Re: [EnglishSTF-6999] F A 1 activity

2016-06-11 Thread Roopashri Gowda 
Ok sir Thank u This is only  for 15 marks... What about other 15
marks.. Which activity we conduct sir.
On Jun 11, 2016 10:38 PM, "Dhananjay Kulkarni" 
wrote:

> Dear teachers find the attachement of F A 1 activity
>
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[EnglishSTF-6998] Studying Childhood in India, Prof Krishna Kumar. Commentary - Vol. 51, Issue No. 23, 04 Jun, 2016

2016-06-11 Thread Gurumurthy K 
 Dear teachers,

Perhaps our school system does grave injustice to childhood  this
article provokes serious thinking...

Instead of focusing on SSLC Pass percent, can we see how many students (and
girls and dalit students) joyfully join PU education, to study what they
are interested in  comments welcome

regards,
Guru

Received knowledge in the area of child development suggests that the
child’s horizons widen as physical and intellectual capacities grow between
the ages of five and 11, that is, the primary school years. In the case of
girls, the curtailing of their physical movement begins precisely during
these years, long before puberty sets in with its tougher regime.
Body-centric consciousness and active denial of intellect are crucial
aspects of the socialisation of girls in the family. Custom and ritual are
implicated in the upbringing of girls in ways that have no parallel in the
childhood of boys and which clash with the aims of education from the start
of schooling.

To think that the girl entering the gates of the school in her uniform
leaves behind that other girl who learns to live all aspects of her daily
existence in accordance with custom and ritual is to invite a fantasy to
guide our analysis. Child marriage has statistically declined, but
preparing the girl’s mind to hold matrimony and motherhood as her highest
goals is common, everyday wisdom. These and numerous other aspects of
gendering make a compelling case to say that our common construction of
childhood is not compatible with girlhood.

*Caste of Childhood*

Caste presents another frame that needs to be fully incorporated into
future attempts to study childhood in India. The recognition of its
strength and resilience as a social institution is yet to be applied to the
study of caste as a powerful agency of socialisation during childhood.
Leela Dube’s analysis of gendering points towards the role that
caste-specific customs and rituals might play in the early and later parts
of a girl’s childhood. In the case of the boys’ acculturation into the
caste system, there is some knowledge available in autobiographical
literature. Autobiographies written by Dalit writers such as Om Prakash
Valmiki are valuable sources of knowledge in the vast territory where the
school encounters—or avoids—caste as a system that legitimises
discriminatory practices.

There is little doubt that the role of education as an agency of
modernisation tends to get exaggerated when we assume that an educated
person will be less caste conscious. The same can be said about the role of
urbanisation. Both such assumptions need to be questioned if the role of
caste as a major agency of socialisation during childhood is to be fully
comprehended. Such appreciation is necessary for childhood to evolve, in
the long run, as a social category in India.
A look at the various ideas of childhood that have been dominant in India
over the past century or so, and what they mean for parenting, pedagogy and
politics in the new century. Our ability to use childhood as an analytical
term depends on the amount and type of knowledge we possess about
parenting, teaching, children’s literature, and children themselves—both
past and present. These are distinct areas of scholarly endeavour, and none
of them is particularly well-developed in our academic institutions. So,
when we discuss childhood, we must recognise the limitations set upon our
aims by the availability of knowledge. A major dimension of the limitations
relates to the diversity of circumstances in which childhood unfolds in our
country.

Diversity is a deceptive term; it highlights attractive differences arising
from geography and culture, while seeking to keep out of view the
differences arising from inequality rooted in economic conditions and the
caste hierarchy. When applied to childhood, diversity also tends to place
under a cover the sharp differentiation induced by culture over gender. It
may not be all that untrue to say that when it comes to poverty and the
female gender, childhood in India is not all that diverse. We will also
have to recognise rural and urban as categories relevant to the study of
childhood. Their relevance is, in fact, growing as India’s modernity passes
through into increasingly impatient phases of economic development.

Indeed, we may have to recognise new categories such as childhood under
forced displacement, just as the United Nations has recognised childhood in
difficult circumstances arising from war and endemic violence.

*Europe’s Child*

Our contemplation on childhood in India is likely to be framed by the
dominant global discourse on the subject. Its normative character has its
uses, but it also enforces an essentialised vision and a compulsively
comparative outlook on our attempts to study the childhood that surrounds
us. The problem is linked to the training that our curiosity has received
under a colonised system of education. We tend to look either for a
replication of the

RE: [EnglishSTF-6997] FA 1 activity

2016-06-11 Thread Dhananjay Kulkarni 
  ACTIVITY PLAN X-1.docx

find the attachment of FA1
On Jun 11, 2016 10:01 PM, "Irayya Hiremath" 
wrote:

> So nice it is very easy for all d students
> On 11 Jun 2016 8:49 pm, "James Christopher J E" <
> jameschristopherje.chris...@gmail.com> wrote:
>
>> 1. Make the students list 10 words and count the syllables
>> 2. Ask them to write the same in dictionary order n copy all the
>> dictionary entry for the words
>> 3. Make them to list out 10 verbs n identity regular n irregular verbs
>> --
>> From: Roopashri Gowda 
>> Sent: ‎11-‎06-‎2016 20:28
>> To: englishstf 
>> Subject: [EnglishSTF-6992] FA 1 activity
>>
>> Please  send  any one, the  two  activities  for  10th FA 1...
>>
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>>
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>>
>> **Are you using pirated software? Use Sarvajanika Tantramsha, see
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>> ಸಾರ್ವಜನಿಕ ಇಲಾಖೆಗೆ ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ
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RE: [EnglishSTF-6995] FA 1 activity

2016-06-11 Thread Irayya Hiremath 
So nice it is very easy for all d students
On 11 Jun 2016 8:49 pm, "James Christopher J E" <
jameschristopherje.chris...@gmail.com> wrote:

> 1. Make the students list 10 words and count the syllables
> 2. Ask them to write the same in dictionary order n copy all the
> dictionary entry for the words
> 3. Make them to list out 10 verbs n identity regular n irregular verbs
> --
> From: Roopashri Gowda 
> Sent: ‎11-‎06-‎2016 20:28
> To: englishstf 
> Subject: [EnglishSTF-6992] FA 1 activity
>
> Please  send  any one, the  two  activities  for  10th FA 1...
>
> --
> EnglishSTF Link: https://groups.google.com/forum/#!forum/englishstf
>
> --
>
> *For doubts on Ubuntu and other public software, visit
> http://karnatakaeducation.org.in/KOER/en/index.php/Frequently_Asked_Questions
>
> **Are you using pirated software? Use Sarvajanika Tantramsha, see
> http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
> ಸಾರ್ವಜನಿಕ ಇಲಾಖೆಗೆ ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ
> ***If a teacher wants to join STF-read
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RE: [EnglishSTF-6994] FA 1 activity

2016-06-11 Thread James Christopher J E 
1. Make the students list 10 words and count the syllables
2. Ask them to write the same in dictionary order n copy all the dictionary 
entry for the words
3. Make them to list out 10 verbs n identity regular n irregular verbs 

-Original Message-
From: "Roopashri Gowda" 
Sent: ‎11-‎06-‎2016 20:28
To: "englishstf" 
Subject: [EnglishSTF-6992] FA 1 activity

Please  send  any one, the  two  activities  for  10th FA 1... 
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[EnglishSTF-6993] About ppt

2016-06-11 Thread Roopashri Gowda 
Dear sir /madam  Please send 10th class  lessons  and other important ppts

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[EnglishSTF-6992] FA 1 activity

2016-06-11 Thread Roopashri Gowda 
Please  send  any one, the  two  activities  for  10th FA 1...

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[EnglishSTF-6991] Pls share lesson plan of 8th 9 th 10th std

2016-06-11 Thread santhosh m.p. geetha 


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[EnglishSTF-6988] Mutual transfer

2016-06-11 Thread Raju Khetri 
I am working in chikkamangaluru district koppa tq, needed transfer to
chikkodi,belgaum or bagalkote districts..contact 9483811771

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http://karnatakaeducation.org.in/KOER/en/index.php/Frequently_Asked_Questions

**Are you using pirated software? Use Sarvajanika Tantramsha, see 
http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software ಸಾರ್ವಜನಿಕ  
ಇಲಾಖೆಗೆ  ಸಾರ್ವಜನಿಕ  ತಂತ್ರಾಂಶ
***If a teacher wants to join STF-read 
http://karnatakaeducation.org.in/KOER/en/index.php/Become_a_STF_groups_member
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