Beyond Academics

MRS. PARIMEETA KHANNA PRT MONTESSORI

Best Practices - Progressive School, Progressive Teacher - MRS. PARIMEETA KHANNA PRT MONTESSORI

pkhanna

Childhood is a journey not a race. Each child is born with innate qualities and   capabilities. The need is to respect children as thinkers, explorers, curious scientists, mathematicians, imaginative writers and artists. Teachers are facilitators and guides who foster thinking and problem solving skills. Children are active participants, problem solvers and deserve opportunities to observe, explore, manipulate and experiment with the resources available in their immediate environment. School is a platform where children are nurtured to become good citizens; their thirst to learn, explore, manipulate and observe is quenched. The opportunities are provided for perceiving, conceiving and reaching inferences.

Early childhood years are indeed the most significant and crucial years of education. Perhaps by providing good nourishment and guidance during these early years (3-5 years) most of the social evils can be eradicated. Hence, the responsibility of a Montessori teacher is the most important not only in a child’s life but also shaping healthy and responsible humans for a better tomorrow.

The seeds of the bond between a teacher and a student are sown on the first day of a child’s schooling. It is indeed a day full of excitement and enthusiasm, curiosity and expectations, dreams and desires and a day full of positivity as well as anxiousness. The teacher, the student and the parent have their own anxiety and expectations. As a Montessori teacher, each year, this day is the most significant day of my life and the experience marks a special place in my memory bank. I plan numerous ice breaking activities like rhymes, stories, colouring, clay, puzzles, music, slides and fun games. Each child responds to the activities in an individual manner subject to the interest of each child. My goal is to make these kids enjoy mastering their skills and help them reach the epitome of their talents.

My journey as a Montessori teacher has helped me evolve as a more compassionate and a better person year after year. Each day, I learn and grow with my little children. The innocence, curiosity, positivity of my kids has always energised me. The child responds and grows best in a stimulating supportive friendly and safe environment. We need to understand and respect the individuality and creativity of a child. It may surprise one but it is true that behind each scribbling by a child, there is an interesting story to be understood or explored. Once after a free hand drawing session in my class, I asked the students to explain their drawings. To my surprise a four-year-old child explained his drawing of a national flag and palace kind of thing as ‘ye meri India mein mera mahal hai. ’This gave me an insight into his creativity and ability to express so explicitly.

To quote another incident, once while we   were having a picture story book reading time, one child was talking to his father, imagining himself to be the character of the story, his friends as other elements of the story and he went on endlessly weaving a story. I was a silent listener but that day I learnt that he is an excellent story teller and has the ability to give words to his imagination.

The above mentioned examples are some instances of make believe reading and writing--stepping stone to foster linguistic skills. Such independent expressions are to be encouraged and supported for their all-round development. We, as teachers, have to facilitate their learning by arousing their interest, keeping in mind the individual differences and developmental needs of each child. We don’t have to teach them to write numbers and letters, rather, we have to make them understand the numbers and letters and prepare them for primary education. We have to foster their thinking and life skills.

It is indeed God’s blessing to be a Montessori teacher  and be instrumental in nurturing God’s most wonderful creation – a child. I extend my thanks to the tiny tots for making my journey so motivating and enriching. It would not have been possible without the guidance provided by our respected Principal Madam, Mrs. Asha Prabhakar, who not only acts as a guiding star but also a pillar of strength in the time of crisis when we loose confidence. I am also grateful to my colleagues for their unconditional support and affection. Last but not the least I thank the parent fraternity for their cooperation as and when needed by the school.

MRS. MEETU TRIPATHI, TGT (COMPUTER SCIENCE)

Best Practices - Progressive School, Progressive Teacher - MRS. MEETU TRIPATHI, TGT (COMPUTER SCIENCE)

 

meetu

Teaching is a very noble profession that shapes the character, caliber, and future of an individual. According to me, the greatest honour for a teacher is to be remembered for her teachings by the students.

I have been into this noble profession of imparting education since 1997. My journey at Bal Bharati Public School, Noida started in the year 2004 as TGT Computer Science. I have spent 12 years of my career in this esteemed institution trying to keep abreast with technological advancements and trying to imbibe in the students a keen to desire to embrace technology. It is my endeavor to empower them to harness the best in the field of Information Technology.

As a person with technological inclination, I think teachers should use technology as a tool in the classroom proceedings to enhance students’ learning ability. It will have a significant positive impact on the student’s achievements in all subject areas, across all levels of school, and in regular classrooms as well as those for special-needs students. Technology makes instructions more student-centered, encourages cooperative learning, and stimulates increased teacher/student interaction.

As my subject is practical oriented, emphasis is laid on acquiring the practical skills and laboratory activities. I ensure that during my theory classes, I equip my students with all the necessary information about the software we will be working on in the computer lab. For this, I demonstrate the topic, its need and relevance. Instead of using the traditional “chalk and talk” method of teaching, I prefer to use the Multimedia Interactive Learning Process where I demonstrate the concepts through the smart board and facilitate entire class discussion. As a teacher my role isn’t limited to curriculum based teaching but it’s my social responsibility to make my students ethically correct and digitally responsible. During the classroom discussions, I explain information security best practices and how to protect oneself and ones information from social engineering tactics, identity theft, fraud, phishing, malware and hackers and how to protect oneself from becoming a victim of cybercrime and cyber bullying. I also tell my students about the different security softwares like Anti-Virus Software, Firewall, Specialized File Deletion Software & Encryption software and how they could use them to safeguard their systems at home.

It gives me immense pride when my students call me, and thank me through social networking sites. The sense of satisfaction cannot be measured when I learn that they have chosen my subject as their career and are doing exceptionally well. Today my students are placed in technological giants like Google, Amazon, IBM, Snapdeal and many more CMM 5 level companies. My heart fills with joy when my students call me and say, “Thank you for teaching the Object Oriented Programming concepts in joyful learning environment and because of you we are able to apply the logic and solve the problem without consulting any material.”

My purpose of teaching is not just to make my students IT literates but to add rationale thinking and make them self-sufficient. When there is a willingness to change, there is hope for progress in any field. I as a teacher always look forward for opportunities to learn new software, innovate and try new things to add to my pedagogical bag of tricks.

Technology can become the “wings” that will allow the educational world to fly farther and faster than ever before – if we will allow it.  – Jenny Arledge

As a teacher my responsibility also lies in inculcating leadership qualities which is very much required for an IT Professional. For this, I divide my class into manageable groups. Each student is given a topic he/she is best at and is asked to teach the rest of the students in his/her group, this activity allows the students to plan and organize their topic. Also, they are able to monitor their own work and I provide them consistent feedback upon their progress. Through this kind of peer learning, I was successful in developing the habit of team work, boosting the confidence of the students and developing cooperative learning which enhances the value of student-student interaction.

When I think back of the person who has influenced my life in a positive way and has always propelled me not only to become a good Teacher but also helped me in administering so many things and prepared me in taking initiatives which is required for smooth functioning of a School, the name that comes to my mind is none other than my Philosopher, Guide and a Leader Ms. Asha Prabhakar, School Principal. I have always looked upon her as a source of inspiration. I am proud to be a part of such a loving Parivaar who not only provides clean, well-organized and safe learning environment but also strives to make the teaching faculty creative and well-equipped through in-service trainings. 

MRS.MANAMI GHOSH (MONTESSORI)

Best Practices - Progressive School, Progressive Teacher - MRS.MANAMI GHOSH  (MONTESSORI)

manamighosh

A Montessori Teacher is the first formal teacher, with whom the child comes in contact after his parents and family members. His interaction at this level with the teacher paves the foundation of his future beliefs and opinion about the world outside.

The process of learning is never ending and so is the process of teaching, simply because, every time we learn something new, good or bad, there is a teacher involved. There are many areas in which I have grown and improved with time and experience in Mont. Classrooms and I am happy to state that I am still growing as a teacher.

My greatest reward is the satisfaction I get when I see their glowing eyes, while they do something new such as learning to read or effectively expressing their imaginations through a sketch with wavering pencil strokes. The teacher’s enthusiastic yet peaceful demeanor is reflected in the classroom. Children are great imitators. Their behavior is a reflection of the teacher’s conduct in Classrooms. I have also observed that due to my inclination towards music, the children of my class developed a natural orientation and liking towards jingles and prayers. They eagerly wait every day to sing the National Anthem.

Class Control is another important aspect of teaching especially when you are handling small children.  I have experimented with the strategy of using story as an effective tool. Instead of asking them to be quietly seated, it is better to start with a story appropriate to their age group and having a moral. As children start listening, they become quiet and slowly get seated in their place. It only takes a minute to win over the kids and once you have succeeded, teaching becomes the best job in the world. Stories can be incorporated virtually into every areas of the curriculum.

With the little experience I have gathered working with these young children, I firmly believe that teachers are only facilitators. Rather than forcing the child to learn in a way which is desirable and suitable for us, we should create situations where the child can learn at his own pace., interpreting things in his own way. Once it so happened when I was interacting with a child during admission, where this little girl was given a picture of a flower to colour. A bowl full of mixed colour was lying on the table and the child was asked to pick up crayon from it. After 5mins or so seeing the child sitting quietly, I asked her why she was not colouring. She answered back that there was no red colour in the box. This incident shocked me. The child was taught that flower should be red only…her imagination, creativity was thwarted by us, the adults. Unknowingly we sometimes curb the spontaneity of the children for the sake of forced learning. We cease to become a facilitator.

Language does not always make much sense when we deal with these five-year-old kids. The everlasting bond with the teacher over a period of time helps the child to understand the gestures and facial expressions of their mentor. I smile when I am pleased, I make an angry face when they are naughty. Children can easily correlate with the expressions of the teacher.

The curriculum is a necessary raw material and warmth is the vital element for nurturing the growing saplings.  I had a child in Mont 1 who was hyperactive and was not toilet trained as well. He was quite unaware of his belongings and could not follow even simple instructions. He used to run out of the class often. During day camp last year I remember I kept holding his hand all the while for safety. But after a year …with better understanding …regular interaction with the parent I did find out ways to engage him in the class in various ways., he is now totally toilet trained, understands instructions very well and with a little reminder he follows the class routine. This year during the day camp I was happy as he himself held my hand and said that ‘Mummy has   asked me to be with you always’. He walks in a line now and takes additional responsibilities like distributing notebooks to fellow students, checking lines and discipline in the class.

So with the right attitude, abounding energy, patience and love, let’s help the children to sharpen their mental as well as physical abilities, guide them to discover their innate talents, arouse curiosity and broaden their horizon to flourish themselves as self-reliant members of the society.

I take this opportunity to thank our Principal Ms. Asha Prabhakar who entrusted me with this vital responsibility of nurturing the kids, making my journey as a Mont Teacher a joyful and fulfilling one with new avenues of learning.

MRS. KRITIKA SHREYA (TGT SOCIAL SCIENCE)

Best Practices - Progressive School, Progressive Teacher - MRS. KRITIKA SHREYA (TGT SOCIAL SCIENCE)

 

kritikashreyaTHE FUNCTION OF EDUCATION IS TO TEACH ONE TO THINK INTENSIVELY AND TO

THINK CRITICALLY… INTELLIGENCE PLUS CHARACTER–THAT IS THE GOAL

OF TRUE EDUCATION.

Being a Social Science teacher, and all that it entails, was good for me, and I think was also good for my students. The challenges, successes, failures and disappointments, were wonderful markers in my journey towards becoming a dedicated professional. Each part was important, for collectively they provided a basis for learning and improving, which are cornerstones for any professional teacher.

For many years, in addition to teaching social studies courses such as history, civics, economics and geography at the middle and secondary level, I have reached some conclusions about what it takes to teach this diverse subject area effectively. Social studies is about understandings, not skills. Ostensibly, these understandings will lead one to become just, compassionate, honest, and perhaps even curious about not just questions of "what," but also questions of "how" and "why." For the social studies, it can be pure magic in the hands of committed teachers, in order to make my lessons effective, I try to understand in more than one way the content of what I plan to teach. After many years of reflection, I strongly feel that the very best social studies teachers have an insatiable appetite for their subject area. It requires rearranging what we know.  For example, I may thoroughly understand the events, chronology, and causes of the revolt of 1857, and may also have independently read several books about the revolt but that does not mean that what I "know" is in a form that a typical 6th, 8th, or 10th grader can readily understand. I would need to look at the specific curriculum that is supposed to be implemented and integrated with what I know with the objective of what is intended to be learnt by my students.

As a member of this heroic profession, I would like to share some moments about the hilarious, sweet, droll and occasionally clueless things my student’s do or say………After a few uninspired moments, an exasperated student raised his hand and said, ’Iceland is made entirely out of ice, so if global warming makes it so hot, it’ll melt into the ocean and everyone will drown……Around half of the class collapsed in hysterical laughter at this point. An eleven year old, after looking at the globe with a puzzled expression, asked where the moon was…….A fifteen year old exclaimed, why don’t the people living on the side of the earth fall off…….

I was once doing an exercise in geography where I would pronounce the country/ ocean/water body and I came across Czeckoslovakia and I had no idea how to pronounce it. In my flustered confusion, I tried and said, ’C  ZEK  O SLO  VAKIA……..I THINK, and without hesitation everyone repeated C  ZEK  O SLO VAKIA……..I THINK. I lost it, and to this day I am pretty sure, they still don’t know why.

Teaching Social Studies presents teachers with a unique set of challenges not always found in other disciplines. In some ways, good social studies teaching rests on the ability to tell stories well. I feel, I am never at a loss to show or tell students something new, different, or interesting about what they are learning. Students tend to see Social Studies in general, and History in particular, as the subject matter that has the least relevance to their current lives and their future needs. And while a certain degree of cultural literacy and understanding of the past is a worthy goal, I have to concede that my students have a point. Students may enter our rooms asking, "when am I ever going to need this information?" It becomes my moral responsibility to help them understand that the lessons from the past can help the society take better decisions for a promising future.

It is far easier to focus on teaching students when there is less content to worry about. To do so, it becomes imperative that I as a social science teacher prioritize content. As I sit down to plan my next unit, I generally start by asking two questions: "What do I want my students to remember about this unit in ten years?" and "How can my students use the information and skills outside classroom?" The answers to these two questions then guide me through the assessments and lessons that my students will experience.

My job as a teacher is to inspire my students about the various aspect of the world, to help them see the role that they can play in making society more equal and more just, to express their ideas powerfully, to see that social studies is about real people's lives and about their relationship with each other and with nature. Creating a lively, playful, experiential curriculum about things that matter is more fun for students, and for me as a teacher, too. By "experiential," I mean that we need to show students the world, not just tell them about it. I strongly feel that we need a curriculum of role plays, simulations, and demonstrations that can bring social dynamics alive in the classroom. Let me not forget that our students' lives are also a part of social studies. Let us bring those lives into the curriculum. Issues of race, class, culture, gender, language, and nationality all play out in the broader society, and also in students' day-to-day experiences. Social studies is not just about famous people and Big Events, it's about my students and the choices they face every day. Let us find ways to blend their stories into the curriculum.

Arguably, the most pressing issue facing mankind is climate change. Me, as a Social studies teacher may not feel comfortable talking about atmospheric parts per millions of carbon dioxide, but this is my issue as much as it "belongs" to science teachers. The causes of the climate crisis, its social impact, proposals for its mitigation, and ultimately how we can create a world of ecological sanity--these are all social issues which need to be addressed in the right perspective and bring out the activist sensibility in my students.

While I am no expert on this subject, but I firmly believe in entering the profession as a scholar, an historian, an activist, a curricular artist -- not as a subordinate to some "official" curriculum established far away from our classrooms by self-interested parties.

In the end I would like to thank our principal, Mrs. Asha Prabhakar for reposing trust in my capabilities and providing me with the opportunity to evolve professionally and as a person.


MRS. VIDHI OBEROI (TGT BIOLOGY)

Best Practices - Progressive School, Progressive Teacher - MRS. VIDHI OBEROI (TGT BIOLOGY)

vidhi“A TEACHER'S PURPOSE IS NOT TO CREATE STUDENTS IN HER OWN IMAGE BUT TO DEVELOP STUDENTS WHO CAN CREATE THEIR OWN IMAGE.”

I believe teachers do not only make you excel but they make you want to come to school. I still remember the day I entered BBPS Noida and had my first interaction with Ms. Asha Prabhakar, HM at that time. and her words that we have to create personas and persons that can fit beautifully into a globalised scenario. The canvas of teaching and learning is beautified by the joint efforts of teacher and the taught.  It was February and I had to join in April and those two months I simply wanted to start working in this school. Since April 2004 I have come a long way and it has been a great journey. Over the years I have learnt and always had an unflinching faith in instilling a strong set of values in the students which will see them through the rigours of life. I make sincere efforts to ignite the young minds to be thinkers, communicators and reflective individuals who will be open minded, caring, balanced and well integrated wholesome individuals.

Writer Mortmer Alder said, “There are no teachers, only different degrees of learners.”

My experience says students learn quicker when they are attracted to a lesson and I remember while teaching about the Nervous system to class X, I was discussing the importance of brain and body co ordination, doing more and more of problem solving, Quiz, Solving Rubrics, Cubes, Jigsaw Puzzles to make brain cell active, Cases of Nervous disorders are rising and how painful it is not only for the patient but also for the entire family. Rajan stepped out of the class with me and shared with tears in his eyes that his mother is in coma for many years.  Even today it gives me immense satisfaction that I could help him develop a new perspective of looking at life, could urge him to think, value and respect life.

Being In-charge of the Health and Wellness club I try and make constant efforts to involve our young people in a more active role, in making informed decisions and allowing them to shoulder more responsibilities. I consider Organ Donation Awareness Campaign as most challenging and innovative task taken up by health ambassadors of BBPS, Noida. While making efforts to make students, Staff and Parents understand the importance of this biggest donation, I did not realize when I myself got so motivated that I pledged my organs with ORBO at AIIMS, New Delhi. Response of the parents and Senior School students was also over whelming. Our enthusiasm remains at an all-time high with a zeal to excel in every endeavor we undertake in our quest for excellence.

I would like to take this opportunity to thank my mentor, our principal Ms. Asha Prabhakar to whom I always look for inspiration and guidance. She is the one who made me learn to make more concerted efforts in order to reach higher standards and face all the challenges in the right perspective.

 

MRS. NAMRTA KAUSHIK (TGT MATHS)

Best Practices - Progressive School, Progressive Teacher - MRS. NAMRTA KAUSHIK (TGT MATHS)

Namrta KaushikI am a new member of BBPS family. I joined BBPS in April 2015 as TGT Maths.  I have over four years of experience teaching classes 6th to 10th. Everyone learns from one’s own experiences but very few get the privilege of learning from other people’s experience. Bal Bharati gives us that chance to learn by other people’s experiences in the form of TEACHER TRAINING WORKSHOPS. Here we come across latest practices and innovations in the field of education under the guidance of experts.  Here we share experiences with other teachers. In this beautiful journey of being a teacher in progressive school, Bal Bharati, I am learning new things each day.

In my college days, I used to read a lot of poems, short stories and many times lengthy novels too. But as I got busy with my life, this hobby took a side corner. From last few months I have started reading again. Credit goes to Our Principal Ma’am, Ms. Asha Prabhakar. Ma’am encourages us to be a good reader, same as we all expect from our students. It is really a good example of practice what you preach.

“One plus one equals two.”  This is everyone’s first impression of Maths, at least what I believed Maths was all about during my school days.  All through elementary and middle school, Maths to me was numbers and symbols, theories and equations, and formulas.  Maths meant maintaining 90%, spending time every night solving equations or algebraic expressions, and studying for long hours.  Maths stood as only a class in school, a subject that was required to be taken.

But this was only true in old days schooling. Now, we teach and learn Maths in altogether new way, in a progressive way. Take example of Pythagoras theorem which we all studied in class X.  One can see a sea change in how we learnt and how students learn it today. We at BBPS try to integrate traditional as well as modern ways of teaching. To be in sync with the advancement in the field of education, we constantly upgrade ourselves through regular teacher training programs conducted at our training center.

My approach towards teaching or learning Maths has been “think out-of-the box.” Always try a different approach. In our school times, the concept of “Maths lab” was unheard of.  But now, it’s an integral part of every school’s infrastructure. All thanks to some out of the box thinking coupled with technological advancement in learning aids.

There is nothing better than working on a tricky puzzle and then solving it. Maths is a journey and there are always new things to discover and learn, and it will never stop to amaze you how beautifully it all fits together. Much of fun is in learning newer things, mastering newer methodologies, and solving newer puzzles.

Maths acts as a way of looking at the world, a way of confronting problems that are significant, and a way of thinking that most of people enjoy. And anyway, it is just fun: what other subjects are about solving puzzles?

Maths is not about reading pages ... it is about building concepts in your mind. It is important to learn about a topic at a time, make sure that you understand it, and then do plenty of exercises so you become an expert. If you skip past a single section, then rest of the section may not make sense. You might get confused, frustrated, and you will start to hate the subject. The remedy?

  • Get back to wherever it made sense
  • then move forward again,
  • do plenty of practical training like solving questions

…and you will soon be……back on track.

Mathematics is your friend. If you meet it every day, it becomes your best friend. If you leave it for a time, it forgets you and you forget it. Using it is so very important! Answering any questions helps you organize the ideas in your mind.

Working neatly helps you think clearly and also gives good mental habits. Always have pride in your work, even if it may go into the trash later. Mathematics challenges one’s mind, and that is what makes it fun. You don’t need special type of tools, lakhs of rupees, or lots of people. You just need your mind.

So enjoy Maths and have fun!!!


Trilochan Khurana

Progressive School, Progressive Teacher  - Ms. Trilochan Khurana TGT(Science)

 

trilochand khuranAs teachers, we are in constant pursuit of better ways to impart knowledge and spark the flame of curiosity in our students.  This mission to improve our teaching practice drives our personal and professional growth.  I have been a science teacher for a number of years and would like to identify some of the characteristics of high quality teaching and learning in the sciences.

“When you hear a police siren coming towards you, when you look in your rearview mirror, when you look through your glasses, when you see a rainbow, when you throw a ball – they are all represented and explained by Physics.”Teaching Physics has always been a challenging task for me and at the end of every class I look forward to gauging the understanding quotient in the students. Unlike the other subjects like Chemistry and Biology, Physics has somehow acquired a reputation of being the tougher subject, amongst the student community. I suppose one reason could be that Mathematics forms an integral part of the subject in the form of ‘numericals’ and ‘derivations of various laws’ which forms a daunting fifty percent of a question paper. Thus students who suffer from the number phobia stand at a disadvantage. The other reason that I can think of is, that it is highly conceptual and application based and therefore requires a great deal of attention and focus for better comprehension. Thus as teachers, we need to encourage active engagement and emphasize understanding of the content, rather than rote memorization of facts. Another thing that is ambiguous about the subject and hinders understanding is that it makes use of a few assumptions. For example while conducting a lesson on ray diagrams concerned with the formation of images by mirrors and lenses, the reflected and the refracted rays are assumed to meet at infinity where the image is formed. But parallel lines never meet – that’s what they learn in Maths! Also the concept of virtual images is left to imagination!

Experiments and Practicals must form an inseparable part of teaching science. Students never fail to feel amazed and thrilled to witness the sunny blue copper sulphate solution turn to envious green of iron sulphate inside the test tube. The warm test tube held in the hand further surprises them as they learn to distinguish between endothermic and exothermic reactions. Teachers need to provide an environment in which learners can acquire ideas, inquiry skills, and positive attitudes toward science.

Teachers must strive to find ways for students to relate science to the world outside of the classroom and to make connections to their own lives, to their interests, and to their futures. A little incident that I continue to share with friends and would like to share it with you too. Teaching class VI graders can be very rewarding sometimes. That’s the age when children are most impressionable and gullible and ready to absorb everything like sponges. The function of the kidneys and its importance in the human body had been elaborately explained to the students. The importance of drinking enough water to flush out the toxins from the kidneys and emptying the urinary bladder when required without postponing the activity was emphasized. I do notice that often children do not pay attention to these requirements. Just to hold their attention a little longer, I went on to explain to them at length, the medical process of dialysis which is carried out for patients with compromised kidneys or complete kidney failure. I was equipped to do so since I had gathered enough knowledge about it when my mother -in- law was undergoing the treatment. As I finished, their jaws fell and there was pin drop silence. The next moment was dramatic. Fifty percent of the students reached out for their water bottles and the other fifty percent wanted to visit the toilets. The lesson had been well understood I gathered, much to my amusement! Relating teaching to the outside world definitely makes an impact on the minds of children and makes teaching worthwhile! Learning becomes real and lifelong.

Linking scientific concepts and processes with prior learning in science and other disciplines is very useful. Students need to be made fully aware of what they know and what they don't know. This can often be accomplished by requiring students to summarize what they have learnt. Alternatively, the use of a "sample test" or a "pre-test" can be used to help students become more aware of what they know.

Effective management enables the teacher to focus on teaching and learning rather than on regulating bad behavior.

Fieldtrips to the outdooreducation centers make learning concrete, help learners relate to scientific concepts and therefore should be carried out frequently. Construction of models reinforces the concept further and makes learning exciting.

Over the years, I have realized that understanding of any subject has a lot to do with the aptitude of the student. Aptitude for a particular subject, which is an inherent quality helps to generate interest in the subject, enhance performance and later becomes the basis of his career choice and a successful career. Choice of subject should be subjective and should never be imposed upon the child by anybody. Parents and teachers often confuse this issue with guidance. Such a practice often leads to making the wrong career choice and frustration in the individual. Teachers have a huge responsibility on their shoulders in shaping the future of the child and the nation. I strive each day to carry out this responsibility with utmost sincerity. At the end I would like to thanks our Principal Ms. Asha Prabhakar for the constant support and valuable guidance.            

 

Pratima Tiwari

Progressive School, Progressive Teacher  - Ms. Pratima Tiwari  PRT

999998941048As I sit back to write about my 19 years in this school, the question which arises in my mind is, “Where have these 19 years flown by?” I can still remember, as if it was yesterday, when I anxiously awaited to know the result of my interview. The school was then, not a flourishing and successful institution that it is now, but a small intimate organization. I was highly impressed about the vision the school board had for the future and looked forward to joining the team and being part of this exciting vision. Needless to say I had cleared the interview and was asked to join.

 Standing in front of the inquisitive young faces on my first day of school, I felt a rush of excitement and euphoria, “Here I was at the helm of change!”

And change we did, tremendously as a school. Each passing year not only brought new challenges but also propelled us towards greater heights of success. From a junior school to high school, excelling in results for both 10 and 12th grade. It was like witnessing the growth of my own child. I was or rather am still filled with a great sense of accomplishment and pride.

When a vivacious young man towering at least a foot and a half over me would ask, “ma’am, do you remember me?” And through the haze of years I would suddenly recall a 4 year old trying hard to tie his shoe laces and looking at me with big shy eyes and silently urging me to help. Or when an elegant young lady would remind me, “Remember me ma’am I used to sit next to you holding your duputta all day because I was so scared of school.” To see her blossomed into a social butterfly, so confident and sure of herself fills me not just with pride but also re-affirms my belief that somewhere I have helped in laying the foundation of this accomplished young person.

Each class that passed through my hands in these 19 years have enriched me with new experiences and have made me the person that I am today. I may not remember each and every student who walked into my classroom but I can confidently say that each and every child has left a mark and help me become a better person.

As a teacher one is expected to impart knowledge and bring out the best in each and every child. At the beginning of each year, when I look at the expectant young faces, I always find a few anxious eyes, a few naughty grins, some shy smiles and a few grinning faces. And each year looking at these open faces I always felt the weight of my responsibility towards each one of them. I am indebted to them and indeed humbled to be given this privilege to help mould these young minds into tomorrow’s leaders. I am filled with a sense of awe and gratitude towards the school, the parents and even these young minds to have given me the opportunity to make a difference.

The greatest gift that one can bestow on ones teacher is to attain his/her goal and I am happy, no, I am ecstatic to see year after year batches of young boys and girls leaving the school transformed and eager to take on the world.

“Where have these 19 years gone?” I wonder. But I can happily without a minute’s hesitation say, ”It has been one hell of a ride.” One that I would not change for anything in the world. And I know if given a chance I would dedicate the next 19 years to this family I have loved and cherished like my very own.

Subha Renakumar

Progressive School, Progressive Teacher  - Ms. S. Renakumar TGT (Mathematics)

999998922048‘Mathematics possesses not only truth, but supreme beauty ---- a beauty cold and austere, like that of Sculpture’ --- Bertrand Russel

It has been 15 years of Mathematics teaching, not only enjoying the beauty of the subject but also exploring innovative teaching methodologies. By teaching Mathematics from class VI- X, I had an opportunity to interact with different levels of minds. Students with genuine difficulties struggle with basic facts answer impulsively, struggle with mental calculations and have poor number sense.

From my experience of teaching Mathematics, I believe that creating interest about the topic  should be the first task before introducing the same in the class. Once this goal is set, the process of teaching and learning would go smoothly. Introduction of a practical application of genuine interest should be done in the class at the beginning of a topic. In a country where nearly fifty percent children drop out of school during the elementary stage of education, Mathematics curricula cannot be grounded only on preparation for higher secondary and university education. One of the main goals of Mathematics education in schools is to develop logical thinking.

Homework plays an important part in learning. Homework, which leads students to practice past lessons or prepare future lessons, are more effective than those going over today's lesson. Students benefit from feedback.

With the implementation of Maths Lab concept, students can experience hands on activity for a better understanding of the concept. Through trying out new activities and working in different ways, then reflecting on the lesson and analysing how well students have learnt, we can develop the best methods for our students. In our Maths lab, we do display the best projects/models to motivate the other students to come up with innovative ideas for the same.

I believe that teaching and learning would be completed only if  the students can apply their ideas and skills to different   contexts  and  correlate the topic with daily life situation. We can work on problems within mathematics and use it as a tool to solve problems in various branches of Science and Technology. Mathematics can describe and it can also predict what might happen. I do my level best to create such inter-disciplinary curiosity in the minds of the students during my classroom teaching.

 Apart from teaching it is necessary to establish a set of ground rules with students in the class room. Students need to know what behaviour is acceptable and unacceptable in the classroom. It is our moral responsibility to educate the students about the basic discipline to be followed for a smooth functioning of any institution. We should aim for holistic development of the student.

Being the CCE Coordinator of the school for the last few years, working closely with many CBSE related activities, registration of students, mark uploading, evidence sending, etc gave me an opportunity to know the technicalities and working of CBSE system.

During this long association with my school, I was fortunate enough to explore many other areas other than teaching and got opportunities to attend many workshops conducted by intellectual people from disciplines which help me to equip myself with latest innovations in the field of education.

It is rightly said’ Teachers affect eternity; no one can tell where their influence stops’

Snehlata Tyagi

Progressive School, Progressive Teacher- Snehlata Tyagi TGT- (Hindi)

snehlatatyagi
जीवन के इस मुकाम पर पहुँचकर जब मैं विचार करती हूँ कि गतवर्षों में मैंने क्या अर्जित किया तो अनायास ही बालभारती विद्यालय का एक चित्र मेरे मनमस्तिष्क में घूमने लगता है । इस विद्यालय से मेरा नाता लगभग सत्रह वर्ष पुराना है जब छठी व सातवीं कक्षा के छोटे-छोटे  बच्चे मेरे आसपास होते थे । विद्यालय में मेरा पहला दिन – पाँचवी कक्षा के अबोध बालक , चंचल आँखों   में केवल उल्लास और शिक्षिका के पास ही रहने की चाह लेकिन समय पंख लगाकर कब बीत गया, पता ही न चला और आज़ उसी कक्षा की एक प्यारी सी छात्रा अक्सर प्रातः मेरे साथ शिक्षिका के रुप में विद्यालय परिसर में प्रवेश करती है और उसका अभिवादन अन्य सभी छात्रों के प्रति मेरे प्यार व उत्साह को चारगुना कर देता है ।

आज़ के बच्चों को प्रत्येक कदम पर विभिन्न चुनौतियों का सामना करना पड़ता है । छात्रों को उनकी सभी शैतानियों , समस्याओं और शंकाओं का समाधान कराकर अपने लक्ष्य की प्राप्ति की ओर अग्रसर करने मे अभिभावकों के साथ-साथ शिक्षिका के रुप में मैं अपार हर्ष व संतोष का अनुभव करती हूँ ।थो़ड़े शान्त, थो़ड़े वाचाल और अनुशासन का पालन न करने वाले बच्चों को प्यार व  आत्मीयता के साथ उनकी समस्या के समाधान करने और  अनुशासन का महत्त्व समझाकर एक अच्छा विद्यार्थी बनाने का सतत प्रयास मुझे नवचेतना प्रदान करता है ।

यदि मैं स्वयं के बारे में विचार करूँ कि मैंने क्या सीखा तो अनगिनत  स्मृतियाँ मेरे मानसपटल पर तैरने लगती हैं । सर्वप्रथम तो वार्षिकोत्सव का वह नाटक जिसके द्वारा मुझे अभिनय के सूक्ष्मबिंदुओं को समझने का अवसर मिला ।  आज़  भी जब यदा-कदा “ नाटक   “ आम्रपाली ”की चर्चा की जाती है तो मैं प्रधानाचार्या महोदया का ही धन्यवाद करती हूँ कि उन्होनें मुझे यह अवसर दिया क्योंकि उन्हीं बिन्दुओं का प्रयोग कर के अन्य गतिविधियों में छात्रों का मार्गदर्शन करना सम्भव हो रहा है । विद्यालय में एक बार “  Inter Unit  Bal  Bharati  Meet”  का आयोजन किया गया । मुझे बाल भारती परिवार के सभी  अतिथियों के खान-पान की व्यवस्था का दायित्व सोंपा गया । सभी छात्रों और शिक्षकों के लिए  सुबह के नाश्ते से रात के भोजन तक का आयोजन करना और  उनकी दैनिक आवश्यकताओं की पूर्ति करना मेरे  लिए अत्यन्त सुखदायक था । न समय का ध्यान और न घर जाने की जल्दी । यह भी एक अपूर्व अनुभव था ।

 कम्प्यूटर पर हिन्दी लिखना भी एक बड़ी चुनौती था लेकिन प्रधानाचार्या महोदया के प्रोत्साहन द्वारा मैं यह कार्य करने में सक्षम हो सकी हूँ। शुरु में कुछ भी लिखना अच्छा नहीं लगता था लेकिन आज सब कुछ सहज हो गया है । जीवन के कुछ अनुभव तो आज़ भी नया काम करने की प्रेरणा देते हैं । विद्यालय  के छात्रों की पहली बोर्ड परीक्षा का परिणाम आने का दिन । छात्रों के साथ- साथ मेरे मन में भी घबराहट थी लेकिन विद्यालय में प्रवेश करते ही छात्रों के मुख की प्रसन्नता ओर आकर गले मिलना बिना शब्दों के सब कुछ स्पष्ट कर रहा था । यह सुखद अनुभूति आज़ भी मेरे मन के किसी कोने में सुरक्षित है । बच्चे मन के अत्यन्त पवित्र होते हैं । जुलाई मास की ही बात है - मैं सातवीं कक्षा में हिन्दी   पढ़ाने के लिए जा रही थी कि अचानक किसी बच्चे के पैर से उलझकर मैं  गिर पड़ी ।अस्पताल जाने पर पता चला कि एक घुटने की हड्डी टूट गई है । घुटने की हड्डी टूटना शारीरिक और मानसिक दोनों रुप से कष्टदायक था लेकिन ठीक होकर विद्यालय आने के बाद एक बच्ची के व्यवहार ने मेरा सारा कष्ट मानो समाप्त ही कर दिया । उस बच्ची का रो रोकर मिलना और बार – बार मेरी कुशलता पूछना मेरी संचित की गई अनमोल पूँजी है क्योंकि  एक बच्चे का सच बोलना ओर मेरे पास अपनत्व की भावना से आना ही मेरे द्वारा दी गई वास्तविक शिक्षा है ।

     

हमारी संस्कृति संस्कृत पर ही आश्रित मानी गई है । संस्कृति के आदर्शों और नैतिक मूल्यों को व्यावहारिक जीवन में प्रयोग करने मे संस्कृत की प्रमुख भूमिका है । श्लोकों द्वारा जीवन के  प्रारम्भिक वर्षों में ही बच्चे मूलमन्त्रों को जानने व समझने में सक्षम हो जाते हैं। संस्कृत कक्षा में बच्चों का उत्साह व भाषा में रुचि उनको देश के प्रति अपने कर्तव्यों का बोध भी कराने में  समर्थ है क्योकि वेद और अन्य प्राचीन ग्रन्थ भी संस्कृत में ही लिखे हैं इसीलिए संस्कृत पढ़ने पढ़ाने में मुझे  गर्व का अनुभव होता है ।  आजकल तो विदेशों में भी संस्कृत भाषा को  विशेष महत्त्व दिया  जा रहा है ।

अपने विचारों की श्रृंखला को बाधित करते हुए मैं ये भीबताना चाहती हूँ कि शिक्षिका का जीवनवटवृक्ष पर बने एक घोंसले के समान है जिस पर पक्षी के समान भिन्न भिन्न स्वभाव के छात्र आकर बैठते हैं , अपने पंखो को फैलाकर उड़ना सीखते हैंज्ञान अर्जित करते हैं और नैतिक मूल्यों के साथ सुसंस्कृतहोकर निर्धारित लक्ष्य को प्राप्त  करने में समर्थ हो जाते हैं ।

Komal Mendiratta

Progressive School, Progressive Teacher- कोमल मैंदीरत्ता (टी.जी.टी. हिंदी)

 ‘‘निज भाषा उन्नति करे  ,  सब उन्नति को मूल।

बिन निज भाषा ज्ञान के ,  मिटै न हिय को शूल।।’’

KOMAL
बाल भारती पब्लिक स्कूल , नौएडा के साथ मेरा संबंध आज लगभग तेरह वर्ष पुराना हो गया है। 01 अप्रैल , 2003 मैंने टी. जी. टी. ( हिंदी ) शिक्षिका के रूप में कार्यभार संभाला। इस लंबे समय में मैंने बहुत-से खट्टे-मीठे अनुभव प्राप्त किए जो मैं आप सभी के साथ साझा करना चाहती हॅूं। हिंदी-भाषा-शिक्षिका के रूप में मेरा सदैव यही सद्प्रयास रहता है कि शिक्षण के दौरान मैं प्रत्येक छात्र के अनछुए भावनात्मक पहलुओं को झंकृत कर सकॅूं। चॅूंकि विद्यालय के अधिकतर छात्र हिंदी भाषा-भाषी क्षेत्रों से ही आते हैं , वे साहित्य के माध्यम से जीवन की अनमोल सीख सहज रूप से ग्रहण कर पाने में सक्षम होते हैं। अत: मेरी सदा से ही यह कोशिश रहती है कि साहित्य-शिक्षण के दौरान कक्षा में चित्रात्मक-दृश्य रच दिया जाए , जिससे छात्र गद्य एवं पद्य पाठों के विभिन्न पात्रों के साथ भावनात्मक रूप से जुड़ जाएं। ‘ पर्वत प्रदेश में पावस ‘ कविता उन्हें किसी पर्वतीय स्थान पर स्थानांतरित करके उन्हें वर्ष की नन्हीं-नन्हीं बूंदों से भिगो जाए और ‘ धूल ‘ तथा ‘कीचड़ का काव्य ‘ सरीखे नीरस गद्य पाठों में वे ‘धूल’ और ‘कीचड़’ जैसी हीन वस्तुओं का महात्म्य भी आत्मसात कर सकें और जीवन की वास्तविकता से सहज ही परिचित हो जाएं। कक्षागत चर्चा-परिचर्चा के दौरान छात्रों के साथ-साथ कितनी ही बातें मैं आज भी सीख रही हॅूं जिसे शब्दों में शायद ही पिरोया जा सके। हर दिन एक नया दिन होता है जो अपने साथ एक नया अनुभव लेकर आता है।

विद्यालय की रचनात्मक गतिविधियों और हिंदी-विभाग का एक विशेष संबंध है। विभिन्न प्रकार अंतर्सदनीय एवं अंतर्विद्यालयी गतिविधियॉं अपने साथ नित नए अनुभव लेकर आती हैं। इसके अतिरिक्त वार्षिकोत्सव पर एवं वार्षिक हिंदी-नाटक के रूप में दर्शाए जाने वाले विभिन्न नाटकों जैसे ‘आम्रपाली’ , ‘ताना-रीरी’ , ‘मीराबार्इ’ , ‘अभिज्ञान-शाकुंतलम्’ आदि के लिए विभिन्न प्रकार के कार्य करना सर्वथा ही एक रोमांचकारी अनुभव रहता है। मंच-सज्जा हेतु झोंपड़ी , दरवाजे , मदरसे आदि की दीवारें तैयार करना , दीये , फूल-माला , रस्सी , खिलौने आदि की खरीदारी करना तथा छात्रों के परिधान के लिए तलवार , बरछी , भाले आदि का इंतजाम करना - ये वे सभी कार्य हैं जिन्हें बड़ी बारीकियों से पूरा करके जब छात्रों को दर्शकों के सामने मंच पर उतारा जाता है तो ये नाटक उत्कृस्ट कलाकृति का नमूना सिद्ध होते हैं। अब तो ऐसा लगने लगा है कि प्रत्येक वर्ष होने वाले ये नाटक मेरे व्यक्तित्व का एक अटूट हिस्सा बन चुके हैं। इनकी चर्चा करते समय मैं अपना एक अनुभव आपके साथ साझा करना चाहती हॅूं - नाटक  ‘अॅंधेर नगरी चौपट राजा’ में फॉंसी के दृश्य के लिए मोटी-सी रस्सी की आवश्कता थी। दुकान में खड़ी अपनी सहयोगी अध्यापिका के साथ मैं चर्चा कर रही थी कि फॉंसी के लिए पतली नहीं मोटी रस्सी चाहिए तो दुकानदार ने कहा ,’’ मैडम जी! मैं रस्सी नहीं बेचॅूंगा , आप तो अजीब-सी बातें कर रहीं हैं। बस , हमारी तो हॅंसी छूट गर्इ और असलियत जानने पर वह भी मुसकुराए बिना न रह सका। बस! मेरी यही ख्वाहिश है कि यह सिलसिला साल-दर-साल यॅूं ही चलता रहे।

पिछले वर्ष मुझे अवसर मिला रामकृष्ण-मिशन’ द्वारा चलाए गए ‘Awakened Citizen Programme’ हेतु प्रशिक्षण प्राप्त करने का , जो गत वर्ष सातवीं कक्षा में और इस वर्ष आठवीं कक्षा में करवाया जा रहा है। छात्रों के साथ निर्दिष्ट विषयों पर चर्चा-परिचर्चा करते हुए मैंने स्वयं भी यह महसूस किया है कि यदि एक बार ठान लिया जाए तो जीवन में कुछ भी असंभव नहीं है।  

इस वर्ष मैंने एक नर्इ चुनौती को स्वीकारने का सद्प्रयास किया है - वह है  BBAC , सोलन संयोजिका का। अभी तक पूर्व संयोजिका के साथ इस विषय पर चर्चा-परिचर्चा होती रहती थी और जब इस वर्ष मैंने अपना नाम सोलन-संयोजिका के रूप में देखा तो मन के किसी कोने में कहीं-न-कहीं एक अनजाना-सा डर था , परंतु जैसे-जैसे मैं इस कार्य को करती गर्इ तो महसूस हुआ कि यह सर्वथा ही एक रोमांचकारी चुनौती है। इसके लिए मैं धन्यवाद देती हूं - पूर्व सोलन-संयोजिका का , जो कदम-कदम पर मेरा मार्गदर्शन कर रही हैं।  

अंत में मैं आभार प्रकट करना चाहॅूंगी प्रधानाचार्या महोदया श्रीमती आशा प्रभाकर जी का जिन्होंने सदैव ही मुझ पर अपना विश्वास बनाए रखा और नर्इ-नर्इ मंजिलों को पाने के अवसर प्रदान किए।

            ‘‘कभी महक की तरह गुलों से उड़ते हैं हम ,

             कभी धुएं की तरह पर्वतों से उड़ते हैं हम ,

             परों से नहीं हौसलों से उड़ते हैं हम ।        

 

Subscribe to Newsletter

Bal Bharati Public School

  • Sector-21, Noida, U.P
  • 0120 - 2534064 / 2538533