By Sarojini Vittachi, Neeraja Raghavan, Kiran Raj
This e-book stories the cutting edge tools of studying utilized in a few substitute Indian faculties. It sheds gentle on locations of studying the place the training procedure is enjoyable for the instructor in addition to the scholars, not like the serious examination-oriented studying in mainstream faculties. Researched information on replacement faculties within the nation, bargains the reader an array of associations everywhere in the state the place efforts are being made to result in a distinction to conventional methods of studying and educating. It contains unique articles by way of major practitioners who provide an perception into flooring fact whilst a undeniable philosophy is utilized to a college. It additionally includes money owed in keeping with the event of ways such replacement practices mildew the learner and instructor, and influence the mum or dad besides. within the latter a part of the e-book is a listing of different faculties in India. such a lot are tucked away in distant corners of the rustic. apparently, the typical thread binding those 'alternative colleges' is the welfare of the kid as well as that of the lecturers, who love their paintings in preference to simply doing a role.
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Addressing the different pace of learning and therefore individualised assessment of each child. ● Giving a point of entry to the mainstream from an alternative paradigm. This triggered the following questions in our minds: what, if any, are the other policy decisions that can help such efforts spread far and wide? Surely, are there ways in which these innovative efforts can find applicability on a larger scale, and not just in small pockets scattered sparsely over the length and breadth of a country as vast as India?
Grammar? Gayatri: Poems! I love. Me: What other languages do you want to learn? Children: Sanskrit, Japanese, Bengali, Hindi, Tamil, Kannada. Gayatri and Kartik expressed unhappiness with their Hindi and Kannada learning experiences at school; and I wanted to know why. Kartik: Because it’s difficult, writing is difficult. Teacher scolds and hits. Gayatri: Teacher said she’ll call the police because we are naughty and talk a lot. We moved on to discussing about science; and then one of the children spoke about making musical instruments and telescopes, and then they rushed in about all the things they could/would like to make, like dresses, hats, paper houses, doll hanging (like Sussi aunty), dolls’ dresses and clay pots.
A policy that demands of teachers that they take time off from teaching to learn a new subject every few years, will not only increase the expertise of each teacher but will also allow them to bring in a new perspective to the subject of their training. Here again, this could become an institutional policy until such time as it becomes a governmental one. I know of an alternative school that allowed a teacher of literature to develop the expertise to teach chemistry by first letting her sit in on the classes of a senior chemistry teacher for a year or so.