HOW MUSIC, DANCE AND OTHER FINE ARTS GIVE PEACE TO STRESSED MIND AND PROVIDES CONSTRUCTIVE RELAXATION?

HOW MUSIC, DANCE AND OTHER FINE ARTS GIVE PEACE TO STRESSED MIND AND PROVIDES CONSTRUCTIVE RELAXATION?

Stress free life is impossible. Similarly break free driving also not possible. Break in vehicles are not only to stop vehicle. It is to speed up vehicle. Having known that we have good control over a vehicle through break, we accelerate it. 

Similarly, 

Stress is a physical response of the body that switches to "fight" or 'flight' mode when it thinks it is under attack, releasing a complex mix of hormones and chemicals to protect the person.

There is always a misconception that stress is not good for you. 

Let's break the myth: Stress is not always a bad thing as there are several benefits to it. Moderate stress is normal and in fact, helps build your body's immunity if properly managed.

Stress helps you perform better under pressure and motivates to reach your goal. 

It can help you accomplish tasks more efficiently and can also boost memory. 

But remember:  if you are constantly under pressure, your mind and body may take a toll. A prolonged stressful condition or situation places a huge demand on your body's physical, mental and emotional energy, often leaving you drained. Stress accumulation can ruin your health in the long run. 

Everybody experiences stress, and it is unavoidable. But there are many ways you can be proactive and get rid of the tension that accumulates in the hustle and bustle of everyday life to improve your mood.

From one point of view, we know cultural activities or cocurricular activities in schools such as art, dance.....are meant for beating stress. Absolutely it is not. All are therapies. It cures and cares our soul. Recent research data shows, cancer patients can be taken care by these therapies.

1. Singing

   

Health benefits:

• Singing improves the immune system.

• Singing improves your posture and body language.

• Singing helps with deep sleep

• Singing is a workout for inner organs.

Mental benefits:

• Singing is a natural anti-depressant

• Singing sharpens mental alertness

• Singing improves pyschomotor skills.

• Singing makes time conscious.

• Singing increases hearing, listening strenghths.

• Singing increases sportsman spirit.

Social benefits:

• Singing can widen your circle of friends

• Singing broadens communication skills

• Singing increases your ability to appreciate

2. Dancing a kind of meditation

Close your eyes, relax, breathe, concentrate within…be aware of your forehead, your eyes, your lips, your ears, next focus on your throat, your neck, your spine, your thighs, your calves, your feet. 

Draw your attention to your chest, your breathing, your abdomen, your upper arms, forearms and your hands, one by one.” 

This is what my meditation instructor tells me – “look within, let the thoughts flowing in your mind slowly go away – pull your attention back within”. 

And with every bit of yours concentrating on doing this – And finally you are able to achieve ten minutes of complete solitude and peace, focusing within, being aware of myself, my body parts, my breathing. 

A certain calmness takes over and you arr completely steady and still for a while. Now you have connected with yourself. 

Surprisingly dance has the same effect. Dance is a medidation, yoga and a journey from inner world to outer world. It is a complete workout.

3. Meditation 

Benefits:

• Sound sleep

• Improve mood

• Relieve stress

• Reduce anxiety

• Increase focus

• Improve cognition

• Reduce tobacco cravings

• Improve pain response

• Control high blood pressure

• Improve heart health

• Reduce inflammation

• Give peace of mind

• Connect creator

• Keep mind calm and cool

• Give quality thought process

• Connect souls

• Reduce distractions

• Help in decision making

• Widen analytical thinking

4. Arts on Learning:

The Impact of the Arts on Learning that should be noted by every parent, teacher, and administrator:

• The arts reach students not normally reached, in ways and methods not normally used. (This leads to better student attendance and lower dropout rates.)

• It changes the learning environment to one of discovery. (This often re-ignites the love of learning in students tired of just being fed facts.)

• Students connect with each other better. (This often results in fewer fights, greater understanding of diversity, and greater peer support.)

• The arts provide challenges for students of all levels. (Each student can find his/her own level from basic to gifted.)

• Students learn to become sustained, self-directed learners. (The student does not just become an outlet for stored facts from direct instruction, but seeks to extend instruction to higher levels of proficiency.)

• The study of the fine arts positively impacts the learning of students of lower socioeconomic status as much or more than those of a higher socioeconomic status.

• Cosmos Ennu Kwaw - UN Educationist

For centuries, humans have understood the impact that the music, dance and other fine arts can have on the body, mind and soul. Now that we have the technology to track bodily responses like heart rate, brain activity, and breath rate we have proof of that impact. Music and art can reduce stress in so many ways. Of special interest to many people is the impact that the arts have on reducing stress. 

How Does Music ,Dance and Fine Arts Reduce Stress? 

Countless studies have shown that participating in music , dance and fine arts can manage stress and promote wellness. It also gives a way for people to express their feelings in a safe way especially when they can’t find the words to communicate it. 

Becoming completely engaged with your music, dance or fine arts making can also lower stress levels similar to the way meditation improves focus. Additionally, listening to slow quiet music can relax the mind and body by slowing the pulse and decreasing the levels of cortisol, the body’s main stress hormones.

HOW MUSIC, DANCE AND OTHER FINE ARTS GIVE PEACE TO STRESSED MIND AND PROVIDES CONSTRUCTIVE RELAXATION

• Priti Kaushik - UN Educationist

It helps a lot. My son last year, was in class10. The ill fated 28th July, I had almost lost him to depression. He never showed any symptoms. But internally I believe he was broken. 

We are very kind parents who are ready to share with n listen to him. But he never liked our friendly attitude and wanted us to be reserved like other parents. 

However, he landed up in the hospital on 28th July with severe epilepsy attack. He had no pre history though. After 3 days he came to consciousness and when he was back he devoted himself to Music n football completely.  

He is absolutely fine now. Coping up well n finding solace n peace in music and games. That is the power of music n sports in healing.

Music, Art or Dance, or be it any such soft skill, it has been noticed that these things do what meditation does to a child. Nowadays it is very difficult to explain to children to meditate, but if they pickup any such soft skill they automatically not only meditate but also connect with themselves. They get time to introspect themselves and once they are able to do so they become sympathetic towards themselves and start having empathy towards others. All the emotions, which otherwise were dead while playing games on computers with going on killing anybody who comes in the way, thinking that he will use his lifeline or will come back to life, somewhere has a negative impact on the child's thinking process where the child seems to become destructive and emotionless(PERSONAL OPINION). But speaking about music etc., it brings out whatever is lying dormant. It brings out all his emotions and then the child learns to love the world, to see the other world. There was an era where we had all rap music and if you see today how the music has changed. Listen to Ritwiz or Jubin Nautiyal or Anup Jain, people have started loving these music obviously for some reason. Hence all the soft skill arts like music, dance or any other art form helps a child to develop holistically and to connect with himself, with the world, with the nature and live in harmony with all.

HOW MUSIC, DANCE AND OTHER FINE ARTS GIVE PEACE TO STRESSED MIND AND PROVIDES CONSTRUCTIVE RELAXATION

• Ruchi Jain - UN Educationist

I would like to share my experience with you all. In 2020 during the pandemic I had attended a webinar on the topic ' Mental health and human phycology- during Covid19 spread '. At the conclusion we all participants were asked to paint or sketch,  or any other form of art that we would like to spend our time doing. First of all, to my amazement I spent 5-6 hours sketching.  (During that time we all were incurring the covid outbreak) Those hours had helped me with preventing my over thinking and stress due to the ongoing problem,   but also healed  my soul too.

A government sponsored Raga Research Center, Claims that intense research proves that Raga Shankarabharanam aids to cure mental illness: Ananda Bhairavi has a positive effect on hypertension, Bilahari reduces stomach problems, and Bhairavi reduces back pain.

HOW MUSIC, DANCE AND OTHER FINE ARTS GIVE PEACE TO STRESSED MIND AND PROVIDES CONSTRUCTIVE RELAXATION

• Dr. Balasubramanian - UN Educationist

Drawing and paintings are like an another langauge, with one picture speaks 100 words and expressions too, where some time words fails, where drama helps,  expression speaks than words do. 

Each tools have pros and cons, no need to Compare. Students mainly from 9-10-11- 12 or after too very stesses and sure arts, drawing music, playing drums, veena..... All induce mind calm and relax the body and mind. 

So we have to give a room, space for them to exercise, and not making them  as marks production unit . 

Many school dropouts too shine wel later. 

Schools is a platform to to built a charactor, discipline, friendship, behaviour,langauge communication extra then score or not score in the exams.

HOW MUSIC, DANCE AND OTHER FINE ARTS GIVE PEACE TO STRESSED MIND AND PROVIDES CONSTRUCTIVE RELAXATION"

• Namagiri - UN Educationist

I will share my experience. Once all the students who got very low Mark's in 11th std were put in one class for 12th as Intensive care class. In that class I had all problamatic students. One student who used to torture all the teachers. I was handling chemistry for that class.One day I took case history of all the students. I found that student who commented and gave problem to the teachers is very good in playing drums. I just appreciated that boy and I told him that you are going to play drums in the school Assembly when our class get the chance. He hesitated first and then told yes. He played the drums very nicely. I appreciated him in front of all the students and slowly he changed to maintain his publicity and  stopped commenting in all the classes and started focussing in his studies. Seeing this boy other students slowly changed their attitude.Now he is a famous Advocate.

HOW MUSIC, DANCE AND OTHER FINE ARTS GIVE PEACE TO STRESSED MIND AND PROVIDES CONSTRUCTIVE RELAXATION

• Rajesh T - UN Educationist

Right from our ancient times, it can be observed that even the rulers of big empires indulged in acts of watching dancers exhibit their dancing skill and musicians exhibit their musical talents. These were the time for relaxing as far as these rulers were concerned. So it is a clear indicator that dance/music were used by the rulers to relieve themselves of their stress and relax. 

Now coming to present times, we can very well realize how some soothing music, elegant dance forms or works of fine arts have a mesmerizing effect on our brain causing our brain to relax. When we are indulged in watching such performances we generally go to a state of mind wherein our problems/stress etc. are forgotten atleast temporarily. That is the effect of dance/music/fine arts on our brain.

So it is a fact that dance, music, fine arts etc can really assist a person to be relieved of stress and act as a calming agent of a troubled mind. So we can use any of these to help overcome stress.

Infact the body produces feel good hormones like serotonin or other calming down hormones such as dopamine, endorphin etc. when we are enjoying music/dance etc. This is the biological impact of these art forms.

Teacher motivation

Teacher motivation

Purely motivational.....

Extrinsic and Intrinsic Teacher and student motivation in Government state board schools in India.

J O B....Joy Of Being.

Being a Job holder is a blessing. Above which the best of you are blessed with Govt Jobs. People say, Govt work is God's work.

Generally, People prefer to work in Govt institutions, but don't prefer for studies.

People prefer to travel in private sojourners, but never in Govt transports.

People prefer to study in Govt professional institutions for higher studies, but prefer not for school studies.

People prefer to open an account in Govt banks, but prefer to deposit funds in private banks.

People prefer to refer Govt laws and orders, but prefer to follow their own laws.

People prefer private hospitals for treatment, but not Govt hospitals.

What we pay for quality products in private, much better than this a Govt can give you with less price.....still we don't prefer.

Well I wonder! A private limited can offer their services in a better way, then why not Govt.

150 Cr peoples, 150 Cr working brains,  300 Cr working hands in one nation. But are we behind its growth and development?

Please think over it!!!!

Providing a quality education for all lies at the heart of the NEP Agenda. 

Achieving this goal will require ‘well-qualified, trained, adequately remunerated, and above all motivated teachers’ 

Mere qualification may not serve the purpose.. Experience may serve a little. And Motivation may serve its full purpose. 

Our quest is that who and how can a teacher be motivated. A teacher knows well how to teach and how to motivate/prepare someone to learn. But a motivated teacher know apart from how to teach to how to learn and make them to learn. Please do remember: Which is important? Learning or Teaching. Both are processes. Learning takes first.

However, global trends indicate that teacher motivation has been falling in recent years, leading to teacher shortages. 

With motivation playing an important role in teacher performance, reversing this trend is critical to maintaining quality teaching and thus positively impacting student learning outcomes.

We know it...Both high-and low-income countries around the world face issues in both attracting and retaining quality teachers, due largely to poor motivation and incentive structures.

Data show that teacher salaries have fallen compared to other occupations with similar educational requirements, leading the profession to suffer a drop in prestige.

In many low-income countries, teachers are facing rising pupil/teacher ratios (PTRs) and deteriorating working conditions due to increased student enrolment rates 

Additional factors contributing to lowered teacher motivation include lack of support from leadership, poor accountability, inadequate living conditions, or violence in schools.

Such issues may lead to increased teacher absenteeism and attrition, meaning students receive fewer hours of instruction.

With teacher motivation driven by a combination of intrinsic and extrinsic factors, finding the proper incentives to influence them is complex and multifaceted.

While many systems have experimented with motivating teachers through bonus pay for meeting specific targets, results have been mixed for such direct extrinsic motivation.

Instead, research shows that allowing teachers more agency to work towards different promotion opportunities can offer a strong incentive to remain in the profession.

Measures that improve teachers’ professionalism, such as collaboration and continuous professional development, have also been shown to improve motivation.

School leaders can play a vital role in inspiring teachers, by offering support, consistent standards, and effective evaluation and accountability structures. Such support from school leaders can further improve professionalism and reduce rates of teacher absenteeism.

¶ In short by points:

1. Financial shortage or resources demotivate teachers:

In countries where salaries place teachers at or below the poverty line, or where a teacher’s salary is well below that of professions requiring similar levels of qualifications, research shows that few other policy options can improve motivation among teachers without low pay being addressed first.

2. Inadequate teaching-learning environment:

Poor working conditions also affect teacher motivation. Limited education budgets may also lead to insufficient resources for school infrastructure or teaching materials. 

3. Weak teacher management:

School leaders often do not have suitable training or background experience to provide teachers with proper support or oversight. This can lead to teachers losing trust in their leadership and the established system, lowering expectations and motivation.

4. Career flexibility

Career structures offering more options and choice can improve teacher motivation, but such structures are complicated to implement and typically lead to upheaval in established systems.

5. Gender:

While women make up the majority of the global teaching force, they are underrepresented at the primary school level, as well as in school assistant leadership and management positions because of gender. 

This lack of opportunity for career progression can have demotivating effects on women teachers seeking professional growth and advancement.

6. Collobration:

Teacher networks have been found to increase the amount of time teachers spend in the classroom, leading to gains in actual teaching time.

Collaboration can lead directly to senior teachers providing important professional development for their junior colleagues.

Professional development should include relevant topics that teachers can use, otherwise it could have a demotivating effect by seeming to teachers to be a waste of time and resources.

7. Include teacher's inputs in decision making:

To better encourage teachers to feel they have a stake in the education system, they should be involved in decision-making processes whenever possible. 

Seeking teacher input at both the school and system level can lead to higher feelings of agency and improve overall motivation.

8. Societal and cultural perceptions:

In many parts of our country, teaching is considered a profession of last resort and does not enjoy the same esteem as other occupations requiring similar levels of education. 

This makes recruiting and retaining quality candidates especially difficult. Young teachers often leave the profession after only a few years to seek opportunities in other fields offering higher pay or more prestige.

Improving incentives to attract and retain teachers that are better qualified can shift these views, but changing perceptions can take a long time and requires ongoing effort.

9. Accountabilty and feedback:

School heads cannot expect to have motivated and high-performing teachers without setting out proper guidance and expectations. 

Written standards with indicators of success to strive towards can provide teachers with direction and motivation.

¶ Conclusion:

Above all give due respect and response and defined responsibilities to teachers to refrain our society from all sorts of Pollution.

Teacher Motivation

• NAMAGIRI

I think most of them in this group might have studied in Government schools.The seeds sown by the Govt school teachers, We are today standing with pride. Studying amidst mixed group of students in the Govt school made us to learn the values, love our friends, respect elders. During Paper Valuation, We have a chance to meet the present Government school teachers. They are meticulously planning taking into mind of all kind of students and training them with excellence. When I went for Invigilation to Perambur Govt HSS, I saw one wing named after the Alumnus student IAS officer. But everywhere those teachers who work sincerely are producing the result.

Nowadays In private schools,More administration work is given to the teachers to maintain the record. Same information is asked throughout the year.After every test,we have to fill the form. Private school teachers are doing lot of work apart from Academics. Now after Corona, Many teachers have resigned the job and the vacancies are not filled. As we have checking committee for Engineering colleges,We have to do for schools also. To improve the Quality of the school, We could have a common checking committee of Senior teachers to check all the schools infra structure, Teachers Qualification, Whether they are paid properly,and all the requirements of the students. Teachers should concentrate only on teaching. But here the same teacher is doing lot of work .

Govt school teachers are given duties during the voting period and they are also going often to conduct TNPSC exams, SSC exams etc...But I observed that Govt school teachers have less stress than Private school teachers. Private school teachers have to take coaching from the beginning of the year till they are pushed to the exam hall Where Govt school teachers dont do this. Teachers after going for Public Invigilation in Private schools, they are forced to come to their schools even at 3.30pm to coach their students. Teachers are also tuned to that.

There are teachers who do wonderful work to lift the flag of their school.But those teachers who really work well sometimes are not recognized by the authorities. I have a lot of Alumni students not just because of just teaching chemistry but teaching subject plus values. So many students I have earned as Gods gift which is precious than School gift. At one point If we dont have proper leader to analyze and find out who is sincerely working or not, these teachers will not be known.And now a days there is lot of competition that even between teachers one is not able to accept others goodness. And teachers when they finish their 10 years,15 years, 20, 25 and 30 years, Authorities should appreciate them and honour them for their service.

Teacher Motivation

• Dr. Balasubramainan

My self, Mostly worked in Private schools sector in India and Gulf countries. 

Most of the teachera would be scremming without knowing their do's and don'ts, What to do, What not to do. 

And school day today activites. 

Whom to contact for the applying leave, Who will attend emergency situations in class room activities.

Are they trained how to prepare the acadamic progress report card. 

If any long absentees what to do, how to react so on..... Can prepare like a manuel. 

Instead of sending teachers straight to the classroom, better they can be given a interneship or just observing some class room activities as a sample.

Most of the teachers are very good in teaching or teaching lessons , and many challanges are from admin areas and parents. 

So better, very minimum sections wise or sector wise ( like class 1-2-3-4+5 one group, 6-7-8 one group, classes 9-10 one group so on. 

So teachers can also feel better, get  support and some students use to be a probalamatic in certain periods or with certain teachers, teachers won't get a chance to do brainstorming, how other teachers are managing, and never senior teachers make a fun of freshers, humiliation so on and should work like a team. 

Most of the non maths teachers might have a difficulty in doing average, class average, students attendance average, monthly average so on, and surely need a guidance of attendance, and attendence register management training. 

Either private or governement, teachers should plan for short annual tour, get together....to have a good bond and to retain friendship and teacher as well.

If they are collecting provident fund, or any insurances , please make sure they are following proper governement rules . 

Nowadays many are working with multi task, so better arrange yoga or meditation or some games for teachers too for relaxation. 

If any mistakes or wrong or errors from teachers, principals or chairman, kindly please treat like teachers and not like a prisoners or humiliate them mainly not in front of students or with co-staffs. 

Many students have more rights than the teachers, these are all comments, my experience of private school, and I don't have  experience in governement schools.  Please  comment and correct me.

Teacher Motivation

For this to happen, a teacher need to be intrinsically motivated & should feel passionate about her/his profession so that external factors have no effect on her/ his mental make up whatsoever it may be.

இது நடக்க, ஒரு ஆசிரியர் உள்ளார்ந்த உந்துதலுடன் இருக்க வேண்டும் மற்றும் அவள்/அவரது தொழில் மீது ஆர்வமாக இருக்க வேண்டும், இதனால் வெளிப்புற காரணிகள் அவள்/அவரது மன அமைப்பில் எந்த விளைவையும் ஏற்படுத்தாது.

ಇದು ಸಂಭವಿಸಲು, ಒಬ್ಬ ಶಿಕ್ಷಕ ಆಂತರಿಕವಾಗಿ ಪ್ರೇರೇಪಿಸಲ್ಪಡಬೇಕು ಮತ್ತು ಅವಳ/ಅವನ ವೃತ್ತಿಯ ಬಗ್ಗೆ ಭಾವೋದ್ರೇಕವನ್ನು ಹೊಂದಿರಬೇಕು ಆದ್ದರಿಂದ ಬಾಹ್ಯ ಅಂಶಗಳು ಅವಳ/ಅವನ ಮಾನಸಿಕ ರಚನೆಯ ಮೇಲೆ ಯಾವುದೇ ಪರಿಣಾಮ ಬೀರುವುದಿಲ್ಲ.

தமிழில் ।।

Teacher Motivation

• Ms. Sangeetha Thyagarajan

It should be noted, whether govt.  or pvt. School, that there is a disconnect between students and Teacher's teaching.

It is highly evident that the LECTURE METHOD is insufficient and not meeting standards today.

Yet, most schools still follow it due to lack of funds or lack of innovative ideas of teaching.

So, I sincerely believe:

* Training teachers on the  innovative and modern ways of teaching and testing is essential

* Using age old methods that don't work and then blaming students for showing lack of interest is idiocracy of teachers. 

* Updating textbooks once every 5 years should be done by Govt./CBSE

So, making videos of modern teaching methods with available resources is something compulsory for govt. Schools.

These teachers must keep themselves updated and must be held accountable for the admissions,  teaching & learning  and results of their school.

ஆசிரியர் உந்துதல்

 • திருமதி சங்கீதா தியாகராஜன்

அரசாங்க பள்ளியா  அல்லது பிரைவேட் பள்ளியா? என்பதை கவனத்தில் கொள்ள வேண்டும்.மாணவர்களுக்கும் ஆசிரியரின் கற்பித்தலுக்கும் இடையே துண்டிப்பு உள்ளது.

விரிவுரை முறை போதுமானதாக இல்லை மற்றும் இன்று தரநிலைகளை பூர்த்தி செய்யவில்லை என்பது மிகவும் தெளிவாக உள்ளது.

ஆயினும்கூட, பெரும்பாலான பள்ளிகள் நிதிப் பற்றாக்குறை அல்லது கற்பித்தல் பற்றிய புதுமையான யோசனைகள் இல்லாததால் இதைப் பின்பற்றுகின்றன.

எனவே, நான் உண்மையாக நம்புகிறேன்:

 * கற்பித்தல் மற்றும் சோதனையின் புதுமையான மற்றும் நவீன வழிகளில் ஆசிரியர்களுக்கு பயிற்சி அளிப்பது அவசியம்

 * பழங்காலப் பழமையான முறைகளைப் பயன்படுத்தி, பயனில்லை என்று மாணவர்களைக் குறை கூறுவது ஆசிரியர்களின் முட்டாள்தனம்.

 * பாடப்புத்தகங்களை 5 ஆண்டுகளுக்கு ஒருமுறை புதுப்பித்தல் அரசு/சிபிஎஸ்இ மூலம் செய்யப்பட வேண்டும்

எனவே, கிடைக்கக்கூடிய ஆதாரங்களைக் கொண்டு நவீன கற்பித்தல் முறைகளின் வீடியோக்களை உருவாக்குவது அரசாங்கத்தின் கட்டாயமான கடமைகளுள் ஒன்று.  

இந்த ஆசிரியர்கள் தங்களைத் தாங்களே புதுப்பித்துக் கொள்ள வேண்டும் மற்றும் அவர்களது பள்ளியின் சேர்க்கை, கற்பித்தல் மற்றும் கற்றல் மற்றும் முடிவுகளுக்குப் பொறுப்பேற்க வேண்டும்.

தமிழில் ।। Hindi

Teacher Motivation

• Ms. Sonal Kathuria

Financial motivation is definitely needed but it is the final output of what you ultimately do to achieve it. However I feel regular acknowledgment works definitely well to motivate teachers to help them do better. 

As a leader I think I will walk hand in hand with my team respecting their efforts and sharing regular feedback and suggestions continue making things better, increasing the work efficiency too.

Teacher motivation has been failing maybe because these days teachers are not passionate about the profession they are in. I'm sorry I might be wrong but we need to awake the inner instinct in teachers of being the "Guru" In actual terms rather than just being a teacher working from 8:30- 2:30. We need to nurture our teachers as well.

ஆசிரியர் உந்துதல்

 • செல்வி. சோனல் கதுரியா

 நிதி உந்துதல் கண்டிப்பாகத் தேவை ஆனால் அதை அடைய நீங்கள் இறுதியில் என்ன செய்கிறீர்களோ அதுவே இறுதி முடிவு.  இருப்பினும், ஆசிரியர்களை சிறப்பாகச் செய்ய அவர்களை ஊக்குவிக்க, வழக்கமான அங்கீகாரம் நிச்சயமாக நன்றாக வேலை செய்வதாக நான் உணர்கிறேன்.

 ஒரு தலைவராக நான் எனது குழுவினருடன் கைகோர்த்து அவர்களின் முயற்சிகளுக்கு மதிப்பளித்து, வழக்கமான கருத்துகள் மற்றும் பரிந்துரைகளைப் பகிர்ந்துகொள்வதன் மூலம் விஷயங்களைச் சிறப்பாகச் செய்து, வேலைத் திறனையும் அதிகரிப்பேன்.

 இந்த நாட்களில் ஆசிரியர்கள் தாங்கள் செய்யும் தொழிலில் ஆர்வம் காட்டாததால், ஆசிரியர்களின் ஊக்கம் தோல்வியடைந்து வருகிறது. மன்னிக்கவும், நான் தவறாக இருக்கலாம், ஆனால் ஆசிரியர்களின் உள்ளுணர்வை நாம் எழுப்ப வேண்டும், ஆனால் உண்மையான அடிப்படையில் "குரு" ஆக இருக்க வேண்டும்.  8:30- 2:30 வரை பணிபுரியும் ஆசிரியர்.  நம் ஆசிரியர்களையும் வளர்க்க வேண்டும்.

शिक्षक प्रेरणा

 • सुश्री सोनल कथूरिया

 वित्तीय प्रेरणा की निश्चित रूप से आवश्यकता होती है लेकिन इसे प्राप्त करने के लिए आप अंततः जो करते हैं उसका अंतिम परिणाम होता है।  हालांकि मुझे लगता है कि नियमित स्वीकृति निश्चित रूप से शिक्षकों को बेहतर करने में मदद करने के लिए प्रेरित करने के लिए अच्छी तरह से काम करती है।

 एक नेता के रूप में मुझे लगता है कि मैं अपनी टीम के साथ उनके प्रयासों का सम्मान करते हुए साथ-साथ चलूंगा और नियमित प्रतिक्रिया और सुझावों को साझा करना चीजों को बेहतर बनाना जारी रखूंगा, कार्य कुशलता में भी वृद्धि करूंगा।

 शिक्षक प्रेरणा शायद विफल हो रही है क्योंकि इन दिनों शिक्षक अपने पेशे के बारे में भावुक नहीं हैं। मुझे खेद है कि मैं गलत हो सकता हूं लेकिन हमें शिक्षकों में "गुरु" होने की आंतरिक प्रवृत्ति को जागृत करने की आवश्यकता है।  8:30 से 2:30 बजे तक कार्यरत शिक्षक होने के नाते।  हमें अपने शिक्षकों को भी पोषित करने की आवश्यकता है।

தமிழில் // MALAYALAM

Teacher motivation

• Mr. T. Rajesh

Teacher's motivation is an important aspect for our education system to become professional and result oriented. There are several factors which influence a teacher to be motivated. Given below are few of the factors which in my view influence a teacher to be motivated.

1. Love/Passion for teaching

If a teacher works only for the monetary gain, then in all probability that teacher will lose motivation after few years. But those teachers who have a genuine love/passion to mound their students will remain motivated throughout their career.

2. Good/Decent remuneration 

A teacher should receive a decent remuneration with which the family can be maintained in a reasonable manner. Unless this happens  the teacher might lose motivation because the financial constraints of the family will surely lead to mental stress which ultimately will deprive the teacher of motivation.

3. Support/Appreciation from management & colleagues.

This again is imporrant because as a human being we all are somehow influenced by appreciation and recognitions.The appreciation and recognitions from fellow colleagues and management will invariably act as the apt tool to motivate a teacher to perform better than before.

4. Support from parents.

A teacher will lose motivation if the parents show no support or criticize/blame the teacher for introducing innovative methods of teaching. Hence the support of parents too is essential to remain motivated

5. Support/Respect from present & past students. This again is an element which will motivate a teacher.

ஆசிரியர் உந்துதல்

 நமது கல்வி முறை தொழில்முறை மற்றும் முடிவு சார்ந்ததாக மாறுவதற்கு ஆசிரியரின் ஊக்கம் ஒரு முக்கிய அம்சமாகும்.  ஒரு ஆசிரியர் உந்துதல் பெறுவதற்குப் பல காரணிகள் உள்ளன.  எனது பார்வையில் ஒரு ஆசிரியரை உந்துதலாக பாதிக்கும் சில காரணிகள் கீழே கொடுக்கப்பட்டுள்ளன.

 1. கற்பிப்பதில் அன்பு/ஆர்வம்

 ஒரு ஆசிரியர் பண ஆதாயத்திற்காக மட்டுமே வேலை செய்தால், சில ஆண்டுகளுக்குப் பிறகு அந்த ஆசிரியர் ஊக்கத்தை இழக்க நேரிடும்.  ஆனால், தங்கள் மாணவர்களை மேலோங்கச் செய்வதில் உண்மையான அன்பு/ஆர்வம் உள்ள ஆசிரியர்கள், அவர்களின் வாழ்க்கை முழுவதும் உந்துதலாக இருப்பார்கள்.

 2. நல்ல/கண்ணியமான ஊதியம்

 ஒரு ஆசிரியர் ஒழுக்கமான ஊதியத்தைப் பெற வேண்டும், அதன் மூலம் குடும்பத்தை நியாயமான முறையில் பராமரிக்க முடியும்.  இது நிகழாவிட்டால், ஆசிரியர் ஊக்கத்தை இழக்க நேரிடும், ஏனெனில் குடும்பத்தின் நிதிக் கட்டுப்பாடுகள் நிச்சயமாக மன அழுத்தத்திற்கு வழிவகுக்கும், இது இறுதியில் ஆசிரியரின் ஊக்கத்தை இழக்கச் செய்யும்.

 3. நிர்வாகம் மற்றும் சக ஊழியர்களிடமிருந்து ஆதரவு/பாராட்டுதல்.

 இது மீண்டும் முக்கியமானது, ஏனென்றால் ஒரு மனிதனாக நாம் அனைவரும் எப்படியாவது பாராட்டு மற்றும் அங்கீகாரங்களால் பாதிக்கப்படுகிறோம். சக ஊழியர்கள் மற்றும் நிர்வாகத்தின் பாராட்டு மற்றும் அங்கீகாரம் ஒரு ஆசிரியரை முன்பை விட சிறப்பாக செயல்பட தூண்டுவதற்கான பொருத்தமான கருவியாக எப்போதும் செயல்படும்.

 4. பெற்றோரின் ஆதரவு.

 புதுமையான கற்பித்தல் முறைகளை அறிமுகப்படுத்தியதற்காக பெற்றோர்கள் எந்த ஆதரவையும் காட்டாவிட்டால் அல்லது ஆசிரியரை விமர்சித்தால்/குற்றம் சாட்டினால் ஒரு ஆசிரியர் ஊக்கத்தை இழப்பார்.  எனவே உந்துதலாக இருக்க பெற்றோரின் ஆதரவும் அவசியம்

 5. தற்போதைய மற்றும் கடந்த கால மாணவர்களிடமிருந்து ஆதரவு/மரியாதை.  இது மீண்டும் ஒரு ஆசிரியரை ஊக்குவிக்கும் ஒரு உறுப்பு.

അധ്യാപകന്റെ പ്രചോദനം

 നമ്മുടെ വിദ്യാഭ്യാസ സമ്പ്രദായം പ്രൊഫഷണലും ഫലാധിഷ്ഠിതവുമാക്കുന്നതിന് അധ്യാപകരുടെ പ്രചോദനം ഒരു പ്രധാന വശമാണ്.  ഒരു അധ്യാപകനെ പ്രചോദിപ്പിക്കുന്നതിന് സ്വാധീനിക്കുന്ന നിരവധി ഘടകങ്ങളുണ്ട്.  എന്റെ കാഴ്ചപ്പാടിൽ ഒരു അധ്യാപകനെ പ്രചോദിപ്പിക്കാൻ സ്വാധീനിക്കുന്ന ചില ഘടകങ്ങൾ ചുവടെ നൽകിയിരിക്കുന്നു.

 1. അധ്യാപനത്തോടുള്ള സ്നേഹം/അഭിനിവേശം

 ഒരു അദ്ധ്യാപകൻ പണ ലാഭത്തിനായി മാത്രം പ്രവർത്തിക്കുന്നുവെങ്കിൽ, എല്ലാ സാധ്യതകളിലും ആ അധ്യാപകന് കുറച്ച് വർഷങ്ങൾക്ക് ശേഷം പ്രചോദനം നഷ്ടപ്പെടും.  എന്നാൽ തങ്ങളുടെ വിദ്യാർത്ഥികളെ കുന്നുകൂടാൻ ആത്മാർത്ഥമായ സ്നേഹം / അഭിനിവേശം ഉള്ള അധ്യാപകർ അവരുടെ കരിയറിൽ ഉടനീളം പ്രചോദിതരായി തുടരും.

 2. നല്ല/മാന്യമായ പ്രതിഫലം

 ഒരു അധ്യാപകന് മാന്യമായ പ്രതിഫലം ലഭിക്കണം, അതിലൂടെ ന്യായമായ രീതിയിൽ കുടുംബം പോറ്റാൻ കഴിയും.  ഇത് സംഭവിച്ചില്ലെങ്കിൽ അധ്യാപകന് പ്രചോദനം നഷ്ടപ്പെടാം, കാരണം കുടുംബത്തിന്റെ സാമ്പത്തിക പരിമിതികൾ തീർച്ചയായും മാനസിക പിരിമുറുക്കത്തിലേക്ക് നയിക്കും, ഇത് ആത്യന്തികമായി അധ്യാപകന്റെ പ്രചോദനം നഷ്ടപ്പെടുത്തും.

 3. മാനേജ്‌മെന്റിൽ നിന്നും സഹപ്രവർത്തകരിൽ നിന്നും പിന്തുണ/അഭിനന്ദനം.

 ഇത് വീണ്ടും പ്രധാനമാണ്, കാരണം ഒരു മനുഷ്യനെന്ന നിലയിൽ നാമെല്ലാവരും എങ്ങനെയെങ്കിലും അഭിനന്ദനങ്ങളും അംഗീകാരങ്ങളും സ്വാധീനിക്കപ്പെടുന്നു. സഹപ്രവർത്തകരിൽ നിന്നും മാനേജ്‌മെന്റിൽ നിന്നുമുള്ള അഭിനന്ദനങ്ങളും അംഗീകാരങ്ങളും ഒരു അധ്യാപകനെ മുമ്പത്തേക്കാൾ മികച്ച പ്രകടനം നടത്താൻ പ്രേരിപ്പിക്കുന്നതിനുള്ള ഉചിതമായ ഉപകരണമായി മാറാതെ പ്രവർത്തിക്കും.

 4. മാതാപിതാക്കളിൽ നിന്നുള്ള പിന്തുണ.

 നൂതന അധ്യാപന രീതികൾ അവതരിപ്പിച്ചതിന് രക്ഷിതാക്കൾ യാതൊരു പിന്തുണയും കാണിക്കുകയോ അധ്യാപകനെ വിമർശിക്കുകയോ കുറ്റപ്പെടുത്തുകയോ ചെയ്താൽ ഒരു അധ്യാപകന് പ്രചോദനം നഷ്ടപ്പെടും.  അതിനാൽ പ്രചോദിതരായിരിക്കാൻ മാതാപിതാക്കളുടെ പിന്തുണയും അത്യന്താപേക്ഷിതമാണ്

 5. നിലവിലുള്ളതും പഴയതുമായ വിദ്യാർത്ഥികളിൽ നിന്നുള്ള പിന്തുണ/ബഹുമാനം.  ഇത് വീണ്ടും ഒരു അധ്യാപകനെ പ്രചോദിപ്പിക്കുന്ന ഒരു ഘടകമാണ്.

Students Can Ask Themselves These Questions Before, During, And After Teaching

Topic for discussion...

Students Can Ask Themselves These Questions Before, During, And After Teaching

Questions:

• Before teaching

• During teaching

• After teaching

[22/10, 7:11 pm] AZEEZ: Are there questions students can ask themselves while you’re teaching? 

Questions that can guide and support their own thinking and awareness before, during, and after your teaching?

Yes. If you know those questions that would prick in students brain, then you will be able to: 

1. Reward students you teach. 

2. Consider scaffolding or front-loading them early in the year for the pay-off later in the year

3. Consider differentiating them–assigning specific questions to specific students at specific times based on what you think might help

4. Do model answers or do think-alouds so students understand how and why to use them

5. Make the questions work for your students rather than the other way around

6. Have students that ‘get it’ more quickly than others share some of their responses so students can benefit from hearing thinking in ‘student-friendly’ language

• Before Teaching & Learning

1. What’s being learned?

What’s the topic? Now, what exactly is being learned within that topic? 

What does it seem like the teacher wants us to focus on? What are they emphasizing?

Is this is a concept, competency, or skill? Something else? Is it specific, like a skill, or vague like a concept or idea?

Is this review of something we’ve already learned, extending previous learning, or new learning?

2. What seems most important about what’s being learned?

At first glance, what’s the ‘big idea’ of what’s being learned?

What is the teacher explicitly stating is important? What are they implying is important?

What about this can help me grow as a person?

If I only learn one thing from this lesson, what should it be?

3. What do I already know and not know about this?

How does what’s being learned fit into what I already know?

What other ‘things’ (content areas, real-world thinking and jobs, etc.) is this connected to?

Where have I seen this or something like it before (inside and/or outside of the classroom)?

What do others seem to know about this or ‘things’ like it?

4. Why is this important?

Why is learning this important?

What is the value of this to me as a person?

How do others use this ‘in the real world’ and how might that change how I approach the lesson or activity?

How do I think I might use this is in my daily life?

5. What is my role in learning this?

What do I need to be prepared (knowledge, vocab, materials, schedule, etc.)? What resources will be available to me?

What mindset will benefit me the most?

How can I use my strengths to learn this?

What do I need to do in order to learn this? What happens if I don’t?

• During Teaching & Learning?

1. What’s going on?

What’s going well?

What makes sense?

What’s interesting?

What’s surprising?

2. What seems most important?

What’s being emphasized?

What’s simple? What’s new? What’s confusing? What’s complex?

How can I separate what’s ‘new,’ what’s ‘confusing,’ and what’s actually ‘complex’ and not confuse the three?

How could I concept what’s being learned to indicate a hierarchy or priority?

3. What am I doing to help me learn?

What specific questions do I have?

How can I document questions and/or the most important ideas for future reference? Visual notes? Combination notes? Do I know how to take Cornell Notes? Record the audio? Simply ‘pay attention’ and ‘do the work’?

When learning this, what are others doing (or what have others done in the past)?

What observable ‘things’ should I be ‘doing’ or not doing to help me learn?

4. What is my mind doing?

How is it helping me or could it be better help me? Where is my attention as I learn?

Where do I need curiosity? Self-discipline? Enthusiasm? Patience? An open mind?

What’s my mindset–has it changed since the beginning of the lesson?

What am I thinking or feeling and how it is affecting my learning?

5.  What is this connected to?

What does this remind me of? Where do others use this in the real world?

What patterns am I seeing?

What have I learned previously that can help me learn this and what do I think can or should be ‘taught’ next?

What do others seem to be learning?

• After Teaching & Learning

1. How did that go?

What was most interesting?

What did I learn? Did I seem to learn what lesson was designed for me to learn? If not, what did I learn?

How might what I ‘missed’ affect me (in the classroom and in life)?

What do I still ‘need help’ with? Who can I talk to about the lesson to review key ideas or clarify misunderstandings?

2. What seems most important about what was learned?

What seems less important and what seems more important about what was learned? Or is this something where what was learned doesn’t have a clear hierarchy?

After the lesson, is what seems most important any different than how things seemed before and during the lesson? How and why?

What’s ‘less important’ about what was learned and how does it relate to what’s ‘most important’?

How does my life personally change the value of what was learned (and any hierarchy therein)?

3. What should I do with what I’ve learned and how should I respond to what I didn’t learn?

What should I do with what I learned and know?

Who should I ‘tell’ or share this with?

Who would care and/or benefit the most?

What will I be able to do with this?

4. Based on what we learned today, what might we learn tomorrow?

Where does what we’re learning seem to be ‘heading’?

When we’ve learned things like this in the past, what happens next?

What could I learn about this tomorrow with help? By myself?

What might someone who knows this better than I do ‘learn next’?

5. How have I been changed by what I’ve learned?

How do I feel about this content? Interested? Enthusiastic? Curious? Bored? Indifferent?

What’s different about me? Something new that I know? Something new that I can do? Is this a small change or a new way of seeing things? If the change seems useful to me or like ‘a good thing,’ what can I do to further, extend, or deepen that change?

How else could I learn this–maybe better?

The flip side of CCE pattern

|| Dr Sekar Seenivasan: Sir, why continuous and comprehensive assessments are better  than annual/board examinations atleast upto secondary level. Shall we discuss this topic?

|| S. C. Vohra: In my opinion CCE was the best system ever introduced in our country. Unparalleled. Please also discuss why it died untimely death. Where we went wrong in properly implementing such a wonderful system ?Was it a systemic failure? I’m really keen to know the views of learned members.

|| Sangeetha Thyagarajan: That's true sir.

In my humble opinion CCE died because 

- the mindset of parents remained with troubling students to work hard only once a year during finals to be promoted to a higher class.

- parents and students found it stressful to be active participants in all academic activities throughout the year.

- many teachers found the periods between assessments too short to complete portions and conduct revisions.

- academic staff spent too much time doing evaluations rather than active teaching.

- workload was more for all stakeholders.

- training for CCE was inadequate or lacking in most schools.

Thus, though it would've been a more holistic and cognitive educational system it died due to lack of preparation.

|| Dr Sekar Seenivasan: Lack of teachers ability to do cumbersome documentation. 

Now with modern technology it could have been simplified.

|| Dr. BALA SUBRAMANIAN: Is knowledge or quality of a student is given by number or by ranks, Is in a real life is ranks and score which is expected is in expected level.

Is expected is expecting and when can numbers realy reflects rhe expected.

In India, systamatic is a very difficult or challanging part. 

Need a lot of time to change from the conventional employees. 

Many don't want to move a Centimetre from their given task. Dedication is the word one can see only in the dictionary.

Only 20% worry/serious for the remaining 80%, and it has revise the ratio

|| Dr Sekar Seenivasan: One of the best rubrics in CCE is maintaining Anecdotal records for all students.  Speciality in this being records made from all stakeholders like students other teachers parents society and all.

I wish to share one interesting episode. 

During CCE awareness meeting for students and parents i elaborated this point once and asked them to report the class teachers the best quality observed on any students and that records  moves from class to class after promotion.

Next week an auto driver approached one class teacher of 8th standard and narrated the following. 

One student by name Ramya of class 8th observed her classmate Girija was absent for more than 10 days.

Ramya contacted the autodriver and learnt from him that Girija was suffering from typhoid fever.

Ramya started writing all class notes and assignments for Girija and along with her mother or elder sister reached Girija's house ever alternate days,briefed her about school happenings and made Girija felt ease.

This character of empathy by Ramya to Girija made the Autodriver Mr Shanmugam feel so excited about schooling and real values of learning.  

In the annual day he obtained permission from principal and addressed the gathering with emotion. He also referred the annecdotal records maintained at the school. 

The chief guest immediately gave a cash honorarium of1000 rs to that driver for bringing this to teacher. 

Also the Chief guest called both the parents of Ramya and Girija along with the class teacher to the stage infront of huge gathering around 2500 

and congratulated Ramya for her deeds by offering a shawl and flowers with fruits. There was standing ovation.  I could not control my tears.

Such great things occur in schools under CCE.

|| AZEEZ: Neither the system nor the executees failed to implement CCE in our education system.

Teachers were given various training and made to understand the uniqueness of the system. They were ready to adopt it and followed it. Exceprionals were there. Still The users/ beneficiers failed to understand it and made it failed. Use it or lose it - the choice is given to the users. They lost it. 

The reason is: 

The students have to be treated like children and it is very important to understand that every child has its own capacity and capability. 

Undue pressure and unnecessary stress or constant evaluation is still predominant factor of India’s education and for bringing out the shy students out of their shell, there has to be a lot more improvement in all the studying patterns in the country.

¶ The flip side of CCE Pattern:

A lot of people, including the students and teachers believe that the CCE pattern introduced by CBSE has a lot of disadvantages instead of the positive points. 

¶ Here is the flip side of the CCE pattern:

• The grading system is its biggest disadvantage because students scoring 90 and 99 marks are both kept in Grade A+. There is no segregation

• Grouping together of a large number of students is another disadvantage

• A lot of people argue that CCE makes the students take their boards lightly

• Students are forced to study all round the year, which in a way, is like giving no rest to them. Each and every activity is monitored constantly

• The internal exam papers are evaluated by school teachers, which means that there is a huge possibility of favouritism

• Endless projects and students’ dependency on the Internet is hampering their creativity in a way, with no outside knowledge

• The students have a casual approach towards re-evaluation as this option is readily available for them

• There has been an introduction of language labs for conducting listening and speaking classes. However, a lot of schools do not have the infrastructure and facility for the same

Even though CCE is a radical concept in the reformation of education system in India, but the disadvantages need to be addressed in a right manner so as to bring about a real, genuine and positive transformation to the education patterns with reduced stress over students.

¶ Strengthening CCE:

The following would be a few practical suggestions to strengthen the implementation of CCE;

* The number of assessment activities should not be excessive that they may not become counter-productive.

* Evaluation needs to be integrated with the process of teaching and learning, so as to provide feedback to the teacher regarding appropriateness of instructional strategies and evaluation techniques and modify as per need.

* Completing syllabus in the class will be meaningless until a child acquires some basic competencies in that subject. Syllabus should be concept based rather than skill based.

* CCE should be made the mode of evaluation in order to realise the instructional objectives.

|| Cosmos Ennu Kawa: 1. A very common occurrence among students is that they get extremely stressed out due to exams to the extent that some even stay up all night just to revise that one chapter in which he/she has a problem. CCE is a very useful tool that can be used to reduce the anxiety or fear which clouds learners minds whenever examinations approach nearer.

2. The CCE evaluates the learning needs and abilities of learners. With CCE, students can constantly test their abilities and put their best foot forward. The CCE allows teachers as well as learners to identify the areas where they need more help.

3. CCE helps facilitators to systematize their strategies for effective teaching and learning. Continual evaluation allows the facilitator to detect weaknesses and identify certain students' learning styles. By identifying a lersner's learning difficulties on  regular basis, it helps in improving learners performances.

4. CCE is child-centred  and treats each lesrner as an individual. It aims at building on the unique abilities, strengths, and development of each learner. 

5. Continuous and comprehensive assessment which is a crucial part of evaluation structure helps to assess the progress of the learners.

6. The CCE provides facilitators with various assessment activities that allow them to diagnose learners' defects. Whenever a facilitator gives feedback of assessment activities, he/she helps their learners identify problem areas and provides feedback and supports to help them improve their performances.

|| Madhumita Jana: Good morning to all educators !

The suggested view points of every elite educator is very apt and worth pondering over.

I feel CCE is an excellent positive tool of school based evaluation that involves all the parameters of a student's development. As we all know  growth is a continual  process  hence there can not be a better system than CCE to monitor the growth of a learner academically and non - academically. 

Anything that is a continuous practice and exercise will definitely be difficult but that will definitely bring about a remarkable change in one's mindset. CCE is not just an evaluation for students but an evaluation for the mentors & facilitators too. The thinking skills , observation & decision making is enhanced in the evaluator. The facilitators will have to continuously make a biased free judgement to help in the all round development of a child . 

If the documentation of the evaluation is systematic  & well planned , I think CCE then would  be a success .

All we need to practice is "Learn, Unlearn to Relearn " .

Why go to class

தமிழில் ।।

Why go to class

• Azeez

Here are some reasons why it’s important to attend every class:

• Miss a class and you’ll miss something, even if you never know it. Even if a friend gives you notes for the class, they cannot contain everything said or shown by the teacher or written on the board for emphasis or questioned or commented on by other students. What you miss might affect your grade or your enthusiasm for the course. Why go to school at all if you’re not going to go to school?

• While some students may say that you don’t have to go to every class to do well on a test, that is very often a myth. Do you want to take that risk?

• Your final grade often reflects how you think about course concepts, and you will think more often and more clearly when engaged in class discussions and hearing the comments of other students. You can’t get this by borrowing class notes from a friend.

• Research shows there is a correlation between absences from class and lower grades. It may be that missing classes causes lower grades or that students with lower grades miss more classes. Either way, missing classes and lower grades can be intertwined in a downward spiral of achievement.

• Your teacher will note your absences, even in a large class. In addition to making a poor impression, you reduce your opportunities for future interactions. You might not ask a question the next class because of the potential embarrassment of the teacher saying that was covered in the last class, which you apparently missed. Nothing is more insulting to an instructor than when you skip a class and then show up to ask, “Did I miss anything important?”

• You might be tempted to skip a class because the teacher is “boring,” but it’s more likely that you found the class boring because you weren’t very attentive or didn’t appreciate how the teacher was teaching.

• You paid a lot of money for your tuition. Get your money’s worth!

தமிழில்..

ஏன் வகுப்புக்கு போகணும்

 • அஜீஸ்

 ஒவ்வொரு வகுப்பிலும் கலந்துகொள்வது ஏன் முக்கியம் என்பதற்கான சில காரணங்கள் இங்கே:

 • நீங்கள் வகுப்பைத் தவறவிட்டால், உங்களுக்குத் தெரியாவிட்டாலும், எதையாவது தவறவிடுவீர்கள்.  ஒரு நண்பர் வகுப்பிற்கான குறிப்புகளை உங்களுக்குக் கொடுத்தாலும், ஆசிரியர் சொன்ன அல்லது காட்டிய அல்லது மற்ற மாணவர்களால் வலியுறுத்துவதற்காகப் பலகையில் எழுதப்பட்ட அல்லது கேள்விக்குட்படுத்தப்பட்ட அல்லது கருத்துரையிட்ட அனைத்தையும் அவர் கொண்டிருக்க முடியாது.  நீங்கள் தவறவிடுவது உங்கள் தரத்தையோ அல்லது படிப்பிற்கான உங்கள் ஆர்வத்தையோ பாதிக்கலாம்.  நீங்கள் பள்ளிக்குச் செல்லவில்லை என்றால் ஏன் பள்ளிக்குச் செல்ல வேண்டும்?

 • தேர்வில் சிறப்பாகச் செயல்பட நீங்கள் ஒவ்வொரு வகுப்பிற்கும் செல்ல வேண்டியதில்லை என்று சில மாணவர்கள் கூறினாலும், அது பெரும்பாலும் ஒரு கட்டுக்கதை.  அந்த ரிஸ்க் எடுக்க வேண்டுமா?

 • உங்கள் இறுதி வகுப்பு, பாடநெறிக் கருத்துகளைப் பற்றி நீங்கள் எப்படி நினைக்கிறீர்கள் என்பதைப் பிரதிபலிக்கிறது, மேலும் வகுப்பு விவாதங்களில் ஈடுபடும்போதும் மற்ற மாணவர்களின் கருத்துகளைக் கேட்கும்போதும் நீங்கள் அடிக்கடி மற்றும் தெளிவாகச் சிந்திப்பீர்கள்.  ஒரு நண்பரிடமிருந்து வகுப்புக் குறிப்புகளைக் கடன் வாங்குவதன் மூலம் இதைப் பெற முடியாது.

 • வகுப்பில் இல்லாததற்கும் குறைந்த தரங்களுக்கு இடையே ஒரு தொடர்பு இருப்பதாக ஆராய்ச்சி காட்டுகிறது.  விடுபட்ட வகுப்புகள் குறைந்த மதிப்பெண்களை ஏற்படுத்தலாம் அல்லது குறைந்த தரம் பெற்ற மாணவர்கள் அதிக வகுப்புகளைத் தவறவிடலாம்.  எந்த வகையிலும், விடுபட்ட வகுப்புகள் மற்றும் குறைந்த தரங்கள் சாதனையின் கீழ்நோக்கிய சுழலில் பின்னிப்பிணைந்திருக்கலாம்.

 • வகுப்பில்  நீங்கள் இல்லாததை உங்கள் ஆசிரியர் வருகைப் பதிவில் குறிப்பார்.  இது மோசமான பெயரை ஏற்படுத்துவதோடு, எதிர்கால தொடர்புகளுக்கான உங்கள் வாய்ப்புகளையும் குறைக்கிறது.  அடுத்த வகுப்பில் நீங்கள் கேள்வி கேட்காமல் போகலாம், ஏனெனில் ஆசிரியர் சொல்லும் சங்கடத்தின் காரணமாக, கடந்த வகுப்பில் நீங்கள் தவறவிட்டீர்கள்.  நீங்கள் ஒரு வகுப்பைத் தவிர்த்துவிட்டு, "நான் முக்கியமான எதையும் தவறவிட்டேனா?" என்று கேட்பதைக் காட்டிலும் ஒரு பயிற்றுவிப்பாளரை அவமானப்படுத்துவது எதுவுமில்லை.

 • ஆசிரியர் "சலிப்பாக" இருப்பதால், வகுப்பைத் தவிர்க்க நீங்கள் ஆசைப்படலாம், ஆனால் நீங்கள் அதிக கவனம் செலுத்தாததால் அல்லது ஆசிரியர் எப்படிப் பாடம் நடத்துகிறார் என்பதைப் பாராட்டாததால் வகுப்பை நீங்கள் சலிப்பாகக் கண்டிருக்கலாம்.

 • உங்கள் கல்விக்காக நிறைய பணம் செலுத்தியுள்ளீர்கள்.  உங்கள் பணத்தின் மதிப்பைப் பெறுங்கள்!

Why go to class

• NAMAGIRI

Going to Class

1.They could share their thoughts with their friends

2.Mingling with their Peer group

3.Learn to adjust with the facilities in the school.

4.Enjoy the Cultural and Sports activities

5.Lunch Time Happiness

6.Enjoying in PT period and Substitution period

Learn the life skills like Punctuality, Discipline, Hard work, Team work and the communication skill

ஏன் வகுப்புக்கு போகணும்

 • நாமகிரி

வகுப்புக்குப் போகிறேன்

 1. அவர்கள் தங்கள் எண்ணங்களை தங்கள் நண்பர்களுடன் பகிர்ந்து கொள்வதற்காக

 2.அவர்களின் சகாக் குழுவுடன் கலந்து கொள்வதற்காக

 3.பள்ளியில் உள்ள வசதிகளுடன் அனுசரித்து செல்ல கற்றுக் கொள்வதற்காக

 4. கலாச்சார மற்றும் விளையாட்டு நடவடிக்கைகளை அனுபவிக்க.

 5. மதிய உணவு நேர மகிழ்ச்சிக்காக

 6.PT காலம் மற்றும் மாற்றுக் காலம் ஆகியவற்றை அனுபவிக்க

நேரம் தவறாமை, ஒழுக்கம், கடின உழைப்பு, குழுப்பணி மற்றும் தகவல் தொடர்பு திறன் போன்ற வாழ்க்கைத் திறன்களைக் கற்றுக்கொள்வதற்காக.

தமிழில் ।।

Why go to class

• Cosmos Ennu Kwaw

Attending class helps the learner do the following:

1. Make connections between concepts. 

During class lectures and discussions, your brain will find connections to the assigned reading, previous class meetings, and your own life experiences. These connections serve as the foundation of learning.

2. Benefit from the teacher's experience.

Teachers share examples, stories, and real-life applications of concepts that make information easier to understand and remember.

3. Learn from your peers. 

In-class discussion allows the learner to hear different perspectives and different ways of understanding concepts. This makes  peers benefit from each in-class contributions. Some of the classes will have active group work facilitated by the subject facilitator and peer Learning Assistants, which are opportunities to test learners understanding and teach concepts to others.

4. Anticipate exam questions. 

Concepts or ideas emphasized by facilitators during class can indicate the importance of certain facts, concepts, or processes. On occasion, the facilitator may even say during class, “This is something you really need to know for the exam.”

4. Gain clarity on course assignments. 

While course syllabus outlines the major assignments, facilitators often provide new information or clarification about upcoming assignments during class, typically in response to students’ question

ஏன் வகுப்புக்கு போகணும்

 • காஸ்மோஸ் என்னு குவாவ்

வகுப்பில் கலந்துகொள்வது கற்பவருக்கு பின்வருவனவற்றைச் செய்ய உதவுகிறது:

 1. கருத்துகளுக்கு இடையே இணைப்புகளை ஏற்படுத்தவும்.

வகுப்பு விரிவுரைகள் மற்றும் விவாதங்களின் போது, ​​உங்கள் மூளை ஒதுக்கப்பட்ட வாசிப்பு, முந்தைய வகுப்பு கூட்டங்கள் மற்றும் உங்கள் சொந்த வாழ்க்கை அனுபவங்களுடன் தொடர்புகளைக் கண்டறியும்.  இந்த இணைப்புகள் கற்றலின் அடித்தளமாக செயல்படுகின்றன.

 2. ஆசிரியரின் அனுபவத்திலிருந்து பயனடைதல்.

ஆசிரியர்கள் தகவல்களைப் புரிந்துகொள்வதற்கும் நினைவில் கொள்வதற்கும் எளிதாக்கும் கருத்துகளின் எடுத்துக்காட்டுகள், கதைகள் மற்றும் நிஜ வாழ்க்கைப் பயன்பாடுகளைப் பகிர்ந்து கொள்கிறார்கள்.

 3. உங்கள் சகாக்களிடமிருந்து கற்றுக்கொள்ளுங்கள்.

வகுப்பில் கலந்துரையாடல் கற்பவருக்கு வெவ்வேறு கண்ணோட்டங்களையும், கருத்துகளைப் புரிந்துகொள்வதற்கான வெவ்வேறு வழிகளையும் கேட்க அனுமதிக்கிறது.  இது ஒவ்வொரு வகுப்பில் உள்ள பங்களிப்புகளிலிருந்தும் சகாக்களை பயனடையச் செய்கிறது.  சில வகுப்புகள், பாடம் எளிதாக்குபவர் மற்றும் சக கற்றல் உதவியாளர்களால் சுறுசுறுப்பான குழு வேலைகளைக் கொண்டிருக்கும், அவை கற்பவர்களின் புரிதலைச் சோதிக்கவும் மற்றவர்களுக்குக் கருத்துக்களைக் கற்பிக்கவும் வாய்ப்புகளாகும்.

 4. தேர்வு கேள்விகளை எதிர்பார்க்கவும்.

வகுப்பின் போது எளிதாக்குபவர்களால் வலியுறுத்தப்படும் கருத்துக்கள் அல்லது யோசனைகள் சில உண்மைகள், கருத்துகள் அல்லது செயல்முறைகளின் முக்கியத்துவத்தைக் குறிக்கலாம்.  சில சமயங்களில், வகுப்பின் போது, ​​"இது நீங்கள் தேர்வுக்கு தெரிந்து கொள்ள வேண்டிய ஒன்று" என்று கூட கூறலாம்.

 4. பாடப் பணிகளில் தெளிவு பெறவும்.

பாடப் பாடத்திட்டமானது முக்கியப் பணிகளைக் கோடிட்டுக் காட்டும் அதே வேளையில், வகுப்பின் போது வரவிருக்கும் பணிகளைப் பற்றிய புதிய தகவல் அல்லது தெளிவுபடுத்துபவர்கள், பொதுவாக மாணவர்களின் கேள்விகளுக்குப் பதில் அளிக்கிறார்கள்.

தமிழில் ।।।

Why go to class

▪️Dr. Sekar srinivasan

Learning process requires:

1. Peer group association and discussion 

2. Teacher's nayana(sight) hastha sparsam (physical contact

3. Real time observations of how things are getting done

4. Body language tone modulation of stakeholders 

5. Real time experience of team building and leadership qualities enhancement 

6. Active participation in all educational including sports activities 

7. Real time experience of sympathy 

8. caring and sharing marvels.

9. Zeal development 

10. All round experience s for all sensory organs  and feelings.

11. To grow naturally, observe behavioral changes of both self as well as that of others. 

12.  Universal brotherhood tolerance patriotism basic ethical values lifelong friendship are all with better scores at class room

13. To commit mistakes and learn to overcome such from experiences.

14. To learn submissive  behaviour and trustworthiness and to certain extent control possessiveness. 

ஏன் வகுப்பிற்கு செல்ல வேண்டும்

 ▪️டாக்டர்.  சேகர் ஸ்ரீனிவாசன்

 கற்றல் செயல்முறைக்கு தேவை:

 1. சக குழு சங்கம் மற்றும் கலந்துரையாடல்

 2. ஆசிரியரின் நயனா(பார்வை) ஹஸ்த ஸ்பர்சம் (உடல் தொடர்பு

 3. விஷயங்கள் எவ்வாறு செய்யப்படுகின்றன என்பதற்கான உண்மையான நேர அவதானிப்புகள்

 4. பங்குதாரர்களின் உடல் மொழி தொனி பண்பேற்றம்

 5. குழு உருவாக்கம் மற்றும் தலைமைப் பண்புகளை மேம்படுத்துவதற்கான நிகழ் நேர அனுபவம்

 6. விளையாட்டு நடவடிக்கைகள் உட்பட அனைத்து கல்வியிலும் செயலில் பங்கேற்பது

 7. அனுதாபத்தின் உண்மையான நேர அனுபவம்

 8. அக்கறை மற்றும் அற்புதங்களைப் பகிர்தல்.

 9. வைராக்கிய வளர்ச்சி

 10. அனைத்து உணர்வு உறுப்புகள் மற்றும் உணர்வுகளுக்கு அனைத்து சுற்று அனுபவம் கள்.

 11. இயற்கையாக வளர, சுய மற்றும் மற்றவர்களின் நடத்தை மாற்றங்களைக் கவனிக்கவும்.

 12. உலகளாவிய சகோதரத்துவ சகிப்புத்தன்மை தேசபக்தி அடிப்படை நெறிமுறை மதிப்புகள் வாழ்நாள் முழுவதும் நட்பு அனைத்து வகுப்பு அறையில் சிறந்த மதிப்பெண்கள்

 13. தவறுகளைச் செய்வது மற்றும் அனுபவங்களிலிருந்து அவற்றைக் கடக்கக் கற்றுக்கொள்வது.

 14. அடிபணிந்த நடத்தை மற்றும் நம்பகத்தன்மையைக் கற்றுக்கொள்வது மற்றும் குறிப்பிட்ட அளவிற்கு உடைமைத்தன்மையைக் கட்டுப்படுத்துதல்.

English/Tamil

Why go to school 

▪️Madhumitha Jana

Going to a class is a beautiful  and  meaningful experience of one's life.

What is learnt in a class can never be learnt in any other place.

The concept of adaptation, acceptance and adjustment is well understood in a class.     

The qualities like confidence, coordination, communication,  commitment, control is learnt in the best possible manner in a class  and these are the essential elements of a good leader which in turn helps in becoming a good human being.

ஏன் பள்ளிக்குச் செல்ல வேண்டும்

 ▪️மதுமிதா ஜானா

ஒரு வகுப்பிற்குச் செல்வது ஒருவரின் வாழ்க்கையின் அழகான மற்றும் அர்த்தமுள்ள அனுபவம்.

ஒரு வகுப்பில் கற்றுக்கொண்டதை வேறு எந்த இடத்திலும் கற்க முடியாது.

தழுவல், ஏற்றுக்கொள்வது மற்றும் சரிசெய்தல் என்ற கருத்து ஒரு வகுப்பில் நன்கு புரிந்து கொள்ளப்படுகிறது.

தன்னம்பிக்கை, ஒருங்கிணைப்பு, தொடர்பு, அர்ப்பணிப்பு, கட்டுப்பாடு போன்ற குணங்கள் ஒரு வகுப்பில் சிறந்த முறையில் கற்றுக் கொள்ளப்படுகின்றன, மேலும் இவை ஒரு நல்ல தலைவனுக்கு இன்றியமையாத கூறுகள், இது ஒரு நல்ல மனிதனாக மாற உதவுகிறது.

Topic: Instill civility in children

Group discussion

Participants: Dr. Sekar srinivasan, Dr. Parvathi, Dr. Balasubramanian, Mrs. Vijayalakshmi menon and Azeez

Topic: Instill civility in children

🍁

¶ Let's define civility:

It is the behavior that recognizes the humanity of others – a key element of sociability.

It is to recognize and to appreciate.

¶ Psychological elements of civility:

Civility demands restraint and an ability to put the interests of the common good above self-interests. 

It requires us to treat others with decency, regardless of our differences. 

The psychological elements of civility include self-awareness, self-control, empathy, and respect.

¶ Is Civility on the Decline?

• Dr Sekar Seenivasan: Strictly saying it is not on the decline.  

Most of the observations on civility is from vested media propaganda. 

In reality with the enormous population and in the rural sides it exists as a core human value.

• Azeez: True to some extend. Because it is impossible to know if civility has declined because it is difficult to measure scientifically. 

But by all subjective measures, most of us  measure civility by hearing stories daily about ridicule, bullying, and simple rudeness – and these stories are happening in homes, classrooms, on social media, and even street corners.

• Dr Parvathi: Now a days people have started to be reserved as much as they can because the environment around them has become challenging, more of selfishness, lack of trust, truthfulness and people are not concern about the harm they are doing to others knowingly and unknowingly as the situation is demanding them to do certain things and in doing so they dnt even think of their sanskriti, culture, values etc. So you can say civility is lacking in  people now a days but as there are 2 sides of coins so there are some people in this world still who think of others and are scared of doing harm to others.

• Dr Sekar Seenivasan: The reasons for non civility is the availability of shortcut or otherwise not straightforward processes and procedures. For a country like India the human race evolved and rich cultural heritage and performances as observed in literature strongly uphold our points. Yet by invasion of others made us develop a slavery mindset and the dividing rules had fueled this.

But our young students settled in different parts of our globe explicitly depict our esteemed civility in all spheres bringing trustworthy charecter across their fields. True emancipation of civility to be well demonstrated during assembly and recognised even in small levels. 

It forms the basis of social networking and vasudeivika kudumbam.

In short civility is like pranav which is all inclusive and like prana in human body where the real life enlives.

• Azeez: There are several reasons for this seems to decline. But truly not, and it can be brought once again into the power. 

Some ethics scholars suggest that as society has become more informal, there are no longer agreed-upon rules for respectful behavior. 

The borders of societal norms have become more broad and fuzzy.

Shows like “The BigBoss” and “Live in together” highlight back-stabbing behavior as admirable and winning qualities. And above all our social media.

• Dr Sekar Seenivasan: Our generation had seen both. With the advent of making (mocking only) pseudo equality amongst people with vested interests and even in public domain without responsibility speaking ill of others in the seige of freedom of speech this undesirable culture evolved. The social set up had spoiled even basic family values. Yet a ray of hope still lingering in our minds if literature studies are made in proper ways the recovery may be accelerated.

• Azeez: Basically, we all, children included, are exposed to rudeness, vulgarity, and violence that would have been unthinkable in previous generations. 

That isn’t going to change anytime soon. But if we are truly a world turning away from civility, we may be in for tougher times ahead.

Studies show that incivility leads to violence, unhealthy communities, and societies paralyzed by conflict and political division. 

It’s not exactly the kind of world we envision for our kids.

Our next generation children are systemically connected to everything around them. 

The world is their learning environment. 

We are their teachers. And as parents, teachers, coaches, politicians, social media producers, and others who impact children’s lives, we have a responsibility to foster civility in children so they grow up with less, not more violence and ridicule.

Unfortunately, there is no neatly organized curriculum for Civility because civility is learned through respectful relationships. 

The truth is, we are all teaching a class in civility to children – parents, teachers, youth mentors, and everyone who comes into contact with kids. 

So what can we do? We can teach kids the foundations of civility every day in the way we communicate with them.

• Mrs. Vijayalakshmi Menon: Agree, to your point. Children are innocent and gullible. What they see and hear is gospel for them and they inculcate it. They are exposed to many things good and bad and unless they are guided they will go astray.

• Azeez: Some of foundations  what we do communicate with our kids are as follows:

We can teach kids the foundations of civility every day in the way we communicate with them and others, including the following:

• Think about the impact of words and actions on others before you use them.

• Apologize when you are wrong.

• Set ground rules for civil behavior at home and in classrooms.

• Teach kids how to become engaged citizens.

• Treat children and adults with the respect that you expect from them.

• Demand civility of politicians and public servants.

• Use respectful language when you disagree with someone.

• Don’t let anger and emotion get in the way of listening to others.

• Be tolerant of people who are different from you.

• Teach character strengths, like respect and empathy, at home and in classrooms.

• Challenge people’s views, but don’t attack the person.

• Acknowledge others for their civility and respectful behavior, regardless of their viewpoints.

• Remind kids often why they – and you – should be civil.

• Empower children to take a stand against bullying.

• Lead by example.

Insight into New Education Policy 2020.

Insight into New Education Policy 2020.

 Meet: 1, Team: UNVolunteers, 08.08.2020, Saturday.

 In NEP 2020

 Pre-school education to become organised

 How? Let's share our views on the point please

 First 5 Years are stated as Fundamentals

 1.  Nursery    @4 Years

 2.  Jr KG        @5 Years

 3.  Sr KG        @6 Years

 4.  Std 1st     @7 Years

 5.  Std 2nd    @8 Years

 • Pooja Hanji: The idea is to create a stronger foundation and reduce the burden in later years by concentrating on core subjects.

 But difference it is going to make as private schools are doing it.

 • Pooma: Preschool education is mother lingual, not multilingual. In such a situation how could it helps to concentrate on core subjects as we knew well core subjects are in English please. What is your view on it

 • Jemi UNV: The focus on early years must be the domains of development. A holistic development focus must be provided. That's vital to strengthen the learners at lower classes.

 • DalalUNV: Exactly..Now onwards it will be organized in a formal and uniform way.

 • Pooma: Domain development of a child is at higher rate at this stage. Child can easily grasp the use of languages. But we restrict here into mother language alone now.

 • JemiUNV: Children develop skills in five main areas of development:

 Cognitive Development. This is the child's ability to learn and solve problems. ...

 Social and Emotional Development. ...

 Speech and Language Development. ...

 Fine Motor Skill Development. ...

 Gross Motor Skill Development

 • Suman PUROHIT UNV: The first 5 years are the foundational years where the focus will be on development of foundational literacy & Numeracy through ECCE trained faculty in regional or mother tongue. Preschools as agandwaris or balvayikas will be now the part of formal school with proper community engagement. Modules for parents will also be designed.

 • Pooja Hanji: Understanding the concept is important rather than the medium if explanation. Once the child is comfortable the concept gets through any medium. It increases the confidence of the child.

 There are proved studies that the performs better when learnt in their mother tongue.

 A child once God in mother tongue can learn any language.

 • JemiUNV: A preschool teacher must  care for and teach basic social, problem-solving and language skills to children under the age of 5. They must teach these concepts, both one-on-one and in groups, using techniques such as games, storytelling, experimenting, art, music and play

 • Pooma: Promotion of mother tongue in education system till class 5 as medium of instruction is very welcome step but teaching learning material is available in a few standard languages only.

 So, investments would be required on more content in most of the languages including the tribal languages. Is it possible?

 • Pooja Hanji: Now government are have anganwadis where children's education is next to nill. They are there just for mid day meals. Now according NEP, if they enter the main stream, schools can definitely do

 • Pooma: Higher than ICEPT, The National Education Policy lays special emphasis on Early Child Care Education (ECCE) and development by including a play-based multi-faceted curriculum. The universalisation of ECCE will lay the foundation for the development of every child and will be able to honour unique skill-sets at an early age. We had a discussion on ECCE in this platform last year I remember.

 • Pooja Hanji: Right now even English subject is strightly not taught in English.

 They are simultaneously meanings given in their mother tongue for better understanding.

 • Pooma: Yes, English is a connecting language from letters to meaning. What we internalise the meaning is understanding and understanding has no language.

 • JemiUNV: Language cannot be taught.. it has to be caught. The environment of catching multiple languages is not available..hence.. it's impossible.

 • Pooja Hanji: The government does not follow does even use mother tongue in it's own network of elite Kendriya Vidyala Schools.

 • Nahid Raza: First is oral communication. Listening and speaking. Being receptive and expressive. Grammatical fluency is irrelevant at primary stage. There is tectonic shift is teaching of language.

 • Neeraj Mohan Puri UNV: To my understanding: Earlier preschool or Anganwadi were under the control of Women and Child Care Dept. Now it is under Ministry of Ed. Secondly, earlier RTE was from 1st grade onwards, now it is extended to Preschools even. Next, under foundation period mother teacher concept. All the erudite intellectual have put forth excellent opinions.

 • Mrs Bhavneet Kaur UNV: According to my experience the role of a mother is very important in the first 5 years of a child

 The mother also needs to be oriented in the beginning of the session itself. Once the mother comes to know her role in the teaching learning process and she makes sure everything is turning out perfectly then there's no stopping for the child to grasp whatever is being taught

 • JemiUNV: A constant free environment without any restrictions or boundaries allowing learners to collaborate freely would aid constructive communication development. The evidence of mother tongue influence on English is very obvious. The most common reason is transfer or interference from the mother tongue. Generally, errors made in pronunciation are due to difference in the sound system and spelling symbols between the mother tongue and English

 • Pooja Hanji: Now NEP will include mothers and we need to educate them also.

 • JemiUNV: the impact of mother tongue is the way  the first language is spoken on the second language weare trying to learn. For

 us, it means effect of our mother tongue on the way we speak English.

 • Mrs Bhavneet Kaur UNV: I started a home school for pre primary where I m working on these principles

 • JemiUNV: The knowledge of the mother tongue has positive or negative effects for the learning of the second language . ... So, the use of first language has positive effects in reading skill of second language. But teacher rarely should use of first language in teaching writing (grammar)skill and speaking skill. Our “first language” is the language we actually spoke first as a child, whether or not we actually still speak it. our “mother tongue” is the first language we spoke and actually remember. This is the difference between our mother tongue and first language. An environment that is created to influence this first language could alone have good communicators. That is to say all barriers should be broken to allow the child to practice the language in a collaborative

 environment. Mother tongue makes it easier for children to pick up and learn other languages. Mother tongue develops a child's personal, social and cultural identity. Using mother tongue helps a child develop their critical thinking and literacy skills.Self-esteem is higher for children learning in mother tongue

 • Pooma: The real fact is that what we discuss about cognitive development related to education is not at all mentioned in NEP 2020.

 The truth is NEP 2020 is aiming to develop scientific acumen at the early stages.

 As we are aware linguistic knowledge come into children's life only from 6th class onwards.

 Once you reread the statement again:

 The NEP stresses on the importance of curriculum and pedagogical framework for early childhood which strengthens the base of every individual.

 It is inspiring to witness how the new NEP has rightly focused on the importance of developing a scientific acumen at an early age.

 Why it stresses more science acumen at the early stage is because children can get diverted to their willing area of studies from 8th class onwards. Therefore science acumen stops at 8th class itself if the child chooses other subjects at 8th class onwards. So very beginning itself when we stress on science acumen, the child could have travelled with science at least 8 years.

 Whereas language is not not given much emphasis because, language continues throughout the studies.

 Important point to be noted. This is the main difference between the new education policy and the existing.

 The existing policy gave much more importance on language skills. But at the end of schooling of the child, child failed to show progress in language skills as mentioned writing, reading......

 This is very much true, you must have come across such a children with no writhing and reading skills even at the level of his or her 10 the class.

 True or not....please

 • Nahid Raza: NEP talks of foundation literacy. It means language and numeracy.

 • LeenaUNV: But I add how can mother tongue or the regional dialect limited to primary ages can result into their language development in later years. These kids should be exposed to the universal language English we can't stop using this language as we have to be in connection with the other parts of the world too with the nuances of technology. To be at par with them. To be competitive. To be into every domain of success.

 • JemiUNV: Yes. Improved communication and oral language skills of very young children underpins their development of literacy and ability to develop early mathematical ideas and language. ... In short, literacy and numeracy carries wide-ranging benefits not only for individuals but also for families, communities and society.

 • LeenaUNV: They are putting stress on household language which is affecting their accent as a senior child when we move to the villages of Haryana Punjab and Rajasthan and even more

 • JemiUNV: Obtaining an acceptable level of literacy and numeracy can greatly improve many factors in learners life, including improvements to their social life, education and career prospects. The ability to read, write, and understand information, can hugely affect their employability. When one begins speaking in English he initially uses sounds from his language. When a non-native speaker speaks English, no doubt, there will be an initial influence of mother tongue. For example: in the word 'pleasure', the second syllable is a sound not found in Hindi.

 • LeenaUNV: They should know their family language but how can we expect the discussion forums,the SAARC SUMMIT

 THE UN COUNCIL and suppose we are using our personal dialects that would need the translator and the interpreter.

 • JemiUNV: Yes. mother tongue interferes with second language learning in some way. In English language, the most challenging part was Grammar, while the most difficult and influenced skills was Speaking. ... The results indicated the interference of mother tongue in almost all aspects.

 • Nahid Raza: When a child fails literacy by class 1. It is traumatic for them. 50 % never perform. 50 % partially perform. NEP document is in right direction on this count. By class 4, children are in and out in academics because of vocabulary. First 1000 days are strategic in a child's life. Genius in the world, first developed their language.

 • JemiUNV: We can adopt Language transfer method.Language transfer is the application of linguistic features from one language to another by a bilingual or multilingual speaker. ... Language transfer is also a common topic in bilingual child language acquisition as it occurs frequently in bilingual children especially when one language is dominant. In the context of non-native language acquisition or use, transfer broadly refers to the influence of the learner's native language. When the influence of the native language leads to immediate or rapid acquisition or use of the target language, we speak of positive transfer or facilitation. Communication is fundamental to children's development; children need to be able to understand and be understood. Communication is the foundation of relationships and is essential for learning, play and social interaction. Communicating with babies is the foundation of attachment. As one of the major developmental tasks in early childhood, learning to communicate is key for children to interact with the persons in their world and to have their needs met. ... Communication development for young children includes gaining the skills to understand and to express thoughts, feelings, and information. Most importantly, children benefit by improved communication because contact between home and school helps children learn and succeed. Teachers and schools can do many things to make communication with families easier. It's important to find out from parents the ways of communicating that work best for both.

 Listening and attention skills are vital in a child's development because they allow the child to function properly in society. When developing these skills, it is important that your child become an active listener, which means that he use what he hears from you and others as part of the communication process

 The ability to communicate effectively is a key skill, and the better we are at it, the better our quality of life will be. ... As a child develops, it is important we nurture their communication skills so they are capable of expressing themselves, clearly and confidently, in all aspects and areas of their life.

 Communication serves five major purposes: to inform, to express feelings, to imagine, to influence, and to meet social expectations. Each of these purposes is reflected in a form of communication.

 • Pooja Hanji: So powerful is schooling that uses the mother tongue at the inial level that it even helps in better second language acquisition  that when children acquire a second language later in life they can utilize the ski6they learn while being taught in their mother tongue as younger children.

 • JemiUNV: In ECE Communication is the ability to send and receive information. It can be verbal, nonverbal, artistic, and technological, among others. In order to help a child build essential academic skills and feel confident in her learning, she must first be able to communicate and feel positive in that interaction.

 • Pooma: Let us conclude here.

 Our point of discussion today was, Pre-school education to become organised - NEP 2020

 • The emphasis on primary education in regional languages and, following the three-language formula, will turn out to be a great boon to the people of the country especially in the rural areas.

 • The change of focus from English is a strategic move in the NEP  to promote National inclusiveness through use of mother tongue to communicate until class 5.

 • Pedagogical research has established beyond much doubt that children learn best if they learn in their mother tongue (or local language) in the primary classes.

 This does not mean that children should not learn English, it only means that English should not be the medium of instruction in the primary years.

 • In a bid to ramp up digital and education becoming multilingual, the accessibility will increase across the country as institutes will introduce multi-disciplinary platforms.

 Hopefully, we lead to learn.