Learning through Stories

Sara Hurley, a visiting story teller, performer and educator from the UK, joined the conclave speaking about and demonstrating “Experiential Learning Through Story Telling.” Director of the integrated arts company, Blazing Tales, UK, Sara Hurley first hosted a session for 350 during TTF's Children's Day event “A Medley of Music, Myth and Mirth” and later at the conference turned her focus to a broader perspective, explaining how story telling can be used as experiential learning.

 

Through story telling, children make their own images and narratives which helps ensure whole child learning. It is a democratic art form, it is for the people, and a method that is open to all. She explained, “You need to get inside the story, and make up your own story by stirring the imagination. It is the imagination,” she continued, that is “connected to the complexity of being a human being.”

 

The challenge of story telling is accessing the authentic imagination – not the ideas that the child thinks the teacher wants to hear— but the ideas that remain unprovoked. Using props and pictures helps students feel less vulnerable as they can project their own hopes and images onto the pictures and explore them without feeling exposed.

 

Using an activity to elaborate her discussion, participants imagined being in the classroom and the teacher asks them to find a space in the classroom. Ms. Hurley asked the participants to imagine that they're in the rainforest and asked them to take a step forward into the rainforest. She had them imagine the colours they see, the size of the trees, and as they walk deeper into the forest, feel the temperature change. She asked the participants, “Have you been to this forest before? Is it the first time or do you come here a lot?”

 

Coming to a close, Ms. Hurley asked one participant what he sees. “A tree” he responded. Ms. Hurley asked him to describe the tree or say something about it. The participant says he wants to hug the tree but he is too small.

 

If a group of grown-ups at ICS were transported to a far off rainforest, imagine what could happen with group of school children!

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Safe and Sensitive Schools: 2 ½ years later

The Safe and Sensitive Schools (SASS) project was designed to make selected schools safe and sensitive through embedding policies, spaces and interactions that are positive, constructive, nurturing and collaborative for all – students and staff alike.

Maya Menon, Akhila Doraswamy, Misbah Shahid and Shipra Suneja, members of the TTF team overseeing, coordinating and implementing the intervention, presented the findings of the project at the Excellence in School Education Conclave on 13 November 2011. Following Jenny Mosley's demonstration of how Quality Circle Time works, the TTF team elaborated on the entire project, its different components and the impact in schools.

The 2 ½ year long project, with eleven schools, focused on training the school and the teachers to promote positive relationships among all the stakeholders in the school: heads of school, teachers and students, making schools more safe and sensitive. The project came out of an identified need based on the too common trend of negative language in schools marked by harshness of tone. In these situations, children have difficulty  expressing and sharing their feelings as well as developing empathy and a sense of self-confidence.

Safe and Sensitive Schools - A National Pilot Project from The Teacher Foundation on Vimeo.

A video documentary which captured the essence of the positive interactions during the SASS Project, directed and edited by Gautam Sonti, was screened. A central component, QCT, is being conducted in schools which has helped the students build positive interactions and relation among the class. Teachers discussed how they improved their interactions with students, using rewards and sanctions as opposed to sticks and criticism. They also explained how their overall way of relating to students has changed, being much more friendly and sensitive.
 
The focus was to build self esteem which translated in other areas as well. The whole school behaviour policy helps the systems and processes in schools that helps foster positive interactions and build trust.

The heads who have undergone the programme expressed that they strongly believe that QCT has helped students use their listening skills and the schools have become gentler spaces. The bubble time, in which students and teachers talk one on one, has helped the teachers and students deal with children's individual needs and concerns.

During the presentation, Sujatha Mohandas, Principal, Sishu Griha and Rema Nandakumar, Principal, Chinmaya Vidyalaya spoke about the experience of hosting the SASS Project. Both the heads of schools mentioned that change in the school environment is clearly evident. It is visible in the way students and teachers talk to each other and how the school itself functions.

One can see changes at the schools that have been a part of the project, changes that are subtle but definite - teachers innovatively using the QCT sessions to discuss common classroom concerns and help students think of creative ways to solve them; children delighted to participate and share their thoughts, the teachers in many cases also mentioned that the unity in the class has also strengthened; teachers using positive behaviour management techniques rather than punishments; regular QCT sessions has helped children, especially the quieter ones, to express themselves confidently; and most of the listening and appreciation systems in place.

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The Future of School Education

Starting with a musical performance from the students of Kalkeri Sangeeth Vidyalaya, day three of the Excellence in School Education conclave began on a creative note. The opening panel, chaired by Tara Kini, an independent education consultant, was represented by schools, higher education, the larger society and industry.

 

Barbabra Schmid, the social welfare manager from Kalkeri Sangeeth Vidyalaya a school in Dharwad began the morning's talk. The school empowers, supports and encourages children from socially marginalized backgrounds through comprehensive education which includes academics and music. Taking up the theme of music, Barbara illustrated how the study of music lends itself to improving academic and social development in students and how studying music lends itself to developing a success psychology. She explained that music is not just a recreational activity,it stimulates our brain processes in many ways. Promoting a sense of belonging and acceptance and developing a child's internal locus of control are all central to a child feeling successful.

 

Taking up a different perspective, Dr .S. Ghosal gave a talk entitled “Contemporary design education for the creative industry and economy” where he addressed the need to create value addition for the future.

 

Bringing another perspective to the conference, Dr. Ms.Ajantha Perara from Sri Lanka gave a dynamic and engaging talk entitled “Beauty is in caring for a life- Responsibility of parents and society.” She asked the gathering,: “How often do we say thank you for the air we breathe, the water we drink and the food we eat?” Connecting her passion for preserving the environment with her love for people from all backgrounds, Dr. Perara explained the work she has done with the rag pickers' children in Sri Lanka. Visiting the garbage dumps she has tackled both the environmental and social challenges of these locations. Earning the nickname “Queen of Garbage” she has advocated waste management, recycling and composting. However, she has also brought the children of rag pickers into the realm of formal schooling-overseeing and advocating for their academic success.

 

Mr. Ajay Krishnan of Cisco, a conference sponsor, continued on the theme of opening up quality education for under-served children. Speaking about an exciting technology platform developed by Cisco, Mr. Ajay explained how students in remote rural areas can have access to specialist teachers via a two-way internet connection. An exciting prospect for the future of education in a country with a growing school age population!

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Managing teaching and learning

How can you eat a chocolate without bending your arm? By putting it into each others' mouth!

 

Kavita Agarwal, Director of Academics and Principal of DG Khetan International School, explained the purpose of this small riddle saying it is to remind us to share and grow with sweetness.

An interesting way to begin a session on academic leadership,

Kavita Agarwal continued her talk entitled “Curriculum Management: Managing Teaching-Learning.” She explained that running a school is through planning and management and that effective curriculum management is essential in running a good school. Curriculum can be planned keeping in mind a variety of factors, one of the most effective and significant is a trans-disciplinary approach.

 

Kavita Agarwal continued to explain that excellence in schools can be achieved through effective management of curriculum which involves multiple stages encompassing planning, implementation, assessment and feedback.

 

Concluding her remarks, Kavita Agarwal remarked that “education without a clearcut aim is like a rudderless ship.”

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Bringing Joy to Classrooms

Turning to the role of arts in the classroom, Professor Asha Singh from Lady Irwin College in New Delhi highlighted the importance of embracing arts as the basis of classroom joy. Setting the background, Dr. Singh explained only recently CBSE incorporated the arts in the school curriculum.

 

Theatre, one of many aspects of the arts, is an interactive and expressive experience that allows children to connect with their own realities and learn about other cultures. It is through the arts that “children learn to think, make meaning and nurture their curiosity.” However, as with any teaching strategy, teachers much plan and create intentional experiences for their students. Dr. Singh explained that the methods should be relevant to the individual students' needs. Ultimately, arts are a valuable resource because they empower teacher and link the social reality of students to the school space. Perhaps one of the most powerful roles of arts in schools is that of building bridges for cultural confidence and helping students and teachers develop a sincere regard among themselves.

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