ScooNews October 2018 - Digital Edition by ScooNews

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

Volume 3 Issue 3 October 2018 CHANGING TEACHERS’ LIVES EVERYDAY, EVERY WAY!

Margaret Mead

STRAIGHT

Group Editor Ravi Santlani Deputy Editor Parvathy Jayakrishnan

TALK

Reporters Anushka Yadav, Anshu Pande, Ashima Sharma, Anuj Kr.

Ravi Santlani

Website Team Pranav Sharma, Ojas Godatwar Art Direction Rexsu Cherry 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 Lakshyaraj Singh Mewar,Trustee, Vidyadan Trust & Maharana of Mewar Foundation 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, Kirti Mishra 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: 01 October ‘2018 Total number of pages 52, including Covers

Land of the ‘free’

earning is constant – or ideally, it should be. It helps you remain relevant, prepare for a changing world, keep abreast of developments, boost your profile, change your perspective, and spark new ideas. However, in my experience, most Indian educators think differently. Many are reluctant to invest in learning, whether it’s time, effort or money. I would like to ask school managements if they have budgets allocated every year for learning sessions, but I am not very optimistic about the answer. Most will be happy to embrace any activity; the only condition is that it should be free. This is extremely unfortunate. Educational conferences – which take immense resources to organise serve as an ideal learning ground for educators to increase their educational opportunities, network with peers, encounter new methods and vendors, position yourself as an expert, and have fun! However, all these key benefits take second place to that one primary question: Is it free? Our research while working on our flagship conference, the ScooNews Global Educators Fest last month, proved that we reached out to over 2000 educators – and majority of them declined to pay the registration fee. In fact, there were many who suggested we invite them as speakers instead! In the USA, on an average, an educator spends $1000 annually towards learning. Conferences in the US are content-rich because the attendees pay the delegates’ fees, which helps organisers keep the focus centred on learning. In India, most organisers are largely dependent on sponsorship, where speaking slots are sold to product and services companies. It is time school owners re-focus and understand the importance and necessity of investing in growth. Allocating an educational learning budget for their principals and heads of school, which would cover attendance at key conferences and other learning platforms, would ultimately benefit their own school. That, of course, could only come when we overcome our deep-rooted desire for a ‘free lunch’.

October 2018

CONTENTS

LEARNING RIGHT

Elevating play to the status it deserves The KidZania Creed Nikhila Pai talks to Global Director of Education at KidZania, Dr Ger Graus, and member of the KidZania global think tank, Dr Swati Popat Vats, about the global edutainment brandâ&#x20AC;&#x2122;s role in inspiring and empowering chidren

COVER STORY NEED OF THE HOUR

Parvathy Jaykrishnan examines the many valid reasons why teachers need to be given the respect, remuneration, safety and security they deserve

36 Open Educational Resources A boon for education

10 innovative and resourceful Open Education Resources which educators can benefit from

October 2018

Upgrading the language classroom with films ANUSHKA YADAV EXAMINES THE USE OF FILM TO UNDERSTAND KEY ISSUES, USE OF LANGUAGE AND THEMES

46 FOR THE TEACHERS, BY THE TEACHERS

48 Apps to relax

10 apps to help educators reduce stress

YOURS TRULY DIFFERENT VIEWPOINTS It was an absolute delight to read about the ScooNews Global educators fest that took place in Udaipur last month. You have managed to bring together some of the brightest minds in education to discuss the future of education in our country. You have done it again, ScooNews! You are truly dedicated to the cause of improving education in our country andmay you reach greater heights. It was interesting to read the spot interviews where so many ideas from so many people were shared. It was interesting to see how different educators have different viewpoints on how to make India a global education powerhouse. Tulika Lalwani, Bangalore

IMPORTANT MESSAGE The September issue of ScooNews was so meticulously done, starting from the cover page to the last page. It was interesting to read Sean Slade’s speech, more like an eyeopener for us educators. We do want our children to do well in life and not just be good at tests. We want them to be good at life itself and it is about time we change the way our schools work sothat we give our children a chance to learn what really matters. Malini Naidu, New Delhi

SUCCESSFUL EVENT Congratulations to ScooNews on the success of the event. It has been covered brilliantly. Even though I couldn’t be a part of the event but after reading the September issue I felt that I had missed something incredible. Finally, I simply loved Prince Lakshyaraj Singh Mewar ji’s address. It is inspiring and apt to the current mindset. He truly is a ‘people’s prince’ and a game changer. Abhi Solanki, Udaipur

AMAZING LIST I always look forward to the Take 2 book suggestions by your team. The curated list of books in the July edition had caught my attention and I’ve also picked up a few books from among that list. I have to say the team has suggested some really interesting

reads both for my child and me. Thank you, ScooNews for picking out a creative and amazing read list for all age groups. Nilima Srivastava, Gurugram

no excuse for schools that attempt to hush up incidents of abuse. They need to be dealt with harshly so that justice to innocent children is not denied. Shikha Jain, Raipur

SALUTING HEROES

APT APPS

Somehow, we are never aware of true warriors of our nation but after reading the stories and the tremendous work done by the ScooNews Teacher Warriors, I feel inspired and proud to be an Indian. These people are true educators and game changers; they make us believe in the power of education and the impact it has on the world. Hats off to ScooNews for awarding these warriors who deserve our attention, respect and gratitude. Absolutely loved their stories! Jai Singhvi, Bangalore

The ‘Tech It Out’ segment of the magazine is equally essential for both, learners and educators. With so many apps and softwares available these days, it is necessary to have the ones useful for these two filtered out and this segment of ScooNews does just that. I have personally started using two of the mentioned tools myself and have also recommended it to a few of my colleagues. Looking forward to more in this segment. Ravinder Shukla, Indore

WORTHY WINNERS

RELEVANT SOLUTIONS

It was very pertinent of ScooNews to instate the Jewels of India awards. This is rightful recognition of some of education’s brightest lights in India. I am personally a big admirer of the philosophy of Dr Swati Popat Vats for her avant-garde yet sensible approach to early childhood education. Her emphasis on compassion and empathy is much needed in our system in these current times. Similarly, Dr Swaroop Sampat Rawal, Lata Vaidyanathan, Shomie Das and Ashok Pandey are worthy winners of this honour. May I suggest a series of detailed interviews with each of the Jewels of India, in order for us to get to know their methods and practices, some of which we can also employ in our spaces. Rajan Kale, Pune

With so many leaders of the education industry sharing their beliefs and mantras about how to transform the education system in India, the cover story becomes an engaging reading. The best part of the feature is the fact that so many issues have been touched upon, thanks to the input by a good number of people working at the ground level of education in India. The theme is not only fundamental to our present times, but also points towards the dedication of the ScooNews editorial team. Gagan Bharti, New Delhi

HORRIFYING REALITY The current trend of sexual assaults on children in schools by classmates and even teachers and principals is horrifying. What are we coming to as a society? Clearly, proper sensitisation needs to start at the earliest age from our homes. Boys need to become aware of how to treat girls with respect. Fathers need to start by setting the right example, as children are not taught, they are ‘caught’. There can be

TIMELY TOPIC ‘MakerSpace and Robotics in Education’ made for an important piece of reading. It gives insight into the most recent developments in the field of how education is rendered. The negative impacts of dependence on mediums of imparting knowledge like iPads etc. has been explained in order to propose an alternative (DIY culture) where the learner engages with real-world objects. I think that this is a really interesting way to revolutionise the education system in our country. I congratulate team ScooNews for covering this topic. Samita Goswamy, Jaipur

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October 2018

Please recycle this magazine and remove inserts and samples before recycling

TRENDING

Lucknow based educator publishes 101 free Udemy courses

In 2005, Dr. Dheeraj Mehrotra, from Lucknow, was awarded the National Award by the President of India. An educator who is also listed in the

Limca book of records for developing over 150 educational applications for mobile, he has developed and published over 101 UDEMY courses that

$1 million for Verizon’s 5G edtech winning team

October 2018

are available free of cost in the comfort of home, at UDEMY.com. The courses offered specialise in varied sectors of education and development, audit, basic computers, activities like MUN and SQC and other soft skills based on NLP. Providing all round development, practice and training for both parents and students, these courses and results don’t consider age as a bar. Used in about 161 countries, this system is designed according to the needs of the 21st century kids, teachers and parents for a holistic development. It also imparts classroom management strategies, solves screen addiction barriers, safety norms in schools, tips to enhance learning new technologies, C++ reprogramming basics, Computing ethics, and Java source codes explained with the help of about 80,000 free videos. A positive step towards preparing our children for tomorrow. To know more, log onto www.udemy.com/user/dr-dheerajmehrotra/ To interact with Dr. Mehrotra, please contact him on +91-9335358916.

Verizon along with NYC Media Lab are inviting education tech nonprofits such as research groups and universities to propose tech-based solutions to challenges in underresourced middle schools. With a prize money of $1 million, the Verizon 5G EdTech Challenge is a contest that aims at harvesting 5G-based education solutions using mixed reality and/ or machine learning technology, in combination with AR, VR and AI to improve the scholastic experience. “When we think about the youth in this country and what is needed to prepare students to be competitive in an increasingly tech dependent world, we need to change the educational opportunities and the trajectory of the lives of a lot

of students. 5G will open doors in the classroom we can’t even imagine yet, which will ultimately give students the power to be more successful, more engaged, and give them access to higher education and new career paths,” said Verizon chief corporate social responsibility officer, Rose Kirk. Starting from October 15, the submissions will be accepted till November 30, 2018 at 5GEd Tech Challenge.com. The submissions will be judged by a Verizon- and NYC Media Lab-selected panel of industry leaders, tech experts, and social impact advocates. The “ten most compelling projects” will receive $100,000 each, as well as access to Verizon 5G’s network and training resources.

UNICEF’s #ENDviolence tackles peer violence in schools According to a recent report released by UNICEF, violence in the form of physical fights and bullying disrupt the education of 150 million 13- to 15-year-olds worldwide. The report is a part of the #ENDviolence global campaign. “Education is the key to building peaceful societies, and yet, for millions of children around the world, school itself is not safe,” said UNICEF Executive Director Henrietta Fore. An Everyday Lesson: #ENDviolence in Schools states that peer violence – measured as the number of children who report having been bullied in the last month or having been involved in a physical fight in the last year – is a key issue and part of young people’s education around the globe. “Every day, students face multiple dangers, including fighting, pressure to join gangs, bullying – both in person and online, violent discipline, sexual harassment and armed violence. In the short-term this impacts

their learning, and in the long-term it can lead to depression, anxiety and even suicide. Violence is an unforgettable lesson that no child needs to learn,” said Fore. Outlining the varied ways students continue to face violence, the report stated: Globally, slightly more than 1 in 3 students aged 13-15 experience bullying, and roughly the same proportion are involved in physical fights. 3 in 10 students in 39 industrialised countries admit to bullying peers. In 2017, there were 396 documented or verified attacks on schools in the Democratic Republic of the Congo, 26 on schools in South Sudan, 67 attacks in the Syrian Arab Republic and 20 attacks in Yemen. Nearly 720 million school-aged children live in countries where corporal punishment at school is not fully prohibited. While girls and boys are equally at risk of bullying, girls are more likely to become victims of psychological forms of bullying and boys are more at risk of physical violence and threats. The report highlights that the use of weapons such as knives and guns in schools along with disseminating violent, hurtful and humiliating content through digital media, continues to claim lives. As part of the campaign, UNICEF is holding a number of #ENDviolence Youth Talks or student-led discussions around the world over the coming months. UNICEF Goodwill Ambassador, Lilly Singh, launched the first Youth Talk in South Africa this July, with a group of 13 - 19-yearold students. UNICEF and partners are calling for urgent action for ending violence in schools, in the following areas: Implementing policies and legislation to protect students from violence in schools. Strengthening prevention and response measures in schools. Urging communities and individuals to join students as they speak up about violence and work to change the culture of classrooms and communities. Making more effective and targeted investments in proven solutions that help students and schools stay safe. Collecting better, disaggregated data on violence against children in and around schools and sharing what works. UNICEF is encouraging young people around the world to raise their voices to #ENDviolence in and around schools and to tell us how they are working together and what solutions they are using to #ENDviolence in and around schools once and for all. UNICEF is working in collaboration with the United Kingdom’s Department for International Development (DFID), UNESCO, other members of the Global Partnership to End Violence Against Children and UNGEI. To find out more, go to https://uni.cf/endviolence.

October 2018

TRENDING

Rs 200 crore for Aadhaar enrolment machines in taluka schools

The Unique Identification Authority of India (UIDAI) has provided Rs.200 crore assistance to states for the provision of Aadhaar machines. These machines will be used for Aadhaar enrolment and updation of school students. UIDAI will facilitate the availability of two machines per taluka or sub-districts. "It has been decided that UIDAI will provide funds for two Aadhaar enrolment machines to every taluka, which will work under the supervision of district administration," said UIDAI CEO Ajay Bhushan Pandey. Pandey further said, "We have just approved the scheme and we will be able to provide this funding to all the state governments. This is to ensure that no child is denied right to education on account of not having Aadhaar." UIDAI had also asked schools not to refuse admission to students for lack of Aadhaar and considered such denials as "invalid" and "not permitted under the law". Finally, the UIDAI has made it “obligatory” for states to arrange -- through its education department and district administration -- Aadhaar enrolment camp in all schools at least twice a year.

October 2018

Curriculum on Experiential Learning – Gandhiji's Nai Talim The Union HRD Minister Shri Prakash Javadekar released the curriculum on Experiential Learning – Gandhiji's Nai Talim in New Delhi on September 5. This curriculum was brought out simultaneously in 13 languages i.e. Assamese, Tamil, Bengali, Odiya, Kannada, Malayalam, Punjabi, Marathi, Telugu, Gujarati, Urdu, Hindi and English in consultation with the state councils of educational research and training along with the universities in the country. The minister congratulated Mahatma Gandhi National Council of Rural Education for having involved all stakeholders in bringing out this Curriculum for Experiential Learning which is also based on Gandhiji’s Nai Talim. With this initiation, he expressed that he, with everyone would like to take experiential learning to all levels of education involving all states and all stakeholders. He said that the Gandhiji’s Nai Talim or basic education was a holistic approach of developing body, mind and soul (hand, head and heart), by making a productive art, craft or community engagement activity as the centre of learning. Quoting Gandhi, he said “By education I mean an all-round drawing out of the best in the child and man-body, mind and spirit.” The book titled ‘Experiential Learning – Gandhiji’s Nai Talim’ is expected to inspire this movement to cover progressively 25 crore students of educational institutes at different levels in the country covering 80 lakh primary school teachers and 20 lakh secondary school teachers, spread over 17.5 lakh primary schools and 2.5 lakh secondary schools across the country. The book contains basic principles of Gandhiji’s Nai Talim (our notes and interpretations), along with the Work and Education curriculum for Schools, D.Ed, B.Ed and Faculty Development Programmes for teachers. This book and this project is a joint effort of the Universities in the state, state SCERT and Mahatma Gandhi National Council of Rural Education (MGNCRE), formerly known as National Council of Rural Institutes (NCRI), under the Ministry of Human Resource Development in Government of India. MGNCRE in Higher Education Department of the Union Ministry Human Resource Development strives to promote resilient India through curricular interventions like curriculum design, development and capacitating teachers for higher education programmes offered by Universities and Autonomous Institutions in India.

The monsoon floods of Kerala did not just shake the faith of people but also the infrastructure. Following the data collected by Kerala Infrastructure and Technology Institute (KITE), 522 schools sustained heavy damages in the flood with 271 class/office rooms and over 16 km of school compound walls completely destroyed. The data also reads that about 585 school rooms have sustained critical damage and 505 rooms suffered minor damages. Around 506 toilets and over 92 biodiversity parks suffered heavy damages in the flood. Talking about the water sources, 74 wells, 101 water tanks and 15 have become completely unusable. IT equipment were also affected in the heavy floods. Ernakulam, Alappuzha, Pathanamthitta and Thrissur districts have reported 981 desktop computers, 567 laptops and 148 multimedia projects were also damaged.

Kerala schools recover from flood damage

Connecting classrooms through global learning A programme which is co-funded by the British Council was launched on September 13, 2018 at St Joseph’s School in Wandsworth, London. Director Richard Curtis, who is known for his film Love Actually, accompanied the Secretary of State for Education, Damian Hinds and International Development Secretary Penny Mordaunt to launch the programme Connecting Classrooms through Global Learning. The programme unites the pupils in the UK with school children in Africa, Asia and the Middle East. The visitors joined to witness the ‘World’s Largest Lesson’, which saw Year 6 students at St Joseph’s link up with pupils at the Marka Prep Girls’ School N2, in the Marka refugee camp in Jordan. The programme has been designed to build long-term partnerships between schools and communities in the UK and countries around the world. The earlier version of the programme involved more than 5,000 schools working in partnership and reached more than 1 million children between 2015 and 2018. The new programme is said to increase the awareness and understanding of global issues and different cultures by reaching a further 3 million pupils for a period of three years. Not just this, it will also be training 60,000 teachers and school leaders in the UK and developing countries to equip pupils with the knowledge and skills to live and work in a global economy. International Development Secretary Penny Mordaunt said: “The Connecting Classrooms through Global Learning programme is a win for the UK and a win for the developing world. Children and teachers in the participating countries are learning from each other and creating lasting friendships.” “I have been really moved to hear the stories of children taking part in the programme learning how much they actually have in common, how alike they are. I also know from my travels, how much teachers in developing countries value the support and knowledge of British teachers.” Secretary of State for Education Damian Hinds said: “Today was a great opportunity to see how Connecting Classrooms is making a difference in schools around the world. At St Joseph’s I saw children of different faiths and backgrounds working together and learning from each other. That kind of collaboration is a lesson for us all.” Richard Curtis, a UN advocate for the Sustainable Development Goals, also added: “The Global Goals are an ambitious plan to eradicate extreme poverty, tackle the threat of climate change, and end inequality by 2030 so that future generations can live peacefully and sustainably together. It would be a wonderful thing for children to really know about them - to get them in their DNA - so they themselves can be part of the solution. This can’t happen without schools and teachers getting involved because they are so important in giving children perspective on the world they live in.”

October 2018

TRENDING

Scientist CNR Rao calls for overhaul of education system Famous scientist and Bharat Ratna, CNR Rao has emphasised the need to fix the country’s current education system. He maintained that steps should be taken to ensure proper infrastructure in rural schools and called for urgent measures to address the woes of students, who do not have resources to pursue higher education despite scoring well in exams. Rao, who has worked in many advisory capacities in the government, declared that millions of students do not know what career to pursue in the absence of adequate number of teachers and proper infrastructure in schools. He also called for changes in the examination system, pointing out, “This nonsensical examination system takes us nowhere. It only adds to the agony of young minds. That needs to be changed.” He made a plea for strengthening the foundation of our country with scientific education, maintaining, “India can become a world leader through scientific research. In fact, the country should take the lead in scientific studies with mission-oriented programmes.” Speaking on the role of teachers in shaping minds, he said they should not just “transmit knowledge but disseminate truth”. CNR Rao, was speaking on the occasion of the convocation ceremony at which he was awarded an honorary Doctor of Science (DSc) degree by Presidency University. He said it was the 79th doctorate bestowed on him by a hallowed institution.

October 2018

South Korea will ban the sale of coffee in schools in an effort to promote healthier choices among pupils and teachers. This action follows reports of students suffering palpitations as they go through a high-pressure education system. All vending machines and snack kiosks in primary and secondary schools will stop selling all coffee products by September 14, according to the Ministry of Food and Drug Safety. The ban in schools is part of a wider campaign by officials to discourage consumption of food and drink high in calories or caffeine, and follows media reports of some students suffering heart palpitations after drinking coffee. Authorities cited dizziness, increased heartbeat, sleep disorders and nervousness as other symptoms. Many students consume coffee or energy drinks to stay alert to study in an effort to excel in South Korea’s highly competitive and demanding education system. South Korean authorities are trying to tackle rising obesity in students. About 17 percent of primary and secondary students were obese in 2016, according to government figures, up from about 12 percent a decade earlier.

SOUTH KOREA BANS COFFEE IN SCHOOLS

Save the school In Ludhiana’s Ghulal village, a protest was held by the head teacher of a government primary school supported by the secretary school education Punjab to save the building of the school from being razed. A land acquisition notice was issued by the National Highway Authority of India (NHAI) to vacate the school building within three months. NHAI had planned to build a toll plaza barrier at the school site after razing it for the ongoing widening of Ludhiana-Chandigarh six-lane highway. Now, as per the latest development, the school building has been excluded from the building plan. From writing letters to holding several meetings, the head teacher, Sanjeev Kalyan did everything to save the school. His efforts finally paid off after secretary school education Krishan Kumar intervened and directed deputy commissioner Ludhiana to save the school and shift the toll plaza site. In an interview with a leading newspaper, Kalyan said, “Since NHAI officials visited our school in August first week, I was having sleepless nights. Five years of hard work was being razed in a minute.

Since 2013, we are working to make it a smart school and better than private schools. At least Rs 27 lakh were spent by NRIs and other donors to revamp the school building, make smart classrooms, install computers, education park and library. It wasn’t an option to keep quiet and let NHAI raze our school. I had no other place to make 102 children sit, that too, after seeing a model school being razed. The land of our school is also donated by villagers, it is not owned by the government. So, villagers were also very angry and refused to provide any other piece of land for a new building.” Speaking on the support he got from the Secretary Education, Kalyan said, “From block primary education officer (BPEO) to district education officer (DEO) and then sub-divisional magistrates (SDMs) and finally the Secretary Education, I did not give up. I heaved a sigh of relief after Secretary Education Krishan Kumar assured me that he will save the school building. He wrote a letter to Deputy Commissioner Ludhiana in front of me. It was a big thing for us that our hard work was being recognised,” he averred.

The Vice President of India, Shri M. Venkaiah Naidu presented the National Award to Teachers for the year 2017 on the occasion of Teachersâ&#x20AC;&#x2122; Day, in New Delhi. Shri Naidu said that it is because of teachers like the awardees that our system of education is moving steadily towards greater heights of excellence. The Vice President said that the world has recognised India as a world teacher or Vishwa Guru. He further said that in many ways this stream of intellectual pursuits and knowledge creation has continued over the last two millennia. The Vice President said that the teachers must make their instruction learnerfriendly and this essentially implies that if we have to universalise quality education the teachers must individualise learning. They must know each child well and respond to the learning needs of each and every child in the classroom, he added. He also said that experiential learning or learning by

Vice President presents National Awards for Teachers

Impact of socio-economic status on equity in education builds throughout life

doing is one the most effective methods. The Union Minister for Human Resource Development, Shri Prakash Javadekar, the Minister of State for Human Resource Development, Shri Upendra Kushwaha and other dignitaries were present on the occasion. While addressing the gathering, Shri Prakash Javadekar said that teaching is a most respected profession and the purpose of National Award to the Teachers is to celebrate the unique contribution of some of the finest teachers in the country and to honour those teachers, who through their commitment have not only improved the quality of school education but also enriched the lives of their students. He said that to ensure transparency, we have changed the selection process for the National Award for the teachers. This year, the teachers with innovative teaching methods, using the applications of ICT, creative learning, mobilising the community, and promoting civic sense were selected. He further said that teachers have been awarded the national awards on their performance and not on the recommendations. A total of 6692 applications were received from teachers from all over the country. The number of awards has been rationalised to 45. This has been necessary to restore the prestige of the awards (under the earlier scheme the number of awardees had crossed 300). The final selection was done by an independent jury. The criterion adopted was to select those teachers who had shown innovation in their work and had added value to the school and to their students. These nominated teachers gave a presentation before an independent jury comprising a senior educationist, during the third week of August 2018. This ensured that all of them were given an opportunity to place before the jury their contribution and the work done by them.

Despite significant expansion in educational attainment in the past decade, people with low educated parents are less likely to participate in early childhood education programmes, complete upper secondary school and advance to higher levels of education than those with at least one tertiary-educated parent. While two-thirds of 25 - 64-yearolds whose parents have not completed upper secondary are expected to attain a higher level of education than their parents, most of them attain upper secondary vocational education. The story is similar at the tertiary level: across OECD (Organisation for Economic Co-operation and Development) countries, 18-24 year olds whose parents have not attained tertiary education represent only 47 per cent of new entrants into bachelorâ&#x20AC;&#x2122;s long first degree or equivalent pro-

grammes, although they represent 65 percent of the population of that age group. These inequalities are then reflected in the labour market: those who have attained only upper secondary education are less likely to be employed and earn 65 percent as much as their tertiary-educated peers. On an average across OECD countries, boys make up about 60 percent of secondary school grade repeaters and are less likely to complete that level of education than girls. Hence, a larger share of girls than boys graduate from this level. Men are also less likely than women to attain tertiary education - 38 per cent of men aged 25 - 34 were tertiary educated on an average in 2017 in OECD countries as compared to 50 per cent women of the same age and this gap has been widening over the last 10 years.

October 2018

TRENDING

Odisha students get certificates and marksheets online Now students of universities and schools in Odisha can easily get a copy of their certificates or marksheets. They can now get them online through a portal lokseba.odisha.in. Among the public services that are made online through the common application portal include availing duplicate copy of the High School Certificate (HSC) exam marksheet, duplicate copy of board certificate, issue of verification of certificates, issue of verification of marksheet, issue of migration certificate from the Board of Secondary Education (BSE), Odisha and issue of provisional pass certificate. Similarly, the services of higher education department included issue of provisional university certificate, marksheet and issue of university migration certificate. Students need not run to the board or university to apply for these certificates. They can apply for these online from their homes or from common service centres. Chief secretary Aditya Prasad Padhi said the applicants would have to create a user ID and password on the portal and apply for the required service. There would also be the facility to pay the fees online. After submitting the application the applicant would get an auto generated acknowledgement mentioning all details of his application. The application would be processed online. After final approval by the sanctioning authority, the applicant would get an auto generated SMS on his mobile telephone to download the certificate at his end. Available data shows, as of now 341 services of 25 departments have been notified under Odisha Right to Public Services (ORPTS) Act specifying procedure and the time limit within which the services would be delivered to the citizens from the date of application. Sources said, so far 88 public services have been made online.

October 2018

In heartening news, Central Square Foundation (CSF), which is promoted by Ashish Dhawan, along with Londonbased hedge fund Steadview Capital, the Bill and Melinda Gates Foundation (BMGF), and Google India have contributed $40 million to help improve early-stage education in India. Students from class I-III will essentially be helped to improve their reading and mathematics skills. Incidentally, it is for the first time that BMGF, which has committed $16 million over four years, ventures into the education funding space outside the US. Steadview Capital has committed $7.2 million for three years, while Google has made a one-time commitment of $2 million to produce mathematics-related video content for classes I-X. The rest of the funding will come from CSF. Added Dhawan, who is also a co-founder of venture capital fund ChrysCapital, “From a diversified strategy, CSF has decided to focus on

CSF commits $40 million fund for early education early-stage education and its outcome, so that millions of children who are entering the school system gain basic literacy and mathematics skills.” He also pointed out that foundational learning in the early years is a key gateway skill to quality education in schools…and directly correlates to increased workforce

participation and better quality of life for India’s human capital. Dhawan had earlier invested ?75 crore in the education space through CSF. This comes as a much-needed move as the falling standards of primary schools have been a cause for concern. A report by non-profit, Pratham last year had showed that one in two students cannot even read texts meant for students three levels below. This directly impacts the productivity of India’s workforce. Girin Beeharry, director of Global Education Learning Strategy had maintained that education is a cumulative process. “You do not get good outcomes if foundational learning is weak. Foundational literacy and numeracy in India need to improve.” He added that if you cannot read with comprehension by class III, you will not be able to keep up with the curricular demands of higher classes.

Digital literacy programme by Adobe and Skill Development Ministry Adobe, a software major, has signed a Memorandum of Understanding (MoU) with the Ministry of Skill Development and Entrepreneurship, to launch the Adobe Digital Disha programme across vocational institutes in India. The free online and mobile graphic design app Adobe Spark will help vocational institutes bring creativity and digital literacy into classrooms and curriculum. Said union Petroleum and Skill Development Minister Dharmendra Pradhan, “The rapid evolution of technology and innovation are changing the fundamentals of skills needed to thrive in

today's digital era. It is commendable to see major IT companies like Adobe join us in this mission, drive creative skills and digital proficiency among the masses of India.” Adobe Digital Disha, along with the National Skill Development Corporation (NSDC) and Directorate General of Training (DGT), hopes to impact over one million students and teachers across India by the year 2020. Adobe Spark is a storytelling Creative Cloud application that runs in any web or mobile browser. It is now available free of charge for education and skill development. It would enable stu-

dents to express themselves via graphics, web stories and video to creatively approach their assignments as well as develop digital portfolios. It can also be used by teachers to easily create digital lesson plans and tutorials using Spark applications. Adobe believes the Adobe Digital Disha programme and Adobe Spark will help enhance digital literacy, a core pillar of learning, thereby opening up a range of new possibilities for students and educators in India. It is part of their commitment to enabling India's digital and creative acumen by skilling the youth of our nation.

October 2018

EXCLUSIVE INTERVIEW

Elevating play to the status it deserves

THE KIDZANIA

CREED

October 2018

Nikhila Pai talks to Global Director of Education at KidZania, Dr Ger Graus, and member of the KidZania global think tank, Dr Swati Popat Vats, about the global edutainment brand’s role in inspiring and empowering chidren

everal years ago, when Shah Rukh was at a Dubai shopping mall with his family, his kids apparently couldn’t get enough of one particular indoor theme park – the KidZania centre. It wasn’t long before their curious daddy, who selfadmittedly loves cherishing his inner child, was hooked as well. Cut to 2013, and India’s first KidZania was launched, backed partly by Bollywood’s King Khan. The KidZania chain, combining fun with learning and reality with entertainment, was growing…

For those still in the dark about KidZania, it provides an authentic and powerful developmental experience, preparing kids to understand and manage their world. Through adult professions and hands-on exposure to the working world, children learn the fundamentals of financial literacy and how society functions. The KidZania philosophy – ‘Get ready for a better world’ summarises its commitment to promoting change, inspiring global citizenship and building strong community awareness among children though an experience that is hands-on, engaging, educational, and most importantly, fun. Providing an authentic and powerful developmental experience, it prepares kids to understand and manage their world. The KidZania edutainment perspective revolves around:

Fun: make visitors enjoy their leisure time, Education: encourage kids to learn, and Socialisation: contribute to social improvement through the activities and make kids feel part of a community that can make the world a better place. By offering a powerful developmental experience in which reality and entertainment intersect, KidZania empowers children with life skills that help them understand and manage the world they are growing into. Operating at 24 locations worldwide, KidZania adopts the model of direct learning by "doing". Knowledge results from the combinations of taking and transforming the experience. Every KidZania is themed as a child-sized replica of a real city, including buildings, shops and theatres, as well as vehicles and pedestrians moving along its streets. In this city, children aged 4 through 14, work in branded activities, earn kidZos (KidZania's currency) while performing the tasks, and bank the money at the KidZania bank for children to spend at the gift shop and on KidZania's activities. So much more than children could ever learn in a standard classroom!ScooNews turned the focus on Dr Ger Graus, OBE and Global Director of Education, KidZania, and Dr Swati Popat Vats, member of the KidZania global think tank for deeper insights into the role of KidZania in inspiring and empowering all children…

October 2018

EXCLUSIVE INTERVIEW As the first Global Director of Education at KidZania since 2017, what has been the focus of work and growth? The focus of my work since 2017 has been quite straightforward really; it’s been on quality, on changing perception – that it’s a meaningless playground but it’s really educational and learning, and it has been moving people away from thinking that content and education are the same thing or that indeed schooling and education are the same thing. One of the key things has been to raise the profile, to increase the credibility and to actually work with the profession, work with the schools, to make provisions better and to allow children of a younger age to join the dots.

How would you explain the success story of KidZania? The method KidZania provides, if that is the right word, in terms of inspiring and empowering children, has been immensely powerful. If we look at the education world we occupy now, it is predominantly about schooling, prescribed curricula, testing and inspections. Whilst that might be suitable from a schooling perspective and accountability in terms of the learning and wider education agenda, it means it’s narrowed. So, where can you find and leave children independently learning in a city about the world of work, the economy, about inspiration and aspiration, about applying the science, so to speak, of what’s been taught in school in practice… of turning theory into practice, of making up their own minds, of forming opinions and expressing those and feeling rewarded, and experiencing a sense of achievement rather than a sense of attainment? That has been a global success and that kind of linked with the mantra of Reggio Emilia, that the environment is the third teacher, and that in KidZania, grown-ups are there to be seen and not heard, makes this very powerful and very successful. And we need to strive to become even better at this.

Since its inception in 1999 in Mexico City, KidZania now has a presence in 24 cities on 5 continents with plans for further developments in some 20 locations including the USA, Canada

October 2018

“We have become educationally very credible” — Dr Ger Graus

and South Africa. What would you attribute its graph to? The success graph since 1999 and growth, in a sense, has to do with the fact that success breeds success. That we have become educationally very credible, that we are doing our own research, we have our own publications, I speak at conferences all over the world, we have a global think tank which of course includes the eminent Dr Swati Popat Vats, and in that sense, you could attribute all of that to it. But also, and perhaps slightly perversely, is that the more education systems, schooling systems become prescriptive and removed from reality, the more the true educators and the good teachers begin to see that learning environments matter and that independent, experience-based learning needs to be put at the forefront and we have become a very significant part of that. I’m very proud to be associated with that and work with organisations all over the world to make this happen and to strive for a better future’s awareness amongst children.

At KidZania, children aged 4 to 14 experience the world of work through role-play. How effective has this method been in inspiring and empowering children? Our plans to further promote inspiration/ aspiration in children around the world are manifold. There is the obvious growth but there is also the issue of working in partnership with industry partners, with other learning partners, with NGOs, with governments, of course with schools and universities, to in a socially responsible way so that we move away from the notion of sponsorship in some shape or form to notions in terms of social and corporate responsibility in a meaningful, long-term way, for the benefit of the children. One of the biggest challenges Kidzania faces, is it says very clearly in our intentions, values and principles that we are there for all children. We have to strive, with all of our partners, to make that real. So, when for example Archbishop Desmond Tutu said to me in 2017, “Promise me that children from Soweto will be able to go to Kidzania Johannesberg, I of course, said yes. And we are working very hard

at making that happen. And when I look at the work done in Mumbai, for instance, where we had tens of thousands of the poorest children being able to attend Kidzania Mumbai because of a partnership with the Municipality and other partners, we are getting there. We’ll never give up, we’ll never be quite there – but we’ll get close. That is our biggest challenge.

What plans does KidZania have to further promote inspiration and aspiration in children around the world? Quality education for under privileged children is a cause that will always be close to my heart. And actually it has, in essence, less to do with identifying segments of young people – it has much more to do with fairness. Our world is grossly unfair and educationally it is unfair – you either can afford things or you can’t, you can afford to send children to a private school where they learn English or they have to go to a state school where they are not taught English. That’s the scenario in a number of countries. My question then is, how can we strive to create a better level playing field? KidZania could, by running English summer camps or English days in those countries and contribute to that. It is about creating a fairer society and all children have the right not just to an education but have the right to a quality education, quality teaching, quality resources, and quality experiences. Perhaps we should collectively – and I would very happily do that with your excellent magazine – come up with a campaign that says, what do we think are the entitlements of an 11-year-old? What are the experiences every 11-year-old in the world should have? Going into a theatre, going out for a meal, in the broadest possible sense as well as of course of being schooled and experience that outside. It is singularly the most important thing we can do educationally is to create more of a level playing field. I will always be part of that, I’m very proud to say that KidZania is trying very hard to play its part too and I would welcome anybody else to join us in that, because I think nobody can do that on their own; everybody is a piece of a jigsaw, but the more pieces of the jigsaw we have, the better we can view the bigger picture.

Given your extensive experience in education, could you share a few key learnings when it comes to children’s education. I think my first advice is: keep it simple. We as grown-ups have a habit of over-complicating things. Put the individual child in the middle and work the education provision from there. The schooling provision that we have had is based on a time, in a sense, that is no longer relevant. It goes back to the Industrial Revolution – we have six weeks’ summer holidays because all children needed to help their parents harvest in the fields. So we need to begin to think about an individualised provision that suits the needs of today and tomorrow. And clearly if you look at the number of young entrepreneurs that exist, that number is greater than ever before, whereas the mass education for certain professions and industries is less relevant. So, we need to put the child in the middle and we need to focus on the needs of that child to function in the society of now and in the society to be. I would also say that we need to be very careful that we don’t continue in the same mode as we have done. We need to ask ourselves the question who the teachers are, we have to ask ourselves the question in the educational provision rather than schooling, what role teachers play. Teachers can’t be the founts of all knowledge. Teachers need to be able to encourage children to research their own work, to judge which ones are the correct answers, and facilitate the expertise of others. Don’t talk to children about becoming a doctor or a bricklayer – invite the brick-layer and the doctor into the school so that it all makes more sense to the children. So, the teachers, to a significant degree, become the facilitators of experiences that lead to children’s learning and get children to see why it all makes sense, and actually answers the ‘why’ questions. Clearly we need to look at a skills based education – that doesn’t mean, incidentally, that we drop standards – but a sense of purpose, the sense of the inter-personal, of being able to adapt, to be resilient and all those things will matter more as we go on and our schooling system is further and further removed from the reality that is and the reality that will be required.

October 2018

EXCLUSIVE INTERVIEW

As a member of KidZania global think tank could you share more details about your new role?

“Play is how all species learn about life and living” — Dr Swati Popat Vats

Well, as the name suggests, my role is to be involved in and support KidZania’s ongoing research on how play helps children and supports all round development. As a part of the think tank I can involve KidZania in various initiatives to ensure that their work reaches maximum children and parents and to also advise them about their activities as an educationist. My role is also to ensure

October 2018

that parents understand the importance of play in the cognitive and socio-emotional development of children. And being an educationist, my role is also to ensure that all activities are developmentally appropriate.

You have always been a proponent of play-based learning. Can you explain how KidZania makes this a reality? Play is how all species learn about life and living. In humans too play plays

should look at KidZania not just as a place where children play but also as a place that helps children learn while playing. Every school should have the concept of KidZania as it is ageless and works as the perfect stimulation for brain development.

How does KidZania enhance learning for children of various age groups? That is one of the best parts of KidZania; there is something for every age group in every activity. Children also learn peer or shared play that is an important aspect of all educational approaches. When learning is presented as ‘academic rigor’ all the time in classrooms then children go through something called ‘play deprivation’. Some experts argue that ‘play deprivation’ can lead to depression and hostility in children. After all, if you never had a break, you might get depressed, too! But the most important aspect for all age groups is ‘self learning’. At KidZania children are leading their play and when children lead their play they are more responsible, more involved and focused. This is actually a fun place for life skill development for all ages. Scott Eberle, historian of play New York feels that most people go through a six-step process as they play • Anticipation, This leads to... • Surprise, This produces ... • Pleasure, Next we have... • Understanding, the acquisition of new knowledge, leading to ... • Strength, the mastery that comes from constructive experience and understanding, this results in...

an important role in stimulating brain development and keeping the brain interested. The ultimate goal of all humans is to have a career, be it in fashion, engineering, production or design and KidZania combines both these goals beautifully to help children of all ages explore, play, design, deliberate, create interests and solve problems. Social development, creative development, language, and logic are all involved in all the activities at KidZania and there can be no better example of learning for life through play. I feel all teachers and parents

• Poise, grace, contentment, composure, memory, understanding, and a sense of balance in life. And all these steps are what children of all age groups experience when they are involved in the various activities at KidZania. And the last and most important is the aspect of ‘choice’ and ‘freedom’ that children experience, its importance is across all age groups as the brain thrives on choice and here children can select which activity they want to try out first and they are free to explore on their own as adult intervention is only when asked for.

Your experience in education is vast. What important pointers could you share on children’s education? 1. The eye and the hand need each other! So, whenever children play, tinker, explore, experiment, this union of eye and hand is achieved and this stimulates the brain and learning with enjoyment. In our school education we need to move from writing and copying from the blackboard to more activities that are hands-on and interactive. 2. Children don’t like to be ‘led’ all the time, that is why it is important that schools focus 70% on child led activities and have only 30% of adult led activities. 3. Discipline has become a major concern in schools and even for parents at home because there is always a ‘power struggle’ between the children and adults, we need to give back some freedom to the children, because with freedom will come responsibility. This will also make discipline intrinsic rather than extrinsic. 4. Parents and teachers complain about children not being focused or not completing tasks, well, I would say scrap such activities because if children were actively involved (like they are in video games!) then focus and completion of tasks is not difficult so look at the problem in the activity or task and not always in the child. 5. Inquiry based learning, play way, hands on learning, project-based learning, flipped classroom, multiple intelligences, STEM, AI etc. all have one thing common, they understand how the brain functions and are geared towards keeping the eye, hand and brain involved in a fun way. Schools must focus on keeping the trinity involved all the time and then there will be no behaviour issues, no lazy student, no attention issues and every child will be ‘intelligent’…this trinity that needs to be there in all activities is of the – brain, the muscles and the senses. Senseless writing, copying, and other academic rigor activates lack this trinity and that is why the problems in school education. Someone rightly said that when enough people raise play to the status it deserves in our lives, we would find the world a smarter place for kids.

October 2018

COVER STORY

NEED OF THE HOUR

October 2018

Parvathy Jayakrishnan examines the many valid reasons why teachers need to be given the respect, remuneration, safety and security they deserve

teacher fills in as a parent in the formative years of a child, she/he guides and corrects a child when he make mistakes, encourages students to reach for the stars and applauds their achievements. All packed in one, a teacher’s role is not an easy one. A teacher sometimes takes on the role of a parent, a friend, a confidant and much more. A student spends so many years interacting with his/her teachers on a daily basis and the role of a teacher in a student’s life cannot be replaced by any other professional in society. And clearly, it is the teachers who are responsible for building good citizens. Hence, good teachers are truly what a country needs to move forward. The unfortunate reality is, despite all these responsibilities and roles resting on a country’s teachers, they not given the respect and special status they truly deserve.

An army man in uniform or a doctor is well-respected in our society. In some states, patients remove their footwear before entering a doctor’s chamber as a mark of respect - the kind of respect that you give God while entering a place of worship. We smile and sometimes even bow our heads as a mark of respect when we see an army man in uniform. However, the work and efforts of teachers are more often than not ignored

in our society. Is it a kind of conditioning that we are brought up with? We are very proud of our sacred gurushishya parampara, which is a tradition of spiritual relationship and mentoring where learning is transmitted from a guru "teacher" to a shishya "disciple". Such knowledge, whether it be

Vedic, agamic, architectural, musical or spiritual, is imparted through the developing relationship between the guru and the disciple. We talk ever so proudly about our Gurukul system of learning where the students live near the guru or in the same house as the guru and learn lessons of life from the guru. The guru does this without accepting any fees from the students because the relationship between a teacher and student is considered sacred. Sonal Ahuja, Learning evangelist, founder, House of Learning explains that for thousands of years, the Indian subcontinent revered its teachers to the highest level. “Indian tradition dictated that teachers must be treated with respect that paralleled kings. The Mahabharata famously depicted the story of Eklavya, a gifted archer who cut off this thumb as Guru Dakshina to show his unconditional gratitude to his Guru, Drona.” So, we cannot completely blame our conditioning because our traditions and values teach us to respect “the teacher” the same way that you respect God. Then where did we go wrong and why aren’t teachers today given the kind of respect they deserve?

Urvashi Warman, Principal, The Palace School, The City Palace, Jaipur believes that the government needs to step in and set high parameters for teacher selection. She says, “When we have such stringent standards set at the entry level for doctors and engineers, why are we so lax in raising the bar at the entry level to become a teacher ... a teacher who actually helps to give good doctors and engineers to the society? The government should also set decent rates for monthly emoluments so the teacher is not forced to indulge in additional commercial activities to make two ends meet. This by far is diluting not only the standard of education being imparted but is also lowering the stature of a teacher as he gets relegated to the level of a commercial tutor rather than getting elevated to the pedestal of an Acharya or Guru.” Shalini Dahiya, educator, Modern School - Barakhamba Road, New Delhi explains why teaching is underrated today. “Occupational status depends on the public valuing of the competence, role and overall contribution of a particular occupation to individual and social welfare. Teachers are struggling for a special status as firstly they are not considered as a temple of knowledge or a good character building instrument, with the surge of social media and too much of information available on the internet.”

Teachers in other countries JAPAN Japan is one of the countries in the world where the teaching profession is respected and valued. Here’s how they make sure that teachers are given the special status they deserve…Teachers in Japan have traditionally been paid

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COVER STORY better than other civil servants. Japan’s average teacher salary for a lower secondary school teacher after 15 years of service is US$47,561, as compared to the OECD (Organisation for Economic Co-operation and Development) average of US$40,569. Following WWII, over concerns about teacher shortages, the Prime Minister decreed that teachers would be paid 30 percent more than other civil servants. Although this gap has decreased over the last 50 years, by law teachers remain relatively highly paid among civil servants. Also, teacher salaries do not vary much across the country because teachers are paid from both the national government and the prefecture government so they are relatively consistent regardless of an area’s income levels or property values. In Japan, teachers are addressed with the honorific sensei, a term also used when addressing a doctor or member of Parliament. Teachers are held in such high regard that they are often contacted before parents by the police if a student is in trouble with the law. The teaching profession in Japan is also highly selective which ensures that only the best and most committed teachers enter the profession. Those who do make the cut only do so after a rigorous set of school board exams and evaluations and teachers must hold a degree from an institution of higher education.

FINLAND The Finland education system regularly tops the international Pisa performance rankings and the teachers need to take the credit for it. Finland’s teachers are different from the rest of the world because they believe that extensive training is the basis for giving teachers the autonomy to work the way they want. The result is a highly prized profession and good education system. This has even led to educational tourists coming in to learn the Finnish experience. The high-level training is the basis for giving young teachers a great deal of autonomy to choose what methods they use in the classroom – in contrast to most countries where teaching feels like a profession that oscillates between administration and giving tests to students. In Finland, teachers are largely free from external requirements such as inspection, standardised testing and government control - school inspections were scrapped in the 1990s. In Finland, teachers are

given high-quality education so that they know how to use the freedom they are given in the classroom and they learn to solve problems in a researchbased way.

teacher. This gap needs to be addressed as primary school teachers are equally important and this has to be shown by ensuring their salaries are on par with the rest.

CHINA

Urvashi Warman, Principal, The Palace School, The City Palace, Jaipur avers, “The teacher is by far a silent sentinel of a country's future and if this sentinel is not compensated adequately in terms of financial and social security, the country's future is sure to be doomed. This doom is inevitable because the poorly compensated teacher, who is a role model for his students,is sure to indulge in acts which totally demean his stature and thus sets a poor example for his students to emulate.”

The 2013 Varkey Foundation Global teacher status index report revealed that it is only in China that people think of teachers are being most closely compared to doctors. In the US, Brazil, France and Turkey, people thought teachers were most similar to librarians and in New Zealand people think the job of teaching is most similar to nursing. The report found that teachers in China have the highest level of public respect. Most foreign English teachers in China receive benefits like free or reimbursed airfare to and from their home country, and/or free furnished housing. Many teachers also receive health insurance and paid vacation. It is one of the few countries where parents were most likely to encourage their kids to become teachers.

RESPECT AND REMUNERATION One important dimension of how an occupation is regarded, and which is inextricably linked to standing or social status, is pay. An individual’s standing in a culture depends on how much they are paid in absolute or relative terms. The 7th Pay Commission, launched in September 2015 ensured that the teachers in primary schools, secondary and higher secondary schools, colleges and universities get a hiked net salary of 16 per cent. However, the yearly increment of 3 percent did not change. Dr. Dheeraj Mehrotra, National Teacher Awardee 2005 & Academic Evangelist, Next Education India believes that “The imbalance from the teaching profession, highlights a great divide with narration of unethical practices of low salary and refund of said amount via account transfer as reverse payment. There must be a check on equal pay for all grades and at all levels.” It is important that teachers are provided with a substantial yearly increment to prevent attrition and keep them motivated. Also, there is a huge gap between the salaries of a primary school teacher and a high school

October 2018

According to Dr Jagpreet Singh, Headmaster, The Punjab Public School, Nabha, “The primary reason

we all work is for money - so teachers should get their due financial recognition which will definitely bring young, intellectual people into this noble profession. Proper management of funds by the school authorities should be done and teachers should be given regular incentives and bonuses on the basis of their performance. ”

Teachers can be granted allowances based on the number of years of service or excellence in their work. It is worth a thought whether the salaries of teachers need to be taxed at all or even if they are taxed, there needs to be a separate slab which will ensure minimal taxation.

Measures to ensure teachers’ financial stability

Every school can also ensure that a teacher’s child learns for free or is given a subsidized fee.

Teaching is a profession which requires going beyond the call of duty to deliver great results. Financial stability is a must for teachers and the government must bring in special allowances and privileges for teachers so that they can sustain themselves well without having to find secondary jobs to make ends meet. The remuneration you receive is also a sign of your value to the school and an underpaid teacher will always feel unimportant.

Lavita Kacker, Head of DepartmentSocial Sciences, Sacred Heart School, Kalyan suggests that “Financial stability measures for teachers may include provision of housing allowances, reduction in taxation on income, attractive investment schemes, medical reimbursement, concession on public transport and better pension facilities.” Shraddha Bhatnagar, Headmistress (Head of Cambridge Section), Seedling World School, Udaipur wishes that the government checks the imbalance between salaries of teachers in private and government-run schools. Proper remuneration is important to boost a teacher’s self-confidence and make her/him feel secure in the job. Yearly increments and bonuses are also required for the same reason. A job which does not do that will, at some point, end up being taxing. “The pay commissions are restricted to government aided, affiliated and government run schools. There is no start up point for early childhood sector and private schools where teachers are exploited with low pay scales. A respectful minimum pay scale should be mandatory for schools to pay to their teachers. There should be levels of training with specialisations in teaching as in the medical field and accordingly a pay scale armed with good gratuity, pension, and life covers for financial stability,” says Smriti Agarwal, Sr. Headmistress, Podar Jumbo Kids Powai, Mumbai. Kavitha Vyas, Director, Crystal Kids Pre-School, Vadodara mentions that job security is absolutely necessary to ensure a teacher’s financial stability. They can be trained further for higher grades and regular promotions to improve their pay scale. More social security and medical benefits for their

family are also required, she maintains.

SAFETY FOR TEACHERS IN SCHOOLS It is not uncommon today to hear the news of a teacher being stabbed by a student or attacked by an adult or a mob in the school premises. So tricky is the state of affairs today that teachers are often scared of even punishing a child for doing wrong for fear of his/her own safety. Safety of students in schools is always talked about as a priority that is pursued by parents. However, a school should also provide safety and support to its teachers so that they can function normally and without fear. Merely providing compensation to the family of the deceased is not a solution to the problem. Teachers need to feel safe to do their job faithfully and without fear. School authorities need to ensure this happens. Parents also need to teach their children the importance of teachers in their lives. According to Dr Jagpreet Singh, Headmaster, The Punjab Public School, Nabha, “A school should be as safe for a teacher as it is for a student. Rather than enforcing restrictive discipline among children, the parents should take equal responsibility of bringing up their children and instil strong moral values and ethics.” Speaking about the need for an emergency response system,Yasin Khatri, Sacred Heart School, Kalyan explains that teachers must be trained to handle any crisis that takes place around them. The feasibility of the emergency response system must be checked through frequent mock drills at school. “Students must be sensitised and teachers should be trained to identify such cases within the classroom or around. Immediate psychological help must be provided to pupils who need it.” Priyanka Singh, ICT Educator, The HDFC School, Gurgaon emphasises that schools should have a security check system at the entrance so that people cannot enter a school premise with weapons. She also suggests schools have a police booth in its vicinity so that help can be immediately sought in case of any mishaps. “The Government must have good

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COVER STORY health care and on-call medical facilities in every school across the country. Metal detectors and CCTV cameras should be installed within the school. EQ and IQ evaluation of students should be conducted to identify problems amongst students. Uniform level of safety and security measures for all schools should be ensured,” says Lavita Kacker, Head of Department - Social Sciences, Sacred Heart School, Kalyan. Suggesting that self-defence for teachers can be part of the teacher training programme, Smriti Agarwal, Sr. Headmistress, Podar Jumbo Kids Powai, Mumbai also advocates instant justice and firm law in cases where teachers are physically, emotionally or sexually harassed, so that it creates a sense of fear in any individual towards the consequences of such an act. Urvashi Warman, Principal, The Palace School, The City Palace, Jaipur has a different opinion on how to tackle the safety issue of teachers in schools. She says, “The solution to violence in schools does not lie in turning the school or any educational institute into a fortress. The solution lies in empowering the teaching faculty with proper life skills which they need to impart to students from a very young age. When the student community is sensitised and learns how to deal with issues like rejection, failures, grief, disappointment and general strengthening of the emotional quotient, the problem of increase in violence is sure to dissipate very soon.”

WHAT WE CAN DO TO ENSURE TEACHERS ARE RESPECTED The role of teachers is paramount in shaping the future of the country. The government should include teachers while reforming educational policies. With the digitisation of education happening at a rapid pace, the role of teachers is also changing drastically. Today, teachers are taking on roles of being advisors, friends and disciplinarians to students rather than the conventional role of a teacher who only explains what is there in the textbook. However, the role of a teacher is indispensable in a student’s life and it is imperative that the student understands it and respects the teacher accordingly. Suman Sood, Territory Head, Kolkata Chapter, Early Childhood

Association explains the importance of giving grants to teachers so that they can better themselves. She says “Involved and passionate teachers are always wanting to do things differently so that they may enhance learning of their students. Innovative teaching is important, but it can be expensive. The US model of giving grants to teachers for enhancing their skills and using funds for buying teaching aids can be followed for our teachers. Some of the grants given may be Professional Development Grants for Teachers, Funds for Classroom Enrichment/Student Achievement, STEM Grants, and Humanities Grants.” Shraddha Bhatnagar, Headmistress (Head of Cambridge Section), Seedling World School, Udaipur suggests, “Government can think of rewarding/awarding teachers annually for their outstanding contributions. One of these rewards can be the official use of the upaadhi ‘Guruji’ or ‘Gurudev’ with their names.”

Summary Verbally, we talk highly of teachers, praise their work and value them. But mere lip service is not enough. We need to show it by giving them the special status they truly deserve; by showing them that they are indeed doing a selfless job in raising citizens of this nation. We can take a leaf out of the books of some of the nations who treat their teachers on par with other noble professions and provide them with special rights. We need to make our teachers feel safe, secure and wanted. To make sure that teachers continue in the same profession, we need to ensure that they are guaranteed financial stability and substantial yearly increments. A change in the mindset of parents is also very much required. It is very common to see parents wanting to see their children become doctors or engineers; we need to encourage our children to become teachers as well as ensure that the teaching profession is on par with any other profession. To facilitate this better, the salaries in the teaching profession need to be on par with those of other professions. Let us bring back the glory of the teaching profession from the days of Dronacharya or Ved Vyas and ensure that teachers today are treated with love and respect. We need to make a strong effort for this but together, we can.

October 2018

WHAT TEACHERS

WANT…

“Financial security being the top priority, recognition for their selfless service in the upbringing of others’ children which goes unnoticed. Teachers posted in remote areas should get extra allowances. Quality time to spend with family will work as an incentive in improving their output. Also, monitoring through CCTVs should be focused on students’ actions rather than teachers.”

“Matching teachers’ salary to the best salary in the market is a must. Sponsorship of teachers to visit schools across the world to learn the best practices is important. Collaboration among Indian teachers and creating a forum of teachers to share best practices is also necessary. Teacher education courses should be enhanced and the process for it should be eased.”

Dr Jagpreet Singh,

Mohammed Azhar,

Dr Dheeraj Mehrotra,

Headmaster, The Punjab Public School, Nabha

Principal, Knowledge Academy School, Chennai

National Teacher Awardee 2005 & Academic Evangelist, Next Education India

“Funding needs to be provided for innovative teacher education, for programmes that target minority teacher recruitment, and for increased collaboration between universities and schools in preparation of teachers so that more participation and encouragement is provided to teachers coming from rural areas. Private sector teachers should also get benefits similar to the government set up. There should be provisions for continuous professional development, trips and excursions as a team building activity.”

“Teacher (Tr.) Title should be given to teachers and Sr. Tr. to teachers who have been into the teaching profession with a minimum of 15 years. A requisite of a Teachers’ Club in every city with provisions for teachers' welfare and community should be there. To teach is to preach; teaching is no doubt the most trusted profession in the world. Let teachers be recognised and saluted for their commitment towards enriching young minds and igniting them towards becoming prosperous nation builders of tomorrow.”

“The Government of India should give teachers a professional designation and respect like those given to army personnel because the same way that the army defends the nation, teachers too defend the citizens from illiteracy, poverty, ignorance, unemployment, superstitions, mental and social evils. Their privileges could include subsidised accommodation, annual medical checkups and medical aid, standardised salaries, transport allowance, opportunities for professional development, work from home, financial incentives, better pension and retirement plans.”

Priyanka Singh,

Lavita Kacker,

ICT Educator, The HDFC School, Gurgaon

Head of Department - Social Sciences, Sacred Heart School, Kalyan.

October 2018

COVER STORY

“The government can do a lot to change this scenario and create an atmosphere of great respect for teachers throughout the nation. This can be done by reiterating through various government campaigns and highlighting achievements of exceptional teachers. Following can be some privileges that can be given to teachers: 1 Special considerations in all government-related jobs such as making passports, getting medical assistance, legal proceedings etc.

“Our government needs to attach value to teacher training and the profession with the same benefits and royal respect that the Indian Army gets. Like a civilian salutes a man in uniform when they come across him, there should be a bow to a teacher. The Government of India has not formed universities for teachers, regulations and government-accredited qualifications and national awards for teachers, which are prevalent in some countries. The most pertinent sector of early childhood education is the most neglected and sidelined. Let’s start from the roots, right from the very beginning and reap the fruits. Teachers need to be given an identity before discussing about privileges. Teaching is treated as a part time job for women. Doctors, engineers, IAS, IPS officers and defence personnel and other government officials are given the benefits of accommodation, respect and a standing in the society. The same attitude is lacking for teachers. Before special privileges, let’s make the basic amenities like resources, toilets, clean environment and good school buildings for teachers to give them a better workplace.” Smriti Agarwal, Sr. Headmistress , Podar Jumbo Kids Powai, Mumbai

2 Teachers to get special privileges like subsidised passes in railways, airlines and bus services. 3 Subsidies on electricity and water bills.” Shraddha Bhatnagar, Headmistress (Head of Cambridge Section), Seedling World School, Sapetiya, Udaipur

“The same way that a doctor can add his degree as a prefix to his name, a respectable term should also be given to the teacher. Also, government advertisements promote and encourage citizens to join the defence system of the country. There need to be advertisements to promote teaching as well.” Sonal Chawla, Head of department - Mathematics, Sacred Heart School, Kalyan

“The student-teacher ratio must be brought down. A higher ratio makes the job even tougher for teachers. Proper and timely payment of wages is a must. But the fact is that appreciation in form of financial incentive is not a very popular culture across our country. Delayed salaries and delay in implementation of the pay commission is a very common scene. Teachers, particularly in government aided schools, are compelled to do clerical jobs. This must completely stop.” Yasin Khatri, Sacred Heart School, Kalyan

October 2018

ARCHIVES

October 2018

TECH FOCUS

OPEN EDUCATIONAL

RESOURCES

A boon for education ANUSHKA YADAV focuses on 10 innovative and resourceful Open Education Resources which educators can benefit from

pen Educational Resources have stemmed from the ‘Open’ philosophy. The philosophy includes free sharing, duplication prevention, access to stakeholders, avoiding restrictive practices (copyright) along with promotion of economic efficiencies. Any teaching and learning material that is available on the internet and is accessible, without any fee, to anyone is known as Open Educational Resources. OER include a plethora of resources from around the world namely complete courses, course modules, syllabi, lectures, assignments, quizzes, lab and classroom assignments, pedagogical materials, games, simulations, and more. The Open philosophy and model has resulted in the creation and development of an umbrella of resources such as Open source (relating to business and technology), Open source software, Open source hardware, Open standards, Open access (research), Open design, Open knowledge, Open data, Open content, Open courseware,

Open educational resources and Open educational practice. Thanks to the Open Movement, learning is literally just one click away. And the emergence of Open Educational Resources or resources that are licensed to be used and re-used in a broader as well as specific educational context, has made education extensively accessible and instantly available. These movements and philosophies have a key role in the growth of an education niche and promoting educational technology, research, learning and teaching. First introduced at the UNESCO conference, the term Open Educational Resources (OER) referred to providing free access to quality educational resources at the global level. According to OECD, 2007, OER refer to ‘digitised materials offered freely and openly for educators, students and selflearners to use and reuse for teaching, learning and research’. It is widely expected and believed that sharing and openness bring benefits to stakeholders in the educational com-

October 2018

munity. However, at the other pole, the barriers in the sharing process include traditional cultures, practices, managerial approaches along with broader legal complexities. (refs: CD LOR, TRUST DR, Sharing e-learning content, Good Intentions report) The process of learning and teaching plays a central role in the upliftment of the country as a global powerhouse. Along with informational content, it is helpful to identify learning resources by their granularity levels. A learning activity should be embedded with information content through digital assets (image, video or audio clip), information objects, learning objects, learning activities and/or learning design. Within the past few years, OER related projects and programmes, from large institution-based or institution-supported initiatives to numerous smallscale activities, have witnessed a boom in the education sector. We, at ScooNews, listed 10 innovative and resourceful Open Education Resources.

Khan Academy National Repository of Open Educational Resources (NROER) UNESCO OER CONGRESS

On Friday 22 June 2012, the UNESCO World Open Educational Resources (OER) Congress released the 2012 Paris OER Declaration which called on governments to openly license publicly funded educational materials. UNESCO member states unanimously approved the declaration, which highlights the importance of open educational resources and gives recommendations to governments and institutions around the globe. https://www.oercongress.org/

NPTEL

The National Repository of Open Educational Resources (NROER). NROER is developed by CIET, NCERT. It was launched during the National Conference on ICT (Information and Communication Technology) for School Education. NROER was launched on 13 August 2013 in New Delhi in collaboration with the Department of School Education and Literacy, Ministry of Human Resource Development, Government of India. Metastudio, the platform hosting the repository is an initiative of Knowledge Labs, Homi Bhabha Centre for Science Education, Mumbai. NROER hosts a large number of educational resources in many subjects and in different Indian languages for Primary, Secondary and Senior Secondary classes. Resources are available in different formats like Video, Image, Audio, Document and Interactive. Apart from this all NCERT books are available in Flip book format. NROER is an collaborative platform, intend to reached the un-reached and institutions like SCERT, SIERT, SIE, Vigyan Prasar, CCERT, Gujarat Institute of Educational Technology (GIET), SIET and other stakeholders have a share in the educational content. https://nroer.gov.in/welcom

To improve the quality of higher education in India, IIT Madras came up with an initiative called NPTEL (National Programme on Technology Enhanced Learning) in the year 1999. As per this initiative, all the IITs, along with the IISc Bangalore would come up with a series of video lecture based courses across all the streams of engineering. This initiative has gained wide popularity in India and the lectures are being used by several engineering students from across India.

Khan Academy is a non-profit educational organisation created in 2005 by Salman Khan with the goal of creating a set of online tools that help educate students. The organisation produces short lessons in the form of YouTube videos. Its website also includes supplementary practice exercises and materials for educators. https://www.khanacademy.org/

TESS-India It is led by The Open University and Save The Children India, funded by UK Aid. It is a multilingual teacher professional development programme that aims at supporting Indiaâ&#x20AC;&#x2122;s national education policy through the use of freely available and adaptable OER. A collaboration between the educational experts and policy makers of India and UK, the OER focuses on the enhancement of pedagogic practices parallel to Language, Literary, Science, Mathematics, and English. It aims at supporting learner-centres, inclusive, participatory, engaging and effective classroom pedagogy to influence the progress and achievements of students through quality schooling.

http://www.tess-india.edu.in

https://nptel.ac.in/

October 2018

TECH FOCUS CK-12 Foundation

The CK-12 Foundation is a California-based non-profit organisation whose stated mission is to reduce the cost of, and increase access to, K-12 education in the United States and worldwide. CK-12 provides free and fully customisable K-12 open educational resources aligned to state curriculum standards and tailored to meet student and teacher needs. The foundation's tools are used by 38,000 schools in the US, and additional international schools. CK-12 was established in 2007 by Neeru Khosla and Murugan Pal to support K-12 Science, Technology, Engineering, and Math (STEM) education. The organisation first generated and distributed educational content via a web-based platform called the "FlexBook." CK-12 has updated its FlexBook platform and has begun to focus on concept-based, multi-modality learning. CK-12 is being funded by the Amar Foundation and by Vinod and Neeru Khosla. https://www.ck12.org/student/

Curriki

Gooru ISKME - Institute for the Study of Knowledge Management in Education An independent and education nonprofit platform, it aims at improving the practice of continuous learning, collaboration, and change in the education sector. Established in 2002, ISKME conducts social science research, develops research-based innovations, and facilitates innovation that improves knowledge sharing in education. ISKME supports innovative teaching and learning practices throughout the globe, and is well known for its pioneering open education initiatives. ISKME also assists policy makers, foundations, and education institutions in designing, assessing, and bringing continuous improvement to education policies, programs, and practice. As such, ISKME helps schools, colleges, universities, and the organisations that support them expand their capacity to collect and share information and create open knowledgedriven environments focused on learning and success.

Teachers have millions of free online multimedia resources and quiz questions at their fingertips, often making it difficult and time consuming to create a learning experience geared expressly for their students. Gooru is a free personalised learning solution that helps teachers to find, remix, and share collections of web resources on any K-12 topic. Gooru organises all online learning content. It connects a community of educators and learners. It supports many different instructional uses and types of learners to improve all studentsâ&#x20AC;&#x2122; learning outcomes. Its online quiz environment gives students instant feedback on their progress and provides teachers with assessment results and learning resource suggestions. http://gooru.org/welcome/

Connexions - Openstax CNX

http://iskme.org/

It is a free community that provides OER for K-12, which are contributed by members of Curriki community including educators, parents and other partners from over 193 countries. All the material is peerreviewed to maintain the quality. It helps in cost savings to teachers, since the teachers can use Curriki OER, instead of using supplemental materials.

A global repository of educational content for learners from all walks of life, it includes K-12 and higher education in nearly every discipline, including math, science, psychology, sociology, history etc. Connexionsâ&#x20AC;&#x2122; repository consists of more than 17,000 learning objects or modules and over 1000 collections (textbooks, journal articles etc.). These resources can be remixed and edited for reuse and can be easily downloaded free of cost on any mobile device. The platform is provided and maintained by Rice University. https://cnx.org/

https://www.curriki.org/

October 2018

FEATURE

Upgrading the language classroom with films ANUSHKA YADAV examines the use of film to understand key issues, use of language and themes

he beginning of 2018 was marked by a list of changes made by CBSE. NCERT made roughly 1,334 changes, including additions, correction and data update, in its 182 textbooks. Of these, the maximum changes (573) have been made to science books, followed by social science (316) and Sanskrit textbooks (163). As part of these changes, CBSE also excluded English Communicative and Elective. However, as educators and policy makers, changes in the curriculum are required that are concurrent to the pace of the 21st century.The Open philosophy and model has resulted in the creation and development of an umbrella of resources such as Open source (relating to business and technology), Open source software, Open source hardware, Open standards, Open access (research), Open design,

Open knowledge, Open data, Open content, Open courseware, Open educational resources and Open educational practice. Language and Literature teachers abroad have been using films in their classes for decades. Itâ&#x20AC;&#x2122;s time for India to adopt films as teaching and learning tools. Screening a film in a classroom may be engaging for students. However, teachers must understand the importance of planning for viewing a film, in order to make it an effective learning experience. Along with planning, reviewing the schoolâ&#x20AC;&#x2122;s policy on the use of films in an English class is imperative. For different grade levels, films could be selected on the basis of their ratings:

October 2018

G rated films - These films do not require any signed permission form PG rated films - A signed parental permission form is required for students under age 13. At the elementary school level, the principal needs to ask a committee to review the use of the film prior to granting permission. PG 13 rated films - A signed parental permission form is required for students under age 14. No use of PG 13 films at elementary school level. In a middle school, the principal requires to ask a committee to review the use of the film prior to granting permission. R rated films - A signed parental permission form is required for all students. The principal will ask a committee to review the film before granting permission. Film clips are preferred for R rated films while it should

The awardee of the British Council’s Teaching English blog, Kieran Donaghy, stresses on films being a rich source of language learning. He believes learning from films is highly effective because it is motivating and enjoyable; making it a successful second-language acquisition tool.

not be used in middle or elementary schools. The awardee of the British Council’s Teaching English blog, Kieran Donaghy, stresses on films being a rich source of language learning. He believes learning from films is highly effective because it is motivating and enjoyable; making it a successful second-language acquisition tool. Films are an integral part of today’s generation which further, makes it sensible to introduce films and videos into the language classroom. Secondly, films prove to be a source of authentic and varied language; they help the student to understand English as the language of real-life conversation. Further, it helps them with natural expressions and the natural flow of speech. With students going abroad for higher education, it is necessary that

October 2018

FEATURE

the education system prepares them practically and effectively to use English in real life scenarios. The understanding of language is enhanced by giving students a visual context through language exchanges, facial expressions and gestures simultaneously through films. It is the power of visual cues that strengthens the verbal message while providing a focus of attention. Bringing variety and flexibility to the language classroom, films extend the range of teaching techniques and resources; it also acts as a catalyst in the development of all four communicative skills. For example, a whole film or sequence can be used to practice listening and reading, and as a model for speaking and writing. Film can also act as a springboard for follow-up tasks such as discussions, debates on social issues, role plays, reconstructing a dialogue or summarising. It is also possible to bring further variety to the language learn-

ing classroom by screening different types of film: feature-length films, short sequences of films, short films, and adverts. Films arenâ&#x20AC;&#x2122;t just restricted to language learning; often, a film may include moments that go beyond what is being taught in a lesson, allowing the teacher to highlight other important topics from other subjects as well. For example, the film Gandhi provides information that can help students to discuss world religions, imperialism, non-violent protest, personal freedoms, rights and responsibilities, gender relations, India as a country, and so much more. However, it is important to understand that films do not teach themselves. The educators and policy-makers should carefully scan through the films before making them a part of the curriculum. The historical or factual inaccuracies should be pointed out by the teacher while giving an introduction to the film before its screening.

October 2018

Finally, parents might express objection towards specific content of a film; thus, before the beginning of the academic year, the list of films to be screened can be sent to the parents.

Websites like Commonsense Media include many specific reasons about a film. The concerns and suggestions of parents should be taken into account. Imagine a language learning classroom where a film is being shown, the eyes of all students focused on the screen while they take notes or just simply understand the key issues, use of language or theme of the film. It is followed by a discussion about the various issues or topics revolving around the film. Thus, it is time that we leave traditional language learning techniques behind and accept inquiry and technology as natural components of our English classes. Letâ&#x20AC;&#x2122;s think about connecting our students to the larger world while supporting critical and creative minds.

FEATURE

G N I N R LEA

T H G RI

ANSHU PANDE provides cues on guiding students to beat last minute preparation pressure and study right

October 2018

rrespective of age, exams are stressful for all. Whether it’s an exam in the school, university or final test at work, students are generally left scared and shaken. In a situation like this, they often find themselves looking for short-cuts. It is common to find students googling ‘How to improve my memory?’ a few weeks before the exam and looking for answers about ‘How to cram everything the night before a test’! The fear of not scoring well makes them take a shortcut and very soon, the road to hard work is forgotten.

Schedule - The ancient but the most efficient method of studying is scheduling. Make a time table, prioritise the 24 hours. It is not necessary to just study all day. An hour of television, an hour of games and an hour to talk to friends should be included in it too. Students should make a balanced schedule where leisure activities are parallel to studies.

Cramming, or what researchers call ‘Massed Trials’, happen when we try to memorise large amounts of information in a short period of time. The reason for choosing this method could be procrastination, irregular study timetable or unorganised approach to study, resulting in last minute preparation for the exam. The fear and tension keep students awake the whole night while they try to memorise as much as they can. Some students say that the last-minute pressure helps them study better. A survey in 2014 found that 99 percent students were addicted to cramming.

Poor test scores – The results that they hope for come with disappointments. This could be because of the pre-examination nervousness, anxiety or tension, leading to poor performance and bad grades.

But, what is this method doing to our children’s brain?

Farewell hard work – They get so dependent on this shortcut that they forget the meaning of working hard. They tend to become lazy and make the brain lazier by not working hard.

Increasing stress level – Are they confident when they keep the book down after pulling an all-nighter? No. There’s always a doubt that they might have missed out on a topic or might have forgotten what they had read in the beginning of the night. Some might even complain of a headache or feeling of nausea while writing the exam. They begin to panic; they are unable to concentrate while writing the exam and constantly worry about the result which makes their success graph go down.

Poor retention – To memorise and retain what they have studied, students need to read and re-read the information as much as they can. Since cramming is a last-minute activity, it doesn’t give them a chance to even revise what they have studied. This is why they often face the “I have read this but I’m unable to recall” moment.

the memory, it will also help practice how the answers would be written during the exam. 2

Don’t skip sleep – The road to good grades does not involve pulling all-nighters, especially, not before an exam. The brain goes through different stages of sleep. The deepest stage of sleep is called the Slow Wave Sleep which is said to be very important in the consolidation of memories. So, getting a good sleep after learning new information will help in retaining what has been studied.

Set goals and rewards – Who wants ice cream? Only if we finish before 10 pm. Rewards and deadlines motivate us to stay on track during exams. It gives us a goal and also helps in tricking the brain to work faster.

Now that we’ve addressed the problem, what are the solutions? 1

Re-starting – As discussed above, it is important to re-read what has been studied until it gets encoded in the brain. Start with re-writing the revision notes. Avoid using laptops for notes, but hand write notes instead of typing. It will not only help the information root deep in

October 2018

TAKE2

FOR THE

TEACHERS, BY THE

TEACHERS 1

ANSHU PANDE selects seven books that are written by teachers for teachers to inspire better teaching and increase student-teacher friendship

Teach Like a Pirate by DAVE BURGESS

This book has the best of both worlds. A part of it is an inspirational manifesto that ignites passion for the teaching profession and part of it is a practical road map filled with dynamic strategies to dramatically increase student engagement. The message from Teach Like a Pirate will resonate with educators who believe in creative lessons and want to transform school into a lifechanging experience for students.

3 2

Ditch That Textbook by MATT MILLER

This book pushes educators to throw out the old, pedestrian teaching and learning practices and inculcate new ones. This book is a support system, toolbox, and manifesto to help educators free their teaching and revolutionise their classrooms.

October 2018

50 Things You Can Do With Google Classroom by Alice Keeler and Libbi Miller

The authors of this book have shortened the tech integration learning curve by providing a thorough overview of the Google Classroom app. With screenshots and website URLs, this book provides ideas and step-by-step instruction to help teachers encourage student collaboration, seamlessly use other Google tools, such as Google Docs, provide timely feedback to students and more.

Play Like a PIRATE by Quinn Rollins

Author Quinn Rollins knows exactly how to get the students to study without making it boring. With Lego, Hot Wheels, action figures, Barbie, superheroes, and games, this book will help the educators get all the fun back to the classroom. It is full of big ideas and practical strategies on how to use toys, games, and comics to engage your students

Launch by JOHN SPENCER AND A.J. JULIANI

Why don’t Students like the School by Daniel Willingham

In this eminently readable book, Willingham takes findings from cognitive science and applies them to the classroom in a straightforward and practical way. A central claim in this book is that while we are naturally curious, we are not naturally good at thinking and can only truly think about things we know. It also contains one of the best lines ever to feature in a book on education: “Memory is the residue of thought.”

School can be busy. Materials can be scarce. The creative process can seem confusing. Curriculum requirements can feel limiting. Those challenges too often bully creativity, pushing it to the side as an “enrichment activity” that gets put off or squeezed into the tiniest time block. Authors John Spencer and A.J. Juliani share their firsthand experience with these challenges and share tips on how to overcome them.

Seven Myths about Education by Daisy Christodoulou

In this brief but explosive book, Christodoulou challenges several orthodoxies in education such as prioritising skills over knowledge, the claim that teacher-led instruction is passive, and why you can’t just look it up on Google. Whether or not you agree with everything in this book, every teacher should at least be acquainted with its arguments.

October 2018

TECH IT OUT

APPS TO RELAX

Life often becomes stressful for an educator as you juggle between work and home. With the endless changes coming in the education world, stress levels are increasing every day. Managing stress is important for educators, as they are role models for their students as well as their family. We, at ScooNews, care for all our hard-working educators and have listed the top 10 apps you can use to reduce stress:

ANUSHKA YADAV lists 10 apps to help educators reduce stress

Sworkit

Working out and staying active is probably the best way to reduce stress. Sworkit is one of the most popular fitness apps out there and includes videos of many exercises to help you stay fit. There is a free version, Sworkit Lite, although you can pay to upgrade to a version with more features.

Breathe2Relax

A smartphone app with instructions and exercises in diaphragmatic breathing, this is a documented stress-management skill. The app includes detailed information on the effects of stress on the body, motivating the user to work on their stress levels.

Personal Zen

It consists of a series of games based on clinical findings about methods for reducing anxiety levels. It was developed with a professor of psychology and neurosciences..

4 5 48

The Mindfulness App A soothing list of five guided meditations, with options for listening to calming music or nature sounds.

October 2018

Pocket Yoga The most effective tried and tested technique to relax is through yoga. The user can search for single poses or put together entire routines from a range of yoga styles and all levels of difficulty.

TECH IT OUT

Finding Optimism

A mood tracker where the user can keep daily records of symptoms and triggers. It also includes data visualisation tools and information on wellness strategies.

Squeeze and Shake

All work and no play make a dull mind. Why internalise your anger and stress, when you can vent them harmlessly on a virtual rubber duck!

My Mood Tracker

Power comes to those who are more aware of what they are feeling. This app helps you to figure out links between life events and cycles and your moods, which in turn will help you manage (and work around) your moods.

Happify

A brain-training app based on research that helps in fostering positive traits such as gratitude and empathy while selecting activities that help combat negativity, anxiety and stress.

GPS for the Soul

Developed by Arianna Huffington and Deepak Chopra, GPS for the Soul uses biofeedback to help its user determine their level of stress, while helping them manage stress with meditation tools that include calming pictures and music.

October 2018