Views and Reflections

The journey of Information and Communication Technology in Indian school education started through National Policy on Education in India in the year 1984-1986, modified in 1992, stressing the need to include technology in school education to improve the quality of education. This policy led to two central schemes for ICT and Education in 2004, revised in 2010, focusing mostly on computer literacy and Computer Aided Learning.

Reforms in assessments have been extensively deliberated in India. National policies and commissions before Independence, such as the Hartog Committee (1929) and Sargent Plan (1944) as well as those post-independence such as the Mudaliar Commission (1953), Kothari Commission (1964), National Policy on Education (NPE) 1968 and ‘86, Learning Without Burden (1993) and National Curriculum Framework (NCF) 2000 and 2005 have recommended changes in the examination system.

Introduction

If we are to study government policies and important education commission reports since 1950 – what strikes us is the list of policy recommendations that been repeated over and over again. Here are a few that has been reiterated in almost every policy statement: − Provide child care facilities/crèche within school premises (Kothari Commission 1968, NPE 1986);

What is the true role of education in a person’s life? Besides imparting knowledge and skills, it also acts as a conduit to infuse good values in a person to become a good human being with a strong character and take decisions for the benefit of society and humanity. Sri Aurobindo Society’s Zero Investment Innovations for Education Initiatives (ZIIEI) not only focuses on the academic growth of children but it also emphasises on their holistic development so that they grow up to be good thinkers and leaders.

When you google reading comprehension worksheets, you are inundated with passages followed by questions. Familiar sight?!Questioning is often seen as the only way to approach reading comprehension. And inevitably, it is in context to English as a subject, maybe extending to the social sciences - God forbid were we to see it in math class or in the chemistry question paper! Levity apart, this mode of the passage- followed -by -questions is mostly an evaluation of reading comprehension. What about approaches to explicitly teaching reading comprehension?

Taking short breaks allows us to maintain focus on a task, a study outlined on the University of Illinois’ News Bureau explains. We often expect children to concentrate on a lesson for an hour or more, and get frustrated when they lose focus.

Questions question our understanding of concepts, situations and ideas. There is no question about this. This is an account of the way one teacher, Kinzom Khampa, used the tool of enquiry to get children find the answers.

1. Give your students the space to express and be sure to acknowledge their efforts

I have been working as a teacher in the Azim Premji School in Dineshpur (Uttarakhand) since 2012 and talk about behaviour in the class on a regular basis. As of now I am the Class Teacher of Class-4. Five children in the class abuse the others and indulge in misbehavior of a similar kind, especially in the absence of the teacher and this leads to even physical fights because of which there are problems in the conduct of the class and disturbance in the class-room teaching. A lot of time is spent sometimes in resolving these issues.

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