JKG
INTERNATIONAL SCHOOL
Established in 1973 by the vision of Mr J. K. Gaur, a forerunner educationist School spread over 10,000 square metres of serene ambience providing stimulating learning environment setting a new standard in shaping young minds
Striving With Innovative Pedagogies Towards Excellence Co-educational
A SCHOOL WITH A GLOBAL VISION
Well-qualified, experienced and vibrant faculty Spacious A.C classrooms UK based Educational Technology RO Drinking water system I-Guardian facility Health Champs Low Teacher-Student ratio Curricular and co-curricular activities Innovative Teaching Methods
India’s First Education 3.0 for State of Art Experiential Learning Sports Academy
Cricket, Hockey, Basketball Table Tennis & Chess First Prize winner of 5th South Asian Invitational Taekwondo Our Hockey Champs-2016 in under-14 National Hockey Team Nurturing Inherent Skills
NURTURE NATURE FOR FUTURE as a missionary initiative for business enterprise NEST – A HOME FOR PLANTS Rotary Interact Club for students Social Service League
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JKG INTERNATIONAL SCHOOL B-Block, Sec- 9, Vijay Nagar, Ghaziabad E-mail: jkginternational@ymail.com Ph: 0120-2740034, 0120-2740186
NOVEMBER 2016
C O N T E NT S COVER STORY
SPEND ON EDUCATION AN INVESTMENT FOR FUTURE
volume IV issue 8
Dr. Dakshayini Kanna Principal, Harvest International School, Kodithi Village, Bengaluru
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Institutional Profile
24 Dr. Ashok Kumar Pandey Principal, Ahlcon Intl. School, Delhi
Mentoring
28 Meera Mehta Textile Designer Mumbai G V S Prasad
Executive Director, CfBT Education Services & Mentor, School Leadership Network
Geetha Ramanujam Founder-Director Kathalaya Trust
Pankaj Jain
Director, Gyan Shala Ahmedabad
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Ashok K Pandey
Principal Ahlcon International School Delhi
environment need to 27 Comfortable 40 Parents in a preschool pitch in
44 Communication Skills In English
Career
to overcome 48 How the bogey of Math
06 ���������������Readers’ Forum 07 ����������������Editorial 08 ����������������News 13 ����������������Education 14 ����������������Parenting 22 ����������������Special feature 32 ����������������Achievement 34 ����������������Learning 36 ����������������Behaviour 38 ����������������Special Feature 42 ����������������Technology 46 ����������������Motivation 50 ����������������Ethics 54 ����������������Change Makers 55 ���������������British Council 56 ���������������Language Study 58 ����������� Mind Mine
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READERS’ FORUM Salute to teachers, a welcome change At a time when there is so much strife in everyday life, the ‘Acharya Devo Bhava’ awards given to teachers are a welcome change. Hats off to Brainfeed magazine for the gesture. I have also been a recipient of the award and I am grateful to the magazine for choosing me among the many from the fraternity. Like all individuals, teachers too need a pat on their back from time to time. It gives a fillip and a spring in their step. The award has done just that to me. A little recognition is all that a child needs and the same goes with teachers. Some say awards don’t matter. They do as it is an affirmation for the little work..
NEW CONCEPT
Dr. C. Rama Devi, Principal, Bharatiya Vidya Bhavan, Hyderabad
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. 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.
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Gandhi will always be relevant The cover story on the relevance of Gandhi’s teachings has come at the right time. M K Gandhi was relevant and would be forever. What he said 50-60 years ago is still relevant be it on education, politics, economy and daily life. In these days filled with terror, intolerance and hatred, nonviolence is the answer. The story not only dealt with what the father of the nation said but the opinions of school leaders provided a comprehensive idea about what school managements think. Lalitambigai, Chennai
Young Entrepreneurs Kudos to Brainfeed for publishing an article on young entrepreneurs. The experiences shared by the Principal of Podar International, Aurangabad, Prashant Muley are commendable. I feel all schools should start the initiative and prepare children for the future. The sooner a child knows the value of money and how to make judicious use of it, the better equipped he would be to face the world. We teach students about abstract concepts bur rarely arm them with skills. K. Ramana Reddy, Hyderabad
School Phobia Every school faces the problem with a few students who have school phobia. The article clearly mentions about the causes and symptoms of school phobia. Parents and teachers should together work out to make the child feel comfortable at school. If not taking the advice from counselor will always be helpful. Hussain Fatima, Bengaluru
EDITORIAL november 2016
volume IV
issue 8
Chief Editor Brahmam K V Editor Seshubabu P V Executive Editor Bhageeradha G +91 91775 13996 Sub Editor Vanalatha Reddy T Karuna Raj Sana Syed Art & Design Lakshmi D Rakesh N Director-Sales SreeNivas R B +91 85018 26497 Circulation 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 Published from 8-3-191/565/K, Vengal Rao Nagar SR Nagar Post, Hyderabad-500 038 Telangana, India Contact Nos. : 040 - 6551 5151 040 - 4262 2024 Email: info@brainfeedmagazine.com brainfeedmagazine@gmail.com
Get them back into classrooms
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irst things first. Get children back into classrooms. We hear so much about the demographic dividend, power of the youth and government’s plan to skill 500 million by 2022. Sounds good but to do that we need to first bring the students back before the blackboard. Presently, 32 out of 100 children do not complete school. How to do it is easier said than done, but we have no choice. Reams have been written on the need to increase investment in education in spite of being repetitive we still decided to go ahead with the theme. Every time a voice is raised, the impact even if a little would do wonders. Augmented classrooms, student centred learning, peer pressure, parents role in enhancing the personality of a child, importance of role play in improving one’s English Language are a few topics that are covered in this issue. In a country that is obsessed with engineering and medicine as career options, there are several other avenues where a person can make it big. Textile designing for instance is a field that is creative and gives immense satisfaction. In the ‘career section’ we take you into the world of textile designing. Scan for more Info
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For long we have been hearing that India is a developing economy but probably for the first time we have started hearing epithets such as ‘rising power’ the next big economy’ and the like. Even as we congratulate ourselves in this new found confidence, let us all in our own little way ensure that the 32 children complete their schooling.
The sights and sounds of Diwali would have subsided when this copy reaches you. Nevertheless, have a cracker of the last two months left in the year. Au Ruvoir
www.brainfeedmagazine.com facebook.com/brainfeededumag RNI No. APENG/2013/49994
Brahmam K V Chief Editor november 16
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NEWS Arjun Vajpai’s Mountainous Feat
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ndian Professional mountaineer Arjun Vajpai created a record by becoming the youngest Indian mountaineer in the world to summit the 6th highest mountain Cho Oyu. Arjun reached the 8,201 metres peak before sunrise on October 4, 2016, along with his sherpas and another expedition member. 23 year old Arjun, holds World Records on 4 of the biggest mountains as the youngest Indian summiteer. With the Cho Oyu summit, Arjun has climbed 5 of the 14 highest mountains in the world that tower over 8,000 metres and holds WORLD RECORDS as the
youngest summiteer on Mount Lhotse, Mount Manaslu and Mount Makalu. Arjun, unfurled the Indian tri-colour on the little bump that marks the Cho Oyu summit after a 7 hour, all-night climb through rocky steps, mixed snow and a long traverse to the top. The Mount Cho Oyu 2016 expedition was a personal challenge for the young mountaineer because he had suffered a paralytic attack during his first attempt in 2012 and Arjun had to work his way back to physical fitness to climb again.
“I felt overwhelmed and humbled standing on top of this big and challenging mountain. I summited at 6.20 IST under very cold conditions along with my two Sherpas Pasang Norbu Sherpa and Lakhpa Sherpa,” said the elated mountaineer, Arjun
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I
Congratulations to Iris Florets
ris Florets has been awarded the “Most Successful Play School Chain of the year 2016” at Hotel JW Marriott, Bangalore. Iris Chairman and Managing Director Mr. Sirish Turlapati and Academic Director Mrs. Radhika Turlapati received the Award from the chief guest Ms. Huma Qureshi, Bollywood actresses.
Market research company Blindwink has done the research and survey extensively for last three months and the finalists were awarded on October 2, 2016. Iris Florets play school was launched in January 2014 and within a short span of time, Iris is able to establish 60+ schools in five states viz. Telangana, Andhra Pradesh, Maharashtra, Tamilnadu and Kerala, through franchise model. The management is expecting to touch 150 schools across India by June 2017.
Establishment of world class institutions
T
he University Grants Commission (UGC) has sought suggestions or objections, if any, on a policy document on Establishment of World Class Institutions. In a latest public notice issued, the Commission has asked academicians and stakeholders to submit their feedback on the UGC Guidelines and UGC World Class Institutions Deemed to be Universities Regulations, 2016. The Ministry of Human Resource Development
has formed the said policy documents with October 28 set as the last date for submitting feedback. Prime Minister Narendra Modi, earlier in March had reiterated his government’s plan to set up 20 worldclass universities in the country. As per preliminary plans, the government is expected to identify 10 government and 10 private universities and help them achieve “worldclass standards”.
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SC’s ruling on NEET
he foreign students who had enrolled this year for undergraduate programmes in private medical colleges in India now face an uncertain future due to a “tricky” domestic legislation regarding entrance examination for them. Foreign students in India come to pursue MBBS or BDS courses either through an institutional quota system, like in government colleges, or by directly applying to private colleges. But, due to the recent ruling of the Supreme Court on making the National Eligibility-cumEntrance Test (NEET) mandatory for admission
to private and deemed institutes, the foreign students are now facing uncertainty as they do not fall under the NEET criteria.
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‘Improve’ quality of higher education
ledging to “improve” the quality of higher education in the country during a review meeting with 41 Vice Chancellors of Central Universities, Union HRD Minister Prakash Javadekar said only nations with great universities will prosper.
as a tool for movement and renaissance. Union Minister of State for HRD Mahendra Nath Pandey, who was present at the meeting, emphasised the need for developing modern as well old education system in the universities.
The colleges have allegedly asked foreign students to leave the campuses by October 14.
“We also want to give message that we are trying to improve the quality of higher education in this meeting,” he said.
The situation seems anomalous given India’s international policy on education and government sources said that they are looking into the matter.
He appreciated BHU founder Pandit Madan Mohan Malaviya’s vision for establishing the university and said that freedom fighters started educational institutions
Pandey highlighted the skill development programmes related to students, giving examples of BRICS countries where emphasis is given on skill development through vocational training programmes.
The NEET eligibility criteria says only Indian nationals or Overseas Citizens of India can take the exam. It does not have any mention of foreign nationals.
He said, student centric initiatives should be started.
NEWS ‘
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CBSE begins review of CCE, optional Class X board exam
he CBSE has begun a review of the optional board exams for Class X as well as the Continuous and Comprehensive Evaluation (CCE) followed in affiliated schools. CBSE chairman R K Chaturvedi said that the board was consulting stakeholders on the issue. “A majority say that a dual system for the Class X exams is confusing. The exams are linked with CCE, and there again most stakeholders feel redundant elements can be removed,” he said. The review comes after many schools and state governments voiced opinion in favour of making the exam compulsory again.
The board has over 18,000 schools under its fold and is planning to digitise all data related to these schools. “Tracking all schools is a big task. We have devised a system for which the schools have to make some mandatory disclosures. Unless the board has all the data, it can’t improve its planning. Also, the parents and students need to know about
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their schools and the facilities,” Chaturvedi said. In order to fasttrack the affiliation process, the Board is also undertaking an e-affiliation initiative and is planning to set up a separate wing for affiliation and examination. The Board is also taking up a major task of sanitising the data before going for the final
Agitation against heavy schoolbags
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ugved Raikar, a 12 year old from Vidya Niketan School, Chandrapur, Maharashtra has decided to take up a ‘weighty cause’. He has initiated an agitation against heavy school bags. He began his agitation on October 2, 2016. Earlier Rugved addressed media reporter at Chandrapur Press Club to share the plight of school students who are required to carry heavy bags to school every day. Seeing the action taken by Rugved, his school management has installed 5,000 lockers within a week of the press conference. Now he has set a goal, on taking his fight forward, and convince as many as schools possible in the country.
Emerging Trends in Early Childhood Education
T print of certificates to avoid errors. Apart from that, a student will now be able to download his or her certificate from a digital locker. Also, any institution registered with CBSE will be able to get certificates submitted to it authenticated online. The Board is digitising all its certificates, starting with those from 2015 onwards, and any candidate in need of his her certificate can get it from any of the regional offices.
he Early Childhood Association India is an NGO founded by national ECE experts with a vision for a happy and healthy childhood. It gets support from 5000 members across India. Hyderabed ECA, Telangana founded in 2015, has a rapid growth across India. Teachers’ Workshops, Anganwadi Projects, Principals’ Meet, Pre-school Quality Certification, ECA Publications Sales, have
been well received. The team has received the “Best Territory Award”. ECA, Telangana is scheduled to organize a Conference ‘Emerging Trends in Early Childhood Education’ on December3, 2016. All the educators across Telangana are requested to register with: ecatelangana@ gmail.com Visit www.eca-india.org for more details.
41 Indian students scored highest in Cambridge International Examinations
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bout 41 Indian students have globally topped in individual subjects in the November 2015, March 2016 and June 2016 examination series across Cambridge International General Certificate of Secondary Education (IGCSE), Cambridge International ‘AS’ Level and Cambridge International ‘A’ Level. These toppers from schools across the country will be recognised for their outstanding academic achievements with an “Outstanding Cambridge Learner certificate”. Ruchira Ghosh, Regional
Director, South Asia, CIE, said, “It is a pleasure to see learners across India successfully exhibit their passion to succeed. Their outstanding results in the Cambridge Examinations are a proof of the dedication and commitment of their teachers and the constant selfless support from their family and friends that helped them achieve this.” There has been a substantial increase in the popularity of Cambridge qualifications in India and around the world. There are over 370 Cambridge schools in India at present.
AIIMS to admit 100 students for UG courses from 2017
T
he premier All India Institute of Medical Sciences will admit 100 students from the country for its undergraduate programme from next academic session, increasing the number of seats from the existing 72, its director announced. “We have decided to increase our UG intake, and, I am happy to announce that from next year onwards, we will be admitting 100 students for this course,” AIIMS Director Dr M C Misra said. Besides, seven foreign nationals
would also be admitted for the institute’s MBBS course from 2017. The medical college currently admits 77 students – 72 Indian nationals and five foreigners – for UG courses. The percentage of reserved seats under various categories would remain the same, he said. The regional centres currently admit 100 students each but no foreign nationals. So, the UG intake of AIIMS Delhi will be increased.
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KarnatakaTET2016 on December 18
xamination of Teachers Eligibility Test (TET) 2016 will be held on December 18 as per Karnataka Government notification. The date for applying is from October 14 to November 09 and the last date for receipt of applications with confirmation is November 11. Candidates can download admit cards on November 28 and the results will be declared in February 2017. Candidates can go to the official website schooleducation.kar.nic.in and click on link Online Application for Karnataka Teachers Eligibility Test - 2016. They should then click on to ‘Registrations/Login’ and then on ‘Registration’ fill in the necessary details. Fees for the exams can be made by clicking on ‘Generate Challan’. Payment is to be done in the designated account of State Bank of Mysore.
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Yale offers scholarship for high school students
he Yale Young Global Scholars Programme (YYGS) for the year 2017 is now open for school students of Class 10 and 11. YYGS is an academic enrichment and leadership development programme that brings together outstanding high school students from around the world for intensive two-week sessions on the Yale campus. In 2016, YYGS hosted over 1,300 students from over 100 different countries. The programme is sponsored by Yale University and will commence next year in the months of June and July. This year the programme will include two
new sessions – the Frontiers of Math & Science session (FMS), and Sustainable Development & Social Entrepreneurship (SDSE) – in addition to its other four sessions. The four usual sessions offered through the scholarship are Applied Science & Engineering (ASE); International Affairs & Security (IAS); Politics, Law, & Economics (PLE); and Biological & Biomedical Science (BBS). In all six sessions, selected students will receive lectures from Yale faculty, and Yale undergraduate and graduate students. The deadline for applying to the scholarship is January 31, 2017. november 16
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NEWS CBSE plans revival of Class 10 Board exams from 2018 CBSE chairman Rajesh Chaturvedi said Class 10 board examinations would be revived from next year. “
W
e will not be able to do it in 2017 as time is short but we will certainly like to go ahead with it from 2018 as it has become important in the context of improving quality. In any case, the State Boards are continuing with the board exams,” Chaturvedi was quoted as saying by Hindustan Times. “Students need to be made to write descriptive answers and not just rely on multiple choice questions,” he added. CBSE launches ‘Udaan Scheme’ to boost enrollment of girl students in IITs, NITs The CBSE chairman added that the matter would be taken up with the Indian Certificate of Secondary Education (ICSE) and State Boards under the direction of the Ministry of Human Resource Development (MHRD). “I wanted to come here to see for myself how it (Super 30) functions
so that similar models could be replicated elsewhere for tapping maximum talent,” Chaturvedi said at Super 30. Exhorting the students to strive for real knowledge, the CBSE chief said today’s education was becoming more elite-centric, though there was immense real talent in rural areas and they needed to be nurtured. Welcoming, the CBSE chairman, Anand Kumar said Chaturvedi’s visit at the academy would boost students’ confidence. Since its inception in 2002, Super 30 has helped more than 350 students hailing from poor sections of the society crack IITs. The academy, which provides free fooding, lodging and education to 30 select students from underprivileged sections, has drawn praise within the country and abroad.
VIDEOS TO WATCH
http://www. brainfeedmagazine.com/ video-november-01 Julie Lythcott-Haims: How to raise successful kids -without over-parenting
http://www. brainfeedmagazine.com/ video-november-02 He just sued the school system
Important dates for JEE (Advanced) 2017 announced
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he national level exam is held for admissions into various undergraduate courses in IITs as well as in Banaras Hindu University and Indian School of Mines for the academic session 2017. The registration for JEE (Advanced) 2017 will commence from fourth week of April, 2017. Admit card will be available for downloading from second week to fourth week of May, 2017
http://www. brainfeedmagazine.com/ video-november-03 Why Education in Finland Works?
JEE Advanced will be conducted by IIT Madras on May 21, 2017 ORS and scanned responses will be displayed in the first week of June, 2017 Answer keys will be displayed online in the second week of June, 2017 Candidates can submit feedback and comments on answer keys from second week of June, 2017 Results will be released in the third week of June, 2017 In a significant decision, the HRD ministry has recently announced that Class 12 marks will not be taken into account for admissions into engineering courses. This rule will be applicable to all engineering aspirants from next year.
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http://www. brainfeedmagazine.com/ video-november-04 How to Motivate Your Students?
PARENTING
Dr. Shayama Chona President, Tamana LISTEN
THE AGONY OF PEER PRESSURE
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eer pressure is best illustrated during the adolescent years which is noticed when youngsters follow a trend more so to ‘fall in line’. Daring not to risk defying the majority, teenagers go with the crowd- a herd mentality is what I would like to put it. The desire to look and think like others causes problems for those who can’t conform. I know a blind fifteen-year-old girl who refused to admit she had a handicap. She would not accept the help of a special teacher provided by the school. The thump along the corridor marked her as different from her peers, and she could not tolerate the distinction. One day as she walked to her next class with her head erect, as though she knew where she was going. Before I could stop her, she walked straight into a post. Even this experience was insufficient to make her use a helping device.
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However, it is important for your pre-teenager to know about group pressure before it reaches its peak Similarly, I worked with the parents of a class II boy with a hearing problem. He simply would not let them put a hearing aid in his ear. He would rather be deaf than different. Truly, conformity is so powerful that children of all ages succumb to it. Even adults surrender to the pressures of what’s ‘in’ or ‘out’ according to the media. Long hair, short hair, long skirts, short skirts, wide ties, narrow ties, sweat suits, mushroom cuts, we go to great expense to avoid the embarrassment of being “unfashionable.”
Adolescent peer–pressure also accounts for some of the strain between generations and reduced parental influence during this period. I have seen parents feel ‘hurt’ because their developing teenager is suddenly embarrassed to be seen with them. “I went to the door of death to bring this kid into the world,” a mother may say, “And now he grows up to be ashamed even to be seen in my presence.” Little does she understand that teenagers are engulfed by a tremendous desire to be adults, and they resent anything that implies that they are children. They are not really ashamed of their parents; they are embarrassed by the adult–baby role that was more appropriate in prior years. Parents would do well to accept this healthy aspect of growing up without becoming defensive about it. Calling a parent of a young teenager to school is his greatest punishment. His parents dare not hug him in front of friends. He must guard against any expression of parental love and affection publicly which is considered ghastly and embarrassing. However, it is important for your pre-teenager to know about group pressure before it reaches its peak. Someday, he may be sitting in a car with four friends who decide to indulge in smoking. Prepare him to understand peer pressure, to know right from wrong and the courage to stand alone in the crucial moment. This knowledge of peer influence could provide the independence to do what is right. Speak to your child to be original, creative and just be himself or herself.
EDUCATION
Sana Syed
I
ndia has a potential young force compared to the demographic division of its entire population. The ratio is likely to improve further by 2020 when its working population is expected to reach around 67 percent. While many developed countries like China and Japan are grappling with the problem of an ageing population, does India’s chances of generating a positive work force that simple? On World Teachers’ Day (October 5), the UNESCO institute of Statistics has released a report that requires India to hire over 30 lakh primary teachers by 2030 to meet its growing educational demand. Time and again it has been pointed out that the outdated Lord Macualay’s education system which is still in place in India produces a moderately educated youth without any specific expertise to enter a particular field of work. In a way, basic knowledge of subjects such as mathematics, science, history and geography primarily acquired through rote learning maybe enough to pass the litmus test for literacy but in no certain terms it generates skilled work force. This hoard of unskilled workforce either remains unemployed or has to settle down with very low paying private sector jobs. On the one hand, there are
The Pressing Demand of Education Sector
LISTEN
India to hire over 30 lakh primary teachers by 2030 to meet its growing educational demand. jobs in private schools is the only viable option. Most private schools do not offer good salaries and the career progression is slow-paced. Besides, in government schools for years permanent positions are laid vacant for teachers with no inclination on the part of the management to fill in the requirement. The student- teacher ratio in most government schools is also deplorable.
scores of educated unemployed youth desperately trying to procure a respectable job in government or The crisis of skilled teachers private sector, on the is likely to build up further. The reasons are glaring to ignore other hand schools as the chief focus of successive and institutions are governments have been to reduce facing acute shortage the GDP expenditures of teaching on the education sector. This hoard staff with A general consensus positions lying vacant for of unskilled among school going workforce years. either remains students could tell that Teaching job demands very few would like to take unemployed specialised skill and or has to settle up teaching as a future due training. Getting down with very profession. The profession admission into teacher is losing its ground among low paying training institutes youth. It is an alarming private sector requires an individual trend that needs to be jobs. to get through a addressed at an organised comprehensive written test and level. Teaching as a profession rigorous training to become a has to be made lucrative and promising to attract young certified teacher. The road ahead workforce towards it if the future is not a smooth one either. For crisis needs to be averted. fresh pass outs, most of the times november 16
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COVER STORY
P. V. Seshubabu
SPEND
ON EDUCATION
AN INVESTMENT FOR FUTURE
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“
I
am fortunate that I am 18 and still not married,” said Malala Yousafzai the youngest ever Nobel Peace Prize winner. Not many in India could say so as parents force children to quit school, especially in the hinterland. It is not just girls but even boys drop out for various reasons. So much is spoken about the demographic dividend and the power of youth in India. However, this ‘power’ can only be harnessed if the children go to school. With close to two million students out of school and 32 out of 100 children in India not completing school, if there was ever a need to invest in education, it is now. The National Sample Survey Office survey report of 2014 says that the dropout rate stands at 4.3 %.
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It has been proven beyond reasonable doubt that education empowers people to the extent that it boosts an individual’s income by 10% and increases a country’s GDP by 18%. In 2015, more than 120 million children across the world were out of school and a majority of them from India, Pakistan and South Asian countries. Researchers feel that investing in early education has high returns. Early investment enhances equal opportunities and higher achievement. Given the fact that early childhood education is expensive, what could be the way out to make education accessible? The lack of investment in Indian education sector is a pointer. According to Unitus Capital’s India Impact Equity Investment report 2013 estimates that equity
ducation is the best investment at the individual, family or Government level. Education makes a lasting impression in an individual’s life. Growing family budgets on education prove this beyond doubt.
investments made in education account for less than three per cent of share value among other investments. Can private funding fill the gap, notwithstanding the Return on Investment (RoI) debate? Government spend on education is only dwindling? Should we look for another model as ‘social welfare’ is taking a backseat? Intelligent financing concepts for education should be based on needs and specific background rather than untargeted subsidies. New concepts of resource distribution require greater transparency. Will external accountability enhance quality or should there be more focus on capacitybuilding and self-assessment to improve the education system? How can financing mechanisms provide effective and sufficient investments in education? But is it
G V S Prasad
Executive Director, CfBT Education Services & Mentor, School Leadership Network
Human Capital is the key driver to sustainable economic growth. India needs to capitalise on its demographic dividend by investing much more and of investment will not help complete the unfinished wisely on education and skills. A basic education agenda of Millennium Development Goals nor will they that addresses literacy and numeracy in every nook meet the 2030 deadline for Sustainable Development and corner of the country and fosters the right type Goals. In India, Government cannot be the only of skills, attitudes and behaviour can alone lead to investor in education. The role of the Government sustainable and inclusive growth. Failing needs to shift from an ‘investor and direct The role of the to give our young people the right type provider’ to a ‘facilitator and regulator’. Government of education and skills can prove to be a The need of the hour is to initiate and adopt menace and this will affect all of us. needs to a ‘mission mode’ approach to catalyse investment in education from various shift from an There is always going to be a gap between sources. A Developmental Bank on the ‘investor and the demand and supply for investment in lines of IDBI, IFCI and ICICI should be set direct provider’ education. However, the current scenario up to channelise investment and promote to a ‘facilitator could lead to serious crisis if drastic innovative initiatives that address scale, and regulator’. measures are not taken. Current levels inclusion, quality and impact in education. november 16
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COVER STORY not the duty of the government to provide for free education? It is time to take a divorce from the 10+2+3 system of Lord Macaulay that produces clerks. Ironical it may seem that even after 60 plus years of freedom we are still hanging on to a system conceived by the British. It was designed to suit the white ruling class. Ingenious ways and skill development is the need of the hour. We often see thousands of young engineering graduates taking up clerical jobs in banks, students of biotechnology dealing with irate customers in a call centre. An education system that has no soul and which is devoid of arming a person for life is worthless.
India was once the most sought after destination for education as people from far away countries flocked here to Nalanda and Takshashila. In stark contrast, no Indian university figures in the top 200 universities in the world today. If you want to become a world class country, you need world class classrooms said the President Pranab Mukherjee. It may be farfetched to have world class equipment in all the schools across the nation but at least retaining students and making sure they complete their schooling would ensure something. Raghuveeran, a social scientist says, “The bedrock of a sustainable society are four pillars- people, planet, prosperity
Can education make a lasting difference in an individual’s life for prosperity? Of course and that is why it was conceived in the first place. Unfortunately, the word prosperity has only come to mean money and material instead of peace and goodwill which also indicates prosperity. Is investment on education the best proposition for our country? Please elucidate. A healthy mind is a healthy body and health is wealth. Violence is a product of the mind and not just physical. How does investment on education impact our country’s economic progress? Since our country is predominantly living in our villages and towns and ours is an agricultural country we need educated farmers and educated entrepreneurs to
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and peace and it is education that binds these pillars. Huge investment in education is a need that cannot be overlooked.” Concurring with his view, political and social analyst, K Ramani says, “What would happen to the millions of youth who would soon comprise majority of the population in India if they have no education. It would lead to naxalism, loot and anarchy. It is ironical that we spend so much on defence and not on education.” Government cannot back off The concept of a welfare state cannot be divulged with and market forces will not have answers to education sector. While education institutions are
Geetha Ramanujam Founder-Director Kathalaya Trust
plough back our learnings in trade, agriculture and small scale industries. Do you think there is sufficient budgetary provision made for education at the national level? It has never been sufficient and we have a big wall between the public and the Government as Ours is an far as allotment of funds are concerned. It agricultural hardly reaches the grass-root levels. More country we transparency and accessibility would be a need educated great asset. farmers and educated entrepreneurs to plough back our learnings in trade, agriculture and small scale industries
Has the NEP-2016 advocated for more allocation of funds for educational development? I am not sure but more than allocation it is dissemination of funds for the right reason and to the right channel that would help. It is channelising the funds that would help.
run as corporations with industry honchos using management techniques, the government has to provide a cushion for the underprivileged. There is no denying the fact that corporate and international schools are here to stay and would cater to the rich in society. The government’s plan to ensure that India meets its target of skilling 500 million by 2022 and see India emerge as the third biggest global economy after US and China cannot be achieved if it does not go back to the blackboard and redraw plans. On the one hand the Government of India wants the nation to leap frog but the education spending in India has been below par than world average. While globally, 4.9 % was the GDP spent on education in 2010, it was just 3.3% of GDP in India, according to World Bank data. Also, India’s literacy rate is only 74% too falls short in comparison to BRICS nations.
Pankaj Jain
Director, Gyan Shala Ahmedabad
I
ndia is spending enough for elementary (Grades 1 - 8) education but less than desired on secondary and higher education. NEP 2016 has not sought higher budget for elementary education but has asked for more funds for higher education.
India must necessarily make ambitious budget allocations for education for the future generations for shaping the future of intellectually prosperous nation
Raghav RV, a research scholar of Jawaharlal Nehru University who has been working on education and health spend by governments says, “All Asian tiger economies did not compromise on two sectors-education and health. In spite of following free markets, strict government control and social welfare were never lost on policy makers.”
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COVER STORY
Education a Key to Sustainable Development
W
hen the right of the children to free and compulsory education was recognised in 2010 through the right of Children to Free and Compulsory Education Act, the then Prime Minister Manmohan Singh said, “We are committed to ensuring that all the children, irrespective of gender and social category, have access to education. An education that enables them to acquire the skills, knowledge, values and attributes necessary to become responsible and active citizens of India.” Clearly, the human capital formation is intricately linked with economic growth, and that puts education at centre stage. But consider this: One in every six persons on this planet lives in India; and every third Indian is under 15 years of age, putting the number of students at a whopping 450 million and growing. We face a shortage of 1.2 million teachers. Some 20 per cent of teachers, on average across states, remain untrained. About 60 per cent of our 1.5 million schools do not comply with the stipulated student-teacher ratio, 30:1 in class I to V and 35:1 in class VI to VII. To ensure access, expansion, inclusion and quality in education, to build a strong human capital, is the real challenge. Over 17 million children and adolescents are out of the school, according to the UNESCO e- Atlas of Out-OfSchool Children. The share of GDP to education is hovering below 4% hampering our effort to provide access to the poorer sections. Over
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Ashok K Pandey
Principal Ahlcon International School Delhi
ensuring inclusive and equitable quality education, promoting lifelong learning opportunities for all, protecting the earth, ensuring prosperity and promoting peaceful and inclusive societies, to name a few. Each of these has specific targets, 169 in all, to be achieved over the next 15 years. The goal Joseph Stiglitz no 4 focuses on quality education. Nobel Laureate economist It has found mention in the draft NEP 2016. In all, eight goals revolve around education, demonstrating the critical role it plays. This 10 million are in need of job at any commitment cannot be fulfilled given time. We need effectively without making an managed government If we are serious investment in the schools to provide free, compulsory, quality about providing education of every education. We also need education for all child. to engage with the private in India we need Louis George sector, encouraging Arsenault, to improve our it with an incentive to share the responsibilities public schooling Representative of in India, of nation building. system, and that UNICEF writing in ‘No high Unfortunately, the current requires more five for RTE’ in the context in the country money and a Hindu in April 2013 does not sit favourably urged his readers with the private initiative more sustained to imagine an India in school education. effort where all children The NEP 2016 recognises had complete eight years of good key challenges in the education quality education and asked, sector- access, quality, employability, ‘what better way to secure the teacher development, technology country’s future?’ If we are integration, governance, financial serious about providing education allocation, R&D and global for all in India we need to improve commitments. Sadly it does not spell our public schooling system, and out any roadmap for the involvement that requires more money and a of the private sector in sharing the more sustained effort. There are responsibility of the nation-building. people who would like to invest in education. What is required The UN, on September 25, is that investors demonstrate a 2015, adopted a set of 17 goals philanthropic spirit and the Govt called Sustainable Development exhibits an open mind about Goals(SDGs). They include, ending incentivising private initiative. poverty in all forms, ending hunger,
“It is essential to ensure that everyone can live up to their potential, which requires educational opportunities for all.”
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SPECIAL FEATURE
Revathi Balakrishnan 2016 Texas Teacher of the Year
One size does not
FIT ALL
esks in straight rows, teacher standing at the head of the class and deciding what would be taught that day, students learning with the same resources and moving at the same pace whether they are struggling or gifted is something we see. No wonder, many of our students see schools as a chore.
D
What if we can create a school where creative, innovative, individualised learning is the norm and the whole school is structured to facilitate this type of learning? We can redefine learning as pushing the boundaries
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of teaching and learning through mass customization of teaching units and projectbased learning. Let’s think of student learning as a product of the collective and creative brain power of teachers, rather than as a product of infusion of resources. Pushing the boundaries of teaching? Yes! Bring in flipped classrooms, blended learning, project based learning and individualised education paths that are created in consultation with the students. Just like web browsers have plugins such as search engines
or virus scans, what if teachers create basic lesson plans and students use “plugins” such as pre-tests, reteach, practice, or enrichment, to create their own customized lesson plan? They decide whether to collaborate or to work individually, and whether to show mastery through content, process or product. In mass customization, the student (our customer) decides how to learn the material with a basic lesson plan as a starting point. Groups of students could be working on a project that starts with a real-world question. Experts in that field are
collaborating with the students answering their questions. Some groups plan a field trip that makes their learning come alive. Our 4th grade math unit on Personal Financial Literacy consisted of working through a scenario of identifying goods and services for a fictitious city. One look at the students’ faces told me that they were not excited by this activity. So, I gave them the opportunity to design their own lessons on how to learn this unit. Their idea? To start and run a business that would apply all these concepts. Now the class is busy crafting their guiding question and “Need to Knows” and we are well on our way to running a school supplies store. Nothing creates as much excitement as project-based learning as long as it is driven by students. I expect mistakes to happen but that is part of the
learning process. Will there be a successful launch, or is this going to be a store only in theory? It is up to them. Flexible assessments take the sting out of assessments. In the above example, a group of students who will be surveying the school to decide what to sell in the store will be assessed on data-analysis and their mastery of creating Google Forms. Another group of students who had to apply for high-demand jobs will
Some use their desks double up as dryerase boards. Some students prefer to show their work on the computer. All it matters is that they show mastery of content and skills
be assessed for their persuasive letter-writing. You don’t have to assess all students for the same concept on the same day. You just have to make sure that by the end of the unit, all the concepts have been learned. Does it matter when and how they learn it? Imagine a big open room with spaces for big and small groups to meet, spaces to work quietly and confer with teachers or peers, learning resources within easy reach and students moving around quietly taking care of their own learning with the teacher as the guide and the facilitator. What if students can sit wherever they feel comfortable - on the floor, at a desk, in the hallway outside - as they do in my classroom? They write on paper or use dry-erase boards. Some use their desks double up as dry-erase boards. Some students prefer to show their work on the computer. All it matters is that they show mastery of content and skills. To create a school where innovative teaching and learning is the norm calls for teachers who pool their collective brainpower to think differently about lesson delivery, teachers who are risk-takers, and teachers who are confident in their capabilities to troubleshoot and fix awry lessons on the fly. Such an approach calls for administrators who are willing to accept a temporary reduction in performance that usually occurs when a school transitions from current learning practices and one-size-fits-all education to creative, innovative, individualized learning. More importantly, such approaches rely more on the brain power of teachers and administrators than on dollars. Are we ready for the next big, bold step? november 16
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INSTITUTIONAL PROFILE
P. V. Seshubabu
Education beyond classrooms Harvest International School, Kodithi Village, Bengaluru, provides international quality education with universal values under the tutelage of Dr. Dakshayini Kanna, Head of Schools and Principal Dr. Dakshayini Kanna ave you heard of a school where 20 % of the teaching happens online using Google hangout? Harvest International School in Bengaluru does just that. It is a school that believes in education beyond the classroom. Effort is put in to relate the learning to real life wherever possible.
H
Lesson plans specify learning objectives for knowledge and skills that need to be learnt. Teachers also incorporate values and goals from school’s vision and mission statements in to lesson planning. The curriculum planning is meticulous and thought through processes based on Bloom’s taxonomy and multiple intelligences. Teaching caters to all levels of students in class and is enquiry based. The academic requirements are mapped and a series of training sessions are arranged for the
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teachers every year during April-May. Teachers are grouped subject wise and CBSE / ICSE / CIE Board topics taken keeping NCERT as the base. Teachers identify chapters and 20% of the total teaching happens online using Google hangout. The chapters to be taught are also redesigned for projects/ essays / debates/ field trips and other activities. “Extensive use of audio-visual aids and hands on learning methods are the key to reach our objectives,’ says Dr Kanna. Laboratory sessions and research work are also well planned and executed. Projects are presented integrating subjects to make students understand real life situations. Use of Hobson’s Curriculum Tool ensures that the learning objectives are supported by the activities planned and the learning goals are met.
School leadership The leadership ensures continuous monitoring of the teachers for need analysis through the year and training sessions for the skills that are required • Training for teachers to conduct online classes; prepare videos and presentations for students are done using Google apps. • Motivational workshops by renowned counsellors are organised to imbibe values. • Workshops by experts of different Boards on teaching methods used in classrooms. • Extensive training on ‘curriculum mapping tool’ and also mapping the AV resources. • Training to handle children with differences, maintaining records/anecdotal records to monitor the progress of children. • Training on communication skills.
Lesson plans
Sequential curriculum plan, consistent teaching and continuous assessment. . . Considering the working days, the year plan is meticulously prepared. It ensures that every activity done by the child has a relevant rubric for observation and assessment of the learning objectives. Immediate remedial action is also planned at each level. The school also uses guest faculty and online remedial teaching as per necessity. The whole planner has the correct mix of activities, written work, projects and other methods such as presentations, essays and debates etc. Children have the freedom to approach any teacher for help.
Lesson plans at Harvest are prepared after a lot of thought. While there is an academic emphasis based on bloom’s taxonomy, the lesson plans have to incorporate the learning outcomes based on the expectation of different Boards. It clearly states the values, skills, motto that are incorporated and an activity is planned to ensure that the learning goal is met with. These are scrutinised by HODs and approved by the Principal. Teachers’ Training Teachers are trained on counselling skills and handling differently- abled students by trained counsellors, experts from medical and psychological fields. They are also trained on writing anecdotal records and planning on improvement of weak areas of students. Students excel in the competitive world The school provides opportunities for students to excel in competitions. Students participate in different competitive examinations such as Cambridge
The whole planner has the correct mix of activities, written work, projects and other methods such as presentations, essays and debates etc. Children have the freedom to approach any teacher for help YLE/ KET/PET, UIEO, IEO, Spell bee, NSO, IMO, ITHO, NTSE, NSTSE, ASSET, DUKE TIP Exam, SKGK Olympiad, NCO, KVPY, IIT/ JEE, PMPD, AIPMT and other National /State professional entrance examinations. Regular classroom teaching incorporates the requirements of preparation of students for these examinations. Curricular, co-curricular and extra-curricular activities The school has state of the art facilities for multiple sports activities like football, athletics, indoor basketball court, indoor skating arena, multipurpose playground. Students choose two
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INSTITUTIONAL PROFILE activities per semester. Yoga, Karate and adventure activities are also offered. The school played host to Baichung Bhutia Football tournament. Students are trained on stamina as well as skill development and are sent for inter-school and inter-state tournaments. Children are trained in model parliament and participate in
debate, elocution, storytelling, puppetry competitions. Children are taken to orphanages, old age homes, cleaning drives on lakebeds and surrounding areas, socio-economic projects etc. to understand the real-life situations and develop compassion and the need to contribute to the society. The school celebrates events and activities like Grandparents Day, Service Appreciation Day to honor
relationships. Patriotism, Indian culture and universal values are incorporated in all the activities. The school offers contemporary dance as well as Bharatanatyam. Science exhibitions, annual talent day, annual Sports day and theme-based Prayer Assembly ensure that every child participates and develops public speaking skills. School elections, Student council and other leaders ensure that leadership skills are developed in students. Partnership of parents, students and teachers Harvest offers a balanced innovative curriculum as a bench mark and believes in parents’ involvement in all the activities of the school and work closely with teachers to ensure that the children get the best. Parents are given orientation to understand about the strengths and needs of their children. The school takes action on the feedback from parents.
The school offers contemporary dance as well as Bharatanatyam. Science exhibitions, annual talent day, annual Sports day and theme-based Prayer Assembly ensure that every child participates and develops public speaking skills 26
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WhatsApp groups, Facebook pages and 24x7 help lines available for the parents to communicate. Parents volunteer for activities like science exhibitions, field trips, innovation projects and guest teaching projects depending upon their interests and competencies. Parents compliment the efforts of the teachers in the school Continuous feedback from parents has become a norm at school and good ideas from parents are implemented. Regular interaction with parents makes them understand the need to support the school. Teachers ensure that the students meet the set goals.
SPECIAL FEATURE
Ms. Anne Sivanathan Educationist, Malaysia
Creating comfortable environment in a preschool M
any young children find it stressful to be in a group. Social skills may not have been developed for some yet to get along with others. The activity level and noise in a classroom may be overwhelming. Initially, the separation from loved ones may create a problem. Stress interferes with learning and leads children to hurt themselves as well as others. Imagine how it feels to be a young child in your classroom. Is it noisy, confusing and overwhelming? Or is it a place where children can feel safe, relaxed and safe. The checklist below may help you identify necessary steps you can take, if you have not already, to decrease stress and increase children’s comfort and success. Space to support individuals in the group Suggestions Include a single quiet corner with a table and chair with a basketful of soothing items-squeezable balls, puppets, blocks, writing materials Food and drinks within the child’s reach so that the child can help himself or herself rather than waiting for a set snack time. Cosy spaces with pillows where children can play or relax together with soft music at the background. Prevent and reduce stress during the day
1. Offer plenty of opportunities
for children to move, set a time each day for physical activities like climbing, running, jumping, skipping, and dancing
When young ones are taken to a pre-school for the first time, they are introduced to a new world and this can at times be overwhelming. Some kids adapt to the new environment easily, but not all children are lucky. 2. Limit the time children have
to wait, plan when they have to queue to wash their hands or use the bathroom. If this is unavoidable singing songs, role plays or just having conversations with them will be helpful.
3. Assist children in making
friends, this can be done by pairing children to do a job doing pretend play together, joining in a group of block builders. Talking to a child about who he played with yesterday and what he played with is a way to connect with storytelling for the next day.
4. Have fun together by reading
a book of the child’s choice, talking to them briefly during transitions, even if this is just for a few moments.
Include families so children can feel connected to their loved ones
1. Daily communication with family
is a good way, asking them to share stories in person, note or email about what interests, upsets or excites their child at home or even an outing as this will help us create better rapport with the child
2. Families must be reflected
through their home languages and cultures in the classroom. This can be done by having family photographs hanging in the classroom, invite parents to come and share stories or even speak to the children in the classroom. Have conversations with children about their parents, grandparents, and other family members.
Having conversations with children is very therapeutic because they are fascinating, honest and authentic. november 16
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MENTORING
PRINCIPAL
AS LEADER Mrs. Geetha Rajasekhar Director, Geetha High School, Patancheru Hyderabad
Mr. Krishnam Raju Aditya Public School Bheemavaram Andhra Pradesh
“Building a school is not about bricks and mortar. It is about teachers and students.” Please elucidate.
What are the qualities a school Principal should possess?
Absolutely true! The experience suggests that the necessary inputs for any school to qualify to be good as seen from parental/ societal frame of reference are:
The role of a principal is crucial for the success of a school. For that to happen, the principal has to be a super-(wo) man. Your leadership has to be a servantleadership. Your job description should begin with “Always for the children” and should end with the same. Some important steps that would be helpful on the journey to success are; teacher preparedness, creating a culture of learning and collaboration, winning over the trust of the parents. The everyday mandate of the principal is to prepare the children for life, day-by-day. Principal’s reputation and parental satisfaction are the necessary bulwarks against any failure.
a. Infrastructure, spacious classroom, hygiene/ sanitation, safety and security aspects in place, welcoming campus etc.
This interview is the sixth in the series of responses from eminent academician. Dr. Ashok Kumar Pandey, Principal, Ahlcon International School, (Global Perspective, Indian Values) responds to the questions of Principals about effective qualities of ‘Principal as Leader’
‘Principal as Leader’ will be a regular feature published every month. Principals may send their queries and Dr. Ashok Pandey will answer. The queries may be sent to editor@brainfeedmagazine. com on or before 15th of every month.
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b. Competency and scholarship of teachers; the schools must care for its teachers; there should be premium on their learning and professional development and mastery over their field of expertise. Teachers, in turn, are committed to their profession. c. Culture and value system; schools that don’t care for a sound value system; ethical practices; preaching and practicing moral courage, do not stand for long. d. Vision, mission, accountability and futuristic orientation.
Mrs. S. K. Bhatt Principal, National Public School, Patna, Bihar
Mrs. Parvathi Reddy Principal, Harvest Public School Khammam
What distinguishes a ‘high-performing’ school from a lowperforming’ school?
“Principals are responsible for both leadership and management.” Please explain.
Are faculty meetings the means for staff development academically and professionally?
It’s sad but true! Sad because a principal’s primary mandate is to provide academic, instructional, valueadding leadership. Yet, they are trapped in the never-ending managerial cycle. Part of the blame goes to the perception around school systems as they are largely seen by the community to be principal-driven. The blame could also be ascribed to the failure of the principals in not seeing the difference between the two roles, not delegating enough, not nurturing second and third tier of the school-based leadership. The higher managements of the school are also advised to create an administrative support mechanism as against administrative control in the schools.
Depends! Not all meetings are productively aimed at staff development! Not all meetings are necessary! However, each meeting has a different agenda, different objective. I would insist on principals to invest their time and energy in mentoring the staff academically and professionally. Very formal and structured workshops, discussion forums, presentations must be initiated by the leaders focused on their capacity building. Collaborative problem solving (CPS) sessions may be organised to give the teachers an opportunity for a cognitive and social engagement with each other.
How well the passed out students are placed in colleges and later in life is a major indicator. However, I strongly believe that the culture and value system of the school is a major distinguisher. How well the students are doing in the co-scholastic areas including literary activities, theatre, innovation, sports and community engagement are important too. No institution can rise above the quality of the teachers. Accordingly, high performing schools invest in the continued professional development of the teachers.
Mr. Hemal Director, Swarna Bharati School, Chandigarh
Ms. Latha Murthy Principal, Carmel High School, Bengaluru How does communicative skills help a successful Principal? No doubt, communication is the key skill for any effective leader. In a school eco-system, the principal is the chief communications officer. How you articulate the school’s vision to the stakeholders will have the lasting impact. John C Maxwell, a great influencer and leadership coach rues, “Educators take something simple and make it complicated; Communicators take something complicated and make it simple”. I hope the purport of Maxwell’s comment will not be lost by the educator-communicatorprincipals. He further says; leaders with great ideas, vision, skills must reflect on their communication ability if they have not connected well with their team while talking one-on-one.
THE PEDAGOGICAL LIFE: Essays on Educating India The book is based on over three decades of rich experience in teaching and educational administration of Dr. Ashok Kumar Pandey, The book covers all aspects of education in Indian context: role of teachers, school leaders, teachinglearning processes, societal expectations and nation building. Dr. Pandey has presented things in a lucid style that teachers, students and parents appreciate with great understanding. The ideas are very practical and what really works in Indian context in the 21st Century for bringing out quality education within the reach of common man. The thought-provoking ideas prompt reflection and invite for discussions. The book is, especially, very useful for those who are inclined towards value education, teacher-preparedness and in reflective conversation with students. november 16
29
presents
an educational initiative
4
CO
ON S
DEC 10 LE
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ACHIEVEMENT
Nobel Prize Winners – 2016 579 Nobel Prizes!
Physics
“for theoretical discoveries of topological phase transitions and topological phases of matter”.
Between 1901 and 2016, the Nobel Prizes and the Prize in Economic Sciences were awarded 579 times. NUMBER OF PRIZES
NOBEL PRIZE Physics
110
Chemistry
108
Medicine
107
Literature
109
Peace
97
Economic Sciences
48
Total:
579
The YOUNGEST Nobel Laureates Name
Category/ Year
Date of birth
Malala Yousafzai
Peace 2014
12 July 1997
Lawrence Bragg
Physics 1915
31 Mar 1890
Werner Heisenberg
Physics 1932
5 Dec 1901
Tsung-Dao Lee
Physics 1957
24 Nov 1926
Carl D. Anderson
Physics 1936
3 Sep 1905
Paul A. M. Dirac
Physics 1933
8 Aug 1902
Frederick G. Banting
Medicine 1923
14 Nov 1891
Tawakkol Karman
Peace 2011
7 Feb 1979
Rudolf Mössbauer
Physics 1961
31 Jan 1929
Mairead Corrigan
Peace 1976
27 Jan 1944
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november 16
David J. Thouless
F. Duncan M. Haldane
J. Michael Kosterlitz
Born: 21 September 1934, Bearsden, United Kingdom
Born: 14 September 1951, London, United Kingdom
Born: 22 June 1942, Aberdeen, United Kingdom
Affiliation at the time of the award: University of Washington, Seattle, WA, USA
Affiliation at the time of the award: Princeton University, Princeton, NJ, USA
Affiliation at the time of the award: Brown University, Providence, RI, USA
Chemistry
“for the design and synthesis of molecular machines”.
Jean-Pierre Sauvage
Sir J. Fraser Stoddart
Born: 21 October 1944, Born: 24 May 1942, Paris, France Edinburgh, United Kingdom Affiliation at the time of the Affiliation at the award: University time of the award: of Strasbourg, Northwestern Strasbourg, France University, Evanston, IL, USA
Bernard L. Feringa Born: 18 May 1951, Barger-Compascuum, the Netherlands Affiliation at the time of the award: University of Groningen, Groningen, the Netherlands
Physics & Chemistry
Physiology or Medicine
Literature
Peace
Economic Sciences
The Nobel Medals in Physics, Chemistry, Physiology or Medicine and Literature are identical on the face: it shows the image of Alfred Nobel and the years of his birth and death (1833-1896). The image on the reverse varies according to the institution awarding the prize.
Physiology or Medicine “for his discoveries of mechanisms for autophagy”.
Literature
Peace
“for having created new poetic expressions within the great American song tradition”.
“for his resolute efforts to bring the country’s more than 50-year-long civil war to an end”.
Bob Dylan
Juan Manuel Santos
Born: 24 May 1941, Duluth, MN, USA
Born: 1951, Bogotá, Colombia
Yoshinori Ohsumi Born: 1945, Fukuoka, Japan Affiliation at the time of the award: Tokyo Institute of Technology, Tokyo, Japan
Economic Sciences
“for their contributions to contract theory”
The OLDEST Nobel Laureates Name
Category/Year
Date of birth
Leonid Hurwicz
Economic Sciences 2007 21 August 1917
Lloyd Shapley
Economic Sciences 2012 2 June 1923
Raymond Davis Jr.
Physics 2002
14 October 1914
Doris Lessing
Literature 2007
22 October 1919
Yoichiro Nambu
Physics 2008
18 January 1921
Vitaly L. Ginzburg
Physics 2003
4 October 1916
Medicine 1966
5 October 1879
Oliver Hart
Bengt Holmström
Peyton Rous
Born: 9 October 1948, London, United Kingdom
Born: 18 April 1949, Helsinki, Finland
Joseph Rotblat
Peace 1995
4 November 1908
Karl von Frisch
Medicine 1973
20 November 1886
Affiliation at the time of the award: Massachusetts Institute of Technology (MIT), Cambridge, MA, USA
Ferdinand Buisson
Peace 1927
20 December 1841
John B. Fenn
Chemistry 2002
15 June 1917
Affiliation at the time of the award: Harvard University, Cambridge, MA, USA
Theodor Mommsen Literature 1902
30 November 1817
Willard S. Boyle
19 August 1929
Physics 2009
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LEARNING
Sana Syed
ENQUIRY BASED LEARNING
A STUDENT - CENTRIC LEARNING APPROACH The spirit of enquiry is intrinsic to human nature. Bewildered by a falling apple perpendicularly on the ground, Isaac Newton’s spirit of enquiry led him to discover the law of gravity.
L
earning that is based on enquiry and a quench for knowledge is very different from instruction based learning. The enquiry based learning technique use inquisitiveness, experimentation and logical thinking to lead to coherent conclusions. Learning through this method has some remarkable benefits. Enquiry based learning involves a student’s active participation as compared to information based learning that simply disseminates information and requires students to acquire it. The students in enquiry based learning start with a ‘scenario’;
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identify their own questions with the guidance of a facilitator and examine the resources required for the research. In the process, they gain knowledge about their subject. Knowledge acquired through structured experimentation and research is better retained because it is based on finding a solution to a problem. To guide the entire process to a logical conclusion the students are monitored by a facilitator. The facilitator helps the group of students understand and guide the entire learning process and maintains a neutral stand.
Compare this to instruction based learning where the teacher directs the entire learning process. The students, on the other hand, have no active participation. The information is already available and just requires assimilation. In India, the education system is yet to realise the immense benefits and possibilities that enquiry based learning approach could bring forth. While private schools and institutions partly incorporate enquiry based learning by focusing on project based learning, yet the development of enquiry based approach as a system of learning is still missing. Enquiry based learning (EBL) has its roots in constructivism (based on observation and scientific study) that blossomed during the discovery learning movement of the 1960s in the west. Global constructivist theorists like Dewey, Piaget, Freire and Vygotsky influenced pedagogical advances in the realm of enquiry based and problem based learning in different parts of the world. India is still new to this learning technique. Browsing the internet for EBL (enquiry based learning) in India, the latest information one comes across is the Rashtriya Avishkar Abhiyan initiative taken up by the Ministry of Human Resource Development to instill a sense of enquiry and exploration among children. The programme aims at engaging and motivating children towards science, technology and mathematics through observation, experimentation and inferences. While speaking on the question of EBL Mr. R N Sharma, Nodal Officer, Rashtriya Avishkar Abhiyan, Delhi, briefed, “The initiative aims to create a culture of thinking, inventing and doing
The Indian education system has been primarily instruction based and to introduce an enquiry based approach to the current system it is imperative to train and orient the teachers for their role of a facilitator instead of an instructor among children to develop an independent approach that is non- restrictive towards learning. The initiative highlights reorganisation of policies and resources at various levels. The programme also aims at training the teachers in the respective fields of science, mathematics and technology to take up the role of facilitators. Strengthening of school laboratories; development of resource materials; and promotion of events like science and mathematics Olympiad to instill enthusiasm among children towards learning and exploration is also underway�. While the idea is surely well intended, only the coming years would substantiate the efficacy and success of the initiative. The Indian education system has been primarily instruction based and to introduce an enquiry based approach to the current system it is imperative to train and orient the teachers for their role of a facilitator instead of an instructor. Jodo Gyan, a Delhibased organisation working to find solutions for the problems of classroom practices since 1998 works closely with teachers,
students, parents and educators to introduce innovative and enquiry based methods in pedagogy. It has conducted over a few thousand workshops during the last decade to provide in-service teacher education. Jodo Gyan focuses on the key aspect of teacher education to enable the teachers to see mathematics differently – not just a way of correctly doing the algorithms but evolving a new approach to thinking and reasoning. Since the past few years the programme has reached out to various government run schools, state boards, ICSE, CBSE International Baccalaureate and Cambridge Board schools. It has conducted concept based workshops at the regional and national level. Jodo Gyan has also organised workshops on the enquiry based approach in Hyderabad, Kolkata, Trivandrum, Ahmedabad, Vadodara, Bengaluru, Mumbai, Chennai, Nagpur, Indore and Chandigarh. A concerted effort to popularise enquiry based learning in schools and institutions is gradually gaining pace but still the process is painfully slow. To bring a visible change to the traditional method of instruction, the orientation of teachers needs to change. While in-service teacher education is one option, teacher training programmes should also devise to train the prospective teachers for their new roles. Enquiry based learning approach must not be limited to the exploration of science, mathematics and technology but it should be an inclusive methodology to instill better understanding of the subject matter through active participation of children in the learning process. november 16
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BEHAVIOUR
P. V. Seshubabu
Be a Role Model:
5-Word Rule: ‘Thank You’ ‘Please’ ‘Excuse me’ ‘Sorry’ ‘May I’
Children are like sponges - they soak up everything. Be conscious about your behavior before children! It may be better to get rid of your not-so-good habits completely. This avoids the risk of impulsive reaction from children. Children imitate elders, so how you behave, act and react will have a bearing on children.
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are the most important words that must be introduced in children’s vocabulary. Use these words liberally with your children when they are as young as only 6-10 months old! Help them use these words constantly and consistently.
Practice at home Parents always expect children to behave differently at social gatherings. Children behave the same way they behave at home. Therefore, it would be always better those children are brought up at home accordingly.
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HOW TO TEACH
GOOD MANNERS
TO CHILDREN?
4 ‘No cross talking’ policy: It is important that children learn to wait and listen to what teachers or parents say and speak only when the other person is not talking. This habit forms the fundamental of good manners.
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Motivate children: Children always want attention to be given to them. Therefore, parents must encourage children whenever they do good things. A pat on the back always helps.
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Well begun is half done, so goes the saying. Start teaching good manners at an early age and a solid foundation will help your child grow into a good, sensitive and humane being
Never use abusive language in front of the children. A strict ‘NO’ will do! When children use unpleasant words, talk to them immediately.
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Tell them not to use the word again. The child must feel remorseful!
Focus on Table Manners!
Every parent wishes his/her child is polite, well-spoken and good mannered! All good manners are born from pleasant talk and gentle behavior. It begins from the use of expressions like: ‘Thank You’, ‘Please’ and ‘Sorry’ liberally. It is reflected in good table manners at the time of eating, not interrupting conversations and not ‘pestering’ for unwanted things. Teaching children good manners is not difficult as long as one gets the knack. The following tips might help the parents tackle the problem.
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Watch Language!
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Correct ‘on the spot’ politely:
Clumsy eating habits can mar one’s image. Inculcate good table manners at an early age. Sitting posture, not to talk while eating, making noise while eating, not to spill food and always tidying the table before leaving will go a long way.
Sensitise children! Being sensitive is one of the most valuable qualities a person can acquire. When the child learns to be sensitive, it will make a difference for a lifetime! Sensitive children respect elders and care, share and respond appropriately. This will keep them in good stead. Which teacher, employer and friend wants a rude and misbehaved person?
Do not hesitate to say anything when it matters most! Hit the nail hard on its head! Correct the child for any mistake ‘on the spot’. It is always better to rectify the mistake of the child just at the same moment politely. This will be more effective. november 16
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SPECIAL FEATURE
Peeyush Khare Yale University USA
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his wave of pursuing an engineering degree in India is a double edged sword. On the one hand it augurs well for the nation as we would have a pool of engineers, but how many could fit into the industry and make a difference is a question that needs immediate attention. In the current state of affairs, ‘engineering’ is clearly the wave threatening to roll flat India’s ability to produce an armada of talented undergraduates in multiple disciplines. It is also fairly clear that this wave isn’t transforming India into an engineering powerhouse- most of us are aware of the reports from recognised agencies questioning the skillfulness of over twothird of those graduating with an engineering degree in India, especially for core engineering jobs.
HIGH SCHOOL TO ENGINEERING COLLEGE
While it is possible that some had great chances of becoming military legends, renowned artists, enlightening teachers or journalists and much more, they are all now walking around painted in the same degrees that their true potential can’t justify.
I personally find it impossible to believe that such a huge fraction of fresh engineering graduates lack quality In a way, we talent. It is difficult to mental faculties. However, are staring scan to the last bead at relentless I certainly consider it in the string of factors plausible that the potential leakages in the that have led to this giant Indian of their faculties is only scenario. However, one intellectual realisable elsewhere. reservoir which may observe on a more As a result, while it is are releasing macroscopic level that possible that some had youngsters rapid industrial growth great chances of becoming into grooves and infrastructure military legends, renowned unmatched with development has artists, enlightening their pure talent. opened many financially teachers or journalists lucrative work opportunities in and much more, they are all engineering, drawing the attention now walking around painted of the ambitious middle class. in the same degrees that their It is appreciable and in the true potential can’t justify. In a interest of the nation. The way, we are staring at relentless problem still lies on a different leakages in the giant Indian front where many new and more intellectual reservoir which are localised institutions have risen releasing youngsters into grooves to grant engineering degrees unmatched with their pure
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without burning into individuals the required competency for engineering jobs. It exacerbates in conjunction with a social situation where many families push youngsters into engineering without gauging their true interest. Such a combination of sub-quality institutions and disinterested young minds could only result in a large force of incompetent engineering graduates, in addition also bringing down the recognition of the discipline in commons’ perception. There is no doubt that engineering is a great discipline. I am an engineer and now a scientific researcher by training.
the engineering project failures are sometimes just unfortunate but at other times start in our homes where instead of investing time and effort in understanding our child’s potential, many of us sacrifice them into an allengulfing wave of trend. Among those disinterested, some turn out poorly skilled while others leave the discipline to excel in careers completely disconnected with engineering resulting first in the loss of financial and intellectual investment of four years before benefitting the new stream. In these circumstances, the tendencies within somehow make the society itself responsible for its sufferings to some extent. As parents or teachers, we must embrace the opportunity to assess the abilities of our young ones and where they could contribute most in the progress of our country. Even more importantly, the ultimate success as a parent or teacher is in ensuring that your guidance helps a child achieve It is probably safe for me to say that I comprehend the profundity of this field to some reasonable extent. Engineers directly enhance the prosperity of a country with their work, but similarly, the risks involved when a bad engineer is erected are brought into light by the recent news of falling bridges that have killed several innocent citizens. Engineering must be pursued only by those who are truly interested in it, especially because the scope of error in creating physical public assets or products for public use is barest minimum and a disinterested effort could cause immediate loss of lives. It is also important to realise that
of their interest. For example, if your child shows inclination towards sciences in high school, it is useful to plan visits with them to renowned science and engineering universities to amplify their interest and imaginations. If they are interested in arts, show them around in top relevant universities, national art galleries, centers of economic operations etc. One may argue about not having deep access in some such locations but for an interested child, a real visit of any depth is enough to stimulate more motivation than only verbal narration at home. I often see high school students visiting Yale for this reason. We regularly take our children to hill-stations as tourists; we can also travel to show them around in places which will excite and make them more informed about their professional interests. These are only few examples among a lot more we can do and it will all come together to help correctly place youngsters during the
How high the nation will rise will depend on the strength of their shoulders. It is national duty for us to make them strong by helping in the careful allocation of our children in India’s workforce according to individual talents and interests long-term happiness in life, and blindly following a trend-wave could never guarantee such success. Engineering is only one of the many exciting fields that exist with high relevance to nationbuilding as well as monetary returns. Our duty only just begins at sending our kids to school, and extends into identifying their potential through discussions and observations, and exposing them to outstanding places in the area
critical transition from high school to a university. India of the future will rise on the shoulders of those we are raising today. How high the nation will rise will depend on the strength of their shoulders. It is national duty for us to make them strong by helping in the careful allocation of our children in India’s workforce according to individual talents and interests. We are certainly making progress, but there is still a lot more we can do. november 16
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EDUCATION
Vanalatha
Parents need to pitch in School work, projects, discipline….the onus lies with the teachers and the school. Is it right? Many parents have this attitude. If the child scores less marks or does not learn anything, the teacher is held responsible. So where is the role of the parents? Many parents feel that it is the responsibility of the school for the child’s development in academics and other areas but the truth is the onus lies both on the parents and the teachers. It is 50:50.
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ome parents feel that it is the sole responsibility of the school for the child’s success. However, many do not realise that they too have a huge role to play. If the child scores less marks or does not learn anything, the teacher is held responsible. So where is the role of the parents? It is often said that education begins at home. Parents’ role is very important in the overall development of the child. Many parents do not know much about the educational programmes in the school or what teachers require from children. Effective parent involvement comes when a true partnership exists between the school and parents. Successful parent involvement can be
defined as the active participation of a parent in the education of his or her child. Parents can help their children at home by reading with them, helping with homework, and discussing school events. Parents can help by attending functions or volunteering in classrooms and participating in the school activities. Schools with involvement of parents engage the parents, communicate to them regularly. Parent is the most important partner in a child’s education and the schools can reap large benefit on their support. When schools, parents and community come together, to support learning, children gain interest to go to school regularly. The school plays an important role in determining the levels of parental involvement in school. Specifically, school can outline its expectations of parents and regularly communicate with parents about what children are learning. The school can provide opportunity for parents to talk with them about parents’ role in their children’s education. When schools build good rapport with parents, honour their contributions, share decisionmaking responsibilities, they are able to sustain connections that are aimed at improving student achievement.
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Benefits for the... CHILDREN
PARENTS
EDUCATORS
• Children tend to achieve more, academically perform better and attend school regularly.
• Parents improve their interaction and discussion with their children and are more responsive and sensitive to their children’s social, emotional, and intellectual developmental needs.
• When schools have a high percentage of involved parents in and out of schools, teachers and principals are more likely to experience higher morale.
• Parents become more confident in their parenting and decisionmaking skills.
• Teachers and principals often earn greater respect for their profession from the parents.
• As parents gain more knowledge of child development, there is more use of affection and positive reinforcement and less punishment on their children.
• Teachers and principals report an increase in job satisfaction and will develop more positive attitude.
• Parents have a better understanding of the teacher’s job and school curriculum.
School
• Children consistently complete their homework. • Children have better self-esteem, are more self-disciplined, and show higher aspirations and motivation towards school. • Children’s positive attitude about school often results in their improved behaviour in school and less suspension for disciplinary reasons. • Children from diverse cultural backgrounds tend to do better when parents and teachers work together to bridge the gap between the culture at home and the culture in school. Successful parent involvement programmes typically develop in response to a specific need in the school or its community and are both focused and flexible in addressing that need. A strategy
• When parents are aware of what their children are learning, they are more likely to help when they are requested by teachers to become more involved in their children’s learning activities at home. • When parents are requested by school to be part of the decisionmaking team, they become more active. that works in one school may not be the best choice for another. So lots of innovation is required in planning. Successful parentschool partnerships are well integrated with the school’s overall
• Schools that actively involve parents and the community tend to establish better reputations in the community and experience better community support. • School programmes that encourage and involve parents usually do better and have higher quality programmes than programmes that do not involve parents. mission. Hence a parent needs to be very appreciative when it comes to education. Never forget that there are two main educators in a child’s life the teacher and the parent. november 16
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TECHNOLOGY
Karuna Raj
ers ho h c , tea ents w or o g a stud ile s g b n o o t so l own a ith a m . Time er t o N ld fr le w dget wid tal u s d a i o d g w ld fi ic there f digi n o u r wo elect ng as use o any changi in the e are ptanc acceices dev
AUGMENTED CLASSROOMS A REALITY IN THE MAKING I
t is an ongoing debate among teachers whether or not to allow digital devices in the classroom. The opinion is fairly and evenly divided between those who believe that they are distractions and therefore should be banned, and those who believe that students who access the reading material on their tablets, laptops and on their smart phones should be allowed to do so. There are suggestions not to ban devices but do lay out expectations of attention and participation in class, with certain rules in place, having connected devices in the classroom can help one’s learning experience, the access to the Internet can augment the discussion in significant ways. Instructors and course facilitators have always used technology to illustrate or extend the material in a lecture, but students are
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generally passive recipients in such cases. Occasionally, they may have to do an in-class group project for which they are asked to use the Internet. But how about accessing the Internet in a dynamic, integrated way as they listen to the lecture or participate in a discussion? These days, there is a lot of talk about virtual
reality and augmented reality. The first is about simulating an experience and the second is about adding layers of information to a given object or situation. So what is suggested is the careful and limited use of the Internet to bring in new layers of information that can enrich the classroom experience.
This would be a good idea to do so, for the reasons that follow. • In most of the information into to window doing • Set up a display • From tributes to classrooms, the discussion. A a bit of this and of faculty photos video profiles, particularly in the resource person that; we may near the school from sports social sciences, can be brought be reading in entrance. Visitors highlights classes are in on a live video one screen and can scan the to skits and organised around feed (on Skype). writing in another. image of any concert footage, material or texts Students in the Why not put this instructor and see the ways that AR that students classroom will facility to good that figure come can enhance a are expected to be attentive as use and allow to life, telling school yearbook read before the they will be able connectivity to more about himare limitless. class and which to see, listen help us delve or herself. • Students the teacher and gain a fuller deeper into • Students record can record will explain or understanding. subjects even themselves giving themselves discuss. Students For instance, a as we listen a brief review of providing the avoid bulky field site that was to lectures or a novel that they definitions paper copies or being investigated participate just finished, and to different books and prefer is discussed, in class then attach that vocabulary e-versions as they students will discussions? (assigned digital words on a word can carry their search for the site information) to a • App, Aurasma, wall. Afterward, entire reading list online and learn book. Afterward, allows users anyone can use with them, and a little bit more anyone can scan to create the Aurasma refer easily. not only about the the cover of the Augmented app to make geography but • They can use book and instantly Reality a peer pop also the specific Internet for quick access the review. experiences up on screen, context of interest searches on of their own • Record parents telling them the to their subject. terms that they and bring their giving brief words definition and So, during the Q do not understand of encouragement learning to life. using the word and A session, or are unfamiliar to their child, Aurasma can be in a sentence. they will be able with. In large and attach a used in different to ask slightly classes, it may trigger image • Put triggers all ways in the more informed be difficult to to every child’s around a science classroom. questions. have every doubt desk. Anytime laboratory clarified by the • We have all grown • Students scan students need to so that when teacher. a page of their accustomed to hear encouraging students scan homework, the • They can use multi-tasking words from their them, they can page reveals a the Internet to and parallel parent, they quickly learn the video of their find out more can scan the processing. We different safety teacher helping about what is image on their listen to music procedures and them solve a being discussed desk for virtual as we study, we protocols for the problem. and bring the inspiration. flit from window lab equipment. Augmented Reality is an example of a technology that can make classroom learning more transformational and engaging. What seemed like fantasy is now a part of our reality. Augmented Reality has the ability to overlay digital content and information onto the real world--using triggers like images and
locations–opens up a whole new unexplored avenue for education world of learning opportunities, through videos, another images, 3D Animations, Games, QR code etc. Augmented reality opens up a previously unexplored avenue for education. AR allows students and teachers to expand the
physical world. It can enhance the attention span of the students which is otherwise declining. After all, profound learning occurs when students create, share, interact and explain. This method will also help in saving paper thereby help in conserving and protecting environment. november 16
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TEACHING
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eaching of English does not focus on the development of communication skills at most times. It is merely done as a routine to complete syllabus from the examination point of view. Further, lack of conducive atmosphere for use of English, failure to use appropriate teaching aids and techniques and ignorance of latest developments in the English Language Teaching (ELT) are few reasons for not developing communication skills. Role Play is a valuable teaching training tool for learners to take on different roles and interact and participate in diverse and complex learning settings. Learners must know the use of ‘target language’ in ‘real –life’ situations and not structured dialogue that is taught in classroom. Role Play helps in language acquisition through real-life situations. “’Role Play’ may be conveniently defined as the projection in real-life situations with social activities,” describes Mr. Qing. ‘Role Play’ is an effective technique which arouses the interest of learners and makes the language acquisition impressive. Role Play can be very enjoyable for learners and provide excellent opportunities for using language in real-life
The roles can be performed by individual students, in pairs, or in groups which can play out a more complex scenario 44
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ROLE PLAY
FOR ENHANCING COMMUNICATION SKILLS IN ENGLISH LANGUAGE Writing and speaking good English is everyone’s dream. Role play as a tool to enhance communication skills is worth looking into, says P V Seshu Babu
situations. ‘It is motivational and effective, because it involves activity. ‘ Role Play exercises give students the opportunity to assume the role of a person or act out a given situation. The roles can be performed by individual students, in pairs, or in groups which can play out a more complex scenario. Role Play is not acting because it is focused on how the roles of the players interact with and affect each other. Therefore, it is a
communicative activity where the learners use spontaneous language. Role Play helps learners to develop real-life speaking skills, linguistic competence and empowers them with vocabulary. It helps learners use English in a free and interesting way with confidence. Role Play is an excellent way of getting students to practice English. It simulates real-life situations and allows students to act out what they would do
Benefits of Role Play in English Language learning • Develops communication skills • Students develop their social skills when they collaborate with each other and work as a team • Motivates and engages students in the use of English • Students learn skills used in real life situations like – negotiation, debate, teamwork, co-operation, persuasion, etc. • Students learn to explore experiment and investigate real-life situations and language use in various circumstances. • Students sharpen their listening and speaking skills • Provides opportunities for critical observation of peers • Builds confidence to express their views • Students are enabled to think beyond classroom setting
• Students develop their creativity and imagination • Helps students in problemsolving thereby gain confidence to handle difficult situations • Introvert students speak out • Role Play allows for exchange of information among students • Enables the teacher to understand the capabilities and deficiencies of students • Conducting Role Play activities in class and the role of the teacher • Explain the aims and objectives of the Role Play in order to practice language skills and develop new concepts • Introduce a small role play exercise for practice • Determine the constraints like class size or the space available
• Expands students vocabulary
• Divide the students into equal number groups
• Increases their knowledge about different cultures
• Define the time limit of the Role Play for maximum participation
in a real-life situation. A Role Play can go scripted and nonscripted. With the scripted role play, teacher uses an example in a textbook. In a warm-up activity students in groups are allowed to speak to each other in the groups taking on different roles. Non-scripted are when students are given a role each and they must use whatever knowledge they have in order to speak with partner/s in own language.
• Explain briefly the setting of the Role Play to enable students to understand the context/ situation • Assign the roles to each member of a group; instruct the purpose of the Role Play ; clarify their doubts; it is only to communicate the message about the topic • Provide cue cards to help students with language use and information to speak • Determine how the Role Play will be assessed – spell out the criteria of assessment; explain the situation of the Role Play so as to enable the students play their roles confidently • Appoint observers for each group for feedback on roles played by the team members • Time is set for 10 – 15 minutes • Role Play is on. . . • Observers take notes and reports shared with teacher • End of Role Play. In the class plenary, teacher gives assessment report based on the criteria
English language competence and also a lot of fun which in turn makes English language learning interesting and effective Role play adds variety, a change of pace and opportunities for a lot of language competence and also a lot of fun which in turn makes the English language competence and also a lot of fun which in turn makes English language learning interesting and effective. Teacher’s
encouraging words motivate students and help them to get chance to express their ideas in English, improve vocabulary, learn social skills, listening and speaking skills, critical thinking and creativity. Role Play can be an integral part of English Language teaching and learning process. november 16
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MOTIVATION
Karuna Raj
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e often observe children who stay aloof, are shy, withdrawn and feel insecure. They speak reluctantly and hesitate to shoulder responsibility. They lack confidence and panic when spoken in raised voice. This is because they have low self-esteem. These children need help to boost their self-esteem. What is self-esteem? It is self-respect, dignity or pride in oneself or one’s ability. Selfesteem is nothing but a person’s overall sense of self-worth or personal value. It arises from within and is based on a person’s beliefs, consciousness, thoughts, behaviour, feelings and actions. Psychologist Abraham Maslow’s
Keep that
SELF ESTEEM high
Self esteem should never be underrated and as a matter of fact, parents and teachers should make it appoint to see that a child is balanced and does not lose his/her confidence hierarchy of needs depicts selfesteem as one of the basic human motivation for an individual’s growth and self-actualization.
Self-esteem is of three types: low, medium and high. Low and high self-esteem are harmful.
What are the signs of low self-esteem? • Fear of failure, a sense of helplessness • He/she quits soon after beginning a game or a task, without even trying • Believing that he/she is going to lose, starts cheating and lying • Shows regression, acts baby like or very silly, inviting teasing and name-calling from others, thus adds insult to oneself • Becomes bossy, or inflexible for hiding feelings of inadequacy, frustration, or powerlessness • Makes excuses, blames others or external forces • His/her grades in school declines, loses interest in usual activities • Withdraws socially, loses contact with friends • Experiences changing moods, exhibits sadness, angry outbursts or quietness • Always critical about self, such as “I never do anything right,” “Nobody likes me,” “I’m ugly,” “It’s my fault,” or “Everyone is smarter than I.”
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What causes low self-esteem? They are based on the experiences one had in life, in the family, in the wider community and at school that could lead to thinking badly of oneself. • Systematic punishment, bullying, neglect or abuse • Failing to meet parental standards • Failing to meet peer-group standards • Belonging to a family or social group that other people are prejudiced towards • Absence of praise, warmth, affection or interest • Disapproval by authority figures for whatever they do. • Parents constantly and highly critical • Comparisons
How to develop Self-Esteem? • Make children independent and do things independently • When children compete — win or lose — they see that their own hard work and practice can make a difference • Earning a prize contributes to selfesteem only when a kid knows he or she earned it
Help them focus on what goes well for them and find something positive to counter, let them think three things that went well on that day due to their effort
• When kids learn to do things for themselves, they feel proud and capable
• Feeling incompetent
• Children feel effective when see good things come from efforts
• Trauma-physical, emotional or sexual abuse
• Children feel accepted when understood by parents, praised for good behaviour, get help, encouragement and support
• Belief system • Society and media They always experience their sense of “I can handle it,” is constantly being put to test. If the child is able to deal with things, have support then he/she learns how to solve life’s problems, this helps improve selfesteem.
When children feel good about themselves, it sets them up for success — in everything. Positive feelings, self-confidence help kids try new challenges, cope with mistakes, and try again. Taking pride in their abilities and accomplishments, help kids do their best
• Children should manage their inner critic, reword negative unkind thoughts into more helpful feedback • Help them focus on what goes well for them and find something positive to counter, let them think three things that went well on that day due to their effort • Let children aim for effort rather than perfection • Let children view mistakes as learning opportunities • Ask them to edit thoughts that crop up and make a note • Advice them that everyone excels at different things, so there is nothing wrong if he/she is not good in a particular field • Encourage them to try new things, and give themselves credit november 16
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TEACHING
Vanalatha
M
athematics is one subject that most students fear and so was I as a child. I very soon realised that the fear associated with Math is due to the lack of practice and interest and not because the subject is difficult. The basic principles, concepts and skills of Mathematics are within the reach of all children. As rightly said, ‘practice makes a man perfect’, practicing this subject
The basic principles, concepts and skills of Mathematics are within the reach of all children. As rightly said, ‘practice makes a man perfect’, practicing this subject with perfect basics will make a student perfect.
How to overcome THE BOGEY OF MATH with perfect basics will make a student perfect. The way out to overcome the fear is to first accept that the subject is not that difficult after all and develop an interest. While parents and teachers alike believe that hard work pays off, Mathematics if taught with proficiency and passion it is bound to awaken the dead spirit among students.
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It mostly depends on the Mathematics teachers to make it interesting. The teachers should help get rid of the fear of mathematics in students. It is a difficult task for the mathematics teacher to produce a great result. Successful and creative teachers really bring interest in students’ development and this in turn will bring lots of changes in the lives of the students.
Teaching is a complex and creative undertaking. What do the effective teachers do that makes a difference in student learning? Effective teachers create a wide variety of learning opportunities that make subject matter interesting for students those who learn in different ways. They realise the importance of including opportunities for teaching and learning important mathematics concepts and skills. Effective teaching does not occur unless teachers have the teaching skills to use their content and pedagogical knowledge to bring out student learning. They must know their content and have the ability to translate complex and difficult content ideas into learnable topics. Effective teachers know that students need to work independently and collaboratively in order to make sense of ideas, and that when groups of students of varying mathematical achievements work together insights come at different levels, and these insights tend to enhance overall understanding., effective teachers choose mathematically productive tasks that: •
Work with a wide range of students
• Have multiple entry points • Have different methods for solving, and sometimes have multiple solutions.
Here are a few tips to make students start liking Math • Make students aware of a void in their knowledge to learn more. Present a few simple exercises, followed by exercises involving unfamiliar situations on the same topic. • Peer interactions can greatly benefit a students’ understanding of mathematical concepts. Teachers should pair students carefully, provide students with relevant tools and offer specific The poor advice. • Mathematical models help promote mathematical thinking and facilitate an understanding of key concepts and mathematical structures. By seeing and moving objects, students engage their senses to better understand and reason with abstract concepts, or to make sense of and solve problems. • When students are challenged intellectually, they react with enthusiasm. Great care must be taken in selecting the challenge. The problem must definitely lead into the lesson and be within the reach of the students’ abilities.
performance and lack of interest in the subject leads a student to avoid the subject. Motivating students to be receptive is one of the most important aspects of mathematics instruction. Effective teachers should focus attention on the less interested students as well as the motivated ones
• Introduce a practical application of interest to the class at the beginning of a lesson. The applications chosen should be brief and uncomplicated to motivate the lesson rather than detract from it. • Recreational motivation consists of puzzles, games. In addition to being selected for their specific motivational gain, these devices must be brief and simple. An effective execution of this technique will allow students to complete the “recreation” without much effort. • A story of a historical event or contrived situation can motivate students. Teachers should not rush while telling the story but make the class and story interesting.
The poor performance and lack of interest in the subject leads a student to avoid the subject. Motivating students to be receptive is one of the most important aspects of mathematics instruction. Effective teachers should focus attention on the less interested students as well as the motivated ones. november 16
49
ETHICS
Vanalatha
A GREAT WORKPLACE IMPROVES PRODUCTIVITY oes going to office give you the jitters? Do you feel uneasy at the thought of facing a colleague? Do you feel unhappy while you are at office, then you definitely are in a work environment that is not conducive. What you need is to wade your way through and make the environment pleasing.
D
In most cases it is the lack of communication that leads to bad blood. A smile goes better than a mile. A smile can do
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miracles. Use words like ‘Please’ and ‘Thank You’ and see the change. Skip Weisman, a leadership and workplace communication expert, says, “A high-morale work environment will
always produce more than a low-morale work environment.” When one cares about people they work with, things get done faster,” he says. “People will go the extra mile; they will take ownership of a job, a decision or problem and work through it without feeling like they have to go up the chain to get things done,” he adds. In the similar way, when teachers work well together, everyone in the school, benefits. Imagine how much students
stand to gain when their teachers share ideas, respect one another, work together, and contribute to a positive academic environment. It all begins with strong relationships laying the foundation for momentous achievements. We sit beside each other but are busy with the gadgets using WhatsApp, Facebook, Instagram and many more. In this technological world, we greet and communicate through technology.
Technology has taken charge. Relationships are best built face-toface but technology waters down the relational impact of our message. While social media has a role to play in our lives but we cannot surrender to it. We all work hard and have our share of successes. It is nice to be recognised once in a while for that. Step out and recognise someone else, and gain some valuable teacher knowledge in the process. Colleagues are our team mates, our partners, and our collaborators. Positive relationship with them can make a world of difference when it comes to improving our own practice and making our school a better more effective environment for our students. Relationships with colleagues have a huge impact on our working
lives. The staffroom is more than just a place for tea and biscuits, but it is the place to make friends and to know more about your school. When you are in staffroom it is important to engage with your colleagues. The development of positive and professional relationships with your colleagues does not happen automatically, and is not always easy; it takes time and effort.
The staffroom is more than just a place for tea and biscuits, but it is the place to make friends and to know more about your school. When you are in staffroom it is important to engage with your colleagues
There are steps one can take to get on the road to building POSITIVE and PROFESSIONAL relationships with colleagues, as detailed below: • Colleagues have a range of different personalities and working styles. It is important to value and respect your colleagues varying pedagogical approaches and philosophies. Remember, that there is as much diversity between teachers as there is between students. • Every day we go to work, we need to make a choice to be happy. Don’t dwell on negatives and maintain a positive attitude. • Don’t allow gossip to rule our life. In the workplace morale is virtually essential. • Collaboration is virtually essential among teachers. Don’t be afraid to offer constructive criticism and advice with a take it or leave it approach. This profession is truly about what is best for the students. • Share any brilliant idea with those around you. (Remember not through social media but through direct communication.) • Discuss things with people rather than arguing. Do not be argumentative or judgmental in what you say. • Do your best. Let others see your work ethic, and you will be able to take pride and pleasure in a job well done. • Different roles in school governance and decision-making create opportunities for members of the school community to develop the trust, care, and respect they need to work together. • Colleagues can judge their co-colleagues by rating them and giving award for that category. Some schools are already practicing this system and it is really effective. • Effective communication is a two way process. We learn more when we listen than when we speak.
We all have a responsibility to create respectful learning and work environments. The effort to improve relationship at work is a
sound investment. Spend a little time and energy to enhance your interaction with others and watch how that profits your professional life. november 16
51
CAREER
Vanalatha
TEXTILE
DESIGNING
Style Your Way T
here is no country in the world with such a vast variety of textiles as India. Rich in tradition and steeped in culture, almost every part of the country has something special in the form of textiles to offer. India is today recognised as one of the best sourcing destinations for garments, textiles and accessories as it provides a perfect blend of fashion, design, quality, patterns, textures and colours. India is famous for its handloom industry as they are known for its unique design. If you have a creative bent of mind and love playing with design, then textile designing is for you. 52
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How to enter the field?
What Does a Textile Designer Do?
Job Responsibilities
You must have passed class 12 with 55% aggregate to pursue a degree course in Textile Designing. If you are keen on pursuing a certificate or diploma course in Textile Designing, then you must be at least 10th pass out.
It is the job of a textile designer to help create the structure and design of different types of textiles. Many designers use a pencil and paper during the first part of this process. They will then usually use more modern methods, such as special computer software, in order to complete their designs and transfer them to the fabric, if necessary.
Textile designers can often find employment with large textile manufacturers. They are often responsible for creating different fabric designs and prints for mass production. A textile designer is primarily responsible for creating a twodimensional pattern that can be repeated on a variety of products that incorporate textiles.
Some of the PROMINENT INSTITUTES • Vogue Institute of • UP Textile Fashion Technology, Technology Bengaluru, Institute, Karnataka Kanpur, UP • Government College of Engineering and Textile Technology, Berhampore, W.Bengal
• National Institute of Design, Ahmedabad, Gujarat
• National Institute of Fashion Technology, New Delhi • Textile and Engineering Institute, Itkhori, Jharkhand • Technological Institutes of Textiles and Sciences, Bhiwani, Haryana
What is the scope of textile designing in India?
Meera Mehta, Textile Designer, Mumbai, shares her experiences
It is the second largest industry along with crafts in India. Some of the richest and unique textiles are produced in our country. Our major production is still based on handlooms which give us the flexibility to create any texture pattern and structure; fabrics for all occasions from canvas to using the finest count in yarn. Every state has mastery in producing special, individual textiles by using different techniques. For instance; Paithani from Maharashtra uses double interlocking, weaving technique. Patola from Gujarat uses double Ikat, tying and dyeing pattern on the yarn before weaving. These techniques bring out special characteristics and uniqueness and require different skills to make them.
What are the skills required for the students pursuing this course? Students who want to be textile designers must have love and passion for textiles; possess imagination, good colour sense, flair for drawing, ability to see art in every form, and ability to create new designs and skill in giving shape to creative ideas. What are the opportunities as a textile designer? Does art play a vital role in textile designing?
The good thing about this job is there are almost no boundaries in expressing oneself. You can join a manufacturing unit, designing wearables, start your own brand, be a professor if you like teaching, work with labs producing functional textiles eg special materials required for extreme climates, textile chemistry would help in creating newer yarns special finishes dyeing etc. Most important thing is we still have handlooms running. With very little investment one can set up looms.
Art plays a very important role in this field if someone is not interested in arts I would suggest not to go for it. Creativity is very essential in this field.
What are the challenges faced in this profession? It is a highly competitive field and one must always be up to date with the products. Work may involve exposure to chemicals and dyes. How is the awareness about this career in India? People in India are aware about this career. There will always be demand for quality textiles within and outside the country. We also have a large population of people with varied requirements due to social, cultural and environmental usages hence it requires skilled designers to cater to this huge industry. One can work at any level of production chain, from the raw materials to yarn, to its treatment, to patterning, to weaving, printing, processing, finishing, garment manufacturing, styling ,etc. What advice would you like to budding textile designers? My advice to students wanting to become designers is to think differently, what would you do if you had to make a product? Your product has to have your own creation. You must believe in what you are doing, must be original, compassionate only then you can be a good designer. There are many schools and institutions offering the 4-year degree course or equivalent, like NID and NIFT november 16
53
CHANGE MAKERS
T. P. Venu
LISTEN
WHATSAPP BULLYING THE NEW PAIN IN THE NECK
Traditional bullying is now being taken over by WhatsApp bullying and students now have another form of an unwanted element.
R
am, a VIII grader who was as chirpy as a Violet-green Swallow suddenly became sad the moment he was removed by one of his friends from the WhatsApp group. You no longer bully people in their presence. This form of cyber bullying is growing and spreading across schools in the country. Taunting messages, hurting others for not being included in a football match or in a play, posting pictures alleging that a particular student gets marks as he the pet of the teacher or just spreading rumours and even blackmailing others is leaving a scar. Dr Reghunath, a psychologist says, “A child seeks approval in a peer group and wants to be wanted and when he is bullied, he becomes sad and this sadness slowly can even lead to other problems.� Many a time, a child is ashamed to admit that there is a problem. Dr Reghunath says as parents and even
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teachers, there is a need to look for signs and if one sees a child going into a cocoon or refuses to mingle with others, keeps withdrawing himself, refuses to go to school. You have a problem in hand.
Parents should never blame the child (he is already in trouble for no fault of his). First listen and decide for an appropriate action The action depends on the severity of the issue. From filtering unwanted calls and messages, changing the phone number, just exiting the group and reporting to appropriate authorities. Speak to your child that the WhatsApp group is not the end of the world and that he has a life ahead of him. Make your child understand that he should use the smart phone judiciously for a limited time and see that he sticks to it. Parents should keep their eyes and eyes open to see any signs of withdrawal, irritable nature, sudden sadness after receiving a message.
The question now is not to just stop access to smart phones and tablets. Instead listen to your child, boost their confidence to stand up to bullies and explain that the virtual world is not everything as the real world is out there. In some extreme circumstances, reporting to the appropriate authorities would be the solution and even the law enforcement agencies. Why get so far? Just be cautious, spend time judiciously on the smart phone and get advice on the hows and whys. WhatsApp groups also have their advantages as many students share notes, complement each other and create a bonding but then there are also bullies lurking everywhere. Deal with them just look at the box item on how to.
TeachingEnglish Teachers supporting each other BRITISH COUNCIL
This series of articles from the British Council aims to help you think about your teaching and bring new ideas and activities into your classroom. The series covers topics including homework, working with large classes and finding resources. Today we look at teachers supporting each other. How can we support each other to learn and develop as English teachers?
What do you think?
Read these comments from teachers.
Lyutfiya from Tajikistan writes:
‘I feel more motivated if I can talk about my classes with other teachers.’
Rafael, Angola
‘New teachers can learn a lot from more experienced colleagues.’
Moya, Mozambique
Do you agree? We can share materials such as flashcards, wallcharts, pictures, and games with other teachers. Think about where and how to store your shared resources in your school. Can they be organised into different levels or ages?
Last year I had a class of 5-year-olds and I had no idea how or what to teach them. I asked an experienced lower primary teacher from my school if I could watch his class. I wanted to know what activities he did with kids who can’t read or write and how he managed the class. I learnt a lot from that lesson – how to tell a story, games with flash cards and how to get the students to pay attention by praising good behaviour. The following week my colleague observed me teaching an adult exam class. He wanted to see how I helped the students with their writing skills.
A classroom activity - noughts and crosses You can use noughts and crosses to revise verbs or other language. You and your colleagues can adapt this game for other levels and ages by changing the words or instructions (phrasal verbs, prepositions, write sentences in the past, future…) Draw a 3x3 grid on the board like the one below:
We can talk to colleagues about how to adapt teaching materials to use them with other students. For example, flashcards for presenting new vocabulary with one class can be used as a fun way to invent a story with another class. Teachers can help each other by observing each other’s classes. Have a specific focus in mind such as: ‘Please watch the way that I give instructions. How can I do this better?’ Some lucky teachers are able to participate in meetings, events and organisations aimed at professional development, for example an international conference with teaching experts as speakers. Teachers working in schools close to each other can form small groups and meet up every month or so. Have a topic for the meeting such as ‘large classes’ so that everyone can bring ideas about large classes, share their problems and hopefully offer solutions. You can organise meetings with fellow teachers in your own school to discuss ways to improve your teaching. Sometimes teachers just need to talk to someone who understands the stresses of long hours and large classes! New teachers in particular may want to share problems and seek advice from more experienced colleagues, senior teachers or head teachers. Another idea for novice teachers is to ask for a more experienced teacher to act as your mentor – your supporter and guide. If teachers help each other with materials, ideas and advice we can provide more effective English classes.
Divide the class into at three different teams and write a symbol on the board to represent each team like this: Team 1 = X, Team 2 = 0, Team 3 = $ The teams take turns to choose a verb and write a sentence on the board to illustrate it, e.g., ‘go’ – I go to school by bus. If the sentence is correct they write their symbol in the ‘go’ box. If the sentence is incorrect, the next team has a turn and may choose any box. The aim is to get three boxes in a row horizontally, vertically or diagonally. Each team should work together to prepare their sentences and select a writer to write the sentences on the board. Tip: Pre-teach useful language which can be used during the game, e.g., It’s our turn. We give up.
Glossary Flashcards are pictures on cards to help students to understand new vocabulary without translation. Noughts and crosses is a game where players usually put crosses and circles in square grid of nine spaces; the object is to get a row of three crosses or three circles. Also called tic-tac-toe. A swap shop is a meeting where colleagues exchange things or ideas. A wallchart is a poster with pictures and words to help teach new language.
Think about: What can you do to help other teachers? What help do you need to improve your teaching? Here are some ideas. Set up an observation with a colleague. Talk about what to observe before the lesson. Later, listen to the observer’s comments and suggestions. Arrange a meeting with your colleagues or teachers from local schools to discuss common issues. Organise a swap shop with a few teachers. Each teacher brings one teaching idea or resource to share.
Want to find more teaching tips? Visit www.teachingenglish.org.uk
© British Council 2011
november 16
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LANGUAGE STUDY
LISTEN
VOCABULARY in
DEUTSCH
for BEGINNERS Here is some everyday vocabulary in DEUTSCH (German) language. Listen to the Audio for correct pronunciation.
BOOK
Review Author: Ruskin Bond Publisher: Kindle Edition (also by Penguin & Puffin) ISBN: 0143332228 Price: `159.60 (Paperback: `194)
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ENGLISH
DEUTSCH
PRONUNCIATION
It is very cold.
Es ist sehr kalt.
Yes ist zehr kalt.
Please take me to my Hotel.
Bitte, bringen Sie mich zer meinem Hotel.
Bitte, bringen zee mish tser mynem Hotel.
I am on a holiday.
Ich bin auf Urlaub hier.
Ish bin auf Urloveb here.
I am visiting friends.
Ich besuche Freunde.
Ish besooke Froinde.
May I leave now?
Kann ich jetzt gehen?
Kann ish yetst gayen?
Please take my bag to the Bus.
Bitte, bringen Sie meinen Koffer zum Bus.
Bitte, bringen zee mynen Koffer tsoom Bus.
Where can I get a Taxi?
Wo kann ich ein Taxi bekommen?
Wo kann ish eyen Taxi bekommen?
Please get me a Taxi.
Besorgen Sie mir bitte ein Taxi.
Bezorgen zee mere eyen Taxi.
Have you got English papers?
Haben Sie englische Zeitungen?
Haben zee ainglishe Tsytungen?
Where are the public telephones?
Wo sind die Telefonzellen?
Wo zind dee Telefontsellen?
The Adventures of Rusty : Collected Stories It is a semi-autobiographical, semi-fiction written in lucid English. The Adventures of Rusty: Collected Stories features stories from the time when Rusty studies at a residential school located in Dehra. It also features stories where Rusty is surrounded by the vastness of nature and its infinitely beautiful creations. This book also features Uncle Ken as a character who has trouble finding a good job. A story is also included where Rusty plans to travel 800 miles in order to meet his Uncle Jim, a sailor. The stories travel at a slow, laid-back pace and gradually Ruskin Bond describes the various people he met in life through the tales of his young character, Rusty, whose unexpected confrontation with a leopard and his experience of life as a young author in London are described in some of the stories. The tales in this book are funny, adventurous and, above all, thought-provoking. They can be enjoyed by young readers as well as the old.
ORDER YOUR COPY
TODAY
CRISS CROSS PUZZLE 04 F O L D E R S T
E M O U S E
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C L O C K M
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L A P T O P O G U O L H I G H L I G H T E R E U E C H A I R P R I N T E R R
Name
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Address
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...................................Pin:...............................
Mobile No. : ........................................................................ Email
PUZZLES 04
School Name: .......................................................................
Ans: 16. Each number in the bottom rows is the sum of the number above it and the previous number.
0
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7
4 12 6
3
YEARS
ISSUES
ACTUAL AMOUNT
PAY ONLY
1
12
`900
`800
2
24
`1800
`1600
3
36
`2700
`2300
Note: If you want to get the magazine by courier add `500/- per year.
Kindly draw the DD/Cheque in favour of “Brainfeed Magazine” payable at Hyderabad
6 16 18 9
9
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Cheque/DD No: ..................................................................... Issued Date: ...........................................................................
SUDOKU SOLUTION 40
Amount: ................................................................................. Bank & Branch: ......................................................................
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Date: ...................................................................................... Signature: ..............................................................................
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www.brainfeedmagazine.com november 16
57
MIND CRISS CROSS PUZZLE 05
MINE
THINKING OF FAMILY
A criss cross is a fun puzzle in which you are presented with an empty grid and a list of words underneath. Each word must be placed into the grid in either an across or down direction in order to fill the grid.
3 letters
6 letters
DAD KIN MUM
COUSIN FAMILY FATHER MOTHER NEPHEW
4 letters AUNT CLAN TWIN WIFE
7 letters BROTHER HUSBAND LINEAGE
5 letters NIECE UNCLE
PUZZLES 05 481
655
What number should replace the question mark?
846 839
ANCESTOR CHILDREN DAUGHTER RELATIVE
SUDOKU 41 2
365
184
8 letters
5 1
1 3
?
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492
6
3 8 9
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297
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