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Cover 1 and 4.indd All Pages 27-01-2021 14:33:40 To the Contributors About the Journal The Primary Teacher is a quarterly journal brought out by the National Council of Educational Research and Training (NCERT), New Delhi. The journal carries The Primary Teacher invites you to write articles, field notes articles and researches on educational policies and practices, and values and reports that impact elementary education. The focus may material that is useful for practitioners in contemporary times. The journal also be on issues and concerns that you are sensitive to, which provides a forum to teachers to share their experiences and concerns about the you feel should be shared with other teachers working at the schooling processes, curriculum textbooks, teaching-learning and assessment grassroot level. practices. The papers for publication are selected on the basis of comments ¾¾ Each article should be about 1500 to 3000 words. from two referees. The views expressed by individual authors are their own and ¾ do not necessarily reflect the policies of the NCERT or the views of the editor. ¾ Each article should have a short abstract in about 150 words. ¾¾ Use simple and non-technical language, keeping the clientele © 2020*. Copyright of the articles published in the journal will vest with in mind, who are primary teachers. the NCERT and requests for reproducing the material should be addressed ¾¾ The articles should have a friendly and communicative tone. to the Academic Editors. ¾¾ The articles must be sent in two copies, along with the soft copy (CD/e-mail). Advisory Board OFFICES OF THE PUBLICATION ¾¾ The photographs and illustrations should be sent in JPEG DIVISION, NCERT Director, NCERT : Hrushikesh Senapaty format, having a resolution of at least 300 dpi. Head, DEE : Suniti Sanwal NCERT Campus Sri Aurobindo Marg The papers may be sent to: Head, Publication Division : Anup Kumar Rajput New Delhi 110016 Phone: 011-26562708 Academic Editor Editorial Board 108, 100 Feet Road The Primary Teacher Academic Editors : Anup Kumar Rajput Hosdakere Halli Extension G. B. Pant Building, NCERT Banashankari III Stage Varada M. Nikalje Sri Aurobindo Marg Bengaluru 560085 Phone: 080-26725740 Chief Editor : Shveta Uppal New Delhi – 110016 Navjivan Trust Building e-mail: [email protected] P.O. Navjivan Publication Team Ahmedabad 380014 Phone: 079-27541446 MY PAGE…

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Cover 2 and 3.indd All Pages 27-01-2021 11:12:00 To the Contributors About the Journal The Primary Teacher is a quarterly journal brought out by the National Council of Educational Research and Training (NCERT), New Delhi. The journal carries The Primary Teacher invites you to write articles, field notes articles and researches on educational policies and practices, and values and reports that impact elementary education. The focus may material that is useful for practitioners in contemporary times. The journal also be on issues and concerns that you are sensitive to, which provides a forum to teachers to share their experiences and concerns about the you feel should be shared with other teachers working at the schooling processes, curriculum textbooks, teaching-learning and assessment grassroot level. practices. The papers for publication are selected on the basis of comments ¾¾ Each article should be about 1500 to 3000 words. from two referees. The views expressed by individual authors are their own and ¾ do not necessarily reflect the policies of the NCERT or the views of the editor. ¾ Each article should have a short abstract in about 150 words. ¾¾ Use simple and non-technical language, keeping the clientele © 2020*. Copyright of the articles published in the journal will vest with in mind, who are primary teachers. the NCERT and requests for reproducing the material should be addressed ¾¾ The articles should have a friendly and communicative tone. to the Academic Editors. ¾¾ The articles must be sent in two copies, along with the soft copy (CD/e-mail). Advisory Board OFFICES OF THE PUBLICATION ¾¾ The photographs and illustrations should be sent in JPEG DIVISION, NCERT Director, NCERT : Hrushikesh Senapaty format, having a resolution of at least 300 dpi. Head, DEE : Suniti Sanwal NCERT Campus Sri Aurobindo Marg The papers may be sent to: Head, Publication Division : Anup Kumar Rajput New Delhi 110016 Phone: 011-26562708 Academic Editor Editorial Board 108, 100 Feet Road The Primary Teacher Academic Editors : Anup Kumar Rajput Hosdakere Halli Extension G. B. Pant Building, NCERT Banashankari III Stage Varada M. Nikalje Sri Aurobindo Marg Bengaluru 560085 Phone: 080-26725740 Chief Editor : Shveta Uppal New Delhi – 110016 Navjivan Trust Building e-mail: [email protected] P.O. Navjivan Publication Team Ahmedabad 380014 Phone: 079-27541446 MY PAGE…

Cover 2 and 3.indd All Pages 27-01-2021 11:12:00 ISSN 0970-9282 The Primary Teacher Volume XLI Number 4 October 2016

CONTENTS

Editorial 3

Issues and Policy Perspective 1. Educational Exclusion of Children of Vijitha Rajan 5 Distress Migrants in India

2. The Nurturance of a Scientist Vandana Kerur 14

3. The Constructivist Approach and Chitra Singh 18 the Panchatantra

4. Raindrops — English Language Learning Kit Varada Nikalje 24

5. Experiencing the Sublime — The Contributions Gouri Srivastava 31 of Akka Mahadevi

6. Primary Students’ Mastery on Minimum Gobind Singh Gure 36 Learning Competencies in Cognitive Areas based on Gender

7. Writing for the Ears! Ajit Horo 44

Book Review Nuggets — Reflections on Language Education Sandhya Rani Sahoo 50 by Varada M. Nikalje

Did You Know Snakes and Ladders since Ancient Times Satya Bhushan 53

My Page Training the Untrained In–service Teachers — A personal account Shanon Dias 55

Prelims.indd 1 27-01-2021 11:07:56 Prelims.indd 2 27-01-2021 11:07:57 EDITORIAL

Pedagogic practices in recent times focus on the creation of a stress-free atmosphere, conducive to learning and facilitating children to find meaning in everyday experiences. The National Curriculum Framework (NCF)–2005 states that education should enable a child to draw connections between ideas, people and things, and relate them to the world around. This issue of The Primary Teacher focuses on contemporary issues in elementary education. The first paper by Vijitha Rajan examines some important aspects of educational exclusion of children of migrant workers in India. For the children of migrant labourers, particularly, seasonal and short-term migrants in distress, schooling is still a distant dream. A new theoretical and policy discourse that embodies children’s everyday experiences of migration and education in larger politics of exclusion is presented in this paper. In the second paper titled ‘The Nurturance of a Scientist’, Vandana Kerur shares some memorable incidents from the life of Thomas Edison and highlights how his mother played an important role in his life. Edison was rejected from formal school for being too inquisitive, and was hence, schooled at home by his mother, who not only taught him but also made him confident. The third article, ‘The Constructivist Approach and the Panchatantra’, by Chitra Singh is an attempt to elaborate on the constructivist approach of teaching, which emphasises creativity and going beyond textbook education. The author links constructivist education to the Panchatantra, which through stories is perhaps the first effort in the ancient Indian education system that went beyond formal teaching and learning. The author illustrates the concept through activities based on Panchatantra stories. In the next paper titled ‘Raindrops — English Language Learning Kit’, Varada M. Nikalje provides a detailed description of the English language learning kit developed by the National Council of Educational Research and Training (NCERT). The author explains its importance in the cognitive development of learners of Classes I–V and how it would also help develop language learning skills in them. This Kit is NCERT’s recent initiative to enhance English language learning skills in children studying in government schools across the country.

Prelims.indd 3 27-01-2021 11:07:57 The fifth paper, ‘Experiencing the Sublime — The Contributions of Akka Mahadevi’ by Gouri Srivastava throws light on the Bhakti Movement, and the works of Akka Mahadevi, a prominent Kannada woman poet in the twelfth century. This paper elaborates on the life of Akka Mahadevi and her contribution to the Kannada literature. Her works deal with issues that are relevant even today. The sixth paper by Gobind Singh Gure elaborates on a study that examines primary school students’ minimum level of learning competencies in cognitive areas in relation with gender. The study indicates that teachers, educational authorities and administration need to use constructive approach in teaching at the primary level in order to encourage the learners and help them perform better. Ajit Horo through the paper titled ‘Writing for the Ears!’ discusses the aspects that one need to keep in mind while writing for the audio medium and how it can help enhance a person’s communication skills. The journal also carries its regular features — My Page, Book Review and Did You Know. In the review of the book, Nuggets — Reflections on Language Education by Varada M. Nikalje, reviewer Sandhya Rani Sahoo says the book is an interesting reading material for those engaged in language education. It is a collection of articles that focuses on four central themes — nature of meaning, language usage, language cognition and relationship between language and reality. ‘Did You Know’ talks about the game ‘snakes and ladders’, and presents interesting insights into its origin and how it can be used as a medium of learning. ‘My Page’ deals with a course — Diploma in Elementary Education. It describes how this programme is useful for new, as well as, experienced teachers.

— Academic Editors

Prelims.indd 4 27-01-2021 11:07:57 Issues and Policy Perspective

Educational Exclusion of Children of Distress Migrants in India

Vijitha Rajan*

Abstract For the children of migrant labourers, particularly, seasonal and short-term migrants in distress, schooling is still a distant dream. The paper tries to highlight some important dimensions of educational exclusion of migrant children in India. The educational exclusion of migrant children must go beyond the realm of educational policy and processes, and hence, find place in the larger context of education, development and migration discourses in India. A new theoretical and policy discourse that embodies children’s everyday experiences of migration and education in the larger politics of exclusion is envisioned through this paper.

Introduction Most researches on distress driven internal migration in India For the children of migrant labourers, centre on its patterns, causes and particularly, seasonal and short-term consequences; relationship with migrants in distress, education poverty and livelihood; labour and schooling are still a distant dynamics and politics; social and dream. These are the children, who cultural dimensions; implications remain invisible in the eyes of society for development and rural change; and State as data, regarding their and nature of labour informality existence and exclusion, are not even and urbanisation. Major focus of recorded. Educational exclusion of these migration narratives is on the children of distress migrant labourers migrating adult population. The is, therefore, a relatively under nature and extent of the presence researched area. and engagement of children in the

* Assistant Professor, School of Education, Azim Premji University, Bengaluru, Karnataka.

Chapter 1.indd 5 15-12-2020 12:13:14 migration process has still not been migrant children in their own right explored, and has hence, remained (Dobson, 2009). a passing reference in most of the migration studies conducted as Migration, Children and Education regards to India. Some studies Children, constituting a significant highlight the conditions in which number of the migrant population, migrant children live, such as are central to the analysis of social inadequate resources and safety consequences of migration. The fact conditions, fear of being forced to work that the number of children involved as labourers, trafficking and abuse in seasonal migration in India is [Betancourt, Shaahinfar, Kellner, estimated at 6 to 9 million [Deshingkar Dhavan and Williams, 2013; Burra, and Akter, 2009; National Commission 2005; Deb, 2005; Ghosh, 2014; for Protection of Child Rights (NCPCR), International Labor Organisation 2012; Smita, 2008 and Van de (ILO), 2013; Roy Chowdhury, 2014; Glind, 2010] is a clear indication Venkateswarlu, 2007; Whitehead and of the complexity of the problem. Hashim, 2005; and Whitehead, 2011]. Children belonging to migrant families Some studies explore educational form a critical mass of those who access and exclusion of such children are educationally underprivileged (Aide et Action, 2012; Boyden, 2013; (Srivastava and Sasikumar, 2003; Coffey, 2013; Roy, Singh and Roy, UNESCO and UNICEF, 2012). 2015; Schapiro, 2009; Smita, 2008. A survey conducted by the Ministry However, not much attention has of Human Resource Development, been paid to critically exploring the Government of India, in 2013 cites relationship between migration and migration of families as one of the children’s experiences of educational most important reasons behind exclusion. dropout rates at the elementary level Giani (2006) argues in the context in 21 States of the country. The survey of Bangladesh that the impact of reveals that around 12 per cent boys migration on children’s lives is less and girls dropped out in these 21 explored in literature because of States because of families migrating strong adult–child hierarchy, wherein, from one place to another in search children are often viewed as passive of livelihood. beings just obeying their adults. This There are studies that indicate lack of exploration is evident in the that accompanying migrant children Indian context as well. Inadequate are more vulnerable to be engaged attention to children of migrant as labourers, and hence, face labourers tends to de-politicise the educational exclusion compared hardships that they face. Therefore, with children left behind back home it is important to focus on the (Roy, et al., 2015). It is important to experiences and perspectives of understand their exclusion in light

6 The Primary Teacher : October 2016

Chapter 1.indd 6 15-12-2020 12:13:14 of larger dynamics of education the necessary support structure. These and development frameworks in deprivations are more prominent for contemporary India. seasonal migrants. The schooling of The fact that short-term and their children is not coordinated in seasonal migrants are likely to source and destination sites (Smita, belong to the lowest socio-economic 2008). Absence of adequate and strata (Keshri and Bhagat, 2012) is appropriate educational facilities at an example of macro level footprint destination sites, systematic transfer that tells us about the nature and processes and provision of bridging politics of migration by the most facilities make it even more difficult marginalised sections of the society. for seasonal migrant children to However, there are no comprehensive get back to the formal education data that can reveal the scale and system (Ramachandran, 2006; Van nature of this problem. Also, there is de Glind, 2010). This is likely to no systematic state intervention to have a cumulative impact on the include these children in mainstream learning and development of seasonal education or provide them with migrant children. meaningful learning opportunities on The existing education system is a large scale. inadequate to respond to the needs of migrant children as it is fundamentally Educational access and designed for settled populations systemic exclusion based on ideas of spatially defined Various studies indicate that migrant education administration units, children’s access to education is fixed community, where the school is severely hampered both in source located, and school processes defined and destination sites. A number of by fixed curriculum and language. reasons are cited for the educational Dyer (2010, 2012) in her research exclusion of migrant children, such with pastoralist migrant children as lack of schools near parents’ work calls this place-based schooling sites, absence of residential hostels system ‘hegemonic’. She argues that near source sites, involvement of the education system de-recognises children as labourers, burden of taking ‘pastoralism’ as a legitimate livelihood care of younger siblings, inability option through systemic exclusion, of parents to monitor children’s such as fixed institutional structure education, sub-standard education and its unquestioned features (like provided by government schools, lack fixed timings, annual calendar and of guidance by parents and teachers, requirement to be in school throughout poor infrastructure and informal the year). Dyer further argues that learning centres, and so on. Though the provision of educational access migrant parents aspire to give quality in India is historically based on education to children, they do not have ideas of geographical proximity

Educational Exclusion of Children of Distress Migrants in India 7

Chapter 1.indd 7 15-12-2020 12:13:14 and sedentary habitation, which methods and aids, availability of are unjust for mobile groups of volunteers and teachers speaking population. Migration itself is multiple languages, presence of under perceived as an exception against aged siblings at the education centre the norm of sedentary patterns of or school, and demand for domestic habitation and livelihood (McDowell and work–site labour from children. and De Haan, 1997). The children of distress migrants, Once this aspect of fundamental especially, interstate migrants are exclusion of migrant population uprooted from their culture and and children in development and planted in an entirely new culture. education frameworks is understood, With knowledge and learning being one can understand the reasons embedded in the language and behind the failure of initiatives culture of a particular region, the designed to facilitate access to problem becomes even more complex. education to migrant children. The inherent challenge of physical The Sarva Shiksha Abhiyan (SSA), mobility (Smita, 2008) cannot be 2007, provides various approaches addressed by educational initiatives to provide quality education to the rooted in normative ideals of fixity, children of migrant labourers. These stability and place-based schooling. include setting up of seasonal hostels Migrant children’s educational to retain the children in source experiences in India may be viewed villages when the parents migrate in the historical context of systemic for livelihood, establishing work–site exclusion of disadvantaged sections schools at places where migrant adults of society. Post–colonial scholars are engaged in work, arranging for argue that the colonial legacy volunteers who can accompany the legitimised differential educational migrating families and take care of access for children from marginalised their children’s educational needs, communities (Balagopalan, 2014). developing strategies for tracking such This was continued by the children through migration cards post–independent Indian state or other records in order to ensure and is a major impediment to the continuity in education before, during provision of equitable education to all and after migration. However, there children in the country as structural are enormous challenges to such issues that kept many out of school efforts. These include willingness on were not adequately addressed by the part of employers, addressing the non-formal education programmes problem of congested learning spaces, (Kumar, 2006). Though it is true designing curriculum for children of that the effect of migration on the different classes or age-appropriate schooling of migrant children is curriculum, provision of adequate highly context sensitive (Schapiro, and appropriate teaching–learning 2009), it seems that there is lack of

8 The Primary Teacher : October 2016

Chapter 1.indd 8 15-12-2020 12:13:14 commitment towards the education Srivastava (2011) points out that of such children, both in source the pattern of growth in India has and destination sites. Smita (2008) widened the gap between agriculture points out that the names of migrant and industry, and spatial inequalities children are on school rolls. Besides, between rural and urban population. no record is maintained for a large Like Breman, he, too, argues that number of children, who drop out of labour in India is getting increasingly school mid-session and migrate for informalised due to increased growth long periods. In the destination sites, in certain sectors, and subsequent the education of migrant children is demand for flexible and cheap labour. often left to the mercy of the rich, Migrants form the core of this labour charity by private organisations in both rural and urban areas. or benevolence of civil society Exclusionary urbanisation organisations. Hence, it is important (Kundu and Saraswati, 2012) and to find out who is accountable for the neoliberal restructuring of the city education of migrant children. (Jha and Kumar, 2016) shape migrant experiences. The way migrants are Macro context of migration placed in this larger development and development in India paradigm defines their relationship The exclusionary development with the State. In the study of Adivasi paradigm, in which migrant lives seasonal labour migration in western thrive, is critical to problematising the India, Mosse, et al. (2005) explain educational exclusion of their children. how migrants depend on agents, The economic dualism between village brokers and contractors as labour and city in post–independent India departments, unions and law fail to facilitated transition of labour from field to protect their rights. This results in factory and massive migration of people increased exploitation of migrant from rural to urban areas (Breman, workers. The living conditions of the 1996). Breman argues that the dualism migrants influence the childhood of of formal and informal sector, and their children — their development conceptualisation of informal sector and education. as waiting room for unskilled rural Education does not occupy a worker to migrate soon to the formal significant place in the policies sector has remained a fallacy in the drafted for migrants. The Interstate Indian context. Economic reforms Migrant Workmen Act, 1979, does based on growth oriented neoliberal not include details of family members development model and capitalist while registering workers during exploitation of informal labour form recruitment (National Commission the background of migration by people for Protection of Child Rights, 2012), belonging to the marginalised sections leave alone the provisions for the of the society. education of migrant children.

Educational Exclusion of Children of Distress Migrants in India 9

Chapter 1.indd 9 15-12-2020 12:13:14 The Contract Labour (Regulation such provisions in the lives of migrant and Abolition) Act, 1970; Bonded children remain ambiguous. Labour System (Abolition) Act, 1976 and Minimum Wages Act, 1948, too, Migrant children do not have anything substantial for The hard-to-reach category of the education of migrant children. To migrant children is not intellectually top it all, the Minimum Wages Act, comprehensible due to homogenisation 1948, says that different minimum or extremely broad classification, which rates of wages may be fixed for do not recognise the varied contexts of adults, adolescents, children and their lives (Dyer, 2013 and 2015). Such apprentices, reinforcing the idea of policy discourses understand children’s child labour. Even as this point, apart experiences in the light of normative from some others, was proposed to be ideals of childhood and education, deleted through an amendment(s), and propose uniform, standard and the idea was to remove the disparity techno-rational solutions. Such in wages and not the fundamental understanding constructions of children problem of legitimising child labour. from marginalised communities are The Building and Other problematic for various reasons. Firstly, Construction Workers (Regulation it does not consider the geographical, of Employment and Conditions of political, cultural, institutional and Service) Act, 1996, though talks of socio-economic locales of the children’s compulsory provision of crèches and lives and their educational experiences. responsibility of the welfare board to Secondly, it undermines the children’s provide financial assistance for the agency and resilience. education of children, education as How would the current law a fundamental right of these children governing child labour (that does not find a mention. permits children below the age of The Unorganised Workers’ 14 years to work in non-hazardous Social Security Act, 2008, considers family enterprises) understand the education schemes for children as a experiences that migrant children social security and welfare scheme face on a daily basis? The current but there is no indication as regards policy discourse is critiqued for to its implementation. The Right envisaging compulsory education to Education (RTE) Act, 2009, also as the foremost and uncontested needs to be amended so as to specify solution to the problem of child educational provisions for migrant labour, viewing formal schooling as children. Though Sections 4, 9 and 15 a space that saves child labourers of the Act speak about the educational (Balagopalan, 2008 and 2014). inclusion of migrant children, the What is, therefore, required is to modalities of working these out, and re-examine the policies and reforms appropriateness and practicality of and save the lives of children coming

10 The Primary Teacher : October 2016

Chapter 1.indd 10 15-12-2020 12:13:14 from marginalised communities. educational exclusion of distress The need of the hour is to construct migrant children in India. They are research and policy discourses that — systemic educational exclusion, enable understanding children’s lives macro context of migration and in their real spaces and imagining development, and homogeneous educational initiatives that speak construction of the migrant child. of alternative visions of childhood, People with least education and education and social justice. skills are more prone to distress migration. Besides, the children of Conclusion distress migrant workers face the highest form of educational exclusion The educational exclusion of migrant at destination sites. Therefore, it is children is stark and its implications important to change the perception of complex. The problem needs to be treating children as luggage, source addressed on priority so that all of anxiety and agents, who experience migrant children enjoy the right to the world in their own right (Dobson, quality education. 2009) and place their everyday lives This paper highlights three and experiences in the larger politics important dimensions that shape of exclusion.

REFERENCES

Aide et Action. 2012. Access to education, nutrition and protection of children of migrant workers — An assessment in three cities of Odisha. Retrieved from http://www. shram.org/moreArticle.php?cat=4&id=20131219032840# Balagopalan, S. 2008. Memories of tomorrow — Children, labour and the panacea of formal schooling. The Journal of the History of Childhood and Youth. Vol. 1. No. 2, pp. 267–285. ———. 2014. Inhabiting Childhood — Children, Labour and Schooling in Post-colonial India. Palgrave Macmillan. UK Betancourt, T. S., A. Shaahinfar, S. E. Kellner, N. Dhavan and T. P. Williams. 2013. A qualitative case study of child protection issues in the Indian construction industry: investigating the security, health and interrelated rights of migrant families. BMC Public Health. Vol. 13. No. 1, pp. 858. Boyden, J. 2013. We’re not going to suffer like this in the mud — Educational aspirations, social mobility and independent child migration among populations living in poverty. Compare: A Journal of Comparative and International Education. Vol. 43. No. 5, pp. 580–600. Breman, J. 1996. Footloose Labour — Working in India’s Informal Economy. Cambridge University Press. New York.

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Chapter 1.indd 11 15-12-2020 12:13:14 Burra, N. 2005. Crusading for children in India’s Informal Economy. Economic and Political Weekly. pp. 5199–5208. Coffey, D. 2013. Children’s welfare and short-term migration from rural India. The Journal of Development Studies. Vol. 49. No. 8, pp. 1101–1117. Deb, S. 2005. Child abuse and neglect in a metropolitan city: A qualitative study of migrant child labour in South Kolkata. Social Change. Vol. 35. No. 3, pp. 56–67. Deshingkar, P. and S. Akter. 2009. ‘Migration and Human Development in India’. UNDP (Human Development Research Paper, 2009/13). Retrieved from http://mpra. ub.uni-muenchen.de/19193/ Dobson, M. E. 2009. Unpacking children in migration research. Children’s Geographies. Vol. 7. No. 3, pp. 355–360. Dyer, C. 2010. Education and social (in)justice for mobile groups: Re‐framing rights and educational inclusion for Indian pastoralist children. Educational Review. Vol. 62. No. 3, pp. 301–313. ———. 2012. Formal education and pastoralism in western India: Inclusion or adverse incorporation? Compare: A Journal of Comparative and International Education. Vol. 42. No. 2, pp. 259–281. ———. 2013. Does mobility have to mean being hard to reach? Mobile pastoralists and education’s ‘terms of inclusion’. Compare: A Journal of Comparative and International Education. Vol. 43. No. 5, pp. 601–621. ———. 2015. Evolution in approaches to educating children from mobile and nomadic communities. Background paper prepared for the education for all. Global Monitoring Report 2015. Retrieved from http://unesdoc.unesco.org/ images/0023/002324/232422e.pdf Ghosh, B. 2014. Vulnerability forced migration and trafficking in children and women: A field view from the plantation industry in West Bengal. Economic and Political Weekly. Vol. 49. No. 26–27, pp. 58–65. Giani, L. 2006. Migration and education: Child migrants in Bangladesh. Sussex Migration Working Paper No. 33. International Labor Organization. 2013. Child migration, child trafficking and child labor in India. Retrieved from http://www.ilo.org/ipec/Informationresources/ WCMS_IPEC_PUB_23898/lang--en/index.htm Jha, M. K. and P. Kumar. 2016. Homeless Migrants in Mumbai: Life and Labour in Urban Space. Economic and Political Weekly. Vol. 51. No. 26–27, pp. 69–77 Keshri, K. and R. B. Bhagat. 2012. Temporary and seasonal migration: Regional pattern, characteristics and associated factors. Economic and Political Weekly. Vol. 47. No. 4, pp. 81–88. Kumar, R. 2006. The Crisis of Elementary Education in India. SAGE Publications. New Delhi. Kundu, A. and L. R. Saraswati. 2012. Migration and exclusionary urbanisation in India. Economic and Political Weekly. Vol. 47. No. 26–27, pp. 219–227. McDowell, C. and A. DeHaan.1997. Migration and sustainable livelihoods: A critical review of the literature. IDS Working Paper 65.

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Chapter 1.indd 12 15-12-2020 12:13:14 Ministry of Human Resource Development. 2013. Survey for Assessment of Dropout Rates at Elementary Level in 21 States. Retrieved from http://ssa.nic.in/research- studies-document_old/survey-report-on-out-of-school-children/list-of-studies/ Dropout%20Study2021 %20States.pdf Mosse, D., et al. 2005. On the margins in the city: Adivasi seasonal labour migration in western India. Economic and Political Weekly. pp. 3025–3038. National Commission for Protection of Child Rights. 2012. Monitoring the rights of vulnerable migrant children with trafficking point of view. Retrieved from http:// www.ncpcr.gov.in/view_file.php?fid=463 Ramachandran, V. 2006. Urban Schooling. Economic and Political Weekly. Vol. 41. No. 5, pp. 383-384. Roy Choudhury, S. 2014. The child and the city: Autonomous migrants in Bangalore. Working Paper Series. Institute of Social and Economic Change. Bengaluru. Roy, A. K., P. Singh and U. N. Roy. 2015. Impact of rural–urban labour migration on the education of Children: A case study of left behind and accompanied migrant children in India. Space and Culture, India. Vol. 2. No. 4, pp. 17–34. Schapiro, K. A. 2009. Migration and educational outcomes of children. Human Development Research Paper. UNDP. Smita. 2008. Distress Seasonal Migration and its Impact on Children’s Education. CREATE publications. The United Kingdom. Srivastava, R. 2011. Internal migration in India: An overview of its features, trends and policy challenges. Workshop papers (Vol. 2, pp. 1–47), UNICEF. Srivastava, R. and S. K. Sasikumar. 2003. An overview of migration in India, its impacts and key issues. Regional Conference on Migration, Development and Pro-poor Policy Choices in Asia (pp. 22–24). Sarva Shiksha Abhiyan. 2007. Retrieved from http://ssa.nic.in/ssa-framework/coverage- of-special-focus-groups/?searchterm=migration UNESCO and UNICEF. 2012. Policy briefs: For a better inclusion of internal migrants in India. Retrieved 3 June 2015 from http://www.ruralindiaonline.org/resources/ policy-briefs-for-a-better-inclusion-of-internal-migrants-in-india/ Van De Glind, H. 2010. Migration and child labor: Exploring child migrant vulnerabilities and those children left behind. International Programme on the Elimination of Child Labor working paper. ILO. Venkateswarlu, D. 2007. Child bondage continues in Indian cotton supply chain: More than 400,000 children in India involved in hybrid cotton seed cultivation. Study jointly commissioned by Organisation for Economic Co-operation and Development (OECD) Watch, Deutsche Welt Hunger Hilfe (DWHH), India Committee of the Netherlands (ICN), Eine Welt Netz NRW (EWN NRW) and International Labor Rights Forum (ILRF). Whitehead, A. 2011. Children’s Agency, Autonomy and Migration. Workshop Papers. UNICEF. Vol. 2, pp. 100–133 Whitehead, A. and I. Hashim. 2005. Children and migration. Background paper for DFID migration team.

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Chapter 1.indd 13 15-12-2020 12:13:14 2

The Nurturance of a Scientist

Vandana Kerur*

Abstract This paper elaborates the emotional journey of a child with reference to the experiences of famous scientist Thomas Alva Edison during his growing-up years. The role of women — in Edison’s case, his mother in early childhood years — have been, particularly, emphasised. This paper highlights the way family plays a crucial role in the holistic development of a child, moving beyond the limitations of social acceptance. The confidence is transferred to the child before one gets acquainted with the nuances of the outside world. Three examples have been illustrated in the paper to delve into details for understanding the fragile nature of the child.

Introduction the field of scientific research. The barriers faced by women, who went ‘Home is a child’s first school and on to become scientists, have been mother the first teacher’, goes an old well documented. What is less visible saying. Every person is born with is the role played by the wives, sisters unique talents, which may be nurtured and mothers of male scientists, who or lost in the circumstances one grows achieved name and fame. Most of the in. The under representation of women time, it is the mother who recognises in science can be traced to the cultural a child’s talent(s) and plays a major biases affecting their education. As role by encouraging it. This paper is an a result, there is far more less entry attempt to highlight a mother’s faith in of women as compared to men in her child’s abilities.

* Cuemath Franchise Teacher Partner and Freelance Writer, Goa

Chapter 2.indd 14 15-12-2020 12:12:43 Nancy Matthews Elliott — Bible and introduced him to a library, Mother of Thomas Edison where she encouraged him to read the classics. Edison, a curious child, The story of how Thomas Edison was read every book kept on the shelves rejected from school and homeschooled in the library, which included books by his mother, Nancy Matthews Elliott, on science, apart from classics. His is well known. This story has evolved parents scraped enough money to with a number of attached incidents, hire a tutor once they realised his mostly fictional. But it is a fact that interest in science. His work was his mother, who taught him at home, more on the applications of scientific was a major influence in his life. When principles, resulting in the invention Edison was in the early grades of of phonograph, electric bulb or electric school, his mother Nancy was qualified utility system, motion pictures and with a degree in education. But she nickel–iron storage batteries. was not practising as a teacher at that Edison always credited his mother time as she was busy taking care of for her undying love and patience, the family. and giving him a firm footing in the As a child, Edison constantly asked world as a precursor to his success. every adult to explain the working of He said, “My mother was the making just about everything he came across. of me. She was so true and so sure of This persistent questioning made his me. I felt that I had someone to live teacher lose patience and one day, for, someone I must not disappoint. Edison came home with a note that The memory of my mother will always his teacher had written to his mother. be a blessing to me.” He told her, “My teacher gave this Many years later, long after paper to me and told me to give it Edison’s mother had passed away to you.” His mother’s eyes welled up and he had become one of the greatest as she read the letter. It was a letter inventors of the century, he was from the school, dismissing her son. glancing through old family articles. Controlling her tears of anxiety and He chanced upon a folded paper in dismay, she said to the little boy the drawer of a desk and opened it. that she would read out the letter to It was the note that his teacher had him. Not to discourage her son and sent him home with, now yellowed demoralise him, she pretended to read with time. He read out the note, the following, “Your son is a genius. which stated, “Your son is addled This school is too small for him and (mentally ill). We won’t let him come doesn’t have enough good teachers to school anymore.” for training him. Please teach him Edison wept for hours, by yourself.” acknowledging his mother’s courage, Nancy taught him the three Rs steadfastness and faith in him. His (reading, writing and arithmetic), the diary contains an emotional note for

The Nurturance of a Scientist 15

Chapter 2.indd 15 15-12-2020 12:12:43 that day, which reads, “Thomas Alva process. He believed in the principles Edison was an addled child raised by of sharing ideas and teamwork, a hero mother and went on to become which act as catalysts in the the genius of the century.” He followed process of education. This led to the her maxims of ‘never being afraid to establishment of the first industrial fail’ and ‘to keep improving and not research laboratory. Edison is credited stop learning’ all his life. He often with 1,093 inventions, making him said, “Failure is the road to success”. one of the most productive inventors It is not the idea that fails. It only in human history. Later, it was known means that one’s way of approaching as the commercial R&D lab. This it has failed and should, therefore, be concept was became so popular in eliminated, and another way should his lifetime that almost every major be tried out. Edison once said, “I have company created its own R&D lab. not failed. I have just found 10,000 The invention of R&D labs stands ways that won’t work”. out as the incredible process that Writing in 1885, Sarah Knowles keeps the Industrial Revolution of the Bolton marvels at Edison’s remarkable 1880s vibrant and what we refer to as work ethic: “Five feet ten inches high, technology driven growth — the very with boyish but earnest face, light gray foundation of what we mean when eyes, his dark hair slightly gray falling we say ‘progress’. Edison founded over his forehead, his hat tipped to the 14 companies — the largest being back of his head, as he goes ardently General Electric Company, which to work, which has averaged eighteen adopted the tagline — ‘Progress is our hours a day for ten years, he is indeed most important product’ in the 1950s. a pleasant man to see.” It is a fact that reaching the “You perceive he is not the man to top position in scientific research be daunted by obstacles. When one is demanding, and requires of his inventions, printing machine, commitment and perseverance. To failed, he took five men into the do so, an inventor or scientist needs loft of his factory, declaring that he the support and understanding of would never come down till it worked family members. satisfactorily. For two days and nights It is important to understand and 12 hours — 60 hours in all — he that familial support is necessary continuously worked without sleep, at all stages of life, especially, the

until he had conquered the difficulty, primary stage. Qualities of emotional and then, he slept for 30 hours. He appreciation, especially, the correct often worked all night, thinking the assessment of a child’s physical best when rest of the world slept,” and behavioural characteristics and she adds. needs by teachers are important. Edison changed the world with An incorrect analysis will lead to concretisation of his invention unfair decision making on the

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Chapter 2.indd 16 15-12-2020 12:12:43 part of teachers. Patience, on the This narrative is a learning part of teachers, is required for opportunity for primary teachers, quality emotional appreciation in especially, as children start forming children, especially, children with opinions and perceptions about special needs. themselves and the world around The anecdote as mentioned about during the primary years of life. It Edison is reflective of two themes, is important for a teacher to guide which are as follows. children at the primary stage as ● Mother’s confidence in her child’s it is a crucial period in their life. abilities, which paved the way for One must not think just about the Thomas to become a renowned product but also the process. The scientist next time you switch on an electric ● A teacher’s incorrect assessment bulb, take a moment to remember of the student, which sealed not just Edison but also his mother, Thomas’s path to acquire who helped him bring light to educational experience at school our lives.

REFERENCES

Bolton, Sarah K. 1886. Lives of Poor Boys who became Famous. p. 234 Martin V. M elosi.1990. Thomas A. Edison and the Modernization of America. (Glenview, Illinois: Scott, Foresman/Little, Brown Higher Education) p. 8. https://www.britannica.com/biography/Thomas-Edison

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Chapter 2.indd 17 15-12-2020 12:12:43 3

Abstract One learns by doing. This age-old concept has appeared under many labels over the years and has remained the most powerful educational tool till date. Teachers are challenged to find classroom-based approaches that will prove beneficial for students of all age groups and help them understand what needs to be learned. This challenge is not new and common to the profession. Constructivism is an approach that encompasses all phases of the learning process by supporting the inclusion of a variety of discussions, participation and group work as part of reading and learning. In this paper, the role of this approach in teaching and education has been discussed. The ways a teacher can innovate one’s teaching skills by going beyond today’s textbook centric education, and making students participate and discuss the topics covered in textbooks in a creative manner has also been elaborated. The paper discusses, with examples how Panchatantra, the first-ever effort in the education system that went beyond textbooks and turned students into active learners, can be used as a tool to this end. Some examples from the tales of the Panchatantra have also been highlighted in the paper.

Introduction unprecedented pace, making it difficult Life has become more complex to grasp what needs to be learned. due to knowledge and information In 1916, John Dewey, a well-known explosion. So, there is more to learn educationalist, said teachers need to with technology advancing at an assign tasks to students that involve

* Professor, Regional Institute of Education, Bhopal, Madhya Pradesh.

Chapter 3.indd 18 15-12-2020 12:51:34 acquiring and testing ideas and In classroom education, information in active pursuits, constructivism strongly supports the typifying important social situations. inclusion of a variety of discussion This view has been applied in and group work as part of reading classrooms for generations and has and learning (Wilen, 2004). Hence, been reaffirmed in recent years. Lev the learning process is dependent on Vygotsky developed the concept of communication not only with teachers the ‘zone of proximal development but also with others. Students share (i.e., the difference between what ideas and information with each other a learner can do with and without as they engage in learning activities. help), which suggests that the learner This provides an environment, which benefits from interaction with others helps enrich the thought process of in the process of learning. The ‘zone the participants. of proximal development’ involves The constructivist approach teachers, as well as, students. employs five phases to learning Learning is a social phenomenon, and teaching, known as the 5Es and one’s interactions with others (engage, explore, explain, elaborate provide stimulus, motivation and and evaluate). information exchange that is vital The ‘engage’ phase aims at to one’s overall development. This promoting interest and motivation would appear to be most significant among the students. In this phase, with reference to language use, an the emphasis is on activities to important human characteristic. arouse the curiosity of the students, In recent years, the term puzzle them and raise questions for ‘constructivism’ has been used to further investigation. label the phenomenon of learning The ‘explore’ phase provides the as an active process, wherein, each students with practical experiences. person processes the information In this phase, they continue raising received and formulates new ideas. questions, listen to the views of others The term may, thus, be explained as: and investigate different phenomena. “Constructivist teaching and learning The students are encouraged to recognises that knowledge is created express and share their views. in the mind of each learner, and that In the ‘explain’ phase, the students effective teaching approaches to delve explain their findings to others and into the learner’s mind through active their ideas are subjected to greater learning; learner-generated inquiry; scrutiny. In this phase, the teacher concrete and authentic experiences; introduces the students to relevant discussions and reflections; scientific explanations. By the end of collaborative investigations; and this phase, the students should have structuring learning around primary developed greater understanding of concepts” (Graves, 1998). the phenomena under investigation.

The Constructivist Approach and the Panchatantra 19

Chapter 3.indd 19 15-12-2020 12:51:34 In the ‘elaborate’ phase, the to the king’s children, the stories are, emphasis is on the students applying primarily, about statecraft and have their understandings developed become popular across the world. The during the previous phases to a range five principles are as follows. of familiar and unfamiliar situations. ●● Mitra-Bheda: loss of friends In this phase, they can see how ●● Mitra-samprapti: gaining friends fruitful their new ideas are. This ●● Kakolukiyam: of crows and owls phase is important as it allows the (war and peace) students to see how well their ideas work in a range of contexts. ●● Labdhaprasam: loss of gains ‘Evaluate’ is the final phase. ●● Aparikitakaraka: ill-considered Here, the students’ understanding action or rash deeds is assessed formally and they are It is under these five principles encouraged to reflect on and question that the precepts of basic education, the ideas that they have developed. such as building of knowledge, skills, Each lesson taught involves aspects attitudes and values are woven in of each phase discussed above, and such a way that they leave no scope each phase should be evident in the for the students to get bored or tired planning and implementation of the while they imbibe the essence of these unit as a whole. strategies. The art of storytelling is used to teach these principles to Panchatantra — The First Text the students. Moreover, the author using Constructivist Approach of Hitopadesh, another text derived The Panchatantra stories have regaled from the Panchatantra, puts it — children and adults alike for more “Niti imparted with the help of stories than two-and-a-half millennia. Each remains engraved in the minds of story ends with a moral. There is a children forever.” story about a king, who worried that It can be said that the 5Es of the his three sons did not possess the constructivist approach are in line with wisdom to live in a world of wile and the five Tantras of the Panchatantra guile, and therefore, asks a learned as the process adopted for teaching man named Vishnu Sharma to teach is the same and students learn a lot them the ways of the world. Vishnu without problems that they, usually, Sharma decides to pass on wisdom to face in the traditional or conventional them in the form of stories. In these way of teaching–learning. stories, animals speak like human Applying constructivist approach beings. Panchatantra is a collection of using the Panchatantra stories about the five ways that help human beings succeed in life. Pancha The teaching ideas discussed in the means ‘five’ andTantra means ‘ways’, following paragraphs demonstrate ‘strategies’ or ‘principles’. Addressed how constructivist approach may be

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Chapter 3.indd 20 15-12-2020 12:51:34 used with the Panchatantra in helping needs to be logical. Attention to students advance their knowledge and transition words is a consideration as skills in a variety of academic areas. the sequence is clearly indicated by These activities replicate the processes transition markers. by which learning occurs and provide opportunities for social interaction as a Sample story in eight parts vehicle for fostering learning and active The Foolish Tortoise practice in various skill areas. (Transition words are given in bold.) Reading activity: determining Part 1: The tortoise did not like people logical sequence shouting and said, “Why should these In this activity, the students are given fools shout like that?” But even as it a story. The parts of the story are uttered these words, it lost hold of the printed or written on separate slips. stick, and down it went when it hit the The students are asked to form small ground and died. groups (up to four members in each Part 2: “How can we help you?” asked group) and distribute the slips among the geese. “We can get to any place on themselves. The group members are Earth by flying. But you can’t travel asked to read aloud the segments like that.” of the story that they have received. “It is true that I cannot fly like When all story segments have been you,” said the tortoise, adding, “but read out, the group members have to you can help me and take me along place the segments in order, forming with you.” the entire story. They need to paste the To this, the geese said, “How can segments on a sheet of paper in order. we do that?” At last, the group members put their Part 3: Once, there was a tortoise in a names on a paper and submit it to the large tank. It had two geese as friends. teacher for review and grade. The geese used to come to the tank and This is a jigsaw type of activity, the three of them spent most of their which provides a vehicle for reading time together. They lived happily for a aloud, listening and comprehending number of years. the main ideas and supporting details. This activity is helpful in providing Part 4: Then, there was a drought the students with an opportunity to in the country, and for a long time, examine the use of transition words there was no rain. Rivers and tanks that help in tracking the sequence of were drying up. There was famine in events in reading material. the land. People and animals were dying. Birds were flying away to places A note on assessment of safety. The two geese sensed the In this activity, the emphasis is on danger from the drought. They, too, the sequence of the story, which decided to migrate to some other place.

The Constructivist Approach and the Panchatantra 21

Chapter 3.indd 21 15-12-2020 12:51:34 They met the tortoise to take leave Analysis of him. This is how the Panchatantra tales “Why do you bid me farewell?” said could be used in a classroom to the tortoise. “Am I not your friend? enhance the linguistic, cognitive, social Don’t you want me also to live? Why and emotional skills of young learners. do you leave me here to die?” Images or pictures can also be Part 5: So, all of them agreed to the used and the students can arrange plan. The geese brought a strong them in sequence. stick and held it with their beaks at Besides, the following elements both ends. The tortoise held on to the of storytelling and story listening can middle of the stick with its teeth and assist a child develop literacy skills. the geese flew, carrying the tortoise. ● Listening They flew higher and higher. ● Re-telling Part 6: “That is easy,” said the tortoise. ● Experiencing sequencing — “Bring me a stick. I can hold the a progression of events middle of the stick with my teeth. ● Vocabulary Both of you can take hold of the ends of the stick with your beaks and fly ● Grammar high, taking me along. Fly slowly to ● Visualising a place, where we will be safe from ● Thinking about motives the drought.” (developing the understanding Part 7: The geese thought over the of characters’ personalities matter and said, “We hope we can and actions) manage this but there is one danger ● Thinking about values in the plan. If, by chance, you attempt and morality to speak a word while we are up in the From re-telling to thinking about air, you will lose hold, fall down and values — all can be taught to the be crushed to death.” students using one of the many tales “But I will do no such foolish from the Panchatantra. The title of the thing,” said the tortoise. “I will not story is ‘Ringdoves Escape’. The value utter a word as long as we are in the of cooperation is vividly demonstrated air,” it added. in this story. Reading it and doing Part 8: They flew over fields and hills, activities based on it is an effective and then, over a city. The people of way of promoting cooperation in the city noticed the strange sight in classrooms and among students. This the sky. They had never seen anything story will get the students thinking, like that before. They clapped and talking and discussing about the shouted, “Look! How wonderful! Two importance of cooperation. birds carrying a tortoise, and see how The story starts with a hunter they are doing it.” setting a giant net beneath a spreading

22 The Primary Teacher : October 2016

Chapter 3.indd 22 15-12-2020 12:51:34 banyan tree and scattering grains to Discussion catch birds. White Wing, a ringdove Ask the students — “Name something king, and its flock notice the grains you can do with a group that you can’t from sky. They swoop downward and do by yourself.” List their choices on are soon trapped in the net. As the a board or chart paper. hunter gleefully approaches the birds with his club, White Wing tells the Role-play or performance ringdoves, “We must not panic, my Some students can be asked to friends. There is a way to escape from perform the story assuming different this terrible fate but we must all agree roles, while others can observe them to work together. The net is too large and give feedback. and too heavy for any one of us to lift. But if we all fly upward at the same Conclusion time, I am sure we can lift the net There are several ways to enable and fly with it.” The other ringdoves children to learn. The key to this, quickly agreed. When White Wing however, lies in recognising that signaled, all birds flew upward at the students must be actively involved in same time. They lifted the net and it the learning process. Constructivism looked to the hunter, who watched in reminds us of this. When the teacher amazement, like a flying net rising on is able to provide activities that its own and vanishing into the sky. are colourful, concrete and enjoyable, Various activities can be done then the students are likely to around this story. Some of them are get engrossed with greater as follows. enthusiasm and attention. The results are predictable. Vishnu Sharma, Drawing who authored the Panchatantra, This story lends itself vividly to knew it well and devised a way illustration. Ask the students to draw of teaching that we now know as it in panels and strips. ‘constructivism’.

REFERENCES

Dewey, J. 1916. Democracy and Education. Macmillan. New York. Graves, M., C. Juel and B. Graves. 1998. Teaching and Reading in the 21st Century. Allyn and Bacon. Boston, p 10. Ryder, Arthur W. 1956. The Panchatantra — Folk Tales and Fables fom Ancient India (translated). University of Chicago Press. Chicago, pp. 214–217. Vygotsky, L. 1978. Mind in Society. Harvard University Press. Cambridge, MA. Wilen, W. et al. 2000. Dynamics of Effective Teaching (4th Ed.). Longman. New York. p.103.

The Constructivist Approach and the Panchatantra 23

Chapter 3.indd 23 15-12-2020 12:51:34 4

Varada M. Nikalje*

Abstract Various research studies suggest that children, particularly, in the early years, can learn best through environment and daily life activities in a stress-free atmosphere. When learning is seen as a fun activity through games and stories, children enjoy as they learn. The National Council of Educational Research and Training (NCERT), an apex body that works for school education in India, specifically, developing textbooks, supplementary reading material and e-content, has brought out a number of educational kits over the years. ‘Raindrops’ is one such kit developed for English language learning at the primary stage. The Kit aims to improve English listening and speaking skills of children in their early years in a stress-free environment and encourage construction of meaning (no rote memorisation). It also tries to sensitise sighted children to the different way of learning being done by their visually challenged peers. The Kit, therefore, helps young learners overcome their phobia for English as a difficult language. The author highlights the need to make English language a comprehensive and engaging experience for children and that educators try to move away from the conventional textbook culture, in which only the receptive capacity of children’s learning is observed and evaluated.

Introduction can be defined or identified as most suitable for the best possible result. Academic discussion on any aspect of That said, various research findings education focuses on the best pedagogical indicate that children, particularly, in practices. No pedagogical method their early years, can learn maximum

* Professor, Department of Elementary Education, NCERT, New Delhi.

Chapter 4.indd 24 27-01-2021 11:07:48 through their environment and However, English as a language daily life activities in a stress-free of teaching and learning is a matter atmosphere. When learning is seen of concern for policy makers and as fun through activities, games and educationists across the country. A stories, children not only learn but also number of English medium schools enjoy while learning. has mushroomed in metropolitan The National Curriculum cities and also in rural areas but the Framework (NCF)–2005, developed quality of English taught in many of by the NCERT, recommends that these is a matter of concern. children’s life at school must be In India, English is a compulsory linked to their life outside. This subject in schools at the primary principle marks a departure from stage. It is introduced in Class I the legacy of conventional pedagogic in 28 out of 36 States and Union practices, which overlook the efforts Territories (NCERT, 2004). The main put in by children to learn by aim of teaching English in schools observing their natural and social should be to inculcate the basic skills environment and finding meaning of listening, speaking, reading and in their everyday experiences. writing in students. The NCF–2005 states, “Effective Children are natural learners. understanding and use of language(s) Right from birth, they are actively enable a child to make connections engaged in exploring and responding between ideas, people and things, to the world around and making and relate (to) the world around.” meaning. They have an innate ability The basic function of a language to emulate pronunciation and come is to communicate. As the world has to terms with the rules of a language. become a global village, the demand Children’s linguistic ability, interests, for communication is increasing by knack for conceptual thinking, the day. Gone are the days when an physical skill, and so on, develop educated person, whose discipline over the span of schooling — right was language, was expected to know from pre–school to higher secondary. and quote stanzas, quotations and Usually, a child acquires the rules of references. The focus today is on one’s mother tongue at an early age communication and not knowledge of without any formal instruction. classics. In the twenty-first century, Our concern is to make the communication skills in English are learning of English language a being viewed as the basic necessity for comprehensive and meaningful economic growth and social mobility experience for children and move in India. Even parents, living in rural away from the conventional textbook India, understand the importance of culture, in which only the receptive English in their children’s lives as capacity of children’s learning is regards to employment opportunities. developed. In our classrooms, the

Raindrops — English Language Learning Kit 25

Chapter 4.indd 25 27-01-2021 11:07:49 only voice frequently heard is that with the problems faced by the of the teacher and this needs to visually challenged. It also aims to change. The development of language make English language learning an skills depends, to a large extent, on engaging and enriching experience. stress-free atmosphere conducive to joyful learning. Along with textbooks, Reading material other inputs also contribute to such The Kit includes two short stories an atmosphere. to develop the imagination of the children, link the stories with their Raindrops — English mother tongue or home language, and Language Learning Kit appreciate writing and illustrations. Designed to be read by an emergent The NCERT has been working to break reader, it also includes laminated the conventional notion of language charts, containing poems, narratives, learning only from textbooks since double letter words, missing words, 2005. It advocates that various other etc., along with illustrations to inputs must be used to enrich the stimulate the imagination, expression linguistic environment of children. The and creativity of the students. aim is to promote English learning in children through songs, poems, riddles Anagrams and activities. This comes in a small blackboard, with In order to encourage children to English notebook pattern embossed learn English in an effective manner, on it and few examples of anagrams. the NCERT has developed an The remaining space is left blank for English language learning kit titled children to form new words. This helps Raindrops. It was introduced as one develop in children the ability to play of the inputs for language learning. It with words and form new words. is a useful teaching–learning aid for developing reading, writing, listening Masks and speaking skills in children, as Masks of various animals, such as lion, well as, developing their vocabulary elephant and cat are part of this Kit. and grammar. These can be used to introduce animal characters in a story or narrative, and Kit items — List and relevance later for role-play. The Kit consists of different types of material and also a User’s Manual. Card pairs The Kit aims to develop English A set of cards, having pictures of many language learning skills in children in objects, is also a part of this Kit. There a stress-free environment, encourage are 20 pairs of pictures — one card the construction of meaning in having one picture, the other having them and sensitise sighted children a word, as well as, a picture. All cards

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Chapter 4.indd 26 27-01-2021 11:07:49 are neatly arranged faced down. Each of activities are given for practice, so player has to select two cards and turn that the learners develop vocabulary them up. If they match, the player and phonemic awareness, and keeps the pair. If they do not, then improve their pronunciation skills. The the next player gets the chance. This activities will also help them appreciate game addresses the learning outcome the sounds that they hear. of associating words with pictures, as How to draw well as, sharpening the memory skills of children. For Classes I and II, the focus may be on drawing and speaking the words Pronunciation cards aloud. For Classes III and IV, the Kit There are 10 ‘Listen and Repeat’ activity may help children notice the words cards. These are based on the concept whenever they occur in textbooks or of minimal pairs. The Kit includes storybooks, etc. For Class V, it may be laminated cards, containing pair of used as an essential part of paragraph words for pronunciation practice. It writing, particularly, to describe aims to familiarise children with the a process. pronunciation of words, for example Braille chart and measuring scale tail, bail, fail, sail, wail, etc. The Kit contains a laminated chart, Alphabet cubes containing Braille alphabet for visually Twenty-six 1×1 inch colourful alphabet challenged children and those having cubes in ABS plastic is also a part weak eyesight. It aims to help such of the Kit. These familiarise children children read and recognise the letters with the letters of the alphabet and of the English alphabet. A scale is speaking these letters aloud, thereby, embossed at every inch and centimetre encouraging finger-tracing. to help the children in measuring or counting. The Kit also aims to sensitise Alphabet tiles sighted children about the problems There is an entire set of tiles, having faced by the differently abled. capital and small letters of the alphabet, and numbers from 0 to 9. Emoticons The students can join the tiles and The Kit contains nine emoticons to form words. familiarise the children with various emotions and feelings. Initial medial and final sounds There are three mini white boards, Slate to write and draw focusing on initial, medial and final The Kit includes a slate that contains sounds. For instance, the first two pictures in a continuous pattern. The letters of a word are given, and the children have to identify the pictures children may be encouraged to make and continue writing or drawing in the as many words as possible. A number same pattern.

Raindrops — English Language Learning Kit 27

Chapter 4.indd 27 27-01-2021 11:07:49 Four riddle cards of dots that represent each letter of Cards, containing riddles, is also the alphabet and numerals (0–9). present in the Kit. These cards stimulate The teacher may further encourage the imagination and creativity of the the children to write simple words, children while learning as riddles such as ‘cat’ or ‘book’ in Braille, and require them to think out of the box. may simultaneously mention that The children can also be encouraged few textbooks and storybooks are to relate with the riddles in their available in Braille. mother tongue. Raindrops Kits Procured Word circle Initially, many States and Union The Kit also contains a circle with Territories procured the Raindrops various letters. This helps the students Kit as sample but later procured to form words with the given letters. it in large numbers. For instance, The ‘User’s Manual’, facilitates the Kasturba Gandhi Bal Vidyalaya in endeavour through various strategies Andhra Pradesh, initially, expressed that focus on different aspects of willingness to buy only one kit per the teaching–learning process, such school but ended up buying three as pronunciation, identification, per school. A Delhi school bought association, imagination and 5,000 kits. As of now, Jharkhand and creativity, with a learner-centric Haryana have procured the maximum approach (NCERT, 2018). The Kit number of kits. Dadra and Nagar also includes different type of charts, Haveli, and Daman and Diu have also such as alphabet chart, anagrams, purchased the Kit. sentence connectors, vocabulary, poems, short stories, and so on. It also Safety Issues includes material for language games for children studying in Classes I to V. The Raindrops Kit is, primarily, for Effort has also been made to young children so that they can learn develop English language skills in while they do various activities or play differently abled learners. The Kit games. Care was taken to ensure that provides a Braille chart for visually the items in the Kit are child and user impaired children and those with friendly. For instance, the edges of the weak eyesight. It consists of English charts and cards are rounded, and alphabet and numerals in Braille. The each of them is covered with micron Braille chart can be displayed in the pouch lamination so that no injury class. All children will naturally look is caused to the tender hands of the at it with curiosity. The teacher can children. The animal masks are made then explain that just like English, of soft flexible material. They are not Braille, too, is a language. The teacher stiff like cardboard and plastic masks, can point out at the arrangement generally, available in market. In the

28 The Primary Teacher : October 2016

Chapter 4.indd 28 27-01-2021 11:07:49 process of developing the Kit, it was randomly. Arunachal Pradesh is a ensured that all items are anti-allergic tribal dominated State. It has 15 major and non-hazardous. The emoticons and 13 minor tribes. These tribes have a safety pin at the back, which speak different languages, which the children cannot unpin easily. are different in terms of vocabulary They, too, do not have sharp edges. and syntax. They use either Hindi or An elastic band, with rivets on both English to communicate with each sides, is attached in such a manner other and with people, who have come that it fits comfortably. The slates here from other parts of India. The for anagrams will not break even if Arunachalee acceptance of English children drop them on the floor. is, therefore, based on the need of various tribes to communicate. Conclusion Karnataka has, by and large, accepted The Raindrops Kit, developed by English along with the regional the Department of Educational language. English is perceived as a Kits, NCERT, reflects a child-centric Lingua Franca, which leads to better approach, and will help facilitate job opportunities. Himachal Pradesh easy and interesting ways of learning is a State in the Hindi speaking belt English. It is intended to improve but English is yet to find a place in the overall language performance the actual learning set-up, in terms of of children — oral communication, acceptance. Hindi and local dialects reading and fluency skills, and are dominant here. Thus, the three use of comprehensive strategies by States represent varying acceptance teachers. The activities in the Kit are levels of English in the country. suggestive in nature. This implies that Thus, after piloting, the Kit was the teachers are welcome to design launched and mass produced, which their own activities with the material got acceptance in a short span. The provided in the Kit. main objective is to reach out to The NCERT developed the Kit after students at the primary level across four years of research, which included India so that each child can learn workshops for the development of through fun activities and strengthen content, as well as, concretising ideas one’s language skills. and concepts into practical material. In the near future, NCERT The trial of the Kit was planned in hopes to reach out to the maximum three States — Arunachal Pradesh, number of students and help them Karnataka and Himachal Pradesh. improve their communication skills These States were not chosen in English.

Raindrops — English Language Learning Kit 29

Chapter 4.indd 29 27-01-2021 11:07:49 REFERENCES

Kumar, Krishna. 2009. What is Worth Teaching?.Orient Black Swan. New Delhi. NCERT. 2004. Focus Group Position Paper for the teaching of English. NCERT. New Delhi, p. 1. ———. 2005. National Curriculum Framework. NCERT. New Delhi, p. 36. ———. 2008. Raindrops User’s Manual. NCERT. New Delhi, p. 1.

30 The Primary Teacher : October 2016

Chapter 4.indd 30 27-01-2021 11:07:49 5

Experiencing the Sublime — The Contributions of Akka Mahadevi

Gouri Srivastava*

Abstract This paper discusses the significant contributions of women — writers, philosophers, saints and philanthropists. The paper is a biographical account to understand the works and preaching of Akka Mahadevi, a twelfth century woman saint poet of Karnataka who practised Shaivism. Her poetry instills a sense of bhakti, coupled with her feminist instincts, and an unconventional life that she lived.

Introduction a prominent figure of the Veerashaiva Bhakti Movement. A devotee of Shiva, The Indian subcontinent has records of the contributions of women in she was introduced to Virashaivism, different fields across centuries. They when she was a young girl. She showed the vastness of knowledge and was born in 1130 A.D. to Sumati exposition in language and literature and Nirmalshetti (Sharma, 1908) in during the Bhakti Movement. One of Udathadi (also, Udutadi), a village the noted women saint poets of India near Shimoga in Karnataka. Her during those times was Akka Mahadevi. parents were also staunch followers of Her works are well-known even to this Shaivism. Being born and bought up day. This paper presents an account of in such an atmosphere, she developed this great woman saint poet, and the devotion for Shiva. She refers to Shiva relevance of her life and work. as ‘Chenna Mallikarjuna’, meaning Akka Mahadevi, a twelfth century ‘the beautiful lord as white as jasmine’ woman saint poet of Karnataka, was (Tharu, et al., 1991).

* Professor, Department of Education in Social Sciences, NCERT, New Delhi.

Chapter 5.indd 31 15-12-2020 12:11:52 Mahadevi is said to have contributed immensely towards the enrichment of the Kannada literature. I am in love with the one, who She has composed nearly 400 knows no death, no evil, no form. I am in love with the one, vachanas in Kannada, which are in who knows no place, no space, the form of didactic poetry, educative no beginning, no end. with moral lessons and values. Her I am in love with the one, vachanas have an inherent simplicity who knows no fears nor the with similes taken from nature and snares of this world, everyday life. the boundless one, who Legend has it that when Mahadevi knows no bounds. grew up, she was married to a local More and more, I am in love with my husband known by the king. But the marriage did not last name of Chenna Mallikarjuna. and Mahadevi decided to walk out Take these husbands who die, of it. The king, then, asked her to decay and feed them to your return all the jewellery and clothing kitchen fires. that he had gifted her. From then on, Mahadevi stripped herself and stepped Therefore, the relationship with a out onto the streets as a saint without mortal man as companion or husband clothes. The following couplets by was not satisfactory for Mahadevi and Mahadevi testify the circumstances that occurred in her life. she considered mortal man as ‘thorn under a smooth leaf’. Once she left her earthly husband, she became free to seek spiritual solace in Shiva. Husband inside, Lover outside. Akka Mahadevi’s Vachanas I can’t manage them both. Akka Mahadevi’s vachanas are the most dependable source of information about her life and thoughts. Some of The last thread of clothing can the famous vachanas composed by be stripped away, Akka Mahadevi are as follows. but who can peel off emptiness, that nakedness covering all? Fools — while I dress in the Jasmine Lord’s morning light, I cannot be shamed; I have cast away pride of What would you have me riches, caste and learning. hide under, silk and the glitter For Thou has blest me of jewels? with Thy grace.

32 The Primary Teacher : October 2016

Chapter 5.indd 32 15-12-2020 12:11:53 Her compositions are of immense poetic merit, characterised by I am no helpless woman I utter no futile threats simplicity of expression. They are I am nothing daunted replete with references to the daily I shall dare hunger and pain chores, turmoil and tribulations that I shall steal out of withered beset one’s lives. All her works end leaves a wholesome meal with the mention of Shiva as ‘Chenna And on pointed sword Mallikarjuna’. The simplicity and Shall make my bed I am ready for your sake care with which she expressed To dare the worst herself can be understood from the To die this instant following composition. The readiness is all Oh! My Chenna Mallikarjuna.

Associating with the ignorant is like to light a fire Can sandalwood cease to by rubbing stones; associating emit the fragrance, with the wise is like taking when it is cut into pieces? butter after churning curd Can a piece of gold when cut Oh! Chenna Mallikarjuna, and heated lose its lustre? jasmine tender, associating Can sugarcane when squeezed with your devotees is like a hill in a press and heated of camphor catching fire. lose its sweetness? So, also, can this body of mine This popular vachana by Akka in a female form and ephemeral Mahadevi is a prayer to Lord Shiva in existence not contain deep for blessing the human race with and abiding love for the lord? strength and equanimity.

Akka Mahadevi’s compositions depict that body was no obstacle for After building a house on the her, but a site, a medium by way of mountain, how can you be which her piety and perseverance afraid of wild animals around it? towards Shiva was conveyed. Her After building a house on the perception of God was not narrowed seashore, how can you be afraid within the patriarchal construct. of the lofty waves? She did not relinquish her After building a house in a individuality, the female identity, shanty town (flea market), how can you be concerned with which is fabricated by the body, the noise? Oh! Lord Chenna rather worked within the framework Mallikarjuna, listen! of physical firmness, brilliantly While born and living in this articulated through her vachanas.

Experiencing the Sublime — The Contributions of Akka Mahadevi 33

Chapter 5.indd 33 15-12-2020 12:11:53 world, the praise and blames come along; you have to face “All mankind are my parents” them without getting angry and “Having been born in this world maintain the calmness of mind. We must be calm, without being angry”

The works that she left behind in a short span are popular among people Conclusion across different sections of society. Teachers can explain the message of She has also been depicted as Akka Mahadevi’s vachanas to children. Meera Bai of the South. The reason They may also refer to the messages for comparing her with Meera Bai is in her vachanas while teaching. Akka that both the women saint poets had Mahadevi believed that everyone renounced worldly pleasures, and had irrespective of gender has the right to suffered family and societal wrath. follow one’s conviction and faith. Her As a mystic poet, she is known life and work can serve as examples to for enriching the Kannnda literature contribute to the development of self through her vachanas. The title ‘Akka’ concepts in young minds, particularly, was given to her by Veerashaiva saints girl children at the primary stage of like Basavanna, Chenna Basavanna, education, and instill confidence in Kinnari Bommayya, Siddharama, them, an important quality that may be Allamaprabhu and Dasimayya. Her emphasised by teachers. Additionally, works have inspired both men and confidence while communicating women in the time she composed and ideas, developing expression skills — continue till date. both oral and written — and all forms She overcame the hardships put of creativity can be encouraged in the forth by her family and others. It was children. A brief introduction about a her conviction that gave her courage prominent woman like Akka Mahadevi and confidence to follow the path of will empower girl children as they devotion. Some of the messages in can internalise the fact that given an her vachanas relate to society and opportunity they, too, can excel in any daily life, such as the following. field that they want.

34 The Primary Teacher : October 2016

Chapter 5.indd 34 15-12-2020 12:11:53 REFERENCES

Mudaliar, Chandra Y. 1991. ‘Religious Experiences of Hindu Women — A Study of Akka Mahadevi’. Mystics Quarterly. Vol. 17. No. 3. Tharu, Susie J and Lalita Ke. 1991. Women Writing in India: 600 B.C. to the Early Twentieth Century. Feminist Press at CUNY. New York. p. 58. Yaravintellimath, C. R., (trans.), 2006. Vachanas of Women Saints. Bengaluru, Karnataka. Websites http://www.academia.edu/21782099/1989._The_World_of_the_Bhakt_in_South_ Indian_Tradition_The_Body_and_Beyond_Manushi_Vol._10_Nos._50-52 https://www.hinduismtoday.com/modules/smartsection/item.php?itemid=5521 https://kannadamoviesinfo.wordpress.com/2017/01/12/shivayogi-akkama hadevi-1991/

Experiencing the Sublime — The Contributions of Akka Mahadevi 35

Chapter 5.indd 35 15-12-2020 12:11:53 6

Primary Students’ Mastery on Minimum Learning Competencies in Cognitive Areas based on Gender

Gobind Singh Gure*

Abstract The purpose of the study is to find out the mastery of primary school students on minimum level of learning competencies in cognitive areas in relation with their gender. The primary data were collected by administering three standardised achievement questionnaires of NCERT (Hindi, mathematics and environment studies) on 600 primary and elementary school students from 30 schools (20 from Haryana and 10 from Chandigarh). The data were analysed with the help of descriptive and non-parametric statistics. The study revealed a significant difference existed between boys and girls as regards to mastery on minimum level of learning competencies in cognitive areas. Girls showed a higher level of minimum level of learning in Hindi than boys. It was found that both boys and girls did not notice any statistical difference in mathematics and environmental studies. Overall, only 21, 10 and 8 per cent students were found to have achieved mastery on minimum level of learning competencies in Hindi, mathematics and environmental science, respectively. On the basis of the findings, it is suggested that teachers, educational institutions and administration take care about the evaluation of learning competencies and feedback. Besides, constructive approach must be adopted in teaching at the primary level for ensuring better performance by students.

Introduction reports, surveys and research studies Universal achievement in elementary point out that the aim of achieving education means that all students universal quality of education has not receive quality education. Various been met due to the use of conventional

* Assistant Professor, School of Education, Central University of Rajasthan, Ajmer, Rajasthan.

Chapter 6.indd 36 27-01-2021 11:07:39 instructional strategies and poor children studying in different classes. quality of instruction material. Besides, Each learning competency can the teaching–learning and evaluation be further delineated in terms of process being followed in schools at the sub-competencies while specifying primary and elementary level is faulty. the content inputs or measures of One of the biggest reasons behind learning. Overall, MLLs are a set of not being able to achieve universal rational criteria adopted for judging quality education is that educational the adequacy of curricular inputs institutions have no defined national provided and learning outcomes to achievement standards of learning. be expected at a particular level of To achieve universal quality of education. Hence, the focus of the elementary education, a programme curriculum and organised teaching– titled Minimum Level of Learning learning activities is to provide (MLL) was suggested to be adopted content of facts and information at each stage of primary education that would have more relevance by the National Policy on Education to the life or needs of a majority of (NPE), 1986. The MLL programme students studying at the primary set performance goals for learning level. On account of evaluation, process and evaluation to ensure that emphasis is laid on establishing an all students attain the minimum level accountable education system and of learning at the primary stage. its functionaries can reflected in the The NPE–1986 focuses on essential actual achievement of the learners. aspects of the Universalisation of Besides, the NCERT (1991) also emphasises recognising the need for Elementary Education (UEE). It calls rectifying this prevailing anomalous for paying immediate attention to situation with respect to quality. the following. ● Improving the unattractive Review of Literature school environment like the condition of buildings and lack Review of the available literature of instructional material represented the students’ academic achievements in relation with their ● Laying down the minimum gender (review regarding MLL in level of learning so that all students in terms of gender is children completing different not available). stages of education are able to A study was conducted by achieve universal achievement Tiwari (2007) on 1200 students (624 in education male and 576 female) studying in Hence, MLL’s approach can Class V of different districts in Uttar be defined in a variety of ways, Pradesh. The result vindicates that for example in terms of learning demographical and socio-economic competencies and behaviour of factors like gender, caste, education,

Primary Students’ Mastery on Minimum Learning Competencies in Cognitive ... 37

Chapter 6.indd 37 27-01-2021 11:07:39 occupation and income of the achievement of the students. The family, and location of schools had a study concluded that the role of significant effect of the dropout and gender in academic performance attendance rate in schools. is limited. A similar study was conducted The review of various literature by Khatoon and Mahmood (2010) shows that a number of factors on 863 male and 789 female influence the students’ levels of students studying in 15 secondary achievement in learning. Most of schools of Uttar Pradesh. The the literature review, particularly, findings showed that among the focus on the learning achievements three independent variables, school and factors affecting the learning type had the greatest influence achievements of students. Some on mathematics achievement research studies define that gender (46 per cent), mathematics anxiety influence the academic achievements stood second, while gender showed of students, while others suggest no significant influence. Further, that there is no effect of gender male students reported more on the academic achievements of mathematics achievement than the students. female students. Students with low mathematics anxiety showed the Objectives of the Study highest achievement scores. The paper aims to find out the Ahmar and Anwar (2013) minimum levels of learning in the examined the effects of gender and cognitive area (Hindi, mathematics socio-economic status of a family and environmental studies) of primary on the academic achievement of school students in relation with higher secondary school students in their gender. Lucknow, Uttar Pradesh. A sample, consisting of 102 male and 98 female Hypotheses of the Study students in the age group of 15 to 19 years from five higher secondary ● There is no significant difference schools in Lucknow was selected for between different levels of MLL in the study. The result of the study Hindi in relation with the gender shows that gender does not influence of the students. achievement in science at the higher ● There is no significant difference secondary (Class XI) level. between different levels of MLL in In a study conducted by Kulkarni mathematics in relation with the (2013), 60 male and 120 female gender of the students. students from three ashram schools in ● There is no significant difference tribal areas were selected as sample. between different levels of MLL in There existed no major impact of environmental studies in relation gender and grade on the academic with the gender of the students.

38 The Primary Teacher : October 2016

Chapter 6.indd 38 27-01-2021 11:07:40 Research Methodology and Analysis and Interpretation Collection of Data Of the total sample size of 523, 245 (47 per cent) were boys and 278 Research methodology (53 per cent) girls. The analysis The present study is descriptive in and interpretation with regard to nature, so survey method has been primary school students’ mastery adopted for the collection of data. on the minimum level of learning The cognitive domain of students in competencies in cognitive areas in languages (Hindi), mathematics and relation with gender are discussed in environmental studies (including social the following paragraphs. studies and sciences) has been covered in the study. Three standardised MLL in cognitive areas on questionnaires of Hindi, mathematics the basis of gender and environmental studies of NCERT (1991) were administered on to 600 The main objective of the study was primary or elementary school students to analyse the minimum level of from Haryana and Chandigarh. learning of primary school students The sample was taken from 30 in cognitive areas (Hindi, mathematics schools (20 from Haryana and 10 from and EVS) in relation with their gender. Chandigarh). Chi-square test was administered for Multi-stage sampling technique the purpose. was used to ensure that the sample MLL in Hindi on the basis of gender obtained was evenly distributed with regard to the socio-economic The primary school students’ (boys condition, demography and location and girls) minimum level of learning of the students. The sample was in Hindi is presented in Table 1. taken from both rural and urban Table 1: MLL of primary school students areas. For the sample, 20 to 25 in Hindi in relation with gender students were selected from each school. Out of 600 students, only Minimum Level of Learning in Hindi (%) 523 responses were considered Gender Total appropriate for analysis. Mastery Partial Non- mastery mastery Statistical techniques 43 85 117 245 Boys The data collected were subjected (17.6) (34.7) (47.8) (100) to statistical analysis, using 68 106 104 278 Girls appropriate tools. Descriptive (24.5) (38.1) (37.4) (100) and non-parametric statistic 111 191 221 523 techniques like frequency, Total (21.2) (36.5) (42.3) (100) Chi-squares, etc., were used to analyse the data. χ2 =6.64, d. f.=2, P>0.05 (two-tailed)

Primary Students’ Mastery on Minimum Learning Competencies in Cognitive ... 39

Chapter 6.indd 39 27-01-2021 11:07:40 Table 1 depicts the minimum level MLL in mathematics on of learning of primary school students the basis of gender in Hindi in relation with their gender. The boys and girls in minimum level Overall, 42.3 per cent students do not of learning in mathematics is depicted have mastery on the minimum level in Table 2. of learning in Hindi. It is also indicated that 36.5 per cent Table 2: MLL of primary school students in students from both the gender mathematics in relation with gender have partial mastery on the Minimum Level of Learning minimum level of learning in in mathematics (%) Hindi. On the contrary, more Gender Total girls around 24.5 and 38.1 Mastery Partial Non- mastery mastery per cent have mastery and 21 38 186 245 partial mastery, respectively, Boys as compared to boys as (8.6) (15.5) (75.9) (100.0) regards to the minimum 32 42 204 278 Girls level of learning in Hindi. (11.5) (15.1) (73.4) (100.0) Most boys (47.8 per cent) 53 80 390 523 have non-mastery on the Total (10.1) (15.3) (74.6) (100.0) minimum level of learning in 2 Hindi as compared to girls χ = 1.23, d. f.=2, P<0.05 (two-tailed) (37.4 per cent). The value of the data calculated as The data given in Table 2 per the Chi-square test came out to reflect that most primary school be 6.64, which was greater than the students, irrespective of gender, tabulated value at degree of freedom i. e., 74.6 per cent have non-mastery (2), i.e., 5.99. It was found significant on the minimum level of learning at the 0.05 level of significance. in mathematics. It is also noticed Therefore, the null hypothesis that that around 15 per cent students there is no significant difference from both the gender have partial between minimum levels of learning mastery over the minimum level of in Hindi in primary school students learning in mathematics. Around in relation with gender is rejected. 11.5 per cent girls and 8.6 per cent On the basis of the above analysis, boys have mastery over the minimum it can be concluded that there exists level of learning in mathematics. a significant difference between the Mostly, boys do not have mastery minimum levels of learning in Hindi over the minimum level of learning among boys and girls at the primary in mathematics, i.e., 75.9 per cent as stage. Girls have a higher level of against 73.4 per cent girls. minimum level of learning in Hindi as The calculated value of the compared to boys. Chi-square test was 1.23, which is

40 The Primary Teacher : October 2016

Chapter 6.indd 40 27-01-2021 11:07:40 lesser than the tabulated value and EVS are boys (14.3 per cent), while not found significant at any level. girls stand at 11.9 per cent. It is Thus, the null hypothesis that there also noticed that 8.2 per cent boys is no significant difference between and around 8.6 per cent girls have the minimum levels of learning in mastery over the minimum level of mathematics for primary school learning in EVS. Approximately, 7.6 students in relation with their gender per cent boys and 79.5 per cent girls is not rejected. have non-mastery over the minimum The analysis of the data inferred level of learning in EVS. that primary school students (boys The calculated value of Chi-square and girls) had not noticed any test stood at 0.68, which was found statistical difference. Thus, the less than the tabulated value and not students (boys and girls) possessed found significant at any level. Thus, almost similar levels of minimum the null hypothesis that there is no level of learning in mathematics. significant difference between the minimum levels of learning in EVS in MLL in environmental studies primary school students in relation on the basis of gender with their gender is not rejected. The minimum level of learning in The data show that there exists environmental studies (EVS) of primary an absence of significant difference school students (boys and girls) is between the minimum level of learning presented in Table 3. in EVS among boys and girls. Thus, primary school students (both Table 3: MLL of primary school students boys and girls) possess almost in EVS in relation with their gender similar level of MLL in EVS. Minimum Level of Learning in EVS (%) Conclusion Gender Total Mastery Partial Non- The findings of the study reveal mastery mastery that there exists a significant 20 35 190 245 Boys difference between boys and (8.2) (14.3) (77.6) (100) girls as regards to mastery 24 33 221 278 on minimum level of learning Girls (8.6) (11.9) (79.5) (100) competencies in cognitive areas. Girls have higher minimum level 44 68 411 523 Total of learning in Hindi as compared (8.4) (13.0) (78.6) (100) to boys. This may be considered χ2 = 0.68, d.f.=2, P<0.05 (two-tailed) because females, generally, have better linguistic skills than boys. Table 3 reveals that most Moreover, Hindi was found to be the students having partial mastery over favourite subject of most girls, which the minimum level of learning in made them spend more time studying

Primary Students’ Mastery on Minimum Learning Competencies in Cognitive ... 41

Chapter 6.indd 41 27-01-2021 11:07:40 it and completing their class and home care about the evaluation of students assignments on time. and their feedback. Moreover, a An absence of significant difference constructive approach must be between minimum level of learning in adopted in teaching at the primary mathematics and EVS was noticed level so as to encourage the students among boys and girls. Thus, boys to perform better. and girls possessed almost similar The findings of the study suggest levels of minimum level of learning in that the government must take care mathematics and EVS as they studied of the students’ minimum levels of the same concepts of the subjects, learning in cognitive areas. It must also and had the same curriculum and ensure to promote quality education learning environment at schools. by incorporating programmes Overall, only 21, 10 and 8 per cent for continuous professional and students had achieved mastery character development of teachers, on the minimum level of learning pre–service teacher trainings and competencies in Hindi, mathematics imparting appropriate competency- and EVS, respectively. based learning skills to students. A On the basis of the findings, it is two-way critical evaluation of students’ suggested that teachers, educational learning and teachers’ teaching is institutions and administration take essential for quality education.

REFERENCES

Ahmar, Farkhanda and Ehtesham Anwar. 2013. Socio-economic status and its relation to academic achievement of higher secondary school students. IOSR Journal of Humanities and Social Science. Vol. 13. No. 6, pp. 13–20. Khatoon, T. and S. Mahmood. 2010. Mathematics anxiety among secondary school students in India and its relationship with achievement in mathematics. European Journal of Social Sciences. Vol. 16. No. 1, pp. 75–86. Kulkarni, V. V. 2013. Academic achievement among tribal students. Indian Journal of Applied Research. Vol. 3. No. 3. NCERT. 1991. Minimum Level of Learning at Primary Stage. NCERT. New Delhi. ———. 2006. Learning achievement of Class V students — A baseline study. NCERT. New Delhi. ———. 2011. Source Book on Assessment for Classes I to V — Environmental Studies. NCERT. New Delhi. ———. 2011. Source Book on Assessment for Classes I to V — Hindi. NCERT. New Delhi. ———. 2011. Source Book on Assessment for Classes I to V — Mathematics. NCERT. New Delhi.

42 The Primary Teacher : October 2016

Chapter 6.indd 42 27-01-2021 11:07:40 ———. 2012. National Achievement Survey for Class V funded by SSA — Technical Cooperation Fund. NCERT. New Delhi. Department of Education. Ministry of Human Resource Development, Government of India. 1986 (as modified in 1992).National Policy on Education. New Delhi. Singh, Avtar, Santosh Kumar and Veer Pal Singh. 2006. Learning Achievement of Class III Students — A Baseline Study under SSA. Department of Educational Measurement and Evaluation. NCERT. New Delhi. Tiwari, Muridula. 2007. ‘Prarambhik Shiksha ke Sarbhbhomikaran ko Prabhivit Karanewale Karak’. Pariprekshya — A Hindi Journal. NEUPA. New Delhi. Vol. 14, No. 3, pp. 57–80.

Primary Students’ Mastery on Minimum Learning Competencies in Cognitive ... 43

Chapter 6.indd 43 27-01-2021 11:07:40 7

Writing for the Ears!

Ajit Horo*

Abstract The conventional way of education, coupled with audio and video resources, can help in understanding and retention of subjects or concepts. The paper, with respect to challenges faced in the education sector, elaborates the impact of adding complementary elements of mass media technology. Further, it categorises the different factors on which learning is dependent.

Introduction of Educational Technology (CIET). The CIET is a nodal agency dedicated Education technology plays a to promoting the use of mass media significant role in the area of school education. In today’s schools, teachers technology for expanding and are encouraged to use teaching improving the quality of education aids like audio, video, graphics, at the primary and secondary school etc., to supplement their classroom level. The Institute is funded by the teaching. The demand for such aids Ministry of Education, erstwhile has considerably increased since the Ministry of Human Resource last decade. Development, Government of India. The National Council for The CIET has many projects and Educational Research and Training programmes. One such programme (NCERT), an apex body for promoting is the National Repository of school education in India, has been Educational Resources (NROER), a working extensively in this area. The collaborative platform that brings NCERT has six constituent units. together people interested in school One of which is the Central Institute and teacher education. Initiated by

* Audio Radio Producer – Grade 1, In charge (Media Production), Central Institute of Educational Technology, NCERT, New Delhi.

Chapter 7.indd 44 15-12-2020 12:11:06 the Department of School Education writing not for the eyes but for the and Literacy, Ministry of Education, ears. In print, a person can always Government of India, the NROER get back to what was written in the is managed by the CIET. The earlier paragraphs just by turning Repository was developed to address the pages. Of course, one can press the challenges faced by the education the pause and rewind button in sector in our country. It offers digital audio programmes, but this process resources for all school subjects is slightly more time-consuming, and grades in multiple languages, and hence, distractive as compared such as educational videos, audios, to reading. graphics and images, documents Few points that must be kept and interactive modules. Besides, in mind while developing an audio it allows one to contribute one’s programme are as follows. own resources. Identification of content matters Listening — A Key Skill The most important aspect for writing Listening is a key skill in language in any media format is the selection comprehension. Language teachers, of content or identification of a topic. in particular, are familiar with the There are many subjects but the most concepts of LSRW (Listening, Speaking, important is selecting a topic suitable Reading and Writing). If listening as a for an audio programme. For example, skill is developed among learners, one must avoid writing on complicated it will benefit them immensely in calculations of mathematics, physics learning not only a language(s) but in or economics for an audio programme. other subject areas as well. However, Instead, one must choose interesting due to practical problems in making parts from history, language or perhaps texts available (quality recordings), the simple science concepts, and so on. listening aspect is largely neglected in schools. Length of sentences A person will listen to an audio Long sentences are tedious to listen programme only if it seems to be to, and hence, boring. Most of the of interest. In other words, it is time, the listener loses track and important to capture the listener’s forgets the context being talked about. interest. This requires an engrossing Moreover, long sentences do not serve and attractive script. The script for the purpose, which is to capture the an audio programme will be different listener’s attention. A lengthy sentence from that of a newspaper article or would mean going through many report and even a video programme. words, which makes it hard to process In audio, one writes for the ears the information. Besides, the original and lets the listeners’ imagination idea or overall message may get lost in to do the rest. This means one is this sea of words. If the script is heavy,

Writing for the Ears! 45

Chapter 7.indd 45 15-12-2020 12:11:07 laden with long-winded sentences Too many long and complicated with complex words, the listener sentences, one after another, will will switch off the recorder, and slow the pace of comprehension. Yet, certainly not be attentive. Consider the too many short sharp sentences, following example. uttered in quick succession, will in all We left the parcel in a narrow likelihood confuse learners. Consider street by the church, while Navin, the following examples. our leader, entered the shadowy My essay is not good. It’s too short. doorway of a tall building, some of It doesn’t flow well. It won’t interest which consisted of residential flats anyone. They won’t read it. and some seemed to be empty offices. Notice how the writing in this The above sentence has 38 words example seems broken. Now, let us and cannot be considered short. examine whether this writing can be But it is easy to understand. This improved by ‘writing for the ears’. is ‘writing for the ears’. The main My essay does not look good subject, ‘we’ is uttered right in the because it’s too short and doesn’t beginning. The sentence goes on to have flow. Readers are likely to introduce the second subject ‘Navin’ lose interest. and verb’ entered’, providing clarity to the listeners. Factors affecting listening A man stopped by the police in comprehension New Delhi more than two years ago Long sentences loaded with alien on suspicion of drunk driving recently words and relative clauses, usually, was lucky enough to have all charges do not work well in the audio medium. against him dismissed by a judge. We must try not to overwrite. Being The sentence is not only too long concise is one of the important but lacks clarity as well. factors of communication skill. Some You may think that long sentences of the factors that affect listening need to be broken into shorter comprehension are as follows. sentences so that the basic idea is conveyed effectively. The present Clarity generation tends to use shorter This refers to the structuring of a sentences. Perhaps, it is the influence sentence, whether it is carefully of SMS and e-mails. It also reflects thought out or a carelessly written one. the lack of time in today’s fast- Often, people use words carelessly. paced world. However, the question ‘Carelessness’ indicates not lack of is not whether to use long or short knowledge or poor grammar but is sentences, but whether a sentence is symptomatic of deeper malaise mental communicating what is intended to laziness. In an audio programme, it be communicated. is the words that speak. Errors in

46 The Primary Teacher : October 2016

Chapter 7.indd 46 15-12-2020 12:11:07 punctuation, plural forms, etc., are English novelist George Orwell once easily prevented, provided one pays said, “Never use a long word where a attention. The following are examples short word will do.” from various research papers and Visualisation articles. Errors in the preceding examples do not require specialised Remember, audio medium is, in fact, knowledge of English to be identified. talking to a blind friend. One does A carelessly written sentence, not have images, graphics, scenic for example, would be like this. elements, etc., which are available Most Indian households have a in a video programme. As there are number of children whose needs are no pictures to reinforce the words, much higher than their earning. the audio must be able to ‘paint the If the script is weak, the programme pictures’. The script should weave will collapse. But if the script is clear, words in such a way that the listeners flowing and strong, half the battle is are able to visualise what they actually already won. In other words, a quality hear. The choice of words and the way programme cannot be made out of a they are delivered matter a lot. For boring script. However, the need of example, ‘the dog’ would provide an recapitulation cannot be denied. Thus, image. But the words ‘brown hairy dog’ the length of a sentence in immaterial. provide a richer mental image. It is the clarity of thought that counts. Tone Accuracy Some people think that using heavy The script must always convey and uncommon words in audio accurate information. The act of is education. This is a myth. The processing information through script must be conversational and the ears is different from visual the narration be natural as if a and graphic inputs. Therefore, it is important that the script provides story is being narrated to a friend. the required information in sequence. One must use phrases and words Further, the language used should that are commonly used. It must be be age appropriate with familiar remembered that while reading aloud vocabulary. Use words that correctly the narration, the person must sound convey the intended meaning, for like oneself. The presenter must example, there is a difference between consider the ears of the listeners as ‘starving’ and ‘fasting’, and ‘refuse’ their eyes so that the audio is able to and ‘deny’. Scientific or technical create an imagery in their minds. It terms and jargons may be used only must be ensured to give the listeners if relevant to the programme. Only a chance to imagine the people, places well-known abbreviations should be and things in the story being talked used. One must follow what famous about in the audio medium.

Writing for the Ears! 47

Chapter 7.indd 47 15-12-2020 12:11:07 Sound effects Gyan Vani, the educational In audio programmes, one can make FM channel of the government, is use of voice, music and sound effects. operating in more than 40 stations and The presenter is challenged to create broadcasting audio programmes. The major Gyan Vani FM stations are in mental images in audience just by Delhi, Lucknow, Bhopal, Patna, Indore, sound. In an audio programme, words Mumbai, Jaipur, Prayagraj, etc. are spoken. Nuances of meaning can These programmes have been be added through voice modulation. developed in a way that they are easily Small sentences are registered easily incorporated into the day-to-day and become powerful if spoken with learning experiences of school going emotion and voice modulation. One and out-of-school children. They can must always prepare the script in a be used in the classroom, as well way so that there is enough space as, at home. These programmes are for sounds to be accommodated. The also useful to teachers as exemplar script must have possibilities for using material in areas not elaborated various sounds. Stories on forest, in textbooks but being part of the rivers, sea, volcano, aircraft, space curriculum. These are packages, crafts, birds, bird sanctuaries, wars, especially meant for the teachers. festival, public places, etc., is suitable The Audio Production Division of for a radio script as these topics the CIET produces more than 600 have a vast scope for the inclusion of audio programmes for children aged different sounds. Undoubtedly, there 3 to 6 years, 5 to 8 years, 8 to 11 years, are exceptions. Some other topics 12 to 14 years and 15 to 16 years. can also be included, in which only These programmes cater to the the background music or powerful needs of the all areas of education, rendering of eloquence plays a pivotal which are as follows. role, such as in a documentary, ● Pre-school, elementary, feature and radio magazine. secondary, senior secondary Try to draw the listeners to the education story by setting up an interesting ● Science and mathematics scene, raising a question, playing education some weird noise or musical intervals ● Social sciences and humanities while introducing a character. Use ● Teacher education and narrative elements like suspense and extension scene changes to move the story along. No one likes to be sermonised, so it is ● Education of children with special needs better to conclude a programme open ended and enthuse listeners to decide ● Women’s studies by themselves. ● Value education

48 The Primary Teacher : October 2016

Chapter 7.indd 48 15-12-2020 12:11:07 Conclusion interesting and engaging experience To cater to the existing requirements for children. The audio programmes of the programmes, the CIET has are broadcast by All India Radio (AIR) been producing audio programmes and community radio, and thus, for broadcast, as well as, non- reach children in the remotest areas broadcast modes to make learning an of the country.

REFERENCES https://www.bizjournals.com/philadelphia/blog/guest-comment/2015/01/writing- for-the-eye-is-not-writing-for-the-ear.html http://bolhyd.commuoh.in/wp-content/uploads/2014/10/writingforradio.pdf http://bsideradio.org/learn/writing-a-radio-script/ http://download.nos.org/srsec335new/ch11.pdf http://www.ncert.nic.in/ https://ciet.nic.in/

Writing for the Ears! 49

Chapter 7.indd 49 15-12-2020 12:11:07 Book Review

Nuggets – Reflections on Language Education

Sandhya Rani Sahoo*

Title of the Book : Nuggets – Reflections on Language Education Author : Varada M. Nikalje Publication : Jadabharata Prakashana, Dharwad, Karnataka Year of Publication : 2016 Total No. of Pages : 102 Price of the Book : `100

The book, Nuggets – Reflections on this field is contained in articles and Language Education, by Varada M. books suitable to educationists and Nikalje makes an interesting and researchers. Concepts in language insightful reading for those engaged in education are seemingly concrete and language education. It is a collection defined. However, a teacher, who is of articles that focuses on four central at the lowest rung of the hierarchical themes — the nature of meaning, ladder in school education, hardly ever language usage, language cognition gets to know about the latest theories. and relationship between language The book serves to give the teacher, and reality. parent and educated layman a basic Language education is a understanding of language education. comparatively recent branch of ‘Nuggets’ that form a part of knowledge. Most research work done in the title of the book refer to the

* Professor, Regional Institute of Education, Bhubaneswar, Odisha.

Book Review.indd 50 15-12-2020 12:10:47 perceptions that have been captured The next chapter talks of tales from the routine experiences of the from Panchtantra and their inclusion author’s professional life. These in school textbooks. include development of English The fifth chapter is a comment textbooks, being on committees on the dismissive attitude of elders for the development of language to the utterances of children, curriculum, teacher training ending with an appeal to the elders material and teaching of trainees to listen to the little ones, for they from other countries. The articles in may have something significant to this collection address a gamut of communicate. issues and ideas. The chapter that follows goes deep The first chapter introduces into the notion of the explosion of a reader to a temple honouring knowledge in school textbooks of the the Goddess of English in a small twentieth century. This contributed to village in Uttar Pradesh. At present, the practice of rote-memorisation of the image of the goddess has been information without understanding. installed in a makeshift shrine. The The seventh chapter, ‘Saying Hello foundation stone has been laid for a to the Textbook’, is a humourous larger edifice. The author uses this take on the fact that most teachers as the starting point to elaborate do not read the ‘Teacher’s page’, a on the visible presence of English regular feature in the prelims section in India. of textbooks. The second chapter analyses The eighth chapter warns of the the belief that some languages are assumptions that one might make ‘superior’ — a belief found in fairly with regard to schools, textbooks or large numbers across the world. The classroom teaching. chapter states that all languages are Chapter nine endorses the use equal — not in terms of chronology of dictionary and gives interesting or prestige — but that they were shippers on the origin of dictionaries created out of the common necessity in various languages. of communication. The last chapter talks about The third chapter talks of the reading culture or rather the lack content of textbooks, and remarks of it in present day school teachers. that textbook writers are often focused The author reiterates that, morally on disseminating information that speaking, a teacher cannot ask a they become heavy and boring. The child to read less. author advocates a conversational If readers are looking for tone and a bit of humour to retain the qualitative research into the latest interest of the students. theory of education or quantitative

Book Review/Nuggets – Reflections on Language Education 51

Book Review.indd 51 15-12-2020 12:10:47 analysis of statistical data collected many schools, where the conventional painstakingly over the years, they routine of teaching is rooted and would be disappointed. This book perennial. But the winds of change reflects interest in life, in general, are blowing. There are now schools, blending theories of language which endorse that learning to learn is education with socio-philosophical more important than mere acquisition perspectives. What comes through is of knowledge, and that fear of the author’s love and appreciation for examinations should be eliminated. language and literature. The book makes a valuable The book has been brought out resource in our country where at an appropriate time. To language language education is not given teachers, the present time is both enough thought and few write about disturbing and challenging. There are it from an informed point of view.

52 The Primary Teacher : October 2016

Book Review.indd 52 15-12-2020 12:10:47 Did You Know

Snakes and Ladders since Ancient Times

Satya Bhushan*

The board game popularly known as descriptions of the game. The earlier ‘Snakes and Ladders’ originated in of the two descriptions appear as ancient India, where it was known Kridakausalya (Skill of Playing) by the name Mokshapator Moksha of 1871 by Harikrishna, son of Patamu. Known by different regional Venkataramana. In his discussion of names, the game was, usually, played the popular games of Maharashtra, in most North Indian regions as gyan caupar (chaupar of knowledge or gnosis) Harikrishna devotes a short passage or gyan baazi (game knowledge), in to jnanapatta, meaning ‘the board Nepal as nagapasa (snake dice), and of knowledge’. in Maharashtra as moksapata (cloth or board of liberation). Also known as ‘Chutes and Ladders’, Snakes and Ladders is based on an ancient Indian game that was designed to teach morality. Initially, the game was designed to teach the principles of virtue, represented by ladders, and evil, represented by snakes. It is worth mentioning about two late-nineteenth-century references to gyan caupar that have come to light — from a Brahmin author at Aurangabad in Maharashtra and a British magistrate at Saharanpur Snakes and Ladders, c.1800 in Uttar Pradesh. These are the first (Head Cat. 051.001)

* Assistant Professor, Education Survey Division and International Relations Division, NCERT, New Delhi.

Did You Know & My Page.indd 53 15-12-2020 15:43:42 It is perhaps no surprise that the Snakes and Ladders can also game ‘Snakes and Ladders’ develops be used as a language arts activity. mathematical skills like counting, The game helps the children develop one-to-one correspondence, numeral social and language skills. Concepts, recognition, sequential numbers such as behind/in front/up/down and mathematical language in and under/over, and time and students. The interesting point to be mathematical concepts like before/ noted is that Snakes and Ladders after, first, second, third, etc., can be taught with this game. not only develops counting skills Researchers have suggested in students but also basic addition that Snakes and Ladders should skills. Besides, children learn the be used as a medium of learning. basic sequence and pattern of It is beneficial for students with numbers. Instead of using one dice, learning difficulties and helps in the children are required to combine their cognitive development. Through the added total of two dice. By this game, teachers are able to make performing this complex skill within the teaching learning process more the confines of the game, they have interesting, effective and meaningful, the opportunity to engage in more ensuring active‒ participation of complex multiplication sequences. students in learning activities.

REFERENCES

Meipina. 2014. The Application of Snakes and Ladders Game in teaching Vocabulary. The Second International Conference on Education and Language (Second ICEL). ISSN 2303-1417, Bandar Lampung University (UBL), Indonesia II-380. Nachiappan Suppiah, Nurain Abd. Rahman, Harikrishnan and Fatimah Mohd Zulkafaly. 2014. Snake and Ladder Games in Cognition Development of Students with Learning Difficulties.Review of Arts and Humanities. Vol. 3. No. 2, pp. 217 229. Topsfield, Andrew. 2006. Snakes and Ladders in India — Some Further Discoveries. ‒ Artibus Asiae. Vol. 66, No. 1, pp. 143 179.

https://www.jstor.org/stable/25261845‒ Accessed: 26-12-2019 11:56 UTC ————. 1985. The Indian Game of Snakes and Ladders. Artibus Asiae. Vol. 46. No. 3, pp. 203 226. https://www.jstor.org/stable/3250203, Accessed: 26-12-2019 15:14 UTC ‒

54 The Primary Teacher : October 2016

Did You Know & My Page.indd 54 15-12-2020 15:43:42 My Page

Training the untrained In–service Teachers — A personal account

Shanon Dias*

I got a chance to attend Diploma This course emphasised the point in Elementary Education (D.El.Ed) that both classroom learning and programme 2017–19 designed for co-curricular activities work together in–service untrained teachers working to give young children a strong base in primary and upper primary schools on which their academic development in different States of the country. This and career depend. helped me hone my skills as a teacher. The main aim of this course was The programme was developed by to ensure that students get the best the Academic Department, National education by providing teachers with School of Open Learning (NIOS), on the instructional and material support. initiative of the Ministry of Education, This ensured that the process of erstwhile Ministry of Human Resource education continued for those of us, Development (MHRD), Government of who wanted to make a career in the India, keeping in view the National field of education. Curriculum Framework (NCF) 2005, Needless to say, getting a diploma Right to Education (RTE) Act 2009 and completing regular work hours and National Curriculum Framework can be grueling. But in this case, for Teacher Education (NCFTE) 2010. the pros outweighed the cons. While The programme aimed to develop it may have remained a somewhat necessary skills, competencies, cumbersome task, it was a learning attitudes and understanding in experience for many. This is true as teachers through topics, such as this gave the teachers, especially, ‘Elementary Education in India — female teachers, a chance to return A Sociocultural Perspective’ and to thinking of education as not only a ‘Pedagogic Processes in Elementary prerequisite for employment but as a Schools’ to make the teaching valuable contributor to the self-esteem learning process more effective. and holistic development of children. ‒ * High School Teacher, Manovikas School, Mudgaon, Goa.

Did You Know & My Page.indd 55 15-12-2020 15:43:42 While the course, conducted for could swirl the wheel and use the in–service teachers, involved attending words given in the wheel to form regular classes after working hours phrases or sentences. and submission of assignments, it The course urged the in–service served to provide valuable insights teachers to reconsider the methods into classroom management and currently being used in the teaching teaching methods. learning process. The first subject was ‘Elementary The course emphasised that the‒ Education in India — A Sociocultural ways through which a child learns Perspective’. It dealt with introducing is subject to constant changes. education in India as much as a social Hence, keeping up with the current construct as political or economic teaching learning methods or one. Education in India has always trends is important to ensure that been as much about interpersonal teaching ‒does not become stagnant. relationships as it has been about This is, particularly, with reference achievement. This is, especially, to teaching English to a child as a true when it comes to learning a second language. language. In this course, we learned Rather than expecting a child to that education is not merely passing match an adult’s level of knowledge information but rather a web that or performance, emphasis was laid on links the students and teachers over teaching verbal communication skills time. One of the most important to children along with the written factors is that how much the teachers script. These days, teaching should are themselves willing to learn and involve more number of activities than grow alongside the students. routine. The course emphasised that Focus was not about how many when teaching a new topic to a child, facts a teacher can coerce a student it makes sense to use new methods of to absorb but rather how effective learning whenever possible. Emphasis the process of teaching appears was laid on teaching a child English to be. Another interesting subject through use and communication taught was ‘Pedagogic Processes in rather than simply forcing them to Elementary Schools’. This subject memorise phrases. involved coming up with an effective The course stressed on making lesson plan to teach an excerpt from effective lesson plans. It encouraged Robinson Crusoe for Class IV. There the in–service teachers to use creative were no specific instructions as skills, such as directing students to regards to the kind of teaching aids put up short plays during assemblies, we were to provide. The teaching aid show students that language and that we developed for this subject literature are important in education was a small paper wheel, on which and entertainment, and the two can simple words were written. A child always go hand-in-hand. Two such

56 The Primary Teacher : October 2016

Did You Know & My Page.indd 56 15-12-2020 15:43:42 examples are discussed here. An subject-based learning, humanities assembly involved the portrayal of or sciences. the poem Television by Roald Dahl as It was emphasised that the a monologue. Another example is the teaching learning process in social five-minute play of Nissim Ezekiel’s science should help the child Irani Restaurant Instruction. acquire ‒knowledge and skills in an One major point that the course interactive environment. It was also aimed at was preparing a class for the an opportunity for teachers and activity of learning by actually making students to learn together. There will the in-service teachers engage is always be a necessity to shift from some sort of physical activity outside the mere passing on of information to the classroom beforehand. This active involvement in group activity, helped reduce boredom and increase debate and discussions. This keeps productivity. both learners and teachers alive to This impressed on me that social realities. today’s young learners need forms of The course suggested the stimulation that do not conform to following to help make teaching memorisation and instruction, and learning process in social science make learning a living experience. participatory. ‒ The course also provided ● Teachers should assume the role teachers from different schools of coach or guide while giving a chance to interact with each group work to students. other. This interaction brought out ● Classroom resources are best the fact all teachers had certain put to use when shared and hobbies or talents, apart from just are used to teach students to academic knowledge. cooperate with each other. The course was a learning ● Teachers should construct experience in both theoretical and circumstances for students practical sense. It emphasised that to express their opinions and while rote learning may be the norm, understand each others’ points it certainly does not encourage deep of view. knowledge and good learning habits for learners in higher education. The course also highlighted Returning to education, now, that school linked community. meant having to learn the right ways Schools depend on communities for to connect to the younger generation resources as much as communities of learners. depend on schools to provide capable While the first year of the course individuals. The in–service teachers mostly involved general subjects like were encouraged to plan and classroom management and lesson participate in community outreach plan, the second year involved more programmes, such as tree plantation

Training the untrained In-service Teachers — a personal account 57

Did You Know & My Page.indd 57 15-12-2020 15:43:42 or anti-littering awareness drives that course and subsequent group project encouraged young learners to value work gave teachers a chance to, education and apply the same in particularly, enhance their mental real world. faculties and encourage each other to use and perhaps even design newer Conclusion ways of teaching. Group discussion among in-service teachers remain The course was designed, especially, for as important as among students in working teachers and to deal primarily a classroom. The course provided with teaching at the elementary working professionals with a step level. The target group consisted of ahead in their academic career, teachers from different backgrounds something that working mothers, who and from schools with varying access are teachers rarely get a chance to to learning resources. do, and gave everyone a chance to go As far as experience on an back to education in a way that was individual level goes, the D.El.Ed both enlightening and productive.

REFERENCES https://www.resultuniraj.co.in/nios-deled-study-material-in-english-hindi-pdf/ https://nios.ac.in/online-course-material.aspx

58 The Primary Teacher : October 2016

Did You Know & My Page.indd 58 15-12-2020 15:43:42 Integrated Science and Mathematics Laboratory ISBN — 978-93-5007-260-8

Project Book in Environmental Education ` 110.00 /pp.154 Code — 13095 ISBN — 978-93-5007-255-4

Source Book on Assessment for Classes VI – VII ` 105.00 /pp.140 Code — 13077 ISBN — 978-93-5007-199-1

For further enquiries, please visit www.ncert.nic.in or contact the Business Managers at the addresses of the regional centres given on the copyright page.

Did You Know & My Page.indd 59 15-12-2020 15:43:44 Training Material for Teacher Educators on Gender Equality and Empowerment — Vol. I ` 170.00 /pp.86 Code — 13099 ISBN — 978-93-5007-260-8

Training Material for Teacher Educators on Gender Equality and Empowerment — Vol. II ` 200.00 /pp.114 Code — 13100 ISBN — 978-93-5007-261-5

Training Material for Teacher Educators on Gender Equality and Empowerment — Vol. I ` 185.00 /pp.98 Code — 13101 ISBN — 978-93-5007-262-2

For further enquiries, please visit www.ncert.nic.in or contact the Business Managers at the addresses of the regional centres given on the copyright page.

Did You Know & My Page.indd 60 15-12-2020 15:43:47 Regd. No. 28935/76 ISSN 0970-9282 Revised Rates of NCERT Educational Journals (w.e.f. 1.1.2009) The Primary Title Single Annual Copy Subscription

School Science ` 55.00 ` 220.00 A Quarterly Journal for Teacher Secondary Schools Indian Educational Review ` 50.00 ` 100.00 A Half-yearly Research Journal Volume XLI Number 4 October 2016

Journal of Indian Education ` 45.00 ` 180.00 A Quarterly Journal of Education

ꥍरथमिक शिकक (配셈मासिक) ` 65.00 ` 260.00 (Prathmik Shikshak) A Quarterly Journal in Hindi for Primary Teachers

Subscriptions are invited from educationists, institutions, research scholars, teachers and students for the journals published by the NCERT.

Cover 1 and 4.indd All Pages 27-01-2021 14:33:40