The Progressive Teacher Vol 04 Issue 04

ICSLMAGS

This issue of The Progressive Teacher focuses on "New Instructional Tools ". In this edition, articles explore the changes brought by technological advancements in the tools of educational instruction. Enjoy reading!

Editorial

Sep/Oct, 2017 Vol. 04 No. 04

DELBIL/2014/55800

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New Instructional Tools

Greetings from The Progressive Teacher.

When we look at education in this new century,

the possibilities of new instructional tools seems

immense. Some of us belonging to the old guard,

find the developments in science and technology

affecting classroom teaching, mind-boggling.

I was researching/reading on the internet (as

is the norm today) what is the progression in

classroom instruction, and was blown off my

feet by the startling advances made in this field.

What will classrooms of the future be like?

Emerging technologies such as cloud computing,

augmented reality (AR)and 3D printing are

paving the way for the future of education.

Virtual field trips are possible with AR.

Students may be able to see supplementary and

interactive information appearing on historical

artefacts for them to get to know more about

its history.

What can be a better present for a ten yearold

than a LEGO set? Soon there will be

3D printers specifically for children. The 3D

printers will really be essential in classrooms.

Instead of being restricted to what they can

play with, pupils in the classroom of the future

can print out 3D models for various purposes,

including show-and-tell. The decreasing cost of

3D printers will lead to teachers being able to

reconstruct complex concept models to teach

theoretical concepts.

The excuse - ‘My dog ate my homework’ - will

not be acceptable to teachers in the near future.

In the future classroom, students may just

need an electronic device to access all their

homework and all other learning resources in

the Cloud. The digital library will be accessible

even when the campus library will not be.

Cloud computing will virtualize the

classroom. Schools will be able to leverage

cloud technology and set up online learning

platforms for students to log on and attend

classes in a virtual environment. Assignments

or even tests can also be easily disseminated to

the class.

Social networks allow students to share

their ideas freely, while teachers moderate.

Furthermore, this many-to-many interactive

learning where ideas are allowed to flow freely

will be more aligned with real-world scenarios

where collaboration is usually the norm.

Social networking tools can be incorporated

to enhance collaboration and team-building

initiatives.

Extremely light, paperthin,

A4-sized digital

paper prototype will be

in use in the classroom.

Laptops and even smartphones will be outdated.

Another concept adopted by educators does not

focus on the gameplay or interactivity; rather, it

emphasizes on how learning the game design

process can educate students. In Gamestar

Mechanic, the idea is to impart students

with basic game designing skills (without the

complexity of programming) to create their

own games and consequently help them develop

broad skill sets such as language, systematic

thinking, problem-solving (through simulation,

trial-and-error, etc), storytelling, art and many

more.

Students will soon be imparted with the wisdom

of seeing learning not as a chore, but as a

critical and gratifying part of their life which

requires their proactive involvement.

Thus, the future seems to be full of all kinds of

exciting possibilities for learning.

In this issue of The Progressive Teacher,

Geeta Sehgal and Purbasha Roy discuss the

instructional tools of the new century; Leena

Satuluri wonders about the relevance of such

tools in classroom interaction; Ajay Aggarwal

looks at Future of Education and Skilling;

Virender Kapoor has a new take on the new

tools where he emphasizes that reading, the

age-old tool used in the classroom, is a very

important tool even today; Steve Heisler

reminds us that the Same Old School will not

work in the New Century with the New Kid;

plus there are many more articles which will be

of interest to all of you.

The Progressive Teacher started its third

series of its annual Teachers’ Conclaves with

the first one in New Delhi which was held on

26th August, 2017 (two more are to follow

this year) together with S Chand’s Teaching

Excellence Awards. You will find extensive

coverage of this event in the subsequent pages

of this issue.

I invite you to share your views on Teacher as a

Leader through the pages of The Progressive

Teacher which will be featured in the next

issue. I look forward to your responses.

Happy Teachers’ Day to the entire fraternity.

Rita Wilson

ritawilson@gmail.com

Subscription / Missed copies helpline: 09350551466

Rita Wilson has over 40 years of rich experience as educationist including over 30 years of experience in school

leadership positions. She is the former Chief Executive and Secretary Council for the ICSE, New Delhi.

She is a consultant to a number of corporate houses and educational institutions. She is serving as a Member of the

Board of Governors/Managing Committees of some of the most prestigious schools and colleges of the country.

She has vast exposure to the education systems of Japan, Germany, England, Thailand, Singapore, Sharjah, Dubai and

Finland. She has initiated, conducted and organised workshops for school teachers and principals all over India

With a B.A. (Hons) English Literature, M.A., M.Phil. (English Literature), B.Ed. to her credit, she has edited three

series of English readers and work-books for school children.

Mar/Apr 2017

www.progressiveteacher.in 3


C O N T E N T

14

TOWARDS A YOUNGER, HAPPIER

AND FULFILLING FUTURE FOR

INDIA’S CHILDREN

It is easier to build strong children

than to mend broken men – this quote

by African-American social reformist

Fredrick Douglass, has never rung more

true than during the present times. While

preparing a child to be a global citizen

and an achiever in adult life, somehow

the fact that, he is a child who may find it

difficult to cope with a demanding life at

that age, is often overshadowed.

–Asha Narayanan

20

PROSPECTIVE FUTURE

EDUCATION AND SKILLING

What will drive future learning, skill development and education

models? What role will be played by new technologies like

Artificial Intelligence, Virtual and Augmented Realties in

shaping these models? To project future scenarios it is important

to understand the revolutionary changes already affecting the

way we live, do things, learn and teach.

–Ajay Aggarwal

44

THE PROGRESSIVE TEACHER’S CONCLAVE

held in New Delhi on Saturday, 26th August, 2107

50

WE STILL LIVE IN A PLASTIC WORLD

Even though the move to remove plastic from Indian market is

quite palpable and awareness among people is quite appreciable,

several groups have undertaken large-scale initiatives to make

India, a plastic free zone, but what the country really needs is that

every individual should make a difference in his own way.

–RupsiChauhan

4 The Progressive Teacher Sep/Oct 2017


Editorial 03

New Instructional Tools

NEW INSTRUCTIONAL TOOLS 06

New century, new kid,

same old school

NEW INSTRUCTIONAL TOOLS 07

Instructional tools in 21 st century

Poem 07

Balance sheet of life

NEW CENTURY 08

Harnessing technology for better

learning outcomes: instructional tools

in the new century

teaching 09

A note to pre-school teachers

NEW INSTRUCTIONAL TOOLS 10

Instructional tools

for the new century

NEW INSTRUCTIONAL TOOLS 12

Importance of reading books

in the modern digital age

POSITIVE REINFORCEMENT 14

Towards a younger, happier and

fulfilling future for india’s children

VALUE EDUCATION 15

Values imbibed and values taught

INSTRUCTIONAL TOOLS 16

Relevance of instructional tools in

classroom transaction

Poem 17

A utopian world

TECHNOLOGY 18

Help your teen regain

control of his life from smart

phone addiction

Sep/Oct 2017

Vol 04 I No 04 Sep/Oct 2017

DELBIL/2014/55800

62

Principal Q&A

Principal

Ashok Singh Guleria

58

HEIGHTEN THE

HAPPINESS QUOTIENT

The prerogative of parents and teachers is to

keep their children happy with a ceaseless

sense of excitement and curiosity constantly

brewing within them. The sad or rather

unfortunate part is that we as adults have

forgotten the meaning of happiness ourselves.

–Vera Hajela

IN THIS ISSUE

FUTURE EDUCATION 20

Prospective future

education and skilling

NEW TRENDS 22

Education: to guide the students

Planner Pullout 23,42

Classroom Display Pullout 24, 41

Worksheet

Class III: EVS 25

Plants

Animal life

Feathered friends

The human body

Worksheet 29

Class V: EVS

Amazing animals

Plant reproduction,

germination and growth

The skeletal system

The nervous system

Worksheet 33

Class VI: History

What, Where, How and When?

On the trail of the earliest people

Class VI: Geography

The earth in the solar system

Globe: Latitudes and Longitudes

Worksheet 37

Class VIII: Mathematics

Rational numbers

Exponents and powers

Algebraic expressions

Factorisation

technology 43

Making school data

work for teachers

Conclave 44

The Progressive Teacher Conclve

Environment 50

We still live in a Plastic World

TEACHING 52

Every experienced teacher was

a newly qualified teacher

health 54

common ailments in children

and their preventive measures

NEW INSTRUCTIONAL TOOLS 56

Befriending technology

Tech - no – logy?

Or tech – know – logy?

Education 57

Social media and degradation of

language amongst youth

happiness 58

Heighten the happiness quotient

support 60

Give your child a head

start in English

Event 60

Bharti Foundation brings the

‘Learning with Leaders’

series to Ludhiana

Events 61

TCS ION launches an

Integrated Cloud based Solution

for Educational Institutions

Cambridge International

Examinations: STEM Subjects

Popular among Students

Principal Q&A 62

Ashok Singh Guleria

4th Global Conference on Education,

Research, and Policy

15, September 2017

Washington DC, DC, United States of America

http://www.advenaworld.com/education-research-andpolicy.html

2017 EFMD Higher Education Research

Conference

23-24, October 2017

Leuven, Belgium

http://www.efmd.org/events/conferen

NEW ZEALAND EDUCATION FAIR

9, September 2017

The Park, 15, Parliament Street, Delhi.

http://www.study-newzealand.in/enz/ads/index.html

Premier Schools Exhibition - Chandigarh

28-29, October 2017

Park Plaza Chandigarh, Chandigarh, India

https://10times.com/premier-schools-chandigarh

Education Worldwide India-Chennai

25, November 2017

Vivanta by Taj Fishermans Cove, Chennai, India

https://10times.com/eduworldindia-chennai

The 4thMELEd 2015 Logo annual Minnesota

English Learner Education Conference

26-28, October 2017

Minnesota, USA

http://minnetesol.org/fall-conference

JALT2017: Language Teaching in a Global Age:

Shaping the Classroom, Shaping the World

17, November, 20, 2017

Tsukuba, Ibaraki, Japan

https://jalt.org/conference

5th International Conference On Learning And

Community Enrichment (ICOLACE)

4-7, October 2017

Rothenburg ob der Tauber, Bavaria, Germany

http://www.iafll.org/icolace5-notice/

World Conference on Education 2017

(WCEDU 2017)

12-13,October 2017, Colombo, Sri Lanka

http://educationconferences.co/

5th International Symposium on Creative

education

6-10, November 2017 , Tampere, Finland

http://www.ccefinland.org/credu2017

The INTESDA 3rd International Conference on the

Globalization of Second Language Acquisition and

Teacher Education - GSLATE 2017

30-31, October 2017

Honolulu, Hawaii, United States of America

http://intesda.org/globalization-second-languageacquisition-teacher-education/

ICT for Language Learning 10th edition

9-10, November 2017, Florence, Italy

http://conference.pixel-online.net/ICT4LL/index.php

2017– 30th – International Conference on

Teaching, Education & Learning (ICTEL),

22-23, November 2017, Bangkok

https://adtelweb.org/2017-30th-internationalconference-on-teaching-education-and-learning-ictelnov-22-23-bangkok-about-47

UHAMKA International Conference on English

Language Teaching (ELT) and Computer assisted

language learning (CALL)

2-24, November 2017, Jakarta, Indonesia

http://uicell.uhamka.ac.id/index.php

27th International Conference on Teaching,

Education and Learning (ICTEL),

15-16, Nov 2017, Kuala Lumpur

http://adtelweb.org/27th-international-conference-

on-teaching-education-and-learning-ictel-15-16-nov-

2017-kuala-lumpur-about-44

www.progressiveteacher.in 5


new instructional tools

New Century, New Kid, Same Old School

The nature of authority, in case you hadn’t noticed, has changed. Yet school, especially how

adults interact with students, is still largely a rendition of the way teachers themselves were

taught and it is, unfortunately, perfect for another time. Or better still, perfect for the fantasy

of another time.

–Steve Heisler

For good or ill our current

students do not offer

teachers and school

officials respect simply because

of their positions. Of course it is

also true that few teachers offer

administrators respect simply

because they are administrators,

nor can even a president or prime

minister expect respect simply

because of his or her position. In

our schools, in our classrooms, in

our society leadership, as Dennis

Sparks has written, ‘is no longer

a position, it is an action. One

can lead from anywhere.’

Authority and respect, which

used to be commanded, now

must be earned. While teachers

must maintain authority in their

classrooms to be effective, the

means by how that authority is

established has become more

complex and negotiable. Hence,

new teacher practices must be

developed where high expectations,

such as in building student

responsibility for self-management,

as well as respect and

trust, are facilitated rather than

demanded.

Here is a perfect example of how

to shift that dynamic.

Many teachers use the beginning

of the school year as an opportunity

to set rules and expectations

for the year. Once upon a

time this could be accomplished

by merely posting the rules and

strictly enforcing them. Of course

this still works, albeit less effectively,

but more to the point, it is

also much less useful to our children.

For instance, the modern

economic structure is built more

and more on employees being

independent, resourceful and able

to apply critical success skills

such as self-regulation and persistence

to see a vision through

to fruition. In this context learning

to be compliant is much less

important than learning to be

cooperative out of self-interest:

compliance for a purpose.

Instead of just posting rules,

consider asking students to

collaborate on developing a chart

of successful learning behaviours.

The fear many teachers have

when embarking on such an

enterprise is that if they allow

students to create such a list, it

will merely devolve into silliness:

Rule 1: no homework, ever!

Rule 2: class attendance optional!

The key to avoiding disappearing

down this rabbit hole is to get

students to own some truth about

their own successful learning

experiences before opening the

gate for brainstorming. Get them

to think deeply about times when

they genuinely learned, perhaps

through a writing prompt or

discussion before beginning the

process by which they create

behaviors for their classroom.

Ask students to visit a time when

they really, really felt successful

as learners. Such experiences

can be school or even non-school

related. Learning, after all, can

happen anywhere. Although for

the most part you will get school

related learning victories, you

may also be amazed at what

proficiencies some of our most

reluctant learners are achieving

outside of the walls of school.

You will hear stories of coaches

and parents and bosses at work

engaging our students in all kinds

of amazing ways to help them

connect their competencies to

their accomplishments. Many

students will discuss other classes,

and talk about phenomenal

experiences mastering complex

subjects that will make your

mouth drop open. But, after all

the anecdotes have been shared,

drill down to what qualities were

extant during these successes.

Doubtless you will have to wean

them of such phrases as, ‘I had a

good teacher’, or ‘it just kind of

happened’ to get them to be a bit

more specific. Ask instead what

qualities the teacher was exhibiting,

and what qualities they were

bringing to the learning experience.

What you begin to evolve

are classroom conditions and

specific behaviors that identify

positive learning and teaching

instances through which students

Steve Heisler is the author of The

Missing Link: Teaching and Learning

Critical Success Skills. Steve is a

speaker and professional development

consultant with a focus on teaching

and instructional development,

building student success skills and

parenting. He is an experienced

teacher and school administrator

having worked K-12 in schools in

New York City and New Jersey. His blog and contact

information are available at www.sheisler.com.

were able to be successful such

as: teachers excited about their

subjects; students paying attention;

staying on task; everybody

using positive language; being

encouraging. Work at it a bit

more and you can refine it into

a series of behaviours that can

be created into actionable items

that both the teacher and student

can employ to achieve learning

success such as:

• use encouragements instead

of criticisms;

• listen more than you speak;

• talk myself through

difficulties by reminding

myself of when I have

succeeded before.

Once you have asked students to

base their suggestions for a great

classroom on previous actual

successful learning experiences,

the silly get replaced by a

startlingly accurate list of what

students must do, and want to

do (and how teachers can help

them) to foster a great classroom

work ethic and achieve academic

success (by the way ,you would

also be teaching cause and

effect).

Of course such a chart, like a

bicycle helmet, is only effective

if it is used. Savvy educators

employ these charts not only as

teacher driven assessments (to

be clear this in no way diminishes

the need to hold students accountable)

but as key reference

points to facilitate guided student

self-reflection for growth and

progress toward their own longterm,

proactive plans for successful

behavioural and academic

outcomes. It also gives teachers

excellent ‘data’ for developing

effective teaching behaviours

that these students have already

identified as effective.

Educators that do this do more

than teach a subject. They do

more than teach students how

to develop habits of success and

critical thinking skills. They do

more than teach children how to

be life-long learners. What they

teach, is the future.

6 The Progressive Teacher Sep/Oct 2017


New Instructional Tools

–Alka Kapur

The 21 st century learners have

come a long way.Today’s

learner is self-motivated

who has access to unlimited

information, and hence in this

scenario, it becomes imperative

for educators to be cognizant

of the exponential growth of

ICT of which education and

teaching learning have become

an inalienable part.Technology

has become an integral part of

the education process in this

technological era. Facilitators

should strongly believe and

promote that our future growth

relies on innovation skills and

productivity. The 21 st century

instructional tools have made their

way into almost all the spheres

of education. However, ICT in

the classroom requires students

and educators to be taught how

and when to use technology as a

tool appropriately and safely. One

such effective tool is the smart

white board where information is

presented in exciting and engaging

manner creatively with motivating

outcomes. Students are exposed

to various educational websites,

audio, visual clips resulting in

comprehensive learning. A variety

of activities are provided to cater

to different kinds of interactive

learners. Internet, blogs, virtual

classrooms enhance the knowledge

and understanding of pupils.

21 st century is experiential and

follows Bloom’s taxonomy to

promote critical thinking and

problem solving skills. ATL is one

such project based on the tool of

experiential learning. It will allow

the children to ponder deeply and

to understand how to analyze and

create new avenues of innovation.

Today what is required is student

creating and constructing with

technology wherein the students

need to master the 4C’s- Creativity,

Critical Thinking, Communication

and Collaboration. Exchange Programmes

across boundaries, Cross

Cultural Projects, Excursions,

Alka Kapur ( M.A , B.Ed) is the Principal

of Modern Public School, Shalimar Bagh,

She is always bubbling with enthusiasm,

vivacity and cheerfulness. She is a lady of

manifold virtues who has carved a place for

herself in the hearts of one and all. Under

her stewardship and enriched wisdom

derived from experiences of her life, the

school has reached unprecedented heights

of success.

Alka Kapur is an Executive Committee Member of Forum of Public

Schools. She has also served as Joint Secretary North West Delhi,

Sahodhya School Complex. She is rendering her services to Central

Board of Secondary Education and is on a panel of inspection of

schools across the globe for up gradation, affiliation, etc

Alka Kapur encompasses her vision of making the world beautiful

by spreading the light of education through her meticulous work,

infinite patience endowed with divine blessings.

Instructional Tools

in 21 st century

John Dewey, educator and philosopher, had remarked, ‘If we teach

today’s students, as we taught yesterday, we rob them of tomorrow.’

Field Trips, etc. are a testimony to

the fact that the needs of the new

learner have undergone a major

transition. To meet the changing

demands of the 21 st century, teaching

and learning pedagogies are

supported by the latest multimedia

that navigates school learning

culture. In this era of globalization

another important technique and

tool is Collaborative learning. We

live in a world where countries

need to collaborate to promote

practices that ensure sustainability.

Needless to mention that

the school is just the right place

for it as the future of any nation

resides within the precincts of the

school. Schools through Exchange

Programmes, Video conferencing,

Mail Exchange Programmes are

progressing to turn the nations into

big global villages brimming with

wealth of wisdom and bounties

of nature. In the words of APJ

Abdul Kalam, ‘It is through

the process of innovation that

knowledge is converted into

wealth.’ As educators it is our

prime duty to ensure that our

students are equipped to use the

acquired knowledge as a perennial

fountain and not just a reservoir.

The education tapestry should be

designed and delivered in such a

manner that a new enlightenment

dawns on the students towards the

society at large and it is possible

only when the instructional strategies

are at par with the fascinating

world of technology.

poem

Balance Sheet Of Life

Our Birth is our Opening Balance!

Our Death is our Closing Balance!

Our Prejudiced Views are our Liabilities

Our Creative Ideas are our Assets

Heart is our Current Asset

Soul is our Fixed Asset

Brain is our Fixed Deposit

Thinking is our Current Account

Achievements are our Capital

Character and Morals, our Stock-in-Trade

Friends are our General Reserves

Values and Behavior are our Goodwill

Patience is our Interest earned

Love is our Dividend

Children are our Bonus Issues

Education is Brands / Patents

B.D.Bhargava

Knowledge is our Investment

Experience is our Premium Account

The Aim is to Tally the Balance Sheet Accurately.

The Goal is to get the Best Presented Accounts Award.

–B.D.Bhargava

Sep/Oct 2017

www.progressiveteacher.in 7


new century

Harnessing Technology for Better Learning Outcomes:

Instructional tools in the New Century

The learning divide that exists today between learners who achieve the intended learning

outcomes and those who do not is not new. This condition has always existed, making

universal education an unachievable target. The problem continues well into the 21st century

but today, thanks to technological advancements and innovations, we have at our disposal

ways and means to bridge that divide to ensure qualitative education that delivers. But what

is stalling us in taking remedial measures to correct historical wrongs is a lack of progressive

mindset to embrace change and initiative to become futuristic.

– Ajitha Paladugu

There has to be a collective

push in the direction of

harnessing technology to

improve learning outcomes and

provide a wholesome learning

experience.

The instructional tools for the

new century need to be tech-enabled

to reach a generation

which is not just tech savvy but

lives and breathes technology.

Whether we like it or not this

phenomenon is here to stay and

is even getting more intertwined

with our lives, so much so that

it will become the sole prism

through which the digital natives

that our children are, engage

with the world around them. So

the essential question that every

educator will have to answer and

engage with is how differently

they will engage with the new

millenials to reach them through

their preferred mode of interaction

and learning to gain understanding

about the fundamental

life processes, their environment,

life around them, their world and

ultimately – themselves.

One needs to understand that

life has been evolving and in this

process of evolution, things only

get more complex and complicated

with the birth of every

new generation. One can easily

notice these signs of evolution in

the millenials who are somehow

more emotionally detached, clear

about their choices and practical

minded. One cannot help but see

the connection between these

traits and the ubiquitous use of

technology that has seeped into

every sphere of human activity.

We can no longer ignore the omnipresent

technological advancements

that have come to redefine

the way human communication

and other forms of interaction

take place today. We are aware

of the disconnect this has created

with the real world we live in.

The virtual world of our creation

seems to have eroded the authenticity

of genuine individualistic

self and brought in its wake a

host of never before imagined

complicated life situations. But

we cannot wish away the all pervading

technology that seems to

rule our lives today. Instead we

have to embrace it to harness its

benefits to remain not just afloat

but swim with the tide!

There are encouraging signs that

show education providers are

taking cognizance of the potential

benefits that would accrue

from integrating technology into

the different aspects of curriculum

transaction, assessment,

school safety and administration.

The ripple effect, that such initiatives

taken up by progressive

schools are creating, is a promising

sign. In the coming five years

I envisage educational technology

being used extensively by

teachers in delivering a personalized

learning content across curriculum

in order to create a level

playing field for different kinds of

learners (of varying ability and

interest groups). Technology will

come to the aid of educators in

enabling them to deliver course

content using different modes

of engagement with the curated

curriculum designed to cater to

individual needs of students in a

big way. Standardized testing will

P Ajitha is a teaching practitioner

who has been advocating for

‘liberating’ the education process to

accommodate change and give true

freedom that enables the teacher to

create, innovate and experiment

with notions of learning; a votary of

teachers’ rights to empower them to

become the catalysts of change in

building a national force of informed

men and women with sound value system and integrity of

character; a staunch believer in the transformational nature

of education imparted with true commitment to the larger

objectives of this noble endeavour. The author presently

teaches at Delhi Public School, Coimbatore and can be

reached at ajithapaladugu@gmail.com.

give way to individualized learning

tracking mechanism with

provisions for mapping learning

outcomes based on learning domain

specifications and charting

the future course of action to

maximize learning.

I am very positive about educational

technology making inroads

into curriculum transmission in

every aspect of teaching-learning

process: from lesson planning

to assessment of learning; from

teaching pedagogy to customized

learning solutions; from

report generation to building

comprehensive student portfolio,

educational technology will be

harnessed greatly and will come

to define the way we teach the

millennials.

Having said that, I need to emphasize

the fact that though integrating

educational technology

will foster better learning models

and result in improved learning

outcomes, the role of teachers in

the education process cannot be

undermined. Computers, however

sophisticated they may be and no

matter what superhuman functions

they may perform, cannot

replace human teachers, however

limited and flawed they may be,

because there are other aspects

of education (value education,

life skills - especially socio-emotional

skills and particularly, empathy)

where virtual experience

will not suffice or be adequate to

prepare an individual for challenges

of the real world. Technology

can supplement classroom

teaching, making it interesting,

engaging and providing a rich

learning experience but it cannot

effectively replace the human

connect that is the most crucial

element of conventional teaching.

What is required in the new

century is creating an interface

between conventional wisdom

and emerging knowledge through

technology to aid in the evolutionary

process of the human

mind. If and when we achieve

this the teaching-learning process

will be truly educational.

8 The Progressive Teacher Sep/Oct 2017


teaching

A Note to Pre-school teachers

Pre-school teachers according to me are the most important part of any school faculty. They

have to be the most loving, empathetic, sensitive and understanding. They must appreciate the

psychological needs of the four year olds. The young ones at four are in their own unique world

which is a heavenly place filled with dreams. They live a life supreme totally unaware of anyone

else better than themselves. Their lives revolve around themselves and grown-ups who love them.

–Dr Shayama Chona

The natural tendency of the teachers

when the child is going through this

phase is to start lecturing. The little

ones do not understand words of wisdom.

They will only play if they are declared

winners, even before the game starts. It

becomes imperative for the teachers to play

only those games where everyone is a winner.

The children need to be given confidence that

yes, they are winners and the world revolves

around them. If the teachers accept them as

they are without pointing fingers at them,

do not argue with them or lecture them,

the children will turn out to be confident

individuals in their later life.

As necessary as it is to teach children good

values, one also needs to accept their need to

believe in their own super power. In their play

oriented classrooms focused on collaborative

learning, they are bound to pick up good

values from each other. It is good to make the

child feel like a king or queen by relaxing the

rules in the classroom. Do not take tantrums

seriously. They will disappear if the teachers

Sep/Oct 2017

are empathetic at this stage. It does not

matter if the children are racing up the stairs

or running around the room, as long as there

is no risk of getting hurt, go as slowly as it

takes to ensure that the children are happy

and victorious.

Similarly, if a child tells you she is the best,

fastest, smartest, tallest and most adorable

kid in the class or bus or park do not argue

with them. Just listen good naturedly. Do not

shatter their image by pointing out their flaws

or packing do’s or dont’s in their day.

Children take for granted their importance

and deeply fear the loss of this power. The

result is that they may crumble or get

extremely argumentative, if they are not

allowed their way or realise that there may

be another one who may get the better of

them.

Children do not understand competition

or code of conduct in classrooms at such

an early age. From being the centre of

attention at home the little ones are suddenly

surrounded with their peers each one having

his own air of supremacy.

Dr Shayama Chona, is the former Principal of Delhi Public

School, R K Puram, New Delhi; Founder President of Tamana

(NGO for physically & mentally handicapped children); Founder

of Anubhav Shiksha Kendra (a school for the under-privileged);

she has been a member of 96 Advisory Boards and Committees;

she has been nominated to Managing Committees of 46

schools and other educational institutions; she has been named

in the Limca Book of Records 2007. She has been awarded the

State Award for Services in Education 1993, National Award

for Services as a Teacher of Outstanding Merit 1994, National Award for Outstanding

Performance for Welfare of People with Disabilities 1997, Padma Shri 1999, Padma

Bhushan 2008, and 49 other awards. She lives at C10/8, Vasant Vihar, New

Delhi-110057. Email: shayamachona@gmail.com, tamanapresident@gmail.com

As the school year progresses children starts

noticing the world around them; they get

stronger in body and mind and start caring

little about winning or losing. This is the

time when they can be introduced to rules.

They can be informed about the rules of

the real world and that their friends long to

be number one just as much as they do so

everyone needs to get a chance to be first. If

they love their friends they will understand

this. While the children are playing, the

teachers need to be cautious as when the

child’s longing to be number one infringes on

another’s rights, he needs to be gently set

straight about the rules and can be made to

understand that the game may not start if

the he is not yet capable of being a gracious

loser or winner.

The delivery has to be subtle, the teachers

may need to reason out with the children

on multiple occasions but remember they

are butterflies just out of their cocoons

getting ready to fly. Give them wings, do not

discourage or bound them, give them the right

impetus so that they can fly.

At the beginning of the school journey, as

teachers, do not worry that if you indulge the

children they may not learn sportsmanship.

Play with them and love them. By indulging

them now you will give them something

precious that will benefit them all their lives.

Most of us have within us a little voice that

revs up when we are feeling down. When

things get tough, that little voice eggs on

us with the conviction that somehow we

will prevail. That voice is the vestige of the

four year old children. So if you want the

children’s future to be triumphant, do not

silence the voice. Let them ‘crow’ they are

only four.

www.progressiveteacher.in 9


New Instructional Tools

Instructional tools

for the new century

Effective communication, content, creativity and collaboration is the need

of the hour and tools that are easy to learn, use and implement are plenty.

Effective communication in this diverse technological environment is

one of the most important aspects of learning. One should know how to

effectively integrate these technologies to our classroom practices and

create engaging student activities. One has to ask a question that what

is the communication issue in my instruction and can I do something to

resolve it. Once you look for the answers around ... voila! Technology will

come smiling at you to your rescue. Take it ... you will not regret!

–Purbasha Roy

Now if you have identified

your instructional

task your next step is

to understand the nature of

communication problem. Do

you want a one way or two

way communication? When

more than two people want to

establish communication where

the communication can be in real

time or asynchronous is called

multiple way communication.

A teacher can make a Google

site page easily for any subject

topic and ask students to go

through it or could ask students

to make one and collaborate.

They can share information

mostly by adding text, pictures,

videos, embed URL’s and even

Google forms for feedback.

Teacher can give feedback online

and a two way communication

channel can be established and

maintained. Kahoot, a game

based assessment tool can be

used by teachers to make any

topic interesting and interactive.

Students can use BoardHost

or Skype for discussing

projects. Flipped classroom

a very popular and interesting

instructional strategy which is

much talked about nowadays can

create a genuine curiosity among

students about a topic. Google

Hangout and Google docs are

also useful instructional tools

where the students and teachers

are always connected and can

work on single platform.

Therefore importance has to

be given in selecting these

instructional tools as per

the nature of issues faced in

class. If you have noticed that

most of your students are

shy in answering in public by

raising their hands you can use

embedded poll or surveys in

the classroom presentations for

an instant feedback. But if you

want all your students to see and

discuss each other’s response and

view but you feel the classroom

time is not enough you can use

a tool called VoiceThread

an online platform that allows

commenting on pictures, videos

and power point presentations.

Students can post text, video

and audio comments which can

be viewed by others. As you will

explore more such instructional

tools, you have to choose the one

which suits your set of skills and

tools and add those valuable ones

in your ‘Instructional Tool-Box’.

Collaboration is another aspect

where technology can be a boon

to the teacher’s instructional

tools. Communication can

remain confined to few if there

is no collaboration. Tools like

Assign a day, Doodle, Todoist

or Google calendar can be used

by the teachers to notify students

about date for the instruction or

assignment and the due dates.

Some other tools are Creately

- an online tool for drawing

flowcharts and diagrams;

MeetingWords - a tool for realtime

collaborative text editing;

Stormboard - an online tool

for brainstorming and planning.

Many of these collaborative tools

are also communication and

instructional tools, and can be

used to deal with more than one

instructional issue.

Encouraging and indicating

creative techniques is another

important aspect of instructional

tools. Instructional tools should

be selected carefully so that they

can develop, analyze and evaluate

worthwhile ideas. Creativity

issues in teaching environments

can be addressed using some

instructional tools which are

worth mentioning here. Tools like

Visuwords and wordle create

word clouds from text. Tagxedo

Purbasha Roy is a Post

Graduate in Physics

with B.Ed. from Ranchi

University. She has also

done a Post Graduate

Diploma in Instructional

Design and Post Graduate

Diploma in Educational

Admnistration from

Symbiosys Centre for

Distance learning.

She is teaching grades

6-10 at Bombay Scottish

School, Powai, Mumbai

since 2009. Her other

certifications include

Verified Certification

in Emerging Trends

& Technologies in the

Virtual K-12 Classroom,

by University of

California, Certification

in Powerful Tools for

Teaching and Learning:

Digital Storytelling

from UNIVERSITY OF

HOUSTON SYSTEM’S

ONLINE OFFERING

through Coursera.

She is very intrigued

with the way technology

is making its way in the

field of education and tries

to keep herself updated

so that she can keep her

students interested in the

subject.

can be used to build word images.

Sketchpad and Graffiti creator

promote creativity through visual

learning. StoryJumper makes

your story look like a comic strip.

These instructional tools can be

used to foster creativity using

sounds, words and visuals.

Educators can leverage these

21 st century skills to support the

learning outcomes. Here the idea

is not only to prepare a workforce

but to prepare students

for unforeseen circumstances

and life opportunities. Correct

instructional tools can foster a

sense of actual interpretation of

a problem and develop critical

thinking.

(Readers can refer to my

YouTube channel for a typical

flipped classroom feel by pasting

the following link to their

browser- https://www.youtube.

com/watch?v=P0QuHTUvP3o&t=65s.

However these are only a few

tools out of hundreds which I

have personally explored and

found interesting. Educators who

are enthusiastic in exploring can

go through some free MOOC

programmes by Coursera, Alison,

EdX etc. to explore more.)

10 The Progressive Teacher Sep/Oct 2017


New Instructional Tools

Importance of Reading Books

in the Modern Digital Age

–Virender Kapoor

Today we live in a

disruptive and a

distracting world

In the last forty years or so,

the world has transformed into

something which could never

have been imagined by any one

of us. The progress in computers

and communication technology

has made this change possible.

The most important impact has

been that we have much more

information than we can handle.

This has affected our attention

span, our ability to actually

absorb and analyze what our

brains are bombarded with. We

are under tremendous pressure

because of this information

overload. Television, internet, cell

phones, Whatsapp and mails are

snatching our valuable time from

us. We get information but not

retainable knowledge.

At the same time the world

is moving, as I see it, towards

disruptivity, which means that

new innovations and ideas which

break the existing norms and create

avenues for new methods of

doing business, creating products

that do tremendous value addition.

Life cycle of such disruptive

outcomes is short as they are

quickly replaced by the next wave

of disruptive thinking.

In such a scenario imagination is

at the forefront of all meaningful

activity. First you imagine, then

you get an idea, then you plan

and only then you execute. If

imagination has to be fired, our

mind needs to absorb the content

at ease and with interest. Content

must also be of different types,

different genres, and different

complexions.

Books as vehicles of

knowledge, wisdom and

creating creative minds

In a chaotic information overloaded

environment, reading a

book while tucked up in your bed

or sitting under a tree or in a

quiet library is something which

is no less than meditation! It

lets you concentrate and lets you

derive that divine intellectual

pleasure which nothing else can

give.

Have you ever thought why

in most cases a book is more

impactful than a movie based

‘Every block of stone has a

statue inside it and it is the task

of the sculptor to discover it’

–Michelangelo

on that book? The reason is

that while reading a book you

interpret and imagine things as

you see them, whereas in a movie

what you see is the director’s

interpretation! Every dark street,

or alley or a tree described in a

story is owned by you and only

you see it that way - which is

uniquely different.

Every author has to say something.

A book is years of research

which not only augments our

imagination it also adds to our

Virender Kapoor is a thinker, an

educationist and an inspirational

guru. Founder of Orange Ivy

play schools, former Director

of a prestigious Management

Institute under the symbiosis

umbrella he is an alumnus of IIT

Bombay. He holds a Masters in

computer science and Masters in

International Relations and strategic studies.

His books on Emotional Intelligence, leadership

and self-help have been translated in several

regional and foreign languages. Know more about

him, at www.virenderkapoor.com or mail him at

virenderkapoor21@yahoo.com

knowledge and introduces us to

different writing styles. While

reading a story is knowledge,

the moral of the story is wisdom,

which is at the core of our

learning. Therefore, one must be

able to extract the essence of the

book to get the maximum bang

for the buck.

The difference between the

almost right word and the

right word is really a large

matter. It is the difference

between the lightning bug and

the lightning’.

–Mark Twain

Great people were great

readers too

Successful people from all walks

of life read a lot to enhance their

knowledge and expression.

Dr B R Ambedkar was a voracious

reader and confessed that

he could develop a good character

and personality because of

his good reading habits. Nehru

and Mahatma Gandhi were also

devoted to books. Gandhi’s turning

points in life came because

of books by Leo Tolstoy. Thinkers

like Swami Vivekananda read a

lot and could therefore influence

the world at a young age.

Former US President, John F

Kennedy was a dedicated reader.

He read almost all books written

by Winston Churchill. He was

injured during the Second World

War and while in the hospital he

read extensively. Sometimes his

visitors in the hospital could not

see him as he was surrounded by

books around his pillow. He read

history, politics and also loved

reading James Bond novels.

Winston Churchill himself had

read hundreds of books in his

life. During the Second World

War when he was the prime

minister of Great Britain, he read

12 The Progressive Teacher Sep/Oct 2017


many books. His world view was

shaped by his reading habits.

He read the likes of Leon Uris,

Oscar Wilde and Bernard Shaw.

His oratory and parliamentary

speeches were powerful as he had

acquired a formidable vocabulary

and expression because of his

habit of reading books.

President F D Roosevelt read

almost two books a day. Abraham

Lincoln was a self-educated

person and he made up the

deficiency by reading books.

Many CEOs of big companies

read almost four to five books a

month. Film actors like Deepika

Padukone and Shah Rukh Khan

read their favorite books. Books

are not only a good way to pass

time but also help us in developing

a good character. Shah Rukh

Khan bought a set of books on

Gautam Buddha to learn how to

remain calm under stress.

My experience

as a teacher

While selecting students for the

MBA programme at my institute

at Symbiosis, I tried something

very simple to know about a

candidate during an interview.

He/she was asked to write in one

page about his journey from the

time he got his interview call to

where he was now. This required

no previous knowledge, yet most

of them were unable to put

across their ideas in a coherent

manner. The main reason was

they could not articulate as most

did not read books.

I started buying fiction of all

genres for the college library

and made book review a part of

business communication under

a faculty. In two years a student

had to go through almost twenty

books and present them to the

batch. It paid rich dividends as

people learnt how to express

themselves better during corporate

interviews.

My experience

as an author

The most important asset of an

author is an idea for the book

that he/she plans. You cannot get

ideas out of vacuum and therefore

what you have read through

your life, especially books, does

help you formulate and crystallize

your thoughts. Every author

is indirectly influenced by other

authors. Therefore, knowledge is

not absolute; it is evolving and

continuous. Authors, thinkers,

managers and educationists must

read books covering a variety of

topics and read several authors

to enhance their knowledge.

‘It is better to keep your

mouth closed and let people

think you are a fool than to

open it and remove all doubt’.

–Mark Twain

Photo: Lancers International School

Impact on

Communication skills

Communication skill is considered

a very important asset. It

involves three things.

1. How you speak?

2. How you articulate?

3. What you speak?

Unfortunately most of us concentrate

on the first one alone. This

can be done very quickly, may

be with a crash course in spoken

English. The problem is with the

next two. What you speak cannot

be learnt in a month, it requires

years of reading which builds a

cumulative knowledge stack and

also supports point number two

i.e. articulation. This can be built

only if a student has been made

to read as a constant endeavor.

Books of different type become a

saviour. We also lay a lot of emphasis

on presentation skills and

teach power point to the extent

of making it a crutch. In fact, initially

one should work through the

debate route where you need to do

a real time bout with an opponent.

This gives excellent results.

I always tell my students, ‘If you

have to use power point then

there is no power in your point’.

Orators like Churchill, Obama, or

Kennedy never used it and they

have been the greatest orators of

the world.

The Road Ahead

We can do the following -

1. Introduce students to simple,

easy and interesting books so

that they don’t get put off or

discouraged in the beginning.

One can start with comics or

story books which are a light

read.

2. Let every student buy some of

his own books and take pride in

making his personal library.

3. Involve parents and tell them

to buy books for children and

even their friends on occasions

like birthdays or festivals.

4. Buy fiction and self help books

for the school library. These

should be of different genres

like, story, mystery, biography,

thrillers and so on. This makes

interesting reading.

5. Make book reviews a part of

your curriculum.

6. Give books as prizes instead of

some other gift items.

7. Make book shop trips a part

of field work, where children

can go and spend half day in a

good book shop.

8. Encourage on-line buying, it is

cheaper and easier.

‘If you want your children to

be intelligent, read them fairy

tales. If you want them to be

more intelligent, read them

more fairy tales.’

–Albert Einstein

Sep/Oct 2017

www.progressiveteacher.in 13


positive reinforcement

Towards a Younger, Happier and

Fulfilling Future for India’s Children

It is easier to build strong children than to mend broken men – this quote by African-American

social reformist Fredrick Douglass, has never rung more true than during the present times. While

preparing a child to be a global citizen and an achiever in adult life, somehow the fact that, he is a

child who may find it difficult to cope with a demanding life at that age, is often overshadowed.

–Asha Narayanan

A

2004 research by renowned sociologist

and best-selling author of Raising

Happiness, Christine Carter, clearly

records the direct correlation between adult

happiness and childhood experiences. But,

what are the factors ensuring healthy and

happy development of a child? As suggested

by Christine, child development is a complex

derivative of ‘nature’ and ‘nurture’, and it is

largely influenced by parents at home and

educationists at school, the two places the

child spends maximum time.

Teachers today are not just imparters of

knowledge; they are also mentors and

counsellors who need to be armed with

skills to detect signs of early depression,

aggression, destructive and other kinds of

negative or harmful behaviour. This insight

will equip them better in motivating and

counselling children who face communication

gaps, so that they can get necessary support

for soaring over such troubles.

Education experts and psychologists strongly

suggest building support systems in schools

to nurture the mental health of students

and build a positive atmosphere. In addition

to this, training the teachers in simple

classroom exercises can play a pivotal role

in aiding them to be support givers. A recent

research by University of Malta suggests that

drawing exercises can help children break

communication barriers. Recurring colours

used by a child during such exercises can also

be a window into inferring the psychological

well-being of a child. The alertness on the

teacher’s part can help channelise the

student’s energy on to the path of growth

and help him be self-driven and motivated

towards excellence.

Students today have varying aptitudes, which

could lie beyond traditional streams. Since

they are far more exposed to the ongoings

of the world than any other generation, they

grow up visualising themselves as who they

aspire to be. Schools providing the right

work-play balance, help the students acquire

theoretical and practical knowledge and

aid exploration of academic and curricular

spaces to realise their true potential.

Asha Narayanan is a science postgraduate with a Bachelor’s degree

in Education. Earlier she was the Principal of St. Mary’s ICSE School,

Koparkhairane, Navi Mumbai, which she headed successfully for a

decade.

Before that she was a teacher at various levels at St. Gregorios High

School, Chembur, Mumbai. Her interests include teacher training,

designing learning environments, and reading the educational

philosophies of great thinkers. She has taught a variety of subjects

including English, Physics, Mathematics, Biology, Chemistry,

Geography, Environmental Studies, and Drama. She has been a teacher for over 20

years at the Primary, Middle and High School levels. At the CISCE level, she has

designed the syllabus for Environmental Science for Classes IX and X. Asha took over as

Principal, Lodha World School, Thane very recently. She is very keen to design a learning

environment for the students, one which is dynamic and motivates the pupil intrinsically.

This can result in either them becoming selfmotivated

to excel or demotivate them as

being inadequate. Educationists need to lay

emphasis on their becoming the best versions

of themselves, which will help them set and

achieve realistic goals, saving them from

disappointment. In the case, the child finds

himself buckling under the desire for good

grades, support from the parents at home

coupled with guidance and attention at school

will ensure that he/she is able effectively

to ace it all. When the child knows that he/

she has someone to get support from and

communicate with, it will certainly reduce the

chance of him feeling lonely and distressed.

Given the fact that we live in a scientifically

advanced world, technology can serve as

the biggest boon in aiding the young futuremakers

with a fulfilling life ahead. Security

cameras can help keep a watchful eye on

the activities around the school campus,

protecting children against bullying, sexual

abuse or mistreatment. Furthermore,

smart phones can serve as an efficient

means to enhance teacher training and

monitoring mechanisms via apps. An

intra-communication system facilitates

easy communication between parents and

teachers, enables exchange of ideas regarding

student welfare in order to empower them for

providing a more positive atmosphere.

It may not always be possible to tell exactly

what is troubling a student and where these

troubles may lead to, but being watchful of

the students certainly holds the key. In many

cases, schools may be the last positive social

connector for students. Acting on these

warning signs, can help students achieve

holistic growth. In some cases, technological

innovations can even help save a life.

14 The Progressive Teacher Sep/Oct 2017


Value Education

Values imbibed and values taught

‘Ma’am, what should I do? Are you allowing me to write the paper or sending me home?’

The invigilator was dumbfounded for a second; she had caught this girl using unfair means

during her Grade 11 final examination. The girl had around 8-10 chits kept between the neat

folds of the sleeves of her school kurta. The audacity, with which the student questioned,

stunned the invigilator.

–Dr Deepthi Uthaman

There was no sign of

remorse or distress in her

eyes; instead she seemed

quite calm and composed. ‘Sir, I

will not do this again; there is no

need to call my parents,’ she told

the admin person in the office,

who was trying to inform her

parents.

Later, at home I shared the

incident with my teenage daughter.

‘So!’ she simply gave me a blank

look. My daughter is in the same

school, a year senior to the girl

caught using unfair means. ‘That’s

how the teenagers are today,

Mom!’ Her answer shocked me,

but that was not all. She further

justified her statement. ‘There are

teenagers who do not consider

achieving things by unfair means

as immoral, be it an exam or

anything else.’ She continued, ‘For

most teenagers today, achieving

something is important rather

than how you achieve it.’ I was

astounded to hear all this… are

these the future citizens of our

country! What happened to our

values? ‘Who do you think is

responsible for all this?’ I asked.

‘Parents of course!’ came her

reply. ‘See Mom, there are very

few parents who actually spend

time with their children. They just

believe that fulfilling the needs

Dr. Deepthi Uthaman is an educator

by choice, her Ph.D. is on reproductive

endocrinology. Her school and college

life gave the opportunity to assimilate

knowledge and experience diverse

traditions and cultures from different

Indian states.

She has taught students from grade

VIII to post-graduate level and

has worked as the Principal of a

residential school.

Her teaching pedagogy emerged to new horizons after

attending the IB & CIE workshops, PBL training (Buck

Institute of Education, California) and the Wide world

online training for TFUT (Harvard School of education).

Currently she is Biology facilitator and HoD, at TGES, and

is passionate about implementing new teaching strategies

in her classes. She is also passionate about sharing her

knowledge and experiences with her teammates to help

them grow professionally. She can be reached at deepthi.

uthaman@tges.org

Sep/Oct 2017

of their child is the only thing a

parent is supposed to do.’

This had me thinking, being a

teacher, I have seen that there

are parents who think that their

responsibility is just to meet all

the needs of their child. That,

according to them is the measure

of success as a parent. These needs

include providing a separate AC

room with LED TV, iphone, car/

bike, branded clothes, expensive

tuition classes, restaurant food,

etc. Family time is now just a

vacation to Switzerland, South

Africa or any other exotic location

with pictures posted on social

media.

Sometime back my daughter was

talking about an acquaintance of

her classmate, this boy studying

liberal arts is staying in a hostel.

His pocket money is Rs. 5000/-,

which is equivalent to the monthly

income of some Indians. The boy

got into bad company and started

taking drugs in the first year of

college. The worst part is that

the parents are not even aware

of it; his mother gives him money

whenever he asks for it. How is

it that a mother does not even

realize that there is a change in

her son?

Are parents so occupied in

fulfilling the wishes of the child

that they overlook the changes in

the child?

The fact that the child needs to

be heard, guided and advised does

not exist in the dictionary of most

parents.

Parents today do not want their

child to go through any difficulties.

They try to protect them from the

problems even before the problem

truly arises. That’s where the

trouble lies, because the child then

does not value things.

Most of these parents have had

strict and orthodox upbringing;

they needed the help of their

mother to convey something to

their father. Thus, to avoid such

situations and be approachable,

they try to be friendly with their

children. However, what they don’t

realize is that there is a fine line

between being friendly and being

a friend. Being friendly with your

child is good as they are able to

share things, but if you become a

friend then the equation changes.

The children then take you for

granted; parents should thus know

when and where to draw a line.

What is acceptable and what is

not.

We have heard the saying ‘charity

begins at home’, so do basic

morals and values. Parents have

to teach these at home. The school

moulds a child; however the clay

is set at home. What the parents

need to understand is that even the

best of schools will fail to mould

the child if the clay is not proper.

After all values are imbibed more

than they are taught.

www.progressiveteacher.in 15


instructional tools

Relevance of Instructional Tools

in Classroom Transaction

Ken Robinson, in one of his Ted talks titled ‘Bring on the learning

revolution’, talks about crisis in education. The most interesting

fact about his talk is that he considers human resources as natural

resources, often buried deep and that human life is organic. He

strongly suggests that there ought to be a shift from industrial

model of education to a model based more on agricultural

principles. He

further explains

that we must

recognise that

Ken Robinson

human flourishing

is not a mechanical process but an organic one.

Hence, the outcome of human development cannot

be predicted and like a farmer, educationists need

to create the conditions under which children begin

to flourish.

–Leena Satuluri

Just like the farmer, teachers

as catalysts create the right

learning environment to

facilitate students’ knowledge

and understanding. As such,

the need to use the right tools

to enhance the development of

each child in terms of cognition,

creativity and thinking come to

the fore.

Any concrete teaching-learning

materials that stimulate pupils’

senses and facilitate concept

attainment and better retention

of those concepts in pupils

simultaneously developing their

thinking and creativity can be

called ‘Instructional tools’.

They can be broadly divided into

five categories.

Visual– The chalkboard, the

content book or additional

reference material and display

boards in the class are primary

instructional resources. The

chalkboard work needs to

be planned in advance and

organised well. Using a roller

board or charts can be a time

saver. Graphic organisers,

I dream and work for a tomorrow wherein

there is less baggage on students’

shoulders and there is a marked shift from

the factory model of education to a more

meaningful model based on agricultural

principles. I am a firm believer in

revolutionizing ‘Early Childhood Education’

and professionalizing its teaching and also

presented a paper in a UNICEF sponsored

conference on the the same theme organised by Azim Premji

University and AECED. I am currently experimenting with blending

various forms of Arts into learning. In addition to being a teaching

professional, I am also a storyteller and a theatre art teacher. I

write short stories using the pseudonym Sitara on Readomania and

Storyweaver. I presently teach at Delhi Public School, Vijayawada

and can be reached at englishteacher.dps@gmail.com

Given below are examples of tools and their usage during any of the elements or components of a lesson plan.

Subject Element Topic/Concept

Age and

Level

English Induction Tenses 11 to 13

- Middle

graders

Geography Evaluation Metallic

mineral

reserves in

India

Math Modelling Mensuration

Science Induction States of

matter

14 to 15

– High

schoolers

13 to 14

– Middle

graders

8 to 10 –

Primary

Description

globes, maps, posters, practical

demonstration of experiments are

tools that appeal to the visual

sense.

Auditory– Radio, CD players

activate the hearing sense

and develop listening skills.

Such tools are mostly used in

languages or literature classes.

Audio-Visual– These tools can

be used to teach Sciences, Maths,

Social Science and languages

too. Working models, theorems,

concepts related to geography

can be taught well using the

support of Audio-Visual tools.

Visual–tactile– These materials

are primarily used at pre-school

or kindergarten levels. Pupils see

and touch things to understand

concepts. For example textures,

Audio – Visual tool – Teacher uses the video of

a celebrity who speaks about his/her daily diet

and exercise regime. She/he narrates in Simple

Present tense.

Visual – Kinesthetic – Maps are handed out to

students. They mark the places where metallic

mineral resources are found in India.

Visual - Origami/Paper folding – This art or

technique can be used to explain concepts of

mensuration

Visual - Solid objects, liquids, a balloon, etc can

be shown before beginning each concept viz.

Solid, liquid, gas

patterns, shapes can be taught

using tools pertaining to the

visual-tactile sense.

Visual–Kinesthetic– In this

category, students get an

opportunity to see the material

and use them. It could be printed

or pictorial resources. Students

may sit individually or in groups

to work on them or they may

also move about. For example

– map work can be done sitting

in a place. A math relay involves

movement of the body to learn a

concept.

What is the criterion for

selection of instructional

tools?

Instructional tools are said to be

meaningful when they

• Assist in achieving

16 The Progressive Teacher Sep/Oct 2017


instructional objectives

• Stimulate and create an

interest in learning

• Are age and level appropriate

• Are content related

• Give scope for interaction in

the class

• Are used appropriately at the

right time

The advantages of using

Instructional tools in the

teaching – learning process: -

They create a stimulating

environment

They make learning active

and engaging

They break monotony

They provide direct or first –

hand learning experiences to

pupils

They facilitate concept

attainment and better

retention.

How to manage resources?

• It is imperative to document

the use of instructional tools

for further reference

• Tools must be preserved for

multiple uses.

• A separate place must be

arranged for storage of such

tools.

• Any instructional tool

should not be limited to a

few students. So

making optimal use of

resources, i.e., sharing

with other teachers

can benefit a large

number of students.

Michael Hubenthal

and Thomas O’Brien

in their research

– Revisiting your

classroom’s walls - The

pedagogical power of

posters, conclude that

The visual complexity

of text and small images can

set up an overwhelming visual/

verbal competition between text

and graphics for which students

must gain control in order to give

meaning to information.’

This study suggests that teachers

must ensure not to over stimulate

students or cause mitigation of

auditory skills. While selecting

instructional tools, teachers

need to carefully evaluate

them and their significance in

developing comprehension and

understanding of a given topic.

If the tools are not relevant, they

make no sense. For example –

for the topic Visualising solid

shapes in Mathematics for Grade

8, showing students 3D wooden

shapes is not appropriate; such

shapes are shown at primary

level. Instead, students can

be asked to find shapes either

in patterns or structures. In

topics, wherein content has to be

dealt through questioning and

discussion, using instructional

tools might distract students.

In a way, teachers have to be

reflective practitioners in order

to successfully choose and make

good use of resources.

poem

A Utopian World

Together we can build and create

A Utopian world - a wonderful world.

But wait;

For that we will have

To muster stupendous courage

To break the fort

Of indomitable state

S I M Jafri

Of intolerance and hatred

That has sabotaged

The views of other races, colour,

Religious beliefs and order,

For their insanity and whimsicality

And foremost, those hatemongers-

ISIS, JAISH, BOKO and hardcore ‘SAFFRONITES’

The ilk love mayhem, unrest and genocide

Their approach is misanthropic;

Their mind is perverted, polluted

And clogged with utter negativity

Oh brothers, come on one platform

And propagate love and peace

And teach the lesson of humanism

Where only world peace and love prevail

O’ God help us eliminate

Such black marauders

Who are a minority,

Yet overpowering the masses

And callously shedding

Innocent human blood

Irrespective of place and land

O’ God help us

And bolster our spirits

For this noble cause

And make the world

Once again a better place

Accommodating every one

With our ideology on humanism

With whatever religion, colour

And race we are

Rush, brothers to form that Utopian World

Before it is too late

Come friends,

Together we can.

In the end I hail the initiative

Of Indian crusaders

Bearing the flag of Not in my name

–S I M Jafri

Sep/Oct 2017

www.progressiveteacher.in 17


technology

HELP YOUR TEEN REGAIN

CONTROL OF HIS LIFE FROM

SMARTPHONE ADDICTION

If you suspect that your teen suffers from an addiction to his Smartphone, slowly but steadily

educate your child about the demerits of excessive use of smartphones. Let him know what

harm it causes to the mind and body. But for parents to overcome their teens smartphone

addiction is not an easy job.

–Manmeet Kaur Reen

Today it is very common for teenagers

to use mobile phones to connect with

peers and world through different

forms of social media such as – Whatsapp,

Facebook, Instagram, Snapchat, Twitter, etc.

With advancement in technology, a wide

range of latest smartphones are available in

the market helping people to connect with

each other and make them stay updated.

However, this also leads to a new form of

obsession among the younger generation

i.e.smartphone addiction. Teen smartphone

addiction often leads to:

- Problems and failure in studies,

- Social loneliness,

- Staying isolated ,

- Loss of interest in hobbies and outdoor

activities,

- Experiencing ‘phantom vibration

syndrome’, which means checking his or

her mobile phone when it hasn’t vibrated

or rung.

If you suspect that your teen suffers from

an addiction to his Smartphone, slowly but

steadily educate your child about the demerits

of excessive use of smartphones. Let him

know what harm it causes to the mind and

body. But for parents to overcome their teens

smartphone addiction is not an easy job.

So, here are some ways to deal with your

teen’s obsession and help him to regain control

of his life:

Make home rules

Some home rules may be very useful to handle

teen Smartphone addiction.

Manmeet Kaur Reen holds a degree in Home Science, M.Sc

in Child Development, Advanced Post Graduate Diploma in

Child Guidance and Family Counseling, M.A in Psychology,

B.Ed, and has also done a course in Learning Disability.

She loves teaching, to inspire young minds to develop

their unique personalities. She believes a good teacher

is someone who enjoys what he/she does and has the

ability to receive and give feedback to support learning

among students to make studies joyful and enable students

to grow. She likes to write articles for newspapers, magazines and journals

concerning areas related to education, parents and adolescents.

She is currently working as a PGT Home Science Teacher in Doon International

School, Mohali.

For example : Mobile phones should be put

aside or turned off during meals and family

members should share news, talk and enjoy

the time spent together.

Assign home duties

Assign your teen with home duties like:

dusting, decorating their room, helping mom

in the kitchen, helping dad in shopping. Next

time you visit a market, ask him to select

eatables with the least junk element from a

particular rack, creating their own signature

dish and so on. Such a task makes a teenager

more disciplined.

Family outings

Plan family outings - family trips, spend time

visiting places of interest, travelling as you

will be able to spend quality time together

and limit the use of smartphones.

Set limits

- Set a limit on the money that you pay for

your teen’s monthly mobile bill.

- Set a limit on internet data usage. Thus, a

child will use mobile phone less frequently

and more thoughtfully.

Set example

You cannot expect your child to follow something

that you are not doing yourself. Become

a positive example, use your own mobile or

smartphone less and pay more attention to

the members of your family.

It is also important to let your teen know

that you have full confidence in his ability

to understand you and that you trust his

sensibilities. By doing this, you can show your

child that time spent with family is precious

and life around us is far more interesting and

colourful than any social media.

18 The Progressive Teacher Sep/Oct 2017


companies which have developed

smart softwares. Uber doesn’t

own any cars but is the biggest

taxi company in the world.

Airbnb is the biggest hotel

company in the world, although

they don’t own any properties.

We will also witness more and

more Digital Disruptions

- changes that occur when

new digital technologies and

business models affect the value

preposition of existing goods and

services - in all industries and

services, impacting the numbers

and kind of skilled workforce

required.

70-80% of traditional jobs will

disappear in the next 10 -20

years. Lots of new jobs having

different job descriptions and

specification will no doubt be

created, but it is not clear if

they will be enough to replace

all the lost jobs.

The price of the cheapest

3D printer has come down

from USD 18,000 to USD

400 within ten years. In the

same time, it became 100

times faster. All major shoe

companies have started 3D

printing shoes. Spare airplane

parts are already 3D printed

in remote airports. The space

station now has a printer that

eliminates the need for the large

number of spare parts they used

to carry in the past. Buildings

are being constructed using 3D

printing technology.

What then will become of the

largest labour employer, the

construction industry? What

will be the skill requirements of

the new workforce? Will they

be trained using virtual training

centres similar to those for

astronauts? Probably yes.

Digital transformation

is another universal trend

including that in India. Digital

transformation is the change

associated with the application

of digital technology in all

aspects of human society. This

transformation means that digital

applications inherently enable

new types of innovation and

creativity in a particular domain

rather than simply enhance and

support the traditional methods

e.g. going paperless.

Therefore, Digital Literacy, the

ability to use information and

communication technologies

to find, evaluate, create and

communicate information,

requiring both cognitive and

technical skills will be in demand

and highly valued.

Universities are transforming

themselves into digital

universities with programmes

to teach emerging technologies

like Virtual Reality /Augmented

Realities and Artificial

Intelligence (AI). Due to

advances in data mining and AI,

radiology images can now be

diagnosed with 99 % accuracy

by AI compared to 80%

accuracy by human radiologist.

Does it mean that radiologists

will soon become obsolete? Will

their role change? What new

skills and knowledge will they

need to learn and how? We don’t

know. But status quo is no longer

the order of things.

Computers have become

exponentially better in

understanding the world. Last

year, a computer beat the best

Go player in the world, ten years

earlier than expected. In the US,

young lawyers already don’t get

jobs. Because of ‘IBM Watson’

you can get legal advice (for

basic stuff) within seconds, with

90% accuracy compared with

70% accuracy when done by

humans. So will there be 90%

less lawyers in the future and

only specialists remain?

The cheapest smartphones are

available for around Rs.1000

in Africa and Asia. By 2020,

70% of all humans will own

a smartphone. That means,

everyone will have the same

access to world class education.

Mobile content will be available

for all subjects in all languages

in colour and 3D graphics. The

best teachers can be accessed

electronically at low costs.You

can learn on the move. Real

talent will attract real premium

and recruited from any country

at a fraction of today’s cost.

Agriculture in Japan is steadily

revolutionised by farmers using

robots for sowing, ploughing and

harvesting. Soon there will be

low cost USD100 agricultural

robots available for back

breaking field work. Land owners

in the third world countries can

become managers of their fields

instead of labouring all day in

them. But what will become

of the significant number of

agriculture labour?

As schools develop new

curriculum in material sciences,

artificial intelligence, Virtual

Reality, Augmented Reality and

Robotics on one hand, and as

new business models of education

and healthcare delivery,

agriculture, travel and leisure

activities develop, some estimate

that 70-80% of traditional jobs

will disappear in the next 10 - 20

years.

Will there be enough new jobs is

not clear. Therefore competition

for available jobs will be tough.

In such a scenario, willingness

and ability to embrace lifelong

and continuous learning

becomes a survival necessity.

New information is being

generated at a mind boggling

pace and available at the click

of a mouse. Speed reading,

ability to visualise, analyse and

remember information and apply

it swiftly to solve problems will

be foundational learning skills to

cope up with these rapid changes.

Thankfully, new tools based

on recent discoveries on how

the human brain remembers,

retains and recalls information

are available for lifelong

learning on strong foundations.

Countries like Finland, South

Korea, Singapore, and China,

recognised for exceptionally

high quality education systems,

have already integrated teaching

of these foundational new age

learning skills into their school

curriculum.

This new age learning skills /

tools are?

1. Speed Reading

Speed reading skill improves

reading speed to 500 - 800

words per minute with minimum

80 % comprehension compared

to average reading speed of

150-200 wpm with only 30

-40% comprehension of the

information read.

Visualisation Skill

Leaders and top students have

one thing in common. They have

excellent abilities to analyse,

organise and remember huge

amounts of information to

solve problems. This requires

superior ‘visualisation’ skills.

‘Mind Mapping’® is the new

age visualisation

tool, developed

by Tony Buzan a

British educator.

For students it

is the foundation

to make quality

notes, a necessity

for academic

excellence.

2. Developing

Long Term

Memory

The tools for long

term memory are

based on recent

understanding of

how the human

memory works.

It leverages

visualization

and association

concepts with astounding results.

3. Self-Management

To achieve long and short

term goals, it is important to

manage yourself. Therefore, Dr

Steven Covey, world renowned

management guru’s 4th

generation self-management

system for work-life balance is

another foundational skill to

adopt.

4. Listening Skills

Communication skills (reading,

writing, speaking and listening)

are critical for effective

interpersonal relations and to

influence others. Of these four

communication skills, listening

skill is arguably the most

important but seldom taught,

Therefore, necessary to learn

formally.

(To learn more about these tools

refer to this author’s articles

in the previous issues of ‘The

Progressive Teacher’ or to New

Age Learning and Reading

Skills.)

Sep/Oct 2017

www.progressiveteacher.in 21


companies which have developed

smart softwares. Uber doesn’t

own any cars but is the biggest

taxi company in the world.

Airbnb is the biggest hotel

company in the world, although

they don’t own any properties.

We will also witness more and

more Digital Disruptions

- changes that occur when

new digital technologies and

business models affect the value

preposition of existing goods and

services - in all industries and

services, impacting the numbers

and kind of skilled workforce

required.

70-80% of traditional jobs will

disappear in the next 10 -20

years. Lots of new jobs having

different job descriptions and

specification will no doubt be

created, but it is not clear if

they will be enough to replace

all the lost jobs.

The price of the cheapest

3D printer has come down

from USD 18,000 to USD

400 within ten years. In the

same time, it became 100

times faster. All major shoe

companies have started 3D

printing shoes. Spare airplane

parts are already 3D printed

in remote airports. The space

station now has a printer that

eliminates the need for the large

number of spare parts they used

to carry in the past. Buildings

are being constructed using 3D

printing technology.

What then will become of the

largest labour employer, the

construction industry? What

will be the skill requirements of

the new workforce? Will they

be trained using virtual training

centres similar to those for

astronauts? Probably yes.

Digital transformation

is another universal trend

including that in India. Digital

transformation is the change

associated with the application

of digital technology in all

aspects of human society. This

transformation means that digital

applications inherently enable

new types of innovation and

creativity in a particular domain

rather than simply enhance and

support the traditional methods

e.g. going paperless.

Therefore, Digital Literacy, the

ability to use information and

communication technologies

to find, evaluate, create and

communicate information,

requiring both cognitive and

technical skills will be in demand

and highly valued.

Universities are transforming

themselves into digital

universities with programmes

to teach emerging technologies

like Virtual Reality /Augmented

Realities and Artificial

Intelligence (AI). Due to

advances in data mining and AI,

radiology images can now be

diagnosed with 99 % accuracy

by AI compared to 80%

accuracy by human radiologist.

Does it mean that radiologists

will soon become obsolete? Will

their role change? What new

skills and knowledge will they

need to learn and how? We don’t

know. But status quo is no longer

the order of things.

Computers have become

exponentially better in

understanding the world. Last

year, a computer beat the best

Go player in the world, ten years

earlier than expected. In the US,

young lawyers already don’t get

jobs. Because of ‘IBM Watson’

you can get legal advice (for

basic stuff) within seconds, with

90% accuracy compared with

70% accuracy when done by

humans. So will there be 90%

less lawyers in the future and

only specialists remain?

The cheapest smartphones are

available for around Rs.1000

in Africa and Asia. By 2020,

70% of all humans will own

a smartphone. That means,

everyone will have the same

access to world class education.

Mobile content will be available

for all subjects in all languages

in colour and 3D graphics. The

best teachers can be accessed

electronically at low costs.You

can learn on the move. Real

talent will attract real premium

and recruited from any country

at a fraction of today’s cost.

Agriculture in Japan is steadily

revolutionised by farmers using

robots for sowing, ploughing and

harvesting. Soon there will be

low cost USD100 agricultural

robots available for back

breaking field work. Land owners

in the third world countries can

become managers of their fields

instead of labouring all day in

them. But what will become

of the significant number of

agriculture labour?

As schools develop new

curriculum in material sciences,

artificial intelligence, Virtual

Reality, Augmented Reality and

Robotics on one hand, and as

new business models of education

and healthcare delivery,

agriculture, travel and leisure

activities develop, some estimate

that 70-80% of traditional jobs

will disappear in the next 10 - 20

years.

Will there be enough new jobs is

not clear. Therefore competition

for available jobs will be tough.

In such a scenario, willingness

and ability to embrace lifelong

and continuous learning

becomes a survival necessity.

New information is being

generated at a mind boggling

pace and available at the click

of a mouse. Speed reading,

ability to visualise, analyse and

remember information and apply

it swiftly to solve problems will

be foundational learning skills to

cope up with these rapid changes.

Thankfully, new tools based

on recent discoveries on how

the human brain remembers,

retains and recalls information

are available for lifelong

learning on strong foundations.

Countries like Finland, South

Korea, Singapore, and China,

recognised for exceptionally

high quality education systems,

have already integrated teaching

of these foundational new age

learning skills into their school

curriculum.

This new age learning skills /

tools are?

1. Speed Reading

Speed reading skill improves

reading speed to 500 - 800

words per minute with minimum

80 % comprehension compared

to average reading speed of

150-200 wpm with only 30

-40% comprehension of the

information read.

Visualisation Skill

Leaders and top students have

one thing in common. They have

excellent abilities to analyse,

organise and remember huge

amounts of information to

solve problems. This requires

superior ‘visualisation’ skills.

‘Mind Mapping’® is the new

age visualisation

tool, developed

by Tony Buzan a

British educator.

For students it

is the foundation

to make quality

notes, a necessity

for academic

excellence.

2. Developing

Long Term

Memory

The tools for long

term memory are

based on recent

understanding of

how the human

memory works.

It leverages

visualization

and association

concepts with astounding results.

3. Self-Management

To achieve long and short

term goals, it is important to

manage yourself. Therefore, Dr

Steven Covey, world renowned

management guru’s 4th

generation self-management

system for work-life balance is

another foundational skill to

adopt.

4. Listening Skills

Communication skills (reading,

writing, speaking and listening)

are critical for effective

interpersonal relations and to

influence others. Of these four

communication skills, listening

skill is arguably the most

important but seldom taught,

Therefore, necessary to learn

formally.

(To learn more about these tools

refer to this author’s articles

in the previous issues of ‘The

Progressive Teacher’ or to New

Age Learning and Reading

Skills.)

Sep/Oct 2017

www.progressiveteacher.in 21


new trends

EDUCATION: TO GUIDE THE STUDENTS

The principal goal of education is to create individuals who are capable of doing new things, not

simply of repeating what other generations have done.

–Shani K I

Our school systems need to change

according to the pace of the world.

Franklin D. Roosevelt once said, ‘We

cannot build the future for our youth—but

we can build our youth for the future.’ It is

our duty to do whatever we can to help our

students connect learning with real life and

to provide them with the necessary skills

to prepare them for success. In the past,

the concept of education was to master the

‘Three Rs’ (reading, writing, and arithmetic).

But in the modern day ‘flat world’, the

‘Three Rs’ have changed into ‘Four Cs’.

Today students want to compete in this

global society; however, they must also be

proficient communicators, creators, critical

thinkers, and collaborators (the ‘Four Cs’).

Our education system must simultaneously

prepare citizens of tomorrow while equipping

our students with the knowledge and skills

they need to be successful in a rapidly

changing economy and society. Students

should be encouraged to challenge themselves

at new levels and in new experiences, as well

as to prepare themselves for future choices in

their lives and in their communities.

Modern education system must change

according to the need of the hour. For

that schools and educators should prepare

themselves for accepting the new trends in

the education field. New education system

must focus on the new trends such as -

a. Character Education

b. Critical Thinking

c. Collaborative learning

d. Constructivism

e. Differentiated learning

f. Digital education

g. Inquiry based learning, etc

Character Education:

Character education

is a teaching method

which fosters

the development

of ethical and

responsible

individuals by

teaching them about the good values that

people should have. It teaches students

values of caring about other people, honesty,

responsibility, and other important traits that

make for an upright citizen. Young people

these days get exposed to literally thousands

of negative influences through the media

and their peers every day; add to this the

sad fact that parents are spending less time

with their children. Students need to know

how to handle these pressures and character

education will give them the tools that they

need.

Critical Thinking

Teaching critical thinking and problem

solving effectively in the classroom is vital

for students. Learning critical thinking leads

students to develop other skills, such as

concentration, deeper analytical abilities,

improved thought processing, etc.

Collaborative Learning

Collaboration is a natural part of life

and should be included in the curriculum.

Collaborative learning is designed to help

students ‘play well with others’, as many of

us learned in the kindergarten. This is highly

valued by our school system.

Constructivism in Learning

Instead of giving a lecture, teachers according

to this theory function as facilitators whose

role is to aid the students when it comes to

their own understanding. This takes away

focus from the teacher and lecture and puts it

upon the students and their learning.

Differentiated learning

It asks teachers to know their students well

so they can provide each one with experiences

and tasks that will improve learning.

Shani K I, M

Com & B Ed,

is presently

working as

Academic

Coordinator

at the IDC

English Higher

Secondary

School,

Thrissur in

Kerala. She has been an avid blogger

and has also worked as a Special

Educator at the Ideal Academy,

Perinjanam. He believes ‘in lifelong

learning and the constant need to

upgrade ones skills to meet the needs

of the ever challenging society. As an

educator, each successful year I feel

a strong sense of achievement and

satisfaction which give me immense

pleasure and motivation to set goals

and strive hard to achieve them’.

Differentiation means tailoring instruction

to meet individual needs. Differentiated

instruction is an approach to teaching in

which educators actively plan for students’

differences so that all students can learn best.

Digital education

Digital education

is fun learning

for all cadres and

particularly effective

for child learning as

the innovative audiovideo

feature boosts

the cognitive elements

in a child’s brain. The INFO-TAINMENT

combination involved in digital learning

makes it more practical, applicable and

relatable to our life and surroundings in an

interesting manner.

Inquiry based learning

Inquiry based

learning is a form

of active learning

that starts by

posing questions,

problems or

scenarios, instead

of just presenting

the facts, to help

students learn through their own agency

and investigation. An old adage states: ‘Tell

me and I forget, show me and I remember,

involve me and I understand.’ The last part

of this statement is the essence of inquirybased

learning. Inquiry implies involvement

that leads to understanding. Furthermore,

involvement in learning implies possessing

skills and attitudes that permit you to seek

resolution to questions and issues while you

construct new knowledge

Educators must know about their students

and should understand every student can

learn just not on the same day or the same

way. So educators should actively plan for

students and help them improve their skills.

22 The Progressive Teacher Sep/Oct 2017


Pullout PLANNER

Sep/Oct 2017

www.progressiveteacher.in 23


24 The Progressive Teacher Sep/Oct 2017


Class III: EVS

Plants

Tick (√) the correct answer

1. Which of the following do plants

need to make food?

a. Oxygen c. Soil

b. Seeds d. Sunlight

10. Which of the following is

NOT a function of plants?

a. Providing oxygen in the environment

b. Giving food and shelter

c. Helping other living creatures

d. Helping animals to move freely

worksheet

Max Marks: 20

2. Which part makes food

for a plant?

a. Flowers c. Leaves

b. Roots d. Stem

3. Which part of a plant takes in

water and nutrients from the soil?

a. Roots c. Stems

b. Leaves d. Flowers

4. The flat part of the leaf is called the

a. Side veins c. Vein

b. Mid rib d. Leaf blade

5. The part of the plant which holds the

plant firmly in the soil is the

a. Flower c. Stem

b. Roots d. Leaf

6. Which of the following is the

reproductive part of the plant?

a. Flower c. Root

b. Stem d. Leaves

7. Which part of the plant

is the cabbage?

a. Flower c. Leaf

b. Root d. All of the above

8. What is the thick part of a tree called

which grows above the ground?

a. Branch c. Tendrils

b. Trunk d. Shoot

9. Which of the following is NOT a function

of leaves?

a. Preparing food

b. Providing food for us

c. Transporting water

d. Helping the plant to respire

11. Which of the following things can

a plant live without?

a. Fertilizer c. Water

b. Oxygen d. Warmth

Fill in the blanks by choosing

the correct words.

germinate life cycle seed trunk

climber roots air water

sunlight

12. Most plants grow from a ______.

13. A tree has a woody stem called a ______.

14. ______ absorb water and minerals from soil.

15. The grapevine plant grows around some support. It is a

______.

16. Plants need ______, ______ and ______ to grow.

17. Match each term in Column B with its

meaning in Column A.

Column A

Column B

i.The first stage of life for many plants A. stem

ii.The food factory in a plant

B. seed

iii. The plant part that connects the root to

leaves

C. fibrous

roots

iv. The part of a plant that grows D. tap root

underground

v. One main root with small stems E. leaf

vi. Many small roots growing from the end F. root

of the stem

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25


worksheet

Max Marks: 20

Animal life

Tick (√) the correct answer

1. Which of the following is a herbivore?

a. Lion b. Deer

c. Mice d. Fox

2. Humans are

a. Herbivores b. Carnivores

c. Producers d. Omnivores

3. The diagram that shows

how energy is used in the

food chain is known as the

a. Food web b. Energy circle

c. Energy pyramid d. Energy chain

4. The correct sequence of the

given organisms in a food chain is:

i. Grass Hopper ii. Cat iii. Grass iv. Bird

a. i → ii → iii → iv

b. iii → iv → i → ii

c.iii → i → iv → ii

d. ii → iv → i → iii

5. An interlinked food chain is called the

a. Food pyramid b. Energy web

c. Energy pyramid d. Food web

6. Which of the following is not

a decomposer?

a. Bacteria b. Fungi

c. Rabbit d. Earthworm

7. The incorrect statement is:

a. Plants use sunlight as source of energy to

prepare their food.

b. Plants do not store the food prepared,

but use up all of it themselves.

c. Last level of energy pyramid

includes carnivores.

d. All the levels of a food chain are

equally important.

8. A food web will not be affected by

a. an increase in plants.

b. an increase in herbivores.

c. a sunny day.

d. a decrease in carnivores.

Class III: EVS

9. The organism that would lie at the

top of energy pyramid is a

a. Hawk b. Rabbit

c. Grass d. Carrot

10. The largest group in the

energy pyramid

a. lies at the top of the pyramid.

b. lies at the bottom of the pyramid.

c. all the groups are equal in size.

d. lies in between.

11. An animal with sharp and flat teeth

that eats grass is probably a

a. Carnivore b. Herbivore

c. Omniovre d. Insectivore

12. Frogs use their long and sticky tongue to

a. Climb on the trees b. Swim in the water

c. Catch the prey d. Chew their food

Fill in the blanks by choosing

the correct words.

consumers, photosynthesis, carnivores,

decomposers, herbivores, omnivores,

producers, webbed

13. Organisms that depend on both plants and

animals for their food: _________.

14. Animals that eat the flesh of other animals:

______________.

15. Organisms that cannot make their own food

and depend upon others for it: ___________.

16. Animals that eat only plants: ___________.

17. Organisms that make their own food:

___________.

18. The process of preparing food by the

green plants with the help of

sunlight and oxygen: ___________.

19. Micro organisms that break down dead

complex matter into simple substance

___________.

20. The _________ feet of ducks help them in

swimming.

26 The Progressive Teacher © DS Digital Private Limited I Photocopying permitted


Class III: EVS

Feathered friends

Tick (√) the correct answer

1. Which of the following is a

bird that cannot fly?

a. Goose b. Ostrich

c. Swan d. Hummingbird

2. Which of the following is

warm blooded?

a. Eagle b. Frog

c. Snake d. Crocodile

3. Which is true of all birds?

a. They all can swim

b. They all hatch from eggs

c. They all build nests

d. They all can fly

4. In what way are birds different from other

vertebrates?

a. They lay eggs

b. They are colourful

c. They have feathers and wings

d. They are warm blooded

5. Which of the following features does not

help birds to fly?

a. Their heart beats very fast

b. They have air sacs that store oxygen

c. They have hollow bones

d. They build nests

6. Birds use their beaks for

a. Feeding their young ones

b. Preening

c. Having food

d. All of the above activities

7. Which of the following is not a function of

feathers in birds?

a. Giving shape to the birds’ bodies

b. Keeping the birds warm

c. Helping the birds camouflage themselves

d. Helping the birds to fly

8. What is a bird with long, sharp beak most

likely to eat?

a. Insects b. Meat

c. Seeds d. Fruits

9. From which of the following did the

feathers of birds evolve?

a. Hair b. Wings

c. Scales d. Back bone

worksheet

10. Which class of organisms is covered with

scales?

a. Reptiles b. Birds

c. Amphibians d. Humans

Max Marks: 20

11. In what temperature range do birds maintain

their body temperature?

a. 40°C – 44°C

b. 0°C – 5°C

c. 20°C – 24°C

d. 10°C – 111°C

12. Which of the following is an adaptation of

birds that help them fly?

a. Feathers b. Light weight bones

c. Large chest muscles d. All of these

Fill in the blanks by choosing the correct words.

feathers, metabolic rate, flippers, backbone,

fins, streamlined, vertebrates, preen, curved,

warm-blooded, insects

13. The wings of birds are ______ ; this helps

them fly easily.

14. Birds are ______, since they have constant

body temperature.

15. Birds ______, or run their beaks through

their feathers to maintain their feathers.

16. Birds, like reptiles, have a skull and a ______

and hence are called ______.

17. The high ______ in birds provides them

extra energy to stay active.

18. What distinguishes the class of birds from

other organisms is that they have ______.

19. In penguins the wings are modified into

______, which help them to swim.

20. A bird with a cracker type beak will eat

______.

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27


worksheet

Max Marks: 20

tHE HUMAN BODY

Tick (√) the correct answer

1. Which of the following organ systems

converts food into a usable form?

a. Excretory system

b. Nervous system

c. Digestive system

d. Reproductive system

2. When we breathe in, the air from

the nose goes to the

a. Lungs b. Heart

c. Liver d. Stomach

3. Which of the following organ systems gives

form, shape and support to our body?

a. Digestive system

b. Muscular system

c. Excretory system

d. Skeletal system

4. Which of the following organ systems helps

our body to move, work and play?

a. Muscular system

b. Digestive system

c. Circulatory system

d. Nervous system

5. The skin removes waste from the

body in the form of

a. Blood b. Mucus

c. Sweat d. Air

6. Which of the following helps the body to

move, along with bones?

a. Nerves b. Muscles

c. Blood vessels d. Blood

7. The nerves receive and carry messages

from different parts of the body to the

a. Heart b. Lungs

c. Liver d. Brain

8. Which of the following organs helps in

removing waste from the body?

a. Kidneys b. Stomach

c. Nose d. Heart

Class III: EVS

9. Which of the following organs is a part of

the digestive system?

a. Bone b. Nose

c. Large intestine d. Lungs

10. Which of the following organs is a part of

the nervous system?

a. Kidney b. Stomach

b. Intestine d. Brain

11. What do humans take in

during breathing?

a. Carbon dioxide b. Sugar

c. Oxygen d. Water

12. Which of the following is a function of

the heart?

a. Pumping blood

b. Secreting hormones

c. Giving a definite shape to the body

d. Carrying messages to the brain

Fill in the blanks by choosing the correct words.

heart brain organs carbon dioxide

kidneys system nose

13. ___________ are the organs of the excretory

system.

14. Different _______________ join together to

form a ______________.

15. We inhale air through the ______________.

16. Humans give out ______during exhalation.

Match each term in Column B with its related

organ system in Column A.

Column A

Column B

17. Respiratory system A. Brain

18. Nervous system B. Lungs

19. Excretory system C. Stomach

20. Digestive system D. Kidneys

28 The Progressive Teacher © DS Digital Private Limited I Photocopying permitted


Class V: EVS

amazing animals

Tick (√) the correct answer

1. Which of the following is the link

between birds and dinosaurs?

a. Archaeopteryx

b. Triceratops

c. Ostrich

d. Platypus

2. The birds incubate their eggs to

a. Protect them from predator

b. Keep them warm

c. To provide them optimum temperature for hatching

d. All of the above

3. Which one of the following is

an adaptation of polar animals?

a. Thick insulating fur

b. Big eye lashes

c. Humped back

d. Compound eyes

4. The wings in penguins are modified into

a. Flippers c. Feathers

b. Fins d. Skin

5. The different stages of insect

development can be represented as

a. Eggs pupae larvae adult

b. Eggs larvae pupae adult

c. Eggs larvae moth pupae adult

d. Eggs pupae moth larvae adult

6. The dinosaurs are closely connected to

a. Mammals b. Birds

c. Reptiles and mammals d. Human beings

7. The white fur coat of arctic

animals provides

a. large surface for breathing.

b. insulation and camouflage.

c. help in finding food.

d. help in reproduction.

8. A marshy woody area is inhabited

by colonies of ant in a rainforest.

This area is called

a. Ecosystem c. Dwelling place

b. Biome d. Habitat

worksheet

9. The opening and closing of

stomata is regulated by

a. Loss of water through transpiration

b. Amount of oxygen present in air

c. Amount of oxygen produced by the plant

d. Amount of water vapour present in the atmosphere

10. In a dense rainforest,

the small flowering plants

produce flowers during

a. Spring c. Winter

b. Summer d. Rain

11. If from the following food chain,

the producer is removed,

what will happen?

Leaves Caterpillar/Insects Small birds Owls

a. Population of owls will increase rapidly

b. Population of insects will decrease

c. All consumers will be affected

d. The birds will migrate

12. Which of the following

do not hibernate?

a. Frogs c. Bear

b. Lizards d. Polar bear

Match the following

animals in Column A with their

characteristics in column B:

Max Marks: 20

Column A

Column B

13. Siberian crane a. Nocturnal and carnivores

14. Bats b. Migratory bird

15. Chimpanzees and

monkeys

c. Generally found in

grasslands

16. Whales d. Have mammary glands

e. Have air bladder

Write the habitats for the following animals:

17. Sea Lion______________________

18. Deer _________________________

19. Camel_______________________

20. Emperor penguin ____________________

© DS Digital Private Limited I Photocopying permitted The Progressive Teacher

29


worksheet

Max Marks: 20

Plant Reproduction, Germination and growth

Tick (√) the correct answer

1. Which of these is not

required by a plant to live?

a. Carbon dioxide c. Water

b. Sunlight d. Fungicide

2. What is the chemical used

to prevent plants from

harmful insects known as?

a. Fungicide c. Fertilizers

b. Pesticide d. Manure

3. Which of the following is not

an agent of seed dispersal?

a. Water c. Air

b. Soil d. Animals

4. Which of the following

seeds is dispersed by the

mechanism of explosion?

a. Apple c. Lotus

b. Cherry d. Bean

5. Which of the following

seeds has wings?

a. Lotus c. Poppy

b. Pea d. Dandelion

6. Which of the following is

not a part of seed structure?

a. Plumule c. Cotyledon

b. Radicle d. Stigma

7. After fertilization,

what does an ovary transform into?

a. Flower c. Pollen tube

b. Fruit d. Ovules

8. What is the green leaf

like structure present at the

base of flower known as?

a. Petals c. Stamen

b. Sepals d. Anther

9. Which of the following parts of the flower

comprise the pistil?

a. Style, stigma, filament, ovary

b. Filament, anther, pollen grains, pollen tubes

c. Style, stigma, ovary, ovules

d. Filament, anther, ovary, ovules

10. Which of the following

plants cannot be grown

using its roots?

a. Sweet potato

b. Dahlia

c. Turnip

d. Hibiscus

11. Which of the following

plants is grown using its stem?

a. Money plant

b. Mushroom

c. Carrot

d. Cotton

Class V: EVS

12. What is manure?

a. It is the fertilizer obtained from organic waste.

b. It is the chemical used to kill insects.

c. It is the chemical used to kill microorganisms

d. It is a type of chemical fertilizer.

Give one word for the

following statements.

kharif, bean, germination, stamen,

pollination, vegetative propagation,

pepper, seed coat, dispersal

13. Crops that grow in summer: ______________

14. Male part of the flower: _____________

15. The process of transfer of pollen

grains from the anther to the

stigma of a flower: _____________

16. The process by which seeds

are scattered away from

the parent plant: ___________

17. The process by which a seed

changes into a seedling:___________

18. Method of growing plants

from roots, stem and leaves: ___________

19. The outer covering that protects

the baby plant inside the seed: ___________

20. ___________flowers are pink

and ___________ flowers look like stars

30 The Progressive Teacher © DS Digital Private Limited I Photocopying permitted


Class V: EVS

The skeletal system

Tick (√) the correct answer

1. The place where

bones meet is called

a. A ligament c. Cartilage

b. A joint d. The rib cage

10. All the bones of the human

skull are fixed, except the

a. Upper jaw

b. Lower jaw

c. Frontal bone

d. Nasal bone

worksheet

Max Marks: 20

2. The bones in the

spinal cord are called

a. Little bones c. Vertebrae

b. Cartilage d. Ribs

3. The liver, heart and

lungs are protected by the

a. Skull c. Ribcage

b. Girdles d. Spinal cord

4. Which of the following

joints is present in the

hip and the shoulder?

a. Ball and socket joint

b. Hinge joint

c. Pivot

d. Gliding joint

5. How many pairs of ribs are

found in the human body?

a. 8 pairs c. 15 pairs

b. 10 pairs d. 12 pairs

6. Which is the smallest bone in our body?

a. Femur c. Fibula

b. Tibia d. Stirrup

7. The number of bones that

make up the human skull is

a. 45 c. 32

b. 52 d. 22

8. The lowest two pairs of

ribs which are joined only

to the backbone are called

a. Floating ribs

b. True ribs

c. False ribs

d. Fixed ribs

9. The strong tissues that bind

the bones at a joint are called

a. Cartilage c. Ligaments

b. Tissues d. Tendons

11. The joint found between the

skull and the first two vertebrae

of the spine is

a. The gliding joint

b. The hinge joint

c. The ball and socket joint

d. The pivot joint

12. Which of the following is a

function of the skeletal system?

a. It gives shape and support to the body

b. It circulates blood in the body

c. It carries messages to brain

d. It secretes hormones

Fill in the blanks by choosing

the correct terms.

bone marrow, brain, vertebrae, sternum, femur,

spinal cord, skeleton, hinge

13. The ________________ protects the inner

organs of the body.

14. The ____________

is protected by the backbone.

15. The thigh bone or ____________ is the

longest bone in the body.

16. The knee joint is a ___________

___________ joint.

17. A long bone at the centre of the

chest is called the __________________.

18. The skull protects

the _________.

19. The hollow bones of the body are filled

with a jelly-like substance called ______

___________.

20. The backbone is made up of a series of

small bones called ______.

© DS Digital Private Limited I Photocopying permitted The Progressive Teacher

31


worksheet

Max Marks: 20

The nervous system

Tick (√) the correct answer

1. The system that controls

everything that we do is the

a. Endocrine system

b. Respiratory system

c. Nervous system

d. Digestive system

2. The nervous system consists of the

a. Brain, heart and spinal cord

b. Heart, spinal cord and nerves

c. Brain, heart and nerves

d. Brain, spinal cord and nerves

3. The organ of the body that

is the control centre of the

nervous system is the

a. Brain c. Heart

b. Liver d. Stomach

4. The nerves that carry

messages from the brain are

a. Motor nerves c. Relay nerves

b. Messenger nerves d. Sensory nerves

5. We can think, learn, remember

and recall because of the

a. Medulla oblongata c. Cerebellum

b. Cerebrum d. Sense organs

6. Nerves that carry messages

to the brain and bring

orders from the brain are

a. Sensory nerves c. Motor nerves

b. Optic nerves d. Mixed nerves

7. Which of the following connects

the brain to the rest of the body?

a. Brain c. Muscles

b. Spinal cord d. Ligaments

Class V: EVS

10. Our brain needs a continuous supply of

blood and what else?

a. Oxygen c. Carbon dioxide

b. Water d. Food

Fill in the blanks by choosing

the correct terms.

motor, medulla, sensory, brain, cerebrum,

mixed, nerves, cerebellum, sensory nerves,

reflex action, sense, skin

11. ___________ pass through the spinal cord

and carry messages to the ________.

12. The ____________ controls the heartbeat,

breathing, swallowing and sneezing.

13. The ___________ helps us to detect heat,

cold and pain.

14. A network of ___________ runs throughout

our body.

15. ________________ is the largest

part of the human brain.

16. The organs which connect us to the outside

world are known as ____________ organs.

17. The automatic response of the body to

an event is called a___________.

18. The ___________ is responsible for

muscle coordination and maintaining

the balance of the body.

19. The three types of nerves are _________,

______________ and ______________.

20. Label the three sections of the

brain in the below diagram.

8. Which of the following actions

are controlled by the spinal cord?

a. Reading c. Walking

b. Running d. Blinking

9. Nerves that carry impulses

to the brain are

a. Motor nerves c. Mixed nerves

b. Sensory nerves d. Optic nerves

32 The Progressive Teacher © DS Digital Private Limited I Photocopying permitted


Class VI: Social studies

worksheet

Max Marks: 20

Types of Sources

Literary

Archaeological

A: B: C: D:

© DS Digital Private Limited I Photocopying permitted The Progressive Teacher

33


worksheet

Max Marks: 20

on the trail of the earliest people

Tick ( ) the correct answer

1. The transition of man from ape-like creatures

to human form is called

a. Creation

b. Development

c. Evolution

d. Advancement

2. Which one of the following proposed

the theory of Natural Selection?

a. James Mill

b. Hermann Miemer

c. Herbert Garner

d. Charles Darwin

3. In 1974 A.D. where did archaeologists

discover partial skeletons of

human like creatures?

a. Egypt c. Syria

b. Palestine d. Ethopia

4. Which of the following was

the most important function

of the opposable thumb?

a. Easy cutting

b. Easy grasp

c. Easy protection

d. Easy adaption

5. During which age did the discovery

of fire and emergence of

prehistoric art take place?

a. Palaeolithic age c. Neolithic age

b. Mesolithic age d. Chalcolithic age

6. The transition from food

gatherer to food producer and

settling down, marks the beginning of the

a. Palaeolithic age

b. Mesolithic age

c. Neolithic age

d. Chalcolithic age

Class VI: Social studies

9. Which of the following is characteristic

and shows evolution of early man?

a. Increase in the size of the brain

b. Increase in sizes of houses

c. Increase in animal flock

d. None of the above

10. Why did early man move from

one place to another?

a. In search of houses

b. In search of food

c. In search of grasslands

d. All of these

11. A scientist who studies humanity

and human culture is called

a. Archaeologist

b. Anthropologist

c. Sociologist

d. Afrologist

12. Which of the following stone tools

were used in the Palaeolithic age?

a. Core and flake tools

b. Core and microliths

c. Core and Blake tools

d. Core and flint

Fill in the blanks using a suitable word:

Kurnool, Dolphins, Migration, Bhimbetka, Hunsgi

13. Ash is found in _____________

in Southern India.

14. ____________ and ____________

are the earliest human settlements in India.

15. Studies suggest that the_____________

also used tools.

16. The early human groups followed animal

________________.

(History)

17. Fill the boxes given below with the various

reasons for the movement of early man:

7. What does Mesolithic mean?

a. Copper Age

b. Middle Stone Age

c. Old Stone Age

d. Early Stone Age

8. What did early man use to

paint the walls of caves?

a. Ink c. Paint

b. Charcoal d. Clay

Reasons for movement of early man

A: B: C: D:

34 The Progressive Teacher © DS Digital Private Limited I Photocopying permitted


Class VI: Social studies

the earth in the solar system

Tick ( ) the correct answer

1. How do astronomers learn about stars?

a. Constellations c. Space Walks

b. Telescopes d. Space Stations

2. What is a ‘Light Year’?

a. The distance that light travels in one year

b. The same as the speed of light

c. The amount of time it takes light to travel one mile

d. The distance that light travels in one second

3. What is the difference between long-period and

short – period comets?

a. Long-period comets: more than 100 years. Short –period:

less than 100 years

b. Long-period comets: more than 200 years. Short –period:

less than 200 years

c. Long-period comets: more than 300 years. Short

period: less than 300 years

d. Long-period comets: more than 500 years. Short

period: less than 500 years

4. Why are constellations useful?

a. Help in naming stars

b. All stars can be seen at the same time

c. Help people to see stars without telescopes

d. Divide the sky into sections and help in the location of a

particular star

5. What is a ‘galaxy’?

a. A large –scale group of planets, stars, moons bound

together by gravity

b. A large-scale group of stars, gas, and dust bound together

by gravity

c. A large-scale group of stars, rocks and dirt bound together

by gravity

d. A large-scale group of gas, elements and atoms bound

together by gravity

6. What type of galaxy is the ‘Milky Way’?

a. Elliptical c. Irregular

b. Spherical d. Spiral

7. By analysing the light that a star emits ,

astronomers can determine

a. The motion of a star

b. Composition and temperature of a star

c. The size and weight of a star

d. The galaxy that the star belongs to

8. Which inner planets have almost the same size,

mass and density?

a. Mars and Venus c. Mercury and Venus

b. Earth and Mars d. Mercury and Mars

9. Which planets show evidence of heavy

volcanic activity?

a. Mars and Venus c. Venus and Earth

b. Earth and Mars d. Mars and Mercury

worksheet

Max Marks: 20

(Geography)

10. How do the inner planets differ from the outer planets?

a. Outer plants are bigger than inner planets

b. Outer planets have an outer atmosphere and an inner

atmosphere

c. Outer planets are located in the outer zone of the Milky Way

d. Inner planets are smaller, rockier & denser than outer planets

11. The Greek astronomer Claudius Ptolemy proposed that

planets moved in small circles, or epicycles, as they

a. Revolved in larger circles around the moon

b. Revolved in larger circles around Sun

c. Revolved in even smaller circles around Earth

d. Revolved in larger circles around Earth

12. The Polish astronomer Nicolaus Copernicus

proposed a model for the solar system that

was Sun-centred, or

a. Lunacentric c. Heliocentric

b. Astrocentric d. Celestracentric

13. According to Copernicus, all planets revolved around

a. The Sun in the same direction

b. The moon in the same direction but at different speed and distances

c. The Sun in different directions but at the same speed

d. The Sun in different directions and speed

14. Upon whose observations did Johannes Kepler

base his three laws of planetary motion?

a. Galileo c. Ptolemy

b. Tycho Brahe d. Newton

15. Compared with terrestrial planets, the gas giants

a. Have more gravity, which helps them retain gases

b. Have less gravity which helps them retain gases

c. Have the same amount of gravity, which helps them retain gases

d. Have no gravity, which helps them retain gases

16. The thick atmosphere of the gas giants is made up of

a. Oxygen and Hydrogen c. Hydrogen and Helium

b. Helium and Carbon dioxide d. Carbon dioxide and Oxygen

17. The gas giants have ring systems that are made up of

a. Orbiting moons c. Comets

b. Dust and icy debris d. Asteroids and gases

18. The composition of asteroids is similar to that of

a. Inner planets c. Comets

b. Gas giants d. Outer planets

19. A comet’s spectacular tail forms when

a. Sunlight changes the comet’s ice to gas

b. Sunlight is reflected from the comet

c. Moonlight is reflected from the comet

d. Gravity pulls gas from the comet

20. What happens when a meteroid enters the

Earth’s atmosphere?

a. Dissolves in the Earth’s atmosphere

b. Gives out heat and light

c. Collides with the Earth

d. Friction between molecules of the atmosphere and the

meteroid, heat up the meteroid’s surface; so most of them burn up

© DS Digital Private Limited I Photocopying permitted The Progressive Teacher

35


worksheet

Max Marks: 15

Globe: Latitudes and Longitudes

Tick ( ) the correct answer

1. Which system is used to describe the different

climatic regions and time zones of the world?

a. Greenwich Mean Time c. Grid System

b. Heat Zones d. Time Zones

2. Which of these is one of the advantages of

representing the Earth on a Globe?

a. Distorts the shape of the Earth

b. Continents and seas can be drawn to scale

c. Inaccurate representation of the Earth

d. Globes are difficult to carry

3. Which of these is the correct method to

measure latitudes?

a. Measured from the Prime Meridian

b. Measured from the North Pole

c. Measured from the Equator to 90 degrees in the north and

90 degrees in the south

d. Measured from the South Pole

4. Which latitude is almost equal to the

circumference of the Earth?

a. Equator c. Tropic of Cancer

b. Prime Meridian d. Tropic of Capricorn

5. How do the lines of Latitude help geographers?

a. To know the exact location of a place

b. To know the exact location of a place, climate and vegetation found there

c. To know the distance from the Equator

d. To know its distance from the Poles

6. Why do geographers need to use the lines of Longitude?

a. To know in which hemisphere

b. Location with respect to the Prime Meridian

c.To know the exact location of a place and

to calculate the time of a place with respect to GMT

d. Location with respect to the Equator

11. Study the map below and answer the questions that follow:

i. If it is noon at Cape Town what time is it in Buenos Aires?

a. 7.00 A.M c. 4.00 P.M

b. 8.00 P.M d. 5.00 P.M

ii. If it is Saturday in Honolulu,

in which city is it a Sunday?

a. Lima c. Chicago

b. San Francisco d. Manila

iii. The Prime Meridian runs

closest to which city?

a. Rome c. Greenwich

b. Mombasa d. Tokyo

iv. Which city is in the same

time zone as New York?

a. Anchorage c. Buenos Aires

b. Lima d. Chicago

v. If it is noon in Moscow,

what time is it in Tokyo?

a. 3.00 P.M. c. 5.00 P.M.

b. 4.00 P.M. d. 6.00 P.M.

Class VI: Social studies

7. The lines of Latitude are parallel to each other,

whereas the unique feature in the

lines of Longitude is?

a. Equidistant from each other

b. Do not meet at one point in the Northern and Southern

hemisphere

c. Closer to each other at the Equator than at the Pole

d. Closer to each other at the Poles than at the Equator

8. Why does the Torrid Zone

experience no seasons?

a. It receives slanted rays of the Sun

b. It receives direct rays of the Sun

c. It receives no sunlight

d. It is located near the Equator

(geography)

9. What is the significance of the

International Date Line not being

a straight line, but a zigzag line?

a. The day and date change as we cross this line

b. Helps to determine the time

c. Avoids crossing any landmass, since crossing any

landmass would mean having two dates at the same time

d. Together with the Prime Meridian it divides the Earth into

two hemispheres

10. The meridian of 30 degrees east passes

through Turkey, and the same meridian

passes through Zimbabwe.

What impact will it have on the local time of

the two countries?

a. A time difference of less than 5 hours

b. Will have the same local time, as all the places on the same

meridian have the same local time

c. Different local times

d. Time difference of more than 10 hours between

the local

36

The Progressive Teacher © DS Digital Private Limited I Photocopying permitted


Class VIII: Mathematics

worksheet

Max Marks: 20

Rational numbers

8. Which is greater, the sum of 4 5 and 7

Tick (√) the correct answer

1. Every number that can be

written as fraction, in which both the

numerator and denominator are

integers, is

a. integers

b. rational numbers

c. fraction

d. decimals

2. The sum of a number and its opposite,

or additive inverse, is

a. 0 b. 1

c. 2 d. Number itself

3. Number of rational numbers between

any two rational numbers is

a. 2 b. 4

c. 0 d. Infinite

4. Multiplicative inverse of 0 is

a. 0 b. 1

c. does not exist d. none of these

5. The product of two numbers is

If one of the numbers is − 4 ,

the other is

7

a.

c.

9

20

7

35

b.

9

35

d.

−7

35

−9

35 .

6. Which one of the rational numbers...

− 11 5 29 9

, − , − , is the greatest?

28 7 42 −14

a.

−5

7

b.

c. − 29

d.

42

9

−14

−11

28

7. Which of the following rational

numbers is in the standard form?

a.

c.

−4

11

−4

76

b.

d.

9

−81

14

24

the subtraction of 2 7 and − 1 ?

5

−1

a. the subtraction of and 2 5 7

b. the sum of 4 5 and −7

9

9. Simplify ⎛2 3⎞

−3

⎜ ÷ ⎟÷

⎝5 8⎠

5

a. 16 b. −16

5

5

c. 16 3

d.

−16

3

10. Simplify −9 −10 15

×

⎛ ⎞

⎜ × ⎟÷

5

5 ⎝ 3 −4⎠

a. − 9

b. 9

2

2

c. 45

2

d. −45

2

− or

9

Fill in the blanks.

11. The product of a rational number and its

reciprocal is __________.

12. The reciprocal of a, where a ≠ 0, is

_________.

13. Zero has __________ reciprocal.

14. The numbers __________ and __________

are their own reciprocals.

15. As per the ___________________ property,

the two rational numbers can be multiplied

in any order, their product remains the

__________.

State whether the following statements

are true or false.

16. The reciprocal of a positive rational number

is negative.

17. The sum of any two rational numbers is also

a rational number.

18. Subtraction of rational number is neither

commutative nor associative.

19. In case of division of rational numbers,

commutative and associative properties are

applicable.

20. Zero is the smallest rational number.

© DS Digital Private Limited I Photocopying permitted The Progressive Teacher

37


worksheet

Max Marks: 20

Exponents and powers

Tick (√) the correct answer

1. Sum of first n odd natural numbers is

a. 2n 2 b. n + 1

c. n d. n 2

2. Which of the following numbers is a

perfect square?

a. 123 b. 576

c. 189 d. 245

3. A perfect square number can never have

the digit ____at the unit place.

a. 1 b. 5

c. 6 d. 7

4. The square of a proper fraction is _________

the fraction.

a. smaller than b. greater than

c. equal to

5. The sum of

1 + 3 + 5 + 7 + 9 + 11 is

a. 25 b. 16

c. 36 d. 49

6. By which number should 588 be multiplied

so as to get a perfect square?

a. 2 b. 3

c. 4 d. 5

7. A gardener has to plant 500

saplings in such a way that the number

of rows and the number of

columns remains the same.

How many saplings would be left out?

a. 16 b. 25

c. 4 d. 8

8. A number has 4 zeroes at the end. How many

zeroes will its square root have?

a. 1 b. 2

c. 0. d. Cannot be calculated

9. (75) 2 – (74) 2 = _______

a. 150 b. 149

c. 120 d. None

Class VIII: Mathematics

10. A number to the 7th power divided

by the same number to the

3rd power equals 256.

What is the number?

a. 0 b. 2

c. 4 d. 6

11. Find the value of 3 1728

a. 22 b. 32

c. 12 d. 82

−216

12. Find the value of 3 1331

−6

a.

11

b. 6 11

c. − 6

19

d. Does not exist

Fill in the blanks.

13. The square of an even number is always

________________.

14. The number ending in ___________ numbers

of zeroes is always a perfect square.

15. To divide powers with the same base, keep

the base and ___________ the exponents.

16. To multiply powers with the same base, keep

the base and _________ the exponents.

State whether the following

statements are true or false.

17. 25 is read as five raised to the power of 2.

18. A square number is always positive.

19. Cubes of all negative integers are always

positive.

20. The sum of two perfect squares

is a perfect square.

38 The Progressive Teacher © DS Digital Private Limited I Photocopying permitted


Class VIII: Mathematics

algebraic expressions

Tick (√) the correct answer

1. Sonal planted t fewer trees than Shelly.

Shelly planted 32 trees. Which expression

shows the trees planted by Sonal?

a. 32 – t

b. t – 32

c. t + 32

d. t

2. Identify the degree of the polynomials.

20x 6 + 10x 4 – x

a. 2nd degree

b. 7th degree

c. 9th degree

d. 6th degree

3. Add the polynomials

5 x 2 − 3 x + 7 + 2 x 3 + 5 x 2 + x + 5

a. 2x 3 +10x 2 +2x+12

b. 2x 3 +10x 2 -2x+12

c. 2x 3 +2x 2 +5x+71

d. 7x 3 +2x 2 +7x+5

( ) ( )

4. Find the product of

a 2 (b 2 – c 2 ) + b 2 (c 2 – a 2 ) + c 2 (a 2 – b 2 )

a. 2a 2 b 2 + 2a 2 c 2 + 2b 2 c 2 b. 1

c. 0 d. None

5. Find the value of m,

if 4m = (52) 2 – (50) 2

a. 102 b. 4

c. 204 d. 51

6. Find the value of

(u 2 + v 2 ), if (u + v) = 20 and uv = 10.

a. 380 b. 400

c. 390 d. 410

7. If 3a + 5b = 21 and ab = 6,

find the value of 9a 2 + 25b 2 .

a. 251 b. 261

c. 361 d. 350

Fill in the blanks.

8. The degree of a constant

is _____________.

9. Algebraic expressions having one,

two and three terms are called ________________,

________________ and ______________.

State whether the following statements

are true or false.

10. In (–4x 3 + 6y 2 – 3z) – (–5x 3 – 3y 2 – 2z),

the second equation will become positive.

11. The difference of

3ab – 7ab is a positive.

Match the polynomials

in column A to its corresponding

terms in column B.

Column A

Column B

12. xy a. trinomial

13. 5x 2 – 8y + 2 b. 4ab

14. 7x 2 + y c. monomial

15. Monomial d. 6x 3 + 5x – 9

16. Trinomial e. binomial

Write your solution in performing

the given operations.

17. (8x5 – 3xy3 + 2y2) + (2x5 – 2xy3 + 2y2) =

__________________________.

worksheet

18. (x3 – 3x2 + 7x + 2) – (5x3 + x2 – 10x + 24) =

________________________.

Max Marks: 20

19. 3x3(4y2) = _____________________________

__

20. (6y2 + y – 5) ÷ (6y - 5) =

____________________________

© DS Digital Private Limited I Photocopying permitted The Progressive Teacher

39


worksheet

Max Marks: 20

Class VIII: Mathematics

8. Factorisation of ___________ is (t + 7) (t + 1).

factorisation

9. The factor of 2x + 8y – 3px – 12py is

______________.

State whether the following statements are true

or false.

10. The factor of 2n2 – 6n + 4 is (n – 1)(n – 2).

11. The factor of 25 – p2 is (5 + p)(5 – p).

12. The factor of 12b2 + 17b – 5 is (2b + 1)

(6b – 5).

13. The two factors of x2 – 4x + 4 are same.

Multiple Choice Questions.

1. (a + b) 2 equals

a. (a + b)(a + b) b. (a – b)(a – b)

c. (a + b)(a – b) d. 2(a + b)

2. Highest common factor of 7p3q3 and 21p2q is

a. p 3 q 3 b. p 2 q

c. 7p 2 q d. 7pq 2

3. The highest common factor of 6a³b + 3a²b² –

18ab³ is

a. 3ab b. 3a 2 b

c. 3ab 2 d. ab

4. Evaluate (205) 2 – (195) 2

a. 400 b. 4000

c. 100 d. None of these

5. Which one of the following is not a factor of

x 2 + x ?

a. x + 2 b. x + 1

c. x d. x(x + 1)

6. Evaluate (2.6) 2 – (0.6) 2

a. 6.4 b. 6 c. 2.4 d. 0.4

Fill in the blanks.

7. The process of finding factors of an algebraic expression is

called ______________.

Match the polynomials in

column ‘A’ to its proper factor of

grouping in column ‘B’

Column A

ColumnB

14. 2x 2 – 6x + 8 a. 3(x + 3y)

15. 5x + 30 b. 3xy(2x + 3y)(x – 2y)

16. 3xy + 21x – 2y – 14 c. 2(x 2 – 3x + 4)

17. 5x 2 + 11x + 2 d. (y + 7)(3x – 2)

18. 3x + 9y e. (5x – 1)(x – 2)

19. 2x 3 – 4x 2 – 6x f. 5(x + 6)

20. 6x 3 y + 3x 2 y 2 – 18xy 3 g. 2x(x + 1)(x – 3)

Plants

1. d

2. c

3. a

4. d

5. b

6. a

7. c

8. b

9. c

10. d

11. a

12. Seed

13. Trunk

14. Roots

15. Climber

16. Air, Water and

Sunlight

17. i-B, ii-E, iii-A,

iv-F, v-D, vi-C

Animal Life

Answer Key - Class III: EVS

1. b

2. d

3. c

4. c

5. d

6. c

7. b

8. c

9. a

10. b

11. b

12. c

13. Omnivores

14. Carnvivores

15. Consumers

16. Herbivores

17. Producers

18. Photosynthesis

19. Decomposer

20. Webbed

Feathered Friends

1. b

2. a

3. b

4. c

5. d

6. d

7. c

8. a

9. a

10. a

11. a

12. d

13. curved

14. warm blooded

15. preen

16. backbone,

mammals

17. metabolism

18. feathers

19. flippers

20. Insects

The Human Body

1. c

2. a

3. d

4. a

5. c

6. b

7. d

8. a

9. c

10. d

11. c

12. a

13. kidneys

14. organs, System

15. nose

16. carbon Dioxide

17. B

18. A

19. D

20. C

Amazing Animals

1. a

2. d

3. a

4. a

5. b

6. c

7. b

8. d

9. a

10. a

11. c

12. c

13. b

14. a

15. d

16. e

17. Polar areas

18. Grasslands

19. Desert

20. Polar areas

Plant Reproduction, Germination and Growth

Answer Key- Class V : EVS

1. d

2. b

3. b

4. c

5. c

6. d

7. b

8. b

9. c

10. d

11. a

12. a

13. Kharif

14. Stamen

15. Pollination

16. Dispersal

17. Germination

18. Vegetative

propagation

19. Seed coat

20. bean, pepper

The Skeletal System

1. a

2. c

3. c

4. a

5. d

6. d

7. d

8. a

9. c

10. b

11. d

12. a

13. skeletan

14. spinal cord

15. femur

16. hinge

17. sternum

18. brain

19. bone marrow

20. vertebrae

The Nervous System

1. c 2. d

3. a 4. a

5. b 6. d

7. b 8. d

9. b 10. a

11. sensory nerves,

brain

12. medulla

13. skin

14. nerves

15. cerebrum

16. sense

17. reflex action

18. cerebellum

19. sensory, motor

and mixed

20.

What, Where, How and When? (History)

1. c

2. c

3. c

4. b

5. d

6. a

7. a

8. b

9. a

10. b

11. d

12. b

13. History

14. Chronologically

15. Gandhara

16. Birch barks

17. A: Religious;

B: Secular;

C: Monuments;

D: Coins/pottery

inscriptions

Answer Key - Class VI: Social Studies

1. c

1. b

1. c

2. d

2. a

2. b

3. d

3. c

4. b

4. d

3. c

5. a

5. b

4. a

6. c

6. b

5. b

7. b

7. b

8. b

6. c

8. b

9. a

9. a

7. d

10. b

10. d

8. b

11. b

11. d

12. a

9. c

12. c

13. Kurnool

13. a

10. b

14. Bhimbetka, Hunsgi

15. Dolphins

14. b 11. i. a

16. Migration

15. a

ii. d

17. A: In search of food

16. c

B: In search of water

17. b

iii. c

C: Following animal migration 18. a

iv. b

D: In search of raw material 19. a

v. d

for stone tools

20. d

On the Trail of the Earliest People (History)

The Earth in the Solar System (Geography)

Globe: Latitudes and Longitudes (Geography)

Rational Numbers

1. b

2. a

3. d

4. c

5. a

6. d

7. a

8. a

9. d

10. a

11. 1

12. 1/a

13. no

14. 1; –1

15. commutative;

same

16. False

17. True

18. True

19. False

20. False

Answer Key- Class VIII : Mathematics

Exponents and Powers

1. d

2. b

3. d

4. a

5. c

6. b

7. a

8. b

9. b

10. c

11. c

12. a

13. even

14. even

15. subtract

16. add

17. False

18. True

19. False

20. False

Algebraic Expressions

1. a

2. d

3. b

4. c

5. d

6. a

7. c

8. 0

9. monomial; binomial;

trinomial

10. True

11. False

12. c

13. a

14. e

15. b

16. d

17. 10x 5 – 5xy 3 + 4y 2

18. –4x 3 – 4x 2 + 17x – 22

19. 12x 3 y 2

20. y + 1

Factorisation

1. a

2. c

3. a

4. b

5. a

6. a

7. factorisation

8. (t + 4)2 – 9

9. (2 – 3p) (x + 4y)

10. False

11. True

12. False

13. True

14. c

15. f

16. d

17. e

18. a

19. g

20. b

40 The Progressive Teacher © DS Digital Private Limited I Photocopying permitted


classroom display pullout

Sep/Oct 2017

www.progressiveteacher.in 25 41


Pullout PLANNER

42 The Progressive Teacher Sep/Oct 2017


technology

Making school data work for teachers

–Payal Jain & Sapna Saleem

Arthur Nielsen puts it well when

he talks about data and business.

The same can be said about school

classrooms.

For far too long, scoring well in exams in

India has been considered the ultimate goal

of schooling. A student’s status and value

amongst peers depended on his ranking in

various areas of academics. The real purpose

of testing and examinations has been

quietly ignored and forgotten and, in most

cases, never been explored at all. This has

effectively been a barrier to using the data

produced in classrooms regularly.

School administrators and leaders need

to facilitate an urgent change in teachers’

mindset towards data. Teachers need to realise

that data is more than just test scores.

Teachers must be given time and guidance to

make connections between different types of

data that would ultimately enrich the teaching

environment.

Schools produce an immense amount of data

on a monthly and yearly basis. However,

only a small percentage of this is ploughed

back to help plan forward. For instance, the

data received after an examination can help a

school principal identify the general trend in

performance of students through the school.

What particular subjects are getting better

scores and which are not. Similarly, acquiring

data about which grades are performing

well overall and which aren’t.

An in-depth analysis of such information

can help the school leader identify teaching

and learning gaps in students. Records on

students’ profiles, attendance and even physical

health can reveal why a certain child

was not attentive in class. At the level of a

teacher, student scores and answer sheets

provide insights into which students need

help and specifically, in which area. This

helps the teacher guide her instruction and

make customised plans to improve student

learning. When the evaluation of these tests

is done effectively, with proper feedback, each

student recognises his area of strength as

well as weakness. This is one of the most

effective ways to improve student learning.

Schools, therefore, need to find a way to

ensure that teachers see data as another

useful tool of their trade and collect relevant

information connected to the larger goals of

the school. Teachers need to know why they

are collecting a certain kind of data, how

it will be used and what insights it has to

offer. If teachers start seeing data as a useful

resource, it can help them connect with their

students and empower their teaching through

constant reflection.

For instance, after a workshop on ‘Data in

classrooms’, the school leader identified two

key areas that needed improvement. Connecting

this to her regular classroom observations,

the school leader realized that the

current methods of instruction being implemented

in these classes did not focus on these

two particular skills. The school leader shared

these insights with the respective teachers

Sep/Oct 2017

The price of light is less than the cost of darkness.’

- Arthur C. Nielsen, Market Researcher & Founder of A C Nielsen

and created a monitoring template for the

same. The teachers then began to conduct

weekly tests to collect relevant data. After

collection, teachers would work together to

analyse this data, group students based on

progress and define action steps for each

group. This also resulted in teachers improving

their weekly plans to target the areas

for improvement, as identified through the

analysis.

Here are some of the methods school leaders

can implement in their schools and also guide

their teachers:

Chalk out time, ideally after exams, for

teachers to sit together in a group and reflect

on the data collected and discuss with their

peers. These reflections can then translate

into action steps.

Start by providing teachers with a list of

simple questions to ask when analyzing data

(How can I group students based on their

skills? Which skills have my students not

mastered at all?)

School Leader K. Prathyusha, (TSWRS Thorrur)

Use data when giving feedback to teachers

after a lesson observation. Ask teachers to

bring along data from the class (student

notebooks, test papers, etc.) to provide evidence

during the de-brief of any lesson.

Share school-level goals and data with teachers

to help them realize they are a part of a

bigger system. Ensure teachers are collecting

only the right data that connects to the

school and classroom goals.

At a further stage of making a school more

data-driven, schools can also train teachers

on creating assessments that connect to

curriculum standards. This will ensure that

schools collect high-quality data.

In most cases, there is a lack of this crucial

communication between school leaders and

their teachers. Unless this gap is filled, progress

in student outcomes will be stagnant.

Communicating data to parents is also as

essential as it is to communicate to students.

Very often parents of students from low-income

backgrounds find it difficult to take

action on this data due to illiteracy or other

reasons. Nevertheless, keeping them aware of

strengths of their ward will be a motivating

factor for them to further support them at

home when possible. With this shift in perspective

towards effectively using data, more

and more schools can successfully prioritise

where they need to focus their efforts, leading

them towards better learning outcomes.

The article has been written by Payal Jain

(Monitoring & Evaluation Lead) and Sapna

Saleem (Curriculum Manager) working at

the India School Leadership Institute (ISLI),

an organization that focuses on supporting

school principals as leaders in private and

government schools to drive high-performing

schools that commit to academic achievement

and character development of children

from underserved communities.

www.progressiveteacher.in 43

Image source: Utkarsh English Medium School, Pune


conclave

The S. Chand group hosted The

Progressive Teacher Conclave on 26 th

August 2017, in the Arya Auditorium,

C-Block, East of Kailash, New Delhi, in spite

of the tense situation across Delhi due to the

breakdown of law and order in certain parts

of the country the day before. The Conclave

concluded with the S Chand ‘Teaching

Excellence Awards 2017’.

The Progressive Teacher(TPT), a bi-monthly

magazine,celebrated its third anniversary and

along with it the commitment and spirit of

teaching was celebrated. The magazine caters

to the interests of school teachers who play

an important role in shaping their classrooms

and schools, thus empowering the school

teaching community in India.

The Conclave comprised a Keynote Address,

two Panel Discussions and Awards for

Excellence in Teaching and School Education.

It was attended by over two hundred and

fifty delegates – teachers, principals, heads,

coordinators and educationists.

The event started at 9:30 with a Welcome

Note by Rita Wilson, Editor, The Progressive

Teacher. While welcoming the delegates to

the Conclave, and congratulating everyone

for braving such a curfew-like situation,

she touched upon the following regarding

meaning and elements of Quality in Education

while sharing her 46 years of teaching

experience:

Quality in Education means that in

educational institutions the focus is on

learning which strengthens the capacities

of children to act progressively through the

acquisition of relevant knowledge, useful

skills and appropriate attitudes; and which

creates for children, and helps them create

for themselves and others, places of safety,

security, peace and healthy interaction. The

terms efficiency, effectiveness, equity and

quality have often been used synonymously.

This means that the focus is on learning

which strengthens the capacity of the children

to act progressively, through acquisition

of relevant knowledge, useful skills, and

appropriate attitudes which ensures a place

of safety, security, and healthy interaction.

I. Quality includes:

• Learners – healthy, ready to participate

and learn and supported by families and

communities

• Environment – healthy, safe, protective,

gender sensitive, with adequate resources,

and facilities

• Content: relevant curricula, materials for

the acquisition of basic skills in literacy,

numeracy, skills for life, and knowledge

in such areas as gender, health, nutrition,

prevention of diseases, peace.

ii. Processes in schools through which

trained teachers use child-centred teaching

approaches in well managed classrooms

and schools, skilled assessment to facilitate

learning and reduce disparities.

iii. Outcomes: encompass knowledge, skills,

attitudes, and lead to the national goals for

education for positive participation in society

Professional teachers:

• Have mastery of the subject

• Use school time effectively

Examinations should be reformed to test not

just recall but to test understanding; schools

THE PROGRESSIVE TEACHER’S CONCLAVE held in New Delhi

on Saturday, 26 th August, 2107

Ms Abha Adams, Advisor – Education, Step by Step

School, Noida.

should invest in technology; we should work

on the mind sets of the people through public

awareness campaigns to change them from

fixed mindset to growth mindset.

This was followed by a Keynote Address by

Ms Abha Adams, Advisor – Education, Step

by Step School, Noida.

An alumna of Lady Shri Ram College, Abha

Adams is Advisor – Education, Step by Step

School, Noida. She has worked for over 37

years in the areas of Education, Media and

Arts management in India and the UK. She

works with several national and international

educational, arts and training organisations

and is the lead education partner for

Carnegie Hall New York.

She spoke how education system has

undergone changes in the last three decades -

1990s, 2000, 2010.

In the 1990s the term DOL Daily Oral

Language was coined by Black Burn

Twenty-first century:

Smart classes...smart teachers, smart

learners…

Rita Wilson, Editor, The Progressive Teacher

Four Cs: Collaboration, Communication,

Critical thinking, Creativity

Questioning – training on questioning

BYOD and BYOT: Bring your own device

(BYOD)—also called bring your own

technology (BYOT), ….

Talking about quality in education, she said it

is not about the report card, but the soul that

walks out of the institution after fourteen

years. According to her students should

be creative, compassionate, courageous,

participatory, peace loving human beings.

Quality Education as defined by UNESCO is

not to be measured by scores.

According to her we should not force choice

about subject --- Science, Arts, Commerce

Eight things to look for in today’s classroom

1. Voice 2. Choice 3. Time for reflection

4. Opportunities and innovation 5. Critical

thinkers 6. Problem solvers/finders 7. Selfassessment

8. Connected learning

Both the Panel Discussions were on Quality

in Education, which was the theme of the

Conclave.

44 The Progressive Teacher Sep/Oct 2017


Panel-I : The first Panel Discussion was on Quality in Education Introduction & Initiation

Moderator: Dr Aruna Apasamy : Principal &

Director, Asan Memorial Sr Sec School, Chennai.

The Panellists were:

Dr Aruna Apasamy, Principal & Director,

Asan Memorial Sr Sec School, Chennai. She

spoke about the life cycle of a child’s education,

focusing on the experiences a child undergoes

before school.

Mrs Rachna Pandit, Principal, Lotus Valley

International School, Noida Extension, has

headed Delhi Public School International in

Singapore and Delhi Public School, Maruti

Kunj, Gurgaon.

Sharing what she feels about Quality in

Education she said -

When a child comes to school for the first time,

it is a duty of the teacher to make her feel at

home – an environment she can relate to. She

talked about the importance of compassion and

love, and the language of touch in teaching. She

Mr Ashutosh Aggarwal, Mrs Rachna Pandit , Mrs. Rachna Pant

talked about the process of unlearning as soon

as the child gets into school, relearning comes

later; making an effort to know the background

of the child—family, community, personal

relations etc., have a connect with the child’s

family.

Mr Ashutosh Aggarwal, Founder & Secretary,

Sanskriti The Gurukul, Guwahati, Co-Founder,

The Atelier, Guwahati & Bangalore, is an

Educationist who also teaches Math at the

senior secondary level.

He emphasized on bringing change in the

education scenario of North East India; to

introduce lateral thinking at the school level,

and vocational skills at Senior Secondary

level. He also advocated re-imagination of the

assessment system.

Mrs. Rachna Pant is the Principal of Ramjas

Panel-II : The Panel Discussion II was on Quality in Education – Development

School, Pusa Road, New Delhi. She was the

founder Director Academics / Principal of the

Global Indian International School, Bangkok.

She started this first and only CBSE school

in Thailand which was affiliated to three

examination boards i.e. CBSE, Cambridge

International Examinations (CIE) and

International Baccalaureate. As the head of an

institution, she is constantly working against

deadlines and managing things with great skill

and efficiency, thus producing amazing results.

She also has tie up with schools / organizations

in the UK, USA and Japan.

She spoke about the human dimension of

Quality in Education. She stressed upon warmth

and support of the family. Other aspects she

touched upon were: good communication skills

and creativity.

Moderator: Ms Debjani Sengupta Principal :

Surajkund International School,Faridabad, Haryana

The Panellists were:

Ms Debjani Sengupta, Dr Sushma Malik,

Mrs Sandhya Awasthi, Mrs Priyanka Bhatkoti

Dr. Sushma Malik is the Principal at Bharat

Ram Global School.

Speaking about the humane dimension of

quality in education, she said a teacher needs

to create a niche in the little hearts by smile,

greetings and touch. According to her quality

is inherent in every person and every person

has the right to education. The aim of students

should be to become global citizens. She spoke

about parents spending quality time with their

children.

As an educator and administrator she

keenly supports the pivotal, proactive role

an educational organization plays in today’s

society.

She believes in nurturing multiple Intelligences

and honing life skills. We hope to create an

atmosphere of reverence for education and

a healthy, happy environment where right

amalgamation of work sports and co-curricular

activities will mould our students and spur them

on to be the brightest and the best. Keeping the

contemporary global and national content in

mind, we at Bharat Ram Global School strive

to make the pursuit of excellence a way of life,

a habit.

Mrs Sandhya Awasthi, former Principal of

Salwan Public School, Gurgaon, is the Director

DPS Society, New Delhi. While speaking about

quality in education she said, we are committed

Sep/Oct 2017

Dr. Sushma Malik, Mr K M Thomas, Ms Debjani Sengupta, Priyanka Bhatkoti, Mrs Sandhya Awasthi

to personal excellence of each student. We

impart holistic activity based quality education

enriched with high moral values in a healthy

competitive learning environment. Our vision is

leveraging potential through innovative learning

methodology, capacity building and continuous

improvement in the ability driven education

system. We are also committed to enhancing

our credibility as an excellent educational

institution by empowering the learners to the

satisfaction of our stakeholders and continually

improve our established quality management

system, while complying with the applicable

regulatory requirements.

Priyanka Bhatkoti, Principal, Maxfort School,

Dwarka, New Delhi, focused on what her

school is working towards in imparting quality

education to students.

She said creativity will be the most important

asset that we will be able to give our students

in the 21st century. Mechanised and replicated

by machines, we will be taken over taken over

by the new age computers and robots. Only

those individuals will be able to carve a niche

for themselves who create something that

cannot be thought of by machines. This is where

schools will need to change their role and

become centres of excellence with creativity

and problem solving being nurtured in students.

Maxfort Dwarka Delhi nurtures all its students

by making lessons relevant. She also said that

students get a strong foundation which gives

them wings to help them soar to the highest

pinnacle. ‘Through theatre, music, dance and

presentations we nurture creativity in all our

students’, she said. Priyanka Bhatkoti also

talked about the involvement of parents in all

activities that truly makes them equal partners

in imparting quality education at Maxfort.

These two Panel Discussions were followed by a

sumptuous lunch and a session on Champions of

Change which was conducted

by Jeroninio Almeida,

motivational speaker and

corporate trainer. The

entire audience enjoyed this

session and also actively

participated in it.

Everyone had been looking

forward to the final event

and the high point of the

day – S Chand’s Teaching

Excellence Awards, which

Jeroninio Almeida,

motivational speaker and

corporate trainer

was the crowning event of the Conclave. Sixtythree

awards were conferred on educators from

various parts of the country.

Mr K M Thomas, Business Head of S Chand

Publishing, wound up The Progressive Teachers’

Conclave with a vote of thanks to all present.

www.progressiveteacher.in 45


Teaching Excellence Awards

S. Chand Group Teaching

Excellence Awards 2017,

along with The Progressive

Teacher Conclave, were

given away in New Delhi on

August 26, 2017. Entries

were called for 63 awards

in 18 categories.

Award: sUper star: Lifetime achievement award,

Dr Pawan K. Samba, Narayana Group of Schools, Hyderabad

Awardees of TEA 2017 with Rita Wilson, Editor, The Progressive Teacher and K M Thomas, S Chand Publishing

Award: star contributor (k-12) education in india

Fr George Paul, Director, Diocese, Agra

Award: Star Innovation – (Primary)

Purti Khanna, Bal Bharti Public School, Rohini, Delhi

Award: Star Innovation – (Primary)

Jyoti Arora, Mount Abu Public School, Rohini, Delhi

Award: Star Innovation – (middle)

Ruchika Chhabra, Ramjas School, Pusa Road, Delhi

Award: Star Innovation – (middle)

Shilpi Agarwal, City Montessori School, Lucknow

Award: Star Innovation – (secondary)

Aloka Bose, Birla Vidya Niketan, Pushp Vihar, New Delhi

Award: Star Innovation – (secondary)

Manisha Chandra, Sanskar School, Jaipur

Award: Star Innovation – (secondary)

Fr Susai Raj, St John’s School, Varanasi

Award: Innovative teaching strategies in english – (Primary)

AM Meenakshi, DAV Public School, Sreshtha Vihar, Delhi

Award: Innovative teaching strategies in english – (middle)

Uma Maheswari, B M English School, Bengaluru

Award: Innovative teaching strategies in english – (middle)

Fay Marion Bellew, Birla Vidya Niketan, Pushp Vihar, New Delhi

Award: Innovative teaching strategies in english – (Primary)

Shalini Gupta, Maxfort Public School, Dwarka, Delhi

Award: Innovative teaching strategies in english – (middle)

Shraddha Agarwal, Bharat Ram Global School, Greater Noida

46 The Progressive Teacher Sep/Oct 2017


Award: Innovative teaching strategies in mathematics –(secondary)

Sumit Ray, Delhi Public School, Kolkata

Award: Innovative teaching strategies in mathematics –(secondary)

Ajeet Singh Panwar, Maxfort Public School, Dwarka, Delhi

Award: Innovative teaching strategies in mathematics –(secondary)

Shaveta Sachdeva, Ramjas School, Pusa Road, New Delhi

Award: Innovative teaching strategies in science – (Middle)

Purbasha Roy, Bombay Scottish School, Powai, Mumbai

Award: Innovative teaching strategies in science – (primary)

Ritu Garg, Silver Bells School, Kavi Nagar, Ghaziabad

Award: Innovative teaching strategies in science – (middle)

Rachna Singh, Hiranandani Foundation School, Powai, Mumbai

Award: Innovative teaching strategies in science – (middle)

Seema Jain, St Teresa’s Sr. Sec.School, Udaipur, Rajasthan

Award: Innovative teaching strategies in science – (middle)

Mariamma Joseph, Excelsior English School, Koyattam, Kerala

Award: Innovative teaching strategies in Social St. – (Primary)

Viranda Syal, Indus Valley Public School, Noida

Award: Innovative teaching strategies in Social St. – (Primary)

Meenakshi, Maxfort Public School, Dwarka, Delhi

Award: Innovative teaching strategies in Social St. – (Middle)

Rakesh Dewasi, NYMPH Academy School, Jaipur, Rajasthan

Award: Innovative teaching strategies in Social St. – (Middle)

Dr Sudeshna Ghosh, Mahadevi Birla World Academy, Kolkata

Award: Innovative teaching strategies in Social St. – (secondary)

Rekha Pundir, DAV Public School, Sreshtha Vihar, Delhi

Award: Innovative teaching strategies in hindi – (Middle)

Niraj Jain, Holly Child Auxillium School, Vasant Kunj, New Delhi

Award: Innovative teaching strategies in hindi – (secondary)

Manisha Abrol, GD Goenka Public School, Vasant Kunj, New Delhi

Award: rising star – (Middle)

Karishma Sharma, Ramjas School, Pusa Road, New Delhi

Award: use of multimedia/ict – (Middle)

Jitender Kaur Aswal, Ramjas School, Pusa Road, New Delhi

Award: classroom management – (primary)

Twinkle Khanna, Sunbeam School, Annapurna, Varanasi, UP

Sep/Oct 2017

www.progressiveteacher.in 47


Award: classroom management – (middle)

Neelam Khanna, City Montessori School, Lucknow, UP

Award: classroom management – (middle)

Prasad P, Al-Azhar Central School, Thrissur, Kerala

Award: classroom management – (secondary)

Neha Garg Goel, Ramjas School, Pusa Road, New Delhi

Award: classroom management – (secondary)

Sudha Harikrishan, St Martins Group, Hyderabad, Andhra Pradesh

Award: Innovative teaching strategies in other languages – (spanish)

Karishma Sharma, Ramjas School, Pusa Road, New Delhi

Award: star lead teacher – (primary)

Savita Mehrotra, Birla High School, Kolkata

Award: star lead teacher – (middle)

B R Sharadamba, BBUL Jain Vidalaya, Bengaluru

Award: star lead teacher – (secondary)

Rachna Gupta, Sri Sathya Sai Vidya Vihar, Indore, Madhya Pradesh

Award: star lead teacher – (secondary)

Arti Prasad, Soami Nagar Model School, New Delhi

Award: star cat (curriculum & training) team head

Nita Pande, Sri Sathya Sai Vidya Vihar, Indore, Madhya Pradesh

Award: star cat (curriculum & training) team head

Dr Manju Gaur, Raghubir Bal Mandir Sr Sec School, Aligarh, UP

Award: Shining star - special education

Smita Nair, Euro School, Navi Mumbai

Award: Shining star - special education

Saswati Das Mahapatra, BBUl Jain Vidayala, Bengaluru

Award: early childhood (west)

M B Anitha, BNM Public School, Bengaluru

Award: effective lesson planning

Dr Babita Saha, Bhavan’s Netaji Subhash Chandra Bose Vidyaniketan Haldiya, Kolkata

Award: effective lesson planning

Neha Khanna, Sunbeam School, Lahartara, Varanasi, UP

Award: use of varied and stimulating teacher learning resourses

Surekha Nayani, Delhi Public School, Rangareddy, Secunderabad

48 The Progressive Teacher Sep/Oct 2017


environment

We still live in a plastic world

Even though the move to remove plastic from Indian market is quite palpable and awareness

among people is quite appreciable, several groups have undertaken large-scale initiatives to make

India, a plastic free zone, but what the country really needs is that every individual should make a

difference in his own way.

–RupsiChauhan

Plastic’, which derives from

the Greek word plastikos,

meaning to mold or

form, has come to be used as a

general description for anything

particularly adaptable or flexible.

The negative effects of plastic

vary depending on the type

of plastic in the environment,

quantity and length of exposure

time. Plastics contain compounds,

such as PVC (Polyvinyl chloride)

and BPA (Biphenyl A) often

used in containers that store food

and beverages, water bottles -

elements deemed a health risk

to humans and animals.Items

like plastic packaging, bags and

bottles are thrown away every day

ending up in trash sites as well as

in forests, creeks, rivers, seas and

oceans around the world. While

some of these items are recycled,

the growth of plastic consumption

and its improper disposal currently

outpace efforts to recycle and

produce post-consumer plastic

materials.

Plastic bags and their associated

plastic pieces are often mistaken

for food by animals, birds and

marine life like fish and sea

turtles. The consumed plastic then

congests the digestive tracts of

these animals, and can lead to

health issues such as infections

and even death by suffocation.

When marine organisms consume

plastics in our oceans, these

chemicals can make their way

through the ocean’s food web into

humans who eat fish and other

marine organisms.

In fact chlorinated plastic can

release harmful chemicals into the

surrounding soil, which can then

seep into groundwater or other

surrounding water sources and

also the ecosystem.

In reality, most plastic does not

ever disappear, it takes millions of

years. In addition to not breaking

down fast, plastic materials also

break down dangerously and also

Rupsi Chauhan is working in

Kendriya Vidyalaya D.R.D.O Bangalore

as an Art Education teacher for

the past 15 years for the promotion

of drawing skills and creativity in

children. Her art curriculum consists

of topics related to current issues on

Environment and Energy to bring

awareness in the minds of the young

ones. She has served as a judge in

various art competitions and is a member of the panel for

selection of art teachers in local schools. Twice she was

invited as art educator from India to the Art Festival held

in Washington D.C, U.S.A.in 2012 and 2015.

She has made a 6.38 minute 2D animation film on Nurture

Nature. She is a science graduate and studied Art from

Kala Kendra, Dehradun (BFA) . She has served as a

resource person for the in-service course for art education

teachers held in January 2016 at ZIET, Mysore.

She has written six articles on different aspects of art for

NIE, Times of INDIA in the past four years.

become long-lasting ‘plastic dust’.

When items like plastic bags

break down, they readily soak

up (and release) toxins that then

contaminate soil and water, as well

as harming animals that ingest

plastic fragments.

A better solution would be

to reduce the use of plastics

altogether. Though it is almost

impossible to eliminate plastic

off the face of the earth, here

are a few basic things we can do

to discourage the popular use of

plastic.

1. Use reusable mugs

2. Use reusable/ cloth shopping

bags

3. Don’t drink water/juice from

plastic bottles

4. Shop for organic clothes

5. Say NO to drinking-straws

6. Reduce use of electronics

7. Stay away from packaged

foods

8. Know more about plastic

50 The Progressive Teacher Sep/Oct 2017


Recycling on a large-scale may

not be everyone’s cup of tea, but

it surely does help to know how

to segregate waste and send the

various items to credible centres.

India’s biggest cleanup effort

can bring some solution to the

problem.

Keeping all these things in the

mind our school children should

also contribute to the cause and

become aware of the danger

of this plastic world. I have

taken this initiative through

the drawings that children of

Kendriya Vidyalaya D.R.D.O,

Bengaluru, have contributed on

this subject and reflected their

ideas displayed in front of the

Art room.

These were not only appreciated

by all but also successfully

carried to everyone’s heart and

mind.

Sep/Oct 2017

www.progressiveteacher.in 51


teaching

–Surekha Nayani

A

newly qualified teacher

may have lots of doubts

and lack of confidence,

when s/he enters his/her classroom

for the first time. But as the days

pass, s/he develops rich experience

in skills like-

1. Presentation of subject.

2. Clarification of doubts.

3. Handling a variety of children

in class.

4. Interest in subject and students.

5. Correction of notebooks and

answer scripts.

6. Knowing the attitude of

children.

7. Conduct of parent-teacher

meetings.

8. Attending field trips with

children.

9. Organising school events and

many more tasks.

Here are a few things, on which

newly qualified teachers can focus

in the early days that might help

you find your feet-

1. Get useful information about

the school. This can be done

by visiting the school or going

through the website of the

school. Get anything that you

think might come in handy

and spend some time perusing

it so you know the right kinds

of questions to ask before

you start to teach. Know the

school policies and schemes

of work from the HR officials

and Head of the department.

This information is relevant for

it will affect the way you work

from the first day.

2. Ensure that your lesson

plans are well prepared - this

will give you confidence.

Preparation for the class and

teaching materials well in

advance will lead to qualitative

teaching in the class with free

flow of concepts and good

time management. Preparing

for lessons is a must for

every teacher whether new

or experienced as it results in

productive teaching-learning

process.

3. Most of the schools have

mentors or HODs who give

guidance to new teachers in the

procedures they follow in the

school. Interaction with them,

learning and clarification of

doubts will give good training

and quick learning so that the

new teacher follows the path of

the school system. At the same

time you have to find time

to take guidance from more

than one mentor. Teachers who

belong to the same department

- learn from them and also

observe their classroom

EVERY EXPERIENCED

TEACHER WAS A NEWLY

QUALIFIED TEACHER

Do you agree that few teachers come to the teaching profession,

because they have a passion and desire to disseminate knowledge to

the younger generation but most of the teachers land up in teaching

with no desire or intention to teach. But as time passes, these

teachers develop interest and passion for teaching as they see the

young minds giving importance to their delivery of subject and seeing

the children doing well.

lessons. In your free periods,

take permission to sit in their

classes and observe their

teaching-learning processes to

apply them in your classes for

quality teaching and a better

performance.

4. Learning the discipline

strategies is equally important

for a newly qualified teacher.

He or she has to know the

measures to be taken in a

classroom to correct the

children’s behavior which are

Surekha Nayani, M.Sc (Chemistry),B.

Ed has fifteen years of teaching

experience in CBSE schools and has

been teaching Physics and Chemistry

to secondary school students.

Presently, she is working as Head of

the Department of Science and also

as CBSE Co-ordinator in Delhi Public

School, Nacharam, Hyderabad. As

HOD she trains teachers in teachinglearning

processes like developing and presentation of

content, preparation of worksheets and question papers,

designing CCE etc. and also conducts workshops on

various aspects of teaching science.

She has written articles on teaching science by focusing

on creative methodologies which arouse interest in the

subject. She strongly believes that every teacher should

emphasise proper planning, preparation and effective

presentation of subject matter, every day and in every

class with commitment which influences and empowers

student learning.

acceptable to the child as well

as the school. Knowing the

range of sanctions available

to you is important for your

own confidence, as well as for

managing the behavior of your

new class.

5. You can plan your subject

delivery involving introduction,

well planned activities,

active participation of

students, black-board work,

summarization, assignment,

which are a must in every

class. But at the same time

each class is different and in

each class you have varied

children with different learning

abilities and interests. Hence,

to involve all the children

in learning, your teaching

plan should have interesting

activities like usage of ICT, lab

activities or hands on activities,

correlating the subjects to

daily life like sports, food,

television etc., adding humour

to sustain the attention and

interest of the child in the

52 The Progressive Teacher Sep/Oct 2017


classroom along with effective

teaching aids.

6. One more important job of

the teachers is to be a good

mediator between the child

and parent. It is part of a

teacher’s profession to say

what is necessary, however

hard this may seem. Parents

may seek your advice, press

you for information, confront

you, perhaps even cry on your

shoulder; so be prepared. Even

experienced teachers often

find working with parents a

complex task. Make notes

that are specific and accurate

about every child to jog

your memory during Parent

Teacher Meetings. Do not

compare children in front

of parents. Be specific and

focus on the behaviour and

academic performance of the

child. Be calm and listen with

patience to an upset parent

and after he or she completes,

slowly explain your view.

Showing patience regarding

every child in the class gives

happiness to parents.

7. Do not pile up your work,

but prioritize your work

for smooth functioning.

Maintaining registers, being

punctual in corrections,

preparing question papers

and declaring results,

maintaining anecdotal records

of your class children, holding

additional responsibilities with

commitment, giving moral

support to children are a few

vital functions of teachers.

Knowledge of computers

is a must these days in the

teaching profession, as it is

needed to prepare activity

sheets, question papers, ICT

as a teaching aid in classes,

to communicate with parents

and school authorities

through email, etc.

8. Attending workshops or

teacher training programmes

is definitely a good exposure

for new learning. Whether old

or new teachers workshops

promote growth. One should

always try to look for

developmental opportunities.

9. You need to have a healthy

relationship with students.

Teachers must remember that

students need encouragement

and reassurance. Appreciation

for good work, being punctual,

achieving high scores, active

class room participation,

etc motivates the students

to achieve their highest

potential.

10. When designing assessment

tasks for pupils, work out in

advance the marking scheme

you will use to assess their

work and give them clear

pointers about what will

gain them marks. If pupils

know about how assessment

works, they produce better

standard of work. After a test,

it is always good to explain

the marking scheme of the

paper to not only clarify

doubts but also give the

expected answers to students.

Tracking the performance

of children, finding reasons

for low scores, appreciation

and encouragement for good

performance, suggesting

right guidelines will help the

students to perform well in

academics.

11. In the teaching profession,

one of the greatest rewards

is having former students

who tell their teachers how

much they had inspired

and influenced their lives.

Effective teachers inspire

students and act as role

models just as good leaders

inspire their followers. A

teacher should build and

strengthen culture, values,

beliefs of society and guide

the students. As a leader, the

teacher can communicate

values and expectations by

acting as a role model –

showing loyalty, self-sacrifice

and service to the students

beyond the call of duty.

12. We communicate our

personal feelings, emotions,

attitudes etc. through body

language without using

any words. Body language

includes gestures, postures,

facial expressions and

appearance. Face is a

prominent part of our body

for sending non-linguistic

symbols. Hence, teachers need

to be careful with their facial

expression, gestures, body

posture, eye contact, personal

appearance etc. in every

class because in every class

many tiny eyes are observing

you, learning from you and

evaluating you.

‘Man errs as long as he doth

strive.’ Goethe, the great German

poet, knew that more than 200

years ago. His words still ring

true today, but with a crucial

difference: Striving alone is not

enough. You have to strive faster

than the rest. Stop waiting for

perfection and learn from your

mistakes.

Sep/Oct 2017

www.progressiveteacher.in 53


health

Common ailments in children

and their preventive measures

Parents want their children to stay as healthy as possible, but reality is far from this. Children

and infants are most susceptible to infections. The immune system of infants and younger

children is not completely developed, and hence they are constantly battling a series of

infections, which they are exposed to almost daily. Among school going children, the chances

of contracting an infection is higher, as majority of the common illnesses are infectious and

easily passed on.

–Dr Santosh Datar

Below are some of the

common illnesses children

suffer from and some ways

to prevent them:

Cold and flu

This is one of the most common

and infectious illnesses children

suffer from. On an average,

school going children contract a

cold at least around 6-10 times

a year, which can last anywhere

from a few days up to two weeks.

Preventive measures: Influenza

vaccination will protect the child

from influenza but not from other

respiratory viruses. Children

should be taught to cover the

nose and mouth while sneezing

or coughing. Handwashing is

the most important method in

prevention of cold. Children

should be taught to wash their

hands before and after meals,

after playing with other children

or pets, before and after wiping

the nose, etc. In case of small

children, the toys which they are

likely to put in the mouth should

be washed and cleaned regularly.

Hand, Foot, Mouth

Disease (HFMD)

Hand, Foot, Mouth Disease

(HFMD) is one of the common

diseases among infants and children

below the age of 5, as they

do not have the immunity to fight

the viruses that cause HFMD. It

is a viral and infectious illness.

Some symptoms to look out for

include fever, rashes on the hands

and feet as well as painful sores

in the mouth.

Preventive measures: Till date

there is no vaccine for HFMD.

But the risk of contracting it can

be reduced by frequent washing

of hands. Additionally, ensure

that your children do not share

their food and avoid close contact

with others who are infected.

Disinfecting the house, the child’s

toys and other household items is

another way of prevention if the

child has come in contact with an

infected person.

Conjunctivitis

Conjunctivitis is a common and

Dr. Santosh Datar, is a Medical Director

and consultant doctor at Ziqitza

Healthcare limited. He is trained

in Occupational Health, Hospital

Administration and Medico legal

issues. He comes with an experience

of 31 years and has a flair for designing

systems and procedures and making

continual improvements in the organizations he works for.

Dr. Datar has an M.B.B.S degree along with a Diploma in

Anesthesiology and Industrial Medicine. In the past he has

worked with companies like Larsen & Toubro Limited, The

Hindustan Insecticides Ltd, Johnson & Johnson among

other reputed companies. He is also a part of national

safety council as an auditor and trainer and a member of

Life Supporters Institute of Health Sciences, Mumbai. He

has also been the former president Indian Association of

Occupational Health, Mumbai Branch and is a recipient

of Best Resource Person award from Indian Association of

Occupational Health.

uncomfortable eye condition

that can be caused by viruses,

bacteria and irritants. It causes

redness of the eye as well as a

white discharge from the inner

eyelid.

Preventive measures: The most

practical way to avoid conjunctivitis

is to inculcate the habit of

washing hands frequently with

warm water and soap. Also make

sure, they do not share towels,

clothes, etc. with someone who is

infected. In case this cannot be

prevented, make sure to disinfect

the items in order to avoid

spreading Conjunctivitis.

Stomach Flu

(Gastroenteritis)

Stomach flu is an infection of

the digestive system, which is

generally caused by germs and is

not related to the common flu. It

54 The Progressive Teacher Sep/Oct 2017


is medically termed as gastroenteritis.

It causes an inflammation

of the digestive tract, which leads

to diarrhoea, vomiting and fever.

Preventive measures: As Stomach

Flu is highly infectious; it

is advised to keep children from

coming in contact with an infected

person. Teach your children

to wash their hands as often as

possible, especially after using

the restroom and before meals.

Avoid feeding small children

street food as the water could be

contaminated and their bodies

not developed to handle it. Another

good habit is to discourage

them from putting their fingers

in their mouths without thoroughly

washing them first. Wash

all fruits and vegetables before

eating them. Meat should be

cooked well. Vaccination against

rotavirus which is one of the

most common causes of stomach

flu can be given after consultation

with your paediatrician.

Ear infection

An ear infection is an inflammation

of the middle part of the ear,

usually caused by germs, that

develops when fluid builds up behind

the eardrum. Ear infections

in children are one of the most

worrisome conditions for both

parents and children, especially if

they are recurring.

Preventive measures: Studies

have shown that babies who are

around smokers are more prone

to ear infections. Hence, it is

best to avoid smoking around

children. Follow the vaccination

schedule as prescribed by your

paediatrician. Avoid bottle feeding

the baby when he/she is lying

down.

Whooping cough

Whooping cough is a bacterial

infection that causes inflammation

of the lungs and airways. The

name is derived from the birdlike

whooping sounds that children

who have the illness typically

make when they’re trying to take

deep breaths between coughs.

Preventive measures: The best

way to prevent whooping cough

is to vaccinate the child. Whooping

cough can be dangerous in

babies and children under the age

of 18 months. Those who have it

should be constantly monitored.

Continuous coughing could cause

breathing problems in children.

Whooping cough is extremely

infectious. Wash your child’s

hands before consuming food or

in case they come in contact with

the infected person. Teach them

to cover the mouth while coughing

and sneezing to minimize the

spread of germs.

Chickenpox

Chickenpox often starts with

a cold, along with a running

nose and cough, followed by the

appearance of rashes a few days

later. These rashes are quite itchy

and uncomfortable.

Preventive measures: The best

way to prevent chickenpox is

to vaccinate children against it.

Vaccinating children with two

shots before they turn thirteen is

advisable. In case if one contracts

chickenpox even after

being vaccinated, there is no

cause to worry, as in these cases

the illness is usually mild.

Although these are the more

common ailments children suffer

from, parents need to be alert

and keep an eye out for telltale

signs of an infection. While

common preventive measures

can help reduce the severity of an

infection, each child’s body functions

differently and it is best

that parents consult a paediatrician

on a case to case basis.

Sep/Oct 2017

www.progressiveteacher.in 55


New Instructional Tools

–Mitashi Pawar

Often educators debate on

how they can benefit from

technology. Can they not do

without it? After all, why disturb

the ancient pattern of teaching?

You may support or disagree

with the argument here.

If you are the one who feels

burdened under the pressure of

staying updated with the latest

trends, it will be beneficial if you

practice certain skills to remain

calm and motivated at the same

time.

1. Stay Positive: Well, the

stay positive mantra needs

to be applied here as well. In

the beginning, you may face

challenges, your patience

levels may decrease and

reaction to work pressure

may increase. Believe me,

it is important to train

your brain to stay calm

and assure yourself that

you will eventually learn

all the necessary skills to

have technology enter your

classroom.

2. Plan in advance: If last

minute preparation of some

funky presentation or editing

a video can hamper your

productivity, make sure to

begin much in advance. Start

working on your modules and

avoid awaiting the deadline. It

is good to go slow and smooth

while you have time, instead

of tossing up everything last

minute.

3. Got a minute? Do you feel

your colleagues are better

at it? Go, ask for their help.

They may be having some

brilliant ideas that could

suit your requirements. Ask

them to help you plan it out.

Be open to their suggestions

and always be receptive

of what they may have to

offer. This in return will also

strengthen your bond with

the ones you didn’t interact

with so far. Go with a

positive attitude and put all

your negative assumptions

aside. These new challenges

will make you feel even more

proud of yourself once you

accomplish them!

4. The inquisitive-leader: For

a student, her/his teacher

will always be an ideal

leader. Students are always

motivated by teachers who

try and excel in all that

they do. It might be a slow

progress, but the results

can be amazing. You might

just discover a new teaching

style someday, which can be

Befriending Technology

Tech - NO – logy? Or Tech – KNOW – logy?

The speed at which technology is growing and expanding, it’s almost

impossible to imagine anybody being able to resist it. Accept it

or not, it’s difficult to sustain without it. Some survive because of

this modernisation, whereas, some are still contemplating whether

it’s needed or not to be a part of one’s life - personally as well as

professionally.

engaging for both you and

your students.

5. Get involved: Don’t hesitate

to ask your students for

support. Students take

immense pride in helping their

teachers. It strengthens the

bond and makes them more

responsible as individuals. If

you judge yourself and make

assumptions on how they

will perceive your inability to

master technology, chances

are you may often reflect

discomfort in your body

language and the charm of

the class may diminish. Rather

let your students know you

need guidance too, and how

you respect their knowledge in

other domains as well and not

just academics.

6. Don’t forget to enjoy it:

The daily hustle bustle of our

lives deprives us of the energy

to enjoy all that we do. Little

Mitashi Pawar, MA in Applied

Psychology, PG Diploma in Counselling

and Family Therapy is at present

working as a School Counsellor with

The Shri Ram School, Aravali. She has

done her schooling from DPS Vasant

Kunj. Her expertise lies in working

with kids, parents and teachers.

Over the years, she has worked for

several schools such as DPS Ambala,

DPS Panipat, Apeejay School Kolkata,

Bal Bharti School to name a few. She is passionate about

creating awareness about mental health and help people

understand the benefits of counselling. Her interest also lies

in doing workshops for students and adults.

do we realise how important

it is to have fun while you

work. Love your subject to

avoid making it monotonous

in nature. Technology has

a lot to offer. Make your

curriculum interesting,

attractive, use colourful

presentations, search for new

videos, add music to life and

a lot more. If you are short

of ideas at any point, simply

search online. There are

numerous templates available.

Choose the one that suits your

needs and get going!

7. Age is just a number: Your

age is no obstacle when

it comes to learning and

flourishing in life. The mere

thought that it’s too late to

begin now, kills it all! The

number of years you have on

your side are proof of your

success so far. So, push away

the number game, and simply

rock your world by giving

yourself a great re-start.

56 The Progressive Teacher Sep/Oct 2017


education

Social Media and Degradation

of Language amongst Youth

If history books will ever be rewritten, this age will surely find mention in golden letters. In today’s

era of technological advancement, social media is the unrivalled king. It is so vast an ocean that it

has engulfed the entire humanity in its purview. India is a shining star in the world of Social Media.

Today India has 450 million internet users who comprise approximately 15% of the world internet user

population. Moreover, about 213 million Indians have Facebook accounts; close to 25 million Indians

have active Twitter accounts and about 175 million Indians are active WhatsApp users.

–Jagdeep S. More

More than 65% of our population is

below 35 years of age and this is the

age group which remains very active

on social media. The recent colossal success

of Reliance Jio exactly proves the point. The

beauty of social media is the liberty of its

usage. A child as well as an adult enjoy equal

privileges. One can pour his heart out in any

way over these technological platforms. This

uncontrolled liberty is of grave concern. Of late,

it has been seen that the users are crossing

all limits in criticising people, government,

institutions and countries over social media

sites. Trolling is the buzzword these days.

Commenting in the name of religion and

patriotism is amongst the worst social media

posts. People tend to hold everything at stake

while showing their pseudo nationalism. It has

been seen that children as young as four-five

years have active Facebook and Instagram

accounts and enjoy posting text and pictures

over them. It is a matter of grave concern

that female users suffer the most. If Facebook

comments on the posts and replies on the

tweets of female celebrities are read, one would

die of shame. The users cross all heights of

indecency. Some comments are so derogatory

that not only it brings shame to the person and

family but to the society and country at large.

The larger question is that – Is the language

on social media reflecting the language of our

society? Are we degrading individuals or are

we failing to teach our younger generation the

correct language? Our education system needs

to look into this aspect very seriously. This ignominious

language on social networking sites

demeans our progress. Our age old traditions

believe in ‘Sarvesham Avirodhen’ which means

we should not hurt anyone even through our

words. But today criticising anyone and everyone

in the name of religion, gender and political

affiliations is becoming the most common past

time for the Indian youth. This shows the growing

shallowness of our education system.

The roots of this problem lie in the year 2000.

The then Prime Minister of India Hon’ble Atal

Bihari Vajpayee constituted Birla-Ambani

Committee to suggest reforms in Education.

The policy framework of this committee laid

stress on making the students a skilled workforce,

rather than thinking-questioning rational

students. This committee further undermines

the importance of subjects like philosophy,

history, culture and literature. The Committee

suggests language needs to be taught merely as

Sep/Oct 2017

a skill and just enable the learners to write

business letters. The literature component

of language was cut down. Secondly, the

framework document laid stress on technology

rather than science per se. Research

and Development will be based on the

expectations of the industry rather than

the requirements of the subject or

the needs of the knowledge hungry

student. The biggest irony is that

Vajpayee government accepted

and implemented the postulates

of this policy framework. After

that the ten year rule

of Congress

party

followed the

footsteps of its predecessor.

Not only that, both the governments

remained silent on publicising the report. This

work marred the education system and language

remained the worst sufferer.

I am an

Engineer

by my first

degree. I

worked with

an MNC in

Mumbai as

a Quality

Engineer.

My keen

interest in teaching brought me to

the doorsteps of Education Industry.

I am currently working as a Sr.

Teacher (PGT) English in one of the

reputed schools of Haryana.

I am a CBSE Resource Person

for Challenging Areas in English

Core (Class XII), Life Skills, CCE,

Gender Sensitivity & Classroom

Management. I possess a rich

experience in training Students,

Teachers, Head of Departments and

Principals. I am also an active career

counselor.

I have ample experience in

applying appropriate teaching

and assessment methodologies,

and an expert at designing and

developing educational objectives

and preparing teaching material.

Albert Einstein rightly said Science without religion

is lame, religion without science is blind.

Within a decade, this is showing its results

on the language usage of our youth. The

younger generation knows how to write but

does not know what to write. The sorry state

of wisdom can be seen on social networking

sites where users press ‘Like’ button on even

posts of death. Today’s social media literacy

is equivalent to cultural illiteracy. WhatsApp

is the last nail in the coffin. The circulation

of unauthenticated posts and forwarded messages

claiming to be true is proving dangerous

for our society. This is the prime reason

for banning of social media in the times of

crises and riots. This massive consumption

of fake knowledge is futile. A WhatsApp

message beautifully describes this paradigm

– WhatsApp is teaching youth a new lesson,

Man is alienating from society in order to

become Social.

It is no exaggeration to say that, we teachers

have to take the driving seat now and take

control of the situation before it is too late.

Every school counsellor, language and social

science teacher has to play a crucial role in

improving the language of today’s younger

generation. The time tested cultural and

literature component of language and history

needs to be inculcated with Values and Life

Skills education. Teachers need to teach

students what to post on social networking

sites. How much is too much, remains an age

old question which needs to be answered with

great zeal by teachers.

www.progressiveteacher.in 57


happiness

–Vera Hajela

A

good game of chess, an energetic

experience of badminton or a

basketball match, a simple kho kho

or seven tiles thrill is all amiss these days.

Remember your days (Parents) of how each

of these things made you happy. Apart from

each of these – a heart to heart chat with

your mom, your best friend, your teacher gave

you a reassurance that all is good and what is

not will soon be sorted. Today it’s about video

chats, conference calls, whatsapp messages

and calls, IMO - the works. Virtuality vs

Reality is becoming a fixture in every possible

scenario. You’ve gone out holidaying with

your children, each one is busy with his or

her mobile. Beautiful landscape–instead of

enjoying it selfie–photography is what one is

indulging in. A lovely family meal in a good

restaurant and everybody is busy clicking

pictures and texting messages and lo behold

living the moment, celebrating the experience

is somewhere lost and forgotten.

Interruption of any kind while you are texting,

sending a mail on your laptop or your cell

phone is a serious impediment which ends up

disrupting your peace of mind, making you

snappy and ballistic. Doesn’t your child have

a right to ask you questions, share his joy and

worries as and when? You are supposed to

accommodate all of this with a smile on your

face with pure concern and compassion –

everything else can wait.

Your non-participative approach is making

your child a recluse. You are clueless about

what is going on in his/her mind. He or she

succumbs to depression, psychosomatic

ailments owing to lack of attention. His/

her behaviour patterns are disruptive, self

destructive and converge towards deliberate

attention seeking. Always remember no

counsellor can be better for your child other

than you - yourself. You need to understand

him/ her, participate and involve yourself

in all of his/ her activities, spend quality

time with your children and chat them up

on a regular basis to be able to fulfil your

responsibility of a good parent/good teacher.

Unnecessary pressures, passing on your

stress, agitation and frustration to your

children can be devastating. Ridiculing,

scorning reprimanding in a demeaning

manner can be damaging and dangerous.

Children need to be made to feel special

and unique like no other all the time.

Encouragement and motivation can really

move mountains. One has to lead by example

to enable our children to emulate virtues,

code of conduct, poise, dignity and integrity

inclusive of self respect. Stories and examples

from common life and from the lives of great

men can be very inspiring for them to ignite

their minds and to give them a sense of firm

HEIGHTEN THE

HAPPINESS QUOTIENT

Vera Hajela (Principal City Montessori School, Station Road

Campus, Lucknow) M.A. B.Ed and DPA has 22 years of

teaching experience which includes teaching of English in

the ISC Section in City Montessori School, Lucknow. She was

awarded the Woman of the year Award in I.T. College in 1980

and is the 2nd position holder in her Masters from Lucknow

University. She is a gold medalist in Public Administration

from Lucknow University. She has won many prizes in debates

and elocution throughout her student life. Her life is devoted to the education of

children and building their future.

The prerogative of parents and teachers is to keep their children

happy with a ceaseless sense of excitement and curiosity

constantly brewing within them. The sad or rather unfortunate

part is that we as adults have forgotten the meaning of

happiness ourselves.

direction and focus. Patience, Endeavour,

Tolerance and Perseverance have to be

displayed by us for our children to imbibe and

incorporate into their behaviour of

conducting themselves in society at large

among the members of their peer group and

most importantly within the family.

Fear factor is obsolete when it comes to

training children these days. Intimidation,

generating fear, alienation will certainly not

help. Instead alignment, setting standards

for oneself like those of courtesy, punctuality,

loyalty and responsibility will

have an impacting influence on

our children.

Let us lead by example,

showcasing ourselves with virtues

ample.

Reach out from within and take a

peek therein.

Connect with your soul and guide

them towards their goals.

No fear, No scorn, No ridicule, No

intimidation,

It has to be encouragement, a pat

on the back and only motivation.

Whenever high or low, see that

there is no row.

All should be peaceful and happy,

There is just no need to be rude and snappy.

Parenting and teaching are divine

responsibilities,

Shaping the future of the world rests on the

twin authorities.

Care and connect with compassion and

courage,

Constantly be there to motivate and

encourage.

Life’s battles will all be fought

If parent- child, teacher- taught, give each

other a patient listening and thought.

For not everything can be sold nor can

everything be bought.

Needless to say

Our children are priceless,

Let us cherish them with joy and happiness

Nurture them and educate them

With compassion, care and a heart

magnanimous.

58 The Progressive Teacher Sep/Oct 2017


support

Give your child a head start in English-

Cambridge English Young Learners Exam

packages now available on Amazon.in!

To support the development of English

language skills of the children,

Cambridge English Language

Assessment (part of the University of

Cambridge) have now launched their

Cambridge English: Young Learners (YLE)

exam packages on Amazon.in. The very

popular Young Learners Examinations

were available only for schools to offer to

their students and through this initiative

the exam packages are now accessible

for parents to avail for their children. The

exam package includes official Cambridge

English preparation material for YLE– Kids

Box books and CDs along with the selected

YLE test. The exam packages are available

through Amazon and are currently offered

only in Chennai, Mumbai, Delhi, Hyderabad

and Bangalore.

Cambridge English: Young Learners is a

series of fun, motivating English language

tests, aimed at children in primary and

lower-secondary education. These tests give a

reliable and consistent measure of how well a

child is doing in learning English. The exams

introduce children to everyday written and

spoken English and are an excellent way for

them to gain confidence and improve their

English. The series includes YLE Starters,

Movers and Flyers.

Benefits of Cambridge English

Young Learners Programme:

There’s no pass or fail - every child gets

a Cambridge English certificate which

celebrates his/her achievements.

The test uses realistic everyday situations

to bring learning to life.

The test covers all major varieties of

English (e.g. British English, American

English).

Interested parents can purchase the Starters

and Movers exam packages

online on Amazon just

as they would any other

products and they can avail

the various payment options

offered by Amazon.

TK Arunachalam, Regional

Director – South Asia,

Cambridge English

Language Assessment,

said, ‘To enable children

to demonstrate their high

quality English language

communication skills, we

have now made available the Cambridge

English: Young Learners Exam packages

on Amazon, which essentially means that a

parent can buy this package on Amazon, help

prepare their child for the YLE exam right

at home, using the preparation material

and have the child give the exam at our

authorised exam centres across India.

Earlier the YL exams were only available

to select schools in India and now through

Amazon.in, this is accessible to all the

children in India and makes it easy for a

parent to help build their child’s confidence

and communication skills.’

events

Bharti Foundation invited Ms Ameeta Mulla

Wattal, Principal, Springdales school, Delhi

to share her unique insights with principals

and teachers

Throught the ‘Learning with Leaders’

series, the Foundation invites exceptional

educationists to share their inspirational

journey

Bharti Foundation

brings the ‘Learning

with Leaders’ series

to Ludhiana

• Through this series, the Foundation invites exceptional educationists to

share their inspirational journey with teachers and Principals across

rural India

• In the Ludhiana series, Ms. Ameeta Mulla Wattal, Principal,

Springdales School, Delhi shared her unique insights with Principals

and teachers under Bharti Foundation’s education initiatives

• Bharti Foundation facilitated this inspirational series in Satya Bharti

Adarsh Senior Secondary School, Sherpur Kalan and Sat Paul Mittal

School, Ludhiana

On 26th July, Bharti Foundation, the philanthropic arm of Bharti

Enterprises, organised the ‘Learning with Leaders’ series in Ludhiana

(Punjab). At the event, Ms. Ameeta Mulla Wattal, Principal, Springdales

School, Delhi, was invited to address Principals and teachers under the

Foundation’s various education initiatives. Ms. Wattal first shared her

motivational insights at Satya Bharti School, Sherpur Kalan village with

teachers from the school and then addressed visiting Principals from

schools that fall under the purview of the Foundation’s Quality Support

Programme in Jammu & Kashmir, at Sat Paul Mittal School in Ludhiana.

This initiative is part of the Foundation’s efforts to recognise exceptional

leaders in the field of education. Through the ‘Learning with Leaders’

series, Bharti Foundation invites inspirational educationists to share their

learning and expertise with not only the attending teachers and Principals

but also with the Bharti Foundation team.

Ms Ameeta Mulla Wattal is a prolific educator and has been honoured

with several national and international awards. She is a member of

eminent boards and steering committees including NCERT, NEUPA,

CBSE, etc. She is an active contributor to curriculum development

at the State and National level and is passionate about sharing her

expertise with educationists. In her lecture, Ms. Wattal elaborated on

the importance of directing and supporting effective management of

scholastic as well as co-scholastic aspects of education. In addition to

promoting students’ performance in academics, she shared the importance

of imparting life-skills at the school level. She shared, ‘Teachers play the

role of leaders when they hone the creative and critical thinking skills of

their students successfully.’

Speaking on the occasion Ms. Mamta Saikia, COO, Bharti Foundation

said, ‘It is an honour and a privilege to welcome the eminent educationist,

Ms Ameeta Mulla Wattal in our midst. Bharti Foundation is committed

to transforming students, who are often first-generation learners, into

employable and responsible citizens; this requires the presence of a

strong school leadership especially in the rural context. Our education

programmes are designed to equip teachers and Principals with tools

to deliver quality education in remote rural regions of the Nation. The

Leaning with Leaders series provides exposure as well as opportunities for

cross-learning amongst educationists.’

60 The Progressive Teacher Sep/Oct 2017


events

TCS iON launches an Integrated

Cloud based Solution

for Educational Institutions

On 23 May, 2017, Tata Consultancy

Services (TCS) announced the Japan

launch of its ‘TCS iON Education

Solution’, an integrated cloud-based solution for

academic and vocational institutions.

TCS iON provides educational institutions an

end-to-end solution that streamlines operations

and management across the institution and its

campuses. The iON Education Solution digitizes processes throughout

the student lifecycle including admissions, lesson planning, exams,

evaluations, and community collaboration. It provides a single

interface for viewing the entire transactional history of a student

from admission until graduation – from anywhere, any time and on

any device.

Cloud-based iON Education Solution is highly flexible and

economical, comprising a variety of modules that can be combined

freely or configured with necessary functions. The modules include—

amongst others—computer based testing (CBT) and a learning

management system (LMS), and work in coordination to facilitate

active learning in the classroom and beyond.

It gives institutes 360-degree institutional excellence by automating

governance and compliance processes. It ensures faculty excellence

with continuous learning through professional development.

Effectively using learning analytics, it contributes to improved

learning outcomes to ensure student excellence. Further, it provides a

collaborative platform with industry and research connect to ensure

academic excellence.

Masashi Ohno, Sales Industry Leader at Tata Consultancy Services

Japan, commented that: ‘Japan’s academic sector, most notably

tertiary institutions, are today experiencing drastic changes, stemming

from intensifying competition due to the nation’s declining birth rate,

advancements in IT, and ever expanding managerial requirements.

Many of these organizations also face the burgeoning costs and labour

of maintaining independently developed IT systems or extensively

customized packaged software, which lack the freedom and flexibility

for timely modernization.’

‘iON Education Solution helps solve these problems, thereby enabling

teachers and clerical staff to focus on their core activities and deliver

even higher-quality, advanced education,’ Ohno adds.

Leveraging its wealth of technological expertise built up across

the globe, TCS aims to deliver truly innovative services that will

benefit students, teachers, and managers of Japanese educational

institutions alike.

Examination Results

Cambridge International Examinations:

STEM Subjects Popular among Students

Sep/Oct 2017

On 18 May, 2017,

Cambridge International

Examinations announced

the results of its March 2017 exam series in India for Cambridge

IGCSE and Cambridge International AS & A Level qualifications.

With more than 34,000 entries, the March 2017 series grew by 29

per cent on 2016.

There was a 31 per cent increase in entries for Cambridge IGCSE

this year, with more than 26,000 entries. Entries for Cambridge

International AS & A Level increased by 21 per cent on March 2016

with more than 7,000 entries.

STEM (Science, Technology, Engineering and Mathematics) subjects

continued to see a strong rise in popularity. There was a rise in entries

for Cambridge IGCSE in Physics, Additional Mathematics and

Chemistry, and in Physics and Chemistry at Cambridge International

AS & A Level. Cambridge IGCSE Global Perspectives and Business

Studies saw 16 per cent and 29 per cent growth in entries respectively

whereas Cambridge International AS & A Level Business saw a 24

per cent growth since 2016.

Ruchira Ghosh, Regional Director for South Asia, Cambridge

International Examinations said, ‘Cambridge focuses on a learner’s

development by supporting teachers to deliver effectively in the

classroom, so that learners become confident, responsible, reflective,

innovative and engaged. These attributes are crucial for success in

today’s changing world. The significant growth of our March exam

series since its introduction in 2015, in particular for a crosscurricular

subject like Global Perspectives that cultivates critical

thinking, research, and collaboration skills is testament to the passion

for learning shown by Cambridge students across India. I would like

to congratulate everyone getting their results and thank the teachers

and parents who guided them to success.’

Every year, new subjects are made available in the Cambridge March

series based on feedback from schools, parents and students. In the

2017 March series, three new subjects were added at Cambridge

IGCSE – English as a Second Language, Combined Science, Computer

Science – and Information Technology was added at Cambridge

International AS & A Level. This maps the trend towards STEM

subjects in the March exam series, first introduced in India in 2015

to ensure Cambridge students can meet local college admission

deadlines.

www.progressiveteacher.in 61


Principal Q&A

Principal Ashok Singh Guleria

Principal, Akal Academy Gomti, UP

Birthday : 03 rd March

Place of Birth : Nagrota Surian, Kangra, HP

Hometown : Kangra

First school as a teacher:

I started my teaching at

Government Senior Secondary

School Barial H.P as Lecturer

in English. I served there as HOD

English and got the opportunity

to serve as Lecturer in English at

J.D Degree College in my home

town. Later in the year 2006 I

came into contact with Kalgidhar

Education Trust, Baru Sahib

and was appointed as English

Language teacher at Akal academy

Kajri where I served as Chief

Coordinator and Vice Principal. In

the year 2016 I got the opportunity

to serve as Head of Institution at

Akal Academy Gomti U.P.

The best thing about being a

teacher:

The best thing about being a

teacher is to lead a team or

group of learners distinct in their

learning styles, habits and social

backgrounds and cater to all

aspects of their personality, enable

them to face the challenges of the

world with confidence. A teacher

is a role model who develops

individuals into useful and noble

citizens.

How did you feel on the first day

being a school Principal:

On the first day being a Principal

teacher I was very excited and

optimistic at the prospect of taking

on this role. Since I was well

known to the administration of

the organization, they welcomed

me whole heartedly. Even my

previous school head gave me

her full support. I as team leader

started focusing on the top

priorities of our institution as I got

valuable directions from the school

management.

The best thing about being a

teacher/leader:

To develop a work culture that

everyone wants to be part of it is

the best thing a teacher or team

leader must pursue.

Please describe the role you

feel parents should play in the

operation of the school:

Parents are an integral part of the

school system. Certainly they have

a major role in school success.

Nowadays parents are aware

about their children’s progress and

achievements. So, they need to be

involved in and enthusiastic about

the school and the academics of

their wards. No school can work

alone towards shaping the future of

children.

First indications that the

classroom is an effective

learning place:

On several occasions I take rounds

of the school classrooms and see

the children happily sitting and

participating in the learning process

without being aware they are

being observed. They remain fully

engrossed in their academic work.

This is the best indication that real

learning is going on.

Your vision of special education:

Every child has the birth right

to get education to fulfill his/her

interests, desires and dreams. Every

child is part of a community and

should be given the opportunity to

participate in the same projects and

events as every other community

member, regardless of any physical

or mental limitation he may have.

I think that with the help of special

education we can bring hope and

provide every child opportunities to

grow and develop.

How can you make inclusion a

reality:

Across the globe, children in the

past were excluded from schools

where they belong because of

disability, race, language, religion,

gender, poverty, etc. Contrary to it

every child has the right to be part

of an education system common

to all children. Thus there is need

to accept and welcome each child

by schools’ teachers and peers

alike. Thus inclusive education

values diversity and the unique

contribution each student brings to

the classroom. In a truly inclusive

setting, every child feels at home

and has a sense of belonging and

commitment to do something.

Your views on e-learning

platform:

In recent times

e-learning

has gained

tremendous

importance as it

has opened doors to independent,

flexible, accessible, convenient and

technology driven teaching–learning

mechanisms. Online learning

resources can play a major role in

removing educational inequalities

globally and help in global

integration of learning programmes

and job markets. Students from

developing countries and lowincome

families will be immensely

benefited with online learning

programmes. India must embrace

e-learning and merge it with

teacher based school learning.

Best conference/seminar you

have attended on education:

I have attended many seminars

and workshops on teaching skill

development. The best one was

a workshop on Uses of Multiple

Intelligences in Teaching-Learning

held at our Organization head

office at Baru Sahib in Himachal

Pradesh.

What qualities do you seek in a

new teacher:

I have often noticed that new

teachers feel that they are well

qualified and need no more

learning. I think a teacher must

always take himself to be a

learner. Learning is fundamental

to teaching. It has been said that

‘you teach what you are.’ Teachers

should be examples of how learning

works. The best teachers work to

improve their ability to teach. They

read and explore the techniques

used by others in a never-ending

effort to better themselves and

their skills.

Advice that you want to give to

new teachers:

I always advise teachers to spend

each moment and minute of their

school life in useful workout. They

must develop work culture among

themselves.

I often get worried and irritated

when I see any teacher sitting idle

and finding no work to do in his

free and spare time.

Your favourite Book :

I read a lot randomly

but my favourite

book is Wings of Fire.

The book covers the

life of a renowned

scientist who rose

to glory from a very

humble beginning.

One of the things that

stand out throughout

the book is Kalam’s

positive thinking.

The book has several

references where

Dr. Abdul Kalam

describes his journey towards his

mission. I love to mention these

lines from the book.

‘Why be afraid of difficulties,

sufferings and problems? When

troubles come, try to understand

the relevance of your sufferings.

Adversity always presents

opportunities for introspection.’

What are the key values that a

school/ institute must instill in

students?

Schools are the temples of learning

and teachers who work there as

God’s angels. Our institutions firmly

follow the principles of Guru Nanak

Dev Ji and his followers. We carry

forward the philosophy of our great

Gurus.As Guru Nanak Dev Ji laid

down the dictum ‘Kirat Kario’,

means earn an honest living by God

given skills, abilities, talents, ‘Naam

Japo’ refers to the meditation,

vocal recitation of hymns especially

chanting of the word Waheguru

means wonderful Lord, ‘Vand

Chakho’ means share what you

have and consume it together as a

community. This could be sharing of

wealth, foods, things etc.

Advice you give to your teachers/

staff at the beginning of each

session:

The beginning of a new session in

our school is exhilarating and all

teachers and learners

seem to be in high

spirits. I just at the

outset of the new school

term set our school staff.

We together workout on

our teaching- learning

goals. We set and fix

responsibilities and

prepare the whole

school infrastructure

ready to go ahead. We

organize ourselves and

get set the school term

to go. My advice that

always goes to all is to uphold the

spirit of dedication and hard work

till we achieve our goals.

62 The Progressive Teacher Sep/Oct 2017

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