3rd comms pdf

Volume: 1 No.: 3 25 July, 2011

HOW GREEN IS MY VALLEY*

THE THE THE THE THE GO GREEN GO GREEN GO GREEN GO GREEN GO GREEN PROGRAMME AT AVSPROGRAMME AT AVSPROGRAMME AT AVSPROGRAMME AT AVSPROGRAMME AT AVSWith inputs from Dr. Hemashree Deka With inputs from Dr. Hemashree Deka With inputs from Dr. Hemashree Deka With inputs from Dr. Hemashree Deka With inputs from Dr. Hemashree Deka 1

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OF THE MANY MANIFESTATIONS OFan evolved society, perhaps the mostpertinent one is co-existence. The capacityto flourish in one’s given space and beyond,but without encroaching upon the other’s or,to find a common ground where survivaldoes not depend upon the fittest, is anindication of a community that has grown

beyond the here and the now. The AssamValley School endeavours to be such acommunity and its Go Green Programme isbut one of the many tangible outcomes ofthis intention.

The ceremonial start to Go Greenensued with a Flag Off by the SchoolCaptain, Mrinal Koijam, at Special*A

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Counting on a Savior: The Biodiversity ChecklistCounting on a Savior: The Biodiversity ChecklistCounting on a Savior: The Biodiversity ChecklistCounting on a Savior: The Biodiversity ChecklistCounting on a Savior: The Biodiversity Checklist

1 AVS Communiqué 25th July, 2011

Assembly on the 1st ofFebruary,2011. The PupilLeader pledged, for theCommunity, to spreadawareness and save theenvironment. Animpromptu Quiz heldduring Break was aninteresting revealer ofhow much one knew orknew not about theenvironment.

Awareness is thefirst step if one is toauthor a change and theawareness of theEnvironment wasprovided through Poster-Campaigns, made fromrecycled paper. Theutility workers were alsobriefed on the segregation of waste into the bio-degradableand non-biodegradable.

With the intent of harnessing pupil energies andimaginations, the EED Department appointed monitors ineach House to manage and regulate the use of water andenergy and also for the proper disposal of waste. Throughthe efforts of every pupil, the School sought to carry forwardthe drive to save the environment into more than just anannual ‘must-do’. Electricity meter readings were carriedout at the Houses, and pupils were incentivized to saveelectrical units for the sake of House Points. It followed thenthat pupils would be checking for leaking taps and harvestingrain water. It also followed that they would be making trendybags out of old Tee Shirts and old newspapers. They thenappealed to the adult to bring down vehicular movementsand a Car Free Day on the 4th of June saw many adults adopta greener way of getting around. And in their urge to gainpoints for the R.B. Magor Trophy 2, it thus followed, as avery desirable off-shoot, that the pupils went on to take careof something which may not be around for too long – theearth as we know it

Various Houses came out with ingenious methodsto Go Green. While some Houses practised an hour of

It seems as if theIt seems as if theIt seems as if theIt seems as if theIt seems as if theentire world hasentire world hasentire world hasentire world hasentire world haswoken up to thewoken up to thewoken up to thewoken up to thewoken up to the

cause of thecause of thecause of thecause of thecause of theenvironment. Muchenvironment. Muchenvironment. Muchenvironment. Muchenvironment. Much

lip service is paidlip service is paidlip service is paidlip service is paidlip service is paidand many nobleand many nobleand many nobleand many nobleand many noble

ventures taken up.ventures taken up.ventures taken up.ventures taken up.ventures taken up.But what needs to beBut what needs to beBut what needs to beBut what needs to beBut what needs to be

examined is theexamined is theexamined is theexamined is theexamined is thesincerity of thesincerity of thesincerity of thesincerity of thesincerity of theeffort and itseffort and itseffort and itseffort and itseffort and itssustainabilitysustainabilitysustainabilitysustainabilitysustainability

through action.through action.through action.through action.through action.

‘Hand’ling the Future:‘Hand’ling the Future:‘Hand’ling the Future:‘Hand’ling the Future:‘Hand’ling the Future: Making paper bags from old newspapers Making paper bags from old newspapers Making paper bags from old newspapers Making paper bags from old newspapers Making paper bags from old newspapers


electricity cut during theday, others went even a stepfurther, and on a lazySunday, when one wouldexpect to find the pupilstucked up in bed, one saw,instead, rows of boys andgirls, armed with hoes andspades on their way to digcompost pits. While thebrawny ones dug, shoveledand cleared the earth, therest moved about sweepingthe endless carpets of fallenfoliage to fill into these pits.Indeed what greater joythan the joy of seeing anideal in action!

The Assam ValleySchool is 95 hectares of sheer space – spacein which one can find a mind boggling varietyof flora and fauna, so what better place toknow, love and save the environment thanwithin our own environs? The pupils of theMiddle School sought to do exactly thatthrough the Biodiversity count of the campuswhich entailed the numbering of trees, theirvarietal identification and the knowing oftheir scientific nomenclature.

To Go Green seems to be such afashionable thing to be in days, recent. Itseems as if the entire world has woken up tothe cause of the environment. Much lipservice is paid and many noble ventures takenup. But what needs to be examined is thesincerity of the effort and its sustainabilitythrough action. The easy part of Go GreenProgramme: the planning and the ideation isover, some of the action too has been carriedthrough with a fair amount of sincerity but

now what we, as a part of the Community,need to do is to commit ourselves to the causeof the environment for the long term. Notbecause it’s a done thing or that we willgarner the vital R.B. Magor points butbecause it is fundamentally and obviouslywhat we have to do.

Of course the School would like to winthe All-India Green School Contestorganized by the Centre for Science andEnvironment New Delhi and sponsored byMinistry of Environment and Forests but wehope that the outcomes are less short-termthan that. We hope that through the Go GreenProgramme we have managed to inculcate thehabit of sharing in this community and thatnot a few have now the desire to leave theEarth a better place than they have found it.

1. Dr. Hemashree Deka is the Chair of the EED Department of The Assam Valley School.Dr. Hemashree Deka is the Chair of the EED Department of The Assam Valley School.Dr. Hemashree Deka is the Chair of the EED Department of The Assam Valley School.Dr. Hemashree Deka is the Chair of the EED Department of The Assam Valley School.Dr. Hemashree Deka is the Chair of the EED Department of The Assam Valley School.2. The R.B. Magor is a trophy that is awarded to the Best House at the end of every year based on itsThe R.B. Magor is a trophy that is awarded to the Best House at the end of every year based on itsThe R.B. Magor is a trophy that is awarded to the Best House at the end of every year based on itsThe R.B. Magor is a trophy that is awarded to the Best House at the end of every year based on itsThe R.B. Magor is a trophy that is awarded to the Best House at the end of every year based on its

performance on criterion like culture, sport, academics and discipline. Like in all public schools the competitionperformance on criterion like culture, sport, academics and discipline. Like in all public schools the competitionperformance on criterion like culture, sport, academics and discipline. Like in all public schools the competitionperformance on criterion like culture, sport, academics and discipline. Like in all public schools the competitionperformance on criterion like culture, sport, academics and discipline. Like in all public schools the competitionis fierce and the victory sweet.is fierce and the victory sweet.is fierce and the victory sweet.is fierce and the victory sweet.is fierce and the victory sweet.

Compound Interest: The Boys Department Makes Compost


THE VALUE AND THE CREDIBILITY OFa teaching- learning method stems from thefact that it caters to all learning climates andthat it can be for any age or any givenmoment of time. It is the learner who makesthe difference and the methods may have tobe customized to a degree to suit the learnerbut the basic thrust remains the same. The

Mrs. Enid Kerr is an old and abiding friend of The Assam Valley School and hasbeen, for most of this Semester, with us conducting lessons and workshops at Sunnysideand Junior School on teaching and learning methods to help the young learner.She spoke to Sheha Khound, XII and Ananya Hazarika, XI

Assam Valley School is no different in thisrespect and, like learners the world over, theirlearning pattern can be differentiated intovisual, auditory and emotional. The age oldtradition of learning was auditory but it isnow accepted that the best learning methodis a combination of all three. Today theteacher is no longer a sage on stage but a

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UNDERSTANDING TEACHING AND LEARNING NEEDS TODAY

LESSONS IN LEARNING

Mrs. E. Kerr at Sunnyside with her Young ScholarsMrs. E. Kerr at Sunnyside with her Young ScholarsMrs. E. Kerr at Sunnyside with her Young ScholarsMrs. E. Kerr at Sunnyside with her Young ScholarsMrs. E. Kerr at Sunnyside with her Young Scholars


facilitator or a guide on the side and learning has become asymbiotic exercise where the active engagement of thelearner governs the outcomes.

Learning today is a creative process where theteacher does not merely lecture and demand mere auditoryparticipation. It is an experimental project-driven methodwhere pupils analyze what they have brought forth afterworking with their mates and their facilitator. They askquestions based on the conclusions that they have drawnand then build an opinion founded on it. Learning is basedon sensory stimuli and the information that enters the brainstays with the emotional memory which is the strongestof the brain’s memory system.

The biggest drawback about traditional learningmethods is perhaps the fact that it typically involveddelivering standard programmes to groups of learners andcatered mainly to auditory learners with a few visualmethods. Creative methods of learning encompasse:Linguistic, Logical, Spatial Kinesthetic, Musical,Interpersonal, Intrapersonal and Naturalistic Intelligences.

I think that theI think that theI think that theI think that theI think that thepupils here are quitepupils here are quitepupils here are quitepupils here are quitepupils here are quite

fortunate for Thefortunate for Thefortunate for Thefortunate for Thefortunate for TheAssam ValleyAssam ValleyAssam ValleyAssam ValleyAssam Valley

School, as a centre ofSchool, as a centre ofSchool, as a centre ofSchool, as a centre ofSchool, as a centre oflearning, is as good aslearning, is as good aslearning, is as good aslearning, is as good aslearning, is as good as

the very best.the very best.the very best.the very best.the very best.

The Play Way: Children learn about the environment in a fun and practical manner.The Play Way: Children learn about the environment in a fun and practical manner.The Play Way: Children learn about the environment in a fun and practical manner.The Play Way: Children learn about the environment in a fun and practical manner.The Play Way: Children learn about the environment in a fun and practical manner.

I believe that learning isnot determined by class roomrather it depends on theatmosphere and theenvironment that the facilitatorhas managed to create. Certain



Mrs Enid Kerr is a Post-Graduate Trained Teacher with a diploma in Educational Management andMrs Enid Kerr is a Post-Graduate Trained Teacher with a diploma in Educational Management andMrs Enid Kerr is a Post-Graduate Trained Teacher with a diploma in Educational Management andMrs Enid Kerr is a Post-Graduate Trained Teacher with a diploma in Educational Management andMrs Enid Kerr is a Post-Graduate Trained Teacher with a diploma in Educational Management andDevelopment and has forty-five years of experience in teaching. She has taught in the UK and presentedDevelopment and has forty-five years of experience in teaching. She has taught in the UK and presentedDevelopment and has forty-five years of experience in teaching. She has taught in the UK and presentedDevelopment and has forty-five years of experience in teaching. She has taught in the UK and presentedDevelopment and has forty-five years of experience in teaching. She has taught in the UK and presentedat educational forums in Japan, UK and the US. Presently she is a registered Trainer for the Cambridgeat educational forums in Japan, UK and the US. Presently she is a registered Trainer for the Cambridgeat educational forums in Japan, UK and the US. Presently she is a registered Trainer for the Cambridgeat educational forums in Japan, UK and the US. Presently she is a registered Trainer for the Cambridgeat educational forums in Japan, UK and the US. Presently she is a registered Trainer for the CambridgeInternational Diploma for Teachers.International Diploma for Teachers.International Diploma for Teachers.International Diploma for Teachers.International Diploma for Teachers.

facilitators are able to use thesame space better and morecreatively than others and areable to make classrooms aplace where active learningtakes place. Activity basedlearning provides a variety ofassessments which stimulatesan atmosphere of enthusiasmand the excitement to excel.

I have often beenasked how one teaches to amixed-ability group in a waythat the entire class isfruitfully occupied and thelearning outcome is more orless the same. At the fulcrumof this movement lies thebuilding of intelligencewithin that group.Traditional teaching methods cannot caterto mixed ability groups. I could illustrate thiswith an example. Suppose the facilitator wereto take up the topic: Endangered Species:Start with a class discussion, one neverknows what children may come up with thendivide the class into groups having pupilswith mixed ability. Those having Logicalintelligence could analyze, those havingSpatial intelligence could illustrate, somecould use drama and elocution to make thelearning experience more fun and effective.Field trips could be organized to make thelearning more effective. All this, withadvance, smart planning, can be done in asingle forty-minute class.

During the early primary level the useof the Mother Tongue can be very helpfulbut after a while the learner must be slowlyweaned away from it because the translationmethod of learning is seldom helpful.

The curriculum guide should bestraight forward and easy to follow. It should

start from the basics and work towards thedeveloping of listening , speaking, andreading skills. Writing skills should be thelast one to be built and it has to be donegradually. Blindly copying from the boardshould be avoided. Children cannot startwriting unless they have mastered the artof reading with enjoyment andunderstanding.

In conclusion, I think that thepupils here are quite fortunate as TheAssam Valley School, as a centre oflearning, is as good as the very best. Itoffers a stimulating Activity Programmewhere the choice is varied andimaginative. The Exchange Programme isvery robust and the Inter-SchoolCompetitions can be compared favourablyto most schools in this country and abroad.The School is led by a far-seeing andhardworking Headmaster and a dedicatedand active Staff. This has been myexperience of working with the School.

The Why, Where and When.The Why, Where and When.The Why, Where and When.The Why, Where and When.The Why, Where and When.Learning in progress at SunnysideLearning in progress at SunnysideLearning in progress at SunnysideLearning in progress at SunnysideLearning in progress at Sunnyside

IN ENGLAND, THERE ARE CERTAINstereotypes that are perpetuated about thestandard of Mathematics teaching abroad. Inparticular, Asia is perceived as a strongholdfor high quality, advanced level MathematicsEducation. When I came to AVS, I expectedmy students to be much further ahead in theirlearning than their English counterparts. Iwas not disappointed; Mathematics iscertainly taught at a faster pace here, and byClass VI the content is conceptually muchmore complex. However, whilst the contentin India may surpass that taught in England,I think it is safe to say that the average

MATHEMATICS:A SUBJECT OF UNIVERSALS?

aptitude of eleven year-old student remainssimilar. Each system of teaching thereforehas something to learn from the other.

The content of board levelMathematics courses in England has been indecline for a number of years. A combinationof fear, lack of interest and poor teachingcauses many GCSE (Class X) students todisengage from Mathematics. With theproportion of A-level (Class XII)Mathematics candidates stagnating at the turnof the millennium, the Government andexamining boards chose to reduce the contentof the A-level and GCSE syllabus and make

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Katy TheobaldKaty TheobaldKaty TheobaldKaty TheobaldKaty Theobald


mathematics more ‘relevant’.The result: students movinginto university Mathematicsand science courses can nowsometimes barely bridge the gapbetween their board levelknowledge and that required fora university degree. If Englandshould learn anything fromIndia, it is that children arecapable of learning much more,not much less, at an early age.There should be no fear ofintroducing complex conceptsearly-on.

The Indian system,however, could also learnsomething from the Englishapproach. In India, in someboards, it is not compulsory totake Mathematics at the boardexamining level . As a result, the boards donot cater for all abilities, but only thosestudents who are capable Mathematicians.The impact tends to trickle down the yearsand is evident even in Class VI. There ismuch less emphasis in India on guaranteeingevery child will acquire basic Mathematicsskills. Rather, those with lower aptitude areslowly filtered out, and may psychologicallywithdraw themselves from Mathematicslong before they actually have the option togive up the subject.

In England, these children would beplaced into a lower set. There, they wouldwork at a more manageable pace and beentered into a lower level board examinationwhere the maximum grade is capped at a C– a pass. These students might never graspdifferentiation, integration or surds, but theywill be able to compute percentages, calculateinterest and apply and understandMathematics in the everyday contexts wherethey encounter it.

There are two beliefs I hold aboutMathematics teaching, which my

experiences in both England and India havereinforced. The first is that every student iscapable of understanding and applying basicMathematical concepts, such as the use ofpositive and negative integers or ratios. Thesecond is that there is overwhelmingvariation in the time it takes students to graspthese concepts. It is clear that some studentshave a much stronger aptitude forMathematics than others, so why do so manyteaching systems ignore this fact? There areeleven year-olds in England who would relishthe opportunity to shift to the Indian systemand see their potential fulfilled. Equally,however, there are many Indian eleven year-olds who would be grateful for the chance totake Mathematics at their own pace. BasicMathematics is necessary for almost anycareer, but jobs requiring advancedMathematics are limited in number. Whynot promote a system that recognizes thisdifference and enables each child to achievea competency in Mathematics that meetstheir individual needs and truly fulfils theirpersonal potential.

Ms. Katy Theobald is a ‘Gap’ Teacher at AVS. She attended the University of Oxford and tutored mathematicsin schools in England, her home country. Katy has an A level tutor experience and is a mentor of new immigrantsto the UK.

Katy and her ClassKaty and her ClassKaty and her ClassKaty and her ClassKaty and her Class


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VII

IWHEN I DECIDED TO WRITE AN ARTICLEon Tagore, my immediate inclination wasto interlace those myriad strands ofTagore’s writings into a whole and tosynthesize my understanding of it with themany orientations of thought that haveplayed upon my thoughts while readingthe Poet. I shall try to engage my readersto those various schools of thought thatmay add a new dimension to studyRabindranath Tagore.

It would probably be an anachronismto consider Tagore’s writing within the orbitsof Subaltern, simply because the school ofSubaltern Studies came into being at the

Myriad CommentariesMyriad CommentariesMyriad CommentariesMyriad CommentariesMyriad CommentariesA Discourse on Tagore’s WritingsA Discourse on Tagore’s WritingsA Discourse on Tagore’s WritingsA Discourse on Tagore’s WritingsA Discourse on Tagore’s Writings

Supratim BasuSupratim BasuSupratim BasuSupratim BasuSupratim Basu

beginning of the 80’s. However, as aninsightful intellectual Tagore has contributedto this trend of writing cultural historywithin the subaltern periphery. His writingsseem to fuse these two literary canons witha sincere attempt to interpret human cultureone side and on the other to hold out a refinedunderstanding of how cultural fabrics comeinto play within the realms human societies.In fact, many of his essays incorporatecountless new fields of sociological andhistorical studies which are critically drawnupon from the theoretical frameworks andpossibilities offered by both the CulturalStudies and Subaltern Studies.


Tagore has seen history as an ongoingprocess of cultural evolution and humansociety has emerged in his writings as aproduct of those metamorphoses. We findcharacters are especially chosen from widespectrum of a society and they, oftentimes,emerge radically with their own substantialmorality. Tagore did not create a make-believe world of diverse civilizations, ratherhe focused on the original values of humanitywith its quintessential ethos. It will be unfairto say that Tagore wanted to use thesepersonae as a portrayal of his own societaland political persuasions, forhis understanding of humanculture and society was notfrom a traditionalist point ofview but more of a modernliterary revival, a renaissance.His protagonists are notprivileged with a simplepoetic sympathy but theycollectively produce a saga ofcultural dynamics which ismore of a history of socialrestoration than an ordinaryliterature.

Tagore was a truecosmopolitan with histransnational identity. A largesection of his Westernaficionados thought him as a nationalistwriter. It is obvious that his writings aregestated largely with a backdrop ofnationalistic flavour which was the mostpoignant issue of that era, but to think of hima propagandist will be a severe mistake.Actually, Tagore dealt with the mentalsynthesis of nineteenth century Indiannationalism and understood its diverseideological and political perspectives againstthe context of the British Raj.

Supratim Basu holds an M.A. and an M.Phil. degree in English Literature from RavindraBharti University,Kolkata . He teaches at The Assam Valley School.

Tagore has seenTagore has seenTagore has seenTagore has seenTagore has seenhistory as anhistory as anhistory as anhistory as anhistory as an

ongoing processongoing processongoing processongoing processongoing processof culturalof culturalof culturalof culturalof cultural

evolution andevolution andevolution andevolution andevolution andhuman societyhuman societyhuman societyhuman societyhuman societyhas emerged inhas emerged inhas emerged inhas emerged inhas emerged inhis writings as ahis writings as ahis writings as ahis writings as ahis writings as aproduct of thoseproduct of thoseproduct of thoseproduct of thoseproduct of thosemetamorphoses.metamorphoses.metamorphoses.metamorphoses.metamorphoses.

Tagore’s undying love for simplicityis evident in almost all of his works acrossgenres. The subtleties of human mind havefound expressions in his poetry, songs, playsand short stories.

Tagore wrote with trenchant insightand used the vehicle of print capitalism todisseminate a distinctive brand ofnationalism in which cultural theories,religious stimulations, historical imaginationas well as invention and humanist ethosblended almost inseparably. Tagore construesan ideological doctrine with different strands,

ranging from utterlyindividualistic religiousexperience to broad concepts ofa unitary Indian nation whosepredominant spirit is humanist,religious and spiritual.

Within the context ofmodern Indian political andcultural history, Tagore hasestablished a genealogy of thesedevelopments which togetherascertains the turns and counterturns of a creating mind, a rareepitome of finishedworkmanship. His writingsenable us to gain a betterappreciation of the way inwhich Indian cultural

productions wielded their control in colonialsociety and therefore require further re-readings to determine the historical, culturaland social corollaries of postcolonial Indiancivilization.

Lastly, perhaps one has to admit thattoday Tagore is remembered mostly into thebillion minds neither for his majesticparaphernalia of aesthetic genius nor as aliterary supernova but as a source that isendowed with delicacy and sureness of theunderstanding of the human condition.


PlACEMENTS 2011PlACEMENTS 2011PlACEMENTS 2011PlACEMENTS 2011PlACEMENTS 2011*****

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B.B.A, ST. XAVIERS COLLEGE, KOLKATAB.COM (HONS), SRCC, DELHIB.COM, JAIN UNIVERSITY,BANGALOREB.COM (HONS), AMITY UNIVERSITY, NOIDAB.A SOCIOLOGY (HONS), HINDU COLLEGE, DELHIB.A SOCIOLOGY (HONS), VENKATESHWAR COLLEGE, DELHIB.A. PROGRAMME, MUMBAIB.A. PROGRAMME, ST STEPHENS DELHIB.A. CHRIST COLLEGE, BANGALOREMECHANICAL ENGINEERING , BMS COLLEGE OF ENGINEERING,BANGALORE

B.COM (HONS), AMITY UNIVERSITY, NOIDACHRIST COLLEGE BANGALORE, B.ASOCIOLOGY (HONS), AMITY UNIVERSITYB.B.A, CHRIST COLLEGE, BANGALORENATIONAL LAW COLLEGE, DELHIB.SC. ANTHROPOLOIGY, AMITY UNIVERSITY, NOIDAB. ARCH, MANIPAL SCHOOL OF PLANNING AND ARCHITEC-TURE

ECONOMICS (HONS), SATYAVATI COLLEGE, NEW DELHIBBM, CHRIST COLLEGE, BANGALOREB.M.S, ST. XAVIERS MUMBAIB.Sc. HOTEL MANAGEMENT, IIMT OXFORD BROOKES UNIVER-SITY, GURGAONPREPARING FOR CA-CPT EXAM IN DECEMBERB.COM (HONS), SATYAVATI COLLEGE, NEW DELHIB.B.A, NARSIMANDIR COLLEGE, MUMBAIB.A. ENGLISH (HONS), VENKATESHWAR COLLEGE, DELHINATIONAL LAW COLLGE, BHOPALBA ENGLISH (HONS), VENKATESHWAR COLLEGE, DELHINATIONAL LAW COLLEGE, DELHISOCIOLOGY (HONS), LORD VENKATESHWAR COLLEGE, DELHIPARBHUSHAN COLLEGE, PUNEBDS, PUNE

B.B.A, CHRIST COLLEGE, BANGALOREB.COM C.A., CHRIST COLLEGE, BANGALOREB.COM, JAIN COLLEGE, BANGALOREB.A. PROGRAMME, HANSRAJ COLLEGE, DELHIDURGAPUR LAW COLLEGEB.COM (HONS), SAHID BHAGAT SINGH COLLEGE, DELHIM.B.B.S, J.J.M MEDICAL COLLEGE, DEVANGREE, KARNATAKAMECHANICAL ENGINEERING, DAYANAND SAGAR COLLEGEOF ENGINEERING, BANGALORE

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