TIIE-EL-Classroom

Quantitative Analyses

Can be by module / 'competency'

Qualitative Analyses

GHPS Byrasandra

GHPS Byrasandra Govt. Higher primary School is located in the South of Bangalore, Jayanagar. This School consists of around 250 students from the grades 1-7. There are around 6 teachers (Including HM). Medium of Instruction is Kannada. The classes selected for our intervention program were 6 and 7. There are around 11 children in 6^th Std and 15 children in 7^th std. Both 6^th and 7^th children. Majority of the children in both the standards speak Kannada. But they do have children from Tamil, Telugu and Urdu languages. Most of the children come from Gulbarga colony slum. Parents are mostly from lower middle class and middle class. Also, the educational background of parents is mostly literate/ educated and illiterate/ uneducated. The interaction/relationship between the Teacher and students is good. (Few children have in fact said that they were sad because one of the teacher has not come to school). Corporal Punishments seem to exist (Teachers walk with stick to Classrooms). Teachers believe that its difficult to handle the children without stick, and they would listen only if they use stick.

We observed the following behavioral challenges when dealing with children of grade 6 and 7. We encountered a lot of behavioral issues like pulling, pushing, teasing, hitting when both 6 and 7 were combined for the class. Hence, we divided class 6 and 7 children and conducted sessions separately every time. During separate sessions following observations were noted. Grade 6 children would behave well in the absence of Grade 7 but 2 children would always sit quiet, isolate from others and would not participate in any activity and were ignored by their peers. While grade 7 children would always demonstrate aggressiveness, overpowering, hitting others, bullying and fighting with each other. Most of the boys would immediately react and hit others when they found that the other person is not supporting their thoughts/ideas and going against their thoughts/ideas. The understanding that the other person also has the right to say whatever he feels/thinks was not at all internalized. The girls from 6^th std used to be very quiet throughout the class and would not talk or share anything as the boys were overpowering. One important observations that we could make during our sessions was that the boys normally fought for using languages other than Kannada. If somebody uses a language other than Kannada they would even go and hit the other child. Many a cases there were fights among children due to Language issues and also for talking bad about their favorite celebrities.

In order to overcome these behavioral challenges and execute the planned activities, we had to try various strategies and modify our plan as per the behavior of the children. We also integrated few Socio- emotional learning sessions as part of our planned activities to create self awareness about their emotions and overcoming it. We tried suggesting various strategies to overcome their anger through planned activities around the Story “Angry akku”.Activities like role-play, clay modelling, Story narration, discussions were planned around the idea of respecting others, treating everyone equally to help them understand the need and importance. After all this effort and planning there was some improvement in children behavior, when they tried hitting the other child in front of us they would look at us and say “I will control my anger”.This was very good development that we could see with this children. Moreover, they were very happy to be part of our sessions as we never hit or scold them and helped them understand maths and Language easily(Shared by Students). If we were able to see this granular change among these children through thoughtful activities and planning, definitely the teachers, parents and the School planning and collaborating together to integrate inclusive culture will have a greater impact on children understanding and behavior. The culture of inclusiveness should begin from the classroom by the teacher and then spreading it across to the School, community will have a profound impact on the development of children. It will help them shape their behavior and perspective towards inclusion.

Hence, in order to bring about the best in each and every child we would recommend the following suggestions/ recommendations to the School to reflect upon:

Teacher Preparation and Collaboration- Equipping the teacher to integrate the elements of inclusiveness in his/her classroom using different strategies with a thorough understanding of Universal design principles and Collaborating with the peer teacher in developing lesson plans, co-teaching, and sharing resources.

Involving Parents/families- There are various challenges associated with involving parents family, But, its also important that inclusion is not possible without parents/ families engagement. Understanding the Students and their families, communication with the parents about child, Involving parents and families in classroom activities, Allowing the families/parents to share their ideas will aid in developing inclusive environment.

School as a system- should promote inclusion both in and out of the classroom. They should encourage parents and teachers to use inclusive strategies. They should also take inclusive measures outside of the classroom.

An inclusive school culture requires a shift in the attitudes of all the stakeholders as well as the development practices that reinforce inclusive behavior. Real inclusion is about actions, not just words.

GHPS Devarachikkanahalli

GHPS Devarachikkanahalli Govt. Higher primary School is located in the South of Bangalore, near Bannerghatta Road. This School consists of around 400 students across the grades 1-8. There are around 10 teachers(Including HM). Medium of Instruction is Kannada. Among the 400 students, we got an opportunity to work with 40 children of grade 7. In Grade 7 there are children whose mother tongue is Tamil, Telugu, Hindi and Urdu. But, most of the children could converse in Kannada. As far as our observations are concerned, Socio- economic status of the parents is mostly lower middle class and middle class. Also, the educational background of parents is mostly literate/ educated and illiterate/ uneducated. The interaction/relationship between the Teacher and students seem to be Moderate. (No child has neither expressed/shared about their like/ dislike of a Teacher nor interactions with them). Corporal Punishments seem to exist (Teachers walk with stick to the classrooms).

Periodic observations of the classroom environment and General interaction with teachers revealed that teachers are not aware of Inclusive education practices and consider addressing needs of students with difficulties as beyond the limit of their resources and practices. Hence, It becomes difficult for a teacher to understand and address the learning difficulties that children are facing. Regular Classroom interactions with students revealed that they could not concentrate or engage in an activity and used to be restless, disturbing and hitting others in the classroom. It was difficult for us to manage their energy levels as they would jump, fight, hit and bully each other throughout the session. Even though we used to divide children in two classes it was difficult for us to manage their behavior. This could be due to the fact that they were forced or made to sit silent throughout the day in their regular classes which made them to exhibit behaviors like Restlessness, disturbing others and constantly disturbing the class. Hitting and bullying others (especially those that used to be quiet in the class), Pushing and pulling each other while during the activity, Constantly jumping and roaming in and around classrooms are the behaviors that were predominantly observed among these children during most of our sessions. There were also 2-3 instances of Boys bullying girls was observed. Initially boys were not ready to sit beside girls and they used to just go back to their place when they were forcefully made to sit with them for the activity.

Various strategies like splitting them into groups, activities to channelize their energy, discussions on understanding the need to devote their concentration in studies, respecting others and treating girls equally were integrated and practiced along with the planned activities throughout our program. Sometimes the session would completely go out of track because of their behavioral challenges, and we would completely change our plans. But, we would never lose our temper to scold or hit children. Slowly, children have begun to come out of their inhibitions to sit with girls and participate in the activity. However, other behavior like respecting others, treating everyone equally and other behaviors need to be put to right. For this to happen, School as a whole system should work together to implement inclusiveness within the School culture and Practices.

Hence, following are some of the suggestions/ recommendations that the School (A System as a whole) must reflect upon.

Teacher Preparation and Collaboration- Equipping the teacher to integrate the elements of inclusiveness in his/her classroom using different strategies with a thorough understanding of Universal design principles and Collaborating with the peer teacher in developing lesson plans, co-teaching, and sharing resources.

Involving Parents/families- There are various challenges associated with involving parents family, But, its also important that inclusion is not possible without parents/ families engagement. Understanding the Students and their families, communication with the parents about child, Involving parents and families in classroom activities, Allowing the families/parents to share their ideas will aid in developing inclusive environment.

School as a system- should promote inclusion both in and out of the classroom. They should encourage parents and teachers to use inclusive strategies. They should also take inclusive measures outside of the classroom.

An inclusive school culture requires a shift in the attitudes of all the stakeholders as well as the development practices that reinforce inclusive behavior. Real inclusion is about actions, not just words.

GHPS Ejipura

The Govt. Higher Primary School is in Ejipura, which is in Bangalore's southern region. In grades 1 through 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. 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.

GHPS Bilekahalli

GHPS Bilekahalli Govt. Higher primary School is located in the South of Bangalore, near Bannergata road. This School consists of around 400 through grades 1-8. There are around 10 teachers (Including HM). Medium of Instruction is Kannada. The classes selected for our intervention program was grade 7. There are around 30 children in grade 7. Majority of the children in the grade 7 speak Kannada. But there are also children who speak Tamil, Telugu and Hindi. Socioeconomic background of the parents is mostly Lower middle class/ middle class. The interaction/relationship between the Teacher seems to be average.(No children has specifically come and told or either expressed anytime about their teacher during the sessions). Corporal Punishments does exist (Teachers walk with stick to Classrooms).

Unlike other Schools, the behavior problem that we faced with bilekahalli 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 DL sessions. But most of the children had specific misconceptions in addition and subtraction.

They exhibited inhibitions to use language(english) and when we talk in english they used to say ‘maam kannadadalli heli’.

We tried various strategies like FLU model, ist ide est beku game, dice game, and thorough practice along with language games like story narration, body parts, introducing myself etc, All these helped children overcome the misconceptions that they had in addition and subtraction and few children who were finding it very difficult to do addition and subtraction comfortably solve it using FLU representation. Also, few children are trying to talk to us in english giving away their inhibitions Since, we know that all children do not learn in same ways few children still have their difficulty which has to be looked and understood in detail in the coming year to help them overcome the learning difficulties.