Revival of the basics.

Teachers as education Volunteers and those volunteership is for the teachers.. Within every teachers...
"To endure what is, we must remember what was, and dream of things as they will one day be."
Global Theory of Change states,
"We believe that it is only when people step forward either as local, national or global citizens, sustainable change happens. By enabling people and, in turn, their organisations and communities to play a more active role in development, good volunteering provides the means through which the essential pre-conditions for systemic and sustainable change ownership, participation, empowerment and inclusion can be realised."
In this regard, interpersonal relationships are central core to our mission. It  has enabled many to build networks through
which we give awareness first then inspire, engage and connect people.
From there, we encourage the sharing of skills, knowledge and experience to support  inclusive education that enables the above change to take place.

As a first step, 
1. We always believe that rich content knowledge.
2. An understanding of how to teach arenecessary and basics for success.
The SLC (now replaced by SEE) was incidentally known as the "iron gate" by students, and to address this, some educators, researchers, and reformers argue that teachers need to develop strong “pedagogical content knowledge (PCK)”—i.e., mastery of both in content knowledge and the most effective ways to teach students the subject.

However, the mix and balance of these two things is very challenging.
1. Subject-area knowledge is gained through a combination of Pre-service and In-service training, together with reflective practices with colleagues. Many district lacks any Pre-service and In-service training for teachers (at the secondary level).
2. Effectiveways to teach students is lacking, because teachers rely on rote learning.

Moreover, schools have relied heavily on some organisations to fill the gap in providing training/teaching, especially in the provision of learnings to support the many who have fallen behind—Learning Support Class (LSC). These programme seeks to address the hard issues—work at children’s drop-out from school by sensitizing parents, PTA members, education officials, stakeholders and the community.

The hard issues are,
1. Try  to create awareness against child marriage in the community.
2. Conduct alternative activities, and teach studentswhile the teachers observe the antics of such teaching that they have never seen before—face painting, tug of war game, longest line game, games of sentence construction by chance, slogan writing competitions, essay writing competitions, spelling competition, puzzle practice, and of course every student’s favourite: drama, stories, music, songs, chants, poetry, and dance.

However, let us look back about 4 years to Sisters' for Sisters' Phase 1, the definition of "Child Friendly Teacher's Training" was in essence, that “teachers teach children, love them and listen to them without corporal or mental punishment, and using educational materials such as posters and pictures.”

It was stated that, "learning is not memorization". It was defined as discovery of the world by their own five senses.It was also known that children are attracted to and concentrate more on learning if they feel it is fun as well as feeling secure at school. Child friendly training were given by well-trained trainers using "Child Friendly Schooling". Teachers were selected by the SMC and they were invited to visit the training centre in their district. These ideas that were fundamental, have largely been neglected or completely overlooked.

We try to  revive these concepts and builds on them—by adding pedagogical content knowledge. Knowledge is necessary if progress is to be made.

"Motivation is a gateway to knowledge"
In our country , effective student learning and achievement is hampered by weaknesses in teachersPCK, and classroom practice, both of which are developed through effective initial teacher education and teacher professional development (TPD) programs for teachers, and undoubtedly contributes to drop-out. The first step motivation, becomes a gateway to enter into the ocean of knowledge. 

Consider the following:
Grade 9 English students should be
able to write short stories; but they struggle to create a simple sentence—why?. As an example, (taken from the “10 Sets Model Questions Grade 9, For 2015”) “write a couple of paragraphs on Tourism in India in about 100 words using the given clues”— so students should be able to write in sentences, but can’t, Why? They haven’t been taught how to.

Further, teachers need to teach so that all student’s work is relevant and interesting and that allows them to draw on their family, cultural, and community experiences.

And students need to be engaged in different activities such as dialogue, interview, role play, demonstration to address everything from English tenses, to mathematical formula, to science experimentation—but don’t.

Moreover, teachers are supposed to work collaboratively together. This will enable them to work, acquire and continue to share knowledge on behalf of their students. Through educational programme, teacher training has already coveredtopics: motivation, low cost no cost teaching, pair work, group work, and of course problem solving.

The goal is not to produce Western style teachers,but to produce what Diana Laurillard calls, "a model of the conditions necessary for learning to take place". Her framework argues that it is vital to put in place cycles of communication between the teacher and the students, and between the students and their peers. This needs to be addressed.

Future work will look at goal setting, critical thinking, creativity, lesson planning, teacher collaboration, peer learning, content checking questions (CCQ), reflection, and digital skills.

The teacher trainer and the practicing teachers in the field have an immediate need—to be able to analyse and reflect on their practice, to assess the effects of their teachings and see how to improve it for the benefit of the learners. In addition, teachers need to continuously evaluate what students are thinking and understanding and to reshape their plans to take into account of what they have discovered.

More importantly, teachers need what Graham Wallas (1926) understood by creativity. He asserts, given a ‘problem’, ‘puzzle’ or ‘conceptual space’, the creative mind first prepares itself by soaking up all the information available. His theory is based on attitudes, intrinsic motivation, extrinsic constraints and rewards. The social and environmental factors he discusses include peer influence, the teacher’s character and behaviour, the classroom climate, family influence, life stress, the physical environment, degree of choice offered, time, the presence of positive role models and the scope for play in the environment—all of which play a central part in student learning.

To foster creativity we need to rekindle deep roots into our being as humans—the expression of the arts. And, in our society, these expressive arts are central to the nature of daily life, outside of the school. On many occasions, on the streets of cities in India if we are in the nearby vicinity we will beinvited to dance!
On one such outing with my students on the way back from a school, we came to a village which was celebrating. Music and dance flowed, the air was filled with artistic expression. Students love the arts, but are not given expression in their class work.

The first thing that we should do when we conduct a workshop is :

we should declare that “These are for my teachers…”; teacher training is not to overly correct, but to supply the best quality training, the best materials such as notebooks, pens, stationary that money can buy— this builds their selfesteem and shows trust that they have not seen before, so that they will do anything for you, and say, “we have never been treated like this before”.

This is not as for the survival of the fittest and can be replaced by the revival of the basics. And these are the core values of the basics for success.

This trust, bears fruit in its imparted teaching to students

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