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Teachers Role in Education
Dr Sarvepalli Radhakrishnan - The philosopher President India also celebrates the birthday of Sarvepalli Radhakrishnan, former President and Vice-President and great statesman, as "Teachers' Day". Born on September 5, 1888, at Tiruttani, 40 miles to the north-east of Madras, Radhakrishnan grew to become the most famous Indian teacher and philosopher of all times. In his honour, this day is celebrated as Teacher's Day. He was also the Vice-President of India from 1952-1962. He held the office of the Chancellor, University of Delhi, before taking over as the President of India in May 1962. -------------------------------------------------------------------------------------- Teachers
make all the difference. --------------------------------------------------------------------------------------
Teachers
in place:
Through DISE data, school-wise information is collected about the pre-service
and inservice
The national level scenario at the national level hides the inter and intra-state variations which are significant. Teacher-Pupil Ratio at Primary and U. Primary Levels
Almost 6 lakh teachers have been appointed with SSA’s financial support. This has helped in improving PTRs. While all States are following NCTE norms for teacher recruitments, there are instances of shortages of qualified teachers and surging enrolments, which have led some States to recruit local teachers without prescribed professional qualifications. There are also trends to engage teachers on contracts with the purpose of accountability and performance. This is being done by States for recruitment of teachers borne on the State exchequer and under the SSA as well. DISE data shows that less than 9% of total elementary school teachers (2004-05) could be classified as ‘para’ teachers. Of these 44% possessed the requisite professional qualifications and 51% had graduate and above academic qualifications compared to 49% of the “regular” teachers. State SSA programmes have consciously brought about interventions to provide for professional qualifications to be attained by the “untrained teachers” through customized programmes brought in through State SCERT’s or through distance education programmes of IGNOU or State Open Universities. (MP, Jharkhand, NE States, Bihar are examples). SSA
guidelines could take a more assertive stand that (a) trained teachers
be taken wherever available and only in case of shortages, States explore
other options within NCTE approvals (b) in case of latter, States provide
for the professional qualifications of such teachers in the shortest
possible time (c) terms of engagement should be such that remuneration
levels are honourable to the position of a teacher, (d) that duration
of engagement should be such that investments in teacher development
and upgradation of skills can come to fruition and that teachers themselves
feel committed to seek professional growth in the State education system
(e) Teacher recruitment processes should be systematized, as in some
States a fixed date is set for retirement of teachers and Teacher
Training Issues like multi-grade teaching, children’s language and cultural backgrounds, building teacher attitudes for addressing plurality and diversity in the classroom need to find place in the training agenda based on specific conditions. Girls, scheduled caste and tribal children often face discrimination within the classroom. It is a challenge to address such issues through pre and in-service training programmes. In
India 54% primary schools (4.17 lakh) have only one or two teachers.
The number of primary schools with three or less teachers is71.5%(5.49
lakh). Our teacher training programmes are oriented towards monograde
teaching situations. The textbooks also do not provide enough scope
for group and individual work by children. Wherever training programmes
on multigrade issues have been held, they provide some learning organization
ideas, but not a comprehensive guideline for teachers who have to teach
the entire curriculum to five classes. Apart from training programmes,
block and cluster level academic meetings and monthly meetings of teachers
could be oriented towards this Also, 31% of primary schools in the country have enrolments less than 60. These schools would have actual student attendance of 40-50 students only, spread over 5 classes. The key to effective teaching-learning practice in such schools is multi-level teaching, using group and self learning materials. There have been several experiments in the country for such school situations. What is required is systematic work for appropriate materials and teacher training for ‘small school’ situations. This would of course imply development of differentiated training programmes based on school situations which is the key to a more result oriented approach to training. The training programmes implemented year after year should follow a pattern and a direction so that they reinforce each other. Thus, there should be a longer term perspective in the training agenda. Alternative practices of providing school based training could be considered The
aspect of teacher competence at the upper primary level as well as for
subjects like Math, Science and English needs to be addressed. For the
upper primary stage, linkage with secondary/higher secondary schools
and good subject teachers could prove useful for upgrading skills of
upper primary teachers. There
is a large backlog of teachers who have been recruited, but have not
received induction The
4th JRM has suggested that the IGNOU distance education Certificate
Course for Primary Both the content of and the duration of training programmes under SSA needs to be revised. Significantly, the monitoring of the impact of trainings on teacher competence and change in classroom process needs to be institutionalized Teachers : Government Interventions National
Council of Teacher Education INTRODUCTION
OBJECTIVE
ORGANISATIONAL
STRUCTURE ACT
Norms
and standards Read MANDATORY DISCLOSURE
Teachers : NGO Interventions Selection
and Orientation Schools
prompted the Foundation to train volunteers rather than Government school
teachers. Engaging a regular school teacher to handle the CALC would
seriously impinge upon the ongoing classroom transaction. The Young
India Fellow either receives a fellowship from the community or can
earn some money out of the utilisation of the CALC after school hours.
Tamil
Nadu Science Forum : Educational Video CDs from AID - India They can be used in group viewing, no only in teacher training programs but also by teachers in schools to enhance their teaching in class. The idea is not to replace the teacher or trainer. The videos on specific classes eg Physics for VIII: It is not attempted to cover the entire book and put it on a video. From earlier experience and available material it is clear that this tends to overburden the students who already have to read the text. Instead, experimentation based techiniques are shown which clarify and get the children to ask questions about their understanding of the topics. The topics covered are chosen from experience from the "hot spots" that children in the past have encountered. The program will be used in the 8 districts that TNSF has worked with in the past as well as the 100 blocks that the TNSF is extending a variety of programs to. Two videos VCDs have already been made, one is the "Powers of 10 the atom to the universe". This is a 15 min video that introduces the children to scales of 10, starting with a leaf progressively zooms out by a scale of 10 times till it shows the entire universe. It then zooms in by a power of 10 each time till it reaches the atom. This video was demonstrated at a teachers meeting at Madurai and the VCDs were lapped up right there. I have shown this video to children at schools near Chennai and the response has been phenomenal. The other video is "Childhood from birth to four". This explains the different sections of a children childhood. This was meant to be viewed by adolescent girls and women. The video gives an understanding of the requirements of mothers and children with special emphasis on addressing popular beliefs that cause a children to be malnourished in villages. The video camera has been provided by AID (Associaltion of Indian Development) and the primary costs of making the videos is in editing and conversion to digital format. The editing is done in both the video stage and in the digital stage with video clipings, and animation are added to make the video more interesting to watch. Once
the first VCD is cut, it is distributed at the price of cutting a CD.
(only around Rs.60, which is very affordable for a community) The difference
in availability of VCDs with other educational materials lies in the
fact that TNSF is non-profit organization and is not trying to make
money of these VCDs.
SMILE
: A Teacher’s Crusade – Tagore Shikshan Sansthan For example, on coming to know of widely prevalent habit of stealing among students- Shri Sharma, in addition to providing moral and spiritual preaching during school prayers, established an open (unmanned) Post office in school. He established this Post office, spending his own meager allowance of Rs.25/- which he used to get as Principal . Every student and teacher was free to make the purchases of postal items like Postcard, Inland, envelops etc. and deposit money in a packet (kept for the purpose) according to the price of these items as displayed therein. Shri Sharma experienced no discrepancy between cost of postal items purchased and money deposited in the packet. It helped in eradicating the habit of stealing among students besides providing an additional facilities in school. Encouraged by his open Post office (unmanned) experience, mobilizing resources, Shri Sharma established another facilities in his school - an open (unmanned) Provision store in school campus itself making available reading materials, stationeries etc in similar manner. Yet the experience was good and provided another facility within school campus. No wonder Shri Sharma has been bestowed with so many awards recognizing his contribution in value-based teachings. Shri Sharma, first of all, won twice District award (best teacher) given to him by the District Magistrate of Alwar. Subsequently he won the State award conferred on him by the Governor of Rajasthan. Shri Sharma was also accorded the National award by the President of India. Shri Sharma, after retirement from his job, remained untired. He opened a primary school in year 1989 (in his village Jodia in Alwar District) naming it “ Tagore Model School” under the auspices of Tagore Shikshan Sansthan- the organization he subsequently got registered the same year as an NGO. The school, initially starting with a few children, is run from his residence-cum-Mandir Complex in spare room/covered Varandah (corridor). The school got recognition from Department of Education, Government of Rajasthan in the year 1990-1991. Presently there are in all 35 children (including 10 girls) of 4-10 years in different classes from LKG to class V studing in the school. Out of these children, a nominal fee of Rs.50/- is charged every month fro 25 children whose parents can afford to pay and the remaining studying free of any charges. The school runs in the morning from 7-12. With the help of 1 teacher (salaried) besides Shri Sharma himself, children are taught Hindi, English, Mathematics, Social Studies and General & moral Science. Periodic examinations are regularly held and result sheets forwarded to the Inspector of Schools. Tagore Shikshan Sansthan is now being supported by SMILE Foundation for starting a Remedial Education Project thus providing special attention to children who are enrolled in Government schools of Jodia village but are found weak in study and/or slow in learning. At present there are 40 students belonging to classes IV, V, VI, who are being taught all subjects by a team of three dedicated teachers. With
zeal, commitment and hard work on the part of Shri Sharma and his teacher(s)
towards providing value-based education and support from the Foundation,
we hope that all the children of Jodia village will be able to complete
their schooling and work towards a bright future.
Teacher
Training on CD Based Learning Content
Teachers : Corporate Interventions Intel®
Teach Program improve
teaching and learning through the effective use of technology
Citigroup
& Akanksha : Partnership Brief Grasim To upgrade the level of teaching in the Balwadi teachers, coupled with those in urban schools, teacher training programmes are being organised. Teachers training programmes at Nagda, Harihar and Salav in Raighad have sparked an added interest among the teaching fraternity. The 80 teachers who have participated in the programmes make learning an even more enjoyable experience for children.
Orchids Programmes in Education
Vam
Organics : District Teacher's Meet
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