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• In what ways can we support/interact with such a child where she only responds in individual interactions?
• In what ways can we support/interact with such a child where she only responds in individual interactions?
=== 4. Behavioural issues among children ===
=== 4. “Mujhe bhi bholne ko chance diyo yar” _19th March 23 ===
It was an activity where, children of grade 7 were asked to create a horror story in groups of 5-6 each. In one of the groups, there was a student Sumukh (name changed) who was involved as one of the group member. Sumukh is always seen as silent, not interacting with others, not giving answers to questions but when given problems to solve he would solve quickly and correctly. After several discussions and interactions it was found that he cannot understand kannada as he is from Bihar. When we tried speaking to him in Hindi he started expressing about himself a bit comfortably.
During the activity of creating a horror story, as we knew that the boy knows Hindi we asked him to create the story in hindi. Then the other children complained that they cannot understand. Then the boy immediately said, “ Mujhe bhi bholne ko chanace diyo yar”.Then one of the girl who knew both languages agreed to translate his story to others and others story to him. As the group was creating stories and adding their inputs this boy added his inputs so imaginatively and realistically as if it was his own experience. His language skills and vocabulary were so excellent that he went on describing the story for about 6 minutes continuously adding details so vividly.
We had never seen Sumukh to be so expressive and imagined him to be so talkative till then. After this incident, Sumukh Started expressing his ideas and thoughts in classroom. He would also share with us what happened throughout the day in School.
Language is not a barrier to learning. But, it should be considered as a means to learning.
=== 5. Behavioural issues among children ===
Students of class 7 are playing a dice and colouring game in a 100-grid, where one wins when they reach 100 first. However, one student, Abhi (name changed), starts multiple arguments when his peers got higher scores or he got lower scores. Abhi has difficulty interacting with his peers and teachers, and often reacts aggressively with vulgar words and displays non-cooperative behaviour. Other students have tried to reason with him, but they give up after a while. In this instance, they let him make up his score and did not pay him much heed while they continued to play as per the rules.
Students of class 7 are playing a dice and colouring game in a 100-grid, where one wins when they reach 100 first. However, one student, Abhi (name changed), starts multiple arguments when his peers got higher scores or he got lower scores. Abhi has difficulty interacting with his peers and teachers, and often reacts aggressively with vulgar words and displays non-cooperative behaviour. Other students have tried to reason with him, but they give up after a while. In this instance, they let him make up his score and did not pay him much heed while they continued to play as per the rules.
• How can we build collaborative / cooperative skills among the children?
• How can we build collaborative / cooperative skills among the children?
=== 5. Attitudes towards the opposite sex ===
=== 6. Attitudes towards the opposite sex ===
“Agalla mam, thu avl pakkana nan ninthkolalla, nan illi evn pakka nilthini” (Not possible, ma’am. I am not going to stand next to her. I will stand next to him instead) – This is what Dhamu (name changed), a student of class 7 told his teacher, and started questioning the teacher’s decision to make girls and boys stand in an alternating manner. When the teacher tried to explain that girls are also his peers, and when he can interact with the women in his family, he can do the same with his classmates, but he replied,
“Agalla mam, thu avl pakkana nan ninthkolalla, nan illi evn pakka nilthini” (Not possible, ma’am. I am not going to stand next to her. I will stand next to him instead) – This is what Dhamu (name changed), a student of class 7 told his teacher, and started questioning the teacher’s decision to make girls and boys stand in an alternating manner. When the teacher tried to explain that girls are also his peers, and when he can interact with the women in his family, he can do the same with his classmates, but he replied,
=== 6. A case study on dealing with disciplinary issues ===
=== 7. A case study on dealing with disciplinary issues ===
As a part of some post-baseline sessions, a story-reading session was planned for grade 6 at one of the schools under TIIE. These sessions, where images in the story are displayed using a projector, and the audio plays along, are well-liked by students across schools and grades, and all students were excited to see what the story was about.
As a part of some post-baseline sessions, a story-reading session was planned for grade 6 at one of the schools under TIIE. These sessions, where images in the story are displayed using a projector, and the audio plays along, are well-liked by students across schools and grades, and all students were excited to see what the story was about.
• What can NGOs such as ours working in school do to address these issues?
• What can NGOs such as ours working in school do to address these issues?
=== 7. A blurry future? - Case of a child with eyesight problems ===
=== 8. A blurry future? - Case of a child with eyesight problems ===
It is a regular school day at a government school in South Bengaluru. The teacher writes something on the blackboard, encouraging students to pay attention and respond. A little later, she shares a worksheet to assess what students have learnt. However, amidst the eager responses and student chatter, one child is distracted. Pritam (name changed) is struggling to understand what is being taught in class. He squints to focus on what is written on the blackboard but is unable to understand the letters. He tries squeezing one eye shut and bringing the worksheet within 2-3 inches of the other eye. This helps a little, but before he can decipher all the questions, the class is over and the worksheets are collected back. Pritam doesn’t perform well in this test.
It is a regular school day at a government school in South Bengaluru. The teacher writes something on the blackboard, encouraging students to pay attention and respond. A little later, she shares a worksheet to assess what students have learnt. However, amidst the eager responses and student chatter, one child is distracted. Pritam (name changed) is struggling to understand what is being taught in class. He squints to focus on what is written on the blackboard but is unable to understand the letters. He tries squeezing one eye shut and bringing the worksheet within 2-3 inches of the other eye. This helps a little, but before he can decipher all the questions, the class is over and the worksheets are collected back. Pritam doesn’t perform well in this test.
• How can we strengthen our existing systems to avoid cases such as Pritam’s from escalating and resulting in long-term damage? How can awareness regarding applicable government provisions and schemes be raised among the parent community?
• How can we strengthen our existing systems to avoid cases such as Pritam’s from escalating and resulting in long-term damage? How can awareness regarding applicable government provisions and schemes be raised among the parent community?
=== 8. Learning challenges brought on by a long learning gap ===
=== 9. Learning challenges brought on by a long learning gap ===
“ma’am avanige akshara ne baralla!” (He doesn’t even know the letters!)
“ma’am avanige akshara ne baralla!” (He doesn’t even know the letters!)
• What can be done to avoid such cases from happening in the future?
• What can be done to avoid such cases from happening in the future?
=== 9. Language as a barrier to learning and classroom interactions ===
=== 10. Language as a barrier to learning and classroom interactions ===
Language barriers in the classroom are ubiquitous in a country that has over 19,500 spoken languages. Such diversity brings its own set of challenges, but from an educational perspective the results are especially disastrous. UNESCO estimates that 40% of school-aged children don’t have access to education in a language they understand. Following are the cases of such children in government schools in Bengaluru whose home languages are different from the school’s medium of instruction and they need to learn a new language to understand their teachers and peers.
Language barriers in the classroom are ubiquitous in a country that has over 19,500 spoken languages. Such diversity brings its own set of challenges, but from an educational perspective the results are especially disastrous. UNESCO estimates that 40% of school-aged children don’t have access to education in a language they understand. Following are the cases of such children in government schools in Bengaluru whose home languages are different from the school’s medium of instruction and they need to learn a new language to understand their teachers and peers.