ISSN 0970-9282 The Primary Teacher

Volume XLI Number 3 July 2016

ISSN 0970-9282 The Primary Teacher Volume XLI Number 3 July 2016 Contents Editorial 3 Issues and Policy Perspective 1. Teacher Perceptions on Issues of Sandhya Sangai and 5 Multigrade Teaching Megha Choudhary 2. Error Analysis In Basic Mathematical Operations Payel Banerjee and 13 Ujjala Singh 3. Is Homework Necessary? K. V. Sridevi and 27 Pooja Tomar 4. Attitude of Primary Teachers towards Jyoti Pandey 36 Mid Day Meal Scheme 5. Shishu Shiksha Karmasuchi for Quality Subhasish Khanda 44 Primary Education — An Analysis 6. English Teaching in Rural Government K. Vaijayanti 55 Schools of Karnataka— A Longitudinal Study 7. Peer Coaching — Live Classroom In-service Ashutosh Anand 64 Teachers’ Training Programme Book Review Dictionary of History for Schools (Trilingual) Seema Ojha 70

Did You Know Resource Package for Awareness in Reetu Chandra 73 Early Childhood Care and Education My Page The Rose Not Taken Varada Nikalje 77

EDITORIAL

No task is as challenging as organsing a child’s day in school. It not only includes visible factors of teacher and textbook but involves a complex interplay of other factors, such as teachers, teaching material, school infrastructure, educational policy, and so on. This issue of The Primary Teacher focuses on contemporary issues in elementary education in the light of these factors. The first paper on ‘Teacher Perceptions on Issues of Multigrade Teaching’ by Sandhya Sangai and Megha Chowdhary views multigrade teaching as a pedagogic tool that can assist in context of teacher shortage, budget constraints, etc. It tries to explore the perception of head teachers towards multigrade teaching in classroom setting. The second article ‘Error Analysis in Basic Mathematical Operations’ by Payel Banerjee and Ujjala Singh examines the mathematical achievement tool. This paper analyses data collected through purposive sampling on 40 elementary students studying in Class VIII government school of Bilaspur, Chhattisgarh. The primary objective of the study is to understand the basic errors committed by students in mathematics at the elementary level. The third article titled ‘Is Homework Necessary?’ by K. V. Sridevi and Pooja Tomar analyses the significance of homework in the lives of students, parents and teachers. The findings of the paper indicate that a sizeable number of participants from the above target groups, i.e., students, parents and teachers, was of the opinion that homework is an essential component of the teaching–learning process. However, the researchers conclude that it needs to be engaging, interesting and meaningful so that it contributes to continuous learning of children. The next paper by Jyoti Pandey tries to explore the attitude of primary teachers towards the Mid Day Meal Scheme. The findings of the study reveal that though the scheme has led to an increase in the enrolment, attendance and retention rate of children in primary schools, teachers are burdened by an added responsibility of overseeing the implementation of the Mid Day Meal Scheme in the schools, which adversely affects the teaching–learning process. The fifth paper titled ‘Shishu Shiksha Karmasuchi for Quality Primary Education — An Analysis’ by Subhasish Khanda discusses that Universalisation of Elementary Education (UEE) has been one of the most important objectives of India ever since Independence. The Shishu Shiksha Karmasuchi was introduced by the West Bengal government in 1997 as an alternate elementary education system to reach out to maximum number of children in the remotest parts of the State. The author discusses various issues and challenges faced by school personnel to implement this scheme at the primary level. In the paper titled ‘English Teaching in Rural Government Schools of Karnataka — A Longitudinal Study’, the author K. Vaijayanti takes up a case study in the State, where Swalpa English, Thumba Fun (SETF), meaning A Little English, A Lot of Fun — an English support programme for Classes I to IV — was initiated. The author elaborates on the programme and addresses various problems that hinder the teaching–learning process and how SETF has helped address the issue. The paper titled ‘Peer Coaching — Live Classroom In-service Teachers’ Training Programme’ by Ashutosh Anand describes the advantages of in-service teachers’ training programme. The author, in this paper, highlights ambiguity in the traditional teacher training programme and emphasises on peer coaching pattern, which is inclusive of the main beneficiaries, i.e, students, who are kept out of the training design in traditional teacher training programme. The issue also carries its regular features — ‘Book Review’, ‘Did You Know’ and ‘My Page’. In the Book Review of Dictionary of History for Schools (Trilingual), Seema Ojha throws an insight into how the dictionary provides an explanation of various terms and concepts on specific themes that can be useful for both students and teachers. It describes diverse facets of India’s historical developments. Furthermore, it serves to introduce children at the primary stage itself that there can be subject-specific dictionaries. ‘Did You Know’ talks about the Early Childhood Care and Education (ECCE) programme. The article ‘Resource Package for Awareness in Early Childhood Care and Education’ by Reetu Chandra discusses the ECCE programme, its evolution, implementation, practices and significance. It also elaborates on the resource package for awareness in ECCE developed by the Department of Elementary Education, NCERT. The ECCE lays the foundation to primary education. ‘My Page’ by Varada Nikalje narrates how a seemingly small incident can bring one face-to-face with temptation, and thus, make one re-examine one’s own moral compass.

— Academic Editors

4 Issues and Policy Perspective

1

Teacher Perceptions on Issues of Multigrade Teaching

Sandhya Sangai* and Megha Choudhary**

Abstract Multigrade teaching refers to teaching different grades in the same classroom setting. It is not unique to India but is common in many developed and developing countries across the world. Sometimes, multigrade teaching is seen as a pedagogic tool that can assist in times of teacher shortage, budget constraints, etc. In many countries, multigrade teaching is practised in schools mostly situated in rural and sparsely populated areas. The provision of education in multigrade schools is limited by a number of challenges, which negatively affect the quality of teaching and learning. Many teachers feel that multigrade teaching is more demanding and complex than mono-grade teaching. Teachers, teaching in these schools, have only been trained in mono-grade pedagogy, and therefore, lack the knowledge and skills to effectively deal with multigrade classes. In order to improve the quality of education in multigrade schools, teachers need to be imparted training in multigrade teaching. Introduction the learning environment of the school, Multigrade teaching has both as well as, learners’ participation. Here demographic and educational comes in the role of teachers. relevance. It plays an important role Multigrade teaching is a challenge. in sparsely populated areas, which are It requires commitment, ingenuity and relatively inaccessible having difficult effort on the part of teachers working population contexts. The stage of in multigrade schools. The success primary education is a period when indicators could be comprehensive a child forms and strengthens one’s coverage of children in class and self-concept, which is influenced by increase in their achievement level.

* Professor, Department of Elementary Education, NCERT, New Delhi ** Junior Project Fellow, Department of Elementary Education, NCERT, New Delhi Multigrade teaching is more In some countries like Nepal, one challenging in single–teacher schools. teacher teaches children of more than Research and experimentation on one grade together, may be in same multigrade teaching have yielded the or different classrooms. In Malaysia, relevance of adopting restructured too, a single teacher accommodates approach in curriculum transaction, children of two or more levels in one preparation and use of substantial classroom. In Pakistan, children of variety of self-learning material, and more than three levels are combined creation of learner friendly school and taught by a single teacher environment. (Birch and Lally, 1995). In India, This article is based on a research too, multigrade situations are faced study conducted to explore issues by almost all teachers, especially, in related to teaching–learning in 20 government-run primary schools. multigrade schools in Jaipur district Even in schools that are otherwise of Rajasthan. Head teachers and mono-grade, teachers are faced with in-charge head teachers from the multigrade situations for various selected 20 schools participated in reasons. the study. Problems faced by Teachers in Concept of Multigrade Teaching Multigrade Classrooms Multigrade teaching in developing The research tools were developed after countries like India is common. an extensive study of articles related Sometimes, the number of children to multigrade teaching in various in each class of a school is quite low. printed and online journals. The As per the Right To Education (RTE) situation within the country helped Act 2009, the teacher–pupil ratio at in contextualising factors explored the primary level should be 1:30. If through the research tools. Though the total enrolment in a school is 60, the study explored factors related to only two teachers will be provided, infrastructure available in multigrade which means each class will get one schools and those influencing dedicated teacher. Usually, the posting teaching–learning activities, this of teachers is done on the basis of article gives an insight into teachers’ teacher–pupil ratio as per the State opinions on various factors affecting rules. In multigrade contexts, pupils the teaching–learning process in of several grades together add up multigrade schools. The factors were to the normal class size. Combining organised under three categories. children of some grades with a teacher ● Factors related to to make a possible class size leads to teaching–learning process multigrade teaching. ● Factors related to classroom Multigrade contexts vary in environment and management various countries across the world. ● Factors related to children

6 The Primary Teacher : July 2016 Factors related to the process gain information and teaching–learning process knowledge by studying, practising and Teaching–learning at the primary practically understanding the intended stage is critical as it develops learning learning outcomes. The nature of this style and curiosity for learning among process differs across classrooms, children. It is the primary years depending on varied experiences of the that lay the foundation of learning teachers and students. among children. Therefore, the The responses of the teachers pedagogy of teaching and learning against some identified and plays a crucial role during these years. researched issues that may exist in Teaching–learning is a two-way multigrade classrooms have been process that includes various steps. shown in the following diagrams In this process, the teachers and under the three identified categories students are expected to work towards as discussed earlier. achieving the learning outcomes, which The bar graph in Figure 1 shows need to be holistic and integrated. A the problems faced by teachers teacher assesses the learning needs as regards to teaching–learning in of the students and establishes multigrade schools. It can be observed certain learning objectives. Keeping that heavy workload on teachers is the objectives in mind, the teacher the biggest problem in multigrade develops teaching–learning strategies schools as shared by 90 per cent to implement the plan of action, and respondents. They said that excess finally, evaluates the outcomes of workload stopped them from devoting the plan. The students throughout enough time to students.

Unfamiliar examples in textbooks 35

Poor comprehension ability of pupils 55

Diagnosis and remediation work 65 Less use of teaching aids 65 Presence of several ability groups 70 Issues Distractions during teaching 75

Correction of children’s work 80 Abrupt switching of teaching from one grade to another 85 Heavy workload on teachers 90

0 20 40 60 80 100 Percentage of teachers Figure 1: Teaching–learning issues in multigrade classrooms

Teacher Perceptions on Issues of Multigrade Teaching 7 According to 85 per cent teachers, that has direct or indirect impact on abrupt switching of teaching from one classroom activities and students. This grade to another was also a persistent includes appearance of the classroom, problem in multigrade schools. physical arrangement of tables and Regular correction of work done by chairs, and other teaching–learning children from various grades and aids, as well as, psychological or providing them with feedback daily emotional aspects, i.e., approach of in the same classroom setting was teachers towards students, welcoming another major problem as shared by atmosphere for students, print-rich 80 per cent teachers. This hampers walls of the classroom (consisting the process of diagnosis of the of paintings, posters, artwork by problems as faced by many children children), etc. and finding a solution to these as It can be observed from Figure 2 informed by 65 per cent teachers. that all teachers have reported heavy Seventy-five per cent teachers workload as a major factor adversely expressed that interruption and affecting the classroom environment. distractions during teaching diverted The interaction with the teachers teachers’ attention, which adversely helped the researchers understand affected the quality of instruction. their workload. They shared that apart Sixty-five per cent teachers shared from teaching, teachers in primary that they were not able to use teaching schools were also responsible for aids adequately as there were several distributing milk and midday meals classes running at the same time and to children, and also maintain a daily in the same space. Children of other record of consumption as regards classes also got distracted if teaching to these schemes (In Rajasthan, in aids and other support material were addition to the midday meal scheme, used in class. children in primary schools are also Sometimes, teachers continuously given milk in the morning. Milk teach one grade without apportioning distribution is a State scheme). The time for other(s). Besides, problems, such as unstructured or vague teachers also had to maintain a responses by pupils, their inability record of free distribution of uniform to understand questions or topics and books given to the children. They and unfamiliar examples given in also had to attend important meetings textbooks were reported as significant and training programmes, which problems faced by the teachers during implies further increase in workload. the teaching–learning process. All these factors caused disruption in the teaching–learning process. As Factors related to classroom a result, the message received by environment and management parents and community, at large, Classroom environment implies the was that no studies were carried out overall atmosphere of a classroom in government schools.

8 The Primary Teacher : July 2016 Time management for all grades 55

Multilingual classroom 40

Seat arrangement in classroom 50

Excess emphasis on syllabus completion 65

Noise in classroom 65

More attention to senior grades 75 Issues Over dependence on monitors 80

Difficulty in organising teaching–learning activities 90

Fear psyche in pupils 75

Heavy workload on teachers 100

0 20 40 60 80 100 Percentage of teachers Figure 2: Issues related to classroom environment

According to 90 per cent teachers, cited by the teachers that adversely another factor that adversely affected the classroom environment affected the classroom environment were noise in the classroom, fear was difficulty in organising psyche of the pupils, inadequate and teaching–learning activities. In disorderly seating arrangements, primary level classes, activity-based presence of pupils speaking different teaching–learning, learning through languages in the same classroom concrete experiences and learning by and disabilities in some children. doing are considered as important Pressure for completing the syllabus components of pedagogy. Due to without ensuring if it is being grasped shortage of space and time, the by the children was also cited as teachers were not able to adequately a major factor adversely affecting utilise teaching aids in the classrooms. the classroom environment and Eighty per cent teachers said they teaching–learning process. were immensely dependent on class monitors and 75 per cent shared Factors related to children that they were expected to devote The researchers, with the help of the more attention to children of senior teachers, also tried to identify factors classes. Besides these, other factors related to children that hampered the

Teacher Perceptions on Issues of Multigrade Teaching 9 teaching–learning process. Though of other classes become inattentive, all factors — whether related to and hence, get restless and start teaching–learning or classroom disturbing other students. This was environment — affected the teaching– shared by about 90 per cent teachers. learning process and performance Seventy per cent teachers of children, yet there were certain said that they had inadequate factors, which affected them directly. teaching–learning aids and material These factors, as per the responses as compared to the number of of teachers, have been depicted in children studying in a class. Figure 3. This restricted self-learning and The most important factor involvement by children. Sixty- affecting children directly is that five per cent teachers said that children of different grades sit children were unable to cope up together under one roof. It causes with the load of learning and studies distraction. If the teacher takes also got hampered due to lack classes one-by-one, then it is all the of communication between parents more distractive because children and teachers.

Anxiety in children 30

Indifference of children 35

Sharing of textbooks by children 40

Low parental aspirations 45

Admissions throughout the year 55

60

Issues Children busy in domestic chores

Load of learning 65

Lack of home–school link 65

Inadequate teaching–learning aids 70

Children of different grades sitting together 90

0 20 40 60 80 100 Percentage of teachers

Figure 3: Issues affecting children directly

10 The Primary Teacher : July 2016 Sixty per cent teachers viewed that The teachers shared that they did children were, generally, expected not get any kind of input for making to help their parents in day-to-day optimal use of the teaching–learning life at home, including household time in multigrade situations during chores. This distracted them from their pre- or in-service training. Only studies. Low parental aspirations six out of 20 teachers said they got for the future of children was also slight training on handling multigrade pointed out as a major issue affecting classroom situation during their the studies of children by about in-service training programme. 45 per cent teachers. Teacher preparation for handling Fifty-five per cent teachers multigrade situations is required opined that keeping admissions on many aspects. It needs to be open throughout the year caused introduced in the pre-service a major problem for existing teacher training curriculum, as well children in a classroom due to the as, in-service teacher education difference between their and the new programmes. Teacher trainers must students’ learning level. This posed be trained to develop integrated lesson a major challenge for the teachers plans for a combination of classes. in multigrade schools. Sharing of During internship, student–teachers textbooks by children was also must be sent to multigrade schools seen a limiting factor, according to for on-the-job training, which will 40 per cent teachers. The children prepare them to handle multigrade were not able to revise the lessons after classrooms. school and during free time in school Pupil evaluation like regular hours due to several distractions. primary schools is, generally, not The other reasons indicated by the conducted in single–teacher schools teachers were indifference towards learning, and uncertainty about their in multigrade teaching context due future studies and settlement in life. to shortage of time, apart from other factors. Generally, junior classes face Conclusion neglect for want of teacher’s time. The multigrade teaching situation Secondly, teachers focus more on as shared by teachers of 20 selected scholastic subjects in senior classes. schools in Jaipur district of Rajasthan The evaluation policy, procedures is disheartening and needs immediate and programmes need a review and attention of the government and policy special design for multigrade context. makers. Children from poor economic These need to be based on class-wise background in rural areas mostly learning outcomes — general and study in multigrade schools. subject-wise.

Teacher Perceptions on Issues of Multigrade Teaching 11 References

Birch, I and M. Lally. 1995. Multigrade Teaching in Primary School. UNESCO, Thailand. Eeva Kaisa Hyry-Beihammer and Tina Hascher. 2015. Multigrade Teaching Practices in Austrian and Finnish Primary Schools. International Journal of Educational Research (http://dx.doi.org/10.1016/j.ijer.2015.07.002). Goyal, B. R. 1992. Multigrade Teaching — In-service Education Package for Elementary Teacher Educators. NCERT, New Delhi. ———. 1990. Handbook for Teachers on Multigrade Teaching. Mimeographed, NCERT, New Delhi. ———. 1989. Methodologies of Multigrade Teaching in Rural Primary Schools. Mimeographed. NCERT, New Delhi. Miller, B. A. 1991. A Review of Qualitative Research on Multigrade Instruction. Journal of Research in Rural Education. Vol. 7, No. 2. Nawab Ali and Salima Rahim Baig. 2011. The Possibilities and Challenges of Multigrade Teaching in Rural Pakistan. International Journal of Business and Social Science. Vol. 2, No. 15. Tribhuvan University Research Centre for Educational Innovation and Development. 2003. A Study on Multigrade/Multi-class Teaching — Status and Issues. Kathmandu, Nepal. UNESCO. 1989. Multigrade Teaching in Single Teacher Primary Schools.

12 The Primary Teacher : July 2016 2

Error Analysis in Basic Mathematical Operations

Payel Banerjee* and Ujjala Singh**

Abstract In India, mathematics is taught from the very beginning of schooling and is a compulsory subject up to Class X. The basics of mathematics are taught at the primary level (Classes I to V), which form the base for upper classes. But after the primary level, when students enter the upper primary level, they make many errors while solving basic mathematical problems if their concepts are not clear. Therefore, it is important to know the kind of errors, generally, committed by elementary level students. It is only then that they can be taught accordingly and chances of errors can be minimised. To find out the kind of errors, generally, committed by students, the researchers developed a mathematical achievement tool and administered it on 40 students studying in Class VIII at a government school in Bilaspur, Chhattisgarh. The researchers used purposive sampling technique to carry out the study. The collected data were analysed qualitatively. The result showed that primary level students make many errors while solving basic mathematical problems.

Background of the Study ‘the philosophy of life’ (Yaratan and In the beginning of schooling, the main Kasapoğlu, 2012), is as necessary focus is laid on learning a language, as literacy (Sumirattana, Makanong basic calculation and basic science. and Thipkong, 2017). Mathematics is Language, mathematics and science one of the main subjects up to Class are used in every aspect of our daily X. At the very basic level, it is taught life. Mathematics, also known as through concrete objects, pictures and

* Assistant Professor, Department of Elementary Education, NCERT ** Senior Research Fellow, Guru Ghasidas Vishwavidyalaya, Bilaspur, Chhattisgarh images. After that, abstract calculation unable to interpret them into a starts. As it is a subject that requires mathematical sentence. thinking and reasoning, students learn ● the students were unable to figure to solve problems by employing various out what to assume and what approaches and formula. information from the problem was necessary to solve it. Knowledge of Mathematics ● when the students were unable Mathematics helps in planning and to understand a problem, they solving problems in our day-to-day solved it by guessing without life (Phonapichat, Wongwanich and applying any logical reasoning. Sujiva, 2014). Therefore, it holds an important place in the school ● the students became impatient at curriculum. Reading and thinking the time of solving mathematical are the key factors involved in solving problems. a mathematical problem. In order to Sarwadi and Shahrill (2014) solve a mathematical problem, the found dislocation of decimal to be students need to acquire reading a major problem among students. skills like reading comprehension and Walker, Zhang and Surber (2008) analysing the text, which help them found that reading difficulties have to interpret the text and keywords a significant impact on students used in a problem (Phonapichat and with low mathematical achievement. Wongwanich, 2014) In this regard, Helwing, et al. (1999) concluded reading skill to be Literature Review helpful in understanding text-based Many researches have been carried out mathematical problems. in areas of mathematical difficulties faced by students, errors committed by Rationale of the Study them and their achievement. Suydam As already mentioned, mathematics and Weaver (1977), and West (1977) is an inseparable part of our daily found the difficulties that, generally, life. However, it must be understood arose while solving mathematical by both teachers and students that problems. They concluded that mathematical problems involve much the biggest obstacles in problem more than just placing digits for solving were due to lack of reading, calculation. Making mathematical computational and mathematical mistakes is common. It is a teacher’s skills. Phonapichat, Wongwanich and job to identify the common errors Sujiva (2014) concluded that: committed by students and try to ● students faced difficulty in eliminate or minimise their occurrence. understanding keywords used Therefore, identification of errors, in problems, and were hence, generally, committed by students

14 The Primary Teacher : July 2016 in the early years of the elementary Sample level is important for ensuring quality Forty students studying in Class VIII learning. Attention must be paid in different government schools of while teaching basic mathematical Bilaspur district, Chhattisgarh, were concepts to students. If there is a gap selected for the study. Purposive in understanding the concepts, then sampling technique was used to the students may continue to face the conduct the study. problems throughout their lives. Tool This paper tries to find out some common errors committed For the collection of data, the by elementary level students while researchers developed a questionnaire, comprising questions requiring solving mathematical problems. It basic mathematical operations. This also aims to help teachers identify questionnaire was used for taking the areas that many students find difficult mathematical achievement test of 40 to understand. The study has been Class VIII government school students conducted to find answers to the in Bilaspur, Chhattisgarh. following research question. Research question Analysis and Interpretation of Data What are the kind of errors, generally, committed by elementary level students Objective 1 while solving basic mathematical To find out the common errors problems? committed by elementary level students Research objectives while doing basic mathematical operations ● To find out the errors committed by elementary level students Addition in doing simple mathematical Question 1 operations Simple addition problem was given to ● To find out the errors committed the students to solve. All students, by elementary level students except one, solved it correctly. in the interpretation of Figure 1 shows the error committed by mathematical problems the student. Methodology

Method Qualitative research paradigm has been used to analyse the Figure 1: Error committed in solving collected data. simple addition problem

Error Analysis in Basic Mathematical Operations 15 Here, the student made an error in did addition. Due to the wrong writing the digits, placing them, and placement of 79, the whole therefore, did incorrect addition. The process went wrong and the result student tried to arrange the digits. But was incorrect. in the first line, the student wrote 2 Another error found in the same instead of 1, and then, did not add the problem is shown in Figure 3. Here, second number, i.e., 111 and directly the students added the numbers wrote 11. Therefore, due to mistake in without using a decimal point. From writing in the first line, the result was the analysis of Questions 1 and 2, it wrong and it continued till the end, is observed that many students made thereby, giving an incorrect answer. errors in solving addition problem Such an error occurs if the student because of wrong placement of digits does not know how to place digits for with or without a decimal. calculation. Question 2 In the next question, the students were given to solve a simple addition problem with a decimal. Maximum students (30) made errors in solving it correctly. Only six solved it correctly and the remaining four were unable to solve the problem at all. Figure 2 Figure 3: Error in solving addition shows the error that most students problem with a decimal committed while solving this question. It can be seen that the students Question 3 committed an error in putting a Students also make mistakes when the decimal. The students did not know digits were arranged as in Figure 4. In that the meaning of 79 is 79.00. So, this particular example, a student they put 79 just below the second and simply ignored the third number, third place after decimal, and simply

Figure 4: Error in solving addition Figure 2: Error committed in solving problem when the digits are addition problem with a decimal arranged correctly

16 The Primary Teacher : July 2016 i.e., 70 while calculating the value of addition of three given numbers. Similar errors were observed in the calculations done by many students. This kind of error might have occurred due to carelessness at the time of problem solving or due to limited concept of addition of three numbers having different place values. Figure 6: Error in solving addition problem with a decimal when the Question 4 digits are appropriately arranged Here, the students were given an addition problem with a decimal. The Subtraction digits were placed appropriately. Twenty-four students solved the Question 5 question correctly and the remaining In subtraction problems, too, most did it wrongly. students committed errors. A simple subtraction problem as shown in Question 5 was given to the students. Only 15 were able to solve it correctly, while the remaining 25 did it wrongly. The errors committed by the students in this problem are shown in Figure 7 and 8.

Figure 5: Error in solving addition problem with a decimal when the digits are appropriately arranged In Figure 5, a student added the digits correctly but missed putting the decimal. It may be because of lack of concentration or carelessness. Figure 7 It may also be because the student lacked an understanding of the place value of decimal. This argument is strengthened with similar incorrect answers by other students like in Figure 6. Figure 6 shows error in Figure 8 counting, as well as, the placement Figure 7 and 8: Errors in solving of decimal. simple subtraction problem

Error Analysis in Basic Mathematical Operations 17 Figure 7 and 8 show that the of numbers’, and of course, inability to students did not know how to do recall steps of operation. subtraction. Lack of instruction In Figure 12, many students did may be one of the causes behind subtraction of whole numbers, i.e., such errors. numbers without decimal. But the Question 6 result was wrong. Figure 14 shows that a student perhaps read 9000 as 900, When they were asked to solve a which depicts problem with attention subtraction problem with a decimal, and working memory, and rounded the following errors were found. In off 99 as 100, diluting the preciseness Figure 9, 10 and 11, the students of mathematical operation. From added the digits instead of subtracting. Figure 13 and 14, it can be concluded that the students made mistakes in calculating. However, they knew how to do subtraction.

Figure 9

Figure 12

Figure 10

Figure 13 Figure 11 Figure 9, 10 and 11: Errors in solving subtraction problem with decimal Figure 14 Question 7 Figure 12, 13 and 14: Calculation Figure 12, 13 and 14 show some error in solving subtraction problem of the responses of students to a Question 8 subtraction problem as regards to whole numbers. In all cases, it is errors In Figure 15, another student correctly in calculation. A deeper inspection borrowed numbers for subtraction of reveals that the results were wrong due a bigger number from 0 and solved it to limited understanding in ‘borrowing correctly up to three places. However,

18 The Primary Teacher : July 2016 at the fourth place, the value borrowed was missed, and hence, the result was incorrect. The student did not even notice that the subtraction value was higher than the positive numbers involved in the process. Apart from carelessness, it also shows lack of sustained attention to allow the working memory to follow correct steps of action for certain duration. Figure 17: Error in solving multiplication problem with decimal In Figure 17, many students committed an error in the table of 7. This can be seen in the first line itself. Here, the answer of one student indicates that the child started correctly for ones and tens but did not carry over the remaining for the Figure 15: Calculation error in digit placed in hundreds and wrote 21 solving subtraction problem (i.e., 7 muliplied by 3), and then, the without decimal table of 7 is not correctly done for the remaining digits. Multiplication In the second line, the student Question 9 made a mistake in multiplication with zero. Here, the student, started In multiplication, maximum students correctly from the right side but after did not know the rules of multiplying. multiplying the three digits, error was A total of 29 out of 40 students wrote made in multiplying the remaining the same digits (Figure 16) only instead digits with 0. Further, the student also of zero (0). This may be due to lack of did not complete the multiplication. clear instruction. The child, then, added them and gave the final result of the problem. It is also clear that the student had no idea of decimal placement. When the student was asked to multiply, the Figure 16: Error in solving child responded of not being able to multiplication problem solve multiplication problems correctly due to mathematics phobia. The child Question 10 admitted to running away from the Many students committed errors in subject. Such kind of result may be multiplying digits with a decimal. due to difficulty or inability in recalling

Error Analysis in Basic Mathematical Operations 19 or remembering and practising. Hence, Figure 18(b) also shows error in it can be concluded that the students the same problem of multiplication by need to memorise the tables first so that another student. In the first line of the they are able to solve multiplication solution, it is evident that the student problems correctly. does not know the table of 4. This can Question 11 be seen in the starting (multiplication of 6 with 4). As a result, the further Figure 18(a) shows another example multiplication went wrong. Same kind of multiplication. Here, one student of error is made in the next line as well. multiplied the digits on the right side Such errors occur due to inability to of decimal but wrote the left side digits memorise and remember tables. in the first line. Division Question 12 In Figure 19 and 20, the students made a mistake in subtracting in a division problem, which is seen in the first line itself. It is also found thattwo Figure 18(a): Error in solving multiplication problem In the next section, too, one student multiplied correctly (digits from the right side of the decimal) but wrote the same digits (left side of the decimal). The student, then, found the solution by adding the above two lines. At last, the student put the decimal in the wrong place. This is because of lack of Figure 19 knowledge and understanding of the concept of multiplication.

Figure 20 Figure 18(b): Error in solving Figure 19 and 20: Errors done in multiplication problem solving division problem

20 The Primary Teacher : July 2016 students were unable to find out the divisible number, which is proven from the last line of the solution as shown in Figure 19. In Figure 21, two students did an error in subtraction, which is an important step in division. This can be seen in the first line of the solution, i.e., 78 is subtracted from 98, and Figure 22: Error in solving instead of writing 20, only 2 is written division problem and the next number is brought down Objective 2 from above and a 0 is put next to it. Another error found here is in the In case of word problems, errors are placement of decimal. The decimal is found not only in the process of solving placed in the wrong place. This example the problems but also in the statement also shows lack of understanding. of reporting the solution or result. While solving a division problem, a zero In the first question, it was given comes only when the remainder is that Anamika has 57 mangoes. Her indivisible and only after that a sister Alisha gives her some more decimal is required in the quotient. We mangoes. Now, Anamika has a total can say that the student does not 108 mangoes. Find out how many understand the concept of division. mangoes did Alisha give Anamika?

Figure 23

Figure 21 Third example of error in Figure 24 solving division problem Figure 23 and 24: Errors in solving Question 13 addition (word) problem In Figure 22, 28 students committed Fifteen students attempted to an error in subtraction. It is a frequent answer the word problem on error made by students at the time of subtraction. But as shown in Figure solving a division problem. This may 23 and 24, the students did addition be because the concept of division is instead of subtraction. Also, one can not clear and also due to carelessness note from both the cases, the written at the time of problem solving. statement of the problem as proposed

Error Analysis in Basic Mathematical Operations 21 by the student (Figure 24) or report of to distribute it among three sections the solution (Figure 23), the meaning of Class IX. Figure 27, 28, 29, 30 and conveyed goes opposite to that of the 31 show the errors made in solving problem. The evidences indicate that word problems of division by students. errors in mathematics are not only due to lack of understanding of the calculation process but also due lqtkrk ds ikl 105 yM~Mw gSa] to limited ability to interpret the rks og ,d d{kk dks & statement of word problems. Figure 27

lqtkrk ds yM~Mw dqy oxksZa dks 954 feysaxs\ Figure 25 Figure 28

Figure 26 Figure 25 and 26: Errors committed by students while solving word problems of subtraction Figure 29 In the second question, it was stated that Sushma has 29 flowers. Of these, six are red, eight are pink and the rest are yellow. How many yellow flowers does she have? Figure 30 Twenty-three students added up all the flowers. Their addition was correct but it was not applicable here (Figure 25). Two students did multiplication as shown in Figure 26. Eleven students used the correct process but they made a mistake in Figure 31 calculation. Only four students solved Figure 27, 28, 29, 30 and 31: Errors the problem correctly. The students, committed by students in solving who made mistakes, did not read word problems of division the problem carefully, and hence, Five students solved the problem were unable to understand and solve by subtracting 9 from 105 (Figure 27), it correctly. 11 multiplied 105 and 9 (Figure 28) In the third question, it was asked and 18 divided 105 by 9 (Figure 29). that Sujata has 105 sweets. She has One student subtracted 9 from 105

22 The Primary Teacher : July 2016 (Figure 30) and the remaining five Unable to calculate divided 105 by 3, but there were errors As many students are unable to in the division (Figure 31). calculate correctly, there is a need to From the analysis of the responses teach them methods to do calculations. of the students and the corresponding figures, it can be said that they were Errors in the placement of decimal unable to understand mathematical It has been observed that many problems in statement form. students are confused in the placement In the last question, they were of decimal. Therefore, there is a need to asked that Ramesh has 46 packets of teach them as regards to the placement chocolates and each packet contains and use of decimals in mathematics. 14 chocolates. How many chocolates does Ramesh have? In this question, Unaware of subtraction rules instead of multiplying 46 with 14, 25 Many students do not know the students did addition, four divided 46 rules and process of subtraction. by 14 and two subtracted 46 from 14. Therefore, they must be taught the way Figure 32 and 33 show the errors made to subtract. in solving the problem. Unable to memorise and recall tables In multiplication and division problems, it has been found that students make mistakes at the time of recalling tables, which is the base for solving such mathematical Figure 32 problems. Therefore, students must be made to memorise the tables in the primary stage itself.

Poor comprehension abilities Most students fail to understand what is given in the statement of a problem and what has to be found. This is one Figure 33 of the main reasons why most of them Figure 32 and 33: Errors in solving failed to solve word problems. None word problem of multiplication of the students could appropriately describe the problem in their own Discussion language. Besides, they could not It is found that students commit many report their findings in line with errors in solving basic mathematical the problem posed in the question. problems. Some of the common errors However, all attempted the question, they make are as follows. without understanding the direction

Error Analysis in Basic Mathematical Operations 23 to attempt the problem and tried of schooling as children in that age to do some ‘calculation’. They only group, generally, depend on concrete calculated the digits. This may be due operational thoughts. Confusion to lack of clear instruction, practices among students in the processes of and guidance by teachers and parents. four basic operations — addition, subtraction, multiplication and division Implications and Conclusion — indicate a problem in understanding these basic mathematical concepts. The above observations lead us to The study also highlights that certain conclusions regarding the traditionally adopted methods of teaching–learning of an abstract reception learning, copying the subject like mathematics at the problems solved by teachers on the elementary level. Fundamental blackboard, lack of continuous practice knowledge of mathematics is important and assessment with feedback, etc., to lead a productive independent life. lead students to disadvantage, which Along with verbal language, numbers, eventually causes fear, disinterest and shapes, etc., also form part of symbolic despair in them. instruments to represent the world Teaching–learning of mathematics around us. Numeracy is one of the should not be limited to completing the compulsory skills required even as exercises. Rather it should focus on under the 3Rs (Reading, Writing and training of supporting skills of thinking Arithmatic). It is one of those areas, — starting from the basic process of which has been part of the core paying and sustaining attention to curriculum and cross-curriculum in the more complex ones like concept many national school curricula like attainment. This training should start in the UK and Australia. Compulsory at the basic level. Even in the primary mathematics up to the secondary level classes, it is necessary to adopt also bears the same intention in India. strategies, which give learners a scope Lack of proficiency in skills like basic to retain attention until they solve the operations, place value of digits in problem. An interactive and enriched carrying out mathematical operations, environment would be beneficial for etc., deter the goal of education. the students for rule and mastery Mathematics is not merely learning, and shape their concepts understanding of numeracy. It also in a broader generalised fashion from involves training of thoughts, and the very beginning. use and understanding of language, Attention should also be paid apart from numbers. It requires to inculcating mathematical values language to frame a concept. Hence, of preciseness and accuracy in the training of mathematics must involve learners so that they learn to identify simultaneous training of numeracy, their mistakes and follow precise language and thought. It is all the methods to solve mathematical more significant at the elementary level problems.

24 The Primary Teacher : July 2016 Communication is a strong tool thinking skills that need to be for concept building. The students achieved. It is high time that our need to be encouraged to think aloud school curriculum is visualised in a how they interpret a given problem shape other than just a prescribed and how they would solve it. Small list of contents, keeping other group discussions, peer collaborations necessary dimensions implicit. This and appropriate probing strategies will be helpful in ensuring holistic can help the students enhance their teaching–learning in early years of reading and listening skills, as well school education. As knowledge of as, give them space for self-talk to mathematics is cumulative in nature, internalise the knowledge that they only a thoughtful teaching–learning have reconstructed. in the early years of school can help Lastly, mathematics curriculum the students meaningfully survive goals should not be explicit only in the increasingly complex world of about the contents but also state the numbers, shape, size and estimation.

REFERENCES

Fuchs, et al. 2000. Supplementing teacher judgments of mathematics test accommodations with objective data sources. School Psychology Review. National Association of School Psychologists (NASP). United States of America. Vol. 29, pp. 65–85. Helwig, et al. 1999. Reading as an access to mathematics problem solving on multiple-choice tests for sixth-grade students. The Journal of Educational Research. Taylor and Francis Online. London. Vol. 93, pp. 113–125. Phonapichat, P., S. Wongwanich and S. Sujiva. 2014. Analysis of elementary school students’ difficulties in mathematical problem solving. Procedia Social and Behavioural Sciences. Elsevier. Amsterdam. Vol. 116, pp. 3169–3174. Phonapichat, P. and S. Wongwanich. 2014. Effects of Using K-N-W-S on Mathematical Problem Reading — Ability Development among Elementary School Students. Procedia Social and Behavioral Sciences. Elsevier. Amsterdam. Vol. 116, pp. 5081–5084. Sarwadi, H. R. H. and M. Shahrill. 2014. Understanding students’ mathematical errors and misconceptions: The case of year 11 repeating students. International Scientific Publication Consulting Services, pp. 1–10. doi: 10.5899/2014/metr-00051 Sumirattana, S., A. Makanong and S. Thipkong. 2017. Using realistic mathematics education and the DAPIC problem solving process to enhance secondary school students’ mathematical literacy. Kasetsart Journal of Social Sciences. Vol. 38. No. 3, pp. 307–315.

Error Analysis in Basic Mathematical Operations 25 Suydam, M. N. and J. F. Weaver. 1977. Research of problem solving: Implication for elementary school classroom. Arithmetic Teacher. National Council of Teachers of Mathematics. Vol. 9. No. 4, pp. 25–42. Walker, C. M., B. Zhang and J. Surber. 2008. Using a multidimensional differential item functioning framework to determine if reading ability affects student performance in mathematics. Applied Measurement in Education. Buros Center for Testing, University of Nebraska–Lincoln Nebraska. USA. Vol. 21. No. 2, pp. 162–181. West, T. A. 1977. As cited in Phonapichat, P. and S. Wongwanich (2014). Effects of Using K-N-W-S on Mathematical Problem — Reading Ability Development among Elementary School Students. Procedia Social and Behavioral Sciences. Elsevier. Amsterdam. Vol. 116, pp. 5081–5084. Yaratan, H. and L. Kasapoğlu. 2012. Eighth grade students’ attitude, anxiety and achievement pertaining to mathematics lessons. Procedia Social and Behavioral Sciences. Elsevier. Amsterdam. Vol. 46, pp. 162–171.

26 The Primary Teacher : July 2016 3

Is Homework Necessary?

K. V. Sridevi* and Pooja Tomar**

Abstract Homework is a formative assessment mechanism, wherein, teachers, students and parents are constructively involved in the teaching–learning process. It is an integral part of classroom transaction. To find out the opinion of teachers, students and parents on homework, a questionnaire was developed by the researchers. Copies of the questionnaire were distributed among 40 parents, 40 students and 30 teacher–educators. Semi-structured interviews were conducted to add the qualitative data obtained. The findings of the study reveal that all stakeholders unanimously concur that homework is an essential component of the teaching–learning process. It was also observed that homework need not only be engaging, interesting and meaningful, involving continuous learning, but also provide a reflective practice to students.

Introduction Parental involvement motivates a Human beings learn throughout life. child towards learning and strengthens But concepts, values and skills learnt the bond between the child and parent. at the primary stage play a major role During the primary classes, homework in a person’s life. Primary education serves as a link between parents, is the pillar that shapes a person’s teachers and the child. Through future. There are several reasons that homework, parents get to know what make primary education important for the child has learnt at school. At home, children. It is the time when all three stakeholders, i.e., parents, teachers they help the child revise the lesson and students collaborate in shaping learnt at school and make the child the students’ future. understand a concept, if not clear.

* Assistant Professor, RMSA Project Cell, NCERT, New Delhi ** Junior Project Fellow, RMSA Project Cell, NCERT, New Delhi Besides, the student can also techniques of assessment, which helps assess one’s learning while doing the teacher assess the child’s learning homework. Next day, when a teacher growth in a regular and comprehensive goes through the child’s homework, the manner. Apart from assessing the person identifies the gaps in learning, progress of students, homework the misconceptions that the child also aims to inculcate self-learning, might have formed, and accordingly, self-discipline, self-assessment and gives remarks in the notebook or class life skills like time management, dairy, suggesting ways to improve etc., in them. Assessment may be of the child’s learning and performance. learning, for learning and as learning. It is these remarks that serve as a Homework may be classified under communication channel between assessment for learning. parents and teachers. Due its continuous and Homework is the most frequently comprehensive nature, homework as used non-testing technique used by assessment for learning is preferred teachers in India. No lesson plan by educationists. However, when it is complete without filling in the comes to practice, owing to practical homework column. A teacher utilises reasons like large class size and lack most of the free periods for correcting of resources, most teachers prefer students’ homeworks. Homework, paper–pen test for assessing students’ therefore, not only occupies a learning. Homework is the most prominent place in the professional prominent among different techniques lives of teachers, it also enjoys an of assessment used by teachers in equally important status in the lives India. But the irony is that teachers, of students and parents. “What have despite practising it for such a long you got as homework?” is probably time, still seem to be unaware of its the first thing that a parent in India actual purposes and the ways it can asks a child on return from school. be utilised as an assessment tool. Moreover, all activities like visiting a To understand these gaps in practice relative, deciding the playing hours of of homework, opinions of students, children, etc., are planned according to parents and teacher–educators were the amount and nature of homework collected through a questionnaire that the child gets at school. and analysed. Despite its important place in our education system, homework has often What is Homework? been considered as a burden and many Homework is teacher assigned learning educationists have lobbied against it, experiences that take place both inside especially, at the primary level. and outside the classroom. Homework According to several theories, is an integral part of the education homework is one of the non-testing process, which is planned and designed

28 The Primary Teacher : July 2016 by the teacher to enhance students’ Role of Homework in learning and related life skills. It is Teaching–learning Process a means of developing a partnership The role of homework in the between home (parents) and school teaching–learning process has (teachers) that will lead to the overall always been a topic of debate among development of the students. academicians, teachers and parents. Cooper, et al. (1989) define The positive and negative effects of homework as a task assigned to homework by Cooper, et al. (1989 and students by school teacher(s) that 2001) were given separately. Negative are meant to be carried out during impacts came after the analysis of non-school hours. literature review. Cooper, et al. (1989) reviewed 120 studies on homework According to Lyn Corno and effects. Homework is described as a Jianzhong Xu (2010), homework practice full of contradictions, where creates a situation, where the child positive and negative coincide, i.e., must complete the assigned tasks the findings include both positive and with little initial training and under negative effects of homework. minimal supervision. According to them, homework has In simple words, homework is the a positive effect on three aspects of reinforcement of classroom instruction students’ learning. First, on immediate — etiquettes, self-discipline and life learning, which means a student can skills like organisation and time retain factual knowledge for a longer management — by students at home. time, develop critical thinking, form In general, homework includes the concepts and process the information. following tasks. The second is on long-term academic front. Homework helps develop study ● Completing anything that could habits and skills in students, improves not be completed in class their attitude towards school and ● Practising, reviewing or revising inculcates in them the willingness to lessons taught in class learn during leisure time. The third ● Preparing for the next class aspect is non-academic, which means development of time management ● Applying classroom learning to skills, making students inquisitive create something new or solving and independent in problem solving, new problems and developing self-direction and Huntington re-labelled homework self-discipline in them. as ‘extended learning’ due to the According to Cooper, et al. (2001), application of constructing new negative effects of homework include knowledge by applying skills or loss of interest, physical and emotional knowledge gained in class. fatigue, less time for community

Is Homework Necessary? 29 activities and coping with other positive impact on students’ learning, students. These lead to increased skill attainment and development difference between high and low of life skills like time management, achievers. They further observed that self-discipline and self-awareness. parental involvement is a factor of It also leads to motivation and confusion in instructional techniques. development of positive attitude in According to Lyn Corno and students towards learning. Most Jianzhong Xu (2010), doing homework importantly, homework binds parents, correctly boosts the confidence of teachers and students together. the students. They demonstrate Parental involvement motivates responsibility and become skilled children to learn and leads to their at managing tasks. These positive emotional development. outcomes enhance the students’ subject matter knowledge. Factors affecting the According to Vidya Thirumurthy Utility of Homework (2014), everyday activities at home, often replicating school-based There may be a gap between what the activities, indicate narrowing down policy intended and what is actually the gap between school and home implemented in the classroom. This is, in terms of pursuing linguistic and particularly, true for homework. One of content specific skills. the reasons why teachers often fail to According to Oxfordshire County utilise homework effectively could be Council, regular and planned because it involves complex interaction homework can: of comparatively more number of factors than any other instructional ● develop work habits and strategy practised by them. self-discipline in students. ● develop skills and attitudes, Individual differences which can further help children among students improve their educational performance. It plays a major role. The effects of individual differences are predominant ● help parents gain an insight into in the primary classes as the students their child’s school work. are too young to get comfortable with ● provide opportunities to students their specific weaknesses. to do individual works. ● assist in preparation for future Home environment and class work. economic condition ● provide a context for The environment at a child’s home pupil–parent interaction. and the family’s economic condition From literature review, it is may also affect the child’s studies, observed that homework has a lot of especially, the homework time.

30 The Primary Teacher : July 2016 Community services Objectives of the Study These are prevalent in some ● To collect the opinions of parents communities, which may compete with and students on present day a student’s homework time. practices of homework ● To collect the opinions of Student age, interest, motivation teacher-educators on homework and cognitive level and take their feedback on ways These must be taken care of by the to improve it teachers while assigning homework. ● To suggest methods to make homework a meaningful activity Parental involvement In the primary classes, homework is Methodology significant, which depends on parents’ The present study is descriptive in qualification, time availability and nature. Survey method was used to interest in their child’s education. collect the data. The sample of the study includes 40 parents (whose Why Homework? children study in Classes IV and V), Homework is a formative assessment 40 students of Classes IV and V technique, which is designed keeping from Delhi–NCR schools and 30 in mind the specific learners and teacher–educators. learning contexts. Therefore, its objective is to do continuous and Tools Developed and Used comprehensive assessment of the A questionnaire, consisting of 10 learners, assess their strengths and questions, was developed for collecting weaknesses, which help teachers to the opinions of teacher–educators, modify the instructions accordingly. students and parents on homework.

Table 1: Importance of homework For parents For students For teachers • Understanding • Developing habits like • Regular assessment their child self-discipline and of students’ learning • Strengthening bond self-learning in students progress with the child • Learning life skills like • Analysing gaps in • Analysing the child’s introspecting one’s own understanding of strengths, weaknesses learning (metacognition), concepts and interests time management, etc. • Evaluating and • Planning for the • Developing interest improving one’s way of child’s future, after towards learning giving instructions understanding • Providing immediate the strengths and feedback to improve weaknesses students’ learning

Is Homework Necessary? 31 A semi-structured interview schedule assignments are given these days. with pointers was developed to add the The parents’ concerns mainly revolve qualitative data obtained. around the nature of homework and its utility for children. They opine Analysis and Interpretation of Data that homework does not lead to the The researchers administered the academic and cognitive development questionnaire onto 40 parents, 40 of children. It is a monotonous activity students and 30 teacher–educators to and more of a burden on parents, know their opinions. Opinions echoing rather than serving as a learning and same views are not repeated. The development tool for children. It was suggestions of the teacher–educators also expressed that children do not were also collected to make homework value homework as it is not checked a joyful activity and an effective tool of and assessed regularly. learning and assessment. Opinions of students Opinions of parents The student’s opinions were largely Most parents feel that homework is a in favour of homework. They liked burden not only on the child but also on doing activities, making models, them. The nature of homework assigned participating in discussions and is mostly such that it is the parents writing. If they faced problems, it was who actually have to do it. Though with aspects like not getting enough some parents agreed that homework time to play, visiting friends and is necessary, they felt it needs to be relatives or going out for recreation made more student oriented. They activities. One student said it was suggested that homework must be de-motivating if homework was not made interesting, creative and less checked and assessed regularly. A time consuming. Some parents also visually impaired child said he wished opined that teachers need to evaluate the teachers would give homework the students’ homework regularly and conducive to his condition. motivate them by giving a ‘star()’ or similar appreciation rewards. Analysis of students’ opinions In general, students love doing Analysis of parents’ opinions homework. They enjoy it when it is In general, many parents feel that activity based, which means they can homework is good for children. They do themselves or along with parents or understand its value. Some feel friends. Most of them want to do their homework must be given as it improves homework themselves and do not like children’s understanding and helps when their parents or tuition teachers them to retain concepts taught in do it for them. But they do not want class for a longer time. But many seem homework to leave little or no time for to be unhappy with the way home hobbies or recreational activities.

32 The Primary Teacher : July 2016 It was observed that homework, ● The purpose of homework is sometimes, became a hurdle in to identify individual learning community services and did not match problems. So, it must not be the intellectual level of students as lengthy or complex. they were unable to complete it on Analysis of teacher–educators’ opinions their own. The students also wanted appreciation from teachers as they Homework must be given, keeping put in a lot of effort in completing in mind the age and ability of the their homework. They wished to be students. A variety of activities can informed about their shortcomings, be given as homework, encouraging too, so that they could improve upon parent–children participation. in those areas. Homework is an important step in the teaching–learning process as it Opinions of teacher–educators helps teachers and parents to identify All teacher–educators agreed on the strengths and weaknesses of the the importance of homework. Some students and help them improve. expressed the view that teachers can coordinate and schedule homework Suggestions among different subjects so that ● Homework need not be given students are not burdened with every day in every subject. homework in all subjects on a single ● It must be based on the age, day. The homework must be relevant to maturity and cognitive level of what the students have learnt in class. the students. Some teachers opined that homework ● Teachers need to ensure variety need not be confined to textbook but of activity in homework, which move beyond and include activities, can be used as a follow-up such as newspaper reading, recording activity. As far as possible, interviews with family members, homework must focus on daily etc. The teacher–educators opined life activities. the following. ● The teachers must check the ● Teachers may structure and homework done by the students monitor homework in many regularly and provide feedback. ways or make a concept map, There can be many ways through synthesising all points collected which feedback can be given, from students. The teachers for example, the feedback for can also use peer assessment all students can be clubbed technique for this purpose. together and posted on the ● Homework assigned to children classroom wall for the students needs to be such, which develops to observe and correct their own their critical thinking ability. understanding (assessment as

Is Homework Necessary? 33 learning). The teacher may also ● The teachers can be trained ask the students to read out in using rubrics to check the the answers and give immediate students’ punctuality not feedback by paraphrasing and only in attending school but summarising the responses. also assessing their progress in completing the assigned ● Homework that fosters creativity homework. in students, testing their application ability, can be given. Conclusion ● Teachers of different subjects can Homework is a cost-effective coordinate, discuss and give a instructional, as well as, an assessment common homework, which would tool. It serves different purposes for help test the understanding of teachers, students and parents. Its the students in various subjects role varies from grade-to-grade. It is simultaneously. It also leads to essential at the primary level as it a comprehensive assessment of builds a bridge between the teacher, the students. students and parents, and also ● Importance is laid on strengthens their bond. For primary homework in continuous and stage students, homework must match their cognitive level and not be comprehensive assessment in time consuming. The students must the progress report. get sufficient time for pursuing their ● Qualitative description of the hobbies and recreational activities. children’s homework for the Therefore, it can be concluded that whole year can be provided in the homework is a non-school learning report cards, which would serve experience that supports the students’ as a motivating factor for both learning and development by effectively the students and their parents. linking school and home.

References

Cooper, H., K. Jackson, B. Nye and J. J. Lindsay. 2001. A model of homework’s influence on the performance of elementary school students. Journal of Experimental Education. Taylor & Francis Ltd. Oxfordshire. UK. Vol. 69, pp. 181–199. Cooper, H., et al.1989. Synthesizing research: A guide for literature reviews (3rd ed.). Sage Publications. Thousand Oaks, CA. Ehringhaus, M. and C. Garrsion. 2013. Formative and summative assessments in the classroom. Retrieved from https://www.amle.org/portals/0/pdf/articles/ Formative_Assessment_ArticleAug 2013.pdf

34 The Primary Teacher : July 2016 NCERT. 2005. National Curriculum Framework: Position paper — National Focus Group on Examination reforms. New Delhi. http://epathshala.nic.in/wpontent/ doc/NCF/Pdf/examination_reforms.pdf Thirumurthy, V. 2014. Homework, Homework Everywhere: Indian Parents’ Involvement with their Children’s Homework, pp.83–90. retrieved from https://doi.org/10.10 80/00094056.2014.889497 Xu, J. and L. Corno. 2003. Family help and homework management reported by middle school students. The Elementary School Journal. Vol. 103. No. 5, pp. 503–517. Retrieved from URL:http://www.jstor.org/stable/1002115

Is Homework Necessary? 35 4

Attitude of Primary Teachers towards Mid Day Meal Scheme

Jyoti Pandey*

Abstract Cooked midday meal is mandatory to be provided to all children studying in government and government-aided primary and upper primary schools in all States of India. The Mid Day Meal Scheme (MDMS) was initiated on the adage that “when children have to sit with an empty stomach in class, they cannot focus on learning”. Children are the future of the country. Education and health are the two basic requirements of children. This study reveals the attitude of primary school teachers about the scheme. A total of 180 upper primary school teachers from Bareilly district of Uttar Pradesh were selected as sample and were given an attitude scale regarding the implementation of MDMS in their respective schools. It was found that the scheme has led to an increase in the enrolment and attendance rate in schools. Besides, it has contributed in retaining the classroom strength. However, it has adversely affected the teaching–learning process in schools as teachers have an additional burden of monitoring the supplies for the preparation of midday meals and overseeing their distribution among the students. Therefore, it is needed to clearly define the roles and responsibilities of teachers in the implementation of MDMS in schools.

Introduction objectives to meet the nutritional The Mid Day Meal Scheme (MDMS), requirements of school-going one of the largest schoolchildren children and to increase enrolment, feeding programmes in India, caters retention and attendance rate in to their nutritional needs. With the primary and upper primary schools,

* Assistant Professor, Faculty of Education, MJP Rohilkhand University, Bareilly, Uttar Pradesh

Chapters 4.indd 36 06-08-2020 15:18:33 a centrally-sponsored scheme called (p <0.001), a marginally higher the National Programme of Nutritional scholastic performance and marginally Support to Primary Education higher growth performance of children (commonly known as the Mid Day of schools, where the MDMS was being Meal Scheme) was launched on implemented. 15 August 1995. In an order dated The report of another study 28 November 2001, the Supreme Court conducted jointly by the University of India directed all States and Union of Rajasthan and United Nations Territories to start providing cooked International Children’s Emergency midday meals in primary schools Fund (UNICEF) in 2005 revealed that within six months. The scheme was introduction of menu-based midday introduced for students of upper meal had improved the enrolment and primary classes in government and attendance rate of students in schools government-run schools in 2006–07. of Rajasthan. The report further revealed that midday meal had also Review of Related Studies contributed to social equity as children and Literature sat together in a common area in the A centrally-sponsored survey was school and shared a common meal conducted on the ‘Future of Mid Day irrespective of religion, caste and class. Meals’ (2003) in government and The National Institute of Public government-aided schools in three Cooperation and Child Development States — Chhattisgarh, Karnataka and in 2006 also conducted a study on Rajasthan. The aim of the study was the impact of midday meal scheme in to examine the implementation of the Karnataka and found that midday meal scheme and its success in the schools had improved attendance in majority in the three States. Two nutrition of government and government-aided related achievements emerged. Firstly, schools in the State and reduced midday meal helped end classroom absenteeism and dropout rate, hunger among students. Secondly, the especially, in the primary classes. meal helped reduce child malnutrition In another study, Afridi (Syracuse in many areas. University, March 2007), and Graham The National Institute of Nutrition, and Cherr (2008) concluded that Hyderabad, in 2004 studied the teachers perceived school meals impact of midday meal on enrolment, as an effective nutritional tool to attendance and dropout rate in schools, promote healthy eating habits in and its impact on the nutritional status, students. They believed that apart as well as, academic achievement of from meeting the basic nutritional students. The results of the study requirements of school-going children indicated better enrolment (p <0.05) and encouraging healthy eating habits and attendance (p <0.001), higher in them, midday meal also helped retention with reduced dropout rate enhance their academic performance

Attitude of Primary Teachers towards Mid Day Meal Scheme 37 and physical activity. They found that them demanded that better quality midday meal attracted students to cereals be used in preparing the meals. attend school. Besides, fruits and milk should be Nambiar, et al. (2010) conducted included in the meal. However, some a study in schools of Baroda district felt that drinking water and toilet in Gujarat. They found that cooked facilities were more important than midday meals being provided to midday meal. students approximately contained Lone and Nazim (2017) compared 300 calories and 8–12 grams of the anthropometric measurements, protein. They also found that 69 per intellectual and social development cent of the parents felt that their of midday meal and non-midday children had gained weight because of meal beneficiaries in Kulgam district eating midday meal in schools, while of Jammu and Kashmir. The study 65 per cent felt that their children concludes that non-midday meal suffered less from common ailments as beneficiaries showed better nutritional midday meal met their nutrition needs. status in terms of anthropometric According to Chugh (2014), measurements compared to those who teachers in all sampled schools of received midday meals. However, the Maharashtra reported that the MDMS benefits in terms of intellectual and had considerably increased their social development were not evident workload. Apart from teaching students in children who received midday meals and managing various classroom and those who did not. activities, they were also responsible for Kaur (2018) revealed no significant monitoring the purchase of ingredients difference in the attitude of teachers necessary for preparing midday meal about providing midday meal on the and its distribution among children. basis of gender and locality. Lalita and Rekhi (2016) studied All these parameters need to about nutritional contribution of be further improved upon and midday meal as per quality norms strengthened to fill the nutrient gaps in upper primary classes of Delhi to ensure that MDMS has a positive schools. They suggested the authorities impact on the health and mind of concerned to increase the amount of schoolchildren. fat, green leafy vegetables and fruits rich in vitamin C in the meals. Statement of the Problem Teachers and parents opined The study tries to find out the attitude that midday meal met the nutritional of upper primary school teachers about requirements of children and helped MDMS being implemented in several them stay fit. They shared that it government-aided and government also improved the enrolment and schools of Bareilly district in attendance rate in schools. Many of Uttar Pradesh.

38 The Primary Teacher : July 2016 Objectives schools were selected from each block and four teachers were selected from ● To assess the attitude of upper each school. primary school teachers about MDMS The sample has been categorised on the basis of gender, age group and ● To compare the attitude of upper stream. It consists of male (N=98) and primary school teachers about female (N=82) teachers. The average MDMS on the basis of gender age was taken as 35 years. On the ● To compare the attitude of upper basis of age group, the sample teachers primary school teachers about were categorised into two groups — MDMS on the basis of age group above average or senior teachers (more ● To compare the attitude of upper than 35 years) and below average or primary school teachers about junior teachers (less than 35 years). MDMS on the basis of stream Senior teachers (N=85) and junior teachers (N=95) formed the sample. Hypotheses In case of stream-wise division, the ● There is no significant difference sample for science stream teachers is in the attitude of upper primary (N=70) and arts (N=110). school teachers about MDMS on sychometric nstrument the basis of gender. P I A self-developed attitude scale ● There is no significant difference was used to collect data from the in the attitude of upper primary teachers. The attitude scale consisted school teachers about MDMS on of 30 statements, which covered six the basis of age group. dimensions, namely role of teachers, ● There is no significant difference teaching–learning process, attendance in the attitude of upper primary of students, nutrition of students, school teachers about MDMS on conversion cost and execution of the basis of stream. MDMS. The reliability of the tool has been measured by test–re-test Sample method, which is 0.75. The validity A total of 180 upper primary school coefficient of the tool is 0.86. The scale teachers from 45 government and also consisted of face and content government-aided schools across 15 validity. The tool contained both blocks in Bareilly district of Uttar positive and negative items for scoring Pradesh were selected as sample. procedure opted (5, 4, 3, 2 and 1 for Stratified random sampling technique positive items, and 1, 2, 3, 4 and 5 for was used to conduct the study. Three negative items).

Attitude of Primary Teachers towards Mid Day Meal Scheme 39 Table 1: Comparison in the attitude of teachers about MDMS on the basis of gender Male teachers Female teachers S. Dimensions (N=98) (N=82) t–Ratio No. Mean S.D. Mean S.D. 1. Role of teachers 13.08 1.72 12.61 1.82 1.78 2. Teaching–learning process 20.58 2.30 20.72 2.03 0.42 3. Attendance of students 15.51 2.49 15.20 2.97 0.77 4. Nutrition of students 11.43 2.13 11.24 2.39 0.55 5. Conversion cost 20.87 1.43 21.15 1.42 1.31 6. Execution of MDMS 16.36 2.73 15.39 2.56 2.44* *Significant at 0.05 level

Data Analysis and Interpretation the first hypothesis that there is no Data regarding the attitude of male significant difference in the attitude and female teachers about MDMS of upper primary school teachers of the basis of gender is depicted in about MDMS on the basis of gender is Table 1. The result reveals that out partially accepted and rejected at 0.05 of the six dimensions, significant level of significance. difference among male and female The result of the study is similar teachers is found on one dimension to Chugh (2014), who concluded that only, i.e., execution of MDMS, for executing MDMS is difficult for teachers which the t-ratio is 2.44, mean values as the scheme had considerably 16.36 and 15.39, respectively. The corresponding standard deviations increased their workload. The results for male and female teachers are 2.73 of the study also corroborated on the and 2.56, respectively, which implies remaining five dimensions with Kaur that both male and female teachers (2018), who reported no significant do not have similar attitude regarding difference in the attitude of male and the execution of the scheme. Hence, female teachers on MDMS.

Table 2: Comparison in the attitude of teachers about MDMS on the basis of age group Senior teachers Junior teachers S. Dimensions (N=85) (N=95) t–Ratio No. Mean S.D. Mean S.D. 1. Role of teachers 12.91 1.84 12.83 1.73 0.28 2. Teaching–learning process 20.75 2.25 20.55 2.11 0.63

40 The Primary Teacher : July 2016 3. Attendance of students 15.52 2.62 15.23 2.81 0.70 4. Nutrition of students 10.87 2.26 11.77 2.17 2.72* 5. Conversion cost 21.19 1.38 20.82 1.45 1.74 6. Execution of MDMS 16.09 3.00 15.76 2.37 0.84 *Significant at 0.05 level. Data regarding comparison in on the basis of age group is partially attitude between above average age accepted and rejected at 0.05 level or senior teachers and below average of significance. age or junior teachers about MDMS is The result of the study is similar shown in Table 2. It is analysed that to what Lalita and Rekhi (2016) found out of the six dimensions, significant in their study conducted in upper difference is found only on one primary classes of Delhi government dimension, i.e., nutrition of students, schools. They had said that the quality for which the t–ratio is 2.72. The mean of midday meals being provided to values for senior and junior teachers students in Delhi schools need to be are 10.87 and 11.77, respectively. The improved by increasing the amount of corresponding standard deviations are fat, green leafy vegetables and fruits 2.26 and 2.17 for senior and junior teachers, respectively, which reveal rich in vitamin C. the significant difference between Table 3 reveals the attitude of them about MDMS. Hence, the second teachers as regards to MDMS on the hypothesis that there is no significant basis of stream. It shows that no difference in the attitude of upper significant difference was found among primary school teachers about MDMS teachers on the basis of stream.

Table 3: Comparison in the attitude of teachers about MDMS on the basis of stream Science stream Arts stream S. Dimensions teachers (N=70) teachers (N=110) t–Ratio No. Mean S.D. Mean S.D. 1. Role of teachers 13.14 1.91 12.69 1.67 1.67 2. Teaching–learning process 20.51 2.42 20.73 2.01 0.64 3. Attendance of students 15.79 2.04 15.10 3.05 1.66 4. Nutrition of students 11.33 2.31 11.35 2.22 0.08 5. Conversion cost 20.90 1.43 21.05 1.43 0.71 6. Execution of MDMS 16.39 2.19 15.62 2.93 1.88

Attitude of Primary Teachers towards Mid Day Meal Scheme 41 Conclusion arrangements, etc., pose obstacles in fulfilling the objectives of the scheme. From the findings of the study, it Therefore, to implement this scheme in can be concluded that significant a more effective manner, appropriate difference in the attitude of teachers arrangements must be made. about MDMS was found only on one dimension in case of gender and age Besides, incentives, appreciation group, while no significant difference and rewards must be given to teaching was found on the basis of stream. and non-teaching staff so as to encourage them to carry out midday Though the scheme is helping meal duties without feeling burdened. achieve the goals of Universalisation Time-to-time attention must also of Elementary Education, it is be paid to other aspects, such as important that it is implemented in financial resources, working hours, a manner that it does not hinder the workforce requirement, etc., for the teaching–learning process in schools. smooth and effective implementation Teachers must be made free from of the programme. It is important that the additional burden of monitoring attention is paid to what Chugh (2014) the purchase of ingredients required suggested. She said that it is necessary for preparing midday meal and its to define the role and responsibility distribution among children. Besides, of teachers in the implementation of problems related to maintenance of MDMS as apart from teaching, they records, lack of adequate teaching are also responsible for monitoring the staff, time management, appropriate purchase of ingredients required for transaction of the teaching–learning preparing the meal and its distribution, process and making midday meal leaving them burdened.

REFERENCES

Afridi, F. 2007. The Impact of School Meals on School Participation: Evidence from Rural India. Syracuse University, New York. Buch, M. B. 1992. Fifth survey of Educational Research. National Council of Educational Research and Training. New Delhi. Vol. 1. Centre for Equity Studies. 2003. Future of Mid Day Meals in Chhattisgarh, Rajasthan and Karnataka. New Delhi. Chugh, S. 2014. A Study of Best Practices in the Implementation of Mid Day Meal Programme. National University of Educational Planning and Administration, New Delhi. Graham, H. and S. Z. Cherry. 2008. California teachers perceive school garden as an effective nutrition tool to promote healthful eating habits. Journal of American Dietetic Association. Vol. 105. No. 11, pp. 1797–800.

42 The Primary Teacher : July 2016 Jain, J. and S. Mihir. 2005. Mid Day Meal Scheme in Madhya Pradesh: Reading Materials and Views of Experts. Economic and Political Weekly. Sameeksha Trust. Mumbai. Vol. 50. No. 48. Kaur, R. 2018. Attitude of teachers about Mid Day Meal Scheme in relation with gender and locality. International Journal of Research in Economics and Social Science. Vol. 8. No. 2. Lalita and T. Rekhi. 2016. Nutritional contribution of Mid Day Meal (MDM) as per quality norms at upper primary classes. International Journal of Scientific and Public Research Publication. Indian Society for Health and Advanced Research. Ahmedabad. Vol. 6. No. 10. Lone, A. Q. and P. Nazim. 2017. A comparative study on mid day meal and non-mid day meal beneficiaries of Kulgam District.International Journal of Food and Nutritional Science. Wolters Kluwer-Medknow Publications. Mumbai. Vol. 6. No. 3. Nambiar Vanisha S., et al. 2010. Effectiveness and Efficacy of Mid Day Meal Scheme — The Akshay Patra Foundation. Baroda, Gujarat. National Institute of Public Cooperation and Child Development. 2006. Report on Mid Day Meal Scheme in Karnataka — A Study. India. National Institute of Rural Development. 2013. Impact of mid day meal on the nutritional status of school-going children of Uttar Pradesh and Rajasthan. Hyderabad, Telangana. National Programme of Nutritional Support to Primary Education. 2004. Guidelines, Ministry of Human Resource Development. ICMR, Jamia Osmania, Hyderabad, Telangana. UNICEF. 2009. Tracking Progress on Child and Maternal Nutrition: A Survival and Development Priority. New York. University of Rajasthan and U nICEF. 2005. A Situation Analysis of Mid-Day Meal Programme. Rajasthan. Viswanathan, B. 2006. Access to nutritious meal programme — Evidence from 1999–2000. Economic and Political Weekly. Sameeksha Trust. Mumbai. Vol. 38.

Attitude of Primary Teachers towards Mid Day Meal Scheme 43 5

Shishu Shiksha Karmasuchi for Quality Primary Education — An Analysis

Subhasish Khanda*

Abstract Universalisation of Elementary Education (UEE) has been one of the foremost objectives of the Government of India ever since Independence. But all children in the country do not get an opportunity to attend primary school due to various reasons. Besides, many drop out even after having been enrolled to a primary school. In order to rectify this situation and achieve the goal of UEE, the Government of West Bengal in the year 1997–98 planned to set up about 1,000 Child Education Centres with the help of Panchayati Raj bodies. The Department of Panchayat and Rural Development, West Bengal, took up the programme as Shishu Shiksha Karmasuchi and decided to set up Shishu Shiksha Kendras (SSKs) in areas, where at least 20 children did not have access to a primary school or required some special dispensation, which were not available in formal primary schools. Hence, Shishu Shiksha Karmasuchi aimed at mainstreaming out-of-school and other underprivileged children living in the remotest areas of West Bengal. The present study investigates the effectiveness of Shishu Shiksha Karmasuchi towards achieving the goal of UEE and various issues faced in implementing the programme at the primary level. The paper discusses various problems related to primary education and barriers like untrained teachers, irregular and inadequate supply of books and uniform, lack of parental involvement in school activities, and lack of infrastructure for Children With Special Needs (CWSN). All these create a hindrance in achieving the goal of UEE. Descriptive survey design was employed to conduct the study. Head teachers, teachers, academic supervisors, parents and School Management Committee (SMC) members were selected as participants through simple random sampling technique.

* M. Phil scholar, Department of Education, RIE, Bhubaneswar, Odisha Introduction Fundamental Right for all children in Education is one of the most important the age group of 6 to 14 years from factors required for the development 1 April 2010. Right To Education was of a nation. Ever since Independence, treated as a joint responsibility of both UEE, under which the State aims to the State and Centre. provide free and compulsory education Thus, it has been found that the to all children in the age group of target group of both SSK and RTE Act 6 to 14 years irrespective of caste, is the same as both have the same creed, sex, religion and place of stay, objectives to achieve. is one of the foremost objectives of the Government of India. In 1950, the Shishu Shiksha Karmasuchi provision of UEE was incorporated in The aim of the Paschim Banga Rajya Article 45 of the Constitution, which Shishu Shiksha Mission (PBRSSM), says: “The State shall endeavour to which works under the West Bengal provide within a period of 10 years from government’s Panchayat and the commencement of the Constitution Rural Development Department, is free and compulsory education for all to implement the Shishu Shiksha children until they complete the age Karmasuchi and Madhyamik Shiksha of 14 years.” Karmasuchi in rural areas of the State Various commissions were formed in order to achieve the goal of UEE. and policies were drafted for achieving Under the Shishu Shiksha Karmasuchi, UEE in India. The Kothari Commission, launched by the PBRSSM in the year National Policy on Education (NPE) 1997–98, Shishu Shiksha Kendras and National Curriculum Framework (for Classes I to IV) were opened to meet (NCF) for school education 2000, to the basic education needs of children name a few, emphasised on reducing living in backward and remote areas wastage (dropout) and stagnation (child of the State, who are unable to attend repeating the same class another year) primary school due to various reasons. of children in school. The government From 2003, under the Madhyamik also launched the Mid Day Meal Shiksha Karmasuchi, Madhyamik Scheme (MDMS) on 15 August 1995 Shiksha Kendras (for Classes V to VIII) to be introduced in all government and were opened for children living in government-aided primary schools in remote and backward areas of the order to achieve the goal of UEE. The State, who were unable to attend implementation of MDMS has led to an upper primary or secondary school. increase in enrolment, retention and In the beginning, both the Shishu attendance rate of students in primary Shiksha Karmasuchi and Madhyamik schools. The Right To Education Act Shiksha Karmasuchi were launched (RTE) 2009, under Article 21A of the for mainstream out-of-school and Constitution, has made education a other underprivileged children living

Shishu Shiksha Karmasuchi for Quality Primary Education — An Analysis 45 in remote areas of the State. However, Significance of the Study with time, both the Shishu Shiksha All children do not get an opportunity to Karmasuchi and Madhyamik Shiksha attend primary school and many drop Karmasuchi gained popularity, and out in the middle because of various they now work towards achieving the reasons. Therefore, the Government of goal of UEE in the entire State. West Bengal decided to introduce an alternate primary education system, Statement of the Problem which could reach out to children Various studies have been conducted in the remotest parts of the State. as regards to the implementation of This initiative aims to reach out to primary and elementary education maximum number of children and programmes in the country. While impart primary education to them. conducting the present study, the The Panchayat and Rural Development researcher found that a programme Department in the State took up the similar to the Sarva Shiksha Abhiyaan programme and decided to set up (SSA) named Shishu Shiksha Mission SSKs in all those areas, where there (SSM), which comes under the were at least 20 children not having Shishu Shiksha Karmasuchi, is being access to primary school or required implemented in West Bengal. The special dispensation not available in objectives of both the programmes formal primary schools. Initially, the are same, i.e., to promote UEE. But SSKs were run by local untrained it was found that no study on SSM teachers. However, later, the teachers has been conducted so far. Therefore, teaching in these SSKs were provided the researcher has attempted to with in-service training. Hence, the investigate how the programme is quality of education provided by SSKs being implemented across West Bengal was initially not at par with formal to achieve quality primary education government-run primary schools. and how far has it been accessible to The decade of 1990s would be children of the State. The researcher considered as a turning point in the has also tried to find out issues that history of Indian education (Aggarwal, cause a roadblock in the working 2001). Many initiatives were taken of SSM to provide quality primary to provide education to all children education in the State. in the age group of 6 to 14 years A quality education system must in order to achieve UEE. Aggarwal provide people with a comprehensive (2001) conducted a study on progress education programme that enables towards universal access to education them to manage daily life activities. In and retention of children in schools, the present study, quality education ensuring no dropout in primary means the parameters included in classes. He pointed out that additional the Shishu Shiksha Karmasuchi efforts need to be made to improve the programme of West Bengal. quality of education in the country.

46 The Primary Teacher : July 2016 Gandhe (2000) says there is a Mishra (2007) revealed that need to raise consciousness among 92 per cent of primary schools in rural people as regards to educating Angul district of Odisha did not have their daughters and eradicating child sufficient furniture. marriage, which is a stumbling block Jena (2009) pointed out inadequate to girls’ education in Rajasthan. space for learning, lack of playground Yadappanavar (2002) examined and play material, lack of sanitary factors influencing elementary conditions, inadequate teachers, and school education. He underlined irregular and inadequate supply of free that poverty; migration of parents; textbooks, etc., as some of the barriers lack of infrastructure like toilets, in ensuring quality education. drinking water facility, playground, Ram (2011) found that enrolment classrooms, etc.; parental attitude rate in schools had increased, yet towards schooling and poor resource the learning achievement level had planning were responsible for low declined over the years. enrolment rate. He recommended few suggestions to ensure quality According to Nanda (2013), education to children. 92.8 per cent primary schools had drinking water facility, and 74.87 and Kothari (2004) emphasised that the country is far from attaining the goal 6.16 per cent had toilet facility for boys of UEE due to various factors, such as and girls, respectively, in Odisha. undernourishment, severe morbidity, Nayak (2015) found that drinking physical disability in children, etc. water facility was available in Kothari also opined that school needed 99 per cent schools in Odisha. to be made more attractive to draw girl Behera (2015) conducted an students and first generation learners. evaluative study, where emphasis Maikhuri (2005) pointed out that was laid on resource mobilisation, all government-run elementary schools partnership with private sector in Uttarakhand had no electricity and community organisations, supply and only 40 per cent had toilet and promoting education through facility, which hindered the process mother tongue to implement different of imparting quality education to provisions of the RTE Act. The study children in the State. also discussed and analysed various Acharya and Sarkar (2006) interventions and strategies to draw the suggested that providing clean attention of researchers, policy makers, drinking water facility in schools and administrators and educationists to conducting regular health checkups address the problems that hindered of students were important aspects of the process of ensuring quality primary school management and parameters education, and allocating more funds for ensuring quality education to to the area in order to achieve the goal children in Odisha. of SSA in Odisha for tribal people.

Shishu Shiksha Karmasuchi for Quality Primary Education — An Analysis 47 Objectives of the Study drawn from each cluster randomly. ● To investigate the effectiveness From each region, the researcher of Shishu Shiksha Karmasuchi selected two schools randomly. Thus, towards UEE the total number respondents was 91 (10 mukhya sahayak or mukhya ● To study the problems faced by sahayika; 20 sahayak or sahayika; 20 school personnel in implementing students, 20 parents, 20 SMC members Shishu Shiksha Karmasuchi at the primary level and one academic supervisor). Three type of instruments — Research Questions researcher made questionnaire, ● What is the effectiveness of semi-structured interview and Shishu Shiksha Karmasuchi information schedule — were used. towards achieving the goals Descriptive statistics in frequencies of UEE? and percentages were used to analyse ● What are the problems faced by the data. school personnel in implementing Shishu Shiksha Karmasuchi at Result and Discussion the primary level? According to Table 1, all parents and academic supervisors viewed that all Methodology SSKs had pucca buildings and there Descriptive survey research design was not a single SSK that functioned was adopted to conduct the study. under a tree. It shows that all SSKs The target population comprised all had separate toilets for girls and boys, head teachers (mukhya sahayak or drinking water facility and electricity mukhya sahayika), teachers (sahayak supply. It is found that 70 per cent or sahayika), students, parents, SMC SSKs have pucca boundary walls. members and academic supervisors of All SSKs have adequate number of 78 SSKs of Sankrail block in Paschim classrooms as per the guidelines of the Medinipur district, West Bengal. Paschim Banga Rajya Shishu Shiksha A sample of 10 SSKs was selected Mission. All SSKs have a well-equipped through lottery method (The target kitchen with drinking water facility. population is 78 SSKs and sample Despite these, some SSKs lack few for study is 10 SSKs selected through facilities. For example, only 30 per cent random sampling technique). The have disabled friendly toilets. It was block was divided into five regions also found that all SSKs do not have (eastern, western, northern, southern large doors or ramps to allow free and central) and the sample was movement of disabled children.

48 The Primary Teacher : July 2016 Table 1: Infrastructure facility Mukhya Sahayak/ Parents SMC Academic sahayak/ sahayika members supervisor sahayika Freq. % Freq. % Freq. % Freq. % Freq. % Pucca building 10 100 20 100 20 100 20 100 10 100 Class under tree 0 0 0 0 0 0 0 0 0 0 Separate toilets for 10 100 20 100 20 100 20 100 10 100 girls and boys Pucca boundary wall 7 70 14 70 14 70 14 70 7 70 Adequate number 10 100 20 100 20 100 20 100 10 100 of classrooms Electricity supply 10 100 20 100 20 100 20 100 10 100 Separate kitchen 10 100 20 100 20 100 20 100 10 100 Preparation of food 0 0 0 0 0 0 0 0 0 0 in open area Drinking water 10 100 20 100 20 100 20 100 10 100 facility Toilets for the 3 30 6 30 6 30 6 30 3 30 disabled Large door for 0 0 0 0 0 0 0 0 0 0 free movement Ramp and 0 0 0 0 0 0 0 0 0 0 support railing Table 2: Teaching–learning process Mukhya sahayak Sahayak or SMC Academic or sahayika sahayika member supervisor Teacher–student ratio 6 12 12 6 as per the guidelines Satisfactory attendance 6 12 10 6 of students Use of child-centric 4 14 5 4 play–way method Sufficient play material 4 7 4 4 Active participation 10 20 20 9 of children Use of teaching– 2 6 4 3 learning material in class by teachers

Shishu Shiksha Karmasuchi for Quality Primary Education — An Analysis 49 According to Table 2, mukhya The mukhya sahayak and sahayak, sahayak or sahayika and academic supervisor shared that SMC members agreed that children teachers used child-centric play–way were actively involved in all kind of method of teaching and availability activities related to the teaching– of sufficient play material was found learning process. However, the only in 40 per cent SSKs. Seventy academic supervisor shared that active per cent sahayak viewed that they participation of students was not found used child-centric play–way method in all SSKs. All respondents (mukhya of teaching in classroom transaction sahayak, sahayak, sahayika, SMC but faced problems due to inadequate members and academic supervisor) play material. SMC members also opined that teacher–student ratio was agreed with the sahayaks regarding maintained only in 60 per cent SSKs the availability of play material. All and that satisfactory attendance was respondents agreed that in most found only in those schools. It was SSKs, teachers did not use teaching– found that 40 per cent schools had learning material in classroom due a large number of students enrolled to unavailability of resources, and in different classes but most of them inadequate knowledge and training on were irregular. how to use them. Table 3: Other facilities Mukhya sahayak Sahayak or Parents Academic or sahayika sahayika supervisor Books 10 10 10 10 Uniform 10 10 10 10 Scholarship 10 10 10 10 Midday meal 10 10 10 10 Involvement of parents 3 3 3 3 in school activities Supervision and 10 10 10 10 monitoring Allocation of 6 6 — 6 contingency fund Honorarium for staff 10 10 — 10 Satisfactory quality 10 10 10 10 of food Basic life skill training 4 4 4 4 Participation of SMC 2 2 2 2 members in school activities

50 The Primary Teacher : July 2016 According to Table 3, the that they checked the quality of the respondents shared that all SSK food being served to the children students received free textbooks, during supervision and found it to be uniform and midday meal. They added satisfactory. that students belonging to Scheduled Caste, Scheduled Tribe, minority Problems faced by School community and those with disabilities Personnel at the Primary Stage also received scholarships. However, the scholarship was not provided Lack of awareness on a regular basis. Only 30 per cent A majority of the respondents said that respondents said that parents were most SSKs had infrastructure facility involved in school activities. Sixty as per the guidelines of the Paschim per cent said that contingency fund Banga Rajya Shishu Shiksha Mission. for school activities was sufficient They, however, shared that many and timely. All respondents said that parents and community members SSKs were supervised and monitored were not aware of the functioning of by a competent authority on a the SSKs and objectives of the SSM, regular basis. and hence, needed to be sensitised Mukhya sahayak, sahayak and regarding the same in order to achieve academic supervisor shared that the goal of UEE. Therefore, it is they got honorarium on time but the important that they are made aware amount was not sufficient. Hence, they about the role of SSKs in providing had demanded for an increase in the quality education to children at the honorarium amount. The respondents primary stage. opined that only 40 per cent schools provided training in basic life Untrained teachers skill education. It was found that all SSKs have The participation of SMC members adequate number of sahayak or in school activities was found negligible. sahayika (male and female teachers) Only 20 per cent respondents said but all of them were untrained. The that SMC members participated in minimum qualification for sahayak school activities. and sahayika is higher secondary. All respondents shared that as per Therefore, many join the teaching the government order, the head of the profession just after qualifying the institutions and other staff members higher secondary examination without daily checked the midday meal to be undergoing any professional training. served to the children in the SSKs in terms of basic ingredients and Exclusion of children vegetables used, taste and cleanliness with disabilities maintained while preparing the meal. Most students said that children with The academic supervisors shared disabilities were not accepted by peers

Shishu Shiksha Karmasuchi for Quality Primary Education — An Analysis 51 and were even treated differently by most parents did not show interest in teachers. Parents shared that disabled such meetings. children should be taught in special schools as they faced several problems Supervision and monitoring in SSKs, and hence, lagged behind. Parents and teachers underlined that They said that teachers needed to it was necessary that supervision and pay extra attention and time to such monitoring of SSKs were conducted students but they, generally, did by a competent authority at regular not have time, and hence, were not intervals and steps be taken for patient with them. Many a time, improvement in the quality of primary such children made errors in simple education being imparted by them. calculation or activity. As a result, Parents said only one academic instead of explaining the problems to supervisor was appointed for carrying them patiently, there were instances out supervision and monitoring in of teachers scolding or screaming 20 schools. But supervision and at them. monitoring were not frequent, which are necessary for improvement in the Incentives quality of education. On the other As per the guidelines of the Paschim hand, the academic supervisor pointed Banga Rajya Shishu Shiksha Kendra, out that the location of SSKs and there is a provision for incentives like lack of transportation facility posed a uniform, grants, textbooks, scholarship challenge in the smooth discharge of and midday meal for children enrolled duties. As a result, she was unable to in SSKs. All respondents, including visit the SSKs on a regular basis, which head teachers, teachers and parents, is mandatory as per the guidelines. opined that the incentives were enough Sometimes, she reached an SSK after for the children. But few parents the morning assembly. Sometimes, and students shared that sometimes she had to skip supervision due to textbooks were not available on time. some meeting at the BDO office. She added that the travel allowance (TA) Lack of parental involvement provided to academic supervisors for Head teachers explained that school visit and supervision was also communication gap between parents not satisfactory. The transport expense and teachers was due to lack of parents’ was approximately double than the involvement in school activities like amount paid as TA. parent teacher meetings (PTMs). Teachers and academic supervisor Midday meal underlined that schools organised It was found that all schools provided PTMs at regular intervals so that midday meal to children. But from the teachers could discuss the progress beginning, parents were not happy of children with their parents but with the quality of food being provided

52 The Primary Teacher : July 2016 to the children. They alleged that the ● The mukhya sahayak and menu and quality of food was not as academic supervisor must per the recommended government monitor the quality of food being guidelines. It was also found that many served as midday meal in SSKs. schools did not maintain a midday ● The mukhya sahayak and meal register. Besides, it was found academic supervisor must also that food was prepared for all students regularly monitor classroom enrolled in a class. But the attendance teaching activity in SSKs. register showed that many had not ● Books and uniform must be been attending school for a long time. provided to the students studying Most schools did not provide meal on in SSKs on time. Saturdays and the attendance on that ● The honorarium of teachers day was found to be low. must be increased timely in order to motivate them (It is, Recommendations generally, increased in two or The findings revealed that the SSKs five years). covered in this study have quality and adequate infrastructure. But there are Conclusion many other challenges that hinder in Shishu Shiksha Kendras (SSKs) were achieving the goals of SSM. Based on set up by the West Bengal government the findings of this study, the following to impart primary education to children recommendations are made. living in remote and backward areas ● Teachers, as well as, gram of the State, who do not have access panchayat, need to make the to primary schools. The aim of SSKs local community aware of the is to contribute to achieving the goal importance of education in an of UEE. The respondents shared that child’s life, and the objectives there were some gaps, which created and role of SSKs. hindrance in realising the goal UEE. All SSKs lack trained teachers and do ● Teachers involved in the not have the required infrastructure teaching–learning process must for CWSN. Parents’ interest, their undergo professional training involvement in school activities, before they take to teaching. student–teacher ratio and inclusion of ● CWSN must be included in SSKs CWSN are some areas that affect the along with other students. quality of education in SSKs.

Shishu Shiksha Karmasuchi for Quality Primary Education — An Analysis 53 References

Acharya, P. K. and M. Sarkar. 2006. Function of Sarva Shiksha Abhiyan programme in Odisha. Quarterly Monitoring Report. Nabakrushna Choudhury Centre for Development Studies, Bhubaneswar. Aggrawal, Y. 2001. Progress towards Universal Access and Retention. National Institute of Educational Planning and Administration, New Delhi. Behera, A. K. 2015. Primary education among tribal people of Mayurbhanj district of Odisha: An Evaluative Study. International Journal of Humanities and Social Science Invention. Vol. 4. No. 2, pp. 43–54 Debraj, A. et al. 2005. Quality education in Chamarajanagar district. Quality Education Project — Vidyankura. National Institute of Advanced Studies, Bangalore. Gandhe, S. K., et al. 2000. A research study on externally aided project in the field of elementary education in Rajasthan. Indian Education. Pune. Jena, S. 2009. Determinants of quality of primary education. Unpublished Ph.D. thesis in education. Utkal University, Bhubaneswar. Kothari, C. 2004. Challenges of universalisation of elementary education in India. Journal of Educational Planning and Administration. NIEPA. New Delhi. Vol. 18. No. 3, pp. 85–94. Maikhuri, R. 2005. Status of elementary education in rural areas of Chamoli district of Uttaranchal. The Primary Teacher. NCERT. New Delhi. Vol. 30. No. 1, pp. 74–84. Ministry of Human Resource Development. Government of India. 1986. National Policy on Education. New Delhi. ———1992. National Policy on Education Programme Action. New Delhi. Mishra, A. 2007. Status of primary education in Angul district. Unpublished M.Ed. dissertation. Utkal University, Bhubaneswar. Nanda, G. C. 2013. An appraisal of Sarva Shiksha Abhiyan implemented in Odisha for Universalisation of Elementary Education. The Light of Education. Vol. 11. No. 1, pp. 1–6. Nayak, B. K. 2015. Status and problems of primary education in Odisha. Unpublished Ph.D. thesis in education. Utkal University, Bhubaneswar. Ram, N. C. 2011. Quality issues in elementary education. Visional Research Journal of Education. Redfame Publishing. Vol. 2. No. 1, pp. 96–102. Yadappanavar, A. V. 2002. Factors influencing elementary schools. Journal of Social Welfare. Taylor and Francis. Vol. 48. No. 10, pp. 14

54 The Primary Teacher : July 2016 6

English Teaching in Rural Government Schools of Karnataka — A Longitudinal Study

K. Vaijayanti*

Abstract This paper is the outcome of an evaluation study of an English programme called Swalpa English, Thumba Fun (SETF), designed and implemented for three consecutive years — 2012–13, 2013–14 and 2014–15 — as a large-scale, multi-year initiative by Akshara Foundation, an NGO in Karnataka. The programme was implemented in 576 government primary schools of three most backward educational blocks in Karnataka. The programme’s goal was to empower teachers of grades I to IV with resourceful strategies to teach English to children. It sought to establish, in accordance with the suggestions of the National Curriculum Framework (NCF)–2005, an environment that facilitates English learning in classrooms through fun-filled, exploratory understanding. Akshara Foundation’s research team conducted a longitudinal study based on a controlled before-and-after research design to examine the impact of the intervention by analysing students.

Context acquiring professional training in teaching. During informal interactions English as a compulsory subject was with teachers, teaching in Karnataka introduced from Class I in Karnataka government schools around 2007, government schools in 2007. A majority the Akshara Foundation found that of government primary school teachers teachers need to be provided more in the State have studied in Kannada training in English teaching. Besides, medium and few seem to have opted they must be provided with sufficient for English as a major subject while teaching–learning material (TLM).

* Director, Research and Evaluation, Akshara Foundation, Karnataka Keeping these in view, the teachers handpicked from government Foundation designed and started schools from the region were selected Swalpa English, Thumba Fun (SETF) as resource persons. These resource — meaning A Little English, A Lot of persons were trained by Akshara’s Fun — an English support programme Master Trainers. These resource for Classes I to IV. The programme, a persons, in turn, trained English multi-year initiative aimed at improving teachers at cluster level. The sessions English competencies of government were highly interactive. The teachers school primary teachers and children were made to work in groups and make in the State, was designed to help presentations on how to use TLMs and them get acclimatised to interactive create activities around these. pedagogy in primary schools. The The TLMs were developed with an SETF aimed to provide children with objective of introducing students to a foundation in English language basic vocabulary and teaching them learning in their early years, starting to frame simple sentences so that with basic communication skills. It they could start reading from English also aimed at enhancing the capacity textbooks provided in the government of teachers, starting with building schools in two to three years. The their confidence and motivating them programme, therefore, designed a to teach English. ‘teacher manual’ to help teachers navigate classroom transaction with a The programme addressed elements of ‘listening, speaking, reading and writing’ (LSRW) with equal emphasis. It believed that ‘read and write’ components must closely follow ‘listen and speak’ as ‘listening’ and ‘speaking’ are the first in order of literacy skills that trigger the need to communicate. For reading and writing to be meaningful, learners must get a sense of style and register of the Figure 1: Flash card language. Therefore, SETF’s content focused on rhymes, conversation, storytelling, language activities and training modules to build the capacity of teachers. The SETF’s capacity building of English teachers was structured as an introductory five-day training programme in cascade mode. A team of Figure 2: Phonic cards

56 The Primary Teacher : July 2016 for Early learners english reading card – 5 Tommy

I am a dog. My name is Tommy. I like bread and milk. I like to run after the cat. Figure 4: Children holding flash cards But the cat runs very fast. terms of learning outcomes of children, Say-aloud words: classroom practices and aspects dog bread water fast of teacher behaviour in all schools fog brick after last in ‘treatment’ and ‘control’ clusters. log brother master first The programme was evaluated jog bring faster for three consecutive years — 2012–13, 2013–14 and 2014–15 from Classes I to IV. Figure 3: Reading card Research Questions complete set of suggestive lesson plans and activities appropriate for different ● Did the teachers adapt to the grades and topics, supported by pedagogical strategy of the charts, flash, phonic and reading cards programme and use the TLMs it as teaching aids, and workbooks for suggested? children. All these aids were to provide ● Did the programme contribute to an opportunity to the children to listen improvement in English learning and assist them in understanding of children? English sounds (phonics), and thus, speak in English in class. Research Methodology The research employed a combination Research Study of qualitative and quantitative methods. A longitudinal research study was Beneficiaries of the programme were conducted by the in-house research compared with non-beneficiaries by team of Akshara Foundation, measuring outcome changes through employing a controlled before-and- tests administered by field investigators after research design1 (similar to a in the beginning, middle and end random controlled trial) to compare of each year in the treatment and the effectiveness of the programme in control group. A sample of two clusters

1 In this design, observations are made before and after the implementation of the intervention — both of the treatment group that receives the intervention and the control group that does not.

English Teaching in Rural Government Schools of Karnataka — A Longitudinal Study 57 was drawn from two educational English is one of the three main blocks — Hoskote (treatment block2) languages in the learning formula and Devanahalli (control block3). in schools. While it was always a All schools of the two clusters were compulsory subject from Class V in considered as sample for the study. Karnataka, it was introduced from The Akshara Foundation team Class I only in 2007. The approaches developed tools to collect school and suggested by scholars like Prabhu teacher information, and established advocate that a language is acquired classroom observation guidelines when attention is paid not on the and testing principles. The overall language form but on the meaning of evaluation structure was based on two messages. On the other hand, success dominant aspects — child assessment in doing a task needs only a certain and classroom observation. Nine level of language proficiency, i.e., to assessments were administered across comprehend task-related information. three academic years, encompassing According to the National competencies included in the school Curriculum Framework (NCF)–2005, in curriculum taught with TLMs the initial stages of schooling, English recommended for the programme. may be one of the languages used for The test scores and qualitative data teaching–learning activities that form from the schools under the two groups an awareness of the world in a child. were compared. Further, the document says that input-rich communication environment Literature Review is a prerequisite for language learning. No language, barring one’s native These inputs comprise textbooks, language, comes naturally and learner chosen texts and class libraries spontaneously to a person. Therefore, that include a variety of genres — English, being a foreign language, has print (for example, Big Books for to be consistently learnt and taught young learners) and material in more (Behara and Behera, 2009). Krashen, than one language. It recommends an acquisition theorist, proposed that language evaluation need not an anti-structural view of learning be tied to achievement with respect and stressed that language learning to a particular syllabus but must be occurs owing to the use of language re-oriented to the measurement of in communication. In the Indian language proficiency. context, language learning becomes Past research reveals unsatisfactory more complex due to the co-existence outcomes at the primary level across of multiple languages. India. Children’s ability to read English

2 Block where Swalpa English, Thumba Fun was implemented. 3 Block where Swalpa English, Thumba Fun was not implemented.

58 The Primary Teacher : July 2016 has remained relatively unchanged in Public schooling system the lower primary class since 2007. The Akshara Foundation’s research The Annual Status of Education team found different scenarios Report (ASER, 2014) observes that only across the sample schools as far as 25 per cent children in Class V could classroom structures and teachers read simple sentences in English. are concerned. Most schools followed Of these, only 38 per cent could Nali–Kali4 pedagogy but there was no comprehend what they read. A literacy set pattern for Class IV being handled study conducted in 2015 by the Sarva as a standalone class or as part of Shiksha Abhiyan (SSA), Goa, pointed a multigrade arrangement. It varied out poor achievement in elementary from visit-to-visit over the nine cycles English literacy skills in children of of observation, revealing difficulty in government and government-aided following a generalised method for primary schools, who underwent a teacher intervention. six-month reading intervention (Noronha, DeSouza and Ferus-Comela, Out of 21 schools from both the SSG – Goa, 2015). clusters, at least two in each had combined Classes I to V. This called for Researchers have cited multiple flexibility in programme design. It was reasons for the slow progress, including teachers’ subject incompatibility. found that there was a school, where Kurrien suggested measures, such students of Classes I to V were taught as providing a wide range of both in a single classroom and the teacher instructional and reading material lacked focus. The teacher spent instead of prescribed textbooks to 10 minutes with each class and failed children. Kurrien further suggested to capture the attention of any group that enhancing the teachers’ own of children. While the teacher handled proficiency in English would improve one group, the rest of the groups, students’ learning outcomes. scattered all over the class, were not involved in any meaningful activity. Findings of the Study The average pupil–teacher ratio The findings are presented under three (PTR) was less than 1:20 in both aspects of the investigation — realities the groups as recorded during the of public schooling system to provide last cycle. Out of 11 schools in the an overview of the context in which control group, 60 per cent had less the programme was implemented, than 30 children. Compared to this, teaching–learning process and learning 30 per cent of the treatment schools outcomes of children. had a strength of less than 30 students.

4 Nali–Kali in Kannada means joyful learning. The Nali–Kali pedagogy is implemented by the Government of Karnataka in all government schools. This pedagogy acknowledges the primacy of multigrade, multi-level learning. Grades I, II and III come under the purview of Nali–Kali, each class consisting a mix of students from all three grades taught by one teacher.

English Teaching in Rural Government Schools of Karnataka — A Longitudinal Study 59 The school scenario ranged from average transaction time. Nali–Kali close to ideal to some ‘not open to new in Karnataka allocates 40 minutes ideas’. Some looked stage managed of the total teaching time for English and some hardly bothered to care as a compulsory subject everyday as regards to who visited the school. as against 80 minutes for all other Often, it was suspected that the subjects. However, it was also found schools were pre-arranged by school that in most lower primary schools, staff to project a certain image. the bell was not rung in between Many studies conducted in the periods, and in some cases, the teacher country show that teacher absenteeism exceeded the English transaction time. rate is high. The PROBE survey of 1999 found no or very little teaching Teaching–learning process activity taking place in schools. A The NCF–2005 proposes that a teacher study of rural India, conducted by needs to be a facilitator of children’s Kremer, et al., in 2005 found that on learning in a manner that helps each an average, 25 per cent of the teachers child to construct knowledge. It offers in government primary schools in scope to the teacher to participate in India were absent on any given day. the construction of syllabus, textbooks The present study showed that on and teaching–learning material. Such an average, the presence of teachers a role demands that teachers be was 70 per cent in treatment schools as equipped with an understanding against 73 per cent in control schools of the curriculum, subject content for Classes I to IV. The disturbing factor and pedagogy on one hand, and that came to light was that in most community, school structures and schools, the teacher would ask: “When management on the other. It also do you want me to take the class?’’ or suggests that learners always remain “For how many minutes should I take at the centre of all efforts undertaken the class?’’ This showed that despite to improve the quality of education. the timetable being displayed in the During the study, field investigators classrooms, the teachers were ready were asked to provide their impressions to change their teaching plans. of teacher competencies at every The data on classroom processes cycle. The feedback revealed that highlight that schools in both the teachers from both the groups had groups hovered around 50 per cent low English language speaking skills, marks as regards to sharing learning while their comprehension skills were objectives in all classes, i.e., I to IV. better. Overall, Class IV teachers were Surprisingly, the students were found slightly better equipped. Especially, in to be less inquisitive during classroom treatment schools, some improvement interactions across all classes. in language proficiency of teachers was Another interesting finding of the observed towards the end of the year three-year observation includes the (see Figure 5 and 6).

60 The Primary Teacher : July 2016 Teachers, who did not receive is important to establish the outcome training, were, generally, slack in of the programme. The study enabled implementation, which affected to accurately track students’ natural the programme. Newly transferred improvement in specific competencies teachers, not exposed to SETF, did over the cycles and identify areas where not adhere to its methods and were treatment had been, particularly, not interested in implementing them. effective or ineffective. The data were analysed from different angles. Learning outcomes The analysis examined the impact A comparative performance of students on learning outcomes across the across treatment and control schools three years and found that the mean

82 74 77 79 63 64 64 66 56 52 47 46

Teacher Teacher is Teacher Teacher Teacher is Teacher speaks in fluent in explains speaks in fluent in explains English in English English English in English English class words class words Control group Treatment group

Pre–test Post–test Figure 5: Average ranking of teacher competencies for Grade Nali–kali (in %)

90 82 82 87 69 77 70 73 68 65 57 40

Teacher Teacher is Teacher Teacher Teacher is Teacher speaks in fluent in explains speaks in fluent in explains English in English English English in English English class words class words Control group Treatment group

Pre–test Post–test Figure 6: Average ranking of teacher competencies in Class IV (in %)

English Teaching in Rural Government Schools of Karnataka — A Longitudinal Study 61 assessment scores of the treatment ● The cohort analysis revealed schools were higher than those of that major improvements were control schools across all classes. observed in the treatment group. Additionally, it indicates that Implications and Conclusion children exposed to intervention ● Single–teacher schools are at the entry level had a greater a challenge and multigrade advantage. This supports teaching is inevitable. Therefore, the suggestion made by teachers need to pay attention NCF–2005 about the creation of an during pre-service and in-service input-rich environment in training period. Strategies on language classroom. managing a single–teacher ● An interview of teachers in school and multigrade teaching treatment schools revealed must be included in teacher that they were satisfied with capacity building programmes. Akshara Foundation’s TLM. They ● The intervention had a positive requested for more support in impact on the English learning improving their English speaking outcomes of students. The skills and for material, such as mean scores were almost always audio and video cassettes. higher in the treatment schools ● Along with enhancing the than control schools, across capacity of the teacher, trainings all classes, in all three years of must also focus on implementing the study. the skills as regards to English ● Students of Class I performed teaching. An analysis of the well in three competencies — data on classroom observations listening, speaking and reading. shows that there are many Class II and III students performed factors at work that cannot be better in listening and writing controlled. The success of a competencies, whereas, those particular practice depends on of Class IV scored satisfactory the teachers’ appreciation of marks only in writing. The trend the rationale for the practice was similar in both treatment and their skill in implementing and control groups. it in the classroom. Some ● The findings indicate that the teachers of the treatment group situation is critical for Class IV appreciated this over a period of learners, who, despite being time. Teachers from the control exposed to English from Class I, group requested for Akshara could not translate it into Foundation’s English kit. improvement in scores. This ● Teachers from the treatment calls for further research. schools appreciated Akshara

62 The Primary Teacher : July 2016 Foundation’s training and found To sum up, learning outcomes it useful. They wanted it to be are influenced by multiple factors, extended in subsequent years but above all, teachers competency and acknowledged their low and students’ learning capacity are English language proficiency. important. It is imperative that for It is evident that teachers better results and larger impact, the will benefit from regular and Department of Education, Karnataka, sustained exposure to language must believe in and take ownership acquisition training programmes, of programmes like Swalpa English, starting with basic interpersonal Thumba Fun. communication skills.

REFERENCES

Behara, Arun and Rasmita Behera. 2009. Discovering Values in English Language Teaching. Language in India, Strength for Today and Bright Hope for Tomorrow. Publisher: M. S. Thirumalai. Vol. 9. British Council. 2013. English Impact Report: Investigating English Language Learning Outcomes at the Primary School Level in Rural India. Khan, Nasiruddin. 2005. ‘Introduction of English as a subject at the primary level’. Ms. FG English. NCERT. 2005. Position Paper, National Focus Group on Teaching English, NCERT, New Delhi. National Curriculum Framework. 2005. NCERT, New Delhi. Noronha, Sujata, Nandita DeSouza and Anibel Ferus–Comela. 2015. Child Literacy in Goa. Sarva Shiksha Abhiyan, Goa. Prabhu, N. S. 1987. Second Language Pedagogy. Oxford University Press, New York. Krashen, Stephen D. 1985. The Input Hypotheses: Issues and Implications. Longman Group UK Ltd. London and New York. pp. 1–32. Kremer. M. et al. 2005. Teacher Absence in India: A snapshot. Journal of European Economic Association. Vol. 3. No. 2/3. pp. 658–667. Kurrien, Zakiya. 2009. Academic Issues and Challenges in Teaching English in Mainstream Regional Medium Schools. The Learning Curve. Vol. 13.

English Teaching in Rural Government Schools of Karnataka — A Longitudinal Study 63 7

Peer Coaching — Live Classroom In-service Teachers’ Training Programme

Ashutosh Anand*

Abstract Peer coaching provides training to in-service teachers so that they can improve their teaching strategies while carrying out teaching–learning process in a class. For peer coaching, these in-service trainee–teachers, who may also be referred to as peer teachers, are required to visit a school, imparting training in teaching–learning strategies. The school serves as a training centre or model school. A teacher of this school may function as a coach and train these in-service teachers. A peer teacher is required to observe, cooperate, collaborate and evaluate oneself and other peer teachers under the guidance of the coach. After completion of the training, these peer teachers can also work as coaches.

Introduction to students in a classroom in In-service teacher training programmes, trainee–teachers. Generally, master conventionally, include lecture trainers are not provided with an method, in which a master trainer opportunity to implement what they trains trainee–teachers at the District are supposed to tell in training to Institute of Education and Training the trainee–teachers. Besides, the (DIET) and Block Resource Centres trainee–teachers do not get an (BRC) on teaching–learning process opportunity to observe the teaching without a classroom environment and strategies of the coach and each other involvement of the main beneficiaries, in real classroom conditions. i.e., students. Therefore, it results Skilled and trained teachers in minimum understanding on how become master trainers and they train to transfer skill and knowledge student and in-service teachers at

* Teacher, Upper Primary School, Miyanganj, Dariyabad, Barabanki, Uttar Pradesh

Chapters 7.indd 64 11-Jul-20 12:24:26 PM training centres. This may disturb the as coaching centres for teachers of teaching–learning process in their own other schools. Each coach can train schools and studies of the students. a maximum of 10 teachers (peer This type of traditional training leads teachers) in one’s school. The selection to wastage of time and money with of peer teachers must also be done least acceptance by teachers. on voluntary basis, i.e., only willing teachers must be selected. The training Peer Coaching of peer teachers needs be carried out at the selected coaching school centre Schools, following the best teaching– or model school without disturbing the learning practices are, generally, school’s routine activities. selected for providing peer coaching. A teacher of such a school may take up The peer teachers are allowed to visit the model school, observe the the role of a master trainer or coach. practices or activities being followed Trainee–teachers visit the coach’s there, cooperate and collaborate with school to learn and modify their the coach in performing classroom teaching strategies in real classroom teaching and co-curricular activities situation and share their experiences in a span of five days. with each other and their colleagues in It is a participatory learning their respective schools. Peer coaching activity, where one learns by choice. may be beneficial for all kind of schools, The coach’s job is to make visible the providing an opportunity for on-site things that one is planning the peer support and helping implement new teachers to notice and reflect upon. In teaching techniques or strategies these five days, the peer teachers get with quick response. Peer coaching time to critically observe the practices in-service training programme for followed in the model school and trainee–teachers may serve as an implement the same later in their own effective training ground with classroom schools as per the requirement. participation, in which a trainee–teacher The suggestions of the coach can observe, cooperate, collaborate and and peer teachers in changing the evaluate oneself, other peer trainers classroom environment must always be and the trainer. welcomed. Besides, the peer teachers must have the choice of selecting a Planning of Peer Coaching coach as per their requirements. The first step in peer coaching is the selection of willing teachers, who have Procedure of Peer Coaching brought out constructive changes in Peer teachers have to be with coach their schools in different areas like in the model school for at least five subject teaching, school management, days. The day-wise schedule, usually, community participation, games, craft, followed in the model school, is given etc. These teachers may be trained to in Figure 1 (a and b). However, this function as coaches and their schools schedule is flexible.

Peer Coaching — Live Classroom In-service Teachers’ Training Programme 65

Chapters 7.indd 65 11-Jul-20 12:24:26 PM Arrangement of Co-teaching and Collaboration and coach school discussion discussion

Observation Teaching before Enrolment of peer of classroom coach and teachers activities and co-teachers discussion

Observation of Self-assessment Follow up, support coach school and and discussion and assignment discussion

Figure 1(a): Flow chart depicting the schedule for peer coaching in a model school

Teaching before Arrangement of Follow-up, support the coach and coach school and assignment co-teachers

Observation Enrolment of of classroom peer teachers activities and discussion

Observation of Self-assessment coach school and and discussion discussion

Figure 1(b): Flow chart depicting the schedule for peer coaching in a model school

66 The Primary Teacher : July 2016

Chapters 7.indd 66 11-Jul-20 12:24:26 PM Day 1: Observation of coach and peer teachers must together Coach’s School develop a lesson plan and classroom On the first day, the peer teachers activities, which need to be performed must observe the coach’s school. by both. The coach and peer teachers Here, they need to observe the coach’s must observe, help, correct and class as per a given format and support each other. compare it with their own school. This needs to be followed by a discussion between the coach and the peer teachers. The discussion must focus on the implementation of reforms and problems faced in bringing out the desired changes in the coach’s school. It needs to go on for at least 30 minutes.

Day 2: Co-teaching Figure 3: The coach and peer teachers On the second day, peer teachers need participate in collaborative teaching to participate in classroom teaching. A peer teacher must help the coach in Day 4: Independent teaching performing classroom activities and by peer teachers evaluating students on a provided On the fourth day, each peer teacher format (Figure 2). will make a lesson plan under the supervision of the coach and perform classroom teaching independently (Figure 4). The coach and other peer teachers observe the person while teaching.

Figure 2: Peer teachers participate in classroom teaching along with the coach Day 3: Collaboration On the third day, the peer teachers Figure 4: Peer teachers doing need to collaborate with the coach in independent teaching in a classroom teaching (Figure 3). The model school

Peer Coaching — Live Classroom In-service Teachers’ Training Programme 67

Chapters 7.indd 67 11-Jul-20 12:24:27 PM Day 5: Designing the ● Peer teaching is open to critical plan of action observation as regards to the Each peer teacher, now, has to teaching–learning process being develop a learning plan chart, in followed and discussion to which the person will design a achieve the desired goals. plan of action to be followed at ● While participating in peer one’s school. A discussion session is coaching, the coach must ensure must after each observation, activity that the routine at one’s own or classroom session schedule. school is not disturbed. ● Peer teachers receive real classroom experience in the model school. ● Peer coaching is a spontaneous and participatory process. ● Even students of the coach’s school also get benefited by peer coaching. ● The coach also gets an opportunity to learn from discussions and the peer teachers’ classroom Figure 5: The coach provides on-site presentation. support in a peer teacher’s school ● Peer coaching involves less Follow-up expenditure with higher outcome. The coach may visit the schools of the peer teachers to provide on-site Peer Coaching in Uttar Pradesh support as per one’s convenience, ● In Uttar Pradesh, peer coaching ensuring least disturbance to one’s was launched in 2015 by the own school’s schedule (Figure 5). State Council of Educational Research and Training (SCERT) Benefits of Peer Coaching under the guidance of Ajay ● Peer coaching helps provide Kumar Singh, Joint Director, on-site support to peer teachers SCERT, Uttar Pradesh. as per the requirement. ● Six schools were selected as ● A collaborative environment is model schools and a teacher built so both the peer teachers from each school was selected and coach feel that they are as a coach. part of the classroom teaching ● The coaches were trained at the process and adopt an approach SCERT in Uttar Pradesh. They for improving the teaching– were asked to select interested learning process collectively. peer teachers (maximum five).

68 The Primary Teacher : July 2016

Chapters 7.indd 68 11-Jul-20 12:24:27 PM ● A five-day peer coaching Conclusion session was run in each model Peer coaching is a process, wherein, school, providing coaching in-service teachers are trained in in different fields of expertise teaching–learning strategies so as to under the supervision of the achieve the maximum output while Joint Director, SCERT. Thus, 30 peer teachers were trained carrying out teaching–learning process with least investment. in real classroom conditions. ● After coaching, the peer teachers In future, the trained peer teachers improved in classroom teaching may play the role of coaches, if they and the coaches also provided implement innovative teaching on-site support whenever strategies in their own schools. Peer required. coaching may be a revolution in ● Many teachers, who received teachers’ training as it provides an coaching, are now being given opportunity to in-service teachers to an opportunity to coach 10 other improve and modify their teaching teachers. Hence, 30×10=300 skills by observing each other. Thus, teachers will be trained by the training provides an opportunity coaches under the supervision for peer teachers to observe, cooperate, of the SCERT and founder collaborate and evaluate each other in coaches. real classroom conditions.

REFERENCES

Ackland, R. 1991. A review of peer coaching literature. Journal of Staff Development. Vol. 12. No. 1, pp. 22–27. Cohen, J. and P. Cohen. 1983. Comparison of peer coaching versus traditional supervision effects. The Journal of Educational Research. Vol. 93, pp. 256–261. Joyce, B. R. and B. Showers. 2002. Professional development: Learning from the best. Oak Brook, IL: North Central Regional Educational Laboratory. Kohler, F. W., K. M. Crilley, D. D. Shearer and G. Good. 1997. Effects of peer coaching on teacher and student outcomes’. The Journal of Educational Research. Vol. 90, pp. 240–250. Showers, Beverly. 1984. Peer Coaching: A Strategy for Facilitating Transfer of Training. A CEPM R&D Report.

Peer Coaching — Live Classroom In-service Teachers’ Training Programme 69

Chapters 7.indd 69 11-Jul-20 12:24:27 PM Book Review

Dictionary of History for Schools (Trilingual)

Seema Ojha*

Title: Dictionary of History for Schools (Trilingual) Editor: S. Perwaiz Ahmad and Rekha Agarwal (Hindi) Publication: NCERT Price: `135 No. of pages: 176 History, as a component of social science till the secondary stage and as an elective subject at the higher secondary stage, requires appropriate pedagogical support for effective teaching–learning process. The subject can be better appreciated, and terms and concepts used in the discipline can be appropriately assimilated, understood and learnt with the help of a dictionary that will suit the level and need of students. There are many dictionaries available in market that explain historical terms and concepts but they Some of them have entries only on are quite exhaustive and specific, and important personalities, whereas, are therefore, not suitable for school some have a mixture of entries on students. These dictionaries have important personalities, writings, been developed either on events or events, places, archaeological sites, on different periods of Indian history. and so on. They have few entries on

* Professor, Department of Education in Social Sciences, NCERT, New Delhi terms and concepts occurring in the will be useful to anyone looking for study of history. Because of their basic information on a specific term exhaustive design, these dictionaries or concept that one may come across are useful primarily to students at while reading. higher levels of specialised education. The explanations, though brief, give For school students, these dictionaries adequate information for elementary turn out to be inappropriate, thus, and secondary stage students and creating a gap in understanding teachers teaching these classes. the concepts. Conflicting statements and dates have Dictionary of History for Schools been verified. (Trilingual), developed by NCERT, This dictionary with 410 entries covers all periods of history in India has been structured in alphabetical and world (i.e., ancient, medieval, order, making it convenient for modern and contemporary), and is, the readers to access it easily. The principally, a supplementary reference alphabetisation is letter-by-letter, not resource book. word-by-word. Where two or more NCERT textbooks are available in entries have the same initial name, three languages — English, Hindi and they are in alphabetical order, e.g., Urdu. Many students may be fluent Civil Rights precedes Civil War. This in one or two of these languages but ‘encyclopedic’ format or chronological they may not be fluent in all three. For approach or even periodisation would example, a child may be fluent in Hindi ensure efficient use of this dictionary. and find it difficult to understand Some entries, such as zamindar, defy English when it is used as a medium easy chronological placement as they of instruction. Dictionary of History span many decades and transcend for Schools (Trilingual) explains terms historical periods. and concepts in all three languages for The dictionary also has several better learning of the students. sub-entries. These sub-entries have Entries have been included in been put under the respective main the dictionary on the basis of their entries to make it easier for the pragmatic usefulness. It includes as students and teachers to understand many terms and concepts that learners the larger picture, for example the of history in school would likely look entry on ‘absolutism’ has ‘absolutist’ for. This dictionary, therefore, provides and ‘absolute rule’ as sub-entries. a information on terms and concepts Non-English words that are not significant to different periods in proper nouns or titles are in italics with the history of India and world at the exception of few words, which have elementary and secondary stage. been acquired in English language. Even though it is, primarily, meant For example, ‘samurai’ is originally a for school students, the dictionary Japanese word. But it has now been

Book Review/Dictionary of History for Schools (Trilingual) 71 included in English, so it is not in For easy access, the dictionary italics. Sanskrit and Pali words are in also includes an index. In order italics. The elaborate diacritical marks to facilitate rapid and efficient required by strict Indology are also not location of information, and to make this dictionary useful, extensive used in the text of the dictionary. cross-references (e.g., See also) have The explanations have been drawn been provided. extensively on the opinions of other Hence, Dictionary of History for scholars. The works that have been Schools (Trilingual) is a comprehensive consulted intensively are included in source and reference book for all the bibliography section. scholars and students of the discipline.

72 The Primary Teacher : July 2016 Did You Know

Resource Package for Awareness in Early Childhood Care and Education

Reetu Chandra*

The early years in a child’s life are Care and Education Policy, 2013, considered to be crucial as these are considers the early years as critical the formative years and, primarily, for the child’s overall development and shape the child’s personality, and lifelong learning. hence, lead to overall development. But early childhood education Therefore, these are the years, in is not recognised in the Right To which the child needs enriching Education (RTE) Act, 2009. However, experience, environment, nutrition the Act urges all States and Union and care to develop holistically. Most Territories (UTs) to provide free countries define early childhood years preschool education to all children as the period from birth till eight years above the age of three years. of age. During these years, all that the child learns will have a lasting effect Many researches and field works on the mind and body. Researches have been conducted and documented indicate that investment in early years to build a common understanding determines the quality of a person’s on ECCE, yet stakeholders need future life. to be oriented to understand the significance of ECCE and the practices Countries across the world have realised the need for early childhood that need to be followed as part of care and education. In India, various the programme. constitutional policies and provisions Various national and international have been framed for providing quality organisations and other stakeholders Early Childhood Care and Education discourage rote learning. They also (ECCE) to children up to the age of decry building pressure on children at eight years. The 12th Five Year Plan an early age for reading and writing. acknowledges the importance of The UNICEF, Ministry of Women and ECCE. The National Early Childhood Child Development, Government

* Assistant Professor, Department of Elementary Education, NCERT, New Delhi of India, and National Council of need to emphasise on the importance Educational Research and Training of ‘care’ and ‘education’ as major (NCERT) have also developed a number components of ECCE. of documents that emphasise on the Various policies and provisions need to develop an understanding of highlighted the need to bring quality the basic concepts of ECCE and its in ECCE practices, which include, main components. These encompass curriculum, play, learning environment, curriculum, teaching–learning nutrition, health, immunisation process, preschool environment, and hygiene. The challenge was to and role of teacher and parent in the create awareness among different child’s life. Educating stakeholders stakeholders like education planners, about the concepts of ECCE will help education administrators, teachers, ensure appropriate implementation of parents and community members ECCE practices. about appropriate ECCE practices. The National Early Childhood Care Initially, three awareness generation and Education Policy, 2013, has, programmes were organised in primarily, been formulated because various communities, in which ECCE of gaps observed in planning and functionaries from 17 States and UTs implementation of earlier programmes participated. During the programme, meant for children aged below three some support material like banners, years. Parents, teachers, education leaflets, films and posters were made planners, education administrators and used. After the successful execution and the local community are not of the programme, the functionaries fully aware and lack understanding working in the area of ECCE (members about ECCE practices. They have of SCERTs, SIEs, DIETs, SSA offices little knowledge on the significance and ICDS of different States and UTs) of early years in a child’s life and observed and proposed the need for a their role in promoting the child’s readymade resource package, which holistic development. Therefore, it is has all necessary material to support important to build an understanding the programme. among various stakeholders about the first three years in the child’s For addressing this need, the life. This is the stage where a lot of Department of Elementary Education care is required for ensuring the (DEE), NCERT, developed ‘Resource child’s holistic development and Package for Awareness in Early building the foundation for learning. Childhood Care and Education’ All stakeholders, especially, parents to be presented as an exemplar as ‘caregivers’ can help in providing to all stakeholders in order to a conducive learning environment spread sensitivity and awareness for their children at home, thereby, on appropriate ECCE practices that educating them. Hence, there is a need to be adopted. It has been

74 The Primary Teacher : July 2016 developed in Hindi and English to A ‘manual’ is also given with cover a wider audience. The package the resource package to guide has a combination of folk, print and the stakeholders, explaining each electronic media like documentary aspect of planning and the need for film, audio spots, posters, banners, executing awareness programme in leaflets, puppets, scripts for puppetry, the community. The manual contains drama and role-play, etc. To generate a description on the usage of the the interest of the stakeholders, material enclosed in the package. a musical instrument, Dhapali, The package also contains three is also provided in the package. scripts — Inhe panapne do, Khel-khel The documentary film Khula Akash mein and Sonu ki Ulajhan in Hindi; (Chandra, 2013), with subtitles in ‘Let them Blossom’, ‘Learning through English, and audio spots Srijansheel Play’, ‘Sonu and his Confusion’ hai Baccha (Chandra, 2012a) in Hindi, in English. These scripts aim to ‘Child is Creative’ (Chandra, 2015a) in disseminate meaningful messages English, Bageeche ki Sair (Chandra, related to ECCE practices through 2012b) in Hindi and ‘A Walk to the drama and role-play in the community. Garden’ in English (Chandra, 2015b) Separate scripts are also provided for have been developed by NCERT to puppet shows. Along with the puppetry communicate the significance of scripts, the package contains puppets ECCE. These audio–video programmes of mother, father, girl and boy. are available on NCERT website and YouTube channel for wider reach. Towards the end of the manual, These programmes highlight different annexures are given, which appropriate ECCE practices that need have a sample registration proforma, to be adopted, the importance and feedback form, material required and need of the curriculum, preschool suggested programme schedule. The environment, classroom management, stakeholders are free to adapt it for teacher training, role of teachers planning and implementing similar and parents. programmes in their own States and UTs. At the end of the programme, it is important to ascertain if ECCE practices have been implemented correctly among different stakeholders and the improvement they have brought in the learners. Feedback forms have been provided in the annexure to be filled in by the participants. The package is made of waterproof material Figure 1: Puppet show and is packed in a waterproof bag.

Resource Package for Awareness in Early Childhood Care and Education 75 In 2014–15, three awareness stakeholders, it is useful for them. The generation programmes were material provided in the package not organised in different communities only support the whole programme of Uttarakhand and Delhi. More than but also make it easy for the 500 community members and 60 stakeholders to conduct the awareness functionaries from various institutions programme in the community by of 17 States participated in the effectively disseminating information programmes. The Resource Package and generating interest through for Awareness in ECCE was also different medium. tried during these programmes. The The price of the package (Hindi modifications made in the package and English) is Rs 12,190. For are based on the feedback received. procurement details, the Division Since the resource package intends of Educational Kits (DEK), NCERT, to create sensitivity among different New Delhi, may be contacted.

76 The Primary Teacher : July 2016 My Page

The Rose Not Taken

Varada M. Nikalje*

We had shifted to a new neighbourhood. watching her. She did not of course see Ours was a flat on the first floor, with a me. Her hand slowly reached out to balcony overlooking the lane below and open the garden gate. It creaked and row of houses on the other side. The the girl gave a startled jump. Again, house exactly opposite to our building she looked swiftly in all directions had a small beautiful garden, with a and moved irresolutely towards the round patch of green grass encircled rose bushes. by rose bushes. She stopped near the rose bushes It soon became my habit to seat and took a deep breath. She stretched myself in the balcony with my morning a trembling hand towards the yellow cup of tea, gazing at the numerous rose. She had almost touched it when scenes of everyday life below — the she suddenly jerked her hand back, enthusiastic walkers, newspaper boys, and ran away from the rose bush, the customers at the milk booth, etc. garden and her temptation. However, it was the rose bushes that For it was ‘Temptation’, with a would unfailingly draw my attention. I capital T, that she had overcome. Not noticed how only two or three bloomed all moral lessons learnt in school, not at a time but their fragrance was such all fables in textbooks, not all lectures that almost every passerby paused to of her teachers would ever have such breathe in their sweetness. a strong impact on her as this one real One day, a beautiful rose welcomed life experience had! the morning. Its deep yellow hue The little girl had faced a moral competed with the sunshine and its dilemma, and even though strongly fragrance was carried by every waft of tempted, had resolutely turned away, air. A little girl, who was on her way without so much as a backward glance to buy milk, noticed it. She stopped of regret. It moved me to tears. I am to inhale the fragrance. A smile of convinced that the incident would joy spread across her face. She gazed have left an indelible impression again at the rose, this time with desire. on her mind and that the wisdom She looked furtively up and down the to differentiate between ‘Right’ and street, and then, at the closed shutters ‘Wrong’ would continue to guide her of the house to ascertain if anyone was in years to come.

* Professor, Department of Elementary Education, NCERT, New Delhi Some Other NCERT Publications

Training Package on Training Package on Art Education — Vol. I Art Education — Vol. II ` 475.00 / pp.172 ` 475.00 / pp.370 Code — 13125 Code — 13126 ISBN — 978-93-5007-333-9 ISBN — 978-93-5007-334-6

Joy of Theatre संगीत ` 210.00 / pp.181 ` 180.00 / प�‍ठृ 48 Code — 13171 कोड — 13173 ISBN — 978-93-5292-017-4 ISBN — 978-93-5292-020-4

For further enquiries, please visit www.ncert.nic.in or contact the Business Managers at the addresses of the regional centres given on the copyright page. Towards a Green School Little Steps ` 115.00 / pp.170 ` 110.00 / pp.124 Code — 13155 Code — 1556 ISBN — 978-93-5007-835-8 ISBN — 978-81-7450-335-8

Smooth and Successful Young Children in Transitions Motion ` 65.00 / pp.128 ` 200.00 / pp.264 Code — 13130 Code — 13152 ISBN — 978-93-5007-348-3 ISBN — 978-93-5007-820-4

For further enquiries, please visit www.ncert.nic.in or contact the Business Managers at the addresses of the regional centres given on the copyright page. Health and Physical Education ` 100.00 /pp.164 Code — 13143 ISBN — 978-93-5007-772-6

Health and Physical Education ` 80.00 /pp.146 Code — 13144 ISBN — 978-93-5007-775-7

Schooling Stratification and Inclusion ` 205.00 /pp.278 Code — 32085 ISBN — 978-93-5007-141-0

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

Regd. No. 28935/76