Final analysis-Paulami

Topic: Teaching methods

Big Research Question:  'What are the hidden intentions behind the teaching methods followed in the school?' 

Plan

No. of interviews: 

Students: 7

Teachers: 3

Others: 1

Focus group: 9th standard

Analysis: 

Findings:
           Teaching method can be divided into two.
           1. One method which has been tried and tested already is being used at the high school.
               Few characteristics of it are that it is one directional, i.e., from the teaxher to the student. Secondly, as has been observed with conversations from the students, the lessons are not 'always' grasped by them fully. This has led to the dependency on guide books. This proves that the system propels passing an exam over learning and understanding.
               It consists of learning based on repetition. It has been implemented by dictating the lessons again and again, homework based on classwork, letting the students answer to the same of questions again and again, asking students questions in a class from the preceding chapters.
               As per interviews, the above technique has been implemented due to the belief of the teacher that neither the students nor their parents take responsibility of the students' studies. It has been attributed to the fact that the students have many 'family problems', parents are not 'literate' hence they do not understand the nuances of education plus their is a language barrier, as the students' mother tongue is Tamil. So they struggle in understanding the language subjects like English and Kannada.

           
            2. The second method been implemented is at the Sky light.
                It is based on practical activities to engage the students, teach a new skill,  'de-stress' the students, and the activities are changed based on the students' response.
                Newly implemented, the results are not yet seen. So far there has been no negative review or discontentment expressed by the students.
                The teachers here try to be more emphatic to the students and hence have not frozen on a single teaching method.

Conclusions: The students are not able to develop on their understanding and learning capability in the regular school model, hence Sky light works as a add-on to the school. If only Sky-light is sustained for a longer duration and applied for students of all classes (as of now only few classes get to use Sky-light), the students can get better learning capabilities, without interfering with the old school model.

Recommendations to the school: 

• Implement the classes at Skylight at a much larger scale.
• Once the results of Skylight is received, we can use it as a reference and talk to the teachers of the high school to develop more efficient teaching methods than the existing plan.
• Whatever has to be done, should be based on mutual cooperation. The teachers at the high school have been part of the institution for many years and the teaching methods have been tried and tested. So instead of contesting it, it would make better sense to just expand and add newer teaching methods. That means that the old techniques can still be used, and newer models need to incorporated with conversation of all the stakeholders. The newer teaching processes need to be implemented, monitored properly.

Reading list wrt good education technique

1. FREIRE_Pedagogy_Chapter2: This was the first book
2. Bagnoli
3. Wounded by school by Kirsten Olsen
4.Education and the Significance of Life by Jiddu Krishnamurti


-Paulami

Field note

Following are the teachers I spoke to. Below is the summary of what the interviewees spoke.

Science and mathematics teacher

She joined this school in 1981, has 32-years of experience in teaching and takes classes for 8^th, 9^th and 10^th. She expects discipline, punctuality and respect from students. According to her she love her children and they will love the teachers. She controls the class well and does not give punishment.

Give imposition if students haven’t done the homework. According to her science and maths is not tough as a subject but they have to work hard.

Give examine, meditation in the morning. She also indulges in jokes during class. But she don’t know the student like the class or not. Her question paper – 40% easy questions, 20 % understanding questions, 20% application questions and 20% will be skill questions.

English teacher

Joined school since 2005. According to her students comes from a poor background and they do not study at home. Their parents are not educated and the students' concentration power is less. 4/5th students get good mark in class. She believes that this is the age to study and not love. To help understand she explains in Kannada and Tamil as if she explains in English then no one understands. 8th standard students don't use dictionary.

Students, according to her, only watch Tamil movies, and not English or Hindi. She believes that getting a bad name takes a second but to get good name is very difficult.

The management is giving scholarship for students who perform well in school. Also the government gives 10,000 Rs check for 10th student who get more then 65%.

Art teacher

She joined the school 2 months back before which she was working for underprivileged children in a school for 14 years. She is interested in taking care of children and old people. She does not give any physical punishment as she believes that even without giving physical punishment one could change a student’s behavior. She has observed that 10th Std students are not allowed for play in school or at home. She argues that student can’t sit in the class for more than 4 to 5 hours. But the school is putting burden on students of 10th standard students. All children should play sport. They do not speak in class and are not allowed to ask any question. Teachers, according to her, before teaching something to students should explain about what they are doing. Students in this school (girls and boys) are not comfortable sitting with each other. Students like to come to art class.

Physical teacher

He has 30 years of service. His students have participated in Olympic as well. He added that Deepika Padukone has also been his student. He had got state awards when he was in MES. He believes that children are equivalent to god. He coaches in the school mainly for Cricket and Badminton

Extra readings that I am doing.

I have been reading these books and essays for the deeper understanding of the topic regarding English Education- 

1. Biliteracy and Education, by Viniti Vaish, which is directly related to my research topic. I can e-mail you the soft copy. 

2. Essay- Multilingualism of the Unequals and Predicaments of Education in India- Ajit K. Mohanty

3. English Education in India- R K Kochhar

4. Nai Talim by M.K. Gandhi (as per suggested by you) 

TUESDAY FIELD-NOTES

These are some pointers which I jotted down during the day.

Teacher 1 - 

English teacher. 

Teaching since 2008. 

Bad behaviour means violence, answering back. 

Good behaviour includes - accepting mistakes, studying well, punctuality, sports, responsibility. 

When girls complain of being teased by boys, tells girls to scold them back.

Teacher  2 - 

Taught Science and Maths - 8th, 9th, 10th. 

Being good means 'conducts [his self  or herself], behaves well, respects'. 

Should be 'academic-oriented' "because results is more important". 

Bad students are the one who 'irritate and are naughty'. 

Explicit emphasis on moral and values - How teachers and society expects them to behave? What is expected from them?

 "No one is a teacher's pet" 

Academic merits and Sports are looked for in students to give them 'badges'.

Leadership is looked at  if not good in studies. 

Class leaders are selected on the basis of voting.

Seniors are seen as "guiding forces" - asked to be referred as 'akka' or 'anna'.  

Teacher 3 - 

Teaching for 2 months. 

Had taught underprivileged children before. 

Feels that most the students have a disadvantaged background and hence are 'emotionally disturbed'. 

Does not believe in using the 'stick'. 

English is emphasized by teachers - "Learn and talk in English because otherwise people will make fun of you". 

Huge segregation between boys and girls - in sitting and queuing arrangement. 

Children [only] get 4 period of extra-curriculum.

Find Learning Center relaxing.

Motivating students is common - "You are better than other (richer) children"

Believes that teachers need to "be flexible, but vigilant". 

Feels its wrong to call student 'liars' when they make excuse - empathy and positive words are required. 

Feels school puts [too much] burden on student till 4 pm. 

"Students have to shut up and listen, because if you listen, you are the best student". 

Spoke about a student who answered back - appreciated his boldness for explicitly mentioning that he did not want the class. 

Had to speak and explain to him about the importance of education. 

Trained to be egalitarian and maintain 'teacher-student' relationship - "no child is more important, so no one should come too close". 

Feels Comparing of students happens a lot. 

There is an explicit differentiation between "clever" and "not-clever" students. 

Government and School board are the imperial authorities. 

Students write teachers' names and insults in bathroom. 

Various sorts of punishments given in classes -
 

• student made to draw a circle in middle of class and stand within it for a length of time,

• Cut down snacks

• Hitting with a stick

• Asked to write lines 20-30 times

Method of counseling -

• boys asked to punch bags to vent

• The troublemakers put into one room or corner to sort out the issue

  

Teacher 4 - 

Physical Training teacher. 

Speaks only kannada. 

Honesty is required [in students]. 

Says girls are not allowed to play [much], because parents are not ok. 

Gives no punishment  as " [he] loves children, children love [him]". 

Misbehaviour happens when students are "not doing as told" - given 3 warnings  

More Field Notes coming soon...

- Anupriy

Field notes from 21st and 22nd August- Paulami

Date: 22nd August 2012

Teachers interviewed:

• English teacher(classes 8th to 10th)
• Art teacher (Skylight teacher)
• Maths teacher ( 8th to 10th)
• Physical education teacher 

Note: Please note that this just an observation and not a detailed analysis of the field notes. The interview transcript would be updated soon.

We reached school early morning. Before starting the interviews, we needed to take permission from Head master. HM was busy with a class. So we discussed the potential questions which each one has. I and Anupriy decided that we had one teacher in common, the Art teacher. Next we met Miss. P, she told us that the English teacher would be free in a while. So we waited for some more time on the ground.

Next we met the English teacher. We asked one question at a time. It stretched for a bit too long but some of us got potentially good answers. I didn't. She was very clear with the issues she faced in conducting the English class that said she also had a very frank idea on the lessons were to be taught. My questions were based mainly on the kind on the response she got from the students, the kind of teaching methods she pursues, the marks that the students are getting, the interest the subject is generating, her personal objectives while teaching. Another thing to note is that she joined this school just few years back. Earlier she was working with a private school. And she pointed out few differences between both the school as well, especially the fact that the parents and students are more responsible in the private school versus this school.

Analysis: I found her extremely conventional in her methods. She has been using the same teaching methods over many years. Her view on the students and the problems facing them from doing well was also very clear. I personally feel that she has looking at the negative side for too long. She needs to refocus on the positive side. That can be one of the ways to help students in the class.

Anyways after the English teacher, we met Miss. P who teaches Maths. The transcript will be analyzed.

But my personal analysis was that she was rather mechanic and had a tone of preaching the school. In short, she was politically very correct. I found her boring for that reason. Also the previous teacher had almost the same type of answers.

Post lunch, we decided to speak to the Art teacher. She had joined the school just few months back. Her background is in social work. And she has been working with school for many years. Earlier her role was as in-charge in the previous school, and now here as an art teacher taking care of sky lab. As the transcripts will prove, she was very frank and opinionated on how students need to be handled, teaching methods to be deployed and the issues that are plaguing the school. Her observations were acute, to a huge extent a reflection of what we observed and felt. Though I don’t agree with the way she teaches art but I liked her attitude.  Two points to be noted: she said that her feedback to the high school were neither incorporated nor entertained.

Secondly she clarified that as a teacher she prefers not to talk about academics in her class. She believes that her class acts as a stress-buster. Plus she prefers not to get too personal with any of the students as that might lead unnecessary biases.

She was so far the best. I got all my questions answered.

Next we spoke to the Physical Teacher. He spoke primarily in Kannada. So the interview transcript is awaited.

That was how the first day went. The students were next in line which we decided to do next.

Date 23rd August 2012

Staff interviewed: Peon

Focus group: Class 9th B

No. of students interviewed:  7-8

Early morning as waited for Ashrita and speak about the day’s plan, the peon appeared with the keys. So we got hold of him and started questioning. From his statements it seemed that he was an integral part in the running of the school. In fact he was happy to speak to us. The conversations started mainly with the questions we had but it later veered towards his personal life. He also preached the school claiming that the teachers and head master are very good.

After recording his conversation, we spoke to Miss. P to discuss if we can get few students each and interview them. We are led to 9^th B where we three of us had been before. Since I already had personal interaction with few of the students so, I sat with the same group which was mainly girls. I had a word with them, tried asking few questions but it was too chaotic. The students seeing started discussing their private life. So I told them that I will join them for lunch. Two to three students mainly could speak in English, so I stuck to them as they could be good facilitators during the interviews.

During lunch, I stood with the focus group in a queue. We had lunch together and herein I asked if I can have a small interview later with them, i.e., after school hours. Few said yes.

So post 3:30, I waited for the students to arrive. We sat on the ground. The students were very enthusiastic and started discussing about their private life. Looking at the opportunity, I told them what I am there for, that I am also a student researching on ‘the various aspects of education’. To lure them I said that if the interview gets over, we will sit and chat about all other stuff as well.

The interview was chaotic. I am finding it difficult to decipher them properly. I realized that I should have been more assertive in conducting the interview in a calmer environment. I had listened to the students and sat on the ground whereas I wanted to go and sit inside Sky lab.

After the interview, the students got excited to be photographed. So I took photos of almost each one, before finally announcing that the battery was low as they would not stop posing. Also I assured them that none of their personal issues would be highlighted in my research, not even pointed at. This was after a student got alarmed looking at my camera and stood at a distance. After my assurance, I explained that I am like them, a student. So I can keep their secrets intact. The student was pleased and back with the group.

I finally left school at 4. I walked with the students, told them that I will be back soon with the research.

It was in fact the best day. I tried to maintain distance, but realized that it was difficult because the students approached me warmly.

Feild Notes3

The day began with assembly after which we spoke to the Principal who told us that we could visit the staff room and take an interview. They were helpful and told us about themselves and the school. Tara and I wanted to begin an interview with Elsie, due to a personal reason she was late to school that day. So we went back to the staff room, where the others were taking an interview of the English teacher. Then we spoke to Padmini madam, who gave me a lot of details relating my topic ‘exams’. We had conversations with Kannada teacher and social studies teacher earlier from whom we got details of the class dairy, on how they prepare the test papers.

Later we went on to talking to the principal again during the lunch break, this time him giving us more details regarding exams and dropouts. Both Padmini teacher and the Principal Sir both told us that most of the dropouts were not due to exam pressure but due to family problems. We were late for lunch, but the helper had saved some lunch for the 3 of us who were interviewing the principal sir.

Post lunch, Elsie madam was back in school, but very busy with work that day, so Tara and I fixed an appointment with her for the next day. Then we joined in where the others were interviewing Shanthi teacher. She had different views about the school altogether. Having spoken to her earlier, I got few more information relating exams.

Recording interviews the whole day, this was our last interview for the day, the P.T teacher. It was a little difficult for the others to converse with him, because he spoke only kannada. So, Kiran and I did the translation for the others. He mentioned a good point about relieving stress, where the students are taught yoga to relieve stress during exams. He even went on to learn a technique of curing diseases just by pressing finger tips.

Next day began with interviews with students. Padmini teacher let us to go to any class and pick students whom we wanted to interview. We began with 8^th B girl who studies well; she wanted to become a teacher. She was comfortable in conversing in Tamil, so I translated it for Tara. Then, we had an interview with a boy of the same class who wanted to be a footballer when he grew up.

Later, we went on to interviewing two boys from 9^th std who are very naughty according to the teacher. One boy wanted to become a doctor and other wanted to join the army and fight for the country. One of them really good at art, draws really well. We got a different perspective all together in comparison with the toppers.

Lastly, we spoke to Elsie, who told us about dropouts from the school. She told us that there have been dropouts due to exam pressures, but she even told us that it was for a temporary period, later they would join back school. But, students who drop out due to family issues some return but most of them don’t. Percentage of boys retuning is higher that the girls.

Response and questions

1) Friere's pedagogy- Process of learning starts with observation and it does need a little more than just a foreshadow about things around us. I think when a teacher says "capital of para is belem" she doesn't mean to just hammer it into a head of a parrot but actually make a child understand it and welcome questions. In order to co-ordinate well with the world, its important for a child to have enough knowledge of things around and only then one gets the right to make a statement. Also judging the teacher is equally important because she has the substantial responsibility of 'shaping' someone. More than the way of teaching, what matters is the manner of judging. So I completely go with the idea where he says-"the teacher's thinking is authenticated by the study of student's thinking."

a) Should it be left upon the student to choose their own guides? 

b) Should there be more focus on ethical training like ancient times and what better manner of judging could be incorporated?

2) Patai's

   a) How does telling one's own story contribute to empowerment? As in what kind of changes do they expect through a manipulative case study? (feminist research)

   b) I very much consider the statement-"our respective roles ensure that other people are the subjects of our research and never the reverse." Somehow I feel feminist research only include gender biased inequalities? Rest are social & political issues.

   c) Do we not generate hopes in the minds of those researched upon regarding measures...as we tend to focus more on the negative aspects? (Teresa's case study)

3) Nai Talim- I totally agree with the fact that knowledge of English is important without neglecting the mother tongue. What I don't understand is;

 a) how is one supposed to move forward without giving up traditional methods?

 b) what extent of changes is helpful? 

4) Hidden curriculum- Somehow children become the identity of the institute rather than being individualistic. They tend to form a part of a stereotypical group."Schools provide norms that are experienced throughout the life of a student". Is this a part of hidden curriculum or a certain pattern that the school develops through a mutual comfort? If so, what is the harm in it? Enforcement could be stopped but how could one not develop a certain pattern of likes and dislikes? It is a part of co-existence and one who can't follow it, won't in any case.

 

Reading list - Exams

1. Conditions Under Which Assessment Supports Students’ Learning - Graham Gibbs & Claire Simpson
2. Agreement in Student Performance in Assessment - David James & Scott Fleming
3. Assessment for Learning - Sally Brown

4. Do curriculum-based external exit exam systems enhance student achievement?

   JH Bishop - 1997