The Progressive Teacher Vol 02 Issue 04

Salila Shashikant has
been working passionately
with children for more than
twenty five years. Currently
teaching Social Science at
Apeejay School, NOIDA, she
has been actively involved in
intellectual
and
emotional
development
of children
of diverse
age groups.
Besides
aspiring for
academic excellence and
creative brilliance in students,
she has been handling
administrative responsibilities
at various levels. An alumna
of Lady Shri Ram College and
Jawaharlal Nehru University,
she has been presenting
talks on various issues on
All India Radio, worked on
UK-India Education and
Research Initiative Projects
and conducted a wide range
of enrichment workshops
for compeers. Credited with
numerous accolades, she
has been awarded ‘The
Best Teacher Award’ and
is the recipient of Teaching
Excellence Award 2015
by S. Chand Group in the
‘Star Classroom Manager’
category.
and guidance, rectify errors in
task accomplishment, manage
conflict, maintain discipline and
finally analyse individual and
group efforts.
CONSTRUCTIVE
APPROACH
This approach involves learners
as holistic individuals who need
to manage self and develop
community feeling thereby,
responding to positive stimuli
in class. To strengthen bonds
of oneness, develop traits of
cooperation, instill the attributes
of sharing and caring, love,
brotherhood and unity, activities
involving the whole class can
be organised, e.g. Mother’s Day,
Earth Day, Flag Day, Heritage
Day, National Festivals, etc.
DEMOCRATICALLY
DISCIPLINED
CLASSROOM
At the beginning of the year
concrete directions are given
to ensure that our expectations
become a reality. A contract
is drawn between teachers
and students of rules and
procedures to be observed in
class. It is essential to give
clear purpose and guidance
Sep/Oct 2015
concerning student behaviour
and academics – including
etiquette, seating arrangement
in small heterogeneous groups.
Taking rounds in class guiding
and encouraging students ensures
their involvement in tasks
assigned. Class library helps to
channelise the energy of hyper
active students. Smiley placards
can be used to control undesired/
inappropriate behaviour/
classroom disruption (Happy
face, sad face, etc). However, it is
also essential to be consistent in
enforcing rules and procedures.
HAPPY CLASSROOM
Providing an aesthetically
appealing and creatively rich
learning environment attracts
students and enhances learning.
Starting the class with positive
statements sets the desired
mood. Offering warmth,
unconditional acceptance and
support, use of praise and
rewards for specific skill or
good behaviour demonstrated
(e.g. ‘Star of the Week’ sticker)
transforms the class magically
into a vibrant, lively and smiling
class. All problems and conflicts
need to be addressed quickly
and wisely through class
discussion, peer mediation,
counseling or one to one
conversation.
STUDENT-TEACHER
RELATIONSHIP
To develop a congenial
student- teacher relationship
an appropriate level of
dominance and cooperation is
to be maintained. Integrated
positive classroom rituals – good
morning, please, thank you,
sorry, etc need to be introduced.
Knowing the students you
teach is the first step towards
developing a sound relationship
with them. Thus, interacting
and partnering with parents at
regular intervals is a step in this
direction. Besides developing a
caring relationship, the teachers
should be fair, calm, objective
and impartial. A teacher is a
role model. She must, therefore –
‘Walk the Talk’.
These techniques have been
designed and implemented
keeping in mind the school ethos,
the value system it upholds, the
organisational goals, the age
group of the learner, the social
environment and a few other
factors. However, not every
approach works for every child
or every system. Therefore,
being flexible is necessary.
Trying a new approach, that
best suits the existing situation,
is the way out.
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