pedagogy

Rarely has a book so perfectly matched its title. The Gentle Man Who Taught Infinity by Sheshagiri KM Rao is one such and what a gentle read it was! Written as a tribute to the mathematics teacher who influenced his life, Sheshagiri Rao has managed to show us with his account just how far reaching a teacher’s influence can be and how this teacher did it, not commandingly or overtly or even intentionally but with his sheer love for the subject he taught and his innate respect for the students he taught.

In this article I will highlight the features of the Desmos Activity Builder - which allows the user to create a customized Classroom Activity - and then take you through the process of creating one such activity. To get started, login to www.teacher.desmos.com (prior registration is required; registration is free and no software needs to be downloaded to your own computer); select Custom and then New Activity.

“Choice of subjects to teach is not entirely involuntary in this school,” joked the veteran Physics teacher. We were discussing the possibility of my moving to High School to teach Physics and Math. Let it be known that I was formally trained to teach junior school and primary school children.
 

The book under review, Math! Encounters with High School Students by Serge Lang, is an old one, published in 1985, but well worth bringing to the notice of students and teachers of mathematics. It is a series of seven dialogues on mathematics with school students and a postscript discussing mathematics teaching.

“So—there’s no script, no predictability, and teaching changes from one minute to the next… so how am I supposed to prepare?”. You say.

A teacher is like a gardener. Generally, a gardener does not decide how high each plant will grow. Rather, he ensures to create appropriate conditions for complete nurturing of all the plants. The plants grow on their own! 
 
Teachers, just like gardeners, create an environment where learners’ interest in learning grows. This is an environment of adequate challenge with emotional safety.
 

The early years are foundational for language and literacy learning. It is especially critical for first-generation learners from socioeconomically disadvantaged backgrounds, who may depend on schooling to provide them with rich exposures to language. This article describes three central tasks that young learners are engaged in as they transition from home to school, and suggests principles that could enable them in making this transition successfully.

Subir Shukla shares the lessons that have been learned from work in the field. He also talks about the role of the teachers and students in learning and the efforts made and challenges faced by those in the system.

An interview with Mr. Subir Shukla, Consultant at MHRD and Principal Coordinator - IGNUS-erg

Subir Shukla talks about CCE and CCA – and the meaning behind the words continuous, comprehensive, evaluation and assessment. He also talks about  CCE as a pedagogical tool and what teachers can do to ensure continuity in their teaching and assessment so that all students reach their learning objectives. 

An interview with Mr. Subir Shukla, Consultant at MHRD and Principal Coordinator - IGNUS-erg.

The purpose of education is to make human beings capable, competent ,and wise so as to meet the challenges of life. In a world that is dynamic, entropy and chaos quickly enter the picture as the pace of life becomes faster, the demands on an individual’s mental, physical, and emotional resources increase and flexibility and adaptability become the buzz words. To accommodate all these factors, one needs to be innovative and creative, be able to work collaboratively, communicate effectively, think critically and be proactive.

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