Sunday 23 March, 2008

'Sunday Soccer' with kids at the 'Maitreya ki Paath-shaala'













Had a great time with kids in the colony today morning. Soccer is a great game...perhaps the most simple as well as most comprehensive in terms of developing a child! The development of co-ordination skills in children is very important. A game like soccer is very easy to play...just about anywhere...but the skills required evolve over a period of time. As a child dribbles through a maze of defenders his brain is made to work at a very fast pace...like a super computer! This trains the mind...and if done consistently under parental/coach supervision it can do wonders. My Maitreya Club has initiated the Sunday Soccer League with the colony kids in order to help initiate this process. I hope parents will participate in the process in true sportsman's spirit.

Nikhil

Friday 21 March, 2008

School suicides...a cause for grave concern and shame

We keep hearing about students in school committing suicide. It has bothered me intensely, and I have spent considerable time interacting with my parents as well as students seeking to understand why this situation precipitates in a child's life.

A student of 15 to 18 years has hardly seen life...so getting the idea of taking ones life is a grave indictment on the whole society...and this includes parents, teachers, school systems, relatives, neighbours and peers.

To believe, in desperation, that this is the only way out only goes to show that all channels of redress have been exhausted by the victim.

Is there a way out?

We must first understand why this is happening repeatedly...ever so frequently. Are we doing anything to prevent it? Or are we just waiting for the next child to become a victim?

In my perception there are various factors contributing to this tragic situation:
  1. The Orphaned Urban Child phenomena...I wrote about it my last post. Such children desperately miss their parents...and are often unable to express this feeling. Parents, on the other hand are so tied up in their rush hour life that they become incapable of observing this 'want' in their child. One can understand the level of communication gap that exists in such families. The only way out is greater interactivity between family members and the children. This needs to be in the form of 'real' activity rather than mere watching of TV and movies together. Playing sport together regularly is a great way to 'log-in' into the child's heart and mind. Kids love to play...they love it even more if parents can join their respective teams and play in the dirt with them. Traveling together and visiting new unexplored places is another great way to bridge the gap. Parents need to find enriching, interactive activities in consultation with their children...only then will the real synergy evolve.
  2. School systems without in-depth counseling support mechanisms are often found wanting in understanding this need of the troubled child. It is imperative that Class Teachers and Subject Teachers report the matter to the Counselor as well as the parents as soon as they observe signs of despondency, anxiety and desperation in any child. For this to happen the school faculty needs to be appropriately sensitised and trained. One must understand that early detection and prompt remedial action is the surest way to prevent the child from entering the vicious loop.
  3. Peer pressure and a desire to succeed at any cost gradually builds up expectations...in the child as well as the parents. One needs to handle this with great maturity. Firstly, the definition of success and happiness should be discussed within the family in some detail. Parents must convey to the child that they actually love him/her and not just the success. Success and failure are two sides of the same coin...parents must say to their child...if you succeed we will celebrate... and if you fail then too we will celebrate...we will celebrate the hard work work put in! So, lets work hard...with honesty, integrity and discipline. Results are bound to follow...slowly but surely. Also, success needs to be discussed and defined. I tell my students that as far as I am concerned success means a successful attempt. That is all that I am looking for.
  4. Creating a vibrant neighbourhood I feel is another great way to ensure that kids play and grow together. But for this to happen parents must learn from children...try to reach out to your neighbours and give a helping hand every now and then. At times sense a need and pro-actively assist. You will find that if the neighbourhod is 'connected' everybody feels elated and genuine harmony is generated all around. However, this one is a real tough challenge considering the 'individualistic' times that we are living in.
Well, these were some of my observations on student suicides. I have keyed them based on my experience on the ground...I hope my friends will correct me wherever I have slipped!!

Nikhil

Wednesday 19 March, 2008

The phenomena of the Orphaned Urban Child (OUC)

The other day I was doing invigilation duty at the CBSE Class XII Board Exams in my school in Delhi. It was around 10am, and the students had started coming into the room and taking their place. Things were pretty much quiet up until one girl from one of the participating schools reached her desk and yelled," How can I sit on this desk? Its too small and just not upto the standard!" Her exclamation surprised me as it did some of the other students from her own school who were occupying desks similar to this one. I took a minute to gather my thoughts and then asked her what needed to be done. Pointing to another desk in the next row she said that that one was much better suited to her. She wanted me to let her sit there and ask the student from that desk to occupy this one.

I had to tell her that this was not possible since each desk was numbered sequentially as per students' roll numbers. A shift was out of the question. This did not satisfy her...so I asked her why she thought that the desk which was not fit for her would be fine for the other student. To this she had no reply...so I asked her how about a cricketer going to a foreign land to play a match reacting the way she did...what would happen if this guy were to say that the cricket pitch was not fit for him...and so the venue must be changed...the match referee would simply give a walk-over to the other side, I told her. So she better learn to cope with different situations without raising a tantrum. That was the real challenge.

I have quoted this incident because I feel that the girls reaction was a manifestation of the OUC phenomena. With both parents working in most metros as well as big cities, the child gets very little time to spend with parents. The latch-key kid is the outcome. Also, in such cases the nuclear families have become Pseudo Nuclear Families...with all members of the family being together at the same time becoming rarer and rarer. This often leads to a feeling of guilt in parents...for neglecting their children. And this creates an urge in them to overspend on them every now and then...a way to compensate for the lost time.

Such children begin to get more material gifts and comforts than they actually need...leading to a situation where they are unable to realize and estimate the true value of things and situations. So what happens? The growing child begins to feel that the whole world is his/her...all comforts should be theirs without fail!

I request parents to guard against such developments. They must ensure that the child learns to 'earn' and 'value' their benevolent inputs. This in no way implies that we must not pamper our children...of course we must! They are our little wonders and we have every right to shower our love and affection.

My only concern is that 'balance' needs to be struck between affection and providing our children enabling toolkits to handle life's situations...with a smile on their face.

Otherwise, sooner than later they will spoil an exam due to an 'unfit' desk!!

Nikhil
(Just drove back home...this bit had to be keyed in )

Monday 17 March, 2008

Another day at the grand Akshardham Temple Complex, New Delhi

Well, yesterday was my umpteenth visit to this grand monument. This time round we had our relatives come over from Lucknow. So, while they all went through the series of exhibitions, movie on Swamy Narayan & the boat ride depicting Indian Heritage & Culture, my wife Ruchi and I just sat outside (within the complex campus) and.....well, just sat and talked endlessly. It was during this period of around 3-4 hours that some very interesting observations struck me. Here goes...

1. Without the mobile phone (it is not permitted inside the campus) I felt relieved...as also relaxed!! The interesting part is...during this period of remaining de-networked my mind wandered on other things....things that were happening around me...right there!! Perhaps, it was after quite some time that I was able to live and dwell in the 'NOW.'
2. With this state of mind I observed a little kid run after a group of sparrows...he wanted to talk to them...literally pleading them to give him attention! His dad was a bit angry since he was having to run after the kid...and that was not to his liking.
3. And this made me think deeper...kids are inherently innocent...for them anything visible is capable of communicating. This innocence reflects the true essence of our being too...deep inside we all have a 'child' waiting and longing to be discovered...by ourselves.
4. Those of us who are able to understand that the 'child' very much exists 'within,' sooner or later start exploring it...and let me tell you, the journey is not only enjoyable but adventurous too.
5. The Swamy Narayan volunteers through their NGO - BAPS - have done a tremendous job of not only presenting the teachings of their spiritual fountain head, but also the vastness, depth and immortality of Indian Culture.
6. They have done this by presenting spiritual teachings in an entertaining format. People love to have fun on outings...so what better than a day out on a Disneyland kind of a complex...but with the end result a little different...perhaps the kind I experienced last evening!!
7. Education too needs to be presented to children in a game format...it has to entertain them...they need to have fun participating in it. Teachers and parents who can do this will succeed in developing evolved citizens who will add much value to the entire process of human growth and development.

Signing off!!

Nikhil

Thursday 13 March, 2008

Humour in the Classroom situation

Its been my experience that if you can clown around with kids in the classroom situation even while delivering a lecture on say math and science (the subjects I teach in Classes VIII - X), the net output is phenomenal. A good sense of humour is adored by kids....I often pull their legs when they do not perform, or forget to keep a promise about lesson submissions etc. The whole dynamics gets into the 'fun' zone when kids begin to feel free to pull me up too when I slip up.....!!

Humour, I feel, is the most powerful way to express to kids that there is a kid 'within' you too. The moment this happens, you become a part of their peer group....and a process of peer group learning is set into motion. Such learning is two-way, enjoyable and very penetrating.

Parents too need to follow this approach as much as possible to be able to 'reach out' to their children at home and whenever they go on outings with them. Parenting then becomes real fun and kids adore such parents who can play and clown around even while guiding them on serious issues.

While coaching kids in squash I again adopt a similar approach.

In all, humour is the elixir of life....the more we practice it the more we reap its benefits.....

Nikhil

Wednesday 12 March, 2008

My experiments with kids in school

Thought of sharing the self-assessment of my work at Manava Bharati School, Delhi. Would look forward to feedbacks by students, teachers as well as parents. The assessment is in Q&A Format.

* What method of teaching & teaching aids do you use in your class?

I adopt a ‘learning-by-doing’ approach in the classroom situation. My approach is to enable and empower every child to develop the right ability towards the subjects I am responsible for. I take up both math and physics with kids in the game format. This ensures that every child enjoys the subject and attempts it with a sportsman spirit. I also use technology as part of my aid. Students conduct Math Picnics in groups at home and also do Energy Conservation Projects at home. Power point presentations are prepared by kids and we have these presentations in the class room too. I feel if an Audio-Visual (AV) Room is provided the children will benefit tremendously. A lot of interaction with my students occurs through the internet from my home. Most of the project forms are emailed to students at their class email id’s - to be downloaded and used.

I ensure that every child actually attempts questions in the class – so that problems are sorted in my presence. Students are motivated to present their methods of problem solving on the board as well. Best practices in problem-solving are thus shared through an ‘open source’ approach. I give points to kids for whatever they do as part of their learning – blackboard/powerpoint presentations, asking intelligent questions in class, giving ingenuous answers, helping others by sharing their knowledge, getting copies checked without pressure, doing work with honesty, expressing inability frankly without fear etc. These points are later converted into marks to be added to their assessment marks. This I have found works wonders with kids. They begin to love the subject and the element of fear disappears. Education then becomes a synonym for ‘freedom.’

Our approach can open new vistas for the growing and evolving child within the class-room situation. Education should never mean imposition of knowledge. This approach is fundamentally flawed since all knowledge resides within. As instructors we need to provide the spark to unravel it. This also leads me to believe that the word ‘teacher’ is a misnomer. I feel I am an ‘instructor’ or a ‘facilitator’ rather than a teacher, whose function is to guide the child discover him/herself. A teacher by definition should be teaching kids in the class. I cannot do that because I have nothing to teach! Infact, I have much more to learn from kids than teach them since they are still not as prejudiced as we adults are.

To nurture the ability has to be my function – and that is what I really enjoy doing with every child.

In both math and physics I encourage kids to make a lot of visuals – figures/diagrams etc – and to colour them wherever possible. Child art is a beautiful method of getting kids on the right track.

* What activities indoor/outdoor have you done with the children to enhance their book learning experience this past year?

These have been explained in the above answer in detail. These are:

1. Blackboard presentations

2. Power point presentations

3. Website development by children

4. Developing math copies from re-cycled old copies/pages

5. Sharing of best practices amongst students.

6. Energy Conservation Projects – home/neighbourhood based.

7. Online/internet based communication with kids/parents.

8. Normal classwork/homework – but with an approach that promotes freedom of submission, expression, honesty of effort and discipline from within.

9. Point system to motivate kids.

10. Would love to take kids into the open for physical practice sessions to enhance their levels of alertness, fitness and co-ordination. All these have a direct bearing on mathematical ability. I seek permission to do this from the school management.

* How much time do you take to evaluate the class and homework? And when?

Since both my subjects are based on mental ability, I prefer checking copies in front of kids – and keep pointing out wherever a better/more practical method/approach can help. I generally check a topic once it has been entirely covered in class. However, kids always have the freedom to ask me problems anytime before we end a given chapter.

There is not much differentiation between my classwork and homework as both merge into one-another. A lot of time – say 60% - is used in the class when kids actually do things themselves. 40% is used in explaining concepts as also doing one-on-one checking work. The 60% time includes the time I move around the class resolving issues or enabling networking of kids to share best practices.

* What steps do you take to handle the average and the weak students of your class?

Average and weak students invariably have a special place in my classroom instruction approach. I spend a lot of time with a pen in hand moving from one desk to another assisting such children. I try to encourage many of the brighter kids to share their knowledge too. A fundamental approach always is to convince kids not to copy math and physics. I insist that even if they don’t know a question and want to see the solution (after having failed to answer it) they must only read and understand the solution. Subsequently, the question should be attempted themselves. Soon kids get convinced with this approach. Often, despite seeing the solution and then attempting themselves they get stuck. This only indicates that they had not understood the solution in the first instance. They must retry – and keep trying till they are able to do it themselves. This develops the right ability – with an appropriate tool-kit – to answer questions themselves. The weak/average child benefits tremendously if are able to convince him/her of the efficacy of this approach. I keep doing it on a daily basis.

* Activities and/or responsibilities handled other than academics in the school?

I enjoy extra-curricular activities just as much as academics simply because both are inter-linked and together contribute towards the development of an integrated personality in children. The more I mix with kids in extra-curriculars the more I will be able to synergize my efforts in the class room situation. I am myself a sportsman and therefore feel very strongly that both need to go hand in hand. I have been helping out in the following activities:

1. Co-ordinating for school level quizzing activities.

2. Co-ordinating for the school newletter Drishtikon.

3. Co-ordinating for the TERI-DJB Jal Jaagrukta Project in which our school won the best teacher co-ordinator (won by me), best lesson plan and best skit awards at Delhi state level.

4. Co-ordinating for Times NIE and HT-PACE activities.

5. Currently engaged in developing a Resource Center within the campus from where we can handle website issues, publications, quizzes etc.

* How do you think you can constructively use the time given to you during the free periods and between 2pm – 3pm?

Currently, I spend my free time developing learning modules for kids. I would love to spend my free time after school coaching kids in TT, Badminton, Squash etc. I hope this can be possible once the auditorium is ready. I am also spending a lot of my free time developing quizzes for kids. My laptop helps me multiply my productivity tremendously. I would also look forward to being able to work online during school hours too once the Resource Center is ready. The AV Room will also be of great help to use my free time more constructively for kids. I also suggest that between 2pm – 3pm kids be taken to Sports Complexes like the one at Siri Fort. I really look forward to being able to develop kids this way during my free time.

I would love to guide teachers into learning sports during this time. This would be a great stress buster besides inculcating sportsman spirit in us.

* What steps do you take to motivate the students to participate in extra-curricular activities other than academics?

Most of my responses in the above write-up have the answer to this question. I keep telling kids that finishing the syllabus has to be the starting point and not the end. I have given them an open invitation to meet me after school at Siri Fort Sports Complex any day between 3pm – 4pm. I go there 4 days a week where I coach my son Mudit in Squash. I try to read the daily newspapaer – the child edition – in class along with kids as and when possible. The other day we discussed weather Zidane did the right thing by head-butting Matarattzi of Italy.

I feel our school still has a long way to go in as far as extra-curricular facilities are concerned. I am willing to share my knowledge in developing them to the best of my ability. Table Tennis, Badminton, Squash, Tennis etc facilities need to be made available to kids at the earliest. Also, a register needs to be maintained where teachers can book the outdoors for taking kids out as per their plans. The school must encourage this and the games equipment made easily available to them.

I am prepared to help out in organizing guest lectures for kids too. These will open out their minds and help them communicate better.

DISCIPLINE

* What method do you use to discipline a problem child? And why?

I firmly believe that no child is a problem child. Most often it is the ineptitude of care givers like parents, guardians and teachers that results in situations which compel us to brand a child as a ‘problem child.’ However, children who do become a ‘problem’ need to be handled with great sensitivity. They must never be ridiculed in public. The teacher must try and bring out/appreciate their positive attributes as much as possible in the class.

Thus, the first step must be to gain the child’s trust and confidence through direct communication. Similarly, parents too must be won over. Once this is done, half the problem is already solved. The child needs to be interacted with separately. I make it a point to invite the child for a special discussion at the earliest. The sooner the better. A one-to-one counseling ensues, and a relationship gradually built. If required I also share my email id with the child so that he/she can confide whenever he/she feels comfortable and requires my intervention.

I explore the reasons behind the ‘problem.’ The roots of the problem must be deciphered. Gradually, solutions begin to evolve over a period of time. Classroom appreciation goes on hand-in-hand with separate counseling. Both complement each other. I also practice firmness as often as it is required in either or both of the situations. I try not to lose control over myself in handling the child even when provoked. If I do get provoked it only conveys incompetence and is likely to make my work so much more difficult.

There is no problem which cannot be rectified. A slow and steady progress is the best sign of positive change. But teachers must ensure that they remain very patient and optimistic. I make it a point to practice non-judgment. The moment we pass a verdict – a scar is created in a child’s psyche. We too become prejudiced.

A collection of all these steps helps me to adopt a very scientific ‘thought through’ strategy to handle the problems of every child. I would conclude by saying – no child is a problem child. However, most children do have problems – physical, mental, or emotional. As care-givers it is our duty to find solutions to such challenges without complaining.

* How do you handle and counsel parents who are difficult in their behavior?

Handling difficult parents is a ‘totally different ball game!’ The best and most straight-forward approach is to invite them for an early appointment between 2pm – 3pm. They need to be firmly told how their adverse behavior is negatively affecting their child’s development. Their trust must also be gained. A strong communication channel – mostly through their child – should be established. I also give them my email id if required. Parents andchildren appreciate a lot if they know that there is someone there in the school/class with whom they can communicate at any time. This generally gives rest to their fear psychosis, if there is any.

Parents have to be convinced that their child’s development and growth – physical, mental and emotional – is a collaborative effort between them, the school system, the child’s peer group and the child him/herself. An accusatory approach takes us nowhere. As responsible care-givers they must complement the schools’ efforts and must trust our pedagogical approaches.

I find that parents become very co-operative when I approach them like this. They soon become ‘partners’ in the schools efforts in the integrated development of their child.

* What steps do you take to ensure that your classroom is neat and clean?

Cleanliness is a habit. I always try to convince children that we must always respect public places just as much as we do our homes. Infact, there is an open invite to them to see my car from inside – where I have made a small dustbin! This prevents me and my son from littering the roads as I drive. This way I try to set a good example for my son, I tell them. I also try to win them over on this issue by asking them to re-cycle waste as much as possible. I award special points to kids who can prepare math copies from blank sheets of paper from previous unused copies.

The best way to win them is through ‘practice’ and not preaching. Children have very good observation powers. If our actions are contradictory to our preaching they immediately brand us as ‘hypocrites.’ I encourage kids to put litter into the bin even if they have not put it there. I do it myself whenever I see it. I also explain why this is important – as responsible citizens we must do our duty to keep our surroundings clean.

PUNCTUALITY

  • For school Yes (at times get late due to increased traffic and a distance of 25km from my house. Still, this should not be an excuse and I keep trying my best to rectify the problem as much as possible. Often, the bad traffic puts my plans into disarray.
  • For scheduled activities Yes (I am very particular not to let people wait for me)
  • For completion of given duties yes (try to do them before/on-time as committed)

INTERESTS

  • What books have you read recently?
    1. Who moved my cheese?
    2. Fish
    3. Osho’s books
  • Which periodicals do you read?
    1. Readers Digest
    2. Down To Earth (from Center for Science & Environment)
    3. India Today
    4. Online – Wikipedia etc.
  • What are your hobbies and interests?
    1. Sports (playing as well as following in the media) – Squash, TT, Badminton, Tennis, Cricket, Soccer.
    2. Traveling
    3. Trekking
    4. Reading
    5. Browsing the net
    6. Spending time on my NGO – REACHA (www.reacha.org) activities.
    7. Listening to my favourite old time music – Police, Dire Straits, Pink Floyd, Kishore Kumar, Cliff Richards, Abba, Carpenters etc.

* What efforts do you think can contribute to a positive learning environment in the school?

  • By you:
  1. Development of organized sports/inter-house activities.
  2. Development of extra-curricular activities like quizzing, debating, group discussions etc
  3. Organizing inter-school events/competitions.
  4. Drishtikon development
  5. Development of a Resource Center in school – AV Room etc.
  6. Preparing kids for out-of-school competitions.
  7. Developing responsible internet usage attitudes.
  8. Conducting workshops for children on relevant topics.
  9. Co-ordinating with math/science teachers as also English teachers to improve these in school.
  10. Any other activity that can help our institution grow.

With your colleagues:

1. Conducting workshops for my colleagues on relevant topics.

2. Developing responsible internet/computer usage attitudes.

3. Helping in team-building activities for Math/Science/English development as well as other subjects.

4. Promoting an interest in playing games as a stress-buster between 2pm – 3pm.

5. Organizing guest lectures for them.

6. Any other activities that can help our institution grow.

  • With your students:
  1. Sports – in a very organized way.
  2. Improving their communication skills – debates, group discussions etc.
  3. Quizzing.
  4. Helping them learn Power Point Presentation skills.
  5. Event Management skills.
  6. Team Building approaches.
  7. Photography and website development.

7. Any other activities that can help our institution grow.

Indian Hockey....the decline. A surprise or an inevitable event??

We all heard the sad news yesterday morning......India could not qualify for the Beijing Olympics 2008 Hockey event. They lost to Britain 0-2 at Chile. Perhaps, we all need to spare a thought for the beleaguered team members.

As a nation we adore our heroes.....well, only when they win!! Somehow, we are unable to accept defeat....be it cricket, hockey, soccer or any other game. Does this not reflect at a deeper level on our obsession with 'success.' Also, should we not ask ourselves the question - how passionate are we about Indian Sport??....and by passion I mean....in what way are we prepared to 'pitch in.'

I love sports and so spend a reasonable time in my daily schedule in playing and watching games as well as in developing kids in the neighbourhood in some sport or the other. My passion though lies in developing Squash!!

Its time we begin to 'play' ball rather than just talk and argue.

Perhaps, herein lies the answer to the dilemma of Indian Sport...

Nikhil

Sunday 9 March, 2008

'Maitreya Paath-shaala' - the kids' training playground!! - launched

Just decided it was time to get the kids in my neighbourhood into the right sort of physical training mode. Children love it when elders show the way....they are excited as and when parents play along with them. And so I thought with the exams almost over.... to spend my time in the evenings training them towards physical fitness.

We began with a jogging routine....followed by stretching, forward rolls, sit-ups etc. Hope to see more kids joining from tomorrow.

Nikhil

Saturday 8 March, 2008

Rural Olympics in India

The biggest rural Olympic Games in the world are held at Kila Raipur,13 km from Ludhiana, every year in the 2nd week of February. The meet attracts about 1500 participants & 100000 spectators. Games played are - bullock cart race, kabaddi, wrestling, hockey, basketball, athletics etc. The Games are called the Kila Raipur Rural Olympics. Being held since last 73 years. Do check the link above and explore a totally different world.