Brainfeed Magazine October 2021

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October 2021 Volume VIII Issue 07 `75

Making Children Code The unsung heroes of Pandemic Annapurna Chintaluri

24

Forge friendship

School closure cost dearly

Dr. Skand Bali 38

Rajendra Prasad

Changing Trends in JEE MainS 42

Ramesh Batlish

52

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Editorial

October 2021

Volume VIII

Issue 07

Editor-in-Chief Brahmam K V

L

ast year Ranjitsinh Disale from Maharashtra won the Global Teacher prize.

This year two IndiansMeghana Musunuri and Satyam Mishra the former from Hyderabad and latter from Bhagalpur are in the top 50. Will India make it two in a row? That only time will tell but what is heartening is every year at least one Indian is featuring in what is considered the Noble Prize for teaching.

The teaching community is going through one of the toughest times but has withstood it so far. The next challenge is the adoption of new-age technologies as espoused by National Education Policy (NEP) 2020.

The recommendation of Artificial Intelligence as a subject is a forward looking approach as technology is going to permeate all aspects of life and jobs. The cover story is based on the teaching of coding, challenges and the way forward.

While the fraternity is punching above its weight, the required support is far from satisfactory from the ‘powers that be’. The budget schools comprise 47% of the school education are reeling under

the stress wrought by the pandemic. If going online was a challenge, returning back to the offline mode is equally challenging. We have articles that dwell on them.

Do read what Dr Swati Popat Vats has to say about skills that need to be acquired when students return to school.

The pandemic notwithstanding, students have been as innovative as ever. The India 20 under 20 talent hunt-a joint initiative of White Canvas India and Brainfeed conducted a search for talent across India. The response was phenomenal with more than 8,000 applicants vying to get into the top 20. Read the report and watch this space for more. Youngsters under the age 20 can now register for season 2.

There is an air of optimism as the coronavirus pandemic wanes. We, at Brainfeed assure you that we will be in the forefront by taking on issues that matter. Do write in to us.

Executive Editor Harish Kakani Editor-at-Large T P Venu Art & Design Shivaramulu Barsam Circulation Hemachander 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 No.: +91 72070 15151 Email: info@brainfeedmagazine.com brainfeedmagazine@gmail.com www.brainfeedmagazine.com facebook.com/brainfeededumag twitter.com/brainfeededumag instagram.com/brainfeededumag

Brahmam K V Editor-in-Chief

RNI No. APEG/2013/49994 www.brainfeedmagazine.com | October 21

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Cover Story Contents

16 ‘AI/DS is going to add value in all dimensions of our life’ Dr. S. Nalin Vimal Kumar Director, SNS Group

Making Children Code

10

20 Potential of AI in tutoring Kiran Babu Founder & CEO, Egnify

The unsung heroes of pandemic

Annapurna Chintaluri Co- Founder, Director- Academics & Operations at EMI Services India- Educational Mentoring India

46

Change in the mindset of teachers during pandemic Pratima Sinha CEO, DSR Educational Society

Impulse control and selfregulation, the two skills to acquire as schools reopen Dr. Swati Popat Vats President Podar Education Network 4

www.brainfeedmagazine.com | October 21

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30

Contents

54

School infrastructure and child development are related Rohan Parikh Managing Director, The Green Acres Academy - Schools by The Acres Foundation

26 Harnessing social media for building academic reputation Sudhakar Rao Director Branding, ICFAI Group

40

Leadership Practices: Improving teachers’ collective efficacy

48

Five reasons why sport is important in early childhood

Sunita Rajiv HM, Middle school, Ahlcon International School, Delhi

32 Let Every Day Be Teachers’ Day Nidhi Thapar Vice President Academics Edunation Services Pvt. Ltd

Rajesh Kumar Singh Founder and MD Kunwar’s Global School

52 Forge friendship Dr. Skand Bali Head of School, The Adani Group

Changing Trends in JEE Main Exam Ramesh Batlish Managing Partner - FIITJEE, Noida

38 School closure cost dearly

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Rajendra Prasad Smart Modern Sr. Secondary School, Tirupur, Tamil Nadu www.brainfeedmagazine.com | October 21

5

Insta

NEWS CBSE class X & XII term 1 board exams to start in November

T

he Central Board of Secondary Education (CBSE) has announced to conduct the 2021 board exams for classes X and XII in midNovember. However, the dates for Term- 1 exams will be announced by the board by mid of October.

The time duration for each paper of Term-1 exams will be of 90 minutes and will be conducted in multiple-choice optical mark recognition (MCQ-OMR) question sheets. Meanwhile, CBSE has so far quashed all the possible options of conducting online tests.

As per the new proposal, Term 1 will be an objective type exam while the Term 2 exam will be a subjective type including practical exams. “In case there is any disruption of the Term 2 exams, then the Term 1 exams will be given more weightage, A decision will be taken only towards Term 2 exams,” said Sanyam Bhardwaj, controller of examinations.

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CBSE has scheduled the Term 1 exams between October and November while the Term 2 exams are being planned between February and March.

However, due to the pandemic situation across the country, the Term 2 exam has been rescheduled between March and April, 2022.

The board has asked the affiliated schools to submit the list of candidates with relevant information by September 30, 2021. After receiving the list, CBSE will initiate the examination process.

Further, the board has clarified that there will be no window for correction in the uploaded data for the current year. So, the schools must upload the data of the candidates responsibly without any error. The candidates failing to submit their data by September 30 need to send the correct details by October 9 with a late fee as applicable.

Over 550 engineering colleges affiliated with AICTE closed

I

n the last 6 years, over 550 engineering colleges and institutions affiliated with AICTE have shut down.

While the number of engineering colleges, as per the AICTE data, rose to an all-time high in 2016-17 at 6474, the same stands at 5917 in the current year, suggesting that 557 engineering colleges were shut down.

The data also suggests how an upward trend was witnessed in engineering colleges since 2012-13.

The decline began post 2016-17.

“Two things have resulted in the decline in seats or the reduction in number of colleges. Firstly, there was a boom which resulted in new engineering, and other colleges, which resulted in several of them functioning with less takers and more vacant seats,” said AICTE Chairman Anil Sahasrabudhe.

Insta News

Justice A.K Rajan Committee recommends immediate elimination of NEET

Kasturirangan to head education ministry’s panel

T

he committee will discuss “position papers” finalized by national focus groups on different aspects of the four areas drawing inputs from state curriculum frameworks.

Kasturirangan is also a former chief of the Indian Space Research Organization (ISRO). This will be the fifth NCF, which will come after a gap of 16 years and will be in accordance with reforms outlined in the NEP according to ministry officials.

The Union education ministry formed a 12-member committee to develop new curriculum for school, early childhood, teacher and adult education, officials said. The panel tasked with developing four national curriculum frameworks (NCFs) will be headed by National Education Policy-2020 (NEP2020) drafting committee chairperson K Kasturirangan.

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n a 165-page report submitted by retired Justice A.K Rajan Committee on the impact of NEET. It stated that NEET should be eliminated immediately. The report submitted on September 14 to the Tamil Nadu Chief Minister MK Stalin stated that if NEET continues for a few more years, it would affect the healthcare infrastructure of Tamil Nadu, bringing a shortage of doctors’ appointments in primary health centres and government hospitals. The report also stated that students from rural regions and poor backgrounds might

CBSE uses blockchain to secure board exam documents In a bid to go completely paperless and keep board results secure and tamper-proof, the Central Board of Secondary Education (CBSE) has introduced blockchain technology.

CBSE Director of Information and Technology Antriksh Johri said, “Blockchain implementation has been done by CBSE. Here, the data is linked and stored with cryptographic security so that it is

lose access to medical education.

The Committee also laid out that students who studied Tamil as a medium couldn’t fare well in NEET and strongly condemned the culture of ‘coaching’, claiming that it is gradually replacing ‘learning’, which is very essential for the would-be-doctors to acquire all skills reasoning, decision making, judgmental, analytical and psychosocial skills which are acquired only in the schooling-learning, not in the coaching. immutable and traceable.”These academic documents can be accessed online in a trusted and verifiable manner.

Johri further stated, “This will serve as a single source truthful data for verification for students going for higher education or employment.” To create the ‘’Academic (BlockChain) Documents’ software, CBSE collaborated with the Centre of Excellence for Blockchain Technology of National Informatics Centre under the Ministry of Electronics and Information Technology (MeitY).

TAMASOMA JYOTHIRGAMAYA

2018-19

Cover Story

The teaching of new-age technologies is failing in universities. Can Indian schools make a turnaround?

By T P Venu

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here is a new wave sweeping the country, it is the urge to learn coding. What is more! It is not the adults but children egged on by parents who are making a bee-line to centres that have mushroomed to teach coding.

With the National Education Policy (NEP) 2020 recommending the introduction of Artificial Intelligence (AI) as a subject and the Central Board of Secondary Education (CBSE) announcing AI as a subject for Grade 9 for the academic year 2019-20 and for Grade 11 for the academic year

2020-21, a new found enthusiasm for new-age technologies is emerging.

Stories of children from middle school able to code have been making headlines for the past two years. Fuelled by marketing by new Edtech companies and positive stories of young kids making it to mainstream media, coding is now a buzzword.

While there is no disagreement that coding helps develop their cognitive skills, the methodology, infrastructure and skilled manpower is an issue.

Cover Story Ramana Telidevara, Founder & CEO, Code Tantra says, “The biggest lacuna is the way it is taught. Just as one cannot learn swimming by reading a book, coding cannot be taught only by using a blackboard. Experiential learning is the only way out.”

The state governments have been slow in the adoption of new-age technologies which necessitated the inclusion of AI in schools in the NEP 2020. Catch em’ young seems to be the mantra. At the university level, the adoption has been far from satisfactory, K Unnikrishnan, a technologist who works with developers across e-commerce, travel and banking sectors says, “Less than 12 per cent of the engineering colleges in India offer courses in new-age technologies.” He goes on to add, “Many grapple with infrastructure issues and right candidates to teach. India has 3,500 engineering colleges but not many are equipped.”

Notwithstanding the interest generated in new-age technologies, a great number especially from humanities stream fear to learn coding.

Ramana Telidevara says it is a myth that students from nonMath background cannot learn.

We taught Python to Telugu medium students in a remote village in Andhra Pradesh. (See box) Today, they are ready to merge into the new economy.

Even as schools are making the transition, parallely Edtech companies are coming up by the dozen. BYJU’s acquisition of US-based K-12 coding platform Tynker last week and it acquiring WhiteHat Jr in the month of August 2020 for $300 million last year is an indication of the surge in this space.

Applications of AI in education • •

80 girls from a remote village learn Python and how!

Even as students in metros learn coding through online platforms with modern gadgets, in the remote village of Chandrashekarapuram in Prakasam district, Andhra Pradesh 80 girl students of Telugu medium Kasturba Gandhi Balika Vidyalayam, a residential school for tribal areas completed a threemonth course and learnt python.

• • • • •

Automation of basic administrative activities Grading and assessment Preparation of report card Customised lesson plans for every student Instant feedback to students Making learning interesting Overcoming geographical barriers

The girls, who did not know what a laptop was within three months, reached a level where they could not only understand English syntax and coding syntax but also syntax themselves in both languages. www.brainfeedmagazine.com | October 21

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Cover Story

Krunal Agarwal of Vista Technologies says, “The AI education market exceeded 1 billion USD in 2020 and is expected to grow at a CAGR of over 40% between 2021 and 2027.”

While challenges of rolling out AI in schools across the country are huge, several surveys show that the AI market is to grow exponentially. According to Prescient and Strategic Intelligence AI is to touch revenue of 25.7 billion USD by 2030.

AI in education sector From lesson plans to students performance AI can aid in many ways.

One of the grouses teachers have is getting muddled in administrative work which restricts them from focusing on skill development. If tasks such as evaluation and grading to name a few are automated, it will help reduce their work

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load. Lekha Nair, senior teacher, Model School, Raipur says, “I worked in the Middle East for 12 years. Schools are going ahead with automating several works. AI systems when in place can go a long way in not just easing the way we work but also add the intelligent quotient.”

Going forward, there is an effort from the government to promote new-age technology courses in a big way. The All India Council for Technical Education (AICTE) requested engineering colleges to introduce new courses. As per AICTE data for the period 2019-20, more than 500 undergraduate colleges opted for new-age technology courses.

The NEP 2020 envisaged for the inclusion of new-age technologies as it is predicted that more than 80 million jobs would be taken over by AI in the coming years and by the year 2025, 90 plus million jobs would be created.

Cover Story

Erkki Kaila

Melissa Georgiou

How Artificial Intelligence transformed education sector

A

rtificial Intelligence (AI), machine learning and digital platforms have transformed education.

Teachers are no longer required to stand beside the chalkboard delivering information, or sit up late night marking pages upon pages of work. With the advent of AI, teachers can now spend their valuable time getting to know their students and adapting curriculum/learning paths to suit individual needs.

To keep up with the demands of modernizing and transforming education, a wave of new types of AI-based digital tools emerged. It is important is to recognize the tools to make the best use of AI, and how they can work in the context of any classroom.

Eduten is one such tool; here is how Eduten’s AI works in practice: Differentiated and Customized Learning at the press of a button Understanding

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that

each

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student is different and works at varied speeds is something easily taken care of with Eduten’s AI. The teacher sets tasks that are aligned with a students’ current level of understanding.

Teachers will always know and understand their students better than technology. AI-enhanced tools and teachers make a perfect 21st-century team.

Learning Analytics After each lesson, the teacher can check the progress of students (and misconceptions) at the click of a button. Analytics is generated automated without the need for hours of marking.

Instant Help Students receive feedback immediately. No more waiting for the teacher! Studies show that students feel more comfortable hearing constructive feedback from the AI rather than teachers!

A partner for teachers Teachers might ask, “Will we be replaced?” The short answer is No.

While artificial intelligence helps with instant feedback and may teach new things to students, good teachers will never become obsolete. Teachers will always know and understand their students better than technology.

AI-enhanced tools and teachers make a perfect 21st-century team.

AI is here to stay. The big question is: Are you ready to make the bold step towards bringing it into your classroom or school?

Eduten is Finland’s number #1 digital learning platform. It helps teachers work with AI. To set up a free four week trial of the program in your classroom today, contact us here. email: avan@eduten.com (Erkki Kaila, head of Research (Ph.D.) is an academic expert and co-founder of Eduten.)

(Melissa Georgiou, Pedagogy Expert, (M.Ed.) is a former primary school teacher with over 15 years of experience in Australian, British and Finnish classrooms.)

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Cover Story

‘AI/DS is going to add value in all dimensions of our life’ A firm believer that creativity and innovation are fundamental to all academic disciplines, Nalin S, Director, SNS Institutions, Coimbatore shares his thoughts on AI/DS, the challenges and what the future holds The CBSE is keen on introducing AI/DS. Tell us about the challenges in implementation in schools.

Dr. S. Nalin Vimal Kumar

Director, SNS Group of institutions

Skilling the present teaching fraternity with AI/DS has to be the prime focus. FutureSkills Prime, a MeitY-NASSCOM Digital Initiative, has taken all essential steps in bringing in global and national partners to upskill the entire nation in several innovation technologies & topics, especially AI/DS. Swayam Central, NPTEL MooC Platform, as well had geared up to upskill the nation’s educators and many. So, we are all just at the right spot (partially grown and actively growing state).

The education sector has been slow in the uptake of AI/DS. Your comments.

Normally the sector by itself adopts things in a slow-observeunderstand - react pace. It is primarily because any change directly impacts the growth of the younger generation and it determines the future of the world.

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So AI/DS is likely to take the same track. Lack of experts, even in the industries, has played its part too. The next decade (20212030) is going to take up the speed that the education sector has never faced before. Partially, thanks to COVID-19 for bringing digitalization into part of every teacher’s lifestyle.

Take us through the technology interventions at SNS, especially the adoption of AI/DS We, at SNS, started to redesign the entire learning gamut; by moving from traditional learning to problem based learning, then shifted our attention from problem based learning to problem discovery. Once the problem is rightfully discovered, defined, ideation with conceptual learning along with technological application - brings the perfect solution (through several iterations and reflections).

AI/DS is one of the five innovation technologies SNS adopted across the group, which now plays the central part of all other

Cover Story technologies. Educating AI/DS skill sets across the group in partnership with Future Skills Prime (a MeitY-NASSCOM Digital Initiative) has been given maximum thrust and SNS has upskilled thousands of students and teachers over the past one year.

changes and improvement year after year to meet the demanding innovative younger student minds. So, adoption of anything for the benefit of students is no new for SNS Team. Covid-19 brought tremendous technological upliftment in the minds of the teaching fraternity.

AI/DS is going to permeate all sectors, more so education. How is it going to help especially in personalised education?

How does the Design Thinking (DT) framework of SNS ensure best practices of the Industry?

AI/DS is going to add value in all dimensions of our life. Having an assistive brain power to guide even in our education, based on our behaviour & educational characteristic patterns, will certainly help; why not take advantage of it. Privacy, security and safety of it intervening in our personal space is going to be another whole new chapter to discuss and bring striking solutions.

Teachers have been reluctant to adopt technology. What are the initiatives taken at SNS to tackle this?

SNS is blessed with wonderful teaching minds. Our faculty engaged with constant

Creativity and innovation are fundamentals to all academic disciplines and these two elements are driven by Design Thinking. SNS DT framework is customized and is based on industry requirements which is reviewed and validated by industry experts in order to ensure the syllabus is relevant to changing technology trends and evolving needs of the Industry.

Students are given the opportunity to discover problems & projects associated with their field relevant industries guided by an Industry expert. Extensive research activities are carried out in Innovation Hub (iHub) where knowledge becomes

www.brainfeedmagazine.com | October 21

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Cover Story

skill, enabling students to apply their engineering skills to address real-time problems fostering collaborative learning between the industries and students.

Can students of ece | eee, mech | auto | aero | mct, civil, agri | food tech, biomed pick CSE or Core Stream?

Also, what are the job prospects and package?

Absolutely, you must select Core Stream.

Yes, you will get the core job. But the salary for freshers with basic UG degree will be 1.8 LPA to 2.4 LPA. However, if you are truly talented, the salary might start from 2.4 LPA. In case you hold skills on core specific tools, then you will be starting from 3 LPA onwards, depending on the company it will be even higher.

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the automobile stream. In case you like constructions, interiors, properties, then we recommend you choose civil.

Now your mind might be wondering, will I be able to land up with the best recruiter?

Answer is YES. You have to position yourself well with the skill mentioned in previous question.

For instance, if you study aerospace engineering; then with AI/Data Science skill set, then you will be able to position yourself as an aerospace engineer providing AI/DS based solutions as below: Intelligent Air traffic monitoring, Enhance Autopilot, and many more.

What should I need to do to get a salary above 4-5 LPA in the Core Industry?

There are many ways you can position yourself to land up a job in Core Industry with 4.5 LPA and above. One which is in the top of list is: Learn Core skill combined with AI/Data Science.

For instance, if you study Biomedical engineering; then with AI/Data Science skill set, then, you will be able to position yourself as an Biomed engineer providing AI/DS based solutions as below: Automated Accurate Diagnostics, Predictive Care, Proactive Treatment Strategy, Drug Discovery & Combination, Suggestive Medical Therapy, Predict Disease & save lives

Which core industry is the best industry & how?

What are the Top Recruiters of the Core Industry based DS?

Every industry has its own advantage. You have to find which core stream matches your interest and triggers curiosity. For instance, if you like to play around with drones, pick aerospace or aeronautical.

If you like to work with vehicles, pick

For a biomedical engineer with AI/DS skill set, GE, GSK, Sanofi, Siemens, Dr.Reddys, Sun Pharma, Pfizer are few top recruiters.

For an aerospace engineer with AI/DS skill set, ISRO, NASA, BOEING, Collins AeroSpace, SpaceX are few top recruiters.

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Cover Story

Potential of AI in tutoring Kiran Babu

Founder & CEO, Egnify

There are decades where nothing happens, and there are weeks where decades happen.”

T

he Education industry is going through phases owing to the coronavirus pandemic. The first was to respond to the impact due to lockdown, second phase is recovery, which is underway, and will be more like a ‘dial’ than a ‘switch’. The third phase is the ‘reimagining’ phase; innovation born of necessity during the previous two phases will emerge, such as: Artificial Intelligence (AI) helps students understand and learn effectively both inside and outside of classrooms New ways of revising and relearning concepts using learning-by-doing online modules Reimagining assessments to move from ‘assessments of learning’ to ‘assessments for learning’.

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-Vladimir Lenin This transition to online learning due to COVID-19 has exposed significant gaps in school systems. Education institutions now have the opportunity to explore the potential of learning supported by artificial intelligence.

AI will transform education both inside and outside classroom: AI is also helping automate and speed up administrative tasks, accelerate and reduce the cost of learning–even basic skills such as reading, writing, and arithmetic – on a global scale. It will make past improvements in pedagogy look like rounding errors.

How AI is currently being used in education Artificial intelligence (AI) is providing teachers, schools, and parents with innovative ways to

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Cover Story

understand how their students are progressing, as well as allowing for a fast, personalized, targeted curation of content.

•

•

•

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Personalized learning: Managing a class of 30 students makes personalized learning nearly impossible.

However, AI can provide a level of differentiation that customizes learning specifically to an individual student’s weaknesses and strengths.

Teacher’s aid: Teachers don’t only teach, they also spend hours grading papers, and preparing for upcoming lessons. However, certain tasks, such as marking papers, could be done by robots, giving teachers a lighter workload and more flexibility to focus on other things. Machines can already grade multiple-choice tests and are close to being able to assess hand-written answers.

There is also potential for AI to improve enrollment and admissions processes.

Teaching the teacher: Artificial intelligence makes comprehensive information available to teachers any time of the day. They can use this information to continue educating themselves in things such as

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chatbot can truly replace an educator, AI tools can help students sharpen their skills and improve weak spots outside of the classroom.

They provide a one-on-one learning experience without having the teacher there to answer questions at all hours of the day.

learning foreign languages or mastering complex programming techniques.

•

Connecting everyone: As AI is computer-based, it can be connected to different classrooms all over the world, fostering greater cooperation, communication and collaboration among schools and nations.

•

Quick responses: There is nothing more frustrating than asking a question only to have it answered three days later. Teachers and faculty are often bombarded with repetitive questions on a daily basis. AI can help students find answers to their most commonly asked questions in seconds through support automation and conversational intelligence.

Also, students spend less time tracking down answers or waiting for a response to their questions.

•

Universal 24/7 access to learning: AI-powered tools make learning accessible and 24/7 access makes it easier for students to explore what works for them without waiting on an educator.

Additionally, students from all over the world can gain access to high-quality education without incurring traveling and living expenses.

How students are benefited?

AI can make a significant impact on the students’ educational journey. It can help in structuring and streamlining her learning process, by personalizing the curriculum, analyzing the gaps in the learning journey, recommending access to the right content, improving communication with teachers, etc.

A few examples include: •

Personalization: AI-powered solutions can analyze students’ previous learning histories, identify weaknesses and offer courses best suited for improvement, providing many opportunities for a personalized learning experience.

•

Tutoring: AI tutors and chatbots are a perfect solution in these scenarios. While no

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Expert Insight

The unsung heroes of Pandemic Annapurna Chintaluri

Co- Founder, Director- Academics & Operations at EMI Services India- Educational Mentoring India

W

hen the going gets tough, the tough get going! Teachers across the world proved this epitomising resilience and resoluteness, tenacity and standing up to the challenges by converting them into opportunities. Society used them as they would an ‘Alexa,’ expecting all the right answers for each of their problems in these unprecedented times. There can be a positive outcome even in a bad sit-

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uation. Isaac Newton discovered gravity, calculus, motion and optics while he was in quarantine during the great plague.

The pandemic ensured that every teacher was forced to become tech savvy, which otherwise would have been a long-drawn exercise for many of them.

Many completed certification courses.

Teachers ensured that education and

dissemination of knowledge was not af- the teachers are going through in mind, fected even as the pandemic took a toll it is very essential that they remember on the mental and physical well-being these three things of students.

1. Not to put too much pressure on themselves or the children, as this Today’s children do not need counselis not the time for perfection but it ling, they need honest conversations. is time for compassion and grace.

Schools are now training teachers and incorporating tools like mindfulness, relaxation techniques, physical exer- 2. They should be in constant touch with their students. Their proficiencises, arts, music, breaks etc., to build the self-awareness, social awareness, cy in professional competencies or responsible decision making, relationpersonal effectiveness work only ship skills and self-management, all of on the strength of the relationships which are the elements of Social and they develop with their students.

Emotional Learning.

3. Take care of themselves and their While we focus on the Maslow’s hierfamilies, as they are their highest archy of needs for children, it is imporpriority and specifically work to tant to understand that even teachers’ build their emotional strength.

Maslow’s needs also have to be met as they are also going through a lot of Once a person decides to become a emotional turmoil. Dr. Brad Johnson teacher, he or she has to realize that says “don’t make long term decisions the onus of shaping the destiny of the based on short term chaos. If you are nation rests on their shoulders as they overwhelmed then you may feel like are directly in charge of moulding the giving up, quitting, or even retiring. Get next generation for any nation. So, as through this, get back to a good place a teacher, it is very essential that they mentally & emotionally before making strengthen their character and personthose decisions”. ality and stand tall to be role models for their students for learning and emulate Keeping all these adverse factors that them.

While we focus on the Maslow’s hierarchy of needs for children, it is important to understand that even teachers’ Maslow’s needs also have to be met as they are also going through a lot of emotional turmoil. www.brainfeedmagazine.com | October 21

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Perspective

Academics should jump onto the social media bandwagon

Academics are shy at promoting themselves but in this day and age it is a necessity

Sudhakar Rao

Director - Branding ICFAI Group

It is ironical that most academics speak well, are proactive and take the lead in activities but when comes to social media, a majority them refrain from using it.

Academics are usually shy of social media. It emanates from our culture that teaching is a noble profession and that one’s work speaks for itself. When propositioned to take to social media, most of them would react thus: “Why do we need publicity?”, “Oh it’s not for us” ”You want me to do this?” or “Our job is to teach and we should be very serious.” It is construed that social media is for publicity seeking and therefore it is “not meant for academics’. There cannot a greater fallacy than this.

Currently there are about 64 Crore social network users in India which is estimated to touch 100 Crore by the year 2025 and the same would reach 150 crore by 2040 according to Statista 2021.

Among all the social networks the most popular is YouTube which stands at 85.8% followed

by Facebook at 75.7%. Worldwide, going by the number of active users, Facebook attracts a large number of people- 2,853 million whereas YouTube would have to 2,291 million users per month

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followed by WhatsApp at 2,000 and Instagram at 1,386 million active users per month.

The underlying reasons for such proliferation of social network could be: Growing discretion, growing digitalisation, low data prices and ease of internet access.

The tech influence on youngsters is far too high. It appears that Facebook rides on envy, Instagram on pride. The grid to go up in your work ladder is witnessed on LinkedIn whereas wrath is writ large on the microblogging platform Twitter.

There’s been a spike in usage of social networks during the pandemic. By the end of June 2020, the average time spent was 3 hours and 37 minutes on social networks.

While this meteoric rise has thrown open numerous social commerce possibilities for advertisers, it has also transformed the living styles

of many youngsters in this country.

On one hand the ease of keeping in touch, the ability to take your message across a large number of people coupled with creative bent of mind has helped all of us witness the positive sides.

designed for younger population who have an unlimited appetite for sharing their stories. Twitter stood for micro blogging where the users make statements that align with their existence as well as aspirations.

The tech influence on youngsters is far too high. It appears that Facebook rides on envy, Instagram on pride. The grid to go up in your work ladder is witnessed on LinkedIn whereas wrath is writ large on the micro blogging platform Twitter. It is said that because of Netflix slot among users has gone up while Yelp has built or increased or enhanced gluttony.

And rubbish is just thrown around on WhatsApp.

Why you should jump onto the bandwagon?

Many working professionals most of them young do not distinguish how each platform can be put to its best use. Platform native designs have inbuilt objectives to propagate certain core messaging styles. While Facebook is aimed at making general friendships, not so formal, promising greater visibility. LinkedIn is meant for working professionals where accomplishments on work side, rise in careers or aspirations for careers or thought leadership is supposed to be propagated. Instagram is

To create your personal brand •

Leaders create more space for growth both at personal as well as institutional level.

•

Personal branding is unveiling the real you.

•

Knowing – doing – being to be handled with a greater focus as much as 80%. Talking will take 20% focus/effort.

•

Institutions are built by people who have clear identities/ personalities.

•

Your reputation precedes you.

Perception management is paramount.

•

The best way to tell the world how different you are is to create your own school of thought and your own school of action.

How does it help your institute?

Problem The institutional handles on social media are construed as ‘commercial’ in nature and therefore cannot always garner enough attention or followership, thereby affecting the visibility, engagement, amplification etc.

Objective To realise the full potential of brand on social media by on-boarding faculty members Solution Bootcamp to sensitise the faculty members on the ways & means to use social media to meet the objective Focus 1.

Profile management on social media, suggested content based on personal & professional accomplishments, anecdotes, classroom experiences, interesting student queries so on and so forth

2. Emphasis on internalisation, consistency, believability 3. Last 150 actions that you took on social media is yourself www.brainfeedmagazine.com | October 21

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Perspective Benefits •

•

The target group of students at UG/PG level are mostly active on social media especially on Facebook, Instagram etc. They are digital natives. It is better to be present in their “natural habitat” to understand their pulse.

Presence would moderate the extreme behaviours of students if any

• LinkedIn gives the right connection to professional peers, industry and recruiting organisations. Active presence on LinkedIn would serve to build the right perception on merit/competence •

Faculty members are expected to become role models to student community and thought leaders among peer group

• Classes will be more effective as acceptability goes up; will truly become influencers • In the current situation, we have only digital; all the more reason to make the most of it.

Recommended platforms • Facebook • Instagram • LinkedIn

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Examples of what can be shared posted

focus of seminal work that you did – take it to LinkedIn

- Facebook is friendships

Watch a movie – review it on FB about movie making and comparison to other movies of the same genre etc. The tech related aspects of learning and teaching on LinkedIn for example Shakuntala Devi.

for

managing

- Relationships -

Visibility and cross postings

-

Superficial

Facebook Appreciate/wish/share sympathy social expressions It can be brief

Stories of a visit to a location – share the travel, food, experience on Facebook

And it has leads to other platforms like leads to YouTube, leads to LinkedIn etc

What business you have transacted can be on LinkedIn

LinkedIn LinkedIn can be used to share GyanKnowledge/snippets/nuggets of knowledge

Behavioural aspects based on observing the people that you come across can be posted by HR faculty: •

Bottoms up approach

Content opportunities:

•

Employee engagement

•

Classroom experiences

•

Interventions for change

•

Outside class experiences

•

•

Connect the answers to current affairs

Managing a hostile team-Chak De.

•

General life

•

Pics of campus

How to post same event/ accomplishment on different platforms?

Work and accomplishments like awards – announce it on FB and Instagram Write about what fetched you the award beyond the title namely the

Latest trends of AI and IoT or any sector can be posted in discussions.

Accident/rape/stereotypes we can take to Facebook draw lessons – paragraph.

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Expert Insight

Impulse control and selfregulation, the two skills to acquire as schools reopen

By Dr. Swati Popat Vats

A

s children come back to schools with new rules of masking and social distancing, the two skills to acquire include impulse control and self-regulation.

Human beings are bound by habit and children would find it difficult to restrain themselves from old habits. Their natural instinct is to touch, hug, handshake, high five and smile!

Their first impulse will be to share items, objects, food and it will require a lot of practice and training to help them understand how to control their impulses for their own safety. Impulsive behaviour can prove detrimental to our safety from Covid- 19.

It is also important to understand that children may follow the rules when adults are around, but what when no one is supervising? This is where self-regulation comes in!

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Both impulse control and selfregulation are executive skills of the brain. They also define children’s academic success but we rarely focus on nurturing these skills in our curriculum.

Impulse control or inhibition is an executive function skill that can be defined as the ability to stop one’s own behaviour at the appropriate time. This is part of the ability to self-regulate. Selfregulation is also needed for executive function.

We have an emotional brain (the limbic system) and a thinking brain (the prefrontal cortex), when children meet their peers the emotional or impulsive brain takes over and the rational or thinking brain takes a back seat. We need to teach children about mindfulness, being aware of where they are, what they are doing and how it can be harmful for them.

Schools need to start by teaching children non-contact ways of greeting, so out with the handshakes, hugs and high fives and in with thumbs up or the love and hello signs given here. Let them practice during virtual learning so that it becomes a part of their impulses!

Reopening schools is not just about restarting them! It’s more about preparing and equipping children to face the postcovid-19 world.

To help children be comfortable to communicate with masks on, play a game of guess the emotion. Ask children to show different emotions with their eyes and forehead. Slowly they will start focussing on understanding and communicating with their masks on.

Children will get exhausted wearing masks all the time. Teach children about ‘air gulps’, how to remove their mask when they are alone and breathe in and out or face the wall away from others to take their ‘air gulp’.

chairs with squares and circles drawn alternatively on the floor, children move around when the music plays and when it stops they have to go and stand on a square, anyone caught standing on the circle is out as they were not social distancing!

Depending on the age of the children are some more games that help develop impulse control and self-regulation in children1. Red Light, Green Light – kids move when you show a green light and stop on the red light.

To teach children self-regulation, put signs and markings everywhere to constantly keep reminding them about social distancing. Signs or circles on the floor help remind children not to get too close.

2. Freeze Dance – turn on music.

When music stops children have to freeze.

Start with games like Simon Says (change to Bapu says or Mary Kom says!) musical chairs and Statue, all develop impulse control and self-regulation in children.

Redesign musical

4. Loud or Quiet – Children have to perform an action either loud or quiet. First pick an action i.e. stomping feet. The leader says Loud and the children stomp feet loudly.

3. Follow My Clap – The leader creates a clapping pattern.

Children have to listen and repeat.

5. Ready, Set, Dance – The leader calls out Ready…Set…dance and everyone can move their bodies.

The leader calls out Ready…Set… dancing. No one should move.

The leader calls out Ready…Set… Wiggle. No one moves. The leader calls out Ready…Set… Dance. Everyone moves again.

You can change this to whatever wording you want. The purpose is to have the children waiting to move until a certain word is said out loud.

6. Body Part Mix Up – The teacher will call out body parts for the children to touch. For example, the teacher calls out “elbows” and the children touch their knees.

Create one rule to start. Each time the leader says “head” touch your toes instead of your head.

This requires the children to stop and think about their actions and to not just react. The leader calls out “knees, head, elbow”. The children should touch any three parts except the ones said by the teacher. This game develops the ability to ignore the impulse of the word heard and follow the rule of the game. Great for older children.

It’s time for us to be ahead of Covid-19 by ensuring a curriculum based on mindfulness- of others and our safety.

(The author is President Podar Education Network, Early Childhood Association and Association for Primary Education and Research. As President of ECA-APER she has developed Safe Reopening Guidelines for schools and has written three stories for children to understand Covid appropriate behaviour. )

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Insight

Let Every Day Be Teachers’ Day

T

he Education Commission (1964-66) professed, “The destiny of India is now being shaped in her classrooms.” When teachers hold the responsibility of this onerous task then it is time that we invest in capacity building of teachers through stronger teacher training programmes.

Educationists across the globe have propounded the need for a robust teacher-training programme that helps aspiring teachers to equip themselves as per the changing needs of the 21st century.

NEP 2020 articulates that problem-solving and critical thinking skills need to be developed in young learners as it will help them prepare for life and an uncertain future but are our teachers aware of the strategies and practices that will ascertain development of these skills.

Teachers have proved they can adapt and innovate and ensure that learning never stops. They undoubtedly have the ability to “lead the change” as was evident during the pandemic.

The government agencies have surely shown intent towards changing the existing teachertraining curriculum but what about the teachers who are already teaching in schools?

What do we do about them? Do we wait for the agencies to think,

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plan and implement? Definitely not! The NEP document has a section that focuses on the need for training teachers.

Professional Development of teachers is an ongoing process at our schools. During an academic session, an educator faces challenges and changes in subject content, new instructional methods, advances in technology, dynamic student learning needs, classroom management, test preparation, administration, parent relations, and interactions with peers. Evidently, with such myriad expectations, professional development can only be missed at the cost of student learning.

We allocate significant number of days before the commencement of an academic session to train teachers in pedagogical practices, programmes and processes that enable them to plan and deliver better. Our pedagogical trainings aim at updating teachers on latest pedagogical practices in India and the world, ensuring that teachers maintain and enhance their knowledge and skills , demonstrate awareness of the changing trends and directions in Pedagogy and keep teachers interested and interesting.

Acknowledging the fact that training needs to be an ongoing process, multiple refresher sessions, both individual and group, are conducted to

Nidhi Thapar

Vice President, Academics Edunation Services Pvt. Ltd support the teachers. Teachers get an opportunity to interact, share and discuss. The process of monitoring effective implementation of learning and sharing constructive feedback goes a long way in impacting the learning experience of the students, resulting in better learner outcomes.

Educators need to communicate with various stakeholders and during the interactions they need to be effective as well as empathetic and conduct themselves as role models.

Therefore, along with subject expertise and pedagogy, there is need to equip teachers with skills that will help them manage the demands of a challenging job.

Our Self-Management courses are a step towards that endeavour.

Let us remember that teachers are the change agents and the ones who impact, inspire and transform and we need to invest in them!

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Dr. S. Nalin Vimal Kumar

Director, SNS Group of institutions

SNS -educating students in design thinking

T

expanded from pre-school to advanced levels of graduate and post-graduate programmes in Arts, Science, Education, Management, Engineering, Pharmacy, Allied health sciences and research centres.

The Sri SNS Charitable Trust came into being in 1997 with a philanthropic and social outlook of serving the society in the fields of education, textiles, software and several other allied sectors. Within no time, the group marched ahead and

Applying emerging technologies in industry verticals such as agriculture, healthcare, energy, aerospace, fintech, automobiles, and smart city development has been the hallmark of SNS. Students are provided with five thrust areas of technologies. Artificial Intelligence / Design Thinking, Augmented Reality / Virtual Reality / X Reality, Internet of Things, Robotics & Automation and Additive manufacturing have become the center point of emanating data and trends in contemporary times.

he catch words in any of the SNS campuses include innovation, invention, research, interactive skills and multidisciplinary thinking. The foundation on which SNS functions includes five core methodologies in the changing world landscape. Acquiring knowledge by familiarising students with the relevant issues of today. A strong culture of giving back to society is a part of social commitment.

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SNS College of Engineering Speaking on the core philosophy of the institution, Nalin S, Technical Director, SNS Institutions says, “Throughout the journey innovation has been our benchmark. Creativity and innovation are fundamental to all the academic disciplines and these two elements are driven by Design Thinking (DT). Also, SNS framework is customized based on industry requirements which is reviewed and validated by industry experts in order to ensure the syllabus is relevant to changing technology trends and evolving needs of the industry.”

Lifestyle beyond class

Fillip to entrepreneurship

Students are given the means and opportunities to freely probe, examine, debate issues and ideas and actively pursue their educational goals. The rights and responsibilities of students are clearly articulated and supported. A Hariharan, System Engineer, Infosys Ltd, who is an SNS alumni says, “The ECE department always gave a nod for extracurricular activities which made us realise what we are and where we are in the competitive

A great deal of emphasis is on encouraging entrepreneurship.

The grouse from industry has been the lack of skills from fresh graduates. To tackle this, fostering creativity by providing an appropriate seed of mechanism through design thinking to bring their ideas and imaginations into life is the aim. Not just engineers, we deliver entrepreneurs is what SNS management swears by.

To make the educational experience inclusive and participative in multiple ways and to connect the industry, students are introduced to networks to interact, forge partnerships and succeed. The approach is multi-layered aiming to encapsulate as much of the real-world as it can. This has been possible due to academic flexibility to update curriculum based on the needs of the industry and to introduce innovation in various levels to meet global standards.

world. I got an offer to work for a company with a stipend before I completed my course. I am deeply thankful to the management.”

Each individual mind is capable of limitless endeavors. With training and inculcation of creative thinking, students are able to implement the right unique solutions in varied situations. A conducive environment is created to recognize themselves not in isolation but as an integral part of a collectivistic society. A strong culture of giving back to society is a part of the social commitment of SNS. The criticism of the Indian education system is about rote learning. There is a change, albeit slow. SNS has been emphasising on fostering creativity and innovation since inception. A free mind that dares and is not scared of failure comes up trumps on most occasions. The National Education Policy (NEP) 2020 too envisages creative thinking. www.brainfeedmagazine.com | October 21

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Artificial Intelligence and Data Science Artificial Intelligence and Machine Learning Computer Science and Engineering Computer Science and Design Computer Science and Technology Computer Science and Engineering (Internet of Things and Cyber Security including Block Chain Technology) Information Technology SNSCT Agriculture Engineering COUNSELLING CODE Food Technology 2726 Bio-Medical Engineering Civil Engineering Electronics & Communication Engineering Electrical & Electronics Engineering Aerospace Engineering Automobile Engineering Mechanical and Mechatronics Engineering (Additive Manufacturing) SNSCE Mechatronics Engineering COUNSELLING CODE Mechanical Engineering 2734

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Insight

Forge friendship It is important for students to have friends from different socio-economic backgrounds Dr. Skand Bali Head of School, The Adani Group

Make friends, they will stand by you...

T

he world is diverse in every sense, be it race, gender, nature, climate, economic growth, development or socio-economic background.

The socio-economic diversity is increasing and is getting more and more dynamic. The challenges and opportunities for current generation is immense.

Hence, it is the paramount duty of educators to make sure to give the right kind of tools.

Socio-economic diversity is one such reality which needs to be brought in the forefront of the youth of today from early years. I personally believe that Ramayana and Mahabharata should be taught as History in India and not Mythology. We have so many examples and learnings to adopt from these scriptures. We have example in our history. Be it Lord Rama’s friendship with others or Lord Krishna’s friendship with Sudama and others. Our history teaches us that education in the ancient past was inclusive in nature and there were no socio-economic boundaries of friendship. These boundaries unfortunately were created by the invaders with narrow mindset because of their own vested interests.

If students make friends from different socio-economic backgrounds then it keeps them close to the real world and it also helps them to stay grounded to reality. It makes them more empathetic, good natured and kind hearted. They

learn to care, they learn to share and most importantly they learn to live in harmony with mutual respect. It is also a symbol of true democracy as one becomes free of prejudices, discriminations and understanding of society becomes more practical.

I personally believe that Ramayana and Mahabharata should be taught as History in India and not Mythology.

Such friendships can help in bridging the gap between haves and have-nots. The ones who are economically and socially strong can hold the hands of their friends and pull them towards success. Similarly, the ones who are weaker can get motivated; yet keep strong ones grounded.

Respect for others can grow more if you come across diverse situations. These friendships help children value the important things in life rather than the materialistic possessions. They become emotionally stable, mentally strong, professionally inclusive & welcoming.

Friendships across the socioeconomic backgrounds will help the growth and welfare of all in future and will turn the world into a more harmonious and inclusive place full of mutual respect. An inclusive environment requires mutual respect, effective relationships, clear communication, explicit

understandings, about expectations and critical selfreflection.

In an inclusive environment, people of all cultural orientations can; freely express who they are, their own opinions and points of view.

The rainbow is made of seven different colours, seasons keep changing and all days can also not be the same. Similarly, human diversity is dynamic. Any natural calamity or man-made disasters can change things and situation for anyone in a day. Those who are rich today may not remain the same tomorrow. Similarly, those who are poor may become rich. Friends have always stood by each other in difficult times and friendship comes to the fore during testing times.

If children have friendships with only one kind of socioeconomic background, then it will not be real and they will be growing in a superficial world, which is a big misfit for the society at large. Our world needs inclusiveness, hand holding, collaboration, empathy, care, the spirit of making a difference and making life beautiful for all.

All of this is possible if the value of having friendships across socio-economic backgrounds in encouraged in schools and early years. All parents, teachers and schools must come together to inculcate the habit of making friends across the socio-economic spectra for our children who will be the leaders of tomorrow. www.brainfeedmagazine.com | October 21

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Leadership

Leadership Practices: Improving Teachers’ Collective Efficacy Sunita Rajiv

HM, Middle school Ahlcon International School, Delhi

T

he collective belief of teachers in their capabilities is critical for optimising student learning.

In his ground breaking study Visible Learning, John Hattie said that Collective Teacher Efficacy(CTE) is the number one factor influencing student achievement. Other factors such as student expectations, feedback, and teacher-student relationship follow.

At Ahlcon International School, management representatives invested in building a culture of learning. Leaders lead learning by example and assiduously build a culture of growth, openness, and collectivism. Leadership with compassion and empathy fosters empowerment and unlocks transformation.

The school has four wings– pre-primary, primary, middle, and senior. Each section is a complete unit with the head. Though the leadership acknowledged the four separate islands of excellence, they were

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keen to build a culturally united archipelago tied to the school’s vision. The challenge was to bring these four sections together to make a high-quality centre of learning, fulfilling the aspirations of all stakeholders− the school’s avowed vision.

Besides establishing a strong learning culture, the mentor Dr Ashok Pandey aimed to strengthen senior teaching faculty by designing leadership workshops and interactive sessions. A good mix of topdriven and bottom-up training sessions were designed after assessing needs. The sessions included individual and group work, presentations, reflections, feedback sharing, and actionable points as takeaways.

The impromptu brain sprinting sessions lasted for less than half an hour but always ended with solutions. The entire mentoring schedule involved a five-step process for capacity building. First, leaders do an activity independently; second, they do it while we are with them. Third, we do it independently,

and fourth we do it with our teams, and fifth, the teams are ready to do it themselves.

In her research titled Collective teacher efficacy: The effect size research and six enabling conditions, Jenni Donohoo acknowledges teachers’ knowledge about each other as the third most enabling condition for enhancing CTE. Teachers gain confidence in their peers’ ability to impact student learning when they have more intimate knowledge of each other’s practices. The entire training rested on building familiarity, shouting out accomplishments, valuing each other, and multiplying the knowledge gained. All section heads had to give a presentation on best practices followed in their sections. This project was new and exciting. Without competing to outdo each other, it was an opportunity to showcase our new strategies. Meet-oncea-month series specially curated for midlevel teachers, accompanied by aspiring leaders, provided another set of learnings listed below.

1. Openness to learning and generous appreciation of colleagues’ work.

2. The variety introduced in the format of the meetings helped. We were asked to showcase the problems we resolved in our respective sections and the learnings implemented from the previous ‘see-my-best’ sessions.

3. Peer learning has the potential to enhance student learning. If teachers demonstrate it by learning from each other, their conviction is more robust,

and they have the evidence to present to their students.

4. Collaboration is rooted in knowing, appreciating, accepting, and valuing each other. Monthly meets offered the opportunity to practise these repeatedly.

5. Project-based deliberations covering topics such as homework, a newspaper in education, fostering class teachers’ roles, and item designing, among others, were helpful in collaborative problemsolving.

The senior school Head Master’s presentation on budgeting and reducing expenditure taught us the value of SDG 12− Responsible Consumption and Production. The middle section HM’s engaging classroom activities showed how creativity, reflection, and inquiry could be major enhancers to improving the quality of the learning experience under SDG 4− Quality Education. The primary school Head’s presentation on introducing cookery in maths classrooms focussing on SDG3− Good Health and Well-being was a demonstration to integrate art into classrooms. These practices resulted in ‘visible learning’ comprising goal setting, mastery learning, feedback loop, and active engagement as defined by John Hattie.

A veteran team member concurred, ‘candid conversations and give-and-take feedback were great learning opportunities.’

Team engagement, lively presentations, and technology embedding were topics appreciated by another colleague.

‘Cacophony to symphony’ is how another team member described her experience.

‘Deep-dive and learning by reflection are inspiring and change eliciting,’ said a new leadership team member.

Love for learning, self-development, and innovation are the hallmark characteristics of the faculty at Ahlcon

”

www.brainfeedmagazine.com | October 21

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Pandemic Musings

Pandemic Musings

School closure cost dearly Rajendra Prasad

Smart Modern Senior Secondary School, Tirupur, Tamil Nadu Schools have been closed for more than 500 days resulting in disruption and learning loss. The pandemic has also widened the existing disparities in the education system. The prolonged closure of schools is leading to catastrophic consequences for disadvantaged children. Families with more resources fared better during pandemic but the adaption strategies to remote learning were uneven due to different family situations.

Children have suffered enormous setbacks because of lesser access to technology in their learning journey. Parents felt that the reasoning, arithmetic, reading and writing abilities have gone down in children during the pandemic.

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PRIORITY LEARNING FOR EDUCATORS

Pandemic Musings

Almost 80% of children around 15 years in India reported lesser levels of learning than when physically going to school. Pandemic is seriously effecting on the mental health and physical fitness of children and also widened the achievement gaps and exposed weaknesses in school systems around the world. Learning loss is defined as specific or general loss of knowledge and skills or to reversals in academic progress, most commonly due to extended gaps or discontinuities in a student’s education.

Learning decreases over time if students don’t engage with it regularly.

There is an urgent need to bring children back to school. A computer is no match for a classroom. Technology may be inevitable in classrooms but will never replace a great teacher. One teacher can change a student’s trajectory. Schools should be opened for all the grades with

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revised instructions on health and school education. Remedial instruction is vital and essential. Learning levels of all the children must be assessed through an authentic and globally accepted tool for a constructive and effective remedial instruction. Teachers must be given professional development programs with a special focus on bridging the learning losses in different subjects.

Remedial instruction needs robust planning for different grades and subjects. Teachers, educationists, scholars, doctors and psychologists are highlighting that ‘Learning loss’ brought by the pandemic may have longlasting effect on young generations. Every country will be affected severely because of this immeasurable learning loss of children in the coming years. People now realize that the school is a sacred place where students are safe and succeed holistically. Hence, Let’s open schools and learning minds for the benefit of children and the society at large.

Pandemic Fallout

Change in the mindset of teachers during pandemic

Pratima Sinha

CEO, DSR Educational Society, Hyderabad

A

lvin Toffler writes in his book ‘The Future Shock’ published exactly fifty years ago“We may define future shock as the distress, both physical and psychological, that arises from an overload of human organism’s physical adoptive systems and its decision-making processes.

Simply put, future shock is the human response to overstimulation.” The Pandemic that devastated the entire world and brought it to a standstill is one of the examples of the

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calamity that Alvin Toffler had predicated.

We have been stretched and catapulted through a long tunnel of an emotional shock, which was thrust on us with no understanding, no knowledge and no prediction. The World was unprepared and unnerved by the grave situation and went deep into reflecting, discussing, clamoring finding remedies and the solutions for the problems caused by the pandemic.

Educational institutions rose to the occasion and scrambled to understand the use of various tools of science and technology to facilitate smooth teaching process. The first step was to brainstorm and change the entire curriculum to suit online teaching followed by counseling the teachers to take up the challenge. The teachers who never touched a computer took to its usage and made it their only tool.

“

They took up the mantle and the responsibility with gusto and kept alive the process of teaching and learning.

They set up a corner in their house as a

classroom corner, took better Wi-fi services, bought new laptops, researched, attended workshops, training sessions and studied new strategies of teaching, learned from their peers and global counterparts.

Thousands of teachers in the rural areas improvised and innovated different ways and means to carry on teaching. They were all regularly counseled , supported , guided and helped to tide over these hard times Use of technology improved in leaps and bounds, more sophisticated teaching tools were introduced on virtual platforms, teachers became very progressive started experimenting on the available tools and use of technology for an impactful class.

They have now become confident to manage the students, teach them, conduct various activities, take assessments, give assignments, make power point presentations and make videos remotely.

The teachers have survived and come out from the fire not burnt but unscathed and shining, showing their worth globally for all to acknowledge and rise in times of crisis with all humility and reverence.

Educational institutions rose to the occasion and scrambled to understand the use of various tools of science and technology to facilitate smooth teaching process.

”

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Sports Education

Five reasons why sport is important in early childhood Rajesh Kumar Singh Founder and MD Kunwar’s Global School

S

port breaks every barrier. The benefits are many from making one feel good about themselves, improves self-esteem, and most importantly, those who involve in sport have fun. The enhancement of children’s mental and physical growth and development is undoubtedly the most important contribution of sports.

However, the list of values children may acquire and learn from sports is way too long. There are many other positive aspects of playing sports, which reveals its true beauty.

Inducting young children into sport at an early age has numerous benefits for their overall growth and development.

Sport has brought health, freshness,

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unity and happiness to human beings for years, offering a number of benefits to children, young, adults and old.

However, the contribution of sports towards the physical and mental growth and development of children can be reviewed as its greatest outcome.

Five reasons why sports is important in early childhood 1. Promotes good health Many studies state that from a young age living an active lifestyle and following a healthy routine can lower the chances of getting serious medical issues like obesity, diabetes, weak bones and issues with cholesterol and blood pressure later in life.

2. Relieves stress Children, much like adults are also at an increased risk of experiencing high levels of stress. If this stress is mismanaged, it can develop into serious anxiety disorders.

4. Improves academic performance Studies have shown more positive attitude, better test scores as well as improved classroom manners and focus and attention spans in children who actively participate in sports from early childhood years.

Regular exercise helps in the prevention of anxiety and stress. Such chemicals are called neurotransmitters and they include dopamine, endorphins, norepinephrine and serotonin.

5. Contributes in character development There are many important interpersonal values and characteristics that are acquired through playing and participating in sports like teamwork, Neurotransmitters are important in honesty, valuing hard work, as well as mood regulation and are released respect for other players and rules. when one is active in physical activity.

Role of parents

3. Team sports keep the children occupied • Another benefit of sports is the stability it creates, especially in the lives of those children who come from weak backgrounds and communities.

•

Parents should set an example by performing workouts at home, or becoming more physically active by engaging in sports themselves.

They should not try to pressurise their children in picking up a sport they like.

Sport provides an opportunity to children to do something productive. • If children don’t want their parents to attend their match, the parents Among the good things that are already should try to have a word with them discussed, sport is an effective tool to and find out the reason. keep children engaged in activities related to character-building. With too • Parents should make ensure much idle time, children can quickly that their children don’t neglect acquire bad habits. homework, exams and tuitions.

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www.brainfeedmagazine.com | October 21

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JEE Talk

Changing Trends in JEE Main Exam Ramesh Batlish

Managing Partner - FIITJEE, Noida

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he JEE-Main, is for admission to the National Institutes of Technology (NITs), Indian Institutes of Information Technology (IIITs), and some other colleges designated as “Govt. funded technical institutes” (GFTIs). With several changes in pattern of the exam in the last few years the cut offs to qualify in JEE Advanced as well as admission to the participating Institutes have been adversely affected.

the month of September. This year i.e. 2021 the JEE Main was held in four sessions (Feb, March, Apr & May). Again, due to Pandemic the April and May sessions were postponed and held in July & August respectively. The students’ best score out of the four sessions was considered for the Final Merit list of JEE Main 2021. The cut offs to qualify for JEE Advanced have changed phenomenally over the years and the below factors will help us find the reasons.

Till the year 2018 both Offline & Online(Computer Based) Modes of JEE Main were conducted. Since 2019 JEE Main has become completely Online (Computer Based). In 2019, the Online Exam was held in two sessions (Jan & April). The students score in the best of the two sessions was considered for the Final Merit List. In Year 2020,again there were two sessions. However, due to the Pandemic situation the second session of April was postponed and conducted in

Difference between JEE Main Qualifying Cut-off & Admission Cut-off

www.brainfeedmagazine.com | October 21

Qualifying Cut off refers to the cut- off for appearing in JEE Advanced and Admission Cut off refers to the cut-off for admission into the various participating Institutions through JEE Main. The below table clarifies the difference between both qualifying and admission cut-off.

Particulars

JEE Main Qualifying Cut off

JEE MainAdmission Cutoff

Released By

NTA releases the Qualifying Cutoff to appear in JEE Advanced

Available On

JEE Main NTA Website www.jeemain.nta.nic.in

Purpose of Cutoff

Candidates who clear the qualifying Cutoff will be eligible to appear for JEE Advanced Exam

JoSAA releases the Admission Cutoff on behalf of participating institutes JoSAA website at www.josaa.nic.in Admission Cutoff is in the form of closing rank who has secured the admission in one of the participating institutes of JEE Main

JEE Main Institute Specific JEE Main Category Specific

No

Yes, the cutoff will vary from one institute to another

NTA will release different cutoffs for different categories

JoSAA will release different cutoff for different categories

Branch Specific

No

Yes, the cutoff’s are branchspecific

Branch Specific

No

Yes

JEE Main Cut-off Trends Qualifying for JEE Advanced: The cut-off of JEE Main 2021 for all four sessions was announced by the NTA recently. The analysis of JEE cut-off shows that there was a decrease in cut off for the General category in 2021 from that of 2020. All other categories have also shown a decrease in the qualifying percentile. In the year 2018 and before it the cut off were decided on the basis of the marks scored out of the Full Marks. From 2019 onwards the cut offs were Percentile dependent. Candidate can check the cut-off to qualify for JEE Advanced in the last nine years (2021-2019) in the following table: Year 2021 2020 2019

Full Marks

300 300 360

General 87.8992241 90.3765335 89.7548849

OBC-NCL 68.0234447 72.8887969 74.3166557

SC 46.8825338 50.1760245 54.0128155

Gen-EWS

ST 34.6728999

66.2214845

44.3345172

78.2174869

39.0696101 70.2435518

PwD 0.0096375 0.0618524 0.11371730

JEE Main Applicants vs Seats in the IITs in Last 3 Years: Number of students who appeared for JEE Advanced

Year

Number of applicants in JEE Main

2021

1441519

2020

1779534

150838

16053

2019

1864939

161319

13674

Total No. Of Seats in IITs

16053* approx.

2.5 Lac have qualified to seats to be announced) appear (Exam to be held on (*Actual cqualified to appearc(Exam to 3rd Oct, 2021) be held on 3rd Oct, 2021

www.brainfeedmagazine.com | October 21

53

School Infra

School infrastructure and child development are related It is not enough to have good teachers but an equally good school with appropriate infrastructure that can guarantee good education

B

eing a second home for every child, a school is where a student spends most of his/her waking hours. It’s the experience of a school that can leave an impressionable mark on a child’s overall growth and development.

One of the key factors that puts a school at the centre of it all is its infrastructure.

Rohan Parikh

Managing Director, The Green Acres Academy - Schools by The Acres Foundation

From vast playgrounds, state-ofthe-art laboratories, expansive libraries to well-equipped classrooms—it may not be possible for every school to possess the best infrastructure, but every school can certainly aim for it.

Here’s looking at some components that impact the development of students.

Poor infrastructure leads to stunted learning growth Only when a child feels comfortable and conducive in an environment, can they fully open themselves up for newer 54

www.brainfeedmagazine.com | October 21

possibilities and growth. In an ill-developed school facility, a student’s growth is undermined, as learning is bound to suffer. If a classroom is too noisy, it can have a negative impact on students’ education and development. An obsolete classroom that’s dark, cramped, crowded, or the heat can affect the physical wellbeing of the students, causing blurry vision, acute back pain, fatigue, etc. Any imbalance between the students’ academics and physical education can affect their early years.

Building blocks of effective learning Parents look for an educational institution that not only offers quality education but also includes some of the best-inclass facilities. Students want to attend school regularly and study in an atmosphere that’s ideal to gain knowledge. Here are the factors that comprise a good school infrastructure.

•

•

•

•

Comfortable spaces for students If we offer enough space for students to move freely, they naturally and skillfully thrive in such an environment. Hence, the school building needs to have the right temperature, lighting, ventilation, water, and other sanitation facilities.

Enough room for recreational activities A wise man once said, “If we want our children to move mountains, we first have to let them get out of their chairs.” To kindle that enthusiasm in students and make them more active, schools need to have a clean and spacious playground, where children become livelier through sports and other activities.

Spaces where ideas and information thrive Scientific literacy and books have always been a core part of education.

Hence, a world-class laboratory with the best equipment is a must to learn through experiments. Similarly, a library housing a collection of books, articles, journals, etc. is a wonderful addition.

Facility to address immediate health needs Children are at an age and stage wherein they learn the most valuable lessons by falling and rising. Getting hurt is normal but schools should be well-equipped to tend to the medical needs of the students.

Having an infirmary that offers the right medical attention to a student’s needs can enhance their general health and wellness.

Adhering to safety and health protocols in a post-pandemic world As countries prepare, cope, and plan for recovery against COVID-19, schools have remained closed to enforce social distancing amongst communities, especially children.

But as online learning takes centre stage, for now, schools can take this opportunity to rethink their school infrastructure and strengthen it during this global health crisis. As schools are considered to not just provide learning but also social support and childcare, students need to feel safe whenever they return to school. Here are some safety precautions that can be followed: •

Keeping designated entry and exit points for different student cohorts

•

Providing floor markings that direct foot traffic to maintain social distancing norms

•

Offering hand sanitisation sections at the school entrance and other common areas

•

Increasing desk spacing, maintaining at least 1 meter distance between desks

•

Shifting certain lessons outdoor or making the rooms more ventilated

•

Using marking, signs, tapes to maintain 1 meter distance in queues

•

Following an order, where each class enters or disperses in an orderly fashion once the class is over

Creating a positive school environment with the best-in-class infrastructure makes students look forward to coming to school every day. Upgrading the school facilities and making them more favourable and accessible to students can impact their learning tremendously. While it may incur some financial costs initially, the benefits of these investments exceed the initial costs— because when the school atmosphere encourages learning, learning is inevitable. www.brainfeedmagazine.com | October 21

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Recognition

T

Global Teacher Prize growing in stature

he number of applications for the Global Teacher Prize is growing with each passing year. This year, the applications are from all corners of the world. The Global Teacher Prize was founded by Sunny Varkey, Chairman, Varkey Foundation with an aim of raising the profession’s profile. This year the Global Teacher Prize attracted over 8,000 nominations and applications from 121 countries.

Every year the Global Teacher prize attracts a number of teachers who do commendable work, but this year the nominations have been extraordinary as teachers punched above their weight during the pandemic.

For instance, Aleyda Leyva from Peru suffers from chronic rheumatic arthritis and motor disability but that does not deter her from helping students from fragmented families and disadvantaged backgrounds. Abdallah Wahbi from Morocco teaches in deprived regions. Adeola Adefemi from Nigeria created subject-associated clubs to address child marriage, child labour and violence.

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While stories of teachers losing jobs surfaced during the pandemic, there have been men and women who have been selfless and continued teaching and also spent money from their own pockets. One such teacher is Bryant Acar from the Philippines who saved five-month’ salary to buy two electric microscopes for his class and asked friends to donate a projector, books and a laptop.

Throughout his career, Cristobal Rojas Basso from Chile has taught music to students facing different challenges, from mobility difficulties to Down syndrome.

In 2015, Cristobal took on his greatest challenge yet: leading the Sounds of Light Orchestra, a group made up of blind and visually impaired students at the Colegio Santa Lucía. These are just a few examples of teachers nominated for this year’s prize.

Satyam Mishra and Meghna Musunuri have done commendable work in their own right. Brainfeed spoke to both on their work and chances of winning. We wish them the best of luck.

Recognition

‘I would rather starve than charge fees’ Satyam Mishra, a mathematics teacher from Bhagalpur in Bihar who first taught his grandmother to read and write realized where his calling was. He has always gone out of his way to ensure students from poor background. Nominated for this year’s Global Teacher Prize-a $1-million award he shares his plans with Brainfeed

By Neha Jha

What are your core areas?

I am involved with inclusive education. I am also a part of global girl’s education Associated with an NGO called, Teach India.

It aims at educating girl child from poor backgrounds.

Satyam Mishra

Mount Asissi School, Poreyahat, Bhagalpur, India

What are your Future plans?

I work doubly hard to become a trained teacher, a curriculum expert too. I feel like teaching poor kids coming from impoverished backgrounds and not to charge fees from them ever. I would rather starve than charge fees. I believe in welfare of poor kids with severe financial crisis.

What are the chances of winning the Global prize?

I am going to ask Varkey Foundation to distribute the money among 49 finalists and start a literacy project in Bihar especially for the Musahar community. My chances of winning are 1/50.

What ails Indian education?

I feel it is very unfair to categorize students based on their calibre.

We must ensure that kids must learn no matter what.

Girls’ education lags behind sadly. I believe in women empowerment as they are an integral part of society.

What are your hobbies and passions?

I used to collect stamps as kids and love reading.

Who is your role model?

To name a few, I admire Dasrat Manjhi, Barrack Obama, Vajpayee, Dr. Shashi Tharoor.

In the field of Science, I admire Aryabhata and Bhaskacharya.

What bothers you most?

I feel about gender discrimination. Skills and gender are absolutely incomparable.

Expertise and strengths are given by God and comes by birth and one must not ill-treat women. I am very close to my mother and grandmother.

What keeps you busy?

I work all 7 days and am involved with all sorts of teaching activities. I cannot sit idle and just waste time over thinking. www.brainfeedmagazine.com | October 21

57

Recognition

‘I want to start happiness clinics across the world’ Meghana Musunuri spoke to Brainfeed on her chances of winning the Global Teacher Prize and her plans for the future

By T P Venu It is rare for teachers to dabble in several subjects. Tell us about your interest in Social Studies, Math and English I believe that a teacher should be open to teach anything. In a world where gig economy is growing it becomes essential to arm students with life skills and broaden their horizon. I started teaching Social Studies four years ago with an integrated approach.

Meghana Musunuri Founder, Fountainhead Global School & Jr. College Hyderabad

Blended learning is something you have been into for quite some time. Share with us your experience.

We used Google Hangouts a decade ago and introduced Augmented Reality (AR) and Virtual Reality (VR) to help teachers and students. Today, blended learning has become a buzz word but we, with Google developed teaching tools and used them since 2012.

When the pandemic broke out, it was easy for us as we were already using blended or hybrid learning. The Google for Education program is a boon and helped school managements save close to Rs 16 lakh. We have adopted technology for a long time which has kept us in good stead especially during the pandemic.

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www.brainfeedmagazine.com | October 21

Tell us about the integrated approach you follow and social interventions Social Studies can be made interesting and by involving the students to solve local problems can be immensely satisfying.

Our effort in rejuvenating the Medikunta Lake by involving students and the community is an example. We believe in a student centric approach based on blended learning, problem based learning, depth of knowledge, social emotional learning and growth mindset.

Share with us a project in the recent past that is close to your heart.

This year we started ‘Bringing India Together’ – a cultural exchange program. Our students interact with students of other states and countries.

For instance, our students exchanged notes with the students of Meghalaya on food, attire, culture, history and ethos.

If you win the prize what are you plans?

I would like to start happiness clinics around the world. It would teach children on sharing and caring. How to invest in a relationship, whether it is relevant to have a materialist item or not? The difference between need and greed.

Let us make a difference & be a 21st Century School / Institution!

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Event Report

APPUSMA, TRSMA & NISA decide to save budget schools - Brainfeed Bureau

Save education and save schools campaign gains momentum

T

he Andhra Pradesh private Unaided School Managements Association (APPUSMA), Telangana Recognised School Managements Association (TRSMA) and National Independent Schools Alliance (NISA) came together for a summit at Vijayawada to deliberate and discuss the state of affairs of Budget Private Schools.

Decide on resolutions for way forward. (See box for resolutions) With the onset of COVID-19, private schools have significantly suffered the brunt of lockdown due to which several of them have been shut down and we saw individuals resorting to suicide.

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www.brainfeedmagazine.com | October 21

On the top of this tragedy, the Government of Andhra Pradesh recently announced G.O.No.53, which tries to fix the fees in private schools, in an unjustified manner, without considering the key stakeholder of private schools which represent 47% of school education.

The fee established by the state is so low that quality education will be unattainable to deliver, and teacher wages will be unsustainable if the fee fixation commission’s recommendations are implemented. The process of fee fixation is completely a nonconstitutional one, also against to the TMA Pai foundation landmark judgement which laid down

the contours of governmental regulations on private institutions and still occupies the education field in so far as the constitutionality of statutes and regulations in concerned.

There have been other instances of ground-level offers tampering with the routine fee collection of private schools. All of this put private schools in a myriad of issues, and the constant distribution of G.Os made things much worse which states “Ten year period of recognition is suggested for every three years.” APPUSMA had previously addressed the ground realities to the commission, which had failed to produce any result. With the

private schools undergoing such challenging times, APPUSMA is forced to seek legal assistance from the courts. Due to the foregoing circumstances, NISA, TRSMA, and APPUSMA convened a summit meeting to examine multiple difficulties plaguing private schools as well as government annoyances.

The summit had a panel discussion on Fee Regulation issues – Autonomy of the schools, National Education Policy -2020 Opportunities and Challenges.

The Summit had a diverse Speakers and delegates from Andhra Pradesh, Telangana, Delhi, Haryana, Karnataka, and Tamil Nadu.

Resolutions 1. A joint committee shall be constituted with three members from APPUSMA, TRSMA to study the opportunities and challenges of NEP 2020 and devise and action plan to safeguard the budget private schools 2. To advocate with the Governments of Andhra Pradesh and Telangana to form separate regulatory guidelines to budget private schools 3. To organise workshops to journalists and student organisations and educate them on the contribution of budget private schools in imparting education in the Telugu states and in India 4. To initiate quality improvement programmes jointly in Telugu speaking states including teacher training, management enrichment programmes/workshops and technology usage/integration in education 5. To improve NISA initiatives for improvement of Budget Private Schools in both states

www.brainfeedmagazine.com | October 21

61

Report

India’s top 20 under 20

T

he much awaited India’s top 20 under 20 talent search results were announced on September 12. “We should make an impact not only to ourselves but to the society and the world around us.

An impact that would resonate overtime because that is your unique contribution to life and to the well-being and wellness of society,” said Ramanan Ramanthan, Former First Mission Director, Atal Innovation Mission while addressing the online audience.

He further added that impact comes not by pursuing somebody else’s dream but your own dream in the area of arts, sports, music, technology or whatever beckons your spirit. Air Marshal Anil Khosla, former Vice Chief of the Air Staff in his speech said, “Opportunity knocks very softly. Grab it and be the change and more importantly, be a good

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human being and then a good professional. By doing so, things will automatically fall in place.”

The brainchild of Samaresh Shah, founder, White Canvas India and Editor-in-Chief, Brainfeed Educational magazine K V Brahmam, India 20 under 20 looks to unearth talent who make a difference to society. It is the first and largest multi-discipline talent hunt. Samaresh Shah says, “The premise on which the top 20 were chosen is based on the impact the talent has on India.”

Echoing a similar sentiment, K V Brahmam says, “There are a lot of people in society with immense talent but how their creativity is making a difference in peoples’ lives is what matters. The jury was particular on this aspect.”

The search for talent across the country began in September 2020. India’s first and largest multi-discipline talent hunt Top

20 under 20 is in 10 categories including arts, music, sports, entrepreneurship to name a few. Applications poured in from all regions and the response has been good with over 8,000 applicants. The concept and execution was led by India’s leading Mentor of ChangeSamaresh Shah, Founder- White Canvas India. The winners of 20 under 20 were from New Delhi, Bengaluru, Hyderabad, Indore, Coimbatore, Ahmedabad, Ludhiana, Bhopal and Midnapore.

Spandana Kakani, Director Brainfeed Magazine, released the cover of the special India 20 issue to be released in November 2021.

Youngsters below 20 years of age all across the country can now register in the season 2 of the competition.

To register- https://bit.ly/ indiatop20 or call 8826353856.

Order Your Copy

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Ludhiana

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Bengaluru

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Midnapore (WB)

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New Delhi

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New Delhi

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Edison, New Jersey

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Adhering to our motto, BVBARRS believes in value based comprehensive education, developing all the facets of the child’s personality in the dynamic world of education. The twelve-year-old young school is now placed at a pedestal of a triumphant trail with several awards and affiliations of great reckoning.

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 The School is the proud recipient of International School Award (ISA) 2019-22 for the 3rd consecutive years (2013-16; 16; 2016 2016-19; 2019-22) by the British Council.  The school stood *First position* among all Bhavan’s Schools in Hyderabad with average 84.74 % in CBSE Class X(2020-21) X(2020 results.  Dr.R.ARULMOZHI RANI Principal has been judged as “EXTRAORDINARY EXTRAORDINARY OUTSTANDING PRINCIPAL OF THE YEAR 2019” by the Tutor Pride Edutech Pvt. Ltd., Hyderabad for Creativity and Success in the field of TEACHING & INSPIRING Potential Methods.  The school achieved the ‘Global Innovative School Award 2019’, by Bits Pilani Dubai Campus in association with PHYZOK.  Brainfeed School Excellence Award-2019 in the categorie categories of Best CBSE Schools, Green Building Schools, Safety and Security, Techno Smart Schools, Community & Collaboration Schools for enriching the Standards in imparting excellence in education to the GenNext learners.  The school bagged ‘Best performing School Award’ and certificate of completion, Platinum -2020 (First place), ), and ‘Best ‘ community outreach certificate for joining the mission in the ‘Karo Sambhav’ Sambhav a cohesive e-waste movement. curricular activities (2014-15; (2014 2015 The school stood FIRST in the Co-curricular 16; 2017-18) 18) among all Bhavan’s Schools at National Level under Secondary Schools Category.

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Posted at PC Secunderabad on October 7-8, 2021 Date of Publication: October 6, 2021