EDUCATORS OF THE 21ST CENTURY
The quality of every school depends on the direction and guidance it receives from its head, the Principal. A School, one might presume is only as good as its Principal is; is only as good as each one of us is as Principals. We are the ones who, with the rest of the educative community – teachers, parents, students and our collaborators – determine the quality and standard of our institutions. How do we do this ? What are the characteristics of the Society we are in today ? What are we as Principals and teachers facing in our schools where the students we have are very much affected by the power consciousness of the present society, its technological advancement, knowledge explosion and its easy availability, economic revolution and modernization in all walks of life? The classrooms of today and tomorrow will certainly be full of challenges and opportunities. We, the Principals and teachers will be called upon to play a very different role from what we are accustomed to. What should be the focus of our education today? We are in the third millennium – we are in a century that witness on faster communication, vibrant mass media and an unprecedented economic revolution resulting in new ways of behaviour, new cultural etiquettes, and proximity with our global neighbours.
All these will bring about tensions in Society at large with its traditional ways of out look, rich variety of cultures, art, languages, religion etc. Our children much more than us are going through these tensions. How equipped are we, how informed are we, how competent are we to prepare our students right from nursery to live comfortably in this fast changing society?
Our students today stand very high on the Scale of competition. They easily score at the level of 90’s if not cent percent. Our stress in teaching today continues to be on Memory plus, on meeting the immediate narrow goals of success in the examinations of the class or of the Board. High Scores dominate the education Scenario. The accent is still on the content and on the externals and that is why we fail to help our students to succeed in the examinations of Real life while we very much help them to succeed with top ranking in our class exams and in our Board Exams. How else can be explain the many suicidal cases we hear of from among the students who fail to score the marks of their expectation?
Here we need to think of a paradigm shift in our education – in its contents and in its methodology to fit our children for the 21st century. A student today need to be trained not only in what they can see, touch and experiment on but also in certain value frames and attitudes which one would address as character which corresponds to the Whys of life. Why am I doing, what I am doing? This question of ‘why’ comes from deep within ourselves from the Atma within, the Spiritual side of every one of us – from the God who indwells in us.
Unless the material progress of this world with its consumerization of life and commercialization of values are challenged by strong, moral and ethical foundation in our young, the world will be producing monsters of knowledge and power deprived of the joy of simple honest living, ordinary learning – learning to do and learning to be. The key to this challenge is in our hands Principals & Teachers. Are we who have taken up this noble profession able to help out our students, while they sway under external pressures or do we ourselves too crumble under them? Do we keep pace with the advances of information technology? Do we take pains to familiarize ourselves with the tools of technology and its concrete applications to the myriad problems of life? Do we take time to make ourselves effective, efficient, informed communicators with a broad spectrum of interests that our students can see in us role models of global citizens with CHARACTER, COMPETENCE AND COMMITMENT?
Friends, when I speak of these three of my favorite words, character, competence and commitment, I mean business. For almost three decades, I have repeated these powerful words at every platform and I am pleasantly surprised at the wonderful results produced by those who have taken these words seriously.
CHARACTER -- - - Do students comply with the rules and regulations of the School and the norms of their homes because they want to or because some one is thrusting it upon them? Most of us are very fussy about our personal hygiene and possessive of our personal properties but we grossly neglect the environmental hygiene and common properties. Why do our students copy in exams, disregard and segregate some students, indulge in foul plat, show lack of respect to others?
How often do we speak of the standards of our elders, who perhaps were not so well qualified with diplomas and degrees as we are? Look at the sophistication and rigour in our music, dance, architecture and literature. There was no compromise with quality. We, as educator’s through our life and our teaching need to instill in our students, this sense of quality and high motivation. Remember character is caught, and never taught.
COMPETENCE -- -- What are the kind of competence we need to develop in our students to gear them to step into the third millennium effectively? I would ask you to draw a Word picture of a student who is somewhat related to you. What will be your dream for this youngster? I am expressing my own dream about my students. This is my picture “A well developed mind, able to analyze and evaluate objectively, able to communicate forcefully with clarity in speech and writing, technology friendly, has developed skills of leadership and planning, ability to work together in a team, Scientific temper that pursues truth even when it hurts long – held traditions and superstitions, basic life skills and readiness to look and learn and in reality to remain a life long learner. Well you may add many more qualities – to this child. Imagine we as educators are called upon to assist in the formation of such gems. A conscientious educator with his/her focused, informed temperament, dignified and respectful approach, regular and committed service, friendly, loving and positive approach, personal interest in his/her wards and his/her learning thro’ life inspires his/her students to be all that we expect them to be. Let us expect great things from our students. Give them a personal role model and they will never fail us.
COMMITMENT -- -- How do our students see us? Remember, our students be they the nursery children or the outgoing students of Class XII, they have a very observant eye concerning their elders – their parents, their teachers or anyone in Society they feel counts and they, if we ask them will give an exact measure of our commitment to our duties. They are capable of judging us on relationships, on our infights, on our preparedness for regular teaching and the like. This is our story! Looking at our students, how committed are they? When they leave class XII some of them ask for special certificates regarding their services in the slums, hospitals, to the elderly etc., We disseminate seeds of commitment to a cause in our students
thro’ our discussions in Moral Science classes, thro’ our teachings in other subjects, thro’ the school assemblies, thro’ projects and programmes. But do they persevere in these commitments? Do we keep alive in their enthusiastic minds the issues that affect our society at large? In class XI when they fill their forms for the choice of subjects, they normally write the reason for the choice of the subject. For example, a science student may write “ I want to become a doctor and serve the poor people in the villages’ and more than often she ends up in a highly sophisticated expensive nursing home where the poor have no access at all.
Dear friends, I do not say that all is black. I do not say that none of our ex-students are concerned with the less privileged or take up social issues for the betterment of the Society at large. Today Society needs men and women of commitment to a cause, to an ideal, to our society. Do at least a small percentage of our students have a vision, a plan and a working agenda for the social issues they talk of and read in the daily news papers? Are at least some of them able to talk of a larger vision and mission in favour of the society they live in and the country they very much feel the need of getting reformed. Are they able to say to us – that they want to work to eradicate some of the evil practices of the society? In their agenda do issues concerning Women, drug abuses, child labour, corruption, illiteracy, health services in remote areas, poverty etc. find a place? Let us dear educators help our children to dream of a better society, a better India
Well friends, once more stressing on the need of a value based education in each of our institutions, I conclude quoting an educational philosophy from the well known educationist Theodore Roszak. It is summarized in a teacher’s pledge to a student, and reads as follows:
“You ad I…
We meet as strangers, each carrying a mystery
Within us. I cannot say who you are;
I may never know you completely,
But I trust that you are a person in
Your own right, possessed of beauty
And value that are the earth’s richest treasures
So I make this promise to you:
I will impose no identities upon you,
But will invite you to become yourself
Without shame or fear
I will hold open a space for you in the
World and defend your right to fill it
With an authentic vocation.
For as long as your search takes,
You have my loyalty”.
Sr. Celine Xavier F.M.M.
* The above article was published in the All India Association of Catholic Schools – News & Views, Volume I , Issue 1 July 2003.
STRESS MANAGEMENT
What is Stress?
An imbalance in the adjustment of self.
What causes Stress?
· Excess of demands over the individual’s ability to meet them.
· Too much to do and not enough time!
Stress should not be confused with
· Ordinary feelings of tension and pressure at work or at home.
· Having to work very hard.
Stress as a positive force
Certain amount of stress stimulates, is part of the creative process and can lead to achievement and success.
Stress as a destructive force
· There is an optimum level of stress Depending on the individual, when that optimum level is exceeded, stress reduces performance.
· Stress is only destructive if it is unrelieved.
· Stress leads to sickness, ill-health and Burnout if it is mismanaged.
Burnout:
Depleted physical energy
Emotional exhaustion
Reduced personal Achievement
Increased dissatisfaction and pessimism.
Lowered resistance to illness.
Fighting Back.
Fight or Flight?
- The first thing to do is to adjust that there is a problem.
- Stop ignoring all evidence
- Stop excusing symptoms on the ground that life is tough
- Rid yourself of guilt. Burnout is not something to be ashamed of. You have simply overdone it, pushed yourself too hard for too long.
Ask Yourself:
- Is your image really as important as you imagine?
- Yes? How pretentious!
- Do you really have to be a workaholic? Yes. How Dull!
- Will you lose more than you gain by reorganizing your priorties?
- You don’t know!
- Try putting yourself, first for a change!
Two techniques to counter stress
- Self Management
- Time Management
Personal Remedies
Self Awareness
- Spend time entirely alone
- Learn to recognize what stresses you
- Be positive – TRUST YOURSELF.
Controlling Events
- Do not let events control you.
- Develop Hobbies
- Look before you leap! Learn to say NO
Building Resistance
- Look after your health
- Limit alcohol intake
- Stop smoking
- Eat regular and well balanced meals
- Keep fit by exercising regularly
- Do breathing exercises daily
Mental Attitude
- Learn not to worry too much.
- Develop a sense of proportion.
- Don’t indulge in your own stressful feelings.
Ten Guidelines for Effective Stress / Time Management
1.Plan ahead
It isn’t enough simply to create a great plan or schedule. You must be able to implement it. This means being accurate about the day-to-day realities of your work and other responsibilities; allowing for the usual interruptions, crises, and delays.
2.Schedule leisure activities
Schedule blocks of time for family, friends, exercise, special interests, or special projects instead of just assigning them ‘whatever time is left’ after the usual daily grind.
3.Under-promise and over-deliver
It’s a good idea to somewhat overestimate the time you think a job will take in order to (1) ensure on-time delivery even in the face of unforeseen delays and (2) surprise and delight your boss, clients, colleagues, and family by delivering sooner than anticipated.
4. Break big jobs into manageable chunks
By breaking a big task into manageable steps, setting a timetable for doing each step, and chipping away at the project, you can accomplish almost anything and with a lot less stress than by trying to do it all at once.
5.Keep track of your progress
Every major project requires its own schedule or time table. Your progress should match your plan.
6.Delegate whatever you can
Recognise that teaching someone else the ropes will take a bit of time but the benefits to you, in terms of increased time and decreased stress, will more than repay your efforts.
7.Establish parameters for saying “No”
Almost everyone ends up working late or bringing work home once in a while, but if you find yourself doing it more and more often, it may be time to start saying ‘no’ and not only to others but also to yourself.
8.Make and follow a list of priorities
Some people maintain several lists at once: a high-priority one; a medium-priority one and a low-priority one. Other people simplify the process by making just one list at the end of each day of things to do tomorrow.
9.Group tasks according to the skills required
To get the most out of your time, try to do your hardest jobs – those requiring maximum concentration and peak efficiency at those times of the day when your attention and energy levels are highest.
10.Keep your eyes open for shortcuts
We’re never too old to learn and incorporate new and better ways of doing things. Finding, adapting and applying efficient new techniques to the responsibilities you carry not only saves your time but cuts down on your overall workload.
As Benjamin Franklin said –
“ If you want to enjoy one of the greatest luxuries in life, the luxury of having enough time, time to rest, time to think things through, time to get things done and know you have done them to the best of your ability, remember there is only one way. Take enough time to think and plan things in the order of their importance. Your life will take on a new zest, you will add years to your life, and more life to your years. Let all your things have their places. Let each part of your business have its time.”
DR. AMRITA DASS
Director
6,Faizabad
* The above article was published in the ALL INDIA
QUALITY MANAGEMENT IN EDUCATION
Education is a sacred duty and to be in education is a sacred call. You are called to take the place of the greatest of all Teachers – JESUS CHRIST. Jesus said to his disciples: “You call me Teacher and Lord, and you are right, for so I am.” (Jn. 13/13)
The place of a teacher in the eyes of God is very high. The prime object of teaching is not the book but the child. I always remember a couplet of poet and reformer Kabirdas:
“ Guru Govinda donom khade kake lage pae! Balihari guru apko, govinda diya badae”
Such is the elevated position of a real teacher (Guru) in the eyes of God if the work of Guru is really done. Vat II in Gravissimum Education emphasizes the importance of teachers when it says, “ Splendid, therefore, and of the highest importance is the vocation of those who help parents in carrying out their duties and art in the name of the community by undertaking a teaching career” (Gravi. Ed. N.5 Para 2)
But today the quality of education has deteriorated. The quality and commitment of teachers is also much to be desired. Teachers are not given due respect. Education has become merely utilitarian. Students do not learn in schools. They learn in tuitions outside schools, because the sole aim of education is to get first rank in schools and colleges for competitive market examinations. In the words of Dr.Narasimhayya, a former Vice Chancellor of Bangalore University: “Education in India
Yes, today in India
Vat II in its document on Christian Education Emphasizes the importance of education in the lives of peoples and its ever growing influence on the social progress of times: “Church in order to fulfill the mandate she received from her divine founder to announce the mystery of Salvation to all and to renew all things to Christ is committed to promoting people’s welfare through their entire lives.” (pr.2) “True education aims to give people a formation which is directed towards their purpose in life and good of their society”. (Vat II Grav. Edu.NI).
The Indian National Policy on Education (1986) says, “In our national perception, education is essentially for all. This is fundamental to our all round development material and spiritual”. This same goal was emphasized again by the English reform Act (1988) which says that the general aim of education is:
a) To promote the spiritual, moral, cultural, mental and physical development of pupils at the school and
b) To prepare such pupils for the opportunities, responsibilities and experiences of adult life. (The Sacred in Education, Abraham Vettical)
No doubt the Kothari Commission presented to the nation well defined objectives of education:
1) Development of national system of education rooted in the basic values and cherished traditions of the Indian Nation.
2) Education as a powerful key of social transformation and economic progress.
3) Education as an investment in Human Resources.
4) Education as an integral development of the whole.
Looking back to all these years, we notice, our education has been merely quantitative and not really qualitative. Present day policy to a large extent seems to be only literacy rather than education. In such a system the poor do not see any meaning in Education as a fundamental right of every child and the Guarantee Education Scheme, Sarva Shiksha Abhiyan, and do not send their children to such schools. In such a system of schools, teachers have no love for the children and no commitment to education to the poor and marginalized and no attention to spiritual and moral development of children.
How much importance do we give to spiritual and moral development of students? As Christian educators we shall have to examine ourselves.
In 1996 UNESCO has given four pillars of education for the 21st Century:
1. Learning to know
2. Learning to do
3. Learning to be
4. Learning to live together
These four pillars of education are very simple but they have a deep impact on the all round development of a student who makes a change in the society where he lives. A great educationist, J.Krishnamurthy says that the malaise of modern education is that it stands in the way of true self knowledge and understanding of the ultimate purpose of life. The traditional forms of education suffocate the mind and heart by forcing young people to adapt themselves to a world that fails to come to grips with true meaning of life”. (A.Vettical, “The Sacred in Ed”p.8).
In the document on Christian Education, Vat II has also enunciated the same idea of UNESCO when it said that “All people of whatever race, condition or age, in virtue of their dignity as human persons have an inalienable right to education. This education should be suitable to the particular destiny of the individuals adapted to their ability, sex and national cultural traditions and should be conducive to amicable relations with other nations in order to promote true unity and peace in the world”. (Vat II Gr. Ed. N.1).
The Church in India India
May God Bless you to be worthy messengers of Jesus.
Most Rev. Bishop Charles Soreng
Bishop of Hazaribag
* This article was published in the AINACS XXXVIII NATIONAL CONVENTION held at Bangalore
EDUCATION PAST, PRESENT AND FUTURE
Dr.Gururaj Karajagi, Director, International Academy
Education in the Past
- In the ancient times the purpose of Education was to know oneself.
- It was a tool for introspection.
- The knowledge acquired was for the good of all.
- Knowledge manifested as wisdom and was respected.
“ Intelligence plus character – that is the goal of true education.”
(Martin Luther King, Jr.)
Education Today
“What usually happens in the educational process is that the faculties are dulled, overloaded, stuffed and paralyzed so that by the time most people are mature they have lost their innate capabilities”.
( R.. Buckminster Fuller)
- Today, slowly education has got translated as literacy.
- Become a status symbol.
- Also led to authority and power.
- It serves individual good.
- Knowledge is considered as information – more of it is better.
- Degrees and jobs were related.
- Mass spread of literacy.
At Present
- Education is no more a hallowed profession of gaining knowledge but an investment for future prosperous living.
- It is a passport for higher income.
- Education is becoming impersonal.
- It is serving the cause of acquiring more money at any cost.
Hope of Education for Tomorrow
Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation. (John F. Kennedy)
“ In the future, there would be drastic changes in teaching techniques”.
“ Creative Teaching -- Four key changes to Practice.” (Maryellen Weimer)
- The Balance of Power.
- The role of the Teacher.
- The responsibility of learning.
- Function of content.
In the Future
- Icons are changing.
- Money would not continue to be the prime focus of life.
- Value would again become paramount.
- Education will have to cater to that need.
- It would be child centered.
- It would teach the child how to think rather what to think.
The Balance of Power
The Problem: Faculty make too many decisions about learning for students.
The Solution: In responsible ways, faculty should share decision making with students.
When teaching is learner centered, power is shared, not transferred wholsesale.
The Result: Teachers control less, but students are more involved.
The Role of the Teacher
The Problem: Classroom action still features teachers.
The Solution: Teaching should support (Guide) student activities.
The Result: Students build knowledge for themselves.
Techniques: Role play, group discussions, quiz, seminars.
Function of Content
The Problem: Faculty make covering content their top priority.
The Solution: Teachers should develop the students’ knowledge base and develop their learning skills.
The Result: Teachers cover less, but students learn more.
Techniques: Presentations, summerisations, use of technology.
The Responsibility of Learning
The Problem: Faculty “Force” learning on reluctant students.
The Solution: Faculty should create learning environments that motivate students to accept responsibility for learning.
The Result: Students grow increasingly autonomous and need teachers less.
Techniques: Survey, case studies, brain storming, dramatization.
Does It all Sound Utopian? Unrealistic? An Impossible Dream?
Probably : YES
But, given the pace at which the society is changing and the need for highly focused and skilled young men and women, we have got to make it REAL.
If We Do Not Change, The System Would Change Us.
Dr. Gururaj Karajagi
Director, International Academy
For creative Teaching
Bangalore-560 024.
This article was published in the AINACS XXXVIII NATIONAL CONVENTION held at Bangalore
TOWARDS EXCELLENCE IN EDUCATION
WHAT IS QUALITY EDUCATION?
Can we set out the benchmark of Quality Education, as early as we set out the standards of quality in industry? The quality of a product in an industry can be defined in terms of durability, accuracy, appearance etc. which embraces the benchmark set by the customer and the producer. But can an educational institution create such a shared benchmark of quality? We believe that one can create a share definition of quality.
This presentation describes a project that we have been pursuing in our school in order to build Quality in education. We the teachers and the management began the project by defining the intents and purposes of the school and setting forth our benchmarks of quality. We reviewed our curriculum and methodology to ensure that these benchmarks of quality were contained in them. One of our main concerns at the outset was to ensure that this project was a ‘collaborative one’ involving the participation of all members of the schooling process – parents, children and teachers alike.
We now, present the goals and intentions of the school that we have achieved through a collaborative process (shared by all the participants). This statement sets out the benchmarks of quality for the program and outlines the systems and processes to be followed.
PROCESSES OF MANAGEMENT
What are the systems and processes that help us create the benchmarks of quality? We have used the nine processes of management (Nine concepts of management proposed by M.Cotter and D.Seymour, 1995) in order to achieve our benchmarks of Quality in Education. These processes are:
1. Developing a customer orientation.
2. Aiming at clear mission and vision.
3. Continuously improving everything we do.
4. Sharing – power, ownership and trust.
5. Encouraging teamwork.
6. Making systems and processes work better.
7. Using scientific methods to make decisions.
8. Rethinking, ranking and grading.
9. Promoting pride in work.
I will not share with you a brief description of our curriculum, which aims to help us realize the benchmarks of quality in our education program.
CONTEXTUAL
Our Curriculum particularly in primary classes aims at developing the children’s understanding of the world beginning with the context they live in. We have a bilingual program of education. We use mother tongue of most of the students in the early grades. We gradually move to English as medium of instruction. We have published text books which uses the local settings, costumes in illustrations and local names of characters. The children also get to study the local history. They also explore the local environment around them -- They study the local plants, trees, birds, butterflies, temples, architecture, biosphere. The local community is used as a resource for gathering information.
EXPERIMENTAL
The Teaching – Learning process aims that children learn through concrete experience. Most of the learning especially in junior classes is through hands on experiences and the use of concrete materials. For example, children visit historical sites and watch videos to get a feel of ancient civilizations, they simulate scenes. Feel and construct artifacts and models, characteristic of these civilizations. Involve themselves in field work to collect data, gather information to understand issues like environment, caste, gender and consumerism.
INTEGRATED
To promote a holistic understanding of the world we live in, we have an integrated curriculum. An integrated approach to learning, demonstrates the interdependent nature of subject disciplines. It promotes an in-depth understanding of concepts and issues holistically, as children at this age (Jr. School), understanding the world not as different subject fields but as a whole. A variety of disciplines -- language, music, mathematics, science, art, theatre and social studies are together used to study a particular concept or topic.
The integration of subjects and the exploration of their living is clearly expressed in the following example:
For instance, when children study the topic “water” in their EVS program, they are encouraged to study some of the issues concerned with distribution and availability of water in their community – Tumkur. One of the main concerns of Tumkur town is the acute water shortage that it faces, every summer.
In their EVS classes children are engaged in discussions and dialogues that help them realize the ways in ‘which water is used and the ways through which water is conserved in their community. The children undertake activities, like a survey of people’s conservation habits. These activities and explorations, thus, help the children directly become aware of the problems in their own environment and further discussions help them explore alternatives for the same.
Further they may also study the folk myths and dances, the melodies and rhythms associated with water. They may create art and theatre works portraying human experiences and emotions expressed during times of water shortage. Thus, the content of the curriculum is directly influenced by the context in which the children live and is studied through an integrated process. This type of learning process helps children become sensitive, reflective and intelligent.
INQUIRY METHOD
The teaching – learning process aims to encourage children to ask questions about what is seen, heard or read, to explore different perspectives and infer that there is no one right answer. Children examine accepted traditions, beliefs, attitudes and Praxis to realize the coexistence of different perspectives.
SELF DIRECTED
The curriculum aims at facilitating students become self-directed learners, children in junior school have the autonomy to choose the activity. Students in senior classes are given choice of topic for project study. Children choose their favourite book for literature discussion (non-detail). Children generate questions for discussions. They self-correct their answers and analyse errors and maintain data and set goals. These processes help children become intelligent, confident and responsible.
SUPPORTIVE ENVIRONMENT
The teaching-learning process aims at an interactive classroom where the teacher is a facilitator, and not the central figure. Learning is encouraged through dialogue, discussions, where concepts are understood and ideas examined. Children collaboratively set tasks, solve problems and review process.
TEACHER-STUDENT RELATIONSHIP
The Teacher is encouraged to respect the child, to build an environment of mutual trust and empathy, to know about the child’s background, to Counsel the child, to provide help and respond through journals. The students evaluate the teaching learning process to give the teacher a feedback of his/her role as a facilitator.
A supportive environment such as this helps in building trust , ownership and promoting pride in work.
TEACHER DEVELOPMENT PROGRAM
To realize a curriculum such as this it is necessary that Teachers are trained to play their roles effectively. Hence we have a very regular ongoing Teacher Education program. This program aims to enable teachers to become effective facilitators of learning who are open to new ideas and are willing to test and experiment with new ways and thus, continually reevaluate or be convinced about their own educational practices, purposes and commitments.
SELF EXPLORATION
We aim to help the inner growth of the children and to help them become sensitive and reflective persons. The children everyday meditate for 15 mts. They sit silently, with eyes closed and watch their breath/thoughts. They also have philosophy classes which aims at self exploration. Every week children spend an hour and a half inquiring into issues that are relevant to them. This program motivates them to examine their values, beliefs and biases.
We help the children perceive, analyse and cope with problems that arise in their life. For instance, if there is an angry outburst or violence in the classroom, the teacher and the children have a dialogue which helps the child reflect on that immediate event. Students collaboratively set their norms of behaviour.
Another important praxis that children adopt in order to reflect on their behaviour is journal writing. Journal writing is an avenue for the children to pour out their emotions and moral dilemma. They are assured of the confidentiality.
OUT REACH PROGRAM
In order to help children become responsible members of the community, students are encouraged to respond to environmental and community concerns in whatever way they can in their sphere of life. To achieve this goal we have a three – pronged program.
1. Interaction with local village children.
2. Interaction with nature -- nature walk, bird watching.
3. Creating awareness of waste disposal and recycling. Enacting Street plays, on issues like use of plastics, garbage disposal, forest fire, preparing paper bags and distributing to grocery stores to reduce the use of plastics. Once a week children of class VI - X spend 2 hrs, working in one of these programs. By the time they leave school they would have worked in all the three programs.
These interactions have helped students to develop fresh insights and perceptions and to act with greater awareness and responsibility with regard to the earth and all forms of life.
We relentlessly pursue the quality concepts:
- Continuously improving everything we do.
- Using scientific data to make decisions.
- Work collaboratively to excel.
In order to leverage quality to reach excellence in education, our curriculum is constantly reviewed, examined and revised to effectively meet the needs of the child. We have created SOPS (Standard Operating Procedures and Systems) to make our praxis in the classroom more effective. These sops have been tested, evaluated and revised to make them effective.
Now I will discuss one of the tools we use to improve the teaching – learning process in the classroom. We have a three pronged teacher evaluation program. Once in a term the teacher evaluates herself / himself, the coordinator evaluates her/ him and the students evaluate the teacher. After the co-ordinators evaluation, the teacher and the coordinator dialogue on the teachers strengths and weaknesses. The area she/he needs to improve. The teacher also analyses the students evaluation of her/him. In most of the cases the results from these three evaluations are not at much variance. Here I present to you data, of students evaluation of their English teacher in Class VII and the goals she set for herself to improve in the next term.
STUDENT EVALUATION OF A UNIT (ENGLISH – CLASS VII)
- Most of the unit was done through group discussions and a small portion of it was done through lectures.
- 56% said that the group chose the questions for discussion and 44% said the teacher did it.
- 65% said that their individual ideas were acknowledged in the group and 35% said they were not.
- 100% said that they understood the unit better when the teacher used reference books, articles, posters and video.
- 59% said teacher helped to understand the mistakes they made in the worksheets and 41% said their friends helped them.
- 53% children felt important and valued in class, 40% felt ignored and 7% felt shy.
- 63% felt decisions were made by students and teacher and 37% felt that when problems arose it was discussed and dealt with by the children.
- 100% said that the unit was interesting 78% felt that the teacher loves her subject and 22% said that she is interested in her subject).
TABLE 1
II TERM GOAL -- ENGLISH -- CLASS VII
WHAT | WHY | HOW | WHEN/TARGET |
To see that every child in the class feels valued and important. | *It’s a differentiated class-room where many children are passive and few are dominating. *The analysis says that 53% of the class felt important, 40% felt ignored and 7% felt shy. *To bring in a sense of being important and valued. *To motivate and boost confidence. | *Design Discussions that cater to all ability groups thereby increasing participation of passive learners. *Assign responsibilities to children who feel ignored and shy. *Build an emotional rapport with children who are shy and make them feel comfortable. *Use techniques like probe questions to increase the confidence level. | By the end of the II Term. |
The teacher sets her goals, for the next unit based on the feedback from this evaluation (Table 1).
I will now present an example on how we improved the work habits of our children with students, parents and teachers working as a team.
At the end of the academic year 2003 – 2004 we teachers had a review session of the year. We used the tool Force Field analysis to identify our strengths and weaknesses. We wanted to identify and rank the major concerns or problems that needed to be addressed by the school. We used the quality tool nominal group process.
Summary and Rank of the Perceived problems that affected quality in the school (Table 2).
Table 2
ITEM | PERCEIVED PROBLEM | INITIAL VALUE | FINAL VALUE | FINAL RANK |
1. | Noise level high in bus | 40 | 30 | IV |
2. | Students with poor work habits | 91 | 97 | I |
3. | Community program time insufficient | 29 | 24 | V |
4. | Poor time management | 19 | 18 | VIII |
5. | Short lunch time | 28 | 23 | VI |
6. | Infrastructure (Video room) | 29 | 31 | III |
7. | Decline in students reading habits | 89 | 94 | II |
8. | Posters not properly maintained by teacher | 23 | 19 | VII |
We prioritized two problems that needed to be addressed in the next academic year.
1.Decline in reading habit.
2.Poor Work habits.
Poor work habits – it refers to students not coming prepared to class with the necessary materials – pencils sharpened, compass box, atlas, homework written as well as reading. These poor work habits of the children was affecting their performance. When we analyzed the performance of each class it indicated the children who were not performing well in academics were those with poor work habits. So we decided on a program of action for improving work habits. We felt the teachers, students and parents had to work as a team to solve this problem. This was our program of action.
* We made checklists for parents, students and teachers. These checklists would help in monitoring the everyday work of the children.
* We called a meeting of parents and briefed them, how to use the checklist and help the child organize his/her work.
* The checklists were to be put up on the students writing table at home and the parent and the child had to check whether the work allotted for the day was completed.
* To help the parent know the work given for the day and remind the child what work she/he had to do for the day.
* The class teacher and assistant teacher at the end of the day would check whether the student had copied the homework in the diary and sign the diary.
* Every teacher had to compulsorily write on the blackboard the work of the day.
* Everyday the first thing each teacher would do is check if the given work was done and tick in her/his checklist. (only of the students who did not do).
* At the end of the fortnight, the lists of those who are irregular in work would be consolidated by the office and given to the section co-ordinator.
* The section co-ordinator would meet their concerned parent and reveal the data and counsel the parent on how to help the child, and also counsel the child.
We have only taken a small step in this journey towards building Quality in education. Building quality, I maintain, is only possible through the collaborative efforts of all the participants in the educational process who work together towards common goals.
MS. RASHMI SREENIVAS
Director, TVS Academy,
Tumkur, Karnataka.
This article was published in the AINACS XXXVIII NATIONAL CONVENTION held at Bangalore
QUALITY TOOLS IN CLASS ROOMS
THEORY IN PRACTICE -- TEACHERS
- Imparting sound academics.
- Exposing them to necessary skills and talents.
- Inculcating desirable values and
- Instilling Indian tradition and culture.
Our Vision
To build Confident, Competent and Compassionate citizens through value based quality education.
Our Mission
Lakshmi Vudya Sangham is committed to build learned, capable, confident and sensitive individuals through its institutions, by
- Imparting sound academics
- Exposing them to necessary skills and talents
- Inculcating desirable values and
- Instilling Indian tradition and culture.
The Sangh shall also endeavour to
- Build a team of committed and competent teachers to reach the above mission.
- Establish such academic resources that will equip all those involved in educating the society.
Genesis of TQM in our School
INTRODUCTED -- YEAR 1997
TARGET GROUP -- TEACHERS
Teachers were trained with the help of outside consultants and the TVS Group Executives.
Maiden Attempt: Problems in school taken up by teachers as projects to improve school functioning.
A glimpse of some of our Staff Projects
Academic Project
Underutilization and ineffective usage of Audio Visual Aids, lack of Mathematical Skills, Lack of Handwriting Skills, Lack of involvement in learning English, Students irregular in doing homework, Poor Time Management skills during exams, Error Analysis to check the poor performance of students.
Non Academic Projects
Project
Pressure on students, Stress among Teachers, Transitional age problems, Lack of ethical values among students, Lack of participation of students in competition, Lack of personal hygiene among students, Wastage of Stationery.
Below here are some of the tools used by our teachers:
Why Quality Tools for Teachers?
Just like leaders in business and industry, teachers everywhere are finding themselves trying to meet the ever changing needs and expectations of parents and children.
Teachers are finding the contemporary education methods of transmitting knowledge insufficient to prepare kids to deal with the accelerating change.
In order to develop competent students teachers have recognized that their approach must foster that type of learning that can:
- Initiate Change
- Encourage diversity
- Build a foundation for continuous innovative learning.
The tools and skills of TMQ include group problem solving, process thinking, planning, data gathering and analysis as well as listening, preventive and resolving conflict and building cooperative relationships at our schools.
Quality Tools are used by staff of all our Schools
1. For planning
2. For organizing lessons
3. As an effective teaching tool
4. To understand and evaluate the students
5. Quality tools help teachers to have a scientific outlook to discover the hidden talents in the student.
1. The Milestone Chart
Purpose
This is a very effective planner used by teachers to plan their syllabus and their activities of the year.
2. Deming Wheel
Purpose
This Deming Wheel or the P_D_C_A cycle. Dr. Deming suggested a step formula for effective functioning of any section / organization with proper quality control system.
ACT | PLAN |
CHECK | DO |
This took is inevitably used by every teacher in planning her lesson unit.
The six steps given by Dr.Ishikawa who modified the Deming Wheel are:
- Decide on objectives and targets
- Decide on methods of achieving objectives
- Carry our education and training
- Do the work
- Check the result
- Take action – standardize fool proof.
Benefits
A teacher finds that a PDCA chart helps:
- To plan systematically
- Execute the plans based on objective
- Evaluate the unit taught
- To ensure that the teaching has enduring understanding. ie. The teacher has fool proofed the learning experience.
3.Brain Storming
Quality tools promote and helps in nurturing a child centered education, which we strongly believe in.
Purpose
Brainstorming is a group technique for generating new and useful ideas. This technique is used in various stages of class discussions.
In our Schools – teaching method uniformly followed is an interactive method hence Brain Storming is very effectively used by all teachers. This technique ensures :
1. All children participate
2. No child’s answer is less important
3. No criticism of answers given by a child
4. Every child is expected to participate
5. To bring about creativity the teacher uses the five “W” and one “H” wherever applicable (when, where, why, what, who and how).
Benefits
- Participation of all children in class room discussion.
- Self confidence of the child is boosted up.
- Focus on the education process the child is learning rather than on teaching. The teachers role is that of a facilitator.
- The process of brainstorming encourages creativity --- as it generates new ideas.
- Classroom discipline is maintained as there is a structure and ground rules in a brain storming process.
- Each child contribution turn
- One idea per turn
- No criticism is permitted
4.Cause and Effect Diagram – Ishikawa Diagram
Purpose
To find out the relationship between the cause and effect a diagram is drawn systematically by mapping out all the probable causes influencing the effect.
This is a great analysis tool. This tool is extensively used by our teachers of:
- Geography
- Biology
- History
- Chemistry
- English
5. Data Collection
Data collection is nothing but, collection of the required information in figures for statistical analysis of a problem.
Data Collection – In our Schools
- To evaluate a child – in an exam.
- Skill of the child tested in the games field.
- Feedback collected from the students about their teachers.
- Annual Feedback collected from Parents.
- Data collected by Teachers for classroom related problems.
For Eg:
- Error analysis done to find out where students have a problem.
- Number of students having a problem with handwriting.
- Children not reporting to school in proper uniform.
TQM Exemplifies
The policy of people building respect for human beings and elevates the participative management culture.
At Schools, this concept can be adopted for infusing.
- A spirit of excellence
- Emotional development
- Humaneness
- Harmony
- Co-operation
- Character building
- Discipline
Net Gain
In our School children acquire:
- Problem Solving Skills
- Analytical Skills
- Logical Skills
- Communication Skills
- Presentation Skills
- Interpersonal Skills
- Leadership Skills
- Culminating in a Total Personality Development Thus, they have a head start for their bright future …..
Selvi Santhosham
Project Head
Lakshmi Vidya Sangham, Madurai
This article was published in the AINACS XXXVIII NATIONAL CONVENTION held at Bangalore
TOTAL QUALITY MANAGEMENT IN EDUCATION
READY! STEADY! GO!
WHAT IS QUALITY?
Quality Implies
- Conformance to the specifications
- Fitness for use
- Fitness for purpose
- Totality of characteristics of an entity that bear on its ability to satisfy stated and implied needs.
- Meeting the ever changing needs and expectations of the customers
- Anticipating the future needs and satisfying these
- Customer satisfaction (and delight).
WHAT IS TQM?
The three powerful letters T - Q - M defines:
T -- Total
Q -- Quality
M -- Management
Total Quality Management.
Fundamental Principles of TQM
1. Customer -- Focused Organisation
Organisations depend on their customers and therefore should understand current and future customer needs, meet customer requirements and strive to exceed customer expectations”.
2. Leadership
“Leaders establish unity of purpose and direction of the organization. They should create and maintain the internal environment in which people can become fully involved in achieving the organisation’s objectives”.
3.Involvement of People
“People at all levels are the essence of an organization and their full involvement enables their abilities to be used for the organization’s benefit”.
4.Process Approach
“A desired result is achieved more efficiently when related resources and activities are managed as a process”.
5.Systems Approach to Management
“Identifying, understanding and managing a system of interrelated processes for a given objectiveness and efficiency”.
6.Continual Improvement
“Continual improvement should be a permanent objective of the organization”.
7.Factual Approach to Decision Making
“Effective decisions are based on the analysis of data and information”.
8.Mutually Beneficial Supplier Relationships
“An organization and its suppliers are interdependent, and a mutually beneficial relationship enhances the ability of both to create value”.
How does one move on to TMQ?
Answer the following:
1.Where are we now?
Present Situation
2.Where do we want to be?
Vision
3.How do we get there?
Long – Term Plan
4.What are the intermediate Milestones?
Short -- Term Plan
5.How will we know when we get there?
Measurements
TQM IN EDUCATION
Who are our Stake Holders in Education?
* Students * Teaching
* Parents * Learning
* Faculty Through * Counselling
* Administrators * Researching
* Society * Developing
What do we focus on?
- To develop Stakeholder Orientation
- To aim at clear Vision & Mission
- To make Systems & Process Work Better
- To Encourage Team Work
- To use Scientific method to make decisions
- To promote Pride in Work
- To share Power, Ownership & Trust
- To continuously improve whatever we do
What are our gains?
Tangible Gains
- Improved School Results (academic and non academic)
- Improved Customer Satisfaction (based on surveys)
- Better utilization of Assets and Resources
- Optimization of Time
- Reduced Employee turnover
- Reduced Dropout Rate (of students)
- Partnerships and Synergy (with other organizations)
- Benchmarking
Intangible Gains
- Shared Vision/Mission
- More involvement of Staff & Parents
- Working in Teams
- Improved Teacher –Teacher relationship
- Imbibing the ‘Problem-Solving Approach that helps in Real Life Situations’
- Improved Communication across the Institution
- Transparency, leading to Trust.
Dr.A.Senthil Kumaran
Ms.Chitra
CII Institute of Quality
Bangalore-560 091
This article was published in the AINACS XXXVIII NATIONAL CONVENTION held at Bangalore
APPROACHES TO LIFE SKILLS TRAINING IN SCHOOLS –
CONTENT & METHODOLOGY
INTRODUCTION
Several years ago the Human Resource Development Ministry of the Government of India set up a committee under the Chairmanship of Prof.Yashpal to examine the National Policy on Education and the status of educational praxis in schools in India
There were additional features in contemporary reality, which highlighted the importance of education in determining children’s choices. These included the media boom and a near total absence of discourse either at homes or in schools, with the result that children did not have the necessary skills to transact day to day realities in an effective way. Some of the contemporary concerns include sexuality, abuse, AIDS, risk behaviours, behaviour choices, gender, conflict resolution, aggression etc. Where education does not provide the basis for understanding gender, sexuality, or conflicts children take behavioural options which may constitute risks for themselves or others thereby giving rise to health morbidity.
LIFE SKILLS
In a scenario where experiencing, exploring and experimenting in various domains is an active process for the youth, the relationship between behaviour and health assumes the more importance. This automatically leads to an examination of systems of knowledge and behaviour choices because underlying these choices are the issues of sexuality and gender with which young people are being especially vulnerable. This spurred an urgent look not just at adolescent behaviours / sexuality but adolescent education as a whole. A strong case was made then for the inclusion of the life skills training in schools and college to empower adolescents in making informed choices in the face of compelling life situations. Thus there are many issues in contemporary reality which concern people working with children and life skills can be applied to all these issues. Life skills are abilities to adaptive and positive behaviour that enable us to deal effectively with the demands and challenges of every day life. The World Health Organization defines life skills as:
- Decision making (assessing options and what effects different decisions may have)
- Problem solving (unresolved problems can cause tension)
- Creative thinking (consequences of both action and non action, looking beyond direct
experience)
- Critical thinking (factors that influence attitudes and behaviour)
- Effective communication (to express not only opinions and desires but also needs and
fears)
- Interpersonal skills (to develop and nurture supportive networks, to be able to end
relationships constructively)
- Self awareness (recognition of our self positives and negatives).
- Empathy (understanding unfamiliar situations and diversity, being nurturant and tolerant)
- Coping with Emotions and Stress.
The World Health Organization has a manual for such a programme in schools. The principle behind this is that teaching such skills in relation to every day life could form the basis of healthy interaction and behaviour.
THE INITIATIVES AND THE DIFFICULTIES
The concerns expressed about spawned a whole set of programmes from different sectors and organizations covering special or specific elements. These include:
- The NCERT (National Council of Education, Research and Training) initiatives on
adolescent education.
- The DSERT (Karnataka Government, State Department of Education, Research and
Training) initiative of gender sensitization in schools.
- Government (both state and central health and education sectors) initiatives On sex
education, AIDS.
These different initiatives were all to be transacted by the same teacher who threw up her/his hands asking how much they were expected to do and how was it to be done anyway? Training of teachers was either too conceptual or too micro-skill based thereby either missing the method or the abstractions involved.
Several issues come up at this stage. The process of awareness building for the youth requires an understanding of the conceptual category (sexuality, gender, class, race etc.,) on the part of both youth and their preceptors. This means that one must understand its relations within society, its construction, the construction of knowledge, domains of public discourse and practices. This transformation of attitudes, to be stable and empowering, can occur only if the youth develop and awareness of class, race, caste and other cleavages that create inequalities and obstacles to healthy change. Gender and sexuality are special issues because they cut across all different social cleavages.
If this is the case, it would lead us to reflect on the ways and means by which all sectors that deal with youth (such as schools and colleges) can act as counter socialisers in sex role learning. As Krishna Kumar says in ‘What is worth teaching?’, while the larger social ethos offer stereotyped models of men’s and women’s roles, the school must insist that adults working in it will not act in stereotyped or stereotyping ways; if in the world outside the school, knowledge about sex is taboo, in school such knowledge must be accessible; if cinema and television cash in on conservative images of women and men, the school….”
Most teachers experience great discomfort when it comes to discussions on gender, let alone sexuality. Some window methods are required to facilitate the process of awareness building in youth and to calibrate comfort levels. Thus discussing experiences in general provides a window to life skills, discussing life skills provides a window to conflicts and problems; discussing conflicts in general provides a window to specific issues of gender construction / practices / stereotyping; discussing gender provides a window to sexuality and so on. Most programmes are now aiming to use this framework as it has a flow and application that is much easier. Many innovative and creative methods (group learning, theatre-in-education etc.) are used as teaching methods to transact the content elaborated earlier.
Where sexuality is concerned, why did this process take so long? There are elements in the nature of sexuality itself, which explain this. Sexuality is construed as a personal, private and intimate experience. Understandable as this is, notions that it must operate only in the context of marriage, procreation and cross gender relationships give rise to limited understanding of the phenomena. Conversely if one examines the basic message of most HIV prevention programmes, these have been unelaborated warnings to refrain from sex except in monogamous relationship and to practice protected sex in other circumstances. Such a strategy underestimates the difficulties young people have in following sex education recommendations. This is because sufficient attention is not paid to factors that surround and form the context of human sexual behaviour. Such as relatedness, love, affection, situations of attraction, cultural practices and so on.
To summarise the position of a teacher and the institution he or she works within keeping the initiatives and difficulties described above in mind:
What is the sense and experience of a teacher of the larger location of any of the concerns included in the initiatives. For example, what is a teacher’s understanding of a phenomena like child sexual abuse. Some teachers are not even convinced that this exists. Some know that it does but find it too complex and distressing to deal with. Teachers have similar locations vis-à-vis other concerns as well. If a training has to be effected it has to equip teachers with a clarity on the conceptual categories as well as focus on specific/problem areas. Then there is the teacher’s personal location. How can a teacher be expected for instance to do gender sensitization in classes if she is a victim of domestic violence herself or if he is a perpertrator? If a teacher transcends these locations, there is still the issue of whether such programmes for children have space in legitimacy within the school system. Such programmes need to have a position of significance for them to be effective. They cannot be relegated to an extra curricular position. In the face of so many different initiatives, a life skills programme in schools also means to be clear with regards to the coverage and content. Then there is the issue of syllabus development and message calibration. Then there are micro skills. Finally, there are the important issues of evaluating the impact of such programmes and the ability of the teacher to handle any fall out.
When one examines the initiatives taken so far it becomes clear that some focus only on giving teachers knowledge about conceptual categories and some focus only specific areas (such as HIV/AIDS). More importantly none of the initiatives were built into a large programme development in schools.
THE THEATRE-IN EDUCATION PROGRAMME
The author has been involved in an advisory capacity with an organization committed to enhancing the quality of education for marginalized children. This organization is particularly interested in micro level experimental innovations that could impact the formal government school system so as to have sustainable and replicable impact. In trying to develop a programme of government schools, the organization decided the process oriented theatre would be the most appropriate to start with for the following reasons.
- Model a process of creative pedagogy where creativity, play and reflection are intrinsic.
- Enhance language and self-esteem.
- Address the area of life skills education. Life skills would lay emphasis on problem solving, creative and critical thinking which would enhance learning in all other areas.
- Life skills could link up to contemporary, urgent issues such as gender and enhance learning in all other areas.
- A theatre/life skills curriculum could provide opportunities for social, moral, emotional and physical development.
DR.SHEKAR SESHADRI
Addl. Professor, Department of Psychiatry
NIMHANS, Bangalore
(This article is reproduced with the permission of the author from the proceedings of the biennial conference of the Indian Association of Child and Adolescent Mental Health)
This article was published in the AINACS XXXVIII NATIONAL CONVENTION held at Bangalore
PREPARING TEACHERS FOR THE 21ST CENTURY
TEACHERS here is something for you to ponder over……
* In our rapidly changing world, no person, organization or nation gets anywhere by standing still or looking backwards.
* Even though nearly everyone concedes this century will be characterized by startling change, shifting rules and persistent uncertainty, we continue to educate children as if this were the 1950s…….
Challenges for Schools
* Schools need to change from being places where children are taught new things to become places where children learn how to learn new things.
* Thus, content-oriented teaching needs to be replaced by process-oriented learning.
PROFESSIONAL DEVELOPMENT & EMPOWERMENT PERFORMANCE
APPRAISAL
BUT WHY ?
Learning in Today’s Context
* Brain –based Learning
“The education profession is now approaching a crossroads. We can continue to focus our energies on the careful observation of external behaviour … or we can join the search for a scientific understanding of the brain mechanisms, processes and malfunctions that affect the successful completion of complex learning tasks”
(Robert Sylwester, A Celebration of Neurons: An Educator’s Guide to the Human Brain, ASCD)
* We are given as our birthright a Stradivarius and we come to play it like a plastic fiddle! (Jean Houston (1981))
9 Principles of Brain-based Learning
- Multi-sensory stimulation and sustained cognitive challenge.
- High challenge but low threat.
- Feedback and choice of Learning.
- Whole Brain Learning – Relative lateralization – both hemispheres in simultaneous parallel processing.
- Expectations shape outcomes – the brain processes for meaning.
- Multiplicity and modifiability of intelligence.
- Physical readiness for learning.
- Music aids Learning.
- We store and retrieve information using 3 memory systems.
A Bird’s Eye View
Un-learning
What?
The culture of learning (in India
* Despite the rhetoric of reform …… the Indian educational system continues to uphold……structured forms of learning for its students.
* The culture of teacher thinking and teaching portray a significant focus on lower order thinking within the school system in India
Re – Learning
What?
* Enthusiasm for their Profession.
* Self-confidence and self-worth.
* Interpersonal Skills
* Conceptual Thinking
* Classroom Management Skills
* Technological Skills
* A Repertoire of Teaching/learning strategies….
How?
* The best staff development creates an environment that treats teachers as thinking, reflective and responsible professionals (Wildman & Niles 1987).
Understanding teaching …
* Teachers teach the way they themselves have been taught …. (Lortie 1975).
* ….if teaching and learning in schools has to change ‘then the starting point is not so much what teachers learn as how they learn’ (West-Burnham & O’Sullivan 1998).
How?
The most positive way of reorienting the teacher is to expose her to a co-operative teaching and learning situation…
Teachers must also have access to substantial coaching .. Facilitators must work in setting structured to enable close, continual relationships. (Darling-Hammond 1997).
Converting Learning Into Classroom Practice
Components for Effective Professional Development
Training Components & Combinations | Impact | On Job | Performance |
KNOWLEDGE | SKILL | TRANSFER | |
Theory | Low | Low | Nil |
Theory & Demonstration | Medium | Medium | Nil |
Theory, Demonstration, Practice | High | Medium | Nil |
Theory, Demonstration, Practice & Feedback | High | Medium | Low |
Theory, Demonstration, Practice, Feedback & Coaching | High | High | High |
(Joyce and Showers 1988, Wallace 1996)
In the new paradigm staff development ….
- ….. is a shared public process;
- promotes sustained interactions;
- emphasizes substantive, school related issues;
- relies on internal expertise;
- expects teachers to be active participants;
- emphasizes the why as well as the how of teaching;
- articulates a theoretical base;
- and anticipates lasting change will be a slow process … (Hawley and Valli 1999)
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AS A PROFESSIONAL AS A PERSON
---------------------------------------------------------------------------------------------------------------------
Builds emotionally safe classroom Reflects on her beliefs & practices
Environment
 |
Gets students to work More aware of
Well in groups her responsibilitiesManages cheerful class- Plans her/ his time well
rooms buzzing with energy,
Activities, discussions, questions
Uses various Active Learning tools More self-confident and assertive
Strives to understand the needs and Reads on education; Voices her need
Abilities of every student in various areas
Has high expectations of all students & Documents personal growth
Encourages
--------------------------------------------------------------------------------------------------------------------
Life – Long Learning
- Teacher Appraisal – Formative Vs Summative.
- The Accountability Purpose – the problems associated with it.
- The Professional Development Purpose – the problems associated with it.
- Clear Job profiles for all Staff Members prioritizing what they are expected to do.
Teacher Appraisal / Evaluation
* Any method of evaluation is accompanied by a conception of what teaching is and more specifically a conception of what good or effective teaching is – Susan Stodolsky.
Components of Effective Professional Practice
Domain 1: Planning and Preparation (the way in which we organize what our students are to learn)
Knowledge of content & pedagogy, Students, instructional goals, resource.
Designing coherent instruction.
Assessing student learning.
Domain 2: The Classroom Environment (the way in which we interact with our students)
Creating an environment of respect and Rapport, Culture for Learning.
Managing Classroom Procedures.
Managing Students Behaviour
Organising Physical Space.
Domain 3: Instruction (the way in which we engage our students in learning)
Communicating clearly and accurately.
Using questioning and discussion techniques.
Engaging students in learning in a variety of ways.
Providing feedback to students.
Demonstrating Flexibility and Responsiveness.
Domain 4: Professional Responsibilities (for responsibilities in addition to lessons and activities with students)
Reflecting on Teaching, Maintaining accurate records.
Communicating with Families, Contribution to the School Community.
Growing Professionally, Showing Professionalism.
Components of an Effective Appraisal System
- Pre- Appraisal Orientation
- Head / Supervisor’s Observation
- Post- observation interview
- Peer Evaluation
- Self- Evaluation
- A detailed biennial report on each Teacher indicating overall Performance and Professional Development Need.
- Hybrid systems of evaluation provide multiple sources of information.
- The inclusion of self-assessment in formative evaluation systems can awaken and launch the most powerful source of improvement: the teacher’s own capacity of self evaluation – (Larry Barber)
To End…
- Big business recognizes the need for quality training of their employees. Education is one of the largest businesses, and the job is human development….
- If we raise the expectations for teachers and administrators, then we owe them the training to meet the changing requirements.
- We get what we pay for. If we expect major change, in a minute, with a nickel, we will get what we paid for minute change. (Erickson 1995)
MS. MAYA MENON
Director, Teacher Foundation,
1st Floor, 17/13 Aliaskar Road
This article was published in the AINACS XXXVIII NATIONAL CONVENTION held at Bangalore
EXCELLENCE IN EDUCATION THROUGH
TOTAL QUALITY MANAGEMENT
The Church in India India
Today, the catholic church in India India
In the past education was considered to mean imparting knowledge through instruction. Hence education was confined to the classrooms and the excellence of education in various institutions was determined by the percentage of result each institution was securing. The parameters of the excellence of education was the percentage of result. Naturally every institution was trying to prepare the students for the same. The system of education is largely bookish and academic with the examination system stressing on the memory rather than on its acquisition and assimilation of adequate knowledge and useful experience.
But the question is: Is that the aim of Education? Of course we need not impart knowledge to everyone. We need to excel in results. But education is aimed at, far beyond it. Vatican II in its Declaration on Christian Education States: “This sacred Ecumenical Synod has carefully considered the paramount importance of education in the life of man, and its every-mounting influence on the social progress of this age. In fact, the education of the young and ever a measure of continued instruction for adults have grown both easier and more urgent in the circumstances of our times. For as men grow more conscious of their dignity and calling, they prefer to take an increasingly active part in the life of society, especially in economic and political matters. Enjoying more leisure, as they sometimes do, men find that remarkable developments in technology and in scientific investigation and new means of social communication offer them readier opportunities for attaining their inheritance of intellectual and spiritual culture, and for fulfilling themselves and one another by forging stronger bonds between various groups and even whole peoples.”
As a consequence, with the help of advances in psychology and in the art and science of teaching, children and young people should be assisted in the harmonious development of their physical, moral and intellectual endowments. Surmounting hardships with a gallant and steady heart, they should be helped to acquire gradually a more mature sense of responsibility towards ennobling their own lives through constant effort, and toward pursuing authentic freedom.
In the vision statement of the Pastoral Plan for the church in Karnataka, we read: An enlightened society for a fuller life. Mission Statement: Gearing up our education through moral and spiritual values, and making it life-enhancing, especially for the poor.
The question is: What is Education?
Educational institutions are often seen as places where knowledge necessary for a future job is acquired. As a result exclusive emphasis on intellectual performance is given. This brings a great deal of stress and tension on the students. Even the legitimate holidays are taken to impart extra knowledge and information in order to get the best results. But is it the only purpose or aim of education institutes? In the present day context, where we are living in a computer world, it may not be even necessary to frequent the educational institutes or to sit in the classrooms in order to gain some knowledge or information. You can sit at home, switch on your internet and you may get more information and knowledge. Hence education is aimed at not merely to impart information through instruction but transforming the total person into a responsible citizen in the society. Education must aim at the total development in the society. Education must aim at the total development of the young. They are helped to discover their GOD – given talents and to work towards their fullest development as far as possible in order to place them at the service of the community. The students must be helped to discover the various hidden talents and realize their dignity as a person created in the image and likeness of God. They must be helped to practice the human social values in their personal life. Education should aim at the integral formation of the person concerned with forming a moral conscience capable of discerning what is good and acting with right judgement.
A student is a human being with all his/her individual and social characteristics. Education ought to be thus an agent of change. This is possible by developing one’s potentialities to the full and also involving in the development of others. Education must endeavour to create in the pupils an awareness of the social realities, bringing a sense of solidarity and compassion, and stimulating a sense of justice.
To improve the quality of education thus it is imperative for anyone to see a student as a human person coming from a family with all the socio-economic and religious backgrounds. Eg. students coming from various backgrounds he/she maybe under great stress due to the various problems that he/she is facing at home. Unless we are able to understand the real situation of such a student, the knowledge, information and instruction that may be imparted to such a student may not be of any purpose. That is why the educators – teachers, professors – should have counseling skills. These will equip the educators to know their students well and guide them in the process of the total development of their personality and rediscover their potentialities. The educators must be able to identify the various talents hidden in their students, acknowledge and appreciate them. A negative approach can be very much detrimental to the growth of the students. Hence today it is very imperative that all the catholic educational institutions conduct seminars on counseling. In my diocese I have around 100 schools and seminars on counseling skills are being given to the teachers.
An ‘Educator’ is not made of such merely by a degree of TCH or B.Ed or M.Ed. He/she needs a lot of updating knowledge and skills. We are in a fast moving and changing world. Mass media is a powerful force in the transformation of a human person – either for good or for evil. They shape the common mentality, create culture and diffuse models of life. They give an abundance of information and a far more extensive knowledge of the world than ever before. But sometimes they can confuse the minds of the young. The models of life they most often propose are the ones that correspond to the dominating forces in society rather than to a Christian vision of the human person. Here comes the need for proper education in respect of mass media. They lack the ability to decipher and evaluate for themselves the messages that come to them from every side. They fall an easy prey to the manipulations of the media and the means of social communications create in them a real conflict of values and become an obstacle to their proper education.
Hence it is a need to train the young to a critical and responsible use of the media.
Total Quality Management is possible only when the students are treated with full dignity of their own, respecting their integral growth. Intellectual, psychological, emotional, social and religious sensitivity. Often we are tempted to look into the development of the external infrastructure rather than the development of the inner infrastructure of the growing young students. Hence a change in our attitudes and priorities is to be brought in.
The ultimate aim of educators must be to bring the best out of the students and make them useful and dedicated members of the society and of the church. Education must be an agent of social change. Catholic educational institutions must be able to provide the kind of education to love, that is necessary according toe the various stages of the growth of the pupils and bring joy and happiness, mutual respect and appreciation among the students. This will remove the fear and anxieties from their minds. We need to enhance creativity, initiative and originality in thinking. For this we need also the empower the educators with the necessary skill to help the students to develop their potentialities and become future leaders of the nation – instilling a sense of the dignity and equality of all human beings and of their right to a life worth of a man or a woman.
Most. Rev. Thomas Vazhapilly
Bishop of Mysore,Bishop’s House,
Mysore City-570 001.
This article was published in the AINACS XXXVIII NATIONAL CONVENTION held at Bangalore
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