thought provoking article. It lights on the CCE teacher treated as facilitator . Thanks guru sir.
On 19 September 2017 at 15:54, mahesh shikalpur <[email protected]> wrote: > thanku sir , > On Sep 7, 2017 10:31 AM, "Gurumurthy K" <[email protected]> wrote: > >> Nice thought provoking article ... please read and share your thoughts >> >> regards >> Guru >> >> >> HANDS-ON, MINDS-ON LEARNING Indira Vijaysimha explains how teachers can >> impart knowledge without becoming overly controlling and authoritarian >> >> One of the most frustrating experiences that teachers face in the >> classroom is not being able to get children to pay attention to what they >> are saying. Many teachers resort to threat and punishment routines in order >> to establish their dominance over their children and proceed to teach their >> lesson to a silent class. This seems to be an effective way to teach and >> traditionally, trainee teachers have been encouraged to establish control >> over the children so that they can proceed with their teaching without >> interruptions. School inspectors, too, have typically appreciated >> classrooms where the children are sitting quietly in orderly rows and the >> teacher proceeds with the lesson. The effectiveness of this tradition of >> teaching has been under question for several decades now, although it is >> still followed. >> >> Let us take a quick look at the reasons why silencing children by threats >> and punishment may not be a good teaching strategy. To begin with, it >> should be rather obvious that just because children are silent in class >> while the teacher is teaching it doesn’t mean that they are focused on what >> the teacher is saying. If children are not allowed to speak in class and >> are supposed to respond only to the questions asked by the teacher, then >> the teacher has little opportunity to evaluate whether they have actually >> understood what is being taught. Years of schooling where pupils have to >> sit silently in class is likely to result in a population of adults who >> unquestioningly accept authority. >> >> Although such an ‘obedient’ population may seem desirable to some, it has >> other consequences that should have us deeply worried. Blind obedience to >> authority is not the preferred end of education. >> >> Education is meant to develop creativity and critical thinking in order >> to make progress and human flourishing possible. We also see that when some >> children are coerced into submitting to teachers’ authority they become >> rebellious and angry. In many cases, such children effectively dropping out >> of learning by tuning out the teacher, being disruptive in class, playing >> truant, or by actually dropping out of school itself. In addition to this >> set of undesirable consequences, research studies indicate that getting >> children to ‘shut up and listen’ is not an effective way to develop >> conceptual understanding. >> >> Pointing out to some of the undesirable consequences of classes that >> require children to sit quietly and listen does not of course, solve the >> teacher’s problem of having to manage children’s attention. Recent >> conversations with teachers indicate that the problem of attention may have >> become worse due to children’s exposure to mobile phones and tablets. The >> process of getting students’ attention without getting frustrated, shouting >> or issuing threats is challenging. In fact, a 2014 study reveals that 40% >> of teachers leave before completing one year of work. One of the top >> reasons cited for quitting is difficulties in “coping with and responding >> to student behavioural issues.” What can teachers do to find reasonably >> satisfying ways to hold children’s attention? How can they get important >> messages and instruction across without becoming overly controlling and >> authoritarian? >> >> Build rapport >> >> In order to manage children’s attention, it is helpful to think of the >> classroom from the child’s view point. A friendly approach will help >> teachers build a rapport with students and this in turn can enable the >> teacher to discuss some basic rules about classroom behaviour. Soft >> conversation between students should be tolerated and there is no need for >> a teacher to put an end to all forms of student talk in the classroom. >> However, if on entering a class a teacher finds children talking loudly and >> being boisterous it is not advisable to try and talk louder than the >> students. Some other way of drawing the students’ attention can be tried — >> things like writing or drawing on the blackboard, starting a clapping >> rhythm, or simply standing quietly and waiting for children to notice them >> are some ways that teachers have successfully tried. >> >> Have a plan >> >> It is important to have a plan about how to proceed once children’s >> attention has been gained. After getting the children’s attention, the next >> step would be to have an engaging activity, game task or story related to >> the lesson that is to be taught. Sometimes an object or experiment can be >> used to spark children’s curiosity and they can be encouraged to voice >> their thoughts and questions. With a little patience, children can be >> helped to understand that it is preferable to take turns while talking and >> that it is important to listen to each other. >> >> Social learning theories in psychology indicate that teachers need to >> model the behaviour that they expect from children. For example, by >> listening carefully, without interrupting, to what an individual child has >> to say, the teacher herself models the kind of behaviour that is expected >> from children. >> >> Sometimes in the interest of proceeding with the lesson, the teacher may >> have to stop a child from talking about something that is not related to >> the topic being discussed. Rather than abruptly asking the child to stop >> talking, the teacher could gently request the child to meet the teacher >> later to continue that particular conversation. By doing this, the teacher >> acknowledges the child’s need to communicate but is also being responsible >> towards the learning needs of other children in the class. >> >> Make it interactive >> >> By making the class interesting and providing plenty of opportunities for >> children to participate through games, problem solving, experimenting, >> researching or exploring, teachers can retain children’s attention. If >> classes are interesting for children, they are more likely to pay attention >> and listen to the teacher and to each other. >> >> Nowadays, children have easy access to information and knowledge through >> television and mobile phone. In this scenario, it no longer makes sense for >> teachers to merely transmit information to children. They need to engage >> with children’s thinking and help children reason and analyse information. >> They need to do this in interesting ways or risk losing children’s >> interest by boring them. >> >> Teachers too can use technology as aids to make the classroom more >> interesting. With or without technology, teachers can keep children >> interested if they make their lessons cognitively challenging by including >> games, puzzles, case studies or problem-solving. This actually means that >> teachers must see themselves as problem posers rather than answer >> providers. In this age of information overload, teachers should take on the >> role of getting children to think beyond smartly packaged information >> capsules. Children need to be helped to see how data or evidence is >> obtained and encouraged to develop the habit of reasoning and >> interpretation based on data. >> >> This need not necessarily be a daunting exercise. Simple survey and >> graphing exercises can form part of lessons. Children can challenge each >> other’s interpretation of data in so doing develop reasoning skills. They >> can relate their class work with newspaper or media surveys and think about >> the evidence presented. >> >> This is just one example of how classroom teaching can be made meaningful >> and relevant to children. If lessons are interesting, teachers will not >> have to use coercive methods to make children study. Indeed, children will >> become eager and excited about their school work and so will the teachers. >> All this does require planning and preparation on part of the teachers and >> a genuine interest in the subject that they are teaching. >> >> (The author is with Azim Premji University, Bengaluru) >> >> source- http://www.deccanherald.com/content/631769/engaging-young-mi >> nds-meaningfully.html >> >> >> >> IT for Change, Bengaluru >> www.ITforChange.net >> >> -- >> ----------- >> 1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ. >> - https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8Yxg >> eXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform >> 2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ. >> -http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರ >> ವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ >> 3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ >> ನೀಡಿ - >> http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy >> 4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ >> ತಿಳಿಯಲು -http://karnatakaeducation.org.in/KOER/en/index.php/Public_ >> Software >> ----------- >> --- >> You received this message because you are subscribed to the Google Groups >> "EnglishSTF" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to [email protected]. >> To post to this group, send email to [email protected]. >> For more options, visit https://groups.google.com/d/optout. >> > -- > ----------- > 1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ. > - https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL > 8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform > 2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ. > -http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ > ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ > 3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ > ನೀಡಿ - > http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy > 4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ > ತಿಳಿಯಲು -http://karnatakaeducation.org.in/KOER/en/index.php/ > Public_Software > ----------- > --- > You received this message because you are subscribed to the Google Groups > "EnglishSTF" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to [email protected]. > To post to this group, send email to [email protected]. > For more options, visit https://groups.google.com/d/optout. > -- ----------- 1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ. - https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform 2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ. -http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ 3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ - http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy 4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು -http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software ----------- --- You received this message because you are subscribed to the Google Groups "EnglishSTF" group. 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