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From Karnataka Open Educational Resources
→GHPS Ejipura
The Govt. Higher Primary School is in Ejipura, which is inSouth of Bangalore. In grades 1-7, there are about 450 students enrolled at this school. There are about 9 teachers (Including HM). For classes 5, 6, and 7, the language of instruction is Kannada, and for classes 1 to 4, the language of instruction is English. The school has a good infrastructure, including a computer lab with 15 systems and internet access and a big auditorium available for events. There is no separate playground for students to play outdoer games, so they practise sports on the school campus.
The Govt. Higher Primary School is in Ejipura, which is inSouth of Bangalore. In grades 1-7, there are about 450 students enrolled at this school. There are about 9 teachers (Including HM). For classes 5, 6, and 7, the language of instruction is Kannada, and for classes 1 to 4, the language of instruction is English. The school has a good infrastructure, including a computer lab with 15 systems and internet access and a big auditorium available for events. There is no separate playground for students to play outdoer games, so they practise sports on the school campus.
We had the chance to work with 40 Seventh grade out of the 450 students. The headmistress is very supportive and liberating when it comes to providing classes and rooms for our sessions. Children in Grade 7 speak Tamil, Telugu, Hindi, and Bhojpuri as their home language. However, the majority of the children could communicate in Kannada.They are marginalised in society because of their parents' socioeconomic status and the fact that the majority of them are single parents. Additionally, the majority of parents have no formal education. The interaction/relationship between the Teacher and students seem to be good.
We had the chance to work with 40 Seventh grade out of the 450 students. Children in Grade 7 speak Tamil, Telugu, Hindi, and Bhojpuri as their home language. However, the majority of the children could communicate in Kannada.They are marginalised in society because of their parents' socioeconomic status and the fact that the majority of them are single parents. Additionally, the majority of parents have no formal education. The interaction/relationship between the Teacher and students seem to be good.
Unlike other Schools, the behavior problem that we faced with Ejipura school children is very less. It was not so difficult to handle these children during the session. The children seemed to be very obedient and dedicated towards learning. They used to be very happy and enjoy being in our sessions and a few of them are long-absentees who occasionally attend our programme and have difficulty in following our sessions. Few students can perform basic operations such as addition, subtraction, and multiplication, but not all; many students have limited a contextual understanding of the operations and geometrical shapes. We tried various strategies such as the FLU model, the ist ide est beku game, the dice and hand cricket game, the multiplication factors representation, working with the area model in PhET simulations and through practise, enacting the characters' conversation on shapes, and so on. All of these helped children overcome misconceptions about those concepts, and a few children who were having difficulty doing addition and subtraction comfortably solved it using the FLU representation. Students also narrate the stories in other local languages and explain the meaning to the class during the language session. Students' coordination was comparatively good, and they interacted well with their peers during assigned group activities.
Unlike other Schools, the behavior problem that we faced with Ejipura school children is very less. It was not so difficult to handle these children during the session. The children seemed to be very obedient and dedicated towards learning. They used to be very happy and enjoy being in our sessions and a few of them are long-absentees who occasionally attend our programme and have difficulty in following our sessions. Few students can perform basic operations such as addition, subtraction, and multiplication, but not all; many students have limited a contextual understanding of the operations and geometrical shapes. We tried various strategies such as the FLU model, the ist ide est beku game, the dice and hand cricket game, the multiplication factors representation, working with the area model in PhET simulations and through practise, enacting the characters' conversation on shapes, and so on. All of these helped children overcome misconceptions about those concepts, and a few children who were having difficulty doing addition and subtraction comfortably solved it using the FLU representation. Students also narrate the stories in other local languages and explain the meaning to the class during the language session. Students' coordination was comparatively good, and they interacted well with their peers during assigned group activities.
'''Teachers Participation and collaboration:'''
The headmistress is very supportive and liberating when it comes to providing classes and rooms for our sessions but she was unable to attend our sessions because she was more involved in administrative tasks.
Other teachers shared their observations on class 7 students during one of our interactions with them that they found that students' ability to retain information in the classroom was too low and that a single concept could be taught more than once to help students understand it. They made an effort to meet the needs of the each students but were unsuccessful in doing so because of other departmental and administrative tasks.
Teachers who teach math and Kannada are very helpful to our programme. They wanted to participate in ITfC sessions but were unable to do most of the time because they were attending other classes and wishing to take part in training sessions on pedagogical methods and resource development.
Math teacher attended a few math sessions, observed each student's level of participation, made comparisons with her class, and was surprised by the participation of a few children. She was happy that we planned our activities to strengthen students' understanding of the fundamental concepts because she wasn't able to find the time to do that. We were able to participate in a parent meeting of these children and make it more meaningful with the help of the class teacher coordination.
We given two days of digital training for teachers based on their needs, and we continued to assist them with the ongoing maintenance of the computer lab. Helping the headmistress with digital tasks related to administrative work as needed, and she also requests help and support from once in a while for academic tasks like downloading learning resources as well as worksheets and preparing question papers.
