(An In-House Journal of Kendriya Vidyalaya Sangathan) (AvùTæmZk l^k

bkYUkRAù EDITOR Ìkm #kvBk YkkwcYYkR bk\kmYk Sri Shaik Mohammad Saleem lTkRv#kAùä Avù. l^k. bkg. Director, KVS, ZIET, Mysore ¢k. #kw. Ék. bkgbQkkTk, Ykwbko@

bkckZkAù bkYUkRAù ASSOCIATE EDITOR Ìkm £r. Km. ¢@kbko Sri E.T. Arasu l#kdkklSkAùk@mä Avù. l^k. bkg.ä cwR@kWkkR Education Officer, K.V.S. Hyderabad

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Visit our website: www.zietmysore.org Cover design by - Sri Umesh Prasad. Art Teacher K.V. Sector 4. R.K. Puram, New Delhi Contents

1. From the Editor's Desk 3

2. Development of Problem Solvng Skills in Children Dr. R.S. Mani 5 3. Improving Teacher's Performance through their Prof.S. Kumar 15

Student's Ratings

4. Kaprekar Numbers Dr.K.P. Chamola 20

5. How to promote the skill of public speaking among Mr. J.M.Rawat 25 the KV children

6. Need Based teaching in the Kendriya Vidyalayas Mr. H.K.Sanhotra 29

without the dilution of basic objectives

7. Whole Class Teaching Mr. E.T. Erasu 33

8. Mobile teacher Empowerment team approach Dr.V.K. Agrawal 37

9. Supplementary Practices Mr. M.P. Mahajan 42

10. The Art of Questioning in the Pedagogy of Science Mr. J.S. Murthy 44 to Inculcate Proper Scientific Temper

11. Development of Spoken English Proficiency in the Mr. P.R.L. Gupta 49 teachers

12. Project Based Learning V. Meenakshi 55

13. Infocus 59

14. Book Review 60

15. In Box 61

16. Important Notice to Contributors 62 lcTRm l^kXkkCk

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9. WkR\kPv Ul@^kv#k Ykx l#kdkOk Aùm FknTkkwlPZkkf Mkt. îRZk Tkk@kZkOk ¤UkSZkkZk 92 10. UTæc lR^kbkmZk 'cbP\kvBkTk ÉkZkkvHkTk AùkZkr' Uk.bkm.#kYkk 94 ¤R~Rv#Zk : GkÇkkx Ykx bknTR@ cbP \kvBkTk Aùkw#k\k l^kAùlbkP Aù@Tkk ‹ Dear Readers,

Happy New Year !! The bygone year 2007 has been indeed an eventful period for the world in general and KVS in particular.. Besides rejoicing on the achievements made and laurels won, it is also a time to take stock of the past and proactively plan for the future.

No doubt, Kendriya Vidyalayas are truly surging forward in every sphere of school based activities. Many new Kendriya Vidyalayas have been opened and they have started functioning in full swing. Efforts are on to develop the required infrastructural facilities in these new Vidyalayas and provide a set of teachers who are capable of imparting quality instruction to their clientele.

By the turn of January, it is but natural that the exam fever will start gripping our teachers and students, not to mention, the parents. Our Vidyalayas have a number of programmes already in place to ensure good results in the impending Board Examinations.

In fact, more than the teachers and students, it is the parents who seem to be all the more tensed up and anxious as the Board examinations draw nearer. In their desperate bid to make their wards excel in the examinations, the parents keep pestering their children to study all the time, which sometimes borders on virtual harassment of the youngsters.

In this scenario, it is the bounden duty of the school, not only to prepare the students for the examinations, but also to educate the parents as to how to play their role constructively. Though KVS has the age-old practice of holding

parent-teacher meetings periodically, it is high time that we take a re-look at the From the Editor’s Desk nature and content of these meetings. It is very crucial to collect the parents of the students appearing for the Board Examinations in the ensuing months and counsel them about the positive parenting practices. The Manual of School Guidance Programme which is a KVS publication that was prepared and sent to all Kendriya Vidyalayas by KVS, ZIET, Mysore sometime back deals elaborately with the various aspects of conducting a meaningful Parent Education Programme (Part-I, Chapter-7). In the Manual, a number of suggestions have been made, including providing a model letter to parents (Annexure-9, Page-128). The thoughtfully worded letter is only suggestive and much more can be added by an imaginative and creative teacher which is sure to entice the parents. Once they are brought to the discussion table, a strong message needs to be conveyed to them that examinations are only a means to an end and not an end in itself. They have to be told in unequivocal terms that they should not add to the tension of their wards by perpetually nagging them but should play a supportive role at this crucial hour and do all that is possible to ease their anxieties.

It is the height of ignorance and avarice on the part of the parents to expect that every child should be a topper in academics. The multiple intelligence concept very emphatically advocates the fact that every child is intelligent in his/her own way. The onus of discovering the kind of intelligence lying hidden in the child wrests with the teachers and parents. A child who is not academically brilliant may blossom into an illustrious personality in the post schooling period. History abounds with countless examples wherein one can see a clear mismatch between academic brilliance and achievements in life. Albert Einstein and Pablo Picasso are some of the glaring examples that come to our mind and the parents need to be given such inputs during the parent meetings. What is required at this juncture to achieve best results is to educate the parents against pelting out advices and delivering sermons to their youngsters day in day out. What the child needs is a lot of emotional support, encouragement, generous measure of appreciation, and empathy. A parent should be made to accept this reality however bitter it is, and work out reasonable and realistic strategies to help the child to gain self-esteem and self-confidence to tide over such stressful situations in life. Such an approach is sure to succeed not only in securing reasonably good results, but will remain a life long education for the child and will go a long way in building a strong basement for the future life of the youngster. Let us not forget that this Nation is looking forward for such an enlightened and empowered citizens.

JAI HIND

SHAIK MOHAMMAD SALEEM

Acknowledgement Shri D.K. Mishra, P.G.T. (Hindi), Kendriya Vidyalaya, Mysore for assisting in editing the Hindi section of the current issue

4 KVS Quarterly Journal Dr. R.S. Mani Reader in Education, CASE, Department of Development of Problem Education, Faculty of Education and Psychology, The Maharaja Sayajirao Solving Skills in Children University of Boroda, Vadodara

Introduction: National Curriculum Framework (2005) he Science and technology is progressing emphasizes problem solving skills in children. It Tat a faster pace. The society is also highlights the need for developing knowledge undergoing transformation due to the new in integrated way. The learning of science and changes. The facilities have increased due to the technology need to be more integral to develop introduction of new technologies. The children understanding. The National Curriculum in the present society are Framework for Teacher faced with two types of In this paper an attempt has been made Education Discussion problems. They are (i) How to present the experiments and programmes Document (2006) to organize the enormous in the previous ten years in science at school emphasizes amount of knowledge in a level. Some view points are presented such the development of more systematic way ? as constructivist, developmental approach components of science (cognitive skills) (ii) How to (Jean Piaget), medical, psychological teacher education in a develop skills to use the (K. Fisher).A few activities are proposed for more integrated way. The knowledge for solving teaching and learning for students and methodology that is being problems? (Meta cognitive teachers as a joint endeavour. These activies advocated is interactive. skills). The alternatives may be useful for teacher training in science The child becomes active, available for solving certain education. Problems of activity teaching functional, more problems are many. Do and problem solving are many. A few ideas responsive and problem children explore all the are presented for developing problem solving in nature. alternatives of solving the solving skills in children. The need for problem? molecular understanding Our schools have been focusing on the has increased the more integral approach and acquisition of knowledge and skills. The numbers functional in solving the problem. The problem of new subjects to study have been increasing needs to be understood in a gestalt. There is an such as environmental science, computer increased understanding for the molecular education, health education etc. There is a approach to psychological problems of children. gradual acceptance of subjects such as computer Experiment and Programme education, health education or health psychology and environmental science in the past one 1. Ekalavya, Hoshangabad tried to experiment decade. The other trend seen in the past decade with elementary children in is the need for more integration of knowledge learning of science by for better understanding. An illustration is the doing experiments. The integration of science and technology. The experiential learning was

KVS Quarterly Journal 5 found effective. Children have learnt to solve developed represented in the conference. problems and apply knowledge to understand One of the main themes discussed in the a situation. conference was developing scientific and 2. Banasthali Vidyapith, Banasthali tried a technological literacy. It was recommended teacher education model namely Anveshana. that scientific and technological literacy needs The focus of learning is problem solving. The to be promoted worldwide with emphasis on dialogue approach was used to train teachers understanding and appreciation of and learners. The essence of the approach is environment. interactive learning leading on to the 5. ICASE has a programme of Accelerated conceptual understanding of the problem in Science and Mathematics education. The a holistic perspective. programme started as a sequel to the The collective thinking in a systematic way UNESCO project Classroom 2000+. The leads on to better conceptualization of the accelerated science and mathematics concepts and facilitates understanding. This education has produced materials approach was successful in increasing (instructional materials such as resource understanding in including context into books, video records, exercises etc) for problem and appreciating the alternative ways training teachers and experiments for learning of solving problems. science and mathematics at different levels. The project has been effective in 3. The Anveshika, a voluntary body, tried to implementation. develop science curriculum for upper primary stage in Gujarat that emphasizes learning Vaidya, N et.al. At Regional college of through experiments. The teacher training Education, Ajmer India tried to experiment institution, Lok Bharathi, Sonosra provided with the accelerated science teaching and the required thrust and support for the learning. This project was successful in project. The Gujarat Education Board is likely implementation. The project emphasized to change the curriculum in the near future. problem solving. Dave, P.N. has identified cognitive strategies in different levels for 4. The Classroom 2000+ Project of UNESCO learning and teaching science (Physics) at the for teaching scientific and technological Regional College of Education, Mysore, literacy is being debated and implemented in India. different parts of the world. CASTME, HBCSE and UNESCO jointly had organized 6. The Centre for Environmental Education an international conference on Science and (CEE), Thaltej Tekra, and Ahmedabad is Technology and Mathematics Education for trying to develop curriculum for children in Human Development at Goa, India the Environmental education. CEE has from February 20 to 23, 2001. successfully tried in field based in-service Many countries that are teacher training for teachers in environmental developed as well as under education.

6 KVS Quarterly Journal UNESCO 2006 Global Monitoring Report Problems solving skills has several contexts. for elementary education says that the The purpose and objective of the problem decides increase in elementary education, scientific mostly the type of skills needed in a given context. and technological literacy will lead the girl The experience of the problem solver facilitates child to become more conscious about the in understanding the problem better. reproductive aspects of human development. The Constructivist Approach : The They tend to delay the pregnancy at an earlier constructivist approach gives freedom to the age (Gopalan, K 2006). learner to explore and solve problems. The CASE, Faculty of Education and Psychology, problem solving includes understanding the The Maharaja Sayajirao University of Baroda, situation and the different variables operating on Vadodara proposes to include problem the context. The learner gets involved and solves solving in science teacher education and the problem to gain experience and satisfaction. children learning science on an experimental The problem solving may raise questions in the basis. mind of students to explore further or to look 7. Prof. Yashpal developed a T.V. programme into more details of the given problem. in India for children to interact with him Piaget’s Cognitive Development Theory : through questions over phone and discussion Piaget proposed that individual interests with the of experiences leading on to clear concept environment to learn. The active interaction results formation in science. This programme was in certain questions that may need answer. accepted widely by many viewers and Learners are given problems in the form participants. The feedback through telephone of development tasks: Learner’s try to solve was clear and responsive. them through active interaction and inquiry. The 8. Ekalavya, a primary teacher training institute problem solving skills show difference in individual run by a private trust at Ahmedabad, India attainment. The pace with which the problem is tried to develop standardized tests for solved also varies from individual to individual. elementary level. The ability or competency that develops to Ed. CIL, India has developed several tests at understand the problem and find the probable primary level for different subjects. These tests solution is the cognitive development of the were used by many institutions in India. Many individual. students at M.Ed level at CASE, Faculty of Problem solving in Health or Therapy: Education and Psychology, The Maharaja Sayajirao Problem solving has definite meaning. Problem Universtity of Baroda, Vadodara used these tests gets defined through systematic observation, in their research work to find effectiveness of examination and testing. The consistency of the primary education. CASE, MSU also organized a problem will help in determining the national conference to discuss the problems of course of treatment. The evaluation at primary in India and abroad. manipulation is carefully, Conceptual Scheme :View points gradually carried out to look for improvement in health.

KVS Quarterly Journal 7 The solution of the problem does not guarantee Rajkot conducts tests every year for students its reoccurrence. The problem solving skills at school level. Each of the examination is develop with more clinical experience and research. named after a famous scientist. Schools in The problem solving skills gets developed Gujarat state that are following the Gujarat progressively with experience. The hierarchy of Secondary and Higher Secondary Board the problems gets determined by professional syllabi and examination participate every year classification of problems. The practical and the performances of schools are experience provided in the institution gets encouraging. This prepares students to think strengthened by field experience. and develop problem solving skills in science. Problem solving skills in Competition : l The Kishore Vigyan Puraskar is an There are several opportunities provided to opportunity for students to show their talent children to demonstrate their problem solving in science by developing projects, making skills. Some of the opportunities in India are observations and drawing inferences. presented as follows: Problems chosen by students are relevant and practical in nature. l The Homi Bhabha Centre for Science Education (HBCSE), tifr, Mankhurd, Kishore Vaigyanic Protsahan Yojana (KVPY) Mumbai has been entrusted with the conduct is a scheme sponsored by the Deprtment of of Science Olympiad. The HBCSE conducts Science and Technology (DST) to attract young a test every year for the students interested talented students to science, which has been in in subjects such as Physics, Chemistry, operation since 1999. It is administered by the Mathematics, Computer Science and Astro Indian Institute of Science (IISc), Bangalore. Physics. The selected students are provided Students are selected after classes X and XII and one month training in problem solving skills given scholarships. They are also invited for a by the staff of HBCSE (Scholars), tifr, summer school, and the summer school for fresh Mumabi. This training facilitates them to awardees every year is held at IISc. In earlier years, compete for selection for International the programme consisted of lectures and visits to Science Olympiad in their respective domains various departments and institutes. Summer school (subjects). The students from India have been 2002 Joshi, A.W. Raybagkar, VH and Surve, F.I doing well in the successive years. reported that in May 2002 for the first time, an experimental laboratory component was given to l The Science and IT Olympiad is organized the KVPY scholars. There were 46 students who every year in Central schools from 3rd had come after their class XI and 7 after their First standard to 12th standard. These tests year of B.Sc examinations. Our team laid out ten facilitate students to think and solve problems experiments in a laboratory, which the students in science and IT areas. The performance of performed in groups of 4 to 6. A short handout students are encouraging in the was given to the students, which described the successive years of conduct of experiment and the activity in one page each. The Science and IT Olympiad. students were able to do 6 to 8 experiments in the l The Science Parishad, time slot that was available. They took readings,

8 KVS Quarterly Journal changed parameters, made calculations and drew l The Indian Science Congress is one such big inferences. Since the experiments were open mela that meets every year in the month of ended, the students got to see something beyond January 3rd to 7th. their prescribed syllabus. They soon started asking The Indian science congress meets in a questions such as what will happen if this is done chosen place to deliberate on various issues and that way, etc. A few experiments that were tried problems of the country and science. The children are listed as follows: Experiment 1. Head – on are allowed to exhibit their project or study in a Collision of Bodies with Different mass Ratios, systematic way. This enriches them and facilitates Experiment, 2. Study of Projectile Motion Using interaction with illustrious scientists and a Pistol, Experiment 3. Study of Friction using a technologies in India and abroad. Record Player, Experiment 4. Study of Interference of Sound using Quinke’s Tube, l Children’s Science Congress also meets in Experiment 5. Transparency of Materials using a select place to discuss, exhibit and reflect on Photodiode and OPAMP. problems and issues, projects in science and technology. The exhibits and scientific work It appears from the students’ feedback that are examined by a committee of scholars and they highly appreciated this component an award is given to the best presentation. (Resonance, 8 (7), July 2003). Prof. Passi B.K. as UNESCO chair, IGNOU, l The National Talent Search Examination is and New Delhi developed certain criteria for conducted by NCERT, New Delhi every year evaluation of scientific work of children for for students of 10th and 12th standard. They award. need to write an examination and do a project l The Sarabhai Community Science Centre, work to prove them for the scholarship. Ahmedabad regularly organizes science Students who are successful in this exhibitions for children going to school. Talks examination are offered scholarship to study are organized by scientists for children to science in their interest area up to the master’s participate, to question and reflect on science. level provided that they show good progress Networks of science and mathematics in their studies every year in their studies . teachers are identified in terms of their The response for this examination is also interest and participation in science club as highly encouraging and students have regular members through activities and performed well over the years of conduct of interaction in various modes. Teachers meet examinations. children to deliberate on programmes. Activity Centres l The Astro Science Centre, Pune was initiated Science through Melas and Exhibitions and developed by Prof. Jayanth Narlikar. He Many schools in the different parts of the interacts with teachers and children with equal country have organized science exhibition. This enthusiasm on topics of Astro provides opportunity for students to involve in science and develops ideas projects of relevance and think to exhibit scientific for further exploration. It initiative. has provided

KVS Quarterly Journal 9 opportunities for children to visit, see exhibits, to ponder and reflect with wonder and discuss with scientists, and reflect on issues excitement. and problems of science. This center also has 3. Make children into small groups or pair them facilities for research in Astronomical to discuss on scientific topics of interest and sciences. This center has provided a forum problems, issues and experiments. Teacher for discussion and a platform to launch their need to facilitate the discussion. ideas. 4. Show C.Ds on scientific topics such as l Sardar Patel Planetarium, Sayajibaug, and Encyclopedia Britannica, Microsoft Encarta, Vadodara: A group of students interested in Bio-Diversity C.D. developed by Indian Astro Physics and a few working scientists Science Congress, Bangalore, etc, have developed interest in viewing regularly stellar phenomena. This group has bagged a photographs (for example, of Moon, Saturn, project from NASA, USA for such activtites. Uranus and Pluto), to children to visualize their size, composition, angular movement l Nehru Science Centre, Worli and Mumbai : and velocity. Discuss the problems associated This centre has many experiments in science with the planets in the solar system. and exhibits for those children and adults interested in science visit. The project ‘Vidya’ 5. Arrange visit to Botanical garden, Zoo and is also carried out in this centre successfully Taxidermy section for children to see and observe features of animals that are becoming in a well developed computer laboratory. The rare such as Lion, Tiger etc. instruments such as telescopes are sold at a reasonable price for the budding Activities astronomers. 6. Provide Small working kits of science for How does a problem solving skills develop children to do experiments at home and in children? school. This would facilitate them to develop manipulative skills and encourage In the previous sections an attempt has been experimentation. Project for such made a describe the experiments and programmes, experimentation may be testing quality of viewpoints, activity centers that are operational and water in the near by area or institution or creating scientific awareness. In the following home, experiments on partial combustion, paragraph an attempt is made to describe the complete combustion etc. various ways in which the problem solving skills 7. Palm size computers of lower version could can be developed in children: be loaded with scientific experiments for Motivation children to manipulate and learn on their own. 1. Motivate the child by introducing science with Each experiment needs to have some experiment and fun. explanation about the experiment,the instructions and procedure. 2. Facilitate children to observe experiments and 8. Mathematics laboratory that has already been phenomena to ask questions, introduced in the central schools need to be

10 KVS Quarterly Journal promoted in all the schools. Some appropriate signal medium in which the infrastructural facilities need to be created. molecular communication takes place and the The funds available under the SSA (Sarva appropriate signal that needs to reach the Shiksha Abhiyan ) to develope the Teaching molecular site for the biochemical reaction. Learning Material could be used for the DNAase protein acts as the catalyst for the Mathematics Laboratory development at transcription of the DNA. The actual signal primary level. There needs to be a separate that makes the transcription to start is an grant created for secondary and higher interesting topic of investigation. How the secondary level for innovative experiments. rate of fermentation could be controlled is a 9. Microscale experiments need to be question that has more economic importance. introduced at higher secondary level. Parikh The study of molecular signaling and S has successfully tried out the effectiveness communication in this process of of the Micro scale experiments at higher fermentation is of significance. secondary level in Jeevan Sadhana School at 13. Molecular Lock and key mechanisms : Vadodara. The essential control process and 10. Model Building : Model building in Physics, chanellisation takes place through the lock Mathematics, Chemistry and Biology need to and key mechanisms. The study of the be encouraged to develop three dimensional molecular lock and key mechanism is a key concept of the matter. factor in understanding the bio-chemical Innovative Ideas reaction and different path ways. Students could collect literature on this topic and study 11. Mapping interaction sites : Students could the details taking a specific question at a time. choose some chemical reaction and try to map the interaction site in an organic reaction 14. Describing the Molecule of the month: using the IR spectroscopic data for example, Students and teachers could surf and select a the comparative position of Alkane, Alkenes, molecule to describe for the month and study and Alkynes. A question as to the delta charge its role in the various domains such as that gets developed in Ortho, Meta and Para Chemistry, Biological sciences, Physics, position of the molecule and the possibility Geology etc, of the most electronegative radical getting 15. Problems of Enthalpy : This may include attached to the likely position. the energy transformation (vibrational energy, 12. Molecular signaling and communication: translational energy etc) in a given medium This is a fertile area that is being explored. (such as Solid, semi-crystalline, liquid, gas). The question such as how proteins act as the 16. Preparing Structure of DNA, RNA. signaling agents to start and continue the bio- 17. Preparing model showing chemical cycle such as Krebs cycle. Students structure of AIDS virus. could study the mechanism and the actual medium in which the molecular 18. Preparing models of communication takes place and the

KVS Quarterly Journal 11 structure of macromolecule such as 34. Puzzles and games. Hemoglobin. 35. Pollution problems – air, water, soil, in 19. Zeolite and its applications mountain ranges, space. 20. Describing crystals, its problems and 36. Problems of knots. applications 37. Problems of use of different shades of 21. Solvolysiss colours and forms. 22. Nanotubes and its applications for example, 38. Accelerated learning in Science and carbon nanotubes in water micro filtration. Mathematics. 23. Molecualr morphology and its description. 39. Counting in different forms and methods, 24. Computer graphics, plotting graphs, methods of quick results and its verification. histogram, pie chart, and ogive curve. 40. Manipulation of natural numbers in different 25. Gentically modified food and its applications forms, making sets, sequence, memory cueing. 26. Artificial food and its description. Fisher, K gives a framework of process of 27. Measures of Population control – general learning that is active for the learner to learn awareness science in an activity mode. Fisher believes that 28. Mapping origin and spread of disease such the learner is an active explorer and the learning as Malaria, AIDS, Dengue, Hepatitis A and activity is essentially a problem solving process. Hepatitis B. The problem solving takes place progressively and slowly. Fisher identifies four stages in which 29. Preventive measures against diseases such as learning takes place. They are Zero Phase, Phase Malaria, Flu, Dysentery, AIDS, Dengue and one, Phase two , Phase three and Phase four. Hepatitis. In the Zero phase learner has no idea of the 30. Nutrition table-energy requirements, task to be learnt and shows no response for nutrition deficiencies Vitamin A, B, C, D, E, example, how respiration takes place. In phase one K mineral supplements – such as Iron foliate the learner tries to observe and state the problem. requirements. The child observes that the intake of air is needed 31. Mapping nutrition levels in different age for respiration and some air comes out of the groups. organism. The child also observes that certain 32. Problems of Bio rhythms biological periods structures are involved in respiration. In the phase of rest, scheduling, food intake, activity eg: two the child describes the outline of the problem. work and play. The child is able to analyze the problem and identify respiration is a life process that is needed 33. Studying advantages of by every organism. In the process the structures types of meditation and associated with respiration have to work yogasanas. continuously all the time to supply the required

12 KVS Quarterly Journal amount of oxygen. The child tries to study the The alveoli facilitate more exchange of gases. In nature of the structures that facilitate respiration. the night the respiration becomes slow for the In Phase Three, the child is able to show or metabolic activities become rather slowly. construct a working model to demonstrate how References: the lungs function for example; the child takes a bottle with a cork. Makes two holes and introduces Clark, J.V. 1996 Redirecting science education : reform for a culturally diverse classroom, CA : Thousand Oaks, a glass tube with two connectors that are tied to Corwin Press Inc. the glass tubes are allowed to freely hang. It was Delors, J 1996 Learning Treasure Within, Report of the observed that there is no change in the size of the International Commission on Education for Twenty – balloon. When the gas was blown through a tube first century, Paris : UNESCO the balloon inflates and gradually becomes small Dunlap, J 2005 problem based learning and self efficacy : with the exit of the gas in the balloon. how a capstone course prepares students for a However, the child is not able to tell the cause profession, Educational Technology Research and Development, 53 (1), 2005, p.p 65-85. for the respiration Gosh , S 2001 Knowledge management –an overview, Observe the following figure : Everyman’s Science, XXXVI (3), October –December 2001, p.p 124 – 132. Gopalan, K 2006 Gobal monitoring report, UNESCO Joshi, A.W. Raybagkar, V.H. and Surve, F.1 2002 Simple, Concept – centered, Innovative Open-ended experiments in Physics – 1 Resonance , 8 (7), July 2003, p.p. 76-84. Joyce VanTassel – Baska, George bass, Roger Ries, Donna Poland and Linda D Avery, 2004 A national study of science curriculum effectiveness with high ability students, In Joyce van Tassel – Baska 2004 Curriculum for Gifted and Talented students,Thousand Oaks, California ; Corwin Press, p.p 147-166. Kamble, V.B. 2005 Non – formal Science Education : Diagram showing the lungs Utilizing Space Based Resources, In Sudhakar Agakar, In the Phase Four the child is able to reason Sanjay Limaye, Rosalyn Pertzborn, 2006 Proceedings of Indo-US Workshop on Utilization of Space – based that the respiration is a continuous process taking Resources to Enhance Science Education in India, place in the entire organism. The lungs is a sponsored by Indo-Us Science and Technology Forum, structure which takes in the air (Oxygen) and gives New Delhi , India, 2006 out (pumps out) the carbon di-oxide and other Lipman 2003 Thinking skills, Thinking in Education, 2nd ed. wastes. The lungs perform the task as the Cambridge: Cambridge University Press, p.p. 162- 194. requirement is needed by the organism. In the day Mani, R.S., Application of Gestalt time the organism is active and needs more oxygen Principles in Teaching of to work and the lungs work fast to pump more air. Science, Science, Technology and Mathematics Education for Human Development,

KVS Quarterly Journal 13 Proceedings of the CASTME – UNESCO –HBCSE Mani, R.S. 2006 Capacity building in science and integrating International Conference, Goa, India, February 20-23, technology into education, Educational Herald, 35(3), 2001. July-Sept 2006 Jodhpur : Shah Goverdhanlal Kabra Mani, R.S. 2005-2006 Application of software in education, Teachers college, (CTE). Quality Concerns in Education, Vadodara : CASE , Mani, R.S. 2007 Emerging teacher education in the twenty Faculty of Education and Psychology, The Maharaja first century, national seminar on emerging scenario in Sayajirao University of Baroda. teacher education, March 22-23, 2007, Vadodara : CASE, Mani, R.S. 2005-2006 Contemporary issues in teacher Faculty of Education and Psychology, The Maharaja education, Quality Concerns in Education, Vadodara : Sayajirao University of Baroda. CASE , Faculty of Education and Psychology, The NCERT 2005 National Curriculum Framework, 2005, New Maharaja Sayajirao University of Baroda. Delhi : NCERT. Mani, R.S. 2005-2006 Quality Concern in teacher education, NCTE 2006 Curriculum Framework for Teacher Education Quality Concerns in Teacher Education, Vadodara : Discussion Document, New Delhi : National Council CASE , Faculty of Education and Psychology, The for Teacher Education. Maharaja Sayajirao University of Baroda. v v v v

We can’t Solve problems by using the same kind of thinking we used when we created them. - Albert Einstein

Learning and Innovation go in hand. The arrogance of success is to think that what you did will be sufficient for tommorrow - William Pollard

14 KVS Quarterly Journal Prof. S. Kumar Dr. R.C. Patel Improving Teacher’s Performance through Dr. A. Ramachary Centre for Advanced Study in Education M.S. University of Boroda, their Student’s Ratings Vadodara 390 002, Gujarat

Introduction: professional efficiencies and also makes effort to Indian society placed the teacher at a very decrease and overcome the deficiencies, from time high level. It is the teacher who comes after to time, for a better quality. As John Ruskin puts mother and father in the life of a student and thus it, quality is never an accident; it is always the result epitomized as ‘Acharya devo bhava”. Commanding of intelligent effort. It is the will to produce a such a respectable position in the society by a superior thing. This process of making effort for teacher was possible through sheer dedication and better quality obviously remains continuous and hard work done by the teacher, for the best non-terminating. In fact summer courses, refresher development of their student. This view of the courses, in –service courses of teachers are efforts students towards their teacher placed through at in this direction. It remains a pertinent question, par with the ultimate God, as ‘Guru Devo how to identify the true areas of enrichment Maheshwara”. The role of teacher, in essence , programs for school teacher? Correct identification remained as high as mentioned above, in terms of of relevant training needs of school teachers, from the expectations from the teachers . However, the time to time, naturally becomes a very important changes in society do not permit ancient conditions professional requirement for teachers, educational to continue to exist . Every aspect of life, when administrators, policy makers and training changed drastically, expecting ancient standards of institution etc. Laying out the relevant criteria for dedication and methods of grooming the students teacher evaluation and opting for effective remains unrealistic. Yet, teachers being the evaluators become subsequent and pertinent important influencers and designers of student’s questions. Considering the notion that the users personality and destiny, in a broader sense, are are the best judges, one may prefer to seek the expected to be more and more vigilant of their rating of teacher’s performance by their students. professional responsibilities. This is more They being the immediate and continuous significant at school level, owing to the formative respondents involved in the teaching –learning and foundational action that occurs at this stage. process, are likely to offer more relevant and useful Further, the multi-tasking function of today’s rating response about their teachers. Teachers can teacher also calls for multi-ability enhancement make use of the feedback received from their own from time to time. This augments for identification students for improving their teaching performance. of professional needs, which necessitates the This requires a scientifically developed scale teacher’s performance evaluation. through which valid information about teacher’s Teacher, who is cognizant of his or her key performance could be obtained responsibilities always aim to be aware of their from the students. It was for own efficiencies and deficiencies. Teacher, this purpose, that, the Centre accordingly, attempts to enrich and enhance of Advanced Study in

KVS Quarterly Journal 15 Education (CASE) took up a research study, 10 point scale which is a continuum ranging from entitled, “Development of a Scale for performance 1 to 10 (very poor to Excellent), where 1 indicates Appraisal of School Teachers by their Students”. very poor, 5 and 6 indicates average and 10 The objectives of the study are stated subsequently. indicates excellent. The developed scale was tried Objectives of the Study: out on school students and further refined. 1. To develop the rating scale for appraising Reliability : classroom teaching performance of the school The reliability of the scale was established teachers, by their students. through Test-Retest method. For this purpose, the 2. To establish the reliability of the scale scale was administered to 14 students of Kendriya developed for Performance Appraisal of Vidyalaya, EME, Vadodara (Gujarat). Students School teachers by their Students (PASTBTS). rated performance of two teachers. The scale was found to be highly reliable, in case on one teacher 3. To develop the norms for teacher’s reliability coefficient was found to be 0.94 whereas performance appraisal, in terms of percentiles in case of the other teacher it was found to be for the following categories. 0.98. (a) Subject-wise and total performance of Development of Norms: CBSE teachers. In order to develop the norms the scale was (b) Subject-wise and total performance of administered to 5370 school teachers. Out of State Board teachers. these, 3639 were from State Board schools and (c) Subject-wise and total performance of 1731 teachers were from the CBSE schools. all the teachers. Norms were developed in terms of percentiles for state Board teaches, CBSE teachers and also for 4. To develop norms for the teacher’s combined (State Board + CBSE).+ CBSE). performance for different aspects, i.e. on Percentiles were calculated subject-wise. Item wise different (1-20), in terms of average norms were developed in terms of average performance of the teachers. performance of teachers. In this paper norms are Research Methodology: given only for CBSE school teachers. The subject- In order to achieve the objectives, the job wise norms for the teachers of CBSE are being analysis was done of the school teachers teaching developed and would be published later on. The job. Initially twenty five statements were developed scale, its procedure of scoring and interpretation for rating the teacher’s performance. These of scores is given in the following. statements were given to experts and based on their Scoring and Qualitative Interpretation of suggestions some statements were modified and the scores: some were discarded. Final rating This scale measures teacher’s ability to teach scale contained twenty in the classroom and not his/her performance as statements. Each statement on a school teacher on the whole. As a school teacher, the scale has to be rated on a one also does certain administrative activities and

16 KVS Quarterly Journal conducts several co-curricular and extra-curricular certainly will help any teacher in improving his/ activities inside and outside the school. However, her classroom teaching and this in turn will classroom teaching is the most important function improve quality of education in the schools. of a school teacher. Teacher’s own student’s ratings Kumar, Patel and Ramachary’s will provide him/her precious feedback which School Teachers Performance Appraisal Scale The Centre of Advanced Study in Education Baroda Dear Students, You have been regularly observing the teaching of your teachers. You are the best judge to appraise their teaching. Below are given some statements regarding teacher’s performance in the school. Read each statement and rate your teacher’s performance on 10 point scale ranging from 1 to 10 (very poor to excellent). Here, 1 indicates very poor, 5 is average and 10 is excellent. Please rate the performance as per your own judgment. Name of the teacher : ______Subject : ______Class : ______Name of the school : ______Board : ______State : ______

KVS Quarterly Journal 17 Administration and Scoring: schools then check in which percentile your Administer the scale to your students with performance score falls in the table of percentiles the following instruction: (Table :1). Then, examine your own percentile and find out your grade in Table-2. The grade in which 1. Tell students to give their judgment freely you are placed is the indicator of your performance without any fear. as a CBSE school teacher. 2. Tell them to put a circle on the number and For example, if your average score in 180, rate teacher’s performance on all the 20 then see in Table : 1 it comes in 75th percentile. statements. Now see in Table :2, 75th percentile places the After the students ratings, teachers teacher in Grade II, which means that, your performance on all the 20 statements, remember performance as a CBSE school teacher is very total score of the teacher on the basis of one good. student’s rating can range from 20 to 200. After After knowing your performance, you can try that, all the students’ total sores should be added to improve upon those aspects of your teaching to find the sum total score of the teacher. Then where you have rated lower by your students. Next find out average performance of the teacher by year again you can appraise your performance and dividing the sum total score of the teacher by the number of students rated the teacher. For example, if 5 students have rated a teacher’s performance and their total scores are : 170, 180, 180, 190 and 180. Sum Total score of the Teacher = 170 + 80 + 180 + 190+180 = 900 Average score = 900/5 = 180 Interpretation of the Scores: As a Teacher, if you are interested in knowing where you stand in the eyes of your students, then put your score on the continuum ranging from 20 to 200. Her 20 represents very poor, 100 represent average and 200 is the highest score of an excellent teacher. You can examine whether you are average teacher or above average or excellent or below average etc. in the opinion of your students. If you want to know your performance in comparison of other teachers in the central

18 KVS Quarterly Journal developed through a scientific research study by CASE. This rating scale can help the teachers in knowing their professional position at any given time as assessed by their own students. Norm based ready reckoner developed in this study offers due help for relative professional positioning of teacher s by their students. Such a rating scale when used judiciously can help the teachers to upgrade, know the improvement. update their professional competencies, assuring Conclusion: quality and ensuring respect. Further educational administrators, policy makers, managers may derive The Kumar, Patel and Ramachary’s School the benefit from this educational endeavor of Teachers Performance Appraisal scale has been CASE.

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Teaching is the only major occupation of man for which we have not yet developed tools that make an average person capable of competence & peformance. In teaching we rely on”naturals” - the ones who some how know how to teach - Peter Drucker

KVS Quarterly Journal 19 Dr. K.P. Chamola Kaprekar Numbers Asstt. Commissioner KVS (RO) Jaipur.

Dattatreya Ramachandra Kaprekar was and properties of numbers. His work got born on 17th Jan., 1905 A.D. at recognition worldwide when Martin Gardner Dahanu near Mumbai. He completed his school incorporated some of his puzzles, patterns, games education from Thane and then joined Fergusson and other new findings in his book Mathematical College in Poona; where he received the Wrangler games. Kaprekar was deeply entrenched in Indian R.P. Paranjape Mathematical Prize for his brilliant culture and its heritage, and due to such strong mathematical work. From the very early age itself influences only he named some of his specific he was introduced to the world of numbers by type of numbers like Dattatreya Numbers, Vijay his father, who himself was an expert astrologer Number, Harshas numbers and so on. Kaprekar and had some fascination for the numbers and passed away in 1988 and till his last breath he their beauty in different settings, patterns and remained engulfed in delineating number arrangements. Later on, he completed his behaviour in mathematics. He was such a brilliant bachelor degree from University of Bombay number maniac whose investigations one way or and thereafter worked as a school teacher through other stirred the imagination of all by seeing out his period of service till his retirement from such a fascinating beauty of numbers, their service in the year 1962. Kaprekar had deep movements, correspondences, interconnectedness affinity with numbers and investigated number and pantomimes. Some of his results are of interesting and peculiar properties which presented here to experience same enjoyment , developed his own recreational number theory. though of varying degree as he had. He also got published number of his papers in i) Kaprekar process the topics related to recurring decimals, magic squares and integers. He analyzed various (a) Two digit number properties of numbers and on the basis of that Step 1 : take any digit number say 96 analysis introduced different kind of numbers Step 2 : reverse the digit i.e. 69 like Kaprekar numbers, Dattatreya numbers, Monkey numbers, Vijaya numbers, Harshad Step 3 : subtract 96-69 = 27 numbers, Gapful and multigapful numbers, Step 4 : repeat the process as done at step 2. Oscillating numbers, Self numbers, Function 72-27 = 45 numbers, Palindromic numbers, Demlo numbers, Dissectible numbers etc. After his retirement from 54-45 = 09 service he spent most of his time 90-09 = 81 in recognizing the beauty of 81-18 = 63 number and discovering 63-36 = 27 different patterns, processes 72-27 = 45

20 KVS Quarterly Journal 54-45 = 09 number, take a number of p digits , square This calculation gets repeated endlessly. it, split squared value into two halves with right half containing p digits and left half (b) Three digit number containing p or p-1 digits, if both the halves Step 1 : take any three digit number says 167 together by adding give original number, then it is called Kaprekar number e.g. Step 2 : arrange its digits in ascending order 2 And in descending order i.e. 167 and (a) 55 = 3025, left half –> 30 761 right half 25; 30 + 25 = 55 55 is Kaprekar number Step 3 : subtract smaller from the bigger (b) 7032 = 494209 i.e. 761 – 167 = 594 right half 209, left half 494 Step 4 : repeat the same process as done at 494 + 209 = 703 step 2 703 is Kaprekar number. i.e. 954 – 459 = 495 iii) Dattatreya Numbers : To identify Dattatreya again, 954 – 459 = 495 numbers, take any natural number, take the same number 495 gets repeated, due to square of it, split squared value into block such repeated occurrence of 495, this number is of digits, if in each block the value is gain named as Kaprekar’s constant for three digit square in itself, then given natural number number. is Dattatreya Number i.e. 2 2 2 C) Four digit number 13 = 169, here 16 = 4 , 9 = 3 2 2 2 l Take any four digit number say 4672 35 = 1225, here 1 = 1 , 225 = 15 l Arrange digits in descending order i.e. 7642 iv) Monkey Numbers : To identify these numbers, take a natural number, find l Arrange digits in ascending order i.e. 2567 squares/cubes etc. of that number, check l 7642 – 2467 = 5175 repeat the process again whether the squared/cube value has a block and get the difference of digits in the same manner as in given l 7551 – 1557 = 5894 natural number, if yes, then given natural number is Monkey number e.g. l 9854 – 4589 = 5265 252 = 6 25 l 6552 – 2556 = 3996 493 = 1176 49 l 9963 – 3699 = 6264 497 = 6782230728 49 l 6642 – 2466 = 4176 1074 = 131079 601 l 7641 – 1467 = 6174 These numbers are Here 6174 repeats, so for four digit numbers Monkey Numbers. 6174 is considered as Kaprekar;s constant. ii) Kaprekar’s Numbers : to identify Kaprekar

KVS Quarterly Journal 21 v) Vijaya Numbers : these numbers are identified vii) Self Numbers : A number with no generator by taking cubes of natural numbers. In cubes of is called self number. some numbers it is seen that sum of the digits As 3, (3+3=6); (6+6=12), (12+3=15); in cube remain equal to its corresponding roots (15+6=21); (21+3=24); e.g. Or 3, 6,12, 15, 21, 24 83 = 512 3 has no generator , so it is self number. or 5 + 1+ 2 = 8 3 viii) Palindromic Numbers : as it is known that or ( 5+1+2) = 512 palindromes is English spell and sound same 183 = 58 3 2 her from left to right or right to left e.g. 5 + 8 + 3 + 2 = 18 DAD, MADAM. In the similar way, a 3 palindromic number is a number of the or (5+8+3+2) = 5832 form: In general it can be said that if ( p q r = X X X X X X loop + 10q + r) is a three digit number and 1 2 3 3 2 1 e.g. 11, 121, 1331, 14641, 549945 etc. are (pqr) n = (p +q+r)n, then pqr is a Vijaya Number. palindromic numbers. vi) Harshad Numbers : These numbers are ix) Demlo Numbers : Regarding these demlo identified by the factors of given natural numbers, it is said that on a day of the year number. If a natural number is divisible by 1923 Kaprekar was waiting for a local train the sum of its digits, then it is called Harshad at the Railway Station, Dombivilli, suddenly number e.g. a peculiar type of number came to his mind Let 72 be a number and 6 is digit multiplier which he named as demlo number. These then. 2 x 6 = 12 ; 7 + 12 = 19. demlo numbers consists of three blocks L, 6 x 9 = 54 ; 54 + 1 = 55 the left, R, the right and M, the middle where L + R = M, the digit or digits in M can 6 x 5 = 30 ; 30 + 5 = 35 repeat upto several times. In general, left 6 x 5 = 30 ; 30 + 3 = 33 and right blocks have equal number of digits, 6 x 3 = 18 ; 18 + 3 = 21 if we do not affix zero before the left block to equalize them. It is also observed that in 6 x 1 = 6 ; 6 + 2 = 8 some cases left and right parts remain absent 6 x 8 = 48 ; 48 + 0 = 48 e.g. 6 x 8 = 48 ; 48 + 4= 52 237754 ; here 23 + 54 = 77 6 x 2 = 12 ; 12 + 5 = 17 18333315 ; here 18 + 15 = 33 then oscillating terms are 7222215 ; here 07 + 15 = 22 72, 19, 55, 35, 33, 21, 08, 48, Kaprekar also established following 52, 17

22 KVS Quarterly Journal identities. of numbers which satisfy the conditions of both For the number 4204234125, the reverse is Harshad numbers and amicable numbes. Such 5214324024 numbers he named as Amicable Harshad Numbers e.g. 2620 and 2924 are Amicable Kaprekar’s identity for this number is Harshad numbers because 2620 is divisible by 43 + 203 + 423 + 413 + 253 = 53 + 212 + 433 sum of its digits i.e. 2 + 6 + 2 + ) = 10, and + 23 + 403 + 243 similarly for higher powers,e.g. 2924 is also divisible by sum of its digits 2 + 9+ for a number, 2+4= 17 and each of them remains equal to the sum of their divisor of other number, excluding 4 50 45 6 41 55 6 41 55 6 41 55 6 52 47 the number itself. 6 52 47 6 52 47 8 43 57 Karprekar has designed number of magic the reversed number is figures like Magic squares. Magic Haxegons, 7 53 48 7 42 56 7 42 56 7 42 56 55 1 46 Magic Octogons, Magic stars etc. We give below 5 51 46 55 1 46 5 40 56 the Copernicus Magic square and a magic octagon for getting some knowledge about its. and Kaprekars identity for it is 5 5 5 5 5 5 5 5 5 Copernicus magic square : On 19.2.73 the 4 + 50 + 45 + 6 + 41 + 55 + 6 + 41 + 55 th 5 5 5 5 5 500 birthday anniversary of Copernicus was + 6 + 41 + 55 + 6 + 52 celebrated. Using 19,2,73 and 500 Kaprekar 475 + 65 + 525 + 475 + 65 + 525 + 475 + 85 + 435 constructed a Magic square, where the sum is + 575 equal to 75 + 535 + 485 + 75 594 and these numbers can be arranged in the magic square in 22 different ways: 5 5 5 5 5 5 5 5 5 42 + 56 + 7 + 42 + 56 + 7 + 42 +56 + 5 19 2 73 500 + 515 + 465 + 55 + 515 + 465 + 55 + 515 + 465 501 72 5 16 + 55 + 405 + 565 3 18 499 74 Kaprekar’s few more general identities for any for numbers p, q, r,s, which satisfy the 71 502 17 4 condition pq = rs are Kaprekar constructed a magic octagon by 2 2 a) p + q + (r + s) = r + s + (p+q) taking consecutive digits from 3 to 18 for all b) p2 + q2 + (r + s)2 = r2 + s2 +(p +q)2 c) (q-p)2 + (p+r+s)2 + (q+r+s)2 = (s-r)2 + (r+p+q)2 + (s+p+q)2 d) (q-p)4 + (p+r+s)4 +(q+r+s)4 = (s-r)4 + (r+p+q)4 + (s+p+q)4 x) Amicable harshad Numbers : Kaprekar also found that there are certain pair

KVS Quarterly Journal 23 eight triangular cells and eight corners. (Later on this conjecture was found true for 11 Kaprekar also made several conjectures number less than 10 ) related to numbers, some of them are given c) If a number ends with zero, then the number below: itself and sum of the digits in its plus 9 will a) There can not be more than four primes always be a self number (Later on it was occurring consecutively in digit addition found that if a number ends with two zero series. then this conjecture does not hold) b) An integer which ends in 00 and the sum d) The chain of numbers got by cross jumping of whose digits is 4, 15, 26 or 37 is a self with 45113 and increment 2 will begin to number. recur after 99999 steps.

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Mathematics is the only Science where one never knows what one is talking about nor whether what is said is true - Bertrand Russell

For the things of this world cannot be made known without a knowledge of Mathematics - Roger Bacon

24 KVS Quarterly Journal How to promote the skill of public J.M. Rawat speaking among the KV children Assistant Commissioner KVS (RO), Dehradun

In order to lead a successful human life an by acquiring knowledge skills and wisdom through individual needs various human skills. education. The skill of public speaking plays a vital Public speaking is one of the most important role in the growth and development of an human skills which satisfies the social needs and individual in this system. The vision statement of the need of self respect and esteem of an KVS is – “KVS believes in imparting knowledge individual human being. It also improves his/her /values and develop to nurture system, talent, career, confidence and personal relations in his/ enthusiasm and creativity of its students for her group. seeking excellence and innovation through high The studies made on human behaviour quality educational endeavours”. Therefore it is confirm that ‘Public Speaking’ is among our very essential for Kendriya Vidyalaya to adopt all greatest fears. It appears in the human brain not possible strategic plans for promoting the skill of from a real assessment of risks but from our own public speaking among the students. The students feelings of insecurity while speaking in public. The in Kendriya Vidyalayas are given ample, fear of public speaking is one of the negative opportunities to speak in public during morning feelings which tries to protect us from harm of assembly and during various in house and public humiliation. It lets us know if something is not well as it should be and pushes us to take interhouse competitions through co-curricular decesive action to get out of the situation to avoid activities throughout the academic system. Mass the harmful circumstances. It is n fact of a normal participation is the general policy of KVS to ensure and natural fearful emotion of each individual that each individual student of Kendriya Vidyalaya human-being. Most of the fears among human gets the opportunity for the development of beings are learnt through experiences and are not knowledge, skill and attitude in the field of his/ pre-programmed into the brain of human being her choice. The competitions in debate, quiz and are vital to their survival. The fear of public elocution during Social Science and Science speaking is also observed among the adult because Exhibition at Cluster level, Regional level and they experience it during their school days but National level and Youth parliament competition never tried to get rid of this fear during their at various levels, brush up the skill of Public childhood. In-fact speaking in public is a skill that Speaking among the Kendriya Vidyalaya students. can be developed through sincere and sustainable This skill can further be improved through definite efforts specially during formal schooling. The role programme at Primary, Secondary and Senior of teachers is very important in promoting the skill Secondary level and its of public speaking among their students. implementation by the teachers India has a democratic system based on wholeheartedly. egalitarian values. Every citizen has all opportunities to grow up-to fullest of his potential At Primary Level : The

KVS Quarterly Journal 25 children in the early year of schooling are eager to friendly to the speaker child. Small children perform and imaginative in nature. The need verbal and emotional support from the experiences in language is fun and meaningful for audience to perform well in the stage. the children during formative years. The students 2 At middle and secondary level : The at Primary level can acquire. students after passing class V acquire Confidence in the communication skill sufficient vocabulary and maturity in thinking through structured experience. The following about Physical and social environment activities should be stressed upon by the teachers around them. They can now be educated for at Primary level. independent public speaking without using notes or handouts. The students at Secondary i) Each small kid should be given opportunity level should acquire confidence in speaking to read a paragraph aloud in front of all the in front of whole strength of the Vidyalaya. remaining students from his/her text book. The teachers can help the children in the The teacher should also sit among the following manner. students (audience) to provide appropriate (i) Tell the child that everyone in the audience environment of Public Speaking. Let the child wants him/her to succeed through a good feel leading the group as a speaker. speech. The nervousness is natural while our ii) Appreciate the child while performing before mind and body get ready to perform in front the small group a section of a class) and of a big crowd. encourage to read in a better way from the (ii) The child should see at a distant spot while book. speaking from the stage. He/she should not iii) Recitation is the best way to form public concentrate on the face of some individual speaking habit among small children. The in the audience. The speaker should avoid to process of memorizing and reciting the observe the activities of the persons in writing of established writers (specially audience. written for children) ensure the learning of (iii) The students can be encouraged o make proper language structure. practice of speaking in front of the mirror before actual performance. Winston iv) Story telling is the first level independent Churchill to great orator used to make mirror speech for the students of primary classes. practice for hours before speaking in public. The story may also be the real experience of Besides verbal expression, the children can the child with his/her family members, improve their body language through mirror friends or pets. practice. v) The small children should be allowed to use (iv) The skill of public speaking can be their own language while speaking. There continuously improved among the students should be free and natural flow of by recording the speech of the child and expression. make him to listen repeatedly and to improve vi) Ensure that each member by avoiding the filler words (such as – I mean, of the audience is familiar and you know etc.)

26 KVS Quarterly Journal (v) Group discussion inside the classroom is a and expression. They are very sensitive to good exercise to improve the language, their ideals and philosophy. Many students gesture, motion of body parts and facial of Senior Secondary standard can deliver expression which play vital role while outstanding speech in front of public. The performing on the stage. The students learn students who hesitate to speak in public can very fast each other in their peer group. be helped y the teachers to promote the skill (vi) The teachers should nurture the confidence of public speaking in the following manner : of the child through a planned strategy given (i) Encourage the students to get rid of fear and below. anxieties. Let them feel that the audience is (a) Positive Reinforcement : Appreciate the co-operative. They should focus their performance of the student on the stage. attention on the message and the audience Support him/her by making him/her realized only. that failure is the ladder to success. (ii) The mirror practice is helpful at this stage (b) Providing Opportunity : In some of the also and even at a later stage to improve the school students are given a chance to speak verbal and non-verbal expression of an in public. It is against the policy of mass individual. participation and development of each (iii) Debates on different topics are the effective individual through education. The education means to promote the public speaking among should fulfill the national goal of equity, the students specially at senior secondary parity, Social justices and excellence. Hence level. all the students should have the opportunity (iv) Inspire the students to learn the quotations to deliver the speech in public. and saying of the great speakers. It can make (c) Not lebelling the Child : One of the worst their speech effective and powerful . They thing a teacher can do is to label a student as should also study the communication style ‘slow learner’ or ‘low performer’. The of great orators. performance of a child can be improved by (v) The students who have acquired good providing appropriate environment, proper command and confidence in public speaking guidance and motivation. can be encouraged to integrate humor into (d) Give ear to his/her voice : Let the students their speech to make it effective and know that you care for their verbal and non- interesting. verbal expressions. The students should not (vi) A programme of Youth leadership may be feel that their opinions and feelings are not designed to enhance the communication skill valued by their teachers/ listen to him/her and leadership qualities among senior carefully and say that you are proud of him/ secondary students in a her. supportive environment. 3. At Senior Secondary Level : The Students (vii) The students of senior at this level acquire firmness in their thoughts secondary classes should

KVS Quarterly Journal 27 make optimum use of the Vidyalaya library Thus we can promote the skill of public to enhance their knowledge on various topics speaking among the Kendriya Vidayalaya children of public speaking . They should collect at different level and ensure to produce reliable and relevant data to present their knowledgeable youth leaders and thoughtful future speech effectively. citizens.

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Public speaking is the art of diluting a two minute idea with a two-hour Vocabulary - John F. Kennedy

According to most studies, peoples number one fear is public speaking. Number two is death. This means to the average person, if you go to a funeral, you are better off in the casket than doing the Eulogy - Jering Seinfeld

28 KVS Quarterly Journal Need Based teaching in the Kendriya Vidyalayas H.K. Sanhotra without the dilution of basic objectives. Assistant Commissioner KVS R.O. Mumbai

“It is on the sound education of the people that the security and destiny of every nation chiefly rests” - Kossuth

Our nation represents a rich and varied 3. Casteism, favouritism & nepotism history, extraordinarily complex 4. Differences between haves & have nots cultural diversity and commitment to democratic values and general well-being. It is this spirit, the 5. Wide gap between practice & preaching spirit of Indianess that reflects in the functioning 6. Cut-throat competition in every sphere with of our Kendriya Vidyalayas. lack of justice, fairness and objectivity due As teachers in Kendriya Vidyalaya we to corrupt practices. have, therefore, a very challenging task set 7. Degradation of society – (erosion of values) before us. 8. Materialistic approach to life 1. An assigned curriculum to be completed 9. More significantly, lack of guidance & within the given time frame and also prepare counseling resulting in failure to make right children to face formal board examination. choices (informed choices) many a time 2. Meet the targets of the KVS for academic leading to dire consequences. excellence by producing 100% results with 10. Self centered, narrow out look towards life, quality. centered around earning a livelihood through 3. Keeping a balance to ensure smooth conduct any means. of all acrivites as per the KVS calendar of 11. Children are addicted to taking flight into a activites. virtual world that takes them away from 4. Ensure the all round development of the realities of life making them more robotic, students entrusted to our care ensuring that ruthless and apathetic towards society which they become worthy citizens. has resulted in a spate of violence. It is really Our students face still greater challenges, painful to learn how this valuable human due to which they are constantly under stress resource is wasted resulting in demolition of and strain. Factors contributing to this stress society and human values. are; What we need today is a power 1. Family atmosphere force; 2. Economic crisis (i) Equipped with

KVS Quarterly Journal 29 knowledge, skills & competencies and the Values & virtues should be an integral part right attitude. of teaching /learning.

(ii) Empowered citizesn who are physically, l Teaching must promote intercultural mentally & socially healthy. relationships so that children learn to tolerate (iii) Aware of one’s duty & obligation to the and respect other religions & cultures. family, society and the Nation at large. l It must promote & nurture a wide range of (iv) Possessing a balanced personality, well skills & competencies that inculcate equipped to tackle life’s challenges appreciation for nature. (v) Charged with life skills to ameliorate the l It must be free from the shackles of all kinds suffering of the masses. of exploitation & injustice eg. – poverty, gender discrimination, caste & communal A person tall with virtues and wisdom will bias. It should be a liberating process. always stand above the rest, no matter where he is placed. Such a person would exhibit completely l It must encompass care, concern, creativity, balanced mind set, peace and harmony within self seeking knowledge through laboratory and also likewise, successfully influence the pursuits or deductive reasoning aimed at environment. seeking truth. Objectives of teaching: l It must take place in an aesthetically pleasing environment. Education thus needs to be a process of self discovery of learning the truth about oneself with l It should foster the need to instill pride of a holistic approach to development. our nation in every child. National Curriculum Frame work for l The objectives of teaching extend far beyond the subject matter being taught. It aims at schools 2005 recognizes – that; developing well-integrated people who are l The child is a natural learner capable of undertaking a responsible, l Knowledge should be the outcome of the independent and active role in society. child’s own activity. Teaching objectives extend from intellectual abilities and cognition to psychomotor l Childhood is a period of growth and change. learning (learning practical skills) and affective l Curiosity, inventiveness, observing, constant learning (development of emotions, attitudes, querying, exploring and working things out morals & values). themselves are the natural traits of children. l There is a need for creating vital links between l Each new generation inherits the storehouse the child’s experiences at home and what the of culture and knowledge in society by school offers. There is also a need integrating it into one’s own web of activities to bring home the fact that a and understanding. life of virtue is far superior to Therefore, the stress is on child-centered a life of vice & wickedness.

30 KVS Quarterly Journal education. Pedagogy must include – experience, making & doing things, experimentation, reading, discussion, asking, l Draw upon resources of creativity & exploration. listening, thinking and reflecting, expression- written, verbal or creative; enquiry; l Establish connections between apparently exploration; debates, creation of new ideas discrete events & things etc. In the light of the above, it is evident that the l Plan strategies keeping in view the potentials role of the teacher is very crucial. He/she has to of the children be the embodiment of knowledge, skills and virtues to play the role effectively . Teaching in a l Take learning beyond the classroom conversational mode will develop self confidence l Stress on interactive learning, encouraging & self awareness because while learning, discipline students to ask question. is an important part of education. Externally l Adopt a holistic and integrated approach to imposed discipline should merge into the learning orderliness that children perceive as an essential part of their well-being. The spirit of NCF is l Despite limitation of the system, devise reducing the burden on the child making learning innovative techniques exciting. Teaching should emphasize on ways of l Provide variety and challenge to ensure acquiring knowledge rather than on conveying curiosity, enthusiasm and joyful learning knowledge. experience.

Implementation/Transaction l An inclusive environment should be created Keeping in view the basic objectives of in the class room to cater to the needs of teaching and the compelling needs, pedagogy diverse groups of students including children demands effective planning of strategies to be with learning disabilities. Differences could adopted for teaching; where teacher competency be viewed as resources to support learning. comes into play. The following could be borne in l Promote collaborative & participatory mind. learning. l Evoke motivation for hard work and sincerity l Promote self expression and ‘intelligent which are the basic tenets of character guessing’. l Through insightful teaching and learning l Activities could enable teachers to give situations of various kinds, bring home the individualized attention. importance of self discovery &self –learning. l Plan effective remediation, keeping in view l Relate teaching content to real life situations. the learner’s strengths and weaknesses. l Plan activities to ensure – understanding of l Inculcate in the students the basic concepts, comprehension, develop sense of time the ability of abstract thinking, reasoning management. ability, application & creativity (this could

KVS Quarterly Journal 31 l Teaching of life skills and adolescent v) Instructional media education should be taken up by every vi) Computer assisted learning teacher as & when the need arises, in fact it vii) Speaking – listening (audio)media can be integrated into the very teaching/ viii) Visual & Observational media learning process & not be taken up as a ix) Reading- writing media separate subject. To carry out this magnificent task, the teachers Instructional techniques : should be

I Teaching styles : l A wonderful human being i) Direct instruction l A good and effective communicator ii) Indirect instruction l A great motivator

iii) Discussion l A role model iv) Co-operative learning l Replete with currency of knowledge v) Self-directed instruction l Able to take learning beyond the classroom II Teaching methods : l Able to develop self esteem among the i) Rote learning students

ii) Guided problem solving l Able to encourage enterprise among the iii) Diagnostic teaching students

III Teaching techniques : l A good counselor i) Lecture/discussions l Replete with a sense of empathy ii) Grouping Let us fulfill our duty to give the blessings of iii) Tutoring his healthy orientation both for their heads and iv) Games/simulations for their hearts.

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Teaching is useless, unless you can learn from your students

- Martin Dansky

32 KVS Quarterly Journal E.T. Arasu Whole Class Teaching Education Officer KVS. R.O. Hyderabad

Introduction: when he lecture is on. There is also no guarantee Teachers often resort to whole class that the students listen to what the teacher teaches. teaching as a teaching strategy. This is There is no compulsion on their part to take down done owing to various reasons. When the teacher notes. They need to simply keep quiet and confronts a big class size with 60 or 70 students, it ‘facilitate’ the teacher having a go at his discourse. is not possible to follow small group instruction The purpose of teaching: or pair group work or individualized instructional Teaching is a goal directed activity. Therefore strategies. The strategies other than whole class it is imperative that the efforts of teachers bear teaching may require change of seating fruit, whatever is the teaching methodology. The arrangement, more classroom space, and above students sitting in the classes need to learn the all more of teacher preparation in terms of subject matter taught, acquire skills, and change worksheets, hand out, instructions to students to their attitude towards the positive. The human carry out their work in a systematic manner etc. recourse hours spent in classes, the appointment These reasons shy them away from selecting the of teachers, the payment of salary to them, the teaching methodology other than whole class establishment cost of school/college and the entire teaching. purpose of running the system are for the whole The lecture method: and sole purpose of making students learn. If that Whole class teaching is generally done by is not taking place there’s no point in having any following the lecture method. It is the easier of methodology of teaching. In view of this, all the teaching methods. The number of students modification of lecture method to suit the running into 70 or 80 or more is no deterrent to requirement of teaching-learning situation is a this method of teaching. The teacher is to have must. Let us see the methodologies available, which the simple requirement of a passive audience. If would benefit the entire class. that is taken care of, he can go on and on with his The modified form of lectures: discourse. Teacher preparation is minimal here. He The modified form of lectures are illustrated has to have the ability of presenting the textual lectures, lecture-cum-demonstration, lecture-cum- material in a sequential order. Students’ listening buzz sessions, lecture interposed with questions, to the lecture is not ensured here. Yet, if there is seminar, and symposium, panel discussion, team no hindrance from the students’ side in the form teaching, project approach and workshops. There of shouting, catcalling etc., the teacher can go on is an erroneous notion that only with his business and at the end of the period leave science subjects require variety in the classroom with the feeling of having completed teaching where as teaching his mission. Lectures are one sided. There is no humanities can be best carried guarantee that the students are with the teacher out by using lecture method.

KVS Quarterly Journal 33 In fact the very nature of science makes it is followed by buzz sessions among small groups interesting learning. This can’t be said of all on a particular aspect of the lecture or a problem. humanities subjects. Presenting that subject matter The leaders of small groups will report back to in an interesting format, and in an easy to take in the entire class which may be followed by rounding format is the responsibility of the teacher. up by the teacher himself. Therefore, teacher need to know the procedures Lecture interposed with questions: involved in the modified methodologies of teaching using lecture method. The formal lecture can be modified by the introduction of teacher’s and student’s questions Illustrated lectures: in order to test the learning that has taken place. This type of lecture involves the use of Questioning is an art and every teacher should illustrations which are projected using OHP, or learn the skill of questioning. In a formula lecture, LCD projector, of film projector. Besides the teacher is the master of the situation and it is transparencies, CDs/floppies, and films, film- his responsibility to pose questions with specific strips, maps, charts, slides, BB drawn diagrams can purposes during the lecture. The questions are so also be used. Teacher resorting to this teaching framed that students not only answer the questions strategy be careful about the material they use in but also raise questions. The teacher, during the the classroom. If it is a teacher-made material, he preparatory stage of the lecture, should give some should know exactly the time and purpose of thought to the questions he is going to rise during introducing the material and the learning outcomes the lecture. These must be planned well in advance associated with it. If the material is a ready-made and correctly employed. There could be several one, before using it in the class the teacher should purposes for which questions are asked. Teacher’s go through it and understand the use of it properly. questions could motivate students and stimulate Lecture –cum-demonstration: the thought process. They could clarify and expand concept and give specific direction to thinking. This teaching strategy can be used profitably Assessment of the student’s progress at different where students need to understand and acquire stages of the lecture can be made by means of certain skills. This can be done either by staging responses to questions so the teacher could judge live demonstration (for example speaking skills, whether he is moving towards the specific delivery of dialogue, role plays etc.) Where objectives of the lesson. Responses to teacher’s observation of working of a machine, observation questions and students’ questions enable the of a skill, functioning of a system are involved teacher to reiterate difficult portion, recall, and drill this method can be used. Here too the teacher certain material and change the style of lecturing should have a thorough practice in doing the where needed. Student’s questions generally give demonstration effectively. a good feedback on the teaching performance. Lecture-cum-buzz sessions: Seminar: This involves a Seminar is a structured group discussion that combination of lecture and may precede or follow a formal lecture, in the form buzz sessions. Usually, lecture of an essay or paper presentation. This method

34 KVS Quarterly Journal can be used when the students are willing for the audience do not interact with the panelists presenting the topic on hand as a research paper unless a separate time is allotted for an interaction with a view o having an in depth discussion and exchange of ideas between the panel members following the presentation. The major advantage and the audience. of the seminar as a mode of instruction is its In order to arrange a panel discussion, a small stimulation and testing of student’s power of group of students is identified by the teacher to comprehension and evaluation. serve on the panel. One of them can act as a Symposium: chairperson to monitor the discussions. A selected Symposium is a discussion by different topic is viewed in parts for distribution among the specialists or speakers on the same topic, panelists. The teacher assigns responsibilities to emphasizing or dealing with different aspects of the members according to their ability so that they the same topic. Selected speakers present prepared could do the reference work and get a clear speeches. Generally the chairperson and the understanding of the aspect of the topic allotted speakers discuss the various aspects of a theme to them. A time schedule is drawn up for the before the symposium and allot to each one a collection of material and preparing for the panel, particular aspect so that each speaker limits his in discussion with the class teacher. When the panel presentation to that aspect or area. The chairperson is ready to hold discussions, the chairperson can co-ordinates the in different speakers’ presentation. follow one on two different approaches to conduct The total number of speakers might not exceed the panel. He may give a brief introduction to the five excluding the chairperson. The audience very topic to be discussed and introduce each of the seldom participate and the speakers anticipate panel members and the sub-topic that they will be possible questions and doubts to be cleared and discussing, giving about five to seven minutes to incorporate these in their presentation. It is in this each member. The chairperson or the moderator aspect that a symposium differs mainly from a them summarizes the discussions and closes the panel discussion or a seminar. However, the panel discussion. However in college class tendency among the educators and India is to use situation, he can call for questions and ask the the terms symposium and seminar synonymously. members as per their interest, to answer the Panel discussion: questions or he himself can answer some of them. A panel discussion is yet another method of Another approach is for the chairperson to explain instruction where by two or more speakers discuss the topic briefly and introduce each panel member various aspects of a single topic and present it to and indicate his or her special areas of interest. a group of students or teachers. A panel raises The, he could call for questions from the class and issues, provides facts, and stimulates interest in the discussion on these can be carried out by the panel selected topic . The panel members interact with members. In these approaches, the chairperson each other with a good deal of spontaneity. They see that all panel members anticipate the questions that may arise from the participate equality, avoiding audience and include these in an informal manner dominance of any one in their discussions. In formal panel discussions, member and sufficient time is

KVS Quarterly Journal 35 allotted for the final summation. The teacher is same with the help of their teacher. It is an behind the scene, motivating, encouraging, extended learning activity assigned with a view to preparing and guiding the panel member and other helping pupil gain a measure of confidence in self students to make this approach useful and learning. Good, 1973 defines a project as ‘a profitable to them. Being a group activity in which significant, practical unit of activity having the students are directly involved, panel discussion educational value and aimed at one or more enables them to study deeply an area of interest. definite goals of understanding, involves Team teaching: investigation and solution of problems and frequently the use and manipulation of physical Warwick defines team teaching as ‘a form materials, planned and carried to completion by of organization in which individual teachers decide pupils and teachers in a natural ‘real-life’ manner’. to pool resources, interests, and expertise in order to devise and implement a scheme of work suitable Workshop: to the needs of their students and the facilities of Educational workshop is a get-together for instruction’. In this strategy, a team of teachers some creative educational activity. While discussion take part in activities such as a co-operative demands much talk, work shop is a shop for work, planning, interchange of teachers, combined where work is done and it is not a shop-talk. It is meeting for lectures, film shows, projects and other an activity oriented technique. The group joint ventures for reinforcement of instruction. consisting of teachers and students may initiate In team teaching ,instructional methods may be the workshop in a general session and frame of three types, namely, teaching large groups, guidelines for the conduct of the workshop. Then, teaching small groups, and independence study. the group breaks into smaller groups and meets Team teaching is much more than a pattern of for longer time to work on a specified task or organization in terms of making efficient use of particular theme guided by an expert or resource staff, space, and equipment. It is a learning process person in that field. designed to develop more competent and efficient Conclusion: teachers, revitalize the curriculum and individualize instruction. Further, the attitude, understandings The above strategies of whole class teaching and working relationships that exist among the can be used profitably if the teacher knows the members of the team is very significant for the process involved in them. Also, he should select success of team teaching. the strategy suitable to his tasks, and purposes. A good deal of planning is required if the teaching Project work : objectives are to be realized using any of the Project work as a teaching strategy involves strategies mentioned above. helping students take up assigned work in order to complete the

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36 KVS Quarterly Journal Mobile teacher Empowerment Dr. V.K. Agrawal Education Officer, KVS (Hqrs). New team approach Delhi

he KVS has a large band of teachers to teachers rather for all educational personnel. The Ttake care of about one million children procedure however, should be as flexible as studying in 980 Kendriya Vidyalayas located possible and adaptable to teacher’s individual needs throughout the country and 03 abroad. The and requirements. In order to make in-service teachers come from a varied socio-economic and education more effective and to reach in the cultural profile. They also differ in terms of their remote areas extensive use of radio, TV and qualifications and experiences and naturally have correspondence courses is recommended by the differential capabilities. Fresh teachers are also specialists. The methods, however, so added every year through a process of written test recommended have limitations of being general and personal interview. Some of them are vibrant, in nature. They hardly cater to the specific needs result oriented and have flair for innovation and and requirements of individual teachers. Long and excellence. Others are slow, conventional, short courses, seminars, workshops etc. also suffer demotivated, and routine oriented without, rather from similar deficiencies. Organisation of these opposed to novelty and change. courses is often offsite and is devoid of actual KVS as its commitment, strives for excellence classroom situations. in school education competence, commitment, Feminization of teaching profession also and performance of the practicing teachers is posing problems in organization of regular in- crucial in its efforts to achieve excellence. The KVS service courses, particularly during breaks and/or has a system of 21 –day in- service education and vacations. Women employees in general have less training programme for every teacher in a cycle free time than men. It has been pointed out that of six years, which may turnout to be 12 years in attendance of women employees at in-service some cases. A teacher who attended a course in education programmes is lower then there overall the year 2000 may avoid attending another course proportion in the teaching population. till the year 2011 while fulfilling mandatory It is also being voiced that workload of requirement of one course in a cycle of six years teachers (both male and female) has been and can also claim to be eligible for senior scale/ increasing and that their in-service education is selection scale. being carried out at the cost of their leisure time, In-service education should be an integral when by its nature it should be a part of the teacher education process. It is professional matter. As a result therefore essential that in-services courses are only a minority of teachers arranged on regular basis for all categories of

KVS Quarterly Journal 37 show a high and permanent interest in in-service conforms to the structure of their initial training, programmes; the majority show no spontaneous though in varying degrees. The structure of off- interest. site in-service courses lay heavy emphasis on It is therefore, necessary to search alternative second component i.e. subject matter and also to form of in-service education to sustain the interest some extent on first i.e. general component. The of the teachers. third and most crucial is totally ignored because such courses are generally organized away from Comparisons of teachers’ interest in different school settings during breaks and vocations when forms of in-service education showed that they students are not available for teaching practice. It had a significant preference for programmes is neither possible nor desirable to depute teachers oriented directly towards everyday educational for in-service programmes during working days activity, practical exercises and demonstrations in at the cost of studies of the students. The financial actual classrooms. Interest of teachers increases aspect of deputing large number of teachers from if they expect that the courses would lessen their one place to another also calls for serious burden and improve their actual classroom consideration. practices. Motivated teachers are their own educators. In course of teaching practice the It is therefore, essential to devise in-service teachers acquire educational experiences which programmes which are sensitive to the emerging they analyse and generalize, often unknowingly, demands of the teachers particularly the to improve their pedagogical procedures. In- programmes having direct impact on teachers’ service education should strengthen the tendency classroom practices. The NCF – 05 has rightly or self-analysis for continual refinement. The observed that ‘in-service training, in particular, essence of in-service education of the teachers is must be situated within the context of classroom their own education and everything else is to assist experiences of teachers’. It further states ‘In order teachers in their self education. that teaching time is not unduly affected, and teacher trainees are able to make link between Teachers are continually confronted with all theory and practice, the mandatory days for kinds of changes in education system. It is training could be split up over the course of year therefore, not possible to restrict the in-service to include on-site work in their own classroom as education of teachers simply to updating their well’. knowledge. The in-service education should have three components- the general component, the The KVS has recently divided the mandatory subject component and the pedagogical 21-day in-service training for teachers into four component, and two aspects – the parts of 12-days and three programmes of 03 days theoretical and practical each. The 12-day programme would normally be aspects. The basic content of organized at one of the Zonal Training Institutes the in-service education, thus, and the other three programmes at school level

38 KVS Quarterly Journal for the teachers of the school or for the teachers 1. Facilitators/experts at the door steps of the of a cluster of schools under the supervision/ schools. directorship of Principal of the venue concerned. 2. Face to face interaction between the teachers It is also presumed that the 12-day programme and the experts. would be theoretical in nature and the school level 3. Likely to be cost effective. programme would be practical in nature. The 4. Individual need based interventions to each scheme has been formulated on the premise that teacher. all the Principals are equipped enough to direct 5. Actual classroom situations. the courses in different subjects and are well versed 6. Viable unique solution to problems in the with the latest pedagogical development. given situations. In-service education of teachers is a 7. It will help teachers gain confidence by specialized, dynamic and never-ending process. It engaging them with their practices and is so dynamic in its context that it requires a reaffirming their experiences. continuous flow of new ideas, knowledge and 8. No loss of studies of the children as the methods. The teachers expect ‘authentic’ and teachers would not be dislodged from their relevant information on problems with which they working places. are, or will be confronted in their everyday teaching 9. Follow up at the local level by the immediate work. The Principals’ capabilities and skills in their supervisors. roles as directors of in-service courses, are limiting 10. Teachers will not be deprived of their leisure factors of the whole scheme in vogue. The time. demands already placed on them are very great 11. It will promote a training culture in the and require extraordinary exertion. schools. It would therefore, be advisable to relieve the 12. It would stimulate sustainable interest among Principals of the jobs of organizing in-service teachers. programmes and to build teams of experienced 13. This could serve as feedback for teacher and successful teacher facilitators to take care of educators for strengthening training onsite teacher empowerment. Under the proposed programmes. scheme the team members will attend teachers onsite for assessing and improving their actual 14. Can help documenting best classroom classroom performance in real school practices. environment. This would enable the teachers to 15. Can help building positive attitude of the discuss with facilitators their contextual academic teachers. problems and to workout viable solutions. The 16. It will supplement the 12- scheme will have following strengths: day in-service courses.

KVS Quarterly Journal 39 The proposed scheme of teacher following areas: empowerment will consist of two 1. Teaching of languages components: 2. Teaching of Mathematics 1. Self-instructional material on identified 3. Teaching of Environmental studies teacher needs and desired competencies. 4. Continuous and Comprehensive 2. Face to face interaction with teacher Evaluation – tools and techniques. facilitators at the work place of the teachers 5. Classroom Management (Kendriya Vidyalayas). 6. Action Research Tasks involved in launching the scheme: 7. Teacher support material and Instructional 1. Identification of teacher facilitators for the Technology mobile team and their training 8. Community Resources – its relevance to 2. Preparation of self-instructional material teaching based on identified needs and competencies. (Some modules are already available with 3. Preparation of time schedule for each task. NCERT and may need to be revised to conform 4. Implementation of the scheme. to the constructivist approach of teaching as 5. Evaluation of the scheme. recommended by the NCF – 05) To begin with the scheme/approach could Task – IV : Identification of Teacher facilitators- be initiated for Primary Teachers serving Kendriya team consisting of 05 facilitators, on Vidyalayas. The detail tasks would be as under: each for Task –I : Preparation of blue print for Mobile i. Teaching of languages Teacher Empowerment Team ii. Teaching of Mathematics and teaching Approach and sharing with the of Environmental studies regional Offices. iii. Evaluation Task–II : Identification of professional iv. Classroom management and competencies and general needs of instructional technology the primary teachers in collaboration v. Action research and community with NCERT/NCTE/DIETs resources Task-III : Preparation of self-instructional Composition: material on the identified needs in the light of 1. Chief Co-ordinator –Director ZIET the recommendations of the (for the region concerned) National Curriculum Framework – 2005 in the 2. Co-ordinator – Education Officer 3. Convenor – Principal

40 KVS Quarterly Journal 4. Facilitators (05) – Vice-Principals RISKS : Task –V : Training of the teacher facilitators – 1. The mobile team members should be in-collaboration with the NCERT/ meritorious and enthusiastic otherwise the RIEs experience may be boring. Task – VI : Preparation of programme schedule 2. The self-instructional material should be Task – VII : Actual onsite implementation properly prepared otherwise the teachers may not show the desired interest. Task – VIII: Evaluation of the scheme (Through feedbacks from the teachers, Principals/HMs) Task – IX : Periodical reviews

KVS Quarterly Journal 41 Mr. M.P. Mahajan Supplementary Practices Education Officer KVS (RO) , Jaipur

ach Vidyalaya normally concentrates on - The subject teacher/A bright child may act Ethe following activities. as quiz master. - Curriculum content - One day may be devoted to one subject. - Classroom- Environment - This practice is best suited for Class X & - Teaching learning process – methods and XII revision before Pre-boards . This strategies used. technique was successfully experimented in KV Sector 47 Chandigarh. - Resources used/unused. - This technique brings in confidence among - Assessment and evaluation of the students before final examination. programme. b) Presentation System :- This practice can be To supplement above activities, every school introduced effectively for revision purpose. needs few innovative techniques. The basic - Divide the class/section in groups of three purpose of any innovative practice is to enhance students each group. the capabilities of teachers and students and to achieve the desired pre-determined objectives. - Whole syllabus of each subject to be divided Following practices are suggested to be under in to sub units (equal to number of groups) taken to supplement the normal teaching learning - Each sub unit may be allotted to each group process in a Vidyalaya. for preparation to present the same in the a) Revision with quizzing class. b) Presentation system - On allotted day, the group will present the c) Arrangement periods by Bright students. topic in front of whole class for 20 minutes d) Question Banks and the remaining time of the period will be devoted to discussion through question- e) Introduction of Mathematical garden. answering. a) Revision with quizzing :- Every subject can - This will revise the whole syllabus of every be revised by quiz techniques. Class is divided into subject within few days only. groups. Section-wise quiz can also be organized. - The subject teacher will act as facilitator and - Organize the revision quiz on the school evaluator. stage /Class. - Students get the sense of confidence and - To give it serious touch, leadership. the setting should look like Inter house quiz.

42 KVS Quarterly Journal c) Arrangement period by Bright Students: preparation of students before final This practice can be used to arrange the examination/session ending exams. periods for teachers on leave. Bright students e) Introduction of Mathematical garden :- can be asked to revise the important topic/ This technique is taken as teaching aid for concepts in presence of arrangement teachers teaching mathematical concepts specifically in the class. This will create the sense of in primary section. Any corner in a Vidyalaya leadership, confidence and recognition among can be developed as mathematical garden. the bright students. This will include all kinds of figures, shapes , d) Preparation of Question Bank: Subject formulas. It can have beautiful plants/trees teachers are asked to prepare question banks alongwith mathematical figures in between. in their respective subjects for each class with This concept has been successfully answering keys. If possible, separate sets for introduced in Vidyalayas of Chandigarh Region. bright students, low achievers and for However the garden is not taken as replacement commoners may be prepared. Question Bank of mathematics lab or room. sets may be distributed among students for revising the syllabus. For classes X and XII, The above mentioned innovative techniques Question Bank is prepared as per the board and practices nay be tried to better the teaching – examination requirements (Multiple choice, learning process in any Vidyalaya. If taken and V. short, Short and long answer question). introduced seriously these can work as This practice is best suited to last leg supplements to normal teaching in classes.

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One Mark of a great Educator is the ability to lead students out to new places where even the Educator has never been

- Thomas Groome

KVS Quarterly Journal 43 The Art of Questioning in the Pedagogy of Science to Inculcate Proper Scientific Temper J.S. Murthy Education Officer KVS, RO, Bhubaneswar

‘Socrates taught his disciples nothing. But they learnt every thing from him only”. It was possible because Socrates used to put apt and suitable counter questions to answer the questions of his disciples. These counter questions stormed the brain of the students, generated the ripples of thinking and they were left with no other option except to come out with correct answer.

Preamble: science does not lie in only passing information, The Pedagogical approaches for making telling rudiments, facts, theories etc., but making better learning by the students have been changing the students to imbibe scientific temper. What one continuously right from the primitive idealistic understands by scientific temper is to make the society where teacher centered education prevailed, child explorative , innovative, inventive and to the present pragmatic society where education experimentative. In fact these are the essential is student centred and activity oriented. Modern qualities required to become a good scientist. educationists of the opinion that self experience When a student acquires scientific temper he and self expression of the student provided by becomes more rational and inquisitive. His well planned activities are the chief characteristic analytical power gets sharpened. He adopts features of good teaching. A good teacher is one systematic work. His power of cogent reasoning who involves the students in the learning activity and arguing increases. He will have better clarity setting their brain in the thinking process, enabling and perception. He gets sound ability to collect them to interact with the situation and arrive at facts and data. He absolves himself from the strong self found conclusions. Apart from use of clutches of superstitions. He will be acquainted hardware- apparatus, equipment, charts, slides, with the recent and modern methods of models, audio & visual CDs, there should be experimentation. He acquires mastery in his adequate verbal communication between the subject. He will exhibit accurate skills. He will teacher and the taught for effective learning. The forecast the future scientific happenings. The child verbal transmission is to be properly articulated becomes more and more activity oriented. and put in a cogent manner to set the brain of the What, Why and how – Three magic words students in the active participation. in the pedagogy of science to develop Meaning of Scientific scientific temper : Temper and its role In fact the mankind owes a lot to the three The spirit of teaching magic words for the magnificent scientific and

44 KVS Quarterly Journal technological progress achieved with them. They mental faculties dormant in the child. The are What, Why and How. Man’s innovation and student becomes innovative by imbibing exploration of nature began when he started qualities like keen observation of putting the questions What, Why and How? Our phenomenon, cogent analysis of facts, sound civilization took stride right from the moment perception of concepts etc. They develop when the cave man in the distant past put the first scientific temper and motivate the students question ‘How to kill the animals easily to satisfy to quest. the appetite ?” From then onwards his struggle 3. They help as a handy evaluation tool to gauge to understand nature and amass knowledge is the scholastic achievement of the child and nothing but his endeavor to find solutions to the to give immediate remedial help to further questions ‘Why should it happen? How can it reinforce the concepts. function? What is this new thing?” It is not out of 4. They make the students to acquire knowledge place to mention that the question ‘Why is the by themselves . This knowledge as it has been apple falling down”! Put by Newton to himself gained by self efforts, will be indelible, was responsible for the discovery of the great everlasting and hence can be easily theory of gravitation. Sir CV Raman would not recapitulated in future whenever required. have got Noble prize if he had not put the question Practical Hints in Questioning in the “What is responsible for the blue colour of the teaching process : sea”. Therefore, it is needless to stress that a student does not acquire scientific temper unless 1. “Yes or No” type questions are to avoided as he is trained to use the magic words Why, What they give the students a chance to guess and and How in the study of science . Our pedagogical toss. As there are two distracters either ‘Yes approaches in the teaching of science should be or No” the chance factor raises to 50%. designed in this direction. Instead of asking ‘Is the sun a star or not?” one can ask “What type of astronomical Role of Questioning in the Pedagogy : object is the sun?”. No amount of words will be adequate to 2. Question should not be ambiguous and completely depict the importance of well framed confusing. If a teacher asks ‘What is the most questions in the class room teaching particularly useful part of a plant?” the students linger in in the subject science. confusion and indecision, as in each individual 1. They relieve the students from the brunt and plant, its important part differs sometimes the boredom of passive explanation by the answer given by the students confuses the teacher making the teaching one side flow of teacher also. knowledge. Student’s rapt attention can be 3. Questions should be direct, simple and drawn only when he is put a question. When without verbosity. Sometimes, teachers in the student’s brain is not tickled, he either order to exhibit verbal drowns fast into yawing slumber or engages exuberance and display himself in destructive and unwanted activities. pedantry in knowledge 2. They involve the students in reflexive thinking puts questions couched in and active participation. They sharpen the

KVS Quarterly Journal 45 intricate words and long chained sentences. the black board, he asked ‘What is this?” It is unwise to ask a question like “what best expecting that the student would answer omnibus definition do you give depicting all ‘triangle”. But a funny and unexpected answer the characteristics of wave motion?” instead came out “black board”. The teacher would of putting in simple language like “what are have asked “What do you call the figure I the characteristics of wave motion?”. The drew on the black board”. question should be put in such a way that the 8. Questions not related to the context should student can easily comprehend its meaning. not be asked as it amounts to wastage of time. 4. Questions should not be that leading. They 9. The questions should be framed in such a should neither suggest nor carry with them way that its expected answer should not any answer. An inexperienced teacher will ask exceed 3 to 4 sentences. a question like “The biggest planet in the Solar system starts with letter J. What is it?” In this 10. A lengthy question may be divided into small situation one can wisely ask “What is the questions and each student be put one small biggest planet in the solar system?”. question. This will encourage larger involvement. Also the burden of giving long 5. Questions should be framed in interrogative answer would not rest on a single student. form but not in assertive form. If a teacher asks ‘There are 07 colours in the solar light An Illustration they are ?” the student will be definitely caught For giving practical example, a picture of the in dilemma whether the teacher is asking a model demonstration class taken by the author for question or making a statement. The correct class VII students using the above cited techniques way of asking is “What are the seven colour is given hereunder: in the solar light?”. The competency developed in the students 6. Question should be asked with proper is to formulate the Archimedes principle by the modulation of voice. It should be heard like students themselves. a question. In the previous session, the students were 7. Question should elicit the desired answer. In trained to use the spring balance, the electronic one situation, the teacher drew a triangle on weighing machine to find out the weights of the black board and tapping on the figure on various objects. v v v v

The test of a good teacher is not how many questions he can ask his pupils, but how many questions he inspires them to ask - Alice Wellington Rollins

46 KVS Quarterly Journal Student expected behaviour Teacher activity (only asking question) (interacting replying)

1. (Showing the spring balance) What is the name of the Spring balance instrument I am showing to you? 2. Do you know how to use the spring balance Yes to find the weight of the objects? 3. (Attaching a stone to the spring balance) What is the object Stone attached to the spring balance? 4. (Involving the students) What is the weight of the stone? The student finds 5. (Showing the Eureka can to the students) Do you know the No name of the object? 6. (Writes ‘EUREKA CAN’ on the black boards) read the word, Reads loudly. If the student it is the name of the object. goes wrong, the teacher corrects the pronunciation 7. Can you describe its shape? Cylindrical. (If the students do not come out with correct answer, alternatives with correct answer may be suggested. Giving correct answer at the end). 8. Is it hollow or solid? Hollow 9. What is its peculiarity ? Is it like any other can? It has got a side tube at its top. 10. (Taking an empty beaker in to his hand) Beaker What is the name of this object? 11. Find out its weight with the electronic balance? Students find out its weight 12. (Filling the can up to the brim., after water over flowing, The students find out adjusting the beaker at the end of the side tube, dips the stone attached to the spring balance into the water of the can) What is the reading in the spring balance? 13. When the stone is dipped is any water over flowing Yes into the beaker?

KVS Quarterly Journal 47 14. What is happening to the weight of the stone when it is Weight decreases dipped in water? 15. How much of weight decreases? or what is the loss of weight? Weight of the stone in the air minus weight of the stone in the water. 16. Find out the weight of the beaker with the over flowing The students find water/displaced? 17. What is the weight of the over flowing/displaced water? The students find 18. Draws the following table on the black board and fills the columns with data by the help of the students. Weight Weight Loss Weight Weight Weight of the of the of of the of the of the stone stone weight empty beaker displaced in air in water of the beaker and displaced water stone water alone in the water AB CDE F They are equal. What is the relation between the column C and F? 19. This is Archimedes principle. Please describe in words When an object is immersed in water of the body in water is equal to weight of the displaced water. 20. States that this law is true with any body and with any liquid.

Conclusion: involvement and creating scientific temper in the It is seen from the above that the teacher did students as they are able to observe, interpret, not teach the concept of Archimedes Principle experiment, formulate etc. directly but the students were made to formulate If, inculcating scientific temper is the main the concept. The teacher’s role is confined to the aim of teaching the subject science, proper background, only asking questions. This method questioning by the teacher with activities will thoroughly satisfies the activity guide the students as beacon light for acquiring method of learning, student scientific temper.

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48 KVS Quarterly Journal Development of Spoken English P.R.L.Gupta Assistant Commissioner, Proficiency in the teachers KVS Lucknow

Case 1 : A teacher started the lesson with For the sake of quality education, parents are full enthusiasm, students grasping the content and enhancing their affordability towards the cost of everything seemed fine. When the teacher educating their child. It is not just the knowledge announced that every student should bring a chart bank in the brain that matters, but the expression, on the topic that is just completed, the whole class delivery also play a very vital role. Our teachers in burst into laughter. the schools are no doubt knowledgeable, qualified. ‘Chart’ was pronounced as ‘shirt’ by the But then why the children are dissatisfied with teacher due to mother tongue influence(MTI) some teachers? Why do some teachers fall short of expectations of the system? It is the lack of Case 2 : A teacher has asked if anybody has awareness that they need to know more in terms ‘atlas’, in a primary class. One student said that of skills in the class-room situation. The roles there is one at home, but used by dad always. On played by verbal and non-verbal means of inquired further, it turned out to be ‘atlas’ bicycle. communication have to be exposed to our teachers. Funny. The teacher intended something, student Now when English is recognized as ‘International understood something else. Link Language’, English speaking ability is seen Case 3 : A parent has come to the Principal as a pre-requisite for many lucrative jobs. No of a school for shifting the child from one section doubt, around 80% of all the publications are to another section because the teachers in the written in a language which is spoken by hardly section are not using English at all even in the around 10% of the world population. If we want subjects where medium is compulsorily English to keep KVS above the rest in school education, The days of emphasis on employability in the two areas need immediate attention. They are: youth are here to stay. With rapid globalization Spoken English Ability Communication Skills of products and services, the needs of education Distorted perception about KVS: have also seen rapid changes. The job openings due to BPO or call centers have spread to even to Even though KV has provision for non-metros and further to smaller cities. The teaching in both media like Maths and Science demand for foreign language skilled personnel is taught in English and Social to growing at a rapid pace. When the consumer is some extent in Hindi, the the King, school education can’t escape from it. general perception about KV

KVS Quarterly Journal 49 is ‘Hindi school’ in many places. Coupled to this Fear of Ridicule : Even native speakers take years is the fact that many teachers and even principals to master their language, so it’s no surprise a foreign tend to use Hindi in their daily use leaving less language learner has to make a lot of mistakes scope for general English ambience in the schools. before even managing to produce anything near Moreover, KVs had not readied themselves for to good English. The spontaneous nature of the dynamic changes that have taken place in the speaking means you’re likely to make more society. The idea behind this article is not mistakes than you would otherwise. Fear of ridicule identification of pitfalls but to introspect ourselves is one of the major impediments in English and possible measures to correct. speaking in our teachers. A Look at the Background of the teachers in Lack of Motivation : If you ask a teacher why KVs : More than 90% of our teachers barring do they think they should speak in English in class Hindi teachers are technically competent to handle or outside, what’s the most likely answer? ‘because in both languages. They have English in most cases KVS asks them to speak’? They’re following orders upto secondary level or even Graduation level. If - and for what? Not only is the motive external, basic skills of reading and writing are considered, but the end goal is not understood by many. The there is no deficiency in them, though vocabulary importance of the ability in themselves to transfer and grammar are casualties in some cases. it to the students is not clear to many. Loss of practice: Lack of support : There are two kinds of support: Somehow in the system of KV functioning, Classroom atmosphere and outside class room the usage of English has been relegated to support. Teachers need to support each other, background. The real problem is not much about for example by working in teams. the knowledge of the language but the usage part. Strategies: The practice of local language has affected the Improvement can not be forced upon or usage of English in the schools. thrust. The efforts should be at individual level, Why don’t they speak in English? school level, and organizational level. Many a time, teachers themselves do not INDIVIDUAL know that they need to enhance their English skills. It basically depends on the factors at This awareness is lacking even in many who teach individual’s end. They can be the subject in English medium. They generally feel that using even 50% English is equal to English v Awareness (Made aware of the ground medium. In the guise of explaining reality and future) the concept well in mother v Felt need (Should feel the need of tongue, some teachers resort to speaking in English) this 50% concept. v Motivation (Internal motivated)

50 KVS Quarterly Journal SCHOOL LEVEL What is Change Management? v Leader, ie. Principal (supportive, guiding, People like status quo or we have a tendency role model etc.,) of inertia. Whenever a change is thought of or v Teaching community (involvement and brought out, resistance occurs like, why now? Or support of colleagues) why this or that etc. There are many reasons for the resistance like fear of failure, feeling of v Subject Committees (for group insecurity, fear of loss of importance, fear of strategies) dispensability, not aware of the need, future v Students background (much variation is scenario etc, Basically people have a tendency seen in KVs) not to notice the initial signals emanating from v Staff Room climate (again it depends change. The rule of Change is “If you don’t on colleagues) change, change will change you”. One best example of this is: “feeling of incompleteness in v Reaching out efforts (special efforts elderly employees when confronted with new made by the school) technological need, be it internet, e mail or looking ORGANISATION LEVEL at the photos of the dear and near in a computer. v Selection (screening strategies) When they look at the youngsters, they normally say “we never had such gadgets” failing to realize v Trainings (periodical workshops) that they never looked for the signals of change. v Supervision (inspection strategies) They never looked at the sequence of changes v Rewards (both positive and negative) like Radioà Transistorà Tape recorder TV Colour TV Plasma TV Strategies to improve English speaking ability à à PC cum TV. Hence, we need to look at the change in teachers of KV should be aimed at all the three management of attitude in our teachers. above areas. The areas of English that need efforts are Listening, Writing and Speaking as Reading is The three stages of Change management are not a general weakness even in the weakest one in ‘unfreezing’, ‘change’ and ‘refreeze’ (Kurt Lewin’s English. model). CHANGE MANAGEMENT UNFREEZING Since we are trying to talk of a sort of drastic This basically involves awareness of the change in the basic approach of the teachers in needs, its implications if not attempted, what is many cases, I feel we should follow the basic the organizational interest, guidelines of Change Management. The present stakeholders’ interest and the article talks about strategies that revolve around benefits of introducing change Change management. to self, KVS, students etc.

KVS Quarterly Journal 51 Unless the teachers are aware of the meaning and v Medical transcription need of the change, they won’t listen to our v data mining circulars, warnings, reprimands. Hence our v Event management strategies have to attempt this unfreezing or a sort of unlearning the old learning. v Online tuitions CHANGE v Expanding tourism industry Only after the first stage of unfreezing, the v Impact of gloablisation change has to be introduced. It is the second stage v Biometrics etc., of the change management. These are the efforts Even the facts and figures of service industry on the ground level which will receive acceptance and its contribution to GDP that is growing at an as the people are ready to receive due to unfreezing. amazing rate of 9% p.a should be given. The REFREEZING number of employees preferring a private job to The new strategies are reinforced to see that Govt. job should be brought to the notice of the the new and changed approach becomes part of teachers. One significant aspect of today is less working life. It becomes the integral part of the dependence on Govt. jobs by many youngsters in system. many pockets of the country. In order to prepare for that, teachers must know if we don’t change Hence, keeping the above in mind, the following strategies are recommended or that can ourselves, the students including their own children be thought of: will be at a tremendous loss. Awareness of English Speaking Ability and Awareness campaign: Needs Pamphlets containing data, power point This should be the first phase. Here teachers presentations containing vital information should are exposed to the present day requirement of the be provided in the staff meetings by the principal economy, industry, profession etc., Certain data, with any young and energetic teacher. A regional research survey findings, market demand etc., must level briefing may have to be given to the principals. be given to the teachers. Data that has to be There should be atleast 2 meetings of the teachers provided to the teachers: List of New and with the information. The content of emerging industries like: presentations may be vetted by a screening committee. v BPO(Business Process Outsourcing) ACTIVITIES AT SCHOOL LEVEL v KPO (Knowledge Process Outsourcing) Activities that can be conducted at the school level for improvement of English speaking ability v LPO(Legal are listed below with a brief idea of each activity. Process Outsourcing)

52 KVS Quarterly Journal In my opinion, a scrupulous implementation by or even absurd happening. The story should be the principals will bring in a lot of positive change of 3 to 5 minutes. in the desired direction. 5. Listening sessions: 1. School Level Group Discussions Play the situational conversation of CIEFL Every school will organize group discussion cassette or CD in front of the group and ask on some relevant social issues (barring caste or questions. This should be done by a facilitator at religion based). PGT (English) or a competent the school level. teacher should facilitate the program for around 6. Sentence generation sessions: 30 minutes. Every teacher has to express his or her view for not more than 1 minute each. Of Provide 3 word groups in sequence WG1, course, the medium should be English. WG2 and WG3 ask the teachers in the group to speak sentences taking one cue from each word 2. Prayer level Talk by Teachers group. The total sentence should have one set Long back, there was a circular from KVS from each of the three word groups. Example: that every day in the prayer, there should be atleast Word Group 1 Word Group 2 Word Group 3 one teacher to talk on a social issue (not necessarily Ram/Laxman/Sita/He/ Is/are/was/were/seems/ History Teacher She/They/Both appears/Seemed/appear Doctor/Tailor/Dentist/ moral) in the assembly. The instruction should be ed/looks/looked Scientist revived. Principals should ensure that teachers Example of the sentence formation is: speak in the assembly for a brief period of not They appear to be scientists. more than 3 minutes in English. The above table is different from the normal 3. School Level Extempore speech one given in students work books. In this table Teachers be arranged in groups and in each there is some scope for variation or addition. group of around 8 people, every teacher will be Such sentence generation sessions would help given a topic on the spot and the teacher will have teachers create different expressions for different to speak after an initial preparation time of around situations or even different expressions for a similar 3minutes. He/She should speak for atleast 3 situations. minutes in English on the given topic. 7. Listening Skill Activity: 4. Story writing using pictures Use a small town area map with bus station, Teachers be arranged in groups and in each railway station, school, college, hotel, prominent group of around 8 people, every teacher will be roads in it. Facilitator will explain one shortest given 3 or 4 photos collected from magazines or route from railway station to hotel newspapers and give time for thinking of a story with directions to take turns and each teacher should narrate the created story etc., Provide another map to in English. The story making can be social, funny the participants and they will

KVS Quarterly Journal 53 write directions and also read the directions, of enact, e.g., Topics: advertisement is a nuisance course, in English. (roles are: manufacturer, housewife, media person, 8. Conversation Skills student and a doctor) It is a group activity. Arrange the people in 11. Role Reversal groups of 5 to 8. give them some situations like People in the group will be given a role that at a railway station, at a bus station, at sea beach, is reverse of them like: demanding son or daughter while traveling in a crowded bus, while traveling and stubborn parent; two students discuss about in a local train etc. People in the group should their mental state of exam stress etc., converse in English on any of the situations and The above are only suggestive. The principals continue with real or imaginary experiences. as leaders with their intuition ad attitude can plan 9. Comprehension exercises: and arrange them to see that speaking ability with Provide simple passages and ask the teachers a better body language can be improved in the to write answers at the end of it. Proceed from teachers. simpler ones to a little difficult ones. They help in ACKNOWLEDGEMENT: improving comprehension ability. The ideas and activities are drawn from 10. Role Plays: “Manual for Training on Communication Skills Provide a situation, give the roles and the and Spoken English” developed by me at ZIET group has to assign the roles to every members Mumbai along with Mrs. Mitali Rudra, Principal, for the situation, prepare an idea and perform or Mr. M.R.K.Raju, PGT, Mrs. Devyani Bose, PGT and Mrs. Vineeta Narula, PGT.

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54 KVS Quarterly Journal Project Based Learning V. Meenakshi, Principal, K.V. Mysore

“The illiterate of the twenty-first century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” —Alvin Toffler

he world has changed. What does lit desired shift.To reduce the stress caused by the Teracy look like today? It certainly means existing system on students, school should find a being able to read and write, understand method to make learning meaningful to mathematics and science, and apply this knowledge students.NCF,2005 makes an attempt to shift to real-world issues. teaching –learning to practice based on But literacy also means understanding that our ‘construtivism’ world is complex. It is a world driven by new ideas, Constructivism is a philosophy founded knowledge, and technology. It is made up of on the belief that we construct our own different people, cultures, and perspectives. If we understanding of the world by reflecting on our are to rise to the challenges and opportunities in experiences.Each of us generate our own ‘rules’ this new global age, it means embracing a new and ‘mental models’,which we use to make sense vision for teaching and learning. of our experiences. The National Curriculum Framework (NCF) ‘Project based learning’ is a method developed by National Council of Educational supporting constructivism to inspire students Research and Training in 2005, recommends a to ‘think,connect,create and share’ .Project paradigm shift from rote memory to learning by learning makes an attempt to connect understanding.It suggests that curriculum should knowledge and skills with personal experience help students to develop their own thinking and in collaberative manner resulting in life skill ideas through experience, action and learning. Project based learning bridges the reflection.School should facilitate the process of gap between learning core knowledge and knowledge construction and help them to become applied skills-the gap between knowing and independent thinkers capable of solving their doing. This offers the students to become everyday problems. Project based learning places critical thinkers, problem solvers, and effective students in a practical setting where they learn to communicators. collaborate, think critically, communicate and Effective project learning is open-ended and understand the values of the work ethics. deals with curriculum based problems, issues and Therefore, it is necessary to make teachers challenges.The learning paths are understand the need for a change and how changes unpredictable, but the result is in teaching-learning process can bring about the often a more in-depth of understanding the content, 21st century thinking and

KVS Quarterly Journal learning. 55 KEY FEATURES OF PROJECT BASED LEARNING l Essential questions: Teacher has to create an authentic, engaging, open-ended question that poses a problem or situation that has meaning and relevance for students. l Project design: Teacher has to identify standards based activities that support the Define phase overview: essential question and involve the students in l The ‘Define’ phase includes Project topics, the project design, causing them to develop a outcomes, scope, and links to curricula, sense of project ownership. strategies and assessment approaches. l Work plan: The teacher prepares tasks, l· The overview of the Define phase in the subtasks, milestones, timeline for completing project learning cycle includes a number of each component, other activities related to the approaches and techniques. project. l “Begin with the end in mind” is helpful to l Project Management: The teacher guides the expand the techniques into something more students in working collaboratively; monitors practical. students’ activity and provides structure and l A balanced assessment approach is very useful feedback. to make students to work confidently. l Culminating products: They are presentation, Plan phase overview:

exhibition etc. l In ‘Plan’ phase the project is broken down in l Assessment: PBL requires variety of manageable pieces. Project roles are assigned assessment tied to the content standards, and a timeline is planned for the project. higher order thinking skills, attitude and l The information on building a work plan is application .Teacher has to use multiple very useful which will help the students to indicators of performance to give students work on the right direction with proper time with different strengths and opportunities to management.

make a successful project. l Breaking the projects into sub topics is to make l Evaluation: At the end of the project, students the task easier

discuss, analyse, and reflect about outcome of l Use of resources will make students to collect the project. The teacher prepares rubrics to information without wasting time. evaluate the outcome of the project l Do phase overview: Project learning cycle The learning project is launched and conducted with students. The products resulting from students’ work are collected for assessment. It ends with a celebration of the successful completion of the project.

56 KVS Quarterly Journal Review phase overview: l Arranges field trips, guest lecture and provides In ‘Review’ phase, Teachers and students infrastructure. reflect on the outcome/products of the l Supervises students’ activity and provide recently completed learning project. structure, guidance and feedback.

Reflection and evaluation are critical in l Supports and encourages students’ thinking as assessing the success of the project and the they work on project, and challenges them to improvements that can be made in future. It go beyond textbook. includes assessment and grading. l Avoids making decision for students. Manage phase overview: l Highlighting the problems to solve instead of It is central to all other phases. Most solving it. activities in this phase span the duration of Maintain ultimate control in conflict the project. It includes process management, l preperation prior to launch, facilitation, management progress monitoring, re-planning, conflict In project learning, students work in teams management and monitoring milestones to explore real-world problems and create and checkpoints presentations to share what they have learnt. Based on the above mentioned 5 phases Compared with learning solely from textbooks, ‘Think plan’ and Work plan’ are this approach has many benefits for students, prepared(Annexure I).It includes including- Survey,Surfing,Interaction through message l Deeper knowledge of subject matter. boards, Guest lectures, group work with peers l Increased self-direction and motivation. and presentation. l Improved research and problem-solving Role of a Teacher in PBL: skills. l PBL requires that teacher to move around the l Understanding how academics connect to classroom for discussion with students’ where jobs and careers he / she will act as a learning guide and facilitator. l Using Technology l Teacher participates as a mentor. REFERENCE LINKS i-EARN George Lucas Educational Foundation http://www.iearn.org http://www.edutopia.org/foundation/ Global SchoolNet foundation.php http://www.globalschoolnet.org/GSH index.html Partnership for 21st Century Skills European Schoolnet http:/www.21stcenturyskills.org http://www.europeanschoolnet.org Intel’s Teach to the Future Program 3-I Project Learning http://www97.intel.com education/teach http://www.3iproject.net Project Management Institute World Links Education Foundation http://www.world-links.org http://www.pmi.org/pmief/ default.asp

KVS Quarterly Journal 57 Work plan

START TASK SUBTASK ROLE END DATE PRODUCT DATE Launch project 20.11.07 20.11.07 Project launched

Deliver Areas to be covered. Teacher 21.11.07 22.11.07 Initial classroom classroom .1.Define the project instruction is instruction 2.Culminating products completed

Group selection 1.Anjali Teacher 23.11.07 23.11.07 Group selection 2.Chaithanya Sai is completed 3.Aarathi 4.Priyanka 5.Supreeth

Conduct Collection of Content on Student 24.11.07 30.11.07 Students research 1.Dental care. recorded in 2.Common Think.com ailments(Curricular units) Perform survey Create survey Student 01.12.07 07.12.07 Collected report questions,survey,prepare survey report Programme Prepared based on Student 08.12.07 22.12.07 Prepared sheet activity curricular units and and problem areas in daily teacher life affecting health Advice meeting Team prepare briefs All team 05.01.08 05.01.08 A meeting was members held Programme Presentation ,, 15.01.08. 22.01.08 Presented sheet presentation Preparation of Eliciting from peer group Each 24.01.08 29.01.08 Prepared questionnaire and self analysis member questions Lecture by Dr.Muralidhar Teacher 30.01.08 30.01.08 Completed Medical specialist Exhibition Practice presentation by All 01.02.08 04.02.08 Completed inviting parents members Project Posting in think.com All 05.02.08 09.02.08 Completed presentation pages Assessment and Prepare rubrics and Teacher 10.02.08 10.02.08 Completed grading assessment Refection and Student reflection and Students 11.02.08 11.02.08 Completed.The evaluation evaluation, Teacher and work is posted in refection and evaluation teacher think.com pages Project closed Submitting to OEF with Teacher 12.02.08 Closed feedback

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58 KVS Quarterly Journal Infocus

Help Line Programme

CBSE started student help line in 1998 in order to providing counseling to

students before the examination and also during the declaration of results. This is

a voluntary service provided by Principals and trained counselors during interactive sessions over telephone. The experts are drawn from eminent schools affiliated

with CBSE in India and abroad. The feed back received so far shows that there

has been a perceptible reduction of stress and anxiety amongst students as a result of this service. Each year new features have been added to make CBSE counseling

more and more useful. CBSE is in the process of broad basing the existing network.

This help line will begin functioning from 1st February to 31st March 2008. . The time slots given below:

(i) 8.00 a.m. – 12.00 noon

(ii) 12.00 noon – 4.00 p.m.

(iii) 4.00 p.m. – 8.00 p.m.

(iv) 8.00 p.m. – 12.00 a.m.

KVS Quarterly Journal 59 Book Review

Title : 2000 tips for teachers Author : Nick Packard and Phil race Publisher : Vinod Vasishtha for Kogan Page India Private Limited, 2/13, Ansari Road, Daryaganj, New Delhi – 110 002 Price : Rs. 395.00/-

Teaching is complex task involving thousands of micro skills. The repertoire of skills apart, the understanding that a teacher needs to have is that teaching is a science. While mastering teaching skills requires commitment and interest, application of them warrants scientific outlook and approach. The theory and practice aspects of teaching taught in teacher’s training colleges constitute at the most the barest minimum required for aspiring teachers. That is only a beginning. The teacher’s ingenuity, interest, and involvement determine how effective he is in the classroom. Often personal experiences the teacher gains in dealing with his students and critical reflection on those experiences would help him prepare well for classroom teaching. The keenness with which he observes other teachers’ classes and deliberate upon the finer aspects of acquiring subject expertise, effective transaction of subject matter and the communication skills required for such transaction, and evaluation skills would help the teacher develop into a professional. 2000 Tips for Teachers is a compendium of sound, practical, tried and tested advice for teaches which aims at supporting teachers in helping their pupils learn. As teaching is nothing but a task of making pupil learn, the teacher of the 21st century should be thorough with the knowledge and skills in the areas of effective teaching process, designing and implementing learning, supporting pupil’s learning, using ICT, aiding pupils with special needs, using resources effectively and coping with the demands placed by truant and delinquent pupils. 2000 Tips for Teachers is essential reading for all teachers, providing access to wide-ranging and practical advice and ideas, presented in a unique, easy-to-use format. The book deals with a range of practical issues from honing their skills relating to curriculum planning, supporting learning and effective assessment, through to getting to grips with the latest technology and working with difficult pupils and classes. The book would be of immense help to both new and experienced teachers. Internalizing the best of the tips given in the book and implementing them in the class would no doubt be a rewarding experience for a teacher. E.T. Arasu Associate Editor

60 KVS Quarterly Journal IN BOX

* I am a regular reader of KVS Quarterly Journal. I take this opportunity to appreciate your good self for the good self for the good efforts. Ms. Kamala KV No.2, AFS, Tambaravu

R R R R * Received Quqrterly Journalfrom KVS ZIET Mysore. I appreciate the design, articles and the quotations. Waiting eagerly for the next issue. Ms. Tajunder Palkaur KV No.2, Hussianpur, RCF.

R R R R

Disclaimer Views expressed in the articles herein are those of the writers and do not necessarily reflect the policy of Kendriya Vidyalaya Sangathan

KVS Quarterly Journal 61

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KVS Quarterly Journal 63 cYkk@v l^kl^kSk bkkYkklHkAù .^kg ¢kSZkk†’YkAù Yko\Zkkx .^kg #kk†TP Hkwbkv YkkTk^k Yko\Zkkx Aùkv #kk†TP bkYWkTSkm Yko\Zkkx Aùk ÉkYknBk #k†‘P#kk\km bÇkkvP cYkk@m bkkYkklHkAù bkgbApùlP Avù ^kCkr Ykx @Bkk Hkk bkAùPk cy ‹ @cm cwä bkgbApùlP cYkk@v ÉkkFkmTk Yko\Zkkx Aùk bkYUkvakOk .^kg lTkaAùUKPkä bkckTknXkolPä Rv#kXk†‘Pä YkwÇkmä Xk†‘Pä lTkZkTÇkOk Aù@Pm ¢k£r cw ‹ Yko\Zkkv Avù ^kCkmrAù@Ok Aù@Tkv U@ bkcTk#km\kPkä RZkk\knPk Hkwbkv YkkTk^k Yko\Zkkx Aùkv ÉkvYk bkYWkTSkm YknBZk êU bkv Yko\Zkkx Aùkv bkRkFk@Ok bkYWkTSkm Yko\Zkä bk’Zk Yko\Zkkx Avù ^kCkr Ykx @Bkk Hkk bkAùPk cy ‹ bkYWkTSkm Yko\Zkä #kk†TP bkYWkTSkm Yko\Zkä ÉkvYk bkYWkTSkm Yko\Zkä Xkk£rFkk@kä TkYk|Pkä bkckZkPk Aù@Tkv Aùm Xkk^kTkkä ¢zcbkk bkYWkTSkm bkkYkklHkAù .^kg YkTkkv^kwekklTkAù Yko\Zk Ykx Robk@kx Avù l\k. ¢kR@ä Robk@kx Aùkv bkcZkkvCk RvTkv Aùm P’U@Pkä WkkgK bkAùPv cy ‹ £Tk YknBZk YkkTk^k Yko\Zkkx Aùk ^ZkkUAù Robk@kx Avù bkkgbApùlP Yko\Zkkx Avù ÉklP ¢kR@ä AùéOkkä l^k#^k^ZkkUm ^kCkmrAù@Ok Aù@Tkv U@ £TkYkx \kCkXkCk .Aù bkkw Yko\Zkkx Aùk ÉkvYkä bkWk Aùm Xk\kk£r Aù@Tkv Aùm P’U@Pkä bklÓùZk @kì}mZk bkYkk^kv#k ckv HkkPk cw ‹ Zkv Yko\Zk .Aù Robk@v bkv lAùbkm Tk HkkCkêAùPkä @kì}mZk .AùPk Avù l\k. ÉkvYkä Gn¢kGoP Aùk lAùbkm ÉkAùk@ä Ék’Zkdk ¢Qk^kk U@kvdk êU bkv HknMjv UkZkv ^klcaAùk@ä TkkCkl@Aù .^kg @kì}mZk bkYUlP Avù ÉklP HkkCkplPä HkkPv cwä £Tk YknBZk YkkTk^k Yko\Zkkx Ykx bkRkFk@Okä ¢k@kvCZkPkä bkYkkHkbkv^kk Aùm Xkk^kTkkä bk^krlcPAùk@m AùkZkr Aù@Tkv Aùm #kk@ml@Aù ÌkYk Aùk Ykc’^kä bkYkZk Aùk bkRnUZkkvCkä P’U@Pkä \kkvAùPk†TÇkAù lTkOkrZkkx bkv bkcYklPä bkYkkHk^kkR lTkZklYkPPkä bkYkZk Aùm UkWkTRmä b^kk^k\kYWkTkä ¢kw@ YkkTk^k .AùPk Aùm Xkk^kTkk Hkwbkv YkkTk^k Yko\Zkkx Aùkv ¢k’YklTkXkr@Pk Aùkv Ékk@†YXkAù Yko\Zk YkkTk bkAùPv cyw ‹ ¢zcbkk bkYWkTSkm bkkYkklHkAù .^kg YkTkkv^kwekklTkAù Yko\Zkkx Avù ¢kekkUk\kTkä AùPr^Zk Avù ÉklP lTkíkä bkkRkHkm^kTkä ^kCkr Ykx @Bk bkAùPv cy ‹ £rYkkTkRk@mä Ro@Rs#kPkä Robk@kv Aùk YkkTkä ^kpák^kbQkk Avù l^k

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KVS Quarterly Journal 65 Yko\Zkkx bkv Hkm^kTk bk#k‘P ^k bkkQkrAù bkl^kPk #kYkkr WkTkPk cw ‹ ÉkkQklYkAù ¢SZkklUAùk Avù.l^k.Tk.1äFkgMmYkglR@äFkgMmCkNj bkgXkkCk

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66 KVS Quarterly Journal cw ‹ £bkbkv bkYkkHk YkHkWkoP ckvPk cw ‹ ^kkPk^k@Ok #kná Ykx ^Zk†‘P Avù ^Zk^kck@ Aùkv bkgFkkl\kP Aù@Pv cy ‹ ^kv Hkklc@ WkTkPk cw ‹ bkWk bknBk ^k #kkglP bkv Hkm bkAùPv cy ‹ Aù@Pv cy lAù ^Zk†‘P lAùbk ÉkAùk@ lTkíkUo^krAù ¢UTkk AùkYk bkkgbApùlPAù Yko\Zkkx Aùk bkgWkgSk ^Zk†‘P Avù ¢UTkv l^k#^kkbkä Zkk M~ZkoKm Aù@Pk cw ¢kw@ ¢UTkv bkcZkkvlCkZkkx bkvä ¢UTkv bkv SZkvZkä lTkíkä @mlP - l@^kkHkkx Avù Uk\kTk bkv cw ‹ £bkbkv ^kl@í bkv Zkk ¢UTkv bkv HkolTkZk@ä bkmlTkZk@ Zkk AùkZkrbQk\k ¤bkAùm bkkgbApùlPAù HkMjkx Aùk UPk Fk\kPk cw ‹ £bkbkv ^kc Avù ÉkSkkTk (Boss) ¢kw@ ^ZkkUk@m cw Pkv Ck|kcAùkx .^kg WkMjm bkgBZkk Ykx \kkvCkkx bkv HknMjPk cwä ¤Tkbkv lTkAùKPk WkTkk HkTkPkä ^kAùm\k cw Pkv Ykn^klÑù\kkxä Mk‘K@ cw Pkv Yk@mHkkx Avù bkkQk Awùbkk ^Zk^kck@ Aù@Pk cw ‹ #kkbkAù - Ék#kkbkAù cw Pkv UkPk cw ¢kw@ ¤TkAùk l^k#^kkbkä bTkvc .^kg ¢kR@ ÉkkÈk HkTkPk .^kg YknbkmWkP bkv lDk@v Aùkv lAùbk P@c @kcP RvPk Aù@Pk cw ‹ Zkv bkgWkgSk bkgbApùlPä bkXZkPkä bkgbAùk@ Xkkakkä cw‹ £bkbkv ^Zk†‘P Aùm dkYkPk ¢kw@ ¢kCkv WkNjTkv Aùk ¤bkAùk ¢†bYkPkä dkvÇk .^kg l@#Pkx bkv HknMjv ckvPv cy ‹ bkkgbApùlPAù YkkR~Rk Xkm Hkklc@ ckvPk cw ‹ ¤bkAvù l^kFkk@kx Aùm ¤ÃkPk Yko\Zkkx Ykx Aù\kkä bkgCkmPä Tkp’Zkä TkkK~Zkä bkklc’Zkä \kkvAùHkm^kTkä .^kg bkv^kk Xkk^kTkk Hkklc@ ckvPm cw ‹ .vbkm lYk#kTk@m b^kbQk U@[email protected] .^kg bkXZkPk Avù CknOk #kklYk\k cy ‹ £Tkbkv Xkk^kTkk bkv cm ^Zk†‘Pä bkYkkHk ^k @kì} YkckTk WkTkPv cy ‹ Hkm^kTk Ykx @bk ¢kPk cw ‹ Hkm^kTk ¢kTkTRRkZkm WkTkPk cw AùkYk Ykx ¤bkAùm ¢k’YklTkXkrPkä ÉklPbUSkkr Aùm dkYkPkä êBkkUTk Ro@ ckvPk cw ‹ ^kVúkRk@mä TkwlPAùPkä ÉklPWkáPkä bkYkUrOk Xkk^kTkkä bkkYkklHkAù Yko\Zk ^kv lbkákTP cyä lHkTkbkv Zkc ¢kXkkbk HkkCkêAùPkä FkwPTZkPkä bkHkCkPkä SkwZkrä bkcTk#km\kPkä lYk\kPk cw lAù ^Zk†‘P bkkYkklHkAù ^Zk^kck@ Ykx Robk@kx Avù ^Zkk^kbkklZkAùPkä bkYkZk Aùm UkWkgRmä KmYk Xkk^kTkkä AùkZkr bkkQk lAùPTkk bkkQkrAù P@mAvù bkv HknMjPk cw ‹ £bkYkx Ul@^kk@ä Ykx \kkXkAùk@m ckvTkv Aùm ZkkvCZkPk lAùPTkm ^k Awùbkm cw ‹ lYkÇkYkgM\kmä Ykkvc\\kkä TkCk@ PQkk bkkQk AùkYk Aù@Tkv ^kk\kv SZkvZk ÉkklÈk Avù ÉklP ^kc lAùPTkk bkHkCkä AùYkrL .^kg bkcAùsYkZkkx bkv bkgWkgSk .^kg bkYkkIkRk@m Xkm ¢kPv cy ‹ .vbkv Ul@ÌkYk#km\k cw ‹ Zkv bkWk Ykc’^kUoOkr P’^k cy ‹ ^Zk^kck@kx Ykx ^kc lAùPTkk bkHkCkä Xk@kvbkvYkgRä ¤Rk@ä Yko\Zkkx Avù ÉklP bkHkCk ^Zk†‘P Avù l\k. Zkc SZkkTk @cYklR\kä RnhBkm .^kg YknbkmWkP Ykx Vwúbkv Aùkv YkRRCkk@ä bkBkTkk Xkm Hkê@m cw lAù ¢UTkv Avùl@Zk@ Avù @kbPv Ykx ^kc bTkvc#km\kä TZkkZk .^kg ¢kwlFk’Zk Avù ÉklP bkk^kSkkTkä lTkAùKPk Yko\Zkkx Avù ÉklP lAùPTkk ÉklPWká @cPk cw ‹ Zkk ¢k’YkmZkPk bkv Xk@k cn¢kä Wk@kWk@m Aùk UdkUkPmä lTkaUdkä bkgPnl\kP ¢kw@ lAùbkm P@c Aùk XkvRXkk^k Tkc{ ¤U@kv‘P bkk@m WkkPkx Avù l\k. Zkc Xkm Ykc’^kUoOkr cw Aù@Tkv Aùm Xkk^kTkk bkv ¢kvPÉkkvP cw ‹ l^kakYkPk .^kg #kkvakOkä lAù ^Zk†‘P Wkkc@m bkgWkgSkkx Ykx lAùPTkk Anù#k\k .^kg AùklWk\k Robk@v Avù ¢lSkAùk@kx Avù cTkTk Zkk Robk@v Avù ¢lSkAùk@kx Avù cw ‹ Zkv bkk@v Yko\Zk ^Zk†‘PCkP Hkm^kTkä Ukl@^kkl@Aù Hkm^kTkä cTkTk Zkk Robk@v Aùm Xkk^kTkk Aùkv Lvbk UcFkkTkv bkv Hkkv bkBP bkkYkklHkAù Hkm^kTkä ¢kw@ @kì}mZk Hkm^kTk Aùkv ÉkXkkl^kP .^kg U@cvHk Aù@Pk cw ‹ .vbkv ¢kFk@Ok bkv cm bkYkkHk bk#k‘P bkgFkkl\kP Aù@Pv cy ‹ Yko\Zkkx Avù Uk\kTk bkv ^Zk†‘P Aùk .^kg CklP#km\k @cPk cw ‹ ^Zk†‘P’^k ¤Xk@Pk cw ‹ ¤bkv YkHkWkoPm .^kg UckFkTk lYk\kPm cw ‹ Ul@^kk@ YkHkWkoP ckvPk AùkZkr Avù Yko\Zk bkv YkP\kWk ¤Tk lbkákTPkx bkv cw Hkkv cw ‹ bkYkkHk ¢kw@ @kì} YkHkWkoPä AùkYk - SkgSkv Zkk ^Zk^kbkkZk TkkwAù@m - ^ZkkUk@ Avù bkgRXkr ( ) ÉkXkk^km .^kg l^kAùlbkP WkTkPv cy ‹

KVS Quarterly Journal 67 Zk#k .^kg bkYkplá ÉkkÈk Aù@Pv cy ‹ Yko\Zkkx bkv Fkl@Çk WkTkPk ¢#kkglP .^kg ¢^Zk^kbQkk bkXkm ¢kv@ Gk HkkPm cw ‹ ÉkCklP cwä Hkkv ^Zk†‘Pä Ul@^kk@ä bkYkkHkä @kì} .^kg YkkTk^kPk Aùkv .^kg l^kAùkbk Aùkv l^k@kYk \kCkAù@ ¢SkkvCklP Aùk Rkw@ Fk\kTkv #k†‘P ^k bkkYkQZkr RvPk cw ‹ ¤TkAùk bkg^kSkrTk Aù@Pk cw ‹ \kCkPk cw ‹ ¤TkAvù l^k#^kkbk Aùkv ¥Hkkr RvPk cy ‹ Yko\Zkkx Ykx bkYkZk Avù ¢Tknbkk@ AnùG WkR\kk^k Xkm ¢kPv Hkm^kTk Yko\Zk bkkYkklHkAùä Ukl@^kkl@Aùä SkksYkAùä cy ‹ Hkwbkv @kHkTkmlPAù dkvÇk Ykx Uc\kv ¢’ZklSkAù l#kldkP ¢kSZkk†’YkAùä bkkgbApùlPAùä Aù\kk HkCkP~ä ¢ksQkAùä #kwdklOkAùä SZkvZklTkíä lTkík^kkTkä bkYksUP .^kg ZkkvCZk \kkvCk ckvPv

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Hkm^kTk Avù Fkk@ bPYXk-bkkSkTkkä b^kkSZkkZkä bkgZkYk ¢kw@ bkv^kk ‹

68 KVS Quarterly Journal AvùTæmZk l^k

Ék’ZkvAù ¤ÃkbP@mZk bkgbQkk¢kvg Aùkv bknFkké êU bkv Fk\kkTkv 4-l^k

£bk bklYklP Ykx ^kv bkXkm l#kdkAù ¢kPv cy Hkkv .Aù 6-ÉklPXkk^kkTk l^k

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KVS Quarterly Journal 69 11 - l^k

12 - YkgRCk|kcm .^kg bkYkbZkk’YkAù l^k

15 - ¢kR#kr Ék#TkUÇk PQkk ¤Åk@ U@ FkFkkr Aù@Tkk .^kg 27 - ¤Åk@Un†bPAùk¢kvg Aùm b^kFGPkä bkn\kvBk .^kg @Bk @Bkk^k U@ FkFkkr Aù@Tkk ‹ £Aùk£r HkkgFk / U@mdkk ¢klR Avù l\k. ¤ÃkbP@ Aùk Ék#TkUÇk ¢gAù ZkkvHkTkk Avù bkkQk PwZkk@ Aù@Tkkä bkkQk 28 - lAù#kkv@kx Aùm bkYkbZkk¢kvg .^kg l#kdkk U@ FkFkkr Aù@Tkk‹ cm Ék#Tk UÇk Avù ¤R~Rv#Zk U@ FkFkkr Aù@Tkk ‹ l^kakZk bklYklP Aùm WkwLAù Ykx FkFkkr Aùk l^kakZk

16 - Avùl^kbkg Avù lTkRvr#kkTknbkk@ CkpcAùkZkr RvTkk .^kg ¤bkm Avù Subject of Subject Committee Meeting ¢Tknbkk@ HkkfFk Aùm ZkkvHkTkk WkTkkTkk ‹ l^kakZk bklYklP Aùm WkwLAù Ykx FkFkkr Aùk lTkYTkl\klBkP

17 - £Aùk£r HkkfFk / U@mdkk Avù ¢kSkk@ U@ ^kksakAù ÉkYknBk l^kakZk ckv bkAùPv cy - ÉkkZkkvHkTkk AùkZkr PwZkk@ Aù@Tkk ‹ 1-l^kakZk Aùm bkYkbZkk

18 - l#kdkAù MkZk@m \kvBkTk .^kg ¢TZk UglHkAùk¢kvg Aùkv (Subject problems) bkn@ldkP .^kg bknbklÄkP @Bk @Bkk^k U@ FkFkkr Aù@Tkk ‹ 2-lÓùZkk ¢TknbkgSkkTk .^kg Tk^kkFkk@ l^klSk (Action research & Innovation) 19 - ¢kR#kr l#kdkOkl^klSk Aùkv lÓùZkkAù\kkU çk@k ÉkRs#kP Aù@Tkk ‹ 3-YkgRCk|kcmä ÉklPXkk^kkTk .^kg bkYkbZkk’YkAù l^k

70 KVS Quarterly Journal 7-¢gAùZkkvHkTkk Avù bkkQk Ék#TkUÇk lTkYkkrOkä ¤R~Rv#Zk (Coverage of plan, judgment & result of .^kg ¢kR#kr ¤Åk@ \kvBkTk ‹ analysis) (Question paper with blue print, model 19 - Aùdkk¢kvg .^kg ¤Åk@Un†bPAùk¢kvg Aùk lTk@mdkOk answer & Aim of Question paper) (Inspections of classes and notebooks) 8-CkpcAùkZkr .^kg Aùdkk AùkZkr 20 - YknBZkk\kZk çk@k lR. Ck. lR#kk lTkRvr#kkx Aùk (Homework & Class work) ¢TknUk\kTk

9-l#kdkAù MkZk@m \kvBkTk .^kg @Bk - @Bkk^k (Obeying instruction and direction given (Writing of teachers diary & Maintenance) by H. Q.)

10 - ÉkkZkkvHkTkk AùkZkr 21 - ¤Åk@Un†bPAùk¢kvg Aùm HkktFk Ykx .AùéUPk (Project work) (Checking with Equality of answers sheets) 11 - ¢kR#kr l#kdkOk Aùk ÉkbPnPmAù@Ok (Presentation of model teaching) 22 - PRQkr l#kdkAùkx Aùkv bkcZkkvCk (Help of Ad hock teachers) 12 - U@mdkk Ul@OkkYk Aùk l^k#\kvakOk (Analysis of test & Exam) 23 - l#kdkAùkx Aùk l^kakZk bklYklP Ykx ZkkvCkRkTk (Contribution of teachers in subject 13 - l^k

(Clines, calligraphy & Maintenance of 27 - Ykc’^kUoOkr lRTk / bkYkk@kvc notebooks) (Important day / week celebration)

17 - bkkYknRklZkAù Xkk^kTkk Aùk l^kAùkbk 28 - #kwldkAù Xk|YkOk (Development of community) (Educational excursion)

18 - ZkkvHkTkk¢kvg .^kg lTkOkrZkkx Aùk RpNjPk bkv Uk\kTk .^kg Ul@OkkYk Aùm bkYkmdkk

KVS Quarterly Journal 71 l^kakZk bklYklP Aùm WkwLAù Aùk Ykc’^k lHkbkbkv l#kdkAùkx Ykx ÉklPbUSkkr WkTkm @cPm cw ‹

Importance of subject committee meeting 8-Ék#TkUÇk lTkYkkrOk .^kg bknSkk@mAù@Ok Ykx bk@\kPk l^kakZk bklYklP l#kdkOk bkgbQkk¢kvg Aùm Sko@m cw ‹ @cPm cw lHkbkbkv Ék#TkUÇk Aùm CknOk^kÅkk WkTkm @cPm £bkAvù Ykc’^k Aùkv Ék’Zkdk .^kg ¢Ék’Zkdk RkvTkkv êUkx Ykx cw ‹

@vBkkglAùP lAùZkk Hkk bkAùPk cw ‹ £bk bklYklP Avù ¢Xkk^k 9-CkpcAùkZkkv‰ .^kg AùdkkAùkZkkv‰ Aùm bkgBZkk PQkk ¤TkAvù Ykx l^k

72 KVS Quarterly Journal 2-bkYkbP Aùdkk¢kvg Avù l\k. lTkSkkrl@P YkklbkAù UkLö~ÓùYk ¢CkbP Aùk ¢TknUk\kTk U@ FkFkkr ‹ 1-lcTRm bkÈkkc / UBk^kkMjk / Ykkc YkTkkTkv Aùm ZkkvHkTkk‹

3-bkkÈkklcAù AùdkkAùkZkr .^kg CkpcAùkZkkv‰ Aùm bkgBZkk PQkk 2-l^k

4-YkgRCk|kcm l^k

(Bk) l^kakZk bklYklP Aùm WkwLAù Aùk ÇkwYkklbkAù ZkkvHkTkk 4-CklOkP .^kg l^kekkTk ¢kv\k†YUZkkM ‹ Quarterly plan for subject committee meeting 5-l#kdkAù lR^kbk

AnùG lWkTRn¢kvg U@ Ék’ZkvAù Ykkc Ykx l^kFkk@-l^kYkakr Tk 6-¢TZk lWkTRn Aù@ Avù PmTk YkcmTkv Ykx Aù@Tkk Hkê@m ckvPk cw ‹ Hkwbkv - lbkPYWk@

1-UkLä ¤R~Rv#Zkä .^kg Ék#TkkTknbkk@ ¢gAùZkkvHkTkk Avù 1-YkkwlBkAù ¢lXk^Zk†‘P U@ Wk\k ‹ bkkQk HkoTkä ¢CkbP PQkk lRbkYWk@ Ykx Ék#TkUÇk lTkYkkrOk 2-@kHkXkkakk Avù ÉkFkk@-Ékbkk@ Aùm ÉkCklP U@ FkFkkr‹ Aùm ZkkvHkTkk ‹ 3-#k@RAùk\kmTk ¢^kAùk#k Avù l\k. CkpcAùkZkr ‹ 2-bkÇkk^kk@ ÉkkZkkvHkTkk AùkZkr .^kg ¤bkAùm bkYkmdkk ‹ 4-CkkfSkm HkZkTPm

3-£Aùk£r U@mdkk Avù U#FkkP Ul@OkkYk l^k#\kvakOk ‹ 5-¢TZk lWkTRn 4-£Aùk£r U@mdkk Avù U#FkkP YkgRCk|kcm .^kg YkvSkk^km ¢‘KoWk@ l^k

Annual plan for subject committee meeting 2-¢kR#kr ¤Åk@ä UÇkä lTkWkgSk ¢klR \kvBkTk U@ FkFkkr‹

YkkFkr / ¢Ékw\k 3-Aùk\k / Kk\k bkv UNjk. Ck. UkLkx Aùk l^k^k@Ok ‹

1-l#kdkAù RwTk†TRTkm \kvBkTk .^kg ¤bkAùm RvBkXkk\k U@ 4-¢TZk lWkTRn FkFkkr ‹ Tk^kYWk@ ¢TknbkgSkkTkk’YkAù AùkZkkv‰ Aùkv WkNjk^kk ‹ 2- l#kdkAùä Aùdkkä .^kg ^kCkkrTknbkk@ ¢ár^kksakAù U@mdkk l#kdkOk PAùTkmAù U@ FkFkkr .^kg ¢kR#kr UkLZkkvHkTkk 1- 3- Aùk Ul@OkkYkä l^k#\kvakOk ‹ Avù bkkQk Aùdkk l#kdkOk ‹ #kmPAùk\kmTk ¢^kAùk#k Avù l\k. l^kekkTk ÉkR#krTkm ‹ 2- 4- CkpcAùkZkr ‹ 5-b^kPgÇkPk lR^kbk 6-¢TZk lWkTRn

KVS Quarterly Journal 73 3-bkgBZkk’YkAù .^kg CknOkk’YkAù Ul@OkkYk Aùm bkYkmdkk‹ HkTk^k@m

4-¢TZk lWkTRn £bk Ykkc Ykx l^kakZk bklYklP Aùm WkwLAù Aùk YkklbkAù lRbkgYWk@ .^kg ÇkwYkklbkAù ZkkvHkTkk \kkCko ckvCkk ‹ Vú@^k@m 1-£bk Ykkc Ykx l^kakZk bklYklP Aùm WkwLAù Aùk YkklbkAù .^kg ÇkwYkklbkAù ZkkvHkTkk \kkCko ckvCkk ‹ bkÇkkTP U@mdkk Avù l\k. ¢kR#kr Ék#TkUÇkkx Aùk lTkYkkrOkä ¢XZkkbk .^kg UnTk@k^kplP ‹ 2- CkOkPgÇk lR^kbk

v v v

Hkm^kTk Ykx Rkv cm ^Zk†‘P ¢bkVú\k ckvPv cyä Hkkv bkkvFkPv cyä U@ Aù@Pv Tkc{ ‹ Robk@v ^kv Hkkv Aù@Pv Pkv cwä U@ bkkvFkPv Tkc{ ‹

74 KVS Quarterly Journal Wkk\kAù Aùk bkYkCk| l^kAùkbk .^kg l#kdkk Anù. YkgHkn\kk Rv^km lYkÌk Avù l^k. ÓùYkkgAù 1 (lçPmZk Uk\km) ¢@YkkUn@ä AùkTkUn@

"Wkk\kAù Pv bk^krCknOk bkYUÆk XkCk^kkTk Aùk b^kêU cw ‹ ¢k^k#ZkAùPk cw Avù^k\k ¢kCk U@ bkv @kBk ¤Mjk RvTkv Aùm ¢†CTk RYkAù ¤LvCkm ‹ " - b^kkYkm l^k^kvAùkTkgR

¤Ãk AùkvlK Avù ^Zk†‘P’^k ¢kw@ bkkYkklHkAù Hkm^kTk Avù lHkbkbkv ¤bkAùk FkPnsRAù l^kAùkbk bkYXk^k ckv bkAvù ? l\k. ¢TkvAù ÉkAùk@ Avù ¢k^k#ZkAù bkgbAùk@kx .^kg CknOkkxv bkv cYk ¤bkv AnùYck@ Aùm AùÃkm lYkÙm bkYkIkPv cyw Zkk Zkn‘P ^Zk†‘P’^kkx Aùk lTkYkkrOk l#kdkk çk@k cm bkYUÆk ¤U^kTk Ykx ¤CkTkv ^kk\kk TkTck UkwSkk ‹ cYk ¤bkv YkTkkvRwlcAù ckvPk cw ‹ l^k

Aù@kTkk cm lAùbkm l^k

‘Zkk cw ? cYk ¤bkv Awùbkv ¢kw@ lAùbk lR#kk Ykxv l#kldkP Aù@xCkx l#kdkk Aùk UkL~ZkÓùYk Ykv l^k#kvak

KVS Quarterly Journal 75 Ykc’^k cw ‹ cYkk@v AvùTæmZk l^k

76 KVS Quarterly Journal ‹ £bk PQZk Aùkv Aù^kmTæ @^kmTæTkkQk KwCkkv@ Tkv ¢UTkm U@YU@k¢kvg Aùkv ¢l^k†FGÆk WkTkkZkv @BkTkk cw‹ @kì} Avù

Aùl^kPk 'Cresent Moon' Ykx bUì lAùZkk cw ‹ Xkl^kaZk Aùkv bknlTk†#FkP WkTkk. @BkTkk cw ‹"

"Where have I come from where did you \kkvAù l#kdkk bkYkkHk Ykx bkYk@bkPkä .AùPk ¢kw@ pck me up ? l^k#^k Aùm FknTkwlPZkkxv Aùk bkkYkTkk Aù@Tkv Aùm dkYkPk¢kvg Aùk l^kAùkbk Aù@Tkv Ykx bkYkQkr ckvTkm Fkklc. ‹ The boy asked his mother. (Ck) b^kkSZkkZk - 'b^kkSZkkCk|kTYkk ÉkbkkR' ¢QkkrP b^kkSZkkZk She answered half crying, half laughing and Ykx AùXkm ÉkbkkR Tk Aù@Tkk ‹ Zkc l#kdkk ÉkkFkmTk Aùk\k Ykx clasping the baby to her breast. You were hidden Ckné RmdkkvU@kgP l#kaZk Aùkv RvPk Qkk ^kPrYkkTk ^kl@^kv#k Ykv in my heart as desire my darling. You were in b^kkSZkkZk Aùk dkvÇk WkcnP ^ZkkUAù ckv CkZkk cw ‹ UÇk- the dolls of my childhood games and when with UlÇkAùk.fä @vlMZkkvä Km.^kmä AùYUoK@ä £gK@TkvK ÉklPlRTk clay. I made the image of my God every morning, cYkk@v b^kkSZkkZk Avù YkkSZkYk cy‹ £TkAvù çk@k bkYkkHk Aùm I made and unmade you then." Skk@Okk¢kvg l^k#^kkbk ¢kw@ Hkm^kTk Aùk lTkYkkrOk ckvPk cw ‹ Zkcm Aùk@Ok cw lAù bkYkkHk Ykx YkkPk¢kvgv Avù l#kldkP l^k

KVS Quarterly Journal 77 of life's longing for itself l#kìkFkk@ Aùm WkkPx Dk@ ¢kw@ l^k

bkR~CknOkkx Aùm BkkR ¢kw@ bkÃkk£r Aùk UkTkm UkAù@ ^Zk†‘P’^k Aùk UkwSkk l^kAùlbkP ckvPk cw ‹

78 KVS Quarterly Journal l#kdkk ¤R~Rv#Zk UoOkr WkTkv ! .bk. .bk. MkAnù¢kä ÉkkFkkZkr AvùTæmZk l^k

l#kdkk Aùk ^kkbPl^kAù ¤R~Rv#Zk YkkTk^k Avù ¢TPsTklcP HkkTkv \kCkk cw ‹ ZklR £bkAùm bkkQkrAùPk Avù ¢kwlFk’Zk U@ bkR~CknOkkx Aùkv l^kAùlbkP Aù@Tkk cw ‹ ¢gCk|vHkm Xkkakk Ykx l^kFkk@ lAùZkk HkkZkv Pkv £bkAùm Xko\k bUìPZkk bkkYkTkv l#kdkk Aùkv '.HZknAvù#kTk' AùcPv cyw ‹ Zkc \kwlKTk #kWR ¢kTkv \kCkPm cw ‹ YkkÇk XkkwlPAù HkkTkAùkl@Zkkx Aùkv lRYkkCk '.vHZknAvùZk@' #kWR bkv WkTkk cwä lHkbkAùk Pk’UZkr cw - ^Zk†‘P Ykx £AùL~LkAù@ \kvTkk bkkQkrAù Tkc{ YkkTkk Hkk bkAùPk cw ‹ Aùm ^Zk†‘PCkP dkYkPik Aùk Hkm^kTk Aùkv Ìkví WkTkkTkv Avù l\k. £bkYkx Xkm l^k^kvAùZkn‘P Wknlá Aùk ¢kÌkZk \kvTkv Aùm ¢k^k#ZkAùPk Uo@m P@c bkRnUZkkvCk ‹ ^Zk†‘PCkP dkYkPk YkTknaZk Avù Hkê@m cwä lHkbkbkv Hkm^kTk lTkYkkrOkä Fkl@Çk lTkYkkrOk PQkk ¢TP@k\k Ykx ekkTk Avù êU Ykx lTklcP cw ‹ £bk ekkTk Avù YkTknaZk lTkYkkrOk Ykx bkckZkAù l^kFkk@kx Aùkv ¢TknXkoP lAùZkk ÉkAùKmAù@Ok Ykx ¢UTkv Aùkv \kCkkTkv^kk\kk l#kdkkQkmr cw ‹ £bk Hkk bkAxù ‹ ÉklÓùZkk Ykx bkckZkPk Aù@Tkv^kk\kk l#kdkAù Aùc\kkPk cw ‹ £bkAvù ¤R~Rv#Zk Avù l^kYknBk ckvTkv Aùk Aùk@Ok ‘Zkk cw ? £bk AùbkkwKm U@ ^kPrYkkTk l^k

KVS Quarterly Journal 79 ¢SZkk’Yk R#krTk Ykx @ck cw ¢kw@ Zkv ¢kHk Xkm ¢UvldkP cyw‹ Aùkv R#kkrPk cw ‹ TkmlPYkÅkk Ykx lAùbkm ÉkAùk@ Aùm AùK~K@Pk .vlPcklbkAù Aùk\kÓùYk Aùm Rplì bkv l^kFkk@ Aù@Tkv U@ £bkAùm Tkc{ cw‹ £bkAùk P’^kR#krTk c@ bkYkZk Ék’ZkvAù Avù l\k. YkcÅ^k bUì ckvPk cw ‹ ÉkkFkmTk Xkk@P Ykx ¢kÌkYkkx .^kg \kkXkAùk@m cw ‹ Ykck’Ykk CkkgSkm Tkv TkwlPAùPk Aùm ¢lTk^kkZkrPk UkL~#kk\kk¢kvg Ykx TkwlPAù l#kdkk UkL~ZkÓùYk Aùk ¢lXkÆk Aùkv b^kmAùk@Pv cn. Aùck Qkk ‹ "Ykv@v l\k. TkwlPAùPkä ¢gCk Qkk ‹ ¢gCk|vHkkx Tkv Xkk@PmZk l#kdkk TkmlP Aùkv TkwlPAù bkRkFkk@ ¢kw@ SkYkr UZkkrZk^kkFkm #kWR cy ‹ TkwlPAùPk Avù l#kdkk bkv lWk\Anù\k UpQkAù Aù@ lRZkk‹ £bkAùk .AùYkkÇk ¢kSkk@XkoP lbkákTP bkXkm SkYkkr Ykx bkYkkTk cy ‹ £Tcx Aùk@Ok Xkk@P lTk^kklbkZkkx Aùkv #kk@ml@Aù cm Tkc{ä YkkTklbkAù Wkk\kAùkx Aùkv lTk†#FkP êU bkv UNjkZkk HkkTkk Fkklc. ‹ " êU bkv Xkm Ckn\kkYk WkTkkTkk Qkk ‹ ¤TckvTkx @kHZkkx çk@k Éklbká Rk#krlTkAù .^kg l#kdkk#kkbÇkm @kSkkApùaOkTk Tkv Xkm bkgFkkl\kP l^k

80 KVS Quarterly Journal l^k

l#kdkk Ykx 'ÉkWkTSkTk' #kWR Aùk ÉkZkkvCk AnùG cm ^kakkv‰ bkv ÉkWkTSkTk Aùm Ykkwl\kAù .^kg ¢kSkk@XkoP ÉklÓùZkk Aùk cn¢k cw ‹ Hkckt PAù YknIkv BZkk\k cw lAù b^kPgÇkPk ÉkklÈk Yko\k AvùTæ cw -- b^kÉkWkTSkTk ‹ b^kÉkWkTSkTk Avù ¢kSkk@ U@ Avù Uo^kr PQkk ¤bkAvù U#FkkP l#kdkk Avù dkvÇk Ykx @kì}mZk bP@ cm l^k

KVS Quarterly Journal 81 FkvÆk£r Avù ¤ÅkmOkr GkÇk Aùkv .Aù Aù@kvMjä .Aù Aù@kvMj Rbk 4. ¤’Ékv@Ok (Motivation) \kkBk bkk\kkTkk Uk@ÌklYkAù U@ä ¢YknBk AùYUTkm Tkv ¢UTkv 5. lTkZkgÇkOk (Controlling) Zkckf @Bk l\kZkk cw ‹ £bkbkv ¤bk ^Zk†‘P Aùm bkkYkklHkAù 6. bkYkT^kZk (Co-ordinating) ¢ksQkAù .^kg WkkwláAù #kkvc@P lYk\k CkZkm ‹ lHkbkbkv ¤bk 7. lTkRvr#kTk (Directing) ^Zk†‘P Ykx ¢k’Yk bkYYkkTk .^kg ¢k’Yk l^k#^kkbk WkMj HkkPk £PTkv bkk@v AùkZkr 'b^k' ÉkWkTSkTk Avù çk@k Aù@ bkAùPv cy cw ‹ Pkv ‘Zkk ¢kU Zkc Tkcm FkkcxCkv lAù ¢kUAùkv Hkm^kTk Pkv ‘Zkkx Tk £bkYkx cYk ¢UTkm bkk@m PkAùP IkkxAù Rv ¢kw@ Ykx bkYYkkTk lYk\kvä ¢k’Ykl^k#^kkbk WkNjv ¢kw@ bkVú\kPk Wkk@- 'b^kÉkWkTSkTk' Aùkv bk#k‘P ¢kw@ YkHkWkoP WkTkkZkk Hkk. ‹ Wkk@ lYk\kv‹ Zkc PXkm bkgXk^k cw lAù ¢kU ¢UTkv Hkm^kTk Ykx PWk YkTknaZk UoOkr YkTknaZk WkTk Hkk.Ckk ‹ lHkbkAùm cYk 'b^k' ÉkWkTSkTk Aùkv ¢UTkk.gCkx ‹ Aù\UTkk Aù@Pv cy ‹ b^k ÉkWkgSkTk Avù çk@k cYk ÉkYknBk AùkZkr Aù@ bkAùPv cy ‹ YkTknaZk Hkm^kTk ¢TkgR bkgXkk^kTkk¢kv ¢kw@ ¢R~XknP

1. lTkZkkvHkTk (Planning) dkYkPk¢kvg Aùk XkgMk@ cw ‹ £Tcx bkYknlFkP NgCk bkv bknlTkZkkvlHkP 2. bkgCkLTk (Organizing) Aù@ £TkAùm l^k#kvakPk¢kvg Avù bkRnUZkkvCk Aù@Tkv Aùm PAùTkmAù 3. WkHkzKCk (Bdugeting) b^kÉkWkTSkTk Ykx lTklcP cw ‹ b^kÉkWkTSkTk Avù çk@k cYkk@k ^Zk†‘P’^k l^kAùlbkP .^kg ¢kAùakrAù WkTk bkAùPk cw ‹ v v v

bknlTkZkkvHkTk cm bkkwTRZkr cw ‹ ¤bkm Aùkv Aù\kk Aùkw#k\k Xkm AùcTkk Fkklc. ‹

UNjTkk Pkv WkcnP HkkTkPv cyä U@ Zkc Aùkv£r l^k@\kk cm HkkTkPk cw lAù ‘Zkk ¢kw@ ‘Zkkx UNiTkk Fkklc. ‹

82 KVS Quarterly Journal .Fk. ¢k£r. ^km./ .M~bk ¢[email protected]. ZkkR^k ¤U - ÉkkFkkZkr (lçPmZk Uk\km) AvùTæmZk l^k

.Fk. ¢k£r. ^km. / .M~bk Aùm l^kXkmlakAùk .^kg WkFkk^k : Ykx bk^kkrlSkAù (60%) XkkCk dkZk@kvCk (Km.Wkm.) Aùk ckvPk cw ‹ ¢kHk .Fk.¢k£r. ^km. .M~bk Aùk Ékbkk@ bkYkkHk Avù bkXkm ^kCkkv‰ Ykx ckv @ck cw ‹ Aùkv£r Xkm HkklPä SkYkr £bkAvù .Fk.¢k£r.^km. / .M~bk bkv WkFkk^k : ÉkAùkvU bkv ¢GoPk Tkc{ cw ‹ Fkkcv ^kc bÇkm ckv ¢Qk^kk .Fk.¢k£r.^km. l^kakkOkn #k@m@ Avù ¢TR@ ¤U†bQkP Unéakä l#kldkP ckv Zkk ¢l#kldkPä #kc@m ckv Zkk Ck|kYkmOkä P@\k UPkQkkv‰ Ykx ¤U†bQkP @cPk cw Hkwbkv ^kmZkr ^k @‘P Ykxä WkÃkv ckx Zkk WkoNjvä .Fk.¢k£r.^km. / .M~bk bkXkm Aùkv ¢UTkm bkgÓùlYkP ^Zk†‘P Avù P@\k URkQkkv‰ Aùk ¢TZk ^Zk†‘P bkv lCk@V~úP Ykx \kv @ck cw ‹ bkYUAùr ckvTkv U@ Robk@k ^Zk†‘P Xkm bkgÓùYkOk Aùk l#kAùk@ ckv

Xkk@P^kakr Ykx ^kakr 1986 Ykx ÉkQkYk .Fk.¢k£r. ^km. / HkkPk cw ‹ .M~bk Aùm Unlì cn£r ‹ PWk bkv \kvAù@ ¢kHk PAù ^kakr 2007 1-¢bkn@ldkP ZkkwTk bkgWkgSk : Avù ¢TP Ykx Xkk@P Ykx l^k#^k Avù bk^kkrlSkAù .Fk ¢k£r ^km . . . .Fk ¢k£r ^km .M~bk Avù Ékbkk@ Ykx ¢bkn@ldkP ZkkwTk .M~bk bkgÓùlYkP \kCkXkCk \kkBk ^Zk†‘P cw ‹ ^kkbP^k . . . / / ( 58 ) bkgWkgSkkx Aùm Ékbkk@ dkYkPk cm cw U@TPn £bkbkv Ykx bkYUoOkr l^k#^k Avù bkkQk Xkk@P Aùkv .Fk ¢k£r ^km .M~bk 0.1-1.0% . . . / ^Zk†‘P Ck|lbkP ckvPv cyä Hkkv lAù R#kkrPk cw lAù bkv bkgDkakr Aù@Tkk cwä Hkkv lAù ^kPrYkkTk Ykx YkkTk^k HkklP Avù 80-90% \kkvCk ZkkwTk bkgWkgSkkx Avù bkn@ldkP YkkUROMkx Aùk SZkkTk Tkc{ l\k. bkWkbkv WkMjm FknTkkwPm cw ‹ @BkPv cy ‹ .Fk ¢k£r ^km .M~bk ‘Zkk cw . . . / ? £bkAvù WkFkk^k cvPn ¢UTkv Hkm^kTk bkkQkm Avù ÉklP .Fk.¢k£r.^km. / .M~bk .Aù \kk£\kkHk WkmYkk@m cwä £rYkkTkRk@m @BkTkk ^k ZkkwTk lÓùZkk Avù Rkw@kTk AùOMkvYk Aùk Zkc ¢bkkSZk bkgÓùkYkAù @kvCk cw ‹ .Fk.¢k£r.^km. / .M~bk bkv £bPvYkk\k WkFkk bkAùPk cw ‹ Pk’UZkr ".‘^kMr £YZkoTkkv lMlVúlbkZkvTbkm lbkTM}kvYk bkv "cwä 2 - bkgÓùlYkP @‘P çk@k : Hkkv lAù .Fk.¢k£r.^km. (+) (ò®YkTk £YZkoTkkv lMlVúlbkZkvTbkm ^kkZk@bk) çk@k ckvPk cw ‹ Zkc #k@m@ Ykx UcnfFkAù@ CknOkk’YkAù bkgÓùlYkP @‘P çk@k 80-100% bkgÓùYkOk Aùm bkgXkk^kTkk êU bkv l^kXkklHkP ckvPk cw PQkk #k@m@ Aùm ÉklP@kvSkAù @cPm cwä U@TPn £bkAùm Ékbkk@ dkYkPk 3-5% @cPm cw ‹ dkYkPk Aùkv Skm@v-Skm@v bkYkkÈk Aù@ RvPk cwä lHkbkAvù Aùk@Ok ¢Ph @‘P \kvPv bkYkZk cYkv#kk .Fk.¢k£r. ^km. Ykn‘P YkTknaZk Aùkv ¢TZk WkmYkkl@Zkkt Dkv@ \kvPm cw‹ ^kk#k@m@ Aùm Yknc@ Aùkv RvBkAù@ \kvTkk FkklcZkv ^k Avù^k\k ÉklP@kvSkAù dkYkPk AùYkHkkv@ ckvTkv Avù Aùk@Ok Zkv WkmYkkl@bkkft ÉkYkklOkP ^k bk@Aùk@m @‘P Aùkvakkx YkTknaZk Avù l\k. DkkPAù lbká ckvPm cy ‹ £Tk WkmYkkl@Zkkx bkv cm @‘P \kvTkk FkklcZkv ‹

KVS Quarterly Journal 83 3- bkgÓùlYkP YkkPk çk@k WkÃkkx Aùkv : ¢ktAùMjv WkPkPv cywä lAù 15 Aù@kvMj ^Zk†‘P .Fk.¢k£r.^km. / .M~bk Avù Aùk@Ok ¢TkkQk ckv CkZkv cy PQkk PAù £TkAùm .Fk. ¢k£r. ^km. / .M~bk bkgÓùlYkP YkkPk bkv WkÃkv Aùkv 2010 bkgBZkk \kCkXkCk Aù@kvMj ckv HkkZkvCkm ‹ bkgÓùYkOk Aùk BkP@k 20-40% @cPk cw ‹ .vbkm YkkPk¢kvg 25

Aùkv bk\kkc Rm HkkPm cw lAù WkÃkv Aùkv HkTYk cm Tk Rxä ‘ZkkxlAù Zkv ¢ktAùMjv .Fk.¢k£r.^km. / .M~bk Aùm l^kXkmlakAùk Aùkv bkgÓùlYkP YkkPk-lUPk Aùm Ykp’Zkn lTk†#FkP cw ‹ R#kkr @cv cywä ¢Ck@ cYkx .Fk.¢k£r.^km. / .M~bk bkv WkFkTkk cw Pkv Xkk@PmZk Zkn^kk¢kvg Aùkv .Fk ¢k£r ^km .M~bk Avù l^kakZk 4- bkgÓùlYkP bkn£r (bkmz@Hk) çk@k : . . . / Ykx ¢UTkv ekkTk Aùkv WkNjkTkk ckvCkk PQkk £bkv .Aù ¢kYk FkFkkr YkkRAù ¢kwaklSkZkkx Aùk bkv^kTk Aù@Tkv ^kk\kv .Aù cm bkn£r bkgÓùYkOk ¢kgAùMjk

Óù.bk. bkgÓùYkOk Avù ÉkAùk@ Ékbkk@ dkYkPk bkgÓùYkOk Aùm ÉklP#kPPk l^k#^k Ykx Xkk@P Ykx

1. ZkkwTk bkg bkgWkgSkkx çk@k 0.1 - 1.0% 75.0% 79.0%

2. bkgÓùlYkP @‘P çk@k 90-05% 05.0% 07.0%

3. bkgÓùlYkP YkkPk-lUPk çk@k 20-40% 10.0% 0.15%

4. bkgÓùlYkP bkn£r lbkz@Hk çk@k 0.15-1.0% 10.0% 06.0%

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Aù@ Tk bkAvù Hkkv HkTk Aù\ZkkOkä ¤bk Tk@ bkv ¢FGk UkakkOk ‹ SkTk Wk\kä HkTk Wk\kä Wknlá ¢Uk@ä bkRkFkk@ lWkTk bkWk WkvAùk@ ‹‹

KVS Quarterly Journal 85 ÌkmAùkTP Anù\kÌkví Ykv@v Ékv@Okk bÇkkvPä ÉkkFkkZkr AvùTæmZk l^k

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86 KVS Quarterly Journal cw U@ ¢UTkv YkTk Ykx ¢UTkm Ck\kPm U@ AnùNjPk cwä U@v#kkTk lbkBkkTkv Avù NgCk Xkm ¤TkAùk ¢TkkvBkk Qkkä DkKTkk RldkOk ckvPk cwä ¢k’YkC\kklTk Aùk ¢TknXk^k Aù@Pk cw ¢kw@ ¢UTkv ¢èúmAùk Aùm cwä .Aù Wkk@ AnùG Zkn^kAù ¤TkAvù lVúlTk‘bk Avù lUPk Aùkv UÇk l\kBkAù@ dkYkk YkkfCkPk cw ¢kw@ lUPk Avù ¢kÌkYk Ykx Xk@Pm cn. ¢kw@ ¤TckxTkv ¢kÌkYk Avù lTkZkYkkx Avù Fk@Okkx Ykx WkwLAù@ ¢kbkn¢kvg bkv dkYkkRkTk YkkfCkPk cw ¢kw@ lTkZkYkkx Avù Uk\kTk Aùk ^k|P l\kZkk ‹ ¢kÌkYk Avù bkkRv lUPk Aùm ¢kfBkx Xkm Xk@ ¢kPm cyä UnÇk Avù £bk lTkYkr\k XkkvHkTk bkv Hk\Rm cm ^kv ¤AùPk Ck.‹ Fkkv@m lGUv M@WkTk dkYkkRkTk Aùkv NgCk U@ ¢kw@ RkvTkkx YkTk Ul^kÇk ckv HkkPv cy bkv Ykkbk\kvRk@ XkkvHkTk YkgCkk Aù@ BkkTkv \kCkvä WkkUo Aùkv UPk ‹ Fk\kkä ¤TckvTkv UoGk Pkv Zkn^kAù IkoL Wkkv\k Ck. ¢kw@ lVú@ WkkUo U@ cm IkoL Wkkv\kTkv Aùk ¢k@kvU \kCkkTkv \kCkv ‹ 'Ykv@v l\k. bk’Zk bk^kkvrÃk lbkákgP cwä' lHkbkYkx ¢TZk lbkákgP bkYkkl^kì cw ‹ Zkc bk’Zk ^kkOkm Aùk bk’Zk Tkc{ cw WkkUo Aùkv Zkc bkcTk Tkc{ cn¢k ¢kw@ ^kv Hkkv@-Hkkv@ bkv ¢lUPn l^kFkk@ Aùk Xkm cwä "bk’Zk .Aù l^k#kk\k ^kpdk Aùm ¢UTkv Ckk\kkx Aùkv UmKTkv \kCkv ¢kw@ Wkkv\kv "YknIkbkv bkÃkk£r P@c cwä ¢kU lHkPTkk ¤bkAùk UkvakOk Aù@xCkxä ¤PTkv cm lGUkTkv Ykx Aùbko@ PnYck@k Tkc{ Ykv@k cwä .vbkk \kCkPk cw HZkkRk Vú\k Zkc RvCkkä bk’Zk Aùm BkkTk Aùkv lHkPTkk cm ¢Xkm PAù YkyTkv bk’Zk Aùk CknOk ÉkkÈk Tkc{ lAùZkk Zkcm Aùk@Ok Ckc@k BkkvRxCkxä bkv^kk Avù TkZkv bkv TkZkv YkkCkkv‰ Avù êU Ykxä Zkc cw lAù bk’Zk YknIkbkv Ro@ XkkCkPk cw ‹ Rkvakm Yky c{ cof

¤PTkv cm ¢lSkAù cm@v Hk^kkc@kP RvCkk ‹" CkkfSkmHkm Hkm £bkl\k. Yky ¢UTkv Aùkv bkHkk RvPk cof ‹" WkkUo Aùm Zkc Tkv ¢UTkv £bk AùQkTk Aùkv ¢UTkv Hkm^kTk Ykx l\kZkk ‹ WkFkUTk ck\kP RvBkAù@ Zkn^kAùkx Aùkv bkRYkk UcnffFkk ¢kw@ ^kv WkkUo Avù Ykx bAoù\k £gbUv‘#kTk Avù Rkw@kTk .Aù #kWR Ck\kP l\kBk @cv Fk@Okkx Ykv lCk@ UMjv ¢kw@ ¢UTkk ¢U@kSk b^kmAùk@ Aù@Tkv Qkv PWk ¢SZkkUAù Tkv bknSkk@Tkv Avù l\k. bkgAvùP lRZkk U@ \kCkv ‹ WkkUo Tkv bkWkAùkv dkYkk Aù@ lRZkk PQkk IkoL ^k ¤bkAvù CkkfSkmHkmHkm Tkv Tkc{ bknSkk@k ‹ #kk@ml@Aù l#kdkAù Tkv RnaUl@OkkYk WkPkZkv ‹ £bkAvù WkkR Zkn^kAùkx Tkv AùXkm Tk IkoL Aùbk@P Avù l\k. Wkn\kkZkk ‹ ¢kbkYkkTk Ykx WkkR\k Qkv ¢Ph Wkkv\kTkv Aùm AùbkYk Bkk£r ‹ CkkfSkmHkm Hkm çk@k WkP\kk£r £bk bkYkZk Aùk ¢gRkHk Tk @ck ‹ CkkfSkmHkm HkWk ¢kZkv Pkv bkWk l^klSk bkv YkyTkv Aù£r Wkk@ ¢UTkv l^k

¢kw@ ¤TckvTkx bkWkAù bkmBkk "bkFk Wkkv\kTkv ¢kw@ bkFk Aù@Tkv cw ‹ ^kk\kv Aùkv \kkU@^kkcm Xkm Tkc{ Wk@PTkm Fkklc. ‹ " WkFkUTk Ykx cl@#Fkgæ Aùk TkkKAù RvBkAù@ ¤TckxTkv bkgAù\Uä bkv^kkCk|kYk Ykx ¢AùWk@ Xkk£r ¤TkAùk AùYk@k bkkVú Aù@Pv Qkv‹ ^k|P ¢kw@ 'ÉkkOkHkkZk U@ ^kFkTk Tk HkkZkv' Aùk bkWkAù bkmBkk .Aù Wkk@ bkVúk£r Avù Rkw@kTk ¤TkAvù lÉkZk PmTk WkgR@kx Aùm ¢kw@ Hkm^kTk UZk‰rP ¤bkv lTkXkkZkk ‹ CkgCkk Avù lAùTkk@v .Aù YkosP lCk@Aù@ KoK Ck£r ‹ ¢AùWk@ Xkk£r Tkv WkkUo Aùkv Zkc Yklc\kk Aùkv .Aù cm SkkvPm Aùkv Skkv Aù@ UcTkPv cn. RvBkAù@ WkkP WkPk£r ¢kw@ Aùck Hkkv Xkm RgM ¢kU RxCkx YknIkv YkgHko@ "¢kSkm SkkvPm ¢kw@ \kgCkkvKm UcTkTkv Aùk ÉkOk lAùZkk ¢kw@ cwä WkkUo Tkv Aùck RgM Pkv PnYcx ‘Zkk RogCkkä ckf .Aù bkmBk £lPckbk Ck^kkc cw Hkm^kTk UZk‰P lTkXkkZkk RofCkk lHkbkv PnYk zHkRCkm Xk@ Tkc{ Xko\k Uk¢kvCkv ‹ bkmBk ‹ .Aù Wkk@ .Aù WkÃkv Tkv £TkAùm UkvakkAù cw "PYkkYk zHkRCkm bkFk Wkkv\kTkv bkv AùXkm Tkc{ M@Tkk bkFk RvBkAù@ "¢kU AnùÅkkr ‘Zkkx Tkc{ Wkkv\kTkv bkv WkMjk Aùkv£r AùPr^Zk Tkc{ cwä bk’Zk Aùk bkWkAù UcTkPvä Ykv@m Ykkf ¢kUAvù l\k. AnùÅkkr

KVS Quarterly Journal 87 bkm RvCk{ ‹ " CkkfSkmHkm Hkm Tkv ¤bkm Xkkvv\kvUTk bkv Aùck "Ykv@v zcbkk Avù b^k@ Aùkv YkgR lAùZkk ¢kw@ \kkvCkkx Aùkv Yk@Tkv Aùm \kkBkkx - Aù@kvMkx Xkk£r WkcTk Avù l\k. ‘Zkk PnYck@m Ykkf Aù\kk lbkBkk£rä £bkAvù ¢bkgBZk RpìkgP cy ‹ CkkfSkmHkm Aùk

AnùÅkkr bkm RxCk{ ‹" ¢kw@ WkÃkk Yknfc WkTkk Aù@ RvBkPk @c YkkTkTkk Qkk lAù ¢zcbkk cl@ Aùk YkkCkr cw lHkbkYkx AùkZk@Pk CkZkk ‹ WkglAùDkYk Uw\kvbk Ykx zAùCk HkkHkr bkv lYk\kTkv Xkm TkkYk Aùm FkmHk Tkc{ '¢zcbkk l^kTkYk|Pk Aùm Fk@YkbkmYkk CkkfSkmHkm ¢UTkm U@gU@kCkP UkvakkAù Ykv CkZkx ¢kw@ .Aù cw ‹' UÇkAùk@ çk@k Zkc UoGv HkkTkv U@ lAù '‘Zkk Ykkck@kTkm bkv DkKTkk ¢èúmAùk Aùm cwä CkkfSkmHkm YkkTk^kmZk ¢lSkAùk@kx £PTkv AùYk AùUMkx Ykv lYk\kTkk ¢kUAùkv Wkn@k Tkc{ \kCkPk ? Aùm \kMjk£r \kMj @cv Qkv ‹ .Aù HkYkrTk bkkQkm AwùYk\kWkwAù Aùkv ' ¤TkAùk Zkc AùcTkk lAù 'b^kZkg Ykck@kTkm Tkv £PTkv AùUMjv ¤TkAùm bkn@dkk Aùk lHkYYkk Rv @Bkk Qkk ‹ .Aù lRTk CkkfSkmHkm UcTkv cw' lAù RkvTkkx Avù l\k. AùkVúm cm ¤TkAùm RpNjPk Aùkv Aùc{ HkkTkv Aùkv Qkv ¤TckxTkv BkogKm U@ bkv AùkvK ¤Pk@Tkv Avù R#kkrPk cw ‹ Ckkv\kYkvHk bkYYkv\kTk bkv ^kkUbk \kkwK @cv Qkvä l\k. ckQk WkNjkZkkä ^kckf Awù\kTkWkwAù Aùk Xkm AùkvK Qkk ‹ èúkgbk Aùm Vwú#kTkvWk\k Ukv#kkAù '¶\kbk Vúkv@' Ykx bkHkv SkHkv .Aù ¤TkAùk ckQk ¢TkkZkkbk Awù\kTkWkwAù Avù AùkvK Aùm HkvWk U@ UÇkAùk@ Tkv HkWk ¤TkAùm ^kv#kXkoakk U@ lK¶UOkm Aùm Pkv \kCkk ‹ ¤Tcx bkgRvc cn¢k lAù l@^kk\^k@ Hkwbkm Aùkv£r FkmHk YknbAù@kAù@ ^kv Wkkv\kv "¢kU \kkvCk èúkgbk Aùm Ukv#kkAù '¶\kbk cwä ¤TckxTkv RvBkk l@^kk\^k@ Qkkä ¤TckxTkv WkwAù Aùkv Wkn\kkZkk Vúkv@' UcTkv cy ‹ Yky Xkk@P Aùm 'Ykk£Tkbk Vúkv@' UcTkv cof ‹' ¢kw@ UoGk "HkvWk Ykx l@^kk\^k@ ‘Zkkx @BkPv ckv ?' 'YknIkv UPk Zkv ÉkbkgCk £bk WkkP Aùk ÉkYkkOk cw lAù CkkfSkmHkm Avù Fkl@Çk \kCkk cw lAù CknOMv ¢kU U@ cYk\kk Aù@Tkv ^kk\kv cw ‹' "¢kw@ Ykx ^k|P Uk\kTk Aùm RpNjPk Qkm ‹ ¢kU Ykv@m @dkk Aù@Tkk FkkcPv cw', 'Hkm ckf ‹' CkkfSkmHkm Hkkv AùcPv Qkv ¤bkv AùkZkrêU Ykx Ul@lOkP CkkfSkmHkm cfbk UMjv "Fk\kkvä ¢Wk Pkv Ykyw Uo@k lTk†#FkP Aù@Tkv Aùm dkYkPk Xkm @BkPv Qkv ‹ "U@ ¤URv#k Anù#k\k ckv CkZkk Ykv@m @dkk Aùk WkkvIk U@Ykv#^k@ Tkv ¢UTkv ¥U@ \kv WkcnPv@v" Ykx ¤TkAùk l^k#^kkbk Tkc{ Qkk ‹ AùbPo@Wkk CkkfSkmHkm l\kZkk ‹ " bkkQkm Awù\kTkWkwAù bkYkIk CkZkk ‹ CkkfSkmHkmHkm WkmYkk@ Qkmä Mk‘K@ Tkv TkYkAù BkkTkv Avù l\k. YkTkk Aù@ Tkv Aùck "‘Zkk bkkvFkPv ckv" ? VyúAù Rkv £bk l@^kk\^k@ Aùkv lRZkkä AùbPo@Wkk Tkv TkYkAù BkkTkv Avù l\k. Aùck ¢kw@ Wkkv\km XkCk^kkTk U@ Ìkák @BkTkv Aùk Zkc \kdkOk Tkc{ cwä ÉkXkn TkYkAù Avù lWkTkk BkkTkk Wkvb^kkR lAùZkk cw ‹ WkkUo Tkv TkYkAù bkWkAùm @dkk Avù l\k. bkWk HkCkc YkkwHkoR cwä £bk l@^kk\^k@ Tk BkkTkv Avù l\k. ¢kCk|c lAùZkkä "Wkk" Tkv Aùck "TkYkAù Pkv bkv Ykv@m @dkk Aù@Tkv Aùm Fkvìk GkvMj Rkv ‹' Awù\kTkWkwAù Zkc ¢kU Xkm Tkc{ GkvMj bkAùPv ‹ " Wkbk WkkUo Tkv ¤bkm bkYkZk bknTkAù@ \klÄkP cn. ¤bkTkv UTkm Xko\k YkkTkAù@ l@^kk\^k@ TkYkAù GkvMj lRZkk ‹ Wkk Tk ¢UTkv ^Zk^kck@ Avù l\k. dkYkk VxúAù lRZkk ‹ YkkgCkm ¢kw@ TkYkAù BkkTkv Aùk ¢kCk|c lAùZkk U@ WkkUo Tkv ÉkOk FkgUk@Tkk Aùk .Aù ÉkbkgCk cw CkkfSkmHkm Tkv ^kckf ÉkHkk Aù@ l\kZkk bkkv Aù@ l\kZkk .Aù Ykkc PAù ¤TckxTkv Rk\k ¢kw@ U@ ckvTkv ^kk\kv ¢’ZkkFkk@kx Aùkv Ro@ Aù@Tkv Avù l\k. Hkkv AùkYk TkYkAù Aùk bkv^kTk Tkc{ lAùZkk ‹ ' lAùZkvä ¤Tkbkv ^kckf Avù lTk\kcv Ckkv@v lWkCkMj Ck. ‹ .Aù lRTk CkkfSkmHkm ¢kw@ ¢zcbkk .Aù Robk@v UPk Fk\kk lAù .Aù Ckkv@v lTk\kcv Tkv c’Zkk@v CkkfSkmHkm Aùkv Avù UZkkrZk cy ‹ CkkfSkmHkmHkm Tkv lAùbk Ykk@Tkv Avù l\k. \kCkk. cyw ‹ @kP Aùkv ¢Avù\kv CkkfSkmHkm ÉkAùk@ ¢zcbkk Aùkv PvHkb^km WkTkkAù@ ¤bkAvù ^kgCk\kv U@ UcnfFkv ¢kw@ Wkkv\kv "YkywTkv bknTkk cwä ¢kUTkv

88 KVS Quarterly Journal YknIkv Ykk@Tkv Avù l\k. AnùG c’Zkk@v PwTkkP lAù. cy ‹ \kmlHk. Aù@ Aùck cw lAù ¢zcbkk ^km@ Aùk \kdkOk cwä zcbkk Aù@Tkv Yky ¢Avù\kk Zkckf ¢k CkZkk cof ¢kw@ lAùbkm bkv Aùc Aù@ Xkm Aùm Uo@m bkkYkQZkr @BkPv cn. Xkm Hkkv zcbkk Tkc{ Aù@

Tkc{ ¢kZkk ‹ " CkkfSkmHkm Aùm lcYYkP RvBk Ckkv@k FklAùP bkAùPkä ^kc{ ¢zcbkk SkYkr Aùk Uk\kTk Aù@Tkv Ykv bkYkQkr @c CkZkk ‹ RldkOk ¢èúmAùk Ykx lHkbk Ykm@ ¢k\kYk ¢kw@ ckvPk cw ‹ ¢zcbkk Aùk ¢Qkr cw ÉkvYkä RZkkä dkYkk ‹ #kkbÇk ¤bkAvù bkklQkZkkx Tkv CkkfSkmHkm U@ \kklLZkkf Wk@bkkZk{ Qkm ¤bkAùk ^kOkrTk ^km@ Avù CknOk Avù êU Ykx Aù@Px cy ‹ Zkc ¢kw@ \kkPx Ykk@m Qkmä ¤bkAvù WkFkk^k Avù l\k. CkkgSkmHkm Tkv ^km@Pk #k@m@ Aùm Tkc{ Wkl\kAù îRZk Aùm cw ‹ CkkfSkmHkm

¢lSkAùk@m Aùkv Pk@ lRZkkä 'YknIk U@ Hkkv cYk\kk lAùZkkä Avù Hkm^kTk Avù ¢glPYk lRTkkx Ykx ¤TkAùm ÉkkQkrTkk bkXkk Ykx WkYk ¤bkAvù l\k. Yky ¤TkAùkv Rkvakm Tkc{ YkkTkPkä ¤TkU@ VúkwHkRk@m VúKk ¢kw@ ^kv Wkk\k Wkk\k WkFk CkZkv ‹ £bk U@ \kwMm Ykk¤TK YknAùRYkk Fk\kxä Zkc Yky Tkc{ FkkcPk ‹ YknIkv ¢k#kk cwä Ykv@v WkwKTk Tkv ¤Tcx WkSkk£r Aùk bkgRv#k XkvHkk Pkv ¤TckvTkx bkgRv#k BkklP@ ¢kU ¤Tcx GkvMj RxCkx ‹ Yky ¢UTkm ¢kv@ bkv ¤Tcx XkvHkk "¢kUAùm WkSkk£r Avù l\k. Yky PXkm ¤UZkn‘P bkYkIkk Hkk bkAùPk cof HkWk bkmTkv Ykvä Ckkv\km PAù \kCkTkv U@ Ykv@v dkYkk Aù@Pk cof ‹" ckvLkx U@ @kYk TkkYk ckv ¢kw@ Ykk@Tkv ^kk\kv Avù l\k. Ykv@v CkkfSkmHkm Aùkv BkWk@ lYk\km lAù .Aù AùkWkn\km ¤TkAùm îRZk Ykx ÉkvYk ckv ‘Zkk .vbkv ^Zk†‘P Aùm ¢zcbkk Aùkv TkkAù AùkKTkk FkkcPk cw ‹ bkklQkZkkx Aùkv zFkPk cn£r ‹ ", AùkZk@Pk Aùck Hkk bkAùPk cw ‹ ¤TkAùm bkn@dkk WkNjk Rm Ck£r ‹ ¢Ck\kv lRTk ÉkkQkrTkk bkXkk Avù U#FkkP~ CkkfSkmHkm HkWk Fk@Bkk AùkPTkv WkwLv Pkv ^kc "Yky £r#^k@ Avù bkgUoOkr .Aù’^k Ykxv l^k#^kkbk @BkPk cof AùkWkn\km ¢kÌkYk Avù Wkkc@ \kCkm Pk@ Aùm WkkMj Avù Ukbk ¢k ¢kw@ £bkl\k. YkTknaZkPk Avù .Aù’^k Ykx Xkm ‹ cYk bkWk WkcnP bkv #k@m@ @BkPv cwä zAùPn bkWkYkx .Aù cm ¢k’Ykk cw‹ BkMjk cn¢k ‹ CkkfSkmHkm Tkv ¤bkv Wkn\kkZkk ¢kw@ UoGk ‘Zkkx " bkWkAùk ¤R~CkYk U@Ykk’Ykk cw ‹ £bk ¢kSkk@ U@ YkkTk^k Xkk£rä PnYk ^kckf ‘Zkkx BkMjv ckv ?" bkYkkHk .Aù cw ‹ l#kdkk Avù ¤+v#Zk YkkTk^k Ckl@Ykk Aùkv "¢kU ¢zcbkk Aùk ¤URv#k RvPv cy £bkl\k. YknIkv UcFkkTkkä bk’Zk YkkCkr U@ Fk\kTkkä ¢bk’Zk Aùkv GkvMjTkk ¢kUAùm TkkAù AùkKAù@ U@mdkk Aù@Tkm Qkm lAù .vbkv YkkwAvù Fkklc. ‹ YkkTk^k bkv^kk cm £r#^k@ bkv^kk cw ‹ ZklR cYk 'Yky' U@ Aùckf PAù ¢zcbkAù @c bkAùPv cy ‹ ¢kw@ 'Ykv@k' Aùkv GkvMj Rx Pkv RnlTkZkk Ykx ÉkvYk ¢kw@ ¢YkTk CkkgSkmHkm Tkv P’Aùk\k Aùck "Wkbk £PTkm U@mdkk Aù@Tkm bQkklUP ckv bkAùPk cw ‹ WkkUo Avù R#krTk Aùk AvùTæ zWkRn cwä \kvlAùTk lbkVúr TkkAù cm ‘Zkkxä ¢UTkk Zkc SkMj ¢kw@ lbk@ YkkTk^k cw ¢kw@ YkkTk^k Avù l^kAùkbk Aùkv ^kv ÉkkQklYkAùPk RvPv Xkm Yky bkkyU RvPk cof ‹ PnYcx Hkkv Xkm ÉkZkkvCk Aù@Tkk ckvä Qkv ‹ .Aù Wkk@ ¤Tkbkv .Aù UÇkAùk@ bkvv Ék#Tk lAùZkk lAù" ¢kUAùkv .Aù lRTk Avù l\k. Xkk@P Aùk WkMjk \kkK WkTkk lWkTkk lAùbkm bkgAùkvFk Avù Aù@kv ‹" " lRZkk Hkk. Pkv ¢kU ‘Zkk Aù@xCkx Zkc bknTkAù@ AùkWkn\km CkR~CkR ckv CkZkk ¢kw@ Wkkv\kk ? @kHk Xk^kTk Avù Ukbk Rl\kPkx Aùm Hkkv CkgRm WkbPm cw "¢kUAvù R#krTk bkv YknIkv l^k#^kkbk ckv CkZkk lAù ¢kU ¢zcbkk " ¤bkv bkkVú AùêgCkk Avù bkÃkv UnHkk@m cy ‹ Yk@v ¢U@kSk dkYkk AùmlHk. ‹ " ‘Zkk " .vbkv ¢kRYkm Aùkv AùYkHkkvv@ä M@UkvAù Zkk AùkZk@ Aùck Hkk ¢kw@ .Aù lRTk WkNjk lRZkk Hkk. bkAùPk cw ‹ CkkfSkmHkm Tkv l\kBkk cw "YkyTkv Pkv UnAùk@-UnAùk@ "^kcmä AùkZkr lVú@ AùêgCkk"

KVS Quarterly Journal 89 b^kk^k\kgWkTk ¤TkAùm l#kdkk Aùk ¢k^k#ZkAù ¢gCk Qkk l^kakYk Ul@†bQklPZkkx Ykxä AùlLTkk£Zkkx Ykv SkwZkr Tk BkkvTkvä ¢UTkm AùkZkr ^Zk†‘P Aùkv b^kZkg Aù@Tkk Fkklc. ‹ .Aù Wkk@ b^kZkg U@ l^k#^kkbk Aù@Tkv Aùm Ékv@Okk CkkfSkmHkm Aùk ^Zk†‘P’^k

.Aù bkÄkTk ¤Tkbkv lYk\kTkv ¢k. AùcTkv \kCkv "¢kU YknIkv Xkm RvPk cw ‹ AnùG AùkYk RmlHk. ‹" CkkfSkmHkm ¤bk bkYkZk ¢TkkHk bkkVú ¢SZkkUAùmZk Hkm^kTk Ykx Ék^kv#k Aù@Tkv U@ AùXkm AùXkm Aù@ @cv Qkv ¤TckxTkv .Aù Qkk\km ¤Tcx QkYkk Rm ^kv lIkIkAù Xk@v AnùG l^k

RldkOk ¢kèúmAùk bkv \kkwKTkv U@ CkkxM\k Ykx Fkk@ PXkm CkkfSkmHkm Aùk .Aù AùQkTk UNjk "^kc WkNjm ¢ZkkvCZk cw DkkvMkx Aùm CkkMjm Ykx lWkLk Aù@ ¤TkAùm #kkvXkk ZkkÇkk lTkAùk\km Hkkv ¢UTkv ¢kwHkk@kx Ykx AùlYkZkk lTkAùk\kPk cw ‹ ^kc Ck£r ‹ AnùG ¤’bkkcm Zkn^kAù b^kZkg HknK CkZkv ‹ CkkfSkmHkm bkvTkkUlP ¢ZkkvCZk cw Hkkv DklKZkk Aùk@CknHkk@m Avù l\k.

Wkkv\kv "Yky ¢kUAùm bkv^kk Aù@Tkv ¢kZkk cof Tk lAù U#kn Aùm ¢UTkv lbkUklcZkkx Aùkv Rkvak RvPk cw ‹" YkwTkv UNjkTkv Aùk P@c ¢kUbkv ¢UTkk WkkvIkk zBkFk^kkTkv ‹ " P@mAùk WkR\kkä ¢k’Yk l^k#\kvakOk lAùZkkä TkZkv P@mAvù BkkvHkv U@Fkn@v #kkbÇkm XkZkgAù@ Anùí @kvCk bkv UmlMjP Qkvä ¢kw@ ¢gP Ykx bkVú\k cn¢k ‹ WkÃkkx Aùkv WkP\kkZkk c@ ¤TkAvù Dkk^kkx bkv Yk^kkR WkcPk Qkk CkkfSkmHkm Tkv ¤Tcx ¢UTkv ¢bkVú\kPk Ykx ¢k#kk Aùkv YkP KoKTkv Rkvä lTk@gP@ ^kcm bkkQk @Bkk £PTkk cm Tkc{ä ¤TkAvù Dkk^kkx Aùkv ^kc b^kZkg bkkQkrAù cw Hkkv b^kk^k\kgWkm ckvTkv Ykx bkckZkAù ckv ‹ l^k

îRZk cw ‹ HkgP@ WkMjk Aùk@Ck@ lbká ckvPk cw ‹ "Ykw PnYcx .Aù HkgP@ RvPk cof HkWk Xkm PnYcx bkgRvc ckv Zkk PnYck@k ¢cg PnYk U@ "Ykv@m ¢bkVú\kPk.f ¢kw@ Ykkvc XkgCk Xkm ¶Zkk@v cy ck^km ckvTkv \kCkvä Pkv Zkc AùbkkwKm ¢kHkYkk¢kvg Hkkv bkWkbkv FkolAù Zkv Xkm Pkv bkVú\kPk Aùm bkmlNjZkk cy ‹" CkkfSkmHkm Aùk Zkc AùQkTk Ykv@v l^k

90 KVS Quarterly Journal PnYk RvBkkvCkv lAù PnYck@k bkgRvc lYkK @ck cw ¢kw@ lTkSkTk U@ bkFk cm Aùck Qkk "cYkk@v Hkm^kTk bkv .Aù HZkkvlP ¢cg bkYkkÈk ckvPk Hkk @ck cw ‹' \knÈk ckv Ck£r cw ‹ " ¤TkAùm YkckTkPk Avù bkgRXkr Ykx Zkc bkFk Yky ¢UTkv GkÇkkx Aùkv AùcTkk cof lAù ZklR UNj l\kBkAù@ cm Aùck CkZkk cw ‹ "£bkv ¢kRYkm Aùk ¢UTkv Rv#k^kklbkZkkx Avù ¥U@ £PTkk HkWk@RbP ÉkXkk^k Qkk lAù ¤bkAùm lYkbkk\k ZklR PnYk YkkTk^kmZk CknOkkx (RZkkä Fkl@Çkä YkYkPkä bk’Zk) bkv l^k\kCk ckvPv ckv Pkv PnYck@m l#kdkk ¢Sko@m cw ‹ Fkl@Çk Tkc{ lYk\kPm Zkc ¢k#FkZkr Aùm cm WkkP cw ‹ £bk ÉkXkk^k lTkYkkrOk Avù l\k. PnYck@v l^kFkk@ Xkm Ul@aApùP ckvTkv Fkklc. Avù UmGv Aùkv£r \kkwlAùAù #k†‘P Zkk #kkbÇkkx Aùk Wk\k Tkc{ ‘ZkkxlAù l^kFkk@ AùkZkr Avù HkTkAù cw ¢kw@ AùkZkr ^Zk†‘P Avù Qkk‹ CkkfSkmHkm êUm £bk CkoNj Ucv\km Aùm AngùHkm (ZklR £bkv Fkl@Çk Aùkv R#kkrPv cy ‹ Ucv\km YkkTkv Pkv) \kkMr cwl\kVwú‘bk Avù ¢Tknbkk@ "¤TkAùk Ìkví Fkl@Çk ¢kw@ b^kZkg Aùkv lYkbkk\k Avù êU Ykx @BkTkv ^kk\kk CkkfSkmHkm ¢TZk YkckUnéakkx Aùm P@c cYk bkv ¢Uvdkk ¤TkAùk Ìkví ¢kFk@Ok cw ‹ Tkc{ Aù@Pv ‹ ^kv Pkv AùkZkr Aù@Pv cyä ^Zk^kck@ Ykx ¤URv#k Aùkv " \kkPv cy ‹ Zkcm ¤Tcx ¢TZk bkv ¢\kCk Aù@Pk cw ‹ .Aù Wkk@ ¢kHk HkWk l^k#^k WkkéR Avù Njv@ U@ WkwLk cwä ¢kPgAù^kkR ¤TckxTkv Aùck Ykv@v lYkÇk Ykv@k bk^kkrlSkAù bkYYkkTk Ykv@v AùkZkrÓùYkkx "YkkTk^kPk" Aùkv lTkCk\kTkv Aùm PwZkk@m Ykx cw .vbkv bkYkZk Ykx Aùkv ¢UTkv Hkm^kTk Ykx \kkCko Aù@Avù Zkk ZklR ¢kU ¤Tk U@ RnlTkZkk CkkfSkm Avù Rv#k Aùm ¢kv@ lTkck@ @cm cw ¢kw@ l^k#^kkbk Tk Aù@Pv ckx Pkv ¤TkAùk Xk@Uo@ l^k@kvSk Aù@Avù Aù@ @kHkDkkK U@ UMjm #kP~ #kP~ ¢FkrTkk Avù Ckn\kkWk Aùm UgBknlMjZkkg CkgXkm@ ¤R~Dkkvak Aù@ @cm cw lAù 'RnlTkZkk Aùkv XkbYk Aù@Tkv Aùm bkAùPv cy ‹' PkAùP @BkPv cn. Xkm cYk Tkc{ PnYk ÉklPlíP ckvä PnYck@k ¤TkAvù £bk ^Zk†‘P’^k Avù Aùk@Ok UglMP Tkvcê Tkv ¤TkAvù Rv#k ÉklPlíP cw ‹ v v v

Ék’ZkvvAù TkkCkl@Aù ¢UTkv Hkm^kTk Aùk c@ dkOk ¤UZkkvCkm ¢kw@ Rv#k-lcP AùkZkr Ykx \kCkk.ä Zkcm l#kdkk Aùk ¢kR#kr ckvTkk Fkklc. ‹ YkkÇk UnbPAùkx bkv ekkTk ÉkkÈk Aù@Tkk l#kdkk Tkc{ cw ‹

- Ykck’Ykk CkkgSkm

KVS Quarterly Journal 91 WkR\kPv Ul@^kv#k Ykx l#kdkOk Aùm Mkt. îRZk Tkk@kZkOk ¤UkSZkkZk bTkkPAùkvÅk@ l#kdkAù (lcTRm) FknTkkwlPZkkf AxùæmZk l^k

Ck’Zkk’YkAù Ul@^kPrTk Xkm l^kAùkbk Aùk .Aù éU cw‹ ck\kkPkx Avù lHkYYkvRk@ Tk Pkv Avù^k\k l#kdkAù cy ¢kw@ Tk cm bkYkZk CklP#km\k cw lHkbk Aùk@Ok Rv#k Aùk\k .^kg bkYkkHk Aùm l^k

92 KVS Quarterly Journal bkv WkR\kk^k ckv FknAvù cy‹ WkR\kPm Ul@†bQklPZkkx Avù ¢Tknbkk@ #kP ÉklP#kP bkgXk^k cw? ¢kwUFkkl@Aù l#kdkOk Avù l\k. Uk@YUl@Aù l#kdkOk ^Zk^kbQkk Ykx Xkm ¢kYko\k lU@^kPrTk ckv Hkckf l#kdkAùkx lTkZkYkkx Aùk Uk\kTk Aù@Tkk ¢lTk^kkZkr cw ^kc{ FknAùk cw‹ l#kdkk#kk†bÇkZkkx .^kg YkTkkv^kwekklTkAùkx Avù #kkvSk GkÇkkx Avù l\k. Xkm ¢kR#kr ¢kFkk@ bkglcPk¢kvg Aùk Uk\kTk .^kg lTkaAùakkv‰ Avù ¢kSkk@ U@ lTkP Tk^kmTk ÉkZkkvCk bk@Aùk@m Hkê@m cw PXkm ¢kHk Avù Ul@^kv#k Ykx bkcm l#kdkOk bkgXk^k l^k

KVS Quarterly Journal 93 Uk.bkm.#kYkkrr UTæc lR^kbkmZk 'cbP\kvBkTk ÉkZkkvHkTk AùkZkr' P.C. Sharma ÉkkFkkZkr / Principal ¤R~Rv#Zk : GkÇkkx Ykx bknTR@ cbP AxùæmZk l^k

AùcPv cy lAù ^Zk†‘P Aùm l\kBkk^kK bkv ¤bkAvù b^kXkk^kä 3. WkÃkkx Aùkv bkn\kvBk Avù ÉklP HkkCkêAù Tk WkTkkZkk HkkTkk‹ ck^kXkk^kä @cTk-bkcTk .^kg ^Zk^kck@ U@ Rplì Mk\km Hkk 4. ¢SZkkUAù R^kk. Bk@kWk l\kBkk^kK ^kk\kv WkÃkkx Aùkv bkAùPm cw‹ ¢dk@kx Avù YkkSZkYk bkv ^kc AùkCkHk U@ ¢UTkv UcFkkTkAù@ä ¤Tkbkv lTkZklYkP éU bkv bkn\kvBk Tk ^Zk†‘P’^k Aùm GkU GkvMjPk cw‹ ^Zk†‘P’^k Aùkv cbP\kvBkTk l\kBk^kkTkk‹ bkv HkkvMjTkv bkv Uc\kv Zkc bkkvFkTkk ¤lFkP ckvCkk lAù WkÃkkx Aùkv 5. bkn\kvBk Avù l\k. ¢\kCk bkv Un†bPAùk Tk WkTk^kkTkk‹ ¢dk@kx Aùkv l\kBkTkk (¢dk@kx Aùk YkkvMj) £r Tkc{ lbkBkk Uk. WkÃkkx Avù cbP\kvBkTk Ykx Uk£r HkkTkv^kk\km bkkYkkTZk ÇknlKZkkf - ¢kw@ \kvBkTk bkv ¤bkAvù ^Zk†‘P’^k Aùkv Pkv\kk Hkk. Pkv Zkc Aù GkÇkkx çk@k l\kBkv Ck. ¢dk@kx Aùk ¢kAùk@ LmAù Tk ^Zk†‘P’^k Aùm Xkl^kaZk^kkOkm Ck\kP bkklWkP ckvCkm‹ ) ckvTkk ‹ cbP\kvBkTk Aùkv ^Zk†‘P’^k bkv HkkvMjTkv Aùm ¢Uvdkk Uc\kv l#kdkk .^kg l#kdkOk bkv HkkvMjTkk ¢lTk^kkZkr cw‹ Bk) l#k@kv@vBkk Aùkv LmAù NgCk bkv Tk \kCkkTkk‹

¢kHk Avù £bk 'bkgCkOkAù' Avù ZknCk Ykx WkÃkkx Aùk cbP\kvBkTk Ck) ¢dk@kx ¢kw@ #kWRkx Aùm Ro@m U@ SZkkTk Tk RvTkk ‹

¢lXkXkk^kAùkx PQkk ¢SZkkUAùkx Avù l\k. zFkPk Aùk l^kakZk Dk) YkkÇkk¢kvg Aùm ¤lFkP WkTkk^kK‹ WkTk CkZkk cw‹ WkÃkkx Ykx l\kBkTkv Aùm êlFk AùYk ckvPm Hkk 3 WkÃkkx Aùkv ¢dk@kx Avù YkkvMjkv Aùk bkcm ekkTk Tk ckvTkk‹ @cm cw‹ zAùPn U@mdkk Ykx cbP\kvBkTk ¢kHk Xkm bQkkTk . @BkPk cw Hkkv bklRZkkx Uc\kv Qkk‹ AxùæmZk l^k

1. ¢SZkkUAùkx çk@k Aùdkk 'ÉkQkYk' Ykx cm WkÃkkx Aùkv l^k^k@Ok lTkYTkl\klBkP cw‹ ¢dk@kx Avù bkcm ¢kAùk@ Aùm UcFkkTk Tk Aù@kTkk‹

2. WkÃkkx R~^kk@k l\kBkv Ck. bkXkm ¢dk@kx Avù l\kBkTkv Avù NgCk U@ ¤lFkP SZkkTk Tk RvTkk‹

94 KVS Quarterly Journal ÉkkZkkvlCkAù AùkZkr ¢SZkkUAù ApùlP Vú\k lTkaUlÅk ¢SZkkUAù Aùkv GkÇk Aùm \kvBkTk bkYWkTSkm 1. ÉkQkYk lR^kbk ¢SZkkUAù çk@k ¢TknFGvR \kvBkTk Aùm HkkfFk GkÇkkx Aùkv ¢UTkm UkLö- UnbPAù bkkYkkTZk ¢#kláZkkx Aùk WkkvSk cn¢k‹ Aù@Avù ^kPrTkm bkYWkTSkm PQkk l\kBkk^kK ÉkQkYk lR^kbk l\kBkv Ck. ¢TknFGvR Aùm bkv UkgFk - Gc Ug†‘PZkkx Aùk bkYWkTSkm ¢#knláZkkf lTkAùk\km Ck£‰‹ £bk ÉkZkkvHkTkk Avù ¢†TPYk lRTk l\kBkv .Aù ¢TknFGvR l\kBkTkv Avù l\k. Ck. ¢TknFGvR Avù bkkSk Pn\kTkk Aù@Tkk lRZkk Hkk.Ckk‹ PklAù GkÇk Aùkv b^kZkg Avù cbP\kvBkTk Ykx cn. bknSkk@ Aùk ekkTk ckvCkk‹

2. lçPmZk lR^kbk ¢SZkkUAù çk@k Ck\klPZkkx Aùkv bknSkk@Aù@ GkÇk ¢UTkk TkkYkä l^k

3. PpPmZk lR^kbk ¢SZkkUAù Tkv #ZkkYkUK U@ lcTRm GkÇkkx Aùkv ¢ä ¢kä £ä £rä ¤ä ¥ £Tk ¢SZkkUAù ^Rk@k lcTRm ^kOkrYkk\kk Avù b^k@kx Aùkv l\kBkTkv Aùm l^klSk b^k@kx Aùk PQkk YkkÇkk¢kvg Aùk bkcm ekkTk

^kOkrYkk\kk Ykx lR. Ck. b^k@kx Aùm (YkkvMj)WkPk£r ‹ ckvCkk PQkk ^kv £Tk b^k@kx Aùkv LmAù NgCk HkkTkAùk@m RvAù@ ¤TkAvù l\klU bkv l\kBkTkk HkkTk Hkk.gCkv‹ lTk’Zk ¢XZkkbk ¢ = lFkc~Tkkx Aùk #kná \kvBkTk Aù@^kkZkk bkv GkÇk £Tcx l\kBkTkk bkmBk Ck.‹ ¢k Hkk.Ckk‹ = £ =

£r =

¤ =

¥ = GkÇkkx Tkv ¤UZkn‘P ^kOkkv‰ Aùkv UkfFk - UkfFk Wkk@ l\kBkAù@ ¢XZkkbk lAùZkk ‹

KVS Quarterly Journal 95 4. FkkwQkk lR^kbk ¢SZkkUAù ^Rk@k #ZkkYkUK U@ lcTRm GkÇk .ä .vä ¢kvä ¢kwä PQkk ¤TkAùm ¢SZkkUAù çk@k lcTRm ^kOkrYkk\k ^kOkrYkk\kk Avù lTkYTk ^kOkkv‰ Aùkv l\kBkTkv Aùm YkkÇkk.f l\kBkTkk bkmBk Ck.‹ , Aùk ¢kbkv .ä .vä ¢kvä ¢kw PQkk , l^klSk WkkPm Ck£r‹ ¤Ãkk@Ok l@ Aùm XkkflP Aù@Tkk Fkklc.ä b^k@kx Avù \kvBkTk Aùm HkTkAùk@m Zkc Xkm HkkTk Ck.‹ . = Rm Hkk.Ckm‹ .v =

¢kv =

¢kw =

, = l^k

5. UkfFk^kk lR^kbk ¢SZkkUAù #ZkkYkUK~K U@ 'Aù' ^kCkr Avù ^kOkkv‰ l^k

Dk =

Mj =

GkÇkkx Tkv 'Aù'^kCkr Avù bkXkm ^ZkgHkTkkx Aùkv l\kBkTkv Aùm HkkTkAùk@m ÉkkÈk Aùm PQkk ¢UTkm Un†bPAùk Ykx Rbk - Rbk Wkk@ l\kBkTkv Aùk ¢XZkkbk lAùZkk ‹

96 KVS Quarterly Journal 6. GLk lR^kbk ¢SZkkUAù çk@k #ZkkYkUK~K U@ 'Fk' ^kCkr £bk ÉkAùk@ bkXkm GkÇkkx Aùkv 'Fk' ^kCkr Avù ¢SZkkUAù çk@k l^k

'Fk' ^kCkr Avù bkXkm ^ZkgHkTk ^kOkkv‰ Aùm l^klSk WkPk£r Ck£r ‹ Hkwbkv - Hkk.Ckk‹ Aùk l\klBkP Ul@FkZk lRZkk Fk = CkZkk‹ G =

Hk =

Ik =

Jk =

7. bkkP^kkg lR^kbk ¢SZkkUAù çk@k #ZkkYkUK U@ 'K' ^kCkr Avù GkÇk 'K' ^kCkr Avù bkXkm ^kOkkv‰ Aùkv LmAù 'K' ^kCkr Avù ^kOkr \kvBkTk l^klSk ^kOkkv‰ Aùkv lTkYTkl\klBkP NgCk bkv l\kBkTkk NgCk bkv l\kBkTkk bkmBk bkAxùCkv‹ Wkk@ - WkPk£r Ck£r ‹ lbkBkkZkk Hkk.Ckk‹ Wkk@ l\klBkP ¢XZkkbk çk@k 'K' ^kCkr Avù bkYkbP ^kOkkv‰ Aùm bkcm HkkTkAùk@m ÉkkÈk K = Aù@xCkv‹ L =

M =

N =

Ok = ¢SZkkUAù P ^kCkr Avù ^kOkkv‰ Aùkv #ZkkYkUK 8. ¢kL^kkg lR^kbk ' ' l l^k

Sk =

Tk =

KVS Quarterly Journal 97 9. Tk^kYk lR^kbk ¢SZkkUAù 'U' ^kCkr Avù bkXkm ^kOkkv‰ Aùkv 'Xk'^kOkr l\kBkPv bkYkZk GkÇk ¥U@ Uo@m 'U'^kCkr Aùk l\klBkP Ul@FkZk #ZkkYkUÙ U@ l\kBkAù@ ¢XZkkbk Aù@k.gCkv‹ l#k@kv@vBkk Tkc{ \kCkk.gCkv‹ 'Xk' .^kg 'Yk' RvTkk‹ ^kOkr Avù ¢TP@ Aùkv bkYkIk Hkk.gCkv‹ U =

Vú =

Wk =

Xk =

Yk =

10. R#kYk lR^kbk ¢SZkkUAù Zkä @ä \kä ^kä #kä akä bkä c GkÇk Zkä @ä \kä ^kä #kä akä bkä c £Tk Zkä @ä \kä ^kä #kä akä bkä cä £Tk ^kOkkv‰ Aùkv #ZkkYkUK~K U@ l\kBkAù@ GkÇkkx ^kOkkv‰ Aùkv LmAù NgCk bkv l\kBkTkk bkmBk ¢kL ^kOkkv‰ Aùkv Rbk - Rbk Wkk@ bkv l\klBkP ¢XZkkbk Aù@k.gCkv‹ Hkk.gCkv‹ l\kBkkTkk‹ Zk =

@ =

\k =

^k =

#k =

ak =

bk =

c =

11. CZkk@c^kkg lR^kbk ¢SZkkUAù bkgZkn‘P ^ZkgHkTk dkä Çkä ekä Ìk GkÇk ÉkkZkh bkgZkn‘P ^ZkgHkTk l\kBkTkv Ykx bkgZkn‘P ^ZkgHkTk dkä Çkä ekä Ìk Aùkv Vú\kAù U@ ÓùlYkAù NgCk bkv l\kBkAù@ Ck\klPZkkf Aù@Pv cy‹ ¢SZkkUAù çk@k Aùkv Rbk - Rbk Wkk@ l\kBk^kkZkk GkÇkkx bkv Ék’ZkvAù ^kOkr Rbk -Rbk Wkk@ bUì YkkCkrrR#krTk Aù@Tkv U@ .^kg Ék’ZkvAù Hkk.Ckk‹ l\kBk^kk.gCkv‹ ^kOkr Aùk Rbk - Rbk Wkk@ l\klBkP ¢XZkkbk

dk = Aù@^kkTkv bkv GkÇk bkgZkn‘P ^kOkkv‰ Aùkv bkngR@ .^kg #kná l\kBkTkk HkkTk Hkk.gCkv‹ Çk =

ek =

Ìk =

98 KVS Quarterly Journal 12. Wkk@c^kkg lR^kbk ¢SZkkUAù 'ób^k' PQkk 'RmSkr' YkkÇkk¢kvg Wk@-Wkk@ ¢XZkkbk Aù@Pv @cTkv bkv 'ób^k' PQkk 'RmDkr' YkkÇkk¢kvg Aùk ^kk\kv Fkk@ - Fkk@ #kWR WkTkkAù@ Vú\kAù l^k

= lRTkä lBk\kä lYk\kä lWkTk = RmTkä HkmPä Skm@ä WkmFk = Anù\kä AnùGä Bkn\kä Un\k = Voú\kä #ko\kä Sko\kä Xko\kv = cv\kä Ykv\kä Wkv\kä Bkv\k = Awùbkkä ^kwbkkä Hkwbkkä Uwbkk = Ykkv@ä #kkv@ä Xkkv@ä Mkv@ = Aùkw¢kä WkkwTkkä YkkwTkä AùkwTk

13. Pv@c^kkg lR^kbk ¢SZkkUAù #ZkkYkUK~K U@ ¢Tknb^kk@ (¸) '¢TknTkklbkAù' .^kg ¢Tknb^kk@ ^kk\kv #kWRkx ¢Tknb^kk@ ( ¸ ) PQkk ¢TknTkklbkAù .^kg ¢TknTkklbkAù (Aùf )Avù ¤Rkc@Ok l\kBkAù@ Aùk ZklR Wkk@- Wkk@ l\klBkP ¢XZkkbk ( Aùf ) FkgæzWkRn Avù WkmFk Avù ¢gP@ ¢gP@ bUì Aù@xCkv‹ Aù@^kk.fä Pkv GkÇk ¢TknTkklbkAù .^kg Aùkv bkkvRkc@Ok bUì Aù@xCkv‹ ¢Tknb^kk@ ^kk\kv #kWRkx Aùk ¢gP@ bkYkIk ¢Tknb^kk@ : WkkPxä @kPxä WkcTkxä cgbk Hkk.fCkv‹ ¢TknTkklbkAù : Ykkfä cfbkmä Aùckfä Hkckf

14. FkkwRc^kkg lR^kbk ¢SZkkUAù GkÇkkx çk@k l\kBkv ^kk‘Zkkx Aùkv * GkÇkkx Aùkvä ^kPrTkm bkYWkTSkm PQkk ¢SZkkUAù ^Rk@k GkÇkkx Aùkv lAùbkm HkkfFkxCkv‹ ^kPrTkm bkYWkTSkm ¢#knláZkkx Aùkv ^kk‘Zk @FkTkk bkYWkTSkmä ¢#knláZkkx .Aù l^kakZk U@ UkgFk Zkk Rbk #kná Aù@Avù GkÇkkx bkv Ék’ZkvAù #kná #kWR Aùk WkkvSk ckvCkk‹ ^kk‘Zk l\kBkTkv Aùk AùkZkr lRZkk Rbk - Rbk Wkk@ l\kBk^kk.gCkv‹ ^kk‘Zk - * \kvBkTk - dkYkPk l^kAùlbkP ckvCkm‹ Hkk.Ckk‹ @FkTkk bkYWkTSkm ÇknlKZkkx Aùkv bknSkk@Aù@ bkgdkvU Ykx GkÇkkx Aùk \kvBkTk - Hkwbkv - GkÇkk¢kvg çk@k #kná ^kk‘Zk l\kBk^kk.gCkv‹ * ' 1. Ykv@k l^k

KVS Quarterly Journal 99 15. Ugæc^kkg lR^kbk ¢SZkkUAù bkv GkÇkkx çk@k l\klBkP ¢TknFGvR ¢SZkkUAù Aùkv ¢UTkv l#kdkOk .^kg GkÇkkx ¢SZkkUAù çk@k GkÇkkx Aùkv Uc\kv Aùk HkkfFkTk ‹ ^kv GkÇkkx Aùkv ¤TkAùm ^kPrTkm Avù '\kvBkTk - Aùkw#k\k' Ykx cn. l^kAùkbk Aùm lRTk lRZkk CkZkk '¢TknFGvR' UnTkh PQkk ^kk‘Zk - @FkTkk bkYWkTSkm ¢#knláZkkf bkYkmdkk Aù@Tkv Aùk ¢^kbk@ ÉkkÈk ckvCkk‹ \kvBkTkv Avù l\k. lRZkk Hkk.Ckk‹ WkPk.gCkv‹

* cbP\kvBkTk bknSkk@ cvPn GkÇkkx çk@k bkgUÆk £bk 'ÉkZkkvHkTkk AùkZkr ' Avù ¤U@kTP Zkc RvBkk CkZkk lAù-

* l^k

* l^k

* ¢dk@kx Avù YkkvNjkx Aùkä GkÇkkx Aùkv WkkvSk cn¢k‹

* l^k

* ^kPrTkm - \kvBkTk Ykx UZklÈk bknSkk@ cn¢k‹

* GkÇk 'lcTRm' l^kakZk Avù bkkQk- bkkQk ¢TZk lcTRm YkkSZkYk Avù l^kakZk Ykx Xkm ¢UvdkkApùP ¢FGv ¢gAù ÉkkÈk Aù@Tkv \kCkv‹

* ¢SkZkkUAùkx Tkv ¢TknXk^k lAùZkk lAù GkÇkkx Aùm Un†bPAùk HkkfFkTkv Ykx Xkm bknl^kSkk ckvTkv \kCkm‹ 'cbP\kvBkTk ÉkZkkvvHkTk' AùkZkr AùWk lAùZkk Hkk. ?

* £bk AùkZkr Aùkv #koTZk (Hkim@kv) Aùk\kkg#k Ykx l^k

* ÉkkQklYkAù Aùdkk¢kvg Ykx ¢SZkkUAù ...Fk.Um. .\k. / lFkÇkAù\kk Avù Aùk\kkg#k Ykx Aù@^kk bkAùPv cy‹ ZklR ¢SZkkUAù lTkRvrl#kP l^klSk ^Rk@k GkÇkkx Aùk cbP\kvBkTk Aùk ÉkZkkbk Aù@xä Pkv cYkk@v l^k

YkTknaZk Aùk bkÃkk Hkm^kTk bkkQkm l^k

100 KVS Quarterly Journal KVS Quarterly Journal 101 lcTRm l^kXkkCk