Jayaram Seela
A small government school in Andhra Pradesh takes its teaching seriously. The students, with the help of their math teachers, recently celebrated Pi day. A quiz, a drawing competition and an exhibition formed part of the event.
Manaswini Sridhar
After Bingo, it is now tic-tac-toe. This game encourages strategic and logical thinking and pushes students to learn and demonstrate what they have learned.
Anukriti Gulati
Introducing sociology as a new subject to school children can be quite a daunting task. Since they are not familiar with the subject and view it as part of humanities, the children think it is easy to learn. The author, a first- time teacher outlines how she took her class.
Sharmila Govande
Teachers play a significant role in the development of children. But does their understanding of childhood impact the development? Are the perceptions, attitudes and demands of teachers in tune with the rights of the child like the right to play, right to expression, right to education etc? It is time teachers and parents reflected on these points before they form their own notion of what childhood is.
Lakshmi Karunakaran
Season 2 of TLM features artists who talk about the major influences of teachers/ mentors in their lives. This interview features Sahitya Academi award winner Ravi Kumar Kashi.
Deepa Kiran
This is a very enjoyable story that helps children to engage with scientific language in a fun way. The concept of the water cycle comes through effectively in the story and the children also find it easy to understand the concept.
Arun Elassery
The Kamala Nimbkar Balbhavan in Phaltan, Maharashtra, is a school where the philosophy that it propagates is visible . Here children from disparate backgrounds mingle easily and happily. Read up this interesting profile of the school.
Sahana Mitra
Since adoption is a sensitive topic, schools must take the initiative to acknowledge adoption in the classrooms so that every adoptive family can share their journey without fear of being judged. Ultimately it is the child who matters so an empathetic context is essential to understand the story of the child.
Devika Nadig
Most schools have a purpose and goal in their educational process that can be broadly divided into economic and social. This is towards attaining what is called ‘holistic development’ of the child. But how can the schools realign their goals to include certain individual aspirations of some students ? This is something that needs attention and is now neglected. Here are some smart strategies that schools can employ given the complexity of achieiving the two important goals — one that is school driven and the other that is individualised
Pritam L. Benjamin As a firm supporter of educating not just the mind, but the body, heart and spirit as well, I write this in the belief that teachers, principals, founders and “owners” of schools will consider their responsibility in helping to steer education beyond its current limited horizons. College and career are vital goals, but what of the fulfilment of the potential in all that is human? Sadly, there are too few schools who see their mission as extending beyond the old literacies (reading, writing and numeracy), science and technology, and the horizon of college and careers which are lucrative and are said to give return of investment for parents and society as a whole. Howard Gardner’s Theory of Multiple Intelligences was, in this and the last decade, well received by some progressive schools in our country. There was an attempt to weave it into the curricular approach of the miniscule number of such schools. Unconvinced parents, generally continued to flock to schools which could produce ‘toppers’ and stick to “serious academic regimen”. This clearly implied a denial of the need for children to blossom in the sports, co-curricular, spiritual, and creative fields. College-readiness did not admit these needs and dismissed this as distracting and unnecessary. They were goals that were seen to be in conflict with optimal academic performance, individual and institutional. Numerous approaches to education are holistic in nature, such as integral education, transformative education, constructivist approaches, Gandhi’s Basic Education, peace education, mindfulness education, and values education. Newer thinkers (after Dewey, Bruner, Piaget, et al) like Gandhi, Shri Aurobindo, J. Krishnamurti, and Rabindranath Tagore offered theories and belief in the need for whole education, long before the west accepted this vital need for children. They spoke of the need to nurture the development of the whole person – this includes the intellectual, emotional, physical, social, aesthetic, and spiritual. Simply teaching a new set of ideas is not enough unless the emotional, behavioural, and spiritual aspects of these ideas are addressed in the student’s life. “Heart” education featured strongly in their approaches to the social development of children. Raising them to be empathetic, caring, altruistic adults was to be the objective of parents and teachers alike. We have long needed and used education as a tool to train the mind or prepare for a job. But education can teach us how to use our mind, how to respond peacefully, how to find and follow our passions and to move beyond viewing each child
Empowering educators with innovative resources and community support. Stay connected with us for the latest in educational content. Follow us on social media and subscribe to our newsletter for updates.
Copyright © 2024 Teacher Plus- All rights reserved
Designed & Developed by GA Digital Solutions
