My Class of Creators and their Creativity

This one is for my class of Creators and their Creativity:

As you take another step and create your dreams of a future outside school, I sit here and create spirals of memories down the lane.

My second group of Nursery, my children with whom I moved to Kindergarten – Kavya, Tejas, Dylan, Aryaman, Ambica, Mridul and the others.  Why I call you creators is because you let your wings of creativity spread and soar high at all times.  Visuals of our choice time seem like yesterday. Tejas sitting in one of the classroom corners, creating buildings and bridges with wooden blocks and not to forget his never ending train. Kavya’s little fingers dipped in paint and I have yet to see a brighter sun than what I witnessed on her paper sheet. Failed to understand the logic behind a sun always rising from the earth. Each and every bit of paper would take a form and shape, streamers, flowers, rakhis, boats and aeroplanes.  Muddy hands mixing water in the sand and offering this as ice cream, a beautiful and serene temple being created in the sand pit and fallen flowers adorning the temple peak. Your questions obliterated the lines between  real and  imaginary world.

Many will still remember our lotus flower formation and presentation for Hamara Manch. The entire process began with placing a lotus flower in a bowl of water and keeping it in the group during our circle time. While some of you observed the flower, its colour, the stem underneath, others touched and felt it or wanted to smell it. The flower remained in our group for the next few days and you saw the petals opening wider and wider. Discussions in the circle time, followed by steps and movements and finally our lotus flower formation.  This was your beginning of creating goals, aspirations and strengths…..

Which is your favourite spot and what do you like to do there.....

“My favourite spot is the bamboo bushes. When I get bored, I go there.  I talk to the bamboos and I think, the rustle of the leaves is its language.  I usually like to sit there when there is noone out there. When someone shouts and screams and the noise is echoing all over, the beauty of the bamboos slowly  rustling will just be nice. That's how I feel.  Oh, and that's why I like the bamboo bushes.”

Expressed by one of you when in Class V and I cherish the photocopied A 4 sheet.

Each one of you has grown over the years, and I have often seen you walk around the school, but in my heart I have captured those images and memories of Nursery, Kindergarten and primary school years . 

Eyes are moist but the heart is warm with wishes and blessings as you take parts of this institute with you and leave yourselves in our thoughts.

What most of us have created is a sense of pride and being blessed for having your energies around us.

All the best to each one of you!

Understanding 'Discipline'

Often wonder why one teacher is immediately able to keep perfect order in the class while with another the first lesson may go well, the second will see less participation and the third will see chaos and resistance.  The same group of children may  respond differently to different teachers.  All elements that make you a great teacher; the art of expression, subject expertise, confidence and effective planning will come to nothing unless to this is added the intangible quality of understanding children.  Knowing how to adjust your manner of communication and interaction with different ages and groups of children.  The beginning is to understand how very different is the discipline demanded at different ages of childhood.

It is important to then understand what is 'freedom' and what is 'discipline'.  Freedom should be perceived as the ability to think independently with a sense of purpose.  Discipline is a gentle orderliness in the class without which no purpose will ever be achieved.  Any lesson plan or experience cannot be effectively implemented till the time there is orderliness in the class.  These will  only remain as good intentions.  Discipline with sensitivity and not something that is imposed with fear.  Discipline in the early school years is undoubtedly seen as the natural discipline of imitation.  Children imitate the actions of adults around them, if they see you arranging the footwear, toys, books or chairs, they follow you.  The challenge lies in providing them the opportunities to do so.  What should also be remembered is that when children imitate, it is no just the actions but also the moods associated with the actions and  the body language of the adults/teachers.

As children move forward in their Primary school years, they long for direction and purpose.  They respect a teacher who can engage them and 'keep them in order'.  A child who has behaved in a certain way that is unacceptable and knows of the same also tries to find an authority for his action outside himself.    Discipline arises through the natural acceptance of the authority of the teacher who is the real person and not the classroom rules.

Acceptance for authority in the middle and senior school years is also linked with respect for the teacher, someone who has the knowledge and abilities.  Children do not respect an adult just because he/she is an adult but they respect the abilities and emulate the enthusiasm.  Discipline for this age comes through enthusiasm for knowledge and life.

Finally, the question of consequences arises not when there is discipline but when discipline fails.

Who is the Bully?

Numerous discussions and exchange of perspectives around ‘bullying’ has happened in our weekly meetings.  Its impact in classrooms and school is acknowledged and collectively our concern is not for the ‘bullied’ alone but also for the ‘bully’.  Yes, social, verbal or physical bullying hugely affects the class dynamics and implementation of the lesson plan.

‘There should be consequences’ for certain kind of behaviour, ‘zero tolerance’, ‘just not acceptable’ is what we argue and debate upon.  But some of our responses and strategies can be counterproductive or less constructive.  As I reflect on one such classroom, I have serious apprehensions about how the situation was dealt with.  Children, teachers and parents; all turned against this child who was physically and verbally bullying peers in the class.  Who would consistently make sounds and disturb, who would push in the lines and break the flow of the lesson plan. We like to use the word ‘consequences’, nonetheless it refers to and implies punishment for the bullies.  

Children who break the rules, hit or otherwise displease are sent to the library (isolation), sent home or their ‘choice time’ is taken away (loss of opportunity to participate in what they enjoy the most). They should reflect on their behaviour, they cannot travel in the bus or else parents should accompany them or sit outside the classroom.  ‘Because we cannot handle this’, this approach comes to us very easily.

Making children suffer for what they’ve done is often defended on practical grounds, but there is no evidence to support the claim that punishment makes schools safer or leads the children who have been punished to become more ethical or responsible. This approach to discipline can lead to a damage to the concerned child’s (whom we choose to call a bully) self-esteem, trust in adults around him, love for learning.  Subsequently this is associated with more antisocial behaviour, less prosocial behaviour, and increased levels of anxiety.

Often we insist that if someone does something unacceptable, he or she must be “held accountable”; a consequence must be imposed.  But what we choose to call ‘consequence’ is also a punishment and defining consequences for children who bully not only fails to address the source of the problem but makes things worse. Punishment degrades, humiliates, and dehumanizes the children who are its objects.

Bullies are often the ones who have themselves been bullied or have authoritarian adults or parents at home who subject their lives to hard rules, structure and punishment. A ‘consequence’ is seen as a punishment and the child in this case also sees the teacher as a bully.  Someone who has power over him/her, someone who can use this power and is probably not thinking of how it affects the child. Maybe this will contribute to further bullying.

What is important is to see beyond the behaviour, look at the larger context, establish a relationship or bond with the child, acknowledge him/her, highlight the strengths, incorporate his/her interests in the lesson plan, give responsibilities and move from ‘doing to the child’ to ‘working with the child’.

So dear teachers, stop and think next time before you take an action.

Creating a Cohesive Classroom Community

                                           

Creating a cohesive classroom community requires planning, effort, understanding and consistency.  A cohesive classroom is not defined and identified by merely the physical space, it is where each and every child is respected, valued and is effectively engaged in the learning.  The comfort and trust with which the children interact with each other, their teacher and the learning space lays the foundation of a cohesive classroom community.  Children come from diverse social and cultural backgrounds, diverse experiences and diverse abilities.  A cohesive classroom celebrates these differences and the individuality of each child.

Take a minute to reflect on the beginning of the school year, you spend a considerable amount of time setting up the classroom, displaying the boards, arranging stationery and other material, making lesson plans and doing much more.  However what you do when the names on the list displayed on your classroom door make an appearance on the first day sets the character of your class.  What we facilitate is a curriculum but  with him or for whom we facilitate the curriculum are our children.  If the classroom is focused on learning and the interests and abilities of all children are taken into consideration, we will spend more time in providing learning and less in managing the classroom. Each and every child should feel a strong sense of belonging to the class.  At the end of the year, children also remember how it felt like being with their teacher in the class.

It begins with breaking the barriers, where children establish strong relationships with each other by knowing what is similar and unique about each one of them.  And this happens when the teacher first knows about each and every child.  Next is creating a climate where children can fearlessly participate in circle time or other discussions, where they are at ease.  A certain degree of informality will exist in the classroom, at the same time a teacher should know when and where to draw the boundaries and set the academic expectations.

A clear direction to the children and inputs which help them in charting their way through the learning process is significant.  Thus empowering them with a sense of ownership in the learning process.  A sensitive interplay between group and individual goals is also required.

Then there will be children with energies which can be disruptive and which can hinder the building of a cohesive classroom.  If the energies of these children are positively channelised, they can prove to be an asset to the class.  At no point of time should a teacher get into a power struggle with such children.   As teachers we need to understand these children and also that these are behavioural phases which shall pass.

Many times as teachers we fall into the trap of implementing the lesson content and ignore the group dynamics and social and emotional development of children, leaving that to be the responsibility of the class teacher.  Three important aspects of a cohesive classroom community are ; interpersonal relationships, commitment to learning because of interest and challenges and a sense of pride.

The components of a cohesive classroom are : acceptance of each other, togetherness, respect and understanding, harmony, tolerance, environment of listening, give and take, relationship with each other and above all meaningful engagement.

Having said all this, it is not necessary that a class that has been earlier cohesive will always remain so.  It is the teacher who along with the children sets the energies and character of the class.

How much of technology?

There was a time when all of a sudden one could see malls springing up in each and every part of Gurgaon.  The mall culture has taken away a lot from the growing up experiences of children.  More and more families prefer to spend their time in malls and have forgotten the gardens, parks, museums and book shops.

And now is a time when schools are springing up in each and every part of Gurgaon.  Schools which look like nothing less than five star hotels, schools which look like huge concrete blocks and give the feel of a cold corporate office.  Lap tops and tablets have replaced the text books and note books, chalk boards have been replaced by smart boards and schools have moved to being technology centric from child centric.  These are the 21st century schools and the people promoting them cannot be differentiated from the guy wearing an orange coloured T Shirt and selling an online grocery store.

One somebody asked me my vision for a 21st century school, my reply was that children were children then and children are children now, they are as curious, as observant and have the same questions.  The environment around them has undergone an immense change.  What you do with what you learn was as important then and remains as important now.  I have nothing against technology but very strongly advocate that it should be for supporting the learning experiences of children and should not be the only way to learn.  It is the easiest to research and find everything on the internet, but that is only information and not learning.  It also leads to over stimulation and can cause damage to a child's own reasoning, creativity and imagination.  Watching a real butterfly in the garden is a more immersive experience for a child than a butterfly on the internet or smart board.

Technology can also dilute learning as the exposure to any topic or content is so much more than what is required or age relevant. A classroom discussion in a teacher's presence establishes a connect with the content and also the teacher.  The findings of a recent study were that when a group of children was asked to write  on a given topic, most of them failed to think on their own and write beyond a specific number of words.  Also there were many spelling and syntax errors.  This was because they had been completely depending on technology to think for them and were not used to writing on paper.

What is required is the right balance and integration of technology in the teaching learning.

The Class of Wonderers and Wanderers

This one is to my class of wonderers and wanderers, the bunch of lively 27 heads in my  Nursery class.  This year you are ready to take on the first board examination and through the mirror I nostalgically take a rear view of your first year in school and mine as your teacher. 

I entered your classroom and was introduced by Amita didi and I can still hear her words ringing in my ears,"So we have one more member in our group and now we are 29.  We have a new didi." You all looked at me and Urvashi made place for me next to her in the circle.  Such a warm way of including and welcoming me in your group.  I call you wonderers and wanderers because you would wander around the school spaces, sometimes collect leaves and flowers or pebbles or sometimes sand in plastic containers.  You would climb up the trees, roll down the grass mound and run bare feet in the corridors. You would spot the dragonflies, observe them flying and would spread you arms to fly like them.  Hunt for snails during rainy season and run up and down the ramp never getting tired.  While you looked at the world around you with a sense of wonder, I looked at you and wondered. Trying to mix the right quantity of water in the sand to get tighter and firmer laddoos, flying paper aeroplanes from the small terrace area and assessing where they go, measuring the sand pit with hand spans and not to forget our first Hamara Manch presentation, 'The Baby Bee Bee Bird'.

In the first Friday meeting that I attended, most of our discussion revolved around Sumair who had not settled in the group and that how could we help him settle. Sumair, for days your mother continued to sit on the ledge outside our group.  I was given the responsibility to bond with you and help you settle. You would sit next to me and always move around holding my hand.  And then one day I asked your mother to leave, you were upset and cried, we went to Moina didi's office and I made you speak to her on the phone.  You looked at me and asked, 'Aapke paas unka phone number hai?' I said yes and you wanted to see the number, I pulled out the paper slip from my pocket and showed the number scribbled on it.  You asked, 'Jitni bhi baar bolunga baat kara doge?' I said yes, and you smiled.  I had the magic number with me and would flash it out of my pocket and show you whenever you wanted to see it.  After a few days you settled completely and were happy in the group.  Helping you settle was seen as a big achievement and I was acknowledged for this in the next Friday meeting.  All I had done was help you place your trust in me.

Most of you would remember the slide in the pre primary school, one day one of your peers stood on top of the slide and peed on it.  Alarmed, all of you ran towards didi and reported.  And when we spoke to your friend, his logical answer was, 'Slide bahut garam thi, usko thanda kar diya kyonki mujhe slide karna tha'.

This and so many other stories.  As you have wandered from one group to the next, I have sailed through voyages of my personal and professional journey, being a wonderer and wanderer in every sense. This class of wonderers and wanderers will always be very special and I wish you all the best as you get ready to take on the board examination.

Saying it all through body language

More than words it is through her body language that a teacher communicates with her students. A nod, a smile, warmth on the face and a friendly gesture communicate that she is approachable and that she is there for them.  A positive body language affirms the faith of students in their teacher and helps her win their confidence.  A hug which communicates - I understand your fears, smile which communicates - I always knew you could do it, pat on the back which communicates - come on I am there for you, a nod that says - yes, I am listening and a look into the eyes that acknowledge's the student's presence.  All this goes a long way in building lasting relationships with children.

"Don't worry that children never listen to you, worry that they are always watching you."  

We are always communicating,  communication which as an ongoing process  of sending and receiving messages – enables us to share knowledge, express attitudes and demonstrate skills. Implementation of the lesson plan in classroom depends on effective communication.  Body language or nonverbal communication includes : Facial Expressions, eye contact, touching, posture, body movements and gestures, tone of voice and spatial distance.

 The most effective and persuasive communication occurs when verbal and nonverbal messages are in sync, there is synergy in the communication. Verbal communication permits instant feedback, nonverbal acts do not.  Teachers must therefore rely on their instinct, understanding of nonverbal communication and feedback from others also from students.  I remember during one of the parent teacher meetings my son, eight years then, looked straight in the eyes of his teacher sitting across the desk and said, "We want you to smile a little more often in the class."  We often hear children share remarks such as "This teacher has a very rude tone of voice", "I am very scared of the Math teacher, there is a permanent frown on her face."  

 Teachers express enthusiasm, warmth, assertiveness, confidence or displeasure through their facial expressions, vocal intonation, gestures and use of space. Teachers reinforce or modify student behavior by their use of smiles, frowns and scowls. When teachers exhibit verbal messages that conflict with nonverbal messages, students become confused. This confusion often affects their attitudes and their learning. Positive expectations bring positive achievements. Negative expectations bring loss of self-confidence and failure.

 Facial expressions include: muscle movements in the forehead, eyebrows, eyelids, cheeks, nose, lips and chin which signal emotions.

 Eye movements - the eyes are the most dominant and reliable features of the face and provide a constant channel of communication. Unlike other parts of the face, eyes can both send and receive messages. Teachers usually maintain eye contact and flash visual signals when they want to emphasize particular points. Students' eyes often signal listening and non-listening behavior. Lack of student-teacher eye-contact will often indicate disinterest, inattention, or even dislike for the teacher. Direct teacher eye contact can also express support, disapproval, or neutrality. Teachers can have an individual connection with every student in the classroom by using eye contact.

 Vocal Intonation –  includes a multitude of components: rhythm, pitch, intensity, projection. Vocal intonation influences how others perceive us and provides evidence about our self-confidence and enthusiasm. 

 Body movements and gestures – we communicate by the way we walk, stand, sit, what we do with our shoulders, hands, arms, and legs, how we hold our heads, and the manner in which we position our bodies toward or away from others. Posture often indicates mood and attitude. The body tends to move in harmony with words. We lean forward when we like someone or if the topic being discussed is interesting. On the other hand, we lean away from individuals we have negative attitudes towards, or from topics that do not interest us. In the classroom, students receive nonverbal messages of enthusiasm or boredom communicated through a teacher's body orientation. An observant teacher can also tell when students understand material presented or when students have trouble grasping major concepts. Inappropriate postures and gestures of a teacher will diminish a lesson's delivery. All body movements should be used to accentuate and confirm verbal messages.

Use of space –  Classroom layout and aesthetics can directly impact students' learning. Classroom environments can create moods and establish how much communication takes place. The position of a teacher's desk may serve as a barrier to prevent students from entering his/her space and thus inhibits interaction. 

"They may forget what you said but will never forget how you made them feel."