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Vaikuntha Children.) Methods from Each of These Large Categories Can Be Combined to Create Many Specific Ways to Teach

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Vaikuntha Children.) Methods from Each of These Large Categories Can Be Combined to Create Many Specific Ways to Teach Please Read This First This book is for teachers, parents, ISKCON leaders, students, and anyone interested in conscious education. Here we are neither presenting a blueprint for a traditional gurukula nor what you probably feel a curriculum should be after reading Çréla Prabhupäda’s instructions. It is an adaptation for our present needs in Western countries. Certainly, what we suggest is not the only way but if you’re starting and don’t know what to do, we hope to be of help. For veteran educators, there are many ideas and resources which can enhance your service. Because we are now using mostly non- devotee teaching materials, the amount of Kåñëa consciousness being taught depends upon the individual teachers. Kåñëa consciousness is not intrinsic in these curriculum guidelines but we have tried to select the most efficient and least harmful methods and materials which should make the injection of spiritual principles easiest. By following the guidelines suggested here, you can be reasonably assured that you will meet all legal requirements, have a complete curriculum, and that the students will get a good education. Although this book follows a logical order from beginning to end, you can skip through and pick what is of most value to you. Additionally, a lot of important material can be found in the appendixes. New educational material is constantly being produced. Suppliers come and go. Therefore, some of this information is dated. Please update your copy of this guidebook regularly. We have included some quotes from Çréla Prabhupäda, called “drops of nectar,” at the beginning of most chapters. These quotes are included to inspire the reader; we do not pretend that these citations represent all of Çréla Prabhupäda’s instructions on any particular topic, or that our presentation is thoroughly balanced. The only way for our readers to understand Prabhupäda’s vision is to scrutinisingly study all of his books, lectures, conversations, and letters. However, we must remember that Prabhupäda’s letters and conversations are sometimes sculptured for a particular time, place, and circumstance. For example, during the time that Çréla Prabhupäda was present on this planet, a1most all the children in ISKCON were under twelve years of age. The gurukula in Dallas consisted mostly of children under ten years of age. Also, some of Prabhupäda’s instructions for gurukula financial management were given when most householders lived in temples, economically dependent on ISKCON. Therefore, major policies based on quotes from letters and conversations should be implemented with extreme caution and careful study of books and public lectures. By the mercy of Çré Caitanya Mahäprabhu, we can attempt to summarise the unchanging, eternal principles of gurukula that Çréla Prabhupäda taught us: 1. The essence of gurukula is the development of a relationship between the student and bona fide guru based on love, faith, service, and total obedience. 2. The primary goal of gurukula instruction and training is for the student to develop pure love for Lord Çré Kåñëa. 3. Gurukula students must learn to develop ideal character and behaviour especially a taste for austerity and celibacy. Also, students should learn how to live in this world as servants of the Lord, working according to their individual psychophysical natures. Contents at a Glance Part One Chapter 1 First Considerations Chapter 2 Getting Started Chapter 3 Resources Chapter 4 Managing: The Specifics Part Two Chapter 5 Educational Views, Approaches, and Methods Chapter 6 Organising Instruction: General Principles Part Three Chapter 7 Older Students Chapter 8 Influence Outside the Classroom Part Four Chapter 9 Standards for Early Morning Sädhana Chapter 10 Overview of Academics by Subject Area Chapters 11-14 Course Overview by Grade/Age: Introduction Chapter 11 Course Overview: Level One (grades K—2, ages 5—7) Chapter 12 Course Overview: Level Two (grades 3—5, ages 8—11) Chapter 13 Course Overview: Level Three (grades 6—8, ages 11—14) Chapter 14 Course Overview: Level Four (grades 9—12, ages 14—18) Part Five Appendix A Addresses of Suppliers: America and Worldwide Appendix B Creation Instruction Appendix C Story Selections from Çréla Prabhupäda Books Appendix D Assorted Articles Appendix E Samples Appendix F Supplementary Reading Books Appendix G Preventing Child Abuse in ISKCON Bibliography Selected References Table of Contents Part One Chapter 1 First Considerations Drops of Nectar What You Will Gain From This Book How to Use This Guidebook Prepare to Make a Commitment A Few Small Requests Resources Twelve Steps for Success Chapter 2 Getting Started Drops of Nectar Setting Goals and Priorities Organizing and Deciding Areas of Responsibility Money Legalities Legal Resources — United States Chapter 3 Resources Drops of Nectar Teachers—the Main Resource Definition of Teaching Definition of a Teacher Finding Teachers Training Beginning Teachers and Staff Resources Facilities School Calendar Possibilities Chapter 4 Managing: The Specifics Drops of Nectar Basic Structure Related to Administrative Needs Admitting Students Policies Procedure When to Start School Preparing for School Readiness Staff Filling Positions Dropping Devotees from the Staff Evaluation Relationships Relationships with Parents and Community Keeping Accurate and Helpful Records Placement and Testing Resources Part Two Chapter 5 Educational Views, Approaches, and Methods Drops of Nectar Purpose, View Educational Approaches Methods of Teaching and Evaluating Specific Teaching Methods Learning Styles Criteria for Evaluation Methods of Evaluation Conclusion Instructional Strategies Chapter 6 Organising Instruction: General Principles Drops of Nectar Classroom Organisation Choices Selection Planning Conclusion Choosing Textbooks and Educational Materials Resources Methods of Discipline Internal Discipline External Discipline Resources Elementary Curriculum Development Part Three Chapter 7 Older Students Drops of Nectar Psychology of the Adolescent Resources Academic Aims Preparing for College Resources Possible Programs Correspondence Formal Classroom Informal Education Individualizing Secondary Instruction Chapter 8 Influence Outside the Classroom Drops of Nectar Determining Standards Books Reviewing Non-Vaiñëava Books Video Radio and Audio Recordings Games and Sports Dress Prasãdam Enforcement Part Four Chapter 9 Standards for Early Morning Sädhana Drops of Nectar Maëgala-äraté Kértana Japa Chanting Bhägavatam Class Guidelines for Breakfast Prasãda The Need for an Äçrama Curriculum Chapter 10 Overview of Academics by Subject Area Drops of Nectar Kåñëa Consciousness – Jïãna Approaches Textbooks Charts Alternatives Resources English (except Reading) Approaches Textbooks Charts Alternatives Resources Reading Approaches Textbooks Charts Alternatives Resources Mathematics Approaches Textbooks Charts Alternatives Resources Social Studies – Logic Approaches Textbooks Social Studies – Geography Approaches Textbooks Social Studies – History Approaches Textbooks Social Studies Charts Alternatives Resources Science/Health Approaches Textbooks Charts Alternatives Resources Art/Music/Enrichment Approaches Charts Resources Chapters 11-14 Course Overview by Grade/Age: Introduction Multilevel Chapter 11 Course Overview: Level One (grades K-2, ages 5-7) Drops of Nectar Kåñëa Consciousness Multilevel Organisation Considerations for Each Grade, K-2/Whole Classroom English Multilevel Organisation Considerations for Each Grade, K-2/Whole Classroom Mathematics Multilevel Organisation Considerations for Each Grade, K-2/Whole Classroom Social Studies Multilevel Organisation Considerations for Each Grade, K-2/Whole Classroom Science and Health Multilevel Organisation Considerations for Each Grade, K-2/Whole Classroom Enrichment Multilevel Organisation Considerations for Each Grade, K-2/ Whole Classroom Second Language Multilevel Organisation Teaching Elementary Mathematics Chapter 12 Course Overview: Level Two (grades 3-5, ages 8-11) Drops of Nectar Kåñëa Consciousness Multilevel Organisation English Multilevel Organisation Considerations for Each Grade, 3-5/Whole Classroom Mathematics Multilevel Organisation Considerations for Each Grade, 3-5/Whole Classroom Social Studies Multilevel Organisation Considerations for Each Grade, 3-5/Whole Classroom Science/Health Multilevel Organisation Considerations for Each Grade, 3-5/Whole Classroom Second Language Multilevel Organisation Enrichment Multilevel Organisation Considerations for Each Grade, 3-5/Whole Classroom Chapter 13 Course Overview: Level Three (grades 6—8, ages 11—14) Drops of Nectar Kåñëa Consciousness Multilevel Organisation English Multilevel Organisation Considerations for Each Grade, 6-8/Whole Classroom Mathematics Multilevel Organisation Considerations for Each Grade, 6-8/Whole Classroom Social Studies Multilevel Organisation Considerations for Each Grade, 6-8/Whole Classroom Science/Health Multilevel Organisation Considerations for Each Grade, 6-8/Whole Classroom Second Language Multilevel Organisation Enrichment Multilevel Organisation Chapter 14 Course Overview: Level Four (grades 9-12, ages 14-18) Drops of Nectar Kåñëa Consciousness Multilevel Organisation Course-by-Course Description for Appropriate Grades, 9-12 English Multilevel Organisation Course-by-Course Description for Appropriate Grades, 9-12 Mathematics Multilevel Organisation Course-by-Course Description for Appropriate Grades, 9-12 Social Studies Multilevel Organisation Course-by-Course Description for Appropriate Grades, 9-12
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