Teacher Development

I have been working in the Azim Premji School, Dineshpur (Uttarakhand) from February 6, 2012. Our school came into operation with effect from April 10, 2012. A month before that, we went around Dineshpur, visiting homes and gathering information from parents about the children – children going to school, those who left studies midway, in what circumstances going to school stopped, and whether or not they now wished to resume and complete their studies.

The one thing you can observe when you enter the premises of a school is a display board or bulletin board. Most of the time visitors first look at the bulletin boards to learn about the school. The kind of information displayed there, the creativity used to display the information all adds-up for the person to develop a good impression about the school. It creates an impact on the visitor’s mind. Bulletin boards also serve other purposes. They served as a center for knowledge.

The greatest myth that we have encountered in our student life is the idea of a ​ safe future​ and as my physics teacher simply put it for me years ago –

“Work like a donkey for a few years and live the royal life of a horse for the rest of your life”

You have probably heard it one time too many but we will say it again: teaching is a huge responsibility. Shaping the younger generation's minds and preparing them for life outside the classroom is a tall order which becomes easier with proper research and planning. Moreover, you also need to find the balance between teaching the students what they need to know and giving them enough space to discover and learn by themselves.

Prof. Indira Vijaysimha talking about the key aspects of the M.Ed. Programme offered at Azim Premji University.

It is impossible. You may not agree. But it is simply not possible.  Sex and learning will not go together. No amount of sex education can strike a deal between sex and education. Either sex or education, but not both. This is not a personal opinion but it is a scientific fact. Brain sciences have evidence for it.
 

Talking about teaching of languages raises a lot of questions in our mind such as what is language, how is it learnt etc. And as we try to understand these questions, the main point which emerges is that language is usually considered to be a medium of expression or is a means of exchanging ideas. When we look at the language in such a limited sense, then our perspective on language teaching also narrows down. And if our thinking about the nature of the subject is limited, then it would certainly impact the way we teach that subject.

With the start of a new academic session the students have moved to an upgraded level of knowledge. Students are happy about the new class, new challenges that they would face, the new teachers and new curriculum. But these new students may experience a decline in their achievement after they take up the studies of new class.
 

My classroom experiences are like a journey. I try to create a pleasant atmosphere in the classroom as soon as I enter. I start the new lesson with some activities and poems. A few children ask the questions connected with the lesson while some others ask entirely different questions. Children feel happy and free when I enter the classroom. Some children shout and scream – ‘Bhatt Sir has come... Bhatt Sir has come’. Working with children and interacting with them has given me an opportunity to understand many things.

Isn’t it happiness that all humans strive for so why not a course on happiness? Prof. M M Pant analyses about the why’s and how’s of one of the oldest pursuits of humans to seek happiness
 

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