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Indian education
scene: Farce, comedy & tragedy by V GANGADHAR
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There cannot be people's
democracy without education. India could flaunt numbers to show to the world
that we are serious about education.
The
education scene was widely covered in the media and those who followed it
came across situations which were farcical, comic and tragic. Of late, there
had been more of tragedy in the education scenario.
Farce
first. Sometimes even in school, the education imparted led to some unique
enterprises though it could be questioned if the end product was the result
of the education imparted. `` The Hindu'' reported that students of the
Government Higher Secondary School at Vadipatti town broke a wooden bench in
their class and sold part of the timber to a liquor shop and held a `` drinks
party.'' The headmaster of the school was agonized over the development which
he discussed with the parents of the boys concerned.
The
bench cost Rs 2,500. The main culprit in the case and the fellow conspirators
agreed to compensate the loss to the school by getting a new bench.
We
are familiar with student demonstrations where furniture was often burnt. But
the Class II students of the Vadipatti school did something totally original.
How on earth did they get the idea of sawing off a bench on which they sat
and selling it to buy liquor. Sometimes exuberance led to destruction of
school property. But the Vadipatti students introduced a new, original
element in their thinking. Will the school ultimately replace wooden benches
with something else? The comic element in our educational system was exposed
nearer home, in Mumbai itself. It was acknowledged that scoring high marks
and obtaining first class or distinctions was rather difficult in the
Commerce faculty. But the 2012 results changed all that. The T B Com results
in 2010 and 2011 were 63.7% and 62.9% respectively.
The
2012 results registered a spectacular jump, the pass per centage was a
whopping 81.5%. Unlike the earlier two years when only 22 and 28% obtained
first classes, this year two of every three students achieved this honour.
Did
the B Com students suddenly become super intelligent to achieve such a
spectacular result? Or like Asterix, the comic book hero, were they served
with a magic potion which went straight to their brains? The year 2012 saws a
new marking system in the Mumbai University. A creditbased semester system
and a 60: 40 evaluation system followed. The final examination was for 60
marks and the balance was on the basis of what was called Internal Evaluation
and Project work. This marking system was entirely left to the respective
faculties of the affiliated colleges.
Since
colleges were known by the results achieved at the university examinations,
the Internal Evaluation was obviously misused to give more and more marks to
the students, thereby inflating the results. In most of the cases study
projects were nothing more than cut and paste jobs from Internet material,
but who bothered? Colleges urged their faculty to compete with one another in
giving away very high marks to their own students, thereby making a mockery
of assessment based on merit.
A
lot of universities abroad successfully adopted the internal evaluation
system.
But
the colleges were limited in number, the teachers could watch the progress of
their students and really `` guide'' them in their project work which would
be original and research- oriented.
But
in our colleges, the sheer number of students handled by the faculty made
such an approach impossible. Right from KG our education system functioned on
marks and first class system. Take a look at the SSC and 12h standard
results. The toppers' lists grew larger every year and the marks went up and
up. Was it possible to score 100 out of 100 in say, English and other
descriptive subjects? At the Bachelor of Mass Media ( BMM) level where I
taught for nearly 12 years, the internal evaluation system wrought havoc.
Individual marks and overall results were boosted up with very high internal
marks. Even reputed colleges had to follow the system otherwise, they would
lose their top positions to lesser known institutions. I came across hundreds
of students who should not have been in the BMM course, they would not read
the daily newspapers even at the third year level. Once the results were
announced they went about boasting they had secured first classes and even
distinction. This was because of the misuse of the internal evaluation system
with the obliging faculty giving them 38, 39 or even 40 marks out of 40.
Last,
we come to the tragedy part where the cases were too numerous.
School
students thrashed and suffering other severe corporal punishment, made to
lick their own urine, sexual harassment and so on. Recently a student was
caught copying and his answer book seized by the invigilator. He sought
permission to visit the toilet. Once out of the class, he sneaked out to the
terrace and jumped to his death. Even more heart- rending was the suicide of
a 13- year- old girl who hanged herself because she had fared badly in a
maths test.
The
note she left behind continued to haunt me, " Mein padh padh kar paagal ho gai hoon. Mein ganit samaj nahin patin.
Ganat ke alawa zindagi mein kuch nahin. Mein apne maa aur pitaji ko aur
sharminda nahin kar sakti. Mein ghutkar nahin jee sakti. Muje bhagwan ke paas
jaana hain. Bye Mummy, bye Daddy.'' Do we really need Maths in school for
those who could not learn it?
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Tuesday 31 July 2012
Is Indian education failing in inculcating values?
Monday 30 July 2012
should we value value education?!
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CATCH THEM YOUNG
An astounding
70% of kids aged 13-18 think it’s fine to be dishonest in order to succeed.
This is one among the key findings of a HT—C fore moral health survey
With the Central Board of Secondary Education (CBSE) announcing
plans to integrate value education into its curriculum, HT commissioned a
survey carried out by C fore in major metropolitan cities to gauge moral
proclivities of young people. One thousand students, between the ages of 13 and
18, were surveyed. The psychological profile that emerges is both worrying and
encouraging.
Consider
this: when asked if dishonesty was acceptable for success, 70% said yes. The
response to whether it is fine to cheat one friend for another was split almost
midway — 43% said ‘yes’ or ‘sometimes’, while 43% said ‘no’. The rest were
unsure. Consumerism also seems entrenched within this group and causes
competition among peers. Another place where competition shows up is popularity
on social networks, considered overwhelmingly important.
On the
positive side though, youngsters come across as confident with a high degree of
self-belief. They are aware, sensitive and determined. “However, it appears
that as they grow into adults, a lot of the positive values get sidelined,”
says senior psychiatrist Dr Sanjay Chugh, who helped HT formulate the survey.
Between 2001
and 2010, the number of juvenile crimes rose from 16,509 to 22,740, a 37.7%
increase, according to the National Crime Records Bureau. This is reflected in
many recent incidents of violent crimes ( seebox). Dr Shyama Chona, an
educationist and member of the CBSE says, “We’ve seen too many instances of
children acting out. Value education used to be informal and expected. Now,
formalisation in the syllabus will make it more serious. Righteousness will
only emerge when you turn it to marks.”
Earlier this
month, CBSE announced a first-of-its-kind system to connect academics with
ethics. But measuring values education through marks is debatable, say experts.
An official at the National Council for Educational Research and Training
(NCERT) who requested anonymity, says, “You can’t assess values through exams.
Evaluation has to be of processes, not the product. If you want to teach
sanitary habits, create a sanitary environment at school. So if you want to
teach integrity, display the same attitude in the classroom.”
Another
concern is that values in the education system lack a societal connect. Dr
Samir Parikh, director, mental health at Fortis agrees. “Merely making it a
subject in a curriculum is not going to inculcate values,” he says. “We have
become socially apathetic towards each other. Adults are struggling with moral
ambiguity and teenagers are simply mirroring their behaviour,” he adds.
Character
education is being debated across the world. In China, the government’s
attempts to introduce moral education are being protested by the opposition on
the claim that it will ‘brainwash’ students. In Australia and Singapore, value
education models are funded by the state. In Australia, the local school
community — teachers, parents and students — is involved in framing the
programme. In the West, the issue is more complicated. The American system was
earlier rooted in Christian fundamentals. During the Bush administration,
attempts were made to equate moral education with conservative and Republican
beliefs.
The Indian
context gives moral education an added hue due to diversity in Indian society,
says Chona. “We have to teach secularism, tolerance and an acceptance of
multiculturalism,” she says.
Widening
economic differences are also adding complexity. When respondents were asked
about their attitude towards less-privileged students (after implementation of
the Right To Education), 8% felt they should be taught separately while 37%,
said ‘they can study in the same class but I wouldn’t hang out with them’. Such
an outlook is being created and reinforced by adults. In Bangalore recently, a
school’s indifference was put on display when a news report said that students
admitted under RTE had been forced to sit in the back of the class, stand
separately during assemblies and that a tuft of their hair was cut off by
school authorities to distinguish them from other students.
Thus, while
values education is required, experts say the approach could be better.
“Introducing moral education through the curriculum is ambitious,” says Dr
Sarada Balagopalan, a fellow at the Delhi-based Centre for the Study of
Developing Societies and chief advisor to NCERT on Social and Political Life
textbooks. She says, “We imbibe values from instruction, example, watching,
seeing, and influences too numerous to be contained in a curriculum.”
CBSE’s move
has begun for classes IX and X, and will be expanded in months to come.
Subjects across the syllabus will contain moral lessons. For instance, in
geography, teachers can stress on interdependence of countries, environmental
responsibility and global unity. The results would then be judged in value-based
questions in examinations.
CBSE is not
the only one to focus on character education. In the International
Baccalaureate (IB) schema, “Integrity lies at the centre of the learner’s
profile,” says education consultant Abha Adams. In IB schools, 150 hours of
community service is compulsory, and involves discussion and application of
values.
Unfortunately,
a 2010 study by the US department of education stated that value education
programmes do not improve behaviour or performance of students. Perhaps then,
India’s troubles are far worse than they seem.
JUVENILE DELINQUENCY: ON THE RISE? Compiled
by Neyaz Farooquee
LOCKING
UP TEACHERS
April 2012 When their demand to
be promoted to Class 12 failed, the 90-odd students of Class 11 in West
Midnapore in West Bengal locked up 52 school staff members.
THE OTHER
EXTREME
February 2012 A Chennai student
stabbed his teacher because he found him ‘too strict’. The 15-year-old boy
rushed in to the classroom, slashed her throat and stabbed her in the abdomen
and chest. When students raised an alarm, other teachers overpowered him. He
didn’t try to flee. The teacher died on the way to hospital.
MISUSING
POWER
March 2011 A Class 8 student
attacked his teacher in Delhi’s Sarvodya (govt) school. Other teachers tried to
rescue him but the boy refused to let go, saying that he was a ‘ sarkari ’
student and nobody dare touch him. Police was called who take the teacher to a
hospital. Later the student was suspended when the teacher alleged he was a
habitual trouble-maker.
WAR OF WORDS
October 2010 A Chandigarh school
suspended 16 students for posting rude remarks about a female teacher on
Facebook. A student posted pictures of his test scores with abusive words. The
school management responded with suspension, saying the comments were obscene,
rude and abusive. Suspended students said the school was infringing on their
privacy.
INTERNATIONAL VALUE EDUCATION
AMERICA Character education was
originally rooted in Christianity. It has changed over time, with the
Republicans and Democrats holding different ideas — the former stress on
Christian values while the latter are more secular.
AUSTRALIA The government funds
value education programmes laid down under the National Framework for Values
Education. Under this, individual schools develop their approaches in
partnership with local communities.
CHINA China faces a controversy over
the implementation of the new Moral and National Education programme announced
in April. The subject looks at issues concerning personal life, family,
society, world. There are no conventional exams. Opposition members even
accused officials of brainwashing the new generation through this programme. A
protest likely on Sunday.
SINGAPORE Students are taught to make responsible decisions based on
moral reasoning, recognise signs of addictions and skills to manage them. Since
2006, social-emotional learning has been made integral to the curriculum.
Students learn self-management — how to weigh options, think through
consequences and arrive at decisions. They’re also developing a Character and
Citizenship Education syllabus.
Courtesy (visited 30.7.12) http://paper.hindustantimes.com/epaper/viewer.aspxFriday 20 July 2012
oral hygiene for children!
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Seven in 10 kids suffer from gum disease
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Somita Pal l Mumbai
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At least 70% of children under the
age of 15 suffer from gum diseases, a nationwide survey has revealed.
Conducted by the Indian Dental Association (IDA), it shows dental decay and
oral cancer is rising among children.
Dentists say dental hygiene in children is always neglected and overlooked as compared to lifestyle diseases like obesity and stress. The IDA surveyed 4 lakh children across India, as part of its community health initiative, and found 40% suffering from malocclusion (faulty jawline).
Dr PD Joshi, consultant dentist at Lilavati hospital, says, “75-80%
children come to me with cavity problems. Early cavities are leading to more
and more children undergoing root canal.” The procedure is difficult to do in
children as their jaws are not properly formed, he adds.
Dr Karishma Jaradi, aesthetic dentist, Dentzz dental care centres,
said, “We see the dental problems depending on the age group. There’s a rise
in number of children in the 0-6 age group going for the root canal
procedure. Cavities are mainly linked to not brushing the teeth properly
after eating.”
“Junk and sugary food items are the main culprits. Also, children tend
not to pay much attention to oral hygiene. They wake up early for studies,
and are in a hurry to leave for school. In their rush, brushing teeth
properly takes a backseat,” says Dr Ashok Dhoble, IDA secretary.
However, doctors say that dental problems among children are different
in urban and rural areas. “In urban areas, we see more of cavity problems
than oral cancer. In rural areas, it’s the reverse. In a city like Mumbai
children eat more of sugary products and junk food, while in rural areas,
children start consuming tobacco products,” says Joshi.
The IDA is now visiting schools and conducting interactive seminars to teach children the importance of oral hygiene. “Prevention is the best cure. Apart from brushing teeth twice, children should avoid eating chocolates and ice cream between meals,” Dhoble says. |
Published Date: Jul 20, 2012 courtesy
(visited 20.7.12)
Wednesday 18 July 2012
Punishing students may land you in jail!
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Tamil Nadu teacher gets
jail for cutting girl's hair
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THAMBI, Chennai
At a time when the
country is animatedly debating the Shantiniketan episode where a girl was
forced to drink her urine for wetting the bed, a court in Coimbatore in
western Tamil Nadu has awarded a jail sentence to a school teacher who had
imposed corporal punishment on a Class V student.
Judicial Magistrate
Hemanth Kumar, who convicted the teacher, observed that the punishment
awarded to the teacher would serve as a deterrent against the practice of
corporal punishment.
The accused Shobana,
who was working as Physical Education Teacher, at the privately run Bharathi
Matriculation School in Coimbatore, had allegedly cut the hair of a student
Harihara Sudha as she did not braid a double plait to school. The girl, who
was suffering from sinusitis, had attended classes with single- plaited hair
which had angered the teacher.
The incident happened
five years ago. Shobana was also accused of repeatedly slapping the girl in
front of her classmates and forcing her to kneel down for a long time in the
class and staff room.
On a complaint from her
mother Sumathi, the police had registered a First Information Report against
the teacher. However, for some reason, when the chargesheet was filed, the
accusation that the teacher had cut her hair was left out and instead she was
charged with hurting and wrongfully confining the student in classroom.
Strangely, during the
course of the trial, three of Sudha's classmates who were cited as
prosecution witnesses, turned hostile and claimed that the teacher had not
beaten the girl.
However, ignoring the
hostile deposition, the Magistrate went ahead and convicted the teacher
solely based on the evidence of Sudha. " The evidence of PW2 ( Sudha) is
cogent and inspires confidence. From the evidence, it is clearly shown that
the she was put to physical suffering," Kumar said in his order.
Holding her guilty on
two counts - voluntarily causing hurt ( Section 323 IPC) and causing cruelty
to a child ( Section 23 of Juvenile Justice Act), the Magistrate sentenced
Shobana to serve one- month prison term on each of the two charges. However,
he said the sentences would run concurrently. The Magistrate also imposed a
fine of Rs 1,000 on her.
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Homework is for knowledge/ stress??!!
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Homework adds to stress, not knowledge
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Children
already burdened by tuition classes take help of parents to complete fancy
projects
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Pallavi Smart l
Mumbai
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If there is something children dread doing
once they return home from school, it is homework. What was earlier supposed
to be a breezy one-hour revision of what one learnt in the classroom has now
become a stress-inducing exercise.
It is difficult, if not impossible, for children to complete their homework without taking assistance from parents. Today’s homework is no longer about answering a few questions or solving arithmetic problems. It involves worksheets, presentations, projects and other fancy detailing which is part of surprise tests under the continuous comprehensive evaluation system. Add tuitions and extra-curricular activities to the picture and you get an idea of the rising stress levels among children. It is therefore important for schools to make homework as interesting as possible. “Homework is an integral part of our education system. But it has to be done in a scheduled pattern so that it does not stress kids. Teachers should not just assign homework and forget about it. They should find out how much the student has understood,” said CR Pathak, principal, HVB Academy at Churchgate. BSK Raju, principal of Atomic Energy school, Chembur, agrees. “Homework should be based on what the child has learnt in the classroom. This will help in revision and understanding concepts,” he said.
Experts said parents should not burden
their children with too many classes either. “Children have homework from
school and also from tuition classes. They are involved in several
extra-curricular activities too. Parents have become very demanding these
days. They not only want their wards to excel in academics, but also do well
in extra-curricular activities,” Pathak said.
Parents argue that it is essential for them to help their
children.
“Homework includes projects on big topics which children cannot manage on their own. In my daughter’s school, there have been cases of projects done by parents. Those were obviously better than what my daughter did. Therefore, it was imperative for me to step in and ensure that my daughter’s project is also good,” said Andheri resident Manasi Chavan whose daughter studies in standard V. She denies that parents only focus on a child’s extra-curricular activities.
“We do not stress about it, but academics is very important,” she
said.
Nita Mehta, clinical psychologist at the New Horizons Child Development Centre, said parents should get involved in homework only up to a point. “Instead of taking over the project, parents must identify what their child is good at. They should help their children present the project in such a way that their skills are visible,” she said.
To counter stress, schools are now being
sensitive to children.
“We have decided that homework will be restricted to one subject a day till standard V. For secondary classes, it will be two subjects per day. This not only reduces pressure, but also gives children the time to understand the subject. Also, the homework assigned is such that the children enjoy doing it,” said Pathak. Mehta says with the Right to Education Act (RTE) now in place, there are bound to be surprise internal tests and children must be prepared for it. Pathak said RTE has in fact reduced the burden of homework among students. |
Published Date: Jul 16, 2012 Courtesy (visited 18.7,12)
Monday 16 July 2012
pocket money for students??!!
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Teach kids the value of pocket money
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 Psychiatrists
say children need to learn the importance of money |
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Manish Sikand, 14, is a movie buff and goes to the theatre every
weekend with friends. He is also a party animal and frequents the liveliest
nightspots in the city. How does he fund all this? Pocket money. Worried
about his frequent demands for money and his habit of overspending, Manish’s
parents took him to a psychiatrist who advised them to keep a budget and
involve Manish in the process.
Parents should teach children the importance of money before giving
them pocket money, say psychiatrists. “We get two kinds of parents, one who
don’t want to give pocket money to their child and the other who give too
much. It’s fine to give pocket money to one’s child, but it’s important to
supervise how he/she spends it,” said Dr Parul Tank, head of psychiatric
department, Rajawadi hospital, and consultant psychiatrist at Fortis hospital.
Citing Manish as an example, Tank said, “His parents gave him Rs500 a
week but never monitored his spending till other parents called up to inform
that Manish had started borrowing money from their children. He spent more
than Rs2,000 a week. When his parents refused to give him money, he
borrowed.” Doctors say giving pocket money has become inevitable, but it also
gives an opportunity to teach the child important lessons. Unsupervised
spending, however, may lead to deviant behaviour.
Dr Harish Shetty, consultant psychiatrist, LH Hiranandani hospital, said, “Involve the child while making your home’s monthly budget. Take his/her suggestions. This will help the child understand the importance of money.” “You may be rich but your child should understand how you earn that money. He/She should value it. Pocket money is an opportunity to teach children the basics of finance and accounting in a manner they will never learn elsewhere,” he said.
Doctors say working parents generally give pocket money to their
children out of guilt for not spending enough time with them. “This should be
avoided. Working parents feel guilty about not spending enough time with
their children, and try to compensate by fulfilling all of their children’s
demands. The children then get habituated to such pampering and start
throwing tantrums. Their demands start becoming unaffordable as they grow
up,” said Dr Fabian Almeida, child psychiatrist. “A healthy discussion on
spending is the only way to make your child responsible when it comes to
money,” he added.
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Published Date: Jul 14, 2012 Courtesy (visited on 14.7.12)
Sunday 15 July 2012
Romance in school, a lesson for all
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Romance in school, a
lesson for all
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 Affairs are common, but parents
& teachers must deal with kids as friends |
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Isha Shah (name changed), 12, was a
bright girl whose sudden dip in academic performance worried her family. What
added to the tension was that she began staying aloof, would get irritated
easily and avoided conversations with friends and family. When she was taken
to a counsellor, she confided that her boyfriend had recently broken up with
her and that it was getting difficult for her to overcome rejection. Isha’s
is not a one-off case. An increasing number of schoolchildren are now getting
into serious relationships. While attraction among schoolchildren is common,
they are now getting into romantic relationships at a very young age. This is
difficult to digest, especially for the orthodox population in society, but
psychiatrists say children need to be handled with care. They said it is
essential to be open-minded and have a friendly chat with children to tackle
such situations.
Avijeet Biswas, a creative writer, was
taken aback when his 12-year-old daughter mentioned her boyfriend during a
conversation with him. “My wife and I were shocked. Luckily, we have a
friendly atmosphere at home and she could openly discuss it with us. At least
we know what our daughter is up to and she too is confident about sharing everything
with us. There is nothing, but a very special friendship between her and the
boy which is very normal,” he said. Avnita Bir, principal of RA Podar school,
said it is important for parents to know that such relationships are normal
at a young age. “Schools too are aware about such romances and handle
the situation accordingly. We see the seriousness of the matter and whether
there is a need to involve parents. Also, parents are the last to know about
such relationships. Usually, the teachers speak to the children in a friendly
manner,” she said.
Teachers must be sensitive while talking to children, said
psychiatrist Dr Harish Shetty. “It is important not to ridicule their
affection for someone. When a primary kid calls someone his boyfriend or
girlfriend, he is merely imitating his elders. At that age, children speak
about love without understanding its meaning. Proposals usually start when
they are in their teens – in standard VI or VII,” he said.
He said parents also need to understand the feelings of children. “Those who react in a harsh manner are themselves deprived of love. One must build confidence among children while discussing such matters,” Shetty said.
Bir said children often get into romantic relationships because it is
cool. “For some, it is an experiment and for others, it is exciting. During
school assemblies, such topics are discussed without taking names so that the
children are aware about reality. Parents and teachers must not preach. They
should approach the child in such a way that he/she feels that the person is
willing to understand him/her,” she said.
Physical attraction must also be dealt with in a subtle manner. “One should not be harsh. Public display of affection must be dealt with compassionately. If teachers find children passing love notes, they must correct or appreciate the English in it instead of pinpointing a child involved in a love affair. Complications reduce when one brings love into the picture,” Dr Shetty said.
Published Date: Jul 13, 2012 Courtesy (visited on 14.7.12)
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Saturday 14 July 2012
Surrogate parenthood for Schools?!
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Schools or surrogate parents?
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A growing number of overburdened working parents are passing on the responsibility of instilling moral values in their children to schools. Also, they are expecting the schools to go the extra mile and do parenting, which has obviously gone missing in most modern families. Kanchan Srivastava talks about the additional burden on teachers
When eight-year-old Rahul (named
changed) blurted a foul word after his mother reprimanded him for bashing up
the children in the neighbourhood, she was aghast.
“Do you go to school to learn this rubbish?” she shouted. The worried parents
rushed to school the next day and told his teachers to teach him ‘right’
lessons.
Rahul’s teacher was not amused when the boy confided in her later. “My maids talk like this when mom is in office,” he told her. After school, the boy watches television and plays computer games, most of which are violent. He barely gets to see his parents. His parents, Radhika and Mohan Dave, say: “We pay lakhs of rupees as school fee. It’s the school’s job to nurture good values in children.”
As soon as children join school, most
parents wash their hands of their responsibility to even monitor their
activities. “Many parents feel that moral lessons and good habits must be
taught in schools,” says the teacher. So, schools are expected to
inculcate good behaviour among children, monitor their TV and computer
indulgences, see that they have a healthy diet and teach them all about
Indian culture. In other words, they are supposed to take up the role of
‘surrogate parents’ to children, nurturing them in their most impressionable
period and making them perfect.
S Shyamali, a banker and mother of
six-and-nine year olds, feels it is difficult to juggle work and raise a
child. “Working parents have their own deadlines and priorities and chores.
At the end of the day, we neither have the energy nor the patience to nurture
our child,” she says. Most parents like Tanvi Kalekar, an MNC employee and
mother of two daughters, entrusts the entire responsibility on schools.
“Inculcating moral values in children is the school’s responsibility because
they spend six to seven hours there. But few schools are really doing the
job,” she says.
As parents have no time for their
children, the pressure builds up on schools.
Wilfred Noronha, coordinator of secondary section at St Mary’s High School, meets hundreds of parent every month. “About 70 to 80% children of my school spend their day in a crèche or with domestic help as both their parents work. Due to lack of parental attention, a few children become attention seekers and resort to mischievous acts to get noticed. Again parents refuse to share the responsibility. The onus lies on teachers to emotionally support and nurture all 40 children in the class.”
Parents expect teachers to be role models
for their children and come out with flying colours. “We are expected to help
every child to top the class as parents fail to weigh the child’s
limitations,” says Rushad Dupetawala, a class X physics teacher.
“Raising a child is a joint effort but parents expect us to be surrogate parents. They want teachers, and not themselves, to be the role model for their children,” says Deepshikha Srivastava, principal of Rajhans Vidyalaya, Andheri.
PC Chhabra, principal of Delhi Public
School, Navi Mumbai, rues that couples hardly have time for their children.
“Couples must devote time to bring up the child. Unfortunately, that is not
happening. Parents expect everything from us these days.”
Burdened with work and with little time left for their children, parents’ expectations on schools pile up. “Exhausted and emotionally disconnected parents are not only forcing their responsibilities on the schools but also hold them accountable for their child’s actions,” says psychiatrist Dr Harish Shetty. He also cautions parents on over-pampering children with goodies and gifts to counter the guilt of not spending time with them as this will spell trouble for the little ones.
Parents should realise that children are
constantly learning from instances and experiences around them and it is not
right to blame the school if they see their children misbehaving. “Children
see their parents bribing at traffic signals, fighting with neighbours over
trivial issues and telling lies to the boss and friends. But parents want us
to teach them good values,” says a BMC school principal.
Additional municipal commissioner Manisha
Mhaiskar feels that a balance between career and parenting is a must. “You
may be a terribly busy parent but you need to prioritise things. Eighty per
cent of the time I am able to do what I prioritise. No doubt, schools have a
very important role in developing a child’s personality but only parents can
inculcate the most valuable virtues of life,” she says. But not every parent
is able to shower attention on their children. A fashion designer, who is
separated from her husband, says: “I know my depressed son needs my attention
but what to do. Late night work doesn’t allow me to do so.” The child is
being counselled at school. He is not alone.
Nanda Botadkar, a counsellor with Hansraj Morarji School, says, “50% of students feel shy to discuss their problems with the parents but pour their hearts out to us. We help such children to empower themselves so that they can sustain on their own. But a child can be helped fully only when his/her family is involved.” Anjana Prakash, principal of Hansraj Morarji School, says the solution may be living in a joint family. “Over 60% children at my school have both working parents and half of them stay at creches or with domestic help during the day,” she says. Census 2011 reveals that the number of households with joint families has gone up by 77% in the suburbs and 35% in the island city in the last 10 years. “This is a good sign as more and more children will stay with their grandparents and will learn the values,” says Prakash.
Cashing in
Realising the parental pressure, many schools offer more on their platter and advertise their education on tradition and values. Pawar International School’s website chalks out its mission: “...by offering our students a plethora of avenues other than teaching, that will help develop their skills, creativity and thought processes, in short contribute to “the content of their character”.
Schools claim to provide students with
strong moral values, tolerance and understanding of cultures and religions.
Jamnabai Narsee School says its aim is to develop “concern for the needs of
others, and consideration for the less fortunate, knowledge and appreciation
of India’s cultural heritage with a special emphasis on the culture of the
community in and around the school.” Most schools celebrate festivals and
organise national and international tours, relieving parents of more
responsibilities.
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Published Date: Jul 12, 2012 Courtesy(visited on
12.7.12)
Friday 13 July 2012
Internet addiction killing personal touch
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Internet addiction killing personal touch
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Kids spend hours on the computer but have no time to
interact with friends & parents
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Pallavi Smart ? Mumbai
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A Std V student often missed school
because he was engrossed in playing games on the internet till late in the
night. A Std X student was also addicted to internet gaming. Experts found
that the children faced serious emotional and academic issues and that they
used the internet to block their anxiety.
Addiction to the internet among
schoolchildren is increasingly becoming a cause for concern for parents.
Children as young as eight and nine years old spend hours on the computer
either surfing the internet or chatting on social networking sites.
Technology is a necessity in the changing education system today and the
internet cannot be ignored by parents and children.
It is, however, important for parents
to inculcate ‘internet hygiene’ among children and ensure they don’t get
addicted to it, experts said. “There are three issues — a child first
goes to school, then tuition classes followed by another tuition class by his
parents at home. Amid all this, the child hardly gets time to meet friends.
Facebook then becomes a place for him to meet his friends. It takes over an
hour just to say hi to all friends on the chat list,” said Dr Harish Shetty,
renowned psychiatrist.
Secondly, Shetty said, downloading from
the internet is a common phenomenon. The content can be informative or just
for entertainment. But that also takes time. Thirdly, internet gaming is
gaining popularity among children.
“Instead of being dictators and preventing children from using the internet, parents must understand what’s going on in their mind and take the craze out of them,” Shetty added. “Internet hygiene is about the appropriate use of the Web. For effective results, one should start early. Children must not be allowed to use the computer late at night. They should not be allowed to use social networking sites for more than half-an-hour,” Dr Shetty said.
Nita Mehta, clinical psychologist from
the New Horizon Child Development Centre, agrees. “Internet usage is
unavoidable today, but parents need to be aware of what their children are up
to. Apart from keeping the computer in a public area at home, there should be
a time limitation on using it. Certain websites should be blocked,” she said.
“The idea is not to stop internet usage, but understand how to use it effectively. Why can’t parents sit with their children when they need information from the Internet for their projects? It is also important to educate them about the adverse effects of the Internet and the dangers of chatting with strangers,” said Sohini Chatterjee, clinical psychologist and clinical director at New Horizon.
“Children should also be told about the
adverse effects of internet gaming. Parents should avoid giving laptops to
schoolchildren as they offer a great level of privacy,” Dr Shetty said. He
said it is important to consult a counsellor if a child avoids conversations
or outings with parents and friends. Appearing bored and losing grades are
also signs of internet addiction.
Experts said phone hygiene is also
important. “Mobile phones should be kept away from children after 11pm as
kids have a tendency to listen to songs while sleeping,” Dr Shetty said.
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Published Date: Jun 26, 2012
Shifting schools not pleasant
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Shifting
schools not pleasant for most kids
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Especially
for students who shift to a school in another city altogether, it’s more
difficult for teenagers to adjust than younger kids
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Rito Paul
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Emil Xavier, now 28, moved schools
at the age of 14. It was quite a cultural shock, moving from Chennai to
Kolkata. To top that, he was moving to a Jesuit school with its own set of
rules and rituals. “It was incredibly tough. For the first few days, everyone
was really friendly. I guess it was because I was a novelty, and the other
children were curious. But after a couple of months, after they’d found out
everything about me, they just lost interest. Suddenly no one paid any
attention to me. If they did mark my presence, it was only to make fun of my
accent.” Xavier says that he didn’t make a single friend in his new school
that he’s continues to stay in touch with today.
Moving schools can turn out to be a tough experience for students. And contrary to what people might think, the older the student is, tougher it is adapt. Rhea Tembhekar, head psychologist at Coffee Counselling explains. “If the child is very young, then the level of social awareness and social consciousness is low. The child’s bonding with school friends is probably not that strong at a very young age. But for teenagers, it becomes a whole different ballgame,” she says. According to Tembhekar, teenagers have much stronger social bonds with their friends and to suddenly be transported in to a new environment can be a daunting challenge. “A teenager is trying to find his/her place in the world in any case. Insecurities and doubts plague teenagers. In addition to that, to try and make new friends in an alien school environment can be quite tough. Especially if the child has moved to a school in an entirely different state,” she adds. Moving schools in the same city is an easier proposition, according to Tembhekar. “The child can still meet his/her old friends over the weekends or even during the week. Their home, their neighbours remain the same so the alienation is not as much as for a child who has moved to a new state.” Tembhekar narrates the incident of a teenager who’d joined a posh Mumbai school from a small town. He wasn’t very proficient in spoken English and had a bit of an accent. This became a sore point for the boy, whose school mates would tease him about what they perceived as a deficiency. “It got so bad that he had to take counselling.”
Tembhekar suggests that if parents feel that the child is not fitting
well in the new school environment then they should spend more time with
them. “The attention deficit in school can, to a certain extent, be
compensated by the parent. Also parents should make an effort to enroll the
child in sporting clubs and hobby classes so that s/he has a chance to
interact with kids of a similar age outside school,” she says. Schools and
teachers, Tembhekar suggests, also have a role to play in the settling in of
a child, but they have their limitations. “Teachers can’t give a new child
the attention that they might need. Also too much attention from the teacher
can lead to further alienation within the peer-group.”
Ophelia Barreto, principal of Podar International School (SSC) says
that in her school new children are always introduced by the teacher and
themselves in front of the class. “We also encourage other students to ask
questions to the new student. It helps break the ice. We also sometimes make
use of a ‘buddy’ system, where an existing student is asked to make friends
with the new arrival and guide him/her through the first few days of school,”
she says.
Tembhekar says that how well a child settles in a new school is also
dependant on the personality of the child. “There are some children who are
naturally outgoing and sociable. These children find it easier to make
friends and might not have problems fitting in. However, there are those who
might be a little more socially circumspect; these children need some
attention and guidance to make the transition a bit easier for them.”
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Published Date: Jun 24, 2012 Courtesy (visited 12.7.12) http://epaper.dnaindia.com/story.aspx?id=20603&boxid=26669820&ed_date=2012-06-24&ed_code=820009&ed_page=4
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