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Editorial

Happy Women’s Day!

March 8 is celebrated as International Women’s Day and is a great occasion to discuss the concept of equality with our students. This issue carries with it stories of inspiring women in history that can be used for story readings, movie screenings, dramatized performances and classroom discussions.

Sugumar has reviewed the resource kit, ‘Saathiya’ released by the Ministry of Human Resource Development for adolescent education. This kit carries activities and case studies for discussing topics like the physical and mental changes during adolescence, nutrition, healthy interpersonal relations, gender and violence and sexual and reproductive health.

There have been many interesting discussions at the Teacher Resource Centers around books and movies. Ravishankar, Sandacoumary, Karthikeyan and Karunanithi have shared the summary of the discussions on ‘Letter to a Teacher’, ‘Loving Every Child’, ‘Queen of Katwe’ and ‘Postman’.

The Teachers’ Diary section carries reflections from teachers on organizing various events like International Mother tongue Day, Children’s Parliament, Yoga training, School Pen friends project and exposure visits.

Like every year, we will be closing this year with Medayil Thisaimaani – the Annual Educators’ conference. In the run up to the preparation for the event, we will be conducting a series of writing workshops for teachers and head teachers. Let us come together to share our experiences and renew our inspiration.

Till next time, Happy Reading! Happy Teaching!

Team Thisaimaani

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Table of ContentsPerspectivesDiscussions on the aims of education, its connections with society, how children learn and the role of a teacher.

Let us support friendly - 6 To fortify Adolscence

A letter to the teacher- A book review 9

Queen of Katwe - Screening and Review 12

Short Film a review 14

Loving Every Child - A book review 17

Event updatesBriefings from teacher discussions, workshops and exposure visits in the last two months.

Undersatanding Adolescence 20

Bringing inquiry-based science teaching to the classroom 23

Planning learning festivals in primary 26 schools

Language day celebration - 29 A Planning Discussion

Teaching and Learning English in a Holistic 31 way – Dr. Anandan’s Workshop

A visit by MHRD Secretary - 34 Mr.Anil Swarup

Early mathematics: Numeracy - Padhe 36 Bharath badhe baharath(PBBB)

School Gallery 38

Photo updates from events that happened in government schools Events at School

Activity IdeasActivities, projects and resources for upcoming lessons

Science Festival 40

How creatures move, Ship of the Desert 41

Home and abroad 46

Numbers 51-100 48

Money 52

Women's day celebration 55

Teacher DiariesExperiences from classroom teaching, dialogue with children and teachers’ reflections

Yoga training for teachers and students, 56

Yoga training for teachers and students 58

Pavendhar Thamizh Mandram 60

Parents role in maintaining a clean School 62

Learning festival 63

World Mother language day at Kodathur 65

World Mother language day at 67 Vaduvakuppam

Pen pal project (process and reflections) 68

Field visit experiences – Arikamedu, 71 bharadiyar palkalaikoodam

Children’s Parliament- Bal panchayat 75

Exploring temples in and around 77 Thanjavur – a field visit

Head Teacher DiariesExperiences and reflections from school heads – in leading student learning, school administration, team work and community relations.

Experience of a Head teacher - A sharing 81

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â¶ ï™ô °ö‰¬î?

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ñKò£¬î «õ‡´‹:

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ñKò£¬î¬ò âF˜Šð£˜‚°‹ °ö‰¬îJì‹ ãŒ Þ¬î„ ªêŒ, â¿¶, ð®, à†è£˜, ªê£™ âù âˆî¬ù Ý¬íè¬÷Š HøŠH‚A¡«ø£‹. °ö‰¬î â¡ù G¬ù‚°‹? â¡ù 30 «ð¼‚°‹ å«ó Ý¬í, å«ó ªêòŸ¬è èŸHˆî™.Üõ˜èO¡ îQˆ¶õˆ¬î â‡EŠ ð£˜‚è ò£¼‚°«ñ «ïó‹ A¬ìò£¶.

“õ÷˜‰«î£K¡ C‚è™è¬÷„ Cóñƒè¬÷Š ¹K‰¶ ªè£œ÷M™¬ô’ â¡Á Üõ¬÷ ÜõñF‚A¡«ø£‹. ¹K‰¶ ªè£œ÷ «õ‡´‹ â¡ð¬îˆ ªîO¾ð´ˆî ºòŸC ªêŒF¼‚A«ø£ñ£...? â¡ø£™ Üƒ° ªõÁ‹ «èœM‚ °P ñ†´«ñ I…²‹. ¹Kò ¬õ‚è «õ‡´‹ â¡ð¶ õ÷˜‰îõ˜èO¡ î¬ôò£ò èì¬ñ â¡ð¬î ÞŠ¹ˆîè‹ àí˜ˆF»œ÷¶.

¹ˆîè ÝCKòK¡ ê£†¬ìò®:

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“°ö‰¬îèœ ï£¬÷ò ñQî˜èœ Ü™ô. Þ¡¬øò ñQî˜èœî£¡”

“°ö‰¬îèœ ªð£Œ ªê£™ô M¼‹ð ñ£†ì£˜èœ;

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º. ê£‰î°ñ£K,ªî£.ð.Ý.,

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The classroom, as we know it, is not just a physical space filled with benches, desks, tube lights and a blackboard. It is an intellectual space where ideas are discussed; it is a social space where we interact with each other; it is an emotional space as well where we see a range of emotions from happiness and enthusiasm to aggression and anxiety. Knowing this, what kind of a space do we want to create in our classrooms and how do we build such a space…This was the topic of discussion on January 7th at the Mudaliarpet Teacher Resource Center. Jyothi Ravichandran, a psychologist and profes- sional counsellor from Shishu Vikas Trust, Chennai, facilitated the session. Read on for a summary of the discussion

Adolescent Needs - Children misbehave. How- ever, they misbehave for a reason and a lot of it is a cry for help. The first step towards problem solving lies in being able to identify the root cause of the problem. On close observation, the teacher will be able to identify any pattern to the behavior there may be and hypothesize the reason behind it. For example, does the child act up before an exam? This could indicate that the child is anxious/nervous. This hypothesis will tell us what we can do to reduce the behavior. Adolescent misbehaviors can be put under

three broad categories. It could be an issue of Autonomy, Belongingness or Competence, often referred to as the ABC of adolescent issues.

Autonomy – Autonomy is the need to be independent. Adolescents are trying to build their identity and want to be able to make their own decisions. One way to work around the issue is to involve students in the decision making process, such as setting norms for the class. Allow students to decide the date of assignment submission or the rules the class must follow.

These norms can be pasted on the wall so that they serve as a common reminder.

Belongingness - Another common issue that adolescents face is lack of belongingness. This sense of belonging is reflected in the degree to which students feel that they are cared for, respected and

connected to other students and their teachers. Observe if the child is often alone, cut off from others. This can be reduced when the child engages in group activities, bonds with peers and has a trustable adult in his/her life.

Competence – The third category is a lack of competence. When a child is not able to perform and lacks self-confidence, it becomes an issue of competence. Encouraging the child to work in areas of strength and giving prompt

UNDERSTANDING ADOLESCENCE Eve

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non-judgmental feedback will help them build competence.

Identifying Strengths - The Multiple Intelligence theory is a good way to understand one’s individual strengths and learning styles. This theory states that intelligence is of eight kinds and each individual’s intelligence is a combination of these eight in different proportions. The

eight intelligences are logical, visual, verbal, kinesthetic, musical, naturalistic, interpersonal and intrapersonal. There are specially designed questionnaires that can help us find out more about our students and ourselves. This would give us greater advantage in designing tasks that suit different learning styles. For instance, a child who is strong in interpersonal intelligence would enjoy assignments that involve self-reflection. Such children would enjoy tasks like maintaining a diary/blog, writing about their personal heroes etc. A child who is stronger in interpersonal would like to be engaged in group activities and learn from their peers. A kinesthetic child learns more when they are physically involved in the activity. They enjoy making models and working with their hands. It is easier for visual children to understand lessons through diagrams, flowcharts, pictures and for logical ones to work on problem solving.

Social Emotional Learning - Emotions can motivate or demotivate learning. Yet, emotions are not discussed as explicitly as we discuss any other subject. We know and have often experienced that people may forget what we did and what we said, but it is very hard to forget how we made them feel. Our students will also

When I first met my students, they looked a bit dull and lazy to me. They were not interested in doing any work. I observed them for a few days and decided that I had to work towards changing their attitude; I had to win them over. At first, I decided to be a little strict. I would ask them to get parents’ signature for assignments and classwork. I soon realized that this was not working because that they had found ways around it. Then I switched my strategy. At first, I asked each bench to come and perform in front of their class. After a few presentations, I felt that a few children were not actively involved in the group. Therefore, I asked each one of them to present an original idea individually. It could be anything of their choice, but it had to be their idea. Every day, two students would present their idea to the class. Children came up with so many innovative ideas. They taught their friends how to make baskets out of newspaper, demonstrated the working model of a lift, simulated a military tank and made creative vegetable carvings, night lamps and so many more. Creating such a space brought out their innate talent; the ones who were weak in academics had some marvelous ideas. It has brought an attitudinal shift in them, and I have been able to get them interested in studies as well. In my experience, I see it working…that the best form of learning happens when students’ learn out of their own interests.

- Sugumaran. E, GHSS Alankuppam

ñ£˜„ 201722 F¬êñ£Q

remember how we made them feel. To motivate their learning, we need to create more and more positive experiences for our students.

Channelizing Emotions - How do we help children channelize their negative emotions? For example, how do we perceive anger…? When we see it as repressed or uncontrolled emotions, our response is to curtail it by being strict or violent. What would be our approach if we look at anger as the need for justice… The anger is also telling us that we are going towards problem solving, that the issue matters and we need justice. Helping a child recognize the

positive aspect of an emotion, and guiding them to use it appropriately can turn around the young minds.

A core lesson for the students is that no emotions are bad or wrong. One simply needs to be aware of them as they exist for a reason and tell us something about ourselves. Students can learn effective management strategies to be able to moderate the effect their own emotions have on their behavior and wellbeing. As children learn to handle their emotions better, they will grow into being happy, healthy adults who can take on the challenges of life in a positive spirit.

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The objective was to provide experience of inquiry-based activities in science and emphasize the need to discuss the science behind every activity for better learning. This was done using three simple activities related to the lessons from Term III.

Science of cleaning: The purpose of this activity was to figure out what soap molecules actually do when they clean, and the special features of soap molecules that enable them to clean. We discussed which cleaning agents worked best and worst against stain samples like, dirt (soil), grease, iodine stain, water paint, turmeric stain and markers (non-permanent). Five pieces of cloth each stained with one type of dirt was given to each group. They were asked to remove the dirt from each cloth piece using cleaning agents - water, kerosene only, first kerosene then water, detergent powder, soap (or combination) and then allow them to dry. Based on their results, the groups arrived at the best cleansing agent for particular dirt.

Later, they discussed the reason for the variation in the ability of cleaning agents w.r.t different dirt. For example, grease was removed best with kerosene whereas soil, paint etc, were easily removed with water. Why? Polar solvents dissolve polar dirt and non-polar solvents dissolve non-polar dirt. Some dirt has both polar and non-polar substances mixed in it; in those cases we need a combination of both polar and non-polar solvents. That is what soap does. Soaps have a hydrophilic head and a hydrophobic tail making them better cleaning agents. Thus, what water alone cannot do, soap can.

Participants had queries like, how could we explain polar and non-polar to 6th std students? – We can explain it as charged and not charged. A thin stream of water is deflected when a charged rod is brought closer to it, whereas kerosene or similar solvents are not deflected. This experiment will also be relevant to the students, as they keep staining their clothes so their understanding of cleaning agents for specific type of dirt will be useful for them in their daily Laundry Experiment

Bringing inquiry-based science teaching to the classroom

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Calorimeter: The objective of the project is to determine the calorific content of a given food substance by burning the food in a calorimeter.

Energy can neither be created nor destroyed and heat energy gets transferred from one system to another system. By measuring the increased energy in a system (say water) we can determine the energy content of the source of heat (food substance, fuel etc.,)

Teachers were grouped to perform the activity and were provided with the required materials after being shown a model of the experimental setup. The following data were collected: Mass of food substance before burning, Mass of water

lives as well. Participants suggested that it would be interesting to share the industrial applications of detergents/soaps and the laundry industry in particular to experience chemistry in action.

Bio-diversity: The next project idea discussed was on the diversity of insects - ‘who like flowers ?’ The objective of this activity was to focus on measuring the diversity of insects and the role played by insects in the ecosystem. This was done with the wider aim of enabling the learners to understand and appreciate the need for balance in the ecosystem by observing the role played by each and every organism in the ecosystem they are part of.

Students themselves can observe and investigate the types of insect attracted by natural and artificial flowers based on various characters of flowers such as colour, fragrance, nectar etc. There was an elaborate discussion on the characters of flowers pollinated by wind and insects - size, colour and scent of the flowers. Insects are easily attracted to flowers that are big, have coloured petals and strong fragrance. Example: Jasmine, Samanthi etc., The discussion continued on to the characters of local species of insects like leaf cutting bees, sweat bees, bumble bees, digger bees, beetles, wasps, moth etc., (commonly seen in and around Pondicherry), that are involved in pollination and their diversity. It was followed by a discussion on making children do the project, - possible formats for observation and documentation. As there might be a slight difficulty in performing this activity in urban schools, we could use potted flowering plants as an alternative.

Observation Format

Time of Day ______; Temperature _____(oC)

Number of flowers observed:_____________

Duration of observation: ____________(mins)

Category Observations Average#1 #2 #3

HoneybeesBumblebeesSmall bees

FliesButterflies

BeetlesOtherTotal

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in the calorimeter (aluminium can), Initial temperature of the water, Final Temperature of the water. They calculated the energy content of the food item using the data in both kJ/gram and kcal/gram units.

Why do we consider the mass of water in this experiment? It is because of the specific heat capacity of water i.e. the energy from the food substance is transferred to water as heat, raising the temperature of water. Hence the amount of water being heated should be considered while calculating the calorific value. The limitation of this set up is that some of the heat energy is lost to the surroundings, thus the total energy content of the food substance will not be transferred to water. A Bomb- Calorimeter is used to calculate the calorific content accurately.

The project can be related to children’s life through nutritional information provided in the food packets we normally buy and children can be encouraged to analyse the calorific content in different substances. In the curriculum, the calorific value of fuels has also been discussed.

Participants felt that these activities are simple to perform in classrooms and effective in making children understand the science (how & why) behind the phenomenon that they come across in their day to day lives.

The resources required are also easily accessible. They are available in our Teacher Resource centres as well.

Science of cleaning @ TGHSS Ambagarathur , Karaikkal

Measuring Biodiversity @ GMS Pitchaveeranpet, Puducherry

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Learning festival discussion

We had been discussing ways of designing projects for deeper learning. Learning festivals are a good way of sharing this learning with other students and parents. Here is the summary of recent teacher discussion on this topic on 18th Feb 2017.

Why learning festival?

• Display of students’ learning – revision for students and reflection for the teacher.

• Peer learning among the students during the display.

• Showcasing the students’ work to community.

o Developing confidence among the parents and community.

o Improving the school enrolment.

• Showcasing the students’ work to nearby schools.

o Peer learning among students.

o Exposure to teachers from host school and visiting schools through peer discussions.

Organizing the festival

• Cluster level – by combining displays from 3 or 4 schools in a central school which has space and infrastructure for accommodating.

• School level – organize a school level display by collecting the outputs from the learning over this year. The number of outputs should be sufficient.

What can be displayed?

• Outputs from past project done by students

• Convert any past lesson activities into displays

• A collage of learnings from different chapters in a single unit or a single subject by a student.

What kind of displays can be done?

• Wall displays – posters on exposure visits, story cards, picture cards and song posters.

• Performances – performing plays, singing songs and storytelling.

• Demonstrations – working models, classroom projects and classroom videos.

Subjects – Tamil, English, Maths, EVS, Arts, Games and Sports.

Some of the discussion points:

• This learning festival activity is good and can be done at school level. The schools will have enough displays or enough displays can be created from past work.

• How can the display be organized? Subject wise, grade-wise, theme-wise?

o This can be designed based on the majority of displays and the nature of the activities done by the students. Some activities are done for cross subject concepts. For example, the letter writing project was done for both EVS and Tamil lessons. So we can decide based on the majority of the displays.

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o Grade-wise displays seems to be a better way, since students having more than one display across themes and subjects. The students will not be able to move around all the time to explain their exhibit. However if all the students having a single display we can design theme wise displays.

• We will also have to plan on how the visitors will go through the displays. The layout can also be designed considering the crowd expected.

o If the visiting population is more than expected, we will have to be ready to manage the crowd too. May be we can think of activities outside the display rooms, so that the crowd is dispersed while also being engaged. This way we can plan and avoid issues faced in large events where viewers are either disoriented or are not be able to view the exhibits deeply.

We then watched the ‘Karnataka Science mela 2008’ video. Some of the points discussed as a take away from the video are

• Community involvement

• Most of the exhibits are simple, done by using whatever material is available.

Some of the potential displays discussed

• Maths

o Shapes cut into pieces – identifying and sorting shapes

o Displays showing concepts like inside/ outside, near/far, below/above

o Angles in real life – Making and identifying angles using irregular shapes area

o Multiplication, array arrangement and story creation

o Division – place value method and story creation

o Jugs and mugs – demonstrate various methods of measurement

o Drama about measurement

• English

o Moods – enacting moods or using masks and pronouncing the mood

o Assembling different parts of animals and identifying them

o Display on contraction words and on how they contract

o Writing short poems on a simple concept like a tree

o Students personal goals display

o Illustration of poems

o Poem writing and choreography

o Story maps and character maps for all the lessons

o Good/bad habits of oneself and of friends

• Tamil

o Skit for 2nd grade lesson ‘Naan thaan Azhagu’

o Orumai/Panmai (singular/pural) – Picking words and distinguishing singular and plural. Or differentiating and writing the exact singular/plural word below the picture.

o Word formation ‘Ethugai-monai’

o Framing questions from answers (question for underlined words)

o Villupattu performance for food festival

o Puppet show to demonstrate the impact of plastics

ñ£˜„ 201728 F¬êñ£Q

source to destination.

o Explaining types of houses with models

o Shapes of leaves – creating patterns and images using different leaves

o Travelogue on exposure visit to ‘Keezhur referendum pillar’

Teachers interested in organizing learning festival in their schools can contact the nearest Teachers’ Resource Centre.

The above article reflects inputs from the following teachers who participated in the discussions

K. Maheswari, GPS KTKuppampet

Mangalambigai, GMS Keezhur

S. Kavitha, GPS Manavely (A)

R. Rajesh, GPS Sivaranthagampet.

o Travelogue on exposure visit to Arikamedu and Bharathiar palgalaikoodam.

o Kummi songs/dance.

o Drama/performance for ‘Kalaivanar’ and ‘Nooru vayathu tharuvana’ lessons

o Story books

o Story maps and character maps for all the lessons

• EVS

o Bar chart and pie chart from the count of vehicles and type of vehicles at home or by collecting data on vehicles passing in the road over a certain period of time.

o Letters written. The chart on the process flow of a postal letter from source to destination. Also process flow in the post office.

o Drama on the journey of letters from

Discussion in Nonankuppam TRCDiscussion in Villianur TRC

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If you want to teach something, first you should learn it. Yes, we wish our students to speak in English but how many of us are speaking in English in our classroom? Not many. Teaching English to our school children is a challenging task for us. We are teaching English as a subject not as a language. This is why we are not reaching the goal. English should be acquired in the same way as we acquired our mother tongue. Mr. Anandan, a linguist cum second language expert from Kerala conducted the session for the teachers. I was blessed to meet him and to attend his workshop. I wish to share my experience with you all. Mr. Anandan suggested many methodologies to teach English as a second language in the classroom.

Moving from fragments to theme based interactions :He focused on the use of discourses and the holistic way of approaching language teaching. You cannot teach English in fragments because fragments don’t make meaning. Alphabets, words or even sentences don’t convey meaning. We need to use discourses – discourses could be conversations, descriptions or poems. It is not sufficient for children to read and write without making meaning; they should be able to speak English. We, as teachers must create an environment where children listen to English, especially because they hardly get such an environment at home.

There is a theme in each of the units. It may be a lesson or a poem. Every unit is based on a theme; the theme of the particular unit can be guessed by the children. Teacher need not to say what

the unit is all about, but it must come from the children through interaction between teacher and students. Teacher should toss an appropriate question to the students so that they come out with the theme. For instance, teacher may show the picture given in the respective unit and may ask what the children think about it (children’s perception). This theme interaction process is very useful for teachers to know/judge the children’s understanding of the theme. Children can come up with some other things similar to this. During this process, we can provide a lead to the reading text. The children themselves found the interaction interesting and it motivated them.

After this, we can organize a concept map. From the oral interaction words, ideas uttered by the children can be displayed through flow charts, timelines, fish-bone diagram etc. These must be displayed in the classroom before the actual reading starts. Teacher should be conscious so that vocabulary related to the theme and the¬- chapter was covered and this vocabulary must also be displayed. The main agenda is making the children describe the concept.

Supporting reading :Here are some steps through which the teacher can support the reading process

i. Individual reading: Teacher shouldn’t read the lesson/poem first. The child is allowed to read the text individually. Provided the following instructions are given. i.e. open to page number___, (while reading) if something isn’t understood, put an ‘X’ mark, if you understand, put

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Teaching and Learning English in a Holistic way – Dr. Anandan’s Workshop

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a ‘√’ mark, if something is interesting put a * mark. There may be situations where only few ‘√’ marks are found. This doesn’t matter, since the theme of the unit was already discussed in the previous stage 1 module. The child can read a minimum number of sentences and understand.

ii. Collaborative reading: now, after the individual reading children can be divided into small groups of 4 or 5. Here they are instructed to share what they understood i.e. the tick ‘√’ marks ideas. Each child should share his/her ideas. Then ideas that are not understood should be shared. During this time of sharing, teacher moves around and observes what is happening in each group. Teacher can discuss with each group and list the problems faced by them. The solution of those problems may be found by asking about them in an open group, or teachers can give the solutions.

iii. Scaffold reading: reading with the help of extrapolative questions (going beyond the text). Anandan stressed that it essential for the teacher to kindle the interest in children by asking analytical, reflective, cause-consequential questions that help the learners assimilate the text by virtue of localizing and personalizing it.

iv. Reading aloud: the teacher can read the passage aloud which will help the learners make better sense of the reading passage. Moreover, the teacher’s reading will serve as listening input for the learners in terms of some of the articulation features. Teacher should motivate the learners to read for comprehension. When the children read

word by word no real reading occurs. Teacher should let the children practice in chunk reading mode (reading there or four words together for understanding). In the beginning students can use some marks to identify the pauses given. Pauses must be given wherever punctuations (full stop, comma, question mark) and conjunctions occur.

My classroom experience with this approach

ReadingI have tried this method in my class V. Children enjoyed it a lot and showed more interest on reading. Children helped each other while reading. They themselves came out with the meaning after reading each sentence. Here and there they asked my help to find out the meaning of new words. Some used the dictionary to crack the meaning.

DramaI also tried to introduce content to students dramatically and playfully. I tried this in both Tamil and English classes. I have done many dramas and play activities in my classes. When I do these activities in my class I choose a story and I write dialogues for the drama and I demonstrate to the children how to act. Whenever we created drama for school or class I would do all these things. I thought it was good and effective for the students and it saved time as well. But after attended his session I got a clear picture of how to create drama and its situations, which include giving most of the work to the students. They themselves plan what they going to do, they themselves create situation, dialogues and characters without properties. We are just guides. In that way I did this in my class, the children prepared a play themselves and acted well. Actually their dialogue and situation acting were all better than my preparation and they

ñ£˜„ 2017 33F¬êñ£Q

understood all the content in that particular unit. I was very happy too. Sometimes some students did not participate in any activities prepared by us, but only those activities prepared by his /her friends, so all the students interested and curious to work with their friends acted as well. This kind of peer learning will help us too because we can’t

explain the entire content to all students but this activity helps them to understand each every part of the syllabus; not only do they learn the syllabus but they learn and develop many skills. I had totally lively classroom experience with the students. I request you all to try this method in your class and share your thoughts.

R. Rajesh, PST,GPS Sivaranthakampet

K. James Kumar, PST,GPS Aranganour

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Recently, the Govt of India has introduced a program called Padhe Bharath Badha Bharath (PBBB) to improve literacy skill across India at all levels. This article is about a Mathematics session with teachers and what the objective of this programme is.

• To make students understand the concept of numeracy, spatial understanding and pedagogy of mathematics

• Orientation towards use concrete materials conducive to activity based learning for enhancing mathematical skills i.e. numeracy, spatial understanding, data handling, etc.,

• The teacher should address the diverse needs of children in an inclusive manner while teaching mathematics

Numeracy is description of early mathematics skills. The term “numeracy” is new to the field of education. People already understand that literacy means reading and writing, but teachers, as well as ordinary people don’t always understand literacy also includes numeracy. This is not to do with bias but is due to their understanding and knowledge related to mathematics. The history of mathematics gives us the understanding that numbers and number sense is politics. It is not available to everyone as even people who are literate do not advance in the field of mathematics. That is still the reason that mathematics is a “Man’s” area and belongs to those who dominate literacy.

Numeracy is basically describing the skills of number relationship, understanding number

and shapes i.e. how much a number or quantity is bigger than or smaller than another number or quantity. Researchers describe six important areas in numeracy,

Mental calculation (Hope & Sherrill, 1987)

Computational estimation (Case & Solder, 1990)

Judging the relative magnitude of numbers (Sowder, 1988)

Recognising part-whole relationships and place value concept (Fischer, 1990)

Problem solving (Cobb et all., 1991)

Understanding Shapes (Catherine, 2006)

Children have a basic understanding of numbers already so the role of schools here is to help them make it into a sequence, introduce symbols and build the logic and reasoning skills using the numbers they already know. Not all teachers understand that they are teaching mathematics to children who don’t practice it before they come school. But children have a sense of numbers at an early age, as young as a year old) and can identify and do calculations up to numbers one, two and three (Gelman & Gellistel, 1978).

What teaching strategies can be used to improve numeracy skills at the early stages?

Learning to count with understanding is essential for numeracy skill but other skills such as grouping, place value, data handling, and patterns, need to developed along with

Early mathematics: Numeracy

Eve

nt

Up

dat

es

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counting to gain understanding or a foundation for numeracy. While working with children learning numeracy concept we should focus on these strategies

Mental strategies: give estimating activities without paper and pencil and ask children to guess the answer.

Using Math lab materials to connect classroom: Math lab materials manipulatives Helps to connect theory and practice which are otherwise abstract in our class.

Verbalizing strategy which helps children to learn through their own thinking processes; children should be given the space to explain the way they want to learn and the way they learn (actually).

Games : which helps to involve their own bodies to learn concepts, when we are using our bodies

Teachers work at workshop in Karaikal – creating shapes from graph paper.

for learning it makes learning enjoyable, so children will enjoy it even more...

Activities : using worksheets, paper pencil work related numeracy.

Craft and art work to use creativity, visualized mathematics e.g. for addition some student should tell a story or drawing to explain the sum

All these above strategies should be connected to real life examples. If we do not connect to real life, it will take longer to teach and learn. Games, activities and craft work will help in reinforcing and developing ideas and procedures before introducing number concepts to children. These are possible strategies recommended by researcher to improve and create ways of learning mathematics.

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Ph

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alle

ry

Regional Science Fair - Exhibit from GMS Manapet, Organic waste cutter

Children's art work using leaves - GMS Manapet

Participant student from GHS Katterikuppam, 24th National

Children's Science Congress

Annual Day Celebration at GPS KT Kuppampet

Annual Day Celebration at GPS KT Kuppampet

Children trying project idea for learning festival - Soap

making, GMS Pitchaveeranpet

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Food Festival, GPS Aranganur

Sports Day GMS, Manapet

Compost pit - GMS Manapet

Sports Day GMS, Manapet

Road safety awareness drive - GMS Manapet

Food Festival, GPS Aranganur

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SCIENCE FESTIVAL

In continuation with the celebration of National Science Day, here are some more exciting ways to celebrate science in your school.

• Exploring the application of science in real life – playground, kitchen, environment, home….• Observing science phenomena and explaining how it works.• Engaging in fun science games and puzzles.• Peer learning through group activities and demonstrations

SCIENCE OF THE BODY HOW FAST CAN YOU THINK HOW FAST CAN YOU THINKWhat is your lung

capacity? You can compareyour height with your friends. Now, try comparing your lung

capacity as well. It's very simple. All you need is a tray, a 5L bottle, a balloon and some

water. Try it!.

Be it to win video games or to hit a six, your reaction time

matters! Do this simple experi-ment to find out your reaction

time and compare it to your friends. It requires just a scale and a bunch of curious friends

around you…

The current world record for long jump is 8.95 meters, which is almost 30 feet! How far can you jump? Will run-

ning before the jump make you jump farther?

SCIENCE IN KITCHEN SCIENCE OR MAGIC? SCIENCE PUZZLESWhat are the sources of Vita-

min C? Just oranges and lemons? Have you tried cab-bage & cauliflower? You will

be surprised… What has more Vitamin C - packed orange juice,

fresh oranges or lemon juice? Test to find out….

Students can enroll in these contests with their teachers. Try out any of the activities suggested in the addendum, send us your results and win exciting prizes for children and schools. Hurry!

If you would like to enroll in the contest, do let us know. You could also collect the materials required for these experiments from any of the Teacher Resource Centers.For further details contact: Sumithra - 9585543391; Saktheeswaran - 9585220330

Fill a balloon with water and place it over a candle flame.

What happens? Can you explain why?

Match the inventorswith their inventions,the animals with theirfamilies, organs withthe illnesses and win

exciting prizes.

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Activity Id

easHow Creatures Move and The Ship of the Desert.Class - III, Unit - 10

Introduction

Since the main theme of this unit is to introduce children to animal habitats and, different regions like desert areas, cold mountains, hot jungles etc. the children have to understand which animals live in he various habitats and how they are suited to these habitats. For example, children need to understand how the hump on the back of a camel makes it suitable to live in a desert. How fins help a fish to live in water. How paws are essential for a tiger as hooves for a horse etc.

Lesson Activities for “How Creatures Move” (poem)

Wearing Mask and enacting the actions in the poem.

While teaching the poem (How the Creatures Move) the teacher can enact all the birds and the animals mentioned in the poem to make the learning of the children smooth.

Materials needed: Mask of the animals like Lion, Squirrel, Earthworm, and Monkey.

Teacher can do these suggested actions in the class without first telling the children the name of the animal/bird. Let’s see whether the children can find out it through the action itself. Then the children can imitate the teacher.

Animals or Birds Actions the teacher can do

Lion Wear the mask of the lion and walk fearlessly like a lion. Without the mask, teacher can make serious, cruel face expression. Teacher can pat his/her chin to give a clue to the mane of a lion. Teacher can roar like a lion if pos-sible. Then scratch the table to show the action of the paws of a lion. For Teachers who have difficulty in expressing, the above- mentioned activities, can use the picture or video of the lion in the class while taking the poem.

Monkey Wear the mask of a monkey and jump from one place to another , try to act as if having a tail, act like climbing tree and eating fruit and smile with all the teeth, often patting the stomach and hair. If teachers find these actions difficult then they can use a picture of a monkey or a video of a monkey.

Seal Wear the mask of a fish. Keep the hands tightly pointing towards one direc-tion and make movement. In between take sudden turns. If acting is not possible, teacher can show a picture or video of a seal swimming in water.

Crow (any other bird) Wear the mask of a crow. Move the hands on both sides like a bird flying or fluttering. Try to hold the hands in the shape of a beak and carry some classroom object like chalk or pen. Teacher can show the picture of the beak of a crow and its wings, legs etc. to show how all these help it in its habitat.

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Earth Worm Wear the mask of an earthworm and crawl in the class. Teacher can show the action of a snake or centipede too. Teacher can make the hiss sound to show it’s a snake. Teacher can show the videos or pictures of an earthworm to the class if acting is not possible in the class.

Given below are some sample masks for the children:

Showing the Video (Let’s Go to the Zoo and Yes I Can!)

o Teacher can show these videos (Let’s Go to the Zoo, Yes I Can!) to the children in the class. These videos are animations of the different movements of the animals and their ability to do things (elephant, kangaroo, monkey etc.) with a good, simple song for children to learn. It also shows how the children can enact these animals in their own way.

https://www.youtube.com/watch?v=OwRmivbNgQkorhttps://www.youtube.com/watch?v=_Ir0Mc6Qilo

After showing these videos teacher can ask the children questions to know whether they have learned the lesson or give some worksheets in the class. Example:

Let children complete these tables after watching the video.

Lesson plans for “The Ship of the Desert”

Showing the Video (Where Do Camels Store Water)

Teacher can show the children this video (Where Do Camel Store Water) before taking the lesson to let the children

Animal/Bird What I can do

What I can’t do

Little Bird Fly/hop jumpElephant stomp sing

- jump - - crawl -

squirrelclimb swimwiggle sing

buffaloBoys and girls

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understand what body mechanism helps a camel to survive in a desert. The video is in the form of a conversation between a boy and a girl travelling through the desert on the back of a camel. The teacher can let the children listen to the conversation and ask some questions at the end to test whether they have understood it or not.

https://www.youtube.com/watch?v=KDkkkM-ZWzA

Wearing Mask and acting out the lesson with a new script.

Once the teacher has taken the lesson, the teacher can write a new script based on the textbook and the children can act it out in the class. Teacher can include more characters in the conversation and can change the settings too if so desired. Let the dialogues be simple for the children with the emphasis on the habitat of animals and their suitable adaptations to survive in their habitat.

Model:-

Setting : A Forest near Pond.

Animals : Lion, Camel, Crow, Seal (Imaginary conversation between them)

Lion: Hello Dear friends. I am the king of the forest. Welcome to the Forest.

Camel: Thank you Mr. King of the forest. How do you live in this cold, dark forest?

Lion: This is my place. I like here. I can hunt animals and eat them.

Seal: I can’t imagine living in a forest or a land. I am happy in this pond. I can swim with my fins in the deep of the water.

Crow: Can any of you fly? It is very good to see the forest from the sky. I can fly very fast.

Camel: I am the ship of the desert. Can anyone run in the sand? I can run through the desert carrying 25km/h. Can you imagine?

Lion: I can run at a speed of 80km/h in the for-est. But I can’t run through the hot desert.

Seal: Can any of you swim in a stream? I can easily swim. Hey camel, I heard there is no wa-ter in a desert. How do you live there?

Camel: It’s true that there is no water in a des-ert. But I can drink 200 bottles of water at a time and I store it.

Crow : Do you store this much water in your hump?

Camel: No. I don’t store water in my hump. I store fat in my hump.

Lion: I don’t like camel’s hump-bumpy shape. I like my shape. See my paws are better than camel’s padded, thick feet.

Crow: I like my shape. I am lightweight. My legs help me to catch my prey easily and fly so high.

Lion: -----------

Seal: -------------

Let the dialogue continue like this and the teacher can finish it at a point when all the animals agree that their features, shapes, food and habitat are all suitable for each of them to survive and no animal can claim it has got the best habitat or shape. Let children learn to appreciate animals for their features.

Making an Animal profile or Album

Teacher can ask the children to create Animal Profile/Albums about the animals they like (Individual or group activity). Once the children finish making their albums, teacher can paste them in a chart paper and display them in the classroom

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Model:

Name : Camel Picture of the camel (drawn by the children or photo):

Nick name: Ship of the desert

Habitat/place to find: desert

Height: 1.8 to 2 m

Weight: 400 -600 kg

Life Span: 40 years

Diet: Leaves, grass, thorns (Herbivores)

Shape/Body Features: Humpy-bumpy, Thick and padded feet

Special Features: 1.Camel can survive without water for more than two weeks. 2. Camel store the food in the form of fat in its hump. 3. Camel has thick skin to protect it from sunburn. 4. Camel drinks 200 bottles of water at a time.

Conducting Quiz Game

Once the children have finished making the animal album (Previous activity) the teacher can conduct a quiz game in the class. Since children have learned so many things about the habitat and features of the animal teacher can test their learning results through the quiz game. Teacher can divide the whole class into 4 or 5 groups. Each group member

asks questions to the other group members. One student can be assigned the task of time keeper/moderator.

Quiz game will be interesting if there can be different rounds like pass rounds, Yes or No question round, True or False round, Options rounds etc. Children can make use of the questions given in the exercise part of the text, of new vocabulary they have learned etc. Teacher can assign

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points for the group for each question. Pass questions when answered may get some extra points. It’s better not to give negative marks for wrong answers for many children may keep quiet because of the fear of making a mistake. The main purpose of the quiz is to test children’s learning while entertaining them through fun.

Some Sample Questions for Quiz:

Category – Yes or No Round (No Passing of Questions)

1. Do camels store water in their humps?2. Is grassland a habitat?

Category – General (One word answers) Round. (Questions can be passed)

1. Name the King of the forest?2. Name any animal that has got paws?

Category – Optional Round

1. The feet of the camels are? a) Long and fat b) thick and padded c) thin and pad-ded d) thick and fat.

Category – Vocabulary Round (Questions can be passed)

1. What is a dry, hot, sandy place where the rainfall is little and camels can be seen called? DESERT

Worksheets for children

Teachers can make use of these worksheets for they test children’s understanding of what they have studied in the lesson and the things they have learned in science lessons about animals and their characteristics.

A) Find out the Habitats!

- How many habitats can you find hidden in this maze?

- Write their names below the table.

- Now, next to the habitats write examples of the animals who live there.

Example – LAKE – Seal,

B) Animal Chart Worksheet –

This is a worksheet where children have to fill the columns and answer the questions. Teachers can add or change this worksheet depending upon the children’s ability. If the children can write their own sentences, then the teacher can delete many of the pattern sentences in the exercise: it lives in, it is, it can, it eats etc. Let children write their own sentences and complete the worksheet. Teacher can download this worksheet from the link below.

https://en. is lcol lect ive .com/resources/printables/worksheets_doc_docx/animal_chart/animal-body-parts/23610

B I F A R M

P L O E I O

O A R D V U

N K E S E N

D E S E R T

W A T A L A

S T A K Y I

E T S S E N

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Sample data collection sheet for activity 2

Act

ivit

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eas Home and Abroad

CBSE, EVS, Class - IV, Chapter - 24

Learning outcomes:

• To compare the landforms, languages, clothing, food habits, of other countries with those of India

• To compare and familiarize the students with the currencies of India and other countries

• To develop the knowledge of stamp, flag and coin collections

Activity 1

Globe game: give a globe to the students and ask them to identify different countries, places on the globe. They are also asked to locate where they live.

Activity 2

Student can be asked to interview a relative of theirs or their friend’s who is living abroad. The following questions can guide in conducting an interview with the person/relative who lives in another country. Interview can be through phone, email, or through any social media. Some more questions can be added.

1. In which country and place are you living?

2. How long have you been living there?

3. Did you go there for studies or for work? Was there any reason?

4. What food do you eat?

5. What kind of house do you live in?

6. How do you travel in that place?

7. What do you do in your free time?

8. What are some festivals celebrated there?

Information collected from the relative can be collated by each student and shared with the entire classroom. There can be a discussion on the sharing.

Activity 3

Report writing (project) - ask the students to discuss and write a report on comparing Abu Dhabi, Kashmir and the place where they live. They can also draw pictures or present photographs.

SL No Points Where you live Abu Dhabi Kashmir1 Climate and weather2 What people wear3 The trees and plants4 The kind of buildings5 The traffic on the roads (kind of vehicles)6 The common food items7 Language8 What kind of crops/farming9 Common animals and birds seen

10 Landscape

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These reports can lead to creating a poster or writing a story.

Activity 4

My currency (group activity): give if possible original rupee notes of different denomination and ask to find answers to the following questions.

1. What is the name of the currency?

2. What is the value of the currency note?

3. To which country does the currency note belong? How did you know?

4. Whose picture can you see on the note?

5. What are the other pictures you see on the note?

6. Can you find any numbers on the note other than the value?

7. Write the name of the bank from the currency note

8. How do you find out if the note is original or fake? Video on this https://www youtube.com/watch?v=h0dAEb5jEiI.Can be used to recognise security features on an India currency note.

9. Take a 100 rupee note and observe it carefully. How many languages can you see on the note?

After completing the activity with Indian currency notes, dummy notes of other countries can be given to students to answer the same questions. By the end of the activity students should be able to identify features in a currency note and also to compare it with currencies of other countries.

Activity 5

Students can be encouraged to start a hobby for themselves. Students could collect and prepare an album of Photographs of tourist places, Collection of stamps, Collection of coins and currencies (dummy or original), and Collection of flags of various countries.

Students could write about their currency. How do they use it etc.

The below matching table can be given as a worksheet for the students. They will be asked to cross match the flag and currency with the country’s name.

Flags Country Currency

India

USA

Saudi Arabia

Japan

England

M. RamakrishnanPST, GPSSulthanpet

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OBJECTIVE :

• Knowing the numbers and number names from 51 to 100.

• Understanding the place value of numbers from 51 to 100.

• Ability to count, compare and order numbers from 51 to 100.

• Ability to solve simple real life problems.

Resource for this lesson: Sticks (Bundles of tens and ones), Straws, Fake currency notes, Worksheets

Teaching Process

Basic Ten Blocks: Teacher gives grouping activities using basic ten blocks. Students work in groups. They are given number cards up to fifty. They have to show the number in tens and ones using the basic ten blocks. This activity recalls the number system or the place value system. Teacher also practices counting in ten activities. Using the abacus, students skip counting numbers up to 50 by tens.

Straws to Group : Teacher gives straws to each group. Asks the children to bundle the straws into tens. Asks them to make as many bundles as they can. Then teacher conducts a game ‘show me the number’. Children have to place the bundles of tens made by them in the middle and they have to run around them. Teacher gives number cards which have the value into tens writtten on them, eg 10, 20, 30, etc., to each group which has written numbers. When the teacher calls out a number, say 50, the

children having the numbers 50 from each group should go and pick up 5 bundles of tens. Like this the game goes for 6 rounds. After that the teacher place some loose straws representing ones. Then the game continues for all other numbers from 51 to 99. And now teacher gives a few more cards to students. This number cards activity helps children to learn from their peers. Since children have prior knowledge in counting in tens, they are able to do this activity.

Break for Discussion: Break in between activities to discuss questions which students have from above two activities and proceed to build the concept. Teacher asks the children to speak about the activity. Asks some questions based on the activity.

How did you make these bundles?

How many bundles do you have?( asks this question to each and every student) and asks them to count their bundles.

Teacher asks the students to count in five-tens, six-tens, seven-tens and so on.

After, Students count their bundles as five ten, six tens, etc.. Teacher introduces the terms sixty, seventy, eighty, ninety and hundred. Asks the students to say / repeat the words with her. After this activity teacher could check their understating by asking questions of one or two students

Sticks to bundle: Teacher again gives sticks to the children and asks them to bundle them into tens. As soon as the children make a bundle

Act

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CBSE, Maths, Class - I, Lesson 11

NUMBERS (51 TO 100)

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they have to come to the teacher and exchange it for fake rupee notes. For one ten they will get a ten rupee note. The children should make as many bundles of tens as possible Teacher asks the students to say that how many ten rupee notes they have. Students will count and give the answer as one ten, two tens, three tens and so on. From this the teacher elicits the concepts of two tens, three tens, four tens and five tens. Teacher introduces the numbers and number names 50, 60, 70, 80 and 90.

Build the concept:

Write in Textbook: Teacher asks the children to write the numbers from 51 to 70 in their text books (page 119) by counting the number of tens and ones given in the picture. Teacher also gives them the picture for the given number where the

picture is missing in the number on the same page.

Grid Sheet: Teacher gives a hundred grid sheet

and asks children to draw some pictures in that grid sheet and to colour them. After doing this the students count the number of boxes they have coloured and write the total in tens and ones. For example: the dog covers 21 boxes. There are 2 tens and 1 one in it.

Making number thorans: Teacher gives number cards to each group to make colourful

number thorans. Numbers should be classified by grouping them, with tens family together for instance.

Eg. Number thorans of fifty family. In this thoran numbers from 50 to 59 will be present.

Number thoran of sixty family: in this thoran numbers from 60 to 69 will be present. Likewise students will prepare number thorans.

http://pyp3batci.blogspot.in/search/label/Math

Write 51 to 100: Teacher gives practice in writing numbers from 51 to 100. Students read and write the numbers in the worksheet given.

Worksheets 2 : Teacher gives missing number worksheet and asks students to complete it.

R. Gomathy, P.S.T,Savarirayalu GPS, Pondicherry

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Source :www.worksheetfun.com

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OBJECTIVES:

• Identify Indian coins and currencies

• Appreciate the value of money

• Estimate the price of a few objects

• Make different amounts using different combination of coins

MATERIALS REQUIRED

Fake currency, flash cards with picture, YouTube video and worksheets.

Tracing the coin: Teacher gives some coins to the students and asks them to trace the coin on paper using coloured pencils. While doing the activity, the students will observe the numbers on the coins. They are exposed to the concept of coins by this activity. Teacher may start a discussion about this activity. Asks question like:

What is this? (Showing the coins)

When will you use this?

Have you ever used this?

This discussion will help to talk about the value of money.

Collection of fake currency notes: Teacher gives prior intimation to the students to bring fake currency notes. Teacher will also have a collection of fake currency notes. Teacher gives ‘think pair share’ activity. In this activity students have to divide into pairs among themselves and show their collection to their pair partner and then speak about it. The conversation should include the following points:

What do they have with them?

How did they get those fake notes?

Who bought them?

From where did they get them?

This activity lasts for five minutes. After that the teacher asks the children to share the things they have discussed. This discussion will address the following points:

Appreciating the value of money.

Difference between the currency notes. That is the value of each and every currency note is different.

Fake currency notes have no value.

Have they ever seen real currency notes? When and where they have seen them?

Further on in this activity, teacher should ask students to share times when they have been in a shop and what they brought. How they know the amount to pay for the things they buy?

Time for discussion: After a few activities, teacher asks student to share what has been their learning about money, what they have understood. What do the real life situations mean to them? How is money important in real life? What they could buy for their education?

Wherever teacher could help them to understand teacher should: the aim is not to understand all about money and its connection with real life; according to their age they could understand

MONEY CBSE, Maths, Class - I, Lesson 12A

ctiv

ity

Idea

s

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that money is important because it buys things, and there is a value for each amount.

Guess the price: Teacher asks student to sit a group for this group activity. Students collect / draw / paste the pictures of the objects in the corresponding amounts. For example, teacher uses different flashes that mention an amount on a flash card, or teacher could use chart and write the amount. If student take a picture which costs, say, 35 rupees, then the student should draw / paste the equal amount in their worksheet or note book. This game will thus give an idea about equaling the amount of money in different combinations. When students do this in a group, it helps them to learn from their friends. This part of the activity is important in understanding equaling amounts in different combinations. Finally teacher will ask each student to show to other students and discuss the following points:

1. Why is there a different combination?

2. Is the amount still equal?

3. Are there any other possibilities?

If any students miss the answer, teacher could help them to find the combination

Different combination for a Coin: Pasting / drawing different denominations of the amount on a chart. Teacher conducts activity; for example, teacher divides student into two groups. If one group takes a 5 rupee coin or paper money then the other group should show the possibility of different combinations after one round of the

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importance. A shopping game is conducted in the classroom. Objects with price tags are set out. Students have to buy things using the amount they have collected from the teacher who will give an equal amount to each group. Some objects made by the students will be on sale in the fair and will be sold to visitors. With the amount taken students can buy something for their classroom. Teacher could ask students to make objects themselves or to bring with them things that are available for this activity.

R. Gomathy,P.S.T, SavarirayaluGPS, Pondicherry

activity the other group makes the first move.

Video to Watch and discuss: students watch the YouTube video link below; after they have watched it, teacher takes time to discuss with students and connect different parts of the lesson.

Source:https://www.youtube.com/watch?v=CK4tfh6-1sk https://www.youtube.com/watch?v=ykBaG3xISn0

Shopping Fair: This activity helps to assess students’ understanding of money and its

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Dear Head Teachers, Teachers,

Women’s Day is around the corner. This is a great occasion for us to discuss the equal rights of girls and women and celebrate women who fought against all odds and left their mark on society. Would you like to have an interesting discussion with your students this women’s day.

Here are a few ideas -

Students could discuss inspiring women in history, science and literature – read about their childhood, their dreams, their struggles and how they made the world proud. You could organize them for students in your class or make it a part of the school assembly. This would be a good time to introduce your students to the ideas of writers like Bharatiyar and Avayar who have written stories and poems celebrating women and their role in society.. You could organize reading circles, recitals or dramas based on the work of women writers

There are quite a few movies and documentaries on inspiring women. You could screen a movie for your class / school followed by a discussion.

Use case studies to discuss issues of gender equality, break stereotypes and understand adolescence.

You could organize an essay writing / drawing activity on the theme of “The woman who inspired me” or “A better world for women”. These papers can be displayed in the classroom and shared in the school assembly too.

If you would like to join the discussion and plan an event in your school, do let us know. You will receive posters, readings and other materials for organizing these events in your school.

1. INSPIRING WOMEN IN HISTORY, SCIENCE, LITERATURE\READING, RECITAL, DRAMA

2. MOVIE SCREENING AND DISCUSSION:

4. ESSAY WRITING, PAINTING:

3. DISSCUSSION ON GENDER EQUITY:

Women’s Fortnight – 8th – 15th March 2017

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Þ‰î„ ªêò™ F†ìˆ¬î ºîL™ âƒèœ î¬ô¬ñ ÝCKòKì‹ ÃP«ù¡. â‰î å¼ ¹Fò ºòŸC‚°‹ ñÁŠ¹ ªîKM‚è£î âƒèœ î¬ô¬ñò£CKò˜, ÞîŸ°‹ ÜÂñFòOˆî£˜. âù¶ ñ£íõ˜èOì‹ ÃPò«ð£¶, “ªõOï£†®- L¼‰¶ ï‡ð˜è÷£?” â¡Á ¶œO‚ °Fˆîù˜. Ýù£™ è®îƒèœ ÝƒAôˆF™ â¿î«õ‡´‹ â¡ø¶‹ Üõ˜èO¡ Ý˜õ‹ êŸÁ °¬øòˆî£¡ ªêŒî¶. Þ¼‰î£½‹ Üõ˜èœ ºòŸC ªêŒòô£‹ â¡øù˜. âù«õ ï£ƒèœ Ü¬ùõ¼‹ Þ‰î„ ªêò™ F†ìˆF™ Þ¬íò º®ªõ´ˆ«î£‹.

ªêò™ F†ìˆF™ Þ¬íî™:

«ñŸÃPòõ£Á Þ¬íò î÷ˆF™ Þ¬í‰¶ ªè£‡«ì£‹. õ°Šð¬øJ™ i®«ò£¬õŠ «ð£†´‚ è£†®«ù¡. åšªõ£¼ ï£†®½‹ è£¬ô «ïó‹ âšõ£Á ñ£Áð´Aø¶, ðœO «ïóƒèO™ ã¡ ñ£Ÿø‹, ªð£¿¶«ð£‚° âšõ£Á ñ£Áð´Aø¶ «ð£¡ø îèõ™è¬÷ ÜOˆîù Þ‰î i®«ò£¾‹ è†´¬ó»‹. â¬î

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â¿îô£‹ âŠð® â¿îô£‹ â¡ø «ò£ê¬ù ñ£íõ˜èÀ‚° ñ†´ñ™ô âù‚°‹ A¬ìˆî¶.

è®î‹ â¿¶î™:

è®î‹ â¿¶‹ º¡ Ü‰îˆ î¬ôŠ¬ðŠ ðŸP õ°ŠH™ èô‰¶¬óò£®«ù£‹. i®«ò£ ð£˜ˆ«î£‹. «î¬õò£ù ¹ˆîèƒè¬÷, ªêŒFè¬÷, îèõ™- è¬÷Š ð®ˆ«î£‹. ºîL™ ñ£íõ˜èœ °¿M™

Üñ˜‰¶ î£ƒèœ â¿îŠ «ð£õ¬îŠ ðŸP Mõ£Fˆîù˜. H¡ â¿Fù˜. â¿F º®ˆî¶‹ Þ¼õ˜ Þ¼õó£è Üñ˜‰¶ å¼õ˜ ñŸªø£¼õK¡ è®îˆ¬îŠ ð®ˆ¶ Mñ˜êù‹ î‰îù˜. F¼ˆîƒèœ, ñ£Ÿøƒèœ ï¬ìªðÁ‹. è®îˆFŸ° ÞÁF õ®õ‹ A¬ìˆî Hø° â¡Qì‹ õ¼õ£˜èœ. ï£¡ ð®ˆ¶ ã«îÂ‹ M÷‚èƒèœ, F¼ˆîƒèœ «î¬õŠð®¡ ªê£¡ù£™ e‡´‹ â¿F‚ ªè£‡´ õ¼õ£˜èœ.

ÝƒAôˆF™ â¿¶î™:

Þ‰î ÞìˆF™ ñ£íõ˜èÀ‚° ÜFè àîM «î¬õŠð†ì¶. Ü‚è£¾‚° ÞƒAh²ô â¡ù¡Â â¿¶ó¶? Hó‡´ âŠð® â¿îø¶? ªó£‹ð H®‚°‹ âŠð® â¿îÂ‹Â â¿Fˆ îgƒè÷£? â¡Á Ü¬ùõ¼‹ «è†è Ýó‹Hˆîù˜.

åšªõ£¼õ¼‹ «è†ì õ£˜ˆ¬îè¬÷‚ è¼‹- ðô¬èJ™ â¿F àó‚è õ£Cˆ¶‚ è£†®«ù¡. Þ¼õ˜ Þ¼õó£è Üñ˜‰¶ â¿îˆ ªî£ìƒAù˜. ñŸøõ˜èOì‹ «è†ìù˜, â¡Qì‹ æ®õ‰îù˜. âù¶ õ°Šð¬ø MˆFò£êñ£è„ ªêò™ð´õ¬î‚ èõQˆ«î¡. ªð£¶õ£è ï£¡ î£¡ Üõ˜è¬÷Š ð®‚°ñ£Á ªê£™L‚ ªè£‡®¼Š«ð¡. Ýù£™ Þ¡«ø£ Üõ˜èœ â¡Qì‹ æ®õ‰¶ «è†´‚ ªè£‡®¼‰îù˜.

H¬ö F¼ˆî‹:

å¼ °¿M¡ è®î‹ ñŸø °¿M™ àœ÷ ñ£íõ˜èÀì¡ ðA˜‰¶ ªè£‡ìù˜. Üõ˜èÀ‹ I°‰î Cóñˆ«î£´‹ Cóˆ¬î«ò£´‹ ð®ˆ¶Š ¹K‰¶ªè£œ÷ ºò¡øù˜. 36 ñ£íõ˜èO¡ 4 ñ£íõ˜èœ îMó ñŸøõ˜è÷£™ æó÷¾ â¿î º®‰î¶.

Hø° Ü¬ùˆ¶ è®îƒèÀ‹ â¡Qì‹ õ‰îù. ï£¡ CÁ CÁ F¼ˆîƒè¬÷ ñ†´«ñ ÃP«ù¡. Hø° ¹Fò ð®õˆ¬î â¿F ðìƒè¬÷»‹ õ¬ó‰îù˜.

Þ¬íò î÷ˆF™ ðF«õŸø‹ ªêŒî™:

ñ£íõ˜èœ â¿Fò è®îˆ¬î Þ¬íòî÷ˆF™ ðF«õŸø‹ ªêŒ«î¡. Üõ˜èO¡ ï‡ð˜èœ â¿FJ¼‰î îèõ™è¬÷ Ü„ªê´ˆ¶ ñ£íõ˜èOì‹ õ£C‚è‚ ªè£´ˆ«î¡.

ï‡ð˜èO¡ è®îˆ¬î õ£Cˆî™:

è®îƒè¬÷Š ð£˜ˆî¶‹ ñA›„C, Ýóõ£ó‹, Ý„ê˜ò‹, ðò‹, è˜õ‹ âù àí˜„CèO¡ èô¬õò£è Þ¼‰î¶ ñ£íõ˜èœ ñ†´ñ™ô

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ÝCKò˜èÀ‹ î¬ô¬ñò£CKò¼‹ î£¡. ñ£íõ˜èœ îƒèO¡ ï‡ðQ¡ ªðò¬ó»‹ á¬ó»‹ ðôº¬ø õ£Cˆ¶Š ð£˜ˆîù˜. ñŸø ñ£íõ˜èO¡ è®îƒè¬÷‚ è£†®ù˜. ñŸø ÝCKò˜èOì‹ è£‡Hˆîù˜. ï‡ðQ¡ ªðò¬ó e‡´‹ e‡´‹ ªê£™LŠ ð£˜ˆîù˜. õ£ùˆF™ ðøŠð¶ «ð£¡Á àí˜‰«î¡.

Þî¡ M¬÷¾:

Þ¬îŠ«ð£ô«õ åšªõ£¼ º¬ø»‹ àí¾, õóô£Á, è¬ô, èô£„ê£ó‹ â¡Á Ü´ˆî´ˆî î¬ôŠ¹èO™ è®îƒè¬÷ â¿F«ù£‹. õóô£Á, è¬ô «ð£¡ø î¬ôŠ¹èO™ è®î‹ â¿î ÜK‚è¡«ñ´ ñŸÁ‹ ð£óFò£˜ ð™è¬ô‚Ãì‹ ÝAò ÞìƒèÀ‚°‚ è÷Šðòí‹ ªê¡Á õ‰«î£‹. ‘âš«÷£ «ïó‹ Ý°‹Â «õø «õô Þ™ôò£’ ªê£™øªî™ô£‹ è£¶ô M¿¶î£¡. Ýù£™ Þ‰î è®î‹ â¿¶î™ Íô‹ ï£Â‹ âù¶ ñ£íõ˜èÀ‹ Ü¬ì‰î ðò¡èœ ÜŠðŠŠð£..

ºî™ è®î‹ â¿¶‹ «ð£¶ ï‡ð˜èÀ‚° è®î‹ â¡ø Ü÷M«ô«ò ªî£ìƒAò¶. ºî™ º¬ø â¿Fò «ð£¶ G¬øò ê‰«îèƒèœ, ¹¶Š¹¶ õ£˜ˆ¬îè¬÷ ÜPî™, ð®ˆ¶Š ð£˜ˆî™ â¡«ø ªê¡ø¶. Ýù£™ Üõ˜èÀ‚° õ‰î è®îƒè¬÷ «ïK™ è£†®ò «ð£¶‹ ïè™ â´ˆ¶ ¬èJ™ ªè£´ˆî«ð£¶‹ ñ£íõ˜èœ Ü¬ì‰î ñA›„C¬ò»‹ MòŠ¬ð»‹ MõK‚è õ£˜ˆ¬îè«÷ Þ™¬ô.

îƒèÀ‚°œ «ðC‚ªè£œõ¶ àôè à¼‡¬ìJ™ î¡ ï‡ð˜èO¡ Þ¼ŠHìˆ¬î ÜPõ¶, Üõ˜èO¡ ªðò¬óŠ ð®ˆ¶ â¡ ï‡ð˜èœ ÞŠð® â¿F Þ¼‚è£ƒè à¡ ï‡ð˜ â¡ù ªê£¡ù£¡? cô è‡í£, è£šò£ Ü¶ âŠð® Þ¼‚°‹? âù Üõ˜èÀ‚°œ÷£è«õ èŸø™ Gè›‰¶ ªè£‡´ Þ¼‰î¶. ð®ˆî ªêŒFè¬÷Š ðA˜‰¶ ªè£‡ìù˜. îƒèœ Å›G¬ô«ò£´ åŠH†´ ð£˜ˆîù˜.

å¼ ñ£íM î‹ «î£N î¡¬ùŠðŸP â¿Fò¬î ¬õˆ¶Š ðìñ£è õ¬ó‰¶ Ü¬ùõ¼‚°‹ è£†®ù£œ. Iv â™«ô£¼‚°‹ G¬øò â¿F Þ¼‚è£ƒè. âù‚° ñ†´‹ Þó‡«ì õKô ã¡ Iv â¿F Þ¼‚è£ƒè â¡ø «èœM»‹ õ‰î¶.

àí¾ ðŸP â¿Fò «ð£¶ ñ£íõ˜èÀ‚° õ‰î è®îƒèœ ²õó£Còñ£è Þ¼‰îù. “Hot dog ¡ù£ â¡ù Iv? Þ¶ â¡ù ê£Šð£´¡«ù ªîKòô Iv. ï£ƒè å¼ ð‚è‹ â¿î«ø£‹, Ýù£™ Üõƒè ñ†´‹ ã¡ å¼ õK Þ™ô ªó‡´ õK â¿îó£ƒè?” â¡Á ãó£÷ñ£ù «èœMèœ.

Ü«î«ð£™ ÜªñK‚è£M™ àœ÷ ñ£íõ˜èœ “c â¿¶ø v¬ì™ ï™ô£ Þ¼‚°. è£ó‚°ö‹¹ â¡ø£™ â¡ù? ªè£¿‚è†¬ìò£ ÜŠð®¡ù£? Ã› âŠð® ªêŒiƒè?” «ð£¡ø «èœMèœ âƒèÀ‚° «õ®‚¬èò£è Þ¼‰îù.

åšªõ£¼ º¬ø»‹ è®î‹ â¿¶‹ «ð£¶ ñ£íõ˜èO¡ ªñ£NˆFø¡ «ñ‹ð†´‚ªè£‡«ì ªê¡ø¶ âQ™ Ü¶ I¬èJ™¬ô.

ºî™ º¬ø è®îˆ¬îŠ ð®‚è ÜFèñ£è âù¶ àîM¬ò ï£®ò ñ£íõ˜èœ â‡E‚¬è åšªõ£¼ º¬ø»‹ ð®Šð®ò£è‚ °¬øõ¬î‚ èõQˆ«î¡.

Ýó‹ðˆF™ æK¼ õKèO™ â¿Fò ÜªñK‚è ñ£íõ˜èœ, ïñ¶ ñ£íõ˜èœ â¿Fò è®îƒè¬÷Š ð£˜ˆîH¡ Üõ˜èÀ‹ ÜFèñ£è â¿î Ýó‹Hˆ¶ M†ìù˜.

õóô£Á, èô£„ê£ó‹ ðŸP â¿¶õîŸè£è ÜK‚è¡«ñ´, ð£óFò£˜ ð™è¬ô‚Ãì‹ ªê¡Á õ‰«î£‹. Üƒ° A¬ìˆî îèõ™è¬÷‚ ªè£‡´ è®î‹ â¿Fù˜. Þ‚è÷Šðòí‹ õ£Jô£è âƒèÀ‚°‚ A¬ìˆî ÜÂðõƒè¬÷ ÞšMîN™ «õªø£¼ è†´¬óJ™ â¿F»œ«÷¡.

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ä‰î£‹ õ°ŠH™ ‘è÷Šðòí‹ ªê™«õ£‹’ â¡ø ð£ìˆFŸè£è‚ è÷Šðòí‹ ªê™ôô£‹ âù F†ìI†«ì£‹. âƒ«è «ð£èô£‹ âù èô‰¶¬óò£®ò «ð£¶, âƒèœ ðœO‚° Ü¼A™ àôèŠ ¹è›ªðŸø õóô£ŸÁ„ CøŠ¹ õ£Œ‰î ÜK‚è¡«ñ´ ð°F‚°„ ªê™ôô£‹ âù º®¾ ªêŒ«î£‹. Þ¶õ¬ó ÜšMìˆ¬îŠ ð£˜ˆFó£îî£™, ð£˜ˆ«î Ýè «õ‡´‹ â¡ø âù¶ «ðó£õ½‹ ÜF™ «ê˜‰¶ ªè£‡ì¶.

ÝCKò¼‚° õNè£†®ò ñ£íM

ï£¡ Üƒ° Þ¶õ¬ó ªê¡øF™¬ô â¡ðî£™ ò£«óÂ‹ «ð£J¼‚Al˜è÷£ â¡øîŸ° Þó‡´ ñ£íõ˜èœ ï£¡, ï£¡ â¡Á àŸê£èˆ¶ì¡ º¡ õ‰îù˜. Ü®‚è® Üƒ°„ ªê¡Á M¬÷ò£® M†´ õ¼«õ£‹ â¡Á ÃPò ÜP¾ñF»ì¡ âù¶ ðòí‹ ªî£ìƒAò¶.

î¬ô¬ñò£CKò˜ ÜÂñF»ì¡ ï£Â‹ âù¶ õNè£†® ÝCKò¼ñ£ù (ÜP¾ñF) ÜK‚è¡- «ñ´ ð°F‚°„ ªê¡«ø£‹. Üƒ°‚ (ªî£™ªð£¼œ) è¬ô ð‡ð£†´ˆ¶¬ø Ü½õôè˜ F¼. Þó«ñw Üõ˜èœ âƒèOì‹ Ý˜õñ£è ÜK‚è¡-

«ñ†®¡ õóô£Á ñŸÁ‹ CøŠ¹Š ðŸP ÃPù£˜. Üõ˜ ÜK‚è¡«ñ†¬ìŠ ðŸPŠ ðô i®«ò£‚èœ ¬õˆF¼Šðî£è‚ ÃPù£˜. âƒèœ ðœO‚° õó º®»ñ£ âù‚ «è†ì¾ì¡ õ¼õî£è åŠ¹‚- ªè£‡ì£˜. «ñ½‹ ÜK‚è¡«ñ†®™ Üõ¼‚°‚ A¬ìˆî ðô ªð£¼†è¬÷Š è£†CŠð´ˆî â´ˆ¶‚ªè£‡´ õ¼õî£è¾‹ ÃPù£˜.

è÷Šðòí‹ ªê™½‹ ï£œ õ‰î¶. F¼. Þó«ñw Üõ˜èœ è£†CŠð´ˆFò ðöƒè£ôŠ ªð£¼†è¬÷ ñ£íõ˜èœ ð£˜¬õJ†ìù˜. Hø°

Üõ˜ ÜK‚è«ñ´ ªî£ì˜ð£ù ªêŒFè¬÷Š ðA˜‰¶ ªè£‡«ì Í¡Á i®«ò£‚è¬÷‚ è£†®ù˜. Üî¡ H¡ âƒèO¡ è÷Šðòí‹ Ýóõ£óˆ¶ì¡ ªî£ìƒAò¶.

ñ£íõ˜èœ Þó‡´ Þó‡´ «ðó£è ï¬ì ðòíñ£è‚ è‡E™ ð´õ¬î óCˆ¶‚ ªè£‡´ ñA›„Cò£è ïì‰îù˜. ï£¡° ÝCKò˜èœ àì¡ ïì‰«î£‹. Üƒ°„ ªê¡ø¾ì¡ ²ŸP ²ŸP õ‰îù˜. Ã® Üñ˜‰îù˜. F¡ð‡ìƒè¬÷„ ê£ŠH†ìù˜. Ü¬ó õ†ìñ£è Üñ˜‰îù˜. ÝCKò˜ ñ£íõ˜èOì‹ cƒèœ â¡ªù¡ù «èœMè¬÷‚ «è†èŠ «ð£Al˜èœ â¡Á «è†ì «ð£¶ å†´ªñ£ˆîñ£è 48 «èœMèœ

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°M‰îù. Ýù£™ Ü¬õò¬ùˆ¬î»‹ «è†è «ïó‹ «ð£îM™¬ô. ÞîQ¬ìJ™ âƒèœ ðœOˆ¶¬í ÝŒõ£÷˜ äò£ Üõ˜èœ âƒèÀì¡ Þ¬í‰¶ ªè£‡ì£˜.

ñ£íõ˜èœ «èœM‚ è¬íè¬÷„ êóñ£Kò£èˆ ªî£´‚è F¼. Þó«ñw Üõ˜èœ ê¬÷‚è£ñ™ ðFôOˆî£˜. DIS III Üõ˜èÀ‹ «èœMèœ «è†´ M÷‚è‹ ªðŸÁ‚ ªè£‡ì£˜.

Hø° Back water river ð°F‚° ñ£íõ˜è¬÷ Ü¬öˆ¶„ ªê¡«ø£‹. ê¶Š¹ Gô‚ è£´èœ õ¬è ñóƒè¬÷Š ð£˜¬õJ†ìù˜. ðœO‚°ˆ F¼‹H«ù£‹. ðòí‚è†´¬ó â¿Fù˜.

ÞŠðòíˆF™ âù¶ G¬ù¾èœ:

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âšõ£Á è÷Šðòí‹ ªê™½‹ º¡ ñ£íõ˜è¬÷ˆ îò£˜ ð´ˆî «õ‡´‹ â¡ðF™ ªîOõ£è Þ¼‰«î¡. Water bottle, snacks, discipline ðŸP„ ªê£™ô õóM™¬ô. âƒ°„ ªê™A«ø£‹? âŠð®„ ªê™A«ø£‹? âšõ£Á ªê™A«ø£‹? âîŸè£è„ ªê™A«ø£‹? ªê™½‹ õNJ™ è£‡ð¬õ ò£¬õ? â¡ð¶ ðŸP

â™ô£‹ º¡«ð à¬óò£®«ù£‹.

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âù¶ õNè£†® ñ£íM Þ¶ ÞŠð® Iv, âù‚° õN ªîK»‹ Iv, Þƒ° ïK õ¼‹, Þƒè î‡E ªó£‹ð Ýö‹, Þƒè ßCò£ Þøƒèô£‹, ÞŠð®»‹ «ð£ô£‹ Iv, Þƒè ñJ™ô£‹ õ¼‹ âù â¡¬ù MòŠH™ Ý›ˆFù£œ. Üõœ å¼ îèõ™ è÷…Cñ£èˆ ªîK‰î£œ. ñ£íõ˜èÀ‚°Š ªðKî£è â¡ù ªîK»‹? ï£‹ î£¡ ªê£™ô «õ‡´‹ â¡ø ªð¼‹ð£«ô£K¡ â‡íƒè¬÷ˆ îM´ ªð£®ò£‚Aò¶.

F¼. Þó«ñw è£†®ò ªð£¼†è¬÷ˆ ªî£†´ˆ îìMŠ ð£˜ˆîù˜. â¡ù â¡Á «ò£Cˆîù˜, âŠð® ªêŒF¼Šð˜, âîŸ°Š ðò¡ð´ˆFJ¼Šð˜ âù C‰F‚èˆ ªî£ìƒAù˜. î£ƒè÷£è«õ â¡ùõ£è Þ¼‚°‹ âù‚ èŸð¬ù ªêŒ¶ èô‰¶¬óò£®ù˜.

ð®ˆî ð£ìˆ¬î‚ è†´¬óò£è ñ£ŸÁõ¬î Mì «è†´Š ð£˜ˆ¶ àí˜‰î ªêŒFè¬÷‚ è†´¬óò£è ñ£íõ˜èœ â¿Fò¶ ñùG¬øõ£è Þ¼‰î¶.

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ð£ì™èœ, ð£óFò£˜, ð£óFî£ê¡ ªîK»‹ â¡Á â‡E ñ£íõ˜è¬÷ Þ¶ ªî£ì˜ð£è â¿¶ƒèœ â¡Á ªê£¡ù£™ ï¡ø£è Þ¼‚è£¶ Ü™ôõ£? âù«õ âƒèœ ðœO‚° Ü¼A™ Þ¼‚°‹ ð£óFò£˜ ð™è¬ô‚ÃìˆFŸ°„ ªê™ôô£‹ âù F†ìI†´ º¡ ÜÂñF ªðŸÁ ðòíñ£«ù£‹.

Üƒ°„ ªê¡Á ÞøƒAò¶‹ ñ£íõ˜èœ ºèˆF™ MòŠ¹, ðóõê‹, ñA›„C, Ý„êKò‹ âù àí˜„Cèœ HóFðLˆî¶. “Iv âš«÷£ ñó‹ ð£¼ƒè Iv, âš«÷£ ªðKò Þì‹ Þ™ô Iv, ñóˆFô Cô ð£¼ƒè, ñ£´ Cô ð£¼ƒè Iv”, âù ñ£íõ˜èœ ñA›„Cò£ù °ó™ â¡ ªêMèO™ gƒè£óI†´‚ ªè£‡«ì Þ¼‰î¶.

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Concept of Bal Panchayat

Children’s right to participation is firmly established in Article 12 of the United Nations Convention on the Rights of the Child. It ensures that a child may form his or her own views; express his or her opinion freely and have that opinion taken into account in any matter or procedure affecting the child. The National Plan of Action for Children 2005 further reaffirms child participation for affirmative actions towards actualizing child rights.

Children with their immense potential can contribute as partners in their own, families’ and communities’ health and development. However, they are seldom involved in matters concerning their health and development. The reason is they are considered to be naïve, inexperienced, unqualified and often at the family level there is ignorance and lack of willingness to involve and perceive children as agents of change. Effective programmes have to be initiated to encourage children’s participation. Bal Panchayat is such a programme.

Headmistress Mrs. Elangium. E shares the Bal Panchayat’s impact on students’ minds. After being part of the BAL Panchayat, children are motivated and encouraged to improve their own hygiene and the cleanliness of their environment. The good students are taking remedial classes

for the weaker students during their lunchbreak and free time. After being chosen as Ministers in the Bal Panchayat there is a lot of change in the behaviour and attitudes of the students. Rahul Karunakaran was a naughty boy who never listened to his parents or teachers and did not complete his homework. However, after becoming Home Minister there was a drastic change in him. He is much more disciplined and he completes his homework and other tasks given to him. He also won State level First Prize for High Jump and 400 m race. His parents have also noticed the change.

To elect the Bal Panchayat members, we decided to conduct an election in our school. 8 out of the 16 students who contested won the election and they formed the Bal panchayat. The Panchayat meets once a week. During these meetings, they take up action items to work on. Cleanliness was taken up in one such meeting. Students decided to clean the campus and the community and spread awareness of cleanliness among the community. Students decided that they wanted to repair the fans and tube lights in the school

Teacher

DiariesChildren’s Parliament (Bal Panchayat)

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as well. Since it is in its early stages, there is a greater involvement of the teachers to drive it.

Some of the voices from the Bal Panchayat members, R Harini – Prime Minister. 8th Std. Student, “after becoming a Prime Minister of Bal Panchayat I take interest in watching News on the TV which I never did before. This has made me aware of and sensitive to what is happening in the world around me. I am aware of Climate Change and water scarcity. I am worried that now we are buying water to drink what will happen to our generation and the next generations if we will not conserve water. During our morning assembly I make it a point to spread the concept of water and energy conservation amongst students”.

Gopika – Finance Minister. Student of 8th Std. aspires to study BSc in Agriculture. She says- after the setting up of the Bal Panchayat there are many changes in the school. We have planted many herbal native plants and water and nurture them regularly. The school conducted many programmes to engage us of which my favourite is Food Festival, wherein 80 students presented organic nutritious food. This way we enhanced our learning about the nutritional value of different foods.

J Valatha - Health and Environment Minister. Student of 8th Std. “earlier I A Compost Pit for waste management has been developed in the school. Every Friday cleaning of the school happens and all the waste collected is put in the pit (which was burnt earlier) to produce manure for the plants. Valatha, along with his Science Teacher and a peer, has developed a portable organic waste cutting machine; all dried leaves are cut in this and added to the compost pit.

We conduct Bal Panchayat zealously. Whatever children shared here are some of their first hand experience as representatives of their school parliament. When they progress further we hope to see many students’ voices representing not only their issues but also how to solve them together. I strongly feel that giving children responsibilities has brought about a positive change in their behaviour and personalities. The best change that has happened is that children volunteer for Swach Bharat campaigns and take ownership of their behaviour so as to be role models for other children.

C. Sasikumar, PSTGMS Manapet

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Teacher

Diaries

Exploring temples in and around Thanjavur – a field visit

Objectives of the trip:

The students will be able to

• Explore the places

• Know about the history of the places by getting the resources from the native people of those places

• Get direct exposure by seeing and touching the art and architectures

• Develop skills like observation, identification, application of skill in real life situations

• Develop co-operation, tolerance, sharing of knowledge, etc.

Planning the trip

After the staff meeting comprising the head teacher and all the other teachers, we decided on the places for our school education cum exposure visit. The following places were selected

• Gangai konda Cholapuram

• Swami malai

• Thiruvalanchuzhi

• Patteeswaram

• Tarasuram

• Thanjavur

Then the following sequence of activities were done as a preparation,

1. Permission application letter was sent to the office of DIS of Zone - V, Villianur

2. Video clipping was shared to explain about the history of the temples in Thanjavur, Tarasuram, Patteeswaram and Gangai konda cholapuram

3. A small group discussion was conducted and the following points were discussed:

a. What is the purpose of the visit?

b. History of the temples – year of establishment, rulers who built the temples

c. Connecting the concept of visit to the curriculum- (Historical importance of the temples, comparison between the construction style in ancient and modern times)

d. Responsibilities were shared among the teachers (Bus arrangements, safety needs, food, refreshment)

During the visit

On 18th February 2017, we started our journey from Govern- ment Primary school, Kalitheerthalkuppam at 5:30 am with 48 students along with 7 teachers under the guidance of our school’s headmaster, Mr. Selva kumar. Students came with great enthusiasm. We reached Gangai Konda cholapuram at 08:30 am.

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The history of the temple was briefly explained by the temple trustee and Gurukkul. Our school teacher Mrs V. Sowmia, PST, and Mr.Srinivasan, drawing teacher, also explained about the art, architecture and specialty of the temple. Students were then allowed to explore the site in complete freedom.

After breakfast, we started our journey and reached Swami malai at 10:30 am. Our children had a different experience in Swami malai. The height of the temple was a little higher when compared with the average temple in our chosen places. Children observed that the steps were built for the 27 Nakshatras, saw the entire temple and heard the history of the temple from one of the persons in the locality.

Then we started the next stage of our journey and reached Thiruvalanchuzhi, where we saw the famous Lord Ganesha, called white Vinayaga, made with the ocean foam. It is an ancient temple. We saw many different sculptures there, especially chains made of stones. Our teachers helped our students to observe each and every sculpture and pillar there.

Then we reached Patteeswaram and explored the temple and its history with the help of the local people. The children learnt about the appearance of the temple, which was renovated recently and kumbabishegam done. The discussion was about the temple renovation and the kumbabishegam function.

Then we reached Tarasuram at 12 pm. We saw each and every corner of the temple. Our students received plenty of information from the sculptures in the temple. Isai padikkatugal – Musical steps, where a musical sound was heard from the stone steps. Animal sculptures were distinct, e.g. Elephant and cow in a single sculpture; horse, lion, elephant in a single sculpture. There we had a small discussion with the children about the

exposure visit so far and how they were liking it. The children showed enthusiasm and claimed to be enjoying the trip. The discussion continued through lunch too. Lunch was provided and the children were allowed to play in the garden for half an hour. "We, the teachers, were very proud of our children, because our children interacted with the foreigners in the temple who came from different countries (France, Germany, U.S and Canada) without any hesitation. Our children interacted with them in English. We were satisfied to see their knowledge of spoken English and how they use it in real life"

Then we started our journey from Tarasuram at 2 pm and reached Thanjavur at 5 pm.

On seeing the magnificent architecture of the Thanjavur temple, our children were very delighted and shared their views with us joyfully. They had already read the details of Thanjavur in their textbook (Grade V-Tamil–Nenchai allum Thanjai Periyakovil). They had also discussed some of the significant features of the temple, like Vimanam made of a single stone (81 ton) sculpture of Dwarabalagar,etc.

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There we had a short discussion with the children about the architecture and historical importance of Thanjavur temple.

• Difference and similarities between Gangai konda cholapuram and Thanjavur temple. (Height and construction style of Nandi, Lord Shiva):

Difference: children observed that the height of the Nandi in Gangai konda cholapuram is greater than that of the Nandi

in Thanjavur and the height of the Lingam at Thanjavur is greater than that of the Lingam in Gangai konda cholapuram,

Similarities: All the temples were built by the Chola Emperors and the construction style is the same throughout

We visited all the temples with complete satisfaction and enthusiasm.

Then we started our journey from Thanjavur at 6 p.m. and reached our school at 10.00 p.m. Attendance was taken and the students were sent safely home with their parents.

Post visit

• Students were assigned to submit a report about the visit either in written format or in the form of drawing. Students wrote their personal experiences and some also submitted the report in drawing forms

o The children expressed their happiness because they had seen, touched and felt in reality the sculptures they had read about in their Tamil textbook. (Nenchai allum Thanjai periya kovil)

o Children observed, expressing their astonishment, that in Thanjavur temple the shadow of the temple tower was not seen.

Conclusion

On the whole, the education-cum-exposure visit was an amazing and excellent experience for both the students and the teachers. We also had very different experiences. Our students had direct exposure and received a lot of joyful experience. During the visit they learnt skills like co-operation, tolerance and sharing (children

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helped their friends who suffered from travel sickness; while moving from one place to another place they ensured each other’s presence without expecting our assistance, and they shared their snacks with each other). We were satisfied that

we had achieved the prime objective of the visit.

B. Suganthi PST,GPS, KT Kuppam

Student Artefacts

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î¬ô¬ñ ÝCKò˜ ñ£íõ˜èO¡ èŸøL™ º‚AòŠ ðƒ° ÝŸÁAø£˜. ÜšõŠ«ð£¶ õ°Šð¬ø‚°„ ªê¡Á ÝCKò˜èœ õ°Šð¬ø‚ èŸHˆîL™ ß´ð´‹ «ð£¶ èõQˆ¶ Üõ˜èÀ‚° î‚è Ý«ô£ê¬ùèœ ÃP«ù¡. «ñ½‹ èŸøL™ H¡îƒAò ñ£íõ˜èÀ‚°„ CøŠ¹Š ðJŸC õ°Š¹èœ ïìˆF Üõ˜è¬÷ á‚°Mˆ«î¡.

ï«õ£îò£ CøŠ¹ õ°Š¹èO™ ºî™ º¬øò£è Ü¬ùˆ¶ ñ£íõ˜è¬÷»‹ ðƒ° ªðø„ ªêŒ¶ Ü¬ùˆ¶ ñ£íõ˜è¬÷»‹ ¸¬ö¾ˆ«î˜¾ â¿î„ªêŒ«î¡.

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«ñ½‹ ¹Fî£è ðEJ™ «ê˜‰î ÝCKò˜è¬÷‚ ªè£‡´ ñ£íõ˜èO¬ì«ò õ°Šð¬øJ™ ÝƒAôˆF™ «ðê ºòŸC‚è «õ‡´‹ â¡ø â‡íˆFù£™ CÁ CÁ õ£˜ˆ¬îè¬÷ ÝƒAôˆF™ «ðê ñ£íõ£˜èÀ‚° ðJŸC ÜO‚è«õ‡´‹ âù‚ÃP Üî¬ù ªêò™- ð´ˆF«ù£‹. ÜîÂì¡ ñ£íõ˜èO¡ å¿‚èˆ- FŸ°‹ º‚Aòˆ¶õ‹ ÜOˆ«î£‹ àí¾

à‡ðîŸ° º¡ ¬èè¬÷‚ è¿¾î™, õK¬êJ™ Üñ˜‰¶ à‡µî™, ¬èè£™è¬÷ ²ˆîñ£è ¬õˆF¼ˆî™ «ð£¡øõŸPŸ° º‚Aòˆ¶õ‹ ÜOˆ«î¡.

ñ£íõ˜èœ ªõO àôè ÜÂðõ‹ ªðø «õ‡´‹ â¡ø «ï£‚A™ ñè£ˆñ£è£‰F ñ¼ˆ¶õ˜èœ àîM»ì¡ ðœO õ÷£èˆF«ô«ò ‘°ö‰¬îèœ Fù Mö£’ ªè£‡ì£®«ù£‹. ñ£íõ˜èÀ‚° ð™«õÁ «ð£†®è¬÷ ïìˆF ðK²èœ õöƒèŠð†ì¶. «ñ½‹ ñ£íõ˜èO¡ ðò¡ð£†®Ÿè£è M¬÷ò£†´Š ªð£¼†è¬÷ ÜOˆîù˜. Ü¡Á ñ£íõ˜èO¬ì«ò Ü‹ ñ¼ˆ¶õ˜èœ ð™«õÁ è¼ˆ¶‚è¬÷ õöƒA CøŠHˆîù˜ °PŠð£è è™MJ¡ º‚Aòˆ¶õ‹ °Pˆ¶‹, è®ù ºòŸC °Pˆ¶‹, °ö‰¬îèO¡ èù¾ °Pˆ¶‹ à¬óò£®ù˜.

Þ¼÷¡ê‰¬îJ™ Þ¼÷˜èœ â¡ø êÍèˆFù˜ îQò£è õCˆ¶õ‰îù˜ Üõ˜èO¡ °ö‰¬îèœ ªî£ì˜õ¼¬èŠ ¹KõF™¬ô. Üî¡ è£óíˆ- F¬ù ÝCKò˜èOì‹ «è†ìªð£¿¶ Üõ˜èœ ÜšõŠ«ð£¶ è¼‹¹ ªõ†´õîŸ° ªõOÎ˜ ªê™õ£˜èœ. Ü„êñòˆF™ îƒèœ °ö‰¬î- è¬÷»‹ àì¡ Ü¬öˆ¶„ ªê¡ÁM´õ˜. «ñ½‹ Üƒ° ðô °ö‰¬îè¬÷Š ðœO‚° ÜÂŠð£ñ½‹ àœ÷ù˜ â¡Á ÃPù˜. H¡ù˜ ðœO ÝCKò˜ àîM»ì¡ Ü„êÍèˆF¡ î¬ôõ¬ó ê‰Fˆ«î£‹. ÜõKì‹ è™MJ¡ º‚Aòˆ¶õˆ¬î»‹ Üõ˜èÀ‚° Üóê£ƒè‹ ÜO‚°‹ ê½¬è- è¬÷»‹ â´ˆ¶‚ ÃP«ù¡. ðœO‚° õó£î °ö‰¬îè¬÷Š ðœO‚° ÜÂŠð «õ‡®«ù£‹. Üõ˜èO¡ âF˜è£ôˆ¬îŠ ðŸP ÃP«ù¡. ÜõK¡ àîM»ì¡ Ü„êÍèˆF™ àœ÷ Ü¬ùˆ¶‚ °ö‰¬îè¬÷»‹ ðœOJ™ «ê˜ˆî- ¶ì¡ Ü¬ùˆ¶‚ °ö‰¬îèÀ‹ ªî£ì˜õ¼¬èŠ ¹K‰î¶ â¡ð¶ Iè„ Cø‰î ¬ñ™è™ ê£î¬ùò£°‹.

ÝCKò˜èO¡ àîM»ì¡ ðœOJ™ ÜPMò™ è‡è£†C ïìˆF ñ£íõ˜è¬÷ á‚°Mˆî¶ì¡ Üõ˜èO¡ ªðŸ«ø£˜è¬÷»‹ ð£˜¬õJì„ ªêŒ«î£‹ Þîù£™ ªðŸ«ø£˜èœ I‚è ñA›„C Ü¬ì‰î¶ì¡ ÝCKò˜èO¡ e¶ I°‰î ñKò£¬î¬ò ¬õˆîù˜.

ñ£˜„ 2017 83F¬êñ£Q

Hóîñ˜ «ñ£® Üõ˜èœ ÜPMˆî “ÉŒ¬ñ Þ‰Fò£” F†ìˆF¬ù ñ£íõ˜èOìº‹ ªðŸ«ø£˜èOìº‹ â´ˆ¶‚ÃP«ù¡. Üî¡ Ü®Šð¬ìJ™ ñ£íõ˜èO¡ á˜õôº‹ ïìˆîŠð†ì¶. ñÁï£œ ºî™º¬øò£è â¡Qì‹ Hó„ê¬ù‚è£è õ‰î ªðŸ«ø£˜èO¡ Ü÷¬õ Mì Þ¼ñìƒ° ªðŸ«ø£˜èœ ðœO‚° õ‰¶ îƒè÷£™ Þò¡ø Ü÷M™ ðœO õ÷£èˆF¬ù CøŠð£è ÉŒ¬ñ ªêŒîù˜ â¡ð¶ ªð¼¬ñ‚- °Kò îèõô£°‹.

Þ¡Á ÜŠðœOò£ù¶ ªðŸ«ø£˜èO¡ ñùF™ ñEñ°ìñ£Œ Þ¼‚A¡ø¶. «ñ½‹ ðœOˆ¶¬í ÝŒõ£÷£˜ Üõ˜è÷£™ Iè„Cø‰î ðœOò£è «ð£ŸøŠð´Aø¶. ÝCKò˜èœ «ð£†®Š«ð£†´‚- ªè£‡´ Iè„ CøŠð£è è™M èŸH‚A¡øù˜. ñ£íõ˜èÀ‹ ï¡° è™M èŸA¡øù˜.

2016-17 Ý‡´ ñ£íõ˜èO¡ «ê˜‚¬è»‹ ÜŠðœOJ™ àò˜‰î¶ â¡ðî¬ù ªð¼¬ñ- »ì¡ ªîKMˆ¶‚ªè£œA¡«ø¡.

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