The Trust has launched a new activity.
The Kalpataru Trust sponsored Swaraj Mazda, ‘Jnana vahanam’is a mobile laboratory cum library, going to various primary / middle schools within the district and help disseminate teaching programmes. The van has been fitted with school laboratory equipment (detailing experiments up to Std X), books, charts, audiovisual equipment.
The program entails going to a school for the whole day with the permission of the school authorities.
Have the children see physical demonstration of experiments in physics, chemistry, biology, geography.
Have the children view charts, maps and other wall diagrams of various subjects.
View pre-recorded cassettes of demonstrations in various sciences.
Trained teachers explain lessons in English and Math.
Children are taught using educational CDs.
Allowing children to get a physical feel of the computers.
If education can be truly free and schools impart education using the best practices, our future citizens would stand high.
With this in mind, we have initiated a new project called “Purna Shiksha” for the government village schools in our own district. It is a humble beginning – how far we go and how much we do is left to the Lord.
The modus operandi of Purna Shiksha:
4 Schools in the village will form a cluster with one school acting as a hub. The hub to act as a resource centre for the cluster and be in charge of distribution of the various learning aids.
In the first stage each of the schools were given:
| Water Filter to ensure potable water |
| 2 Dustbins to ensure bio and non biodegradable wastes |
| Cupboard to keep safe the more expensive kits we shall provide |
| Gardening to help with vegetable patch that would ensure better nutrition during midday meals |
| Science Kit – a basic kit for every school |
| Addl. Science Kit – to take care of upper primary requirements |
| Spl Science Kit – to be shared among the cluster [ microscopes…] |
| Books for individual schools and cluster |
| DVDs for individual schools and cluster |
| Cow to be given to a needy parent who will supply the four schools with organic manure for the gardens. |
In the second stage we plan
| Internet Connection so that we can have on line classes in Tamil – the classes by expert in their own fields |
| Monthly Internet Usage Costs - |
| Water filter Upkeep Costs |
In the third stage we plan:
| Toilet Repairs : most government schools do not have or have very poor toilet facilities |
| Floor Repairs : : most government schools do not have or have very poor flooring and the children sit on the floor |
| Green Writing Boards : black boards are difficult to maintain and we do not get good quality b/bs; green writing boards though expensive at the time of purchase come with a 25 year guarantee. |
In the last stage we have planned:
Desks and Benches: the single most expensive item and which we thought we could defer to the end.
We are aware that all of the above takes care of the infra-structure; our real thrust is in teacher education and enhanced teaching aid to these schools. We have, therefore, put down internet facilities in the second stage.
We hope to be able to conduct classes via Skype / Google video giving us a greater outreach and presence than we have today.
Our work so far :
Desks and Benches : the single most expensive item and which we thought we could defer to the end.
We are aware that all of the above takes care of the infra-structure; our real thrust is in teacher education and enhanced teaching aid to these schools. We have, therefore, put down internet facilities in the second stage.
We hope to be able to conduct classes via Skype / Google video giving us a greater outreach and presence than we have today.
| Name | Hub | Unit-1 | Unit-2 | Unit-3 | Total |
|---|---|---|---|---|---|
| Water Filter | 15500 | 15500 | 15500 | 15500 | 62000 |
| Dustbin | 2750 | 2750 | 2750 | 2750 | 11000 |
| Cupboard | 3000 | 3000 | 3000 | 3000 | 12000 |
| 2500 | 2500 | 2500 | 2500 | 10000 | |
| Science Kit | 1100 | 1100 | 1100 | 1100 | 4400 |
| Addl. Science Kit | 1100 | 1100 | 1100 | 1100 | 4400 |
| Spl Science Kit | 3750 | 3750 | |||
| Books | 5000 | 5000 | |||
| DVDs | 5000 | 5000 | |||
| Cow | 30000 | 30000 |
We have further fixed water filters in 3 more schools and have raised funds [Finesse IT Labs, Bengaluru and others] for further 6 units.
For many years now we have believed that one big school should adopt a poorer counterpart and support the school in its infrastructure and teaching pedagogy. That would ensure a fine uplift in education.
Anugriha Charitable Trust has itself taken on the hub of the first cluster. The school is called Settisimizhi Middle School. The village and school are so remote that children still find buses and cars [even Ambassadors] a novelty. The Headmistress, Devika, is a very dynamic lady who wants to see the change in the school and in the area. She was very taken and happy with the idea of school clusters and she herself called a meeting of the 3 schools and created the first cluster. We are now tapping on the schools that Jnana Vahanam visits.
Upgrading small govt and non-aided schools in the district With the funds coming in we undertook the following :
Roofing of wash-rooms - boys and girls: The washrooms in all the schools were rudimentary long urinals. We saw that none of them had roofs. Roof sheets were bought and fixed by a team of masons and roof-fitters, adequately supervised by one person. This turned out to be far more expensive an allocation than what we had envisaged as the toilets were of varying sizes some as large as 6mtsx8mts.
Providing water purifiers: The TDS of the water in most places was in the region of 900+ and these RO water purifiers were installed. We ensured adequate water supply and helped with some bore well and plumbing too. We have taken this a little further by also providing an AMC and are happy to say that they are in good working condition, nearly 2 years now.
Providing Dust-bins for collection of bio-degradable and non-bio-degradable garbage.
Providing Books, Charts, Maps, CDs.: On account of wanting to cover as much wall space as possible until painting was done we supplied plenty of charts and pictures. Many of them we designed and had printed. India Maps adorn each school and children are learning them using methods we use in our school which we coached their teachers in .
Providing science kits: We put together a basic science kit made from a lot of scrap material, (which we had to buy). If used as directed the kit covers most topics of the primary school syllabus and done interestingly. We supplied a little booklet made by us on the use of the science kit. We have toured extensively to ensure that classes were held for teachers and students to demonstrate the use of the kit provided.
Providing green boards: The schools felt that there was an important need for good boards to write on and that we should take that up on priority. Thus though there was no budget for this, the fact that flooring and painting were not to be done, this was taken up instead. The schools have been really appreciative of this.
Creating a garden patch: Small garden patches were created buying mud, digging, and generally making the ground ready for use. A small pit was also made for transferring the bio-degradable wastes from the bins. We did this in a limited way as many schools did not have the space for creating such a patch and the government came down heavily, restricting the movement of mud
We did not undertake some of the elements involved on account of:
Floor repairs - The schools told us that the government had assigned some funds for this and the local authorities were to do this, Not much progress appears to have been made and some of the schools have requested us to take this up but it may be difficult to partially do for some schools so we have yet refrained.
Painting - The schools told us that the government had assigned some funds for this and the local authorities were to do this, Our doing it may have caused some difficulty in this process. So we provided them with several charts that they could hang on the walls. (Many of the schools are yet waiting to see the painting done - but in the meanwhile their rooms appear brighter with the charts put up)
Garden Patch - We did the same for the schools where they could give us space to do this and were willing to keep up once we had done it up initially. Also we have provided a few schools with cow (for manure and pesticide creation) only where the head masters have agreed to ensure that the donees were pressured to ensure supply of the same.
We undertook a few elements not earlier planned but were taken up after discussion with the Heads of the schools in meetings we held:
We gave each school a budget of Rs.8000/- and asked them on how they want this spent at their school. Every school gave in their wish-list and to the budgeted amount we completed the task list utilising money, people purchase resources. These included:
Bore-well for water in some schools
Water storage tanks where requested (as old ones were damaged)
Taps in washrooms in some schools were repaired.
Minor repairs to roof /Building etc.
Cupboards for storage (we needed these for storing books, CDs etc we provided) f. DVDs players ( as the old DVDs given by the government died)
UPS for Computers as there is frequent power failure crashing disks/boards
Second hand computer as their system had failed. We repaired at a cost, some of our computers we had set away and they are working fine now there.
Electrical fittings where requested.
Extra green boards where there we more class-rooms in the school (we had given three-four boards, maximum per school earlier)
Sports items purchased: Volley ball, tenikoit rings, frisbees, cricket bat and ball, chessboard/coins etc.
Mats were provided for children sitting on the floor in class.
Calculators were provided (10 numbers to each school) and children are to use them
Geometry boxes were given (10 to each school) and children are taught to use them
Portable Board Stands were provided to each school so classes can be held outside when possible and the green boards could be put up on them. Teachers were keen when we suggested outdoor class-rooms when weather permitted.
Flower Pots: We bought 400 flower pots, mud and manure. We had sessions at school and all the children learnt the process of planting small flowering plants in them. When the first flowers bloomed we had the children take these pots over and hand it over to the children there. These have been placed in front of each class-room and we have shown them how watering these plants would help.
Six sets of desks and benches we have provided to all schools and to a few larger ones we have provided two more sets as requested. This seats one class on benches in each school. Some of the schools are small and so with the benches provided all the children are on benches with desks but for many schools there is a gap and we are working slowly on it as and when some funds are garnered. It is an expensive part of the project and work proceeds albeit slowly.
We have conducted competitions with the PurnaShiksha schools participating - Recitation - English and Tamil, Yoga, Art, Fancy Dress and a Quiz. The prize - a two day trip to Pondichery, Mammallapuram and Chennai - the winners are excited!
For some parts of the project we have raised money from other well-wishers and have completed most areas except of providing Desks and Benches and the Internet classes With a big thank you for making this happen. We enjoyed ourselves thoroughly!
We made a little plan for the children of Purnashiksha schools. We arranged a competition.
All the schools were requested to participate. 27 out of the 40 did.
Each school was asked to send three representatives for each competition
Children were divided into three groups Grade 1 2 3, Grade 4 5, Grade 6 7 8
A panel of judges were posted for each competition group.
First, second and third places were declared.
Competitions were held in the following areas:
They were given three passages in Tamil and were asked to recite any one.
They were given three poems in English and were asked to recite any one.
There were give three topics in art and were asked to paint any one
They were give ten asanas and were asked to perform any five.
Thus 24 children were declared winners - 127 had participated. Everyone was given some biscuits, chocolates and a fresh cool drink. Raghavan asked the children, “Now that you have won a prize what do you think you are going to get?” Children responded with “Pencil Box”, “Colour Pencil”, “Lunch Box”. Each time Raghavan nodded with a “Sad….No”. Slowly their enthusiasm was at an ebb until we announced, “We are hiring a private bus and taking you all on a trip to Pondichery, Mamallapuram, Vandalur Zoo at Chennai”. The surprise and cheer brought the roof down.
The only bus available was a 45 seater. So we decided to do something more. We thought of holding some more competitions and declare prizes so we would have 15 more prize winners.
Item one was a Fancy dress competition with the theme as “Leaders from India”. 4 children won prizes.
For item two we sent each school 160 questions and answers on the theme of The Indian Independence movement. Every school was informed that they could send a team of five children as representatives.
This time around only 15 schools participated. From round 1 four teams of 5 each were selected for the final round. The questions went around and all teams answered each and every question put to them so after 32 rounds they were still all tied! Fantastic result. So all the 20 children were declared winners. Questions were answered even before the full question was read out. So we even tried a round where we asked them to guess the question from the answer and it was 10 on 10 there too.
We were all beaming, as proud of the children as they were happy they won!
So on 11th of August, 48 children were taken on the trip. They reported having enjoyed every minute of it and are hoping for more in the future.
As a step in the future we had a request for a course in English for the teachers; we said we would be happy to do it over six to eight weeks. This is what we were hoping for, that one day they would see more than the facilities we made available and allow us into their academics. We are hoping to make a big difference. At least now we have an audience from whom the request has come.
That is the Purnashiksha report for the current year, yet. We enjoyed playing it out. I hope you enjoyed reading about it and the idea of us doing this too.
We have trained 400 anganwadi teachers in a two year program some years ago. Our dream project is to implement this across India to improve the state of education in government schools of rural India.
Background:
Many one day training programmes were organized at Shikshayatan in 2004 for a total of 400 balwadi teachers of Thiruvarur, Kudavasal, Koradacheri, Nannilam.
The DPO had chosen our school as part of the field training.
The teachers were given
A complete demonstration of our methods used in our preschool classes.
A five hour inter active workshop giving the theories behind our system.
We stressed that we conform to the directives of the balwadi
All work is oral
There are not more than 25 – 30 children to a teacher.
Tamil and English are equally important
The feed back from the Balwadi teachers
They are quite enthusiastic about trying out these methods.
They appear to be convinced that the methods are workable and would present dramatic results.
They need such teaching materials to be equally effective
That they need more such training programmes and have invited us for refresher courses.
Balwadi Programmes – Our Vision
Children between the ages of 0 to 5 learn at an incredible speed.
All they need is the right learning stimulation and an objective showering of attention.
We believe if they are given both they grow to be Geniuses.
We believe that the methods we use in our school diminish any differences in circumstances.
We have spent the last ten years proving this.
We are now ready to make the above statements and to take it at state and national level.
We want this for the sake of the children whose right it is to a bright and joyous future.
We want this for the privilege of serving the nation that has given us so much.
Reporting for balwadi teachers
The balwadi teachers will report every month
The evaluation sheet for the month must be filled and submitted on time.
The teacher has to fill up a month’s schedule a month in advance and submit it.
The schedule will be checked and suggestions will be made, if necessary.
The teachers will also have to report to the PO with the suggestions made.
Reporting for the children
Evaluation sheets will be provided for the teachers. The evaluation sheet only indicates what the child knows. This will give the teacher ample chance to ensure that the child be taught again and that the child knows. There are no exams, tests or any such evaluation. The evaluation is only to ensure that a child is given the required help / opportunities.
The evaluation sheets have to submitted once a month.
A core team will be formed. They will be in charge of the following:
Research assistance in creating new teaching aids and materials
Creating new material to help children with special needs
Ensure implementation of the programme in every balwadi
Ensure regular visits
Ensure help in teaching / assistance with special needs children
Ensure reports come in regularly
Ensure action taken on suggestions for improvement of every child
Resources that will be provided the balwadi teachers are
Teacher’s handbook
IKP cards
IKP classified sets
English - Books
Reading cards for the books
Tamil – Books
Reading cards for the books
Math cards
English - Audio – rhymes and songs
Tamil - Audio – rhymes and songs
Word list
Evaluation sheets
Suggested games / toys
Maps
Charts
Crayons
Trunks for storing reading materials, IKP and math cards.
Physical
They all are beautiful.
The materials are inviting and children enjoy using them.
They are user friendly – they can withstand heavy usage.
The cards and books have large prints making it easy for children to read and learn.
There are small books of not more than 15 -20 words per book.
Each book is accompanied by a set of cards that are being introduced in the book.
There is a sense of achievement in being able to read a book on their own.
There are 25 such books that give a total of 400 words.
What was the outreach of this programme?
The number of children in a balwadi is 30.
There are 30 balwadies in a block
There are 10 blocks to a district
Therefore, the number of children touched in each district 30x30x10=9000
The districts of Thiruvarur, Tanjavur, Tiruchi and Nagapattinam came under this programme.
So total number of children touched = 9000x4=36,000
The number of children in two years = 72,000
The programme takes into account the complete growth of a child.
The Physical education
At the schools where we had recommended and the programme has been implemented in toto, there had been a dramatic improvement in health. There had also been a neurological growth and we found that the children were working at above average levels.
The Mental education
The IKP programme and the Reading programme caters to the mental growth of the child.
The IKP programme introduces the world to the child. The programme includes learning about life forms around him, things he sees in and around the house and their detail. He is introduced to maps at this early age; so learning about countries and continents are part of the programmed.
The IKP, therefore, introduces him to about 400 nouns and in speaking about them, the teacher uses a vast vocabulary. He is therefore exposed to an extended vocabulary of about 2000 words.
Reading Programme
This enables the Reading programmed to take off comfortably. It is expected that when the child joins school at first standard level, he would be able to read the text comfortably. At the first grade, he will only have to learn how to spell and write.
Math Programme
In math, which is a part of the mental programme, the child will be able to add up to and subtract from 50. The child will know numbers up to 100.
The Emotional Growth
It is essential that a child’s emotions are balanced. We use music and art to balance their emotions.
Art : Using colours is a pleasure and children learn to draw free forms. They also learn the rudiments of painting and paper cutting.
Music : the children are taught to sing simple songs. Through songs, their ear opens to the nuances of a language and to music. The songs and simple rhymes have been written and set to music by us. Care has been taken to ensure no negative ideas or words are presented to the child. Traditional songs and rhymes which have been included in the curriculum also ensure that the children learn from an atmosphere conducive to a happy flowering of a child.
The strategy Implementation
Implementation shall be done on block by block basis.
At a time 30-40 teachers will attend the three day training; we expect to address all the balwadi teachers of a block within 6 weeks.
Follow up
Refresher courses will begin after two months of first implementation.
Each balwadi will be visited once a month by our team to assess the progress of every child, to help the balwadi teacher with any child with special needs, offer solutions and ensure that every child does well.
The team will also work on the evaluation sheets done by the balwadi teacher and help them identify a child who has learning difficulties.
Once a year those teachers who have done outstanding work will be felicitated and given an award during a one day balwadi teacher’s meet and fair.
Further plan
Build a district central library for teachers in each district.
The library should have a special Trainer
to help / guide the balwadi teachers.
to help choose the right material for the topic to be done
to coordinate a regular circulation of teaching aids and materials
The library will contain for teachers:
Books
Teaching aids
Secondary resources such as encyclopaedias, dictionaries, thesaurus
Teaching pedagogy, classroom management
Child Psychology and child upbringing
Philosophy of teaching and learning
Audio tapes
Of class in progress
Of subjects being taught
Of rhymes
Of IKP cards
Of the books done in the balwadis
Of math cards
Of songs
Of rhymes
Computers
The balwadi teachers should learn the use of computers in teaching
Educational CDs should be used
Games and toys
Games and toys including puppets
Puzzles
Wooden blocks
The library should also have a children’s section that will contain Books
Stories
Picture books
Children’s encyclopaedias
Of songs
Of rhymes
Of children’s films
Audio cassettes
Of rhymes
Of IKP cards
Of the books done in the balwadis
Of math cards
Of songs
Simple English sentences; questions and answers
Video cassettes
Of songs
Of rhymes
Of children’s films
Reading corner
With a teacher / volunteer who can help a child choose and read a book in the library