Priti Rao

Indumathi S

A first- person account of two teachers— one who labelled a child as ‘not capable’ and another, who probed deeper to find out what was wrong with the child. It is your guess as to which teacher won the confidence of the child.


Ideally, teachers should be able to discuss (over a cup of tea, maybe?) several academic as well as classroom management issues in the staff room. However, we know that this is seldom possible due to the rush-rush-rush of a teacher’s day. Therefore, we felt that the sort of discussion which should ideally take place in the staff room (but perhaps doesn’t, as often as it should,) could easily happen in the leisurely pages of Teacher Plus

"Everything that irritates us about others can lead us to an understanding of ourselves" - Carl Jung
Going by the statement made by Jung, it seems that life challenges us in more ways than one, giving us an opportunity to reflect upon ourselves. Let us consider a case on hand to understand this further. A nine year old child walked into the lives of 15 adults last August (2012) at Azim Premji School, Udhamsinghnagar. The profile of the child at the time of admission was –

Of the many problems faced by teachers – especially new teachers, the maintenance of discipline in the classroom seems to be the most pressing. This article looks at  'discipline' and ways in which teachers can guide their students towards constructive behaviour. 

The summary of 'Science Process Skills and Scientific Attitudes' as given in the book 'UNESCO Sourcebook for Science in the Primary School' and curated by Chandrika Muralidhar...

Aims of Science Education

The Position Paper by the National Focus Group on Teaching of Science says that science education should enable the learner to:-

* Know the facts and principles of science and its applications, consistent with the stage of cognitive development

‘Inclusion’ is a much talked about word these days. While a lot of people are at least coming to terms with the fact that the disabled are also human beings like us with emotions and feelings, there is still a long way to go if we are to see true inclusion of the disabled into our society. We have made a beginning by declaring that ‘special’ children should not be denied education in regular schools, but have we thought about how a teacher who is ill equipped to handle such children will manage?

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