Mentor October 2017; Volume 11 Issue 5 by Mentor Magazine

INVITATION to WRITE

Share your thoughts! Tech Savvy Schools Quality Teaching Matters 21st Century School : Aesthetic School Creating a Safe School Environment : Jaya Bhardwaj, Dr. Ravinder Singh Panwar Disabled Friendly School Premises : Madhu Singhal

Share your thoughts and opinions on any of the topics above, and we’ll publish it in Mentor! You can also send your article on “Teacher Retention” under any of the following categories: School Pedagogy, School Governance, School Innovation, or School Leadership.

Word limit: 1,300 words | email: info@lxl.in | Submission deadline: 18 October | Email subject:“Mentor Magazine” * Subject to editorial discretion

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CONTENTS October 2017 | Volume 11 | Issue 05 | â&#x201A;š 40

MENTOR THOUGHTS 5 Sultan Speaks A ď&#x20AC; lm festival that opens gates to learning beyond boundaries

30 Today A Reader, Tomorrow A Leader Reading trends among Indian kids

34 Together We Stand, Divided We Fall Collaborative leadership is the solution

17 Inside the mind of a leader -Ms. Priya Peter, Mussoorie International School Be ready to learn, unlearn and relearn 15 Inclusive Education Education at grassroot

SCHOOL PEDAGOGY 6 Joyful Classroom Learning Learning should be a joyous and full of excitement

9 Contextual Teaching Learning Participation of students in teaching-learning process

SCHOOL LEADERSHIP 23 Mind Mapping The gateway to fun teaching learning in schools

SCHOOL INNOVATION 26 Rote learning Is A Passe

SCHOOL GOVERNANCE

New age schools disapprove rote learning

12 Beyond Boundaries

Internationalism - a modern religion which must be practised alongside other religions

Bilingual Education Engage in communication via more than one language A Venture of

Publisher & Owner: Syed Sultan Ahmed Editor-in-Chief: Kalpa Kartik Content Team: Parul Pandey & Upasana Jaipuria Designed by: Uday S Production: Praveen U.M., Sathish C., Guna V. Printed by: Manoj Printed at: Elegant Printing Works, #74, South End Road, Basavangudi, Bengaluru - 560 004.

NOTICE: Authors/contributors are responsible for the authenticity of information they provide in the article. The publishers do not accept liability for error or omissions contained in this publication. By submitting letters/emails or other publication materials to Mentor Magazine the author/contributor agree that it is the property of Mentor Magazine. All communication to Mentor Magazine must be made in writing. No other sort of communication will be accepted. All decisions regarding publishing of an article is the prerogative of the publisher and editorial team of Mentor Magazine. Mentor Magazine is owned and published by EduMedia Publications Pvt. Ltd. for and on behalf of Mr. Syed Sultan Ahmed. All disputes are subject to the exclusive jurisdiction of the competent courts and forums in Bengaluru City.

The Making of a Successful Leader Shagun Sikka

s. Shagun Sikka, Principal of Rockford Senior Secondary Public School, Una (Himachal Pradesh) has earned her Master's Degree in Education and Philosophy. Prior to Rockford, she has worked at Shri Guru Tegh Bahadur Khalsa College, Mehar Chand College of Education Bhanopli and Pine Grove College of Education, all in Punjab.

Emotional Intelligence: Emotional intelligence along with other qualities in great leader empowers them to be empathetic and inspire trust in their staff.

What are the building blocks that make an Efﬁcient School Leader? What are the Do’s and Dont’s of Leadership? Educators as leaders often wonder about such questions whenever they face challenges. “A leader is one who knows the way, goes the way and shows the way.” – John C. Maxwell

Judgment: Making a right call is what help you gain trust as it is not simply a matter of acting alone, it is also about involving others and taking people forward together.

These lines are not as simple to follow as they sound but thankfully, they are neither as difﬁcult as we often assume. Leadership often seems to be a tough job but in reality it can be made much easier by the following fundamental elements like:

Resilience: Being the head is at times grueling. But staying optimistic, resilient, calm in a crisis and still having the energy and positivity is what matter most. It is more about knowing yourself and having personal strategies so you are able to steady yourself in stormy waters.

Vision: It is easy to dismiss the concept of 'vision' as vague and woolly, but the best school leaders are visionaries with a clear sense of purpose and an action plan to shape the future.

Persuasion: Conﬁdent communicators and storytellers, persuader and a great listener, a leader with all these qualities can make a difference.

Courage: Great determination with the willpower and patience to see things through makes a person a successful leader. They are risk takers and are steadfast in challenging untoward situations.

Curiosity: Curiosity in leaders is necessary for creative thinking. A successful leader is someone who is outward looking and curious. Someone who is ready to keep one foot outside the school looking at what's going on elsewhere and picking up good ideas. This make leaders excellent networkers and great opportunists.

Passion: Passion for teaching, learning and strong commitment helps Leaders retain their vision. 4

rockfordschooluna@gmail.com

sultan@lxl.in

SULTAN SPEAKS

A Festival that opens gates to learning beyond boundaries

have partnered with the Culture House of Iran and Children’s Film Festival Seattle to bring some of the world’s best Children’s Films exclusively to our students. The festival will feature ﬁlms from over 25+ countries. In this era of screens and visual medium, it is imperative for schools to educate students about the ﬁne art of cinema and IKFFI is a great way to introduce our children to the magic of meaningful cinema. This is the opportunity for Schools to independently host a Film Festival in their premises by organising a special screening for their students, invite n e i g h b o u r i n g s c h o o l s , h av i n g f a m i ly screenings and after-school screenings. IKFFI is the best way to celebrate Children’s week in schools as it aims to bring inspiring, meaningful and globally diverse cinema to school students. To encourage young talent IKFFI will also have a Students Film Making Contest.I invite you to partner with us and organise IKFFI in your school. You can r e g i s t e r o n l i n e at w w w. l x l . i n o r c a l l +919019111110.

eptember brought a lot of cheer at LXL Ideas as 6 of our films made it to 5 different International Children’s Film Festivals in Boston, Chicago, San Diego, Lahore and New Delhi. However, this is not something new for us as more than often we receive accolades for our School Cinema Films. In fact, till date, over 300 of our films have been selected for various International Children’s Film Festivals. Over the years, I have had the privilege of travelling across the globe to witness several Film Festivals that I thoroughly enjoy as the films screened there are normally not available anywhere else. Such Festivals screen films with the diversity of languages and cultures, cover issues that can make you pause and think and their innovation in the art of filmmaking leaves you with questions that rarely ever get raised. They also provide us a chance to interact with the filmmakers' fraternity. I have noticed that Children’s Film Festivals around the world screen amazing content and as an educator, I feel our children should get exposed to such thought-provoking content. The challenge, however, is that the Film Festivals organised are very few and with limited accessibility. I always wanted to create a Film Festival that is democratic and accessible to children inhabiting even the remotest parts of India.

As a partner school, my team will provide you online/telephonic support to organise the festival. You will get an exclusive access key to screen the ﬁlms in your school and a step-bystep Film Festival Guide. This Children's Day host a Film Festival in your school. Register now and bring the best of world cinema to your school!

This November, my dream will become a r e a l i t y wh e n w e w i l l l a u n c h t h e 1 s t International Kids Film Festival of India (IKFFI) celebrating 'Children's Week'. We

Syed Sultan Ahmed, Managing Director, LXL Ideas 5

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PEDAGOGY

Joyful Classroom Learning Beena Rao

s. Beena Rao, a Planner and Strategist, has 35-years of experience in Policy Formulations, Managing Administration and Operation in the education sector, Teacher Training, and Curriculum Planning and Development. An Educational Consultant, she is also the owner of Beena Rao Consultants and provides transformational educational services to schools. She has received National Mahila Rattan, Gold Medal by Indian Solidarity Council, Rashtriya Vidya Saraswati Puraskar by International Institute of Education and Management, Shiksha Bharti Puraskar by All India Achievers Foundation, Indira Gandhi Excellence Award by International Business Council, Bharat Gaurav Award by Association for Economic Growth and Development, Best Educationalist Award by Indian Solidarity Council, and Bharat Gaurav Award by India International Friendship Society.

tell when his/her inﬂuence stops. As teachers, we always want to create joy in the classroom as it facilitates more and certainly faster learning. The challenge is HOW do we create joyful learning in the classroom? How do we infect our students with enthusiasm? How do we bring fun and joy in the classroom?

The true aim of everyone who aspires to be a teacher should be, not to impart his own opinions, but to kindle minds. The mediocre teacher tells the good teacher explains, the superior teacher demonstrates BUT, the great teacher inspires. “Learning should be joyous and full of excitement. It is life's greatest adventure; it is an illustrated excursion into the minds of the noble and the learned.”

Why are our schools not places of joy? Now, a generation later, if you were to ask students for a list of adjectives that describe the school, I doubt that joyful would make the list. The hearts and minds of children and young adults are wide open to the wonders of learning and the fascinating complexities of life. But, the school still manages to turn that into a joyless experience.

In short joyful learning is, "Engaging, empowering, and playful lear ning of meaningful content in a loving and supportive community. Through the joyful learning process, a student is always improving knowledge of self and the world." We recognise, however, that joy is experienced individually and that context matters a great deal. If this is indeed so, then let's embark on the journey of making education a joyful experience. What happens inside schools has a deep and lasting effect on the mindsets that children develop toward lifelong learning. A teacher affects till eternity and one can never

So, what can schools and teachers do to bring some joy into children's formal education? Children typically spend six to seven hours each day in school for nearly ten months each year. During the school year, children generally spend more time interacting with their teachers than with their parents. As educators, we have the responsibility to educate and inspire the 6

OCTOBER 2017

sheer sake of doing it. If we want students to experience more flow in school—if we want them to see school and learning as joyful—we need to rethink how and what we teach. No longer can schooling be primarily about creating workers and test takers, but rather about nurturing human beings. By helping students find the pleasure in learning, we can make that learning infinitely more successful.

child’s—mind, heart, and soul. Why do people learn? I don't mean inside school—I mean learning as a part of life. Surely a large part of our learning is necessary for survival and a basic quality of life.

“ Children experience joy when they feel a sense of consistency, independence, and order within their community

We may transform unused and sterile spots in the classrooms into places for small groups of students to work, cozy nooks for kids to read or write, fill a foyer with plants and flowers, provide a large wall to the students to create and paint a mural. We can turn outdoor spaces into gardens, sculpture parks, walking paths, and quiet reading areas, immerse students in a culture of good books. For the legions of children who have a special affinity for the visual an applied arts or sports, classes in these subjects are golden times for them to experience joy in school. We can also make assessments a more positive experience. We need to help students understand the value of assessment. We also need to rethink 'failure.' Our schools see failure as a bad thing. But adults know that failure is a vital part of learning.

But there is another, entirely different reason to learn. Learning gives us pleasure. Some love to learn about cars, others love to learn about history, and some ﬁnd great joy in learning how to dance. Learning is a state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it at even great cost, for the

If we want students to be charged with enthusiasm, if we want them to see school and 7

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PEDAGOGY

'teamwork' atmosphere showing them that you care for them and promoting fairness Ÿ encouraging them, celebrating their success, thanking them for their efforts Ÿ

Children experience joy when they feel a sense of consistency, independence, and order within their community. Joy happens when the children are free to make mistakes and learn from them. If a child does not know how to zip up his coat, or where to put his lunch box, he knows that he is free to ask a friend to help him at any time. Joyful environments are safe places to learn. We need to make sure that everyone in our classroom (adults included) gets a chance to take 'brain breaks' at least once a day. Whether it is doing a mobile activity or just looking at a book in the reading corner, taking a break to regroup your mind and body is a good thing. Sometimes, we need to understand that not having all the answers is just ﬁne. A classroom cannot be a joyful place unless teachers take care of themselves both mentally and physically

learning as joyful, we need to rethink how and what we teach. Let them enjoy learning as well as they enjoy games. We need to ﬁnd ways to increase laughter in the classrooms. Students can be made to create newspapers and magazines, brochures, stories, picture books, posters, PowerPoint presentations, interviews, oral histories, models, diagrams, blueprints and ﬂoor plans, plays and role-plays, mock trials, photographs, paintings, songs, surveys, graphs, documentary videos etc. We as teachers need to discover new things together and incorporate mystery into the lessons. We need to laugh at our students' jokes, replace lectures with conversations.

A classroom is not a place where the teacher is a preacher and the students are the listeners. It's about the success of the whole team (teacher and students). We can teach our students in a joyful and happy environment by involving them in every part of the lesson. Do-ityourself, student-to-student teaching, projectbased learning, and student-centered learning e nv i r o n m e n t s a r e s o m e o f t h e m o r e encouraging programmes. Teachers are designer s of lear ning and can create experiences tailored to suit their outcome. If we "re-professionalise" teachers as designers, they can create their own scripts for what they want students to learn. This will result in building mutual trust and respect are created rather than confrontation. Change is inevitable and there is a bright new hope on the educational horizon.

“ We also need to rethink ‘failure Joy can be implemented by: fostering a sense of independence and order having a love and enthusiasm for life and by having a sense of humility using activities that keep the kids engaged and the lesson moving smoothly Ÿ involving all students and promoting a Ÿ Ÿ Ÿ Ÿ

rao.beena21@gmail.com

OCTOBER 2017

Contextual Teaching Learning Dr Ravinder Singh Panwar

r. Ravinder Singh Panwar has earned his Ph.D. in Education and holds M.Sc. (Botany), M.Ed. and MBA degrees. He has rich experience of 22-years in K-12 Education. Dr. Panwar has been honoured by Human Resource Development Ministry of India as an Efcient School Leader and is also a recipient of the International School Certication from British Council. He has also presented at the International Conference for School Leaders at Indian Institute of Technology Delhi in December 2016. Dr. Panwar grooms young educationists into leaders with his motivational workshops. His articles have been Published in Times of India, Modern Education Review, and other dailies. He is an Expert Reviewer for the series of Science Books in Mac Millan & Frank Brothers and has also given presentations/talks on All India Radio for the topics related to Science and School Education.

What is Contextual Teaching Learning (CTL)? Contextual means 'included' or taking into consideration the surroundings. Contextual Teaching Learning process involves the participation of the students in the Teaching and Lear ning process. It takes into consideration students' surroundings and the actual world. It is a learning process based on real context.

A big chunk of Schools in our country have been equipped with smart classrooms. Schools proudly announce smart classrooms in their marketing propaganda. However we need to question, what percentage of teachers use them for lesson induction and concept building? Sorry to state, but it's true that in spite of the availability of fabulous teaching resources, many teachers are still using old traditional teaching methodology in which the students simply listen to the explanation and complete their assignments.

In 2007, Hudson & Whistler deﬁned CTL as a conception of teaching and learning that helps teachers relate the subject matter to real world situation and its application to the pupil's lives as family, citizens, and workers. In 2012, Satriani, Emilia, & Gunewan explained CTL theory as – “this theory emphasises on the students' interest and experience”. The main purpose is to co- relate the attained knowledge and its application to various contexts of their lives. The utility of CTL process: Ÿ Direct involvement of learners keep them connected with the topic Ÿ Learners become active participants which 9

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PEDAGOGY

order to pass with a good percentage in B.Ed. examination, but we don't accept the written practises, we don't accept the contents from our inner core. Ultimately we feel comfortable with the way we were taught by our teachers during our school days. We say “it's easy to write about these innovative methods in books, it's easy to write the same in exam , it's easy to deliver the same in seminars and workshops, but the traditional way of teaching is successful for getting higher percentage in Board Exams, because ultimately that is the only thing which is going to matter”. We have a number of excuses not to continue doing same, but with changing requirements and trends, there is a need to change our education system otherwise it will get stagnated.

enhance their concentration for the topic It caters to all kinds of learners in one way or the other Ÿ It develops concept building skills in the learner Ÿ It instills problem-solving thought process in learners Ÿ Learners develop the skill to apply knowledge in real life which is going to be one of the strongest life skill of the future Ÿ

“ More than 95% of Indian teachers are still using the traditional methodology of teaching with teacher driven classes

The Status Quo of teaching learning process in India More than 95% of Indian teachers are still using the traditional methodology of teaching with teacher driven classes. In the B.Ed. curriculum, the most important and repeated sentence is “child centered teaching-learning process”. The Same sentence is repeated during an interview for a teacher's job. The sentence is also repeated again and again in various documents from the Education Department. It is re peated several times Teachers' workshops, conferences and seminars. Several books on the same are written (sold, bought and read as well). But still, only 5% actually implement it.

Tips for teachers to adopt CTL: Teachers need to declare a topic and act as a source of invoking thought process among the students about the topic Ÿ Begin the class through a very less time consuming audio/ visual/ open ended questioning in order to connect the learners with previous knowledge Ÿ

Are our teachers ready to drift from traditional to CTL process? The problem with us, is that we study well in 10

OCTOBER 2017

Ÿ Ÿ

remains alert and participative throughout the period Ÿ Has to accept different forms of the same answer i.e has to be more elastic and receptive Ÿ The learning outcomes have to be noted down on the board and handed over to the students in the form of notes.

Categorise them with heterogeneous groups Teacher has to guide the learners with new facts and deliver the content as well as their outcomes through discussion The teacher has to be a smart participant in discussion and has to ensure that the learners are focused on the topic The teacher has to plan and execute smart way to complete the things in time, hence has to be a very good time manager Has to provide equal opportunity for expression and help the students that lag behind Has to make sure that every student

What School Leaders can do for adopting CTL in their School: Ÿ Awareness about CTL among the students through literature Ÿ Divide the teachers into heterogeneous groups for an open discussion about the CTL and its application possibilities with pros and cons Ÿ Let the group leaders express themselves with the outcomes of their group. Ÿ Motivate the teachers with CTL related ppts and formulate a policy with required modiﬁcations in the tips mentioned above for executing CTL Ÿ CTL is just a fragment of innovative and modern teaching learning process, we the educationists can bring a mass scale change in the TL process to equip our students and ourselves to be successful in the super tech savvy world of Robos, Binary fuel and the Horizon system

principal.dhule@podar.org

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SCHOOL GOVERNANCE

Beyond Boundaries Jaskaran Singh

askaran Singh holds M.A (English), B.Ed, and Post Graduate Diploma in Teaching English degrees from the English and Foreign Languages University, Hyderabad. He has also done various online certicate courses from British Council and Southampton University (United Kingdom). Jaskaran Singh has taught English (elementary to upper-intermediate level) to the students of many nationalities including Magnolia, Cambodia, Kazakhstan, Belarus, Benin, Afghanistan, Vietnam and Laos. Presently he is serving in Birla Public School, Pilani as English Communication Skills Trainer. Many of his articles have been published in reputed magazines and dailies including The Times of India Publication (The Speaking Tree).

brotherhood and Aryaman's concern for the safety of the people of Taiwan was a clear indication that the seeds of Global Citizenship were sprouting in the minds and hearts of my students.

“Sir, Taiwan has been hit by an earthquake, 170 people have died there,” said Aryaman, one of my students, with anxiety written large on his face and a tone of concern in his voice while w e w e r e w a l k i n g t ow a r d s t h e s c h o o l auditorium for the morning assembly. “Are those students safe? Can we get in touch with them?” said Aryaman without waiting for my response to his ﬁrst statement. 'Those students' mentioned by Aryaman referred to the students with whom my students had an interaction through video conferencing as part of celebration of the 20th anniversary of the Time Project (a multilingual and intercultural global communications project for elementary and secondary schools, initiated for and developed in cooperation with the UNESCO Associated Schools Project Network) on November 27, 2015 and the earthquake in Taiwan happened on 06 Feb 2016. Though it was a sad news but there was a reason for me to feel pleased also because such interactions of my students with other students across the world were aimed at uniting the youth of different faiths and cultures through dialogue a n d c u l t iva t e a f e e l i n g o f u n ive r s a l

Integration of internationalism into the curriculum of schools is the latest trend in the school education. I, being one of the members of the Internationalism Committee of my school, have experienced that if put into practise concertedly and effectively, the concept of Global Citizenship can work as a unifying force. Preparing and discussing international issues like the Plight of Refugees, Human Rights, Gender-Based Discrimination, Peace and Reconciliation etc. through video conferencing with their counterparts from other countries, I always notice my students are not only getting insights into these issues and feel motivated to contribute to solve these issues but they also develop a feeling of friendship or afﬁnity with the students whom they interact with and ultimately a bond or connect is formed with their countries. I sometimes feel elated that I am helping my 12

OCTOBER 2017

broadened outlook of the students and bring a perceptible change in their perspectives with student exchange programmes with the schools of other countries and participating in international conferences organised by the Round Square and other such international school organisations.

school to produce students who will grow up with a vision of Vasudhaiva Kutumbakam embedded in their psyche and that is what we need to overcome many problems afďŹ&#x201A;icting the youth across the world. The concept of a b o r d e r l e s s w o r l d m ay h ave u t o p i a n connotations but there is no second opinion that the boundaries or the borders present in our minds in the for m of prejudices, fanaticism, chauvinism etc. can be erased especially when we are in an impressionable age.

I personally feel that the Internationalism is like a modern religion which we must be practise alongside our other religions. I have no qualms about calling internationalism a religion because, like every religion it teaches peace, harmonious existence, universal brotherhood and inspires youth to strive for a better world. What more do we expect from a religion?

â&#x20AC;&#x153; Internationalism teaches us peace, harmonious existence, universal brotherhood and inspires youth to strive for a better world It was really a touching gesture on the part of the students of our school (a fully residential) unanimously deciding to celebrate a crackerless Diwali and donate the money to CRY (Child Rights and You). The bond or connect also gets manifested when they express their desire to visit refugee camps and other such sites during global tours; read and collect more information about the culture of the countries (on their own) with the students of which they i n t e r a c t t h r o u g h bl o g g i n g a n d v i d e o conferencing as part of the Global Citizenship or Global Competence training. These are some of the 21st century skills taught by our school It doesn't take much effort to discern the

The most important aspect of the integration of internationalism is the intercultural skills. The intercultural skills are beautifully formulated in the CEFR (Common European Framework of Reference for Languages. CEFR, 2001, p.104). These include, the ability to bring the culture of origin and the foreign culture into relation with each other. Cultural sensitivity and the ability to identify and use a variety of strategies to contact those from other cultures. This give capacity to fulďŹ ll the role of cultural intermediary between one's 13

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SCHOOL GOVERNANCE

citizenship and creating a Global Community. We, the educators and especially the language teachers can contribute towards a better world by integrating internationalism and global competence to the school curriculum instill it among the students with concerted efforts.

own culture and the foreign culture that can help to deal effectively with intercultural misunderstanding and will give the students ability to overcome stereotyped relationships. More and more people are becoming aware of the fact that there is interdependence among nations along with revolutionar y advancements in communication technology have facilitated greater contact among people across the world.

Let's embrace inter nationalism as an integrated part of our teaching and help unite the world by bringing the youth of the world together. Let's create opportunities for the youth of the world to interact with each other, know each other's perspective and plan and work for a better world, which they visualise and aspire to inhabit and inherit.

It is not a rocket science that local problems are in fact intertwined with wider social processes on the international level. The schools can play a very important role in developing planetary

jasajida@gmail.com

OCTOBER 2017

Inclusive Education Upasana Jaipuria

s. Upasana Jaipuria is currently a member of the content and creative team at LXL Ideas. She holds a Masters in Science in Natural Resources Management from The Energy and Resources Institute along with a B.ED. in Life Sciences. In addition to being a teacher, she has experience of more than ve years in the eld of environmental sciences. Ms. Jaipuria is also a gold medallist in her graduate and postgraduate studies. Having cleared the UGC NET examinations, she has formerly been a lecturer at the Sunbeam College for Women, Varanasi. Before joining LXL Ideas, Ms Jaipuria was part of Young Development Fellowship Programme by Reliance Foundation where she travelled extensively to the remote rural places of India to study the resource dynamics and its impact on development.

Right To Education Under the Indian Constitution, right to education has been placed next to the right to life. Thus, denying education is equivalent to violating the fundamental right to live. Education is a one-time investment capable of reaping long term economic beneﬁts for any country. From the socioeconomic and political context of an economically prospering nation, education is important both in terms of sustaining growth and for converting its youth into a productive workforce.

Odisha as compared to other Indian states measures low on social and human d e ve l o p m e n t i n d i c a t o r s l i k e H u m a n Development Index (HDI) and Gender Development Index (GDI). This State also lags behind the majority of states in 3Es namely E n e r g y, E c o n o m y a n d E d u c a t i o n . Development here is slow with the tribals inhabiting in remote forested pockets that are highly inaccessible to basic educational infrastructure. Koraput in Odisha is a part of KBK (Koraput, Balangir and Kalahandi) districts, which are the three most underdeveloped districts of this state. In addition to 89.9% of the population inhabiting villages (Census of India, 2011), Koraput also comes under the Tribal sub plan region as more than 50% of the population is Scheduled Tribe (Annual Action Plan for KBK Districts, 2008).

Today's education scenario is affected by various barriers including lack of resources and gender discriminations to access basic services and its entailed beneﬁts. This gap is more prominent for Rural India, making it a critical factor for economic backwardness and overall well-being of individuals. Going to Grassroots One example of such disparity is the tribal residential schools in one of the most backward and remote districts of an already impoverished state i.e. Koraput in Odisha.

In spite of several policies and schemes being implemented for promoting education amongst tribes, high illiteracy is still prevalent in tribal communities which have kept 15

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Composition of ST Students across classes in Residential Schools, UNICEF 2011 Boys

4500

Girls

4000 3500 3000 2500 2000 1500 1000 500 0

school infrastructure and difference in sociocultural settings. Amongst infrastructural factors, enrollment in the schools seemed to depend on the accessibility of the school. Drop-outs of residents especially girls was attributed to non-functioning toilets and bathrooms. In one of the school, a single toilet was being shared by 75 girls, which according to the principal would affect their drop-outs next year. In a few schools, due to inadequate classrooms, the classes were taking place in hostel rooms and tin sheds.

Koraput educationally backward. Koraput ranks 23 and 30 out of thirty districts in Odisha in urban and rural literacy respectively. Koraput has 14 blocks and all are labelled as educationally backward blocks (EBB) and receive funds through various schemes for promotion of education. One such scheme is the establishment of residential complexes for tribal children close to their habitations to promote enrollment and retention and better educational outcome. Koraput has 152 tribal residential schools, in which the number of girls enrolled at primary level is higher as compared to boys. However, the ratio reverses in upperprimary level due to high drop-outs (United Nations International Children's Emergency Fund, 2011).

The multilingual scenario in classrooms as many tribal students spoke their unique language also made it difďŹ cult for the teachers to teach them. The hostel rooms required major repair work. According to the female superintendent, this was resulting in increased drop-outs of girl residents. Only four out of nine schools had female teachers on board. Although no direct correlation could be established between the performance of students and female teachers, psychologically parents and female students felt it was important for their development.

â&#x20AC;&#x153; Reasons for drop-outs are poor school infrastructure and unique socio-cultural settings

Initiatives supporting infrastructure and socio-cultural settings are required at the grassroots level to help bring a quantitative and qualitative impact on education and bridge the gap between the privileged, urban and underprivileged rural population of India.

The major reasons cited for drop-outs are poor 16

upasana@lxl.in

COVER STORY

OCTOBER 2017

INSIDE THE MIND OF A LEADER Ms. Priya Peter, an alumna of All Saint's College Nainital, is the principal at Mussoorie International School (MIS) , one of the finest all girls boarding schools in India. A graduate topper from Kamoun University, Nainital, she subsequently went on to do Post Graduate in Literature, where again she topped. A passionate educationist with almost two decades of teaching experience, she has had the privilege of leading two of the best all girls schools. Prior to MIS, she was principal, Girls' High School & College, Allahabad, a more than 150-year-old institution, in 2007, where she was the youngest principal in the history of the school established in 1861. She has an ardent fervor and commitment for implementing effective strategies in making teaching and learning enjoyable. It is her belief that surrounding girls with role models is the secret recipe needed to build a school culture that is affirming and holistic, global and traditional, joy-filled and girl-centric.

What made you embark on this remarkable journey and what keeps you going every day? When I started on this remarkable journey in the field of education I realised that simple things in life that layman may not understand have an extraordinary aspect. Taking up the responsibility of little ones and watching them grow into responsible citizens, gives me a satisfaction, which cannot be expressed through words. Being a school leader you get an opportunity to observe the growth of your students from being just a school girl/boy to becoming a leader, lawyer, economist, and entrepreneur. A tiny tot imitating you and considering you as her/his role model gives an immense pleasure, which no other field can give you. I would not deny the every smile and joy of each child I meet every day keeps me going, their eyes filled with dreams to conquer the

world motivates me to be there for them at every step. Tell us about you, about your story. I belong to the small hilly town of Nainital, my childhood and my education took place in one of the very reputed institutions of Nainital, All Saints' College. My years there transformed me into a nature-loving person. I am one of those human beings who love to talk, not only with humans but also with animals. I got this trait due to my wonderful childhood days spent amidst nature. My senses are strong as till date, I am nostalgic about some aromas and fragrances of my childhood. To state a few, fresh smell of pine during the rainy season and that of the forest are still my favourite fragrances. I still remember, I used to love freshly baked bread and bun in that season and 17

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COVER STORY

other affect them. As an educationist, I know who mentored me to what I am today. My mother, who was an educationist, made a very strong impact on me in my teenage years. She had her own way of handling children and for that they loved her and that always impressed me. She had once explained to me how important a teacher is in her/his students' life, what impact she/he has especially in a residential set-up. This motivated me to enter into the ďŹ eld of education as I wanted to changes lives in a way that could make a difference tomorrow. Share an instance that tested your strength and how did you overcome it? I remember one particular instance when we made games compulsory for all 5,000 plus students in our school and received unanimous disapproval of parents. They were opposing us because if this rule was implemented, they had to bring their children to school almost an hour early. While addressing those parents, I explained to them the importance of sports and games and surprisingly after that we received very positive responses. They not only cooperated with us but also helped us in creating a history in our school records for having all students participate in the Sports Day be it in march past, drill, pyramid or any other sports competition. From then onwards a large number of our students regularly participate in different sports activities thus resulting in an increased number of District, State, and National Level participation.

I still love to have them after a long morning walk. I enjoy the simple things in life and take great pleasure in just breathing in the early morning air. Tell us your core belief. I feel I am an adventurer and my motive is that every child under my mentorship should leave a mark in the world at large.

â&#x20AC;&#x153; I believe in the motto 'Never Stop Learning', so I am always ready to learn, unlearn and relearn

HOW? How have you translated your aspirations into reality? I know that the values I have imbibed in my younger years have helped me reach where I am today. The following values have now become a part of my character, which helped my aspiration to become a reality.

Tell us about some of the instances that changed your life? The instance that you felt was your calling. Every human being goes through some life changing experiences which in one way or the 18

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some standards, which I expect my team to follow, these are: Ÿ I ﬁrst work on 'We' not an 'I' culture. Ÿ Excellence- I feel, should not be an act but a habit. Ÿ I am ﬁrm with the values and the vision of the organisation, but I am also open to changes required for the future generation. Ÿ Teaching and learning should be balanced so that students can apply it in a realistic scenario. Ÿ Every student needs care and attention from their teachers. It is the teachers' duty and responsibility to focus on the development of every student to help them become an extraordinary individual.

Honesty and integrity are my persona and I'm highly committed towards my responsibilities. The same is replicated by my colleagues and students. 'Optimism'- is my personal mantra for every situation I face. I believe every event that is occurring in our lives teach us something. I believe in the motto 'Never Stop Learning', so I am always ready to learn, unlearn and relearn. I believe a leader should always be inspiring and approachable. If you do not stand up for your values and ethics, you cannot inspire your team to work with perfection that can match your expectations. It is important to have a clear vision of where you want each of your students to reach. A visionary leader helps the organisation reach its true potential Another value which has become a habit for me is my ability to trust and empower others. 'A team that knows its leader's aspirations also knows how to work as a team.' I always ﬁrst work on my team so that they know their potential and are able to accomplish goal oriented task as expected.

“ A team that knows its leader's aspirations also knows how to work as a team How have you impacted your school's growth since your joining? I think my values and beliefs have helped in bringing about a change in my institution.

Have you channeled your passion into your present role as a leader? Yes, I have been able to channel my passion into my present role as a leader, by creating

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follow different strategies for each student as per their learning abilities. One such strategy was the completion of syllabus way before time and regular evaluation– both oral and written. This facilitated us in improving our students' performance thus yielding better board results and academic success.

Today we have the best academic results in the region. Our students are today leaving a mark on different national and International platforms. Our alumni today are part of many known national and international universities. We want to know what your leadership strategy is in the ﬁeld of education and how you implement it.

WHAT?

I have a simple strategy that I am clear aboutwhat is best for the child in academics and in terms of their social and emotional learnings and with the collaboration of my team we set goals to reach the excellence in education. As a team, we walk the talk of the school's vision, so that our goals are met.

What all changes have you brought about in your school that are parallel to your beliefs for a better future for children? There have been many changes that I feel have made an impact on my students. Following are some of the practises that have some remarkable impact on the system of our institution: Ÿ Change in the school schedule incorporating speciﬁc time for all three aspects of education- academics, sports, and cultural events. I feel discipline in ter ms of time helps in being more organised. Ÿ Bringing in the best of educational practises so that our students are well prepared from early years to face the challenges of life and its different aspects. Ÿ Reading practise- being a voracious reader

“ Optimism - is my personal mantra for every situation I face Take us through the process of – ideation, plan of action and execution of one of the best practises/ idea that you implemented in your school. We do not have one strategy for all, instead, we 20

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myself, I believe reading makes you wiser. I have tried to instill the habit of reading in my students by introducing reading sessions. Ÿ To bring about the creativity of my students, I initiated special creativity hour for them. In the creativity hour, they can bring out their creativity through writing or visuals. We help them create their own poetry books, illustrations etc. The aim is to teach them 'if a person does what s/he loves doing, they can create wonders.' Ÿ Upgradation of the school magazine - a school magazine mirrors the institution's mission and vision. Our annual magazine brings out the creativity of our students and represents the school values and ethos. Ÿ Learning beyond the classroom- we as a team encourage and guide our students for participating in various national and international conferences and exchange programmes. Today, our students are traveling around the world attending such programmes and getting more aware of the world at large.

conﬁdence so that every child is able to learn and grow from the exposure they receive.

“ Self-condence is a must in every child What did you do to bring to life your aspirations for your school? I have lived a very disciplined life. This habit has helped me achieve whatever I have ever aimed for and I want the same for my students. I have tried to instill the same passion for a disciplined life in each member of my institution. What is the future you want for your school? What future do you see for your school? What will you do to bridge the gap, if any. As an educationist, my ﬁnal goal for this institution is to get its name included in the list o f w o r l d ' s m o s t r e n ow n e d a c a d e m i c institutions and also as the creator of leaders. My institution has the potential to become the best institution providing holistic development For every student. We have already started our jour ney and with our pur suance and collaborate effort I see my school reaching the pinnacle of educational structure soon.

What have you done in your school that represents the belief system that you would like to instill in children? This helps them conquer any situation that they face in life. We believe in instilling 21

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COVER STORY

Chai time chit-chat Tell us your life's journey all the way from your ﬁrst steps into a school to right this moment. It was an exceptional and outstanding learning experience.

Tell us about someone who has had a signiﬁcant impact in the making of the leader that you are today. My Mother.

What made you embark on this journey of school leadership? My love for children.

As a leader what kind of changes do you aspire to make in the future of education? I want that each child should be respected for his/her uniqueness and his/her potential to be horned accordingly to the uniqueness.

Tell us about some life experiences that shaped you into the leader that you are today. My childhood and education in Nainital, my upbringing by an educationist mother, my belief that I could make a difference in the life of many. If you could pen down your mantra for managing a school into words, what would it be? “Discipline directs your dreams into reality!” What was one of your most deﬁning moments in life? Becoming an educationist. Do you think you choose this profession or did it choose you? I choose the profession to change lives. But sometimes, I think it was both ways the profession chose me and I let it. If you could witness any event of the past, present, or future, what would it be? To see my girls doing wonders in the world tomorrow. Share one of the ﬁnest advices you have been given that you still carry along with you today. “This too shall pass way” Tell us a time when you learned something important outside of school. Love and respect for nature during my childhood years.

What is the most unexpected thing you've learned along the way as a leader? You need to be a “Pupils Person” to be a great leader. Tell us 3 policies issued by the government that was either a boon to the education in India or a bane and why? Ÿ Scrapping the 'No Detention Policy' for grade 5 and 8– it is a boon for the educational structure. A deﬁned educational need of each child will now be essential and learning in this process will help in creating developmental milestones. Ÿ ICSE, ISC schools now have mandatory yoga classes- a boon again as I believe 'a healthy body creates a healthy mind.' Ÿ Making Sanskrit and other Indian languages mandatory under New Education Policy (NEP)- this too is a boon as our students would understand the rich heritage of Indian Languages. Tell us about a technological innovation that you want to implement in your school in the next 5 years. We already have a well-equipped science lab, language, performing arts and visual arts, departments. In the coming ﬁve years, I would want to have more technological support so that our students can understand the international educational structure.

principal@misindia.org

OCTOBER 2017

Mind Mapping Dr. Gargee Mitra

r. Gargee Mitra is an Incharge Principal at the MAEER'S MIT School of Education and Research, Pune. She has a teaching experience of 12-years as a teacher educator and a Ph.D. in the area of Mind Mapping. She is also a visiting faculty at various Nursing Colleges in Pune since August 2007. She is an approved counsellor and project guide for IGNOU B.Ed. and other certicate courses. She has 14 research papers published in various national and international journals and has attended over 50 seminars and conferences. Dr. Mitra has delivered talks at various schools, colleges, and institutes on topics like Study Skills, Brain-Based Learning, Innovative Teaching Learning Strategies, Multiculturalism, Graphic Organisers – MindMapping, Concept Mapping, Evaluation, Classroom Management, Differentiated Instruction, Time Management, Teacher as a Reective Practitioner, etc.

the root cause of failure of students to retain content was due to the stress carried by the student learners. Mostly the forgetting in learners happens because information in working memory was never transferred to long term memory (Slavin, 1997). Thus learners fail to retrieve the information learnt at the rote level. Here, by using Knowledge Map one can facilitate the recalling of information by transferring certain aspects into a graphical form.

Examinations are an unavoidable reality of our education system and this ar ticle highlights the signiﬁcance of using Mind Maps in our regular teaching learning process so that the maximum potential of the students can be explored and tapped. Mind Maps which are an individualistic form of learning is an excellent blend of words, images, numbers, logics, rhythms, colour and spatial awareness in a unique manner. Using the principles of stimulation, association and imagination it unfolds the immense potential of each learner. This article illustrates the need to develop mind mapping culture and emphasises the teachers to undertake this initiative and be the transformational agent. It is not a rocket science but a simple technique on brain based research that can turn our classrooms into a learners paradise.

Majority of the learners spend most of their academic time trying to make some sense of the teaching material and ultimately land up doing rote learning. This is because we fail to captivate the learners by using sensory stimulations like colours, music, aroma in our teaching learning process.

Recalling and Retaining Content Educationists and researchers are always in the lookout for better ways to help students learn because lear ning is a complex human behaviour. There had been a lot of discontent in the education ﬁeld till people realised that

Each person's brain is unique and each one forms a 'personal cognitive map'. Teachers, therefore, need to plan brain friendly environment for their students. Human brain is poorly designed for formal instruction and teachers' fail to help students learn in 23

SCHOOL LEADERSSHIP

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bunch of key words with visually appealing colours, pictures, and symbols. Moreover, no two individuals shall have the same mind maps. Mind Maps are an individualised form of instruction where the creators' experiences and imaginations are reﬂected. Mind Map is a whole brain thinking tool and stimulates the brain like no other graphic organiser.

accordance with the way the brain is naturally designed to learn, as they do not want to leave their comfort zones. Change is inevitable and we need to change the rudimentary 'one size ﬁts all' approach.

What is Mind Mapping? A Mind Map is a powerful graphic technique which provides a universal key to unlock the potential of the brain. It harnesses the full range of cortical skills – word, image, number, logic, rhythm, colour and spatial awareness – in a single, uniquely efﬁcient manner. A diagram that is used to represent words, ideas, tasks or other items linked to and arranged around a central key word or idea is called a Mind Map, often referred as 'the Swiss army knife for the brain'. The principles of Mind Mapping are: Stimulation, Association, and Imagination.

Power of Mind Mapping: The power of Mind Mapping if transacted with a conscious effort will have a tremendous impact. Mind Map has an immense power to equip the student fraternity with skills that can boost their potential by multiple times. The earlier we adopt the technique of mind mapping the better it shall be for the student community to preserve their uniqueness in learning. Mind Map helps the learners to be more in sync with their surroundings thus creating a more sustainable lear ning community.

How to Create a Mind Map? The information contained in a mind map is the same as that of any continuous form of text but the most important difference is that information is not presented in lines and rows using a monotonous colour. Mind Map uses a

Mind Maps can help students embark on a journey of self-discovery and blossom into students with diverse abilities. These students can in their turn pass on the fun and active learning environment to the next generation of learners. 24

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chunks of information Contribute in transforming assessments which are an unavoidable reality Ÿ Help in retention as graphic organisers are used to display information Ÿ Can be used for testing the previous knowledge of the learners; to develop the lesson during teaching; for brainstorming; for summarising; for evaluating the content Ÿ

The effectiveness of mind maps has been repeatedly validated by various researchers. Apart from gaining conﬁdence, mind map users have an extra edge over the non-users and there seems to be no ﬂip-side to using mind maps except that you may become addicted to them.

Mind Mapping is a habit that we need to develop in our learners. As, habits are often learnt by imitation, the teachers serve as the best role models for students to learn and eventually master this art. This will lead to a more humanised and less mechanised learning environment for students who need to be nur tured in an atmosphere of care, understanding, and respect while conserving their uniqueness.

Those who are technology addicted also need not be disappointed as softwares are available to assist. Though I would personally always prefer the beginners to initiate with a handdrawn map and once they fall in love with this technique they may use softwares to ease their efforts and create more maps in lesser time. Some popular softwares are iMindMap, C o n c e p t D r aw M i n d M a p , N ova m i n d , MindMeister, etc.

Why do we need to develop the Mind Mapping culture in our classrooms? Mind Maps has multi-dimensional beneﬁts to every learner at different stages. Some beneﬁts are: Ÿ Add an aesthetic element to the classroom and help learners explore their creativity Ÿ Flexible and applicable to almost any topic, any subject and at all levels Ÿ Sustain the interest of the learners by use of colours, pictures, images, key words, personalised symbols, etc. Ÿ An individualistic form of learning Ÿ Help students correlate between subjects and between different content Ÿ Provide a platform for learners to link the new learning with their past learning thus transferring it from short term memory to long term memory Ÿ Assist in effectively representing greater

There is an urgent need to bring about the mind mapping revolution and the sole responsibility of initatiating this transformation lies with the teachers. We all should work towards bringing a mind map culture to the extent that people follow and like each other's mind maps on Twitter, Facebook, and other social media. Let mind mapping become a global phenomenon. Let us revive the uniqueness in every learner. Let us gift the art of creativity to our children and promote a healthy learning behaviour. Mind Maps are the much- needed break that our students are desperately awaiting in education. 25

gargeemitra@yahoo.com

INNOVATION

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Rote learning is a passe Aditi Mukherjee

s. Aditi Mukherjee, the Principal of GEMS Akademia International School, began her career in 2000 as a Teacher. She has managed ICSE and ISC divisions of the School, Teacher Training, departmental Coordination, Introduction of E-Learning, and Board Examinations. She has also been in-charge of the Academic Delivery and Quality Control. She became the founder Principal of Usha Martin School in 2010 and set up the new school Policy Formulation and Governance, Strategic Objectives and its Implementation. During her 17-year career she has also handled Curriculum Delivery, and other Administration processes from Recruitment to Mentoring and Handling Stakeholders. In 2012, Ms. Mukherjee became Principal of Vibgyor School, Bengaluru where apart from teaching English she is also the Cost Centre Head managing people, systems and processes.

Teaching pupils should start at the human level. When natural curiosity is kindled in students, as educators, we can be sure that the love and eagerness for learning will become their lifelong companion. Education is all about building characters, and not mere 'human robots' who work on commands. Children have unique ways of recalling and retaining content and that uniqueness must be respected and supported by educational institutions.

actively participate in the learning process makes for a successful learning experience. Teachers conduct experiments to demonstrate scientiďŹ c processes and children are encouraged to write reports on the same. This way, they prove to the teachers how much they have comprehended. This should ideally be the process of teaching in class than rote learning or the traditional lecture method that many of us have grown up doing!

â&#x20AC;&#x153; New age schools In fact, the education system has changed in these years and teaching through creative methods are promoted by schools across the country and around the globe.

Age appropriate topics taught with the help of experiments makes every lesson student centric and yields better understanding and retention. Today, teachers cannot just resort to notes, text books and lectures. With the advent and advancement of technology, a plethora of options have become available for teachers, students and parents. Keeping this in mind the teaching learning process has also undergone a sea change. The process of teaching-learning cannot be conducted in isolation anymore.

The uniqueness of pedagogy makes each school special and different from others. Activity based learning where students and teachers

What was luxury, even a few years ago is a necessity now. Projectors and audio visual aids are extensively used in the day to day teaching

disapprove rote learning

OCTOBER 2017

strategies between layers of reading; whether to explain the concept of the Setting, Characterisation, Atmosphere or Figures of Speech. Another pertinent example that is done in class is while explaining a story, 'Virtually True' by Paul Stewart that uses four imaginary virtual, psycho-driven games. The eager students were allowed to come into the foreground. With a c t ive p a r t i c i p at i o n i n s h a r i n g t h e i r experiences of the virtual world, online gaming or necessary gadgets like a visor or helmet. They were found to be most keen to take up independent research-based projects on the topics. Offering them a chance at presenting their own presentations that only motivates them further along with boosting their conﬁdence, pride, and morale. They feel empowered and happy! The educators also achieve the objective of assessing their Language skills as well as Information and Communication Technology.

learning process. Questions asked by pupils and their answers deﬁne a 'good' class and help differentiate it from a 'mediocre' class. But this can happen only when schools are freed from the 'target-driven, exam-obsessed' culture and replaced by a system which focuses on developing a pupil's 'character, resilience, selfesteem, and character'.

Meaningful learning occurs when students build the knowledge and cognitive processes needed for successful problem-solving. Problem-solving involves devising a way of achieving a goal that one has never previously achieved. This also involves the teacher's participation as an agent to promote learning. Students understand when they build connections between the new knowledge gained and their prior knowledge. Interpreting occurs when a student is able to convert information from one form of representation to another. That sums up the very task of a teacher!

Let us consider a lesson of English Literature in a grade VIII classroom that is occupied by enthusiastic and curious young, adolescent students. The text in focus is a vintage shortstory called 'After Twenty Years' by O. Henry. First things first, nothing precedes the ability to read the original text written in the English language and be able to comprehend it at the foundational level. The learning objectives must set it as the topmost priority and strive to implement the reading skill in practise in multiple ways. The devices may include group reading, individual reading, pair reading, instantaneous role-plays and even complimentary dramatisation! Through this very first basic step, the teacher plays the significant role of the facilitator. It is the educator's prerogative to introduce or interweave different teaching-lear ning

A child placed on the 'hot-seat' of a creative challenge will churn out to be his/her best self maybe not in the ﬁrst, second or even third attempt. What will result here, is the willingness to perform better, analyse, introspect and hone the desire to achieve perfection. 27

principalakademia@gemsindia.co.in

INNOVATION

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Bilingual Education Dr. L. Mahespriya

r. L Mahes Priya is currently working as an HR at Orison Academy, Coimbatore . She has a Doctorate in Social Work with specialisation in Medical and Psychiatric Social Work. Dr. Priya has been earned the University Rank for her Master in Social Work (MSW) from The Bharathidasan University, Tiruchirappalli. She has also worked as an Assistant Professor at Mar Gregorios College of Arts and Science, Chennai and in Karpagam University, Coimbatore and as a Counsellor at Imayam Social Welfare Association, Coimbatore, India. She has served as a Research Guide for more than 80 Post Graduate students of Social Work. She is a regular writer and columnist whose articles have been published in many reputed publications. She is also a recipient of 'Mother Theresa Young Social Worker’s Award' 2011 by Puthiya Puyal press club Association, Coonoor, The Nilgiris.

It produces bilingual who think in both the languages. Co-ordinate Bilinguals learn one language at home and second at school. So, the neurological components of both the languages remain separate.

The history of language is replete with examples of language contact leading to bilingualism. It is generally deﬁned as the demonstrated ability to engage in communication via more than one language. A person who is able to produce complete and meaningful utterances in two languages is said to be a Bilingual. Two modes of reality and two orders of sensitivity to the wonders of the world. Bilingualism has been treasured by social and intellectual elites throughout the world and the ages. In the ﬁrst stage of bilingual education programme, attention is on the ethnic language and then it is shifted to the national language as an unifying force. The needs of the learners in terms of their personal circumstances come as the next step. Types of Bilingual The pursuit of various instructional methods produce two types of bilinguals. The compound or interdependent bilinguals and the co ordinate or independent bilinguals. The former learns both languages in the same context and both depend on the same neurological components.

In second language learning the use of linguistic and non-linguistic context of language leads to confusion and ambiguity. Difﬁculties with our pupils involve social 28

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Bilingual method is the combination of the direct method and the grammar translation method.

Suggested Procedure in Bilingual Teaching First the teacher reads out a dialogue to the class. The students listen to the teacher with their books closed Ÿ The students repeat the lines with the teacher with their books opened. The second reading can be translated in bilingual Ÿ The teacher can teach through a documentary ﬁlms Ÿ

unease at using the target language and need fo r t h e q u i c k e s t a n d e a s i e s t w ay o f communication. Mother-tongue comes to his/her help with its affective involvement. It is used for quick, infor mal check on comprehension. For clear understanding of explanations and instruction and of foreign vocabulary items and structures also mothertongue can be made use of.

Bilingual Environment A learning environment includes the physical, social, and pedagogical context in which learning occurs. An innovative environment supports strengths-based teaching and learning. It offers students and teachers ﬂ e x i b i l i t y, a g e n c y, u b i q u i t y, a n d connectedness.

“ The compound or

The Environmental Studies programme is strongly committed to the principle that making connections to 'real' research problems is invaluable for experiencing the in depth of the discipline in which students are working.

interdependent bilinguals and the co ordinate or independent bilinguals are two types of bilinguals

Bilingual education as it is practised in the public schools means teaching non-English speaking students to read and write in their native tongue, teaching them content in their native tongue and gradually transitioning them to English. Nelson Mandela once said, “When you speak in a language that someone understands it goes to his head, but when you speak in his native language, it goes into his heart. That's what happens for many of the children who are acquiring a second language in this country. When you speak to them in their native language respectfully they will always remember.”

Principles of the Bilingual Method The understanding of words and sentences in foreign languages can be made easier by the use of mother tongue Ÿ There is no need to create artiﬁcial situations for explaining the meaning of words and sentences of the target language Ÿ

lmahespriya@gmail.com

MENTOR THOUGHTS

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Today a Reader, Tomorrow a Leader Dr. Sagneet Kaur

r. Sagneet Kaur works with LXL Ideas in the Research and Development domain. She holds a Ph.D. in Psychology with more than 9-years of experience in the area of Cognitive Developmental and Applied Psychology. Her doctoral research entitled 'Facilitating Ego-Identity Formation in Adolescents: A Psycho-Educational Intervention' was to design and test the impact of an identity-related intervention on ego-identity establishment in adolescents. She was appointed Research Intern by Maulana Azad National Fellowship, which included full-time teaching assignments for postgraduate students in the university. She has maintained her connection with the industry by leveraging her skills in the domain of Behavioural Sciences to develop Marketing and Pre-Launch Plans for various companies. Applied Psychology and Impact Measurement have been her areas of major interest.

Pursuing a habit or a hobby that relaxes our mind and body is considered Leisure time. Usually, Children guided by natural instincts and accompanied by their socio-emotional development tend to get excited with leisure time. Among many physical and intellectual activities, reading books or valuable content is found to be one of the most powerful tools that can empower one's intellect and result in a holistic development.

Girls value strong writing (36% boys & 44% girls), reading skills (54% boys and 66% girls) and social skills (31% boys & 40% girls) as compared to boys, who value computer (50% boys & 39% girls) and physical/ athletic skills (45% boys & 26% girls)

Reading can be described as an activity, a process and a mindfully selected task to grasp information about something. Everybody is a reader but they prefer different genres of books. Ÿ Research evidence suggests that despite having their reading preferences children like both series and non-series content equally, whereas they are more inclined to read ﬁction as compared to non-ﬁction ( S c h o l a s t i c , 2 0 1 5 ) . A n o t h e r s t u dy conducted by Mishra & Yadav (2013) found that girls prefer to read story books (41%) and epics (26%) more, followed by comics (17%), jokes and magazines (6%) and magic books (4%). However, boys like to read jokes (25%), comic books (22%) and magazines (21%), followed by the story

“What we eat deﬁnes our physical health, similarly what we read deﬁnes our mental and social health”. Ÿ Research conducted on reading indicates that parents feel reading relaxes the mind, increases imagination and teaches culture. Good and valuable content can have a powerful impact effect on young minds. Research indicates that 87% children cited reading books which help them initiate h e a l t hy d i s c u s s i o n s w i t h f r i e n d s (Scholastic, 2015) Ÿ Younger children (aged 6-14 years) consider reading as most important skill while for older children (aged 15-17 years) 30

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(13%), epics (11%) and magic books (8%). Among magazine reading habits, girls prefer reading Reader's Digest more (39%) , followed by ﬁlm fare (31%) and other magazines (30%), whereas boys prefer reading other magazines (42%) more as compared to ﬁlm fare (30%) and Reader Digest (28%). Ÿ On comparing the reading of children on three newspapers, it was found that both girls and boys like to read Indian Express (50% girls and 38% boys) more followed by Times of India (36% girls and 31% boys) and Dainik Bhaskar (14% girls and 31% boys). Ÿ

“ Children have

started preferring reading books online or go for ebooks and book readers like Kindle

and are about the experiences that their child has in life (35%). Reading for fun always seems to relate to the emotional core of the reader. Research done by Scholastic in conjunction with YouGov (2015) highlighted: More than three-quarters of children aged 6–17 and 89% of parents believe reading books for fun is very important Eight in ten children aged 6–17 say they love reading books for fun with girls being more likely than boys to say they love reading books for fun One-third of children aged 6–17 report they are frequent readers, but overall, nine in ten kids say they read books for fun at least one day a week While half of the children aged 6–17 say they read books for fun mostly out of school, one-third say they read at home and school about equally, and 13% say they read for fun mostly in school

Research says that: More than six in ten children aged 6–17 have read an ebook; this likelihood increases with age. Ÿ Eighty percent of children aged 6–17 agree they will always want to read print books, even though there are ebooks available. Ÿ

Parents Look for Good Books At:

Therefore, research suggests that while picking up any reading content for children aged 6-17 preferably pick something on the basis of the following (Scholastic, 2015) Ÿ Older children are more likely to pick and read problem-solving, mysterious and scary content as compared to younger kids. Girls, as compared to boys prefer reading books that make them laugh or fuel their imagination. Ÿ Parents want their children to read content that makes them laugh (61%), provide role models that they get inspired from (53%)

Book Fair & book Clubs (68%) Bookshops (63%) Libraries (61%) Online (44%) School Reading (36%) Social Media 25% Authors & Readers Blogs (25%)

MENTOR THOUGHTS

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Benets of Reading According to Parents(Scholastic, 2015) (45%) New Experiences

Vocabulary & Language (69%)

(45%) Emotions & Problem Management

Inspiring Characters (56%)

(44%) Achieve Success in School

Imagination (55%)

(38%) Time Away From Technology

Relaxation (47%)

(18%) Forget Real Life Issues

Reading Habit (47%)

Inculcating reading habits among children Parents and school play a major role in inculcating reading habits among kids, . Research says that parental reading habits have a great inﬂuence on the child's reading habits. One of the major factor cited by research is the parents reading aloud in front of children from an early age help children developing reading habits. Research has found that 85% of younger children feel great when their parents read aloud.

time to read books in the school but only 11% follow the routine and utilise this time properly Nowadays, Reading Trends are changing with digitisation, the ﬂair for reading and comprehending things online is also increasing day by day. With the advent of social media and social networking sites, the technology is getting hold of kids bringing the reading for fun to a fast end. KPMG media and technology report (2015) highlighted few important facts: Ÿ Smartphones users are expected to cross 690 million from 180 million in 2015 Ÿ Wireless internet users in India are likely to cross 790 million in 2020 with more than 60%users using the internet on mobile phones Ÿ Worldwide virtual reality gaming market reached to USD5.1 billion in the year 2016 with installed base of 55.8 million users Ÿ Video consumption grew at a CAGR 62% between 2015-2020 Ÿ On an average Indians spend 186 minutes per day on the devices, of which 30 minutes spent playing mobile games Ÿ 78% of Indians prefer watching video content in local languages Ÿ 56% of Indians showed preferences for video content Ÿ 85% love to consume short-form video content (under 10 mins) on smartphones as against 71% on laptops Ÿ Among the apps installed in the year 2015, gaming apps had the maximum share

Children develop reading habits if (Scholastic, 2015): Ÿ Parents are frequent readers (57%) Ÿ Parents show conﬁdence in picking best books or content for children, 65% children go to parents, followed by teachers/librarians (45%) and friends (42%) to seek help in choosing the books to read Ÿ Parents like reading books for fun (92%) Ÿ Parents or school give chance to the kids to pick books of their own choice (93%) Ÿ Children get a chance to independently choose and read the content of their choice. Children aged 6-17 love to read what they choose independently (72%) and what they like (87%). 90% of children aged 6-17 feel proud and have a sense of accomplishment when they ﬁnish reading a book of their own choice. Ÿ School give opportunity to read books of choice independently during the school hours, 50% of children get the designated 32

OCTOBER 2017

Strategies used by Parents to Inculcate Reading Habits In Children (41%) Routinise Reading Every Day

Gifting Books (51%)

(35%) Read & Discuss Books

Choice Of Books (51%)

(31%) Provide eBooks

Suggest Different Books (47%)

(27%) Limited Screen Time

Reward for Reading (44%)

(26%) Watch Book Based Movies or Shows

Print Books At Home (43%)

Take To Libraries & Bookshops (41%)

(23%) Child's Teacher Choose Book

time online on popular social networking sites has been found to increase with age. Older children show more such habits than younger children (Scholastic, 2015)

(70%), followed by e-commerce (30%), communication (25%), travel (20%), entertainment (9%) and other (5%)

“ Reading Trends

There is a paucity of research on what content children try to search and read online. But the changing trends have indicated that with the advent of a new era of technology, educators especially parents need to map what today's kid like to read online. This also highlights the need to have governmental regulations on under age content and keeping a check on the content being made accessible to the children.

are changing with digitisation Research indicates that as a result, the attention spans of human beings are decreasing. A study conducted by Microsoft (2016) stated that the attention span of human beings has fallen down from 12 in the year 2000 to 8 seconds in 2016, which is less than the attention span of a goldﬁsh (Watson, 2015). The attention spans are bounded by the level of interest. Research says that children are adversely affected by the after effects of indulging in too much social media.

With parental and school support in choosing the right content online and ofﬂine will help positively channelize the Indian youths' reading habits towards the healthy future. References Mishra. K & Yadav. B, (2013). A study of the library reading habits of students of the senior secondary section in some in English medium schools of Mandleshwar city. Social Science & Humanities, 4 (1)

Nowadays children feel pleasure reading and experiencing online content in the form of videos, apps, articles, and blogs online. 85% parents acknowledged their kid's involvement with excessive screen time; where 55% parents citing their children prefer to be on electronic devices than reading something ofﬂine (Scholastic, 2015)

Scholastic in conjunction with YouGov (2015). Kids & Family Reading Report: India. Watson.L. (2015). Humans have shorter attention span than goldﬁsh, thanks t o t h e s m a r t p h o n e . T h e Te l e g r a p h . Re t r i eve d f r o m http://www.telegraph.co.uk/science/2016/03/12/humans-have-shorterattention-span-than-goldﬁsh-thanks-to-smart

The tendency to visit and spending maximum 33

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MENTOR THOUGHTS

Together We Stand, Divided We Fall Kalpa Kartik, Editor-in-chief, Mentor Magazine, Director, LXL Ideas

"Boredom is a disease of epidemic proportions. Why are our schools not places of joy?" -John I. Goodlad, A Place Called School

Ÿ Ÿ Ÿ

Learning is meant to be a joyful experience, for students as well as for other stakeholders of the schools. In light of the recent episodes that have come to the forefront, schools are under scrutiny and the entire teaching and nonteaching faculty are under the radar, making SCHOOL EXPERIENCE stressful and exhausting. Perhaps shifting the focus from just academics to other areas of running a school is what the leaders of school need to focus on today.

While every position in the school has a speciﬁc task assigned and growth graph, the role of the leader though well-deﬁned fails to grow with the same vigor. Finding successful learning network communities: Ÿ Help share best practises Ÿ A l l ow s u s e o f i n q u i r y - b a s e d a n d collaborative coaching model to discuss and solve challenges Ÿ Help maintain a sense of mutual accountability Ÿ Inculcate a feeling of commitment among to help each other by sharing their learnings Ÿ Help analyse leader actions Ÿ Inculcate a sense of mutual responsibility and inspire

Great ideas do not belong in a vacuum, each one of us as an educator has to continuously strive for excellence by sharing our ideas. Only under a unified fraternity will education attain its ultimate goal of making every student ready for 'Life'. It is high time for us to start learning, unlearning and relearning from others beyond boundaries and reciprocate. But learning is almost impossible when you are firefighting every day. So then how do you make this work for yourself as a leader? Ÿ Seek out networks and groups that share the same concerns Ÿ Network and connect Ÿ Interact and grow

Share experiences and learn Collaborate and build a team Follow your passion

Be aggressive about learning and support and train yourself. As leaders at the top, you may often feel lonely and responsible for not only students but adults as well. But to be a successful leader, who has a life beyond the dayto-day challenges, you need to understand that 'you are not alone in this journey.'

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