ScooNews - May 2018 by ScooNews

Children must be taught how to think, not what to think

Volume 2 Issue 10 May 2018 CHANGING TEACHERS’ LIVES EVERYDAY, EVERY WAY!

Margaret Mead

Group Editor Ravi Santlani Editor Nichola Pais Deputy Editor Parvathy Jayakrishnan Reporter Anushka Yadav, Anshu Pande, Ashima Sharma, Anuj Kr. Website Team Vaibhav Ramchandani, Pranav Sharma, Ojas Godatwar, Gaurang Mandhana Art Direction Rexsu Cherry Design CP Sharma Advisory Board: Anand Kumar, Founder, Super-30 Dr Jagpreet Singh, Headmaster, The Punjab Public School, Nabha Dr Neeta Bali, Director- Principal, G D Goenka World School, Gurugram Dr Swati Popat Vats, President, Podar Education Network & President, Early Childhood Association India Geeta Dharmarajan, Founder & President, Katha Lt Gen SH Kulkarni (Retd), Director, Mayo College Meenakshi Uberoi, Education Evangelist, Founder, De Pedagogics Nishi Misra, Principal, Scindia Kanya Vidyalaya, Gwalior Sandeep Dutt, Founder & Chairman, Learning Forward India Skand Bali, Principal, The Hyderabad Public School, Begumpet Pics Pressfoto Pixabay, Shutterstock Cover Design ATLT Inc Founder & CEO Ravi Santlani Vice President Operations Vinay K Singh Vice President PR Vanya Bhandari National Sales Head Pankaj Sharma BD Executive Yashwant Parmar, Shivam Joshi EDITORIAL OFFICE EduPulse Media Pvt Ltd, J-3, Jhalana Institutional Area, Second Floor, Jaipur 302004 India Email: editor@scoonews.com FOR ALL SALES QUERIES Pankaj Sharma +91-74120-27891 sales@scoonews.com FOR SUBSCRIPTION +91-72405-17913 subscribe@scoonews.com PRINTED AND PUBLISHED by Ravi Santlani on behalf of EduPulse Media Pvt Ltd PRINTED AT Popular Printers, Fateh Tiba, MD Road Jaipur, Rajasthan, India. PUBLISHED AT, J-3, Jhalana Institutional Area, Second Floor, Jaipur 302004 India Editor : Ravi Santlani Publishing Date: 10 May ‘ 2018 Total number of pages 52, including Covers

STRAIGHT TALK

Nichola Pais

Life skills education: Are we giving it the importance it deserves?

lenty of information is not education and students are not just a data bank. The main aim of education is to bring out a good human being. It is the need of the hour to inculcate value education, life skills, experiential learning and physical fitness in our daily life.” That was HRD Minister Prakash Javadekar summing up the true aim of education. However, our schools, where a good chunk of that life skills education is meant to happen, might be lagging behind sorely… The movement has already been kick-started with the National Curriculum Framework (NCF) 2005 emphasising on constructive learning experiences, and on the development of an inquiry-based approach, work-related knowledge and broader life skills. Central Board of Secondary Education (CBSE), in 2005 had introduced life skills education as an integral part of the curriculum through Continuous and Comprehensive Evaluation (CCE) and developed life skills manuals for teachers based on the 10 core life skills identified by WHO. Sarva Shiksha Abhiyan (SSA) also has life skills training for girls in upper primary classes. However, while there have been concerted efforts around life skills, curriculum integration and teacher development remain weak areas. As pointed out in the paper Status of Life Skill Education and Its Practices in India by Divya Singh and Dr Poonam Sharma, many of these efforts take a general approach to ‘life skills information delivery’ (sometimes more as moral/ values education) without a particular context. In order to be effectively delivered, life skills need to be age-aligned, and inculcated in schools that are inclusive, with trained and motivated teachers who can employ participatory and experiential teaching practices. It might seem like too enormous a task… but whoever said skilling children for life was easy!

FIND US ON

May 2018

CONTENTS

18 COVER Life skills: Preparing our children for life itself It is crucial to empower children with the right social, critical and thinking skills to deal effectively with the challenges of everyday life, writes Nichola Pais

30 Feature: Motivation theory in classrooms

OPINION : Embracing Educational Innovation

INITIATIVE: NISA and Private Schools: Bridging the Gap

Bringing Hindi Back Raman Bansal, Director, Scholar’s Pride School, Dhuri (Punjab), shares insights on regaining Hindi’s diminishing shine

26 FEATURE Strategies for effective classroom management

TECH IT OUT: How Twitter can transform teaching…

Ten sure-shot tips teachers can adopt to establish a climate conducive to learning

OFFBEAT: young artists and sportspersons

May 2018

YOURS TRULY WORTHY HONOUR ScooNews being acknowledged by the honourable CM of Rajasthan is truly commendable. Great job, ScooNews for keeping us informed about new approaches to teaching and all possible news from the education sector that we need to know. Keep up the good work and may you grow to greater heights. Siddharth Verma, New Delhi

WELCOME MOVE It is good news indeed that private coaching centres in Chandigarh will not be permitted to give tuitions to school-going students from 8 am to 3 pm for 60 days from July. This step has been taken in public interest, as the tuition timings of these coaching centres clash with the school time of children, which act as a deterrent to the students from attending school. This is a very welcome step! Gyan Banerjee, New Delhi

VALUABLE READ In this age of high stakes tests and

severe parental pressures, teachers need to be aware of the latest news, practices and professional development resources in school education in general and teaching in specific. This is where I find ScooNews as a very valuable resource. The content is crisp and the writing professional. I thoroughly enjoyed your article on quotes from Prof Mitra. Very inspiring. Rama Velakumara, Vishakhapatnam

motivating them,” said Bill Gates, “the teacher is most important.” I believe that Prof Mitra has hit the bullseye when he says that teaching must evolve with the evolution of technology, teachers must learn to become facilitators instead of lecturers since the new generation of kids likes to explore and learn. We as educators must be there to help them with the right inputs and resources. Kapil Jha, Patna

CONSTRUCTIVE METHODS

WORRYING RESULTS

Prof Mitra has some very unconventional thoughts about teaching and I believe that this is something schools in India really need to explore. He provides such great insight into moulding the education system according to the present rather than sticking on to age-old methods of teaching, which are clearly obsolete today. Malini Raja, Bangalore

Poor performance of government schools in Nagaland is a matter of concern. In the High School Leaving Certificate (HSLC) examinations conducted by the Nagaland Board of School Education, of the 294 government schools, 27 recorded nil pass percentage while just 12 schools scored hundred per cent success. The nil pass percentage has been attributed to the lack of sufficient teachers, nonavailability of subject teachers to teach mathematics, science and English, neglect of rural schools and the weak foundation of students in government schools. As an educator myself, corrective measures must be implemented immediately. Shakti Kumar, Guwahati

FACILITATING EDUCATION “Technology is just a tool. In terms of getting the kids working together and

MONITORING SMARTPHONES Recently I read UK’s Culture Secretary Matt Hancock’s views on children and smartphones. He said it is up to parents to set boundaries around their children’s use of the internet and has condemned unlimited and unsupervised access to smartphones, as it impacts children’s mental health. “This backs up every parent’s instinct; that children must be protected,” he says. This is something we, as parents, need to apply in our children’s lives. Joanna Kumar, Pune

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May 2018

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TRENDING High Power Committee to re-examine the system of conducting CBSE board exams

The Ministry of Human Resource Development took an urgent step to prevent future leakages by constituting a High Power Committee to examine the entire system of conducting the CBSE Class X and Class XII examination. Shri Vinay Sheel Oberoi, Retd. Secretary (Higher Education), MHRD was appointed as the Chairperson of the 7-member High Power Committee. Three essential terms of reference of the Committee were decided, namely: (a) To revisit all aspects related to the security checks built into the system as a measure to ensure that the question papers aren’t tampered before reaching the examinees. (b) To examine and assess all areas of potential weakness in the present system of transporting question papers from the printing presses to the examinees. (c) To suggest ways in which the system can be made more secure with the use of technology and minimization of human intervention. The committee consisted of other members including: Shri Pavnesh Kumar, Retd. Controller of Examination, CBSE and Former Secretary, UP Examination Board Prof. J.S. Rajput, India representative on the executive board of the UNESCO former director, NCERT and former Chairman NCTE Prof. Vasudha Kamat, Independent Director, IRCON & Former VC, SNDT Women’s University Prof. Krishna Mohan Tripathy, Ex-Director of Education, UP and Chairman Board of High School & Intermediate Education, UP Senior representative of DG, NIC Joint Secretary (SE-II)

May 2018

QR codes in NCERT textbooks from 2019

Union HRD minister Prakash Javadekar announced that NCERT published textbooks will carry QR codes from next year, which will provide web links to videos or related reading content to help students understand subjects better. Quick Response (QR) Codes are machine-readable codes consisting of an array of black and white squares, which essentially encode web link as graphics that can be read by a smartphone camera. He was quoted saying, “From 2019, books will be energised, carrying QR codes, which would allow the students to access films and additional material to supplement the chapter.” The minister also said that a committee has been formed to look into the issue of promoting digital board by replacing the blackboard to improve quality of education. NCERT published textbooks with QR codes will provide an enormous web of on-the-go content, which can be scanned and accessed through a smartphone camera.

More than 10 lakh candidates appear for 6th edition of JEE (Main) 2018 offline exam On April 8, 2018, approximately 10,43,739 lakh candidates, registered for admission to various Undergraduate Engineering Programmes in institutions such as NITs, IITs and other centrally funded technical institutions, appeared for the 6th edition of JEE (Main) 2018 offline exam. Conducted over 112 cities with a total number of 1621 centres, the JEE (Main) was supervised by the Chairperson, Secretary, Executive Director (JAB) and the team of other officials of CBSE. It is also an eligibility test for the JEE (Advanced), for students seeking admission to the undergraduate programmes offered by the esteemed IIT and ISM Dhanbad.

Madagascar receives $100 million to improve learning outcomes The World Bank Group and the Global Partnership for Education (GPE) approved a grant totaling $100 million to improve learning outcomes within the first two sub-cycles of basic education in Madagascar. This funding, the highest received so far to support education in Madagascar, consists of a $55 million grant by the World Bank’s International Development Association and a $45.7 million grant by the GPE. It will support the implementation of reforms outlined in the country’s Sectoral Education Plan (2018-2022). In Madagascar, four out of 10 children in primary school drop out before reaching the last grade. The repetition rate for the first year of school is among the highest in Sub-Saharan Africa. About 80 per cent of the teachers, that is 80,000 teachers, have no formal teacher training. The 2016 Service Delivery

Indicators survey has also highlighted that public primary school teachers lack pedagogical competencies. The project aims to increase the number of words correctly read from 24 to 35 per minute and reduce the repetition rate (of the first two grades) to no more than 12 percent of students per year. Teacher training will also be strengthened, with a focus on teaching reading and math competency. The project will also seek to improve attendance, reduce the dropout rate, and better prepare children for school. In addition, 1,000 early learning centers are planned to be established in partnership with local communities, along with the construction of 800 furnished classrooms complete with restrooms and running water. Moreover, the project will seek to improve the management of public

World Bank support for private education is conditional

schools through an equitable national school grant system and professionalizing the capacities of school principals. The project has an ambitious target of reaching more than 4.7 million beneficiaries. It plans to enroll 4.6 million children in primary school and 80,000 children in supported early learning centers, as well as train 35,000 primary school teachers, 6,500 preschool community educators, 4,000 community school-board members, and 20,000 school directors and local supervisors.

According to a new report by Oxfam, a World Bank-supported education partnership in Pakistan is failing to enroll the most marginalized children and incentivizes schools to exclude pupils who are less academic. The provisional findings on the public-private partnership, which were revealed at a side event during the World Bank Spring Meetings in Washington, D.C., “highlight some of the unintended consequences that can result in a high-stakes results-based financing model where schools are rewarded and sanctioned based on how they perform under scores.” The issue is high on the agenda at this year’s World Bank meetings, due to its new “cascade” approach to development finance, which aims to crowd in private investment to projects that were previously supported by multilaterals. Supporters say the approach can help to reach the 264 million children worldwide who are out of school. However,

many remain convinced that education should be delivered only through government and have campaigned strongly against investments in for-profit school companies by development financiers. Responding to Oxfam’s findings, Scherezad Latif, a World Bank education specialist, pointed out that 95 percent of the bank’s education funding goes to supporting public education. She also pointed out that PEF supports 8,000 schools and questioned the representativeness of Oxfam’s sample of 31. She said the majority of the bank’s support for PEF was directed toward the voucher support program which targets the poorest children, and that many of the findings raised by Oxfam are already being addressed. However, she also said the bank is moving more towards partnerships with non state actors, which includes NGOs and low-cost private schools, because there is an acute learning crisis to which there is no one-size-fits-all solution.

May 2018

TRENDING

UNICEF works to contain malaria The malaria epidemic is growing. A child dies of malaria every two minutes. Extremely unfortunate, considering it is a preventable and treatable disease. UNICEF is working closely with WHO and other partners to achieve a world free of malaria, to ensure that those who are most vulnerable to malaria receive the needed preventive and curative interventions. Renewed political commitment and funding are essential to beat the disease, which puts too many childrenâ&#x20AC;&#x2122;s lives at stake. Amongst communicable diseases, after pneumonia and diarrhea, malaria is the third largest killer of children between the ages of one month and five years. Nearly 300,000 children under the age of five died of malaria in 2016, averaging nearly 800 young lives lost each day. In order to equip children with all the necessary information regarding the possible modes of protection/ complaints, the Ministry of Women and Child Development requested MHRD and NCERT to publish the information regarding Childline (1098) â&#x20AC;&#x201C; a 24x7 helpline for children and POCSO E-box on the back of the front cover of all the course books from class 6 to class 12. Smt Maneka Sanjay Gandhi, Minister of Women and Child Development stated that the parents, guardians and teachers should remain vigilant about children as well as their behaviour in order to immediately report in the case of any suspected situation on the Childline no. 1098 and the POCSO e-Box. She also requested Shri Javadekar to popularize the above mentioned issues through NCERT publications especially through a chapter dedicated solely to these issues in social science textbooks, screening

Children under five years of age, the poorest and most marginalized, pregnant women and their unborn children are most at risk of malaria. Malaria in pregnancy adds to the deaths of mothers and young children. An estimated 10,000 women and 200,000 infants under one year old fall prey to the disease. Malaria is widespread in 15 countries. Four out of five malaria deaths occur in one of these countries: Nigeria, the Democratic Republic of the Congo, India, Mozambique, Ghana, Angola, Uganda, Mali, Burkina Faso, Kenya, Tanzania, Cameroon, Niger, Guinea and Chad. More than one in three malaria deaths occur in two countries: Nigeria and the Democratic Republic of the Congo. UNICEF, which has a country office in all of these countries, recommends

of educational films on child sexual abuse in the schools and having strict norms for employing support staff. Expected to reach approximately 26 crore school students across 15 lakh schools, the easy accessibility of this information in the hand of children themselves on a daily basis is expected to have a reasonable impression on young minds and may also deter he prospective abusers. The percolation of such useful information directly to the last mile is expected to create an environment of child safety and empowerment in the country. About POCSO (Protection of Children from Sexual Offences) E-box: POCSO e-Box is an online complaint management system for easy and direct reporting of sexual offences against children and timely action against the offenders under POCSO Act 2012. For more info, visit the POCSO e-Box : http://www.ncpcr.gov.in/user _complaints.php

May 2018

sleeping under an insecticide-treated bed net (ITN) as the most common and effective way to prevent malaria infection. Less than half of households in sub-Saharan Africa have enough nets for all occupants. In the last ten years, UNICEF has procured and helped distribute nearly 268 million insecticidetreated bed nets in more than 30 countries worldwide. Countries which have achieved at least three consecutive years with no local cases of malaria are eligible to apply for certification of malaria elimination. In the last decade, six countries have been certified as having eliminated malaria: Morocco (2010), Turkmenistan (2010), Armenia (2011), Maldives (2015), Sri Lanka (2016) and Kyrgyzstan (2016). In the previous two decades, there was one United Arab Emirates (2007).

Childline and POCSO e-Box Information provided in NCERT Textbooks

Part-time schooling in Dubai offers flexibility and choice

A pilot project is set to take off in September across several schools in Dubai. Carried out by the Knowledge and Human Development Authority (KHDA), it will enable students to attend school part-time and spend the rest of their time honing their main skill set. Called Rahhal, the project was introduced under Dubai's mission to get 10 years ahead of time. Part-time schooling is one of the many projects under the Rahhal programme. It will give parents more control over what their children are studying daily after their part-time schooling hours are over. However, it will require parents to be aware of the responsibilities that the project will encompass. The central premise of Rahhal is the transference of the responsibility for educating an individual from the school to the parent. Parents who enroll their children in the Rahhal programme will have greater personal responsibility for their child's academic progress. If their child does not complete assignments for their online courses, or is under-performing but still not taking advantage of the schoolâ&#x20AC;&#x2122;s pastoral programme, schools cannot do much to set it right. It is important for parents to understand their level of responsibility if they choose to follow Rahhal. While the Rahhal programme might not be suitable for all students, most can benefit greatly from it. Under the programme, students can utilise the remainder of the school hours to practice skills they are passionate about. Students can work with experts to hone skills such as painting, during school hours, all as part of Rahhal. This flexibility would enable students to pursue their passions and develop their talents while also benefitting from the services and expertise of schools. For those that wish, it will allow them to create a personalised set of courses which increases their chances of achieving their ambitions. Rahhal can also benefit teachers, enabling them to develop effective curriculums that suit education requirements in today's technologically advanced era.

Syrian children get education despite 7 years of war A tale of true heroismâ&#x20AC;Ś Despite more than seven years of war, violence and displacement, 4.9 million Syrian children continue to have access to education. This heartwarming reality has been made possible by large funding from donors, generosity from host governments and communities, the relentless work of teachers and the determination of Syrian children and their families. Nearly 90 per cent of children who have access to education are in public schools, both in Syria and in neighbouring countries. In Lebanon and Jordan, Syrian children have been able to join their local peers in public schools. The Syria crisis has seen neighbouring countries improve public education infrastructure, create new employment possibilities for education staff and build tolerance between host communities and Syrian refugees. While these figures are encouraging, fact remains that the seven-year long conflict has caused 2.8 million children to miss out on their education. While some of these children have never been to school, others have missed out on up to seven years of learning, making it difficult for them to catch up. Even going to school in some parts of Syria, has become a matter of life and death on account of the violence and attacks. Since the conflict began in 2011, 309 education facilities have come under attack. One in three schools can no longer be used because they were destroyed, damaged, used for military purposes or for hosting displaced families. This has its own fallout. With nearly 40 per cent of children who are out of school being between 15 and 17 years old, they fall prey to exploitation including early marriage, recruitment into the fighting and child labour. With families resorting to extreme survival measures, these problems are becoming more widespread. The risk of dropping out looms for children who are in school as they face the impacts of trauma.

May 2018

OPINION

Embracing Educational Innovation

May 2018

Capt. S.N. Panwar, Education Officer (Retd.) KVS, shares suggestions on successful implementation of innovations in education

anguages are a medium of communication. The aims of education are closely related with values. Aims change with values, change with time and change with the needs of society. Innovation means releasing the old and adding the new, as per the requirement of the modern times. Innovation deserves special attention in order to keep pace with changing conditions in society for the growth of an organization and to solve the problems by adopting better ways.

Educational innovation is a novel educational practice. Work experience or socially useful productive work is an innovation even though the idea may be similar to an old idea of basic education, where the idea of craft was the central idea. An educational innovation should also have efficacy for achieving an educational objective. An educational innovation, therefore, is new but it is efficacious. The third aspect of educational innovation is the willing aspect. It is deliberately introduced after giving due thought to it with the realisation of its significance in education. Lastly, innovations should be specific. Reforms in education denote broader meaning, which may comprehend a number of changes. As such, 10+2+3 is an educational reform but the specific changes brought in its curriculum, methods etc. are innovations, which are specific. The contemporary innovations may be better classified according to various aspects of school system viz. curriculum, instruction, methodology, examinations, administrations and organisations. For example, innovations related to curriculum are vocationalisation of education, socially useful production work, environmental studies and population education. Under instructional methodology there are innovations related to education technology like programme learning, multimedia packages etc. With regard to examinations we have objective type tests, internal assessment, grading system, open-book examinations and question bank. This is apart from school complex, institutional planning and teamteaching etc. and other innovations

related to school, administration and organization which include mobile schools, seasonal schools, three hour schooling, summer schools and other administrative structures. Various educational innovations may be classified according to their objectives: Quantitative change or expansion. Qualitative change to improve teaching-learning. Bringing social transformation, bringing school closer to society and achieving broader national objectives (socially useful productive work etc.) Out of all aforesaid innovations, the first category includes innovations like objective type tests, which are widely accepted by all. Innovations like school complex have succeeded in some places in our country. Vocational education at the Higher Secondary level is a commendable effort in Tamil Nadu, while in Delhi it is disappointing. Teamteaching and use of educational technology, for example, are not really widespread. In spite of availability of teaching gadgets, few institutions use and take advantage of available materials. Most of the recent educational innovations have not made a real dent in the educational field. They have remained at a superficial level and merely serve the purpose of window dressing. This shows that internally there is something wrong with the management of innovations in schools and colleges. A few suggestions have therefore been made. An innovation requires the creation of a favourable attitude before it could be accepted by principals and teachers. Once they develop a favourable attitude towards innovation, there is more likelihood to accept the change. This happens when people find it meaningful. The innovation therefore should be thoroughly discussed with the personnel to help them to perceive its meaningfulness from the view point of overall educational objectives and needs of institution.

Innovation once selected should be well-planned and meticulously designed. All its aspects should be spelt out in detail revealing the funds required, the size of the task retraining teachers and cost of their training, the amount required for the equipment, the need of advisors, relevant literature and the major consequent changes expected among the students, teacher and parents. Another important fact about management of innovations is that when an innovative practice is introduced to replace an old or traditional method or practice, there is usually a resistance to the change. The resistance is due to the fact that when man is used to a certain type of practice or situation, the habits persists even in the new situation. This habit does not apply only to practice but also to attitudes and value system. The greater the divergence from traditional method, the greater is the likelihood of resistance. The main problem of managing innovation is to find ways of reducing the resistance to make changes as smooth as possible. First, those involved in implementation in whatever form, should be informed of the relative advantage and other characteristics of the new practices for the purpose of comparison. This requires an accumulation of data of better results as well as communication. Secondly, the functionaries must feel that they have a part in deciding or making choices. The joint decision taken on the basis of merits of a practice would develop sense of involvement, responsibility and cooperation. Thirdly, those involved in the implementation should be clear about the operation and the criteria by which the result about its operational efficiency may be evaluated. Once the resistance disappears then the idea of educational innovation gains ground. Moreover they should have a feeling that innovations are not being imposed on them. The failure or the success of an innovation is failure or the success of the staff and not of principal or some external agency.

May 2018

OPINION

BRINGING HINDI BACK 16

May 2018

Raman Bansal, Director, Scholar’s Pride School, Dhuri (Punjab), shares insights on regaining Hindi’s diminishing shine

n India, the linguistic map is rapidly changing because of urbanisation and globalisation. India today has more than 22 languages and other regional languages but Hindi is the language that can be understood by the majority of Indians. It is a major tool for communication to exchange ideas, feelings and emotions. However, in the fast changing technology era, it is losing its importance. Its use by youngsters is now limited due to various reasons including a perception of the language being low on status or not modern enough. These are grave misconceptions. With interest in Hindi decreasing, it is a matter of concern.

Languages are a medium of communication and Hindi is that language which connects the whole country. As per data available nearly half a billion people worldwide speak this wonderful language. At the state level, it is the official language of Bihar, Haryana, Himachal, Madhya Pradesh, Rajasthan, Uttar Pradesh and Uttarakand. Secondly, Hindi also has a good presence on the internet these days and even Google recognises Hindi as the primary Indian language. Hindi is not only a language but it is our cultural heritage. Our young citizens are the carriers of the culture, history and language of the future. If they lack knowledge about Hindi, the history of any culture could vanish. It is important for the younger generation to understand that to know your language is the key way to keep and preserve our culture. In todayâ&#x20AC;&#x2122;s world of globalisation, English is accepted as a universal language of communication. One has to learn good communicative English especially if one aspires to work for MNCs. However, it cannot be at the cost of our official language, Hindi. Worldwide, many countries preserve and give importance to their own mother tongue. For example, we have China and Russia as the biggest role models, who give importance to their language. Many other developed countries also do likewise, be it, Greek, Mandarin, Latin or French. Without bias towards any language, I think the time has come for Indian citizens to move forward and make a con-

crete effort towards popularising Hindi not only in India but also at the global level. To bring Hindi back to its former position, it should be made compulsory in all schools and educational institutions. Secondly, all our adults, parents, teachers, politicians, government officials, Bollywood stars and celebrities can inculcate a sense of respect for the language, promote it through their respective professions and try to use it as much as possible. Then only will the generations to come cultivate the language in a true sense. The recently released draft of the National Education Policy also stresses on the importance of education in the mother tongue. Schools can take the following proactive steps in the interest of the nation Students in schools should be encouraged to read Hindi literature too. Hindi should be made a compulsory subject. Schools must also provide Hindi

newspapers for reading purposes. Schools should organise various Hindi competitions such as debates, poetry recitations, letter and paragraph writing and also kavi samellans. While teaching moral values, stories from Indian mythology can be narrated in Hindi. Additionally, India attracts thousands of foreign tourists by virtue of its heritage and beauty. This is a great opportunity for our youth and citizens to interact with tourists and try and converse with them in Hindi. In this simple way we can promote our language, enabling foreigners too to pick it up, thus also making for an easier and more interesting experience for them. Via these small and large steps, the usage of the language will be strengthened in our land as well as worldwide, connecting all Indians and NRIs. It will help save our rich knowledge, culture and wisdom for the coming generations.

May 2018

COVER STORY

Life skills: PREPARING OUR CHILDREN FOR LIFE ITSELF

May 2018

It is crucial to empower children with the "right" social, critical and thinking skills to deal effectively with the challenges of everyday life, writes Nichola Pais.

Nichola Pais editor@scoonews.com

ducation is not preparation for life; education is life itself,â&#x20AC;? said John Dewey. Today more than ever it is becoming clear that education is so much more than the Four Rs â&#x20AC;&#x201C; reading, writing, arithmetic, reasoning. Every true educator would wish for children to be lifelong learners, to be passionate, ready to take risks, problem-solve and think critically, look at things differently, work independently and with others, care and want to give back to their community, persevere, have integrity, self-respect, and enjoy

their life and work. The real goals of education today are to equip a child with the life skills essential to meet the challenges of everyday life.

What are life skills? It is a term used to describe a set of basic skills acquired through learning and/or direct life experience that enable individuals and groups to effectively handle issues and problems commonly encountered in daily life. The essential skills for success in the 21st century include creativity, critical thinking, problem-solving, decision-making, the ability to communicate and collaborate, along with personal and social responsibility

that contribute to good citizenship. These are essential skills for success in the 21st century, both for healthy societies and for successful and employable individuals.

Benefits of life skills Life skills help an individual meet the challenges of life in a constantly changing environment. Along with dramatic changes in global economies over the past few years, technological transformation is impacting education, the workplace and home life. It is important for students to develop the necessary skills essential to cope with stress, frustration and change.

May 2018

COVER STORY The development of life skills helps students to find new ways of thinking and problem solving, recognise the impact of their actions and teaches them to take responsibility for what they do rather than blame others. It helps build confidence in spoken skills and for group collaboration and cooperation. Students are able to analyse options, make decisions and understand why they make certain choices outside the classroom. They also develop a greater sense of self-awareness and appreciation for others. Academic success is no longer enough. In the work place, life skills help employees gain employability skills, which employers are seeking. An individual who has the ability to self-manage, solve problems and understand the business environment is definitely preferred. Working well as part of a team, managing time and people, being agile and adaptable to different roles and flexible working environments,

and possessing the potential to lead by influence, are the key life skills that are beneficial in the workplace. Developing individual life skills has a trickledown effect, impacting society and our world at large. As individuals recognise cultural awareness and citizenship, it makes international cooperation easier. When we respect diversity, it allows creativity and imagination to grow, leading to a more tolerant society. Learning skills of negotiation, networking and empathy leads to better outcomes and reduces friction.

Teaching life skills Educators across India are well aware of the urgency and significance of enhancing life skills of children today. Dr Swaroop Sampat Rawal, Founder & Vice President, Early Childhood Association, India avers, “Life skills have been defined by the World Health Organization (WHO) as “abilities for

May 2018

adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life”. Life skills include skills like social, emotional, and thinking skills— such as self-awareness, empathy, critical thinking, decision-making, and understanding and managing emotions. In this day and age of a constantly shifting environment, having life skills is an indispensable part of being able to meet the challenges of everyday life. To manage the stress and challenges of the increasing pace and change of modern life, students need life skills such as the ability to manage their emotions, think creatively and problem solve at every step.”

She adds, “Additionally, life isn’t only about the subjects in the National Curriculum, it involves learning how to think and communicate, and interpret, explore and represent our own experience and that of others. We need citizens with more than academic abilities. Intuition, creativity, adaptability, and powers of perception, interpretation and communication are the essential qualities of this millennium. These qualities are at the heart of the life skills education, but are not always recognised or nurtured in formal academic settings.” “Today's generation faces many diverse challenges; the biggest one is learning how to just BE,” feels Skand Bali, Principal, The Hyderabad Public

School. “With technological advancement, the world is now open to the children and as a result, they are smarter and faster but also lack vital life skills. Critical thinking, communication skills, conflict resolution, creativity, empathy, ethics are just some of the essential skills required for succeeding IN and AT life. It is crucial that children be taught these skills as opposed to assuming that such skills are selflearnt. If we want our children to grow up as happy, well-adjusted adults, we must teach them to not only be skilful at earning a living but also to be skilful AT LIVING. More than academic test scores, what will serve them better is practical knowledge of interpersonal skills. A major part of life outside of educational institutes is built on relationships and I know that as of now, we don’t have schools that have a course on how to build relationships!” Dr Manjula Pooja Shroff, MD & CEO, KALOREX Group, believes students

these days are exposed to a variety of experiences. “They are extremely vulnerable not only in the real world, but more importantly in the virtual world. They are targets of all kinds of online crimes as well as they are easy prey. Unfortunately the older generation at times does not even realise this vulnerability and fail to address this important aspect. It is really crucial that students are groomed in the ways of the world and the web equally and it becomes a very big responsibility of the teachers to do that.” Dr Shroff maintains, “Life skills mean a student is well versed not only in the subjects of study but all aspects of coping well in this fast paced life and com-

May 2018

COVER STORY ing out stronger and more confident. To be able to live a stress free life as they grow older and face all challenges as learning experiences. From an early age they must develop excellent communication skills. They should be able to display financial acumen, to be alert and aware of all online and real world transactions. They must also be media literate – to display netiquette on social media and also to understand their accountability and responsibility of online communications.” According to Karuna Yadav, Principal, Kapil Gayanpeeth, “It our moral obligation to make the students learn to manage and handle life’s big and small challenges effectively and not succumb to the multidirectional stress in this hyper competitive VUCA world. Worldly life - which is volatile, uncertain, complex and ambiguous needs to be tackled and manoeuvred tactfully to live to its fullest, while growing socially and productively. In this labyrinth of present day’s utter confusion in social values and educational demands, a gross lack of partnership between school and parent is taking its toll on our kids and youth. Students are to be prepared and equipped with skills to fathom unwarranted situation, for they shall have to cope with the day to day tiring situations arising when they are away from parents busy studying or earning livelihood.” Neeta Bali, Director and Head of School - G D Goenka World School opines, “We live in confusing times, with a lot of conflicting ideologies, opinions and points of view. The use of technology further aggravates the situation with unlimited access to the internet to young people. There are moral dilemmas related to basic issues like which friends to hang out with, issues related to academic honesty, how not to give in to peer pressure, how to tackle bullies, adhering to rules or exercising unlimited freedom. Young people often get

caught in situations where they need to pick between family and peer group rules - situations in which each possible course of action breaches some otherwise binding moral principle. Under such a situation, it is important that we enhance life skills so that young people are able to make careful choices, based on a set of values they may have been imbibed in school and home. Consequently, young people will need these skills to deal effectively with the challenges in everyday life, whether at school, at work or in personal lives.” Lt Col A Sekhar, Head of Schools, Alpha Education, affirms, “Life skill – noun, plural noun: life skills, a skill that is necessary or desirable for full participation in everyday life. The above definition, courtesy online dictionaries, succinctly explain the concept of life skills. In a digital world with data as the uber dominant matrix for decision-making across industries, and perhaps the world over, the increasingly unpredictable, machine driven

May 2018

world is crying out for compassion and empathy.” He goes on to share an episode that he personally witnessed… “During a lively, unscheduled interaction with middle school children once during the assembly, some of the students made patently untrue statements. Over the next few minutes, the students were made aware of the mistakes and asked to apologise. They were hugely reluctant...still they were made to do the right thing. We found the entire incident unpleasant; so a discreet counselling session followed. At least two of the students, when questioned about their reluctance to say sorry, observed that ‘Arnab Goswami never apologises for his mistakes...why should I?’” He adds, “India today is a trust deficient society with whatsapp videos and fake news leading to riots, deaths and lynchings. Thus, the importance of life skills cannot be over-emphasised. However, students are less than impressed with 19th century moralising; I am still ambivalent about teaching them life skills. We, in India are part of a deeply hypocritical society; and when teachers, who are in the tuition business give out preachy monologues, for sure it hits a wall.”

How to go about it… Dr Swaroop Sampat Rawal: “At the heart of life skills education is the learning of life skills. These capacities do not develop unaided; they have to be learnt and practiced. Teaching techniques that integrate active learning need to be incorporated into a life skills educational programme to increase its efficiency. As life skills education is a dynamic process it cannot be learned or enhanced on the basis of information or discussion alone. Expecting children to change their behaviour merely by providing information is impracticable. It must also include experiential learning. Experiential learning involves a ‘direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.’ Life skills learning is facilitated by the use of participatory learning methods and is based on a social learning process which includes: hearing an explanation of the skill in question; observation of the skill (model-

ling); practice of the skill in selected situations in a supportive learning environment (scaffolding); and feedback about individual performance of skills. Drama in education is perceived as a natural vehicle for active and experiential learning as it is an extension of the imaginative, pretend play of childhood. Intrinsically drama is a multisensory mode of learning, and can increase awareness of self and others. It can enhance communication skills, creative thinking skills and interpersonal skills through experiential learning.” Skand Bali: “A teacher's role is to spark the thought process, to give the right direction. We want our students to be a success, to be happy and fulfilled. For this, we must also provide them with the right tools. Life lessons must be incorporated into the curriculum. Teachers should not just theoretically talk about a life skill but also create an opportunity in the classroom setting to implement the lesson. Education must be value based. A teacher can format any lesson plan to impart the values of

justice, caring, fairness, ethics, good citizenship. It will add depth to every lesson. History, geography, languages, sciences even mathematics can be used as tools to impart life skills; we just need to think out of the box. A teacher himself or herself is a live example of teaching students life skill by examples be it inside or outside classrooms.” Dr Manjula Pooja Shroff: “Teachers have to come out of their comfort zones and explore new territories and adapt themselves to new and unfamiliar technologies. They have to be trained to use the new systems and given as much exposure to latest international pedagogies. New educational technologies and tech based pedagogies are the demands of the future, and it is in our best interests to imbibe them to the fullest extent. In my organization, it is important for all educators to bring up discussions of global importance in their classes and to inculcate a sense of responsibility and ownership towards the world they live in. The teachers and students work

May 2018

COVER STORY together towards making a difference in the society through initiatives taken towards social causes and participate in various forums to make an impact. Making student future-ready means inculcating goal setting skills and people skills in them. The focus has to be on building 21st century skills which will finally help the students to go out into the world and cope with the fast paced life and shape their future careers. The onus of learning will be totally on the students themselves and they will emerge as enquirers and thinkers who will have a responsible say in all matters.”

Karuna Yadav: “Right from early childhood, the kids

at home need to be taught the ability to fathom the day to day anxieties and to be more adaptable. They need to be told that it is okay to lose a race, get scolded, drop an ice cream, spill milk, to cry when hurt. Parents need to let them go out and play (with Lego, jigsaw, puzzles and board games) to enhance their logical and critical thinking.”

Neeta Bali: “Learning of subjects per se will amount to nothing if schools and teachers do not teach pupils moral values and survival skills; There should always be a hidden curriculum that is based on eternal values of diligence, honesty, kindness, optimism, and compassion. In languages and social sciences and even science, it is important

May 2018

to have warming up exercises to begin Great reads to enhance life skills: teaching of https://hundred.org/en/inno- c o n vations/teaching-life-skills-and- t e n t . It is wellbeing-in-school http://www.scoonews.com/new s/10-must-read-storybooks-forguiding-students-social-andemotional-development-3191 https://www.barclayslifeskills.c om/teachers/blog/five-steps-todeveloping-students-life-skillsfor-the-future/ https://www.thoughtco.com/tea ching-life-skills-in-the-classroom-3111025

imperative that students know not merely the learning objectives related to teaching of the subject but also associated life skills. Teachers must get students to reflect on what they learn in a class, encourage new ways of thinking, reflect on how their actions can impact others and get students to explore options to make life happier for all. Cultivating a greater self-awareness and tolerance for the opinions of others is imperative. Getting students to take responsibility by assigning small jobs and asking them to devise their own solutions goes a long way in instilling life skills and boosting morale while forming teams and grouping goes a long way in building skills of collaboration and acceptance of diversity. It is equally important to create a flexible learning environment to induce creative thinking, where young people are not restricted and can use their imagination to create solutions. Outdoor experiences and social outreach programmes must be included to foster social sensitivity and empathy. Getting students to advocate for themselves and have a conversation with an authority figure is another great way of honing skills of expression and articulation.” Lt Col. A Sekhar: “My experience across India, as a soldier educationist highlights the following: Inspiring role models matter. As teachers, students focus on our actions, not words, (especially under pressure). As teachers, are we proficient in life skills, values? Impact of parents, society, media is enormous.”

It’s never too early… nor too late! Educators unanimously agree that it is never too early to start life skills education. “Life skills are a crucial part of early childhood education. Not every life skill comes naturally, many life skills effective communication skills need to be introduced and then consistently supported and taught over and over. For example little children don't naturally know how to make good choices. Life skills help children know what to do in everyday situations as well as how to make good decisions about more abstract, long-term choices. Teaching children problem-solving and decision-making prepares them to manage peer pressure and make good decisions as she grows into adulthood,” affirms Dr Swaroop. Skand Bali adds, “As with every other

knowledge that is imparted, every concept that is taught is broken into understandable chunks depending on the age and comprehension skill of the student. Similarly, life skills are an ongoing process and should be taught to all age groups from kindergarten upwards. I believe that the young mind is fertile with immense potential and we need to sow the right seeds in it as early as possible. As I always say, one must begin right to end right! I believe every age group is an ideal age to start this exercise; it's never too late or too early.” “It is crucial to catch them young, maybe from the pre-primary levels itself,” points out Dr Manjula. “The culture will be built for this future generation to follow and get adjusted to. Small responsibilities, starting with inculcating good habits, to instilling civic sensibilities, with an attitude of responsibility towards their country and the environment is important to be developed from a very young age.” “Life skill is not a stand-alone subject which can be taught as per the time table. Nor is it a onetime exercise,” declares Karuna Yadav. “It needs to be integrated and incorporated in any and every activity from cradle to grave; curricular transaction and sports activity, as it is an integral part of education.” “Parents can inculcate independence by getting even 3-year-olds to take care of their toys, putting on their own clothes with a little help, brushing their own teeth etc.,” informs Neeta Bali. “As children grow older, the complexity can increase. Teachers can instil the same life skills through another set of activities in class by giving responsibilities and appreciating when these are executed effectively. As children grow, teach them that life is not just about themselves but about pitching in when others need support. At all ages, right up to the threshold of adulthood, it is imperative that essential life skills of problem-solving, independent thinking and articulation, decision making, critical thinking , and interpersonal relations are nurtured by educators.” According to A Sekhar, “Building up of life skills, are an ongoing process. The earlier we start, the better. Make sure that the exercises we do are age appropriate, and contextual. Most importantly, get our teachers to appreciate, understand and practice what they preach.”

May 2018

FEATURE

Strategies for EFFECTIVE CLASSROOM management

May 2018

Ten sure-shot tips teachers can adopt to establish a climate conducive to learning Parvathy Jayakrishnan writeback@scoonews.com

owever big or small, managing a classroom full of students is indeed a task for the teacher in charge. Sometimes, it turns a teacher into a taskmaster or then it inculcates more patience in him/her. Every teacher ultimately finds or adopts methods to manage students and get them to do what they are expected to do. The modern classroom presents enough challenges for todayâ&#x20AC;&#x2122;s teachers. Establishing a climate for learning is one of the most challenging aspects of teaching, and one of the most difficult skills to master.

Given below are some sure-shot tips that teachers could adopt to make the classroom more effective without burning out.

Involve students in decisionmaking Be it setting a rule for the class or deciding homework, make sure you give an opportunity for the students to express their opinion on it. Your learners are much more apt to follow guidelines they helped create. Rather than handing out a set of rules, let them join

May 2018

FEATURE

in the discussion. The rules need to be fair and practical as well. The rules can be finalised by taking a majority consensus. You also need to be consistent with the guidelines once the rules are put into practice. Many students hate it when troublemakers get away with bad behaviour just because the teacher is reluctant to take action every time. Such inconsistency should be avoided.

Encourage questioning Students should get over their fear of asking questions in class. The teacher should make sure that he/she does not talk solo for more than five minutes by encouraging the class to ask questions. The main goal of a teacher should not be to convey all that is there in the textbook. Instead, it should be to make the class more interesting so that

there is a discussion on the topic being taught. The teacher needn’t answer all the questions asked. Another student can be encouraged to answer as well. Students often learn better when information is conveyed by another student. A discussion can also improve their critical thinking skills.

Encourage group projects Working in groups can build teamwork and leadership skills. Especially now that everything has gone digital, children love to work in groups and collate information. Collaboration fluency skills are a huge asset for life after school. The working world is being affected by new communication technology and one’s ability to function in teams that are both real and virtual is important. Students also learn to agree and disagree and respect oth-

May 2018

ers’ views when they work in groups.

Make sure to praise good work Praise is a powerful tool that can spread positivity and transform the image of a student. It can uplift the entire class. If you praise a child for good behaviour, he/she will make sure to repeat it and that is precisely what you want from your student.

Create a positive relationship with the class When a student misbehaves, it is important to isolate that particular student rather than distancing yourself from the class. Even a simple statement like “You kids are so undisciplined!” gives a very negative vibe. You might be referring to just a few students who

would be undisciplined but labelling the entire class so is a wrong thing to do. This gives an impression to even the disciplined students that he/she is not impressed with them. Put-downs or purposely hurtful comments or actions are a no-no.

Give and take respect Teachers should treat students the same way that they would want to be treated. A warm greeting and a farewell at the beginning and the end of a class will be well appreciated by students. Take time to know each student personally. This may take time but it is an effort that will go a long way.

Get feedback It is important to know how your students feel about your teaching method. With feedback from your students, you may even be able to modify your teaching style and make the classroom more effective. If students are convinced that you are open to

comments and criticism, they will open up.

Provide more visual content Visuals are easier to comprehend and students retain the information longer than verbal lectures. With digitization of knowledge and classrooms being equipped with projectors and screens, it is a lot easier to present knowledge in the form of charts, diagrams and pictures. It is also easier to capture your studentsâ&#x20AC;&#x2122; attention this way.

Balance friendliness and authority It is important to be friendly with your students but it is also imperative that they understand that you are the authority and they cannot step over the guidelines you create for them. It is indeed a fine line and it is tough for a teacher to balance the two but once the understanding is clear, then you are set.

Involve them in extracurricular activities With tight schedules and extensive topics to cover, the subject teacher often fails to find time for some fun in the classroom. However, rather than sticking to your subject throughout the duration of class, engaging your students in some extracurricular activity can help them understand that you are there to encourage them. It can be as small as drawing a picture or writing a limerick. It is a medium of expression for the student and spreads positivity in the class. It is quite possible to manage your class and turn it into a well-oiled machine using some of these techniques. Each teacher is different and students will ultimately adapt to the kind of teacher you are. Effective classroom management is much more than simply administering corrective measures when a student misbehaves. It is about developing proactive ways to prevent problems from occurring in the first place while creating a positive learning environment.

May 2018

FEATURE

MOTIVATION theory in CLASSROOMS Parvathy Jayakrishnan sheds light on how teachers can help students attain the self-actualisation stage, where they perform at their fullest potential

Parvathy Jayakrishnan writeback@scoonews.com

classroom often has 25-40 students learning together and they may all be from different backgrounds and learning levels. Before expecting students to reach their true potential, teachers need to meet them at their current levels. Psychologist Abraham Maslow in his 1943 paper A Theory of Human Motivation suggested that before individuals meet their full potential, they

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need to satisfy a series of needs. This is popularly known as Maslow’s hierarchy of needs and it is widely followed in educational circles. Maslow’s theory is explained in a pyramid where the most basic needs are at the bottom. He prioritises physiological needs, safety needs, social belonging, esteem and then self-actualisation. "What one can be, he must be.” That is the true meaning of attaining selfactualisation and Maslow believed that to attain it, one must not only achieve the previous needs but also master them.

May 2018

Fulfilling childrenâ&#x20AC;&#x2122;s needs Physiological needs are those required to keep the human body functioning and they are, of course, most important; breath, water, food, shelter and warmth being some of them. Students need to have their basic physiological needs satisfied to function well. Their second most important need is safety. Safety includes personal security, financial security, health and wellbeing and safety needs against accidents/ illness and their adverse impacts. It is not enough that our children feel safe at home. They need to feel equally safe in school, whether dealing with a teacher or a security guard at the gate. The school needs to ensure that their students are in a safe and loving environment when they are there. The third level of need is interpersonal and the deep need to feel a sense of belonging. This is very important for students as they need to be able to make friends and feel a sense of belonging in social groups. Esteem is the need for students to feel valued and respected. This includes developing a high self-esteem. Children with low self-esteem tend to seek fame but in reality it does not help improve their self-esteem. On the other hand, a powerful verbal feedback from the teacher can instantly improve a childâ&#x20AC;&#x2122;s self-esteem. So, to achieve self-actualisation, all the above-mentioned needs need to be fulfilled. A teacher should not assume that a student can achieve his/her full potential the moment they enter the classroom. They need to be assessed and the gaps in their needs should be filled appropriately. To achieve physiological needs, water can be kept in the classroom for students to access when thirsty. Itâ&#x20AC;&#x2122;s a small step which can be very beneficial. Research proves that student behaviour is better when they stay hydrated. Classrooms can also provide nutritional snacks (or schools can urge parents to send them from home) to keep students active through the day. Often, students are rushing to school and they tend to skip meals. This in turn affects their behaviour in the classroom. A simple granola bar can sustain their energy levels for a few hours and they can concentrate better.

May 2018

FEATURE If a student is sleep-deprived for some reason, he/she can be allowed a short nap to get back his/her concentration. Of course, the teacher can make sure that this is an occasional thing and not a regular habit. Sleep-deprived students tend to learn less as their concentration levels are low and they tend to disturb others in class too. To ensure safety, schools need to strongly condemn bullying and ensure that every single case of bullying is severely penalised. The behaviour of school staff also needs to be monitored and any complaint from a student needs to be attended to and not brushed away.

classroom can help their students attain the self-actualisation stage, where they are performing at their fullest potential.

Goal setting Another theory that works for classrooms is called the goal setting theory by John Locke. It involves the development of an action plan designed to motivate and guide a person or a group towards a goal.

the date of submission, the exact tasks that need to be done and the procedure to do it. Challenge. The goal must have a decent level of difficulty in order to motivate the child to strive toward the goal. Say, a student is consistently scoring Cs in a subject; her immediate goal should be to bring it to a B. The goal should be challenging and achievable. Commitment. Put deliberate effort into meeting this goal. Share the goal with someone else in order to increase your accountability to meet that goal.

To ensure a childâ&#x20AC;&#x2122;s social needs in the classroom, they can be seated together and made to form groups where they learn to work and play together and share their things. They need to feel that their classroom is a family and treat one another with respect.

One of the most effective ways to stay motivated is to set goals for your students. However, the type and quality of goals you set affects how well they will work. The simple act of setting an effective goal gives them a better chance of realising that goal. Given below are several principles crucial to setting effective goals.

Feedback. Set up a method to receive information on the studentâ&#x20AC;&#x2122;s progress towards the goal.

Self-esteem of a student can be improved by providing concrete feedback. Even peer feedback is equally important. Teachers can create opportunities for students to share positive peer feedback.

Clarity. A clear, measurable goal is more achievable than one that is poorly defined. Be specific. The most effective goals have a specific timeline for completion. When a teacher sets a goal, she needs to be specific about the task. For example, while giving homework, specify

These are some ways that the school/

May 2018

Task complexity. If a goal is complex, make sure you give the student enough time to overcome the learning curve involved in completing the task. If a goal is really tough, make sure you give the student some padding so that he/she has the best chance at succeeding. After all, the goal-setting exercise is to see improvement.

May 2018

OFFBEAT

WHY WE NEED SEPARATE SCHOOLS FOR

YOUNG ARTISTS AND SPORTSPERSONS

A platform that offers the child basic academics while nurturing their field of interest is essential, writes Anushka Yadav

May 2018

Anushka Yadav writeback@scoonews.com

ll children are artists. The problem is how to remain an artist once he/she grows up” – Pablo Picasso.

While we continue to endure an archaic education system, we move further away from the current social reality. Today, the world is blessed with artists and sportspersons who are often unappreciated and have underdeveloped skills because our education system refuses to stop catering to the needs of the Industrial Revolution. Stuck in a time warp, we need to break the shell and realise that the contemporary world demands designers, musicians, dancers, painters, actors and sportspersons. Remember how as a child, we were often told to fill colours inside a given illustration without crossing the lines? What if the artist inside the child wanted to explore and innovate outside the specified lines of ‘education’? When the curriculum omits the whys of curiosity, it discourages the inner creativity that turns talent into passion; leading to loss of ability to take up an occupation in arts and sports. In his TED Talk Do Schools Kill Creativity? Sir Ken Robinson said, “Instead of growing into creativity in school, we grow out of it. Students all over the world have had more years of schooling than they care to count. During this process, students are taught that making a mistake is a sin. We have planted in our students’ minds

a picture of a perfectly, carefully drawn life.” Therefore, there arises a need for schools that allow students to pick the size that fits them best: a school that caters to the uniqueness of the student and allows him/her to develop his/her talent. Centuries to come will be dominated by robots, making it our responsibility to provide a niche to the next generation to become inventors, musicians, painters, athletes, mathematicians who can, in turn, bring humanity to another level. As put rightly in words by Pink Floyd – “A musician should be allowed to be a musician, a mathematician should be allowed to be a mathematician and a runner should be allowed to run.” However, young artists and talented sportspersons often have to juggle between the unnerving pressures of work/ field and school wherein many schools fail to cooperate and support their talent and opportunities. This results in either an increasing number of school drop-outs or shrinking mental health. Thus arises the need for separate schools for young talent and its nurturing; the STEAMS (Science, Tech, Engineering, Arts, Mathematics, Sports) approach needs to take over the STEM approach. Ideally, there should be separate wings for sports and arts which can be further divided into sections according to the subdivision of the field. For example, separate sections and classes for basketball, cricket or football players and theatre, sketching, music, and dance respectively with an option to choose a combination of subjects as well. The gap needs to be filled by a school that prepares the child with basic knowledge in terms of academics alongside their field of interest being the focal point. Teachers can be coaches and guest lecturers in the respective

May 2018

OFFBEAT

field that can equip the students with proper guidance and training to survive and succeed. For child actors, the National Commission for Protection of Child Rights (NCPCR) issued guidelines in 2011 for on-set behaviour including the avoidance of inappropriate or distressing roles for children, ensuring school hours are not compromised, regulations on the number of hours of shooting, and the presence of a child care professional on the production unit. However, the adherence as well as awareness of such rights is low. Even when the school hours aren’t compromised, the hectic shooting hours that last for about 12+ hours, increase stress and fatigue in the child. Therefore, a school for artists can help maintain the schedules of child actors while assigning coaches, social workers or counsellors that can assure a healthy mental as well as physical state of the young artist. In an interview with ScooNews, Ojas Godatwar, a young actor and filmmaker, talked about his experience as a child actor. “I’ve been doing theatre since I was 8 years old but I entered the industry at 15 when I auditioned for

Disney’s Shake It Up and bagged the role. I come from a family of artists, my father loves to write poetry, and my maternal grandfather is a flautist. He was my first director and under his guidance I fell in love with theatre. It was my mother who put me in my first theatre class; so, they never pressured me to be excellent at academics. My school principal was supportive when I decided to take a four month gap in class 8 while shooting for Shake It Up. Once, I studied for an exam on a flight and I managed to score more than I expected; but if I had a chance to study in a school that nurtures my art while helping me cope with academics, I would enrol without giving it a second thought because it would have made my life much easier as a young artist.” He further adds, “We are told that arithmetic helps in our mental development but I believe there is more flexible and positive mental development through studying subjects such as psychology, music and theatre. Thus, these subjects should be present in our curriculum.” In order to understand the struggles of a sportsperson, we interviewed Dhanraj Singh, a 22-year-old Jaipur-

May 2018

based cricketer. He shared, “I became passionate about cricket when I was 11 years old and so, while I was juggling between my sport and school, I played nationals in 2011 to continue pursuing my dream. However, the journey wasn’t an easy one because I had to keep changing schools every year; I was in one school in class 10, then in another in class 11 and again I was asked to change my school in class 12. I often had to deal with attendance issues while it became extremely stressful to change schools and tackle the unending pressure. Since CBSE board results are considered an important part in a student’s life, I felt the stress impinging on me because if I didn’t study I would fail but if I didn’t put my 100% in my game, my whole season would suffer.” When asked if he would prefer a separate school that understood his schedule, he said, “If I had a chance, I would love to go to such a school because they would understand our struggle and hectic schedule. Since, basic knowledge is necessary for everyone, such a school can focus on academics during the off-season and give us the necessary training, discipline and liberty to

grow as a sportsperson and play during the season. However, it is imperative that the school should be well-funded to offer all the necessary equipment, tools and courses that we need in our field.” ‘Artists view the world from a different perspective from the rest of us’ - It seems a truism to say this but according to a recent research, published in the journal NeuroImage, artists’ brains are structurally different as well. Using a scanning method called voxel-based morphometry, researchers studied the brain scans of 21 art students and 23 non-artists leading to comparisons between the two groups. The findings suggest that artists have more neural matter in the parts of their brain relating to visual imagery and fine motor control.

Authors further suggest that training and upbringing also plays an important role in development of their ability. Thus, separate schools for artists and sportspersons would promote a balance between nature and nurture; providing a suitable environment for a holistic development of the young talent that needs to flourish and be respected in our country. Such schools should be run by individuals who can serve as role models to youngsters from all fields and motivate them to achieve their best selves while providing them a platform that makes them feel confident in not just their domain but in academics as well. This would help create a healthy individual who can deal effectively and efficiently with the various challenges that young artists face.

May 2018

INITIATIVE

“The government has supported us verbally and has appreciated our management and control, however, we haven’t got any support on ground. We don’t have any problem with the government closing our schools but there has to be a process; there should be a competition of quality, government schools should increase their quality such that it forces us to improve ours as well. The discrimination with private schools has its effect on the child and it is high time we improve that "by" eradicating inequality"

NISA and Private Schools:

BRIDGING THE GAP

Anushka Yadav writeback@scoonews.com

ardworking men or women, whose daily bread requirements are barely met, dream of their children studying in a school that gives them the ladder to achieve a better life. Low cost schools cater to such aspirations and hopes.

Low cost schools are private unaided schools built on private lands, which are bought at commercial rates, with

May 2018

their own management committees requiring the government’s help only for recognition. Parents who send their children to these schools trust them to offer better academics, discipline and a holistic development of their child at a fee that doesn’t burn their pockets. Currently being spread in more than 22 states, NISA or National Independent Schools Alliance began its journey in 2010-11 when Parth J. Shah, President for Centre for Civil Society and NISA, along with other

enthusiastic edupreneurs made a PACT or Progressive Action Commitments to assist leaders of Budget Private Schools (BPS) and improve the quality of such schools while advocating their concerns regarding legislation, bye-laws and other immediate concerns, playing an active role in the education ecosystem by partnering with different organisations. NISA took inspiration from ISASA (Independent Schools Association of Southern Africa), a six hundred schools-strong association that monitors the quality of schools through visits every two or three months. ISASA’s recognition stands parallel to South Africa’s government recognition. However, NISA is yet to match its status to the Indian government’s recognition. While building the model of

NISA, its core committee engaged in several discussions with ISASA to establish stronger roots in the education ecosystem. “NISA was an urgent need for the country as Budget Private Schools gave the country’s students the education they deserved while it also provided a station at the national level for private schools to address and advocate the several issues and hindrances that come along the way,” explains Rajesh Malhotra, NISA Vice President. Gradually, NISA’s core committee took notice of the endless problems faced by all layers of private schools and decided to open its doors for them. The key issue that united these private schools under NISA’s banner was the unfair and bewildering inspection and regulations enforced by the government wherein all schools were required to

meet certain standards in terms of infrastructure, facilities, student teacher ratio, teachers’ training and the seventh pay commission. The government overlooked the striking differences among these schools such as their collection per annum or the number of students while governing them by the same rules. “Technically, there should be separate policies for different levels of private schools such that it meets the reality when being assessed,” points out Rajesh Malhotra. The mass demonstration ‘Shiksha Bachao Abhiyaan’ at Ramlila Maidan, Delhi by NISA was an attempt to request the government to restructure Right to Education Act, a law, they believe, is hindering the growth of education in the country rather than supporting it.

May 2018

INITIATIVE Data on School Closures due to RTE Act (as of May 2018) Sr. No.

State

School Closed* 2014

Closures Notices Served

2015-16

2017-18

2014

2015-16

Slosure Threat***

2017-18

2014

2015-16

2017-18

Andhra Pradesh

400

141

102

800

767

Assam

145

Bihar

Chattisgarh

131

Delhi

300

3000

750

1893

1563

Haryana

713

1379

1206

Jharkhand

122

350

680

Karnatka

1465

Kerla

270

Madya Pradesh

1500

394

Maharashtra

7000

193

1404

1539

Odisa

573

Punjab

1170

191

219

Rajasthan

Tamilnadu

574

746

1000

Telangana

3157

332

695

7898

7740

5629

9382

4871

Total

The government’s efforts at improving the quality of private schools are rarely appreciated by the masses. However, alliances such as NISA want the government to give them a chance to improve their weaknesses rather than terminating the school’s license altogether. This is a rational argument because they are filling the vacuum left by the government and society. Even if the schools are shut down, there is no alternative provided by the government for the students previously studying in these schools which fail to pass the quality test. The alliance decided to list quality assessment as its utmost priority and partnered with international and national organisations such as Grey Matters India to develop an assessment team for quality intervention. Outstanding students are evaluated through NAAT (National Analytical Aptitude Test) that further reflects the learning outcome of these schools. Another major issue hovering over the federation is that of reimbursement of funds for the EWS students wherein it

takes up to two to three years for private schools to get the promised funds from the government while they are mandated to march with the government’s handbook of regulations. While tackling these issues, NISA hopes for a major achievement in the form of a separate policy and committee for private schools that can create equity in the sphere of education. However, within the education ecosystem, it is imperative that schools question the biased handbook that mandates them to take only a certain amount of fee while the school’s expenditure starves to make ends meet. It is equally necessary for both government and private schools to focus on learning outcomes through a solid blueprint and implementation of teacher training programmes. Schools are the strongest medium of learning for generations and a wave of change can only be witnessed through improvement in each school across the country. In an interview with ScooNews, Kulbhushan Sharma, President, NISA,

May 2018

said “The government has supported us verbally and has appreciated our management and control, however, we haven’t got any support on ground. We don’t have any problem with the government closing our schools but there has to be a process; there should be a competition of quality, government schools should increase their quality such that it forces us to improve ours as well. The discrimination with private schools has its effect on the child and it is high time we improve that through eradicating the inequality.” Thomas Antony, NISA added that in 2017 Anil Swarup, Education Secretary, had heard their problems, assuring regarding a positive step in compliance with the demands put forth by NISA. Overall, the government and NISA can build a supportive environment and leave the choice of choosing the school to the citizens of the country i.e. the concerned parents who wish that their children attend a school that’s friendly on their pocket as well as is able to promote the healthy and constructive development of their child.

FEATURE

May 2018

GIVING

Children the Multilingual

EDGE

Nichola Pais editor@scoonews.com

ll children are linguistic geniuses,” said Glenn J Doman, in the context of multiplying a child’s intelligence. We see this effortlessly at work in our country, where children are generally comfortable conversing in at least two if not three languages – namely the mother tongue or state language, and second languages such as Hindi and English. That is, of course, provided we haven’t stopped them from speaking other languages in the fear that it will corrupt their English! Fact is, contrary to popular belief, not only does learning a foreign language not inhibit the child’s English language proficiency, it enhances and improves it.

While the West works so hard to make their kids bilingual, learning additional languages is a lot more organic and easier in India, where children pick up second languages without disturbing their language development. Children between the ages of 0 – 3 years learn effortlessly via exposure, repetition and hands-on-context, and as adults we need to stand aside and let that learning happen.

May 2018

FEATURE

Early Start

Enabling Learning

The earlier a child starts learning a second language, the better. While researchers believe that second language acquisition skills peak at or before the age of 6 or 7, others claim it lasts through puberty. However, the consensus is that it is much harder for a child beyond puberty to learn a new language. For most of us is it hard to believe that children aged three, who have not yet mastered their own mother tongue, are able to learn a second language.

Learning happens by sight, taste, smell, sound, touch and doing. Preschoolers can enhance their spoken English and learn a second language simultaneously through play, songs, fun activities, music, and stories. By seeking outside educational resources, and reinforcing the learning process at home, children can soon pick up a second language.

Research conducted by Harvard University however confirms that the creativity, critical thinking skills, and flexibility of the mind are significantly enhanced if children learn a second language at a younger age. Preschool years, more specifically the first three to four years of life, are believed to be a crucial period in a child’s life, when the foundations for attitudes, thinking, and learning are laid down. During this period, children have a natural ability to learn which should be encouraged, as it makes learning a second language as easy as learning the first. As 50% of our ability to learn is developed by age 4 and another 30% by age 8, 3 is considered the right age to learn a second language.

Expose young children to a second language via family members or help who are fluent in that language. Teachers can help by creating a positive learning environment, and being patient and empathetic. Remember to praise children for their progress which will reinforce the child’s desire to learn. Investing in language-learning software is a great option to help enhance a child’s ability to pick up a second language. Choose a kid-friendly programme available online which teaches via interactive games, videos, and quizzes. Signing up for foreign language classes is also recommended. Private classes would help children learn alongside their peers. Enrolling in extracurricular programmes conducted in a foreign lan-

May 2018

guage is also a great option. Singing, acting or even cooking classes conducted in a different language make for a language-immersive environment for children. Travelling to foreign countries or states or even a culturally-specific restaurant also adds to the immersive experience.

Pros Galore Learning a second language or a foreign language comes with multiple benefits…

Better brain development Research has proved that bilingual or multilingual kids are considerably smarter, as strengthening of both hemispheres of the brain occurs. Learning a foreign language actually rewires a child’s brain from a very young age. Using brain imaging, neuroscientists have observed that brains in bilinguals have more ‘grey matter’ in the area of the brain responsible for executive control. This part of the brain is believed to be built up by the mental effort of choosing the right language at the right time. Bilinguals thus perform better on tasks that require focusing, multi-tasking and creative problem solving.

Learning a foreign language as a child comes with tangible benefits. Children who speak a foreign language perform better on standardized tests in math and English compared to those who speak only one language. Bi- and multilingual children start reading earlier, understand grammar better and the even better news is that the mental benefits last well into adulthood. In fact, thanks to the ‘mental reserve’ built up by bilinguals, the onset of dementia is offset by 4.5 years.

Better Linguistics Exposing a child to a foreign language at an early age results in better fluency than if they learn later in life. Children’s brains are like a sponge and developmentally ready to accept and learn a foreign language. Naturally, fluency comes fairly easily, quickly and without accent. Between ages 8 and 12, child lose the ability to hear and reproduce new sounds as they did when they were younger, making foreign language acquisition not impossible, but more difficult.

Better Interpersonal Skills As language and culture are interconnected, foreign language learners show

increased cross-cultural awareness. In fact in tests where children were required to understand another person’s viewpoint, those who had been exposed to a foreign language showed greater empathy. The very simple and basic fact that one thing has multiple names in different languages also helps children realise that there are different ways of looking at the world.

Better Opportunities New opportunities are a by-product of being able to communicate with more people. Especially in a globally connected economy, bilinguals have better access to jobs. They also earn higher salaries. Students learning foreign languages have access to scholarships and study-abroad programmes to continue their language learning.

Better Connectivity We have seen umpteen times how speaking another person’s language helps us connect more closely with them. Learning a foreign language enriches travel experiences for children, who discover the joy of saying new things and looking at the world differently. Children develop a love for learning and an appreciation for other

cultures, thus growing up to be successful, contributing members of society.

Better Cognitive Benefits Learning a foreign language comes with cognitive benefits galore. The concept of “object permanence” develops at a younger age. There is increased problem solving skills, better critical thinking skills, enhanced creativity, improved flexibility of mind, better memory, superior multi-tasking abilities and mental flexibility and improved academic achievement.

Better Societal Contribution Gaining fluency in more than one language can enhance a country’s economic competitiveness abroad, while maintaining its political and security interests, and promoting an understanding of cultural diversity within the country. Whether international trade specialists, overseas media correspondents, diplomats, airline employees, teachers, or customer service representatives, work is more effective when they can reach across languages and cultures. Thus developing the language abilities of students now in school will improve the effectiveness of the work force later.

May 2018

TECH IT OUT

HOW TWITTER CAN transform teaching… TWITTER IS BRINGING ABOUT INCREASED LEARNING OUTCOMES IN SCIENCE CLASSES. CAN THIS MEAN BETTER LEARNING IN OTHER SUBJECTS TOO?

Team ScooNews writeback@scoonews.com

recent research offers powerful correlation between appropriate usages of Twitter with enhanced learning outcomes among middle school students. The research was conducted exhaustively using survey, interviews and classroom observations of grade VIII students in science classes. According to students, usage of Twitter led to increase in four key parameters. Firstly, first-hand interactions with reputed science leaders like Bill Nye "the science guy," in real time; secondly, a wider audience for their work outside the classroom, thirdly, more opportunities for connecting sci-

ence to their own lives; and lastly, new ways to talk about science. Ryan Becker, a 2015 graduate of the doctoral program in Educational Leadership and Policy Studies at the University of Vermont, used his middle school science classes to conduct the research in collaboration with coauthor Penny Bishop, professor of middle-level education and director of the Tarrant Institute for Innovative Education. Becker found that 95% of his students agreed or strongly agreed that Twitter enabled them to follow science in real time. The factor that was the most exciting and motivating was the ability to seamlessly interact via Twitter with leading organisations like NASA and sciencerelated programmes like PBS' NOVA and NPR's Science Friday. “NASA, and

May 2018

scientists that I follow tweet a lot about cool science stuff,” commented one student. Becker suggested to another student, who had an interest in black holes that they reach out via Twitter to popular astrophysicist Katie Mack. Imagine the sheer delight of the student when Mack tweeted her back and went on to include her in a conversation about black holes with other experts and students. Becker's initial work with Twitter in his classroom encouraged him to submit his dissertation research focused on using Twitter for science learning. The findings further highlight the true potential of the social platform to offer personalised learning and to increase secondary students’ interactions with science professionals and organisations.

TECH IT OUT

FIVE INCREDIBLY USEFUL WEBSITES FOR TEACHERS Vinay Singh writeback@scoonews.com

Here's a list of five websites for teachers which offer a wealth of information, tools, and resources.

Project Gutenberg offers over 57,000 free eBooks. Choose among free e-pub books, free kindle books, download them or read them online. You will find the world's great literature here, especially older works for which copyright has expired. http://www.gutenberg.org/wiki /Main_Page

According to Trivium Education website - "General Grammar, Aristotelian Logic, and Classical Rhetoric comprise the first three rules-based subjects of the 7 Liberal Arts and Sciences". The website provides free resources to help you as well as your students brush up their critical thinking skills, rhetoric, grammar, and logic. http://www.triviumeducation.com/tri vium/

The University of Reddit offers dozens of free courses in the arts, computer science, language, math and statistics, and more. http://ureddit.com/

Google Arts & Culture features artworks, collections, and stories from all around the world in an innovative way using Googleâ&#x20AC;&#x2122;s Street View, 360 Videos, and mapping technology. Explore cultural treasures in extraordinary detail and easily share with your students and colleagues. https://artsandculture.google.com/ ?hl=en

The Hemingway Editor is a free online editor that can help you fine-tune your prose. It is designed to mimic Ernest Hemingway's minimalist prose. Copy and paste a few paragraphs into the siteâ&#x20AC;&#x2122;s text box, and the editor will outline problematic parts such as long sentences, obscure words, and confusing passages. http://www.hemingwayapp.co m/

May 2018

TAKE2

READ

BOOKS THAT WILL HELP YOU BECOME A #Better #Teacher 15 BOOKS WRITTEN BY EDUCATORS TO HELP YOU ON YOUR JOURNEY OF IMPROVEMENT Vinay Singh writeback@scoonews.com

Whether you are a newbie looking for tips and advice or a veteran teacher seeking inspiration and information, this compilation of 15 books will help you hone your teaching skills and also help you better yourself with day to day planning.

A Place Called School By John I. Goodlad A Place Called School is the revolutionary account of the largest onscene study of US schools ever conducted. Carried on over four years, trained investigators entered more than 1,000 classrooms nationwide to talk to teachers, students, administrators, parents, and other community members. The result is this report.

How Children Succeed By Paul Tough In How Children Succeed, Paul Tough argues for a very different understanding of what makes a successful child. Drawing on ground-breaking research in neuroscience, economics, and psychology, Tough shows that the qualities that matter most have less to do with IQ and more to do with character skills like grit, curiosity, conscientiousness, and optimism.

Why Don't Students Like School? By Daniel T. Willingham Why Don't Students Like School? is a basic primer for every teacher who wants to know how their brains and their studentsâ&#x20AC;&#x2122; brains work and how that knowledge can help them hone their teaching skills.

Teach Like a Champion 2.0: 62 Techniques that Put Students on the Path to College

The Reading Zone

By Doug Lemov

By Nancie Atwell

This is a complete update to the international bestseller Teach Like A Champion. This teaching guide is a must-have for new and experienced teachers alike. Over 700,000 teachers around the world already know how the techniques in this book turn educators into classroom champions. With ideas for everything from classroom management to inspiring student engagement, you will be able to perfect your teaching practice right away.

The author draws on evidence gathered over 20 years of classroom teaching to make the case for reading workshop more powerful than ever. The book establishes the top ten conditions for making engaged classroom reading possible for students at all levels and provides the practical support and structures necessary for achieving them.

May 2018

How to Win Friends and Influence People By Dale Carnegie You can take any situation you're in...and make it work for you!

Outliers: The Story of Success By Malcolm Gladwell Malcolm Gladwell takes us on an intellectual journey through the world of "outliers"--the best and the brightest, the most famous and the most successful. He asks the question: what makes highachievers different?

Since its release in 1936, How to Win Friends and Influence People has sold more than 15 million copies. Dale Carnegie's first book is a timeless bestseller, packed with rock-solid advice that has carried thousands of now famous people up the ladder of success in their professional and personal lives.

Teach Like a Pirate: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator By Dave Burgess Transform your class into a life-changing experience for your students using this ground-breaking inspirational manifesto. This book contains over 30 hooks specially designed to captivate your class and 170 brainstorming questions that will skyrocket your creativity.

Teaching Outside the Box: How to Grab Your Students by Their Brains By LouAnne Johnson Teaching Outside the Box offers practical strategies that will help both new teachers and seasoned veterans create dynamic classroom environments where students enjoy learning and teachers enjoy teaching. This indispensable book is filled with no-nonsense advice, checklists, and handouts as well as a stepby-step plan to make the first week of school a success.

What Teachers Make: In Praise of the Greatest Job in the World The First Days of School: How to Be an Effective Teacher By Harry K. Wong and Rosemary T. Wong This book doesnâ&#x20AC;&#x2122;t beat around the bush. The important parts are in bold, with pictures and diagrams. Any teacher can benefit from reading this book, or even just flipping through it for the key points.

By Taylor Mali Former middle-school teacher and teachers' advocate Taylor Mali struck a chord with his passionate response to a man at a dinner party who asked him what kind of salary teachers makeâ&#x20AC;&#x201D;a poetic rant that went viral and was seen and shared millions of times on Facebook, YouTube, and Twitter. Based on the poem that inspired a movement, What Teachers Make is Mali's sharp, funny, reflective, critical call to arms about the joys of teaching and why teachers are so vital to America today.

May 2018

TAKE2

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Creating Innovators: The Making of Young People Who Will Change the World By Tony Wagner This book shows the reader why innovation is today’s most essential real-world skill and what young people need from parents, teachers, and employers to become the innovators of the future. Creating Innovators is a timely, provocative, and inspiring manifesto that will change how we look at our schools and workplaces and provides a road map for creating the change-makers of tomorrow.

Teach Like Your Hair's on Fire By Rafe Esquith Teach Like Your Hair’s on Fire is a brilliant and inspiring road map for parents, teachers, and anyone who cares about the future success of our nation’s children. In Teach Like Your Hair’s on Fire, Rafe Esquith reveals the techniques that have made him one of the most acclaimed educators of our time.

Drive: The Surprising Truth About What Motivates Us By Daniel H. Pink Drive is bursting with big ideas—the rare book that will change how you think and transform how you live. Daniel H. Pink explains in this paradigm-shattering book, the secret to high performance and satisfaction in today's world is the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world.

Chicken Soup for the Teacher's Soul: Stories to Open the Hearts and Rekindle the Spirit of Educators By Jack Canfield & Mark Victor Hansen Chicken Soup for the Teacher's Soul is required reading for every teacher, student and former student. Readers will learn treasured lessons on the importance of encouragement, the power of love, the value of taking a risk in the classroom, and the need for mentors and allies. Teachers will recognise themselves and their students in these stories of hope and love.

Source - Goodreads

May 2018