Understanding Quality Education

By C. Radhakrishnan

The goal of achieving universal primary education has been on the international agenda since the Universal Declaration of Human Rights affirmed, in 1948, that elementary education was to be made freely and compulsorily available for all children in all nations. Upholding this principle, our constitution makers also made free and compulsory elementary education as one of the major features of the constitution. However, most of these declarations and commitments are silent about the quality of education to be provided. Even people, who heavily invest to start modern educational institutions, sometimes forget the need for quality. Education without quality is meaningless and useless.

Why Focus on Quality?

The achievement of universal education will be primarily dependent upon the quality of education available. For example, how well students are taught and how much they learn, can have a vital impact on how long they stay in school and how regularly they attend. Furthermore, whether parents send their children to school at all is likely to depend on judgements they make about the quality of teaching and learning provided – upon whether attending school is worth the time and cost for their children and for themselves. Schools help children develop creatively and emotionally and acquire the skills, knowledge, values and attitudes necessary for responsible, active and productive citizenship. How well education achieves these outcomes is important to those who use it. This aspect is a major area to be focused by edupreneurs, who invest a lot of money in starting high-fi schools. Merely filling spaces called ‘schools’ with world class infrastructure and facilities would not address even basic objectives if no real education occurred. Accordingly, edupreneurs, educators and policy makers alike should also find the issue of quality difficult to ignore.

Two Key Elements of Quality Education:

1. Cognitive development is identified as a major explicit objective of all education systems. If quality is defined in terms of cognitive achievement, ways of securing increased quality are neither clear-cut nor universal.
2. Education’s role lies in encouraging learners’ creative and emotional development, in supporting objectives of peace, citizenship and security, in promoting equality and in passing global and local cultural values down to future generations. Compared with cognitive development, the extent to which they are achieved is difficult to determine.

Evolution and Different View Points of Quality in Education:

1. The evolution of UNESCO’s conceptualization of quality:

One of UNESCO’s first position statements on quality in education appeared in ‘Learning to Be: The World of Education Today and Tomorrow’, the report of the International Commission on the Development of Education chaired by the former French minister Edgar Faure. The commission identified the fundamental goal of social change as the eradication of inequality and the establishment of an equitable democracy. Consequently, it reported, ‘the aim and content of education must be recreated, to allow both for the new features of society and the new features of democracy’. The notions of ‘lifelong learning’ and ‘relevance’, it noted, were particularly important. The Report strongly emphasized science and technology as well. Improving the quality of education, it stated, would require systems in which the principles of scientific development and modernisation could be learned in ways that respected learners’ socio-cultural contexts.

More than two decades later came ‘Learning: The Treasure Within’, Report to UNESCO of the International Commission on Education for the Twenty-first Century, chaired by another French statesman, Jacques Delors. This commission saw education throughout life as based upon four pillars:

• Learning to know acknowledges that learners build their own knowledge daily, combining indigenous and ‘external’ elements.
• Learning to do focuses on the practical application of what is learned.
• Learning to live together addresses the critical skills for a life free from discrimination, where all have equal opportunity to develop themselves, their families and their communities.
• Learning to be emphasizes the skills needed for individuals to develop their full potential.

This conceptualization of education provided an integrated and comprehensive view of learning and, therefore, of what constitutes education quality.

The importance of good quality education was firmly reaffirmed as a priority for UNESCO at a Ministerial Round Table on Quality of Education, held in Paris in 2003.

UNESCO promotes access to good-quality education as a human right and supports a rights-based approach to all educational activities. Within this approach, learning is perceived to be affected at two levels. At the level of the learner, education needs to seek out and acknowledge learners’ prior knowledge, to recognize formal and informal modes, to practise non-discrimination and to provide a safe and supportive learning environment. At the level of the learning system, a support structure is needed to implement policies, enact legislation, and distribute resources and measure learning outcomes, so as to have the best possible impact on learning for all.

The aims of education, from the Convention on the Rights of the Child, Article 29 (1) - States Parties agree that the education of the child shall be directed to:
(a) The development of the child’s personality, talents and mental and physical abilities to their fullest potential;
(b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;
(c) The development of respect for the child’s parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;
(d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;
(e) The development of respect for the natural environment.

2. The UNICEF approach to quality:

UNICEF strongly highlights what might be called desirable dimensions of quality, as identified in the Dakar Framework. Its paper Defining Quality in Education recognizes five dimensions of quality: learners, environments, content, processes and outcomes, founded on ‘the rights of the whole child, and all children, to survival, protection, development and participation’ (UNICEF, 2000). Like the dimensions of education quality identified by UNESCO those recognized by UNICEF draw on the philosophy of the Convention on the Rights of the Child.

3. Quality in the humanist Tradition:

• Standardised, prescribed, externally defined or controlled curriculums are rejected. They are seen as undermining the possibilities for learners to construct their own meanings and for educational programmes to remain responsive to individual learners’ circumstances and needs.
• The role of assessment is to give learners information and feedback about the quality of their individual learning. It is integral to the learning process. Self-assessment and peer assessment are welcomed as ways of developing deeper awareness of learning.
• The teacher’s role is more that of facilitator than instructor.
• Social constructivism, while accepting these tenets, emphasizes learning as a process of social practice rather than the result of individual intervention.

4. Quality in the behaviourist tradition:
• Standardised, externally defined and controlled curriculum, based on prescribed objectives and defined independently of the learner, are endorsed.
• Assessment is seen as an objective measurement of learned behaviour against preset assessment criteria.
• Tests and examinations are considered central features of learning and the main means of planning and delivering rewards and punishments.
• The teacher directs learning, as the expert who controls stimuli and responses.
• Incremental learning tasks that reinforce desired associations in the mind of the learner are favoured.

5. Quality in the critical tradition
Critical theorists focus on inequality in access to and outcomes of education and on education’s role in legitimizing and reproducing social structures through its transmission of a certain type of knowledge that serves certain social groups. Accordingly, these sociologists and critical pedagogues tend to equate good quality with:
• education that prompts social change;
• a curriculum and teaching method that encourages critical analysis of social power relations and of ways in which formal knowledge is produced and transmitted;
• active participation by learners in the design of their own learning experience.

Conclusion:
Agreement about the objectives and aims of education will frame any discussion of quality and that such agreement embodies moral, political and epistemological issues that are frequently invisible or ignored. One of the most important challenges India faces even today is providing universal quality education. If we are actually dreaming of Kalam’s ‘Vision 2020’, it’s necessary to chalk out some framework or strategies to guarantee quality of education. In the present Globalised context a joint effort by the Government of India and major edupreneurs is very essential to tackle this issue.

Read, Learn & Flourish!

Teaching & Nonverbal Communication

By C. Radhakrishnan

As teachers we always take care of what we speak in the classroom. But, do you ever think of your nonverbal communication in the classroom? Experts say that nonverbal communication is as important as verbal communication in teaching-learning process.

Why should teachers know nonverbal behaviours?
• Knowledge of nonverbal behaviour will allow you to become better receivers of students' messages.
• You will become a better sender of signals that reinforce learning.
• This method of communication increases psychological closeness between teacher and student.

What are the major nonverbal behaviours?
Major nonverbal behaviours are eye contact, facial expressions, gestures, posture and body orientation, proximity, paralinguistics and humour.

1. Eye Contact is an important means of interpersonal communication which helps control the flow of communication. Teachers who make eye contact open the flow of communication and convey interest, concern, affection and credibility.

2. A facial expression is another major area to be explored for improving nonverbal communication. Smiling is a powerful sign that transmits: happiness, friendliness, warmth, liking and relationship. Thus, if you smile always you will be perceived as more friendly, warm and approachable. Smiling is often contagious and students will react favourably and learn more.

3. Gestures convey a lot to the learners. If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gesture, communicate positive reinforcement to students and indicate that you are listening. Avoid making typical gestures every time.

4. Posture and body orientation communicate many messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal contact results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling or black board should be avoided; it communicates disinterest to your class. Always talk to the eyes.

5. Proximity: Our cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students' space. Typically, in large classrooms space invasion is not a problem. In fact, there is usually too much distance between the teacher and student in Indian classrooms. To avoid this, move around the classroom to increase interaction with your students. Increasing proximity allows you to make better eye contact and increases the opportunities for students to speak.

6. Paralinguistic includes vocal elements such as tone, pitch, rhythm, quality of sound, loudness and modulation. For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of teachers who speak in a monotone. Students perceive these teachers as boring and dull. Students say that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices.

7. Humour is often ignored as a teaching tool, and it is too often not encouraged in school classrooms. Laughter releases stress and tension for both teacher and student. You should develop the ability to laugh at yourself and encourage students to do the same. It promotes a friendly classroom environment that facilitates better learning.

Obviously, adequate knowledge of the subject matter is crucial to your success; however, it's not the only crucial element. Creating a climate, that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your video and watch it yourself or get the help of a colleague or an expert and find suggestions for refinements. Talking in front of a mirror is also an excellent technique to find and correct negative nonverbal gestures.

References:
1. Kyriacou, Chris (2005); “Essential Teaching Skills”; Nelson Thornes Ltd, UK – High Range School Library, TTL, Mattupatti.
2. http://www.blatner.com/adam/level2/nverb2.htm
3. http://www.fhsu.edu/~zhrepic/Teaching/GenEducation/nonverbcom/nonverbcom.htm

Teaching & Nonverbal Communication

By C. Radhakrishnan

As teachers we always take care of what we speak in the classroom. But, do you ever think of your nonverbal communication in the classroom? Experts say that nonverbal communication is as important as verbal communication in teaching-learning process.

Why should teachers know nonverbal behaviours?
• Knowledge of nonverbal behaviour will allow you to become better receivers of students' messages.
• You will become a better sender of signals that reinforce learning.
• This method of communication increases psychological closeness between teacher and student.

What are the major nonverbal behaviours?
Major nonverbal behaviours are eye contact, facial expressions, gestures, posture and body orientation, proximity, paralinguistics and humour.

1. Eye Contact is an important means of interpersonal communication which helps control the flow of communication. Teachers who make eye contact open the flow of communication and convey interest, concern, affection and credibility.

2. A facial expression is another major area to be explored for improving nonverbal communication. Smiling is a powerful sign that transmits: happiness, friendliness, warmth, liking and relationship. Thus, if you smile always you will be perceived as more friendly, warm and approachable. Smiling is often contagious and students will react favourably and learn more.

3. Gestures convey a lot to the learners. If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gesture, communicate positive reinforcement to students and indicate that you are listening. Avoid making typical gestures every time.

4. Posture and body orientation communicate many messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal contact results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling or black board should be avoided; it communicates disinterest to your class. Always talk to the eyes.

5. Proximity: Our cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students' space. Typically, in large classrooms space invasion is not a problem. In fact, there is usually too much distance between the teacher and student in Indian classrooms. To avoid this, move around the classroom to increase interaction with your students. Increasing proximity allows you to make better eye contact and increases the opportunities for students to speak.

6. Paralinguistic includes vocal elements such as tone, pitch, rhythm, quality of sound, loudness and modulation. For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of teachers who speak in a monotone. Students perceive these teachers as boring and dull. Students say that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices.

7. Humour is often ignored as a teaching tool, and it is too often not encouraged in school classrooms. Laughter releases stress and tension for both teacher and student. You should develop the ability to laugh at yourself and encourage students to do the same. It promotes a friendly classroom environment that facilitates better learning.

Obviously, adequate knowledge of the subject matter is crucial to your success; however, it's not the only crucial element. Creating a climate, that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your video and watch it yourself or get the help of a colleague or an expert and find suggestions for refinements. Talking in front of a mirror is also an excellent technique to find and correct negative nonverbal gestures.

References:
1. Kyriacou, Chris (2005); “Essential Teaching Skills”; Nelson Thornes Ltd, UK – High Range School Library, TTL, Mattupatti.
2. http://www.blatner.com/adam/level2/nverb2.htm
3. http://www.fhsu.edu/~zhrepic/Teaching/GenEducation/nonverbcom/nonverbcom.htm

Self-Directed Learning

By C. Radhakrishnan

“The only learning which significantly influences behaviour is self-discovered, self- appropriated learning.” Carl Rogers

Introduction:
Self-directed learning is often considered the ultimate goal of education. The human race needs self-directed learning for survival. This basic human potential, knowing how to learn, is a necessity for living today. Probably the most important skill for today’s fast changing workplace is skill in reflection. The highly motivated, self-directed learner with skills in self reflection can approach the workplace as a continual classroom from which to learn and succeed in all chosen profession. This article is devoted to illuminate these principles as they apply to schools and to life.

During childhood we are naturally inquisitive and self directed in learning. For instance children ask parents many questions and try to learn new things. But, what happens to this inquisitiveness after they join the school? Do we discourage/encourage self-directed learning? Do we train our teaching community for teaching children how to be a self-learner? Do our schools and education boards promote a curriculum that fosters this kind of learning? Whenever we talk about self directed learning these are some questions that crop up in our mind. However, for most of these questions we have to answer in the negative. One fact we all can agree, our schools should be more self-directing in learning. All educators must understand, what is important is not the age, but the learner’s situation. In fact, the learner’s “need to know” and self-directing capacity increases steadily during childhood and rapidly during adolescence. Schools can foster the development of learners’ skills of self-directed learning through enquiry-based learning. Encouraging self-direction does not mean giving learners total control and responsibility but rather providing incremental opportunities to facilitate independence for lifelong learning.

What is Self-Directed Learning?
In this, the individual takes the initiative and the responsibility for what occurs. Individuals select, manage, and assess their own learning activities, which can be pursued at any time, in any place, through any means, at any age. There are many different definitions of self-directed learning. Ideas such as personal responsibility, autonomy, independence, and lifelong learning are all part of self-directed learning. In self-directed learning, the focus is on the learner taking the initiative in the learning process. Ultimately, the learners decide what needs to be learned; sets the learning goals; determines what resources, both human and material, are required; applies pertinent learning strategies; and evaluates the final results. Through self-management (how learners manage the resources, their actions and the social context) and self-monitoring (the process of monitoring, regulating and evaluating learning strategies), learners become responsible for their own learning (Bolhuis, 1996; Garrison, 1997). Now it’s very clear that self-directed learning refers to the willingness or ability of the learners to take control, make choices, and take responsibility for their learning.

Why is it necessary to help students take responsibility and initiative for their learning?
Advances in technology and learning demands of the information age are changing the nature of learning. The 21st century is marked with an ever increasing need to learn new skills and develop new perspectives and understandings. In this age where change is constant, the teacher’s role cannot simply be to fill students with information. Although basic content knowledge is important, there also needs to be a focus on process. As knowledge and skills change from day to day, what is important is to teach students how to learn. By teaching students to reflect on how they learn and by developing their skills to pursue their learning goals, students will be empowered to change from passive recipients of information to active controllers of their learning.

What factors influence Self-directed learning?

1. Self-concept: The learners’ self-concept or belief about themselves as learners develops on a continuum with learners possessing various degrees of self-direction. Previous success in learning improves learners’ general self-concept and capacity for self-direction. Learners have a psychological need to be self-directing but may consciously choose to be more dependent in areas where they lack previous experience or knowledge.

2. Experience: Learners accumulate life experiences that are a rich foundation and resource for new learning for themselves and others. Experience must be valued as it is related to personal identity.

3. Readiness to learn: Learners are ready to learn as they accept and learn to adapt to new roles, such as a team captain, school leader, class prefect, or wish to escape from present roles.

4. Orientation of learning: As learners mature, they prefer problem-centred learning that they can immediately apply to relevant situations to increase their competency and help them live more effectively.

5. Motivation: People are motivated to a greater extent by internal factors such as self-esteem, satisfaction in the work, and quality of life than by external motivators such as good jobs, promotions and higher salaries.

Ten Myths of Self-Directed Learning:
1. One is either self-directed or not.

2. Self-direction means learning alone.

3. Self-direction is a fashion.

4. Self-direction takes more time than it’s worth.

5. Self-directed learning mainly involves writing and reading.

6. The facilitator is passive.

7. Self-directed learning is aimed at those who voluntarily choose to learn.

8. Self-directed learning is aimed at middle class adults.

9. Self-directed learning will destroy traditional and institutional programs.

10. Self-directed learning is the best method only for adults.

How educators and institutions can best facilitate self-directed learning?
The following list summarises points made by several writers (Ash 1985; Bauer 1985; Brockett and Hiemstra 1985; Brookfield 1985; Cross 1978; Hiemstra 1982, 1985; and Reisser 1973) regarding how adult educators can best facilitate self-directed learning:

• Help the learner identify the starting point for a learning project and discern relevant modes of examination and reporting.
• Encourage adult learners to view knowledge and truth as contextual, to see value frameworks as cultural constructs, and to appreciate that they can act on their world individually or collectively to transform it.
• Create a partnership with the learner by negotiating a learning contract for goals, strategies, and evaluation criteria.
• Be a manager of the learning experience rather than an information provider.
• Help learners acquire the needs assessment techniques necessary to discover what objectives they should set.
• Encourage the setting of objectives that can be met in several ways and offer a variety of options for evidence of successful performance.
• Provide examples of previously acceptable work.
• Make sure that learners are aware of the objectives, learning strategies, resources, and evaluation criteria once they are decided upon.
• Teach inquiry skills, decision making, personal development, and self-evaluation of work.
• Act as advocates for educationally underserved populations to facilitate their access to resources.
• Help match resources to the needs of learners.
• Help learners locate resources.
• Help learners develop positive attitudes and feelings of independence relative to learning.
• Recognize learner personality types and learning styles.
• Use techniques such as field experience and problem solving that take advantage of adults' rich experience base.
• Develop high-quality learning guides, including programmed learning kits.
• Encourage critical thinking skills by incorporating such activities as seminars.
• Create an atmosphere of openness and trust to promote better performance.
• Help protect learners against manipulation by promoting a code of ethics.
• Behave ethically, which includes not recommending a self-directed learning approach if it is not congruent with the learners' needs.

For educational institutions and employers engaged in providing self-directed learning experiences, Hiemstra (1982, 1985) and Brockett and Hiemstra (1985) recommend the following:
• Have the faculty meet regularly with panels of experts who can suggest curricula and evaluation criteria.
• Conduct research on trends and learners' interests.
• Obtain the necessary tools to assess learners' current performance and to evaluate their expected performance.
• Provide opportunities for self-directed learners to reflect on what they are learning.
• Recognize and reward learners when they have met their learning objectives.
• Promote learning networks, study circles, and learning exchanges.
• Provide staff training on self-directed learning and broaden the opportunities for its implementation.

What can teachers do to encourage self-directed learning in schools?
1. In schools, teachers can work towards self-directed learning a stage at a time. Teaching must emphasis self-directed learning skills, processes, and systems rather than content coverage and tests. The teacher’s role, as facilitator, is to empower learners by promoting student involvement in learning, helping learners to develop skills that support learning throughout life, and helping learners to assume personal responsibility for learning. For the individual, self-directed learning involves initiating personal challenge activities and developing the personal qualities to pursue them successfully.

2. Self-direction exists on a continuum that increases with maturity, the learner’s motivation, and his/her ability to identify needs and access information. The learning environment determines if inquiry and self-initiative are encouraged and supported. Thus such an environment should be created by teachers in schools. Then the students use many strategies to achieve the learning outcomes, including seeking interaction and support from others yet maintaining primary responsibility for the learning.

3. Schools should cultivate a self-directed learning culture to inspire students. This involves many learning situations such as discussions, interviews, experiments, auditing, role-plays, field visits and a variety of social settings. The facilitator/teacher is very active, supporting the learner, negotiating meaning, promoting critical thinking, providing resources, and modelling meta-cognitive thinking in a nurturing learning environment. Although self-directed learning causes a shift in the teacher’s role as the “source of knowledge”, this change is also necessitated by the needs in an information society.

4. Teachers can encourage self-directed learning skills and learner responsibility through a collaborative learning environment. For that the teacher can assume an interactive role, to help learners participate in planning learning activities, locating resources, and assessing needs and progress in achieving goals, and generally guide them from dependence to better stages of learner control and independence. In order to provide opportunities for responsibility and self-direction in learners, the teacher must accept a change in educational role to facilitator, manager, resource supporter, motivator, and modeller of learning strategies. At the same time the teacher must make educational decisions regarding learner and curricular needs. In collaboration, learner and facilitator analyse issues to help gain new perspectives and understanding. Collaboration becomes a fine balance as the facilitator, while still ensuring the foundation knowledge is covered, and gives the learner more choices and control within the learning framework (Garrison, 1997; Morrow, Sharkey, & Firestone, 1993).

5. In converting facilitator-centred schools into learner-centred schools, motivation plays a key role in goal completion and is a determining factor in self-directed learning. Research indicates that the collaborating role of the teacher and learner control is a motivating factor that promotes positive attitudes in learners. Students are intrinsically motivated when they are able to choose their own topics of interest and are actively involved in sharing understanding. Through learner-centred activities, interaction, and choice, students can be empowered to develop self-directed learning skills and take more responsibility for learning.

6. A proper system of feedback also plays a significant role in self-directed learning. As interaction among students and between teacher and learner increases, closeness and understanding increases. For the success of teaching self-directed learning, teacher feedback must be prompt and frequent. External and internal feedback is necessary for the learner to self-monitor learning strategies as he/she accepts more responsibility for the learning. By encouraging students to reflect on the process of learning, including the trials and tribulations, they will begin to understand their own learning styles and thinking. By using meta-cognitive strategies, students learn how they learn and develop a range of thinking processes for problem-solving and lifelong learning. When teachers model learning strategies such as questioning, summarizing, predicting, and clarifying, students can transfer these strategies to other learning situations.

Conclusion:
The teacher can empower students to accept responsibility for learning and facilitate self-direction skills. Students have varying degrees of self-direction, depending on the situation and subject matter, but this does not mean that the learner must make all decisions or learn alone, nor does it mean that the learners require no instructional support. Learners require library-search skills, data collection and analysing skills and information literacy skills in order to access vast resources including the Internet. The teacher’s task is to find a balance between the tendency to control the learning and the desire to provide the learner with autonomy. The reality is that the teacher needs to abandon traditional control in his/her shift to shared collaborative responsibility with the learner for learning activities. As teacher and student share control, the teacher is ready to provide instructional and motivational support while the student assumes more responsibility. Collaborative control facilitates motivation and responsibility and self-direction in learners. In order to persist in the learning goals, the learner needs to perceive value and anticipate success in the activity (Garrison, 1997). Therefore, the teacher must motivate the learner through encouragement and relevant meaningful activities.

Self-directed learning has existed throughout the ages as a means for people to meet life’s challenges and for survival. Scholars throughout Western civilization, such as Aristotle and Socrates, used the tools of self-directed learning. Ancient Indian ‘Gurukul’ system also emphasised the same principle of Self-directed learning. Gradually, our educational systems degenerated into a system that emphasises rote learning and memorisation. However, recently, many educationists, scholars and policy makers in different countries of the world started deliberating on ways to bring back self-learning culture into our educational systems. Surely, this positive trend will help us to restructure current educational practices that make learning a nightmare for many school goers.

References:
1. Abdullah, M. H. (2001). Self-directed learning - Research Report from http://ericfacility.net/ericdigests/ed459458
2. Boettcher, J. (1996). Distance learning: Looking into the crystal ball from http://www.cren.net/~jboettch/jvb_cause.html
3. Barbara J. Klopfenstein. Empowering Learners: Strategies for Fostering Self-Directed Learning and Implications for online Learning [Electronic version] from www.quasar.ualberta.ca
4. Burge, E. J. (1988). Beyond andragogy: Some explorations for distance learning design. Journal of Distance Education [Electronic version] from http://cade.athabascau.ca/vol3.1/burge.html
5. http://www.selfdirectedlearning.com/
6. http://managementhelp.org/
7. http://www.ntlf.com
8. http://www.brefigroup.co.uk

‘NINE GEMS’ FOR TEACHERS - FOR MOTIVATING THE UNMOTIVATED

By C. Radhakrishnan

Many students feel some subjects as "hard and boring". It is difficult to motivate students to invest the time and effort necessary to succeed in those subjects. To tackle this challenge, I have collected a list of ‘Nine Gems’ for keeping students focused and motivated. These ‘Gems’ are developed through constant formal and informal interactions with my humanities students. Indeed, most of these suggestions apply to any subject that students find hard and boring. This encouraged me to share my ‘Nine Gems’ with every one.

Gem 1: Emphasize the most critical concepts continuously. Repeat these concepts in lectures and assignments throughout the session. Include questions relating to these critical subjects in every exam, thus rewarding students for learning, retaining, and, hopefully, applying this knowledge in a variety of contexts.

Gem 2: Provide students with a "visual aid" when possible to explain abstract concepts. Majority of today's students are visual learners. For these students, a simple diagram or flowchart truly can be more valuable than a thousand words in a textbook or a lecture.

Gem 3: Rely on logic when applicable. Point out to students which information is merely "fact" that must be memorised and which information is based upon "logic." Show students how to employ logical thinking to learn and retain new information. For example, in the double-entry bookkeeping system, "debits" equal "credits," and debit entries cause assets to increase. These are "facts" or features of the system; they are not based on logic. However, once the student accepts the system, logic can be used to operate within the system. Continuing the example, if debit entries increase assets, it is logical that credit entries will cause assets to decrease.

Gem 4: Use class-fun activities to reinforce a newly presented topic. After a new concept or subject has been presented via text reading, lecture, or class discussion, allow the students to put the concept into action by completing a class-fun assignment. These assignments can be short, but they must be developed to ensure that the students understand the critical concepts underlying the new topic. Usually, most learning takes place when students are permitted to work in small groups, to refer to their text and notes, and to ask questions to the teacher while completing the assignment. If these class-fun assignments are part of the grading scheme, class behaviour and attentiveness improves.

Gem 5: Help students create a "link" when teaching something new. If the student can "link" the new topic to something already learned, the chances of learning the new topic are greatly increased. Examples of possible links include: prior critical concepts learned in this topic, concepts learned in previous topics, and real life experiences of the students outside the classroom.

Gem 6: Recognise the importance of vocabulary in a topic. Students often struggle with new words/vocabulary in many topics. To understand these topics, students must become comfortable with the new terminology. As topics are presented, new or confusing terms or vocabulary should be identified and introduced to the students. Present "real-world" definitions and alternative terminology, in addition to textbook definitions. One way to help students incorporate the topic vocabulary is to create a glossary on the classroom clip-board where new terminology is added, explained, and illustrated throughout the lesson sessions.

Gem 7: Peer group motivation is very effective. If you can make highly motivated students motivate the less motivated ones then you can save lot of time and energy. For this technique to succeed you must have excellent understanding and rapport with your students.

Gem 8: Treat students with respect. Encouraging and rewarding behaviour is very essential in school teachers. However, some senior students will not respond well to these techniques. Give students their dignity, and they will give you their best efforts.

Gem 9: Hold students to a high standard. If students are not required to maintain a specified level of learning and performance, only the most highly motivated students will devote the time and effort necessary to learn. In contrast, maintaining high standards not only will motivate student learning, it will also be the source of a student’s feelings of accomplishment when those standards are met.

Each of these rules can help motivate even the most lazy student, but Gem 8 and 9 are the most important. If students are not treated with respect and held to a high standard, meticulously following the first seven gems will have much less impact and might end up being an exercise in futility.

For your Glory and success!

Memorising

By C. Radhakrishnan

Dear students, I know very well one question that haunts you all the time ‘how can I memorise whatever I learned for the next exam’. Here are some ways that might help you memorise:
• Decide to remember.
• Take regular breaks.
• Review notes regularly: after an hour, after a day, after a week, after a month, and so on. (You need an excellent time schedule to make sure that this happens, but it is extremely effective.)
• Use multisensory memories, i.e. remember using as many representations as you can.
• Generate visual images that involve moving, interaction, and colour.
• Use the same background music to review as when you learned, and perhaps associate particular music with particular topics.
• Organise meaningfully using key words.
• Look briefly at a mind map, then put it away and try to recreate it. Repeat until you can reproduce it perfectly.
• Use flash cards with the key content on them.
• Use higher-order mind maps to connect individual mind maps together.
• Review at bedtime.
• Number points.
• Over learn, i.e. learn beyond the point at which you have complete recall.
• Compress the amount of material by chunking and using keywords.

Make you know and feel
There is no need to tell time and again, self-confidence is the key to success in any aspect of human life and it is very true even in memorisation. Demonstrating to yourself that you really do understand and remember can increase your confidence that your learning is really working. Teaching someone else, or writing mock or practice assignments and tests, can be useful here.

Reviewing and reflecting on the learning process
After every learning session, review the process you followed. What worked, what didn't, what would you do differently next time. Do the same thing at the end of each week, after each assignment, and after each test. Make notes of what you've learned about learning, and use them to improve your next learning session.

If you have any other successful tool to memorise please let me know.

Happy Learning!

Judging Schools in the 21st century

By C. Radhakrishnan

Throughout history people make criteria to evaluate and find good schools. Whenever such classification and parameters appear today, I used to think, what skills should a good school impart to students and society? Good infrastructure, well crafted yearly plans and programme schedules, systematic maintenance of records, advertisements given in reputed magazines, management brand, polished English speaking students etc - can these be the important criteria to decide and judge good schools in the 21st century? There are many schools in our villages which cater to the needs of our students and impart quality learning without these lavish, western-ape shows. Such schools never come to the picture because they do it as a divine duty in a selfless way. They impart learning in the mother tongue which the child can understand easily and make the child a critical thinker. For creative thinking, understanding the concept is more important than language in which the child thinks or learns. However, how many are ready to accept this basic principle of ‘real learning’?

Globalisation has brought about widespread use of English and all run behind English. Have you ever thought of the fate of millions of children who are creative, intelligent, critical thinkers, curious and innovative but fail to understand and grasp English? Due to ‘adult ignorance’ these children are forced to learn English and finally they can’t cope - we brand them as ‘under achievers’ or ‘weak scholars’. With this stereotyping we, ‘the educated’ (ignorant of basic learning theories) nail their curiosity and natural instinct to learn. No one in this world can prove with data that all great scientists, mathematicians, administrators, philosophers, men of great artistic talents were with excellent multi-linguistic skills/intelligence. But one fact every one can accept and prove is that they were all excellent learners, observers, critical thinkers and innovators. Thus I argue that the most important criteria to judge a good school must be the skills that a school imparts, considering what the students need, not today, but when they come out of the schools after twelve or fourteen years of education. Schools which can visualise the changes after twelve or fourteen years and design their curriculum to suit the needs of that time can only claim that they are providing quality education.

So, what are the skills good schools should inculcate among learners? The answer is here – skills that students need in the work place after their education. And I believe these would be the broad academic and workplace skills needed by our students in the time to come.

Basic Skills (Language Skill – Any one language)
1. Reading:
Identify relevant facts; locate information in books/manuals; find meanings of unknown words; judge accuracy of reports; use computers to find information.

2. Writing:
Write ideas completely and accurately in letters and reports with proper grammar, spelling, and punctuation, use computers to communicate information.

3. Mathematics:
Use numbers, fractions, and percentages to solve problems; use tables, graphs, and charts; use computers to enter, retrieve, change, and communicate numerical information.

4. Speaking:
Speak clearly; select language, tone of voice, and gestures appropriate to an audience.

5. Listening:
Listen carefully to what a person says, noting the tone of voice and body language; respond in a way that shows understanding of what is said.

Note: I advocate any one language skill because within the next ten years in whatever language we speak or write can be translated in letters and voice (with original modulations) just by the click of a mouse to any language we wish and most of the communication will take place through information technology. This is one of my personal opinions; you may have your own opinions and counter points. Those who disagree with me can read language skills as English Language.

Interpersonal Skills
1. Social:
show understanding, friendliness, and respect for feelings of others; assert oneself when appropriate; take an interest in what people say and why they think and act as they do.

2. Negotiation:
Identify common goals among different parties; clearly present one's position; understand party's position; examine possible options; make reasonable compromises. Online negotiation skill should be given importance.

3. Leadership:
Communicate thoughts and feelings to justify a position; encourage or convince; make positive use of rules or values; demonstrate ability to have others believe in and trust you because of competence and honesty.

4. Teamwork:
Contribute to group with ideas and effort; do own share of work; encourage team members; resolve differences for the benefit of the team; responsibly challenge existing procedures, policies, or authorities.

5. Cultural Diversity:
Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Personal Qualities
1. Self-Esteem:
Understand how beliefs affect how a person feels and acts; listen and identify irrational or harmful beliefs you may have; and understand how to change them when they occur.

2. Self-Management:
Assess one's own knowledge and skills accurately; set specific, realistic, personal goals; monitor progress towards goal.

3. Responsibility:
Work hard to reach goals, even if task is unpleasant; do quality work; display high standard of attendance, honesty, energy, and optimism.

Thinking Skills (the most important)
1. Creative Thinking:
Use imagination freely combining ideas or information in new ways; make connections between ideas that seem unrelated.

2. Problem-Solving:
Recognize problem; identify why it is a problem; create and implement a solution; watch to see how well solution works; revise as needed.

3. Decision Making:
Identify goals; generate alternatives and gather information about them; weigh pros and cons; choose best alternative; plan how to carry out choice.

4. Visualisation:
Imagine building, object or system by looking at a blueprint or drawing.

For your greatness!

Informal Learning Opportunities

By C. Radhakrishnan

Learning is the process of acquiring knowledge, attitudes, or skills from study, instruction, or experience. Learning can’t be connected only with school education or what we acquire through reading books. To be a good learner it is very essential to develop:

• A learning culture: an environment in which opportunities for learning are openly valued and supported and are built, where possible, into all activities.

• Habit of lifelong learning: the process of acquiring knowledge or skills throughout life via education, training, work and general life experiences.

In our day to day life there are plenty of informal learning opportunities. But knowingly or unknowingly we miss many of these opportunities. My objective here is just to introduce every one to different informal learning opportunities. The learning opportunities mentioned below are applicable to students, professionals and all others interested in being life long learners. These are not identified in advance through a plan or scheme, but which you might be able to use.

• Analysing mistakes: Some people learn best by studying their mistakes and overcome them. The person analyzing his mistakes can correct himself and learn to do things in a better way in future.

• Attending Conferences or Seminars: This is an excellent opportunity to interact and share experiences with people coming from different backgrounds and environments.

• Being Coached or Counselled: Through coaching or counselling you get an opportunity to understand and sharpen your skills. It also provides a chance to update and adapt new changes into your life.

• Being Mentored: You should be very lucky to get a wise and trusted guide and advisor. In this process a more experienced person helps a less experienced person, develop in a specified capacity.

• Budgeting: Here you get a chance to learn how to prioritise and manage our unlimited needs with limited means.

• Championing or Managing Changes: In the globalised-digital world changes take place every fraction of a second. So each moment in our life can be considered as a learning opportunity. Those who exploit these changes will become real leaders of the 21st century in their chosen field of work.

• Holidays and Outings: Holidays provide you time to introspect and to find and make necessary changes in your way of living and working. Outings give you chance to expose yourself with the new environment and learn from others through observation and interaction. It’s a wonderful opportunity to develop your interpersonal skills by making friendship with new people you come across.

• Dealing with Colleagues, Subordinates, Peers and Boss: Each and every moment you interact and deal with these people you get plenty of opportunities to develop and improve your interpersonal, intrapersonal, linguistic and cognitive skills.

• Domestic life and Family Tasks: A person who succeeds in domestic life and satisfies all family tasks can surely be a great success in his chosen work. In our family life we perform almost all kinds of duties and responsibilities and we get lot of experiential learning opportunities to be a successful person.

• Giving a presentation: Many people are generally averse to take up this kind of opportunity at the work place. But once you decide to exploit such opportunities your chance for experiential learning is manifold.

• Interviewing: Here you get a chance to interact with someone who is an expert in a particular field. Surely his/her words and actions will give the interviewer a lot of opportunities to understand how people manage and react to different circumstances and reach greater heights in life.

• Job Change in a New Function or within Same Function or Same Job with Additional Responsibilities: Here you are getting an opportunity to learn and adapt to a new situation.

• Job Rotation: If this is the practice in your work place, opportunities for learning and growth are beyond imagination. Whenever you are shifted from one job or function to another you are provided with a chance to learn new things.

• Making Decisions: It’s an opportunity to develop your skills in foreseeing and analysing the pros and cons of an action.

• Meeting, Negotiating and Networking: All these, if utilised in the right spirit can provide you diverse opportunities to learn and sharpen your interpersonal, intrapersonal and linguistic skills and make you greatly successful in your career.

• Performance Appraisals: This is a time when you can learn how people work in different environments, conditions and pressure situations. By analysing that, you can make necessary changes in your style of leading your subordinates.

• Project Work: Getting involved in a project work is also another great chance to learn a lot of new things and experiment your ideas. When we physically execute ideas that we have in mind, we will understand the practical issues connected with it and we will be able to make necessary changes.

• Print and Visual Media: Reading habits can take you to new horizons of experience and learning that no one can imagine. The media helps you to update yourself on current events, culture and way of living and even your written and spoken language. These aspects are vital to an individual’s growth and survival in the present context of globalisation.

This list is not complete because the informal learning opportunities that we all receive every moment in our life are innumerable. What else?
Note the additional learning opportunities below and whenever you come across such opportunities grab it and march on to the peak of success, to the roof of the world.

Print and Online References:
1. Beard, Colin & Wilson, P John (2007); “Experiential Learning”; Kogan Page India, New Delhi - High Range School Library, TTL, Mattupatti.
2. Munford, Alan (2000); “Effective Learning”; Universities Press, Hyderabad - High Range School Library, TTL, Mattupatti.
3. Kyriacou, Chris (2005); “Essential Teaching Skills”; Nelson Thornes Ltd, UK – High Range School Library, TTL, Mattupatti.
4. http://www.dest.gov.au/
5. http://en.wikipedia.org

Informal Learning Opportunities

By C. Radhakrishnan

Learning is the process of acquiring knowledge, attitudes, or skills from study, instruction, or experience. Learning can’t be connected only with school education or what we acquire through reading books. To be a good learner it is very essential to develop:

• A learning culture: an environment in which opportunities for learning are openly valued and supported and are built, where possible, into all activities.

• Habit of lifelong learning: the process of acquiring knowledge or skills throughout life via education, training, work and general life experiences.

In our day to day life there are plenty of informal learning opportunities. But knowingly or unknowingly we miss many of these opportunities. My objective here is just to introduce every one to different informal learning opportunities. The learning opportunities mentioned below are applicable to students, professionals and all others interested in being life long learners. These are not identified in advance through a plan or scheme, but which you might be able to use.

• Analysing mistakes: Some people learn best by studying their mistakes and overcome them. The person analyzing his mistakes can correct himself and learn to do things in a better way in future.

• Attending Conferences or Seminars: This is an excellent opportunity to interact and share experiences with people coming from different backgrounds and environments.

• Being Coached or Counselled: Through coaching or counselling you get an opportunity to understand and sharpen your skills. It also provides a chance to update and adapt new changes into your life.

• Being Mentored: You should be very lucky to get a wise and trusted guide and advisor. In this process a more experienced person helps a less experienced person, develop in a specified capacity.

• Budgeting: Here you get a chance to learn how to prioritise and manage our unlimited needs with limited means.

• Championing or Managing Changes: In the globalised-digital world changes take place every fraction of a second. So each moment in our life can be considered as a learning opportunity. Those who exploit these changes will become real leaders of the 21st century in their chosen field of work.

• Holidays and Outings: Holidays provide you time to introspect and to find and make necessary changes in your way of living and working. Outings give you chance to expose yourself with the new environment and learn from others through observation and interaction. It’s a wonderful opportunity to develop your interpersonal skills by making friendship with new people you come across.

• Dealing with Colleagues, Subordinates, Peers and Boss: Each and every moment you interact and deal with these people you get plenty of opportunities to develop and improve your interpersonal, intrapersonal, linguistic and cognitive skills.

• Domestic life and Family Tasks: A person who succeeds in domestic life and satisfies all family tasks can surely be a great success in his chosen work. In our family life we perform almost all kinds of duties and responsibilities and we get lot of experiential learning opportunities to be a successful person.

• Giving a presentation: Many people are generally averse to take up this kind of opportunity at the work place. But once you decide to exploit such opportunities your chance for experiential learning is manifold.

• Interviewing: Here you get a chance to interact with someone who is an expert in a particular field. Surely his/her words and actions will give the interviewer a lot of opportunities to understand how people manage and react to different circumstances and reach greater heights in life.

• Job Change in a New Function or within Same Function or Same Job with Additional Responsibilities: Here you are getting an opportunity to learn and adapt to a new situation.

• Job Rotation: If this is the practice in your work place, opportunities for learning and growth are beyond imagination. Whenever you are shifted from one job or function to another you are provided with a chance to learn new things.

• Making Decisions: It’s an opportunity to develop your skills in foreseeing and analysing the pros and cons of an action.

• Meeting, Negotiating and Networking: All these, if utilised in the right spirit can provide you diverse opportunities to learn and sharpen your interpersonal, intrapersonal and linguistic skills and make you greatly successful in your career.

• Performance Appraisals: This is a time when you can learn how people work in different environments, conditions and pressure situations. By analysing that, you can make necessary changes in your style of leading your subordinates.

• Project Work: Getting involved in a project work is also another great chance to learn a lot of new things and experiment your ideas. When we physically execute ideas that we have in mind, we will understand the practical issues connected with it and we will be able to make necessary changes.

• Print and Visual Media: Reading habits can take you to new horizons of experience and learning that no one can imagine. The media helps you to update yourself on current events, culture and way of living and even your written and spoken language. These aspects are vital to an individual’s growth and survival in the present context of globalisation.

This list is not complete because the informal learning opportunities that we all receive every moment in our life are innumerable. What else?
Note the additional learning opportunities below and whenever you come across such opportunities grab it and march on to the peak of success, to the roof of the world.

Print and Online References:
1. Beard, Colin & Wilson, P John (2007); “Experiential Learning”; Kogan Page India, New Delhi - High Range School Library, TTL, Mattupatti.
2. Munford, Alan (2000); “Effective Learning”; Universities Press, Hyderabad - High Range School Library, TTL, Mattupatti.
3. Kyriacou, Chris (2005); “Essential Teaching Skills”; Nelson Thornes Ltd, UK – High Range School Library, TTL, Mattupatti.
4. http://www.dest.gov.au/
5. http://en.wikipedia.org

Developing Thinking Skills for the Future

By C. Radhakrishnan

Discussions about 21st century skills are highly noticeable in today’s educational environment. In a time where students in India are apparently falling behind those of comparable countries, much attention should be given to the need to improve the quality of our students’ thinking. Classroom is one of the best platforms for fostering critical thinking. Frequent use of critical questions can help to inculcate critical thinking culture among students.

Fostering Critical Thinking in the Classroom…

Regularly ask questions that explore student understanding of the content. Questions such as:

1. Focusing on purpose: What is the purpose of this chapter? What is the principle function of this system?

2. Focusing on question: What questions are emerging for you as we think our way through this issue? What is the key question in this chapter: What is the key question in this section of the chapter?

3. Focusing on information: What information did the authors use in coming to these conclusions? How can we check to see if this information is accurate? How was the information obtained?

4. Focusing on inference: What can we logically conclude based on the information presented in this chapter? What conclusions did the authors come to? Were these conclusions justified given the evidence? Is there a more reasonable interpretation of the evidence than the conclusions these “experts” have come to?

5. Focusing on assumptions: What do these authors take for granted in reasoning through this issue? Should we accept these assumptions or question them?

6. Focusing on concepts: What are the key concepts presented in the chapter (or in the text as a whole)? How would you elaborate your understanding of the concepts we have been discussing?

7. Focusing on implications: If we accept or reject the author’s reasoning, what does that commit me to?

8. Focusing on point-of-view: What are the authors focused upon in this chapter, and how are they seeing it? What point of view do you bring to reading? To what extent does one’s point of view reflect the way we interpret problems, questions and issues?

For your Glory and triumph!

Cultivating the Art of Questioning

By C. Radhakrishnan

Let me begin with a quote of Albert Einstein - “The important thing is not to stop questioning.”

Why do we need to be good questioners?
In the 21st century, challenges and demands are expanding and changing faster than ever before. Our environment is one of rapid communications, exposing huge potentials for increasing knowledge. How can schools prepare their students for the 21st century? Educators should recognize the need for new approaches to learning and teaching in a rapidly changing society and, at the same time, be prepared to respond to much more diverse needs of the learners. Some of the most significant influences in the world today are the changes to how we live and work which are brought about by technology and globalization. In this context critical thinking and questioning skills play a predominant role in deciding the success or failure of the generation we teach. So the skill of forming good questions is vital to both teaching and learning. Being able to create inquisitive questions empowers both teacher and children. Questioning is a life long learning skill that is very important for success in the current world.

Who needs to be good questioners?
Good questioning skill is very crucial for teachers, students, doctors, researchers and almost all professionals.

What is a good question?
There are generally different types of questions. A good question is the one that gets us information we need at any given time. Sometimes the answer will be a simple ‘yes’ or ‘no’, however, on other occasions it will be much more complex and so will the question that is required to prompt that answer. A good research question is one that guides the questioner through a quest to build personal meaning and understanding. Here again this can be very simple or complex.

Where does questioning belong in the curriculum?
The role of questioning runs throughout the curriculum. Motivation to learn is often prompted by questions. Clarifying details and thoughts, developing understanding, finding information and selecting relevant information are among the many skills crucial to all disciplines that depend on effective questioning skills. Critical thinking, regardless of the subject content depends on the ability to ask effective questions. The need for effective questioning skill is ever-present.

When do we teach questioning strategies?
In the primary classes we teach students to differentiate between statements and questions. We also introduce them to the “5W’s” (why, who, what, where & when). We need to continue to take a systematic approach to teaching questioning skill. It is essential that questioning skills are introduced and taught formally. Regardless of the class level, take time to observe and assess student skill level so that you can intervene with appropriate learning experiences.

How do we teach students to become good questioners? What tools can we use to help develop and hone questioning skills? The following questions will help you find the answer. Why don’t you be the first researcher in finding the advantage of questioning in teaching?

• How can the “5W’s and How” help students in question trekking?
• How can I help students organise data?
• How can questioning help students explore a topic?
• Q Task Quickies: KWL (Know, Wonder & Learn) Quickies (Developed by Donna M. Ogle).
• How can creating a question web help students develop a focus?
• How can I introduce the Question Builder to students?
• How can the Question Builder be used to help guide research?
• Q Task Quickies: Using the Question Builder (chart or web).
• How will a rubric help students create a better research question?
• How can students narrow and focus their questions?
• Q Task Quickies: Power-up Q Cards (Cards with 5W’s on a topic).
• How do I help students create a statement of purpose?
• How do students get to the right question?
• How can I help students move from question to thesis statement?

I am sure you will be able to find wonderful answers to all of the above questions through the “5W’s and H” technique. Any help or clarification in finding answers to these questions please doesn’t hesitate to contact me.

For your Success!

Essential Teaching Skills (2nd Edition) by Dr. Chris Kyriacou

Reviewed by C. Radhakrishnan

About the Author: Dr. Chris Kyriacou is reader in Educational Psychology and currently the Director of Graduate Studies at the University of York. He is particularly interested in researching aspects of effective teaching, the experience of being a teacher, student learning and student motivation. His other major books include Effective Teaching in Schools – Theory and Practice, Helping Troubled Pupils, and Stress-busting for Teachers.

Target Readers: Newly qualified and experienced teachers, trainers, coaches, educational leaders and for every one who have an interest in defining, understanding and exploring the concept of teaching skills and its place within the learning system. This book would make a great introduction for anyone considering taking up a career in teaching, or interested in acquiring skills that would help them in their B.Ed. or M.Ed. courses. In fact, I suspect it may already be a set work, if not, it should be.

Summary:
This book has been presented in eight chapters covering the following topics.

Chapter 1 - Developing your teaching skills:
This lesson provides the reader a clear perception on nature of teaching skills. How to monitor our own teaching skills and which are the areas a teacher must focus for developing essential teaching skills are brilliantly introduced by the author. Dr. Chris Kyriacou finishes the lesson with a very powerful note – “If your teaching is to retain the sharpness, freshness and cutting edge that characterises the most effective teaching, it is crucial that your skills are never allowed to rest for too long on the back burner.” In the coming lessons each of the major teaching skills are explained in a vivid manner.

Chapter 2 - Planning and preparation:
As we all know planning and preparation is the key to successful teaching. In the first section Dr. Chris elucidates the three major elements of lesson planning such as selecting and scripting a lesson, preparing the materials and resources to be used and deciding how to monitor and assess pupil’s progress. In the second part he focuses on preparation that involves the preparation of all the resources and materials to be used in the lesson. No doubt, planning and preparation go hand in hand, and many planning decisions are taken while preparation is going on. This lesson would be of great use for beginners in the teaching profession.

Chapter 3 - Lesson presentation:
This lesson is presented in three sections – the teacher’s manners, teacher talk activities and academic tasks. Author has succeeded in convincing the reader the importance of teacher’s manners and attitude while presenting a lesson. Many of the minute aspects mentioned here remind the teachers how careful they should be in the class about their manners and organisation of teacher talk activities. In the last part of the lesson various aspects related to academic tasks – activities set up by the teacher to facilitate student learning, are lucidly presented.

Chapter 4 - Lesson management:
This lesson is essentially concerned with those skills involved in managing and organising the learning activities by which teachers can maximise students’ productive involvement in the lesson. According to the author, given the large size and range of ability of most classes, lesson management is not at all a mean task. First section gives the reader a clear idea on how to begin a lesson, handle the transition within the lesson between activities and bring a lesson to a successful ending. In the later part we come across strategies for maintaining students’ involvement, handling the logistics of classroom life and managing student movement and noise in the class. This lesson is worth reading and practicing for beginners and experienced teachers.

Chapter 5 - Classroom climate:
Dr. Chris Kyriacou begins the lesson by saying, “the classroom climate established by the teacher can have a major impact on pupils’ motivation and attitudes towards learning.” Through out the lesson by giving various strategies and reference quotes he successfully presents to the reader how to build a positive classroom climate, motivate students, establish healthy relationship with students, enhance students’ self-esteem and create an excellent classroom appearance and class composition.

Chapter 6 - Discipline:
This lesson is based on the basic principle – ‘skillful teaching lies at the heart of establishing discipline’. Author’s effort to provide basic information on nature of students’ misbehaviour, how to establish teacher’s authority, how to deal with students’ misbehaviour and the principles to be kept in mind while opting for reprimands and punishments are really commendable. It’s a must read lesson for teachers who face problems in managing classroom discipline.

Chapter 7 - Assessing pupils’ progress:
One of the most important components of classroom teaching and learning is the regular assessment and feedback of students’ progress. The issues discussed here include the purpose and types of assessment and methods to improve, record and report assessment and feedback.

Chapter 8 - Reflection and Evaluation:
This lesson is imperative for all teachers who take this profession very seriously and sincerely. Reflecting and evaluating what teachers’ do every day not only in the classroom but in the school by themselves is essential to their growth as an effective teacher. Various principles and strategies involved in self evaluation and reorienting ourselves to greater heights is presented in a very beautiful manner by the author. Last part of this lesson is devoted for techniques to cope teacher stress.

It is all presented in a no-nonsense way, with the emphasis on developing and evaluating practical skills acquired during teaching practice. This is firmly backed up with constant reference to other textbooks and teaching theory.

For example, lesson management is considered from the point of view of the experienced teacher who knows from past experience how to control and encourage a class; from the point of a new trainee who might be afraid to put into practice what they know, and someone who is in the mid point between these two areas.

The skills are constantly under revision and the reader gains an understanding of how personal self evaluation, critical theory and actual practice can all contribute to effective teaching.

Indeed, some aspects of this book draw on experience and practice outside of the strict realm of classroom teaching and could be applied to other professions: how to communicate effectively or encourage rather than discourage someone, for example.

The skills covered form the basis of continuing professional assessment, which also of course includes formal appraisal and personal career development. There are plenty of reference sources for further reading at the end of each chapter, and also lists of key questions and points to consider.
There are practical suggestions as well as an analysis of teaching theory - what teaching aids may be useful in particular circumstances, how to create a viable learning environment, and how to tackle problems you may come across during your time in the classroom.

The illustrations tend towards the light-hearted, black and white drawings, neatly bringing out points from the text. If a little old-fashioned in appearance, they are apt and amusing.

There is an extensive bibliography in addition to the individual chapter resources, plus a useful subject and author cross- referenced index. An updated and revised third edition of this book which has already been published by Nelson Thornes, tells us the extensive reception of this book by educators all over the world. In short it’s a great work by a well experienced educator for all other educators who wish to master the art of teaching to make teaching-learning process fun and enjoyable.

Book Courtesy: The High Range School Library, TTL, Mattupatti, Munnar.

'Winning' By Jack Welch with Suzy Welch

Reviewed by C. Radhakrishnan

Jack Welch, famous for being a respected business manager and former CEO of the American General Electric (GE) conglomerate and for his popular book called "Jack: Straight from the Gut". It's not frequently that an executive of Jack Welch's calibre shares his insight into management and management philosophy.

The book, ‘Winning’ has evolved from thousands of questions asked of Welch when speaking to audiences around the world. When he speaks, anyone who wants to learn to run an operation more effectively should pay attention. I have come to know about him from Dhruv Academy Library. This is the first book I have borrowed from the amazing collection of books in our library.

I was fascinated to learn that Jack Welch's education background wasn't in business. He has a doctorate in physics. He is the outstanding example of General Electric's management development program. His honest, be-the-best style of management became the gold standard in business, with his relentless focus on people, teamwork and profits.

Welch starts out ‘Winning’ by explaining what a mission statement is. Instead of platitudes about quality and service, Welch believes an effective mission statement should answer one question, "How do we intend to win in this business?" For example, the mission statement at GE from 1981 through 1995 said it was going to be "the most competitive enterprise in the world" by being No. 1 or No. 2 in every market. The mission statement guided the corporation's management to fix, sell or close every underperforming business that didn't meet the corporate requirements.

Once the mission is established, a company should define its values. The corporate values are behaviours, how the mission is to be carried out to win. Values, he says, “people must be able to use them as marching orders because they are the ‘how’ of the mission, the means to the end – winning.”

In the first part, he stresses the significance of candor - open communication - to business success. When an institution has a high degree of candor, everything operates faster and better. In some companies, people are afraid to communicate straightforwardly or put forth ideas that stimulate real debate. Presenting new ideas or criticism of practices with candor brings issues to the forefront so they can be dealt with much more quickly. I feel it’s applicable to educational institutions too.

In people management he says, “You’ve got the right players on the field – that’s great start. Now they need to work together, steadily improve their performance, be motivated, stay with the company, and grow as leaders.” For this to happen we have to place the right people at the right position in the field but many times people go wrong here and the whole setup collapses even after having talented people.

The more controversial comments in ‘Winning’ may relate to differentiation and managing people. According to Welch, managers should assess their employees and separate them into three categories of performance: the top 20%, middle 70% and bottom 10%, then act on the distinction. The top 20% should be treated as stars, rewarded and nurtured. Management of the middle 70% should focus on training, positive feedback and thoughtful goal setting, including identifying people with potential to move up and cultivating them. The bottom 10% has to go. Welch sees terminating these people as a humane action that may free these employees to pursue successful careers at companies and in pursuits where they truly belong and at which they excel. I wish, this must happen in our schools, then the life of many ‘so called teachers’ could be saved and students learning experience would become more enjoyable and purposeful.

This is just a sample of Welch's corporate wisdom. The book is meant to big organisations, but there is information here that can be translated and adapted by entrepreneurs, smaller companies and edupreneurs. I really feel many of the management strategies of this book are very much applicable to educational institutions like schools in our country. At the end in ‘Here, There and Everywhere’, Welch includes questions of his philosophy with responses. If you are concerned with running an organisation/school/college more effectively, you will want to read and study Winning.

Book Courtesy: Dhruv Academy Library, Sangamner

Youngsters….. Think twice before choosing teaching career! Once chosen Commit!

By C. Radhakrishnan

Teaching is truly a noble profession. It is also a very time consuming one, requiring a commitment on your part. Teaching can be very demanding but can also be extremely rewarding. Here are few things you should consider before taking up teaching as your chosen career.

1. Time Commitment
In order to be a successful teacher, you need to understand that the time you are at work - those 7 to 8 hours - really must be spent with the students. This means that creating lesson plans, developing innovative teaching aids, preparing worksheets and other grading/evaluating assignments will probably take place on "your own time." Further, to truly relate to your students you will probably be involved in their activities - attending sporting activities and school plays, preparing children for morning assembly, or going on field trips with your students for various reasons.

2. Remuneration
People often make a big deal about teacher pay. It is true that teachers do not make as much money as many other professionals, especially over time. However, each state, central government and private schools can vary widely on teacher pay. But once you prove yourself, the respect, the fame and even money will come on your way. Further, when you look at how much you are being paid, make sure to think of it in terms of the number of months worked, i.e. the number of holidays you can enjoy.

3. Job of Contradiction
Teaching is an odd profession, both respected and pitied at the same time. You will probably find that when you tell others you are a teacher they will in fact offer you their condolences. They might even say they couldn't do your job. However, don't be surprised if they then go on to tell you a horror story about their own teachers or their child's education. It is an odd situation and you should face it with your eyes wide open.

4. Social Expectations
Everyone has an opinion of what a teacher should be doing. As a teacher you will have a lot of people pulling you in different directions. The modern teacher wears many hats. They act as educator, coach, nurse, career advisor, parent, friend, and innovator. Realise that in any one class, you will have students of varying levels and abilities and you will be judged on how well you can reach each student by individualising their education. This is the challenge of education but at the same time can make it a truly rewarding experience.

5. Emotional Commitment
Teaching is not a desk job. It requires you to "put yourself out there" and be on each day. Great teachers emotionally commit to their subject matter and their students. Realise that students seem to feel a sense of "ownership" over their teachers. They assume that you are theirs’ and only for them. They assume that your life revolves around them. It is not uncommon for a student to be surprised to see you behaving normally in everyday society. Further, depending on the size of the town where you will be teaching, you need to understand that you will be running into your students pretty much everywhere you go. Thus, expect somewhat of a lack of anonymity in the society.

For your triumph!

Eleven Golden Rules for New Teachers

By C. Radhakrishnan

New teachers are often placed into an awkward and stressful situation, not really sure of their authority and sometimes not even placed with veteran teachers who are much help. These tips can help new teachers as they begin their first teaching assignments at any school. Please note: these are not suggestions for how to approach the students but instead for how to most effectively succeed in your new teaching environment.

1. Be On Time
Punctuality is very important in the 'real world'. If you are late, you will definitely NOT start out on the right foot with your colleagues and students. Even worse, if you arrive after 5 to 10 minute a class has begun which is supposed to be your teaching session, you are placing yourself in an awkward situation in front of the students.

2. Dress Appropriately
As a teacher, you are a professional and you are supposed to dress accordingly. There is nothing wrong with over dressing during your student teaching sessions. The clothes do help lend you an air of authority, especially if you look quite young. Further, your dress lets the superiors know of your professionalism and dedication to your assignment.

3. Be Flexible
Remember that the academic heads have pressures placed upon them just as you have your own pressures to deal with. If you normally teach only 4 classes and the principal/vice principal asks that you take on extra classes one day because he/she has an important meeting to attend, look at this as your chance to get even further experience while impressing your dedication to your higher-ups.

4. Follow the School Rules
This might seem obvious to some but it is important that you do not break school rules. For example, if it is against the rules to chew gum in class or in the campus, then do not chew it yourself. If the campus is 'mobile-free', do not use mobiles during your duty time. This is definitely not professional and would be a mark against you when it comes time for your superiors to report on your abilities and actions. Strictly adhere to ‘no touch, no shouting and no branding’ Philosophy. Let the children blossom the way God endowed them. Remember to become a ‘good guide’ rather an ‘instructor-teacher’ of a traditional school.

5. Plan Ahead
If you know you will need copies for a lesson, do not wait until the morning of the lesson to get them completed. Our school has procedures that MUST be followed for copying to occur. If you fail to follow these procedures you will be stuck without copies and will probably look unprofessional at the same time. In short avoid eleventh hour preparation. Prepare and keep ready all teaching aids/materials one day in advance. Suppose you need ‘Smart Class’, ensure that it is entered into the register kept for it and if possible remind the attendant in charge in the morning to provide the system key right time in the class. For using ‘Smart Class’ it is essential to spend sufficient time in the resource room with the Educomp Resource person.

6. Befriend the Office Staff
This is especially important if you believe that you will be staying in the school possibly for a long time. These people's opinions of you will have an impact on whether or not you are good team player. They can also make your time during student teaching much easier to handle. Don't underestimate their worth.

7. Maintain Confidentiality
Remember that if you are taking notes about students or classroom experiences to turn in for writing in magazines or news papers, you should either not use their names or change them to protect their identities. You never know who you are teaching or what their relationship might be to your superiors. Further, if you have any negative opinion regarding any class or institution as a whole that shouldn’t come in your writing either directly or indirectly. It’s always better to show/appraise your superiors at least informally, what you want to publish.

8. Don't Gossip
It might be tempting to hang out in the teacher room and indulge in gossip about fellow teachers and superiors. However, as a new teacher this would be a very risky choice. You might say something you could regret later. You might find out information that is untrue and clouds your judgement. You might even offend someone without realising it. Remember, these are teachers you could be working as subordinate some day in the future.

9. Be Professional with Fellow Teachers
Do not interrupt other teachers' classes without an absolutely good reason. When you are speaking with your senior teacher or other teachers on campus, treat them with respect. You can learn a lot from these teachers, and they will be much more likely to share with you if they feel that you are genuinely interested in them and their experiences.

10. Don't Wait to the Last Minute to Call in Sick/Emergency
You will probably get sick or urgent personal work at some point during your stay in school and will need stay home for the day. You must remember that the substitution arrangement should be made for the class during your absence. If you wait until the last minute to call in, this could leave your superiors in an awkward bind making them look bad to the colleagues and students. Think what happens to the institutional prestige, if a class goes without a teacher and what students will transpire to their parents and friends out side. Call as soon as you believe you will not be able to make it to class/school.

11. Learn to Dream and Facilitate to Dream
All teachers are expected to dream high, professionally and personally and the same should be imparted to students. If there is no dream, there is no desire, no goal, no motivation, no innovation and finally no life. We must dream of moulding world class innovators, entrepreneurs, administrators, politicians, social workers, educators, engineers, doctors and above all good human beings who can accommodate and adjust with all kinds of differences.

For your Success