Brainfeed May 16 Issue by Brainfeed Magazine

RNI No: APENG/2013/49994

Postal Regd. No: HD/1180/2016-2018

Posted at PC Secunderabad on May 7-8, 2016 Date of Publication: May 6, 2016 TM

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May 2016 Volume IV Issue 2

A MONTHLY EDUCATIONAL INITIATIVE

`75 ENVISIONED BY Dr. YANDAMOORI VEERENDRANATH

For the FIRST TIME IN INDIA A UNIQUE COMBINATION OF FIVE INNOVATIVE LEARNING CENTRES

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AWARDS - 2015

IMPORTANCE OF

SPORTS IN SCHOOLS

INDIA PRE - SCHOOL RANKING Indian Education Congress & Awards, 2015 - New Delhi

Brands Academy Excellence Awards 2015 - Bengaluru

Education World India Pre-School Ranking, 2015 - Bengaluru

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INTERVIEW India’s Pride Ms. Mithali Raj

MENTOR SPEAKS Dr. Farooq Ahmad Wasil

MONEY MANAGEMENT Inculcating Money Management in Schools

CHANGE MAKERS Fruit Seller Builds a School - Hajabba

INTELLIGENCE, KNOWLEDGE and its APPLICABILITY are the 3 ELEMENTS that set apart a competent student from the other students, to be a top performer.

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To find, encourage and honour the competent students of our country – Mi Champs India is organizing “All India Challenge Exams” in MATH, SCIENCE and ENGLISH.

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MAY 2016

C O N T E NT S COVER STORY

IMPORTANCE OF PHYSICAL EDUCATION IN SCHOOLS

volume IV issue 2

Ms. Mithali Raj Captain of the Indian Women’s cricket team

Interview

23 Dr. Farooq Ahmad Wasil Educationist, Thinker and Author

Mentor Speaks

26 Mr. Vijay Vishwanath CEO, Alchemy Kids Theatre

06 Readers’ Column 07 Editorial 08 News 14 NEET 29 Special feature – Be Prudent in your praise and appreciation

Theatre Education

32 38 Money Management 34 Parenting 36 Education 38 Money Management 40 Special feature 43 Change Makers –

36 Going Beyond Grades...

Shri R.A. Israel Jebasingh Director, Officers IAS Academy

Competition

42 Dr. AshwiniKulkarni Director, City Pride School

Fruit seller builds a school Education

Water Management

46 The School Principal As Leader

49 Mother as a Teacher 54 Event Review 55 British Council 56 Language 58 Mind Mine

Mr. Sanjeev Kapoor Director, Khana Khazana India Pvt Ltd

Career

54 A Khadi Fashion Show

READERS’ COLUMN ‘What Makes a Global Teacher?’ It was interesting to read the cover story ‘What Makes a Global Teacher?’. It provided full details of the Top 10 Finalists of Global Teacher Prize. I was happy to see an Indian who could make to top 10. This proves that our country has the potential to compete with other countries in any field and lead to greater heights! Mr. Krishnan Menon, Bal Bharathi School, Kerala

NEW CONCEPT

Awareness Related to Autism

WATCH

LISTEN

Now you can read as well as listen to your favourite article and also watch videos on education, career, sports, skill building, entertainment and a lot more. Brainfeed magazine started presenting a new concept – that is you can listen to your favourite article being read by experts while you go through the article. And also watch videos of your interest from the list of videos given in the magazine.

The special feature related to autism is useful for the parents and teachers dealing with autistic children where they get some information about the labs and the innovative activities performed in Tamana. It is also good to know that a movie ‘Redha’ was released in Malaysia on April 14 related to autism. Ms. Anuradha.K, Parent, Pune

Internet Addiction The article related to parenting –‘Impact of Overuse of Screen Technology on Children’ is an eye opener to all the parents and elders. It is true that children are addicted to the technology and have lost the habit of playing outdoor games. Of course parental guidance is necessary but there should be some seminars conducted to the students to know the disadvantages of overuse of screen time. Blossom Rodriques, Bengaluru

This is how it works • A QR code sign will be given along with the article or the video. • All you need is a QR code scanner or QR code reader app on your Smartphone. • Download the app from Google play store or Apple app store. • Open the application, focus and hold the camera on the QR code of the article or the video you want to listen to or watch. • Then the QR code will lead you to the audio file of an educational expert, read the article for you or to the video that you wanted to watch. Don’t you think this is cool – so go on, read like an expert reader by just listening to an expert reader, read an article for you or watch a video to learn about an issue or topic or to learn a new skill.

may 16

Handwriting Activities During Vacation It is true that many children get bored at home during summer vacation. To beat the boredom the handwriting article with activities for summer vacation was really interesting. My friends and I worked out with this activity making more innovative ideas with the base idea given by Mr. Y. Mallikarjuna Rao. Ms. Priya Deshmukh, Class IX, Thakur Vidyalaya, Mumbai

The Man with a Mission The familiar face in Mumbai’s local trains, Mr. Sandeep Desai is indeed a great personality. Now-a-days people are selfish thinking only about themselves, but Mr. Desai has proved that he has a space for the poor in the society. We all should learn a lesson from him and help the poor and needy in whatever way we can. Mr. Kaushik Mathur, Gujarat

Corrigendum: Under the Health column in April 16 issue, Dr. Paramkusam Nirmala is Ayurveda Siromani and Vaidya Visharada, and not as mentioned.

EDITORIAL may 2016

volume IV

issue 2

Chief Editor Brahmam K V Editor Seshubabu P V Executive Editor Bhageeradha G +91 91775 13996 Sub Editor Vanalatha Reddy T Art & Design Lakshmi D Rakesh N Director-Sales SreeNivas R B +91 85018 26497 Circulation & Photographer Hemachandra Rao S +91 91777 74851 +91 85018 26317 Printed, Published and Owned by Kakani Veera Brahmam

Printed at Kala Jyothi Process Pvt. Ltd. 1-1-60/5, RTC X Roads Hyderabad-500 020, Telangana, India

he Roman Goddess ‘Maia’ written in Latin “Maius’, refers to May month associated with Growth and Spring. The month experiences peak summer in tropical countries. Schools are closed and students enjoy vacation, learning new life-skills in summer camps, rejuvenating for ensuing academic schedule ahead! The highlight of ‘News’ is Dipa Karmakar, the first Indian woman gymnast qualifying for Rio Olympics! India getting own Global Positioning System (GPS) has been a feather added to ISRO. ‘Event Review’ covers unique fashion show for autistic and disabled by Tamana Autism Centre. ‘Cover Story’ projects the importance of physical education in schools and ‘Sports Interview’ is with India’s Pride, Mithali Raj, the Indian Women’s Cricket Captain. Dr Farooq Ahmad Wasil, a renowned educationist in UAE shares his invaluable thoughts about education in ‘Mentor Speaks’. The NEET: A Problem or a Solution? offers a good analysis.‘Mother as a Teacher’ is the special awareness raising feature for children on International Mother’s Day on May 8. ‘Parenting’ is all about keeping boredom among children at bay. Drama for Development is on ‘Theatre Education’ by Vijay Viswanathan.

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Published from 8-3-191/565/K, Vengal Rao Nagar SR Nagar Post, Hyderabad-500 038 Telangana, India Contact No. : 040- 6551 5151 +91 94944 39444 Email: info@brainfeedmagazine.com brainfeedmagazine@gmail.com

‘Money Management’ deals with inculcating money management skills among students while ‘Going beyond Grades’ is discussing evolving the Singapore Education System. ‘Inclusive Education in Schools’ explains how children with disabilities could be embraced in the mainstream education. ‘Competition’ helps students realize their ambition of cracking allIndia services examinations! In ‘Change Makers’ Mr. Sainath reports how a fruit seller has built a school on his own for the community!

‘Communicative Competence is detailed in the special feature’. The special qualities of ‘School Principal as a Leader’ are enlisted. ‘Save Water Save Nation’ strengthens the role of students in ‘Water Management’. ‘Career’ brings about Culinary Arts and the process of cooking and arranging food. Happy Reading!

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Brahmam K V Chief Editor may 16

NEWS T

Kudos to Dipa Karmakar

ripura girl, Dipa Karmakar, 22, created history by becoming the first Indian woman gymnast to qualify for Olympics as she booked a berth for the Rio Games to be held in August. She garnered a total score of 52.698 points in the Olympics qualifying event after a strong performance at the final qualifying and test event. Apart from being the first Indian woman, she will also be an Indian gymnast qualifying for the quadrennial extravaganza after 52 years. Dipa has been listed as the 79th gymnast among individual qualifiers in the list of women’s artistic gymnast who have qualified for the Rio Olympics.

Google Science Fair 2016

tudents of age groups, 13-15 and 16-18 are eligible for a global online science and engineering competition with an objective to honour projects that make a practical difference by addressing an environmental, health or resources challenge. Students can register on their own, or as teams of up to three by May 17, 2016. Application can be done through online only. A cash prize will be awarded of $50,000 as Scholarship from Google along with grants, funding, and mentoring for winners. For more details logon to the website http://www.b4s.in/plus/GSF146

Popularise Sanskrit, HRD tells NCERT

he HRD ministry has instructed NCERT to make Sanskrit popular in schools and also to train five lakh Sanskrit teachers in the next three to four years under Rashtriya Madhyamik Shiksha Abhiyan and Sarva Shiksha Abhiyan. NCERT has been asked to submit a status report within three months on the implementation of the three-language formula in secondary schools and the two-language formula in higher secondary schools. NCERT has been instructed that its report should indicate three languages being offered in schools, the classes covered, how many periods and marks are allotted to Sanskrit and other nine languages.

may 16

Orientation at Ardee

rdee World School, Sector 52, Gurgaon, organized the orientation for students of all classes.

The orientation started with a welcome note by Principal, Ms Sushma Raturi, followed by introduction of teachers. School’s academic coordinator Preeti Sharan introduced the theme of the year Greenathon and related activities. Vice-Principal and Head of Elementary Montessori, Ms Jennifer Wright, explained to parents about academic programmes and activities, students’ planner and monthly parents workshops among other key aspects. She added that Montessori’s aim is to provide students with an environment in which they can thrive through igniting the child’s inner imagination through the cosmic education programme. Each area of the curriculum is designed to develop each child to their fullest potential. Ms. Wright also stated that Montessori motivates students to learn from observation, hands on training and inner motivation. She added that the education system motivates a multitude of intelligence for varied learning styles. Principal Ms Sushma Raturi also briefed parents about the seamless transition from Montessori curriculum to the Cambridge International Examinations curriculum for students of Classes VII onwards. The school offers International General Certificate of Secondary Education (IGCSE), a globally recognized curriculum for 14-16 year olds.

MDIS: spotlight on India

anagement Development Institute of Singapore (MDIS), a not-for-profit professional institute of learning, has identified five cities, including Coimbatore, Bengaluru, Mumbai, New Delhi and Kolkata to market their courses. The aim is to encourage students from well-to-do families to study in a reputed institution closer home. The institute, which celebrated its 60th anniversary recently, has already tied up with Vels University in Chennai to offer a few courses. More than 160 students have taken up programmes in tourism, hospitality and international business. Students study a part of the course in the parent institution and the rest at MDIS to earn their degree. MDIS does not receive any government funding. â&#x20AC;&#x153;We make money and plough it back into the institute. We have ploughed in two million dollars in scholarships and business,â&#x20AC;? MDIS secretary general R. Theyvendran said.

HRD Minister Announces Child Tracking System and other School Initiatives

he HRD Ministry said that a child tracking system will be used for over 200 million children across the country that will help to monitor the childâ&#x20AC;&#x2122;s progress from one class to another and also identify drop outs. Moving to other initiatives of the HRD ministry, Smriti Irani said that rather than monitoring the Sarva Shiksha Abhiyan (SSA), annually, her ministry would track it online daily. Irani also announced that her ministry is developing an expenditure portal that centralises various sources of school education data in India. She also mentioned a first of its kind portal for Teacher Education Institutions which will ensure transparency and grading. She also announced that the National Assessment Survey (NAS) which was done once in three years by NCERT, will now be done annually and the Shala Siddhi scheme of her ministry will be extended to all schools.

NEWS CBSE asks Schools to Keep Student Bags Light

BSE issued a notification recommending school heads and teachers to ensure that senior students bring books according to the time table and discourage them from carrying heavy reference books or other such materials to schools. School heads should counsel parents and teachers about developmental issues caused by children carrying heavy bags to schools. Schools are asked to explore the possibility of block scheduling of subject classes in the class time table and co-curricular

It also recommended that books should not be covered with non biodegradable plastic sheet and suggested schools to practice maintaining and keeping books of students up to class II in the school. Schools may provide racks with locks in all classrooms, where the students can keep their book safely without carrying. It also suggested restriction of number of textbooks to the prescribed norms (NCERT), particularly at the primary and upper primary levels.

Web Platform for Inclusive Higher Education

o increase the reach and quality of higher education, the HRD ministry has unveiled an ambitious plan to facilitate web-based learning, involving applying for courses and accessing material online. The structure of Study Webs of ActiveLearning for Young Aspiring Minds (Swayam) promises linkages and assistance for webenabled learning. The massive open online courses (MOOCS) platform will aim to create a student experience that begins

activities should be conducted every day.

may 16

with creating learning plans and providing information to prospective students about the courses that are available. The Swayam flow chart will allow students to check their eligibility and then proceed for preview and availability of teaching in fields of their interest. The e learning programme has been structured to deliver results and improve inclusion as the admission processes to colleges and schools are unable to accommodate a growing number of applicants.

India Gets its Own GPS

ndia entered an exclusive club of five nations that have their own satellite navigation and positioning system with the launch of IRNSS-1G,known as Navic, the country’s seventh navigation satellite. With this, the country will not have to depend on a foreign power for military navigation. With the complete system in place, the armed forces will be able to find their position accurately in the battleground and direct ammunition and missiles deep into enemy territory. The Prime Minister of India, Mr. Narendra Modi said, “Till today, we were relying on other countries for a Global Positioning System (GPS). Today, we will decide our path, how to go, where to go and how to reach, we will decide with our own technology. Indian scientists have given a precious gift to the 125 crore people in the country.”

Cryptic Crossword Contest

BSE is organizing a cryptic crossword competition and has requested schools to send in participation details. The CBSE Cryptic Crossword Contest will be conducted in selected cities from April 2016 to August 2016. The second phase, National Round will be conducted in New Delhi from November 2016 to December 2016. The National Round will be a two day event. It will start with a quarter final where a written cryptic

crossword puzzle is to be solved in one hour by all qualifying teams. Top 16 teams will qualify for the semi-finals. The semi-finalists will be divided into four groups of four teams each. They will participate in an onstage cryptic crossword contest of one hour duration based on a power point format. The top teams from each semi-final and the best runners up will compete onstage for the finals. Schools can register by getting details on www. crypticsingh.com

DRSMUN 2016

RS International School believes in educational excellence. DRS Model United Nation-2016 is a great opportunity for students to bring about change in the world we have to the world we want. The program is open to students from Grades 7 to 12. The programme will be held from June 24 to June 26, 2016 at Hotel The Westin Hyderabad, Hyderabad. MUN is a platform to create a culture of working towards the solutions. Students

develop their oratory skills, research skills, understanding and working of international organizations and strive to surpass the boundaries of their abilities through co-operation and collaboration. They also acquire leadership qualities to navigate them through the crisis ridden scenario of the present-day world to peace and unity. For more details write to janet@drsinternational. com

Awareness among Students about Negative Impact of Tobacco Use

BSE has instructed all the schools affiliated to it to highlight and raise awareness among their students, staff and community about the negative impact of tobacco use. In continuation of the awareness programmes, the schools have been instructed to conduct poster making, essay writing and powerpoint presentation making competitions. On ‘World No Tobacco Day’, May 31, 2016, WHO and the Secretariat of the WHO Framework Convention on Tobacco Control are calling countries to get ready for plain packaging of tobacco products. The CBSE is committed to support all initiatives by schools, which have the major responsibility to highlight and raise awareness among their students, staff and the community, about the negative impact of tobacco use. Many events are also conducted on this occasion. For the events like poster making, powerpoint presentation, essay writing the theme is ‘Negative Impact Of Tobacco.’

Dubai Private Schools Meet to Achieve National Goals

VIDEOS

TO WATCH

ore than 100 principals of private schools in Dubai on May 7, gathered at the headquarters of the Knowledge and Human Development Authority (KHDA) to learn how fostering pupils’ happiness and wellbeing can improve their learning process.

http://www. brainfeedmagazine.com/ may-2016-video-9 Teddy and Mrs. Thompson Short Film

“It is exciting to see so many principals come together with the purpose of collaborating and sharing knowledge,” said Abdulla Al Karam, the authority’s chairman and director general. “Every school feels a sense of shared responsibility towards meeting the national agenda goals.”

http://www. brainfeedmagazine.com/ may-2016-video-10 THE INTROVERT An Award Winning Short Film

For the authority’s next phase, schools will discover how 10 character traits – creativity, curiosity, courage, integrity, resilience, empathy, fairness cum tolerance, awe, gratitude and purpose – can help provide a positive education to children. School inspection reports from this year will include details on how schools are making progress in meeting the national targets. The UAE aims to be among the top 15 countries for TIMSS and among the top 20 nations for Pisa by 2021.

http://www. brainfeedmagazine.com/ may-2016-video-11 Overcoming hopelessness Nick Vujicic

http://www. brainfeedmagazine.com/ may-2016-video-12 Hacking into the Indian education system Debarghya Das may 16

NEWS Nilanjana to Perform At Royal Carnegie hall

ilanjana Jayant, a 12-year-old girl from Bengaluru has been invited to perform at the famous Carnegie Hall in New York. She won the 1st place in Jazz group at Golden Voices of America competition. She will join the elite group of singers, including Ustad Zakir Hussain, to perform at Carnegie. The young Jazz singer says that she is really excited and is planning to sing Fly Me to The Moon by Frank Siantra at the hall. This little nightingale has definitely put India on the

world map of new age talent. Nilanjanaa said, “I am so excited, I managed to win this because of the encouragement from my parents and my trainer Ragini. At the Carnegie Hall...I am expecting to perform the same way I performed at the recording, I am planning to prepare with the same amount of energy.”

hah Satnam Ji Girls’ School Sirsa has been recognized for its excellent work in the field of education and was declared the best along with 34 other schools out of 300 nominations from all corners of India and Gulf Countries at The Econs Flagship Award. SSJGS was conferred upon with the Econs Flagship Award on 23rd April 2016 at Hotel Crowne Plaza,

Indian wins Commonwealth short story prize

ndian author Parashar Kulkarni has won the regional Commonwealth Short Story Prize for 2016. His story ‘Cow and Company’ about four men in search of a cow was adjudged the best from Asia. Cow and Company is politically grounded, funny and keeps the reader engrossed as the story twists and turns and shows the connections between culture and commercial interests. It is judged by an international panel

may 16

of writers, representing each of the five regions of the Commonwealth. The Chair of the judging panel is South African novelist and playwright Gillian Slovo. The regional winners will now compete to be selected as the Overall Winner of the 2016 Commonwealth Short Story Prize, to be announced at the Calabash International Literary Festival in Jamaica on June 5.

The Econs Flagship Award New Delhi where Mr.Udit Raj, Member of Parliament and Ex- IRS Officer graced the event as Chief Guest. The Summit witnessed the enlightening sessions of the eminent educationists from across the country. Ms. Seema Chhabra, vice principal and Mr. Prem Insan of Shah Satnam Ji Research and Development Foundation received the award for SSJGS.

Students Teach Educators Social Media Lessons

group of eighthgrade students from Hartford, Connecticut, US, attended the Northeast Regional Conference on the Social Studies to give teachers some lessons on social media use as social media use doesn’t always come natural to teachers who weren’t born and raised on the platforms. They created presentation on some of the most popular applications to help their

teachers learn about the usage of social media. The group taught a variety of technology and social media, including Twitter, Google Drive, Google Classroom, YouTube, NoodleTools, WeVideo, Kahoot, and Quizlet. Not only did the students impress their teachers, they also impressed the conference organizers who would like to make student-led social media training a reoccurring thing.

CURRENT AFFAIRS

P. V. Seshubabu

NEET BDS & MBBS

FOR ADMISSIONS TO

A PROBLEM OR A SOLUTION?

ll admissions in MBBS and BDS courses in government and private medical colleges or in deemed universities will be done only on the basis of National Eligibilitycum-Entrance Test (NEET). The Supreme Court has made it clear that the single-window test must be applicable from the academic year 2016-17. It has also been made clear that those students who had appeared for NEET-I held on May 1 would be allowed to take second phase of NEET. However, their marks in previous test would stand scrapped. NEET only provides for conducting entrance test for eligibility for admission to the MBBS and BDS courses. There was a lot of criticism

may 16

on Supreme Court’s ruling. Nevertheless, the apex court dismissed all that by stating that the ‘teething difficulties’ would be resolved on their own in due course of time. While Gujarat Government submitted that it was “torture” to impose the NEET on students who are already mentally prepared for State entrance examinations, Tamil Nadu reiterated its argument that the state does not have the legacy of entrance examinations since 2007. States like Jammu and Kashmir, Andhra Pradesh and Telangana invoked special provisions in the Constitution to contend that only the State and not the Centre had

the legislative competence to conduct examinations for medical courses. Minority-run professional colleges, led by CMC, Vellore and Ludhiana, voiced the apprehension that NEET would be a challenge to their very autonomy and identity. Karnataka Private Medical and Dental College Association said, private agencies like TCS have been roped in to design the conduct of entrance examinations and reach out to the rural students. A senior advocate K K Venugopal referred to the recent suicide by an IIT-JEE aspirant in Kota to press his point that students especially from rural areas are already under mental stress and the sudden

Brainfeed team had the privilege to contact eminent educationists to seek their opinion on the Supreme Court’s decision of re-introducing a common NEET. Dr. Chukka Ramaiah, an eminent mathematician and the IIT Guru, while welcoming the common NEET said that there was a clear distinction in the admission process from state to state in the past. He recollected the case of a girl student in Madhya Pradesh seeking admission in a medical college, could not succeed. This happened 40 years ago. “Why so many tests?” he asks. Dr. Ramaiah feels admissions have become a business racket, especially for the medical colleges. Sky is only the limit for purchasing a medical seat! It goes beyond millions! “In order to thwart the local influence in medical admissions and curb corruption, the Supreme Court’s decision of conducting NEET is welcome,” Dr. Ramaiah said. He also feels that not only medical but any higher education should have a widening scope in order to reach the common man. The really deserving meritorious students would be able to get admissions anywhere in our country.

change in their schedule through the re-introduction of NEET in such a short time would only make matters worse for them. Gujarat also highlighted its concern that lack of use of vernacular languages in NEET would cripple the efforts of many students including those with rural background. The Vyapam is an admission and recruitment scam involving politicians, senior officials and businessmen in Madhya Pradesh. Vyapam is a self financed and autonomous body incorporated by the State Government responsible for conducting several entrance tests in the State. The scam involved a collusion of undeserving candidates through middle men to get high ranks in the entrance tests. However the Centre’s

Dr. Ashok Pandey, Principal, Ahlcon International School, Mayur Vihar, New Delhi has forwarded his opinion through email as follows: “Personally I am in favour of a single entrance, NEET in this case. It has the potential of eliminating malpractices and corruption involved in admission. It also sets a benchmark as opposed to multiple standards compromising medical education. Stressing the students by forcing them to appear for several examinations within a short duration can also be avoided. I do not agree with the view expressed in some quarters that the NEET syllabus is loaded in favour of CBSE. Yes, the issue of separate test for MBBS and BDS could be problematic.”

approach to reforming the corruption-afflicted MCI has been wholly untenable. Among the most important is the need to reduce the cost of medical education and increase access to students in different parts of the country. This would also improve the doctorto- population ratio. In reality only people in bigger cities and towns have reasonable access to doctors and hospitals. It is in this context that the Supreme Court’s decision should be analyzed. With Inputs from ‘The Hindu’

may 16

COVER STORY

“All work and no play makes Jack a dull boy!”

P. V. Seshubabu

ports and Games, including indoor and outdoor games and athletics, are important for success in every walk of life. First of all, sports and games are good exercises and help build fine physique. They make students mentally alert and physically strong. Further, good health is one

of the most important benefits of sports and games. Secondly, students learn to cope with difficult situations to overcome nervousness, and they get much needed break from monotonous life! Further, sports and games help build a sense of co-operation and team spirit among students. “A sound mind in a sound body,” and it is an unavoidable necessity for all. The training in sports and games should be given in a scientific way and the suitability of a specific sport or game is to be determined based on the ability and interest

IMPORTANCE OF

PHYSICAL

EDUCATION IN SCHOOLS

may 16

of the student. Inclusion of sports and games in the curriculum of studies is, therefore, very important. Why play? We play by nature. Everyone has an instinct to play as one has an instinct to work! We work in serious mood and play in light mood. Therefore, play and work are complementary to each other! One cannot always be in a serious mood; one requires relaxation! Outdoor game or sport recharges battery of energy. Sportsman’s spirit helps tide over the pangs of life! Tournaments at national and inter-national levels foster integration!

Why is physical education important to students? • They are great sources of pleasure • It builds body and refreshes mind • It trains mind of many virtues • The players learn discipline and develop team spirit • Each player learns to organize things • One learns to accept defeat with grace

Physical Education refers to the process of imparting systematic instructions in physical exercise, sports, games and hygiene. Education aims at the training of the body, mind and conduct of a student whereas to keep a healthy mind within a healthy body, a student needs regular physical exercise. Physical education forms an important part of modern education. Here, Brainfeed is sharing a comprehensive study on the importance of physical education in schools as espoused by Shri Mukul Chowdhary of EduSports. Please read on. . . Importance of Structured Sports and PE in Schools Sports play a significant role in children’s lives in developing their health and wellness. It is a well-known fact that children are happiest when they play. Whether it is playing informally, competitive play or playing just for fun, sports presents various experiences, situations and opportunities that have physical, social, psychological and academic benefits for children.

Regular physical activity provides numerous health benefits for children. It helps control or reduce the risk of chronic diseases, such as heart disease, hypertension, diabetes and osteoporosis and improves their metabolic health. Children who are physically active are more likely to grow into physically active and emotionally balanced adults. Research conducted by Perkins et al. (2004)(1) found that adolescents who are highly active in sports are eight times more likely to participate in sport and physical fitness activities when they become adults, than adolescents who participate very little in sports. Playing also provides many social benefits for children. When children play with each other they relate to each other and feel a sense of bonding and belonging to a community or group. They also learn to cooperate, share and understand each other’s point of view. According to Casey (2010)(2) when children play they use their own language, rules and values and play helps them to develop their own identities.

Aerobically fit students are 2.4 times more likely to pass math tests and are more than twice as likely to pass reading tests than those who are not fit. Aerobically unfit students

Aerobically fit students

may 16

COVER STORY While participation in sports is most often connected to physical and emotional benefits, it also helps children in their academic performance According to research done by Budde et.al, (3) aerobically fit students are 2.4 times more likely to pass math tests and are more than twice as likely to pass reading tests than those who are not fit. Also 20-40 minutes of brisk walking is said to improve mathematical performance in children.

Kids of all age groups show alarming fitness levels % Unhealthy

61.54

60 40 20 0

47.69 33.37 22.61

Sprint Capacity

27.4926.54

22.57 26.98

Flexibility

Lower Body Strength

< 10 Years

Abdominal Strength

39.8837.57

BMI

> 10 Years

Source: EduSports 6th Annual Health Survey 2015

Research by Jarret et.al’s (1998)(4) published in the Journal of Educational Research, found that students engaging in directed physical activity during free time / recess have significantly higher concentration scores and are less fidgety, more focussed on their tasks than students who are sedentary.

The overall benefits of sports can be summed up as follows: • Promotes health and fitness • Reduces the risk of developing obesity and risk factors for diseases such as diabetes & heart disease • Reduces the symptoms of anxiety and depression • Improves behaviour inside and outside of the classroom • Positively affects concentration and memory • Sports teaches children to communicate. There is always more communication in sports than any other topic. It breaks the barriers. Clearly the need for sports and physical activity has been well established. However, there are many challenges in ensuring every child gets the required amount play time.

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How much play is needed for children? Today, across the world,it is a rare sight to see a bunch of kids playing around in the corner of an apartment or in a playground. Instead children have different versions of their favourite sports that can be played at the comfort of their homes - in smart phones or through videogames. Also, with increased focus on academics and excessive exposure to technology, there is not much physical activity or exercise involved in children’s daily routines. According to WHO 2010 report(5) on physical activity the recommended level of physical activity for children between the ages 5-17 is atleast 60 minutes per day which could include moderate to vigorous physical activity. This will help improve cardiorespiratory and muscular fitness, bone health, and reduced symptoms of anxiety and depression. Physical activity of amounts greater than 60 minutes daily will provide additional health benefits. Unfortunately many children do not meet these physical activity recommendations. The 6th edition the Annual School Survey conducted by EduSports(6),an in-school Sports education organisation in India, covered 1,48,054 children across 245 schools between the ages 7 – 17 in India. Research by sport researchers such as Brustad(7)and Gould(8) have found that youth sports could very well be one of the most important activities in a child’s life. However, as children get older, it becomes more challenging for them to get enough daily physical

The key findings of the survey are: • 2 in 5 kids don’t have a healthy BMI • 1 in 2 kids lack the adequate lower body strength • 2 in 5 kids don’t possess the adequate upper body strength • 1 in 5 kids don’t have the adequate endurance capability • 3 in 10 kids don’t have the desired sprint capacity • 1 in 4 kids don’t have the desired flexibility activity. This could be due to increased academic pressures, lack of motivation from parents, or the children’s inability to play particular sports well. Physical activity among children drops sharply between the ages of 9 and 15, according to a 2008 study(9) published in the “Journal of the American Medical Association.” According to a study conducted in Ireland, a number of wellestablished patterns in children’s activity can be identified (Sallis, 2000; Caspersen et al., 2000)(10). These include the following:

• Children aged from around 8 or 9 years to 12 or 13 years are most likely to be active and likely to attain the recommended levels of activity. • Physical activity declines during the teenage years, with the onset of decline usually identified as occurring sometime between 13 and 15 years of age. By the late teenage years, substantial minors have developed sedentary or lowactivity lifestyles, though not to the same degree as adults. According to Sallis (2000), age-related decline in physical activity is so common in human populations and occurs so widely also in many animal species that it must have a biological basis and is not simply a consequence of social factors (such as pressures of study) that arise in particular cultures. • Boys are more active than girls and are less likely to be completely sedentary. Across the globe, implementing sports education programmesare a huge challenge, considering the various constraints we are faced with. However, with a structured approach to sports, these challenges can be overcome. The next section discusses this aspect in detail. may 16

COVER STORY Sports Education Programmes It is known that children spend a significant part of their time in schools. The school is therefore proven to be the best place to introduce changes in the way sports or physical education is handled, so as to reap its benefits. Despite recognition of the positive impact sports has on education and child development, physical education does not feature in many schools as part of the curriculum or as a compulsory activity. Outside of PE classes, only children who are interested or talented in sports are provided training. Consequently, every school has to evaluate how best to implement initiatives that provide the appropriate environment, tools and framework within which, this paradigm shift towards physical education and sports can be achieved. Schools have two broad areas through which they can promote physical education and activity levels amongst children.

Recess Time activities

Structured & Inclusive Sports Programs

Recess Time Activities: Taking cue from studies conducted in the USA by shapeamerica.org the recess time can provide a great opportunity for schools to drive the physical education agenda. Supervised play during recess time has had tangible, demonstrated benefits in improving physical activity levels amongst children. One concern has been the allocation of correct resources for this and also the challenge of sustaining this

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amongst children in high school or higher grades, whose other activities also impinge on recess times. Structured & Inclusive Sports Programs A structured sports programme is developed keeping in mind the physiological, physical and psychological needs of children and delivers holistic sporting experiences. A good structured sports education programmeâ&#x20AC;&#x201C; starts at the kindergarten level; provides daily physical activity ensuring that every child participates; creates awareness among teachers, staff and parent community on the importance of sports education; adapts the curriculum based on the specific needs of the schools; educates children on living a healthy and active lifestyle; and provides

periodic assessment on each childâ&#x20AC;&#x2122;s development. To implement a structured sports programme schools require good sports facilities, certified instructors and coaches, support from parents and school staff and most importantly commitment from school to build a culture of sports education. Many schools might not have the expertise or resources to develop and implement such a programme. In these cases schools can partner with organisations that have developed research-based curriculum keeping in mind the needs of children. These organisations typically have certified trainers, age-appropriate curriculum, and assessment techniques thereby providing a comprehensive approach towards sports education. Availability

of specialist organisations makes this a potential area of collaboration where schools can retain administrative control while reaping the benefits of expertise in design and delivery of structured PE curriculum. How Schools Can Implement Structured & Inclusive Sports Programmes As with any other overhaul within the school system, implementing structured sports programs is also fraught with many challenges. Some of the key ways in which schools can effectively implement structured physical education programs include: • Support Group: Create a group drawn across various stakeholders – school administration, teachers, physical education instructors, parents and partner organisations who can contribute to the monitoring and support required to keep up momentum of structured sports initiatives. • Collaborations and Partnerships: Many schools in developed countries have benefited from partnerships with external specialist agencies who bring in the required expertise and tools to implement structured sports programmes.

Support Group of key Stakeholders

Use of Technology and tools to monitor programmes

Sports Curriculum

Structured Sports Education in Schools

Certified Coaches and Trainers

o Age appropriate physical activities planned for specific groups of children and associated material/ equipment o Space availability within the school and extended location.

Equipment / Infrastructure

o In addition to traditional sports equipment, there are many more sports / play aids to achieve better physical education standards. • Coaches and Trainers: Infrastructure and policy are

• Infrastructure and Equipment: • Good sports infrastructure in schools with at least a good play ground, preferably a grass field.  • Assess requirement of equipment needed for various age groups with reference to structured play programs. This assessment needs to be done bearing in mind: may 16

COVER STORY only part of the solution for better sports education. The most critical ingredient for success is having the right people as PE instructors, coaches and trainers. Even with a well-designed PE curriculum, the effectiveness depends largely on the availability of sufficient and qualified people. • Importance of Sports and Academics: PE should be treated with equal importance as any other academic subject, and should not be looked at as an extra-curricular activity. The same philosophy needs to be embraced by parents as well, and equal importance to the subject and the teacher should be given in forums like the Parent Teacher Association. • Sports Education Curriculum: PE should be treated with equal importance as any other academic subject. Equip necessary support and tools to run a good program in schools- This can include adequate rewards and recognition for students, a curriculum like any other academic subject, planned assessments and updates to parents like any other academic subject and the necessary

in this dimension of physical education – are all ways to ensure sustainability and efficiency of structured programs.

A curriculum like any other academic subject, planned assessments and updates to parents like any other academic subject and the necessary support from the school in events like sports days or school sports events to make them successful. support from the school in events like sports days or school sports events to make them successful. • Use of Technology: Collation of programme information, training of coaches and relevant material can be made readily available with the use of technology. Internal reference websites, dashboards that help track student performance

Conclusion Adopting a structured education programme clearly is a significant step towards ensuring every child is involved in physical activity and can reap its benefits. While many governments have guidelines and policies in place to support sports education, appropriate implementation of these guidelines will be key in delivering sustainable outcomes. Also different schools across different countries could adopt strategies that work for them and their children, based on the resources available. However, to attain this paradigm shift towards physical education and sports it is important to encourage the acceptance of a sports-oriented culture in schools and by the community at large, which requires a collaborative effort between various groups, associations and resources within the respective countries.

References: 1. Perkins DL, Jacobs JJ, Barber BL, Eccles JL. Childhood and adolescent sports participation as predictors of participation in sports and physical fitness activities during young adulthood. Youth Soc. 2004;35(4):495-520. 2. Ann Rosewater. Organised Sports and Health of Children and Youth 3. Budde, H, Voelcker – Rehage, C, Pietrayk – Kendiziorra, S. Ribeiro, P. Tidow, G. Acute coordinative exercise improves attentional performance in adolescents. NeurosciLett. 2008 441:219-223. 4. Jarrett, OS, Maxwell, DM, Dickerson, C,

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Hoge, P, Davies, G, Yetley, A. Impact of recess on classroom behaviour: Group effects and individual differences. Journal of Educational Research. 1998;92(2):121-126. 5. http://www.who.int/dietphysicalactivity/ pa/en/ 6. 6th Annual Health Survey by EduSports. Please see detailed report here:http:// www.edusports.in/images/6th_Annual_ Survey_Report_EduSports.pdf 7. Brustad RJ. Who will go out and play? Parental and psychological influences on children’s attraction to physical activity. PediatrExerc Sci. 1993; 5(3):210-233.

8. Gould D. Promoting a positive sports experience for children. In: May JR, Asken MJ, eds. Sport Psychology: 9. Journal of the American Medical Association by Philip Nader, M.D., Emeritus Professor of Pediatrics at the University of California San Diego, and other coauthors. 10. PATE R.R., P.S. FREEDSON, J.F. SALLIS, W.C. TAYLOR, J. SIRARD, S.G. TROST, M. DOWDA, 2002. “Compliance with physical activity guidelines: prevalence in a population of children and youth”, Annals of Epidemiology, Vol. 12, No. 5, pp. 303-308.

INTERVIEW

Vanalatha

reluctant cricketer to start with, nothing could stop Mithali Raj from succeeding and becoming Indian women cricket’s biggest role model. Mithali Dorai Raj, was born on December 3, 1982 in a Tamil family in Jodhpur, Rajasthan. She started to play cricket at the age

of 10 and at the age of 17, she was picked for the Indian team. As a child, she was trained in Bharatanatyam, and gave stage performances. She is employed with the Indian Railways. Mithali became the first Indian and second in women’s ODI history to complete 5000 runs after England’s Charlotte Edwards. She has played 157 ODI matches for

India with the record making total ODI score of 5029. With an average score of 48.8, she has 5 centuries and 37 half centuries in her name. She is a voracious reader of books on crime, history and biographies. She is also the first female cricketer to win the Wisden India Cricketers of the Year recognition in April 2015.

India’s Pride Mithali Raj

An ARJUNA AWARDEE in 2003 and PADMA SHRI Award winner in 2015

As a little girl you grew up hating cricket and now you are the captain of Indian women’s team. What is the reason for this change? I did hate cricket initially as I was not keen to take up sports. I was already pursuing Bharatanatyam then, it was my dad’s initiative to turn me into a professional cricketer. I have spent all my childhood and growing up years pursuing this sport. It has become a way of living now and I have come to a point in my career that I have started to enjoy it.

You wanted to be a Bharatanatyam dancer but you are in the cricket field now. What made you to select Cricket as your career?

The Right-hand batswoman and leg break bowler, who leads the Indian Women Cricket team, Mithali Raj shares her bagful of experiences to the questionnaire sent by Brainfeed.

I learnt dance for 8 years. Cricket happened by chance. I tried to manage both for a few years but it was getting difficult. As I was selected in the probable for 2007 world cup I used to attend camps every month which resulted in may 16

INTERVIEW missing my dance shows. It was difficult but since I already was in reckoning for the Indian team I chose cricket.

The driving force, which kept you motivated over the years, lead you to success. What were the sacrifices you had to make and to whom would you give the credit? All through my career my sole motivation was to make my parents feel proud about me. They have sacrificed a lot to give me everything that I needed in my early years as a cricketer when there was no money and sponsorship to buy cricket equipment or to go on tours. I hail from a middle class family. Both my parents were working but mom had to quit her job to cater to the demands of the game like picking and dropping me at training sessions. My dad had to forgo his promotion as a banker because that would mean he had to shift his base and that wasn’t good for my cricketing career. As for giving credit to the cricketer I am today, there are lots of people who played a role in shaping me as a cricketer, my parents, school, various coaches at different stages of my career , my school friends who kept my homework up to date and my cricket friends who always are positive.

Many weren’t aware that women’s world T20 exists and is being held simultaneously with the men’s game. What is the reason and why is the perception of the people like this? People not aware of women’s cricket is purely because the matches are not televised. The

There are lots of people who played a role in shaping me as a cricketer, my parents, school, various coaches at different stages of my career , my school friends who kept my homework up to date and my cricket friends who always are positive. 24

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more the matches are aired, the better awareness spreads for the sport. The recently concluded T20 world cup was telecast the games live which gave the needed impetus to the team and the sport in general in India. We had lots of people following the matches and the response was amazing.

This was the first time that a women’s tournament was being televised. Do you think this is enough for the people about the awareness of Women’s cricket? What else can be done? The television medium should not be limited to world cup games but also need to be extended to bilateral series when we play any

team in India or abroad so there is a follow up of matches for women cricket followers to look up and also the calendar for women’s cricket should be chalked in a way. There is always some series on for the players and followers to look up and not have long layoff.

You are the second bats woman to score 5000 runs in Women’s one-day internationals after England’s Charlotte Edwards. How do you feel about it? Statistics never interested me but in sports they hold far bigger value. I feel happy that I am the first Indian and the second in the world to achieve that mile stone. It reflects my consistency and I am happy that my dad is today proud of my achievements.

What are the opportunities for women playing cricket in other countries compared to India? Women cricketers in countries like England, Australia and New Zealand play a lot among themselves. The domestic structure is based on counties wherein you have the option of a foreign nationality player to represent your club. This gives great exposure to the player. Unfortunately we in India don’t

As a captain I have an added responsibility. Firstly I need to be good with man management as I have to deal with variety of people in the team. Captaincy has its own pressure but more than anything it is a huge honour. Very few privileged ones get to lead India at the highest level. have that set up. Recently Australia and England came up with big bash league. It is in lines with IPL format. Maybe in couple of years if India too comes up with something in those lines it will help the sport, the national cricketers and the local players immensely.

You have got a great responsibility to lead the women’s cricket team. Being the captain, what are the ups and downs you face? As a captain I have an added responsibility. Firstly I need to be good with man management as I have to deal with variety of people in the team. Captaincy has its own pressure but more than anything it is a huge honour. Very few privileged ones get to lead India at the highest level. As a captain I need to be the best at all given time just not on the playing field

but off the field too, as I am the ambassador and representative of our country. The players look up to the captain at all times to motivate and inspire them so it’s imperative that I inspire and lead them with example.

You are nicknamed as the ‘Tendulkar of Indian Women’s Cricket’. How do you feel about this title? When people refer me as Tendulkar of women’s cricket, I accept it as a compliment because what he is in men’s cricket is huge. No one can come anywhere close to his achievements but on the flip side I also feel that people should acknowledge me as Mithali Raj for I worked very hard to create the identity of my own in this field and would love people to know me by my name.

Today’s children are the future citizens of our country. What piece of advice would you like to give to the Brainfeed readers? For children of today I would advise whatever field they choose they have to give time to grow and not hurry up to get overnight success. The old saying goes; there is no substitute to hardworking and individual sacrifices as they reflect your priority. Success demands sincerity and perseverance at every stage. may 16

MENTOR SPEAKS

P. V. Seshubabu

DIFFERENTIATED LEARNING CALLS FOR

(using) varied methodologies. . .

With over 30 years of dynamic leadership in education in various capacities in UAE - joining GEMS Education (1986) was elevated to Senior President Special Projects, Everonn Education Ltd for GEMS Education before he joined Goldline Education as CEO (2013) - and in liaison with CBSE and the Gulf Council as Chairman for various developmental projects in the UAE education, Dr Farooq Ahmad Wasil, was honoured with the prestigious National Best Teacher Award in 2005 by late Dr A P J Abdul Kalam, former President of India. Dr Wasil was awarded GEMS Fellowship (2006) to research on ‘Leadership Management ‘at the University of Cambridge. BRAINFEED has been privileged to bring out Dr Farooq Ahmad Wasil’s exclusive e-mail interview on pedagogy and practices for ‘Mentor Speaks’. Please read on. . .

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What explicit agenda for the optimal and innovative use of varied teaching methodologies have been adopted to enhance learning experience? Teaching methodologies have to be varied if learning needs to happen. I would put it the other way round. For learning to happen, methods used to facilitate this need to be varied. One size will never fit all. Differentiated learning theory has evolved as an offshoot of thinking in this direction. As there are different types of students, so there are different types of teachers and styles. One can be a chalk and talk authoritarian, a facilitator or activity oriented, a demonstrator or coach style, a delegator or group style or a hybrid or blended style. Differentiated learning calls for using varied methodologies as the end goal is for learning to happen and learning can happen

Dr. Farooq Ahmad Wasil only when children enjoy the experience, explore concepts, and enrich themselves. This can also entail the use of technology in the class room, the much talked about and hyped about method. The teacher is empowered to analyse each student and so facilitate learning using a lesson plan that caters to differentiation as well as ensure a cohesive movement towards learning goals.

How has the school/s established improvement agenda through research practices under your leadership? For any improvement to happen, first and foremost there has to be the general environment of healthy feedback into practices. As a leader, this has always been a priority and to this end continuous professional development modules would always be premium along with teacher observations by

peers, supervisors and the head. In a climate of trust, feedback given and received enables one to fine tune practices and continuous professional development programmes that are build up around needs based on need analysis studies help the improvement agenda.

delivery can happen even has teaching learning process is underway rather than wait to taste the pudding once it is done.

What innovative measures have you adopted to train teachers continually enhance and up-date their know-how in the teaching-learning process so that the students learning needs have been identified?

It is believed that the schools you worked have sequential plan for curriculum delivery ensuring consisted teaching accompanied by continuous assessment to monitor learning the year. Please elucidate.

Human beings are by nature adaptable. No teaching style is fixed and no learning is fixed either. All are changing and evolving. It is necessary therefore that in a teaching learning situation participants are flexible and adaptable. Also of equal importance is the sharing of learning goals with learners so that they become partners in the journey rather than ‘soakers of knowledge’ or mere ‘onlookers’. If an environment is perfectly matched to the developmental

It is necessary to have a map of what teachers should know and be able to do both from a general and subject expertise perspective. I have always encouraged teachers to draw this up for them as well as at a collective level so as to enable a shared understanding. When this is done, the individual maps drawn by teachers give an indication of their strengths as well as weakness which then feeds into the Continuous P Professional Development plan for the individual teacher and the collective data of all individual plans feed into the school CPD

levels of learners, it can be too comfortable and therefore a certain level of discomfort is necessary for both teachers and students. Teachers need to constantly try out new teaching styles even if they are unfamiliar and cause discomfort and learners must equally be enabled to acquire the necessary skills to adapt to new and unfamiliar learning styles.

plans. However, teaching is a complex activity and the formal knowledge that teachers rely on accumulates steadily so as to enable each teacher to use judgement, improvisation, and dialogue to excel in this craft. Additionally, peer observation is encouraged for peer feedback which is informal as well as teacher mentor system where an experienced teacher excelling

How has the school/s established improvement agenda through research practices under your leadership? Each student is different. So it stands to reason that the same plan for curriculum delivery will not work. Therefore it has been a practice to encourage teachers to think about how a particular teaching style can match an individual learning style/s and rate of learning in any given classroom for any given subject. Equally emphasis is placed on understanding one’s own style of teaching which is more than often a result of personal attitudes and values, personality, previous experiences and availability of resource. One can be a; lion tamer (firm discipline or teacher as expert) or entertainer (multiple resources, active group work) or it could be the ‘new normalities’ of negotiated, individualised teaching. Traditionally any checking up on learning happens only at the end of the learning cycle. So even as differentiated learning plans are given importance, equal importance is given for assessment for learning so that course correction on

The lesson plans adhere to the highest levels of academic enterprise. Your comments.

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MENTOR SPEAKS in the art and craft of teaching mentors the green horn that has just joined.

How did you succeed to equip students to excel in the highly competitive world? What kind of curricular, cocurricular and extra-curricular activities were envisaged for students? Competition I have always maintained is with the self. The world may be competitive and it will be. However, if children are equipped with this knowledge that it is themselves that they have to compete against to excel, this will naturally ensure that they ride the crest in the competitive world without getting depressed. All curricular, co-curricular and extra-curricular activities are only to this end. They provide different platforms for children to explore their capabilities, skills and potential. Set-backs will be naturally, but in the process if they are enabled to pick up the skill of moving on from the setback, this is the most precious learning for life that has happened. Therefore, curricular, co-curricular and extracurricular activities are a integral part of education. It helps when a planning committee heads this at educational institutions as there has to be coordination between the three arms so that the learning potential is maximised.

How do you define an ideal classroom and how do you gauge students’ success? A space charged with passion for questioning, learning (both teacher and student) and ‘thinking’. I do not subscribe to rating an ideal classroom on the infrastructure or the examination

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A space charged with passion for questioning, learning (both teacher and student) and ‘thinking’. I do not subscribe to rating an ideal classroom on the infrastructure or the examination result of the students. Does this sacred space provide room for teachers to be fantastic facilitators and learners to be enthusiastic in exploring is premium?

result of the students. Does this sacred space provide room for teachers to be fantastic facilitators and learners to be enthusiastic in exploring is premium? While technology may add the impact, end of the day it is the human factor and the associated passion for exploration and learning that defines an ideal classroom. From this perspective, that student is a success who is a lifelong learner immaterial of the degree earned from a prestigious institution. The value addition that the student goes on to contribute to the world as a global citizen starting at the local level equally speaks for success. A good example of this all those luminaries such as Edison etc who were labelled ‘unsuccessful’ in school actually proved to themselves to be more successful.

In the commitment towards students what challenges you had to face? What ails the present education system? How could it cater to needs of changing society?

What ails the present education system are also the challenges one faces in one’s commitment towards students and that has always been the case throughout history. Needs always outstrip availability. It is rare to have a system that is evolving in quick time to cater to felt needs which change with each generation. Having said that, I would highlight the need for ‘humanising’ humans for we live in a gadget and tech dominated 21st century. Equally critical is the need for understanding different cultures so that we co-exist peacefully as is the need to adapt. The one constant challenge has been resistance to change both in teachers and learners with the degree of resistance to change higher among the teachers. An open mind that is willing to learn is an ideal and we work towards that.

What unique feature/s would make a school stand out from the rest? There will always be a standard list of parameters that will make a school stand out from the rest. At the end of the day, it is the excellence in teachers in nurturing and blossoming great human beings that add value to community, society, nation and world that will make a school stand out from the rest.

What message would you like to the BRAINFEED readers? Technology cannot replace teachers and emotional quotient is going to be more and more critical going forward.

SPECIAL FEATURE

Dr. Shayama Chona President, Tamana

our three-year–old genius finishes the puzzle in five minutes flat. “Hooray,” you say, enveloping her in a warm hug and rewarding her with a chocolate. “I am so proud of you!” What could be wrong with this? Plenty if your goal is to encourage your child’s development. Just as it is misguided to offer your child false praise it is also a mistake to reward all her accomplishment. Although rewards, whether in the form of a chocolate, a lollipop, a sticker or an extra big hug, sound so positive, they have a nasty habit of back firing. Why, because they detract from the ‘love for learning’. Children enjoy getting a reward so much that they may begin to focus more on it than on what they were doing. If you constantly reward a child for her accomplishments, she starts to crave more about getting the reward than on what she did to earn it. The focus of her excitement shifts from the sheer, natural joy of learning and growing, to pleasing you. If you applaud every time your child identifies a letter, she may become a praise junkie who eventually becomes less interested in learning the alphabet for its own sake than for hearing you applaud. You can start by giving a sticker for each morning she dresses herself or motivate the child to do basic, boring tasks that you don’t have to really enjoy to excel at – like brushing the teeth or putting away the toys.

Rewards do have a place in every child’s life, but don’t overdo it. Try to reserve them for motivating kids to better or more grown up behavior.

Be Prudent in your praise and appreciation Rewarding your child for every little chore is not a good idea if you want him to grow up normally Be especially wary of promising your child a reward ahead of time (whether a kiss or a coke) for doing something important for her development, like building the blocks. Even very little children come to know that rewards are usually given to encourage you to do something that is onerous or difficult. If you promise to reward children for each and every one of their accomplishments you inadvertently thwart their inner drive to grow. You reduce simple and enjoyable things like completing the puzzle, learning the alphabet or swimming into a chore – something the children do with one eye on the prize. The

classic example of this is paying older kids to read books. You end up instilling a love of money rather than a love of literature. I am not suggesting that you should remain poker –faced, when your child finally builds her first four block tower. But instead of giving her a gold star or going on and on about how proud you are of her, talk animatedly about what she has actually done. Ask her how it feels to have built such a big tower. Help her count the blocks. Ask her what she likes about her monument. Laugh along when she delightfully topples it. Teach her to clap for herself rather than always turning to hear the applause from you. may 16

Ramoji Rao, Journalist Padma Vibhushan

Kokilaben Ambani, wife of Industrialist Shri Dhirubhai Hirachand Ambani (Posthumous)- Padma Vibhushan

Yamini Krishnamurthy, Classical Dancer Padma Vibhushan

Sri Ravi

Padma Awards O

ne of the highest civilian Awards of the country, are conferred in three categories, namely, Padma Vibhushan, Padma Bhushan and Padma Shri. This year the President of India, Mr Pranab Mukherjee presented Padma Awards to

112 persons

(10 Padma Vibhushan, 19 Padma Bhushan and 83 Padma Shri) at the Civil Investiture Ceremony held at Rashtrapati Bhavan.

Saina Nehwal, Badminton Player Padma Bhushan

Prof N.S. Ramanuja Tatacharya, Sanskrit Scholar Padma Bhushan

Sania Mirza, Tennis Player - Padma Bhushan

Madhu P

Rajamouli, Producer & Director - Padma Shri

Ajay Devgn, Actor - Padma Shri

Malini Awasthi, Folk Singer - Padma Shri

Haladha Padma S

may 16

Sri Ravi Shankar, Spiritualist - Padma Vibhushan

Rajinikanth, Actor - Padma Vibhushan

Hafeez Contractor, Architect - Padma Bhushan

Madhu Pandit Dasa, Social Worker - Padma Shri

Madhur Bhandarkar, Film Producer & Director Padma Shri

Sundar Menon, Social Worker - Padma Shri

Haladhar Nag, a prominent poet and writer Padma Shri

Ajaypal Singh Banga, Industrialist - Padma Shri

Pandit Tulsidas Borkar, Classical Musician Padma Shri

may 16

THEATRE EDUCATION

Vanalatha

DRAMA for Development

Alchemy Kids Theatre is South India’s 1st Developmental Drama Training institution for Theatre Arts.

Mr. Vijay Viswanathan, Founder and CEO, Alchemy, Chennai, has been associated with the line of arts and creativity right from his childhood. Vijay realised that Multiple Intelligences which comprise eight abilities like Kinesthetic, Visual, Mathematical and Musical, can be honed in children through Theatre. Theatre activities promote social skills in children, build self-confidence, enable them to think logically and work harmoniously in groups. The Alchemy Kids Theatre education system focuses on the creativity, communication and personality skills enhancement through whole brain development modules. Another feather in Alchemy’s cap is its affiliation to Trinity College London. Examiners from London come to the institute to conduct examinations. Vijay’s perennial thirst for a continuous enriching of 360 degree approach to the curricula for Alchemy’s shortterm and diploma courses leads him to experts in the fields of arts and education all over the country. His regular interactions with the Manchester Metropolitan Academy in England help him gain a global perspective of performing arts.

Mr. Vijay Vishwanath, CEO, Alchemy Kids Theatre, shared his views to Brainfeed about Developmental Drama and its benefit to students.

The developmental drama curriculum of Alchemy Kids Theatre focuses on the overall development of a student. The program is aimed at enhancing the skills of students in areas of Personality, Communication and Creativity.

The Developmental Drama curriculum of Alchemy is structured to facilitate in the whole brain development of the students. It thus touches upon the different multiple intelligences, giving the scope for students to explore and experiment. This in turn results

The Alchemy Kids Theatre Education is a developmental drama system in Tamil Nadu, India. What does the programme focus on?

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Each and every course has its own benefit. What are the benefits for a child who takes up this course?

in the students becoming aware of their strengths and weaknesses, thus guiding them to put in their efforts in the right direction. Over a period of time they become confident, creative, observant and caring human beings. The empathy level in them helps them participate well in group activities without any ego and at the same time they are confident of solo presentations. They develop good public speaking skills and leadership skills. At a larger perspective this program also helps those who would like to take up fine arts as their career.

Alchemy Kids Theatre is affiliated with Trinity College, London. How are the exams conducted and how are the children judged? The exams from Trinity College of London are conducted annually twice â&#x20AC;&#x201C; every November and February. Examiners from Trinity College of London come down for judging. We are focusing on Certificate in Speech and Drama and Certificate in Communication Skills for students who are between the age group of 5 & 15 along with Diploma program for students who are 18 years and above. The

students get to accumulate UCAS points (Universities & Colleges Assessment Services points). These points are very helpful for students during college admissions as they add to their credit points both in India and abroad.

How are Multiple Intelligences honed in children through theatre? What are the children trained in other than the stage performances? Theatre is the only art form that touches upon all the 8 multiple intelligences. The developmental drama curriculum modules of Alchemy are structured to help students explore and experiment with these multiple intelligences. Other than stage performances the students as they reach the higher grades are trained on Scripting, Lighting direction, Audio management, Back stage Management, Direction, Program flow planning & execution, Team management, music direction etc.

in mind and we at Alchemy upgrade our syllabus every year. The response from the parents has been very encouraging as they are able to see the required transformation in their children over a period of time. We are into our 14th year and the curriculum is working very well to help children enhance the above mentioned skills. The popularity and delivery value of the program has also got to be connected with many schools to conduct the School contact program in their respective schools.

Alchemy organizes a camp where special children interact with children with no disabilities. How does this help the special children?

This sort of integration helps the children with special needs to a great extent as they become more confident when they realize that they are accepted in the regular stream and also enhances their skills because they observe and For any course a proper interact with the regular stream curriculum is developed. How students. Vice versa this also is the curriculum developed for this helps the students of the regular course? What is the response from stream in a big way as they are the parents about this course? able to understand the special needs children and also adjust The curriculum is developed with them. This helps them keeping the current generation improve on the empathy level.

may 16

PARENTING

Vanalatha

he question of how to keep the children occupied during summer vacation becomes increasingly important. It is important to keep kids occupied in interesting activities not only for their own development, but also one can have some peace during summer vacation. Activities do not limit to swimming, painting, summer camps and so on, it can also be the way to involve them in household chores which are also very interesting.

KEEP THE

BOREDOM AT BAY

Summer vacation…it’s time for relaxation, time for laziness, time for adventures and many more! Children eagerly wait for summer vacation but once the vacation starts, they get bored and keep hanging here and there. It is the parents who are in trouble to control their children. Parents feel to indulge them in some or other activities to make them utilize their time. 34

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Household chores are training ground for real life. These teach important life skills and children feel competent and responsible. Sharing household chores can minimize stress in a family. This training should not be limited only during vacation but should be a routine habit. Getting kids to do chores is an important task in a family. The easiest way to secure your child’s assistance with housework is to train right from child’s tender age. This will become a continuous process and the child will be habitual doing the work. The most important duty is to teach them how to work. The best way is to work together so that the child gets an idea about the work. When the family does the house work together, one can expect full cooperation from the child too! Teach children that house hold work is every one’s responsibility. Create a chart, listing different chores. Assign the responsibilities and give children time limit to complete their work. Praise and appreciate when the work is done. If the work is not done properly teach them instead of blaming them. Lots of encouragement keeps children interested in helping. If their work is not great,

boost their chances of success by explaining the work again. Different people have different views. Some parents of teenagers worry that their teens are too busy with school work and extra-curricular activities. So they avoid giving them chores. Other parents simply give up because their teens refuse to do work. Parents have to take the responsibility to motivate and make the teens to understand the importance of household chores. Doing chores is an important part of growing up. A teen who regularly does chores will begin to feel a sense of mastery and increased sense of responsibility. Daily chores that are easy to do should become a part of children’s routines. For instance, add the chore of making the bed or taking the pet for a walk to your teen’s morning routine as something they should get done while they are getting ready to school. The simple act of placing the lunch bag in the kitchen and the simple task of emptying it out can be done when children get home from school. Adding the tasks to their routines helps cement good habits for life. Cleaning house will become a habit or a routine to children if they are made to do it on their own. Don’t ever just say “clean up your room” but specifically explain the tasks. “I’d like you to put the books on the shelf, make the bed and dust the bookshelf,” is an instruction that’s easier for a child to follow. Break it down into easy, age-appropriate tasks. Engage and involve them to discuss about chores and include them in conversations about what needs to be done. Your goal is to infuse responsibility and develop a cooperative attitude — not perfection. Once children are used to routine, they will become perfect with the work. After all, the job of parents is to bring up productive adults, right?

Try to assign the task to your children according to their age. Here is a list of few chores according to their age group:

2-4 year olds • Put napkins on table • Help put away toys • Put laundry in hamper

4-7year olds • Put away toys/things • Help feeding the pets • Watering the plants • Help making bed • Put laundry in hamper • Help put away groceries

8-10 year olds • Making the bed • Watering the plants • Clean room under supervision • Set or clear the table • Vaccum or dusting • Feed pets and take them for a walk • Help preparing food • Put laundry in hamper • Help washing the car • Help washing dishes

11 year olds and above • Set or clear the table • Clean room with direction • Put away groceries • Clean the bathroom with direction • Clean the kitchen • Feed pets • Water plants • Put laundry in hamper • Help with laundry and eventually start doing own laundry • Help making dinner/make small meals on own • Help washing the car • Making bed • Washing dishes may 16

EDUCATION

P. V. Seshubabu

GOING BEYOND GRADES Evolving the Singapore Education System

D Revamping the Primary School Leaving Examination is a shift away from academics towards broadening opportunities for students to discover their interests and talents and develop life skills, a sense of curiosity and a love for learning. 36

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Educational experts in Singapore feel it is a necessary change to move away from pre-occupation with marks. By 2021 the aggregate score will be done away with providing a great relief from excessive stress among students and parents. With this change students will no longer be graded relative to one another. Instead there will be wider scoring bands such as A B C D similar to the scoring system used in the ‘O’ and ‘A’ level examinations. This overhaul of a pressure cooker system with water tight compartment would focus on the students’ holistic development. The examinations have already become a thing of the past with the continuous and comprehensive assessment and students have been encouraged to express themselves. Applied learning is in along with the development of

A B

character and life skills. Primary students take part in a threeday cohort camp and learn to prepare simple meals, adapt to the outdoors and build resilience and camaraderie. In future years primary school children will have more choice to go to secondary schools offering niche programmes in robotics, environmental issues, the arts and music where they can develop their interests beyond the three ‘R’s - Reading, Writing and Arithmetic. The Singapore Government’s policy is “let’s help the students make good choices about their educational and career pathways based on their aptitudes and aspirations. Let’s help them to be ready for the future”. Changing the Landscape Singapore’s education system has gained a reputation for being

The Need for Change Changes to the education system go beyond trying to reduce stress on children. They are a response to the needs of a rapidly changing world. World Economic Forum stressed for the need for competencies like ‘collaboration, creativity and problem-solving and character qualities like persistence, curiosity and initiative’. Skilled jobs are more and more centered on solving unstructured problems and effectively analyzing information. Education is, therefore, moving beyond the transactional approach of sitting and clearing examinations to imbibing that love for learning. Textbook knowledge alone will not always get them through. Even employers are not going highly competitive and overly focused on grades and book smarts. Although results are declared without the top scorers being highlighted anymore, the schools recognize their best performers and also celebrate the achievements of those who show improvement, overcome challenges such as a disability or illness or excel in area such as volunteer work and sports. More schools now include programmes to nurture interests beyond books, such as drama and dance. Schemes to admit students based on their non-academic talents have been introduced. School admissions are also based on students’ sporting and artistic merits and not merely academic grades. The shift emphasizes helping students with life skills. Old rote-learning and memorizing have given way to applying

textbook knowledge to realworld scenario and more current content. Language lessons and assessment now place more weight on communication skills to help students converse in English and mother tongue more confidently. Ministry of Education, Singapore has also placed a stronger emphasis on outdoor education. Accordingly, from 2020 students take part in three cohort camps during their school year.

Mr Ng, Minister said, “We want to cultivate a generation of young people who grow up with a sense of curiosity and a love for learning... asking both the ‘whys’ and the ‘why not’s.

Parents Support

to look for the person with the highest aggregate score. Instead, they value skills like teamwork and creativity and traits such as resilience and empathy.

Changing parental mindset is difficult. Parents take extreme measures to send students to enrichment classes to help build DSA portfolios. Parents opine that “students with higher grades have a higher chance to enter schools of their choice. Many parents feel that grades determine future success and so vie for the top schools.

Thus, there will be a need to think out-of-the-box and try bolder models such as a 10-year or 12year through train model. . . Courtesy: www.straitstimes.com/singapore/ education/going-beyond-grades-evolvingthe-singapore-education-system

may 16

MONEY MANAGEMENT

P. V. Seshubabu

LISTEN

How to inculcate MONEY MANAGEMENT SKILLS among students in schools? survey conducted by National Financial Educators Council (NFEC) revealed that study of ‘Money Management’ benefited the students most! The study was to understand the financial attitudes and behavior across different age -groups. Many students go largely unexposed to any kind of money management instruction! The survey also revealed that financial literacy is not considered “a career study”, hence there is lack of appropriate curriculum that proves to be significant barrier to teaching the subject in schools.

An interesting article It is important to It is important to in the newspaper start inculcating start inculcating read that parents sensible money sensible money continued to management management pay mobile bills, habits in children. habits in children. shopping spree and This can help car loan of their prevent them children who are working adults! from developing extravagant Although indulgence in children’s spending habits or falling into needs is natural in a parent, the trap of living beyond their children who grow up without means! Building a foundation for learning the value of money and money sense, children as young the consequences of extravagance as three can start to learn the may be heading for disaster if their basic elements of money and bad money management leads finance. Communication is the key them down the slippery slope of to igniting their interest in money financial bankruptcy and debt matters. problems. If asked where money came from, ‘ATM’s would be the obvious answer! Money does not grow on tree and ATMs do not magically disburse money. The connect is that the money in ATM is one’s own! Children need to learn that one needs to work in order to earn money. It is also important to inculcate the discipline of savings and thrift from a tender age. The bottom line is to lay a foundation for good saving habits and to allow them to understand how to make sound money choice. Parents may consciously

may 16

exploit every day opportunities like ATM withdrawals or grocery shopping to explain the principles of wise money management or the concepts behind monetary transactions to the children. Saving Early Fostering the saving habit early in childhood is necessary to start the child’s journey in financial education on how to put money into a money box (e.g. Piggy Bank). The habit of collecting coins and small change and putting into the money box teaches the children basics about money identification and different denominations. Thus, the children are to be inculcated the habit of saving goal in a stipulated period of time. This will help the child realize that saving is

them to look beyond their own needs and care for the less fortunate. Breaking the Bank Children should be inculcated to spend within their savings and live within their means. The concept of ‘needs’ Vs ‘wants’ should be introduced in tandem with learning how to spend only what one saves. At the market children may be taught about purchasing necessary from optional and at a restaurant children may be taught to compare menu items and prices. Let them exercise their arithmetic skills by asking them to add up the bill.

Fostering the saving habit early in childhood is necessary to start the child’s journey in financial education on how to put money into a money box (e.g. Piggy Bank).

This will make the children more conscious about the amount they spend and help decipher between ‘wants’ and ‘choice’. Caught and Taught – Wise Money Management

an endless endeavour. This would also teach the children the virtues of patience. Visual representation reinforces children’s motivation to save. Tracking children’s progress through a cart also motivates them and serves as a reminder of their saving discipline and achievement. The children may soon be introduced to saving for different purposes. The practice of a saving and sharing, investing and spending provides them with opportunities to develop good money habits but also teaches

Teaching children about money management habits is not merely telling them what one wants them to do. Children learn through experience. Encouraging them to save through their money boxes or allowing them to handle their own money during ‘field trips’ has more lasting impact. Hence, seize reallife opportunities to teach children the benefits of good money management. Taking time to teach children the lessons of good money management will probably be one of the best investments one would ever make. This money management will equip children with the skills to secure a good financial future. Adapted from Ngee Ann Polytechnic School of Business and Accountancy

may 16

SPECIAL FEATURE

P. V. Seshubabu LISTEN

INCLUSIVE EDUCATION

IN SCHOOLS

‘Inclusive’ means ‘full time placement of children with mild, moderate and severe disabilities in regular classrooms’. ‘Inclusion’ also focuses on rights to students with disabilities to be educated in regular schools. 40

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n a country where over half of the children’s population has been still unable to find a school, let alone food to eat and clothes to wear, it may be facetious to talk about inclusive education! Like the girl child, the disabled child is the weakest of the weak and the ones that languish in the blind spot of society. Education is an intrinsic part of the fundamental right. Schools need to embrace difference in order to transform an individual into a human being. The revised curriculum and the so- called valuebased programmes have brought intolerance and divisiveness in the society. This is discriminatory. Lack of knowledge, financial resources and necessary adjunctive technology are the stumbling blocks for the implementation.

Inclusive education continues to be an ‘orphan child’ due to many factors. The schools have failed to recognize the value education in combating discriminatory attitudes in the society. Disabled children have been excluded from the ‘breed’ of bureaucratic system. The barriers to learning and participation have been experienced by disabled who are lower ‘social standing’ and have lower ‘financial resources’.

Tomlinson, in his report, points out that inclusive education ‘constitutes a programme of fundamental reforms’. Are we ready for these reforms? Society provides normative institutional role that regulates individual behavior. Individual is governed by needs – emotional, spiritual or intellectual. It is in the interaction between the society’s normative function and the individual’s personal needs that ‘inclusive’

As Socrates in his ‘Republic’ asks: “Is not the public the greatest of all sophists, training up young and old, men and women alike into the most accomplished specimens of the character it desires to produce? The question is: What is specimen of character we seek to produce?

education comes as a cropper. The transaction between normative role expectations and the personal phenomena result in a public school education system that is not friendly to inclusive education. The historical perspective of education as a tool is to train a work or work force. This requires physically strong individual with a mental capacity to fulfill certain basic functions .The practical mindedness of societal concerns tends to put a damper upon the desire to provide inclusive education to the less fortunate members of the society. Providing a more inclusive educational regime broadens the base of contributing productive members. It has been said that a society will be judged by the manner in which it deals with its less fortunate members of the society. Government’s fiscal policy impacts on funding and implementation and it needs to invest in its children. The concept of the breadth and nature of children’s rights determines the extent and form of education afforded to students of differing abilities. Assessment and curriculum procedure are similarly determined.

Integrated education provides help to students with special needs to participate in the mainstream programme without content or delivery of that programme. ‘Inclusive’ education requires significant changes to be made to the mainstream programme in terms of organization, content and delivery in order to accommodate a much wider range of ability and disability than ever before. Inclusive education needs ‘restructuring schools’ to make disabled more responsive to the diversity of learning needs and characteristics in students. Watering down the curriculum for students with disabilities and learning difficulties by reducing and simplifying content has come for much criticism over years. Speech therapy, physiotherapy, orientation and mobility training, self-care training and the teaching of alternative methods of communication may be kept in the regular schools. To reduce the curriculum is to reduce a student’s opportunity for students with special educational needs to benefit from the mainstream curriculum.

It is difficult to address these special needs in regular schools but it is possible to provide all needed services in one place at the same time for all types of children one might have. • Teachers and School Administrators need to have a positive attitude • Willingness to accept the challenge of adapting classroom practices and reviewing school structure is essential • Develop a policy to include the set of beliefs that guide school’s inclusive practices together with a commitment to implement such practices • All to feel genuine ownership and commitment • Planning for inclusion needs to be proactive not reactive • Anticipate problems – at classroom and at school level and place strategies for dealing with problems if they arise

• Regular classroom teachers need to work more closely with special education staff in order to address issues of curriculum adaptation by drawing upon the expertise of both • Collaboration, teamwork and mutual support are key features for successful partnership between teachers, parents and other professionals • Co-operative learning, group work and peer assistance are to be encouraged to students with special needs • Effective learning embodying clear modeling, explaining, practicing and strategy training is important

• The active support of teachers, parents, paraprofessionals and service personnel need to be established and maintained and monitored

• Teachers need additional in service training for increased knowledge about curriculum and instructional modifications, practical skills in adapting curriculum content and resource materials

• Support network need to be identified for student with special needs and also for teachers with exceptional students in their classes

• Teachers need to know how classroom instruction can be differentiated according to students’ characteristics and develop their skills. may 16

COMPETITION

Vanalatha

R.A. Israel Jebasingh, served as an IAS officer for a decade. He is the Director of Officers IAS Academy in Chennai. Israel shares some tips to Brainfeed students and educators. Mr. Israel responded to Brainfeed saying ‘Anyone can crack Civil Services exam.’

Realizing the importance of education Q

The Civil Services exam is one of the most competitive exams in India. How should a student prepare for this? Many consider it as a tough exam to qualify because they do not prepare in accordance to the expectations. There are three stages in the exam – Preliminary, Mains and Interview. Many students find it difficult to qualify in it just because they approach these three stages in a similar manner. Preliminary checks the understanding of the basic concepts. Mains check the writing skill and Interview checks the attitude of the candidates. If a candidate is able to score just 50%, he will be the topper of the Civil Service Exam.

There are some students who have passion to pursue their Civil Services. What should a student do if he has to prepare for it right from his school age? Students can start the Civil Service preparation right from school days. In fact questions asked are based on the subjects and concepts which students study between 6th to 10th standard. The student should try to understand each and every concept rather than memorising and watching news everyday in any national channel for 30 minutes will make the students to comfortably qualify the Civil Service Examination once they attain a degree.

What is the responsibility of educational institutions to

There are some dedicated young and aspiring minds those who want to improve the social and economical conditions of our country. They have a great option to join All India Services. So, know how to crack the Civil Services Examination. 42

may 16

cater to the needs of the students to help them keep their passion for Civil Services alive? The educational institutions should give importance to make the students understand each and every concept. Teachers should try to give background information along with an interesting story for each and every lesson so that children can understand and have clarity of concepts. Educational institutions can bring in serving IAS/ IPS/IFS officers as motivational speakers periodically so that the flame of interest in civil services continues to burn.

Is it necessary for a student to join an IAS academy or can students prepare self to crack this exam? No, it is not necessary for a student to join an IAS academy. If a candidate knows the right path and also has a burning desire to get into Civil Service, he / she can qualify in Civil Service Examination. The advantage of joining IAS coaching academies, is the continuous tests, clarifications of concepts and putting them on right path.

At what age did you decide to join the Civil Services and how did you reach your goal in achieving All India Rank -59? The flame of entering into civil services was lit by my parents when I was around 20 years. I was neither a school topper nor a gold medallist in college. I was just an average student but with a burning desire to get into Indian Administrative Service (IAS). I met the masters who already achieved it and understood the strategies of clearing this exam. This made my path towards success and reached the destination of Indian Administrative Service (IAS) with an All India Rank 59.

CHANGE MAKERS

S. Sainath

hey say an incident can change one’s life and in the case of Hajabba who sells oranges for a living, an encounter with a foreigner couple in Mangalore changed his life. Hajabba who is uneducated could not answer the couples’ queries in English. All they were asking was the price of the oranges to which Hajabba couldn’t respond. This episode left Hajabba in deep thought and he decided to build a school for the poor and needy. “I did not want others to go through the same. A good education is a must. If I was educated, I could have answered the foreigners,” he said. He started saving money and in 1999, a school attached to a madrasa in his village Harekala was started with 28 students. In 2004 after saving enough money he purchased 50 cents land and invested all his life’s savings. In spite of having three children he used all his savings for the school. In a recent interview to a news channel he said that many a time when he approached businessmen he was insulted but that did not deter him from his goal. Slowly people started taking note of his work and local newspapers and national dailies

FRUIT SELLER

BUILDS A SCHOOL started featuring him. Finally cash prize of `5 lakh by CNN IBN was ploughed back into the school. Soon, recognition and donations began pouring in from every corner. In the meantime his family suffered. The house he was staying

in was collapsing and Hajabba went into depression. Luck however favoured him when his son gave a call to Alban Menezes, president of the United Christian Association (UCA) about his father’s ill health and hospitalization and they were ready to help him.

Today, the school run by the government stands on 1.5 acres of land and has 150 children of all religions and social strata studying in it from primary to secondary level. The locals wanted to name the school after him, but he declined it. Hajabba delivering a lecture in a school

The dusty village of New Papdu in Harekala too has risen to fame and locals bestowed the title ‘Akshara Santa’ meaning ‘Saint of Letters’ on Hajabba. In 2015 within a span of six months a 760 sq.ft house with two bedrooms was built by the UCA. Today, Hajabba is a contended man. His wife Maimoona no longer complains that he isn’t bothered for the family and his children too are doing well. Hajabba is planning to construct a Government pre-university college in his village. He is now invited to give lectures to students in schools and colleges to motivate them to work for the larger interest of the society. Along with him, the dusty village of New Papdu in Harekala too has risen to fame and locals bestowed the title ‘Akshara Santa’ meaning ‘Saint of Letters’ on Hajabba. He however, wants just to be known as Harekala Hajabba, the simple fruit seller. may 16

EDUCATION

P. V. Seshubabu

How can communicative competence be taught? There has been much discussion and debate about communicative approach to classroom activity. The communicative approach is aimed at developing ‘communicative competence’ rather than ‘linguistic’ competence of learners. Communicative competence constitutes following four major strands: grammatical competence, socio-linguistic competence, discourse competence and strategic competence. What is communicative competence? Grammatical competence means mastery of the language code. It focuses directly on the knowledge and skill required to understand and express accurately the literal meaning of utterances. It is this type of competence normally classroom teaching seeks to promote. Socio-linguistic competence involves the ability to produce and understand utterances which are appropriate in terms of the context in which they are uttered. This involves factors such as status, role, attitude, purpose, degree of formality, social convention and so on. Poor sociolinguistic competence results in communication failure. Discourse competence concerns the ability to combine meanings with unified and acceptable spoken or written texts in different genres. Genres include narrative, argumentative, scientific report,

may 16

newspaper articles, news broadcast, casual conversation, etc. For instance, Speaker A: What did the rain do? Speaker B: The crops were destroyed by the rain. The reply is grammatically and socio-linguistically acceptable but in discourse terms it simply doesn’t fit. ‘The rains destroyed the crops’ would obviously be fittingly reply. Strategic competence relates to the verbal and non-verbal strategies which learners may need to use either to compensate for breakdowns in communication or to enhance the effectiveness of communication. Strategic competence also refers to the intuitive feel by participants for the kind of communicative event they are engaged in and the direction it is moving in. This allows them to predict moves in advance and to nudge the discourse in the desired direction.

The characteristics of communicative approach: • Concentration on use and appropriacy rather than simply on language form, (i.e. meaning as well as grammar. • Tendency toward fluency rather than accuracy • Attention to communication tasks to be achieved through the language rather than simply exercises on the language • Emphasis on student initiative and interaction rather than on teacher-centered direction. • Sensitive to learners’ differences rather than a ‘lockstep’ approach • Awareness to variation in language use rather than simply attention to the language What are the implications for teaching? There are certain inevitable consequences of the teachinglearning process.

• Role of teachers change. Teachers need to set up tasks and activities in which the learners play the major overt role. The teachers simply monitor and modify activities. • The learners’ role too changes correspondingly. They are no longer passive but involve in the activities and tend to be more responsible • The teaching materials are authentic and they reflect wide range of uses of the language • The techniques are taskoriented rather than exercise centered. In other words, the skills will be integrated rather than isolated. • The classroom procedures adopted favored interaction among students. Emphasis is laid on work in pairs and small groups. Much of the work is done on exchange of information between groups. Current Practices in classrooms: • Focus on language as language and not as use; the text is examined as an object for analysis

vocabulary and internalization of grammar rules • Restrictions in the exposure to a variety of language use • Lack of opportunities for real communication among students • Students are teacherdependent and teacher ‘uses’ the language most of the time. Problems: There has always been problem of the nagging doubt about achieving communicative competence. The text book does not reflect what learners actually learn. Different students have different linguistic competence and it has not been addressed. Individuals may attain linguistic competence according to their own pace; they learn in their own style. Yet, majority of language is done in classes. The following principles are designed to promote communicative competence: • Language competence is

• Emphasis on memorization of The communicative approach Advantages

Disadvantages

• Develops basic language skills

• It demands high level professional competence among teachers

• The learner gets maximum opportunity to ‘use’ the language

• It offers the learner the maximum opportunity to use the language

• The communicative approach is • Evaluation on the part of teachers more motivating and students of assessment of skills among put in more efforts students becomes difficult • Learners are equipped with appropriate with the appropriate skills for tackling the language in the real world.

• The communicative approach may tend to meet with opposition and resistance from older teachers

acquired consciously with effort and unconsciously without effort. Textbook would need to offer scope for both kinds of learning • Fluency is more likely to promote learning competence than accuracy which curtails language ‘use’ • Errors are normal and it is the natural way of attaining language competence. • Language processing proceeds from top down, not from bottom up. Meanings are first apprehended as ‘wholes’ and later analyzed into parts. The tasks in the book would need to develop holistic processing. • The tasks should be chosen for their communicational relevance in the framework of the whole activity • Learners acquire language skills when exposed to authentic samples • Communicative tasks are superior to any linguistic exercises for promoting language competence • To mirror real communication, integration of major language skills is very important. • The greater the responsibility given to learners the more effective their learning would be. • Problem-solving activities would motivate the learners as they get engaged cognitively • Classroom language should be relevant and inherent in the task rather than learnt for some eventual and hypothetical later use. Adapted from: ‘A Rose is a Rose’, or is it?: Can communicative competence be taught? By Alan Maley

may 16

EDUCATION

P. V. Seshubabu

THE SCHOOL PRINCIPAL

AS LEADER

(For better teaching and learning)

role has become all the more essential and new tools are available for measuring Principal’s performance in meaningful ways. There is an empirical link between school leadership and improved student achievement. The leaders have the potential to unleash latent capacities in organizations. School Why is leadership leaders determined crucial? to do it all themselves A decade ago, school were ‘one-man bands’; leadership was noticeably those who delegate absent from most major responsibilities to school reform agenda and others operated like the even the people who saw leader of a ‘jazz combo’ leadership as important ; and those who believed to turning around failing broadly in sharing schools, expressed leadership throughout uncertainty about the school could be everything else. Paying thought of as “orchestral attention to the Principal’s leaders” skilled in helping

may 16

large teams produce coherent sound while encouraging soloists to shine. The Principal, in any educational organizational set up, remains the central source of leadership influence. The School Principal as Leader Today, in a rapidly changing era of standards-based reform and accountability, leadership focuses with great clarity on what is essential, what needs to be done and how to get it done. The shift brings dramatic changes in what public education needs from Principals. Principals are no longer building managers adhering to district rules

Education research shows that most school variables have, at most, small effects on learning. The real payoff comes when individual variables combine to reach critical mass. Creating the conditions under which that can occur is the job of the Principal.

and so on. . . they have to be leaders of learning who can develop a team delivering effective instruction. What do effective Principals do? • Shaping a vision of academic success for all students • Creating a climate hospitable to education • Cultivating leadership in others • Improving instruction • Managing people, data and processes to foster school improvement Each of these five tasks needs to interact with the other four for any part to succeed when all five tasks are carried out well, the leadership is at work!

Shaping a vision of academic success for all students Effective Principals are responsible for establishing a school wide vision of commitment to high standards and the success of all students, “having high expectations for all is one key to closing the achievement gap between advantaged and less advantaged students and for raising the overall achievement of all students”. Spelling out “high” standards and “rigorous” learning goals sets the task on hand for Principals. An effective Principal also makes sure that notion of academic success for all gets picked up by the faculty and underpins as a school wide learning improvement agenda

that focuses on goals for student progress. As teachers normally put it, “my expectations have increased every year”. Therefore, developing a shared vision around standards and success for all students is an essential element of school leadership. Creating a climate hospitable to education Effective Principal ensures that the school allows all to put learning at the centre of their daily activities.

A Principal with high teacher ratings for “instructional climate” outranks others and is likely to find such a Principal’s motives and intentions to be good. One former Principal reflecting on his experience recalled a typical staff meeting where “morale never seemed to get out of the basement”. part of a community of professionals focused on good instruction.

A Principal with high teacher ratings for “instructional climate” outranks others and is likely to find such “A healthy school a Principal’s motives environment” is and intentions to be characterized by basics like safety and orderliness good. One former Principal reflecting on as well as less tangible his experience recalled qualities such as a a typical staff meeting “supportive, responsive” where “morale never attitude toward the seemed to get out of the children and a sense by basement”. Mundane teachers that they are

administrative and management issues rather than matters like “using student work and data to fine-tune teaching”. Almost inevitably, teacher pessimism was a significant barrier with teachers regarding themselves as “hardworking martyrs in a hopeless cause”. To change this kind of climate – and begin to combat teacher isolation, closed doors, negativism, defeatism and teacher resistance – the most effective Principal focus on building a sense of school community with the attendant characteristics. These include respect for every member of the school community – “an up-beat, welcoming, solution-oriented, noblame, professional environment” and efforts to involve staff and students in a variety of activities, many of them school wide. Principal plays a major role in developing a “professional community” of teachers who guide one another in improving instruction. may 16

EDUCATION

SIX KEY STEPS

Cultivating leadership in others A broad and long standing consensus in leadership theory holds that leaders in all walks of life and all kinds of organizations need to depend on others to accomplish the group’s purpose and need to encourage the development of leadership across the organization. Principal who gets high marks from teachers for creating a strong climate for instruction in their schools also receives higher marks than other Principals for spurring leadership in the faculty. A Principal is to spread leadership around for betterment of students. Good leadership improves both teacher motivation and work settings. This can fortify classroom instruction. The highperforming schools have greater access they have to collective knowledge and wisdom embedded in their communities. An effective Principal urges teachers to work with one another and with the admiration on a variety of activities, including “developing and aligning curriculum,

that an effective Principal takes when carrying out his/her most important leadership responsibilities: • Planning • Implementing • Supporting • Advocating

• Communicating and • Monitoring

instructional practices and assessments: problem-solving and participating in peer observations.

An effective Principal works relentlessly to improve achievement by focusing on the quality These leaders also looked of instruction. He helps for ways to encourage define and promote collaboration, paying high expectations; special attention to attacks teacher isolation how school time was and fragment effort allocated. A Principal and connects directly plays a major role in with teachers and developing a “professional the classrooms. An community” of teaching effective Principal also who guide one another in encourages continual improving instruction. professional learning. He emphasizes researchIt is observed, “When a based strategies to Principal and teachers improve teaching and share leadership, learning and initiate teachers’ working discussions about relationship with one instructional approach another is stronger then both in teams and with student achievement is individual teachers. higher. Managing People, Data and Processes

Leaders must become intimately familiar with the “technical core” of schooling – what is required to improve the quality of teaching and learning. 48

may 16

Improving Instruction

Schools may be relatively small organizations but their leadership challenges are far from small or simple. To get the job done, effective leaders need to make good use of the

resources at hand. In other words, they have to be good managers. The School Leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what is necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting) challenge low expectations and low district funding for students with special needs (advocating) make sure families are aware of the learning goals (communicating) and keep on top of the test results (monitoring). A Principal needs to be aware that school improvement does not happen overnight! Courtesy: www. wallacefoundation.org

SPECIAL FEATURE

Vanalatha

LISTEN

MOTHER

as a TEACHER T

he home is a child’s first school, and the mother, his/her first teacher. The title ‘mom’ or ‘ma’ is the greatest title for any woman. The relationship between mother and child is beyond time. The first place a child gets admitted to be is in the ARMS of a MOTHER. Mother is the first teacher of every child who protects the child in each and every stage and shapes their future. Mother has a great impact on child’s progress from where the child learns speaking, interacting and so on. She can boost up the child to achieve success in his/ her life and nurtures her child and sees him/her growing in front of her eyes as it gives her immense pleasure if her child achieves a great success in life both in values as well as career. The extraordinary role of the mother as the first teacher is responsible for developing her authentic identity. Once the child is born; the mother is both teacher and guide. She is the primary foundation and first influence, providing the child with security and love. Her authentic and intimate relationships show the child the way to trust.

“Mothers hold their children’s hands for a short while but their hearts forever.” She never gets tired. She guides and advices when it is necessary and makes the child feel comfortable and cozy. Intelligence will go nowhere without attitude. It is not only related to academics but also teaching human values. By exercising a listening heart, the mother will know what character qualities, academic studies, and practical skills need to be developed in her children. By investing lots of time and affection in her children’s lives, she will reap the rewards of their wisdom and good character. She not only plays the role of a mother but plays a role of a teacher, counselor, friend and many more. Overall she is a superwoman. The impression of mother’s teaching is so strong so as to say that the wise mother who rocks the cradle makes her child great

Thomas Alva Edison, the great scientist and inventor of electric light did not get proper education through any school. It was his mother who taught him, guided him and inspired him the interest in science. Chatrapati Shivaji became a great king because his mother taught him patriotism right from his tender age. Charlie Chaplin said that his mother was the most splendid woman he ever knew as he met a lot of people knocking around the world since, but he had never met a more thoroughly refined woman than his mother.

who can rule the world. It is the mother who sees the first smile on the lips of the child and makes it a permanent one with her teaching. So, is one particular day enough to appreciate her feelings, sacrifices and many things? Every day should be a Mother’s Day to respect and appreciate her sacrifices towards everything one has achieved in his/ her life. Happy Mother’s Day Throughout the life as Motherhood! may 16

WATER MANAGEMENT

Vanalatha

SAVE NATION Water is the foundation of life but many people spend their entire day searching for it. Water scarcity is among the main problems faced by many in the world. It is both a natural and a human-made phenomenon. There is enough freshwater on the planet for seven billion people but it is distributed unevenly and too much of it is wasted, polluted and unsustainably managed. Three years ago, City Pride School in Pune, Maharashtra, which houses 1,650 students faced severe water crisis but their team found out a solution for it and today the school is recognized and appreciated by the whole nation for Saving Water. CPS has put a simple yet effective mechanism in place where it collects unused water from students and utilizes that to combat water crisis.

Dr. AshwiniKulkarni Director, City Pride School

Ms. Sakina Bootwala

Head of the Environment Committee, City Pride School

Dr. AshwiniKulkarni, Director and Ms Sakina Bootwala, Head of the Environment Committee, City Pride School, Pune, responded to the questionnaire sent by Brainfeed. 50

may 16

With the motive ‘one small drop can start a ripple’, City Pride School has started a unique initiative to save water. What made you to think about this and how do you do this? ‘One small drop can start a ripple’, was our motive to start a unique initiative of saving water. About three years ago, our school faced difficulty in implementing the daily chores like watering the plants, cleaning the floors/ washrooms, washing hands. The teachers of CPS observed that irrespective of this scarcity, students were wasting water by playing with it or just throwing it away when back home. This made us seriously think and introspect on the potential problem of the future. Considering the number of students and the water being wasted every day, one of the steps towards saving water was the students pouring the leftover water from their water bottles into the buckets kept near the exit on every floor at the end of the school.

You have started a good initiative. What is the reaction from the side of the students as well as the parents? The students and the parents of CPS are very happy by the initiative taken by the school and has even helped the school in spreading

this awareness programme to the society. Parents have expressed happiness over the initiative as the teachings are reflected even at home.

environment teacher ensures that the water is utilised for watering plants/ mopping floors/ cleaning washrooms or store in the washroom for the next day.

Students of CPS are heading different projects on ‘Save Water’. Can you highlight about their efforts taken for this project?

Water is a precious resource. Many places in our country is facing severe water crisis. What suggestions would you like to give on this issue?

Water is a precious resource. Some of the mini-projects that CPS students have undertaken on ‘conservation of water’ are ‘No more leaking tap’, ‘Rainwater Harvesting’, ‘A Drop of Water’, ‘Harvesting the Water from Water Bottles’, ‘Water Pollution Project’ and ‘Celebrating Dry Holi’.

An environment committee of CPS works on this motive. How do they carry out with their responsibilities? For the unique initiative of Saving Water, the Environment Committee works in collaboration with the School Council which has around 20 school ministers. Hence the responsibilities are shared by 4 teachers from environment committee and 12 school ministers and 3 tais (nagarsevikas). We have 3 exit points on the ground floor where tais place an empty bucket or drum for collecting the water. 2 school ministers along with an environment committee member wait near the exit to supervise the water collection process when the students are going home. After the collection is done, the

India is an agrarian country and agriculture is the backbone of our economy. An awareness regarding rainwater harvesting has to be done and also the selection of crops should be advised according to the availability of water from season to season. Taking into consideration of the drought in Marathawada, we have given suggestion for improving the conservation of water by initiating small rainwater harvesting programmes and to alter the crops which are water intensive and also avoid spending too much on building huge dams.

An awareness regarding rainwater harvesting has to be done and also the selection of crops should be advised according to the availability of water from season to season.

A semi arid country like Israel that receives 25cms of annual average rainfall never face water shortage as they have proper water management practices but a country like India which receives 114cms of annual average rainfall faces acute water crisis. So we appeal to the Central and State government to initiate and implement the river linking project that can avoid floods in northern regions of India and provide water to the drought hit areas in the south and to also legalize the system of rooftop rain water harvesting methods. Through proper sustainable ecofriendly irrigation methods water can be stored and made available in the country by interlinking the Himalayan and Peninsular rivers as it can also tackle the problems of floods and drought areas in the country. CPS family has learnt to value the water drop, and has started this unique movement to conserve precious water, thus setting an example for the rest of the community. Join us in our efforts and make your school and community water literate. may 16

CAREER

Vanalatha

Skills Required The candidates should have a passion for cooking and food in general. Aspiring chefs should also have measuring skills and the ability to follow directions closely. A culinary arts student will often take a number of cooking classes, along with courses in nutrition, alternative ingredients, meal planning, recipe writing, and sanitation. Remuneration

Process of Cooking and Arranging Food he industry of culinary arts is never just about cooking but is about the exploration of ingredients and experiment of the sense. It is about the interaction with the kitchen and the people around it and discovering new wonderful things about food and more.

Food service is among the fastest developing sector in the world. With the Indian food industry growing at 11 % annually, it is expected to touch Rs. 408,040 crores by 2018. This projected growth is expected to throw open many opportunities for Indian students to pursue career in food service industry. During the last

may 16

decade, culinary has emerged as a preferred career option in the food service industry. How to Enter the Field? Students who have passed 12th or equivalent course in any discipline, board council with minimum 50% can get admission for this course. Career Prospects This degree will prepare students for a wide range of career options such as chefs, chef managers, food critics, food photographers, entrepreneurs, concept developers for health foods, culinary advisors and celebrity chefs.

Though the employment opportunities may be limitless, securing an available opening may still be challenging. The average salary for culinary artists will usually depend on their talent, experience, and location as well as their area of expertise and expected duties. Obviously, talented and experienced individuals in this profession are usually able to command a higher salary, for instance. Culinary artists in large metropolitan areas are also usually paid better wages as well.

Some of the prominent Institutes in India • Symbiosis School of Culinary Arts, Pune • ITM School of Culinary Arts, Mumbai • International Institute of Culinary Arts, New Delhi • Asian Academy of Culinary Arts, New Delhi • Indian Institute of Hotel Management & Culinary Arts, Hyderabad

Mr. Sanjeev Kapoor, Director, Khana Khazana India Pvt Ltd, and Food

Food Channel, Mumbai, responded to the questionnaire sent by Brainfeed.

A cooking career is a humble profession where one must internalize one’s own success. What are the skills required for a person to enter in this field?

Since summer is at its peak, can you please give a simple recipe to cool the body and beat the scorching heat?

WATERMELON

As it is for any other field or vocation, you have to have passion for it, must respect it from the bottom of your heart, invest in the domain knowledge and acquiring of the skill and have your feet firmly on the ground, especially after you acquire any kind of success.

SABZA COOLER Ingredients

• 1 large watermelon, peeled • 4 tablespoons basil seeds (sabza), soaked in water

• 10-12 ice cubes

This course is about art of preparation, cooking and presentation. Please highlight about this course. This course is all about preparing a person to be a chef. The domain knowledge would encompass cooking, knowledge of ingredients, science, art, commerce, past, present and future of cooking, cooking across geographies and finally about the application of this knowledge and skill towards different aspects of cooking – be it a job as a chef or as an entrepreneur, food writer, food journalist, food stylist or food photographer. The scope and the canvas is vast.

Culinary schools apply different strategies in balancing time in the kitchen and in the classroom. How much time is spent in the kitchen versus the classroom? It is 70:30 ratio respectively. Kitchen is given more preference as the course involves a lot of practicals and a student can only acquire the skills if he/she is working on the range. The classroom is there to impart the rest of the knowledge about the industry, and hence has lesser time for it.

• 2 tablespoons castor sugar • 20-22 fresh mint sprigs • 1 teaspoon black pepper powder • 1 teaspoon black salt

Culinary Art is a different field. If a person performs Culinary Arts, what types of jobs can be offered after graduation? Since this is a specialised course done in a state-of-art infrastructure and by the best brains from the industry, the product which will come out would have very high employability factor in the organised hospitality industry. The students can join star hotel kitchens at a minimum CDP (Chef de partie) level. Going higher will be a matter of time. Similarly, they would carve their way to great employability in other arenas too.

What advice would you like to give the students who choose Culinary Arts as subject for their career? Understand your strengths, work around it. Never cease to be a student, be humble. Always share your knowledge with others and keep raising the bar for yourself.

• Juice of 1 lemon • Lemon wedges for garnishing Method 1. Put 10-12 ice cubes into a bowl and add sugar. 2. Roughly chop watermelon. Reserve some pieces and pass the remaining watermelon pieces with 8-10 mint sprigs through a juicer. Collect the juice in the same bowl. 3. Add black pepper powder, black salt and lemon juice and mix well.

For each portion, place some of the reserved watermelon pieces in individual glasses, add 2 mint sprigs, 1 tablespoon basil seeds, pour some of the watermelon juice, garnish with a lemon wedge and a mint and serve chilled.

may 16

EVENT REVIEW

Colours of Life Come Alive With

a Khadi Fashion Show

Inclusion Beyond Boundaries U

nder the umbrella of the FDCI, Tamana, gave the differentlyabled an opportunity to explore fashion along with students from prestigious schools making it an event to remember as they took the catwalk by storm in designer ensembles. Illustrious FDCI designers including Abraham &Thakore, Anju Modi, Gaurav Jai Gupta, JJ Valaya, Payal Jain, Rahul Mishra, Rajesh Pratap Singh, Rina Dhaka, Rohit Bal, Samant Chauhan, showcased their eclectic designs executed in Khadi. Designer Ridhi Arora’s promising collection was previewed in the inclusion walk of students of Tamana and students of mainstream schools

Draped impeccably in elegant and versatile ensembles of coveted designers, the differently-abled children of the NGO Tamana, a non-profit organisation, walked the ramp with students of leading schools in Delhi at the Khadi fashion show. The extravaganza was aptly titled “Inclusion Beyond Boundaries”, which was held on April 30, 2016 at the Hotel Hyatt Regency Delhi, the hospitality partner for the event.

Sunil Sethi, President FDCI said, “It is an honour for the FDCI to be associated with this milestone event in which the students of Tamana and other participating schools along with the fashion fraternity showed that fashion knows no boundaries.”

Dr Shayama Chona, Founder and President of Tamana NGO said, “The idea of partnering with FDCI for this soulful fashion event is the all-encompassing philosophy of how mainstream fashion can bring style into the lives of differentlyabled ones.”

appreciation and recognition from the Hon’ble President of India, Shri Pranab Mukherjee, Hon’ble Vice-President of India Shri M. Hamid Ansari, Hon’ble PM of India Shri Narendra Modi, and Minister of State for Skill Development, Mr. Rajiv Pratap Rudy.

For the last 10 years, the NGO Tamana has been organising the show with the support of the fashion fraternity in their individual capacities. This year, the event is being executed under the aegis of the FDCI and has received

Present at the event was the guest of honour, the Australian High Commissioner to India, Her Excellency Ms. Harinder Sidhu. Ms Sidhu wore a stunning Abraham & Thakore ensemble and walked the ramp. The evening also saw Tamana dressed in a Samant Chauhan outfit which wrapped up the event as she expressed her gratitude to the distinguished audience at the show. The Philanthropy Award was bestowed upon Ms Harinder Sidhu by Tamana Chona. Together they felicitated the Crusaders of Inclusion, Sonal Kalra, Neelam Kapur, and Suresh Gupta. Another round of felicitation followed was of Sunil Sethi, Dr. Harsh Mahajan and Aditya Ghosh.

may 16

LearnEnglish

BRITISH COUNCIL Activity 1 Before you read, match the word to a definition.

1. athlete

2. extract

3. isotonic

4. shell

5. skewer

6. soil

7. trunk

8. versatile

a. containing the same amounts of salt and sugar as blood b. remove or take something out c. someone who takes part in a sport d. the big part of a tree that connects the roots to the leaves and branches e. the earth that plants grow in f. the hard outside part of a nut g. thin piece of metal or wood used to hold meat and vegetables h. useful in many ways

Coconuts By Russell Evans

Familiar coconut products If you mention coconuts to people from Western cultures, they may think about a large, brown shell with a layer of hard white flesh inside. Shoppers in Western supermarkets may also be familiar with packets of dried coconut used for making cakes, or cans of coconut milk used in some kinds of curry. But not many people will know how versatile coconuts are in their native tropical and subtropical regions. Useful after sport Young green coconuts provide a refreshing drink. Just chop the top off a young coconut, and you will find a clear, sweet juice which is a natural isotonic drink. This is why coconut water is now popular with athletes, who believe it is a good way to replace water, carbohydrates and other minerals used during exercise. When you have drunk the juice, use a spoon to eat the soft, jelly-like flesh inside the green shell. Other uses But coconuts are not just for eating or drinking. In some countries, the outer green skin – or husk – is used as a kind of soil for flowers and houseplants. Husks can be used to make brushes, floor mats or rope, or they can be mixed with the hard brown shells to create a fuel for wood-burning ovens. People make spoons and soup bowls from the hard shells, and even musical instruments, such as the salor from Thailand. Coconut oil can also be extracted from the meat of the coconut and – if not used for cooking – can be used in skincare products. Coconut trees And there is more to the coconut tree than just coconuts. At the top of the tree, inside the trunk, is the coconut ‘heart’ which can be eaten in salads. The leaves from the tree can be used to make brooms and baskets, skewers for barbecuing meat and even roofs for simple buildings like huts. The tree trunks can be used to build houses, boats, furniture, containers and drums. And finally, the roots of the tree can be used as a dye to colour clothes, or even as a toothbrush. Fruit of the gods It’s no surprise to find that, in some cultures, the coconut is known as the fruit of the gods and the tree itself is known as the tree which grants all wishes.

For each phrase in the column on the left, choose one of the answers in the column on the right. According to the article, which parts of the coconut can be used … 1. in a salad

5. if you want to make a floor mat.

used for + … used to + … used as + …

verbs in the infinitive (e.g. ‘make’) noun phrases (e.g. ‘popular meals’) verbs with –ing endings (e.g. ‘making’)

used in + …

Activity 4b Choose one word to complete the sentences. 1. In some countries, ginger is used [for / to / in] help people who have a cold. 2. Lime leaves are used [to / as / in] many Thai recipes. 3. Some people believe that garlic can be used [for / to / as] lowering cholesterol levels. 4. Spices are used [for / as / in] several Asian cuisines to add flavour.

husk nut root tree

Activity 5 How many of the different uses of coconuts have you heard about before? Can you think of any other ways we could use parts of the tree or nut that are not mentioned in the article?

Answers

Activity 3

4. after you have done some exercise.

Find examples of the expressions in the column on the left in the text. Which words in the column on the right follow these expressions?

Activity 1 1. c; 2. b; 3. a; 4. f; 5. g; 6. e; 7. d; 8. h Activity 2 1. Isotonic; 2. extract; 3. athlete; 4. soil; 5. versatile; 6. skewers; 7. trunk; 8. shell Activity 3 1. tree; 2. root; 3. nut; 4. nut; 5. husk Activity 4a used for + … verbs with –ing ending; used to + … verbs in the infinitive; used as + … noun phrases; used in + … noun phrases Activity 4b 1. to; 2. in; 3. for; 4. in; 5. as

Now complete the sentences using words from the text. Make any changes to the words that are necessary. 1. (..........) drinks can help to replace nutrients in your body. 2. Although it is possible to (..........) gold from seawater, it is a very expensive process. 3. He was a natural (..........) – a good runner and a skilful ball player. 4. Push the seeds gently into the (..........). 5. She is an extremely (..........) employee. She can do almost any job well. 6. Soak all the (..........) in water before you cook to stop them burning. 7. The boy put a ladder against the (..........) of the apple tree. 8. You need to remove the (..........) before you eat the nut.

3. as something you eat from.

Activity 4a

5. Lemon grass is used [for / to / as] a natural insect repellent in some countries.

Activity 2

2. to clean your teeth

may 16

LANGUAGE LISTEN F FRENCH

VOCABULARY

INDE Inde

FRENCH

INDIA IS OUR COUNTRY L’Inde est notre pays Le inde a notre pays

for BEGINNERS Here are some everyday used simple words in FRENCH language.

INDIA DERIVES ITS NAME FROM THE RIVER INDUS. Son nom provident de celui d’une rivie’re Indus. Sonom provident de selui deyun rivir Indus INDIA GOT FREEDOM IN 1947 Inde prit son independance en 1947 Inde pritson independence e 1947

F P

A l’ouest de notre pays se trouve le Pakistan.

Aloo de notre’ paysay troov le Pakistan

F P

AND BANGLADESH AND BURMA ON THE EAST

A’ l’est le Bangladesh et Burma

Ale le Bangladesh e Burma

CHINA, TIBET, NEPAL AND BHUTAN ARE ON THE NORTHERN BORDER Et au nord le China, le Tibet, le Nepal et le Bhutan Etow nord le China, le Tibet, le Nepal et le Bhutan

F P

MEN OF MATHEMATICS

BOOK

(TOUCHSTONE BOOK) - Kindle Edition

Review

Author: E. T. Bell Price: `380.95 Pages: 610 Language: English may 16

INDIA IS BORDERED WITH PAKISTAN ON THE WEST

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‘Men of Mathematics’ is about the lives and achievements of the great mathematicians from zero to Poincare. From one of the greatest minds in contemporary mathematics, Prof. E.T. Bell, comes a witty, accessible and fascinating look at the beautiful craft and enthralling history of mathematics. ‘Men of Mathematics’ provide a rich account of major mathematical milestones, from the geometry of the Greeks through Newton’s calculus and on to the laws of probability, symbolic logic and the fourth dimension. Bell breaks down this majestic history of ideas into a series of engrossing biographies of the great mathematicians who made progress possible – and who also led intriguing, complicated and often surprisingly entertaining lives. Never pedantic or dense, Bell writes with clarity and simplicity to distill great mathematical concepts into their most understandable forms for the curious everyday reader. Anyone with an interest in math may learn an advanced degree or extensive research is never necessary.

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KEN KEN SOLUTION 29 18+

8 7

3–

5–

2–

4–

6 1 4–

4 5

240X

48X

1 6

3–

1 1–

8 16X

16+

4 8

12+

1–

12+

7 4

5 3

2 6

144X

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12X

2 6

1 1–

6–

1 7

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MIND

MINE

CROSSWORD 35 1

8 10

Across

Down

1. A country that is also a continent

1. Largest state of the U.S. 2. Supersonic transport (abbr.)

8. To fly or glide high in the air

3. An organized sightseeing trip

9. A US soldier in World War II

4. Ancient Egyptian God

10. Westernmost island of Alaska

5. Geographic area that includes the North Pole

12. Not warm

6. An Eskimo house

14. Thus; therefore

20 21

7. Help; assist

15. Fraction; the relationship of two amounts

11. Forward part of the foot 13. Petroleum; a substance used for lubricating

17. Object used to open a lock

16. Suitable, appropriate, quick to learn

18. One who guides an airplane

19. Unit of weight equal to 2,000 pounds or 907.18 kilograms

20. And so forth (abbr.)

20. Past participle suffix 21. A metal or a container for food 21. Name of an airline

23. Light brown 25. To possess; have

KEN KEN 30 2

56X

48X

5–

1008X 1– 96X

1–

16+

14+

1–

30X

7–

3– 2–

13+

14+ 1–

8X 6–

15+

How to Solve Ken Ken? Fill the grid with digits so as not to repeat a digit in any row or column. Digits within each heavily outlined group of squares, called a cage, must combine to make the arithmetic result indicated.

may 16

22. Place for a traveller to spend the night

A 3X3-square puzzle will use the digits from 1 to 3, a 4X4-square puzzle will use the digits from 1 to 4, etc. Solving a Ken Ken puzzle involves pure logic and mathematics. No guesswork is needed. Every puzzle has a unique solution. In a cage marked with a plus sign, the given number will be the sum of the digits you enter in the squares. In a cage marked with a minus sign, the given number will be the difference between the digits you enter in the squares ( the lower digit subtracted from the higher one).

23. Also

26. An animal that pulls sledge in Alaska

24. In the past 25. All right

27. Animals native to Australia

26. Doctor (abbr.)

SUDOKU 35 5 9

6 2

3 7

3 5

2 1 6

7 9

6 1 7

2 5

3 9

9 1

INTELLIGENCE, KNOWLEDGE and its APPLICABILITY are the 3 ELEMENTS that set apart a competent student from the other students, to be a top performer.

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To find, encourage and honour the competent students of our country – Mi Champs India is organizing “All India Challenge Exams” in MATH, SCIENCE and ENGLISH.

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May 2016 Volume IV Issue 2

A MONTHLY EDUCATIONAL INITIATIVE

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INTERVIEW India’s Pride Ms. Mithali Raj

MENTOR SPEAKS Dr. Farooq Ahmad Wasil

MONEY MANAGEMENT Inculcating Money Management in Schools

CHANGE MAKERS Fruit Seller Builds a School - Hajabba