. So the methods of determining and validating knowledge are different too. Hirst calls knowledge that comes in this form, as human sciences and history.

So based on basic concepts, conceptual relationship and methods of validation, Hirst says knowledge can be classified into seven distinctly different forms: mathematics, natural science, human sciences and history, religion, ethics, aesthetics, and philosophy.

Each has different distinct concepts and conceptual relationships, and specific methods to validate knowledge about those objects of study.

Religion has basic concepts like faith, creation, divine laws, etc. and tries to answer questions like, “Was the universe created with a purpose?”

“Does God exist?”, “Is the universe real or an illusion?” “What is the purpose of human life?” etc.

Mathematics is the study of ways of seeing the world around us through numbers, sets, patterns and the method of validation is logic.

Ethics is the study of what is right and what is wrong.

In moral education we ask questions like “How do we decide if something is right or wrong?” Aesthetics is the study of beauty and uses entirely different methods. Questions asked in aesthetics are “What is beauty? What are the criteria for beauty?”

Philosophy asks basic questions like “What do you mean?”, “How do you know” about everything: facts, values and other forms of knowledge.

These questions are also asked of all other forms of knowledge. That is why sometimes we do philosophy of science, philosophy of religion, moral philosophy, etc.

Difference between forms of knowledge and disciplines Ira: Disciplines are distinct from each other but they overlap in some ways too. Psychology, sociology and history use many similar methods. Do forms of knowledge overlap with each other too?

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Anubhuti: Human beings created disciplines, based on particular domains that they felt the need to focus on. Physics, chemistry, biology are all disciplines that are based on the form of knowledge, natural science.

But there is a clear separation of what is studied by a discipline. Biology focuses on living organisms, whereas physics and chemistry study inanimate natural objects. Based on the object of study, each discipline introduces some concepts, rules and methods of determining and validating knowledge. In a sense, we have to be disciplined, and adopt a way of thinking and rules of the discipline. Hence the word, Discipline.

Disciplines overlap with each other in terms of methodologies used, even the objects of study. On the other hand, forms of knowledge are “mutually irreducible”, “none of them is ultimately reducible in character to any of the others, either simply or in combination”. The way we need to think is, these are the basic classifications of knowledge that we have created, and classification necessarily means one thing is totally different from the other. Forms of Knowledge are at a higher level of generality than disciplines. The basis for formation of each are entirely different.

Multiple disciplines orbit around the phenomenon of the sun. Identify some represented here.

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But yes, forms of knowledge are related to each other. In reality, we often use multiple forms of knowledge to answer one practical question.

Disciplines do too. In fact, there is no discipline that does not use mathematics and philosophy.

For example, if we want to know where the earth will be two months from now, and which side of the earth will face the sun, and which season will it be on that side of the earth, we can predict all this using mathematics alone. We observe the earth’s rotation and revolution, translate this generalization into mathematical concepts. Then mathematics takes over and does other generalizations and even predictions for science.

Forms of knowledge, disciplines and school subjects Ira: That is why you see (or do not see) multiple forms of knowledge in any discipline. You have to be philosophical to determine them and see them.

Subjects are different things altogether. They are also ways of organizing knowledge in a curriculum. They are different because the purpose is different. How do we teach children the humungous amount of knowledge! For that, just forms of knowledge is not enough, we need to know development psychology, the socio-political context, and most importantly how to relate this abstract knowledge learnt in a school with the world we live in.

So school subjects consider all these criteria and organize knowledge in a form that can be taught to children.

Anubhuti: A simple way of saying this is, school subjects are administrative means of organizing knowledge. Dewey provides an interesting and useful framework to think of the curriculum. He says, the curriculum should be based on the child’s experience in the real world out there. Children have many experiences in their “real life”. Knowledge should be seen as a means for them to find answers to these questions. Of course, these questions are not of the “I want to know” kind alone, but of the “What should I do?” kind too. It could be, “My parents ask me to go to school regularly, but my friends ask me to bunk class and go to a movie with them. When they say, “Let us bunk class and watch a movie, what should I do?” School curriculum should be teaching ethics and morality for the child to be able to answer this question herself. Of course the nature of questions children face will change with their age.

But this principle of organizing the curriculum does not go against the classification of knowledge into seven forms. In fact, Hirst argues that the basis should be forms of knowledge. That does not mean we should not merge two forms in one subject; but that we should be aware of forms of knowledge when we create the curriculum and teach children. We could organize the curriculum such that it is clear what kind of concept and methods we should teach in order to answer one kind of practical question.

In the above example itself we can see at least two different forms of knowledge involved: ethics and human sciences (sociology and psychology being the disciplines).

To answer the ethical part of the question, you need different concepts and methods (right/wrong, obedience/disobedience, desires/duty, etc.). The social and psychological parts of the question need to be dealt with as human science questions.

Ira: Usually school syllabi are organized to take students towards one discipline or other. Higher education is totally mapped to disciplines, because the focus is on getting them the right job. I have heard even primary school children are coerced to focus on some disciplines and consider others as mere hobbies. Actually, thinking of forms of knowledge and organizing curriculum based on them makes it possible to see knowledge as knowledge, and the need for all forms of knowledge. Basing curriculum only on disciplines limits the curriculum’s aim merely to getting jobs.

Anubhuti: Hamm calls this the breadth of knowledge criterion. He says, all children should learn at least the basics of all seven forms of knowledge. Teaching biology and leaving out ethics would make them bad doctors. If children learnt engineering well because their science was good, but lacked ethical and aesthetics education, it would make them bad people building ugly things.

Ira: Building the curriculum education on the foundations of all the seven forms of knowledge can make them complete human beings; maybe more complete than us.

The author teachers Philosophy of Education at Azim Premji University. He can be reached at <prakash.iyer@apu.edu.in>.

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Classroom Update â&#x20AC;˘ Biology

Getting down to the micron Meena Kharatmal and Nagarjuna G Objective Estimating the size of any small object or microorganism is a challenging task for students and teachers. While observing organisms under the microscope, can we also estimate the size of the organisms? Should it be in centimeters or millimeters, or even more minute and tiny than these two units?

There are units for observing smaller objects or micro-organisms that are too small to see with the naked eye. One of these units is called micron (Îź) or micrometer (Îźm). We present a simple method to estimate small sizes and learn to use the micron as a unit of measurement.

How small is a micron? Why is it important to measure in microns?

Let us understand the scale of objects with the help of an image shown in Figure 1. The figures 1a and 1b show objects proportional to their sizes. The image in 1a begins by showing a known object, i.e., hair of 100 microns while the other objects are shown as gradually getting smaller and smaller in micron size.

From particles that are visible to the naked eye, to

dust particles, pollen, water droplets, fungus, spider web silk, smoke particles, bacteria and viruses. The image in 1b is an alternate representation to depict the smaller objects in reference to a known object (hair of 100 microns). The difference between bacteria and viruses is of 1000 times. When these objects are proportionally decreasing in micron size by a factor of 5-10, we cannot even show viruses in the diagram.

Anyone who can measure small sizes in millimeters can easily learn to estimate and measure objects in microns. Let us learn to estimate the size range of objects that measure in units of microns or micrometers, using a light microscope as well as a compound light microscope.

Links to curriculum We surveyed all the middle school level science textbooks of classes 6, 7 and 8 (NCERT) to get an idea how the topic of measurement is connected in science topics and more specifically with biology topics. The textbooks do introduce and address the topic of measurement and specifically, micron as a unit has a brief mention.

We know that measurement is an activity that is already being dealt with in mathematics. In this survey, we noted that measurement was dealt mostly in topics relating to physics. These are measurements relating to distance, length, width, height, temperature, humidity, rainfall, wind speed, water absorption in soil, breathing rate, time, speed, amplitude, friction force, static force, earthquake, etc.

We also surveyed the two chapters (2 and 8) in the class 8 biology textbook related to micro-organisms, cell structure and functions on the assumption that these two chapters would address the concept of size and measurement, expecting the description of micro-organisms in microns or micrometer (see Figure 2).

Figure 1: Images showing proportional sizes of objects in microns.

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To our surprise, we noticed that the entire chapter 2 which is about micro-organisms has no mention of measurement in micron. The size of micro-organisms

mathematical ideas in a context that demands it, is a serious disconnect we notice in our science education. This article attempts to provide the much needed connection.

The usual response During our interventions with students (as well as teachers) ranging from middle, higher secondary, undergraduate levels, we frequently discuss the measuring of whatever they observed under the microscope. Upon asking what a micron is, we always received the response as, "10 raised to minus 6", or 10 to the negative power of 6 (10-6)”. They stop at that phrase and then we cannot but ask "Of what?" Later some of them think a while and answer, "Of meter". When asked to use their knowledge of conversion and estimate the size of a microbe, then all of them are in a fix, confused, and they make errors in conversion. It is to be noted that when students are thinking in terms of 10-6, i.e., in terms of a negative power of ten, they are at a loss when asked to convert this into microns. The difficulties could be due to the negative power/exponents (10-6), decimals (0.000001), fractions (1/1000000), etc., which are well-known hurdles in expanding mathematical imagination. The difficulty is, on the one hand, due to notation, and on the other, due to lack of introducing these concepts in terms of proportional reasoning.

Figure 2

is talked about as ‘small that cannot be seen with unaided eye’ (excerpt 1 in Figure 2). It is important to know how small is small! Students cannot get an idea of the scale of organisms that are less than 1mm in size, by a mere mention of ‘small’. The passage certainly does not address how such small sizes can be measured.

Chapter 8 which is about the cell structure and functions has a brief mention of the size of cells.

Again, the size is mentioned as small. The unit of micron or micrometer is introduced as a millionth of a metre (excerpt 2 in Figure 2). The passage could at least have mentioned that 1 micron is 1/1000 of a millimeter and 1/1000000 of a meter. Secondly, the passage mentions the smallest cell size as 0.1 to 0.5 micrometer in bacteria, without explaining the dimension of the unit in relation to the known object.

Talking about measurement in a decontextualized area of mathematics and not connecting

While conducting the measurement activity with teachers, we use the light microscopes that are usually available in schools and colleges. Upon asking teachers to estimate the diameter of the visual field when observing from the eyepiece of the microscope, they respond it to be in centimeters (2 cm, 3 cm). However, when they are introduced to simple methods (see below) and then asked to estimate the diameter of the visual field, it comes as a surprise that it is about 1 mm or 1000 microns!

It is important that teachers first estimate the visual field and then they estimate the size of the organisms under the microscope.

Measuring in microns We start with some known units of measurements with simplified conversions for microns that are easy to understand or estimate the micron size (see Table).

We can estimate or measure the objects under a microscope in microns by using simple methods and minimal materials with simplified calculations and conversion from known units of measurements.

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Units

Conversions

Objects

1 meter (m)

100 centimeters (cm)

1 meter scale

1 centimeter (cm)

10 millimeters (mm)

Average width of index fingernail, pumpkin seeds,

0.1 centimeter (cm)

1 millimeter (mm)

Grain of sand, mustard seed

1 millimeter (mm)

1000 micrometers (Îźm) or microns (Îź)

Diameter of a pinhead, frog eggs, flea

butter paper. We can also use a readily available grid image and print using a laser printer. A small grid of 1 sq.cm can be cut and placed on the slide to observe the divisions.

Table: Known units of measurements and their conversions.

Let us begin with imagining the space of 1 mm that can be observed with our naked eye. For example, 1 mm is the space between two divisions on the centimeter side on a ruler. This space of 1mm is equal to 1000 microns. As in the initial stage, it may be difficult to imagine a space of 1 micron, we can develop the practice of imagining the space of 1000 microns. Figure 3 shows the observation of the visual field of a compound light microscope depicting the space of 1mm as equivalent to 1000 microns between two divisions. The total magnification of this visual field is 100X (10X eyepiece and 10X objective).

We demonstrate it by using two simple methods as shown in Figure 3. The first image is taken by placing a transparent ruler under the compound light microscope. The second image is taken by placing a transparent graph under the compound light microscope. Note that we have taken all these images of real observations using a smart phone by placing it carefully on the center of the eyepiece of the microscope.

1. The ruler method: We know that a ruler has two units of measurements â&#x20AC;&#x201C; inches and centimeters. We can place the transparent ruler under the microscope to see the divisions of the centimeters. We know that two divisions within the 1 cm scale is 0.1 cm which is equal to 1 mm. We also know that 1 mm is equal to 1000 microns. We can observe this space of 1 mm i.e., 1000 microns under the microscope to get an estimate for measurement to learn how much of the visual field is 1000 microns.

2. The graph method: On a graph paper, each grid is of 1 sq cm with 10 equal divisions. Each square inside the grid is 1mm (1 sq mm). We know that 1mm is 1000 microns. A transparent graph paper can be made by photocopying a graph page on a 38

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Figure 3: The space between two divisions measuring 1000 microns is shown in the visual field. Note that this microscope's total visual field (with 100X magnification) is little more than 2000 microns, about 2100 microns, since the total diameter of the visual field is more than 2 mm.

Image 1 is taken by placing a transparent ruler under the microscope. While image 2 is taken by placing the transparent graph paper under the microscope.

It is important to note that in the light microscopes usually found in school and college labs, we have observed the visual field to be of 1000 microns with the ruler method. Figure 4 shows the variation in the diameter of the visual field observed. In Figure 4, image 1 of the light microscope shows the visual field space of 1mm i.e., 1000 microns, whereas image 2 of the compound light microscope shows the visual field space of 2mm (2000 microns).

Therefore, it is necessary that the visual field of the microscope used in the study be first calibrated for the space.

Figure 4: Estimating the visual field in two different types of microscopes. The image in 1 is the visual field of light microscope that is usually available in schools and colleges. The image in 2 is of a compound light microscope with a higher resolution.

So, certainly we can see a space of 1000 microns (in a high resolution kind of compound light microscope, we can actually see a space of 2000 microns) with our naked eye! Performing observations with these two methods will provide us with an estimate of a space of 1000 microns in the

visual field of the microscope. The diameter of the visual field is what we need to measure to develop proportionality, which is what eventually helps us to do the estimation.

Now that we know about the scale of 1000 microns in this space, we can use it to estimate and even measure any object that is placed within these two divisions.

Estimating small objects in microns Let us do a simple activity of estimating and measuring a very small object, for example, a single hair strand (or fibre strand) using one of these methods.

1. Estimating the size of a single hair strand: Let us first begin by guessing the size of a single hair strand (or a single fibre strand) in microns. It can be noted down and verified after the activity. We demonstrate it using the graph method (see Figure 5) by taking photographs of the hair strand under the compound light microscope. It involves direct observation, taking photographs, using drawing work, followed by extrapolation to estimate the size in microns. a. The grid of the transparent graph seen as the visual field under the microscope. b. Placing a hair strand on a slide and covering with the transparent grid to observe under the microscope.

c. This image was used to create an outline of a thick line (or a rectangle) overlapping the image of the hair strand. d. Now that we have a line of known size, we can make copies that can occupy the space of 1mm. In this image, there are 15 such lines that are occupying the 1 mm space i.e., 1000 microns.

Now that we know, there are 15 hair strands that occupy 1000 microns, we can estimate the size of a single hair strand by using a simplified calculation and conversion method as shown in Figure 6. So we get an estimate of a single hair strand to be of about 67 microns. We can check whether our guess is correct. Of course, this would also depend on the thickness of hair which varies from person to person.

Teachers can motivate the students to find out whose hair is thickest in the class, and who has the thinnest hair? Students and teachers can collect quite a lot of data from the population of the school, and it can be a lesson in statistics as well!

Now we can apply this simple method and simplified calculation to estimate the size of micro-organisms under the microscope. Letâ&#x20AC;&#x2122;s do this as an exercise!

Figure 6: Estimating the size of 1 hair strand in micron.

2. Estimating small size organisms: Let this be an activity. We can do this activity by observing soil samples under the microscope. However, for practice we provide images of micro-organisms taken under the compound light microscope.

These images have a total visual field of about 2000 microns. Even while observing organisms under the microscope one can apply this method to estimate their size in microns.

Figure 5: Estimating the size of hair strand under the compound light microscope.

1. The visual field showing the grid of 1000 micron.

2. A single hair strand within the 1000 micron grid.

3. A rectangle is created overlapping the single hair strand.

4. Each rectangle is then arranged side by side to fill the 1000 micron grid.

Task 1. Estimating and measuring the Hydra: Observe Figure 7 depicting a Hydra with an additional bud (total magnification is 100X). For ease of estimation, we have overlaid the total diameter of the visual field that is about 2000 microns (1st image).

Given this space of 2000 microns, we can estimate the length of the whole Hydra with the tentacles.

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Observe the 2nd image and estimate the length. You can write your measurement on the image itself.

Figure 7: Estimate and measure the hydra (photos taken with a high resolution compound light microscope).

Task 2. Estimating the thickness of a paper: We can estimate the thickness of paper by applying proportional reasoning. We know that a book comprises of several hundreds of pages. Let’s understand how to estimate the thickness of a page.

1. Take a small bunch of pages so that the thickness of the bunch is about 1 cm (i.e. 10 mm or 10000 microns).

2. Note the page numbers that have been occupied in this 1cm thick bunch. For example, 176.

3. Since the page numbering is done on both the sides and we want to estimate for a single paper, we can divide this number by 2. For example, 88.

4. Now we know that 88 papers are occupied in 10000 micron space (1 cm), then 1 page is about 114 microns.

Likewise, we can estimate the size of smaller objects that are in micron units. For example, by using the above method, we can estimate even the thickness of a cover slip in microns!

Summary We presented a simple method to estimate the size of small objects in micron size. We can use our dayto-day objects and develop a method of estimation using a light microscope, transparent ruler and graph paper. By applying simple conversions and proportional thinking, we can realize the size of objects in microns.

To do tasks – write to us Can you think of any such examples where we can estimate the size of smaller objects? Develop such tasks and by using the above method calculate and estimate the size. You can send us your examples by email or post.

Find out if there are any other units that are used for even smaller objects than micron size. Can we apply this method of conversion from known units to estimate the size of objects in nanometers? Write to us with examples at – cube@hbcse.tif.res.in.

Acknowledgements We acknowledge the CUBE lab members M C Arunan, Mayur Gaikwad, Aashutosh Mule, Jaikishan Advani, Kiran Yadav, along with students and teachers.

We acknowledge the support of the Government of India, Department of Atomic Energy, under Project No. 12-R&DTFR-6.04-0600.

The authors are with the Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research. They are involved in developing teaching and learning modules at school and college levels. They can be reached at <meena@hbcse.tifr.res.in>, <nagarjuna@hbcse.tifr.res.in>.

Getting past the plastic: can you help us?

Subscribers who receive Teacher Plus in the post would know that we moved a few years ago from paper to plastic covers. The reason to move to plastic was that the paper covers often tore in transit through the postal system, often damaging the address label, so the issue never reached the intended subscriber and when the magazine was returned to us, we had no way of knowing which subscriber had missed the issue! During the rainy season, magazines were soaked through and damaged beyond recovery. So the obvious solution seemed to be to move to a sturdier packaging material, and this has indeed led to fewer returns and almost no damage in transit. But as we all know, plastic use has its own very serious problems, and we would like to find a way to avoid using it. Our current stocks of plastic covers will last us for another 5 to 6 months, and in the meantime, we would like to explore other ways of packing and mailing the magazine – one that will take into account weather-beating and other kinds of damage. If you have a suggestion that is sustainable and inexpensive (we are a small operation with very limited funds), do write to us! If you know of innovative folks who could help us, do let us know!

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Profile

Our journey with books Photos courtesy: Akash Singh

Nimesh Ved and Anshumalika Rai

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e are associated with a school, catering to 300 students, in Eastern Uttar Pradesh.

Together with colleagues we have undertaken an invigorating journey over the past two years. A journey to bring children and books closer to each other. This we share below.

Phase one To begin with, the library was located on the first floor while the classrooms were on the ground floor.

Also, most of the time it was behind a closed door; a door with two big locks. If you entered you would come came across a board that said, please be silent.

The library did not have a friendly ambience.

Colleagues associated with the library clearly did not possess the love for books. It was a responsibility and distant. Another colleague, during the initial days, suggested that I go and buy books since we had a budgetary allocation!

A range of these books adorned the shelves in the library. These were books that senders wanted to get rid of and not those which children would want to read. Most of the books were in English (ours is a

Hindi medium school) and it seemed as if neither the teachers nor the students had even cared to flip the pages. Neil Gaimon in his Why our future depends on libraries, reading and daydreaming writes of this, “Well-meaning adults can easily destroy a child’s love of reading: stop them reading what they enjoy, or give them worthy-but-dull books that you like, the 21st century equivalents of Victorian “improving” literature”.

On the one hand we had too many books and on the other, few that children would want to read!

These few more often than not got lost amidst the lot. Books that had been donated were a major issue.

Against this scenario, we decided to shut the library temporarily.

Phase two Together with a few of our colleagues we planned the course of action for the months to come. We agreed that while customization (based on our needs) and learning from recent developments elsewhere (of books and children) were pertinent, we also would need to be flexible and allow space for course corrections.

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A few of us took a closer look at the books on hand and the condition they were in. These books were then split into three categories. Some were kept on the verandah for two days – children were free to take those they wanted. Many children in our school belong to families that are into fishing or weaving; reading is not a part of their lives at home. And the financial distresses of recent years have not helped.

The second category was of books that were to be disposed; i.e., handed over to our sister unit to use in a different form. Our school is part of a larger organization (housing multiple units) and located in quintessential peri-urban north India. The final category was retained in the school. This again was divided into books that teachers and children would be interested in. Books meant primarily for children were further segregated according to age and moved to classrooms. Each class, 3rd standard onwards, now boasts of a small library. Our school has classes till 8th standard. Books meant for teachers were kept safely – for the time being – at another place.

We got some fresh books. But soon realized that many of these were not of much help. The ones in English espoused a context that the students could not connect with and the issue with few of those in Hindi was the quality of translation. We learnt what we did not need and realized that we needed to be better prepared.

Phase three The posters arrived. Some we had purchased, others a friend of the school sent. With their easy to comprehend hindi, non-preachy content, cheerful demeanor and poetry, these posters altered the appearance (and feel) of walls. They helped us initiate conversations on poetry with teachers and fun activities with children, amongst others. These posters got the proverbial (new) ball rolling. Cursory reading led us to understand that a lot of fascinating

actions were taking shape in the world of children’s literature. We got keen to meet people well versed on the topic, to know of books to read, avenues to procure the books from and more. To learn of the processes involved in the creation of books. To get the flavor of the changes taking place – for example the libraries were being perceived afresh and many of the illustrations were unlike those we had previously come across. One of us joined a course on library education (spread over few months) and the other participated in a week long workshop on children’s literature and art.

There were eye-opening trips as well. One to a government school in a neighbouring district and another to a Madarsa in town. Both had enthused children amidst colourful books and of course – palpable energy. Each of these helped set the direction. From ‘what we did not want’ we moved towards ‘what we wanted’.

We began to agree on how the library should now be. We would have it at a more accessible location, refrain (for the time being) from having books catering to adults, have seating on the floor to allow movement, songs, dance and of course space to laze around with books. We also agreed on the need to shift to a more accessible room. This would ideally be one with multiple windows that brought in light, fresh air and also enabled those inside to savour glimpses of trees. We decided to call it ‘book room’. This was also to do away with the seriousness the term library connotes. Gaimon again puts this succinctly, “But libraries are about freedom.

Freedom to read, freedom of ideas, freedom of communication. They are about education (which is not a process that finishes the day we leave school or university), about entertainment, about making safe spaces, and about access to information”.

During the initial days, the focus was on books in hindi. And, of course, books that the children would enjoy. We successfully applied for a book-grant and also visited book fairs. These books are a welcome addition to our collection. The new collection also warranted basic systems to keep track of what we now had. We also agreed that getting children to connect with books was the objective and we were fine with some books getting lost and torn. In other words, the rules would not be prohibitive.

Phase four The book room got ready and did not take long to become the preferred place for teachers to get together.

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Photo courtesy: Anshumalika Rai

Activities around the books slowly picked up.

Lending for example was one which took time to gather momentum, given the number of books and willingness of the teachers to lend to younger children. Children have since proved the teachers wrong – they have not only begun to make lending cards but also take the onus of multiple actions at the book room. Then there are the dumb charades, coreading, singing, loud reading, making book-marks, book auction and more actions taking place. The display of books is altered each month depending on the theme. Recent months have seen ‘food’ and ‘sports’ as the themes. Activities have spilled in to the school’s morning assembly as well. Children read stories and recite poetry on a pre-decided day!

We have far more clarity on the kind of books we need. Stories that highlight gender sensitivity, for example, are welcome as are bilingual books. In response to the interest shown by teachers for poetry, the book room has made an exception and added fresh books on poetry! All these have led to teachers

coming together to discuss books, reading, poetry and more. More on this some other day.

The Book room is slowly but surely dovetailing towards meeting larger needs of the school as well.

These include buttressing language learning (English and Hindi) and activity based learning. It is evolving into the ‘happy space’ the school was keen to create.

A space which is colourful and bereft of many of the ‘rules’ that classrooms have to follow. One where the children can let their imagination fly. And, more importantly, getting the team together.

Together with colleagues we look forward to more fun time with children and books. As one of the colleagues remarked, “kitabon ke saath mauj masti”.

The authors enjoy being amidst children, books and children with books. They can be reached at <nimesh.explore@gmail.com> and <anshumalikarai@gmail.com>.

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RESEARCH IN ACTION

How does practice change?

Neeraja Raghavan

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hen you were a student in school or college, did you have one or more teachers who taught you so mechanically that you wondered how they could drag on and on thus?

I can distinctly remember at least three such teachers from my own student days! One of them carried a sheaf of yellowed notes to class and systematically transferred the content from those frayed pages onto the blackboard in every single class. He did this year in and year out. It made absolutely no difference to him that not a single student was listening to his drone, as he articulated the dead words that he simultaneously transcribed onto the blackboard.

[We jokingly declared that he talked more to the blackboard than he did to any one of us!]

Well, if you haven’t had a single teacher who taught like teaching was a painful duty to be done away with, you are so very lucky!

Now how do we, as teachers, prevent ourselves from turning into those crashing bores?

Wouldn’t that be a terrifying possibility?

I have always thought that if that teacher had stopped to think, even for an instant, if his approach was benefiting anyone at all, he would have altered his pedagogy. But he remained encaged in blissful ignorance – or was it apathy?

This month, I wish to draw your attention to a rich paper (freely downloadable) that gives a framework for this very process: turning reflective.

Transforming Teaching Practice: becoming the critically reflective teacher BARBARA LARRIVEE Reflective Practice, Vol. 1, No. 3, 2000 pp 293-307 Downloadable from: http://ed253jcu. pbworks.com/w/page/f/Larrivee_B_2000Critic allyReflectiveTeacher.pdf 44

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But first, I would like to summarize some very insightful statements that the researcher makes in her paper:  As teachers, we tend to develop certain beliefs which are hardly ever challenged – by us or any other.  Unless we pause to revisit these, we can remain imprisoned in a cage of unexamined biases, assumptions, expectations, interpretations and sometimes, even convictions.  Beliefs are like the cement that holds bricks together, while the teaching practices or decisions that are an outcome of our beliefs are the ‘bricks’.  Decisions made by teachers and school managements are inevitably intertwined with certain beliefs. By examining only the decisions and not looking at the underlying beliefs, we are ignoring the cement and focusing only on the bricks.  So when teachers get obsessed with techniques and forget to examine the beliefs that underpin these techniques – and more importantly, whether these are in alignment with their own beliefs - they will simply have a bag of tricks. And tricks which are played without one’s heart being in it are instantly experienced as being superficial by those keen observers – children!

The author then goes on to define critical reflection as below:

Critical reflection involves examination of personal and professional belief systems, as well as the deliberate consideration of the ethical implications and impact of practices.

As I said, it seemed unlikely that the teacher who I described at the start of this article had ever asked himself what his belief was, when he adopted the lifelong practice of mechanically transferring words and symbols from his paper to the blackboard. It was evident that he deemed this to be ‘teaching’! To us, students, it seemed that he believed teaching and learning simply consisted of stuffing one’s mind (or paper or blackboard, whatever the receptacle) with loads of text, so that one could then pour it all out

And now we come to the heart of the matter. No one would like to just alter their beliefs until they feel compelled to do so. And when is this likely to happen? Some situation that propels them to revisit their dearly held values or convictions has to unfold.

The author quotes Dewey (1933,1938) when she reminds us that reflection is usually triggered by a dilemma or problem. A teacher who faces no problem at all is unlikely to feel the need to reflect.

(My teacher had no problem at all, you see!)

Justify actions • Solve problems Deeper meaning • Changes Assumptions • Attitudes Values • Beliefs Revisit experiences

You

Critical Thinking

Reflective Thinking during the examination (as a student) and on the blackboard (as a teacher)! Since he had probably never articulated this as being his innate belief, there was no chance of his revisiting it or examining its validity!

So the first step, according to the author, is for a teacher to clearly see what his/her beliefs are.

Now that’s a tricky one! As the author rightly says: We frequently are not aware either of our mental models, or their effect on our actions.

I am pretty sure that not a single teacher today will state that it is vital to stuff children’s minds with text!

It is so obviously not the politically correct thing to say!

But the proof of the pudding is in the eating, isn’t it?

And so, what if we were to adopt the reverse route: examine our actions/teaching practice and then reflect on what the underlying beliefs could be? A teacher who spends 35 of 40 minutes talking to the class cannot profess to believe greatly in students’ participation, now, can she? Another teacher who does 90% of the questioning in class can hardly claim to believe in drawing out enquiry from students!

Do you see what I mean?

So it is only when such a misalignment is seen that a teacher comes face to face with questions like: should I alter my practices or revisit my beliefs? How can my practices sustain a shift unless I change my beliefs? How will I change my beliefs without feeling like the rug has been pulled from under my feet?

The author then goes on to assert that there is no prescription for a teacher to turn into a reflective practitioner: it is a journey. However, she does suggest three practices that can be very useful in this journey: making time for solitary reflection, becoming a perpetual problem-solver and questioning the status quo

In today’s fast paced world, even the first of these three practices seems to be impossible, doesn’t it? But I am not so sure about that: how hard is it to audio record one’s thoughts and feelings about the day that went by, into one’s phone? An audio journal, as it were? Now, do you think that is very time consuming? Of course, it would be ideal if one could keep a journal, but that is left to those who like diary writing. For most of us, who are in no frame of mind to write our reflections, I am suggesting using technology for this highly valuable practice.

And a great indicator of one’s assumptions is the surprises or shocks that one receives each day: for you are surprised only when your expectations are not met! By simply recording what or who surprised one over a period of a few months, one can very diligently put one’s finger on the underlying assumptions that govern one’s expectations!

The second practice (becoming a perpetual problem solver) is feasible only when we see the problem as needing a solution. Too often, we learn to live with so many problems that we get numbed and drop all intent to set things right. We are then well on our way to turning totally mechanical!

And the last is what characterizes a lively mind: questioning the status quo. The author agrees that this can be risky, but as always, HOW one questions the status quo(confrontational or invitational) is what determines the impact of this practice. I still recall a staff meeting that was held more than 30 years ago, in a school that I taught. Usually, they were chaired by the elderly Principal, who belonged to the old TEACHER PLUS, JULY 2020

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1. Ask a trusted peer to observe your class (or audio record it, if you can’t find such a peer) and note different aspects of your teaching practice like: a. How long you talk, and how much time you give for students to talk. b. How often you smile, and how often you snap c. Whether you focus only on the students who ‘get it’ or ‘don’t get it’ d. How palpable your enjoyment of engaging with students is e. And so on 2. Now ask your peer to look at the oft-repeated practices and write down likely beliefs that they could be stemming from.

3. Independently, list out what you think your own beliefs could be about each of the above practices.

4. Now examine the contrast: how do you come through? And what do you profess to believe?

5. Notice the discomfort that this triggers in you: reflection is seldom a pleasant process! It is precisely because it takes you out of your comfort zone that it prevents you from trundling along mechanically!

6. See what you wish to drop/change/tweak: your practice or your belief?

Send in your findings to thinkingteacher22@gmail.com.

school and tended to dominate the conversation. A new and young teacher boldly suggested one day that teachers rotate this responsibility. And it was only because of her suggestion that we then had a staff meeting anchored by one of our colleagues. I remember being struck by the utter poise and aplomb of that day’s chair. Only then did I realize that all along, I had assumed her capabilities to be less!

There is far more that you will gain by reading this rich paper. So I am going to leave you with just so much! As always, there are a few suggestions for you to bring this into your classroom! And if you are online, then bring it into your virtual classroom!

The author is Founder Director of Thinking Teacher (www.thinkingteacher.in), an organization that networks with teachers across the country. Thinking Teacher aims to awaken and nurture the reflective practitioner within each teacher. By taking (action) research out of the classroom, Thinking Teacher develops the (action) researcher in the teacher. And then, by bringing research into the classroom – as in this series – Thinking Teacher’s goal is to help build deep inquiry and rich learning into the teaching process. The author can be reached at <neeraja@thinkingteacher.in>.

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When hands-

A

s a student of class VII of De Nobili School, Maithan, I think of my geography class. My young and dynamic teacher would ensure that the class was interactive. Hence, after teaching us a particular topic she would throw questions related to the facts given in the book and we would willingly participate, recapitulate all the essential details of the topic and thus learn the maximum.

Since the class was interactive, I used to love my geography class and also my geography teacher.

Years down the line, I am now a teacher in Bharatiya Vidya Bhavan’s R.K. Sarda Vidya Mandir, Raipur and I carry forward the learning from my geography class by upholding the principle that my class should also be interactive.

In my school, I deal with the students of classes IX and X. In one of the academic sessions, the learning began with the batch of class X B and I found that my learners would take a back seat, be passive and allow me to indulge in maximum explanation. Though there was some interaction when they would share their thoughts and feelings in the class, my desire was to make them explain the lesson too.

So, one day, I came up with an activity that I Photos courtesy: Varsha Singh

Now bring it into the classroom!

Finding my own path

on learning became a habit Varsha Singh termed “One Level Up” and “One Level Down”.

The class was divided into two sections. One area of the class was marked One Level Up and the other was marked One Level Down. First, all the learners occupied positions in One Level Down. Now, 6a part of the literature lesson “The Letter” was read aloud, and after the read aloud session, the young learner who felt confident enough to explain the part that was read out would begin the explanation, satisfy the queries of the others and finally get a pass certificate by the others to book his/her place in the area One Level Up. As the lesson flowed, so did the urge to occupy a place in the One Level Up area and the learners tried their best to satisfy the others with their elucidation.

At length, the activity ended and so did the lesson.

Altogether, we observed that there were just seven to eight students left in the One Level Down area and the rest of the class, about 29 students, had happily proved their worth and occupied the other area.

Also, the explanation of the entire lesson was done by the students, and I had remained almost passive, just facilitating my learners. This boosted their confidence levels and I received feedback that they really enjoyed the activity.

up elicited the desire of my learners that I remain passive and allow them to be active! That was my reward.

Now let’s move to class XII. In order to enhance their ability to write an article, I came up with the thought of reading good newspaper articles in the class.

Now, after reading a few in the class, my learners’ interest in reading these was actually stimulated, and there was a good variety of issues that we had covered – like dealing with stress, the education system, tourism, environment, dealing with failure and many such problems. After reading the article, the class always participated in a discussion related to the article and gradually, this habit bore fruit, as after every lesson there was some time that we all spent together having a very healthy discussion about the different aspects of life that the various literature lessons covered. I realized that I had easily attained my objective of making my class interactive.

Photos courtesy: Varsha Singh

Now the impact of the activity was such that henceforth, every prose or poem that was taken

I believe that interaction between people in richer and better ways connects human beings better and in turn makes the world a better place to live in. I just hope that through my lessons I am able to contribute my best to making the world a better place.

The author teaches English at Bhavan’s R.K. Sarda Vidya Mandir, Raipur (CG). She can be reached at <honey_khare123@yahoo.co.in>.

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Finding my own path

The invisible route to language Vatsala Hegde

Photos courtesy: Vatsala Hegde

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eaching for me has always been a passion. I started my career in Hiranandani Foundation School, Powai and now for the last 20 years I have been teaching at J H Ambani School, now known as Reliance Foundation School (EM), Lodhivali in Raigad district.

The school is located in a rural area where we cater to children from varied backgrounds. So teaching them English has always been a challenge and a wonderful experience.

I would like to share some of my best practices which have helped the children learn not just the language but also values for life.

In class 1 when I was the class teacher, the children were hesitant to speak in English. I decided then to follow the invisible curriculum, i.e., not based on lesson plans, but everyday teaching practices which blend with the curriculum. The practice has been to teach them poems and rhymes not found in the syllabus. These rhymes were taught with actions. The actions invariably helped in developing their vocabulary without me having to teach them the meanings, for example words such as heavy, little, pick, carry, etc., are learnt in their own fun way proving right Howard Gardnerâ&#x20AC;&#x2122;s kinaesthetic intelligence.

Skits are another way to improve spoken skills. I prepare short dialogues where children enact roles highlighting concepts like cleanliness, use of

Book Exhibition Drawing with Nature

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Photos courtesy: Vatsala Hegde TEACHER PLUS, JULY 2020

Little chef activity

magic words and so on. Vocabulary development that takes place with songs, rhymes and skits in the early years (i.e., till seven years) is much more than what can be learnt from textbooks. When children come across these words in their books they are able to relate to them easily.

Another practice I have been using is to give instructions in English without translating to their mother tongue or Hindi, for example, if they need to form a line to go for the physical education period, I ask them to come out and form a line. At the same time I use words like 'short boy', 'shortest girl','tallest boy', 'stand here' come behind','come between', 'go infront' by physically holding their hands and making them stand. After a few weeks, the children themselves start using these words.

Teaching can go beyond textbooks. There are various such practices I use, such as asking children to distribute the workbooks of their friends and while doing so, make them use phonics and blended words which at times they guess but later at the end of the session they are able to read the names of their friends on the label.

Another thing which is close to my heart is to initiate a love for reading books other than their textbooks.

I have motivated children by getting books like Amar Chitra Katha to class to take them on a journey through mythology, history, and other regional stories of India. Mind you, itâ&#x20AC;&#x2122;s a tough task nowadays in this digital age but there a few students who come

Painting with shadows

back to me to show their collection of books. STAR PERIOD (Stop Take A book and Read) has been started in our school once a month with the initiative of our school librarian and me, where children, teachers and the non-teaching staff bring reading material from home. When a bell rings, they stop their work and start reading. It`s a small step to bring back the reading habit.

I was the pre-primary coordinator for seven years. During this time I introduced the concept of integrated learning. In integrating subjects in preschool, learning becomes easier. If we are teaching shapes, for instance, a rectangle, we integrate it with the number four by highlighting the four sides. With the alphabet, instead of teaching D for Dog, we relate it to 'D' for door revising the shapes with craft activity. All these activities take place with lot of conversation and even concepts such as open â&#x20AC;&#x201C; close (door), big sides â&#x20AC;&#x201C; small sides (rectangle), are taught. A lot of learning and concept building can be done in informal ways in the classroom which children enjoy.

I have always believed that children learn using their head, hand and heart and it is for us teachers to provide them the opportunities.

The author is an educator who firmly believes that education is not bounded within the four walls of the classroom. She is now the primary coordinator at Reliance Foundation School, Lodhivali. She can be reached at <hegdevats@gmail.com>.

Tree planting

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The Other Side

Individual vs collective learning Anuradha C

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he present virus pandemic has forced us to stop and rethink about several of our life and work choices. A rethink on education too is inevitably on the agenda. Governments, education departments, schools and colleges are facing their share of churning. The result is yet to emerge in whole, but the first visible signs of change are the mushrooming of ‘online classes’ or ‘webinars’ for students.

From banking to food delivery, every business or leisure activity is moving into a virtual “contactless” mode in the post-Covid world. So why not education, one might ask? Online mode of teaching might sound like a simple way out of the present situation. But can education really be delivered from a distance, will it be effective? Let’s brainstorm.

Collective learning at education institutions Formal education for the past century or so has become a mass delivery product. Build massive schools, enrol hundreds of kids every year, split them into section A, B, C…. appoint class teachers as proxy guardians, in charge of dozens of kids at a time. Deliver subject after subject in fixed quantities everyday, for a decade and half. And lo! There you have your finished product – an educated young person ready to face the world!

with the working class – potters, weavers, priests, builders, and so on. It is still true to a large extent in rural India.

Receiving lessons from a dedicated home tutor was a privilege limited to the upper classes. A distinguished tutor would arrive at the children’s home and lead the children through vivid learning experiences.

Each child would get individual attention. Children with special needs or learning disabilities were ably catered to. Even today, there are accomplished people in all walks of life who have never been to school, they have been entirely home tutored. The only learning that home tutored children often fail to pick up is social interaction – working in teams, sharing, leadership, public speaking and so on.

It’s patently obvious that home tutoring alone cannot suffice, it works well only for the privileged few.

The mass manufacturing mind-set of the industrial revolution has spilled over into the education field. With growing populations and increased urbanization, the collective learning method of educational institutions has become the mainstay of formal education. It’s not rocket science to figure out that this collective learning format is far from perfect.

It’s a system that assumes all children have more or less the same acumen and interest. It leaves no scope for honing individual talent or providing extra care for the needy child.

Individual learning – home tutoring Historically, education has been a more individual and personalized process. Of course, a vast majority did not have access to formal education at all. So they would simply pick up skills required for the family vocation, on the job. This was especially true 50

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Illustration: Sunil Chawdiker

Lower income groups cannot afford the time, space or money required for this. However, sending the child away to a school with the glorious hope of a better tomorrow appeals to them immensely.

Online lessons – individual or collective, or a bit of both Learning online is a loosely coined term that covers a wide variety of learning formats.

• A valuable one-to-one music lesson with a violin teacher who lives in a different country.

• A private tuition facilitating mobile app that aggregates students of a locality and the closest living mathematics teacher.

• A school conducting regular classes with the entire lot of 70-80 children sitting in their respective homes, pretending to listen to their teacher over Zoom or Skype!

All these are myriad forms of online learning. When online learning happens in small, focussed groups, it is quite individual in nature. It can be interactive and great fun. It also saves precious commute time lost in traffic. When computer technology is used to match students and respective skilled teachers, it’s a huge convenience.

However, when it becomes a broadcast session for a large audience, it is highly ineffective with young children. One way lectures work well with motivated adults attempting to learn advanced subjects. But it’s too much to expect the truant spirit of the 7-8 year old to sit quiet and learn when left unsupervised!

Eureka moments during ‘lockdown’!

When a couple of teenagers were making a startling discovery about their young lives, I happened to be present there! We were in the same lift in my apartment building, you see. This was when the word “lockdown” was still an unknown, exotic new concept for us. The conversation was along these lines: Student 1: “During the lockdown, only essential services are allowed.”

Student 2: “The first thing that they close every time there is a bandh or heavy rains are the schools and colleges. Same thing happened now. The first headline was educational institutions would be closed. Does that mean education is not an essential service?”

Student 1: “It’s certainly not! In the last week, I have already realized that cooking your own food, washing your clothes, managing with scarce resources are more important than learning at school!”

Student 2: “I wonder why they don’t teach such essential things in school!”

I found that conversation between those two hapless high school students to be a solemn and realistic judgment of where things stand. Perhaps, in the form of this virus, nature has given us a chance to press the reset button on the education juggernaut. Let’s hope a better order emerges out of it all.

The author is an IT industry drop-out after several years of slogging and money-making. She is now working freelance as a corporate technical trainer and content writer. She is hoping to channelize her passion for writing into a satisfying experience for herself and a joyous experience for her readers. She can be reached at <anuradhac@gmail.com>.

TEACHER PLUS, JULY 2020

51

Comment

I want to be a teacherâ&#x20AC;Ś Shirisha Konduri

E

very time a cohort of my high school students are about to graduate, I ask how many of them want to choose school teaching as a career and in the last decade of my teaching experience, I have only had a handful raising their hand.

Photo courtesy: Shirisha Kondury

Their response has often led me to wonder if their years at school has left them with an incorrect picture about school teaching as a profession. Have we consciously worked on helping them realize that this can be profession by choice rather than by chance?

Today, if I look at the statistical data of high school teachers, I see most of them with a masterâ&#x20AC;&#x2122;s degree, quite a few with a research degree like M.Phil or PhD and some also with a professional degree like engineering, law and MBA. This diversity in the educational qualifications of teachers with or without the conventional teaching degree has definitely started showing positive effects on school teaching. Youngsters with good academic credentials and qualifications are entering the field of school teaching with an aim to innovate teaching and learning practices and create a more conducive environment for learning.

52

TEACHER PLUS, JULY 2020

The question still remains if this notion of teaching as a career has penetrated far enough to make it a choice for a sizeable number. If not, then I guess it is time to look at the reasons why youngsters should consider teaching.

Freedom and autonomy: While there are set guidelines for every curriculum and expectations of every institute/organization, once the teacher enters the classroom he/she has the freedom and autonomy to facilitate the classroom teaching keeping the end objectives clearly defined for the learners. With experience and understanding of classroom teaching and learning, this freedom and autonomy only increases and provides the teacher with opportunities to own the approach, the content and evaluation criteria in achieving the learning and assessment objectives.

Photo: Sakti Prasanna Mohanty

Respect and demand: There is enough demand and respect for teachers who can make a difference and are passionate about it, across institutions from kindergarten till university education. The importance of being able to create an environment, which promotes critical thinking and encourages risk taking, innovation and care, cannot be adequately stated in words or quantified. The financial returns are appropriately changing with the understanding of the above and teaching skills are suitably being rewarded.

Interests beyond the profession: A school environment provides one with enough opportunities to pursue interests other than subject teaching like assisting in sports coaching (also playing), volunteering in theatre clubs, literary clubs, debate clubs, music and art clubs, start a school magazine and even initiate community service projects. There is enough and more scope for building other skills and also gain recognition for the same. There is no dearth of volunteers to take up anything you offer

because in a school, you can always find energetic kids who share your interests. Believe me, they will always inspire you to do more.

Research options: With the online platform offering a plethora of opportunities to showcase our knowledge and share ideas, teachers now can take free courses to build their research skills (coursera, unacademy) write and publish research papers, collaborate with other teachers and researchers through online discussion forums, start their own YouTube channel or a blog or website.

No monotony: I always wonder when people say, ‘You teach the same thing over and over. Every year, you have a new class that differs in culture, intellect, orientation, interests and skills, then how is it possible to teach the same thing?’ Every good teacher understands that by customizing classroom learning after knowing the class demographics and dynamics, the freshness is maintained and the feeling of innovation too is intact.

Time flexibility: Once you have proven that you can teach then institutions offering flexible timings are not a privilege any more. This allows one to spend time pursuing higher education, hobbies, give time to family, etc.

Giving back to society: For all those who always had the urge to do something on these lines, school teaching allows you to do something good everyday and feel satisfied and emotionally rewarded on plenty of occasions.

High schools offering international curricula like IB and A levels offer enough of a challenge for academically oriented youngsters who want to engage in teaching and research in their respective subject areas. Diversity in academic backgrounds, work experience, culture and language only adds to the richness of academic institutions.

I hope over the years, I see more students in my class telling me, “I want to be a teacher.”

The author is an engineer by profession and an educator by passion. She has been a high school math teacher for the last 10 years and has been in the field of education for the last 18 years and has experience in educational research, counselling, writing, teaching and training. She is now the IB Diploma Coordinator at CHIREC International School, Hyderabad. She can be reached at <sirisha.konduri@chirecps.ac.in>.

TEACHER PLUS, JULY 2020

53

NOTES FROM A Teacher's Diary

Are we slacking on time?

Roopa Vinayak Ram

T

ime theft is a major challenge faced by employers across industries. A school is no exception. Yes, it may be hard to believe as many feel that the school is a temple of learning and teachers are God’s gift to mankind. Many of us have an idealistic view of how a teacher should be.

We forget that a teacher can also be susceptible to human fallibility. It is this idealistic perception which makes us believe that a teacher can do no wrong or that she/he is above everything.

how teachers should utilize their non-teaching hours, it is equally daunting to tackle a teacher who steals her teaching/non-teaching hours for some “me time” or to happily gallivant with her timestealing colleagues. It is not surprising when the same teachers stay back well beyond school hours to show how hard they work or to cover up their inefficiencies.

However, the reality is quite different. Time theft is slowly becoming a major challenge in schools.

Set expectations right: The best way to deal with this issue is to ensure that it does not happen at all.

At the very beginning of the academic year, school authorities need to ensure that their expectations are clearly understood by the teachers. The consequences of not meeting the expectations of the school’s HR policy need to be communicated to teachers without mincing words. This in itself will provide a kind of guideline to a good number of teachers as to what is expected of them.

Now let's make an effort to understand what constitutes time theft and how the issue can be resolved. The word "theft" is often associated with the act of stealing things which are precious and belong to someone else. In the context of a school, if a teacher is slacking or stealing time to do his/her personal work, ignoring her school work, well, you can say that she is guilty of time theft.

The nature of this problem is so complex that many refuse to accept it as an issue. There are times when teachers feel that they are entitled to some "me time" in the school. They may feel that catching up on their half done personal errands or talking to their near and dear ones for some time is no big deal. You might also hear an argument that it is their free time or non-teaching hours which they are utilizing to take care of their personal needs. With this thought in mind, teachers conveniently forget that they are being paid for all this so-called idle time or non-teaching hours.

The best way to resolve this to sensitize teachers about the and make them realize that it's something that is unacceptable. This is the only sector where such issues go unnoticed and unaddressed. In other industries or organizations, time theft can be detected easily and it is hard to escape the eyes of the employers. While it is challenging to define 54

TEACHER PLUS, JULY 2020

is issue

Now let's look at how this issue can be resolved:

Teacher’s log book: A proper check and balance needs to be put in place to track the activities of teachers during school hours. There are cases where teachers royally walk in late to their classes keeping students waiting and wasting their precious productive hours. One can also see instances of teachers walking out of classrooms earlier than the scheduled time without any valid reason. Therefore,

it makes sense to ask teachers to maintain a log book of their teaching time where the start time and end time of each class is clearly mentioned and this can be countersigned by a student representative. Some teachers may consider this as demeaning but this simple log book can go a long way in setting things right.

Plain speaking: One can always find teachers who are on the other side of the spectrum, thinking that a bit of cheating for few hours a day may go unnoticed. In such cases, normally, the resolution of the problem starts with sending a general circular to all the teachers of the school. There’s a possibility of these circulars being taken lightly by teachers. Then it's time for the school management to take things seriously. They may have to call the errant teachers for a one-on-one meeting and let them know in clear terms that such behaviour is completely unacceptable.

Disciplinary procedures: Errant teachers who refuse to mend their ways in spite of warnings need to be punished with serious disciplinary procedures such as docking their pay or withholding their increments or in cases of “no chance” for redemption, they can be asked to leave the institution. These punitive measures might sound too harsh but there should not be any compromise in terms of imparting quality education to students.

The brunt of any slippage from the teacher’s end is borne by the helpless students who are the end users of a teacher’s service. Teachers are role models for students. A teacher who slacks in delivering her responsibilities can be a bad example for students to follow. And that is something which cannot be allowed to happen in a school as hundreds of students look up to their teachers.

The author is committed to creating a productive learning environment in schools and is an Accounts teacher at Deccan International School, Bengaluru. She can be reached at <roopa304@yahoo.com>.

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TEACHER PLUS, JULY 2020

55

Book Review

Every boy has a story Chintan Girish Modi

I

facilitate workshops with children and adults on topics related to gender and sexuality. The organizations that invite me to do this work often have a clear mandate. They want me to sensitize boys and men, hoping that this one-off training will keep them from disrespecting and harassing girls and women.

The initial expectation is that I talk about consent and boundaries, make my audience examine their behaviour, and give them concrete tips to improve their conduct. In order to break the monotony, my hosts want me to keep the session interactive, fun-filled and provocative. At the same time, they also expect deep inner shifts that would validate their decision of hosting the workshop in the first place.

How do I manage these demands placed on me? First, I do not believe in the idea that all boys and men are potential rapists.

Second, I like to get to know the workshop participants by eliciting their opinions through games, activities or discussions.

Third, I stay aware of the fact that people experience discrimination and violence due to their religion, caste, ethnicity and class, not only their gender identity or sexual orientation.

In May 2020, I observed a renewed interest on social media in thinking critically about how boys are being raised in our society.

These conversations grew out of the utter shock and dismay parents, educators and activists experienced after learning about â&#x20AC;&#x2DC;Bois Locker Roomâ&#x20AC;&#x2122;, an Instagram group chat where teenage boys from Delhi and Noida shared photographs of girls without their consent, sexually objectified them, and talked about their rape fantasies.

Outrage is a good starting point but beneficial only when channelized in 56

TEACHER PLUS, JULY 2020

Being Boys

Editors: Deeya Nayar and Radhika Menon Publisher: Tulika Publishers Year of publication: 2015 Recommended age: 10+ Price: Rs. 225

a constructive direction. Ranting enough about something will not make it go away. We have to do the challenging work required of us if we want to transform the social structures that we find unfair, unjust and unbearable. Let us get into it.

come across parents who tell their sons to hit back or teachers who shame boys for crying. Instead of providing comfort, they add to the trauma. In such cases, boys do not feel safe either at school or at home.

Being Boys, a collection of stories edited by Deeya Nayar and Radhika Menon, is an excellent resource to understand the varied experiences of boys instead of assuming that all of them are entitled brats with a life of privilege, holding unlimited power to harm others, and able to get away without any accountability. Misogyny exists, and so do casteism, homophobia and racism.

Vikram Seth’s story, titled ‘On Founder’s Day’, provides rich insights into the emotional lives of boys sent to boarding schools at a young age. The narrator recalls his experience as a six-year-old boy: “I remember being left by my mother in the care of strangers... and feeling both indignant and disbelieving that she could dream of going back to Patna without me.”

Amandeep Sandhu’s story, titled ‘Rinku’s Hair’, is about an 11-year-old Sikh boy in Bengaluru. He and his 13-year-old sister Pinku are the only Sikh children in their school. The boys in Rinku’s class are bullies.

They have nicknames for him: Candy, Babe, Chica, and some more. He hates them and the city he lives in.

Interestingly, the mother alone is held responsible for this abandonment. The father is not. Do educators reinforce this while engaging with students at school?

How often do schools contact a boy’s mother – rather than the father – to report misbehaviour, or the fact that a boy has got injured on the playground? Is this gender bias passed on to the students?

Sandhu writes, “Almost every day, the boys in his class would pull at the top-knot his hair was tied in, covered with a small white handkerchief. His hair would tumble out and the tease would begin: Girlie, girlie!” Rinku wanted to cut his long hair but his mother did not allow him to do that. “Beta, we are Sikhs. We grow our hair long,” she said.

Seth writes, “Just before dinner every day, we new boys would be led to a bench near the hospital, and there, overlooking the playing field, we would sit.

One boy would begin sobbing, and then another, and then we would all join in, weeping in concert for half an hour until we were quite hungry, and could be led gently away to be fed.”

This story offers a moving example of how boys torment other boys, and also how religious minorities are targeted. Being called a girl is made out to be the worst kind of insult for a boy. Not only does this diminish his own self-esteem, it also makes him believe that girls are inferior and the only way to earn respect is to be like other boys.

This story urges readers to think about how the emotional distance affects the minds and hearts of the boys. Seth suggests that they do become independent of their parents but also emotionally insecure, and this makes them desperate “to conform to their peer group, to seek popularity among their companions, and to appear as tough and cool as possible and as brutal as possible to those who are outside the group or younger than themselves.”

Thankfully, his grandfather suggests a new way of looking at the problem. Dadaji says, “The bullies will never accept you, beta. A bully will always find ways to harass you. If not about your hair, then about how you look, or how many cars you have...anything.”

The talk with Dadaji helps him find inner strength.

Dadaji teaches Rinku how to wear a patka, a square piece of cloth, and secure it tightly around his head so that bullies would be unable to remove it. He also learns to use his new found confidence to support Karim, a Muslim boy who has recently joined the school and is teased for wearing a topi on his head.

How many adults have such heartfelt and mature interactions with children? It is not unusual to

The cut-throat competition in adult workplaces does not come out of thin air. Boys pick up cues from the adults around them as they grow up. They emulate parents and teachers whose conduct gives the impression that respect can be gained only by dominating others, hurling abuses at subordinates and creating a laughing stock out of people who cannot defend themselves. They learn that they need to be rude and brash to be successful.

Siddalingaiah’s story ‘The Haunted Sampige Tree’ revolves around a Dalit boy who is forcibly admitted to a government school because his parents want

TEACHER PLUS, JULY 2020

57

him to study. He lives in a hostel opposite a police station. At night, the children hear disturbing cries from the police station where the cops beat up people in custody.

The narrator describes his friendship with a boy at school who invites him home at times. He says, “Although it was an orthodox household, everyone in the family spoke to me with affection. His mother gave me delicious things to eat. One day, I noticed that they kept my plate in a separate corner outside. I was disconcerted.”

When the Dalit boy realizes that the family’s fondness for him does not make them give up casteist traditions built around ideas of purity and pollution, he stops visiting their house. His friend is heartbroken. He does not endorse his family’s behaviour but he is too young to challenge them.

This story makes readers question the notion that male privilege is experienced in the same way by all boys and men. Abuse of power can take place in multiple ways. A person who might be privileged in one context because he is a boy might be extremely vulnerable in another context because he is a Dalit.

While designing a gender sensitization workshop or a sexuality education module, can educators remember to not make generalizations about the experiences of boys and girls? Can they ensure that the session honours participants’ lived realities, and is not built on theoretical frameworks that are completely out of touch with the immediate context?

Devika Cariapa’s story, titled ‘The Ugly Boy’, addresses the body shaming that boys have to go through. The first few pages of it shed light on the childhood of Ashoka, the Indian emperor of the Maurya dynasty, whose father Bindusara apparently thought of him as so ugly that he did not want to see the child’s face. This was immensely hurtful.

The author writes, “But the young Ashoka did not cry. He refused to let the tears fall from his eyes.

Over the years, those tears turned into a hard lump of bitterness in his throat which spread through his body like a slow poison, making him angry. And this anger made him want to be cruel.” Later in life, he killed all his half-brothers who were political rivals claiming the throne.

This story alerts readers to the dangers of characterizing some boys and men as irredeemable.

Can educators and parents find ways to engage compassionately with boys who are seen as ‘trouble’?

What needs of theirs are unmet at home and in school? Why do they have so much rage inside them? Which aspects of their personalities feel unloved? What is hurting them so much that they want to hurt everyone else?

The point of asking these questions is not to absolve these boys of their violence. It might be helpful to get at the root cause of something instead of attending only to the most visible manifestation of it. If a person has learnt to get what he wants only by snatching, there must be a reason behind this.

Kanak Shashi’s story, titled ‘Guthli Has Wings’, is about the struggle of a transgender child to find acceptance at home. Guthli identifies as a girl but Guthli’s family thinks of Guthli as a boy. N. Sudarshan’s story, titled ‘Man Up – It’s Football!’, is about an African American sportsman named Jonathan August Martin who encounters racism in his football team.

Both Guthli and Jonathan go quiet when their identities are not affirmed. Guthli feels sad and alone even amidst the colourful Diwali celebrations when everyone else is happy. Guthli finds solace in talking to trees and baby chickens. Jonathan tries not to display any emotion or to seek help. He spends a lot of time by himself because any kind of complaining would get him labelled a sissy.

This book makes readers aware of the vulnerabilities that boys hide because there are few avenues for them to be heard, and to find support. They are trained to not sit with their feelings or to process them because this would apparently make them more like girls and there would be no worse fate than that. Gender sensitization training must take such experiences into account so that boys can learn how to alleviate their own pain instead of passing it on.

The author is a Mumbai-based educator, writer and researcher with an M.Phil. in English Language Education.

He works on projects related to children’s literature, gender justice, queer rights and peace education. He can be reached at <chintan.prajnya@gmail.com>.

Printed & published by Usha Raman at A 15, Vikrampuri, Karkhana, Secunderabad 500 009. Telangana.

Printed at Kala Jyothi Process Pvt Ltd, 1-1-60/5, RTC ‘X’ Roads, Hyderabad 500 020.

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