A Study on Quality Appraisal of an Effective Teacher
Ranjana Bhatia
Amity Institute of Education, Saket, New Delhi 110 017, India
Abstract
The objective of the study was to identify the traits in an effective teacher as perceived by the students. Learning is always better if the teacher is effective i.e. the students like her. The students will like a teacher provided she possesses certain traits, which appeal to the psyche of the child. In this study a sample of 120 students of class VII was taken from a well-known public school of Delhi. The sample had equal mix of boys and girls. The study was conducted in four sessions of the duration of 30 minutes each. The students were asked to identify traits that they found in an effective and an ineffective teacher. The data thus collected was analyzed and on the basis of that, guidelines were prepared for the teachers to be effective in a classroom situation.
Introduction
The teachers of today find themselves in a totally different set up from those of the yester years. In ancient India when Gurukuls existed, the Guru was responsible for providing formal education as well as moulding the character of the pupil. For the student, it was acquisition of knowledge along with the ethics of how to use this knowledge. Thus character building was an essential part of the entire process of education.
The phenomenal growth of the population over the years and changing times and techniques, have increased demands on education at all levels. The quality of education and individual attention in the classroom has suffered a serious setback. As a matter of necessity, children spend less time at home and more time outside home. In such a scenario, the role of school and that of a teacher has become more important as compared to the past. The effectiveness of teachers and their capability to convey matter effectively along with other responsibilities has increased manifolds.
According to Vivekachoodamani, a teacher is expected to possess the following qualities:
· Jignasu - curious to know
· Pragyam - well established in knowledge
· Vrijino - unafflicted by desires
· Shantho Nirindhama Evanalaha - calm as the fire that has burnt his fuel
· Dayasindhu - an ocean of mercy
· Bandhuranamatham Satham - an intimate friend of those who have surrendered to him.
Focus of the Study
Keeping in view the role expected to be played by a teacher, a study was carried out to explore the existence of qualities that make a teacher effective. The study also tried to find out what renders a teacher ineffective in the eyes of the pupils.
Significance of the study
We often tend to go by the degree that a teacher possesses while labeling the teacher with the brand of being good or bad. In reality, possession of requisite educational qualification is only one aspect of being an effective teacher. There are many other dimensions, which make a teacher effective or ineffective.
Objectives of studying this problem:
· To identify the qualities that makes a teacher effective in the eyes of the pupils.
· To identify the traits that renders a teacher ineffective in the eyes of the pupils.
· To study the effect of these qualities & traits on the over-all performance of the students.
Research Hypothesis
On the basis of the objectives stated above, the following research hypothesis was formulated:
· Differentiate between the effective and ineffective teachers on the basis of their traits.
· Formulate guidelines for the teachers to be more effective to facilitate the teaching -learning process.
Delimitation of the study
The study was delimited with respect to the learners of a particular class and a school. It was conducted during the school working hours on a normal working day where the students came from educated upper middle class families.
Methodology:
Locale of the study
The study was carried out on the students of a prominent public school of National Capital Region.
Sample
The sample comprised of 120 boys and girls studying in class VII of the age bracket 11-13 years, in this senior secondary school affiliated to Central Board of Secondary Education (CBSE).
Data Collection Procedure
Blank papers were distributed to the students and two questions were written of the blackboard for them to answer.
Q.1 Think of the most effective teachers with whom you have been closely associated. The teachers you have in mind probably did many things that made you rate them as effective teachers. Draw a list of 15 such traits, which made you place these teachers in the category of effective teachers.
Q.2 Think of teachers who you have been closely associated with. The teachers you have in mind did lot of things which you did not like and that made you place them in the category of ineffective teachers. Draw a list of 15 such traits that made you place these teachers in the category of ineffective teachers.
The data was collected in four sessions. In each session 30 subjects were taken. They were first given general instructions and later a sheet was distributed in the class. They were asked to write down fifteen qualities each, which according to them make a teacher effective or ineffective. Towards the end of the session, subjects were asked to submit this data to the experimenter. The subjects were discouraged to discuss with each other in the class in order to minimize the element of subjectivity and to present a true and fair picture of the same. This exercise was carried out with all the 120 subjects. The time restriction for each session was 30 minutes.
Analysis & Findings
The data thus obtained was analyzed qualitatively. The purpose of the analysis was:
· To identify the traits which make a teacher effective according to the majority of the students.
· To pinpoint traits that renders a teacher ineffective in the eyes of students.
Effective Teacher :
S.N.
Traits as Identified
by the Students
No. of Students
(Total sample of 120 students)
% age
01
Well organized
107
89
02
Has subject knowledge*
111
93
03
Aware of latest happenings
102
85
04
Soft spoken*
114
95
05
Confident
097
81
06
Creative
100
83
07
Understanding
096
80
08
Exciting/ Lively/ Vivacious*
116
97
09
Encouraging
095
79
10
Modest
086
72
11
Lenient
070
58
12
Warm and polite*
116
97
13
Patient
093
78
14
Impartial*
118
98
15
Caring
095
79
16
Organizes trips & excursions frequently*
117
98
17
Smart
091
76
18
Encouraging/ motivating
084
70
19
Offers real world practical examples
086
72
20
Possesses a Sense of humour*
118
98
Ineffective teacher:
S.N.
Traits As Identified
by the Students
No. of Students
(Total sample of 120 students)
% age
01
Disorganized
087
73
02
Lacks clarity in her subject
096
80
03
Aggressive*
113
94
04
Old-fashioned, not changing with times
107
89
05
Lifeless*
112
93
06
Strict*
116
97
07
Impatient
096
80
08
Indecisive
072
60
09
Not concerned
063
53
10
Ordinary looking/ plain looking
099
83
11
Partial/ discriminating*
115
96
12
Humiliating/ de-motivating
083
69
13
Takes personal obligations
076
63
14
Callous
097
81
15
Rude*
118
98
16
Critical/ fault finding
088
73
17
Lacks clarity in subject
105
88
18
Not punctual
058
48
19
Careless
094
78
20
Serious*
108
90
Note: The qualities stated above are not in the order of preference.
The traits identified by majority of students for effective and ineffective teachers are placed below:
Effective Teacher:
· Impartial
· Possesses sense of humour
· Organizes trips & excursions frequently
· Warm and polite
· Soft spoken
· Exciting/ Lively/ Vivacious
· Has subject knowledge
Ineffective Teacher:
· Rude
· Strict
· Partial/ discriminating
· Aggressive
· Lifeless
· Serious
Interpretation:
The above data very clearly brings out the qualities of effective and ineffective teachers as perceived by the students of class VII. According to them, a teacher who is lively, has great sense of humour, organizes trips and excursions and has good subject knowledge is an effective teacher. They also gave their preference for teachers who are impartial, soft spoken, warm and polite.
The other traits according to the students include the teacher to be well organized, aware of latest happenings in their concerned field, confident, creative and above all understanding. It is obvious that an effective teacher is the one who possesses exemplary skills of teaching.
The teachers labeled as ineffective according to the students are the ones who are rude, strict, partial and aggressive. Students have also indicated that they do not find very serious and lifeless teachers effective in classroom teaching or otherwise.
They have identified many other traits in ineffective teachers, which include lack of command in their subject, impatient, personal profile, old fashioned and callous being some of them.
Thus an ineffective teacher needs to adopt teaching approaches that are consistent with positive expectations and non-discriminatory approach amongst the high achievers and low achievers. Teachers who lack enthusiasm create a dull classroom situation and discouraging environment, thereby reducing the effectiveness of teaching.
From the above study emerge the following guidelines for the teachers to be effective to facilitate teaching-learning process. The teachers must:
· Optimize academic learning time
· Reward achievement in appropriate ways
· Utilize interactive teaching practices
· Hold and communicate high expectations from student’s performance
· Select and use appropriate types of instructions
· Integrate professional knowledge, i.e. subject matter and pedagogy
· Possess good inter-personal skills and use them effectively
· Incorporate reflective thinking in teaching
· Generate consistently friendly classroom environment to make teaching effective
· Consistently keep the students on a task
· Spend greater amount of time in collecting and presenting new materials
· Motivate students to achieve higher goals in life
· Provide positive reinforcement
· Be creative and flexible
· Show concern and care for students
· Demonstrate qualities of instructional leadership
· Analyze differences between goals & standards of student learning & student performance
· Provide learning opportunities that relate to individual needs
Conclusion
There appears to be an implicit, underlying assumption that there is a relationship between teaching effectiveness and student learning (e.g., the better organized an instructor is, the more the students will learn). It is not clear how much confidence we can have in these assumptions (i.e., reliability/reproducibility, predictability and validity of the results). What is more likely is that better organized, caring, fun loving, well informed, impartial teachers are able to create and sustain an environment that is conducive for learning.
Thus to conclude, a teacher plays a significant role in the life of a child. An effective teacher must be a self-believer, and should have the conviction that he/she plays a significant role in the life of a child. Teachers, who possess or are desirous of possessing the qualities to be effective, can shape and change the destiny of a child.
Child as is said can be molded like the clay in the hands of the teacher. If the teacher in question is the one who is liked by the child, the teacher can help him and lead him to the right path in life.
References:
· Balasubramanian, G., Preparation of teachers, western countries Vs India, a presentation during a seminar organized by Amity Institute of Education on 17th January 2004 on the theme - Internationalization of Education : Role of Indian Teacher.
· Chakrabarti, Mohit, 2002, Teacher Education : New Dimensions, University News, 40 (11) March 18-24, 2002, Pg.15-18.
· Khan, R.S., 2004, Teachers’ Professional Development in India, Anweshika - Indian Journal of Teacher Education, NCTE, Vol. 1, No.2, Pg.8-20.
· Kishore, Lalit, 2004, School Effectiveness via Transfer of Initiative to Teachers, The Primary Teacher, NCERT, Vol. XXIX, No.2, Pg.5-9.
· Mukhopadhyay, Sudesh, Emerging Pathways for Teacher Education, a presentation during a seminar organized by Amity Institute of Education on 17th January 2004 on the theme - Internationalization of Education : Role of Indian Teacher.
· Nagaraju, C.S., 2002, Teaching and Learning - The Culture of Pedagogy (Book Review), Indian Educational Review, Vol.38, No.1, Pg.152-156.
· Prasad, Himadri & Prasad, Dharmendra, 2005, Towards Professionalisation in Education, University News, 43 (18), May 02-08, 2005, Pg.23-28.
· Rajput J.S., 1995, Competency Based Learning in Elementary Schools, Teacher Today, Bikaner, Vol.38, No.3, Pg.1-20.
· Singh, L.C., & Mishra, Sudharshan, 2005, Quality Concerns in Teacher Education, University News, 43 (18), May 02-08, 2005, Pg.29-32.
· Thareja Sonal, S., 2005, Teachers’ Performance Appraisal, University News, 43 (18), May 02-08, 2005, Pg.71-75.
¨ “A Study on Quality Appraisal of an Effective Teacher” published in Recent Researches in Education & Psychology in Vol.12, Nos.III-IV.
Wednesday 7 September 2011
National Conference
On
“Professionalism in Teacher Education”
Organised by
University of Allahabad, Allahabad
Theme : ‘Professionalism and Curriculum Framework for Teacher Education’
Professionalism in teacher education
School teaching is the single largest professional activity in India. There are 4.52 million teachers in the country out of which nearly 3 million teachers are in primary/elementary schools. Because of its size, the role played by teacher training institutes has always been a matter of discussion. The teacher education system has followed fixed curricula for different categories of teacher education programmes. This fixed curriculum is unable to meet the specific needs of professionalism in teacher education and is not keeping in view the diversity of school system and the requirements of schools in terms of training the teachers.
Teacher education for building a learning society for developing the ability of learning to learn and developing competencies required for using information and communication technology in teaching learning is one of the new ideas in the latest framework on teacher education. These ideas are not getting reflected appropriately in spirit in the new teacher education programme.
Teacher education will become futuristic and dynamic only when the existing programme cater to the changing needs and the element of professionalism is very seriously incorporated in it. The new type of professional teacher which is the need of the hour has to be forward looking, able to adapt appropriate pedagogy, prepare suitable instructional material to suit the needs of teaching learning and carry out the tasks envisaged for him/her.
Professionalism in Teacher Education
Teacher education institutes while preparing teachers have to ensure that the training makes them all rounders. The training develops in them ability and adaptability. It makes them skillful and ensures that they acquire desired proficiency in all the tasks that a teacher is expected to do.
(more about professionalism!!)
Curriculum Framework for Teacher Education
The curriculum framework establishes learning outcomes for all students, regardless of who they are, which school they attend, where they are from, or what approach their school takes to help them achieve those outcomes. These learning outcomes are set out within the overarching and learning area statements.
The curriculum framework is an inclusive framework for all students. It sets out “….the knowledge, understanding, skills, values and attitudes that students are expected to acquire”.
The curriculum framework makes explicit the learning outcomes, which all students should achieve. This focus on outcomes represents a major shift in school curriculum from a focus on educational inputs and time allocation toward one that emphasizes the desired results of schooling.
It is neither a curriculum nor a syllabus but a framework identifying common learning outcomes for all students, whether they attend government or non-government schools or receive home schooling. It is intended to give schools and teacher’s flexibility and ownership over curriculum in a dynamic and rapidly changing world environment.
Schools and teachers need to use the curriculum framework to develop their own learning and teaching programmes according to their circumstances, ethos and the needs of their students.
(something which relates curriculum framework and teacher education is missing!!)
Professional responsibilities of teacher in relation to curriculum renewal
Like all curriculum frameworks, core curriculum requires thoughtful improvement or renewal. This relates to the professional responsibility reasoned criticism. Teachers’ participation in core curriculum renewal might include
¨ Changing, adapting, improving or expanding aspects of curricula that have been implemented to reflect individual classroom contexts.
¨ Participating in local regional and/or provincial curriculum change.
¨ Examining the directions, philosophy or implications of core curriculum or aspects of individual curricula from a base informed by the refinement stage.
A teacher’s first moral obligation is to provide excellent instructions. Teachers with the high level of professionalism have a deep obligation to help students learn. According to Wynne 1995, teachers with that sense of obligation demonstrate their professionalism by:
¨ Coming to work regularly and on time;
¨ Be well informed about students-matter;
¨ Planning and conducting classes with care;
¨ Regularly reviewing and updating instructional practices;
¨ Cooperating with or if necessary confronting parents under achieving students;
¨ Tactfully but firmly criticizing unsatisfactory school policy and proposing constructive improvement.
Though codes of ethics may not have played a significant role in teacher preparation programme in the past (Strike & Ternasky, p.3), professional ethical dispositions of teachers must be addressed as a part of national council for accreditation of teacher education.
The curriculum framework for professionalism in teacher education should include the following:
¨ Knowledge of student and their learning.
Ø Professional teachers support the intellectual, social, physical and personal development of all students.
Ø Such accomplished teachers:
v Believe that all children can learn at high level and hold high expectations for all.
v Understand how learning occurs in general and in the content areas (for example; how diverse learners construct knowledge, acquire skills and develop habits of mind).
v Are sensitive, alert and responsive to all aspects of a child’s well being.
v Understand how factors in environment inside and outside of school may influence students’ lives.
¨ Learning environment
Ø Professional teachers create learning environment that encourages positive, social interaction, active engagement in learning and self-motivation.
Ø Such accomplished teachers:
v Create a learning community in which students assume responsibility, participate in decision making and work both collaboratively and independently.
v Organize, allocate and manage time, space, activities, technology and other resources to provide active and equitable engagement of diverse students in productive tasks.
v Understand and implement effective classroom management.
v Recognize the value of and use knowledge about human motivation and behaviour to develop strategies for organizing and supporting student learning.
v Are sensitive to and use knowledge of students unique culture, experience and communities to sustain a culturally responsive class.
v Access school, district and community resources in order to poster, students’ learning and well being.
v Use effective, verbal, non-verbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.
¨ Teachers design their own career paths.
Ø Such accomplished teachers:
v Are professional educators.
v They accept the challenge to pursue and create their own career opportunities from the day they decide to teach through retirement.
v They identify their needs based on their students’ learning, seek knowledge and support locate and evaluate resources.
v They are committed to their own professional growth as well as to the future of their disciplines.
¨ Professionalism
Ø Teachers recognize, participate in, and contribute to teaching as a profession.
Ø Such accomplished teachers:
v Continually examine and extend their knowledge of various disciplines.
v Understand and implement laws related to rights and responsibilities of student’s educators and families.
v Follow established codes of professional conduct, including school and state policies, systematically reflect on teaching and learning to improve their own practice.
v Seek opportunities to learn by reflecting.
v Advocate curriculum, instruction, learning environment and opportunities that support the diverse needs of and high expectations for all students.
v Assume leadership and support roles as part of a school team.
Paper for National Conference On
“Professionalism in Teacher Education” Organised by
University of Allahabad, Allahabad
On
“Professionalism in Teacher Education”
Organised by
University of Allahabad, Allahabad
Theme : ‘Professionalism and Curriculum Framework for Teacher Education’
Professionalism in teacher education
School teaching is the single largest professional activity in India. There are 4.52 million teachers in the country out of which nearly 3 million teachers are in primary/elementary schools. Because of its size, the role played by teacher training institutes has always been a matter of discussion. The teacher education system has followed fixed curricula for different categories of teacher education programmes. This fixed curriculum is unable to meet the specific needs of professionalism in teacher education and is not keeping in view the diversity of school system and the requirements of schools in terms of training the teachers.
Teacher education for building a learning society for developing the ability of learning to learn and developing competencies required for using information and communication technology in teaching learning is one of the new ideas in the latest framework on teacher education. These ideas are not getting reflected appropriately in spirit in the new teacher education programme.
Teacher education will become futuristic and dynamic only when the existing programme cater to the changing needs and the element of professionalism is very seriously incorporated in it. The new type of professional teacher which is the need of the hour has to be forward looking, able to adapt appropriate pedagogy, prepare suitable instructional material to suit the needs of teaching learning and carry out the tasks envisaged for him/her.
Professionalism in Teacher Education
Teacher education institutes while preparing teachers have to ensure that the training makes them all rounders. The training develops in them ability and adaptability. It makes them skillful and ensures that they acquire desired proficiency in all the tasks that a teacher is expected to do.
(more about professionalism!!)
Curriculum Framework for Teacher Education
The curriculum framework establishes learning outcomes for all students, regardless of who they are, which school they attend, where they are from, or what approach their school takes to help them achieve those outcomes. These learning outcomes are set out within the overarching and learning area statements.
The curriculum framework is an inclusive framework for all students. It sets out “….the knowledge, understanding, skills, values and attitudes that students are expected to acquire”.
The curriculum framework makes explicit the learning outcomes, which all students should achieve. This focus on outcomes represents a major shift in school curriculum from a focus on educational inputs and time allocation toward one that emphasizes the desired results of schooling.
It is neither a curriculum nor a syllabus but a framework identifying common learning outcomes for all students, whether they attend government or non-government schools or receive home schooling. It is intended to give schools and teacher’s flexibility and ownership over curriculum in a dynamic and rapidly changing world environment.
Schools and teachers need to use the curriculum framework to develop their own learning and teaching programmes according to their circumstances, ethos and the needs of their students.
(something which relates curriculum framework and teacher education is missing!!)
Professional responsibilities of teacher in relation to curriculum renewal
Like all curriculum frameworks, core curriculum requires thoughtful improvement or renewal. This relates to the professional responsibility reasoned criticism. Teachers’ participation in core curriculum renewal might include
¨ Changing, adapting, improving or expanding aspects of curricula that have been implemented to reflect individual classroom contexts.
¨ Participating in local regional and/or provincial curriculum change.
¨ Examining the directions, philosophy or implications of core curriculum or aspects of individual curricula from a base informed by the refinement stage.
A teacher’s first moral obligation is to provide excellent instructions. Teachers with the high level of professionalism have a deep obligation to help students learn. According to Wynne 1995, teachers with that sense of obligation demonstrate their professionalism by:
¨ Coming to work regularly and on time;
¨ Be well informed about students-matter;
¨ Planning and conducting classes with care;
¨ Regularly reviewing and updating instructional practices;
¨ Cooperating with or if necessary confronting parents under achieving students;
¨ Tactfully but firmly criticizing unsatisfactory school policy and proposing constructive improvement.
Though codes of ethics may not have played a significant role in teacher preparation programme in the past (Strike & Ternasky, p.3), professional ethical dispositions of teachers must be addressed as a part of national council for accreditation of teacher education.
The curriculum framework for professionalism in teacher education should include the following:
¨ Knowledge of student and their learning.
Ø Professional teachers support the intellectual, social, physical and personal development of all students.
Ø Such accomplished teachers:
v Believe that all children can learn at high level and hold high expectations for all.
v Understand how learning occurs in general and in the content areas (for example; how diverse learners construct knowledge, acquire skills and develop habits of mind).
v Are sensitive, alert and responsive to all aspects of a child’s well being.
v Understand how factors in environment inside and outside of school may influence students’ lives.
¨ Learning environment
Ø Professional teachers create learning environment that encourages positive, social interaction, active engagement in learning and self-motivation.
Ø Such accomplished teachers:
v Create a learning community in which students assume responsibility, participate in decision making and work both collaboratively and independently.
v Organize, allocate and manage time, space, activities, technology and other resources to provide active and equitable engagement of diverse students in productive tasks.
v Understand and implement effective classroom management.
v Recognize the value of and use knowledge about human motivation and behaviour to develop strategies for organizing and supporting student learning.
v Are sensitive to and use knowledge of students unique culture, experience and communities to sustain a culturally responsive class.
v Access school, district and community resources in order to poster, students’ learning and well being.
v Use effective, verbal, non-verbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.
¨ Teachers design their own career paths.
Ø Such accomplished teachers:
v Are professional educators.
v They accept the challenge to pursue and create their own career opportunities from the day they decide to teach through retirement.
v They identify their needs based on their students’ learning, seek knowledge and support locate and evaluate resources.
v They are committed to their own professional growth as well as to the future of their disciplines.
¨ Professionalism
Ø Teachers recognize, participate in, and contribute to teaching as a profession.
Ø Such accomplished teachers:
v Continually examine and extend their knowledge of various disciplines.
v Understand and implement laws related to rights and responsibilities of student’s educators and families.
v Follow established codes of professional conduct, including school and state policies, systematically reflect on teaching and learning to improve their own practice.
v Seek opportunities to learn by reflecting.
v Advocate curriculum, instruction, learning environment and opportunities that support the diverse needs of and high expectations for all students.
v Assume leadership and support roles as part of a school team.
Paper for National Conference On
“Professionalism in Teacher Education” Organised by
University of Allahabad, Allahabad
Teacher Empowerment
TEACHER EMPOWERMENT
The entire essence of education and the role of teacher in education lies in the evolution of a blue deeper than the indigo itself. That is, object of all activity is the learner and his development, which needs to be a step further from the teacher himself.
Herein comes the indispensable role of a teacher in selflessly taking the students to a much higher degree and the need for empowerment of the teachers.
Keeping in mind the principle of cause and effect, the cause of shaping the lives of learners in the restricted area of classroom will only take effect once the teacher is empowered to freely exploit all creativity he desires.
Let us now take a closer look at what we mean by empowerment where both students and teachers share an equal right to voice their opinions.
Questions critical of how power is subtly held or denied in the fields of organized education have bothered many thinkers. If it were mearly a question of an equal sharing of power for the sake of egalitarianism, it would not be serious matter. But there might be power insidiously exercised to keep the consumers of education in a state of dependence, and ignorance of what rightfully belongs to them, what they can achieve, and how they can seek their own emancipation.
Is our education like this? Does it certainly impose on its consumers, the ideology, the beliefs and the values system of the classes that control it. Don’t they try to perpetuate through the system of education their privileged status and incapacitate others? These are large questions.
What is the role of education?
The role of education as per our national policy is:
· empowering through knowledge and skills &
· imparting values
If these two dimensions are to be met, then teachers should be empowered to cater to these two dimensions.
How do you equip the teachers with knowledge and skill? Or in other word. How do you empower them to meet this national goal?
When we talk of empowerment and equipping of teachers, we talk of providing them knowledge, skills and values and we also teach them how to use these skills in their profession.
Generally, to empower is to allow participation and give equal power in decision making to all the affecting sections especially to those who have traditionally being kept out. The teacher empowerment might, among other things, mean giving power to the teacher to decide what will be taught, and how.
It may be noted in this context that curricular decisions have traditionally being taken at the top. These along with ideologies under pinning them have, by and large been imposed on those at the lower rungs. Thus, in general terms, empowerment has to be with such things as:
· Sharing of power
· Right to participate
· Right to articulate oneself and be heard
· Equality
· Representation &
· Accommodation
It is to be noted that the prevailing educational system subscribes to the `banking concept' - the concept that the teacher is a repository of (all) knowledge and its sole dispenser, and the learner the recipient. There is transfer of knowledge from the teacher to the learner - a one-way process that places the learner at the `receiving end.' Teachers enjoy being looked up as know-it-alls, and the learners' expectations have, through the ages, got conditioned accordingly. This is doubly disempowering - it breeds learner-dependence, and incapacitates them, indirectly damaging their self-confidence. They begin grossly underestimating their cognitive resourcefulness. They cannot believe that they carry with them knowledge and experience with which they can discover and create knowledge for themselves.
So there is a need for empowerment everywhere:
¨ Empowerment of schools with equipment and aids to teaching;
¨ Of teachers with good pronunciation, proficiency; &
¨ Skills of teaching of learners with self-confidence and faith in their own native abilities and learning resources.
In the school environment the school authorities should, to some extent, decentralise decision- making. This step would curtail opportunists from hogging the most lucrative decisions from the decision-makers. This empowerment would increase interaction between teachers and would result in collaborative effort in the teaching learning process. It would also make them believe that they can do their job well, and that they are capable of transacting the right content to the right learner in the right way.
With the lucrative new age means of communication learning will soon begin to be manipulated by the learner himself. This is where the empowerment of teachers will come in picture. The teachers have to be suitably equipped to channalise the growing technology into an aid rather than an intimidating factor.
Some of the questions which empowerment of teachers will answer are:
Ø Firstly, curriculum rigidity that is the teacher needs the power to incorporate other extra elements in the curriculum to enhance the creativity in learning.
Ø Secondly, administrative control, this means the teacher needs to take control of the methodology of teaching that best suits each class as we cannot forget that the teacher knows her students best.
Ø Thirdly, decision making capability, where the teacher needs to take the stand as a leader and given freedom to innovate new instructional strategies. The flip side of this empowerment would of course entail realization of the subtle difference between the duties, responsibilities and rights of teachers.
It gives the teacher certain rights like: those of academic freedom or in other words we are trying to give freedom of action to teachers (autonomy) yet at the same time placing responsibilities as well as accountability on them.
It is known that “you get the government you deserve”. Here this means that the journey of a teacher is about striving to be worthy of the responsibilities that empowerment entails. To conclude the honours is on each one of us to prove deserving of that empowerment.
The entire essence of education and the role of teacher in education lies in the evolution of a blue deeper than the indigo itself. That is, object of all activity is the learner and his development, which needs to be a step further from the teacher himself.
Herein comes the indispensable role of a teacher in selflessly taking the students to a much higher degree and the need for empowerment of the teachers.
Keeping in mind the principle of cause and effect, the cause of shaping the lives of learners in the restricted area of classroom will only take effect once the teacher is empowered to freely exploit all creativity he desires.
Let us now take a closer look at what we mean by empowerment where both students and teachers share an equal right to voice their opinions.
Questions critical of how power is subtly held or denied in the fields of organized education have bothered many thinkers. If it were mearly a question of an equal sharing of power for the sake of egalitarianism, it would not be serious matter. But there might be power insidiously exercised to keep the consumers of education in a state of dependence, and ignorance of what rightfully belongs to them, what they can achieve, and how they can seek their own emancipation.
Is our education like this? Does it certainly impose on its consumers, the ideology, the beliefs and the values system of the classes that control it. Don’t they try to perpetuate through the system of education their privileged status and incapacitate others? These are large questions.
What is the role of education?
The role of education as per our national policy is:
· empowering through knowledge and skills &
· imparting values
If these two dimensions are to be met, then teachers should be empowered to cater to these two dimensions.
How do you equip the teachers with knowledge and skill? Or in other word. How do you empower them to meet this national goal?
When we talk of empowerment and equipping of teachers, we talk of providing them knowledge, skills and values and we also teach them how to use these skills in their profession.
Generally, to empower is to allow participation and give equal power in decision making to all the affecting sections especially to those who have traditionally being kept out. The teacher empowerment might, among other things, mean giving power to the teacher to decide what will be taught, and how.
It may be noted in this context that curricular decisions have traditionally being taken at the top. These along with ideologies under pinning them have, by and large been imposed on those at the lower rungs. Thus, in general terms, empowerment has to be with such things as:
· Sharing of power
· Right to participate
· Right to articulate oneself and be heard
· Equality
· Representation &
· Accommodation
It is to be noted that the prevailing educational system subscribes to the `banking concept' - the concept that the teacher is a repository of (all) knowledge and its sole dispenser, and the learner the recipient. There is transfer of knowledge from the teacher to the learner - a one-way process that places the learner at the `receiving end.' Teachers enjoy being looked up as know-it-alls, and the learners' expectations have, through the ages, got conditioned accordingly. This is doubly disempowering - it breeds learner-dependence, and incapacitates them, indirectly damaging their self-confidence. They begin grossly underestimating their cognitive resourcefulness. They cannot believe that they carry with them knowledge and experience with which they can discover and create knowledge for themselves.
So there is a need for empowerment everywhere:
¨ Empowerment of schools with equipment and aids to teaching;
¨ Of teachers with good pronunciation, proficiency; &
¨ Skills of teaching of learners with self-confidence and faith in their own native abilities and learning resources.
In the school environment the school authorities should, to some extent, decentralise decision- making. This step would curtail opportunists from hogging the most lucrative decisions from the decision-makers. This empowerment would increase interaction between teachers and would result in collaborative effort in the teaching learning process. It would also make them believe that they can do their job well, and that they are capable of transacting the right content to the right learner in the right way.
With the lucrative new age means of communication learning will soon begin to be manipulated by the learner himself. This is where the empowerment of teachers will come in picture. The teachers have to be suitably equipped to channalise the growing technology into an aid rather than an intimidating factor.
Some of the questions which empowerment of teachers will answer are:
Ø Firstly, curriculum rigidity that is the teacher needs the power to incorporate other extra elements in the curriculum to enhance the creativity in learning.
Ø Secondly, administrative control, this means the teacher needs to take control of the methodology of teaching that best suits each class as we cannot forget that the teacher knows her students best.
Ø Thirdly, decision making capability, where the teacher needs to take the stand as a leader and given freedom to innovate new instructional strategies. The flip side of this empowerment would of course entail realization of the subtle difference between the duties, responsibilities and rights of teachers.
It gives the teacher certain rights like: those of academic freedom or in other words we are trying to give freedom of action to teachers (autonomy) yet at the same time placing responsibilities as well as accountability on them.
It is known that “you get the government you deserve”. Here this means that the journey of a teacher is about striving to be worthy of the responsibilities that empowerment entails. To conclude the honours is on each one of us to prove deserving of that empowerment.
Tuesday 6 September 2011
PAPER PRESENTED FOR NATIONAL SEMINAR ON
“WOMEN EMPOWERMENT IN EDUCATIONAL - ECONOMIC MANAGEMENT & ADMINISTRATION”
Sub Theme: Developing Leadership Quality in Women
Women are leaders… Hardly a new concept! History is a witness to the women who have in the past demonstrated unique leadership capabilities. Maharani of Jhansi, Sarojani Naidu and Indira Gandhi are a few names that come to the mind of one and all. Until the 20th century, most women were able to demonstrate the leadership qualities only on their home fronts. The reason being that in our society man has always been called the master of the scene and empowering women has always been taken by him and the society as degrading his own social status.
Today, women are emerging as leaders in a growing range of fields. Be it aeronautics, medicine, space engineering, law, politics, education, you name the profession and they are there. Women currently hold nearly 16% of the top executive positions in the Universities of the United States and the same trend is being seen in India also. This represent a sizable increase over the last two decades when only few top positions in the colleges were held by the women.
The trend of women coming into limelight, so far as the leadership quality are concerned, has shown great promise in the past decades. Women of India are showing an upward change and are gradually getting the recognition long overdue. This is because:
· they have shown the ability to take risks;
· have shown self confidence to assert their views;
· recognize the achievements of the women who have came before them and
· have shown varied leadership styles.
It is a very positive sign that women are being accepted as leaders. Though some women have shown their mettle, yet a large majority of them have to sharpen their leadership qualities in more ways then one. In order to help women develop into good leader, they need to be empowered in educational and economic management. Keeping the above requirement in mind, it is pertinent to first understand what constitutes a good leader and what qualities are expected of a leader who has to be a woman.
There are some peculiar traits, which a women must possess before she is termed a good leader. Leaders are people who are able to express themselves fully says Warren Bennis. They also know what they want and why they want and how to communicate what they want from others in order to gain their cooperation and support. Leaders he says, achieve their goals.
It is true that leaders provide leadership but not all leaders provides good leadership. While there are some who are born leaders yet majority of them have to be trained to be skilled leaders and empowerment is one of the most important tools to bring about leadership qualities. The leadership traits, which should be there in women, can be listed as follows:
§ Listeners. In order to lead well, they have to learn to first of all, listen well.
§ Objective. Leaders have to learn the art of asking questions.
§ Fairness. Even-handed and fair leaders do not play favorites.
§ Humor counts. They are not afraid to smile and demonstrate a good sense of humor.
§ Self-motivators.Leaders pursue new approaches for doing things and stay up to date with the latest.
§ Volunteers. They serve the profession by writing articles, participating in conferences, and sharing knowledge with co-workers.
§ Network. They are familiar with who the key players are and effectively network with them.
§ Ethical. Leaders act ethically and make sure that those around them do as well.
§ Timing. Finally, leaders know when it is time to go whatever may be the reasons.
The qualities listed above represent the ideal leaders. Certainly people that do not have these qualities may also be leaders. Quite often such people are not really leaders but dictators or authoritarian who lead through the use of fear. In order to develop women into effective leaders, the following approaches & strategies can be made use of:
Ø Take advantage of mentoring. Mentors play a critical role in helping new planners. They develop not only their professional skills, but also their leadership skills.
Ø Be a problem solver. Make others feel good. Help people find solutions to problems.
Ø Accept change. You are more likely to get ahead if you are able to handle change with a minimum of stress. Try to get out in front of issues rather than spending time figuring out how to deal with change after the fact. Dare to be the person in the staff meeting that generates discussion about a new topic or a new angle on a project. Understand that change is not necessarily being done to you personally, so you can deal with it.
Ø Take risks. Stretch yourself professionally & intellectually. Think outside the box.
Ø Be a positive team player. Be somebody others want on their team. Motivate people around you with praise and enthusiasm. Take credit for your accomplishments, but do not brag about it as it may dampen the team spirit.
Ø Learn the basic leadership skills at workshops, watching others, through readings. Take advantage of training sessions offered through continuing education programs and at conferences. Observe those around you with leadership qualities you respect, and emulate them. Read articles and books that depicts leadership techniques.
Ø Recognize that it takes times and energy to be a leader. To lead, you must also follow through with commitments. It will require more time and energy, so be aware of that fact.
Ø Adopt a philosophy of optimism. Optimism is contagious. People tend to gravitate toward those that are enthusiastic about what they are doing, rather then being with pessimists or those with negative attitude. Develop a ‘can do’ attitude, and learn to build on your successes.
Ø Understand politics. Find out where the action is, understand how internal and external politics work, and where you fit in.
Ø Look at the big picture. Learn how to convey vision and your convictions as part of the big picture that you operate in. Set goals, including the steps that need to be taken to obtain the goals.
Ø Have fun. Genuinely like others around you! Show you are interested in them, and help establish camaraderie within the office while you work toward your office’s common goals.
Ø Sometimes life may be unfair. Let’s face it: all offices are not created equally. Develop strong communication skills to best sell yourself and the planning profession. Do not get bitter if things are not going your way in the office. Instead, get even by doing things better. Expect acceptance and equal treatment, and act toward others accordingly.
Ø Get along with and reach out to others. Make it a point to reach out to difficult people. Be open and approachable with every one. Seek out the hesitance and ask for their participation and/or opinion. Listen respectfully and act interested to what is being said.
Ø Have a balanced life. Have other interests besides your job. Take time to be with your family and friends. Learning is life long; enjoy that fact! Be true to yourself and to others. Plan you own future, and do not try to be like someone else who is not you, just to get ahead.
Ø Expertise. Cultivate a specific skill and/or knowledge base that others recognize and value. This is what will give you the credibility to lead.
Ø A thirst for knowledge. A leader appreciates the value of learning, both from the past and the present. She continuously broadens her knowledge base with the understanding that unrelated areas of study may provide unexpected insights.
Ø Adaptability. A leader embraces change and views it as an opportunity, not as a threat. She has already “slain the dragon.” She has become stronger and wiser as a result of painful life circumstances. A leader is also a calculated risk taker. She understands that progress cannot be made without entering uncharted territory and that potential mistakes go with that territory.
Ø Ability to commit. A leader does not embrace a cause reluctantly. She takes it on wholeheartedly, recognizing that success requires unflinching dedication. Those around her will find strength in her conviction, and in turn will commit to the effort at hand.
Ø Ethics. You will gain others trust if you consistently do the right thing. A woman without moral fiber may temporarily pose as a leader. In time, however, the truth will surface, and she will invariably lose her following.
Ø Courageousness. Fear is human, but a true leader moves forward despite her fear.
Ø Vision. This is the ability to take an ordinary situation and from it, create something unique. To do this the leader must be able to step back and see the big picture. She must also be creative and not panic in adverse situation! Creativity is not some magical and elusive gift, but a skill that can be mastered.
Ø Ability to listen. She must learn to listen more than she speaks. Hear and address the concerns of those around, particularly those supporting the vision. This will win their loyalty. And by keeping the ears open she may learn something new and valuable from them that will further the cause.
Ø Effective communication. A good leader is a clear and consistent communicator. She says exactly what she means and with tact. Her enthusiasm and confidence permeate her message and inspires others to follow her.
Ø Generosity. A leader shares her expertise, and is not afraid of giving the credit to others who have earned it. She takes pleasure in mentoring women who demonstrate enthusiasm, curiosity and courage. She also knows when it is time to turn her strength and energy inward and nurture herself.
So far, efficiency and growth for developing leadership qualities has been talked about. But there appears to be a paradigm shift towards service and maintenance of relations being the most important qualities in leadership.
The service is connected with minds and maintenance is in terms of relationship. Both these involve contribution, personal attention and care.
The relational aspects of leadership has become increasingly important in the present situation as managing the human beings has become more important in comparison to other skills of a leader. The ability to develop networks and to trust people has become very important for a leader to learn in order to be successful. We are seeing that leadership rests on having Power With, rather than Power Over. Power With involves.
¨ responsibility
¨ personal ethics
¨ being at ease with paradox
¨ being direct
¨ insight
¨ humour
¨ vulnerability
¨ receptivity
IQ, EQ and SQ
Leadership and power is not just about IQ. With the growing emphasis on social capital, self-awareness, and appropriate and inclusive behaviour, the concept of EQ – emotional intelligence – has found its place. But IQ and EQ do not give the whole picture.
A few years before Daniel Goleman became known for his work on Emotional Intelligence, he wrote a book called “Meditative Mind” which brought Eastern Psychology and spirituality into a Western context. For him there is something deeper than EQ, that gives us a connection to self and also something beyond self. This could be called SQ – spiritual intelligence. SQ is about being open, without defenses, seeing the much broader picture. It is with SQ that we confront life’s deepest struggles and realize our humanity.
All these three forms of intelligence can function separately – but when IQ, EQ and SQ pull together, there is true leadership.
God has gifted women with compassion, tender heart, caring nature, concerns for others and all such qualities, which form the basis for emotions of a persons. As far as intelligence is concerned, they are not less than men! They fortunately have a right bent of mind towards spirituality. If IQ, EQ and SQ in the right combination can make good leaders, then why it is that women in our country cannot become better leaders? The answers probably lies in the fact that they have not being empowered!!
___________________________________________________________________
References:
q Patrik Manu, August 13-19, 2001, 39(33), University News
q Women in Community College Leadership Roles, ERIC Digest, 1996
q Leadership Skills for Women in Management – IIR South Africa
q Sandi Redenbach, Women in Leadership
q Revolutionary Ideas in Planning, 1998 APA Proceedings
q Women’s Council, Sri Aurbindo Society, Pondicherry
“WOMEN EMPOWERMENT IN EDUCATIONAL - ECONOMIC MANAGEMENT & ADMINISTRATION”
Sub Theme: Developing Leadership Quality in Women
Women are leaders… Hardly a new concept! History is a witness to the women who have in the past demonstrated unique leadership capabilities. Maharani of Jhansi, Sarojani Naidu and Indira Gandhi are a few names that come to the mind of one and all. Until the 20th century, most women were able to demonstrate the leadership qualities only on their home fronts. The reason being that in our society man has always been called the master of the scene and empowering women has always been taken by him and the society as degrading his own social status.
Today, women are emerging as leaders in a growing range of fields. Be it aeronautics, medicine, space engineering, law, politics, education, you name the profession and they are there. Women currently hold nearly 16% of the top executive positions in the Universities of the United States and the same trend is being seen in India also. This represent a sizable increase over the last two decades when only few top positions in the colleges were held by the women.
The trend of women coming into limelight, so far as the leadership quality are concerned, has shown great promise in the past decades. Women of India are showing an upward change and are gradually getting the recognition long overdue. This is because:
· they have shown the ability to take risks;
· have shown self confidence to assert their views;
· recognize the achievements of the women who have came before them and
· have shown varied leadership styles.
It is a very positive sign that women are being accepted as leaders. Though some women have shown their mettle, yet a large majority of them have to sharpen their leadership qualities in more ways then one. In order to help women develop into good leader, they need to be empowered in educational and economic management. Keeping the above requirement in mind, it is pertinent to first understand what constitutes a good leader and what qualities are expected of a leader who has to be a woman.
There are some peculiar traits, which a women must possess before she is termed a good leader. Leaders are people who are able to express themselves fully says Warren Bennis. They also know what they want and why they want and how to communicate what they want from others in order to gain their cooperation and support. Leaders he says, achieve their goals.
It is true that leaders provide leadership but not all leaders provides good leadership. While there are some who are born leaders yet majority of them have to be trained to be skilled leaders and empowerment is one of the most important tools to bring about leadership qualities. The leadership traits, which should be there in women, can be listed as follows:
§ Listeners. In order to lead well, they have to learn to first of all, listen well.
§ Objective. Leaders have to learn the art of asking questions.
§ Fairness. Even-handed and fair leaders do not play favorites.
§ Humor counts. They are not afraid to smile and demonstrate a good sense of humor.
§ Self-motivators.Leaders pursue new approaches for doing things and stay up to date with the latest.
§ Volunteers. They serve the profession by writing articles, participating in conferences, and sharing knowledge with co-workers.
§ Network. They are familiar with who the key players are and effectively network with them.
§ Ethical. Leaders act ethically and make sure that those around them do as well.
§ Timing. Finally, leaders know when it is time to go whatever may be the reasons.
The qualities listed above represent the ideal leaders. Certainly people that do not have these qualities may also be leaders. Quite often such people are not really leaders but dictators or authoritarian who lead through the use of fear. In order to develop women into effective leaders, the following approaches & strategies can be made use of:
Ø Take advantage of mentoring. Mentors play a critical role in helping new planners. They develop not only their professional skills, but also their leadership skills.
Ø Be a problem solver. Make others feel good. Help people find solutions to problems.
Ø Accept change. You are more likely to get ahead if you are able to handle change with a minimum of stress. Try to get out in front of issues rather than spending time figuring out how to deal with change after the fact. Dare to be the person in the staff meeting that generates discussion about a new topic or a new angle on a project. Understand that change is not necessarily being done to you personally, so you can deal with it.
Ø Take risks. Stretch yourself professionally & intellectually. Think outside the box.
Ø Be a positive team player. Be somebody others want on their team. Motivate people around you with praise and enthusiasm. Take credit for your accomplishments, but do not brag about it as it may dampen the team spirit.
Ø Learn the basic leadership skills at workshops, watching others, through readings. Take advantage of training sessions offered through continuing education programs and at conferences. Observe those around you with leadership qualities you respect, and emulate them. Read articles and books that depicts leadership techniques.
Ø Recognize that it takes times and energy to be a leader. To lead, you must also follow through with commitments. It will require more time and energy, so be aware of that fact.
Ø Adopt a philosophy of optimism. Optimism is contagious. People tend to gravitate toward those that are enthusiastic about what they are doing, rather then being with pessimists or those with negative attitude. Develop a ‘can do’ attitude, and learn to build on your successes.
Ø Understand politics. Find out where the action is, understand how internal and external politics work, and where you fit in.
Ø Look at the big picture. Learn how to convey vision and your convictions as part of the big picture that you operate in. Set goals, including the steps that need to be taken to obtain the goals.
Ø Have fun. Genuinely like others around you! Show you are interested in them, and help establish camaraderie within the office while you work toward your office’s common goals.
Ø Sometimes life may be unfair. Let’s face it: all offices are not created equally. Develop strong communication skills to best sell yourself and the planning profession. Do not get bitter if things are not going your way in the office. Instead, get even by doing things better. Expect acceptance and equal treatment, and act toward others accordingly.
Ø Get along with and reach out to others. Make it a point to reach out to difficult people. Be open and approachable with every one. Seek out the hesitance and ask for their participation and/or opinion. Listen respectfully and act interested to what is being said.
Ø Have a balanced life. Have other interests besides your job. Take time to be with your family and friends. Learning is life long; enjoy that fact! Be true to yourself and to others. Plan you own future, and do not try to be like someone else who is not you, just to get ahead.
Ø Expertise. Cultivate a specific skill and/or knowledge base that others recognize and value. This is what will give you the credibility to lead.
Ø A thirst for knowledge. A leader appreciates the value of learning, both from the past and the present. She continuously broadens her knowledge base with the understanding that unrelated areas of study may provide unexpected insights.
Ø Adaptability. A leader embraces change and views it as an opportunity, not as a threat. She has already “slain the dragon.” She has become stronger and wiser as a result of painful life circumstances. A leader is also a calculated risk taker. She understands that progress cannot be made without entering uncharted territory and that potential mistakes go with that territory.
Ø Ability to commit. A leader does not embrace a cause reluctantly. She takes it on wholeheartedly, recognizing that success requires unflinching dedication. Those around her will find strength in her conviction, and in turn will commit to the effort at hand.
Ø Ethics. You will gain others trust if you consistently do the right thing. A woman without moral fiber may temporarily pose as a leader. In time, however, the truth will surface, and she will invariably lose her following.
Ø Courageousness. Fear is human, but a true leader moves forward despite her fear.
Ø Vision. This is the ability to take an ordinary situation and from it, create something unique. To do this the leader must be able to step back and see the big picture. She must also be creative and not panic in adverse situation! Creativity is not some magical and elusive gift, but a skill that can be mastered.
Ø Ability to listen. She must learn to listen more than she speaks. Hear and address the concerns of those around, particularly those supporting the vision. This will win their loyalty. And by keeping the ears open she may learn something new and valuable from them that will further the cause.
Ø Effective communication. A good leader is a clear and consistent communicator. She says exactly what she means and with tact. Her enthusiasm and confidence permeate her message and inspires others to follow her.
Ø Generosity. A leader shares her expertise, and is not afraid of giving the credit to others who have earned it. She takes pleasure in mentoring women who demonstrate enthusiasm, curiosity and courage. She also knows when it is time to turn her strength and energy inward and nurture herself.
So far, efficiency and growth for developing leadership qualities has been talked about. But there appears to be a paradigm shift towards service and maintenance of relations being the most important qualities in leadership.
The service is connected with minds and maintenance is in terms of relationship. Both these involve contribution, personal attention and care.
The relational aspects of leadership has become increasingly important in the present situation as managing the human beings has become more important in comparison to other skills of a leader. The ability to develop networks and to trust people has become very important for a leader to learn in order to be successful. We are seeing that leadership rests on having Power With, rather than Power Over. Power With involves.
¨ responsibility
¨ personal ethics
¨ being at ease with paradox
¨ being direct
¨ insight
¨ humour
¨ vulnerability
¨ receptivity
IQ, EQ and SQ
Leadership and power is not just about IQ. With the growing emphasis on social capital, self-awareness, and appropriate and inclusive behaviour, the concept of EQ – emotional intelligence – has found its place. But IQ and EQ do not give the whole picture.
A few years before Daniel Goleman became known for his work on Emotional Intelligence, he wrote a book called “Meditative Mind” which brought Eastern Psychology and spirituality into a Western context. For him there is something deeper than EQ, that gives us a connection to self and also something beyond self. This could be called SQ – spiritual intelligence. SQ is about being open, without defenses, seeing the much broader picture. It is with SQ that we confront life’s deepest struggles and realize our humanity.
All these three forms of intelligence can function separately – but when IQ, EQ and SQ pull together, there is true leadership.
God has gifted women with compassion, tender heart, caring nature, concerns for others and all such qualities, which form the basis for emotions of a persons. As far as intelligence is concerned, they are not less than men! They fortunately have a right bent of mind towards spirituality. If IQ, EQ and SQ in the right combination can make good leaders, then why it is that women in our country cannot become better leaders? The answers probably lies in the fact that they have not being empowered!!
___________________________________________________________________
References:
q Patrik Manu, August 13-19, 2001, 39(33), University News
q Women in Community College Leadership Roles, ERIC Digest, 1996
q Leadership Skills for Women in Management – IIR South Africa
q Sandi Redenbach, Women in Leadership
q Revolutionary Ideas in Planning, 1998 APA Proceedings
q Women’s Council, Sri Aurbindo Society, Pondicherry
Monday 5 September 2011
EFFECT OF AGE ON MORALITY IN CHILDREN
Dr. Ranjana Bhatia
Professor & Principal, Amity Institute of Education, Saket, New Delhi
Abstract
The present investigation was undertaken to study the relation between morality and age amongst children. Data was collected from a sample of 300 students of the age group 9-10 years and 11-12 years from various government and public schools of Delhi through Moral Values Scale. The results showed that there is an improvement in the moral values as the children progress in age. The study indicates that as children mature with age their ability to reason at a higher moral level increases.
Introduction
Throughout the history of humanity, there has been talk of teachings based on moral values, like truthfulness, compassion, tolerance, understanding etc. Psychologists, philosophers and educationists have often talked about the concept of moral values or moral development in children. The three stages of moral development as given by Kohlberg are also known to us.
The famous Swiss psychologist Jean Piaget has done a lot of work on moral values. His work primarily focused on the study of young children and their developmental process. He also tried to study the concept of morality in young children compared to the older ones. Piaget observed that young children are not able to form their own views of things from the perspective of others viewpoint (Duska, R.F & M. Whelan, 1975). He found that young children often behaved well because of the fear of punishment. This attitude, he felt changes with maturity. Encouraged by the observations of Jean Piaget on the aspect of moral issues amongst children, a comparative study has been conducted on children between the age groups of 9-10 years and 11-12 years.
Objective of the study
The objective of the study was to establish and critically evaluate the relation between morality and age.
Hypothesis of the study
On the basis of the objectives stated above, the following research hypothesis was formulated:
· There is significant difference between moral values of children between age groups of 9 – 10 years and 11-12 years.
Delimitations of the study
Keeping in view the limited resources, finances, time, capacity and energies, the present problem was delimited as follows:
1. Only two types of schools were covered under the study viz. Govt. and Public schools.
2. Gender was considered to have no effect on the responses made by them.
3. All schools regardless of the region were considered at par in terms of infrastructure and socio-economic background of the students.
4. A limited sample was taken which can not be generalised.
Sample
A random sample of three hundred students was drawn from the age group of 9-10 years and 11-12 years (150 each group). The sample comprised of 300 boys and girls in the aforesaid age groups from various government and public schools of Delhi.
Tool used
The English version of the consumable booklet of Moral Values Scale (MVS) by Dr. Alpana Sen Gupta and Dr. Arun Kumar Singh was used for this study. This scale consists of 36 items to be responded and is based on four factors i.e. Lying, Dishonesty, Stealing and Cheating. Analysis of data was carried out on the basis of manual for the same scale.
Collection of data
The consumable booklets of MVS were given to a group of thirty students (mixed group of boys and girls). The time for the test was chosen to be between 10.00 – 11.00 am. The group of students taken at a time, belonged to a particular class. Government school students were covered first. After collecting the data of 150 students of the age group 9-10 years and 11-12 years, public schools were taken for data collection. The size of the group and the time of administering the test remained the same for both the types of schools. It was ensured that students were comfortable and the settings were as natural as possible. The students were asked to read the questions carefully and give their opinion by marking tick (√) either on yes/no answers. No question was however right or wrong.
Analysis of data
As per the MVS testing scale, two age groups had to be taken for collection of data. The age group of 9-10 years, has been named Even group and the age group of 11-12 years has been referred to as Odd group for the sake of convenience.
The items were analyzed on the basis of the answer selected by the respondent. The choice of ‘yes’ was given 1 mark and the choice of ‘no’ was given 0 marks and the total marks obtained by each student was calculated. The data was then tabulated in class intervals and the frequency was computed. From this frequency, cumulative frequency was calculated. On the basis of cumulative frequency, cumulative frequency percentage was obtained. This cumulative frequency percentage was then smoothened to iron out minor kinks and irregularities in the data.(Table 1 & 2)
Table 1:Even Group (9 – 10 years)
Class interval
Frequency
Cumulative frequency
Cumulative frequency %
(CF x Rate)*
Smoothened cumulative frequency %
0 – 5
3
3
2.01
2.46
5 – 10
5
8
5.36
15.41
10 – 15
50
58
38.86
41.54
15 – 20
62
120
80.4
67.35
20 – 25
18
138
82.8
83.60
25 – 30
8
146
87.6
90.00
30 – 35
4
150
100
95.87
35 – 40
0
150
100
100
*Rate is calculated by the formula (1/N x 100). Therefore the rate is 1/150 x 100 = 0.67
Table 2: Odd Group (11 – 12 years)
Class interval
Frequency
Cumulative frequency
Cumulative frequency %
Smoothened cumulative frequency %
0 – 5
0
0
0
0
5 – 10
0
0
0
6.7
10 – 15
30
30
20.1
31.26
15 – 20
80
110
73.7
55.4
20 – 25
25
135
90.45
87.1
25 – 30
10
145
97.15
95.87
30 – 35
5
150
100
99.05
35 – 40
0
150
100
100
Percentile norms were then determined for percentile ranks on the basis of table 1 and 2. For eg. By direct interpolation it is clear that 10th percentile for Even group, lies 3.30% above 6.70%. Using simple proportion, the distance of the 10th percentile from 9 is 0.67 [(5 x 3.30)/ 24.56]. Therefore, the integral score of 10th percentile is 9 + 0.67 = 9.67. Likewise integral scores for the remaining percentile ranks were calculated for both Even and Odd group.
Table 3: Percentile Norms
EVEN
ODD
Percentile Rank
9 - 10 yr
11 - 12 yr
N = 150
N = 150
Integral Score
Integral Score
90
29
26
80
23
23
70
20
21
60
17
20
50
16
18
40
14
16
30
12
14
20
10
12
10
07
10
Table 4 was constructed on the basis on table 1 and 3 for Even group. The integral score from table 3 of the even group was placed in the class intervals of table 1. For eg. P90 has an integral score of 29, which falls in the class interval 25-30 of table 1. Hence P90 and above would include class interval 25 and above (25-40) with a frequency of 12.
Table 4: Even Group (9 – 10 years)
Percentile Rank
9 – 10 yr
Class Interval
Frequency
N = 150
Integral Score
90 & Above
29
Above 25
12
70 – 89
20 & 23
20-25
18
50-69
17 & 16
15-20
62
30-49
14 & 12
10-15
50
29 and below
10 & 7
Below 10
8
Similarly Table 5 was constructed on the basis of table 2 and 3 for Odd group. The integral score from table 3 of the odd group was placed in the class intervals of table 2. For eg. P90 has an integral score of 26, which falls in the class interval 25-30 of table 2. Hence P90 and above would include class interval 25 and above (25-40) with a frequency of 15.
Table 5: Odd numbers (11-12 years)
Percentile
Rank
11 – 12 yrs
Class Interval
Frequency
N = 150
Integral Score
90 & Above
26
Above 25
15
70 – 89
20 & 23
20 – 25
25
50-69
18 & 16
15 – 20
80
30-49
12 & 14
10 – 15
30
29 and below
10 & 7
Below 10
0
Interpretation of Data
The MVS booklet provides the following qualitative description on the basis of the obtained percentile ranks.
Percentile Rank
Description
P90 and above
Very High
P70 to 89
High
P50 to 69
Medium
P30 to 49
Low
P29 and below
Very Low
On the basis of the data collected and its analysis, following figures have emerged for interpretation.
Percentile Rank
9 – 10 yr
11– 12 yr
N = 150
N = 150
Frequency
Frequency
90 & Above
12
15
70 – 89
18
25
50-69
62
80
30-49
50
30
29 and below
8
0
From the above data it is obvious that:
Ø For percentile rank 90 and above, the frequency for 9 - 10 years and 11 – 12 years is 12 and 15 respectively.
Ø For percentile rank 70 – 89, the frequency for 9 - 10 years and 11 - 12 years is 18 and 25 respectively.
Ø For percentile rank 50 – 69, the frequency for 9 – 10 years and 11 – 12 years is 62 and 80.
Ø For percentile rank 30 – 49, the frequency for 9 – 10 years and 11 – 12 years is 50 and 30.
Ø Percentile ranks 29 and below has the frequency of 8 and 0 for 9 – 11 years and 11 – 12 years respectively.
It is evident from the above data that maximum number of students in the 9 – 10 years and 11 – 12 year age group fall in the percentile rank range of 50 to 69 i.e. the medium moral value level.
The second highest in this regard is in the percentile range 30-49 i.e. Low moral value level. The least number of students from both the age groups fall in the percentile rank range of 29 and below i.e. Very Low moral value level.
As we observe the data, it appears that in the age group 9-10 years, maximum students lie between medium and low moral value level, with as many as 60 students in the medium moral value level. As the students progress in age, their morality increases, which is indicated by the number of students in the 11-12 years age group moving towards the medium moral value level i.e. 80. There is also an increase in the number of students falling in the high and very high moral value category in the 11-12 years age group as against the 9-10 years age bracket.
Conclusion
After the analysis of data, the hypothesis has been retained as a significant difference has been found between the moral values of the two age groups under study. It indicates that there is an improvement in the moral values as the children progress in age. As they mature, they gain awareness about what morally one ought to do. It is evident through the study that there is a significant difference in the level of moral values of children of the age group 11-12 years as compared to the 9-10 years.
The findings stay consistent with research in the area of moral values and education levels. The study shows that as children mature with age their ability to reason at a higher moral level increases.
References
· Armon, C. & T.L. Dawson. (1997). Developmental trajectories in moral reasoning across the life span. Journal of Moral Education, 26, 433-454.
· Colon, A. (2004). Decoding “moral values”. Available on line: WWW.Poynter.org/column.asp?id=36&aid=74255.
· Duska, R.F & M. Whelan. (1975). Moral development: a guide to Piaget and Kohlberg. New Jersey: Paulist Press.
· Haviv, S., & P.J. Leman. (2002). Moral decision-making in real life: factors affecting moral orientation and behaviour justification. Journal of Moral Education, 31, 121-140.
· Luther, M.M. (2001). Values and ethics in school education. New Delhi: Tata Mcgraw Hill Publishing Company.
· Maclean, A.M., L.J. Walker & M.K. Matsuba. (2004). Transcendence and the moral self: identity integration, religion, and moral Life. Journal for the Scientific Study of Religion, 43, 429-437.
· Maslow, A. & E. Hoffman. (1996). Future visions: the unpublished papers by Abraham Maslow. CA: Sage Publications.
· Rosan, H. (1980). The devlopment of sociomoral knowledge: a cognitive structural approach. Columbia: Columbia University Press.
· Shukla, C. (2003). Moral values and education. New Delhi : Sumit Enterprises.
· Singh, A. (2000). Crisis of values. Available on line: WWW.Hinduonnet.com/thehindu/2000/05/24/stories/05242523.htm.
· Singh, B.B. & D. Thakur. (2002). Value education, University News, 40 (2), 5.
Published in Vetri Education, Vol. 4 (3), July. - Sep. 2009.
Dr. Ranjana Bhatia
Professor & Principal, Amity Institute of Education, Saket, New Delhi
Abstract
The present investigation was undertaken to study the relation between morality and age amongst children. Data was collected from a sample of 300 students of the age group 9-10 years and 11-12 years from various government and public schools of Delhi through Moral Values Scale. The results showed that there is an improvement in the moral values as the children progress in age. The study indicates that as children mature with age their ability to reason at a higher moral level increases.
Introduction
Throughout the history of humanity, there has been talk of teachings based on moral values, like truthfulness, compassion, tolerance, understanding etc. Psychologists, philosophers and educationists have often talked about the concept of moral values or moral development in children. The three stages of moral development as given by Kohlberg are also known to us.
The famous Swiss psychologist Jean Piaget has done a lot of work on moral values. His work primarily focused on the study of young children and their developmental process. He also tried to study the concept of morality in young children compared to the older ones. Piaget observed that young children are not able to form their own views of things from the perspective of others viewpoint (Duska, R.F & M. Whelan, 1975). He found that young children often behaved well because of the fear of punishment. This attitude, he felt changes with maturity. Encouraged by the observations of Jean Piaget on the aspect of moral issues amongst children, a comparative study has been conducted on children between the age groups of 9-10 years and 11-12 years.
Objective of the study
The objective of the study was to establish and critically evaluate the relation between morality and age.
Hypothesis of the study
On the basis of the objectives stated above, the following research hypothesis was formulated:
· There is significant difference between moral values of children between age groups of 9 – 10 years and 11-12 years.
Delimitations of the study
Keeping in view the limited resources, finances, time, capacity and energies, the present problem was delimited as follows:
1. Only two types of schools were covered under the study viz. Govt. and Public schools.
2. Gender was considered to have no effect on the responses made by them.
3. All schools regardless of the region were considered at par in terms of infrastructure and socio-economic background of the students.
4. A limited sample was taken which can not be generalised.
Sample
A random sample of three hundred students was drawn from the age group of 9-10 years and 11-12 years (150 each group). The sample comprised of 300 boys and girls in the aforesaid age groups from various government and public schools of Delhi.
Tool used
The English version of the consumable booklet of Moral Values Scale (MVS) by Dr. Alpana Sen Gupta and Dr. Arun Kumar Singh was used for this study. This scale consists of 36 items to be responded and is based on four factors i.e. Lying, Dishonesty, Stealing and Cheating. Analysis of data was carried out on the basis of manual for the same scale.
Collection of data
The consumable booklets of MVS were given to a group of thirty students (mixed group of boys and girls). The time for the test was chosen to be between 10.00 – 11.00 am. The group of students taken at a time, belonged to a particular class. Government school students were covered first. After collecting the data of 150 students of the age group 9-10 years and 11-12 years, public schools were taken for data collection. The size of the group and the time of administering the test remained the same for both the types of schools. It was ensured that students were comfortable and the settings were as natural as possible. The students were asked to read the questions carefully and give their opinion by marking tick (√) either on yes/no answers. No question was however right or wrong.
Analysis of data
As per the MVS testing scale, two age groups had to be taken for collection of data. The age group of 9-10 years, has been named Even group and the age group of 11-12 years has been referred to as Odd group for the sake of convenience.
The items were analyzed on the basis of the answer selected by the respondent. The choice of ‘yes’ was given 1 mark and the choice of ‘no’ was given 0 marks and the total marks obtained by each student was calculated. The data was then tabulated in class intervals and the frequency was computed. From this frequency, cumulative frequency was calculated. On the basis of cumulative frequency, cumulative frequency percentage was obtained. This cumulative frequency percentage was then smoothened to iron out minor kinks and irregularities in the data.(Table 1 & 2)
Table 1:Even Group (9 – 10 years)
Class interval
Frequency
Cumulative frequency
Cumulative frequency %
(CF x Rate)*
Smoothened cumulative frequency %
0 – 5
3
3
2.01
2.46
5 – 10
5
8
5.36
15.41
10 – 15
50
58
38.86
41.54
15 – 20
62
120
80.4
67.35
20 – 25
18
138
82.8
83.60
25 – 30
8
146
87.6
90.00
30 – 35
4
150
100
95.87
35 – 40
0
150
100
100
*Rate is calculated by the formula (1/N x 100). Therefore the rate is 1/150 x 100 = 0.67
Table 2: Odd Group (11 – 12 years)
Class interval
Frequency
Cumulative frequency
Cumulative frequency %
Smoothened cumulative frequency %
0 – 5
0
0
0
0
5 – 10
0
0
0
6.7
10 – 15
30
30
20.1
31.26
15 – 20
80
110
73.7
55.4
20 – 25
25
135
90.45
87.1
25 – 30
10
145
97.15
95.87
30 – 35
5
150
100
99.05
35 – 40
0
150
100
100
Percentile norms were then determined for percentile ranks on the basis of table 1 and 2. For eg. By direct interpolation it is clear that 10th percentile for Even group, lies 3.30% above 6.70%. Using simple proportion, the distance of the 10th percentile from 9 is 0.67 [(5 x 3.30)/ 24.56]. Therefore, the integral score of 10th percentile is 9 + 0.67 = 9.67. Likewise integral scores for the remaining percentile ranks were calculated for both Even and Odd group.
Table 3: Percentile Norms
EVEN
ODD
Percentile Rank
9 - 10 yr
11 - 12 yr
N = 150
N = 150
Integral Score
Integral Score
90
29
26
80
23
23
70
20
21
60
17
20
50
16
18
40
14
16
30
12
14
20
10
12
10
07
10
Table 4 was constructed on the basis on table 1 and 3 for Even group. The integral score from table 3 of the even group was placed in the class intervals of table 1. For eg. P90 has an integral score of 29, which falls in the class interval 25-30 of table 1. Hence P90 and above would include class interval 25 and above (25-40) with a frequency of 12.
Table 4: Even Group (9 – 10 years)
Percentile Rank
9 – 10 yr
Class Interval
Frequency
N = 150
Integral Score
90 & Above
29
Above 25
12
70 – 89
20 & 23
20-25
18
50-69
17 & 16
15-20
62
30-49
14 & 12
10-15
50
29 and below
10 & 7
Below 10
8
Similarly Table 5 was constructed on the basis of table 2 and 3 for Odd group. The integral score from table 3 of the odd group was placed in the class intervals of table 2. For eg. P90 has an integral score of 26, which falls in the class interval 25-30 of table 2. Hence P90 and above would include class interval 25 and above (25-40) with a frequency of 15.
Table 5: Odd numbers (11-12 years)
Percentile
Rank
11 – 12 yrs
Class Interval
Frequency
N = 150
Integral Score
90 & Above
26
Above 25
15
70 – 89
20 & 23
20 – 25
25
50-69
18 & 16
15 – 20
80
30-49
12 & 14
10 – 15
30
29 and below
10 & 7
Below 10
0
Interpretation of Data
The MVS booklet provides the following qualitative description on the basis of the obtained percentile ranks.
Percentile Rank
Description
P90 and above
Very High
P70 to 89
High
P50 to 69
Medium
P30 to 49
Low
P29 and below
Very Low
On the basis of the data collected and its analysis, following figures have emerged for interpretation.
Percentile Rank
9 – 10 yr
11– 12 yr
N = 150
N = 150
Frequency
Frequency
90 & Above
12
15
70 – 89
18
25
50-69
62
80
30-49
50
30
29 and below
8
0
From the above data it is obvious that:
Ø For percentile rank 90 and above, the frequency for 9 - 10 years and 11 – 12 years is 12 and 15 respectively.
Ø For percentile rank 70 – 89, the frequency for 9 - 10 years and 11 - 12 years is 18 and 25 respectively.
Ø For percentile rank 50 – 69, the frequency for 9 – 10 years and 11 – 12 years is 62 and 80.
Ø For percentile rank 30 – 49, the frequency for 9 – 10 years and 11 – 12 years is 50 and 30.
Ø Percentile ranks 29 and below has the frequency of 8 and 0 for 9 – 11 years and 11 – 12 years respectively.
It is evident from the above data that maximum number of students in the 9 – 10 years and 11 – 12 year age group fall in the percentile rank range of 50 to 69 i.e. the medium moral value level.
The second highest in this regard is in the percentile range 30-49 i.e. Low moral value level. The least number of students from both the age groups fall in the percentile rank range of 29 and below i.e. Very Low moral value level.
As we observe the data, it appears that in the age group 9-10 years, maximum students lie between medium and low moral value level, with as many as 60 students in the medium moral value level. As the students progress in age, their morality increases, which is indicated by the number of students in the 11-12 years age group moving towards the medium moral value level i.e. 80. There is also an increase in the number of students falling in the high and very high moral value category in the 11-12 years age group as against the 9-10 years age bracket.
Conclusion
After the analysis of data, the hypothesis has been retained as a significant difference has been found between the moral values of the two age groups under study. It indicates that there is an improvement in the moral values as the children progress in age. As they mature, they gain awareness about what morally one ought to do. It is evident through the study that there is a significant difference in the level of moral values of children of the age group 11-12 years as compared to the 9-10 years.
The findings stay consistent with research in the area of moral values and education levels. The study shows that as children mature with age their ability to reason at a higher moral level increases.
References
· Armon, C. & T.L. Dawson. (1997). Developmental trajectories in moral reasoning across the life span. Journal of Moral Education, 26, 433-454.
· Colon, A. (2004). Decoding “moral values”. Available on line: WWW.Poynter.org/column.asp?id=36&aid=74255.
· Duska, R.F & M. Whelan. (1975). Moral development: a guide to Piaget and Kohlberg. New Jersey: Paulist Press.
· Haviv, S., & P.J. Leman. (2002). Moral decision-making in real life: factors affecting moral orientation and behaviour justification. Journal of Moral Education, 31, 121-140.
· Luther, M.M. (2001). Values and ethics in school education. New Delhi: Tata Mcgraw Hill Publishing Company.
· Maclean, A.M., L.J. Walker & M.K. Matsuba. (2004). Transcendence and the moral self: identity integration, religion, and moral Life. Journal for the Scientific Study of Religion, 43, 429-437.
· Maslow, A. & E. Hoffman. (1996). Future visions: the unpublished papers by Abraham Maslow. CA: Sage Publications.
· Rosan, H. (1980). The devlopment of sociomoral knowledge: a cognitive structural approach. Columbia: Columbia University Press.
· Shukla, C. (2003). Moral values and education. New Delhi : Sumit Enterprises.
· Singh, A. (2000). Crisis of values. Available on line: WWW.Hinduonnet.com/thehindu/2000/05/24/stories/05242523.htm.
· Singh, B.B. & D. Thakur. (2002). Value education, University News, 40 (2), 5.
Published in Vetri Education, Vol. 4 (3), July. - Sep. 2009.
Sunday 4 September 2011
Teacher Education in the Knowledge Era: Issues, Trends and Challenges
(An article for special number of University News)
Sub-Theme: ICT Enabled Teacher Education
“We must act now – we cannot wait for everything to be right – for bandwidth to increase and technology penetration to increase in schools. Many things in life can wait. But the child cannot. Now is the time when his bones are being formed, his blood is being made and his mind is being shaped. His name is not tomorrow. It is today”. …. Argentinean writer Gabriella Marcell
Higher education in the 21st century will find it difficult to survive without creating space for diversity within the curriculum as well as student and faculty bodies. The role of faculty will change from being an information provider to becoming a mentor, facilitator and co-learner.
There was a time when the world was big and also slow in changing. Today the world is small and quick in wearing a new garb. The boundaries and the barriers among the nations have vanished. The whole world has shrunk into a small village. The process of globalization has brought people to one another and as such, the challenges of life have multiplied. A student is no longer a citizen of his own land. He is a world citizen. So he has to be taught trained and developed from larger perspective of globalization.
Educational system all around the world is under increasing pressure to use the information and communication technologies (ICTs) to teach students the knowledge and skills they need in the 21st century. The 1998 UNESCO World Education Report, teachers and teaching in changing world, describes the radical implication information and communication technologies have for conventional teaching and learning. It predicts the transformation of teaching learning process and the way teachers and learners gain access to knowledge and information. It states:
To effectively harness the power of the new information and communication technologies (ICTs) to improve learning, the following essential conditions must be met:
Ø Students and teachers must have sufficient access to digital technologies and the Internet in their classrooms, schools and teacher education institutions.
Ø High quality meaningful and culturally responsive digital content must be available for teachers and learners.
Ø Teachers must have the knowledge and skills to use the new digital tools and resources to help all students achieve high academic standards.
Teacher education institutions are faced with the challenge of preparing a new generation of teachers to effectively use the new learning tools in their teaching practices. For many teacher education programmes, this daunting task requires the acquisition of new resources, expertise and careful planning. In approaching this task, it is helpful to understand:
Ø The impact of technology on global society and implications of education.
Ø The extensive knowledge that has been generated about how people learn and what this means for creating more effective and engaging student centered learning environment.
Ø The stages of teacher development and the levels of adoption of ICT by teachers.
Ø The critical importance of context, culture, leadership and vision, lifelong learning and the change process in planning for the integration of technology into teacher education.
Ø The ICT competencies required of teachers related to content, pedagogy, technical issues, social issues, collaboration and networking.
Ø The importance of developing standards to guide implementation of ICT in teacher education.
Ø The essential conditions for successful integration of ICT into teacher education.
Ø Important strategies to consider in planning of infusion of ICT in teacher education and managing the change.
This is only possible if the teachers learn the art of becoming successful teachers from this perspective. The knowledge as well as the tools and methodologies of presenting this knowledge are changing at a fast speed. Information technology is paving its way and the student is constantly demanding innovation in learning techniques.
National Policy on teacher education
Our National Policy on Education (NPE) 1986 recommended nothing short of an overhaul of teacher education but unfortunately, it has remained a pious resolution. It will not be out of place therefore to state that our position on certain fundamental issues, which could hope to build a better structure of a teacher-training programme, has remained at a dream stage only. It is the teacher who has to ultimately transmit the policy intentions into actual practice of teacher preparation. The teacher needless to say has to be prepared with reference to a definite social and educational context and the teacher preparation programme has to match the fast changing scenario around the world.
Thrust areas of teacher education
The physical, psychological and sociological capacities and needs of learners at different levels of schooling are obviously different. As such, it is futile to assume that the thrust areas of education and teacher education for all these levels would be identical. Teacher education curricula needs to be inter-linked, inter-woven and integrated so that it matches with the trends and challenges that the teacher education is facing today.
Some of these major thrust areas include empowering teachers to evolve cultural specific pedagogy for the learner, skills of communication and language proficiency, understanding of the impacts of liberalization, privatization, globalization and above all the area of information communication technology.
Inclusion of information communication technology in teacher education
The main professional education curriculum for teachers has to have integration, which obey principles of development and articulation. On examining the B.Ed. curriculum of NCTE and UGC, it is found that both the bodies have recommended removal of deadwood from the curriculum and incorporation of computer education.
There is need for re-examination of the existing curriculum for the purpose of reshaping and making it user friendly. The present B.Ed. curriculum needs surgery. Inclusion of information communication technology in the existing B.Ed. curriculum is very important and its effective integration into the main stream is absolutely essential.
The framework of Information and Communication Technologies (ICTs) in teacher education
While planning ICT in teacher preparation programme, a complex set of components need consideration. A vision of ICT in education often precedes the development of standards. The following points in this regard need consideration:
v Skilled educators
The educators who work with teacher candidates must be skilled in the use of technology for learning. They must be able to apply technology in the presentation and administration of their course work and facilitate the appropriate use of technology by their teacher candidate. From the first course taken by a fresh teacher through collaborative work at the school side, pre-service teachers should participate with and observe their mentors using technology effectively. The teacher educator should model and teach techniques for managing technology in the classroom and for communicating outside the classroom through electronic means.
v Professional development
Even in the context in which professional development is extensive, it is important to provide consistence excess to professional development as the technology consistently changes. Ongoing opportunities for professional development should be available and faculty and administrators who participate in the preparation of teachers should be able to use it. The venues and delivery mechanisms should take into consideration issues of time, location, distance, credit options and so on. Professional development is not a one-time event; it should be focussed on the needs of the faculty members and sustained through coaching and periodic updates.
v Technical assistance
Educators need technical assistance to use and maintain technology. The focus of the faculty members and pre-service teachers should be on teaching and learning and not on maintaining and repairing the technology beyond basic trouble shooting procedures.
When the technology does not function well, a learning opportunity is lost and faculty frustration grows. Timely technical assistance is imperative for faculty and teacher trainees to feel confident that they can use technology in their teaching and learning. There are many ways in which technical assistance can be obtained including asking community members or student assistants to maintain a help desk. It is a critical factor for success in implementing ICT.
v Contents standards and curriculum resource
Educators must be knowledgeable in the content, standards and teaching methodologies of their discipline. Teacher candidates must learn to use technology to support ICT in teacher development.
v Bench marks and self-assessment tools
In planning the integration of ICT into teacher education, it is important for teacher education institutions to understand the knowledge and skills necessary for teachers to effectively use ICT in their instructions. They must also understand the institutions level of readiness to integrate technology into teacher education curriculum. To accomplish these goals, teacher education institutions need the benchmarks, standards and guidelines. It is important that they have access tools that help them assess their level of readiness and progress in infusing ICT into teacher education programme.
v Pedagogy
The most important aspect of infusing technology in the curriculum of teacher education is pedagogy. When implementing the pedagogical competencies for infusing technology, the local contexts and the individual approach of the teacher linked with that of their subject discipline must be paramount. Teachers move through stages as they adopt ICT. Initially, the teacher adopting technology applies it simply as a substitute for current teaching practice where technology is not used. For example, teacher lectures become electronic presentation supporting lectures, students writing paper by hand becomes student’s writing papers using a word processor, course syllabus on paper becomes course syllabus on-line etc.
The adaptation of ICT of teacher should challenge and support changes in teaching practice, building upon individual pedagogy expertise. As teachers pedagogical practices with new technologies continue to develop and organizational support and access to ICT grows, it become possible to move beyond the adaptation of ICT applications that fit with existing practice. Transformation of the educational process will start to emerge and move towards more students’ centered learning environment.
As professional teacher educators continually develop their pedagogical use of ICT to support learning, teaching and curriculum development including assessment of learners and the evaluation of teaching, they will:
Ø Demonstrate understanding of opportunities and implications of uses of ICT for learning and teaching in the curriculum context;
Ø Plan, implement and manage learning and teaching in open and flexible learning environment;
Ø Assess and evaluate, learning and teaching in open and flexible learning environment.
ICT in teacher education is essential and it must be met for successful technology integration and provide guidelines for the development of strategic planning process.
Information and communication technology is a major factor in shaping the new global economy and producing rapid changes in society. Within the past decade, the new ICT tools have fundamentally changed the way people communicate and do business. They also have the potential to transform the nature of where and how learning takes plays and the roles of students and teachers in the learning process.
Suggested strategies - ICT in teacher education
Ø Provide a short foundation course that focuses hands on ICT experience as the initial stage of pre-service training.
Ø Provide more advanced ICT courses as elective for students who need or want to develop more advanced ICT based pedagogical skills.
Ø Integrate ICT components into all the subject matters of areas such as Mathematics, Social Studies, and English and so on so that students have a role model for ICT integrated teaching and learning.
Ø Design ICT integrated courses in such a way that student has opportunities to produce ICT based instructional material themselves and share outcomes of the course with others (JUNK 2002).
Ø When planning ICT curriculum, ensure that it is congruent with the educational vision the culture and the context of each region both locally and globally. Develop the vision and standards in stages starting with a core that can be expanded into a set of standards, implemented with ICT for the preparation, continuing professional development of the teachers.
Ø The ICT curriculum should facilitate change towards a more inclusive approach that promotes positive and supporting interdependence between students and teachers while maintaining individual accountability and autonomy.
Ø Plan the curriculum to promote inter culture collaboration and develop a learning community within and between schools and countries using shared and complementary approaches with languages and cultures.
Ø Start telecommunicating activity that is on-line discussion. This remote connection will help in accessing worldwide information and connecting to experts and peers through a variety of formats such as chat rooms, electronic bulletin boards and e-mails.
Teacher education institutions may either assume a leadership role in the transformation of teacher education or be left behind in the whirlpool of rapid technological change. For education to reap the full benefits of ICT in learning, it is essential that pre-service and in-service teachers have basic ICT skills and competencies. Teacher education institutions and programmes must provide the leadership for pre-service and in-service teachers and model the new pedagogies and tools for learning. They must also provide leadership in determining how the new technologies can best be used in the context of culture, needs and economic conditions within our country.
To accomplish these goals, teacher education institutions must work closely and effectively with senior secondary teachers and administrators, national or state educational agencies, business and community organizations and other important stakeholders in the education system. Teacher education institutions also need to develop strategies and plan to enhance the teaching learning process within teacher education programmes and to assure that all future teachers are well prepared to use the new tools for learning.
References:
· Evgueni Khvilon UNESCO - A Planning guide information and communication technologies in teacher education.
· National Council for Teacher Education - Perspective Plan 2003-2007.
· National Council for Teacher Education - Envisioning Teacher Education – In the 10th Plan & Beyond.
· National Council for Teacher Education - Curriculum Framework for Quality Teacher Education.
· Gore, J. Griffiths, T. & Ladwig, J. (2001) - Productive pedagogy as a framework for teacher education: towards better teaching.
· Dr Janice M Hall JP MACE (2004) - Authentic Assessment and Productive Pedagogies in Pre-service Teacher Education
Weblinks:
· http://www.ilfsets.com/main/quarterly/volumeII/aspfiles/qrpage11.asp
· http://www.indianngos.com/issue/education/resources/articles83.htm
· http://www.indianngos.com/issue/education/resources/articles83.htm
· http://www.house.gov/fattah/education/ed_sbruneq.htm
· http://www.presentdanger.org/commentary/2003/0303pentbudget_body.html
· www.asu.edu/educ/epsl/CERU
· www.icponline.org/feature_articles
· www.corpwatch.org
· www.planningcommission.nic.in/reportsf.htm .¨
Published in the University News, May - June, 2005.
___
(An article for special number of University News)
Sub-Theme: ICT Enabled Teacher Education
“We must act now – we cannot wait for everything to be right – for bandwidth to increase and technology penetration to increase in schools. Many things in life can wait. But the child cannot. Now is the time when his bones are being formed, his blood is being made and his mind is being shaped. His name is not tomorrow. It is today”. …. Argentinean writer Gabriella Marcell
Higher education in the 21st century will find it difficult to survive without creating space for diversity within the curriculum as well as student and faculty bodies. The role of faculty will change from being an information provider to becoming a mentor, facilitator and co-learner.
There was a time when the world was big and also slow in changing. Today the world is small and quick in wearing a new garb. The boundaries and the barriers among the nations have vanished. The whole world has shrunk into a small village. The process of globalization has brought people to one another and as such, the challenges of life have multiplied. A student is no longer a citizen of his own land. He is a world citizen. So he has to be taught trained and developed from larger perspective of globalization.
Educational system all around the world is under increasing pressure to use the information and communication technologies (ICTs) to teach students the knowledge and skills they need in the 21st century. The 1998 UNESCO World Education Report, teachers and teaching in changing world, describes the radical implication information and communication technologies have for conventional teaching and learning. It predicts the transformation of teaching learning process and the way teachers and learners gain access to knowledge and information. It states:
To effectively harness the power of the new information and communication technologies (ICTs) to improve learning, the following essential conditions must be met:
Ø Students and teachers must have sufficient access to digital technologies and the Internet in their classrooms, schools and teacher education institutions.
Ø High quality meaningful and culturally responsive digital content must be available for teachers and learners.
Ø Teachers must have the knowledge and skills to use the new digital tools and resources to help all students achieve high academic standards.
Teacher education institutions are faced with the challenge of preparing a new generation of teachers to effectively use the new learning tools in their teaching practices. For many teacher education programmes, this daunting task requires the acquisition of new resources, expertise and careful planning. In approaching this task, it is helpful to understand:
Ø The impact of technology on global society and implications of education.
Ø The extensive knowledge that has been generated about how people learn and what this means for creating more effective and engaging student centered learning environment.
Ø The stages of teacher development and the levels of adoption of ICT by teachers.
Ø The critical importance of context, culture, leadership and vision, lifelong learning and the change process in planning for the integration of technology into teacher education.
Ø The ICT competencies required of teachers related to content, pedagogy, technical issues, social issues, collaboration and networking.
Ø The importance of developing standards to guide implementation of ICT in teacher education.
Ø The essential conditions for successful integration of ICT into teacher education.
Ø Important strategies to consider in planning of infusion of ICT in teacher education and managing the change.
This is only possible if the teachers learn the art of becoming successful teachers from this perspective. The knowledge as well as the tools and methodologies of presenting this knowledge are changing at a fast speed. Information technology is paving its way and the student is constantly demanding innovation in learning techniques.
National Policy on teacher education
Our National Policy on Education (NPE) 1986 recommended nothing short of an overhaul of teacher education but unfortunately, it has remained a pious resolution. It will not be out of place therefore to state that our position on certain fundamental issues, which could hope to build a better structure of a teacher-training programme, has remained at a dream stage only. It is the teacher who has to ultimately transmit the policy intentions into actual practice of teacher preparation. The teacher needless to say has to be prepared with reference to a definite social and educational context and the teacher preparation programme has to match the fast changing scenario around the world.
Thrust areas of teacher education
The physical, psychological and sociological capacities and needs of learners at different levels of schooling are obviously different. As such, it is futile to assume that the thrust areas of education and teacher education for all these levels would be identical. Teacher education curricula needs to be inter-linked, inter-woven and integrated so that it matches with the trends and challenges that the teacher education is facing today.
Some of these major thrust areas include empowering teachers to evolve cultural specific pedagogy for the learner, skills of communication and language proficiency, understanding of the impacts of liberalization, privatization, globalization and above all the area of information communication technology.
Inclusion of information communication technology in teacher education
The main professional education curriculum for teachers has to have integration, which obey principles of development and articulation. On examining the B.Ed. curriculum of NCTE and UGC, it is found that both the bodies have recommended removal of deadwood from the curriculum and incorporation of computer education.
There is need for re-examination of the existing curriculum for the purpose of reshaping and making it user friendly. The present B.Ed. curriculum needs surgery. Inclusion of information communication technology in the existing B.Ed. curriculum is very important and its effective integration into the main stream is absolutely essential.
The framework of Information and Communication Technologies (ICTs) in teacher education
While planning ICT in teacher preparation programme, a complex set of components need consideration. A vision of ICT in education often precedes the development of standards. The following points in this regard need consideration:
v Skilled educators
The educators who work with teacher candidates must be skilled in the use of technology for learning. They must be able to apply technology in the presentation and administration of their course work and facilitate the appropriate use of technology by their teacher candidate. From the first course taken by a fresh teacher through collaborative work at the school side, pre-service teachers should participate with and observe their mentors using technology effectively. The teacher educator should model and teach techniques for managing technology in the classroom and for communicating outside the classroom through electronic means.
v Professional development
Even in the context in which professional development is extensive, it is important to provide consistence excess to professional development as the technology consistently changes. Ongoing opportunities for professional development should be available and faculty and administrators who participate in the preparation of teachers should be able to use it. The venues and delivery mechanisms should take into consideration issues of time, location, distance, credit options and so on. Professional development is not a one-time event; it should be focussed on the needs of the faculty members and sustained through coaching and periodic updates.
v Technical assistance
Educators need technical assistance to use and maintain technology. The focus of the faculty members and pre-service teachers should be on teaching and learning and not on maintaining and repairing the technology beyond basic trouble shooting procedures.
When the technology does not function well, a learning opportunity is lost and faculty frustration grows. Timely technical assistance is imperative for faculty and teacher trainees to feel confident that they can use technology in their teaching and learning. There are many ways in which technical assistance can be obtained including asking community members or student assistants to maintain a help desk. It is a critical factor for success in implementing ICT.
v Contents standards and curriculum resource
Educators must be knowledgeable in the content, standards and teaching methodologies of their discipline. Teacher candidates must learn to use technology to support ICT in teacher development.
v Bench marks and self-assessment tools
In planning the integration of ICT into teacher education, it is important for teacher education institutions to understand the knowledge and skills necessary for teachers to effectively use ICT in their instructions. They must also understand the institutions level of readiness to integrate technology into teacher education curriculum. To accomplish these goals, teacher education institutions need the benchmarks, standards and guidelines. It is important that they have access tools that help them assess their level of readiness and progress in infusing ICT into teacher education programme.
v Pedagogy
The most important aspect of infusing technology in the curriculum of teacher education is pedagogy. When implementing the pedagogical competencies for infusing technology, the local contexts and the individual approach of the teacher linked with that of their subject discipline must be paramount. Teachers move through stages as they adopt ICT. Initially, the teacher adopting technology applies it simply as a substitute for current teaching practice where technology is not used. For example, teacher lectures become electronic presentation supporting lectures, students writing paper by hand becomes student’s writing papers using a word processor, course syllabus on paper becomes course syllabus on-line etc.
The adaptation of ICT of teacher should challenge and support changes in teaching practice, building upon individual pedagogy expertise. As teachers pedagogical practices with new technologies continue to develop and organizational support and access to ICT grows, it become possible to move beyond the adaptation of ICT applications that fit with existing practice. Transformation of the educational process will start to emerge and move towards more students’ centered learning environment.
As professional teacher educators continually develop their pedagogical use of ICT to support learning, teaching and curriculum development including assessment of learners and the evaluation of teaching, they will:
Ø Demonstrate understanding of opportunities and implications of uses of ICT for learning and teaching in the curriculum context;
Ø Plan, implement and manage learning and teaching in open and flexible learning environment;
Ø Assess and evaluate, learning and teaching in open and flexible learning environment.
ICT in teacher education is essential and it must be met for successful technology integration and provide guidelines for the development of strategic planning process.
Information and communication technology is a major factor in shaping the new global economy and producing rapid changes in society. Within the past decade, the new ICT tools have fundamentally changed the way people communicate and do business. They also have the potential to transform the nature of where and how learning takes plays and the roles of students and teachers in the learning process.
Suggested strategies - ICT in teacher education
Ø Provide a short foundation course that focuses hands on ICT experience as the initial stage of pre-service training.
Ø Provide more advanced ICT courses as elective for students who need or want to develop more advanced ICT based pedagogical skills.
Ø Integrate ICT components into all the subject matters of areas such as Mathematics, Social Studies, and English and so on so that students have a role model for ICT integrated teaching and learning.
Ø Design ICT integrated courses in such a way that student has opportunities to produce ICT based instructional material themselves and share outcomes of the course with others (JUNK 2002).
Ø When planning ICT curriculum, ensure that it is congruent with the educational vision the culture and the context of each region both locally and globally. Develop the vision and standards in stages starting with a core that can be expanded into a set of standards, implemented with ICT for the preparation, continuing professional development of the teachers.
Ø The ICT curriculum should facilitate change towards a more inclusive approach that promotes positive and supporting interdependence between students and teachers while maintaining individual accountability and autonomy.
Ø Plan the curriculum to promote inter culture collaboration and develop a learning community within and between schools and countries using shared and complementary approaches with languages and cultures.
Ø Start telecommunicating activity that is on-line discussion. This remote connection will help in accessing worldwide information and connecting to experts and peers through a variety of formats such as chat rooms, electronic bulletin boards and e-mails.
Teacher education institutions may either assume a leadership role in the transformation of teacher education or be left behind in the whirlpool of rapid technological change. For education to reap the full benefits of ICT in learning, it is essential that pre-service and in-service teachers have basic ICT skills and competencies. Teacher education institutions and programmes must provide the leadership for pre-service and in-service teachers and model the new pedagogies and tools for learning. They must also provide leadership in determining how the new technologies can best be used in the context of culture, needs and economic conditions within our country.
To accomplish these goals, teacher education institutions must work closely and effectively with senior secondary teachers and administrators, national or state educational agencies, business and community organizations and other important stakeholders in the education system. Teacher education institutions also need to develop strategies and plan to enhance the teaching learning process within teacher education programmes and to assure that all future teachers are well prepared to use the new tools for learning.
References:
· Evgueni Khvilon UNESCO - A Planning guide information and communication technologies in teacher education.
· National Council for Teacher Education - Perspective Plan 2003-2007.
· National Council for Teacher Education - Envisioning Teacher Education – In the 10th Plan & Beyond.
· National Council for Teacher Education - Curriculum Framework for Quality Teacher Education.
· Gore, J. Griffiths, T. & Ladwig, J. (2001) - Productive pedagogy as a framework for teacher education: towards better teaching.
· Dr Janice M Hall JP MACE (2004) - Authentic Assessment and Productive Pedagogies in Pre-service Teacher Education
Weblinks:
· http://www.ilfsets.com/main/quarterly/volumeII/aspfiles/qrpage11.asp
· http://www.indianngos.com/issue/education/resources/articles83.htm
· http://www.indianngos.com/issue/education/resources/articles83.htm
· http://www.house.gov/fattah/education/ed_sbruneq.htm
· http://www.presentdanger.org/commentary/2003/0303pentbudget_body.html
· www.asu.edu/educ/epsl/CERU
· www.icponline.org/feature_articles
· www.corpwatch.org
· www.planningcommission.nic.in/reportsf.htm .¨
Published in the University News, May - June, 2005.
___
ADOLESCENTS ARE A GENERATION UNDER PRESSURE
Ranjana Bhatia
Principal
Amity Institute of Education
Saket, New Delhi
Abstract:
Much has been said about the phase of adolescence. This most beautiful period in the life of an individual faces maximum wrath in the hands of an adult - be it the parent or the teacher. The best part is that the adults forget that even they went through this phase. If the adults understand the causes of this behaviour pattern, the transition from the childhood to the adulthood would be very smooth. Needless to say that the teachers and the parents play pivotal role in helping the child passes through this transitory phase.
“Psychologically, adolescence is the age when the individual becomes integrated into the society of adults, the age when the child no longer feels that he is below the level of his elders but equal, at least in rights… This integration into adult society has many affective aspects, more or less linked with puberty… It also includes very profound intellectual changes… These intellectual transformations, typical of the adolescent’s thinking, enable him not only to achieve his integration into the social relationship of adults, which is, in fact, the most general characteristic of this period of development”
…. Jean Piaget
A PEEP INTO THE PAST
About fifty years ago, teenagers were a repressed minority in the world of dominant adult values. Joint family system prevailed in our society and the master of the house called all the shots. The individual saw either the childhood or the adulthood. The phase of adolescence came and went unnoticed because the transition from the childhood to adulthood was straight and forward.
This transition went unnoticed mainly because of early marriage of the child, which pushed him into adulthood at a very young age. The onset of puberty and the related upheavals were there, as these biological changes have to come to every individual but due to the societal circumstances they never surfaced. The biological needs of this adolescence were fulfilled at an early age.
Even if these upheavals surfaced, the family atmosphere was such that they never really caused any turbulence. The mind of the adolescent was never free and over exposed to entertain any dilemma or confusion. This resulted in minimizing the negativity associated with this transition.
THE PRESENT SCENARIO
Unlike in the past, today an 18 years old child is regarded as an adult whereas an 11 years old child is termed to be entering into pre-adolescent phase. The gap between the childhood and adulthood is as long as 7-8 years. Joint family system is practically missing and the families are becoming more and more nuclear and shifting from smaller cities to metros.
The prolonged phase between childhood and adulthood, which we call the phase of adolescence, has resulted in a generation gap. This youth takes pride in being different from adult culture which according to them is narrow as well as orthodox. The youth tries to protest against this adult culture which talks of values. This gap between the adolescent and the adult with the pressures and exposures provided by the society is the root cause of the problem faced by the adolescent.
THE CAUSES OF TURBULENCE
Turbulence in the life of adolescent and societal reaction in this regard happens because:
Ø During adolescence, these young people undergo revolutionary changes.
Ø They suddenly begin to catch up with adults in physical size & strength.
Ø There is rapid development of reproductive organs signaling sexual maturity.
Ø They develop a sense of self-awareness, feeling of inadequacy and insecurity.
Ø Physical attractiveness, Vitality, Fun, Love become obvious.
Ø They ooze with enthusiasm.
Ø Their joy is irrepressible and sadness, inconsolable.
Ø They are gregarious as well as lonely.
Ø Self-centeredness is prominent in them.
Ø Their curiosity and boredom is insatiable.
Ø They have both - confidence & self-doubt.
Ø They use status symbols to establish themselves.
Ø Maintaining peer group identity is a must for them.
ADOLESCENCE - A PERIOD OF TRANSITION
What we need to understand is an established fact that adolescence is a period of transition. Adolescents behave in a peculiar manner because:
Ø Their status is vague and there is confusion about the roles they are expected to play.
Ø If they behave like children they are told to act their age.
Ø If they behave like adults they are accused for being one.
Ø They like to look at life through rose tinted glasses, which the adults do not like.
Ø They have unrealistic aspirations as they feel that they are adults.
Ø They feel angry, hurt and disappointed if let down by adults.
Ø They face heightened emotional tension due to hormonal changes.
HOW TO HANDLE ADOLESCENTS
Needless to say that this most important phase in the life of a child is the most misunderstood and mishandled period. This phase needs utmost care and we need to understand that:
Ø This is a passing phase. Help them pass through this phase with minimum upheaval.
Ø Exercise lot of patience while dealing with them.
Ø We may agree or disagree but we must respect their opinion.
Ø Communication can play a very important role here.
Ø We must try to make friends with them.
Ø Winning over their confidence is essential.
Ø Infatuation at this age is normal. This should be accepted.
Ø Guide them like a watchful gardener.
Ø Be firm and polite when their demands have to be rejected.
Ø Give them required love and attention.
Ø Show concern for their anxieties.
AS ADOLESCENCE CHANGE SOCIALLY, WHAT HAPPENS TO PARENTAL POWER
Ø Conflict is more likely to occur between mothers and adolescents because they have been more closely involved with their children during pre-adolescent age.
Ø During adolescence, sons appear to develop more power over their mothers - they back answer.
Ø Sons also can become physically stronger and more aggressive with both parents, which decreases parental power.
Ø Evidence shows that despite the stereo type, a vast majority of adolescents need love and appreciate their parents despite minor conflicts.
NEED OF GOOD RELATIONSHIP BETWEEN A TEACHER & ADOLESCENT
Ø Teachers have to sets standards and rules to keep their student out of trouble.
Ø Teachers should protect their student during traumatic experiences but avoid over guidance in coping with normal problems.
Ø The difficulty in helping an adolescent is in finding a balance between permitting adolescents to explore and maintain their independence, while still protecting them and setting limits.
We need to understand that the adolescent development is accompanied by:
Ø An increase in autonomy.
Ø An increase in emotional distance from adults.
Ø Increase in peer friendship and its importance.
They actively seek their teachers and parents approval but do not like to sound childish and discuss trivial matters. Because of this they open up more with their friends discussing issues like dating, personal experiences and common interest.
Loyalty is highly valued aspect of friendship for them. They like friends to stick up for one another. They have an urge to share their inner most thoughts and feelings with the friends.
Intimate friendship provides them emotional support, information and advice. They tend to seek out relationships that are relatively set free, safe and comfortable.
HYPOTHETICAL EXAMPLERS
A study was conducted by taking some hypothetical exemplars. The views of 50 teachers working in reputed schools of Delhi and dealing with adolescent were taken on these situations. The situations have been listed as case nos. and the reaction of the teacher and probable solutions suggested by them is also given below.
Case No.1
You are the class teachers of class XI. Early in the morning after the assembly, when you go to the class, you are informed discretely by some students that one of their classmates who boarded the bus in the morning from her bus stop is missing from the class. How will you handle this situation?
Solutions suggested by the teacher
The teacher gives an action plan for meeting this unusual situation. She rightly proposes the following steps as – “sort it out at teachers level, inquire from his/her friends, try to find out in the school premises with the help of his/her group, students or friends, consult the bus driver or conductor. If failed, consult the Principal, Vice-principal and if no clue is obtained, finally inform the parents.
She is right in suggesting that the matter should be sorted out at various levels. After ascertaining the specific reason, the child should be dealt with tactfully and psychologically by organizing sessions with the counsellor for the students as well as the parents. This will help in finding out the reasons for the problems stated above.
Case No.2
You are the organizer of a farewell party. The boys and the girls of class XI and XII want the party to be organized till late in the evening and want the dancing also to be allowed till late in the evening. Your answer would obviously be a big NO. The students are not going to like it and would probably call you Orthodox, Hitler etc. How do you think this situation can be handled?
The consequences of over staying and allowing late evening dancing parties will be objected at all levels – by the school authorities and by the parents. Our system does not permit close proximity of youngsters especially late in the evening. In order to avoid direct confrontation with the students, it is advisable to go in for group counselling where such issues may be discussed and debated in a frank and open manner highlighting the probable consequences of doing thinks which are not permitted by our society at large.
Student’s opinion should be obtained and their opinion should be screened to arrive at a consensus. The teacher may indirectly bring in those issues, which can become causes of problems and with the help of the students should avoid controversial situations including over staying after a certain period of time for parties etc.
Case No.3
Class X result has been declared and science stream has suddenly gained popularity. The boys and girls with very poor percentage also want to opt for science stream. The easy way out is to talk of cut off percentage etc. or allow them to leave the school and join some other school. Do you think there is any other way, which can be adopted to handle the situation?
The teacher has rightly suggested that for opting a stream that all the students should be subjected to career counselling sessions. On such occasions, the strengths and weakness, the attractions and distractions and other positive and negative aspects associated with the various streams may be brought out in a convincing way. Students should be given an opportunity to see the connection of these streams i.e. arts, science and commerce etc. with the world of work and self-employment process.
The examples of renowned personalities who have excelled in their career as well as life should be narrated as motivators. In these examples the names of those students who have passed out can also be mentioned to counsel the confused/adamant students to get some directions in choosing a particular stream.
Case No.4
There is a strict dress code in your school. The girls are not allowed to wear short skirts and the boys are not allowed to wear jeans and sports shoes etc. Every morning you check the dress, you open the hamming of the skirt of the girls to make it long and within one hour the length of the skirt is back to square one. No amount of shouting and reprimanding is helping. How will you handle this situation?
The dress code is a technique, which help students to cultivate a sense of self- discipline. For implementing it, the teacher should avoid harsh treatment. Infact, student should be persuaded to understand why dress code is prescribed and how it is helpful to them and to the school system where they study. It should develop in them a sense of belonging, which is very important factor for motivation.
Here again individual and group counselling will help the students to go in for self-appreciation of such codes prescribed through their school system. It has been rightly suggested by the teacher that at no cost we should humiliate a child and damage his or her self esteem.
Case No.5
The boys and the girls of class XI and XII during their activity period and lab period are not attending the class but are found sitting in the canteen. You can stop this practice by constant policing but it does not get corrected. How will you handle it?
There are two ways to enlist student’s participation in the class. One is the control method where students attendance become a regulatory factor, the other is the appeal to their psychological tendencies which implies a space for activities which will be interesting, meaningful and useful instrument for understanding themselves and their environment.
The activity and the laboratory period must be analyzed in terms of the relevance and utility. In the lab the student should be provided the challenging situation. It should be an exercise where the students would get an opportunity to reconstruct their experience and explore more and more about less and less in order to enrich their knowledge.
Case No.6
There is fall in attendance particularly in the class XII after the Dussehra break. You know that most of the course is complete by that time and the school is generally preparing for prelims etc. You feel that the students should be compelled to attend the school regularly. At the same time, you also feel that if they are allowed to stay at home they will be able to study more. What do you think should be done in a situation like this?
The fall in attendance after Dussehra break in particular is the result of dwindling motivation and lack of serious teaching. In this case, the teacher suggests that children should be motivated to attend classes by giving them assignment on topics which will be captivating and capturing their interest. Besides, as the teacher rightly says, the course topics should be revised seriously in the class.
Efforts should be made for activity based teaching which will stimulate interest and raise the activity and participation level of students in a spontaneous manner. The adolescent period is a very critical period full of extra energy and drive for getting involved in various tasks of their choice. There should be less of imposition and more of ownership thrust in the plan, activities and programmes of students of class XII level.
Case No.7
During Diwali time, there is bursting of crackers in the toilets and in the classrooms. By being strict, this nuisance only increases, but the only alternative is to either allow the nuisance to go on or curb it with a firm hand. You also know that you cannot catch the culprit easily. What do you think should be done?
Children at this age get a kind of thrill by creating nuisance and resorting to mischief. The best way to deal with such a situation is a dialogue. The teachers have rightly suggested that a strong communication between the adolescent and the teacher would help in handling the problem. The moment authority is exercised on them, the rebellion in them takes a monstrous shape and they want to do what they have been told not to do. They like to break all the rules.
Case No.8
Some boys and girls of the school were caught at cinema theatre in school uniform during school hours advertising the lenient approach adopted by school authorities regarding discipline. Expelling such students from the school roll for a short period or forever is one way of dealing with the situation but you know as well as we do that this can ruin the life of a child. How do you think such situation should be handled?
In order to understand the situation fully, it will be helpful to probe into the adolescent psychology. Adolescence is full of creative energy, which requires an outlet and sublimation. Their involvement in watching the movie at cinema hall is an instance of the expression of this impulse, which is present in them.
The teacher is of the opinion that excursions under the guidance of the teachers may effectively meet the needs of the students. Organizing the excursions and outdoor sessions under the guidance of the teacher can satisfy their impulse of outings.
Case No.9
A brilliant boy of your school of a senior secondary class is suddenly showing deterioration in performance. You as a concerned teacher would be naturally alarmed. You would like to find why this is happening. What will you do?
Deterioration in performance, which may appear to be sudden, may not be actuality so sudden as it might appear. However, such cases may be attributed to the lack of motivation and lack of interest. A better course for analyzing the etiology in this regard is to hold discussions with the peer groups and parents. The teacher rightly suggests “talking with parents” and also counselling is the right way of checking such a situation.
The reasons of deterioration in performance can become apparent in counselling sessions. There may not be just one reason for this down slide. A number of co-relates of it may be operating which have to be identified and dealt with carefully by personalized programmes and instructions.
Case No.10
It has been brought to your notice that some boys and girls have indulged in smoking and drinking within the school campus and even outside. Your immediate reaction would be that of anger and anguish. But you know that this is not going to help. What is the best way to handle such a situation?
Here again a very strict discipline at home and in school will not work. It has been rightly pointed out by the teachers that at this age they want to show off and most of the time they indulge in drinking and smoking to impress their peer as well as be a part of their peer group. The teachers and the parents have to act like watchful gardeners and tactfully ensure that their ward is not falling a pray to a wrong company.
Case No.11
You have a student in class XI who has not been performing well in the class academically though he is otherwise quite sharp. He has become a bully in the class & his rowdy behaviour causing concern to all. What is the best way to help such a child?
The bully behaviour is a compensated mechanism on the part of the student. The reason for change towards picking disrupted behaviour should be probed a little more carefully and the teacher rightly suggested the casual factor for bulling and roubism on the part of the student should be investigated. The students should be given a specific responsibility and a session in counselling will greatly help him in understanding and his situation. Such disrupted behaviour is largely due to lack of self-understanding and lack of self-appreciation for which his situations do not permit a congenial atmosphere. This can be taken care more effectively by the teachers say that counsel the child, make him understand.
Thus to conclude, the teachers have reacted to the various hypothetical case exemplars in a rather realistic manner. They have rightly suggested that adolescent psychology should be probed in terms of their creative impulses, pre-occupations, interest and attraction. What the adolescent needs is an opportunity and an expression, which will be helpful in intense display of their impulse for which a rationalized forum has to be provided.
In brief, they have to be enabled to become responsibly responsive so that their personality will blossom optimally with a sense of security, adventure and experimentation as a natural gift to them from the seniors with whom they are associated. All this requires using counselling sessions both at personal & group levels for which the general principle should be self-involvement, self-regulation, self-guidance rather than imposition from above or outside.
Conclusion:
The best way, therefore, to deal with adolescents is to wear the crown of authority in your hearts and not on your heads. This will help the adolescent to pass through the turbulent phase without many ripples. We need to understand that this is a passing phase and they have to be helped to pass through this phase with minimum upheaval and lot of patience.
References:
q Charles E. Skinner, 2001 – Educational Psychology, 4th Edition, Prentice Hall of India.
q Clifford T. Morgan & Richard A. King, 1993 – Introduction to Psychology, 7th Edition, Tata Mcgraw-Hill.
q Elizabeth B. Hurlock, 1981 - Developmental psychology - A life-span approach, 5th Edition, Tata Mcgraw-Hill.
Case No.1
You are the class teachers of class XI. Early in the morning after the assembly, when you go to the class, you are informed discretely by some students that one of their classmates who boarded the bus in the morning from her bus stop is missing from the class. How will you handle this situation?
Case No.2
You are the organizer of a farewell party. The boys and the girls of class XI and XII want the party to be organized till late in the evening and want the dancing also to be allowed till late in the evening. Your answer would obviously be a big NO. The students are not going to like it and would probably call you Orthodox, Hitler etc. How do you think this situation can be handled?
Case No.3
Class X result has been declared and science stream has suddenly gained popularity. The boys and girls with very poor percentage also want to opt for science stream. The easy way out is to talk of cut off percentage etc. or allow them to leave the school and join some other school. Do you think there is any other way, which can be adopted to handle the situation?
Case No.4
There is a strict dress code in your school. The girls are not allowed to wear short skirts and the boys are not allowed to wear jeans and sports shoes etc. Every morning you check the dress, you open the hamming of the skirt of the girls to make it long and within one hour the length of the skirt is back to square one. No amount of shouting and reprimanding is helping. How will you handle this situation?
Case No.5
The boys and the girls of class XI and XII during their activity period and lab period are not attending the class but are found sitting in the canteen. You can stop this practice by constant policing but it does not get corrected. How will you handle it?
Case No.6
There is fall in attendance particularly in the class XII after the Dussehra break. You know that most of the course is complete by that time and the school is generally preparing for prelims etc. You feel that the students should be compelled to attend the school regularly. At the same time, you also feel that if they are allowed to stay at home they will be able to study more. What do you think should be done in a situation like this?
Case No.7
During Diwali time, there is bursting of crackers in the toilets and in the classrooms. By being strict, this nuisance only increases, but the only alternative is to either allow the nuisance to go on or curb it with a firm hand. You also know that you cannot catch the culprit easily. What do you think should be done?
Case No.8
Some boys and girls of the school were caught at cinema theatre in school uniform during school hours advertising the lenient approach adopted by school authorities regarding discipline. Expelling such students from the school roll for a short period or forever is one way of dealing with the situation but you know as well as we do that this can ruin the life of a child. How do you think such situation should be handled?
Case No.9
A brilliant boy of your school of a senior secondary class is suddenly showing deterioration in performance. You as a concerned teacher would be naturally alarmed. You would like to find why this is happening. What will you do?
Case No.10
It has been brought to your notice that some boys and girls have indulged in smoking and drinking within the school campus and even outside. Your immediate reaction would be that of anger and anguish. But you know that this is not going to help. What is the best way to handle such a situation?
Case No.11
You have a student in class XI who has not been performing well in the class academically though he is otherwise quite sharp. He has become a bully in the class & his rowdy behaviour causing concern to all. What is the best way to help such a child?
Published in Journal of India Education , NCERT , Aug 2004.
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