Sunday, 4 December 2016

Smart Classrooms



Smart Classrooms are technology enhanced classrooms that foster opportunities for teaching and learning by integrating learning technology, such as computers, specialized software, audience response technology, assistive listening devices, networking, and audio/visual capabilities. Classroom Services leads the support, design, and planning for campus learning spaces.



·         The Benefits of Going for Smart Classrooms in your Education Institution

  • ·         We all know how helpful it is to remember something that is taught visually to us rather than the one that is read through pages after pages. Just imagine, how beneficial would it be for students to understand a chapter visually in class. The concept of smart class education is indeed a blessing to the students of the 21st Century. Technology is changing the way life functions and if it’s for the good, then why not go for it!

  • ·         Smart classes use all interactive modules like videos and presentations and these visually attractive methods of teaching becomes appealing to students who are already struggling with the traditional method of teaching in a classroom. In fact, smart classes are almost like watching movies as sometimes, animated visuals are used to teach a point. This kind of visual is both eye-catching and young students can easily relate with them. This is because the audio-visual senses of students are targeted and it helps the students store the information fast and more effectively. And then, there is the advantage of utilizing much of the time wasted earlier in drawing or preparing diagrams on board. Smart boards have all these information in memory and can be presented during the time of class lectures and thus, the time saved can be used in more important things.
  • ·         Some students and teachers have problems with chalk dust and they tend to suffer from allergic reactions. The smart boards saves you from such distress and won’t let you develop any health issues later. Smart boards are a lot smarter when it comes to field trips which is impossible with textbooks. A field trip to the deserts of Sahara or the rain forests of the Amazon basin becomes easy with visuals in the smart boards of smart classroom. These visuals are definitely more attractive than those descriptions in a few lines of a textbook.
    •      One of the main reasons behind the constant increase in popularity of smart classes is the fact that this kind of education is perfect for all kinds of students. A classroom has students with varied power of understanding and learning, and studying from notes and other materials becomes difficult for some students. But the use of smart classes and modern technology eases the learning process for all students. Moreover, this kind of education in class promotes more interaction between teacher and student with more participation from both sides
    • ·         When you take the negative side of this kind of smart education, there are just a few when compared to the myriad advantages it offers to students. Some technical fault that might arise during a class lecture is a common concern among those lobbying against smart technologies in classroom education. Then, there is the costing factor as well that is preventing schools to adopt this technology. With smart education comes the problem of high cost of education.The possibilities or advantages of smart classrooms are endless. Although adopting such a new concept might be a tough decision for many, but the technology can create a new opening for the education sector.


SMART CLASSES FOR IMPROVEMENT IN COMMUNICATIVE ENGLISH-

In the modern era there is hardly anyone who can keep away from the mainstream technology. English speaker's smart class is the first of this kind making use of 21st century's technical revolution in education by digitalizing classrooms as the real substitute for traditional classrooms. As a part of linking language with technology smart classroom helps students to set up activity room for English to acquire accent and fluency. It minimizes the work of teacher. Along with the software, books, audio visual equipment furniture and trainer ,some activities to increase speaking skills can be arranged. This helps to have interaction. In an audio visual room of this sort learning is in a new environment enjoyable and sometimes funny without formal textbooks. There is no need of expertise to handle a smart class, but a teacher with even less knowledge can do it profitably as the handbook supplied along with it guides and eases teaching. Finally, the smart classroom is not simply meant for English alone but can be a classroom for teaching other subjects too. Language is the basis of all communication that has made possible all the advancements. As far as language is concerned English is playing an important role in our system as well as in national life. It has greatly contributed to the growth of knowledge in India. English has 4 important skills. Listening and speaking can be learnt from the environment, reading skill requires efforts and it is important from academic point of view too. But, these skills must be practiced at primary level. It is commonly experienced that if child don't learn to read by third grade, then he can't read to learn. Earlier researches in the field of linguistics reveal that nearly 8% of children suffer from reading difficulties who remain under-achievers.
Smart classroom are good to overcome this problem. Through proper audio-visual presentations, students get maximum sensory experience. An independent study by Eugene Research Institute reveals that 5th% graders who participate in smart classroom are 60% more likely to reach state reading benchmarks than those who do not participate. According to Lincoln(1992) without the images to create meaning in the words, children will not read. Glasser (2001) states that children only understand 10% of what is read but 80% of what is experienced. It can be improved by giving students the opportunities to work with or experience the reading passage.
Moreover, reading skills and academic achievement are related. Smart classrooms through various interactive modes, present different topics from different subjects. These are easily understood by the learners and academic achievement is affected. Trifonas(2004) argues that a text is a set of "lexical or visual signs" that acts as cues to guide the reader's mental decoding and meaning-making operations. Sevindik (2007) determined the effectiveness of smart classrooms on academic achievement of nursing students. The finding showed that lectures given through smart classroom increased academic achievement. In another study, to measure the effectiveness of Educomp smart classrooms, D and B street information service India Pvt. Ltd. (2010), it was reported that the educomp smart class program has a larger impact on two of the three key learning goals of all students-comprehension and retention. The Educomp smart class program has an over all positive impact on students more in terms of generating curiosity and grasping complex concepts rather than capturing attention, while it help teachers in managing time better. Becker (2005) argues that the kind of active learning necessary to master principles and concepts and explain student work is easier to implement in a technology-rich environment where "students have a rich array of information to work with, when communications structures enable students to pose relevant questions to appropriate individuals…and when technology based tools such as databases, analytic software and composition software help them to extract understanding from information".



Saturday, 3 December 2016

Experience undertaken during the second week of teaching practice.




This week began with a holiday,because of harthal. Tuesday,I had class on third hour.I complete the chapter "The Jungle Air Crash" in this week and gave additional notes on Juliane Koepcke.Students were very much active and tried to produce good outcomes.Now I know,how to make classroom interesting according to the students' need.The most interesting section was dealing with vocabulary.  Students tried to guess the meanings from the situations and examples which i gave.One of the problem affects the class is the absence of many students.Many of the students were gone for the practice of sub-district youth festival.There was a food festival conducted by the seed club on Wednesday. It was a small food fest.The students brought traditional food items from their home. The small festival became more effective ,because of the presence and co-operation of the whole students, teachers and staffs. The school assembly were on Thursday.Teachers distributed some certificates and awards to a few students, because they are the winners of quiz competitions in the state level.In the same day the Aids day were celebrated.Students and teachers took a pledge on 'Aids Day'. N S S unit of V H S S conduct rally and seminar for this special day.In the last day of the week, the school ground is getting ready to host the athletic events of " KERALOLSAVAM".
Food fest

food fest

food fest
food fest


Assembly on aids day

Thursday, 1 December 2016

Gandhi on Women's Empowerment


Mahatma Gandhi had expressed his views and had written on numerous issues that concerned the Indian Society in particular and humanity in general. This article examines the importance and relevance of his views on issues that directly or indirectly impacts the status of women in India. The following issues are being considered:
  • Equality of Sexes.
  • Marriage.
  • Purdah.
  • Dowry System.
  • Widow Remarriage.
  • Divorce.
  • Women’s Honor.
  • Education and Co-education.
  • Birth Control.
  • Sterilization.
The perception of the self is a matter of conditioning. The way men and women perceive themselves is also a matter of conditioning that had and is taking place since the dawn of human race on earth. Given the biological differences, can woman be psychologically different from man? Can women be cerebrally inferior to man? I am sure that the answer would be clear ‘No’. Yet, differential conditioning over many a millennia have contributed to the perception that both men and women are different, both psychologically and cerebrally. Religion, customs and laws from times immemorial had relegated women to the backyards of human civilization. When you fear the power of the other and when you have no means to equal the other, you connive and lay traps for the subjugation of the other. This is what the history of hitherto existing man’s civilization has done to women, save exceptions like the Mahatma.
Unlike many other noble souls who wrote and worked with the principle of sexual equality in mind, Mahatma Gandhi, the father of the nation, sought to bring about a revolutionary change in the status of women in the first half of the 20th century. The views expressed by the Mahatma and the actions undertaken by him may not go entirely with the current times because the times have irreversibly changed but the honesty of the Mahatma, the love and respect he had for women can never be doubted.

The Mahatma on Women
The Mahatma said that women have been suppressed under custom and law for which man was responsible and in the shaping of which she had no hand. Rules of social conduct must be framed by mutual co-operation and consultation. Women have been taught to regard themselves as slaves of men. Women must realize their full status and play their part as equals of men. (Ref. Constructive program, pp. 17-18).

The Mahatma on wives
Wives should not be dolls and objects of indulgence but should be treated as honored comrades in common service. The educationally ill-disposed should be educated by their husbands. The customary and legal status of women is bad and demands radical change. (Ref. Constructive program, pp. 17-18).

The Mahatma on traditional rules and regulations
Legislation has been mostly done by men and has not been always fair. The blemishes represented in our Shastras should be removed by women. Women of firm, pure and self-controlled character like Sita, Damayanti and Draupadi should be produced and they will be able to remove these blemishes from our Smritis.
Gandhi considers these women of pure, firm and self-controlled character. Yes they were firm and self-controlled but one can always debate about the purity aspect of a character, particularly women, because purity is generally related to sexual purity. The question is therefore, whether sexual purity is a virtue or an ideal criterion to measure the character of a person. Or for that matter, is sexual purity the only criterion to measure the character of a woman? These women suffered the domination of men in the society, they suffered an oppressive social system and succumbed to it. For instance, Sita rejected this world of men and their laws and vanished in the parted earth. Draupadi married to Arjuna in the Swayamwar and accepted his four brothers as co-husbands against her desire (a rare case of fraternal polyandry amongst the ruling classes). Damayanti fought for her beloved Nala and succeeded. But none of these women fought against the oppressive social system created by Manu and his ilk. Could these women be considered as role models for the modern woman?
Women are gifted with equal mental capacities and therefore she has equal rights. However, due to the force of custom, ignorant and worthless men have been enjoying superiority over women. (Speeches and Writings of Mahatma Gandhi, ps. 424-425).

Manusmriti on women
The blemishes referred to by the Mahatma as obtained in Manusmriti can be found in Chapter IX which deals with the Eternal Laws for Husband and Wife. There are in all 336 verses in this Chapter which describes women in abysmally lowly words. While a great part of this body of laws are hateful and deserves to be condemned and not expunged as the Mahatma wanted it, I must say that every Indian women and men must read Manusmriti to know what great damage it has done to women and Indian society. 
Equality of sexes
Women must not suffer any legal disability which is not suffered by men. Both are perfectly equal (Young India, 17th October, 1929). Sexual equality does not translate into occupational equality in spite of the absence of a legal bar. Women instinctively recoil from a function that belongs to men. Nature has created sexes as complements of each other. Their functions are defined as are their forms. (Harijan, 2nd December, 1939).
The Mahatma’s view on sexual equality will not be taken kindly either by the modern man or the woman. The instinctive recoiling of women from a function that belongs to men is a consequence of historical indoctrination. What belongs to men and what belongs to women is deeply embedded in the psyche of men and women. The question is therefore who should complement whom. It should be matter of choice both for the man and the woman as husband and wife as to what vocation they should take up. It is unjust to expect the women to complement as a matter of an unwritten rule. To say that their functions are defined as are their forms is to emphasize on the sexual division of labor. The theory of sexual division of labor has been set aside by the developments since the departure of the Mahatma. Today men and women, compete and co-operate, complement and even supplant each other. However, the Mahatma’s view on women being a complement of man should be looked at from the point of view of his intention. The Mahatma’s intention was honest. He wanted to protect the institution of family and at the same time exalt women with equal status.

Marriage
Marriage is a sacrament. It is a natural thing in life (Harijan, 22nd March, 1942). Thinking of the state of affairs in our country, very few Indians need marry at the present time. The purpose of marriage is to get progeny but all progeny that is born now is the issue of passion, mean and faithless. Gandhi advised young men not to marry till 25 or 30. He preferred arranged marriages but the young man needs to be consulted by the parents if he is more than 25 (A Handbook of Sarvodaya, Part-2, p55, compiled by Subhash Mehta).
Marriage has become a contract between consenting individuals. It is an artificial fact of life. However, considering the fact that the population of India grew from 23 crores in 1891 to only 25 crores in 1921 and that from 25 crores in 1921 to 36 crores in 1951, a phenomenal increase in the latter period, the Mahatma was duly alarmed by the rapid increase in population and therefore was right in saying that “very few Indians need marry at the present time”. His views on the age at marriage for young men are however relevant to this day. His view that marriages should be arranged by parents and that a young man of more than 25 should be consulted by the parents reflects upon the fact that the Mahatma had a traditional view of life and that he wanted reforms within the tradition.

Purdah
Chastity cannot be protected by the surrounding wall of the Purdah. It must grow from within and it must be capable of withstanding every unsought temptation (Young India, 3rd February, 1927). Why is there all this morbid anxiety about female purity? Have women any say in the matter of male purity? Female or male purity cannot be superimposed from without. It is a matter of evolution from within and therefore of individual self effort (Young India, 25th November, 1926).
The Indian man has been unduly obsessed with female chastity right from the ancient times. The Mahatma was different to the extent that he demanded male chastity also. That the Hindu Purdah or the Muslim Purdah cannot protect chastity and that only self-control and purity of mind can do that is absolutely right.

The Dowry System
The dowry system is a product of the caste system. The abolition of caste will lead to the abolition of dowry (Harijan, 23rd May, 1936). Demanding dowry is akin to discrediting womanhood. Young men who demand dowry should be excommunicated. Parents of girls should cease to be dazzled by English degrees and should not hesitate to travel outside their little castes and provinces to secure true, gallant young men for their daughters (Young India, 21st June, 1928).
The Mahatma was a very complex personality. He expected the women to play a complementary role in the society and wanted women to scale the highest peaks of life in the female domain, not realizing the fact that the complementary status of women was a product of the caste system. However, when it came to the dowry system, he wanted the abolition of the caste system. He came down on the dowry system very strongly and wanted the dowry demanding husband to be ex-communicated. He advocated inter-caste marriages and expected gallantry or chivalry from men. He wanted women to wait till the ideal suitor comes. The Mahatma had a very sublime and soft view of women and did everything to protect the pleasing side of the traditions.

Widow Remarriage
Widowhood imposed by religion or custom is an unbearable yoke and defiles the home by secret vice and degrades religion. In order to save Hinduism, enforced widowhood must be ridden. Child widows must be duly and well married and not remarried. They were never really married (Young India, 5th August, 1926).
One cannot have a better view on Widow Remarriage than what the Mahatma has presented. He was clearly against Child Marriages and wanted child widows to be well married because they were not really married. He was the man who led the country by example. In 1918, when Hiralal’s wife died of influenza, he was fifty and wanted to remarry. Gandhi did not allow his son to remarry. He later on relented but wanted Hiralal to marry only a widow. Hiralal was emotionally bankrupt after his wife’s death and took to alcohol and women, only to be found dead in the Sewree hospital in midtown Bombay (Mahatma Gandhi, His Life and by Times, p261 by Louis Fischer and Mahatama versus Gandhi, p15 by Dinkar Joshi).

Divorce
Marriage confers no right upon one partner to demand obedience of the other. However, divorce is not the only alternative. Marriage is a state of discipline. When one partner breaks discipline, the other can break the bond. The breach here is moral and not physical. It precludes divorce. Hinduism regards each as absolute equal of the other. Hinduism leaves the individual absolutely free for the sake of self-realization, for which and which alone he or she is born (Young India, 21st October, 1926).
The Mahatma believed that marriage was not serfdom for men and women and that men and women had equal status. The loss of discipline is a moral breach and divorce is not a solution. Moral breach can be corrected by moral restraint and repentance. More importantly, he says that Hinduism offers the freedom of self-realization for both men and women. The Mahatma is clearly against any kind of male chauvinism.

Woman's Honor
It is physically impossible to violate a woman against her will. The outrage takes place only when she gives way to fear or does not realize her moral strength. If she cannot meet the assailant’s physical might, her purity will give her the strength to die before he succeeds in violating her, for example, Sita (Harijan, 14th January, 1940). When a woman is assaulted, her primary duty is self protection. God has given her nails and teeth. She must use them with all her strength and if need be, die in the effort (Harijan, 01st March, 1942).
Perhaps due to the overriding importance given to female chastity in the Indian society, the Mahatma emphasizes once again on female chastity and purity. His solution for the helpless woman under sexual assault to die before the violation takes place is a very traditional view of what women should do when they are sexually assaulted. It is akin to hara-kiri or jouhar. In the days of armed sexual assaults and gang or group sexual assaults on women, the Gandhian solution is inadequate. Further, chastity is not an exclusively female virtue. The male person who assaults sexually also loses his chastity and therefore, he must also die. In fact, chastity as a virtue has been imposed upon women since times immemorial and has been the single most important cause of her degraded status in the society.

Women's Education
Education enables women to uphold their natural rights. Men and women are complementary to each other. Man is supreme in the outward activities and therefore he should have a greater knowledge thereof. Home life is entirely the sphere of woman and therefore in domestic affairs, in the upbringing and education of children women ought to have more knowledge. Unless courses of instruction are based on a discriminating appreciation of these basic principles, the fullest life of man and woman cannot be developed (Harijan, 27th Febraury, 1937).
The Mahatma’s views on women’s education are based on family ideals because he assumes that man is supreme in the extra-mural activities and that woman is supreme in intra-mural activities. Hence, education imparted to both men and women should be according to their pre-ordained stations in life. The Mahatma’s views on women’s education are based on his belief in woman being a complement of man and are therefore out of sync in the modern context.

Birth Control
Brahmacharya is an infallible sovereign remedy. Artificial methods are like putting a premium upon vice. They make man and woman reckless. Adoption of artificial methods must result in imbecility and nervous prostration. The remedy will be found to be worse than the disease.
It is immoral to seek escape from the consequences of one’s acts. Moral results can only be produced by moral restraints. All other restraints defeat the very purpose for which they are intended (Young India, 12th March, 1925). The use of contraceptives kills the desire to exercise self restraint. Man must understand that woman is his companion and not a means of satisfying his carnal desire. The purpose of human creation was wholly different from that of the satisfaction of animal wants (Key to Health, pp.52-54). Sex is only meant for creation. Any other use is a sin against God and humanity (Harijan, 28th March, 1936).
Woman must be taught the art of saying no even to her husband. She has rights as well as duties. The first thing is to free her from mental slavery, to teach her sacredness of her body and to teach her dignity of national service and the service of humanity (Harijan, 02nd May, 1936).
If Brahmacharya was to be taken as a solution to birth control, we would need to spiritualize India as a whole. Given the impossibility of the task, the Mahatma’s solution of Brahmacharya, although virtuous in every sense of the term, can only be considered as one of the remedies of birth control.

Sterilization
I consider it inhuman to impose sterilization law on the people. I am against the use of contraceptives in case of women. I do not mind voluntary sterilization in case of man since he is the aggressor (Amrita Bazaar Patrika, 12th January,1935).
While the Mahatma conceded Sterilization for men because he thought that man was the aggressor, he was clearly against the use of contraceptives by women. His thoughts about self control and purity seems to have clouded his mind and prevented him from making practical big time solutions to big time problems like the problem of population explosion.
The Mahatma was convinced about the need of self control in matters of sex. The overriding belief in self control was also because of his personal success in pursuing Brahmacharya. While self control is a very good solution, a virtuous solution by every means, it cannot be expected from the entire population. The Mahatma always led the society by example. In South Africa, a young Indian married woman successfully assaulted Manilal’s continence (bramhacharya). When the dereliction was discovered, Gandhi made a public scandal, fasted, persuaded the woman to shave her hair and said he would never allow Manilal to marry. He only relented under Ba’s pressure, in March 1927 when Manilal was thirty five.

 On a scale of one to ten, the Mahatma comes out with flying colors for his views on the various aspects concerning women in our society. Considering the fact that he wrote his ideas about 70 to 80 years ago, we can set aside some of his views such as the women being a complement of men in matters of occupation and education and female chastity in the context of women’s honor. The Mahatma, by far, can be considered the best friend of women in India and the world. The Mahatma’s purity of thought and honest intentions are beyond question. No other man in the entire history of India or in the world had such godly ideas about women. For both men and women, to have a better perspective of each other and life, Gandhian literature will continue to be a prescription for many years to come.
The Mahatma by far was one of the most honest and divine historical figures of the modern age. His philosophy of non-violence, although not new, assumed revolutionary proportions under his tutelage and captured the hearts and imaginations of people all over the world. Non-violence as enunciated by the Mahatma is the strongest weapon of the strong as against violence which is the weakest weapon of the weak. Humanity as a whole can seek deliverance from darkness to light and from bondage to freedom with this mighty weapon of non-violence. The power of non-violence is located in the spirit of the human being and the Mahatma indubitably is the greatest architect of this spirit and spirituality, he is the greatest sculptor of this spirituality called non-violence. He is the noblest of all nobles and the bestowal of the Nobel on him will only be a recognition which is widely known and recognized.

Saturday, 26 November 2016

Experience undertaken during the first week of teaching practice


Govt.VHSS&HSS Kadakkal


Panchayath   : Kadakkal
Muncipality  : Chadayamangalam
Taluk : Kottarakkara
Management : Govt
Class : VIII to XII
Category : HSS And VHSS
School Type : Mixed
DEO : Punalur


 This section of teaching practice were started on 21-10-2016.We,13 student teachers got Govt.V H S S & H S S Kadakkal.Five members( Ardhra Venu, Ashna A S,Athira Vijay, Ragi R and Mahesh M) from English optional,Three members(Divya S,Lekshmi Mohan,Surya S G) from Malayalam and Natural Science(Aiswarya O G ,Akhila Mol,Vindhya V S)and two members(Anusha Vijayan, Kaveri B G) from Physical Science. We got eighth and nineth classes for teaching practice. I got 9 M class.Their class teacher is Shanu Haneefa teacher and Suresh sir teaches English.
  
        

All of us were arrived before the time at  GVHSS Kadakkal and met Head Master Sri Rajendra Prasad sir.A new staff room was allotted for us by the staff secretary Sri Shiyad Khan sir.He arranged the facilities and told that we must inform him if we had any need.We were gathered in the staff room and arranged the furniture.I was quietly alone because my friends were in another school.But I tried to adjust with the new situation.The new school was so good and calm.There are a lot of extra curricular  activities in this school. 
N C C,NSS, SCOUT and GUIDE, SEED, S P C, J R C,and other subject clubs like so and so on.More than 1500 students are studying in this school.We served lunch for students so the teachers were so happy of it.Each one had only one period on the first day and every one were in a happy mood and harmonious rhythm.There was no National Anthem in the evening time.So after the last bell everyone heads to their own quarters.
Next day for the next attitude and another chance.Every chances gives the clear stage to create a new beginning for the new start.Gradually I became more familiar with the school and its atmosphere as a teacher.
There was no extra classes and over duties because all teachers were committing to the dedicated profession.It is a nature friendly school where surrounded by the large green tree groves.Trees are the spongy lungs in this school and an effective seed nature club protecting and preserving it.
The first week was so harmonious to all of us.We were familiar with our students and the teachers in here.We were serving knowledge and food to the students.Making happy is best moments in this short time however happiness is not the absence of problems, It`s the ability to deal with them.
So I think push harder than the yesterday if I want a different tomorrow. 

The teacher can make drastic changes in students' behaviour .We can make the classroom active and interactive one.If we give them a chance to perform they will be at the peak of excellence.Then I used to make them take part in each and every steps in teaching.Teaching aids made the class active they began to respond well .The classroom become 3 times better with I C T.Then I started work on that standing in my limitation i started making some videos apt for the portion.My efforts are rewarded my students shared a positive way in grasping knowledge.

 The main highlight of lesson plan is that students have a major role to perform.So they did not sit ideal.Then comes vocabulary section the help of flashcards ,pictures,situations I made them to understand meaning of new words.They can easily grasp the meaning,they can also recollect it.The group activity was another challenge there was a chance of noise but the questions prepared was good enough to make them sit and do the work.Very tactfully overcome the situation.The section review activity made me happy the result of my effort.Students give all the answers correct.



 I completed the half of the lesson "The Jungle Air Crash"..I used charts, pictures, videos, puzzles,flashcards.The chapter was simple and made a impact on students.I feeling very happy and hope for a fresh tomorrow.