tag:blogger.com,1999:blog-66346061801983883582024-03-05T01:19:41.618-08:00Kerala English GroupEnglish Corridorhttp://www.blogger.com/profile/18323756383211432898noreply@blogger.comBlogger63125tag:blogger.com,1999:blog-6634606180198388358.post-19046012604298350132012-11-25T08:45:00.001-08:002012-11-25T08:45:48.614-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
Dear friends,<br />
<br />
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Does any one know cases of schools / teachers who have achieved the performance standards as stated in <b style="mso-bidi-font-weight: normal;"><span lang="EN-GB">‘Advancement
of Educational Performance through Teacher Support’ (ADEPTS?</span></b></div>
If yes, please post them in English Corridor with evidences. Perhaps we can bring out an anthology of those success stories.<br />
<br />
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<br />
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="font-size: 18.0pt;">Performance Standards for
Teachers</span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">BACKGROUND</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-bidi-font-weight: bold;">These performance standards spell out ‘what we want to see teachers
doing’ and ‘how well’. Teachers can use these to reflect on their own teaching
process, while the others working with the supportive systems ( trainers,
Cluster Resource Centre Coordinators (CRCCs), Block Resource Centre
Coordinators (BRCCs), District Institutes of Education and Training (DIETs) and
State Councils for Educational Research and Training (SCERTs)<span style="mso-spacerun: yes;"> </span>can identify the nature of support they need.
In addition, the performance standards for the support agencies have been
formulated and are included in the sections that follow. </span></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black;">Enabling Conditions</span></i></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">These standards apply
to regular teachers teaching in formal government schools at the primary and
elementary level, covered under the project.<span style="mso-spacerun: yes;">
</span></span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Before these standards presuppose
some enabling conditions; it is only when teachers are operating within these
that they will be able to attain the desired standards. <span style="mso-bidi-font-weight: bold;">Some of these enabling conditions are:</span></span></div>
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<li class="MsoNormal" style="color: black; mso-list: l0 level2 lfo1; tab-stops: list 72.0pt;"><span lang="EN-GB" style="mso-bidi-font-weight: bold;">A
functional building (according to the State norms of space and quality of
construction)</span></li>
<li class="MsoNormal" style="color: black; mso-list: l0 level2 lfo1; tab-stops: list 72.0pt;"><span lang="EN-GB" style="mso-bidi-font-weight: bold;">A
sufficient number of teachers i.e., whether the pupil teacher ratio (PTR)
is at near acceptable or below the desirable level. (Note: in the case of
single teacher schools, even if a teacher is handling only 35 children
but in four-five classes, these standards would be difficult to
implement.)</span></li>
<li class="MsoNormal" style="color: black; mso-list: l0 level2 lfo1; tab-stops: list 72.0pt;"><span lang="EN-GB" style="mso-bidi-font-weight: bold;">Water
supply/toilet</span></li>
<li class="MsoNormal" style="color: black; mso-list: l0 level2 lfo1; tab-stops: list 72.0pt;"><span lang="EN-GB" style="mso-bidi-font-weight: bold;">Supply of
textbooks</span></li>
<li class="MsoNormal" style="color: black; mso-list: l0 level2 lfo1; tab-stops: list 72.0pt;"><span lang="EN-GB" style="mso-bidi-font-weight: bold;">Teachers’
access to curriculum document</span></li>
<li class="MsoNormal" style="color: black; mso-list: l0 level2 lfo1; tab-stops: list 72.0pt;"><span lang="EN-GB" style="mso-bidi-font-weight: bold;">Availability
of a minimum length of teaching time.</span></li>
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<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black;">Diversity as the Key Context</span></i></b></div>
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<span lang="EN-GB" style="color: black; mso-bidi-font-weight: bold;">The standards take into account that schools are very different from each
other, and within each school as well, great diversity prevails in terms of
pupil levels, background, pace of learning, and the way in which different
children learn.<span style="mso-spacerun: yes;"> </span>It is believed these
standards should and can be applied in a context specific manner. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black;">The ‘Model’ of Pedagogy</span></i></b></div>
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<span lang="EN-GB" style="color: black; mso-bidi-font-weight: bold;">The following paragraphs describe the key principles or expectations in
terms of pedagogy, as per ADEPTS on the basis of which the standards have been
evolved. These principles were <span style="mso-bidi-font-style: italic;">derived<i>
</i></span>from the discussions that took place, are in keeping with the
National Curriculum Framework (NCF) 2005, and broadly constitute the
recommended model of pedagogy. </span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Pedagogy
as Understood in ADEPTS</span></b></div>
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<span lang="EN-GB" style="color: black; mso-bidi-font-weight: bold;">The overall impact desired is an <i style="mso-bidi-font-style: normal;">enhanced</i> children’s <i style="mso-bidi-font-style: normal;">agency</i> (i.e. the state of being in action or exerting the power to
do things) in their own learning process as well as in the running of the class
and the school.</span></div>
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<span lang="EN-GB" style="color: black; mso-bidi-font-weight: bold;">To promote learning the teacher
may use a range of methods, the basic objectives being to enable children to:</span></div>
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<span lang="EN-GB" style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN-GB" style="color: black; mso-bidi-font-weight: bold;">Respond to challenges generated for them in the classroom,<span style="mso-spacerun: yes;"> </span></span></div>
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<span lang="EN-GB" style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN-GB" style="color: black; mso-bidi-font-weight: bold;">Reflect as a result of these different experiences, </span></div>
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<span lang="EN-GB" style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN-GB" style="color: black; mso-bidi-font-weight: bold;">Correlate and/or apply different aspects of learning, and</span></div>
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<span lang="EN-GB" style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN-GB" style="color: black; mso-bidi-font-weight: bold;">Think for themselves, on their own or with others, with a view to coming
to their own understanding of what is being taught. </span></div>
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<span lang="EN-GB" style="color: black; mso-bidi-font-weight: bold;">A guided/facilitated process
supported by the teacher and appropriate learning materials would enable such
active learning to take place. It would require generating through various
means a sense of belonging in children and ensuring they feel at home in the
physical as well as the cognitive/social environment.</span></div>
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<span lang="EN-GB" style="color: black; mso-bidi-font-weight: bold;">Where a ‘whole class’ approach is
taken, i.e., where the teacher looks upon children as a homogenous group and
provides the same ‘inputs’ or experience to all, a large number of children
experience ‘waiting time’, or time spent during a lesson when they are not
learning. This is because what is being taught is either too easy, or too
difficult, or not contextual enough for them to relate with. To address this
situation, it is expected that the teacher would move towards recognizing the
diversity among children, adapt the teaching process and contextualize
learning, thereby increasing the student ‘engagement time’, the opposite of
‘waiting time’. Such a ‘classroom for all’ would require giving greater time
and attention to those who need it more, and being sensitive to the
social/cultural barriers to learning. </span></div>
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<span lang="EN-GB" style="color: black; mso-bidi-font-weight: bold;">Such a differentiated teaching
learning process would need to be planned for, managed and be open to
mid-course correction during implementation. It would require advance planning
and preparation, classroom organisation, and using evaluation as an enabling
practice. In this approach, <i>management</i>, whether of the classroom, the
learning process or of the school, emerges as a critical enabler that optimizes
resources and outcomes. Putting into action democratic values and working with
children as team mates would be part of this approach. </span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black;">Supportive Conditions</span></i></b><span lang="EN-GB" style="color: black; mso-bidi-font-weight: bold;"></span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-bidi-font-weight: bold;">Supportive conditions are steps taken or conditions brought about that
enable the teacher’s performance to be converted into effective outcomes for
children. This includes ensuring the desired achievement by children along with
the achievement of other educational outcomes as envisaged in the state
curriculum framework. The supportive elements include an effective training
programme, regular and timely on-site support that addresses teachers’ needs,
recognition, peer sharing etcetera. Along with implementing the proposed
standards, it would help the State teams to put in place the supportive
conditions that would allow the impact of improved teacher performance to be
visible.</span></div>
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<b><span lang="EN-GB" style="color: black; font-size: 18.0pt;">PERFORMANCE STANDARDS FOR TEACHERS</span></b></div>
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<b><span lang="EN-GB" style="color: black;">Arranged according to levels of complexity of
implementation</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="font-size: 16.0pt;">1</span></b><span lang="EN-GB" style="font-size: 16.0pt;">.
<b><span style="color: black;">Cognitive Dimension of a School</span></b></span></div>
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<span lang="EN-GB" style="color: black; font-size: 16.0pt; mso-fareast-font-family: "MS UI Gothic";">[what learning consists of and how it is enabled]</span><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";"></span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black; font-size: 14.0pt;">1.1. Understands children and relates with
them</span></i></b></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Level 1</span></b></div>
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<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.1. 1.1. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Understands the background of children, as well as their different
academic levels.</span></div>
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<span lang="EN-GB" style="color: black;">1.1.1.2. </span></div>
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<span lang="EN-GB" style="color: black;">Appreciates children’s
work (and displays them in the classroom).</span></div>
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<span lang="EN-GB" style="color: black;">1.1.1.3</span></div>
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<span lang="EN-GB" style="color: black;"><span style="mso-spacerun: yes;"> </span>Knows their family background, socio- economic
conditions, and linguistic background.</span></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Level 2</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.1.2.1.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Understands/identifies children’s individual strengths/weaknesses
and talents (as well as the cultural and social issues emerging from their
backgrounds).<span style="mso-spacerun: yes;"> </span></span></div>
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<span lang="EN-GB" style="color: black;">1.1.2.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;"><span style="mso-spacerun: yes;"> </span>Allows children to ask questions, and
encourages them to be curious.</span></div>
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<span lang="EN-GB" style="color: black;">1.1.2.3.</span></div>
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<span lang="EN-GB" style="color: black;"><span style="mso-spacerun: yes;"> </span>Does not use discouraging words and negative
comparisons (respects their feelings, relates with them). </span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 3 </span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.1.3.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";"><span style="mso-spacerun: yes;"> </span>Understands/ identifies how
different children learn, along with individual differences in learning.</span></div>
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<span lang="EN-GB" style="color: black;">1.1.3.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;"><span style="mso-spacerun: yes;"> </span>Maintains a profile (health, attendance,
background, baseline) of each and every child.</span></div>
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<span lang="EN-GB" style="color: black;">1.1.3.3.</span></div>
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<span lang="EN-GB" style="color: black;"><span style="mso-spacerun: yes;"> </span>Interacts affectionately with students as his
or her own children, and does not use rude words.</span></div>
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<span lang="EN-GB" style="color: black;">1.1.3.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Acts as a participant
in the learning process in the classroom. </span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black; font-size: 14.0pt;">1.2. Understands curriculum, content<span style="mso-spacerun: yes;"> </span>and prepares accordingly</span></i></b></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Level 1</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.2.1. 1. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">The teacher possesses a good understanding of the textbook and TLM
and effectively utilizes them.</span></div>
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<span lang="EN-GB" style="color: black;">1.2.1.2.</span></div>
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<span lang="EN-GB" style="color: black;">Adequately understands
the content of TLM and textbook and incorporates them into the teaching
learning process.</span></div>
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<br /></div>
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<br /></div>
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<br /></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 2</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.2.2.1.</span><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";"></span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;"><span style="mso-spacerun: yes;"> </span>Is aware of the need to enable children to
construct their knowledge, prepares accordingly, and helps them by using
textbooks and material toward this end.</span><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";"></span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.2.2.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";"><span style="mso-spacerun: yes;"> </span>Possesses a good
understanding of syllabi (is able to differentiate it from the curriculum) and
utilizes it well.</span></div>
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<span lang="EN-GB" style="color: black;">1.2.2.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Gives enough reading
and writing practice to children.</span></div>
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<span lang="EN-GB" style="color: black;">1.2.2.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Makes effective use of
local context-specific activities during teaching learning processes (draws on
examples from the classroom situation, and materials or examples from the local
environment</span></div>
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<span lang="EN-GB" style="color: black;">1.2.2.5.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses children’s/
country’s cultural heritage as a resource.</span></div>
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<span lang="EN-GB" style="color: black;">1.2.2.6.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Prepares for lessons
before conducting/ transacting in the class.</span></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Level 3</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.2.3.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Has adequate
understanding of the constructivist approach and is aware of age-appropriate
learning objectives/levels and milestones, textbooks and material, as well as
syllabus, and prepares accordingly.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.2.3.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Possesses a good understanding of the curriculum and utilizes it
well.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.2.3.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Understands the
principles of learning and gives children enough opportunity/ activities to
learn from the environment/ surroundings. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.2.3.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Interprets the curriculum to make it locally relevant and does so,</span><span lang="EN-GB" style="color: black;"> even if the original lesson plan does not
contain any specific hints.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.2.3.5.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Displays/makes effective use of a thorough command over the
subject/content areas, related areas, and TLM.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.2.3.6.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Takes responsibility
for students’ performance. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 4</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.2.4.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Has adequate
understanding of the constructivist approach and is aware of age-appropriate
competencies/levels and milestones, as well as of curricular objectives,
syllabus, textbooks, and material, and prepares accordingly.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.2.4.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Adapts the curriculum
to local situations, and ensures the incorporation of local content. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.2.4.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Teacher/Head Teacher plans for (locally relevant) pedagogical
processes for the school, in tune with the aims of education specified in the
curriculum, and accordingly organizes the classroom processes as well as the
overall school experience of children. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.2.4.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Works as a curriculum designer (and is able to adapt the given
curriculum to create a curriculum suitable to his/her pupils in keeping with
their context and needs).</span><span lang="EN-GB" style="color: black;"> </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.2.4.5.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Displays accountability
in respect of ensuring children’s learning.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black; font-size: 14.0pt;">1.3. Generates effective learning
experiences (Uses contemporary methods, with a focus on relationships and
diversity</span></i></b><b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black; font-size: 14.0pt; mso-fareast-font-family: "MS UI Gothic";">)</span></i></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 1</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.1.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Carries out activities
that are interesting for children and enable them to learn.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.1.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Conducts activity with
enthusiasm.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.1.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Enables children to
‘construct knowledge’ by using examples given in the textbook (i.e. the teacher
is able to conduct the ‘supplied’ activities).</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.1.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Has awareness of
different learner-oriented teaching-learning practices (states using this
indicator would need to add examples here)</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.3.1.5.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Involves children in class work both individually and in groups.</span><span lang="EN-GB" style="color: black;"></span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.1.6.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses morning assembly
for learning purposes.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 2</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.2.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Enables children to
‘construct knowledge’– by asking students simple and appropriate questions.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.3.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Has knowledge of
different kinds of activities and how to do them.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.2.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Plans and chooses
appropriate activities.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.3.2.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Understands the experience/knowledge/ ability children already
have and utilizes that understanding to build on their ability.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.3.2.5.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Enables interactive teaching-learning in a planned manner, </span><span lang="EN-GB" style="color: black;">ensuring the participation / involvement of all
(at least in a broad way).</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.3.2.6.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Functions as a facilitator i.e., leads children into learning
experiences/knowledge.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.3.2.7.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Creates an opportunity for peer/group learning and self-learning.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.2.8.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Forms groups of children,
understands the need for group learning, and works with them (i.e. groups). </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.2.9.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Correlates topics with
daily life, and cites relevant and interesting examples from children’s
experiences/contexts/ immediate environment. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.2.10.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses and participates
in different <i>types</i> of activities with a focus on the construction of
knowledge. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="tab-stops: 66.35pt;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 3<span style="mso-tab-count: 1;"> </span></span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.3.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses local
data/information for enriching classroom processes (e.g. in a tribal area,
develops stimulating contextual material).</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.3.3.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Sums up at the end of a period/session of teaching.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.3.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Enables children to
‘construct knowledge’ by using a range of strategies, including the use of
tasks and activities. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.3.3.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Enables children to <i style="mso-bidi-font-style: normal;">do it
for them selves</i>, i.e. helps children acquire skills, not just information.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.3.3.5.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Enables interactive teaching-learning to give all learners a
chance to deal with the challenges of learning.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.3.3.6.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Functions as a facilitator i.e., not just ‘tells’ children, but
encourages them to create their own understanding.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.3.7.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Enhances the thinking
ability of children through questioning, extended discussions, or putting open
ended questions.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.3.8.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Has awareness of and
actually uses different learner-oriented teaching-learning practices on the
basis of need; shuns unproductive/counter-productive practices; identifies
student strengths/weaknesses; and gives special attention to those needing it.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.3.9.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Forms groups of
children and works with them to ensure greater participation.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.3.10.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Promotes peer learning
(same level).</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.3.11.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Provides references
(relating to the textbook as well as beyond it).</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.3.12.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">The teacher too, learns
while teaching. That is, when working with children, in accordance with the
demands of the emerging situation, the teacher modifies the teaching learning
process, incorporates new insights or acquires further understanding as needed.
</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.3.13.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">The teacher encourages
Reflective practice and its sustained use. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.3.14.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses and participates
in different types of activities (ranging from simple to complex or <u>vice</u>
<u>versa</u>) including projects, surveys etcetera with a focus on the construction
of knowledge </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.3.15.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Enables children to
‘construct knowledge’ by using a mix of thought provoking questions and tasks.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.3.16.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Adapts to differences
(is not seen to be teaching all the children the same thing in the same way,
but with differences in accordance with the diversity of learners). </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.3.17.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Ensures the
participation and involvement of all by taking into account individual
differences (such as learning needs and pace of learning, special needs
etcetera).</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.4.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Promotes peer learning
(mixed level).</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.4.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses the child’s
context and culture while teaching participation and encouraging participative
learning. 4 Ensures the involvement of all by incorporating an element of
challenge in the learning experiences generated in such a way that all children
are engaged. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.4.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Provides references
relating to both the curriculum and the textbook, as well as what is beyond the
textbook.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.3.4.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Ensures that children
too are able to provide references and examples from the local situation, in
different aspects being learnt in class.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black; font-size: 14.0pt;">4. Uses materials effectively</span></i></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB">Level
1</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB">1.4.1.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Identifies appropriate TLM (i.e. connected with curricular
objectives) and Displays the initial use of TLM i.e. at least uses it
him/herself, for purposes of demonstration<span style="mso-spacerun: yes;">
</span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 2</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.4.2.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses the blackboard
properly. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.4.2.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses TLM </span><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">in a
purposive way</span><span lang="EN-GB" style="color: black;"> and ensures that
students handle it and benefit from it.</span><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";"> </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.4.2.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Selects and utilises
TLM effectively.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.4.2.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses available physical
facilities (such as the floor, wall, blackboard) properly.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.4.2.5.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Ensures proper
maintenance of the school library; motivates children to read.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.4.2.6.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses library books as
part of the teaching learning process.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB">Level
3</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB">1.4.3.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses TLM well;
identifies multiple, simple-to-make TLM from the local environment.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.4.3.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Prepares and utilises
TLM, and selects and uses SLMs (self-learning materials) effectively. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.4.3.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses (readily
available) audio-video material/CAL (computer aided learning) material.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.4.3.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses TLM well; ensures
it is easily made by all, is practicable, versatile, and challenging.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.4.3.5.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Prepares/ selects and
utilises TLM/SLMs* effectively [*different states retain different views on
whether TLM is distinct from SLM, and whether it is the job of teachers to
prepare SLM. Since no agreement was reached, this is being retained as it is.] </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 4</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.4.4.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses ICT (information
communication technology) to transact curriculum. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.4.4.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Incorporates technology
into teaching-learning processes effectively, including through self created
materials.<span style="background: yellow; mso-highlight: yellow;"> </span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black; font-size: 14.0pt;">5. Ensures learning for ALL/Creates a
classroom for ALL</span></i></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 1</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.5.1.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Ensures that each child
gets ample learning opportunities (from her or his immediate environment).</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 2</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.5.2.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Relates with what is
known about the background and levels of children and ensures that each child
gets ample learning opportunities (from her or his immediate environment).</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 3</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.5.3.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Gives attention to
those needing greater/specific support, enables them to optimize /maximize
their learning, helps them achieve desired competencies, and provides
appropriate opportunities to harness the child’s potential.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.5.3.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Involves all students
in the process of learning irrespective of their level, ability, social
background, and gender.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.5.3.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Provides opportunities to all during interaction. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.5.3.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Provides opportunities to children, respecting their internal
directions/capacities.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 4</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.5.4.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Identifies individual
differences with a view to giving differential opportunity to each child (to
each according to her or his need).</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.5.4.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Takes an inclusive
approach and pays non-discriminatory, greater attention to those who need it.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.5.4.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Displays sensitivity to the needs of differently-abled/vulnerable
children, and sensitizes other children towards them. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.5.4.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Creates a democratic classroom. (Some indicators of a democratic
classroom are teacher’s willingness to talk and encourage students to talk, how
the teacher relates to children, elicits their responses and evolves classroom
process/activities along with the seating arrangement to serve those democratic
ends).</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black; font-size: 14.0pt;">1.6. Communicates effectively</span></i></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 1</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.6.1.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Communicates in simple
language and in the language of children.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">6.1.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Smiles/is friendly to
children.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 2</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.6.2.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Gives prior
information/hints about what is to be learnt next. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.6.2.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Shares experience/
views with children/ teachers/parents about what is happening at various levels
of learning.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.6.2.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Uses humour.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 3</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.6.3.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Links current teaching
with what is learnt next</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black; font-size: 14.0pt; mso-fareast-font-family: "MS UI Gothic";">7.
Collaborates with children</span></i></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black; mso-bidi-font-style: italic; mso-fareast-font-family: "MS UI Gothic";">Level 1</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.7.1.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Works with children as teacher’s team mates: activities require
the teacher and children to work together. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-bidi-font-style: italic; mso-fareast-font-family: "MS UI Gothic";">1.7.1.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Works with children as teacher’s team mates: activities require
children to help each other learn (teacher is not the sole source of
knowledge). </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Level 2</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.7.1.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Views and presents teaching as a two-way process (it is not as if
children have to only give the answer that is in the teacher’s mind). Accepts
the child’s response, builds on it according to the situation and the learning
objective.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.7.1.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Uses talents of children to support the learning process.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Level 3</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.7.3.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Works with children as teacher’s team mates, and is able to
establish common goals with children. (The teacher has teaching objectives, and
students have learning objectives, which makes them a team). </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black; font-size: 14.0pt;">8. Creates a conducive learning
environment/relates with children</span></i></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 1</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.8.1.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Recognizes children,
calls them by name.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.8.1.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Encourages children to
ask questions and clear doubts/answer each other.</span><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";"> </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.8.1.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Displays positive attitude towards children.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.8.1.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Ensures cleanliness and
personal hygiene of children.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB">Level
2</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB">1.8.2.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Establishes a rapport with children to create a cordial
environment.</span><span lang="EN-GB" style="color: black;"> (Makes all children
feel welcome).</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.8.2.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Enables children to both ask and answer questions (uses open ended
questions) in a non-threatening environment where asking questions is viewed as
‘safe’ and there is full recognition that children have a right to ask any kind
of question. [Should this be Level 3 ?] </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.8.2.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Encourages children to
directly ask/answer and address each other’s doubts.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.8.2.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Gets children to work
in groups (i.e. think together, rather than just sit together)</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB">Level
3</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.8.3.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Creates encouraging
conditions and space for all children to express themselves.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">8.3.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Keenly observes and motivates children (encourages participation
and asking of questions, appropriately appreciates and commends them, and <i style="mso-bidi-font-style: normal;">enables all to experience success</i>).</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.8.3.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Empathizes with
children, and sees their world view.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.8.3.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Uses humour in teaching, contextually and appropriately.</span></div>
<div class="MsoNormal">
<span lang="EN-GB">1.8.3.5.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Displays innovation in
classroom and outside.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black; font-size: 14.0pt;">1.9.<span style="mso-spacerun: yes;">
</span>Manages/organizes the classroom to optimize learning</span></i></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 1</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.9.1.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Teacher moves around in
the class, understanding children and their work, uses effective
verbal/nonverbal cues [smiles a lot].</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.9.1.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Organizes class sitting
arrangement according to the need of the activity/ learning technique.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 2</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.9.2.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Provides equal
opportunity to all children to play their roles and undertake responsibilities.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.9.2.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Maximizes learning time
for children (not merely through punctuality, but also through genuinely
ensuring that children get as much learning time as is possible and needed). </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.9.2.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Manages time to
consolidate the period’s learning.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.9.2.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Shares responsibilities
of running the class or school activities with children.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.9.2.5.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Organizes the
classroom, including the seating arrangement, according to the needs of
learners and the lesson.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.9.2.6.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Rotates sitting
arrangement so that no group of children continues to get the advantage of
being close to the front (unless they need it for a specific reason).</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.9.2.7.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Organizes different
learning corners/clubs.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 3</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.9.3.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Creates a congenial
teaching learning environment with the participation of all (focusing on such
key aspects as cleanliness, availability and use of material).</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.9.3.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Ensures better
management: acts affectionately, counsels, recognizes effort, agrees with
children on ground rules (and agrees on what is to be done if these are
broken), interacts with parents to apprise them about student activities/
progress /relations.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.9.3.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Attends to every child,
and supports different groups in the class, (continuously and purposefully)
moving around as and when necessary.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 4</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.9.4.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Promotes self-learning.
</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black; font-size: 14.0pt; mso-fareast-font-family: "MS UI Gothic";">1.10.
Plans for enabling learning</span></i></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 1</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.10.1.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Teacher undertakes some
preparation (e.g. gets material or space ready) before commencing to teach. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.10.1.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Makes a short-term plan on the basis of an initial understanding
of the textbook and TLM (or curriculum where there are no given textbooks)</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 2</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.10.2.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Profiles each child
according to the child’s background and learning levels. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.10.2.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Plans, designs and
implements the lesson according to clear goals/objectives, and the teaching
method used reflects these goals clearly.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.10.2.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">In specific lessons, especially those involving fundamental
concepts, diagnoses children’s needs to ensure that the lesson is organically
linked to the previous knowledge level of children.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.10.2.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Makes long-term plans (weekly, monthly and annual) based on an
emerging understanding of the curriculum and syllabus.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.10.2.5.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Is aware of the need for flexibility. Updates plans according to
context.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 3</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.10.3.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Plans and teaches
according to the student profiles developed by her/him and ensures a visibly
differentiated approach to teaching-learning.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.10.3.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Prepares and implements
a plan that includes activities/ learning experiences which are according to
the levels, interests and learning paces of children. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.10.3.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Plans for children
falling below their optimal level of learning or tending to fall behind others.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.10.3.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Plans for and addresses
the needs of children who are unable to attend school regularly, and bring in
those children who are at risk of dropping out.</span><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";"> </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.10.3.5.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Incorporates sufficient flexibility as needed. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.10.3.6.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Plans and prepares for class, based on an understanding of
children’s background, levels, experiences and needs; decides upon the methods,
teaching material, and assessment tools to be used.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 4</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.10.4.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">The teacher’s plan
incorporates other aspects such as health improvement.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.10.4.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Takes into account the emerging issues in the classroom, prepares
accordingly to facilitate learning of <i>all</i> children in the class through
direct experience, exposure to sites, and use of resource materials.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><i><span lang="EN-GB" style="color: black; font-size: 14.0pt;">1.11. Undertakes assessment and
evaluation, and uses outcomes to improve learning</span></i></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 1</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.11.1.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Teacher integrates
evaluation in the regular/daily teaching learning process - uses simple recall
questions.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.11.1.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Keeps records to monitor progress in each key area. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 2</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.11.2.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Integrates evaluation
in the daily teaching learning process, and uses complex/higher order
questions. While teaching, is alert to whether students are </span><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">understanding,
and modifies the teaching strategy if needed.</span><span lang="EN-GB" style="color: black;"></span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.11.2.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Corrects students’ work
regularly. </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.11.2.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Gives regular and
constructive individual feedback to children and parents about student
attainment, behaviour, and other information as relevant.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.11.2.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Makes an extra effort for those falling behind.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.11.2.5.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Partners with parents to make assessment more effective
[communicates, shares with and involves parents before and after
assessment].(Transfer to Level 3?)</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.11.2.6.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Teacher maintains the child’s records, and routinely analyses,
monitors and evaluates them to ensure the child’s progress. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB">Level
3</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.11.3.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Assesses the teaching process and learning as it is happening, and
modifies further work/interaction as needed. (This indicator assumes that the
teacher has the skill to analyse and interpret data).</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.11.3.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Prepares and uses competency-based
test items (in a non-threatening way). </span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">11.3.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Does follow up of
evaluation, and keeps a record of progress.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.11.3.5.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Takes further follow up
action emerging from student evaluation, to address different learning needs of
children.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">1.11.3.6.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">Maintains records</span><span lang="EN-GB" style="color: black;"> of
child-wise progress</span><span lang="EN-GB" style="color: black; mso-fareast-font-family: "MS UI Gothic";">, analyses them, monitors and evaluates the child’s progress, and
plans accordingly. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="color: black;">Level 4</span></b></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.11.4.1.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Enables the child to
evaluate her/himself.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.11.4.2.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Promotes the peer
evaluation process.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.11.4.3.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Makes the child
responsible for her or his own learning (i.e. the child knows what she or he is
supposed to learn, is aware of lag, and able to make up).</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">1.11.4.4.</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Organises public
demonstration of children’s performance.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">(To be continued)</span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="color: black;">Dr. K.N. Anandan </span></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com30tag:blogger.com,1999:blog-6634606180198388358.post-68899784381001607412012-11-07T09:04:00.000-08:002012-11-07T09:05:56.296-08:00Garden-Magazine from AUPS Udinur central<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: #38761d; font-size: small;"><span style="color: #38761d;"><span style="color: yellow;">Posted by SANTHOSH KUM<span style="background-color: #38761d;">A</span><span style="background-color: #38761d;">R</span></span></span></span></div>
Siddiquehttp://www.blogger.com/profile/13043144653677888876noreply@blogger.com5tag:blogger.com,1999:blog-6634606180198388358.post-83209002442923548832012-10-16T20:51:00.001-07:002012-10-18T00:23:24.914-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "Times New Roman","serif"; font-size: x-large;">3</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: x-large;">(This is in continuation of what was posted earlier) </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: x-large;">The cases
cited in my earlier posts will not pose any problem for non-critical E LT but will have
problems for critical E LT and have implications in designing teacher
empowerment programmes. Taking cue from Graham Hall these cases can be
critically approached by triangulating three themes: (1) E LT and prosperity;
(2) linguistic imperialism and (3) the demand for English. Let us flesh out
these notions.<br />
E LT and prosperity: Many people acknowledge English as a panacea for problems at
the level of individuals as well as the State- Central levels. Therefore, quite
often an illogical equation is created between English and prosperity. The ELT
experts from their side instil wrong expectations in the minds of learners
about the benefits that could be accomplished by acquiring Standard English.
Consequently, individuals as well as states and countries are attuned to spend
large amounts for teaching and learning English. <br />
Linguistic imperialism: ELT by and large makes use of globally developed
products. The much acclaimed communicative language teaching and the related
materials are essentially global in nature and are perceived as what is needed
wherever there is a situation for teaching and learning English whether this is
in India, China or Japan. This is why ELT experts across the world welcome the
globalisation of ELT. For them, it is a natural and inevitable phenomenon that
would contribute to the lives of people by facilitating better international
communication. Therefore, they do not find any problem in the globalization of
ELT. However, this is not a view shared by the proponents of critical ELT.
Critical pedagogues like Apple, Rogers, Phillipson, Kincheloe, Norton,
Kanagaraja, have pointed out the danger of imperialism that lies hidden in the
spreading of ELT. According to them, the globalisation of ELT is only a
mechanism that suppresses the thinking and language variety of the people
across the world and helps in sustaining market economy. The centrally
developed CLT does not address the local needs or the local culture. When it is
used locally, a tension between centre and local arises and linguistic
imperialism comes out in its full vigour.<br />
The demand for English: There is great demand for English across the world.
Whether this demand is genuine or artificially created is a topic for debate
between the proponents of the emergent critical ELT on the one hand and the
stakeholders of traditional ELT. The impetus for the debate originates from two
belief systems that are diametrically opposite to one another. The non-critical
ELT adopts a fragmentary approach to language and proposes the skill-based and
linear mode of teaching. It is essentially an apolitical treatment of Language.
The critical ELT on the other hand problematizes the whole context of language
teaching and proposes a pedagogy placing it in the socio-political context.
Consequently, it demands a shift from the skill-based and fragmentary approach
to knowledge-based and holistic approach to language. The birth of critical ELT
is not just a coincidence; it is the culmination of years of research that have
gone into topics such as language, language acquisition, social discourses
culture and language pedagogy. This debate, I believe is likely to continue for
several decades yet to come. Let it be so. What is important is the fact that
the demand exists. Keeping the demand alive is essentially a British agenda.
The British people meet this demand by providing materials, human resources and
what not ensuring that Britain is profited economically, culturally and
politically. <br />
In this context it is mandatory to conceive courses in English that aim at
empowering teachers both in language proficiency and language pedagogy in tune
with the tenets of critical pedagogy and social constructivism. The dubious
claims that ELT schools have been making on Standard English need to be
problematized looking at the larger context of the several “Englishes” spoken
across the world. Curriculum objectives are to be redefined in terms of
discourses and classroom processes are to be developed which will help the
learners produce language rather than reproduce it. Pedagogic tools are to de
designed for ensuring collaborative learning in an inclusive classroom where
the expansion of the zone of proximal development of every learner is taken
care of. Teachers should know how teacher talk can be used as an effective and
authentic listening input for the learners by making it process specific,
learner specific and level specific. We need to evolve exploratory practices
that involve a continuous, relevant, and sustainable exploration where teaching
becomes a ‘thinking activity’. Teachers are to be empowered to work with
learners within a critical perspective, producing understandings of classroom
events and their relation to wider society. The joint explorations undertaken
by the teacher and the learner hopefully will end the divide between the
researcher and the researched, between the central and the local, and between
possibly different teacher- learner understandings of the classroom. This is
extremely important because linguistic imperialism cannot occur within a
framework of localised co-operative action. Understanding social practice
becomes as important as linguistic theory in the classroom; teachers and learners
become empowered actors; and local social, political, and cultural contexts are
incorporated into the search for understanding within language teaching so that
a ‘safe space’ is created where all students can participate.</span></div>
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<span style="font-size: x-large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="color: #674ea7;"><span style="font-family: "Times New Roman","serif"; font-size: x-large;">Anandan </span></span></div>
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<span style="font-size: x-large;"><br /></span></div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com10tag:blogger.com,1999:blog-6634606180198388358.post-30388207749706554122012-10-14T01:57:00.000-07:002012-10-14T01:57:08.024-07:00 Reach out to the world outside...<div dir="ltr" style="text-align: left;" trbidi="on">
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<i><span style="font-size: large;"><span lang="EN-IN">Dear friends,</span></span></i></div>
<div class="MsoNormal">
<i><span style="font-size: large;"><span lang="EN-IN">Hopefully, you are all aware that we have
been pursuing a critical approach to ELT ever since the introduction of the constructivist
paradigm in our curriculum. Some of you may have perceived the socio-political significance
of the new paradigm in the backdrop of the non- critical ELT practices that are
in vogue across the world. We must be aware of, and sensitive to, the overt and
covert efforts of individuals, agencies and institutions that have been inadvertently
or even purposefully promoting conventional ELT practices, practices which have
neither theoretical nor empirical backup. Very few have realized the fact that
the non-critical ELT practices are tools for spreading and sustaining
linguistic imperialism which eventually will culminate in the demolition of our
individual, cultural and linguistic identities. Being practitioners of the
critical paradigm we must take up the mission of resisting this as best as we
can.</span></span></i></div>
<div class="MsoNormal">
<i><span style="font-size: large;"><span lang="EN-IN">The revision of the State curriculum in Kerala
in 2007 and the curriculum and textbook revision process that has been
initiated in Andhra Pradesh since 2011 have been major interventions in this
regard. But this alone will not suffice. The classroom processes we have
conceived are likely to lose its vigour if teachers do not get sufficient
support in addressing the issues that arise in the course of classroom
transaction. Unless special measures are taken by the system the practising
teachers are not likely to get the right kind of pedagogic support they should
be getting. There is a proliferation of ELT material available around us in the
form of course books and source books both in print and multimedia. However,
the lion share of this material is from non-critical ELT sources and as such
that may not meet the present needs of the teachers. Of course, there are
several teachers (yet not known to the outside world) who have owned up the new
paradigm with passion and have been doing excellent job in their classrooms. Their
experience is precious not only for those who are working inside the State but
also those who are working elsewhere. What they have done is to be documented
and anthologised for the benefit of all who have genuine concern for language. <span> </span>We need to chalk out a multifaceted action plan
for this:</span></span></i></div>
<div class="MsoNormal">
<i><span style="font-size: large;"><span lang="EN-IN">1.<span></span>Develop a large variety of ELT material in the form of </span></span></i></div>
<div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;">
<i><span style="font-size: large;"><span lang="EN-IN" style="font-family: Symbol;"><span>·<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span lang="EN-IN">Source books, news bulletin,
journals and magazines for the use of teachers. These books will cover all the
pedagogic aspects related to the modular transaction of English at various levels.</span></span></i></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<i><span style="font-size: large;"><span lang="EN-IN" style="font-family: Symbol;"><span>·<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span lang="EN-IN">Children’s literature including
books and magazines for the use of learners from classes 1 to 12</span></span></i></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<i><span style="font-size: large;"><span lang="EN-IN" style="font-family: Symbol;"><span>·<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span lang="EN-IN">Reference material for the
professional development of teachers</span></span></i></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
<i><span style="font-size: large;"><span lang="EN-IN" style="font-family: Symbol;"><span>·<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span lang="EN-IN">Multimedia material for the use
of both teachers and learners</span></span></i></div>
<div class="MsoNormal">
<i><span style="font-size: large;"><span lang="EN-IN">2.<span> </span><span></span>Build up a network of practicing
teachers and resource persons of critical ELT </span></span></i></div>
<div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;">
<i><span style="font-size: large;"><span lang="EN-IN" style="font-family: Symbol;"><span>·<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span lang="EN-IN">Share experience through net
(blog, face book, twitter, etc.)</span></span></i></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<i><span style="font-size: large;"><span lang="EN-IN" style="font-family: Symbol;"><span>·<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span lang="EN-IN">Participate in on-line
discussions and debates on ELT</span></span></i></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
<i><span style="font-size: large;"><span lang="EN-IN" style="font-family: Symbol;"><span>·<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span lang="EN-IN">Subscribe to critical ELT
journals produced within the State, country and elsewhere</span></span></i></div>
<div class="MsoNormal">
<i><span style="font-size: large;"><span lang="EN-IN">3.<span></span>Periodical
conventions</span></span></i></div>
<div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;">
<i><span style="font-size: large;"><span lang="EN-IN" style="font-family: Symbol;"><span>·<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span lang="EN-IN">Organize and participate
seminars and workshops in the critical ELT </span></span></i></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
<i><span style="font-size: large;"><span lang="EN-IN" style="font-family: Symbol;"><span>·<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span lang="EN-IN">Organize local festivals in
English</span></span></i></div>
<div class="MsoNormal">
<i><span style="font-size: large;"><span lang="EN-IN">To begin with we will have an anthology of
the experience of teachers who have been translating the new paradigm into classroom
practice. I suggest that all of you can develop a write up on your experience
in the new paradigm. The write-up (of about 2000-200 words) should touch the
following aspects:</span></span></i></div>
<div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;">
<i><span style="font-size: large;"><span lang="EN-IN" style="font-family: Symbol;"><span>·<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span lang="EN-IN">Your earlier beliefs about
teaching and learning English and the changes </span></span></i></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<i><span style="font-size: large;"><span lang="EN-IN" style="font-family: Symbol;"><span>·<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span lang="EN-IN">How you were inducted into the
new paradigm (SLAP, ACE, RACE, PACE, FACE, REAP, The state curriculum and
textbooks, etc.)</span></span></i></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<i><span style="font-size: large;"><span lang="EN-IN" style="font-family: Symbol;"><span>·<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><span lang="EN-IN">Your experience with the new
paradigm in giving training, in teaching with focus on any one of the
transaction modules (pre-reading, reading, discourse construction, editing,
publishing children’s journals, conducting English fests, classroom
interaction, graphic reading and writing, etc.)</span></span></i></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
<i><span style="font-size: large;"><span lang="EN-IN" style="font-family: Symbol;"><span><span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"></span></span></span><span lang="EN-IN"> Your own contribution to the
new paradigm</span></span></i></div>
<div class="MsoNormal">
<i><span style="font-size: large;"><span lang="EN-IN">Since we are the only ELT practitioners who
have experienced the new paradigm, it is historically important that we reach
out to the world outside.</span></span></i></div>
<div class="MsoNormal">
<i><span style="font-size: large;"><span lang="EN-IN">Yours sincerely,</span></span></i></div>
<div class="MsoNormal">
<span style="color: #8e7cc3;"><b><span style="font-size: large;"><span lang="EN-IN">Dr. K.N. Anandan</span></span></b></span></div>
</div>
English Corridorhttp://www.blogger.com/profile/18323756383211432898noreply@blogger.com1tag:blogger.com,1999:blog-6634606180198388358.post-19468121043269733062012-10-07T20:23:00.000-07:002012-10-07T20:28:22.063-07:00Processing of Poems-Dr.K.N.Anandan<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
Processing of poem construction at primary classes<br />
<span style="color: blue;"><b>Dr.K.N.Anandan</b></span><br />
Please watch!<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwYqxIrDNo4h2rJoRqvhXMZofHtlcutmhpqlkSdFIXeP8y-FRA823B7mYuL8lvnPIM55f85PLnZlUw14vHqIw' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
</div>
English Corridorhttp://www.blogger.com/profile/18323756383211432898noreply@blogger.com2tag:blogger.com,1999:blog-6634606180198388358.post-90075843546347822752012-09-04T00:39:00.001-07:002012-09-04T00:39:21.182-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> Dr. K.N. Anandan</span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">3</span></div>
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<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Recall the beliefs quoted in the previous blog. The
global marketing of English depends upon keeping these beliefs alive in the
minds of people. When these beliefs are translated into practice, decisions
will have to be taken on several matters such as what kind of English is to be
taught and learnt, what the content and the nature of materials could be, what
methodology is to be used, who should teach the language and so on. In addition
to these, propaganda mechanisms and agencies would become necessary to ensure
that only those products whether they are the materials, methodology, or human
resources, that are in tune with these decisions will get space in the
international market. This is how only those products that follow the
parameters of what is labelled as Standard English dominate in the market.
Consequently, a situation arises where a single global or centralised teaching-learning
English package will be projected as what is needed for all learners and
teachers across the world. Eventually, market economy will be able to control
the academic domain. It is never critically examined whether these products
will suffice to meet the actual needs of the learners. </span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">So
long as English is conceived as a finished product the core issues involved in
learning the language will never be discerned. They will be detected only if
the language is perceived as a political and historical phenomenon.
Unfortunately, the global packages of the so-called Standard English marketed
as quality products do not approach the language as a political and historical
phenomenon. Nor do they approach language holistically as an innate system.
Instead they hold and propagate a dubious claim namely, English can be mastered
through practising LSRW by virtue of treating language as discrete elements
such as grammar, pronunciation, vocabulary, etc. </span></div>
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-IN; mso-ascii-theme-font: minor-latin; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Consider
for example, Case 1. The British Council has undertaken a massive project of
training 750,000 master trainers in English across the country by the year
2014, a project that was conceived by Gordon Brown, the British prime minister
in 2008. What message does the world get when the State or central governments
entrust the British council to train English teachers? The British Council has
a very clearly defined agenda; it is the agency designated to materialize the
colonial agenda of establishing its academic control over the world population
through the spreading of English. This is done by virtue of a simple mechanism.
The training of select master trainers is directly done by the British council which
<span style="mso-spacerun: yes;"> </span>is cascaded down the line with the help
of these master trainers. The expenses for all the training programmes is to be
met by the concerned state government but the modules for<span style="mso-spacerun: yes;"> </span>the training will be developed by the British
council. The packages insist that all users of English irrespective of their
country should be using English according to the parameters of Standard English
as propagated by the BC. This insistence leads into a linguistic divide within
English in the sense that a particular variety of English gets upper hand as Standard
English whereas the other varieties of English are marginalised under the label
of non-Standard English. This in fact results in the demolishing of the
linguistic and cultural identity of the native speakers of the non-Standard
varieties of English. The problem will be much more intense in the case of the native
speakers of other languages who are compelled to learn the nuances of Standard
English. This in true sense is nothing but linguistic imperialism which at any
cost needs to be resisted. </span><br />
<br />
<span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-IN; mso-ascii-theme-font: minor-latin; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(to be continued) </span></div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com1tag:blogger.com,1999:blog-6634606180198388358.post-91178112581338322122012-08-23T09:00:00.000-07:002012-08-23T09:00:05.450-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> Dr. K.N. Anandan</span></div>
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<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> 2</span></div>
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<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Let me reiterate the point I was trying to make in the previous post: If at all we are serious about empowering English teachers we have to resist
the spread of linguistic imperialism in our country. I would like to illustrate the point with the help of a few cases:</span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
1</span></b></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Several states in the country have entrusted
the British Council (BC) to train teachers in English. To begin with, a team of
master trainers will be trained by the BC who in turn will be cascading the
training down the line to the practising teachers. The module for these
trainings is developed by the BC.</span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
2</span></b></div>
<span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">In Kerala, six native speakers of English were deployed as special English teachers at the Government Vocational Higher
Secondary School at Nilambur, under ‘Sadgamaya’, a project jointly implemented
by the Department of Education and the Nilambur municipal body, with UNICEF
association. The authorities placed an advertisement in a leading travel
magazine in the UK to get English teachers from Britain who could teach a <b style="mso-bidi-font-weight: normal;">correct</b> <b style="mso-bidi-font-weight: normal;">and</b> <b style="mso-bidi-font-weight: normal;">uniform accent</b>. They
avoided applications from German and French citizens living in the UK. The six
teachers were selected after interviewing 10 shortlisted applicants. Seeing the
level of interest from both sides, officials have planned to implement the
project in 70-odd schools in the region next. </span><br />
<br />
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case 3</span></b><br />
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The Government of AP have decided to open 355
model schools in the State with classes 6 to 12 in conformity with the KV
template where the medium of English will be English. In the first year of
their launching the model schools will have classes 6, 7, 8 and 11 will be
subsequently up-scaled to classes 9 and 12. These schools are located in
villages and the learners who are going to be enrolled in these schools will be
from the primary schools in the locality. Since the learners will be hailing
from households around the school they will be residing at their own homes.
However, hostel facilities will be provided to girls. These learners will have
undergone lower primary education at the schools in the locality where the
medium of instruction is Telugu. </span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
4</span></b></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I found the following advertisement (it is
one, isn’t it?) painted on the compound wall of a Government Lower Primary
school which has been serving the society for more than five decades. <br />
<br />
<strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Quality Education to All</span></strong><b><i><br />
</i><strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">GLP School,@@@@@@@@@@@@@@</span></strong><i><br />
</i><strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">English Medium divisions in Class 1 in June
2010</span></strong><i><br />
</i><strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Admission started</span></strong><i><br />
</i><strong><span style="font-family: "Comic Sans MS"; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Classes taken by expert teachers</span></strong></b></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
5</span></b></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Short term courses conducted by state level
and national level institutions and agencies for the development of proficiency
in English happen to be within the framework of Communicative Language Teaching
(CLT) which target a certain variety of English designated as Standard English.</span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Case
6</span></b></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The media report that across the country there
has been a consistent increase in the flow of students from the government
schools where the medium of instruction is English to English medium schools in
the private sector. </span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">These
are apparently independent cases but they are in fact the reflections of
certain common belief systems that have been got deeply instilled in the minds
of people through several decades. The opening of parallel English medium
divisions in government schools, the mushrooming of English medium schools in
the private sector and the opening of English medium schools in the government
sector, introducing English from class 1 onwards, entrusting the British
council for training teachers of English in the country, deploying native
speakers of English in schools to teach English, the clamour for correct
pronunciation and the fragmentary and skill-based approach to the teaching of
English as is followed in teacher<span style="mso-spacerun: yes;">
</span>training programmes are all in fact reflections of certain belief
systems which have been deeply instilled in the minds of the people. These
belief systems constitute what Phillipson has formulated as linguistic
imperialism which has five unmistakably identifiable tenets namely,</span></div>
<ol style="text-align: left;">
<li><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">English is best taught monolingually.</span></li>
<li><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The ideal teacher of English is<span style="mso-spacerun: yes;"> </span>a native speaker.</span></li>
<li><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The earlier English is taught, the
better the results.</span></li>
<li><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The more English is taught, the better
the results.</span></li>
<li><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">If other languages are used much,
standards of English will drop. </span></li>
</ol>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">(Phillipson,
R. (2009) Linguistic Imperialism Continues; Orient BlaskSwan; pp 12)</span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">(to be continued) </span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<br /></div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com1tag:blogger.com,1999:blog-6634606180198388358.post-18050876830932976902012-08-19T11:11:00.000-07:002012-08-23T09:03:04.142-07:00Empowering Teachers in English: Issues and Challenges in the Context of Resisting Linguistic Imperialism<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: small;"><b>1 </b></span></div>
<div align="CENTER" style="line-height: 100%; margin-bottom: 0cm;">
<br /></div>
<div align="CENTER" style="line-height: 100%; margin-bottom: 0cm;">
<span style="font-size: small;"><b> Dr.
K.N. Anandan</b></span></div>
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<br /></div>
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<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Empowering
teachers in English has always been a challenge to English Language Teaching
(ELT) centres and teacher training institutions and the various state level and
national level agencies such as Sarva Shiksha Abhiyan (SSA). Every year our
country witnesses seminars on various aspects of ELT organised by state level
or national level agencies and institutions where deliberations after
deliberations take place all focusing on the multifaceted issues related to the
teaching of English in the country. Notions such as activity based learning,
experiential learning, child centred classrooms have gained much currency in
our own times and course books and method books in English that are supposedly
in tune with these have proliferated during the past two decades. <span style="mso-spacerun: yes;"> </span>This is all good. Nevertheless, issues remain
the same which obviously is an unhappy state of affairs. Why is it that most of
our teachers who stand at the cutting edge of the ELT methodology and the
classroom practices continue to do what they have been doing for ages? Is it
because the academic standards that have been conceived for teaching and
learning English are inaccessible for the majority of teachers and learners?
Have the curriculum designers have gone wrong in setting the standards?<span style="mso-spacerun: yes;"> </span>Are teachers entrusted with a mission
impossible? Is it because what the ELT schools have been giving them as tools
for<span style="mso-spacerun: yes;"> </span>teaching English have not been fine
tuned enough to suit to their local needs?<span style="mso-spacerun: yes;">
</span></span></div>
<div class="MsoNormal" style="line-height: normal; tab-stops: 77.65pt; text-align: justify;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">In
the forthcoming posts I will argue that a major reason for the deplorable state of affairs
prevailing in the English classrooms of our country is a natural consequence of
certain belief systems created and sustained by institutions, agencies and
individuals through the intentional or sometimes unintentional propagation of
linguistic imperialism. Unless this is prevented no matter whatever efforts we
take to empower teachers in English will have practically no effect at all.</span></div>
</div>
critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com2tag:blogger.com,1999:blog-6634606180198388358.post-45255705699645635522012-07-31T01:37:00.001-07:002012-07-31T01:45:32.640-07:00State students lack spoken english skills......<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="color: black;">
<span style="font-size: large;"><i><span style="color: #674ea7;">Please Comment......</span></i></span><span style="background-color: #f3f3f3; color: #674ea7; font-size: small;"><span style="font-size: large;"><i> </i></span></span><br />
<br /></div>
<div style="background-color: #f9cb9c; color: #674ea7;">
<span style="font-size: large;"><span id="advenueINTEXT" name="advenueINTEXT">KOCHI: Though English is
taught from Class I, students of state board schools lack communication
skills in the universal language. Realizing this, the state, has now
decided to hone spoken English skills of pupils. <a href="http://timesofindia.indiatimes.com/topic/Chief-minister" style="color: #674ea7;">Chief minister</a><span style="color: #674ea7;"> </span><a href="http://timesofindia.indiatimes.com/topic/Oommen-Chandy" style="color: #674ea7;">Oommen Chandy</a>
called a meeting of education department officials this month, to work
out methods to enhance the English speaking skills of students.<br /> <br />
"Our students are good in written English but they are poor in spoken
English. Improving the skill of teachers will change this situation,"
said director of public instruction A Shahjahan.<br /> <br /> <a href="http://timesofindia.indiatimes.com/topic/State-government" style="color: #674ea7;">State government</a><span style="color: #674ea7;"> has sought the help of </span><a href="http://timesofindia.indiatimes.com/topic/British-Council" style="color: #674ea7;">British Council</a>
to improve the spoken English of school teachers in Thalassery and
Kannur. The pilot project will be extended to other areas later.<br /> <br />
Sarva Shiksha Abhiyan (SSA) and State Council for Educational Research
and Training (SCERT) authorities are in the process of developing
programs to improve teachers spoken English.<br /> <br /> "English is
treated only as subject to be taught in classroom and not as
communication tool by teachers. With the medium of instruction in state
syllabus schools being Malayalam, students have little exposure to
spoken English," said SCERT director K A Hashim.<br /> <br /> To change
this, SCERT has now brought out an interactive DVD to enhance
communicative skills of primary school teachers. The Dvd emphasizes on
pronunciation, sentence construction, vowels and consonants.<br /> <br />
"We have identified the core problem areas. Presently, teachers are
concentrating on pedagogy and not vocabulary. English listening
situations in school is limited as communication is in Malayalam. Also
there is no comprehensive emphasis on developing the reading and
speaking skills of the students," said <a href="http://timesofindia.indiatimes.com/topic/SSA-state-consultant" style="color: #674ea7;">SSA state consultant</a><span style="color: #3d85c6;"> </span><span style="color: #674ea7;">for English </span><a href="http://timesofindia.indiatimes.com/topic/KR-Gopinathan" style="color: #674ea7;">KR Gopinathan</a><span style="color: #674ea7;">.</span></span></span><br />
<span style="font-size: large;"><span id="advenueINTEXT" name="advenueINTEXT"><span style="color: #674ea7;"> </span></span></span><span style="background-color: #ffe599; color: #674ea7; font-size: small;">Preetu Venugopalan Nair,TOI, July 30, 2012</span></div>
</div>Siddiquehttp://www.blogger.com/profile/13043144653677888876noreply@blogger.com4tag:blogger.com,1999:blog-6634606180198388358.post-49281954745420663982011-02-05T01:35:00.000-08:002011-02-05T01:41:07.435-08:00Teacher Talk -5<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4Qu0RmkK0ODVC_nDMroyrthxH5j8znV21sk2WtIpk1F8lusBRS-8KnGOK39B4Kx36ImtdoIr1Ay-j0-OSfXrUq9z9ey9wDQOcuEG628JRFkbqQnTfUb-hiHD1MDncRJNzS_WYW20NG2I/s1600/vlcsnap-2011-02-05-15h01m53s71.png"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4Qu0RmkK0ODVC_nDMroyrthxH5j8znV21sk2WtIpk1F8lusBRS-8KnGOK39B4Kx36ImtdoIr1Ay-j0-OSfXrUq9z9ey9wDQOcuEG628JRFkbqQnTfUb-hiHD1MDncRJNzS_WYW20NG2I/s320/vlcsnap-2011-02-05-15h01m53s71.png" border="0" alt=""id="BLOGGER_PHOTO_ID_5570138091000666722" /></a><br /><br />Dr.K.N. Anandan<br /><br /><em><strong>How do we make teacher talk comprehensible?</strong></em><br />This is a billion dollar question. What the teacher says must be comprehensible to the learners. There is no point in repeating something again and again with the pretension that repetition will enhance comprehension. How do we ensure comprehension?<br />The following strategies may be useful:<br />1. Break longer expressions into smaller ones<br />Consider the following story: <br />A Dog, crossing a bridge over a stream with a piece of flesh in his mouth, saw his own shadow in the water and took it for that of another Dog, with a piece of meat double his own in size. He immediately let go of his own, and fiercely attacked the other Dog to get his larger piece from him. He thus lost both: that which he grasped at in the water, because it was a shadow; and his own, because the stream swept it away.<br />There are several sentences in the story which contain more than one idea. The first sentence, for example, contains ideas such as the following: <br />• There is a dog.<br />• It holds a piece of flesh in his mouth.<br />• There is a bridge.<br />• There is a stream flowing under the bridge.<br />• The dog is crossing the bridge.<br />• It sees its own shadow in the water<br />• The dog thinks that there is another dog with a piece of flesh double in size<br />It will be better to split the longer sentence into its component sentences.<br />2. Include images in the story<br />It is not enough that we are split the long sentence into small ones. We have to ensure that we can instil images in the listener’s mind. <br />3. Use familiar words wherever possible<br />There are several English words (the so-called ‘loan words’) in the children’s repertoire of words. They may be using these words in their day to day communication without realizing that they are English words. <br />In lower classes the teacher can work out a concept mapping activity to get an idea about the words that children know. How do we do this? The following process may be followed.<br />• List down as many themes such as school, class, kitchen, road, vehicles, etc. in negotiation with the whole class<br />• Ask children to write in mother tongue as many words they know related to each of these so that they get a word web or spider gram of each theme.<br />• The teacher can contribute to the word webs by writing each word in English<br />• Each of these word webs can be consolidated and displayed before the whole class<br />• If the children cannot write themselves, they can say the ideas and the teacher can develop the word web for the whole class<br />• Activate these words by using them both as nouns and verbs<br />Teachers may have learnt about parts of speech in English. This learning may have led some of them to believe that the classification of words as nouns, verbs and so on is a foolproof one. They may not know that almost all nouns can be used as verbs or verbs as nouns. They may not realize that it is the context which decides whether a particular word in a noun or a verb. <br />With this understanding teachers can use these words freely in their interaction with the learners. <br />4. Use proper voice modulation<br />Articulatory features such as pause, stress, pitch and tone contribute to effective oral communication. Spoken language will be comprehended in a better way if makes use of appropriate articulatory features<br />5. Use optimum gestures<br />This is also an important component that contributes to better comprehension. While presenting the narratives the teacher has to use appropriate gestures. At the same time she should take care that she is not over-acting. Gestures are to be optimized I terms of eye-hand coordination, postures and facial expressions.critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com17tag:blogger.com,1999:blog-6634606180198388358.post-33887598744619401882011-01-22T01:22:00.000-08:002011-01-22T01:27:27.650-08:00Teacher Talk - 4Dr.K.N. Anandan<br /><br /><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWVpb7dPDtkPsaPB_a3Y03DxpKjXuqduCBEBZv8aVN7M7Mpo8U6wY0PgixM-QyYkgvJwXweyJUTkhKhCfTwaZMwqrPhcz1Fhhaxb89GdY2kuw4JdmXERgkFNDEiaz-M9ahzYHmg3JAJMk/s1600/vlcsnap-2011-01-21-09h51m46s195.png"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWVpb7dPDtkPsaPB_a3Y03DxpKjXuqduCBEBZv8aVN7M7Mpo8U6wY0PgixM-QyYkgvJwXweyJUTkhKhCfTwaZMwqrPhcz1Fhhaxb89GdY2kuw4JdmXERgkFNDEiaz-M9ahzYHmg3JAJMk/s320/vlcsnap-2011-01-21-09h51m46s195.png" border="0" alt=""id="BLOGGER_PHOTO_ID_5564939085316906370" /></a><br /><br /><br /><strong>Q: What are the various levels of teacher talk?</strong><br /><br />We have seen that each instance of teacher talk serves a specific purpose. For example one of the specific objectives of the teacher talk related to the trigger is to elicit the learner’s perception of what she has seen. This holds good for all levels of learners. <br />Now consider the following expressions:<br />1. What do you think the picture / clipping / photograph is about?<br />2. What ideas do you get from watching this picture /clipping / photograph?<br />3. You have watched the clipping. You must have thought about some ideas. Why don’t you share them with your friends?<br />4. What does the picture tell you?<br />5. The picture tells us something, doesn’t it? What is that? <br />6. I was wondering whether someone could tell the whole class what the picture is about.<br />All the expressions given above are suitable for interacting with the learners based on the trigger. But are all of them these expressions at the same linguistic level? <br />Of course we cannot ask these questions as formulated here in classes 1 and 2. At the same time children in these classes will have their own perceptions about the picture and we must know what these are. <br />One way to tide over the problem is to establish the details of the picture by eliciting them one after the other using very simple expressions. This can be followed by a question that elicits what they think about the picture. Another way is to ask questions using the code-switching strategy. Alternatively, the whole question can be formulated in mother tongue. <br />What really matters is whether we are able to address the perception of the individual learners by evoking higher order thinking skills.critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com4tag:blogger.com,1999:blog-6634606180198388358.post-52323154630375526662011-01-20T20:07:00.000-08:002011-01-20T20:15:33.740-08:00Teacher Talk -3Dr. K.N. Anandan<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzpevrcmqbTHVPhnkSK_Fc0OdkkTXC2GhCKzAWEOdnP_roEWacyiHq2IRpAkLf7qkmlvwLm_z__cV2QgRwlMqBrIKtUOIPFFsMW2hFgtir6F6_0BB1WyggAtW8Gz65dohOS1W_9wMrIEE/s1600/vlcsnap-2011-01-21-09h41m59s218.png"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzpevrcmqbTHVPhnkSK_Fc0OdkkTXC2GhCKzAWEOdnP_roEWacyiHq2IRpAkLf7qkmlvwLm_z__cV2QgRwlMqBrIKtUOIPFFsMW2hFgtir6F6_0BB1WyggAtW8Gz65dohOS1W_9wMrIEE/s320/vlcsnap-2011-01-21-09h41m59s218.png" border="0" alt=""id="BLOGGER_PHOTO_ID_5564487750584339874" /></a><br /><br /><br /><strong>Q: How to make teacher talk a rich listening input for the learners? </strong><br /><br />Authentic and comprehensible listening input is a pre-requisite for the learner for acquiring language. This is why we use narratives in primary classes. The narrative is an effective pedagogic tool for providing quality listening input to the learners. The interaction of the teacher with the learners at various points of classroom transaction is another rich input source for the learners. Let us address ourselves to a few questions in this context.<br /> 1. What are the common objectives of Interaction at these slots?<br /> 2. Are there any specific objectives for each instance of interaction?<br /> If so, what are they?<br /> 3. How can we improve the quality of interaction?<br />Obviously, the teacher cannot use the same kind of questions for each of these interactions. They depend crucially upon the purpose for which the interaction is carried out. It is fairly easy to see that each of these instances of interaction has some specific objectives. At the same time, all of them have some common objectives. Let us see what these are:<br />Common Objectives of Interaction<br /> • Sharing of ideas.<br /> • Giving rich, authentic listening input<br /> • Embedding functional aspects of language in authentic context<br /> • Maintaining rapport with the learners<br /> • For Dialoguing with the learners.<br />Specific Objectives:<br />Interaction related to trigger.<br /> • Taking out the learners’ assumptions on the theme at hand.<br /> • Taking out learner’s perceptions on what has been watched<br /> • Leading the learners to the theme /issue<br />Interactions at narrative gaps<br /> • Triggering divergent thinking<br /> • Eliciting learners perceptions on the theme<br /> • Making predictions on what might follow.<br /> • Taking out learners’ reflections on what he/she has listened to.<br /> • Checking whether the characters have been emotionally registered <br /> • Analyzing the situation critically.<br />Interaction leading to individual reading <br /> • Instilling in learners an urge to read.<br /> • Helping learners make prediction on what they are going to read.<br />Interaction during collaborative reading<br /> • Ensuring that ideas are shared as per the instructions given to the learners<br /> • Assessing the progress of group work.<br /> • Extending optimal support to those who need it.<br /> • Ensuring cooperation in team work.<br /> • Addressing learning issues of children progressing at a slower pace.<br />Interactions related to scaffolded reading (posing analytical questions)<br /> • Registering multiple perspectives on the theme.<br /> • Identifying a point of view of the writer as well as the learners.<br /> • Instilling value systems.<br /> • Building up tolerance.<br />Interaction related to Editing<br /> • Sensitizing the learners on various kinds of errors.<br /> • Checking the learner’s intuitions on grammaticality.<br /> • Building up confidence in using language.<br />Interaction related to forming big books.<br /> • Addressing heterogeneity of the class.<br /> • Providing slot for creativity of children<br /> • Checking the learner’s affinity to the target language<br />What the teacher has to do is to build up a dialogue with the learners. This can be done with the help of strategies such as the following:<br /> Using tags (positive, negative, same way) <br /> Reporting<br /> Using discourse markers (for expressing attitude, politeness etc).<br /> Agreeing or disagreeing with the speaker <br /> Seeking agreement or disagreement<br /> Stating one’s own opinion <br /> Using short responses<br /> Building up on a certain response.<br />Most importantly, the classroom language the teacher may have to use for interacting with the learners will have to be suitable for the level of learners.critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com3tag:blogger.com,1999:blog-6634606180198388358.post-45237309540626699152011-01-19T18:34:00.000-08:002011-01-19T18:45:34.375-08:00Teacher Talk -2Dr.K.N. Anandan<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU8B4xpC6rEFs9SsKS3uu15_X8t7JazL5_AnHcLafozMwh8tjpilYu_jczjeG03lFX3tn9Lm6Ai3o_0qRgXtdJZZtra2udRYrYP-VCekZQ8z0_8vYERQ-x6-_xn6TXifCcLOxXnSYljJo/s1600/vlcsnap-2011-01-20-08h14m00s139.png"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU8B4xpC6rEFs9SsKS3uu15_X8t7JazL5_AnHcLafozMwh8tjpilYu_jczjeG03lFX3tn9Lm6Ai3o_0qRgXtdJZZtra2udRYrYP-VCekZQ8z0_8vYERQ-x6-_xn6TXifCcLOxXnSYljJo/s320/vlcsnap-2011-01-20-08h14m00s139.png" border="0" alt=""id="BLOGGER_PHOTO_ID_5564093531344608802" /></a><br /><br />Q2: What are the features of teacher talk?<br /><br />Teacher talk includes the questions that teacher poses in the classroom, the discussion that is initiated on specific social issues / theme and also the instructions she gives to the learners at various points. The teacher should clearly know the objectives of each instance of interaction. She should also take care of the level of learners while interacting with the learners. For instance, in classes 1 and 2 she may have to make use of code-switching. In higher classes she may be using slightly complex structures too. <br />The general features of teacher talk are:<br />• The language is error free with well-formed constructions<br />• It is comprehensible to all learners<br />• It is audible to the whole class<br />• It is dynamic, positive, pleasant and learner friendly<br />• It is free from expressions finding fault with the learners<br />• The speed of articulation is to be reduced<br />• The articulatory features (such as pause, stress, tone, and tempo) are maintained<br />• It is not one-sided talk from the part of the teacher but a dialogue between the teacher and the learners<br />• It contains various discourse markers (such as well, precisely, as a matter of fact, etc.) wherever these elements are apt contextually<br />• It contains linguistic elements such as tags, short responses, etc<br />• It addresses higher order thinking skillscritical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com1tag:blogger.com,1999:blog-6634606180198388358.post-14385143629351162382011-01-19T17:12:00.000-08:002011-01-19T18:34:08.196-08:00Teacher Talk-1<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihlc_xtih5p1zqDQnXHKH-wbLjTTfcEoT1P2eO_n-dR8AR11B7vOlssMqEFR_lZIQZx5Gjd2bUVknadHCgmEfE0J9yOJ4BUU08-1PcwvpEs89iMCTE_RwHR7eIruHOtr2kaH71ns0VrxM/s1600/vlcsnap-2011-01-20-06h38m44s74.png"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihlc_xtih5p1zqDQnXHKH-wbLjTTfcEoT1P2eO_n-dR8AR11B7vOlssMqEFR_lZIQZx5Gjd2bUVknadHCgmEfE0J9yOJ4BUU08-1PcwvpEs89iMCTE_RwHR7eIruHOtr2kaH71ns0VrxM/s320/vlcsnap-2011-01-20-06h38m44s74.png" border="0" alt=""id="BLOGGER_PHOTO_ID_5564090745452780690" /></a><br />Dr.K.N. Anandan<br /><br /><strong>Q1: What is teacher talk?</strong><br /><br />We all know that language is primarily speech. This implies that if the learners have to acquire English they should get input in the form of language that is spoken. Without this we cannot expect any learner to acquire any language. The listening input cannot be substituted by the input learners get through reading. <br />So what is meant by ‘teacher talk?’ All teachers talk to children. We all know this. In fact sometimes teachers even talk too much. Language pedagogues say that teacher’s over-talk is characteristic of any teacher centered classroom. Therefore teacher talk does not mean this. Teacher talk also does not mean the many number of questions posed by the teacher for eliciting responses (whether they are free or fixed responses).<br />The revised curriculum of Kerala envisages a classroom process where at several points the teacher has to interact with the learners. <br />What are the various slots where the teacher has to interact with the learners? Let’s have a glance at these: <br />• Initial interaction<br />• Interaction based on the trigger<br />• Interaction leading to individual reading of the text<br />• Interaction at various stages of collaborative reading<br />• Interaction related to asking analytical questions<br />• Interaction leading to individual writing of the discourse<br />• Interaction related to the individual presentation of the discourses<br />• Interaction while the discourses are refined in groups<br />• Interaction related to the presentation of the group product<br />• Interaction prior to the presentation of teacher’s version<br />• Interaction related to thematic editing<br />• Interaction related to editing<br />• Interaction related to the formation of big books<br />• Incidental interaction that might take place at any time<br />Each instance of interaction serves a specific objective. At the same time all instances of interaction serve some common objectives too. Unless the teacher knows why she has to interact with the learners at a certain point and how it is to be done the teacher talk she gives will not be meaningful. All these instances of interaction can be put under the umbrella of teacher talk. But there is a vital point to be taken care of: The teacher talk should be meaningful and comprehensible to the learners.critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com1tag:blogger.com,1999:blog-6634606180198388358.post-71720861312391298772011-01-19T09:10:00.000-08:002011-01-19T09:22:30.230-08:00Dear friends,<br />There are several questions that teachers ask quite frequently. This is quite natural bcause there is a tension in the their minds between what their belief systems ask them to do in an English class and what the new pedagogy demands from them. teachers need very strong academic support to overcome this tension. Any teacher might get frustrated if she does n't get the support she needs for transacting the revised curriculum. <br />In the coming blogs I will make an attempt to address some of the Frequently Asked Questions. <br />Best wishes and Happy New Year<br />Anandancritical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6634606180198388358.post-83756028290990924322010-12-24T09:12:00.000-08:002010-12-24T09:21:56.825-08:00The Colonial Ghost - 8<strong>What is at Stake</strong><br /><br />The profile of our English classrooms has started changing. Children have started loving the English teacher and the English classroom. They don’t bother about the errors they may make while speaking or writing. The teacher doesn’t criticize them for their mistakes and does not force them to write impositions. They have been liberated from the trauma of having to learn by heart the answers to the comprehension questions and vomit them on the answer sheets. Instead they are responding to certain social issues by way of writing a variety of discourses. In the classrooms they are indulged in creative writing. These are tangible changes. And these are positive signs of learning. <br /><br />Nevertheless, there are some parents and teachers who cannot even imagine that changes are possible. They still believe that main stream schools cannot provide quality education to children and the solution is proposed in the form of English medium education. Who bothers about real concept attainment when you can score high grades by virtue of rote memorizing of facts and information? People who blindly believe that English Medium education is synonymous to quality education fail to look at what is happening in an English medium school critically. They may spit out volumes of vehement criticism against main stream English education but will be scared to utter even one syllable against English medium education. This is nothing but academic slavishness. <br /><br />Let’s see how this point can be illustrated. Examine the following cases: <br /><strong>Case 1:<br />Ms. Asha is a primary teacher who teaches English in a Government school in Kerala. She has her own daughter studying in an English medium school.<br />‘Why don’t you get your child enrolled in your own school?’ One of her friends asked her.<br />‘She’s a bright child. I must give her quality education.’<br />‘Can’t it be done at your own school?’<br />‘I doubt. After all it’s an ordinary school. For choosing a good career children need English education.’<br />‘But you’re teaching English.’<br />‘That’s different.’<br />Case 2: <br />One of the international publishers recently released a set of course books in English. These are meant for the learners ranging from LKG to Class VIII. There are two primers for English. One of them begin with lessons in writing and the tiny tots have to strain themselves by drawing strokes of different kinds and then slowly switching over to writing the letters, words and sentences in conformity with certain standard norms. <br />The other primer begins with units that introduce quite a large number of isolated words naming familiar objects. These include the names of body parts such as an eye, a head, a nose... (of course with thumbnail pictures of these parts). <br />Pause and Reflect</strong><br /><br />Let’s address ourselves to a few questions:<br />1. Why is there a mushrooming of English medium schools in our country?<br />2. Why do most parents and policy makers too believe that by changing the medium of instruction from the mother tongue to English is a pre-requisite for ensuring quality education?<br />3. Why do people believe that without English there cannot be prosperity in life? <br />4. Why do celebrity publishers follow a linear, highly de-contextualized and fragmentary approach to introducing language elements?<br />5. Everyone in our own times knows that a child does not pick up language by writing the letters of the alphabet. Moreover, a 3-year old child is yet to accomplish neuro-muscular coordination. Then why do the textbook writers make her practice strokes and other primary lessons of copy-writing?<br />6. The 3-year old child’s perception is holistic. She cannot perceive a cut-out human head, the hand, or the other parts of the body alone. Asking her to do this is in fact the negation of the fundamental principles of child psychology. Aren’t the makers of the course book aware of this?<br />I refrain myself from asking further questions on a similar line. The point I want to make is very clear. Cases 1 and 2 reflect certain belief claims related to teaching and learning English in our own context. <br /><br />There may be certain claims that appear as true. It is also possible that these claims can be substantiated given certain specific contexts. We must not miss the point that these are mere belief claims and not propositions with truth content. Nevertheless they get propagated in the society. How does this happen needs to be explained. Viewed through the lens of critical pedagogy these claims are discernible as parts of belief systems and actions defined by the power structures operating in the society. <br /><br />Let's try to see what is happening around us critically. This is the need of our own times. If we fail to appreciate the positive changes happening in the classroom and the pedagogy that is responsible for these changes we will be doing a big harm to futurity. remember, today's children are not tomorrow's citizens. They are citizens right now. Let us acknowledge this and do whatever we can do to ensure quality education to our children. For this the pre-requisite is to safeguard ourselves from the Ghost of Colonialism.critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com1tag:blogger.com,1999:blog-6634606180198388358.post-67503396156868950732010-12-20T18:33:00.000-08:002010-12-20T18:56:29.884-08:00The Colonial Ghost - 7<strong>The Findings</strong><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVy9eGdlwtetNDDluGyqime9teI7VOe8RZqWKTIcLHgJBhNQMk8933grNfumNg8FJ0vPxlfL0Mh_RMVwWVxbqqBj1KW92Kc9wInxN8TDk3TP0m2hAOkrX0dcZybsn5zO22niuGsHTo5Y0/s1600/IMG_0005.JPG"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVy9eGdlwtetNDDluGyqime9teI7VOe8RZqWKTIcLHgJBhNQMk8933grNfumNg8FJ0vPxlfL0Mh_RMVwWVxbqqBj1KW92Kc9wInxN8TDk3TP0m2hAOkrX0dcZybsn5zO22niuGsHTo5Y0/s320/IMG_0005.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5552961777616510658" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOpyHUZwXZxDKlSSdYlc8mNF3yuVecTB-fZuOIGh9z2uU3swezSvCRy9JdQyXrDK_i0cEUcn74E7BfvWV6Gs7CHQeGzgK0fUT8yAYaX8KHEMj_Y9EcJ_VmLxYUmI-js9vEZYJnglQLYJ8/s1600/IMG_0001.JPG"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOpyHUZwXZxDKlSSdYlc8mNF3yuVecTB-fZuOIGh9z2uU3swezSvCRy9JdQyXrDK_i0cEUcn74E7BfvWV6Gs7CHQeGzgK0fUT8yAYaX8KHEMj_Y9EcJ_VmLxYUmI-js9vEZYJnglQLYJ8/s320/IMG_0001.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5552961772277378514" /></a><br /><br />The first picure is one of the best products from the Malayalam medum division and the second one is the best product of the English medium division. What qualitative diffrence do you find between them? <br />We analyzed the written work done by the children both in the English and Malayalam medium divisions. Children following the State syllabus had no inhibition in writing their ideas in English. All of them had written something. Some of these writings were better than what the children in the English medium divisions wrote. <br />We found that children in IV B had performed better than those in IV C. The reason was obvious. The teacher in class IV B (a gentle man) had done some justice to the classroom processes whereas the teacher in Class IV C had ignored the classroom processes altogether and had taught in a manner that was convenient to him.<br /><strong>Interaction with the Staff</strong><br />In the evening we got an opportunity to interact with the teachers of the school. The Head teacher told us that the teachers were willing to stay after the school hours. We consider this as an indicator for their concern for school matters. <br />We assembled in the conference hall. We were happy to share with them the good things we had observed. At the same time we expressed our anxiety about the children in the English medium division. We showed them what the learners had written about their morning assembly. It appeared that they were shocked.<br />‘We opened the English medium division a few years ago because of the insistence from the part of the PTA,’ said the Head teacher. <br />‘Don’t you think this is really unfortunate?’ I asked the teachers. ‘The children in class IV A have nearly four years of experience of learning English because they started it in the pre-primary classes.’<br />‘Do you discuss academic matters in the school SRG meetings?’ asked Kaladharan.<br />They explained the practical difficulty. Some amount of sharing takes place among the teachers handling the Malayalam medium divisions. But this does not take place with the teachers handling the English medium divisions.<br />‘What do you infer from the written work of the children? The children following the State syllabus and textbook were able to express their ideas in whatever English they were able to learn. This was possible because they were experiencing a process-bound learning programme. The NCERT textbook does not demand this.’<br />We felt the presence of an unpleasant silence spreading in the room.<br />‘We are sorry to tell you about this,’ said Kaladharan. We will not ask you to convene a PTA meeting and propose the immediate closure of the English medium divisions. It will not look nice. You may continue to retain the parallel divisions in English. But at the same time you will have to ensure that all children irrespective of their medium of learning should get quality education.’<br />‘All what you can do is strengthen the classroom process in the mother tongue medium divisions. If you can show the parents that children in classes 1 to 4 can read and write in English and above all, speak the language, the parents will be convinced. They will demand that their children should be taught in the mother tongue.critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com6tag:blogger.com,1999:blog-6634606180198388358.post-70437497709218967872010-12-20T17:31:00.000-08:002010-12-20T18:32:44.302-08:00The Colonial Ghost - 6<strong>The Difference</strong><br />It was clear that the children in the English medium division were not able to write anything of their own. They themselves knew it. Some of them sat with their heads bent. The trauma they were undergoing was visible on their faces. <br />We asked them to write about the assembly in Malayalam. What they wrote again was not very promising. <br />This is an unfortunate state of affairs. Kaladharan and myself were terribly disppointed and disturbed too. Who will be held responsible for this? can we put the blame on the greedy parents who believed that their children would be getting 'quality education' by changing the medium of instruction to English? Or, can we put the blame on teachers? Either they themselves are not convinced that the new paradigm will take care of quality in English education. Or they were not able to convince the parents that main stream education focuses on quality education to all.<br />We assigned the same task to the children in Malayalam medium divisions of class IV. See the specimens of what they wrote: <br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjejZeU86vEIBsKr4UTAiQe3y3F4BQVntkkKLAJ_mOqNuoRz-TTqvNghAsnlhx_uMWRVpsf7wd17_vqhabsmr2gFgaIbOdO38EkYo7LvV5SjDwQXnfL0mrA6Dzf01Zcz2KXVezoj_4q5kY/s1600/IMG_0010.JPG"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjejZeU86vEIBsKr4UTAiQe3y3F4BQVntkkKLAJ_mOqNuoRz-TTqvNghAsnlhx_uMWRVpsf7wd17_vqhabsmr2gFgaIbOdO38EkYo7LvV5SjDwQXnfL0mrA6Dzf01Zcz2KXVezoj_4q5kY/s320/IMG_0010.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5552957558161622946" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1HavkeTBneFFhwsNLeSV0impSKw98O8xsrBNGfRNwGOIA5gtMnOQVBaU6EFQbgcSeiHnaFB81C3UcMGkPj79vW6pNN7AUPpR4S79-jc8o8Tg9Hbxza6G8U9LUTxNsfAtVZuQAM9bycE0/s1600/IMG_0007.JPG"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1HavkeTBneFFhwsNLeSV0impSKw98O8xsrBNGfRNwGOIA5gtMnOQVBaU6EFQbgcSeiHnaFB81C3UcMGkPj79vW6pNN7AUPpR4S79-jc8o8Tg9Hbxza6G8U9LUTxNsfAtVZuQAM9bycE0/s320/IMG_0007.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5552957554038497458" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSz5aW62YpVgtI4ygIlBR5QbQvIZgKbrXySk-tnmYHTyvQq3yUW13xOzMlmBBRm0Ohbzi8rp72tKo68gK-gOUfqI9xuDUI43FsA-ul8Wcf7gT_4SQxpV01GR2_rq9-YhO9oLrAZ3YaL1w/s1600/IMG_0005.JPG"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSz5aW62YpVgtI4ygIlBR5QbQvIZgKbrXySk-tnmYHTyvQq3yUW13xOzMlmBBRm0Ohbzi8rp72tKo68gK-gOUfqI9xuDUI43FsA-ul8Wcf7gT_4SQxpV01GR2_rq9-YhO9oLrAZ3YaL1w/s320/IMG_0005.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5552957551779659106" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqP6NHLkcdN3l-cV9JUFIh8H91MD3D-8zUcgxLs-_bCwwMHdw2bktYIP4LiozkJQzXbfmfukoeqTETDlo6B4PLINGVfy9fJJ1Fan9K8NbPYH9OtIv2n-hCZ3JG9xf__z_d7_b5WLHXXRE/s1600/IMG_0003.JPG"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqP6NHLkcdN3l-cV9JUFIh8H91MD3D-8zUcgxLs-_bCwwMHdw2bktYIP4LiozkJQzXbfmfukoeqTETDlo6B4PLINGVfy9fJJ1Fan9K8NbPYH9OtIv2n-hCZ3JG9xf__z_d7_b5WLHXXRE/s320/IMG_0003.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5552957544662239874" /></a>critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6634606180198388358.post-54468643123758264782010-12-20T09:40:00.000-08:002010-12-20T17:31:26.024-08:00The Colonial Ghost - 5<strong>The Sky is not Blue</strong><br /><br />We observed the classroom processes in class IV. There are 3 divisions in this class with one of the divisions as English medium. Children in this class are following NCERT English textbook and textbooks in other subjects prepared by some private publishers who claim that they are made as per NCERT syllabus. <br />We saw portfolios kept in files which were disappointing. They contained imperfect write ups in Malayalam some of which reminded us of how beginners in class 1 or 2 would write. There wasn’t much evidence of written work undertaken by children.<br />‘This is very queer,’ I thought. My face must have communicated what was there in mind to Kala. Through his silence he endorsed my view.<br />There was hardly any evidence of creative writing in English.<br />Show me your English textbook. I asked one of the girls. She gave me her copy of Marigold English textbook, a book loaded with lots and lots of information.<br />‘Children, can’t you write conversations, poems and stories in English?<br />‘Yes, Sir!’<br />‘Then please write what happened in the morning assembly today.’<br />‘We found clouds shading their smiling faces.’<br />‘Do we have to write in English?’<br />‘Yes.’<br />Children found to be thoroughly disturbed and insecure. <br />‘Can’t you write about what happened in the morning assembly?’<br />Quite reluctantly they stared writing. The starting trouble was visible. Some of them tore a sheet of paper from the notebook and started drawing margins. <br />‘Don’t worry about the margin. Just start writing,’ said Kala<br />We waited for more than 6 minutes. Moving round the class we noticed that most of them had written only one word, ‘assembly’ that too with different spellings.<br />For a moment we stood perplexed. This was something that we didn’t expect. The releasing of the magazines and news papers in the morning had created in our minds very high expectations on their creative and linguistic abilities.<br />‘All right. You have written in English about the morning assembly, haven’t you. Now you may write about the same in Malayalam. You can use the other side of the sheet.<br />Children started writing again.<br />We collected all the written work. The class strength was around 50. Most of them wrote just one word (the word ‘assembly’ with all imaginable spellings); three of them wrote one sentence. There were only readable scripts which easily may be perceived as the best ones in the class. See the pictures below:<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh074nwLMi5u6TfojLmTyRJqgQpbubLriHW7Woly5hB-YnGb2NobgTVTMV3FGhxE6sDHIT8WcEJwzFss9SLZoZFYo29nzDhNlcvilyiLr9XX4PhdKLqgXwTEbwy2GbMoL2rpVjB1McQMk/s1600/IMG_0002.JPG"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh074nwLMi5u6TfojLmTyRJqgQpbubLriHW7Woly5hB-YnGb2NobgTVTMV3FGhxE6sDHIT8WcEJwzFss9SLZoZFYo29nzDhNlcvilyiLr9XX4PhdKLqgXwTEbwy2GbMoL2rpVjB1McQMk/s320/IMG_0002.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5552821795806330786" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOU4lKUoGcpZpns-_Mlhjbf7b7Yis8YDoU2rCsNU9woaXXH949_VxN1lyojTzT9raZ4P-0l_xDwBPns0WfQVK9qdBRHlKlqg7fw6ukTEMB5LFUKFyomcHd8hKFkhXZ3tPRf_lZcAeHH28/s1600/IMG_0001.JPG"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOU4lKUoGcpZpns-_Mlhjbf7b7Yis8YDoU2rCsNU9woaXXH949_VxN1lyojTzT9raZ4P-0l_xDwBPns0WfQVK9qdBRHlKlqg7fw6ukTEMB5LFUKFyomcHd8hKFkhXZ3tPRf_lZcAeHH28/s320/IMG_0001.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5552821791228166226" /></a><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgoOEiO4YJU0LpMMGNy-Rz2BtjglBePHwgo02rAnlRTWTe1JOtqh1cs81-H7FnL-7ucgBGknJCu2mraCsyRyTRae5838cl8h7aOTUgGngNfpPRtWqeJjoX_Gbq2s2BYgf5IT_SIM0IVp0/s1600/IMG_0011.JPG"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgoOEiO4YJU0LpMMGNy-Rz2BtjglBePHwgo02rAnlRTWTe1JOtqh1cs81-H7FnL-7ucgBGknJCu2mraCsyRyTRae5838cl8h7aOTUgGngNfpPRtWqeJjoX_Gbq2s2BYgf5IT_SIM0IVp0/s320/IMG_0011.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5552823857175597282" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPWJXC97iP0uectdtAAh2fWDKhx98HDm2RAwgyfj52jjumyjl4IQH-cDW01htN8cVfD2lhVxy7UX96KY7udzBX9alKjHvQfG3hE1daCqvoeiM1_8jr1Nsk4D0ONr6XqggCqc5xcwOeyO4/s1600/IMG_0009.JPG"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPWJXC97iP0uectdtAAh2fWDKhx98HDm2RAwgyfj52jjumyjl4IQH-cDW01htN8cVfD2lhVxy7UX96KY7udzBX9alKjHvQfG3hE1daCqvoeiM1_8jr1Nsk4D0ONr6XqggCqc5xcwOeyO4/s320/IMG_0009.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5552823850594157346" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkcKpzkdNqgF_KNp1mxgWQ4UrOWpyVI0akXNxfy98AHCuPOxZ2o6X2O26B1WQRmRMoFxaL0ekFMbN5vtQlPjTNknprMalqFQJq5GzX2AXnJ5cD1z90AH5BLKgHgoOi0qapssG1XvB6igY/s1600/IMG_0008.JPG"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkcKpzkdNqgF_KNp1mxgWQ4UrOWpyVI0akXNxfy98AHCuPOxZ2o6X2O26B1WQRmRMoFxaL0ekFMbN5vtQlPjTNknprMalqFQJq5GzX2AXnJ5cD1z90AH5BLKgHgoOi0qapssG1XvB6igY/s320/IMG_0008.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5552823846403248722" /></a><br /><br />The pictures I have given above are of the best specimens I got from the children. Most of them wrote only the title (that too with various spellings). These children were learning English as their medium of instruction for the last six years 9starting from the LKG classes. They may be good at scoring marks because the NCERT books they have been learning do not demand anything else other than answering the 'comprehension' questions. Learning by heart in an alien language for six years has not taken them anywhere!critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6634606180198388358.post-45172885285762795282010-12-19T12:27:00.000-08:002010-12-19T22:56:26.742-08:00The Colonial Ghost - 4<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0HeFb6dcDahGx3e6AHCTl9SRSidHM6Bbb9ChWQyhLkBD0Z5HywYBOFhHLHkAZC9xmWq-NjKh4vjztzScHFsJ-RhyqqeAZSIQ1yiYFXAbLQsZc0MuE6EqPWCm_y1yKdeyZfnJadj3bTgI/s1600/IMG0218A.jpg"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0HeFb6dcDahGx3e6AHCTl9SRSidHM6Bbb9ChWQyhLkBD0Z5HywYBOFhHLHkAZC9xmWq-NjKh4vjztzScHFsJ-RhyqqeAZSIQ1yiYFXAbLQsZc0MuE6EqPWCm_y1yKdeyZfnJadj3bTgI/s320/IMG0218A.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5552654708168821058" /></a><br /><strong>Releasing Learners’ Creative Work</strong><br /><br />‘Shall we go downstairs for the morning assembly? The teacher suggested.’<br />‘Of course!’<br /> We all moved downstairs and reached the assembly ground. A few girls stood in the verandah of the staff room to make use of the amplified system.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm1Q1QMkcDMHwOUUyrUDk1KaBoIreciGkLG5CHtVN0SL3yXH5KGnZKmjGIRCiZxQgweEH158qQKcX-7AaFnId-n-nYE_3CDcjFsSWcmWvIXcAu_LNUyyAk6rvFSzqMQHBF9vnqB6_qlmY/s1600/IMG0212A.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm1Q1QMkcDMHwOUUyrUDk1KaBoIreciGkLG5CHtVN0SL3yXH5KGnZKmjGIRCiZxQgweEH158qQKcX-7AaFnId-n-nYE_3CDcjFsSWcmWvIXcAu_LNUyyAk6rvFSzqMQHBF9vnqB6_qlmY/s320/IMG0212A.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5552493636372420514" /></a><br /><br /><em>Fig: The Morning Assembly</em><br /><br />The assembly started with the rituals like Morning Prayer and taking the pledge. This was followed by the releasing of news papers and magazines written by children both in English and Malayalam. Kaladharan and I were privileged with the releasing of the creative work of children. However, some of the themes appeared odd to us. For example there was a write up on religious festivals. The first sentence of the write up was ’Onam is a Hindu religious festival. The sentence constructions and the vocabulary used were of high linguistic standards. The justification came from us. Those children who presented write ups in English belong to English medium divisions running in the school. it appeared that the teachers of the school were taking pride in the performance of children studying in English medium divisions.<br />The duration of the assembly got prolonged because of the releasing of a number of magazines. But it may be pardonable because what was happened in the assembly was the celebration of what children were able to accomplish in the form of creative writing.critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com1tag:blogger.com,1999:blog-6634606180198388358.post-67366742748341928332010-12-19T12:18:00.000-08:002010-12-19T12:26:27.659-08:00The Colonial Ghost -3‘We will go inside, Sir,’ said the teacher, her face radiating with pride. <br />We climbed the neatly built staircase that was built exterior to the building to reach the first floor. Keeping our footwear outside, we entered the hall. What we saw inside was really breath taking. <br />A tiled floor, not a speck of dust anywhere<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwa-Z6dlDgbKXavewbGDHFjEOnuocZjMpd_Ua2gm6bMgXYIFE8VKxFVQWkSgPCfnNnv_4sAme5-aQ87OcFJOToQ_6Oc0ZkFpP5Vf-2i8PsG0IbCQAksyeIJkO6sTqmmbzpLHMN6IMs8Ck/s1600/IMG0201A.jpg"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwa-Z6dlDgbKXavewbGDHFjEOnuocZjMpd_Ua2gm6bMgXYIFE8VKxFVQWkSgPCfnNnv_4sAme5-aQ87OcFJOToQ_6Oc0ZkFpP5Vf-2i8PsG0IbCQAksyeIJkO6sTqmmbzpLHMN6IMs8Ck/s320/IMG0201A.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5552491481159995122" /></a><br /> <br /><em>Fig : The Interior of the Library-cum with Multimedia Conference Room </em><br />A row of shelves at the rear side, carrying library books<br />The central space occupied by newly ought red plastic chairs<br />Wooden tables with their polished planks on the three sides of the room<br />A platform at the front side with a beautiful table and three chairs on it, the table carrying a metallic name plate of the school <br />A well-polished wooden rostrum<br />Multimedia facilities with computer, LCD projector, silver screen and home theatre<br />Red curtains for all windows<br />We sat in the hall enjoying the dream-like experience that the sight was giving us. <br />‘How did you get this building? Is it from the MLA fund or something like that?’ We enquired.<br />‘In fact I don’t know anything about the MLA fund,’ said the head teacher. ‘We, the staff and PTA of the school conducted a ganamela and raised the funds – that is about 5 lakhs - required for the construction of the building.’<br />The Choice of the Local Community <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ7Y5DJM9K01BRU_fK0401ZdtXWqmw5eu3gV03CEiUexI3xWeZYfrMiAIHdv73yn6TXzinY9uMYaLeUNfb6tbEkw-ovnq-Q4QDcuk-7q6f3iJ_OMR_xWvTLqPYG1t_hHAyXbA2Uvhhimg/s1600/IMG0200A.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ7Y5DJM9K01BRU_fK0401ZdtXWqmw5eu3gV03CEiUexI3xWeZYfrMiAIHdv73yn6TXzinY9uMYaLeUNfb6tbEkw-ovnq-Q4QDcuk-7q6f3iJ_OMR_xWvTLqPYG1t_hHAyXbA2Uvhhimg/s320/IMG0200A.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5552490917760801362" /></a><br /><strong>PTA - Staff Collaboration</strong><br /><br /><em>Fig : Another View of the Interior of the Conference Hall</em><br />‘Our school has been selected for the reality show,’ said the teacher once again her face in full bloom. We realized that our admiration for the school was steadily increasing.<br />‘We have a tough competition with the adjacent English medium school. The teacher pointed to the school that was there just on the other side of the compound wall. But we have succeeded in retaining our roll strength. We have about 500 children here; the English medium school has strength of about 200 children.’ <br />‘That is really interesting. How did you manage it?’<br />‘One important thing is that the children of teachers of this school are studying in this school itself. Therefore the local community here trusts us and enrolls.’<br />‘That’s great! This is something that must be shared across the State.’<br />‘Are you in good terms with the neighbor school?’<br />‘Of course we are. We co-operate in many areas. They are very co-operative. When Kalamela comes they are willing to take our children also in their school bus. We share what we get in HMs conference and other meetings with the HM and staff of that school. We are in good terms.’<br />Meanwhile the school bell rang.critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6634606180198388358.post-4041745847176950042010-12-18T09:04:00.000-08:002010-12-18T09:28:23.734-08:00The Colonial Ghost - 2<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEginEn25h0ttq0oE_y-htwCBleQLlEUKHsbfXDnE8zK8nVfb6rmhK7p96-sAhttiYnpBDybBUXYCecHP3z_0sLnEeYnYj1s9d1A3WiSOI7Ax1E4jvuuXAE_OaTWu9hBPjgMploK7a1mPUo/s1600/IMG0193A.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEginEn25h0ttq0oE_y-htwCBleQLlEUKHsbfXDnE8zK8nVfb6rmhK7p96-sAhttiYnpBDybBUXYCecHP3z_0sLnEeYnYj1s9d1A3WiSOI7Ax1E4jvuuXAE_OaTWu9hBPjgMploK7a1mPUo/s320/IMG0193A.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5552072562005014322" /></a><br /><br /><em>Fig1: The school gate</em><br /><br />We parked our vehicle before a gorgeous looking gate that was built in concrete and painted blue. The two pillars were arched by a concrete roof which gave the gate the appearance of a temple gate. The gate opened to a spacious ground which was free of dry leaves and paper bits. On the right side we saw an attractive two-storey building. <br /><br />‘GLP School, …’ The sign board welcomed us.<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDXVdYJbK2gwYH2zwSECDdCiQyISl0BX4L1EIba0aelXdpWPw2tlqH_mKxZGvrCheirJYUAAlPs_hnXFPvD5eVnaMYTzhLdg2HQpp8API6I9_8VADbiYnWGUi9f7SKdw7RGhnBzf1fnfg/s1600/IMG0210A.jpg"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDXVdYJbK2gwYH2zwSECDdCiQyISl0BX4L1EIba0aelXdpWPw2tlqH_mKxZGvrCheirJYUAAlPs_hnXFPvD5eVnaMYTzhLdg2HQpp8API6I9_8VADbiYnWGUi9f7SKdw7RGhnBzf1fnfg/s320/IMG0210A.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5552073084879206082" /></a><br /><strong>The Bloom</strong><br /><br /><br /><br /><br /><em>Fig 2: The view of the school from outside the gate</em><br />‘This is really good looking,’ I said half to myself and half to Kaladharan.<br />‘Yes, it is,’ said Kala and started taking snapshots of the building, the school gate, and whatever else there were that would appear to an onlooker eye-capturing.<br />‘What do you have in this building?’ asked Kaladharan.<br />‘The first floor of the building is being used as a mini conference hall - cum library. The ground floor is shared by the Headmaster’s room and the staff room.’ The head teacher explained. <br /> <br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis4ZoQQ1LFoOKCUtcw1XDFLsjPQlME2rws4zlp1EaUxqofHxJUKVOBe8YYuS7t9a44Ne6iPHLpalZvy_4njGzOMuIAG5gXoL7wFGqo3C4EdrAVO8YLw_ybnC3wA-o-iLV0BURfXnb9qTg/s1600/IMG0206A.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis4ZoQQ1LFoOKCUtcw1XDFLsjPQlME2rws4zlp1EaUxqofHxJUKVOBe8YYuS7t9a44Ne6iPHLpalZvy_4njGzOMuIAG5gXoL7wFGqo3C4EdrAVO8YLw_ybnC3wA-o-iLV0BURfXnb9qTg/s320/IMG0206A.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5552073677714579330" /></a><br /><br />Fig 3: The building constructed by PTA and School Staffcritical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0tag:blogger.com,1999:blog-6634606180198388358.post-60228290091225219222010-12-18T08:54:00.000-08:002010-12-18T09:02:20.704-08:00The Colonial Ghost -1<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLG6X3_soiIuoNcJ47h5-adP_uFW0V2jqd46uL0UeyHxp7m3IsbVezMJYzLFs3sQaWlPMRtP-_u5GwqSbn10WhtfAbFga1empBluPb42OBY7p_dLbzbIfF1v2fui-Lzg6z-nt_OvG8jRs/s1600/IMG0210A.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLG6X3_soiIuoNcJ47h5-adP_uFW0V2jqd46uL0UeyHxp7m3IsbVezMJYzLFs3sQaWlPMRtP-_u5GwqSbn10WhtfAbFga1empBluPb42OBY7p_dLbzbIfF1v2fui-Lzg6z-nt_OvG8jRs/s320/IMG0210A.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5552068681545566514" /></a><br /><br />Dr.K.N. Anandan<br /><br />My friend Mr. Kaladharan and myself had the pleasant experience of visiting a Government school which had been selected for the reality show by virtue of a number of activities of excellence that it was able to carry out. At the same time the experience was equally unpleasant to us for a different reason. The visit gave us an opportunity to witness how a primary school managed by the government can carry out activities that can bring down the academic standards of the learners who are destined to learn there. What was more unfortunate was that the school authorities were not able to realize this. It won’t be academically honest on my part if I don’t share my experience with the parents and teachers of our State. <br />It may be noted that going by the most popular notions of a ‘good school’ this school will be easily rated as a place of excellence. This is testified by the fact that this school has a roll strength of about 500 students where as the adjacent unaided English medium school (which is there just on the other side of the compound wall) has only 200 students in it. This is commendable and the teachers of the school take pride in saying that even the children of teachers of this school are studying in the government school which has contributed in getting goodwill from the parents.<br />In the coming blogs I would like to tell my readers what we experienced at the school. I would prefer to serialize it under the title ‘Colonial Ghost’. The title calls for a wide range of predictions from the part of my readers, doesn’t it?critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com1tag:blogger.com,1999:blog-6634606180198388358.post-5547297868548514862010-11-09T19:17:00.000-08:002010-11-09T19:25:51.461-08:00The English DivideDr.K.N. Anandan<br />I found the following advertisement (it is one, isn’t it?) painted on the compound wall of a Government Lower Primary school which has been serving the society for more than five decades. <br /><br /><em><strong>Quality Education to All<br />GLP School,@@@@@@@@@@@@@@<br />English Medium divisions in Class 1 in June 2010<br />Admission started<br />Classes taken by expert teachers</strong></em><br /><br />Obviously, it is meant for inviting attention of the passersby, and of course the parent community, too. At the same time it is an open declaration that whoever has displayed it has no trust in the main stream education. If some teachers were involved in displaying it, they have exposed their distrust in themselves as teachers. This of course is not an isolated case. It is one of the several ways of exhibiting how we can surrender ourselves before the power structures that operate in the society and let ourselves play in their hands, thus allowing hegemony to survive in all walks of life. The display is an insult to our main stream education and the several thousands who depend on it. This is especially so in the context of the recent curriculum revision and the paradigm shift it has envisaged in second language pedagogy. But how many of us really perceive the advertisement made by the school as a danger in disguise? I will try to make my point clear.<br />English Language Teaching (ELT) across the world has been facing a crisis for the last few decades, a crisis caused by a better understanding about what language is and how it is acquired. Gone are the days when people believed that the human mind is a ‘tabula rasa’ and everything related to knowledge of language comes from outside, through experience. The credit goes to the insights the world has derived from Chomsky’s theory of innateness, the contributions of cognitive psychologists who follow the Vygotskyan and Brunerian schools of thought and the claims of critical pedagogy envisaged by Paulo Frère, Joe Kincheloe and others. Today, we can see that ELT has virtually split into two namely, the critical ELT and the non-critical ELT. The two hold belief systems that are diametrically opposite to one another. The non-critical ELT adopts a fragmentary approach to language and proposes the skill-based and linear mode of teaching. It is essentially an apolitical treatment of Language. The critical ELT on the other hand problematizes the whole context of language teaching and proposes a pedagogy placing it in the socio-political context. Consequently, it demands a shift from the skill-based and fragmentary approach to knowledge-based holistic approach to language. The birth of critical ELT is not just a coincidence; it is the culmination of years of research that had gone into topics such as language and language acquisition.<br />The revised curriculum in Kerala has had its impact on the achievement of learners. There are several hundreds of schools where children produce class magazines, school magazines, news bulletins and so on. In Alappuzha district alone children in primary classes developed about 15, 00,000 journals in English which include those developed by individual students, classes, schools and even Panchayats. We can feel proud of this creative achievement. Recall those earlier years when students even after completing SSLC were not able to write their ideas in English. The percentage of those students who were able to score an average of 10 marks (which was the minimum requirement for a pass) was 15 or less. Now children in primary classes are writing their own short stories and poems in English. There are several schools where children perform theatre in the class as part of classroom process. We cannot (and should not) miss to notice the shift in language pedagogy which has brought about this change. And we cannot accept the stance of those ELT experts who still advocate a fragmentary and skill-based approach to language. More importantly, we cannot endorse those additional activities (such as asking the learners to write letters of the alphabet, words or sentences several times ) carried out by some teachers and schools at the cost of the classroom processes envisaged in the curriculum and materials.<br />If the advertisement on English medium divisions and ‘off the track’ activities are meant for satisfying the parent community (that is what probably teachers and school authorities would say) they are unknowingly promoting linguistic hegemony. They do not realize that the net result will be the marginalizing of those children who belong to the unprivileged sectors of the society. In most schools where English medium divisions have started teachers tend to give more attention to the English medium learners. They tend to skip the classroom processes in the parallel Malayalam medium division arguing that the children cannot understand English. Therefore, it is necessary, they say, to teach at least the letters of the alphabet, words and insist on copying down the teacher versions. Learners of the Malayalam medium are induced to believe that they are inferior to their peers in the English medium divisions. This is nothing but government-sponsored marginalization of a considerable chunk of the student population. It is paradoxical that our State which as boldly revised the curriculum based on social constructivism and critical pedagogy also nurtures neo-colonial enterprises. How long can we ignore the social divide that has been brought in by the parallel English medium divisions? <br />Why do some of our schools work out disastrous decisions like opening parallel English medium divisions? The only answer is that they want to satisfy the greedy parent community, a community which believes in the assumed superiority of English medium education over education in mother tongue. It is just an assumption or belief which has never been tested for its veracity. If parents are not convinced about the potential of the revised curriculum and materials it only means that our schools did not take any efforts to convince them. This in turn can mean that either teachers themselves are not convinced about constructivist pedagogy as envisioned in the curriculum or they do not have sufficient know how of how to transact the revised curriculum. Whatever might be the situation that has led to the unhealthy situation, it needs to be addressed. Schools should have the sensibility to realize that the only way to convince the parent community is to provide quality English education to children by strengthening classroom processes and not by opening English medium divisions. Parents should get opportunities to know, and even learn, how their children learn English. Meetings of Class PTA can be made meaningful and dynamic by taking tryout lessons before the parents and by providing learning experience to the parents. Schools can exhibit student’s magazines and journals and provide opportunities for the public performance of the learners so that the parents’ attitude to language learning will be changed. This in a way, is the need of the hour. Moreover, by undertaking such initiatives teachers will be executing their intellectual and social responsibilities which will ultimately help us translate the dictum ‘liberation through education’ into meaningful and worth pursuing enterprises.critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com1tag:blogger.com,1999:blog-6634606180198388358.post-3404379737763862552010-11-07T06:14:00.000-08:002010-11-07T06:20:36.038-08:00Refining Descriptions<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYH_btfU9zCcoNDy-DFWRqv0XSAnA1ZjMXHA5cJjmVrvRVp54k2ZfWLBeTzSjTyf8q-0uHYf7LJ9ccznyE1WK1gX6BWAqPUnI2xG4DJLgjeD2pRQB-pNxvBMCUomWx6wD3d8AzI-D-1CA/s1600/vlcsnap-2010-09-20-22h27m24s184.png"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYH_btfU9zCcoNDy-DFWRqv0XSAnA1ZjMXHA5cJjmVrvRVp54k2ZfWLBeTzSjTyf8q-0uHYf7LJ9ccznyE1WK1gX6BWAqPUnI2xG4DJLgjeD2pRQB-pNxvBMCUomWx6wD3d8AzI-D-1CA/s320/vlcsnap-2010-09-20-22h27m24s184.png" border="0" alt=""id="BLOGGER_PHOTO_ID_5536812518926942178" /></a><br />Dr. K.N. Anandan<br /><br />Quite often people get involved in certain situations where they may have to talk about others. Sometimes they may have to talk about other things such as places, things, events, processes and so on. This is why we have included description as one of the discourses to be addressed in classroom transaction. As in the case of other discourses this discourse also has its own hierarchies: <br />• The description of a place graduates itself as travelogue<br />• Describing events ends up with writing narratives or news reports<br />• Describing a person can lead to writing biographical sketches and profiles <br />• Describing a process becomes writing recipes<br /><br />The classroom process of constructing this discourse depends upon what type of description is targeted and the stage at which the learners are undertaking the task. Let us see what will make the theme of the description. <br />• <strong>Describing a person</strong> <br />details such as who and what the person is, the physical attributes, societal status, achievements, contributions, personal impressions …) <br />• <strong>Describing an object</strong> <br />(details such as what it is, where it is found, physical properties such as shape and colour, what it is used for, etc.)<br />• <strong>Describing a place</strong> <br />(scenic details of the location, images, sensory perceptions, etc.)<br />• <strong>Describing events</strong> <br />(details such as what the event is, where it is taking place, the persons or things involved, the order of events, scenic details, images, sensory perceptions, etc.)<br />• <strong>Describing a process</strong> <br />(details such as what it is for, things involved, sequence, etc.)<br /><br />The language used for dealing with these details at various stages also will be different. Let me illustrate the point.<br />At stage 1 (i.e. classes 1 and 2) state verbs such as ‘be’ and ‘have’ will be used. At stage 2 (i.e. classes 3, 4 and 5) learners may also use action verbs to talk about social status, achievements, contributions, etc. <br />At stage 3 we expect the learners to use figurative expressions (similes and metaphors), images and so on. <br /><br />So what will be the process of refining a description in groups? We know that the instructions for constructing a discourse through collaboration are directly related to the structure and features of the target discourse. Let us work out a few instructions for refining the description in groups:<br /><br /><strong>Describing person - Classes 3 to 5</strong><br />1. In the first round share with others whether you have written who the person is and what he is.<br />2. If you have not written anything tell others who and what the person is<br />3. Come to an agreement on how to write ideas such as who the person is and what he is<br />4. In the second round of sharing each one of you can tell others about one of the physical attributes of the person. Avoid repeating ideas.<br />5. Come to an agreement on how to write about these attributes<br />6. In the next turn share with others what else you want to include in the description<br />7. Come to an agreement on how to write the other points<br />8. Read the whole description and see whether any changes are necessary <br />Classes 6 and 7<br />9. Take turn and share with others one of the major achievements of the person<br />10. In the next step share with others the contributions the person has made to the society<br />11. Discuss in groups what images you want to include in the description and how to write them<br />12. Discuss in groups whether you want to compare with something to highlight his qualities<br /><br />From what has been given above it can be seen that the sharing process is decided by the details we want to include in the description. What I have suggested here is the process of refining the description of a person. Hope my readers will work out similar instructions in the case of the other descriptions.critical pedagogyhttp://www.blogger.com/profile/10985345418659421004noreply@blogger.com0