Yasmin Jayathirtha
When teaching new concepts in science, the only way a teacher can assess whether a student has understood or not is to set exercises or provide data and ask for analysis. Here are two experiments that teach reasoning skills to students and are based on exploration, invention and application and do not need previous knowledge.
Anveshna Srivastava
The structure of the DNA is complex and for most learners diagrams form an important component to understand the concept. However these are not appealing enough for students to connect textual information with them. This article introduces a few diagrams which are simple to draw and if analysed in a certain sequence makes the concept easy to understand.
Dr. Sneha & Dr. Vishwanath Gogte
Most students find it difficult to connect with Chemistry and do not find the subject appealing. The reasons range from too many complicated equations to hard-to-memorise formulae. However, work-centric learning engages every student in an authentic activity which helps explain the concepts. This article explains how chemistry can be taught while engaging the students in agriculture.
Indu Srinivasan
Children love to be appreciated and recognized for the effort that they put in to work on their assignments. A few simple and encouraging comments can make a world of difference . Feedback given in a positive way like smilies, candies, stars etc. motivate young learners and help them do better in their work.
Rakhi Pande
If you have just joined the teaching profession and are feeling less than enthusiastic about having joined, here are ten tips for you to stay motivated and never regret your decision.
Manaswini Sridhar
Disciplinary actions taken in the classroom should help nurture children and bring about a change so that the child becomes a better human being. This article suggests some alternatives to the tradiitonal physical punishments.
Neerja Singh
A parent – teacher meeting is always approached with a feeling of apprehension both by the teacher and the parent with the child caught in between. There is criticism and finger -pointing from both sides with little or no room for compromise. What then is the golden rule? Read on to find out.
Phyllis Farias
Conflict situations abound in the school, in the classroom, among teachers, and between parents and teachers and within ourselves. How can we negotiate all these differences peacefully? Can children be taught that compromise is the most effective way to end conflicts? These are some of the questions raised by our writers in this month’s cover story.
Chintan Girish Modi
When I was on a Peace and Conflict Studies fellowship in 2013, I often found myself bewildered by the term ‘conflict zones’. The tendency to reduce certain parts of the world to the conflicts they were struggling with seemed to deny people and communities the other human experiences their lives were filled with.
Sunita Biswas
That a teacher wears many hats is, of course, old hat! Among the many hats, one is being used more frequently today. And that is the hat of the teacher as a negotiator, as a mediator, a moderator and as a referee. A non-judgmental, unbiased, objective interlocutor who must, when required, pour oil over troubled waters and build bridges over them.
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