Community Mobilization Training Programme 2015

Study Hall foundation is running the “Aarohini Programme” in Kasturba Gandhi Vidyalayas of Uttar Pradesh for empowering adolescent girls from the marginalized communities .As a part of the program, teachers training sessions are being organized for using innovative methods for informing and educating the parents about their daughters’ rights.

One such training was recently organized by the Digital Study Hall at Rampur, July 2015 for the teachers of all the seven KGBVs of the district .The teachers were made to understand the need for mobilizing the community and the importance of getting the message across without hurting the dignity of anyone .They were inspired to plan creatively for their Parent – Teacher Meetings .They enjoyed preparing and presenting issue based plays .These plays will be part of the PTMs. Members of the School Management Committee were invited on the third day. They were all parents and most were not literate .Initially, they were diffident but after the ice breaker game, they were receptive and interactive. During the feedback, they all said that they had never felt so important and so worthy in their lives.

-Shalini Chandra,Head Pedagogy, Digital Study Hall


WOMEN EMPOWERMENT

Empowerment means moving from enforced powerlessness to a position of power. Education is an essential means of empowering women with the knowledge, skills and self-confidence necessary to fully participate in the development process. Sustainable development is only possible when women and men enjoy equal opportunities to reach their potential.
Women and girls experience multiple and intersecting inequalities.
Structural barriers in the economic, social, political and environmental spheres produce and reinforce these inequalities. Obstacles to women’s economic and political empowerment, and violence against women and girls, are barriers to sustainable development and the achievement of human rights, gender equality, justice and peace.

Women are significantly under-represented in decision-making at all levels.
While the economic benefits of educating girls are similar to those of educating boys, recent findings suggest the social benefits are greater.
Women have the potential to change their own economic status and that of their communities and countries in which they live yet usually women’s economic contributions are unrecognized, their work undervalued and their promise undernourished.
Unequal opportunities between women and men hamper women’s ability to lift themselves from poverty and secure improved options to improve their lives. Education is the most powerful instrument for changing women’s position in society.
Investing in women’s and girls’ education is one of the most effective ways to reduce poverty.

INCULCATING READING HABITS AMONGST CHILDREN

 Suparna Chatarjee

 Most children do not read these days. It is accepted the world over that the habit of reading is dwindling. It is at an all time low. Hence, it is an uphill task for teachers to get across to them holistically because their lack of general awareness is worrying. In such a scenario, how does one motivate them to read books?

The problem arises when we try to impose our views upon them, when they do not want to read. I think they should be given the freedom to read in order to initiate them into it. Taking human nature into consideration, perhaps we could tell them not to read. Then, for sure, they will. They are known to do the opposite of what adults tell them. Jokes apart, we should keep a track of what interests them so that we can guide them accordingly.

How can we achieve desirable results? I had tried to follow something called DEAR (Drop Everything And Read) in my class, which yielded some results. Children were given the choice to read whatever they wanted. Occasionally I told them the meaning of DEAR: they should stop doing anything and everything that they are doing and read the book that fascinates them. Children enjoyed the luxury of choice. They loved the concept of DEAR. No one, least of all children, like adults to breathe down their neck. Sometimes they tell us: let us be.

Slowly but steadily they started reading. By and by they were led to reading some other books too. They often came to me for consultations whether a particular book was good and worth reading. They also recommended some books to me. That was heartening! I was forced to read them to tell them I also do what I preach. After all, example is better than precept.

HOW CAN WE KINDLE CREATIVE WRITING SKILLS IN CHILDREN?


Rekha Dhondiyal

Children are designed to create something new on their own. It’s inherent in them. If we recognize this, half our battle is won. The problem is how to trigger this thought process? The trick is to jump into writing without much thought. Too much analysis causes paralysis. If it is turned into a fun activity where they are free to pen down their free flowing ideas their way, quick and encouraging results show. Let them be, is a credo to go by. A few do’s are ok but don’ts are taboo. Sitting in judgement over their write-ups is a big no-no. To appreciate them publicly, for every attempt made ,is a must. Starting with topics from their immediate world is a great idea because that is what they know best. Lots of fun and rib-tickling moments await the teacher as she watches them bloom and flower into budding writers.

Points that could help teachers achieve some success are given below:

1. Make an announcement in class that it’s Funday and not Monday. See them sit up! Tell them it’s only Creative writing that gives them a chance to write what they please. They are free to begin with the end or end with the beginning. In short unleash their imagination without fear.

2. Children learn best by example, so excite them with a short story with a dramatic beginning, an interesting middle and a surprise ending. Impromptu drama and humour put up by the teacher always help to kindle their interest.

3. I would do a story in the past tense because they find it easier.

My story: There was little a boy. He was very naughty. He could not sit still, he was like jelly. Also a big foodie. His lunch box was full of junk food. So he had a big belly too. He was named Jelly Belly.

One day Jelly pulled away a chair while a student was about to sit. The poor boy fell with a thud and the whole class burst out laughing. But the culprit was not to be seen anywhere. The boy who was standing next to the chair was caught and punished. Later, Jelly Belly was found in the washroom laughing hysterically, admiring himself in the mirror.A week later, while going home with his friend, he saw a truck coming from the opposite direction. Suddenly he ran towards the road telling his friend he would test the breaks of the speeding truck! And presto! Promptly lay down. The next moment a screeching sound was heard! Jelly Belly showed a thumbs-up sign to his shocked mate while the furious driver of the truck held him by the collar!

4. This tale would trigger more ideas in them, that any incident, event, accident, happening could be turned into a story. Association of ideas would happen and they would be driven to write.

5. Tell them to mix reality with fiction and create very simple stories. Once they overcome the fear of writing, plots would get better automatically.

6. Always go from easy to difficult, less to more, small to big, simple to complex.

7. Get talkative kids to begin a story on an interesting note. They give confidence to the introverts. One by one each kid can add a sentence and the story would go forward. Anyone who breaks the sequence should be told to do it again. Thus this informal collaborative way of doing a story could help all.
Nobody can escape, everybody has to chip in. The teacher could nod in appreciation while kids don their thinking caps.

8. Generate ideas by giving a few yourselves. Children are copy cats, give them an idea and they start thinking on the same lines. So introduce diverse genres, encourage different ways of thinking. Do prose one week and verse the next week.

9. Tell them to write simply in active voice in the right sequence.

10. Lastly tell them not to be word and avoid repetition.

11. Draft writing is essential though time consuming but, then nothing tried is nothing gained. The first draft can be just jottings of free, random thoughts that come first. The second draft could be edited by the child himself. He/she could correct their spelling, punctuation and capital letters along with common careless errors. The third draft should be the final draft where anything that is extra should be cut ruthlessly to make the writing crisp and tight.

12. There are as many methods of honing their creative spark as there are teachers. Whatever works should be kept and what doesn’t work should be dropped.

How to make the children don the thinking cap?

A Question By Saida Ahmad

Wrack your brains and hit the nail on the head. May be a Herculean task but it pays rich dividends to hone our thinking skills. Ask, ask and ask thought provoking questions. Answers will follow effortlessly and spontaneously. To keep the mind lubricated, we have to indulge in silent reflection,on what strikes a chord in our mind. Do give it a try.

Art Workshop For Teachers

What a satiating start to a weekend it was! The Art Department gave us this wonderful and fun filled experience wherein like little children we played with colours. Reds, Blues Greens, Yellows – a variety of hues helped us to express our deepest emotions. The final outcome was a mind ‘vacant or in pensive mood’ and totally at peace. These moments, spent painting tangible expressions actually transported us far from the mechanical rat race of daily living. Art was indeed a panacea for the weary and worn out human being. Kudos to creativity for these treasured moments. Encore Art Department! We want more.

Anusha Sharma