[EnglishSTF-6701] ಬೆಂಗಳೂರಿನ ಸರ್ಕಾರಿ ಶಾಲೆಗಳ ಪರೀಕ್ಷಾ ಸಿದ್ದತೆಯ ಬಗ್ಗೆ ಹಿಂದೂ ಅಂಗ್ಲ ಪತ್ರಿಕೆಯ ಲೇಖನ

[ITFC-Venkatesh]

ಶಿಕ್ಷಕರ ಕಲಿಕಾ ಸಮುದಾಯ ಕಾರ್ಯಕ್ರಮಕ್ಕೆ ಒಳಪಟ್ಟಿರುವ (TCOL)ಬೆಂಗಳೂರಿನ ದಕ್ಷಿಣ ಜಿಲ್ಲೆಯ ದೊಮ್ಮಲೂರು 
ಮತ್ತು ಬೆಂ.ಗ್ರಾಮಾಂತರ ಜಿಲ್ಲೆಯ ತ್ಯಾಮಗೊಂಡ್ಲು( ನೆಲಮಂಗಲ) ಶಾಲೆಗಳಲ್ಲಿ ಹಮ್ಮಿಕೊಂಡಿರುವ  ವಿಭಿನ್ನ 
ಚಟುವಟಿಕೆಗಳ ಬಗ್ಗೆ "ಹಿಂದು" ದಿನಪತ್ರಿಕೆಯಲ್ಲಿ ಪ್ರಕಟಗೊಂಡ ವರದಿ.

http://www.thehindu.com/news/cities/bangalore/a-5-am-call-to-improve-sslc-pass-percentage/article8362767.ece

Few excerpts of TCoL Schools -

Suchetha S.S., a mathematics teacher from Thyamagondlu in Nelamangala
taluk of Bengaluru (Rural) district said that a Class 9 student is
“tagged” along a Class 10 student to monitor his or her progress.

“Each Class 9 student has been asked to maintain a diary to keep a check
on what the Class 10 student is studying … what the atmosphere at his or
her home is… if an intervention is required, then we (teachers) step
in,” she added.

At the beginning of the academic year, each teacher “adopts” 10-15 Class
10 students and is responsible for their academic progress, Ms. Suchetha
said.

The school, which recorded a pass percentage of 98.7 in last year’s SSLC
examination, is hoping to secure cent per cent results this year. M.J.
Avadhani, headmaster of Government High School, Domlur in the city, said
that their Class 10 students receive a wake up call between 4.30 a.m.
and 5 a.m. daily.

“We also make students study in the school as the atmosphere at their
home may not be conducive enough to study. A majority of our students
come from the low socio-economic status and often academics is not high
on the parents’ priority list,” he said.

Parents are sent a voice message once a week asking them to encourage
their child to devote time to studies, he added.



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*ವೆಂಕಟೇಶ್ ಟಿ ಗೌಡ Venkatesh T Gowda *|
Programme Associate | IT for Change 
(/In special consultative status with the United Nations ECOSOC)/
91-80-26654134 | 9945147359 | Fax 91-80-41461055
Email: venkat...@itforchange.net/
Blog: http://geluvejeevana.blogspot.in//
ಕಲಿಸೋಣ, ಕಲಿಸುತಾ ಕಲಿಯೋಣ, ಕಲಿಯಲು ಕಲಿಸಲು ತಂತ್ರಜ್ಞಾನವ ಬಳಸೋಣ, ಹೊಸ ಹೊಸ ಜ್ಞಾನವ 
ಪಡೆಯೋಣ.../


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[EnglishSTF-6700] Why Finland has the best schools

[Gurumurthy K]

Dear teachers

article worth reading and thinking about and discussing comments
welcome

regards
Guru

The Harvard education professor Howard Gardner once advised Americans,
“Learn from Finland, which has the most effective schools and which does
just about the opposite of what we are doing in the United States.”

I enrolled my 7-year-old son in a primary school in Joensuu, Finland.  For
five months, my wife, my son and I experienced a stunningly stress-free,
and stunningly good, school system. Finland has a history of producing the
highest global test scores in the Western world, as well as a trophy case
full of other recent No. 1 global rankings, including most literate nation.

In Finland, children don't receive formal academic training until the age
of 7. Until then, many are in day care and learn through play, songs, games
and conversation. Most children walk or bike to school, even the youngest.
School hours are short and homework is generally light.

Unlike in the United States, where many schools are slashing recess,
schoolchildren in Finland have a mandatory 15-minute outdoor free-play
break every hour of every day. Fresh air, nature and regular physical
activity breaks are considered engines of learning. According to one
Finnish maxim, “There is no bad weather. Only inadequate clothing.”

One evening, I asked my son what he did for gym that day. “They sent us
into the woods with a map and compass and we had to find our way out,” he
said.

Finland doesn't waste time or money on low-quality mass standardized
testing. Instead, children are assessed every day, through direct
observation, check-ins and quizzes by the highest-quality “personalized
learning device” ever created — flesh-and-blood teachers.

In class, children are allowed to have fun, giggle and daydream from time
to time. Finns put into practice the cultural mantras I heard over and
over: “Let children be children,” “The work of a child is to play,” and
“Children learn best through play.”
The emotional climate of the typical classroom is warm, safe, respectful
and highly supportive.

The emotional climate of the typical classroom is warm, safe, respectful
and highly supportive. There are no scripted lessons and no quasi-martial
requirements to walk in straight lines or sit up straight. As one Chinese
student-teacher studying in Finland marveled to me, “In Chinese schools,
you feel like you're in the military. Here, you feel like you're part of a
really nice family.” She is trying to figure out how she can stay in
Finland permanently.

In the United States, teachers are routinely degraded by politicians, and
thousands of teacher slots are filled by temps with six or seven weeks of
summer training. In Finland teachers are the most trusted and admired
professionals next to doctors, in part because they are required to have
master's degrees in education with specialization in research and classroom
practice.

“Our mission as adults is to protect our children from politicians,” one
Finnish childhood education professor told me. “We also have an ethical and
moral responsibility to tell businesspeople to stay out of our building.”
In fact, any Finnish citizen is free to visit any school whenever they
like, but her message was clear: Educators are the ultimate authorities on
education, not bureaucrats, and not technology vendors.

Skeptics might claim that the Finnish model would never work in America's
inner-city schools, which instead need boot-camp drilling and discipline,
Stakhanovite workloads, relentless standardized test prep and
screen-delivered testing.

But what if the opposite is true?

What if high-poverty students are the children most urgently in need of the
benefits that, for example, American parents of means obtain for their
children in private schools, things that Finland delivers on a national
public scale — highly qualified, highly respected and highly
professionalized teachers who conduct personalized one-on-one instruction;
manageable class sizes; a rich, developmentally correct curriculum; regular
physical activity; little or no low-quality standardized tests and the
toxic stress and wasted time and energy that accompanies them; daily
assessments by teachers; and a classroom atmosphere of safety,
collaboration, warmth and respect for children as cherished individuals?

Why should high-poverty students deserve anything less?

One day last November, when the first snow came to my part of Finland, I
heard a commotion outside my university faculty office window, which is
close to the teacher training school's outdoor play area. I walked over to
investigate.

The field was filled with children savoring the first taste of winter amid
the pine trees. My son was out there somewhere, but the children were so
buried in winter clothes and moving so fast that I couldn't spot him. The
noise of children laughing, shouting and singing as they tumbled in the
fresh snow was close to deafening.

“Do you hear that?” asked the recess 

Re: [EnglishSTF-6698] Fwd: Places

[vikrant k]

ಮಡಿಕೇರಿ ರಾಜಾ seat
ದುಂಡಳ್ಳಿ falls
ದುಬಾರೆ elephant camp
ಮಂದಾಲ್ ಪಟ್ಟಿ
ಗೋಲ್ಡನ್ ಟೆಂಪಲ್ kushal nagar
D.k yalli
Temples Dharmasthala, subrahnanya, kateel, hosansdu, polali, etc
ಪಿಲಿಕುಳ ನಿಸರ್ಗ ಧಾಮ ಮಂಗಳೂರು
Beaches ಸುರತ್ಕಲ್, ಪಣಂಬೂರ್
On Mar 19, 2016 7:09 AM, "Bhaskar Sakri"  wrote:

> -- Forwarded message --
> From: "Bhaskar Sakri" 
> Date: Mar 18, 2016 9:40 PM
> Subject: Places
> To: 
> Cc:
>
> Sir, please inform, what are the tourist places in kodagu, d.k dist.
>
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Re: [EnglishSTF-6696] changes in syllabus

[vikrant k]

S what you said is right but it won't come to implementation from next
year. It will take some 3 to 4 years at least according to my knowledge.
On Mar 18, 2016 4:43 PM, "Vijayakumar Tm"  wrote:

> Do we have any changes in our next year syllabus ?some me them are telling
> center pljaatp will be there designing work is going on is it right
>
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