innovative pathshaala - ziiei · 2019. 3. 19. · 2. deepak kumar / kalzang gyatso senior secondary...

A platform for the teachers, by the teachers

Navachar Pustika Vol-5, Issue-1 (2018-19), English, Sikkim Edition

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Zero Investment Innovationsfor Education Initiatives

A platform for the teachers, by the teachers

ZIIEI is a mass-scale teacher outreach initiative started in 2015 by Sri Aurobindo Society (www.aurosociety.org) as part of its nation-wide education transformation program, Rupantar. ZIIEI believes that teachers are the pillars of this nation, and their contribution - if recognised and supported - can bring about a significant improvement in the quality and reach of education. Therefore, ZIIEI aims to find ‘the scattered, isolated and unrecognised, but effective solutions’ created by teachers at the grassroots and systematically scale them up to millions of schools. In the process, teachers are:

• Sensitised about the critical need for innovations in the Indian state-run schools;• Educated about the potential of innovations that require zero monetary investment;• Encouraged to share such best practices freely with the teaching community; and• Recognised for their contribution towards improving the quality of education.

With the support of HDFC Bank, hundreds of thousands of teachers and principals across the country are being oriented to innovation as a concept and encouraged to share their ideas with the education fraternity.

The most outstanding ideas to improve education quality at zero investment are published in this Innovations Handbook (Navachar Pustika). These ideas or best practices are then replicated in lakhs of schools every year. Schools that have been using these innovations in their c lassrooms are observing an increase in children’s attendance and enrolment, teacher's motivation, and community participation.

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FOREWORD

This is a proud moment in the history of Indian education when the teachers of this country have taken it upon themselves to transform the way we prepare our youth for the future. With their small innovative ideas taking shape in classrooms, we can once again look forward to creating an education system with strong foundations and high ideals that were once a part of the Indian heritage and glory.

The ideas that are published in ZIIEI Innovations Handbook demonstrate that a ‘new teacher’ has arisen. This new teacher understands that imparting true education does not mean merely helping students acquire knowledge, but also cultivating in them a deep understanding of how to use knowledge. This is the kind of teaching-learning that repeatedly brings teachers, students and the community in touch with India’s age old values, culture, heritage and diversity, yet with an eye on the future possibilities.

Sri Aurobindo has called such an education ‘National Education’. In one of his essays, he says, “it is an education proper to the Indian soul and need and temperament and culture that we are in quest of, not indeed something faithful merely to the past, but to the developing soul of India, to her future need, to the greatness of her coming self-creation, to her eternal spirit.”

This is why the ideas featured by ZIIEI are termed ‘innovations’, because they focus on application of better solutions that meet new requirements — requirements of the future of all of us as a Nation, which is now part of a larger global community. They are also ‘ innovations’ because they are contextually relevant in our schools. Any new way of doing things may be pathbreaking, but if it does not connect to people’s lives or if it cannot be used without changing hundred other processes, i.e. if the

people are not able to use it in their existing circumstances, is it really an innovation? When the concept of Zero Investment Innovation was first introduced back in 2016, teachers used to arrive at orientation sessions expecting yet another long-drawn lecture on how to improve education delivery. But soon they realised that finally their turn to take the centre stage in education had come — ZIIEI is here to learn from you! This ‘zero’ is a stage that includes all teachers, irrespective of their experience, age, professional degrees or background. When there is no cost involved, there are no transactions, no barters, no favours; only a free-flow of positive and constructive ideas to help each other as part of one mass movement to improve the quality of education.

Today, millions of teachers have joined this innovation movement. State after state, through this Innovations Handbook, new methods and means of education provided by teachers are being replicated in thousands of schools. Case studies and surveys show that in schools where zero investment innovations are being used to enhance the learning environment, students attendance and enrolment are increasing, and parents and community are participating more actively. But above all, the change we really wanted to see, is that teachers are feeling more empowered and valued. It is, after all, their work that is making a difference even in the remotest areas of the country.

We are grateful to all the teachers of Sikkim who contributed their best ideas to ZIIEI, and we thank the officers of Sikkim Education Department for supporting them. With the release of this edition of Innovations Handbook, we hope that many more teachers of the country will be inspired to ask ‘what can I do better at zero cost?’.

SAMBHRANT

ZIIEI Founder and Member-Executive,Sri Aurobindo Society

4 Innovations Handbook - Sikkim

INNOVATIVE TEACHERS OF SIKKIM

Scanned by CamScanner

Tashi Lhamu BhutiaGovernment Melli Bazar

SecondarySchool

Devan SapkotaGovernment Junior

High School, Pakyong, East Sikkim

Ranjeeta Rai Government Secondary

School, Melli Bazar,South Sikkim

Sacchina Chettri Upper Syari, Junior

High School, Nandok, East Sikkim

Basanti SharmaSripatam Junior

High School, South Sikkim

Munna GurungTemi Senior Secondary

School, South Sikkim

Laden PulgerGovernment Junior High School, Adam Pool, East Sikkim

Deepak KumarKalzang Gyatso Senior

Secondary School, Kabi, North Sikkim

We are grateful to the following teachers for sharing their creative ideas with ZIIEI and making this Innovations Handbook a reality. All the innovations published here are inspired by their novel techniques and methods, and aim to help them and thousands of other teachers to

improve the quality of education through small ideas that can bring about a big change.

Jigmee BhutiaPhodong Gumpa

Primary School, North Sikkim

5Innovations Handbook - Sikkim

Chewang Chopel Bhutia

Kabi Sanga Thargeylin-gam Monastic School,

North Sikkim


Raju SharmaSang Tshalamthang Senior Secondary

School, East Sikkim

Tenzing Ongmu Bhutia

Tumin Secondary School, East Sikkim

Laxmi Devi BhattaraiGovernment Junior High School, Ganchung, East

Sikkim

Recheal Pegha Limboo

N.t.l. Government Seconadary School, Vok,

South Sikkim

Phampa Devi Chettri

Junior High School, Dugalakha, Rhenock,

East Sikkim

Passang Yanki BhutiaDokchen Primary School,

East Sikkim

Sallu RaiGovernment Secondary

School, Sang Tshalamthang, East Sikkim

Sushmita RaiRai Gaon, Junior High

School, East Sikkim

Bishmu Prasad Sharma

Government Junior High School, Dong Ambotey,

Dong, South Sikkim

6 Innovations Handbook - Sikkim

T Shering Chopel Bhutia

Primary School Maypong, Borrong, Ravangla, South

Sikkim

Chundyu Narden Gensapa

Senior Secondary School, Sadar Thana Upper

Chandmari, East Sikkim


Monu Hang KhewaGovernment Senior Secon-adry School, Singtam, East

Sikkim

Pempa Tshe. Bhutia Labi Rangdam Primary School, North Sikkim

Garjaman RaiGovernment

Seconadry School, South Regu, East Sikkim

Mala Gurung Molom Primary

School, Kabi, North Sikkim

Bhaichung Bhutia Government Secondary

School, Aritar,East Sikkim

Hishey Jangmoo Bhutia

Nehbroom Secondary School, Namchi, South

Sikkim

Pramila Basnet Government Senior Secondary School,

Temi, South Sikkim

Uma D ChettriGovernment Senior

Secondary School, Luing,East Sikkim

Sujata RaiPrimary School, Dhar-gaon, Salghari, South

Sikkim

Kingchum P LepchaAho Shanti Secondary

School,Chagey Pakyong, East Sikkim

Hima Kharel Government Junior High

School, Adam Pool, Ranka Rumtek, East Sikkim

7Innovations Handbook

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Human Values(INNOVATION CODE - SKM/18/01)Innovation 1

Community Participation(INNOVATION CODE - SKM/18/02)Innovation 2

Healthy Students, Better Learners(INNOVATION CODE - SKM/18/03)Innovation 3

Self Learning(INNOVATION CODE - SKM/18/05)Innovation 5

Improving Attendance(INNOVATION CODE - SKM/18/06)Innovation 6

Learning Through Games(INNOVATION CODE - SKM/18/07)Innovation 7

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New Age Teaching Techniques(INNOVATION CODE - SKM/18/04)Innovation 4

What is the true role of education in a person’s life? If we say that it is to equip a person with the knowledge and skills to be able to perform well in the world and to have a fruitful career, we will be only touching the tip of the iceberg. The true role of education is to teach a person how to ‘use’ knowledge. My students may know and remember accurately all the facts on a subject, but can they really discern what is good for them, the society and humanity? Do they make an effort to understand their surroundings, the environment and human behaviour? Do my students feel that they are valuable individuals because they have certain qualities that can make this world a better place? This section on ‘Human Values’ talks about how teachers can lead their students towards the answers to these questions. It is for those teachers who are motivated to build their students’ character, so they grow up as not just good citizens, but also good thinkers and leaders.

Names of the innovators1. Laden Pulger / Government Junior High School, Adam Pool, East Sikkim2. Deepak Kumar / Kalzang Gyatso Senior Secondary School, Kabi, North Sikkim3. Munna Gurung / Temi Senior Secondary School, South Sikkim4. Ranjeeta Rai / Government Secondary School, Melli Bazar, South Sikkim

Benefits of this innovationu Strengthens the students’ fundamental human values and sets them on the path to becoming responsible, conscious citizens.u Hones their inherent qualities, including responsibility, confidence, co-operation, respect, and empathy.u Influenced by the students, gradually their parents and community also develop a more positive outlook towards education.

(INNOVATION CODE - SKM/18/01)

HUMAN VALUES

INNOVATION 1

9Innovations Handbook - Sikkim

10 Innovations Handbook

Impact areasInculcation of the deeper human values in teaching and learning.

SummaryEach activity featured as part of this innovation is focused on specific human values. The positive change in students and learning environment through all these activities can be ensured by carrying these out on a regular basis throughout the year, rather than as a one-time activity. Hence, the teacher plays an important role in enabling students to participate meaningfully.

Activities for classroom1. Scouts & Guides

Introduction: Inspired by National Cadet Corps (NCC), this innovative activity encourages students to be always ready to help others and recognises their efforts by awarding them different badges/ribbons. The main idea is that students get opportunities to hone their sense of responsibility and empathy, and they willingly start identifying ways to develop leadership and life skills through self-development, challenge, adventure and fun!

Classroom Application: Scouts & Guides is all about young people’s all-round development. Their general knowledge improves, and they learn important skills required for better learning in classroom and in life, including sense of Duty, Commitment, Discipline, Leadership, and Teamwork. Their confidence and self-esteem also improves significantly. This activity is most suitable for upper primary class, and can also be integrated with syllabus topics.

Planning: Teachers spend 10-15 minutes talking to students about the importance of helping others. In this discussion, the difference between sympathy and empathy can be also mentioned. Sympathy means you merely pity someone’s misfortune. Whereas

empathy means that you understand the feelings of another and take some action to comfort this person. Then, discuss with students how they can lend a helping hand to their classmates, family members, neighbours, pets and stray animals. For this, they do not have to take any risky work. Sometimes simple and intuitive tasks can be a big support to others.Preparation: Two key things need to be prepared beforehand - uTeachers and students together decide the colours of badges/ribbons that will be awarded to students for different types of help rendered by the student. For instance, red colour ribbon for helping the elderly, yellow for helping mothers, green for helping children, pink for helping friends and classmates, brown for helping animals, and so on. Simple wool thread, coloured paper, cardboard or cloth pieces can be used to create the badges. uStudents create a notebook to record the help they have provided to someone along with date and name of the person who has been assisted. Any old notebook can be used, and needs to be maintained throughout the academic year. Students may also decorate their notebooks. Another option is to use a bulletin board or blackboard to keep this record on a daily basis.

INNOVATION 1

Implementation: Please follow these steps to start Scouts & Guides in your classroom.uIntroduce Scouts & Guides to your class as a game of collecting badges/ribbons of all the colours within one academic year, by helping others in their school, home or community.uProvide examples, like helping parents with household work (cleaning, feeding animals, feeding siblings etc.). The second example is teaching classmates, younger siblings or neighbourhood students. Another one is of helping the elderly persons cross the road, or fetch water, or visit the market.uScouts & Guides can also be integrated with subject topics taught in the classroom. For example, if students have read about mosquito-borne diseases or about cleanliness, then the teacher can ask them to help their neighbours ensure there is no stagnant water in their homes, bathrooms drainage is not blocked, kitchen is clean, etc.uStudents must write a description of the helping work done in their Scouts & Guides notebook.uAt the end of every week (or month), the teacher reviews students’ notebooks and presents them the respective colour badges/ribbons based on the type of help provided by them. (If the teacher is not sure whether a student has written the truth or not, he/she may ask follow up questions and assess the student’s sincerity.)uAt the end of the academic year, students who have managed to collect badges/ribbons of all the colours, are applauded and recognised in the class.uAt year-end/annual day celebrations, the teacher may also invite various persons helped by the students, so they can share their experience and further encourage children to continue the good work.

Note: Scouts & Guides can also be included in the

INNOVATION 1

next activity of helping tourists, and a specific colour badge can be awarded to students for helping visitors to their state.

2. May I Help You?

Introduction: Tourism is a major engine of economic growth, employment and poverty alleviation in the state of Sikkim. For a child, it is important to know that tourism is not just an industry that brings jobs and money to the locals. More importantly, tourism is about being proud of our local heritage and culture, sharing it with others so they too can return home having learnt something good from Sikkim. It is about accepting outsiders and about human unity. If children, from an early age, understand this significance and how to make others feel like friends and not strangers, then they can help ensure that in future, tourism is more meaningful and constructive, as well as strengthen their human value of respecting others. Classroom Application: Students sharpen their speaking skills, social awareness, and confidence. Teacher can also link this task to Social Studyies syllabus topics. This activity is most suitable for upper primary classes, when students have developed enough sensitivity to discern when it is okay to talk to strangers and when to stay away.

Planning: Discuss the importance of tourism with your class, and why students should make an effort to help tourists. Also discuss how simple tasks can be



of big help to someone, like telling the way to people if they are lost, lending a hand to women with young children, giving a place to the elderly to sit, suggesting places to visit in Sikkim, and so on. Remember to also advise students of the possible situations where they should not talk to tourists, for example late at night, in lonely streets, or if the person seems drunk.

Preparation: Please refer to ‘Preparation’ section of Scouts & Guides activity above, where students prepare a note book to record their experiences of helping people.

Implementation: Name of this activity, ‘May I help you?’ signifies two things. First, the need of tourists to be able to find help from friendly people and not feel unwelcome in a new place. Secondly, this polite phrase signifies that students take the initiative to help others, instead of waiting for them to ask for help. Here is how you can start this practice with your students: uStudents are instructed to make an effort to meet, greet and help tourists. Make them aware of who to reach out to and how. For instance, travellers who need help the most are children, mothers, elderly, disabled, and those with an illness. On the other hand, help that is needed most often is simple but needs to be provided with politeness, such as telling the way to a particular place of interest, showing how to book a local taxi service, or where to find the tourism department office.uTeacher may also ask students to role-play or write some common conversations, guiding them to speak well in English/Nepali/Hindi. Further, instructions on positive body language (smiling face, use of hand gestures, keeping a one-arm distance while talking, etc.), posture and importance of listening skills can also be shared with students for developing their personality and confidence. uEvery day, while going back from school, or at home while shopping with parents, or at other such times, students apply what they have learnt. If they

see someone who is in need of some help, they start a conversation by saying ‘May I help you?’. They listen to the person carefully and offer to help in the best way possible within their means. uIn their notebook, students must write a description of the helpfull work done.uAt the end of every week (or month), the teacher reviews students’notebooks and invites selected students to present their experience of helping others with the rest of the class. Teacher and classmates applaud the student's efforts.uAt year-end, student who has proved to be the most respectful, helpful and responsible towards visitors to the state, can be recognised during morning assembly or during a school celebration event. Note: ‘May I help you?’ activity can be extended into the Scouts & Guides activity described above.

3. My Postbox, My Voice

Introduction: Children have an innate sense of right and wrong. However, growing up they face multiple stimuli and influences — family, friends, school, society, television, social media — that sometimes guide them well, but also sometimes leave them confused as to what is values-based and what is not. The bigger problem is that often when children need clarity of thinking, they are hesitant of asking questions or expressing themselves to others. ‘My Postbox, My Voice’is an interesting way to encourage them to find answers by posting letters to the teachers or friends they want to reach out to. These letters can be to ask questions to the teacher about deeper meanings of things children observe, about a complicated situation in a story they have read in the class, or these letters can be to say ‘thank you’ or ‘sorry’ to classmates. Classroom Application: This activity improves teacher-student trust and bonding, and also creates a cordial, supportive learning environment as classmates get to understand each other’s goodness.

INNOVATION 1

Values of gratitude and humility can be especially encouraged through this activity, along with curiosity and urge to understand things better. Planning/Preparation: The teacher will need to create and hang a postbox in the classroom, as shown in the image. You may decorate an empty cardboard box with colourful paper and write 'My Postbox, My Voice' on it. Students may also participate in decoration work. Implementation: Discuss with students that to stay on the path of righteousness as we grow up, it is important to keep asking questions and seek answers, so the right people can guide us at the right time. Also, many times, it is not easy to practice good behaviour. Even simple values-based tasks, like saying ‘thank you’ and ‘sorry’, can be a challenge if we are influenced by ego, hierarchy and social status. Overcoming these hesitations, and finding a way to express our thoughts is important. After this, encourage them towards character building by taking the following steps on a regular basis: uWhat to do — Students are asked to always keep in mind that our human values are our greatest asset. Whenever they experience, see, hear, read something that is related to values, they should ponder on its meaning and decide what actions they should take. If they do not understand, they can ask questions by writing a letter. uHow to do — They can choose to post the anonymous letters (without their names on it) or letters with names. The letters are usually of four kinds. (a) To ask a question from the teacher about human values in a syllabus poem or story, (b) To express thoughts and opinion, or to understand better, anything related to them (from cartoons to social ills, from class fights to emotions of jealousy or revenge), (c) To say ‘thank you’ to express gratitude to a friend or a teacher when they have helped them in some way but the child is too shy to say it out loud, and (d) To say ‘sorry’ to a friend or a teacher whom they have wronged but are not sure how to say sorry. Some examples are:

INNOVATION 1

- After reading a chapter on India’s Independence Movement, a student posted a letter asking why it was considered okay for Indian freedom fighters to throw bombs, but not okay for British soldiers to arrest them when actually it was the law? - When a student’s sister got married, she was given dowry. The student posted an anonymous letter expressing strong opinion against the dowry system, which he could not speak among his family members being the youngest person. - Two friends had a misunderstanding and stopped talking to each other. After many months, when one of them could not bear the loneliness, she posted an anonymous letter to her angered friend, with just one line saying ‘Sorry I did not like that everyday you expected me to follow your orders.’ uWhen to do — Each student writes at least one letter every week. The teacher opens the post box every day at a fixed time. uWhat next — The teacher goes through the letters and on-the-spot selects which letters should be discussed in the class, and which students need to be counselled individually. Regular practice maintains a lot of enthusiasm among children for writing letters and they get to strengthen their character on a daily basis through this communication channel.



If education is a means to creating a positive, progressive society, then the most critical factor to ensure social upliftment is the school. And hence, it becomes the community’s primary responsibility to support its schools. All of teacher’s efforts to make learning engaging, improve learning levels, increase enrolment and attendance, and so on, cannot yield any significant results unless the parents and community join forces with the teacher. However, the reality is that often less educated or uneducated parents are indifferent towards education. Many times they do not even consider it important to send the child to school every day, leave alone participating in school activities. That is why ‘Community Participation’ innovation is so important for every school. It provides solutions to increase community’s awareness and engagement in children's education, so they take more interest in upliftment of the school.

Names of the innovators1. Sujata Rai / Primary School, Dhargaon, Salghari, South Sikkim2. Uma D Chettri / Government Senior Secondary School, Luing, East Sikkim3. T Shering Chopel Bhutia / Primary School Maypong, Borrong, Ravangla, South Sikkim4. Devan Sapkota / Government Junior High School, Pakyong, East SikkimBenefits of this innovationu Effective means of helping the community understand the importance of education and school.u Fostering a spirit of mutual cooperation among parents and teachers. u Community members feel valued by becoming a part of children’s education, and they are inspired to support the school’s development.u Positive changes in learning environment for students, inside and outside the school.u Increase in children's confidence as well as their attendance and enrolment.


COMMUNITY PARTICIPATION

INNOVATION 2

Impact areasIncrease involvement of parents in their child’s education; Improve motivation levels among teachers.

SummaryThe different ideas described in ‘Community Participation’ focus on involving all kinds of community members—from sincere to uninterested, from professional to illiterate—in the education process. This is done by engaging them in teaching-learning activities so they feel valued and empowered by contributing meaningfully to children’s education, and develop an affinity towards the school. There is no special requirement of creating a TLM.

Activities for classroom

1. Home VisitsIntroduction: Students’ academic results are directly affected by the atmosphere they get at home. Some children are seen doing poorly in studies as they do not get proper study environment at home or attention from their parents. In some cases, due to poor diet or lack of hygienic facilities at home, their health starts deteriorating or they fall ill frequently. As a solution, the teacher (along with community members like panchayat heads, members of the block authority, school management committee or local

media) visits homes of students to assess whether the family environment is conducive to their academic and personal growth or not. Parents/guardians are also counselled on the importance of providing children clean and healthy space to grow and learn, and how to foster good habits in them. Parents who are found to be more careful and attentive towards their child’s education, are awarded by the school.Classroom Application: Home Visits is a suitable solution for teachers to ensure that what students learn in school is supported at home equally. As parents become more diligent about their ward’s performance, students’ attendance and learning outcomes also improve.Planning: Approach community leaders and block authority members to brief them about the objective of this exercise and seek their participation in visits to students’ homes. Explain how their presence as prominent members of the society will help convince parents about the importance of education. Secondly, also take permission beforehand of the parents/guardians to visit their homes. Depending on the number of homes to be visited in a month, plan the visit schedule accordingly.

Preparation: On a plain paper, make columns mentioning the students' names, their parents' names, date and time of home visit, learning environment, hygiene level and diet of the students. Leave space

INNOVATION 2

Home Visit Schedule

DATE DAY VILLAGE TIME TEAM OF VISITORS

18/9/17 MondayUpper samsingNew

11:00 A.MMr. D B Gurung, Mr. D Sapkota, Ms.hema Gurung, Mr.m Poudyal

19/9/17 Tuesday Kartok 11:00 A.MMrs. Januka Dhakal, Mr. D Sapkota, Ms. Sangeeta Subba, Mrs. P L Lepcha

20/9/17 Wednesday Pakyong bazar 11:00 A.M

Mrs. Roshni Rai(Adc Dev Pakyong), Mrs Januka Dhakal, Mr. N K Subba (A D Hrdd,Pakyong), Mr. D Sapkota, Mrs. S Rai,Mrs. Tshering D Bhutia, Mrs. Kamala Bhandari, Mr. Ajay Thapa

21/9/17 Thursday Cha-lamthang 11:00 A.M

Mr. Tika Gurung, Mr. D Sapkota, Mrs Radha Bhusal, Mr. S T Sherpa

22/9/17 Friday Namcheyn-bomg 11:00 A.M

Mr. P T Lepcha, Mr. D Sapkota, Mr. D Parajuli, Mrs.som Kri Gurung, Ms. Samjay Lepcha



to mark them on a scale of 0-5, where 0 denotes need to improve, 5 denotes an outstanding environment. This is called an observation sheet. (See image)

Implementation:uInform parents beforehand about the planned visit to their house.uOn visiting the house as a team, observe the parent’s views towards the child’s education and ask about specific efforts they put in to support him/her. Does the child have a place to study? Are the kitchen and bathroom clean? Does everyone know when and how to wash hands properly? Is the child getting healthy food? Basis the answers and your observation, mark the various factors on a scale of 0-5 in your observation sheet.uThe team then counsels the parents/guardians on how to further improve these aspects, and makes them aware of the significance of holistic development of a child.uAfter completing the visits, the teacher keeps track of improvement in learning levels of children whose homes were visited.uParents who are found to be diligent in taking care of their children are recognised and honoured

by the school at special cultural event/annual day celebrations, as an inspiration to other parents.

Note: This activity should be conducted at least once, or if possible, twice a year, for all students.

2. United We StandIntroduction: United we stand, divided we fall. According to this phrase, even arduous tasks become easy if everyone comes together. This approach can be very helpful in government schools where resources are limited and teachers struggle to find the means to provide proper infrastructure to students. In such a scenario, community can come together and fill in the gaps by extending small help, such as providing water for preparation of mid-day meals in case of a shortage, beautifying the school by giving plants, and provide tents and chairs during events.Classroom Application: Students learn cooperation and unity by seeing their parents' contribution to school. This initiative also develops harmony between the school and community.Planning/Preparation: Arrange a meeting with the

INNOVATION 2

Home Visit Observation Sheet

DATE NAME OF PARENTS NAME OF STUDENT Time

STUDY ENVI-RONMENT

1/2/3/4/5

SANITA-TION FOR

GIRLS1/2/3/4/5

KITCHEN & DAILY

DIETHYGIENE

20/9/17 GAJENDRA MUSKHAN KHRI 1:00 2 2 3 2

20/9/17 SUNIL ANKIT KRI 1:05 3 2 2 3

20/9/17 MEENA 2:20 3 4 4 4

20/9/17 ACHA LAAL KAJOL KRI 2:30 3 3 3 3

20/9/17 RUSTAM ABDULLA 2:30 3 3 3

20/9/17 RUSTAM JAIBBULA 2:30 3

20/9/17 RUSTAM SAIFULA 2:45 3

20/9/17 BINDESHA-WAR

AMODH RAM 2:45 3 3 3

20/9/17 RASOL SAKET 3:00 3 3 3

20/9/17 RASOL 3:10 3 3 3

20/9/17 3:10 3

20/9/17 3:30 3

community members on a regular basis and keep them abreast of what is going well in the school, and what is not. At the same time explain how parents and community members can help in improving the school through their small efforts. Implementation:uOrganise meetings with the community members on a regular basis.uList problems where students can benefit by little support of the community, such as school infrastructure and resources issues. uCommunity members and teachers together find solutions and volunteer to provide best possible support. Some examples are: - Problem: A school faced extreme water shortage and it was difficult even to cook mid-day-meals. Solution: Mothers started sending their children with 1-litre bottles of water as a contribution. This way, the school has over 100 litres of clean cooking water whenever there is a shortage. - Problem: With many students showing interest in performing arts, the school wanted to organise festival celebrations in schools for community members, but there were no resources available for hosting people. Solution: One parent volunteered to provide tables, the other volunteered to arrange tent, another volunteered to help students prepare a play, and so on. - Problem: Students in a school were mostly from marginalised families and were usually without notebooks. The school also had shortage of books. Solution: Housewife mothers offered to create new notebooks out of leftover pages from old notebooks, which solved the problem to an extent. They also mended some of the course books by binding them and pasting torn pages, so if next year there is a shortage of books, at least these can be

passed on to younger students.

3. Mothers’ ClubIntroduction: A good diet and proper hygiene are imperative for a healthy body and mind. A child becomes more attentive in class and other extra-curricular activities when he/she is in a good mental and physical condition. Apart from the school mid-day meal, the diet he/she gets at home is a direct indicator of his/her health. This idea of constituting a Mothers’ Club in school helps monitor a child’s fitness level. In this method, mothers are called at regular intervals to check the mid-day-meals prepared for students, volunteer to cook the meals, and offer their suggestions on improving the quality of the food. By contributing to the school in this way, mother’s feel respected and engaged with school activities, in turn making an effort to ensure more sincerity in the child’s education. Classroom Application: As mothers feel more involved, students attendance and learning levels are seen to improve. Also, improved quality of food leads to an active body and mind.Planning/Preparation: Invite students’ mothers for a quarterly or a half-yearly meeting to discuss food and hygiene requirements of students. They are also counselled to attend the meeting on a regular basis and keep track of their child’s growth.Implementation: This activity can be conducted in schools on weekly basis, or more frequently if possible, as follows:uInvite students’ mothers to school, sending out an invitation in person or through children; convince them that their attendance is important for their child’s future.

INNOVATION 2



uMothers are teamed together as a ‘Club’, to function like a support group for the school. uThe first task of the club, to do regularly, is to improve mid-day-meals. On rotational basis, mothers take responsibility of cooking the mid-day meals, and of checking the mid-day-meal’s quality and taste. This is done by mothers at least three time in a week. uThe club can also take up other support tasks. For instance, helping students prepare for a cultural event, carrying out rallies in the village to raise awareness about education, or teaching vocational skills to students as and when they have time. uMore examples of the Club’s tasks can be beautification of the school, organising students’ birthdays, tree plantation, etc.uThe club also conducts a meeting every few months to discuss the children’s health and hygiene habits, and teachers suggest solutions. They also advise mothers on what important steps should be taken in case a student is not eating properly or keeping ill frequently.

4. PLC or Professional Learning Community

Introduction: Young children are quick learners. They observe, grasp and try to imitate whatever is happening around them. Anything said or done before them sometimes leaves a mark forever in their minds. So, to help them realise the significance of education and inspire them from an early age to pursue a values-based, constructive lifestyle, it is important that they get to meet role model citizens and successful professionals. Towards this, PLC or Professional Learning Community is capable of playing a vital role. In this activity, intellectuals, retired officials, and skilled persons from the nearby villages/towns are invited to guide the students.Classroom Application: Students learn about different occupations and workspaces. At the same time, they understand the important aspects of History, Geography, Literature, Politics, and health and cleanliness. Students are inspired to pursue education sincerely and aim to be successful professionals when they grow up.Planning/Preparation: First, after a meeting with the Gram Panchayat/Sarpanch, prepare a list of

INNOVATION 2

talented and eminent persons from the village and nearby areas who would be willing to share their experiences with students. Thereafter, these persons are invited to conduct lectures and counselling classes, at least once in two or three months.Implementation: Interactive sessions of students with the selected persons can be conducted as follows:uKeeping students’ interests in mind, the guest shares their thoughts with them. They speak about life and practical values to students. The guest speakers also focus on their achievements and success stories that can influence and inspire students.uFor example: - A lawyer or a policeman can enlighten students about the prospects of their profession. - Doctors can discuss the significance of cleanliness and health with the students. - Artists/sculptors can conduct a workshop for students to gain knowledge as well as practical training in the art form. uThrough this activity, the invited guests are also made aware about the activities and innovations of the school.uOpportunities must be provided to students to express their views, ask questions, and satisfy their curiosity.

There’s an old saying that a healthy mind resides in a healthy body. It has also been scientifically proven that nutritious food is directly related to children’s intellectual development. Any deficiency of vitamins or other nutrients can not only affect their physical health, but also their concentration, comprehension, and retention of learning. It is essential, therefore, to understand health & nutrition as an important factor affecting students’ learning outcomes, and must be included in students’ holistic development plan. Through the activity presented in ‘Healthy Student, Better Learners’, teachers have found an engaging way to foster health and hygiene habits in students.

Names of the innovators1. Sacchina Chettri / Upper Syari, Junior High School, Nandok, East SikkimBenefits of this innovationu Students get a healthy diet for better physical and mental development.u They become aware of the importance, quality and source of various nutrients in food.u General knowledge of the students also increases.u Parents also gradually become more sensitive towards the child’s health and hygiene requirements, and are able to better support their growth.Impact areasCreate enquiry-led self-learning environment; Improve motivation levels among teachers; Increase involvement of parents in their child’s education; Improve learning outcomes.


HEALTHY STUDENTSBETTER LEARNERS

INNOVATION 3



SummaryThe aim of various activities explained here is to motivate students to always choose to eat nutritious food and improve their eating habits. In this innovation, the food is used as a TLM to increase their subject, general and practical knowledge. It also serves to develop their communication skills and enhance vocabulary.

Activity for classroom

What’s Inside Your Tiffin?

Introduction: It is seen that children are in a joyful mood just before the lunch break. Teacher can use this time to have a light-hearted discussion on nutritional value of food in their lunch boxes. In this way, students become aware of the different types of foods and their significance. They can also be asked to make a note of the food items they are consuming and the nutrients present in them for a period of seven days. After this period, they are asked to present the findings in the class. This exercise helps

them learn about seasonal and local foods and their importance in a healthy diet, along with personal hygiene habits.Classroom Application: Students gradually acquire better eating and cleanliness habits, leading to less sick-days off from school and also more active participation in class. This activity is suitable for students of higher classes, who are not served the mid-day-meals at school.Planning: Inform the class that now everyday for 10 minutes (or more) before the lunch break, there will be a discussion in class about the food in their lunch boxes and its nutritional value.Preparation: To be able to facilitate this discussion in the classroom, the teacher needs to have basic understanding of the components of a balanced diet, and knowledge of the seasonal and local produce.

Implementation: This activity can be conducted in the class every day, as follows:uThe food that students bring in their tiffin boxes daily is used as a TLM to help them learn something new about health every day. Students take turns to show the contents of their lunch boxes and share some information about it. It could be their preferences (why they have brought this particular item today, whether they like it or not, etc.) or factual information (this vegetable grows in summers, my mother says it is good for a bad throat, etc.). uTeachers inform each child about the nutrients present in his/her food, and let’s them decide if their (or their mother’s) choice of food today was wise or not. uThey also encourage children to eat healthy food, along with food-related hygiene. For instance, wash vegetables with clean water before chopping, wash lentils and pulses at least three times before boiling, wash hands with soap before and after eating food, eat with your mouth closed, and so on.uIn addition, students are also explained the benefits of different types of cooking methods, which they share with mothers at home. For instance, always cook the food with the lid closed, deep frying can damage the nutrients, spicy food is difficult to digest, and other similar tips. uParents can also be asked to participate in these discussions occasionally, to increase their awareness on healthy food requirements for a growing child.

INNOVATION 3

A student-centric education system is possible only when students take the lead of the teaching-learning process and teachers play the role of their guides and mentors. This means students need to be active participants, rather than merely absorbing information. That is why, there is a growing emphasis on experiential learning methods. Teachers are now introducing new-age techniques to integrate learning with students’ day-to-day activities, and make education relevant and interesting for them. Such novel approaches by teachers are resulting in significant improvement in grade-appropriate learning levels, and are fostering an enquiry-led learning environment in the schools. The key to making these innovative methods work is the right approach and strategy to make syllabus topics simple and joyful for the students.

Names of the innovators1. Sushmita Rai / Rai Gaon, Junior High School, East Sikkim2. Phampa Devi Chettri / Junior High School, Dugalakha, Rhenock, East Sikkim3. Pempa Tshe. Bhutia / Labi Rangdam Primary School, North Sikkim4. Mala Gurung / Molom Primary School, Kabi, North Sikkim5. Chewang Chopel Bhutia / Kabi Sanga Thargeylingam Monastic School, North Sikkim6. Hima Kharel / Government Junior High School, Adam Pool, Ranka Rumtek, East Sikkim7. Pramila Basnet / Government Senior Secondary School, Temi, South Sikkim8. Tenzing Ongmu Bhutia / Tumin Secondary School, East Sikkim9. Monu Hang Khewa / Government Senior Seconadry School, Singtam, East Sikkim10. Garjaman Rai / Government Seconadry School, South Regu, East Sikkim11. Bhaichung Bhutia / Government Secondary School, Aritar, East Sikkim12. Hishey Jangmoo Bhutia / Nehbroom Secondary School, Namchi, South Sikkim


NEW AGE TEACHINGTECHNIQUES

INNOVATION 4



INNOVATION 4

Benefits of this innovationuDevelopment of experiential, relevant and joyful pedagogy in the school.uTeachers and students work together to ensure effective teaching and learning.uLearning retention in students improves, along with their confidence level. uTeachers feel more involved and motivated.uIncrease in student attendance and enrolment.

Impact areasImprove learning outcomes and decrease learning gaps; Inclusion of children with special needs in mainstream; Creation of enquiry-led self-learning environment.

SummaryInnovative teaching techniques include a number of activities. These have been explained using specific examples, however the teacher can adapt and apply them to any syllabus topic with ease and in an interesting, participative manner. There is no special requirement of creating a TLM. By taking part in these activities, students are able to hone all-round skills, recapitulate and revise lessons effectively, and even apply knowledge in real life situations.

Activities for classroom1. I Teach, I Learn

Introduction: Giving students intrinsic motivation to learn is a difficult task. However, sometimes children can inspire and lead each other better than their parents or teachers. Here is an effective strategy in which a senior and a junior grade is combined into one, and older students take up the responsibility of mentoring the younger ones. This way, each child find his or her own motivation to be more responsible and dedicated towards their education. On the one hand, junior grade students feel accountable to learn better

with encouragement and affection of their seniors. On the other hand, by teaching younger children, senior grade students realise that individual effort to learn is essential and themselves begin to work harder to achieve better marks.Classroom Application: This approach can be used to improve learning of any syllabus topic. It is also effective for multigrade teaching, however the two grades attend their classes separately and then study together only during a fixed time of the day. It fosters a supportive learning environment in the school for all kinds of students — from academically weak to the bright ones.Planning/Preparation: Based on the readiness of students, decide which two grades should be merged for this activity. For instance, if you feel grade VI students are sensitive and patient enough to work with grade II students, they can be brought together. However, in case most grade VI students are still struggling with the fundamental concepts taught in grade II, it may be more feasible to combine grade VI with grade I, or grade II with grade VII.Implementation: Follow these steps for a fruitful integration of senior and junior students: uGenerate excitement among senior grades by asking encouraging questions. Such as, would you like to be a teacher? Wouldn’t it be great if you can help a younger/weak student do better at school? uThen explain to them the basic manners to deal with young children — not to scold or bully, lead with care and affection, be a mentor, always keep patience, change your teaching method if your

student is unable to learn, be assertive, and so on. uMentally prepare the junior grades, again by asking encouraging questions. Such as, wouldn’t it be great if you always had someone older to help you with your studies? Your senior Didi and Bhaiya would really like to teach you, would you give them a chance? uFix goals and time. For instance, within one month, grade VI students are supposed to teach capital letters (A, B, C…) and small letters (a, b, c…) to grade II students. uEveryday, at a fixed time (lunch break, free period or any other free time for both classes) seniors and junior sit together in a class or playground. One older student forms a group with one or more younger students and teaches them. uWhile as a teacher you are observing this activity from a distance, it is important that you are also actively assessing the improvements in students on a day-to-day basis. It has been seen that this processes leads to drastic improvement in learning levels in the junior grades within one month, and the senior students begin showing keenness to learn their own syllabus topics. uIt is also important that, at the end of the month, teacher interviews the older students to know their experiences from this activity, and what specific changes do they observe in themselves. For instance, do you feel that now you understand the purpose of learning? Why is it important to study? Which teaching/learning technique worked for you best?

2. Curiosity BoxIntroduction: Children are naturally curious beings; eager to observe and understand the events happening in their daily lives—at school, home or community. However, many times, due to hesitation, children’s curiosity is curbed when they are unable to ask questions, which can affect their self-learning ability. The Curiosity Box is a simple solution to encourage students to ask questions that are later answered by the teacher using interesting insights

and information. Classroom Application: Students learn to apply information and knowledge to real life situations, as this box becomes the only place where they are encouraged to ask questions on any thing they observe or learn, be it an event, a subject, text or theory. As they get information about many aspects related to the subject topics also, it promotes their rational thinking skills.Planning/Preparation: Decorate any cardboard box from outside with colourful paper and write 'curiosity box' on it. Students may also participate in the decoration work.Implementation:uHang the post box in the classroom and explain to students that they can now post their questions related to their academic and co-scholastic activities, both.uBased on the students' interest areas, the teacher plans a way to answer questions systematically. He/she can reply by opening the slips on-the-spot in the class, or segregate them topic-wise beforehand, or ask another student to organise the slips.uEvery week on a fixed day, the teacher opens the Curiosity Box and answers the questions, verbally or using a TLM, as required. Some examples are: - After planting various types of saplings in the school garden, students were asked to submit

INNOVATION 4



their queries about environment and trees in the Curiosity Box. Later, the teacher answered their questions by explaining various environmental and scientific phenomena. - Having observed the farmers, some student asked how water from a solar pump gets to its tank through the motor pump? The teacher answered that the solar plate absorbs sunlight and converts solar energy into electrical energy. This electrical energy is then converted into mechanical energy. Using this, the motor starts running automatically and the water reaches the tank. - Other examples include a range of learning opportunities in and around the school, like sources of water, types of housing, traffic congestion, post office, bank, police station, and so on.

Note: Ask students to write their question on the slip, fold it, and then write the topic on top of the slip. Later on, this later helps in sorting the slips topic-wise and the teacher can answer queries related to similar topics at one time easily.

3. Cycle of EventsIntroduction: Just as a baby is able to learn the critical skills of walking, talking and eating, simply by observing others, older school-going children are also driven by a natural tendency to learn by perceiving people and situations around them. However, as they grow up, they also become keen to not just follow others blindly but to first understand the action of others and then decide whether to follow or not. This

inherent interest of children in understanding their surroundings is the reason why this ‘Cycle of Events’ activity is a popular one. Students are instructed to carefully observe events with a specific objective, and then present the information in different ways based on their understanding. Such discussions help them view syllabus topics in context of real life situations, gain insight into their community and environment, as well as promote inquiry-led learning environment in the school. Classroom Application: Teachers can choose to conduct this activity on a regular basis to hone students’ speaking and writing skills, and topic-based research and data analysis skills. Any general knowledge or subject topic can be observed in real life situations through this activity. Students also gain self confidence by participating in this observation and presentation work. Planning/Preparation: To inspire students, first start reading a relevant newspaper article for the children during morning assembly, or in the classroom, while pointing out the key observation and opinions expressed by the writer in that article. Implementation: You can start this activity with students on a regular basis, by dividing it into two steps: uObservation & Documentation — Ask students to observe the daily happenings in their community/neighbourhood. They are required to record their observations in a notebook, along with their opinions on the subject, similar to a real news articles published in newspapers. This can be done in various ways: - Students become reporters and editors, and collect news on a daily basis similar to a news

INNOVATION 4

friends discussing the news, or as two characters from an incident. - Essay. Students write an essay, or draw photos on the chart paper, to present the information they have collected on a particular class lesson. uAfter the students’ presentations, the teacher provides his/her opinion on the topic. For example: The students have related how two drunken men were quarrelling, and one fired at the other, injuring him seriously. The teacher then shares information on how alcohol addiction affects the individual, family and society.

4. Wrapper LearningIntroduction: Sometimes common items from a child’s daily life can become an interesting source of learning. In this activity, a simple empty wrapper is made the source of much joy and knowledge for young children. Yes, packets of chocolates, chips, biscuits, toys, etc. can be used to introduce many syllabus topics and arouse their interest and curiosity. This technique is also helpful if the teacher and students face problem in communicating with each other due to difference in their language dialects. In such a scenario, product wrappers also serve as a good TLM for introducing children to new words, their meanings and pronunciation.

Classroom Application: This activity is instrumental

INNOVATION 4

*Children’s NewspaperThis is a popular zero-investment innovation published in the previous editions of the innovations handbook. Similar to a regular newspaper, Children’s Newspaper also showcases the achievements, problems and school incidents. Students collect news of the day’s activities. To achieve this, students need to be present in the school along with being alert. A lot of problems faced by the school are highlighted. Teachers understand various issues faced by students in areas such as sports, scouts-related, milk, fruit, books, dress, teacher’s presence and teaching-related problems and try to address them. By reading other newspapers, if students include two to three national, state and local news in their papers, their knowledge of current affairs also increases. Printing essays, stories, poems, pictures, cartoons, etc., in the monthly or the annual edition, definitely improves the personality of the student. They must be encouraged from time-to-time to do take part in these activities.

agency. Reporters collect news and submit it to the editor. - Students form a group to go on a field trip, to observe and record events related to a specific syllabus topic. For example, affect of weather on farming, local occupations and types of vehicles and their purposes. - They individually observe and record the happenings on their way to school and back home for one week. For younger children, a simpler way is to record all the activities they do in a day. - They form a team with one or more students, decide a particular topic of interest to observe and record together for a week. uPresentation — Students compile their observations into articles, news bulletin (as a simple list of event headlines), or scripted dialogue between two students, and then present to the teacher and other students in several ways, including: - Children's Newspaper. Students prepare a weekly/monthly news paper*, and present it in class. For instance, one teacher named her class’ news paper as Adampool Chronicle, which students presented at morning assembly. - News bulletin presentation in class. The teacher gives 5 minutes to one student every day, after morning assembly, to present the news they have been collecting during the whole week. - A news article. Just as the teacher reads a news article in morning assembly (see above in the planning/preparation phase), every day one student/a pair/group is asked to readout their local news items. - Role play. Two students enact a conversation, either as news reporters on TV, or two



in introducing a new topic to children of all ages, and many syllabus topics can be covered (as shown in implementation steps below). It also improves their vocabulary, pronunciation, general knowledge, and expression abilities, as well as decision-making and thinking skills. For the implementation of this innovation, no additional TLM is required; only a cardboard box to store empty wrappers is enough. Planning/Preparation: Ask students to collect empty wrappers of items used in their homes. The wrappers are cleaned and collected in a box in the classroom.

Implementation: The implementation of this activity is extremely simple:uIn the class, turn by turn each student takes out one wrapper from the box and reads aloud the name and other details of the item. If the student is unable to pronounce certain words correctly or makes an incorrect pronunciation, the teacher corrects him/her.uNow ask the student to notice the expiry date, or the last date to use the item, explaining the significance of this date which will improve the general knowledge and awareness of the students. Maths functions such as calendar and date calculations can be explained. uMoving to list of ingredients and any other instructions on the packet, other concepts are explained to students. For example, healthy eating habits, export and import of local/indigenous goods, agriculture, business, and even the harmful effects of plastic can be explained to students using wrappers.

Note: Using wrappers for more fun is also possible. For instance, one teacher provides these wrappers to students to cover their notebooks. Another teacher, whose students live in a far off village with barely any shops, brings sweets, chocolates and biscuits to the class. Children first enjoy eating these interesting goodies, and then learn from their wrappers.

5. Mathematical BenchesIntroduction: A creative teacher is sensitive towards the learning needs of his/her students and tries to adapt the teaching methods to facilitate learning in way that children can relate to. Mathematics is one subject that can be at times abstract. Children find it difficult to visualise and understand many of its fundamental concepts. Through this technique of Mathematical Benches, the teacher uses students’ chairs/benches/sitting mats as a TLM to help them internalise the important concepts.

Classroom Application: In primary and upper primary classes, this technique can be adapted to explain Mathematical concepts and functions, such as shapes, place value and face value, number line, ascending and descending order of numbers, addition, subtraction, and so on. Students find it very interesting

INNOVATION 4

and instead of being hesitant towards Maths, they joyfully participate in the learning process.

Planning/Preparation: Based on the topic you want to teach, arrange the benches in different ways, as shown in the implementation steps below. Implementation: Following are some examples of using the benches to teach specific topics. These can be adapted by teachers for any other Maths concepts and calculations: uPlace Value — Children sit in rows and columns as usual, but each bench in a row is given a place value. Ones, tens, hundreds, …and so on is written on their benches. Students sit on a different bench each day and during attendance, announce their place value along with their names. Gradually they learn the relevance of place value and internalise the concept. uAscending and descending order — Divide the class into two groups. One sitting according to height in the descending order, the other sitting according to height in the ascending order. uShapes — Throughout the school hours, students seats are arranged to form shapes that they are learning. On day one, their benches are arranged as a triangle, on day two as a circle, on day three as a square, and so on. uPositive and Negative Numbers — Students sit

INNOVATION 4

in pairs, but not next to each other. Instead, they sit facing away from each other in the opposite direction. During attendance, they announce their roll number attached with a ‘positive’ or ‘negative’ value (E.g. Teacher calls out Chewang. Students replies ‘Today I am plus 23’ or ‘Today I am minus 23’). Gradually they learn the relevance of place value and internalise the concept.Note: If this technique is used regularly in every class, students gain a very strong understanding of the topic and are able to internalise the important Maths concepts and theories and never forget them again.



Self learning is a skill to manage one’s own learning tasks without anyone deciding your course of action. It is a necessary life skill for effective lifelong learning and, if developed from an early age, children are able to enhance their learning capability as well as develop better decision-making, planning and execution skills. The purpose of the activities described here as part of ‘Self Learning’ innovation is to encourage students to be self-motivated, self-sufficient learners who know how to gain and apply knowledge in any area. The efforts made by the teachers in the classrooms are also doubly rewarded when students are able to learn-understand-read on their own.

Names of the innovators1. Basanti Sharma / Sripatam Junior High School, South Sikkim 2. Raju Sharma / Sang Tshalamthang Senior Secondary School, East Sikkim3. Laxmi Devi Bhattarai / Government Junior High School, Ganchung, East Sikkim 4. Passang Yanki Bhutia / Dokchen Primary School, East Sikkim5. Sallu Rai / Government Secondary School, Sang Tshalamthang, East Sikkim6. Bishmu Prasad Sharma / Government Junior High School, Dong Ambotey, Dong, South Sikkim7. Kingchum P Lepcha / Aho Shanti Secondary School,Chagey Pakyong, East Sikkim

Benefits of this innovationu Students understand the importance of self-learning as well as classwork and homework.u The concentration and mental skills of students improve.u Learning environment of the student at home also improves. u Students become far-sighted and they gain the perception to distinguish between right and wrong.


SELF LEARNING

INNOVATION 5

INNOVATION 5

Impact areasIncrease in enrolment/attendance rates; Improvement in the inspiration levels of teachers.

SummaryUnder this innovation, different activities are organised. The basic principle behind all these activities is that when students are given opportunities to find and assimilate information on their own, their curiosity is fuelled and their self learning skills improve. The inclination of students towards self-learning also shows positive results in the classroom. Each activity gives them the knowledge to gain success in theoretical and practical situations.

Activities for classroom1. Corner Time

Introduction: Giving children a designated time and place for self-exploration of information and knowledge not only introduces discipline in their daily life but also helps them understand the significance of their work. This leads to a sense of ownership and responsibility towards their own learning, while enhancing concentration. The aim of adding a Corner Time to the class time table is to give students an opportunity everyday in the class to pursue an activity independently, and with the freedom to choose it as per their interest. At this time, students are given a choice to engage in any one activity (like drawing, reading, writing, solving puzzles, etc.) and three corners of the classroom are made available to them for those activities. This

encourages them to try out new things, identify skills they are good at, and build their confidence. Classroom Application: This activity is ideal for every school and class. For students of junior classes, help may be required from their teachers. This activity will improve the students’ overall learning abilities, while helping them explore their unique skills. Planning: Based on student’s interests, make a weekly plan of Corner Time activities. This plan can be followed throughout the year. An example plan for primary classes is provided here:

In the plan shown here, the activities for corner 2 and 3 are fixed on all days. Corner 1 is assigned a different activity every day, which can be conducted without the teacher having to rearrange materials on a daily basis.Preparation: Label each corner creatively to indicate the activity that students will pursue there, and arrange the required material. Some examples are as follows: uReading Corner — Story books or course books, and a mat for students to sit there and study. This should be a bright corner with ample light. uArtist’s Corner — Crayons or any other colours, or chalks if students are going to draw on slates or blackboard. Paste some inspiring pictures drawn by students. uLanguage Corner — A white/black board or a chart paper with the same sentence written in various languages. A new sentence and its translations are written by teacher or students everyday. uShakespeare Friday — Photos of famous poets and course book poems written on chart papers, to inspire students to write poetry on every Friday.

Day Time Corner 1 Corner 2 Corner 3

Mon 11-11:30 Learning from Wrappers

Corner

Reading Corner

Artist’s Corner

Tue 11-11:30 Language Corner

Reading Corner

Artist’s Corner

Wed 11-11:30 Learning from Wrappers

Corner

Reading Corner

Artist’s Corner

Thu 11-11:30 Language Corner

Reading Corner

Artist’s Corner

Fri 11-11:30 Shakespeare Friday

Reading Corner

Artist’s Corner

Sat 11-11:30 Craft Corner Reading Corner

Artist’s Corner



uLearning from Wrappers Corner — Empty shampoo bottles, food wrappers, boxes, and any other packaging material (in line with the Wrapper Learning activity explained in ‘New Age Teaching Techniques’ section of this booklet.)uCraft Corner — Re-usable items from around the school/home, such as lost buttons, ribbons, left over paper, cloth, etc. along with glue and scissors.

Implementation: Corner Time can be conducted in class everyday: uBasis the plan, ask students to select one corner of their choice. If too many students choose the same corner and other two corners are almost empty, divide the class equally into three corners. After 15 minutes, each group will have to move to the next corner so everyone gets a chance to try out all the activities. uFor the duration of the designated time, allow students to individually engage in the activity of their choice. They may ask for each other’s or your help, if required at any time, but try not to guide or interfere unless its really needed. Rather, give them time to self explore. uLast 5 minutes are used to survey their work. If they have created a drawing, poem or any thing else, they present it to the class. Their work can also be pasted on bulletin board or classroom wall for a few days to boost their moral.

Note: For young children, about 4-7 years old, it may be difficult to continue to be in one corner for more than 10-15 minutes. Also, sometimes they may choose one activity, but just after a few seconds want to do something else. In such a case, it is advisable to insist that they pursue their first choice at least for 5 minutes, and then give them the freedom to move to another corner and another

activity when they need to. 2. Self-Created Dictionary

Introduction: A self-created dictionary is a highly rewarding effort in itself. Students collect new words on a daily basis, along with their meaning and use, according to their class level. For this, it is important that they first understand the critical need of a dictionary as an asset throughout a student’s education. If they start working towards this from a young age, they not only benefit from it for a long time, but also develop research and documentation skills through enquiry-lead learning.

Classroom Application: This activity is suitable for all classes. Students not only increase their vocabulary, but are also able to understand and remember key words of any subject. It improves learning outcomes and retention of learning. Planning/Preparation: This activity is planned by the teacher according to the class level. For instance:uPrimary class students are given a list of words by the teacher from the syllabus topics, and they record the word meanings and use in their individual dictionaries as part of their daily homework. uUpper primary level students can choose the words from the syllabus text themselves.uIn higher classes, students can also be asked to select words from a newspaper article, where they find its meaning as well as identify it as a part of speech (i.e. noun, pronoun, verb, adjective, adverb, conjunction, preposition, and interjection).Implementation: The following is done on a daily basis.uAfter reading a lesson, the teacher and students together select 4-5 words from the syllabus everyday. It can be from any topic of any subject. If all subject teachers of a class are conducting this activity, each teacher should select only 1 or 2 words for students

INNOVATION 5

to record in their dictionaries. Otherwise, with too many words for each subject, students may feel burdened and creating a dictionary may become a tedious task.uAt home, students find out the meanings of these words from their course books, or by asking elder siblings, or with the help of another family member. As part of their daily homework, they list out these words their meanings on a rough paper or paper leftover from previous years’ notebooks. uAt the end of the week, students bind these papers together (in a file or with a thread). This way, every week, new pages are added to their personal dictionaries.

Note: Students continue to add words to the same dictionary as they progress from one class to the next. This way, they carry this knowledge bank throughout their education and are able to refer to it as and when needed.

3. Grammar from NewsIntroduction: The habit of reading newspaper daily helps students develop an interest in art, culture and literature, makes them aware of the happening around the world, and builds their personality and character. Apart from this, it also improves their reading and writing skills and can serve as an effective TLM for learning different parts of the speech. This method promotes self-learning as

INNOVATION 5

children can practice at home while going through the newspaper.Classroom Application: This activity can be used for upper primary classes when students have learnt basic literacy skills. It enhances their language grammar skills, as well as develops their interest in different fields like sports, art, culture and literature.Planning/Preparation: This activity can be carried out on a daily basis. The teacher should explain the benefits of reading newspaper every day. He then asks students to read the newspaper at home, identify the nouns/pronouns and adjectives and discuss it in the class/morning assembly the next day.Implementation: This activity is best assigned for home, so students can hone their self-learning skills.uAsk students to read at least one news article every day and identify different parts of speech (i.e. noun, pronoun, verb, adjective, adverb, conjunction, preposition, and interjection) from the selected news article.uThe student makes a list of these words in a tabular form, with each column specifying nouns, pronouns, verbs and adjectives.uStudents can choose to share their lists with the rest of the class the next day. While the student is reading the report out loud in the class, the teacher can also improve his/her pronunciation.

Note: This is a self learning activity in which teacher should allow independent research and documentation.



Students’ attendance has remained a consistent challenge in government schools in India. Despite being enrolled in the school, many students frequently miss their classes due to which government schools continue to fare poorly in the learning outcomes. With gaps in their academic understanding of fundamental concepts, eventually such children drop out of school, or their parents prefer to send them to private institutions. To reverse this trend, the innovation ‘Improving Attendance’ presents child-centric ways of not only motivating the students to attend school, but also of providing them continuous support so they are not deviated from their focus on education.

Names of the innovators1. Jigmee Bhutia / Phodong Gumpa Primary School, North Sikkim2. Recheal Pegha Limboo / N.t.l. Government Seconadary School, Vok, South Sikkim

Benefits of this innovationu Students feel more accountable towards their education, and their attendance and enrolment increases.u Positive, healthy competition fosters between students and their curriculum knowledge increases. u Students work together to improve each other’s daily attendance, and even absentee students get to catch up with the classwork done on the day.Impact areasImprove student enrolment and reduce drop-out rate and absenteeism.


IMPROVING ATTENDANCE

INNOVATION 6

INNOVATION 6

SummaryIf regular attendance of students is a critical issue in your school, teachers can use this innovation. The ideas presented here are focused on encouraging students to attend school through reward and recognition at individual level and through their friends. The approach is to reach out to students and extend continued motivation to them inside and outside the school. For successfully carrying out the activities given below, it is important to plan ahead and keep up the effort for at least 6 months continuously. No specific TLMs are required.

Activities for classroom1. My Attendance, My

ResponsibilityIntroduction: One way to solve frequent absenteeism is to ask all students to take the responsibility of maintaining their individual attendance, which encourages them to be more accountable for their choice of coming or not coming to school. In addition, students are also required to explain the reason for being absent from school in the morning assembly. This sends out the message to them and their parents that daily attendance of every student

is of utmost value to the teachers/school. Classroom Application: Teachers who have been using this or similar ways to make students more accountable towards attendance, are seeing much improvement. Moreover, the teachers are able to know the reason for a child’s frequent absence and can take action to address the real underlying issues. Planning: The teacher should inform the class of implementing this method beforehand so that students start taking their attendance and studies seriously. Parents can also be included in this exercise as they can counsel their children about the benefits of attending the school.Preparation: Take a new notebook and on top of each page, write the name of one student, in the order of their roll numbers. This is their individual attendance record. Implementation: To start this exercise in your class/school, follow these four steps: uSelf Attendance — Students maintain their attendance themselves. They record the date and reason of absence on the page assigned to them in the attendance record notebook. At the end of the week, teacher applauds students with no entries or least entries on their pages.uAssembly Reporting — Everyday during morning assembly, all students who were absent on the previous day are required to explain the reason for not attending school. Not wanting to appear on stage for the same frequently, most students attend school daily.uEvaluation — At the end of the month, teacher asks students to go through their pages in the attendance record notebook and identify the main reason for the absences and if they can be avoided this month. Teacher must also take note of any serious/recurrent issues a child is facing and help her/him address that. For instance, if his parents discourage him, then teacher must counsel them. Or if the child is frequently ill, his food and hygiene habits should be reviewed. uRecognition — Children with 100 percent attendance throughout the month are applauded in the morning assembly. Their parents can also be invited to thank them for their effort in ensuring the child’s regularity to school and for understanding the importance of education.



Note: The practice of maintaining each other’s profile can also be expanded to maintain records for other important student performance areas, basis the school’s challenges. For example, discipline, cleanliness, hygiene, homework submission, and PTM attendance of parents.

2. Profiling

Introduction: Children are highly influenced by their friends and classmates. If their friendship can be channelised to inspire and motivate each other towards specific goals, sometimes even the most difficult students can undergo a 360 degree turnaround in their attitude and aptitude. In the innovative practice of Profiling, students take up the responsibility of ensuring each other’s regular attendance in class, as well as other academic and co-scholastic areas, by maintaining their friends’ profiles. Classroom Application: This practice not only improves attendance but also the learning outcomes of students and academic results of the school. It can be done with students of any class, any age. Planning/Preparation: Explain the importance of attending the school regularly. Form pairs/groups of students depending on their compatibility and give them the responsibility to monitor each other’s attendance in school.Implementation: This activity can be made a permanent class practice in two ways:uIn groups - Groups of 3-4 students each are formed, along with a group leader. - The leader comes to school on time and encourages his group members too to come on time. In case a student in the group is absent, the leader finds the reason for his absence and records it in his/her profile. - This way student’s attendance improves and teachers are aware of the reasons for the absent students. Time taken for attendance also decreases.uIn pairs - After forming pairs, the teacher asks students to meet each other at a common point every morning and come to school together. - If one of the students in the pair is absent, then the other one tells the teacher the reason of his/her absence from school. - The student who is present, later on visits the house of the one who was absent and shares the classwork and encourages him/her to complete it and come to school the next day. - All instances of absence and the reason are also

recorded in the student’s profile by his/her partner.uHow to maintain a peer’s profile? - Each child is assigned 5 marks at the beginning of the year, and throughout the year, each student strives not to loose any marks due to absence from school. - For every 3 absents marked, the child’s partner/group leader deducts 1 mark in his/her profile, along with recording the reason for absence. - If students improve and become punctual, the partner/group leader assigns him/her bonus marks in his/her profile.

Sample attendance sheet

Date of Absence Reason Marks

dedcutedTotal Marks

(= 5-x)

Sample uniform sheet

Date

Reason for not being in

proper uniform (or

unclean uniform)

Marks dedcuted

Total Marks (= 5-x)

How to fill this Attendance sheet? Give 5 marks to each student in advance. 1 mark is deducted for a student for every three absences. To save their marks, students will try to come daily. In case a student’s marks go down to zero, it becomes necessary to present the student to

the principal.

How to fill this Uniform sheet? Give 5 marks to each student in advance. Teacher deducts 1/2 mark for students in case they do not come in proper school uniform. In case a student’s marks go down to zero, it becomes necessary to

present the student to the principal.Similar tables can be added to a student’s profile on

discipline, homework, etc.

INNOVATION 6

Young children learn basic life skills, such as running, climbing, problem solving and collaborating with others, on their own by playing various games. This is a natural way for children to grow up. If this approach is used in schools, then students are in their best element while learning. They find it relevant and joyful, which directly impacts their interest in learning, class attendance, and the school’s overall teaching environment. Also, it has often been seen that when teachers participate in activities alongside students, education process becomes much more effective. The ‘Learning through Games’ innovation provides a method of teaching-learning that makes education experiential and student-centric. It also develops students’ leadership skills and instils sportsmanship spirit. No wonder, it is the most popular zero investment innovation so far.

Names of the innovators1. Chundyu Narden Gensapa / Enchey Senior Secondary School, Sadar Thana Upper Chandmari, East Sikkim 2. Tashi Lhamu Bhutia / Government Melli Bazar Secondary SchoolBenefits of this innovationu Students develop interest in studies and there is improvement in class attendance.u There is a marked increase in students’ participation in class activities, along with enhanced values and life skills.u Revision of syllabus topics becomes easy as well as effective for both teachers and students.Impact areasBetter learning outcomes and decreased learning gaps; Inclusion of children with special needs; Improve student enrolment and reduced drop-out ratio and absenteeism.


LEARNING THROUGH GAMES

INNOVATION 7



SummaryThe implementation of ‘Learning through Games’ innovation is done through various games. Every game requires a T.L.M. which can be used round the year. The games are selected on the basis of the class objectives, such as introduction to the topic, recapitulation, and revision. The games can be adopted to any topic from the syllabus.

Activities for classroom1. Football

Introduction: In higher classes, subjects like Mathematics and Physics can become difficult to grasp given the complexity of the theoretical concepts. Many students lose interest in these subjects due to hard work that goes into understanding them. To help them, the game of football comes in handy and makes the whole process of solving difficult combinations and trajectory formulas simple and easy for the children to grasp.Classroom Application: It is useful for concept explanation as students are able to see and understand important points with ease. The open field and football experience helps them unwind from the theory of the subject. This exercise can also encourage them to continue learning these subjects further in their professional studies.

Planning/Preparation: Identify beforehand the topics that need practical explanation and arrange a game of football on the field.Implementation:uThe teacher explains the concept in the class and takes the students out in the playing field.uOne student is asked to kick the football and the teacher demonstrates the curve, angle and the speed it takes after being hit with force. The teacher can also explain the Newton’s law of gravity and motion. Students are then asked to analyse the players and the score board through mathematical calculations and word problems.For instance: - Average height, weight and age of the players. - My team averaged 18.2 points per game over a 5 game span. In the first four games, we scored 21, 14, 30, and 17. How many points did we score in the fifth game?uFor the elementary classes, football could be a fun way of teaching different numbers to the students. For example: the students should be asked to identify the age of the players and maintain a score card. This way they will be able to learn the numbers and basic addition, subtraction and multiplication.

2. Calendar

Introduction: Young students are easily distracted and sometimes it gets difficult for teachers to

INNOVATION 7

develop their interest in a complex topic, especially when it comes to subjects like Mathematics. The numbers and different equations make the subject monotonous and some students find it very abstract. To overcome these issues and motivate students, calendar teaching can help break the monotony and develop interest of students in the subject.Classroom Application: This method improves the learning environment. It also increases enrolment rate and promotes inclusion of students with special needs in the classroom activities.Planning/Preparation: Bring previous years’ calendars in the class and use it as a TLM to teach number functions.Implementation: Distribute cutting of various month pages among students and ask them to solve mathematical problems using this calendar page. For example: uNumber identification and number progression — Speak a number out loud and ask students to circle it on their page, helping them identify and understand different numbers.uSimple date calculations — Add, subtract, multiply or divide any two dates in the calendar.uWord problems — For example, if a person eats 2 apples for two weeks, how many apples does he eat in the given period?uComplex calculations — For example, simple and compound interest for a certain duration, age calculations, scientific calculations such as ‘half life’ concept of Physics.

Scanned by CamScanner

INNOVATION 7


© 2018 Sri Aurobindo Society

We have, every one of us,a role to fulfil, a work to do,

a place which we alone can occupy.

~The Mother~

To download a soft copy of this handbook, and for more information about zero investment innovations, log on to www.ziiei.com.

ZIIEI is one of the first and largest-ever initiatives of India to honour those teachers and government schools who are bringing about a change at the grassroots through simple yet effective innovations to improve the quality and reach of education, at zero cost. The most effective best practices chosen every year are published in this Innovations Handbook and systematically scaled up to reach thousands of schools. ZIIEI is an initiative of Sri Aurobindo Society's nation-wide education transformation programme Rupantar, and is

supported by HDFC Bank.

[email protected] Aurobindo Society Rupantar Office, 1201, Sector - 5, Vasundhara, Ghaziabad

innovative pathshaala - ziiei · 2019. 3. 19. · 2. deepak kumar / kalzang gyatso senior secondary...

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