Respected sir,Plz add this e mail id both for social science and [email protected] On 21-Jun-2016 2:19 pm, "ITFC-Venkatesh" <[email protected]> wrote:
> ಆತ್ಮೀಯರೇ, > ಎಸ್.ಎಸ್.ಎಲ್.ಸಿ ಫಲಿತಾಂಶದಲ್ಲಿ ಜಿಲ್ಲೆಗಳ ಸ್ಥಾನಮಾನದಲ್ಲಿ ಏರಿಕೆಯಾಗಲು ಶಿಕ್ಷಕರ > ಮೇಲಿರುವ ಒತ್ತಡ ಹಾಗು ಫಲಿತಾಂಶ ಏರಿಕೆಗಾಗಿ ಶಿಕ್ಷಕರ ವಿಭಿನ್ನ ಚಟುವಟಿಕೆಗಳು, ಶಿಕ್ಷಕರ > ಫಠ್ಯೇತರ ಕಾರ್ಯಗಳ ಬಗೆಗಿನ ಐಟಿ ಫಾರ್ ಚೇಂಜ್ ಸಂಸ್ಥೆಯ ನಿರ್ದೇಶಕರಾದ ಶ್ರೀ > ಗುರುಮೂರ್ತಿಕಾಶಿನಾಥನ್ ರವರ ಲೇಖನ ದಿನಾಂಕ 21.06.2016 ರಂದು ಆಂಗ್ಲ ದೈನಿಕ > ಪತ್ರಿಕೆಯಲ್ಲಿ ಪ್ರಕಟಗೊಂಡಿದೆ. ಈ ಕೆಳಗಿನ ಲಿಂಕ್ನಲ್ಲಿ ಲೇಖನ ಓದಬಹುದು. > > http://www.deccanherald.com/content/553435/pressure-teachers-improve-rankings.html > > Pressure on teachers to improve rankings > By Gurumurthy Kasinathan, 21 June 2o16, DHNS > The head masters (HMs) of government high schools in Bengaluru South were > largely a disheartened lot when SSLC results were declared last month. The > district had been ranked 30 out of 34 in the state, in terms of students’ > pass percentages. > > The enormous pressure year after year to “improve” rankings have made HMs > and teachers war-weary. As the academic year begins, it is time to explore > what could be different for teachers and students. What they need to do, > seems elusive to fix. Instead we could begin with something easier: what > they should stop doing. > > In our work with the government high schools across Karnataka, we found > that teachers put in huge efforts towards high SSLC pass percentages. Class > 10 students are required to be in school beyond school hours every day, and > on Sundays and holidays, for “extra studies.” > > There is no teaching, no interaction or peer learning here, students > simply sit together with a book in their hands. Most staff rooms even > display a chart assigning teachers for supervising such “extra studies”. > > Every free period in class 10 is handed over to the mathematics or science > teacher. As the academic year progresses, the HMs also hand over periods > allocated to non-examination subjects like physical education, music, art, > craft to enable ‘covering’ the syllabus in time. The drill gets to the next > level in January, when teachers bring out ‘pass packages’ with questions > likely to be asked in the examinations; focusing on students’ memorising > ready-made answers. Names like ‘target 40’, ‘target 60’ of these packages > suggest the percentage students can get, if they can mug their content. > > The drill progresses with preparatory examinations. While I remember > writing one preparatory examination, before my SSLC exam decades ago, today > three such preparatory examinations are commonplace. Even if teachers are > skeptical, they are forced by HMs and the department to drill. The lower > your district is on the rankings, the greater the pressure to drill. > > The result of this intense and prolonged effort is visible in the tired, > dull and blank faces of students. Even earlier, learning may not have been > a joy for many, Class 10 is positively a torture. With no time to unwind, > or play, or reflect on their learning, students switch off. The fear of > failure takes over, alienating students further; attested to, by the > suicide stories we hear around examination failure. > > Educational wisdom, discussed in policy documents as the National > Curricular Framework, 2005, emphasises that learning requires a stress free > environment, where students can engage actively with the cla-ssroom > processes and connect these to real life, going beyond merely acquiring > bookish facts. > > Karnataka has formally adopted this Curricular Framework as state policy, > yet practices on the ground described earlier, have not changed. For this > policy to become effective, teachers must have autonomy to decide on the > content and method of transaction, to make it useful and accessible to > learners. As a teacher educator suggested pithily, “let teachers discover > the syllabus, not cover it”. > > *Building foundational skills* > It is also useful to understand what SSLC passing means. In Bengaluru, > half the passing students, barely get through with a C or C+ grade. The HMs > report that many who pass are unable to even write a letter requesting for > their transfer certificate, required for college admission. SSLC has failed > in its objective of building foundational skills of learning and > communication in students. > > The HMs are treated by the department as extension staff, and enrolled for > activities and meetings, most of which take them out of school. Every > month, HMs attend many meetings called by district and block education > offices. Sometimes it is to share information, which could simply have been > emailed. In many cases, a short interaction of an hour or two can waste > their entire day. > > During 2014-15, the Bengaluru South HMs reported that they were > involuntarily out of school for 30% of working days, performing activities > such as unaided schools inspections, assessments, visits etc. > > The impact of this on school academic performance is beyond imagination. > The HMs need support and resources to develop as school leaders, and stop > being ‘department personnel.’ Perhaps the RTE Act, which limits > non-teaching activities of teachers, needs to be amended to stipulate that > school leaders must not be co-opted for activities that have no connection > with their primary responsibility - school development. > > The education system requi-res schools to maintain a large number of > registers and records without adequate administrative or technology > support. A peek into a staff room is likely to reveal at least one teacher > manually filling in registers or preparing reports. > It is time to seriously review these practices for their negative impact > on student experiences and academic outcomes. Surely, we cannot repeat > practices that cause failure and expect results to improve. Less is more, > is a les-son for most government high schools in Karnataka, not only for > those in Bengaluru South. > > (The writer is Director, IT for Change, an NGO that works with government > high schools in Karnataka, and a visiting faculty at Tata Institute of > Social Sciences) > > <http://www.ITforChange.net/>*ವೆಂಕಟೇಶ್ ಟಿ ಗೌಡ Venkatesh T Gowda * | > Programme Associate | IT for Change <http://www.itforchange.net/> > (*In special consultative status with the United Nations ECOSOC)* > 91-80-26654134 | 9945147359 | Fax 91-80-41461055 > Email: [email protected] > > > * Blog: http://geluvejeevana.blogspot.in/ > <http://geluvejeevana.blogspot.in/> ಕಲಿಸೋಣ, ಕಲಿಸುತಾ ಕಲಿಯೋಣ, ಕಲಿಯಲು ಕಲಿಸಲು > ತಂತ್ರಜ್ಞಾನವ ಬಳಸೋಣ, ಹೊಸ ಹೊಸ ಜ್ಞಾನವ ಪಡೆಯೋಣ... “Let children be children,” > “The work of a child is to play,” and “Children learn best through play.”/ * > On Tuesday 21 June 2016 02:10 PM, ITFC-Venkatesh [email protected] > [ctekarnataka] wrote: > > > > ಆತ್ಮೀಯರೇ, > ಎಸ್.ಎಸ್.ಎಲ್.ಸಿ ಫಲಿತಾಂಶದಲ್ಲಿ ಜಿಲ್ಲೆಗಳ ಸ್ಥಾನಮಾನದಲ್ಲಿ ಏರಿಕೆಯಾಗಲು ಶಿಕ್ಷಕರ > ಮೇಲಿರುವ ಒತ್ತಡ ಹಾಗು ಫಲಿತಾಂಶ ಏರಿಕೆಗಾಗಿ ಶಿಕ್ಷಕರ ವಿಭಿನ್ನ ಚಟುವಟಿಕೆಗಳು, ಶಿಕ್ಷಕರ > ಫಠ್ಯೇತರ ಕಾರ್ಯಗಳ ಬಗೆಗಿನ ಐಟಿ ಫಾರ್ ಚೇಂಜ್ ಸಂಸ್ಥೆಯ ನಿರ್ದೇಶಕರಾದ ಶ್ರೀ > ಗುರುಮೂರ್ತಿಕಾಶಿನಾಥನ್ ರವರ ಲೇಖನ ದಿನಾಂಕ 17.05.2016 ರಂದು ಆಂಗ್ಲ ದೈನಿಕ > ಪತ್ರಿಕೆಯಲ್ಲಿ ಪ್ರಕಟಗೊಂಡಿದೆ. ಈ ಕೆಳಗಿನ ಲಿಂಕ್ನಲ್ಲಿ ಲೇಖನ ಓದಬಹುದು. > > http://www.deccanherald.com/content/553435/pressure-teachers-improve-rankings.html > > Pressure on teachers to improve rankings > By Gurumurthy Kasinathan, 21 June 2o16, DHNS > The head masters (HMs) of government high schools in Bengaluru South were > largely a disheartened lot when SSLC results were declared last month. The > district had been ranked 30 out of 34 in the state, in terms of students’ > pass percentages. > > The enormous pressure year after year to “improve” rankings have made HMs > and teachers war-weary. As the academic year begins, it is time to explore > what could be different for teachers and students. What they need to do, > seems elusive to fix. Instead we could begin with something easier: what > they should stop doing. > > In our work with the government high schools across Karnataka, we found > that teachers put in huge efforts towards high SSLC pass percentages. Class > 10 students are required to be in school beyond school hours every day, and > on Sundays and holidays, for “extra studies.” > > There is no teaching, no interaction or peer learning here, students > simply sit together with a book in their hands. Most staff rooms even > display a chart assigning teachers for supervising such “extra studies”. > > Every free period in class 10 is handed over to the mathematics or science > teacher. As the academic year progresses, the HMs also hand over periods > allocated to non-examination subjects like physical education, music, art, > craft to enable ‘covering’ the syllabus in time. The drill gets to the next > level in January, when teachers bring out ‘pass packages’ with questions > likely to be asked in the examinations; focusing on students’ memorising > ready-made answers. Names like ‘target 40’, ‘target 60’ of these packages > suggest the percentage students can get, if they can mug their content. > > The drill progresses with preparatory examinations. While I remember > writing one preparatory examination, before my SSLC exam decades ago, today > three such preparatory examinations are commonplace. Even if teachers are > skeptical, they are forced by HMs and the department to drill. The lower > your district is on the rankings, the greater the pressure to drill. > > The result of this intense and prolonged effort is visible in the tired, > dull and blank faces of students. Even earlier, learning may not have been > a joy for many, Class 10 is positively a torture. With no time to unwind, > or play, or reflect on their learning, students switch off. The fear of > failure takes over, alienating students further; attested to, by the > suicide stories we hear around examination failure. > > Educational wisdom, discussed in policy documents as the National > Curricular Framework, 2005, emphasises that learning requires a stress free > environment, where students can engage actively with the cla-ssroom > processes and connect these to real life, going beyond merely acquiring > bookish facts. > > Karnataka has formally adopted this Curricular Framework as state policy, > yet practices on the ground described earlier, have not changed. For this > policy to become effective, teachers must have autonomy to decide on the > content and method of transaction, to make it useful and accessible to > learners. As a teacher educator suggested pithily, “let teachers discover > the syllabus, not cover it”. > > *Building foundational skills* > It is also useful to understand what SSLC passing means. In Bengaluru, > half the passing students, barely get through with a C or C+ grade. The HMs > report that many who pass are unable to even write a letter requesting for > their transfer certificate, required for college admission. SSLC has failed > in its objective of building foundational skills of learning and > communication in students. > > The HMs are treated by the department as extension staff, and enrolled for > activities and meetings, most of which take them out of school. Every > month, HMs attend many meetings called by district and block education > offices. Sometimes it is to share information, which could simply have been > emailed. In many cases, a short interaction of an hour or two can waste > their entire day. > > During 2014-15, the Bengaluru South HMs reported that they were > involuntarily out of school for 30% of working days, performing activities > such as unaided schools inspections, assessments, visits etc. > > The impact of this on school academic performance is beyond imagination. > The HMs need support and resources to develop as school leaders, and stop > being ‘department personnel.’ Perhaps the RTE Act, which limits > non-teaching activities of teachers, needs to be amended to stipulate that > school leaders must not be co-opted for activities that have no connection > with their primary responsibility - school development. > > The education system requi-res schools to maintain a large number of > registers and records without adequate administrative or technology > support. A peek into a staff room is likely to reveal at least one teacher > manually filling in registers or preparing reports. > It is time to seriously review these practices for their negative impact > on student experiences and academic outcomes. Surely, we cannot repeat > practices that cause failure and expect results to improve. Less is more, > is a les-son for most government high schools in Karnataka, not only for > those in Bengaluru South. > > (The writer is Director, IT for Change, an NGO that works with government > high schools in Karnataka, and a visiting faculty at Tata Institute of > Social Sciences) > > > > __._,_.___ > ------------------------------ > Posted by: ITFC-Venkatesh <[email protected]> > <[email protected]> > ------------------------------ > Reply via web post > <https://groups.yahoo.com/neo/groups/ctekarnataka/conversations/messages/2490;_ylc=X3oDMTJxZmxxb25uBF9TAzk3MzU5NzE0BGdycElkAzE1MzY4NjU2BGdycHNwSWQDMTcwNTA4MjE3OARtc2dJZAMyNDkwBHNlYwNmdHIEc2xrA3JwbHkEc3RpbWUDMTQ2NjQ5ODQ0MQ--?act=reply&messageNum=2490> > • Reply to sender > <[email protected]?subject=Re%3A%20Pressure%20on%20teachers%20to%20improve%20rankings-%20Article%20by%20Gurumurthy%20Kasinathan%20IT%20for%20Change> > • Reply to group > <[email protected]?subject=Re%3A%20Pressure%20on%20teachers%20to%20improve%20rankings-%20Article%20by%20Gurumurthy%20Kasinathan%20IT%20for%20Change> > • Start a New Topic > <https://groups.yahoo.com/neo/groups/ctekarnataka/conversations/newtopic;_ylc=X3oDMTJmbjZhc3VuBF9TAzk3MzU5NzE0BGdycElkAzE1MzY4NjU2BGdycHNwSWQDMTcwNTA4MjE3OARzZWMDZnRyBHNsawNudHBjBHN0aW1lAzE0NjY0OTg0NDE-> > • Messages in this topic > <https://groups.yahoo.com/neo/groups/ctekarnataka/conversations/topics/2465;_ylc=X3oDMTM1M29jZ2lmBF9TAzk3MzU5NzE0BGdycElkAzE1MzY4NjU2BGdycHNwSWQDMTcwNTA4MjE3OARtc2dJZAMyNDkwBHNlYwNmdHIEc2xrA3Z0cGMEc3RpbWUDMTQ2NjQ5ODQ0MQR0cGNJZAMyNDY1> > (2) > ------------------------------ > Have you tried the highest rated email app? <https://yho.com/1wwmgg> > With 4.5 stars in iTunes, the Yahoo Mail app is the highest rated email > app on the market. 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