Ghare Shikhie Ank – 3 Shikshak Margdarshika

Today, you have kept the smoke of education burning in the absence of school for three months.  A “mother” wears zanzar on her feet so that her child does not become different from her.  Zanzari’s voice echoes in the ears of those working at home.  But when this child completes 5 years, he puts the quince in his hand and puts it in the school on the day of unripe seeds and says to the teacher in a silent echoing voice, “Hey, Guruji, from today for 6 hours a day I am losing my right as” Mother “.  Now what you do will be my red.  The child is at home this year and yet you assume the responsibilities are fulfilled.  One without the strings.  Now we are thinking that we will cover as many ideas as possible by staying away and achieving them in “Let’s learn at home”.  It may also be that if a concept comes in January according to the monthly syllabus but can be learned at home, we will cover it now.  And when the schools start, you will have to fulfill the remaining concepts.  You have to be more discriminating with the help you render toward other people.  Through your assessment, we are constantly analyzing and taking stock of the state.  Looking at the June assessment, we can say with confidence that education has not stopped.  The achievement level of more than 60% of the children has been found to be satisfactory.  Against which about a quarter of the children still need to worry.  We are fighting against an unknown epidemic with all your Bhagirath Purushartha while you are asking for everyone’s skills.  With thanks

No longer goes to school regularly.  One evening I went to my friend’s hospital, my friend Sharadbhai is a doctor.  He has many patients.  His clinic runs from morning to evening.  The patient who comes to them may not be able to read and write and may also come by car.  I had time today so I reached his hospital at nine o’clock.  Sharadbhai had a patient line ready out there.  One by one the patient’s turn comes and goes to the doctor.  I was sitting next to the doctor and watching.  “Savitaben …” As soon as he shouted, Savitaben came holding the boys in his arms.  Had a fever for two days.  The doctor gave the medicine after penance.  Explaining, he said, ‘Look .. there are three medicines in one paddy.  One sad, one yellow and one pink.  Take a whole paddock after breakfast.  The next afternoon after lunch.  And this third evening after dinner.  Such is the medicine of two days.  There are six paddies in total.  And a separate pad on which I have rubbed with a ballpoint pen if it feels like vomiting or nausea … ”How much care!  Someone prescribed medicine and told me to take medicine and show it.  Only then.  It also appeared in her eyes that Savitaben understood the emphasis on ‘J’ in this sentence. “Sureshbhai …” As soon as he shouted, the sixty year old uncle came.  ‘How are you Sureshbhai?  The doctor asked.  ‘I have had a fever for two days.  Sureshbhai said.  The doctor examined and gave the medicine.  There were some that were a little different than the medicine given to Savitaben.  All packed together. Also written from outside.  ‘Take medicine and show the son in the evening.  Sureshbhai said.  No need to say no.  Let’s see.  The doctor said.  Sureshbhai went.  I sat up until noon.  The doctor gives different instructions for each.  Sometimes explains.  Sometimes with a ballpoint pen.  Sometimes speaks of the color of the drug.  Thus lasted until noon.  When a friend got up from work in the afternoon, I said, ‘Dude, aren’t you bored?  Telling someone to give the same instruction in different ways will show someone the medicine will work!  Sharadbhai laughs and says, “Hey man, this is fun.  Everyone understands differently.  Someone sees and remembers, someone understands by listening.  Someone has to draw a picture.  I was just wondering if the teacher said that?  Friends, we will find many ‘Sharadbhai’ around us.  Maybe in the form of a doctor or somewhere in the form of a shopkeeper, somewhere he is selling vegetables or somewhere he will be the driver of a taxi.  Everyone will have two things in common.  1. More than one method will be used to explain to everyone.  2. They will understand this process as a part of their business.

The same is true of us as teachers.  We use more than one method to explain to each child this is part of our business.  The current situation we have as a teacher is a golden opportunity.  Because, at this time we have enough time to know the development of the child, his working skills, the educational consequences of what he does, etc.  It is also a time to assess children’s attitudes and their psychological basis.  If we recall what we learned about some psychologists during the study, we will remember that most psychologists said the same thing.  Children are very interested in real life activities, acting, imagining, and following a policy.  Frederick Froebel (Fobel gave a method of kindergarten called ‘Kinder Garden’. We call it KG).  (Remember Sharadbhai?) The teacher should understand his child well.  It should be observed and the course should be planned and designed based on it.  John Dewey The child learns from the environment around him.  This time of childhood is very important.  It is the duty of parents and teachers to take care of the child during this time in matters of interest (Dr. Sharadbhai used to meditate on a piece of paper when needed, because in the environment around Savitaben i.e. illiteracy is salt literate !!!)  Such an atmosphere is created.  Madame Montessori All these psychologists generalized their thoughts only after seeing many cases like Sharadbhai.  You may be wondering why as a teacher I should learn how a child learns?  The answer to this question may be different for every teacher.  Yet your answer as a teacher depends on how you assimilate the textbook, the curriculum, and the syllabus.  How does a child learn to create a conducive learning environment?  ‘It will be useful to understand.  Because, an effective teacher never teaches, creates a learning environment, completes experiences, encourages, so that the child can learn through the experiences he has got.  Kusumben teaches very nice science.  I would love to explain the process with Temay Litmus and its acids or bases.  He brings lemons from home while teaching this lesson.  Brings soap.  Litmus also brings.  Putting a drop of bees on a red litmus first shows a color change, then putting a drop of acid on a brown litmus again shows a color change.  In the end all the kids experimented too.  And saw the same color change as the teacher said.

Manishaben also teaches science.  But his estimate is slightly different.  He even took a lot of flowers.  Divided the children into teams.  Gave flowers to all the children.  Rubbed the flowers on paper and asked to cut a small strip of it.  The strip named after the flower.  Such as Jasudpatra, Gulabpatra, Mograpatra, etc.  Now there were different liquids in a few bowls, the children were asked to take a single letter and see what color changes in which liquids.  The children discovered after a few hours of cakes that the jasudpatra with acid gives one color and with bays a different color.  Now think, that the children of both Kusumben and Manishaben have no idea what effect the turmeric will have.  Which children do you think would be better able to answer?  Why  To understand this let us understand the following example.  We learned about the learning cycle ‘ERAC’ in June.  David Co’b, an educator, thought about the four-phase cycle and gave the theory of ‘learning cycle’.  His theory is called the theory of experience-based learning.  (Experiential Learning Theory –ELT).  It is also called ERAC by taking the first letters of its four steps.  Which speaks to two things – one is the variation of learning styles among people, and the cycle for experiential learning.  The four steps suggested by Ko’b, 1. Experience … A teacher paired with a child’s experience forms the foundation of a new experience.  2. The response that the child makes to his own observations that assimilate the experiences.  3. Implementation: In different situations, the child examines a new effect arising from a new idea.  4. Consolidation: The child generalizes after any activity and compares it with the principle.  This model becomes an effective learning strategy if the teacher carefully follows the four steps of ERAC.  Because, based on learning experiences, one has the opportunity to create what one has learned.

Unfortunately the first two steps of this cycle are often seen in our schools.  And most of the time we don’t teach the child how to apply the different things he has learned.  And as a result, the things learned are limited to teaching, and the process of connecting the things learned with life does not take place.  As a result, things learned are not generalized.  And ‘instructional learning’ instead of ‘experiential learning’.  Now you will realize that we have used or seen the model of Ko’b somewhere on a daily basis.  Tea is made in the same way every day at home.  Yet every time asks if the tea is right?  Response is needed!  Hub we will talk about some approaches.  An approach is a set of methods.  When Manishabeen experimented with acid-base, he worked in a group, experimented.  Thus both methods used.  The technique used by Manishabe in these circumstances is an educational approach.  In this module we will mainly talk about two types of learning approaches.  Teacher-centered and Fellow-centered.  Different ideologies, purposeism, behaviorism, cognitiveism, etc. are usually part of the first type of approach.  While humanism, creativity, social creativity talk about another approach.  We realize the benefits of both of these approaches.  However, as far as the quality of education available to the child is concerned, the study-centric approach is more effective.  Unfortunately the first two steps of this cycle are often seen in our schools.  And most of the time we don’t teach the child how to apply the different things he has learned.

And as a result, the things learned are limited to teaching, and the process of connecting the things learned with life does not take place.  As a result, things learned are not generalized.  And the process of experiential learning is replaced by the process of instructional learning.  Now you will realize that we have used or seen the model of Ko’b somewhere on a daily basis.  Tea is made in the same way every day at home.  Yet every time asks if the tea is right?  Response is needed!  Hub we will talk about some approaches.  An approach is a set of methods.  When Manishabeen experimented with acid-base, he worked in a group, experimented.  Thus both methods used.  The technique used by Manishabe in these circumstances is an educational approach.  In this module we will mainly talk about two types of learning approaches.  Teacher-centered and Fellow-centered.  Different ideologies, purposeism, behaviorism, cognitiveism, etc. are usually part of the first type of approach.  While humanism, creativity, social creativity talk about another approach.  We realize the benefits of both of these approaches.  However, as far as the quality of education available to the child is concerned, the study-centric approach is more effective.  Learning-centered approach The learning-centered approach is focused on the child and not on globally pre-determined goals.  This approach evaluates each child independently and in an independent context.  The combination of knowledge, skills and abilities is different for every child.  The student-centered approach thinks about what this ratio per child can be.  This approach allows the teacher to set out his or her learning goals in the child’s social environment.  So that the teacher can be more realistic in his endeavor.