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Published & Printed by Dilbag Singh on behalf of President, Shiksha Lok Society-cum-Director Secondary Education, Haryana. Published from office of Director Secondary Education, Haryana, Plot No. 1-B, Shiksha Sadan, Sector - 5, Panchkula and Printed at : M/s M P PrintersB-220, Phase-II, Noida (UP). Editor: Dr. Deviyani Singh.

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Dear Readers,The schools have reopened after summer vacations on

01.07.2015. Some of the teachers had to forego part of their summer vacations for taking extra classes for those students who reappeared in Board examinations but I am sure that overwhelming majority of the teachers must have rejuvenated themselves for undertaking teaching learning in this Academic Session 2015-16 with greater vigour. The results of monthly examinations of Class 1 to 8 conducted in last week of May, 2015 have already been hosted on the website which call for introspection again. I have directed the Principals of DIETs, BITEs and GETTIs to analyze these results and take remedial actions for bringing about drastic improvement. I request all the teachers and the parents also to undertake this exercise. The goal of the Department is that at the end of this Academic Session, the learning level outcomes of atleast 50% competencies of their respective classes. I know it is a gigantic task but at the same time, I am also aware of the fact that our teachers are capable of achiev-ing the same if they whole-heartedly devote themselves to the cause of education. I hope that keeping in mind the expectations of public at large from the teaching com-munity at the moment, they will rise to the occasion and achieve the desired goal.

With Best Wishes,

T.C. Gupta, IASPrincipal Secretary to Govt. Haryana

School Education DepartmentChandigarh.

5


Mukhya Mantri Shiksha Deeksha Yojna

We are teaching, but what are they learning? Picture a classroom where students

in Grade 4 are learning Hindi. The teacher finishes reading a lesson out-loud to the classroom, and proceeds towards exercises. She writes down her carefully-crafted answers on the black-board, ensuring that all students take notes, and accept these answers as the ideal answers to the questions. When a visitor to the school asked a few stu-dents to explain one of the answers he had just copied into his notebook, many students were able to read what they had just written, but could not ex-plain what it meant.

Now picture another classroom, where Grade 4 students are learning the concept of Multiplication. Led by the teacher, the class is reciting “pa-hade” (multiplication tables), following which the teacher would expect the students to answer questions like 4 x 7 = ___ successfully. On being asked, many students were not able to ex-plain:

Whether you are a teacher, an administrator, or an educator, if you were present in these classrooms and you were asked – how effective is the teaching learning process in these classrooms – or – whether we are pro-

viding good education to our students – what would you say?

One can only comment well on the above questions if he/she understands the aims of education, and how a teacher’s day-to-day interactions with students can help achieve these aims.

Even today, in some schools, infor-mation-loaded textbook dominates the teaching strategy, and there is one-way transaction of material from the textbook by teachers. The teaching ap-proach may involve following procedur-al steps without understanding the par-ticular reason behind the step. Lesson planning has become a race against the clock towards completion of chapters without always understanding what the students are learning. It is a fact that many a times, teachers may com-plete the syllabus as per the textbook but may not have a clear idea as to what kind of learning they expect from children in different curricular subjects. This leads to a chain of events where

students progressively fall behind in their understanding of curriculum in every passing class. Eventually, they either exit the education system with-out having learnt much, or drop out of schools altogether.

In words of Plutarch The mind is not a vessel that needs

filling, but wood that needs igniting.It is extremely important for teach-

ers to shift their focus from one-way transaction of curriculum, to helping students achieve learning level out-comes, developing their competencies, and helping them become better learn-ers.

Everything we know about today’s society and economy suggests that we need more individuals with developed intellectual and personal resources that will enable them to participate as active citizens and workers. School ed-ucation must enable students to have conceptual clarity in their curricular areas, and garner the relevant skills, knowledge, attitudes and values, so that they can put them to work – in professional roles - as businesspersons, engineers, designers, farmers, artists, etc.; and in societal roles that require understanding, acumen, judgment, sensitivity – as citizens, voters, parents, etc. We must adopt teaching strategies that help develop these academic and non-academic capabilities in students continuously, and help us realize the long-term payoffs of education.

These capabilities and skills cannot be developed overnight. The founda-tion for developing these capabilities has to be laid in the elementary stag-es – starting from class 1 itself, and we need to build upon it progressively in every class. In order to help us, educa-tors, understand how we can do this, well-researched recommendations for curriculum and teaching strategies are provided. The National Policy of Educa-tion emphasizes that the stage-wise ex-

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Mukhya Mantri Shiksha Deeksha Yojna 6

pectations of student’s learning should be laid down and children’s learning should periodically be assessed to keep a track of their progress.

NCERT and the states have devel-oped learning indicators that show class-wise progression in student learn-ing. These curriculum-based learning indicators are provided for all subjects, and for each class. These learning indi-cators guide teachers in understanding what each child should know, be able to do and the disposition that should be acquired over a period of time.

For example, the following learning indicators as defined by NCERT for En-glish show what indications can be tak-en as check-points to evaluate how the reading skill of students is developing over class 1, 2 and 3:

Ensuring continuous improvement:

It is expected that student achieve-ment will vary in relation to the learn-ing outcomes. The teacher will have to determine the needs as she/ he interacts with each child, while draw-ing her teaching plan. Highly effective teachers understand the importance of determining students’ current levels of learning using the learning indicators, identifying their strengths and weak-nesses, their knowledge and miscon-ceptions – and modify their strategies to teach accordingly.

According to the traditional meth-ods of education, it was believed that the only way to check for learning and understanding was to teach a chapter one-way and then plan a formal event at the end – a test. With the implemen-tation of CCE, teachers need to provide timely feedback to children by using formative assessment (assessment for learning). They are expected to regu-larly assess children’s progress and pro-vide feedback.

Learning Indicators are best used during the teaching-learning process, instead of at the end, in order to drive improvement. Learning Indicators pro-vide teachers with the tools to use the

formative assessments during teach-ing-learning process (i.e., continuous assessment). These learning indicators give clues about children’s understand-ing and their learning levels, and the teacher can act upon timely to enhance learning, especially where children are facing difficulties and special help is needed.

In words of a teacher“As a teacher, I had to re-think the

purpose for being at the front of the classroom. Instead of entering the classroom thinking ‘I need to cover Fractions’, I need to adjust my focus to ‘What do I need to do to ensure that children learn the concept of Fractions and can apply the concept in real life situations?’

Such a shift resulted in awakening to

the fact that I need to assess what stu-dents have learnt continuously against the learning objectives, throughout the entire course, not just at the end. “

The learning indicators would help teachers to understand the learning levels of children in her class individu-ally as well as collectively. They provide meaningful goals to the teachers to develop specific activities / tasks that

enable true learning. In the absence of learning indicators

it will be difficult for a teacher or for a system to move further for improving the learning levels. This precisely is the background for developing well defined learning indicators to ultimately meet the curricular expectations. In this way, our investment in deeper learning for our children returns to students the preparation that the future demands and the education that they deserve.

Class 1 Class 2 Class 3• Reads simple words/sentences with the help of pictures.

E.g. a house, colors, parts of body etc.

• Understands through picture reading.

• Relates ideas with her personal expe-riences and raises questions.

E.g. how do you make bubbles?

• Reads small texts with comprehension.

• Understands main idea, details, the sequence of ideas and events, and draws conclusions based on reading with teacher. E.g. after reading a story about balloons is able to narrate her experience on buying and playing with a balloon.

• Relates ideas with her personal experiences. Connects with real life, including home language /sign language.

E.g. I also have 2 red pencils.

• Asks questions based on the reading or out of curiosity.

E.g. What happened to all the animals in the end?

• Reads small texts with com-prehension.

• Identifies/ locates main idea, details and the sequence of ideas and events and draws conclusions based on reading.

• Recognizes themes

E.g. triumph of good over evil.

• Engages with different kinds of text descriptions, stories, folktales and poems.

E.g. she narrates the story that also deals with similar issues and connects with her life.

• Engages in reading beyond the text materials and enjoys reading.

• Infers the meaning of unfa-miliar words by reading them in context.

7

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|~/v}, àææS˜æè Ù»ÚU, ¥ÌÚUæü- wv®w®v, çÁÜæ- Õæ´Îæ, ©UžæÚU ÂýÎðàæÐ

â´ÂýçÌ ŽÜæ·¤ â´âæŠæÙ ·ð¤‹Îý ÙÚUñÙè (Õæ´Îæ) ×ð´ âãU-â×‹ßØ·¤

[email protected]


Rukmini Banerji

While almost all six to fourteen year olds in India are enrolled in

school, their performance is far below expected levels. The common view is that the problem can be addressed by filling gaps in the system such as inad-equate infrastructure or teacher short-age. This column argues that these inputs can ensure “schooling for all” but not “learning for all”, and suggests teaching by level rather than by grade to improve learning outcomes.

In many states across India, children have just moved into a new class. The excitement of a new school year is still in the air. New textbooks are being dis-tributed; notebooks and stationery are being bought. Soon summer vacations will begin. On the eve of these new beginnings, hopes run high for all that children will learn in another year of

school. But how much can we expect that they’ll actually learn?

All current available data on stu-dent achievement suggest children are performing far below the level that is expected of them. Take a typical Stan-dard V class. The estimates from the oft quoted Annual Status of Education Report (ASER) 2012 suggests that of all rural children enrolled in Standard V, only half can fluently read text from a Standard II textbook. In arithmetic, only half of all Standard V children can do a basic 2-digit subtraction problem with borrowing - a skill that is expected in Standard II. Of the children who have these basic skills, many have higher-lev-el capabilities too. But for the half who have reached Standard V and do not have the fundamental skills of reading or arithmetic, there are very serious risks of not gaining much from con-tinuing in school and completing eight

years of schooling. Using ASER figures, we estimate that over 100 million chil-dren in India are two or more years be-low their grade level. Under the current circumstances, such children are very unlikely to reach the levels of capability expected of children after eight years of schooling, as mandated by the Right to Education (RTE) Act.

The visible challenge: Inadequate inputs

If you ask teachers or officials about the biggest challenge for improving learning outcomes they will probably point to the numerous gaps in the sys-tem. Some schools continue to lack adequate infrastructure; several states still face a severe shortage of teachers. Many will complain about the poor quality of institutional support for teachers’ professional development. These commonly identified challenges

The invisible and urgent challenge of learning

35


Learning

related to inputs and institutions are visible even to the common man. The usual assumption is that if these gaps are filled, children will learn and learn well. This “theory of change” explains the push from within the government as well as from outside to ensure the timely provision of adequate inputs, and to point out the urgent need to build institutions that support schools and teachers.

The invisible challenge: Children falling behind

But there is another less visible, but dangerously debilitating and potential-ly worsening problem that plagues Indi-an classrooms. This may be at the root of why children are not learning. Going back to the typical Standard V class-room, try to imagine the challenge for the teacher. In our typical school, the Standard V teacher uses the Standard V textbook, trying to cover the materi-al and activities that the textbook lays out. But whom should she teach? And how should she do it? Should she focus on those children who have basic skills, who are more likely to attend school regularly and are therefore easier to teach? What should she do with the other half of the class who are not even at Standard I or II level? This is a prob-lem faced by almost all primary school teachers. Try to imagine the daily chal-lenge for the teacher in her classroom. Try to imagine what this “low learning trap” does to children.

Sadly, it appears as though educat-ed citizens, education experts, planners and policymakers, central, state and lo-cal governments do not see this prob-lem. A typical Indian school (govern-ment or private) focuses on completing curriculum and is not structured to pro-vide extra help to children who are not moving ahead at the expected pace or to those who are falling behind. With-out the learning support that is criti-cal, a large fraction of Indian children slip through the cracks. The problem is made worse by textbooks and curricu-lum whose pace and content acceler-

ates through the primary school years. An excellent paper by Pritchett-Beatty in 2012, titled “The Negative Conse-quences of Overambitious Curricula”1 lays out the issue very well - “If the offi-cial school curriculum covers too much, goes too fast and is too hard compared to the initial skill of the students and the ability of the schools to teach this can produce disastrous results. An overambitious curriculum causes more and more students to get left behind early and stay behind forever”. Unlike the problems of access and inputs that are visible, the situation of low learning worsens quietly within classrooms and schools and is invisible to the world outside.

“Teaching by level”What has been done so far to tack-

le this less visible problem? During the last century, schools all over the world have been organised by age and grade. According to their progression in age, children move from one grade to the next, regardless of the underlying learning composition of students. What if we were to tweak this organisation-al principle of schools, and group chil-dren by level of learning rather than by grade? Would these changes in group-ing accompanied by appropriate chang-es in instruction lead to more effective teaching situations and better learning outcomes?

Using the principle of “teaching by level”, several large-scale experi-ments have been tried in recent years in India with promising results. In June 2008, the Bihar government conducted month long “summer camps”. Children enrolled in Standards III, IV and V who were not yet at Standard II level were targeted for the camps. At camp, chil-dren sat in groups with other children at the same ability level, regardless of their age or grade. Each instructor had children who were at the same learn-ing level and used appropriate mate-rials and methods for children at that level. The idea was to start with where the children were and utilise the free

time in the summer holidays to move children towards where they needed to be. The modest goal for the summer camp was to bring all these children who had fallen behind to at least a Standard II level. Although the camps were hurriedly organised, an external, randomised, evaluation by MIT’s Pov-erty Action Lab showed significant im-provements in learning for the targeted children who attended summer camp. Even more noteworthy is the fact that the gains that the summer camp chil-dren made were sustained even two years later.

Other states have incorporated the “teaching-by-level” concept into the normal working of the school during the school year. In 2009-2011, the Pun-jab government implemented a state-wide programme to improve basic learning outcomes.2 Two hours during the school day were set aside for this purpose. During this time, children from Standard I to V were grouped by their learning level and existing teachers were assigned to the groups. Teachers were trained to use appropri-ate methods and materials with each group. As each child progressed, she or he could move into the next group. Clear goals, strong training, mentoring and monitoring for teachers, system-atic assessment and periodic review helped to ensure that the programme delivered good results.

During the last school year, in two districts in Bihar (Jehanabad and East Champaran) and another two districts in Haryana (Kurukshetra and Mahen-dragarh), similar interventions were implemented by the district adminis-trations.3 For example, in Jehanabad, in August 2012, of the 16,000 children who were assessed, only 30% of chil-dren in Standards III, IV and V could read simple paragraphs or short stories. An evaluation showed that the number rose to 72% by the end of February 2013, despite many discontinuities due to holidays in that period.4 Further, the Jehanabad effort also led to increased


Learning36

attendance in schools, increased par-ent awareness not just about schooling but also about learning, a visible ener-gising of the entire school system, and improved school functioning. These district-level experiments have led the Bihar state government to think seri-ously about a scale up in the 2013-2014 school year.

Achieving learning for allTo address the challenge of teach-

ing-learning in primary grades we must make concerted efforts to tackle three issues. To help all children in Standards III, IV and V reach the level expected of them at their grade, there is a dual challenge: first, basic skills need to be built, and built fast and in a durable way. Second, these children have to be enabled to be able to cope with what is required of them for the grade in which they are studying. Finally, to alleviate this dual challenge in the future, by the end of Standard II children need to have developed foundational skills of reading, writing, critical thinking, arith-metic and problem solving. Of course it can be argued that grade level expecta-tions need to be reviewed so that the “negative consequences of overambi-tious curricula” can be minimised, but curriculum reform is a long drawn out and complicated process. In the mean-while, we should not allow children to finish Standard V without the very basic skills that will enable them to go

forward in the education system and in life.

The education chapter in the 12th Five Year Plan document places chil-dren’s learning outcomes at the cen-tre of the stage. The spirit of the RTE Act also is to “guarantee” that by the time children complete eight years of schooling, they become capable of dealing with whatever lies ahead for them. The prevailing belief among de-cision-makers is that increasing inputs, improving infrastructure and “tighten-ing systems” will lead to the change we desire. While the input based and “business as usual” “theory of change” may be necessary to achieve “schooling for all”, it will not enable India to reach the goals of “learning for all”. Like the cases described above, it is essential that we take a close look at solutions that have been implemented and found to be effective and successful. In each of these cases, a fundamental departure from “business as usual” was needed along with a major shift in the usual mindset of the decision-mak-ers and implementers. Setting of clear and achievable goals, grouping children by ability instead of age/ grade, sup-porting teachers, conducting system-atic basic assessment, and steadfast leadership have enabled government school teachers (and their cluster coor-dinators, block and district officials) to achieve results in six months that they had not been able to catalyse in the last

4-5 years!

The way forwardAlmost all children in the 6-14 age

group in India are enrolled in school. In the coming school year, we must un-dertake concrete steps for putting In-dia’s children on the path of achieving the full potential of their capabilities. Each state must publicly declare their learning goals and articulate concretely their plans for achieving higher learn-ing outcomes for at least the next two to three years. It is urgent that we face our realities squarely to fulfill children’s hopes for the coming school year and enable India to reach its national goals for growth and equity.

Watch Rukmini Banerji and Mad-havChavan of Pratham on PBS News Hour (aired in the US on 14 May 2013): http://www.pbs.org/newshour/bb/world/jan-june13/india_05-14.html

This is the first in a series of columns on the Right to Education that will be posted on I4I over the next few weeks.

Notes:1. http://www.cgdev.or files/1426129_

file_Pritchett_Beatty_Overambi-tious_FINAL.pdf

2. Purrho Punjab was conducted in collaboration between the state government and Pratham, an edu-cational NGO in India

3. In all of these cases, Pratham pro-vided training, monitoring, material and review support to the district administrations. All of these were done in a joint team, mostly by the district and sub-district officers with a few Pratham team members.

4. For a video clip of the Jehanabad work see http://www.youtube.com/watch?v=XB5Wih-Ng8Y&fea-ture=youtu.be- See more at: http://www.ideas-

for india. in/art ic le .aspx?art ic le_id=146#sthash.V2ExGF50.dpuf

This article has been reprinted from ‘141’ Ideas for India (www.ideasforin-

dia.com)[email protected]

37


MusicUU

Dr. Rashmeet Singh

Music is an art which is concerned with the combination of sounds

to beauty of form and to express it are feelings and thoughts. Music is an out-let for self-expression and creativity. It is enjoyed by everyone, whether by listening to it, playing an instrument or by singing. Some schools do not have music in their education programs and this is their great loss. Some schools have music but the teachers and stu-dents are not taking enough advantage of it. Not only this subject is enjoyable but it enriches the student’s lives and education. For example – the Princi-pal Shobha Chauhan of Government

Girls Senior Secondary School, Railway Roads Karnal is also very interested in music and she is motivating the teach-ers and the students for the all round

development of personality so that children can confidently participate in group songs, playing different musi-cal instruments, orchestra and other

Music Gives Wings To The Soul

And Teaches It To Fly


Music38

cultural programs. So music is also an important part of our education as fol-lows –

• Music is helpful in developing lan-guage and reasoning as larger vo-cabularies and reading skills than their peers who do not participate in music lessons.

• Music education supports the young ones to a variety of instruments, choral arrangements and different styles of music to enhance their ed-ucational experience and to foster

their academic skills. • Build the imagination and intellectu-

al ability among the students. • Learning music promotes craftwork

and students learn to create good work. This can be applied to all the other subjects of study also.

• Students who learn musical in-struments can increase their hand – eyes co-ordination as well as de-velop the motor skills well while playing music.

• As music is an enjoyable subject for

children, students get interested and engaged in the music lessons.

• Build the qualities like: cooperation, tolerance, love, sympathy amongst the students while working in groups, orchestra etc.

• With encouragement from teachers as well as parents, students playing a musical instrument can build on their personalities and develop bet-ter self confidence.

• Music students learn to be disci-plined and music instruments can teach perseverance and work ethic.

• Playing music helps the students to fight with stress and relax.

• Enhance critical and logical thinking and pursue their further education.

• Children who take music lessons show different brain development and learn language and reason bet-ter.

• Build the all-round development of child.

• Foster self esteem and build leader-ship skills among the students.

• Essential role in the development of social skills and emotional aware-ness in the students.

• Child who is skilled at music excels in problem solving, evaluation and analysis.

• Music helps prepare students for a career and is a vocation.

• Music enriches life; it is a way to understand our cultural heritage as well as other past and present cul-ture.

• Children can develop maths and pat-tern recognition skills with the help of musical education.So, we can say that music plays an

important role in our lives and educa-tion as it develops the all round per-sonality of the child. Moreover musical programmes should be included in the curriculum at school level. Music helps the students to become team-oriented, problem solvers who are confident and able to think creatively.

Music Instrument InstructorGGSSS , Railway Road, Karnal.

39


Neeru

Vitamin D is a fat-soluble vitamin. Fat-soluble vitamins are stored in

the body’s fatty tissue.Function : Vitamin D helps the body

absorb Calcium. Calcium and phos-phate are two minerals that are essen-tial for normal bone formation.

Throughout childhood, your body uses these minerals to produce bones. If you do not get enough calcium, or if your body does not absorb enough cal-cium from your diet, bone production and bone tissues may suffer. Vitamin D deficiency can lead to Osteoporosis in adults or Rickets in children.

Food SourcesThe body makes Vitamin D when the

skin is directly exposed to the sun. That is why it is often called the “sunshine” vitamin. Fatty fish (such as Tuna, Salm-on, and Mackerel) are amongst the best sources of vitamin D. Liver, cheese, and egg yolks provide small amounts.

Mushrooms provide some vitamin D. Vitamin D is add-ed to many breakfast cereals and to some brands of soy bev-erages, orange juice, yogurt, and margarine. Check the nutrition fact panel on the food label.

SupplementsIt can be very hard to get enough

vitamin D from food sources alone. As a result, some people may need to take a vitamin D supplement. Vitamin D found in supplements and fortified foods comes in two different forms:

• D2 (ergocalciferol) • D3 (cholecalciferol)

RecommendationsTen to 15 minutes of sunshine three

times weekly is enough to produce the body’s requirement of vitamin D. The sun needs to shine on the skin of your face, arms, back, or legs (without sun-screen). Because exposure to sunlight is a risk for skin cancer, you should use

sunscreen after a few

minutes in the sun.People

who do not live in sunny places may not

make enough vitamin D. Skin that is exposed to sunshine indoors through a window will not produce vitamin D. Cloudy days, shade, and having dark-colored skin also cut down on the amount of vitamin D the skin makes.

The Recommended Dietary Allow-ance (RDA) for vitamins reflects how much of each vitamin most people should get on a daily basis.

• 0 - 6 months: 400 IU (10 micrograms (mcg) per day)

• 1 - 70 years: 600 IU (15 mcg/day) • Adults over 70 years: 800 IU (20

mcg/day)

Lecturer Home-ScienceGSSS,Sector-6

Panchkula

SUNSHINE VITAMIN


General Science Quiz1. What is the biggest planet in our solar system?2. What is the chemical symbol for the element oxygen?3. Another name for a tidal wave is a?4. True or false? Dogs are herbivores.5. What is the 7th element on the periodic table of elements?6. What is the name of the long appendage that hangs from an elephants face?7. True or false? DNA is the shortened form of the term ‘Deoxyribonucleic acid’?8. The highest mountain on earth is?9. What is the name of the closest star to the earth?10. True or false? Frogs are cold blooded animals.11. What is the name of the element with the chemical symbol ‘He’?12. The fear of what animal is known as ‘arachnophobia’?13. Pure water has a pH level of a around?14. The molten rock that comes from a volcano after it has erupted is known as

what?15. True or false? Yogurt is produced by bacterial fermentation of milk.16. What is the name of the part of the human skeleton which protects our brain?17. Is the compound ‘HCl’ an acid or base?18. True or false? The fastest land animal in the world is the zebra.19. How many bones do sharks have in their bodies?20. What famous scientist was awarded the 1921 Nobel Prize in Physics for his work

on theoretical physics?

General Science Quiz Answers1. Jupiter 2. O 3. Tsunami 4. False - They are omnivores 5. Nitrogen 6. A trunk 7. True 8. Mount Everest 9. The Sun 10. True 11. Helium 12. Spiders 13. 7 14. Lava 15. True 16. The skull 17. An acid (hydrochloric acid) 18. False (it is the cheetah) 19. 0 20. Albert Einstein

41


Moral Education

Savita

Students are the future of our coun-try. The future of our country is de-

pendant on the moral values imparted to them in their student life. Moral les-sons should be properly implemented amongst students in school as well as in society. Children have an immense power of observation and their feelings are deep rooted. They always observe their parents at home and their teach-ers in school. Teachers with character serve as role models for telling the truth, respecting others, accepting and fulfilling responsibilities, playing fair, earning and returning trust and living a moral life. Teachers can help their

students know what their values are, believe in their values and live their life with these values. Teachers can play an essential role in helping students learn and apply these virtues in their life. The main moral values are love, honesty, hard work, co-operation, forgiveness and respect for others etc.

Lessons are learned inside the class-room and through the teacher. The stu-dent’s interactions outside of the class room should be based on virtues, In-tegrity, honesty, trust, fairness, respect and responsibility. Teachers can help students learn the importance of know-ing right from wrong and to internalize the moral values (virtues) of honesty, fairness, respect and responsibility.

Need of moral values in School atmosphere :

It is a big question for the school as to how to cultivate moral values amongst the students. At present it is a big problem of the school as well as society that students are not morally perfect and they behave irresponsibily. It has become a big problem at schools to deal with such students. The lack in moral values and the unhealthy atti-tudes at students is the main reason of many problems in school and society.

Role of Teacher in moral education :

The school is a social institution in which the teacher plays a very signif-

Necessity of moral Education in School and Society


Moral Education42

icant role in making the students ca-reer as well as future. Teachers help children to understand character and values. Young Children often idealize their teachers,watch them closely and also try to emulate their behaviour. In other words, teachers are models to the students.

Teachers teach students to respect the right of others and they also pro-mote the acceptance of responsibility for one’s actions. Teachers are respon-sible for the teaching of the impor-tance of honesty, dedication and right behaviour.

Role of Parents in moral education

Parents provides the most constant and visible models of behaviour associ-ated with character. Parents also assist by exposure to examples of behaviour that negate their own views of positive values and virtues. The approach used by parents has the greatest impact on how the child and parents yield a more productive environment to receive in-

formation pertaining to moral issues.Parents are vital in the moral devel-

opment of the child because they are the first moral teachers and role mod-els. Parent’s responses to childrens moral dispute and their explanations of the reasons for rules and expectations may facilitate children’s moral develop-ment.

Moral Education as the duty of all :

Each child from birth, by virtue of his environment, belongs to a significant group. Family members, friends, rela-tive, teachers and administrators play a major role in the formation of the char-acter of each child. Although teachers traditionally have been expected to be “moral giants” in the society in which we live.

To teach moral education in today’s school is no easy task. We are being challenged by society itself in uphold-ing the value when the society at large is not really committed to leading a good and moralistic life, then what can

we expect our youngsters to follow ?The family unit plays a vital role in

molding such a generation. But truth-fully, how many parents (Included ed-ucators also) practice the right values with the children?

We need moral Education for the following reasons :

1. To prepare children for future roles in Society :

The primary goals of Education should be enabling students to gain knowledge and moral values. Our stu-dents will need both in preparing them-selves to be good parents and citizens in society.

2. Teaching Moral values in family :If all parents were teaching mor-

al values to their children at home, it would not be necessary for the schools to do this work. The fact is that a lot of children are not learning from their parents the difference between right and wrong. This is because most moth-ers and fathers are busy in their work and spend only a few hours with their

43


children. We have to teach moral val-ues to our children from family.

3. To avoid violence and dishonesty from society :

Everyday students are exposed to violence, dishonesty and other social problems in the media and the real world. What about the other times when students are caught cheating in exams. ? If moral values were taught in schools as well as at homes (fami-ly) then we would have fewer of these problems.

Let’s look at some practical sugges-tions for parents (included educators also) that will help to improve moral value in our children.1. Model good values: One of the most

important things you can do is set a good example for your children. They learn from seeing how you treat them, overhearing your inter-actions with others and observing what you do in different situations throughout the day and in life.

2. Apologize to your children when you make a mistake.

3. Use every day experiences as a springboard for conversation.

4. Read Holy books with your children like the Bhagwat Gita, The Koran, The Bible, The Guru Granth Sahib etc.

5. Share your personal experiences that teach some valuable lessons.

6. Hold your children accountable for their mistakes.

7. Don’t let your children take the easy way out of challenges.

8. Involve your children in encourag-ing and helping others.

9. Monitor television viewing and in-ternet use.

10. Applaud good behavior : When you observe your children doing some good, let them know you are pleased with their actions.

Lecturer HistoryG.G.S.S. School, Gandhra

Rohtak (Hry.)

Isn’t it enough -I’m a human being,that you heed onwhat I don’t have?That you break theheart; speak rudely;treat roughly on mattershaving no value; no weight.That towards me your behaviour isdetermined by mylook; my social andmonetary status -denounced by the‘society of stones’.That you want meto be someone whoI’m actually not;nor do I see myself.That you want meto be how you areand to do what you doSo that you getsecurity of whatyou do is rightand only righteous.That you breakthe rule of humanity;the rule for humans-the way you should be!

Rajan [email protected]

“Being Human”


AmazingFacts1. The reason why bubble gum is pink is because the inventor only had pink colouring left. Ever since then, the colour of

bubble gum has been predominantly pink 2. Chewing gum has rubber as an ingredient. 3. Chicago has the largest cookie factory, where Nabisco made over 4.6 billion “Oreo” cookies in 1997. 4. The Great Comet of 1843 had a tail that was over 300 kilometres long. 5. The dumbest dog in the world is the Afghan Hounds. 6. There are no blossoms on the branches of a fig tree, instead it is inside the fruit. 7. The largest chicken egg ever laid weighed a pound and had a double yolk and shell. 8. Billiards used to be so popular at one time that cigarette cards were issued featuring players.9. An orca whale can hold its breath for up to 15 minutes. 10. Alexander the Great was an epileptic. 11. Wood frogs can be frozen solid and then thawed, and continue living. They use the glucose in their body to protect their

vital organs while they are in a frozen state. 12. In a day, a mature oak tree can draw approximately 50 gallons of water. 13. A top freestyle swimmer achieves a speed of only 4 miles per hour. Fish, in contrast, have been clocked at 68 mph. 14. Research on pigs led to the development of CAT scans. 15. The Hundred Years War lasted for 116 years. 16. Some dolphins can swim up to 40 kilometers an hour. 17. In the last 30 years, only seven people have been killed by a polar bear in Canada. 18. The largest LEGO castle that was ever built was built with 400,000 LEGO bricks and was 4.45 m x 5.22 m. 19. On September 9, 1950 dubbed laughter was used for the first time on television. It was used for the sitcom “The Hank

McCune Show.” 20. A Violin actually contains 70 separate pieces of wood. 21. The human heart can create enough pressure that it could squirt blood at a distance of thirty feet. 22. Queen Lydia Liliuokalani was the last reigning monarch of the Hawaiian Islands. She was also the only Queen the United

States ever had. 23. Every day 2,700 people die of heart disease. 24. There are 10 million bacteria at the place where you rest your hands at a desk. 25. The quills of a porcupine are soft when they are born. 26. People have the tendency to chew the food on the side that they most often use their hand. 27. Antarctica is the only land on our planet that is not owned by any country. 28. The Lemon shark grows about 24,000 new teeth a year. A new set of teeth grow approximately every 14 days. 29. One billion seconds is about 32 years. 30. As part of the original design, the names of 72 French scientists and other famous people is imprinted on the sides of

the Eiffel tower.

45


“Go Forth And Multiply!” That’s what the human population has suc-cessfully been doing for thousands and thousands of years, expanding, explor-ing, migrating, conquering, utilizing, evolving, civilizing, industrializing, and now, destroying the very land upon which we live.

Smita Agrawal

World population day is an interna-tional level awareness campaign

being celebrated all over the world to call people on stage to know the rea-son of this exploding population year by year as well as solve the big mistake of whole human fraternity. This great awareness event is to bring about a population revolution globally as well as breaking up the slumber of the un-aware people to draw their full atten-tion and help in combating this popu-lation issue. Many of us have grown up learning and being told that 6 billion is too much and this “over population” is primarily impacting the planet’s abili-ty to cope. But is that really the case? Sure, the planet is facing incredible stress. But how much of that is due to large populations, and how much is based on other factors, such as how we choose to live, how we produce, con-sume and waste our resources? The poor are numerous, but as we shall see, they consume far less resources of the planet. In the poorer section of society, we see numerous causes of poverty, and many are found in unfair economic and trade agreements from wealthier

nations and institutions. While it might be an oversimplification to say the poor is victim. Here I would like to discuss the basic reason of this ill nature of so-ciety.

Why our country is still a develop-ing country and what is stopping it from being a developed country?

This particular question strikes us every time when we read something about India’s education system.India’s education system as a stumbling block towards its objectives of achieving in-clusive growth. India is going to expe-rience a paradox of nearly 90 million people joining the workforce but most of them will lack requisite skills due to poor mindset for productive employ-ment. I would like to discuss here, how this is leading to another social issue of income inequality and hence, suggest certain policies to improve India’s ed-ucation system and reduce inequality. The actual quantity of schooling that children experience and the quality of teaching they receive are extreme, with weak infrastructure and inadequate pedagogic attention. What we are not realizing right now is that education which is a source of human capital can also create wide income inequalities. It will be surprising to see how income in-equalities are created within the same group of educated people, when they got same degree from two different in-stitutes.

If we do not improve the education system particularly in rural areas the rich will become richer and the poor

will get poorer. Hence, it is imperative to correct the blemishes in India’s edu-cation system which will also be a step towards reducing income inequality. One of the ways in which the prob-lem of poor quality of education can be tackled is through common school-ing. This essentially means sharing of resources between private and public schools. Shift system is one of the ways through which common schooling can be achieved. It is important to remem-ber that the quality of education is di-rectly linked to the resources available and it is important to improve resource allocation to bring about qualitative changes in the field of education. Common schooling is one of the ways in which government can use limited resources in an efficient way and thus improve resource allocation.

The other factor which is adversely effected by over population is health and hygiene. Due to over population we are not able to provide the children a nourished and balanced diet. Poor nutrition and adulterated food is giv-ing challenges to medical science day by day. At the school level it must be checked by teachers and parents that students must get enough food and nutrition so we can have a healthy and educated population.

India’s basic capabilities will remain stunted. Let us strengthen the case for a stronger education and nutrition sys-tem and reduction in population.

St. Kabir’s School Hisar

World PoPulation day


Sukhwinder Isser

Merchant Navy is a great career option after 12th, it is perfect for

those who love travelling, adventure, interested in seeing new places and meeting new people. In this profession you will travel around the world and that too free of cost. Merchant Navy can be described as commercial fleet of non-combatant ships which deals with transportation of passengers, car-go and lots of other things by sea that may not possible to dispatch either by road, rail and air, between all the coun-tries. Merchant Navy fleet may include Passenger ships, Tanker ships, cargo ships, bulk carriers, refrigerator ships, container ships, barge carrying ships in-cluding roll on/roll off ships. With grow-ing economic and the fastest develop-ing country India has a large merchant shipping fleet and has a variety of jobs in Indian as well as foreign vessels.

Eligibility for Merchant NavyMerchant Navy can be joined after

10th as seafarer after qualifying pre sea courses or after 12th as an offi-cer through various degree or diploma

courses in mainly two specialized fields, Nautical (Deck) and Marine engineer-ing. Unmarried Female and Male candi-date are eligible .

Age Limit : 16-25 YearsMedical Standards : Candidates

should be physically and mentally strong, fit for sea-services under stan-dard norms

Eye-Sight : 6/6 without glasses, No color Blindness. (The candidate is sub-ject to medical examination).

Courses to Join Merchant Navy There are various courses to join

after 10th or 12th in both private and govt training institute recognized and approved by Director General of Ship-ping, Ministry of Shipping. These are ;-

Pre Sea Training : In this course you will get proper training of maintenance of engine as well as deck. It is also known as G.P.R (General Purpose Train-ing) you can join this course after 10th with minimum aggregate percentage of 40% with Mathematics, science and En-glish as compulsory subject and should have 40% marks in each of them. The time duration of this course is 6 months and age limit is joining this course is 17

to 25 years. Beside that other short term courses are also there

• 3 month Pre-Sea Course in Deck rating.

• 3 month Pre-Sea Course in Engine rating.

• 4 month Pre-Sea Course in Saloon rating.Deck cadet : In this course you are

given a diploma in Nautical Science. The minimum educational qualification for this course is 10+2 with P.C.M (Phys-ics, Chemistry and Math) as compulso-ry subjects and you should have scored minimum 50% in aggregate and 50% in English at 12th level.

STCW Course : This is basically a safety course which is compulsory for every seaman. This consists of four ba-sic courses i.e. EFA (Elementary First Aid), EPFF (Fire Prevention & Fire Fight-ing), PST (Provisional Survival Tech-niques) and PSSR (Personal Safety & Social responsibility). It is totally a 15 day programme.

Beside that there are others cer-tificates, diploma and degrees en-ables you to join Merchant Navy is:

How to join Merchant Navy after 12th

47


Career

Pre-sea Training for personnel, man Dredgers, Tugs, OSVs, etc on N.C.V (DECK)

Qualification : Minimum 10th stan-dard, courses approved by DG Shipping (Govt of India)

Pre-sea Training for personnel, man Dredgers, Tugs, OSVs, etc on N.C.V (EN-GINE)

Qualification : Minimum 10th stan-dard, courses approved by DG Shipping (Govt of India)

1 year Pre-Sea Diploma in Nautical Science

Its leads to B.Sc Nautical Science affiliated to Indian Maritime University and approved by DG Shipping (Govt. of India) eligibility – 10+2 PCM/Bsc. De-gree/ B.E./B. Tech. Degree

HND (Higher National Diploma) Nautical Science

Qualification- Minimum 10+2 PCMHND (Higher National Diploma) Ma-

rine Engineering Qualification : Minimum 10+2 PCMB.E Marine Engineering (4-Year De-

gree course in Marine Engineering)Qualification : Minimum 10+2 PCM

and EnglishB.S. in Nautical Technology (3 years

training at Institute + 1 year at Sea)Qualification : Minimum 10+2 PCM3-Year B.Sc. Degree in Nautical Sci-

enceQualification- Minimum 10+2 PCM

and English2-year Marine Engineering courseQualification : Diploma in Mechani-

cal /Marine/ Naval Architecture / Elec-trical / Electrical and Electronics Engi-neering

1-year Marine Engineering Course, Graduate Marine Engineer(GME)

Qualification : Graduation in BE (Mech) Engineering / Naval Arch. with minimum of 50% marks in final year and with 50% minimum marks in En-glish language at 10th or 12th or in De-gree Exam.

Merchant Navy entrance exam The All India Merchant Navy En-

trance Test (AIMNET) is conducted by Bharat Shipping Limited usually in the month of November-December every year for following courses;

B.Tech NAVAL ARCHITECURE & SHIP BUILDING (4 years) Qualification -Pass HSC OR 10+2 from a recognised board with 50% average in PCM (Physics, Chemistry, Mathematics) Maximum age-25 years.

B.Tech – MARINE ENGINEERING: Qualification -Pass HSC OR 10+2 from a recognised with 60% average in PCM (Physics, Chemistry, Mathematics) Maximum age-25 years

B.Sc NAUTICAL SCIENCE : Qualification -Pass HSC OR 10+2 from a recognised with 60% average in PCM (Physics, Chemistry, Mathematics) Maximum age-25 years

PRE-SEA TRAINING G.P. RATINGS: Qualification – 10th pass with total av-erage of 40% marks (with Mathemat-ics & Science) OR Has Passed in Govt. approved 2 years ITI course from rec-ognised institute with 50% minimum aggregate marks. 40% marks in English subject are required in 10th or 12th OR any Degree OR Diploma course approved by AICTE. Maximum age- 25 years.

M.B.A. SHIPPING & LOGISTICS: Any degree from a Govt. recognized Uni-versity OR Mariners holding following professional qualification obtained af-ter study-cum training of 6 years after 10+2 OR Diploma from a recognised

Institution leading to:(a) Master Foreign Going Certificate

of Competency.OR(b) First Class Motor or Combined

(Chief Engineer) Certificate of Compe-tency issued by the DG Shipping (Di-rectorate General of Shipping), MOS (Ministry of Shipping), Govt of India or its counterparts in other countries

- See more at: http://career-after12th.in/how-to-join-merchant-na-vy-after-12th/#sthash.NHvrCmCj.dpuf


Perspective48

Dhirendra Singh, Advocate

Today, as on other days, while seated on the usual park bench, I can see

the green grass, the sky and at times, stroll on the same grass. Far in the dis-tance, I can see the silhouette of little children and young people, frolicking

about, playing their own games with leisure. Besides them all are, the care-fully planted rows of sunflowers, which I have always loved for their docility, with which they follow the sun. But something is amiss, in this beautiful and happy picture that I see day in and day out.

Next to me, on my table are pho-to clippings of young people who are mentally and physically challenged, in one way or the other. Where are they ? I flip through all the photographs and there is that simple joy in their eyes, a simple undeniable happiness, no trace of violence in these images, there is no abuse and no forced smiles. These images in fact, speak volumes about a world, with no defenses, no limits, and no pre-conceptions. A world, that pres-ents itself by offering the immediacy of its love. But I am missing these people, from the real image of the real world enacting themselves out in this large park. But then it strikes my mind that, could they be missing because we do not want to disturb them or perhaps in reality the likes of me and the rest do not want to be disturbed. This thought starts to haunt me, for reasons I am yet to fathom.

As sun goes down, I switch on the television to watch my favourite pro-grammes beamed by satellites. After half an hour or so, I just cannot contin-ue watching my favourite programme that I await for, each week so anxiously, why? Well, the subconscious thought of those missing people comes to the fore, why do they have no participation in these programmes, beamed into my living room via ultra-high technology. Oh Gosh! My head is hurting and heart is unsettled. I need to think it through, so here is what I thought and conclud-ed.

In the last few decades, we have made tremendous leaps in the field of technology, especially broadcasting but the images have not made any dif-ference or brought these people with challenges any closer to us. Why? For in these very few decades, we have learnt to follow the myth of technolog-ical intelligence as grey hounds follow

ARE WE NOT ALIKE ?

49


Perspective

a hare. This kind of intelligence thinks, it can understand things and people, while in reality it classifies, judges and separates them. Intelligence is certain, how things should be, and how things shouldn’t be. It builds boxes, dividers and then the great cement walls. Af-ter it has built a wall, it places barbed wire along the top and sharp glass pieces and an armed sentry to control the passers-by. I divide therefore I am, I despise therefore I am. Cynicism- the over whelming sentiment of the day makes us feel superior. In the so called real world out there, this way of think-ing acts like a kind of desert. It drains, reduces and dries everything up. That’s why, when I try to picture and figure out the hearts of people who ignore these innocent souls, I see dry, deflated and an uncertain, listless heartbeat. On thinking about what their hearts have become I see a stiff, hard skeletal shell, made of envy and presumptions. And within this shell, nothing. And I pre-sume, this happens and comes natural-ly to people who think they are superi-or to the rest.

On the other hand, I realize they are fearful, and this fear grows on them like a weed. Well, this fear is akin to the pri-meval fear of the unknown and unex-plored, which has plagued the human

species since the primordial times and through the ages, till date, despite all the technological advances we are so proud of. Worse still is the fact, that no-body ever admits to being scared. For we know everything, we overcome ev-erything. We build towers of theories, and create enormous chatter to hide all our feelings. But, it is actually this nagging fear of associating and coming in touch with that minority of people, we call in our wisdom - disabled, hand-icapped and incomplete. But the fact is, these people are differently abled. It’s the fear of loving these people and the even bigger fear of being loved by them.

In a world where the horizons are al-ready low, the sentiments of love is the biggest threat. For where love passes by, walls crumble. Suddenly, I find my-self alone and defenseless in the mid-dle of a sun scorched desert. I find my-self naked, with no name, no purpose and as defenseless as the people in the photo clippings, I have. But at this very moment I realize as though hit by a dia-mond bullet, that only when we are hu-miliatingly naked, can new thoughts be born, new words, a new way of seeing things. Only then can the coldness of superior judgment we harbor and im-part to our children, give way to com-

prehension and compassion.And at the same time, a new per-

spective dawns on me, that challenged people are actually angels, because they are pure and they do not know evil, lies or falsity. And we are not sac-rificing ourselves for these children, as a certain philanthropic way of thinking would have it. In fact they are sacrific-ing themselves for us. They come down to earth with their glowing eyes, to break the shell of our hearts, and open them to the biggest gift, the one that is the most difficult to accept, the gift of love.

Perhaps the creators of the images, that last the longest in our minds like television, film and other visual media, who have far greater wisdom than I do, would also look at this minority with an evolved and new perspective and pres-ent them as such, with dignity. For it is said, that it is not a calamity to die with dreams unfulfilled but it is a calamity not to dream. So I urge the creators of the visual stimulus in our daily lives, to give us something to dream about and as a result we shall all, in times to come embrace people with disabilities.

[email protected]


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