June 2007 – Teacher Plus

Are You ‘Sinistral’?

S. Upendran explores the quirks of language and of teaching in this monthly column. What is it that we have against left-handed people? Why is it when a student writes with his left hand, some teachers order him to use his right, instead? Why is it that we teach our children that the right hand must be used when we offer or receive things? What is so right about being right-handed and what is so wrong about being left-handed? Why the prejudice against the lefties? Are we persecuting them because they happen to be in the minority? (Research suggests that only 8 to 15 percent of the people in the world are left-handers.) In the case of English, this prejudice seems to be inbuilt into the language; let’s face it, as far as languages go, English is definitely ‘anti-left’! The bias that people have against left-handers is neither local – it isn’t confined to India- nor is it of recent origin. People have always looked at lefthanders rather suspiciously. Europeans believed that Satan was left handed, and therefore all ‘southpaws’ were seen to be doing the Devil’s work! Lefties were often burnt at the stake for not mending their ways. One needs to only look at words and expressions associated with the word ‘left’ to note how biased the English language is against left-handers. Take for example, the word ‘sinister’ – not a word that anyone of us would like to be associated with since it carries with it the idea of being ‘evil’. The word comes from the Latin ‘sinister’ and means ‘left (handed/side)’. The French word ‘gauche’ which is currently used in English to mean ‘awkward’ or ‘clumsy’ originally meant ‘left’ or ‘left handed’; left-handers, in general, were believed to be clumsy or awkward. The Irish word ‘ciatog’ used to refer to left-handed people means ‘strange person’. When an American says that you are ‘out in left field’ what he means is that he finds you ‘weird’. The sense of evil/bad that the Europeans associate with the left side is reflected in their everyday practices as well. When Europeans wish to ward off evil, what is that they do? They throw salt over their left shoulder; this is to drive away the Devil who is believed to sit on an individual’s left shoulder. If your left palm itches, what does it indicate? It means you are going to lose money. Similarly, if there is a ringing in your left ear, someone is angry

Are You 'Sinistral'?

Concepts and Skills

S. Sundaram The most difficult subject at school can actually be made interesting if presented in a visual form with activity materials. Mathematics is universally considered as “the most difficult” subject at the school level, both by students and teachers because the nature of mathematics has not been understood. In this article I will attempt to explain the nature of mathematics and how to use this understanding to improve the teaching/ learning of mathematics. I will confine myself to mathematics at the primary school where the foundation of the subject has to be laid. Understanding Mathematics Mathematics is full of concepts followed by skills. There are very few facts in mathematics to be remembered. Concepts have to be understood by students by relating it to their previous knowledge or experience. A teacher cannot ‘teach’ concepts. She can only facilitate formation of concepts. Further, the concepts are arranged in a hierarchical structure much like a house of cards. Higher-level concepts cannot be mastered unless all the related lower level concepts have been understood. S.Sundaram is principal, Atul Vidyalaya, Atul, District Valsad, Gujrat 396020. He can be reached at Sundaram48@yahoo.co.in This is an article for subscribers only. You may request the complete article by writing to us at editorial@gamart.in.

The Rules of Silence

Srijaya Char Silent reading helps in easy comprehension. The technique also reinforces the eye-mind relationship. Speed readings coupled with good comprehension are markers of proficient reading. This can be taught to children when they are very young. One effective method is ‘silent reading’. It requires the effort, concentration and patience of both students and teachers. When my daughter was three-and-a-half, she would pick up books and keep flipping through, pretending to read even when the book had absolutely no pictures. I never pushed her to read and hence was amazed at her patience in looking through printed words which made no sense to her. I would call her and give her a book with a lot of pictures and tell her, “Look through this. It will be more interesting.” She would refuse to do so. She would stubbornly say, “I can read.” This is an article for subscribers only. You may request the complete article by writing to us at editorial@gamart.in.

A New Phase

This issue marks a sort of rebirth for Teacher Plus – the taking on of a new visual identity that is in some ways more contemporary. The “look and feel” of the magazine is different, fitting in more closely with the norms of professional magazine design. Increasing our periodicity to once a month instead of once every other month too has been a conscious decision that we hope will please the many readers who have been telling us that they’d like to see more of Teacher Plus and more often. In spirit however, Teacher Plus remains the same, committed to the same ideals and ideas as before. We believe, for instance, that education is at the core of any attempt to make a better world, that teachers can be and are change agents, that schools should be places of learning that make us think and do in different ways, ways that will lead to the formation of a better citizenry. We also believe that teachers need a space like that provided by this magazine, where they can share and exchange experiences and expertise, where they can talk about issues they confront on a daily basis and explore solutions. We also believe that, like any group of rofessionals, teachers need a magazine of their own, one that articulates their professional identity and keeps them engaged with issues that impact their work and the context within which they work. The content of Teacher Plus reflects this, with a widening range of articles and contributors. With the launch of the monthly issue, Teacher Plus hopes to make this forum even more relevant to the needs of our readers. Long-time readers will notice several new features and be reassured by the continuing presence of many of our old ones. What we do hope to do with the new format is to build a closer relationship with our readers, through a more robust correspondence. This means there is a greater responsibility on your part, as a reader, to react to what you see on these pages. In this issue, we carry a report on what it means to be a professional, from the teacher’s point of view, and a guide to developing a project. Apart from these two main articles, we bring you a variety of ideas for use in the classroom, as well as perspectives from practicing teachers on how to innovate and build a learning environment even within the constraints of the mainstream school. This is just the

The Teacher as a Professional

Meghana Rao Why should the teacher be perceived as a professional? Of all professions, teaching is perhaps the most complex and the most difficult to practise. It is the only profession that nurtures human skills and capacities which help societies to thrive. In a country that is rapidly growing as a knowledge economy, why are teachers still relegated to the background? With salaries of all other professions touching the roof, teachers continue to be ill-paid and unrecognised. Chalk dusted fingers holding a red ink pen, marking and (in books pulled from one pile before putting them into another pile?), answering questions ranging from ‘Teacher, how to solve this problem?’ to ‘Teacher, where is the toilet?’ and attempting the herculean task of holding the attention of a class full of energetic children. This is obviously not an easy job! So why is it that we so often hear people asking, “If you are worth something why would you be working as a teacher?” “It is a remark uttered by most people when they refer to teachers,” says Gurveen Kaur, founder, Centre for Learning, Hyderabad. Although this opinion is popular, it holds no base simply because societies (including parents) are highly dependent on teachers. This is not to say that parents do not take responsibility of their child; but once the child enters the school compound, the teacher has to take over. She is expected to take over and handle many screaming, crying, giggling, energetic, rebellious children at one time. She has to be patient and understanding. AND she has to educate these children and prepare them for the world outside. It is therefore clear that teachers have to be there in numerous ways for the children. “Many times teachers are like second mothers,” says Salma Sultana, a teacher at Icfai Republic School (IRS), Hyderabad. “Most of the child’s day is spent in school and ten to twelve years of the child’s life are also within a school’s compound, so teachers do have an important role to play,” adds Nirmala, another teacher. Given that teachers have a significant impact on a child’s life, can teachers be called professionals? What is it that makes an individual a professional? “Commitment and discipline and a feeling of selfworth are what make a professional. Especially for school teachers, self-worth is extremely important,” says Sheela Ramakrishnan, a teacher trainer based in Hyderabad. Sandhya Siddharth, who works with A.V. Education Society, Bangalore, says, “A professional is one who has knowledge, a sense of

Category: June 2007

Are You ‘Sinistral’?

Are You 'Sinistral'?

Concepts and Skills

The Rules of Silence

A New Phase

The Teacher as a Professional

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