In schools everywhere, students are deeply affected by current events. Certain policy changes and related commentary can cause children to experience fear, confusion and anxiety. For example, some kids might fear deportation.

Whether on the TV or in newspapers or on social media sites – we are today surrounded everywhere by strong views on nationalism. Groups of people are getting angry and upset, calling each other names, being violent. Your students too are caught in this, though they may not fully be aware of it. They will be absorbing views from different sources, all of which may not be reliable.

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

When students conduct a discussion in class, they learn how to initiate, prepare and participate! This presentation will show you how to facilitate a student-led discussion.

After reading a story, especially those on the environment, parents and teachers can help children raise several questions and answer them. In the process they will learn to make the connections between their lives, the lives of those around them, the immediate surroundings and the extended environment. Encourage children to examine issues arising from these questions. In the process they will understand themselves. Also encourage them to read different kinds of books about the world around them and about growing up.

Some of the questions that can be asked and discussed...

Here is an integrated resource in environmental studies with activities to be carried out in regional languages. This resource will encourage language -both regional and English simultaneously - and arithmetic learning through specific concepts related to environmental science. 

A lesson is often more interesting when students are given activities based on it. This article written by Athirai K shows us how activities can be designed around a lesson. It was published in Thisaimani (Journey 4) - an APF-Puducherry District Institute publication.

This article talks about a particularly valuable lesson that emerged out of a loosely structured EVS period – that even the most reticent student, if given the right kind of atmosphere and encouragement, can become an articulate participant in a lively, purposeful, class discussion.

Many students learn better from examples than from logical development starting with basic principles. The use of case studies can therefore be a very effective classroom technique.

A case study is:-

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