pedagogy

“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.

A text book may or may not be enough to either create a deep interest in the subject or to instill specific skills in the students. This History module comprises of six self-contained lesson plans which will take the student beyond the textbook!

Teachers and students need to nurture each other, help each other to think for themselves and not be content with received answers. Most students are just mirrors— they reflect what the teacher teaches. But a few students are windows—they bring light to the subject. The whole purpose of education is for both teachers and students to metamorphose into windows.

For the teacher of Indian nationalism in the schoolroom, the first obstacle is the textbook. Next is the presentation of the history of National Movement as the history of the Indian National Congress . Then comes the idea of India as constituted in the textbook. While the teacher has to work within the limitations of the textbook, what is important is the method used in teaching about nationalism.

The teaching-learning kit from Avehi-Abacus is not about social studies alone but provides a new way of thinking for children, of looking at and interpreting the world around them and themselves; of helping them see the links between everyday experience, and what is formally learnt.

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