The Master Motivator

     India is only a country where people like to talk so much that even they forget what they want to do and complete.  It can be considered as a sign of love as the more loving you will be, the more garrulous and talkative you will become.  But I don't think it to be bad rather only this thing unite us to be the one incredible.  Either we are travelling or we are in a very miserable situation we prefer to talk and feel carefree and burden less. During my M.Ed. I was talking just like being a true Indian as it is our basic nature to be talkative and to be garrulous.  I have wasted lot of my days talking with my M.Ed. friends in the hostel sitting in the room of Harjeet Singh Brar and Sukhdeep Singh Loomba.  Ajay and Harwinder Cheema were also with us. 

 We started talking about motivation.  Then suddenly I recollected the thoughts of Dr. Khushwinder Kumar, who was teaching me during my B.Ed. in B.C.M. College of Education.  Then, he was the Principal of the College.  I just started talking with my friends regarding one of the greatest speech given by him during the orientation of B.Ed. programme.  It was my first day in B.C.M.  and he was going to address the students of B.Ed. of the new session.  In the very beginning when He started his speech I just felt spellbound and felt as if hundreds of electric current started flowing in my blood.  The Hall turned to be quiet and everyone was listening him with a great sensation and curiosity.  That was really a surprising incident for me when a Principal of a College was telling the students(Pupil teachers) to leave the hall if they felt bored but no one moved because all of us wanted to listen him as he had something special which we didn't have!  Not even .00005%.  Then he smiled and told that there were only four ways to motivate others.  

- First is to create interest.

- Second is to develop compassion and love for the task.

- Third is to give some incentives

- And the Fourth one is to Punish or develop a feeling of fear.

Then he said, "The first two are the example of intrinsic motivation whereas the third and fourth one are the examples of extrinsic motivation."

Now I knew it very well that he is going to use all the four kind of motivation to develop and shape our personality. 

 There was also a strange kind of fear in my mind that perhaps he would punish me but it wasn't happen rather he taught me with examples and lessons.  Still I feel as if his first speech is running in my nerves. 

   Then Harjit told me that he knew Dr. Khushwinder Kumar as he read some of his researches.  The whole day we were talking about motivation and when in the evening at 6 O' Clock a phone call of my sister from home came then I found that I was too late.  I told her that I was just coming within an hour.  I took the private bus from Sudhar to Ludhina Bus stand.

 My friend Harjit Singh Brar was with me to drop me in Sudhar Bus stand.   Then the Bus came and I said good bye to him. 

 Now I was sitting in a seat and closed my eyes.  Then suddening I felt as if he was sitting with me and talking to me. On that day sun seemed as if it was in its full glory.  Perhaps it was also attributing The Great Master Motivator...........Long live the great Soul in this physical world.

The Pseudo Ideology!!!.............???

      The Mortal Truth is something like a wrong statement, same is with education. Recently I was thinking about our present educational implementations in India.  As per my observation what I observed that we are very far from the definition of Education.  

• Mahatma Gandhi Said:  "Knowledge lies in simplicity."
• Swami Vivekananda Said: "Education is the manifestation of divine perfection already existing in human body."
• Shankracharya Said: "Education is the realization of the self."

     But the question which is rising in front of me is: 

• How many of us have such kind of Education?  
• And in how many institution such kind of Education is provided? 
•  Is it a truth or just a definition of Education?
• How can this objective be obtained?
• Why are we lacking to obtain this ultimate objective?
• Who is responsible of it?
• Who can take the responsibility?
• How can students understand the true meaning of Education?
• Is it a truth or just a statement?
• What is the real truth in the screen?
• How can be justify it?
• Who can justify it?
• What should be required for its improvement?

These are some of the questions which I think are able to expose the false reality of our education system.  The reality which is living in an ideology. 

     Now lets talk about child psychology and his or her needs:

In the present educational scenario child is left behind and only grades and marks has taken his place.  It seems that it is vanishing the individuality of a child!  Isn't it???

• Why the child feel burdened?
• Why the parents feel dissatisfied?
• Why the teacher look like the real culprit?
• Why the institutions are worried about grades and numbers?

Now lets see these question in a different way:

• How the child feel burdened?
• How the parents feel dissatisfied?
• How the teacher look like the real culprit?
• How the institutions are worried about grades and numbers?

We can see these question in another perspective:

• Where the child feel burdened?
• Where the parents feel dissatisfied?
• Where the teacher look like the real culprit?
• Where the institutions are worried about grades and numbers?

The answer of all these questions can be given in a one word i.e.

COMPETITION!!!

Any Questions???

?

  

Sudhir is on Traity

Sudhir is on Traity: Sudhir's Traity profile. Learn everything about Sudhir's here.

CUMULATIVE RECORD (NON- TESTING TECHNIQUE)

CUMULATIVE RECORD:

The cumulative record is device for recording information about the student, which is collected from different sources over a period of time. These information are essential for guidance and counseling of the students.

According to Ruth Strang there are the following uses of cumulative records for the guidance program:

• Holding conferences with parents about the student’s programs.

• Adapting instruction in the classroom, students needs, abilities and interests.

• Helping students to make important choice or decisions such as:

• Choice of course

• Change of course

• Choice of vocational field

• Decision to leave school

• Helping students in solving their problems of adjustment in the school, home or society.

• Supplying information to the youth employment service regarding student’s suitability for certain type of jobs.

DEFINITATIONS

• According to Allen, “The cumulative record is defined as a record of information concerned with appraisal of the individual pupil-usually kept on a card kept in one place.”

• According to Jane Warters, “All important information regarding a pupil observation interview, case study and other methods.”

According to Mure Thomas, “It is information about a pupil collected during a long period.”

IMPORTANCE OF CUMULATIVE RECORDS

• Simple and complete information

• Factual information

• Secrecy

• Full record

• Based on all round development

• Re- evaluation

• Continuity

• Group- based evaluation

• Usefulness 

TYPES OF CUMULATIVE RECORDS

Simple card record:-  It is single sheet information recorded on both side.

• Pocket folders:-  It is a folder with a number of pockets posted inside and different information can be kept.

• Cumulative folder:-  This folder can keep maximum informatio. 

Conclusion 

      the cumulative records serve as a well arranged store- house of all the information regarding the students. It is based on factual information, and there is also need to mention secrecy of information. There should be the importance of usefulness of cumulative records so it may be used properly. It’s content should be proper and systematically. 

References

Valiya (2012)   "Guidance and counselling."

Bhatiya(2011)  "Educational Psychology."

Valiya (2012)   "Educational Psychology."

Equality of Educational Opportunities

     What is Equality of Educational Opportunity?

One of the stark realities of human society is inequality or what the sociologists call social stratification.  It has been existing in some form or other in all societies.  In India inequality of educational opportunities is a reality that has been existing for generations.  In the traditional caste system education was the prerogative of the upper castes.  The British policy of providing English education to the elite resulted in direct neglect of mass education.  The British policy, therefore, accentuated the inequality of educational opportunities imposed by the traditional caste system.  In India, inequality of educational opportunities has been inherited from our past generations. 

       After independence we adopted a Constitution.  The Preamble of the Indian Constitution emphasizes equality of status and of opportunity.  Article 15 provides.  The State shall not discriminate against any citizen on grounds only of religion, race, caste, sex, place of birth or any of the advancement of women, children,  SC and ST.  In spite of all this inequality still exists.

What is Inequality?

Inequality means that certain individuals or groups in a society are in a relatively disadvantageous situation in regard to access to and possession of various societal resources such as wealth, power, education and occupation.  In the sphere of education some have no access to school, and some have limited access.  Some children get all the opportunities to receive education of the type they need.  Some children do not get the opportunity for receiving the basic education.  In some cases so many opportunities are available that children have to choose to decide.  In other cases children have no option than to accept what is even undesirable.

What is Equality?

To put in simple words, equality is said to exist only when inequality has been removed.  But in reality inequality is not totally eliminated.  Whatever measures may be taken to ensure equality, inequality will exist to some degree.  Thus what the programmes of equality do or can do is to narrow down the inequalities.  It means “elimination of that level or type of inequality which is considered undesirable or unacceptable within the society.”   Thus the pursuit of equality aims not at total equality in the philosophical sense, but at an equitable distribution societal resources.

      Modern society views education as an important societal resource and a means of achieving the goal of egalitarianism.  Education is looked upon as a means of raising the social status of an individual in various ways.   It is accepted as a basic human need to have a desirable quality of life.  Given equal opportunity for general, vocational, technical and professional education most citizens can have equal status in the society.  Education is often considered as an equalizer.

     Education can be expected to function as an equalizer in the context of equality of opportunity in education.  Equality of educational opportunities means that every child has a right to education.  No individual is deemed access to any level or type of education or is handicapped in educational achievements solely on account of his personal attributes or primordial identities.  “Equality of educational opportunities is one of the goals of the ideology of egalitarianism.  However, inequality of educational opportunities exists throughout the world and more so in India.

     These considerations imply that we have to give equal chance to every citizen for the development of his or her capacity or ability, and nothing should be allowed to obstruct one’s path of development.  Particularly special attention is to be given to the underprivileged, the disadvantaged, the disabled, women and other children from backward communities.

Need/ Importance of Equalization of Educational Opportunities:

The Education Commission (1964-66) has observed:  “One of the important social objectives of education is to equalize opportunity, enabling the backward of underprivileged classes and individuals to use education as lever for the improvement of their condition.  Every society that values social justice and is anxious to improve the lot of the common man and cultivate all available talent must ensure progressive equality of opportunity to all sections of the population.  This is the only guarantee for the building up of an egalitarian and Equality of educational opportunities. The observation of Kothari Commission indicates the need of importance of equalization of educational opportunities as follows:

I.It is needed for the establishment of an egalitarian society.

II.It is needed for the success of democracy.

III. It is needed to ensure social and economic development of our country.

IV.     It is needed to identify the talent in various fields.

V.  It is needed to develop human resources and to meet the man power needs of our country.

VI. It is needed to promote social justice.

VII. It is needed to minimize the educational gap between the privileged and the underprivileged.

Causes of Inequality in respect of education opportunities:

A large number of factors are responsible for inequality in respect of educational opportunities.  Some of the notable causes of inequality are as follows:

I. Absence of the National system of Education.  At present our eduation system has not been nationalized.  Both public  and private agencies are at work in the area of school Education is the greatest obstacle in the way of equality of educational opportunities.

II. Regional Imbalance:  There are regional imbalances in educational opportunities in different States, different districts and blocks.  There are areas where facilities for higher education are not available.  Even there are areas having no facility for elementary education.  In some areas primary schools exist, but they are incomplete.  In these areas boys and girls do not get equal opportunity for education. 

III. Poverty of Parents:  Poverty of parents is a major cause of inequality of educational opportunities.  Children from poor families fail to attend educational institutions where education/training is expensive.  Children from affluent families get all facilities which they need -  text books, work books, dress and everything which poor children do not get.

IV.   Differential Standard of Educational Institutions:  Children from poor families receive education in substandard institutions which are not properly equipped with teachers, teaching aids and apparatus.  Usually urban schools and colleges are of better standard than rural schools and colleges.  Differences in the standard of educational institutions ultimately cause inequality in the standard of students.

V.   Differences in the Home Environment:  Inequality also arises from differences in the home environment of children.  In most of the families parents are illiterate and their children are first generation learners.  These children do not get the needed encouragement, help and academic support from parents.  On the contrary children from educated families get all the support and encouragement from their parents for their education.  This causes inequality among children. 

VI.  Gender Disparity:  Another cause of educational inequality is the wide disparity between the education of boys and girls at all stages also causes inequality in all areas of education.   Usually parents value more and take care of education of their sons, which the girl child in the family is neglected.  The curriculum is also not suited to the needs and problems of the girls.  In many cases expectation of parents and teachers for their sons and daughters also vary.  Teachers’ expectation and parental expectation are reflected in children’s performance. 

VII.  Disparity between the Advantaged and the Disadvantaged:  Disparity between the upper class and lower class of the society is always been a crucial issue.  In the sphere of education also disparity exists between the advantaged community or the upper class and the disadvantaged community or the lower class.  Educational expansion and other educational measures are found mostly in advantaged communities and are meant for upper class children.  The disadvantaged groups, particularly the SC and ST are deprived of all developmental programmes.  Even in some cases such children do not have the opportunities for minimum education – elementary education.

References

Chaube, S.P (2006) "Foundations of Education", vikas publishing house pvt ltd, A-22, Sector-4, Noida- 201301 (up)
NCTE-2009

Virtual Class a futuristic approach

When we are talking about virtual class then suddenly a point reflects us in our mind 

i.e. 

What kind of learning there will be in virtual classrooms?  And is there any classroom or not?  Then the answer comes itself that we are becoming very much familiar with the virtual class in present scenario:

e.g.

• Google
• Whatsapp
• Facebook
• Slide share
• Online learning sources 
• Online web learning
• Discussing problems with our teachers on WhatsApp and Facebook
• Using different apps for learning
• Following different websites for online learning and teaching

Thus all of these sources are telling us that in future it may be possible that the schools will not be there and perhaps it might be turned into a website. 

Let's talk about the primitive way of learning when we are in the stone age.  

• What do we do in that era?
• What ways do we adopt for learning?
• Where the process of teaching and learning is done?
• Who provides the subject matter?
• Who makes the curriculum and syllabus?
• What kind of methods are used for teaching and learning?
• What are the basic techniques for teaching learners?

It seems quite funny when I am asking these questions but we can't say that there is no methodology of teaching and learning in the primitive era.  Yes, there are the methods of teaching and learning process and these are as such:

• Learning based on experience 
• Learning was natural at that era
• The process of teaching and learning is based on self-experience and analysis
• The whole environment is our subject matter
• No bondage of curriculum and syllabus
• Source method of teaching and learning was used, basically the main emphasis on the primary sources.
• Inductive cum deductive technique was used for teaching

Now let's analyse what progress we have done since that primitive era:

• Natural learning is now nowhere
• Curriculum and syllabus centric approach
• No emphasis on the self-acquired experience
• Much importance to the secondary sources of teaching and learning
• The subject matter is very limited and time bound

Now just introspect, are we progressing or not?

   The answer will be 'No'

Because now we all are becoming artificial and learning is something which should be natural, and interesting.  

Advantages of Virtual classes

There are some advantages of Virtual classes which is discussed in the following:

·        Removal of geographical barriers (Anywhere learning):  A virtual classroom allows learners and teachers to attend a single live training session from any place in the world, provided they have a computer and Internet connection.

·     Sessions can be recorded:  If learners miss a traditional classroom-based training session, they have very little opportunity to engage in the learning experience that took place. A virtual classroom has a facility to record the session, so learners or teachers can replay it afterwards. Teachers too get an opportunity to review their own or their colleagues performance.

·       Quicker to organize:  Training can be organized more quickly than traditional classroom-based training. Classrooms and projectors do not need to be reserved; materials do not need to be distributed. The sessions are easier to schedule or reschedule since attendees will not be traveling to the venue of the session.

·   One to one communication:  In a virtual classroom environment, learners can talk to the teacher and to each other, and although this communication is not as rich in a traditional classroom, it still can help learners, since it is one to one.

·     Synchronous Learning:  In this type of learning process, students and professors connect and interact with each other in real time. This is indeed a very significant process where students get answers to their queries & questions then and there. Interaction with professors and peers makes the learning process interesting and enriching for students.

·       Live Audio-Video Support: 

Audio and video support both contributes towards the e learning process in virtual classroom. Various tools are available for text-based chat- verbal interaction through audio conferencing and sharing of one’s own video through web-camera. Professors can share their audio and video, thus establishing one-to-one relation with students. This builds confidence in students about the pedagogy methods and allows professors to communicate effectively with the students. Moreover, the students asking questions can share their videos with the fellow students as well.

·       Session recording:  

The entire classroom session can be recorded in video format and stored in library for future reference. This feature is extremely useful, especially for absent students, who can review the recordings later and understand the concepts elaborated by the professors. Moreover, the students can also refer to the recordings for revision purpose, at their convenience.

·         White Board:  

White Board is an alternative to the traditional blackboard method, used as a tool for drawing graphics or diagrams in virtual classroom. It comes handy when professor wants to visually explain any abstract concept. If any student has a query, which needs some graphical explanation and the professor does not have an apt graphic for it, then even a crude diagram can be extremely beneficial for emphasizing on the concepts.

·      Sharing of Learning Resources and/or Desktop Screen:  The resource sharing feature in virtual classroom allows professors to share varied content in different formats with the students in real time while delivering lectures on various course topics. This resource sharing feature supports sharing of various file formats - MS Word, MS Excel, PowerPoint Presentations, PDF files, flash presentations, flash videos etc. While teaching, the professors can exhibit all the operations from the desk, by sharing a particular application or the entire desktop. This resource sharing feature is extremely useful for sharing various course materials like topic notes, subject diagrams or graphs, explanatory videos etc. With this type of supportive and informative course material, learning becomes interesting and gives an interactive experience.

·  Classroom Control by Professors & Active Student Participation:  

In virtual classroom when professors deliver lectures to the students while explaining or elaborating concepts, ideally one sided process of communication is followed, and students are not permitted to talk/ express themselves at the same time in order to avoid chaotic situations. Though all the participants from the virtual classroom are connected through audio and/or video conference, the participation rights are controlled by the professors. During the lectures, in case the students come across a particular doubt or query, while the professors are explaining, the students can set their status to “raise hand” which indicates that the student has a question which needs to be addressed by the professor. However, only 1 student can ask question at a time, in order to avoid confusion as well as commotion and to maintain focus and clarity on queries asked. Since the professors have the control rights, they can respond to the question or else disable the status of “raise hand” and take the question at the end of the session.

·         Multi-Level Fallback Mechanism for Class Continuation:  Virtual classroom is a web-based tool which is solely dependent on internet connectivity. If in the remotest possibilities, participants get disconnected from virtual classroom, there are various alternatives to keep the class active. The technical team operates the fallback mechanism. If the internet is intact, then with the pre-configured Skype accounts of all participants, a common Skype call is initiated to connect all participants to further carry on with the class. In case all the participants lose internet connectivity then the successive portion of the class is conducted through telephone.

·         Live Tech Support:  

With this feature, technical support representatives of the institutes or corporate organizations will be able to provide text based chat and live tech support to their users.

·    Increased Convenience. Without the location or time limitations of a traditional classroom, I have the freedom to absorb class content, engage with my peers on classroom topics, complete an assignment, or take an exam at a time, and for a duration, that best fits my schedule.

·         Schedule Flexibility. 

The ease of accessibility of an online learning platform gives me the opportunity to work and take classes at the same time, so I can attend class no matter what my work schedule for the week looks like.

·         Knowledge Retention. 

For me, online instruction delivers a more effective learning experience due to interactive modules, narrated online textbooks, multimedia tools, and knowledge checks that can be repeated until the concept is mastered. These repetitive learning tools help me retain the information I learn while helping me stay focused and on-task on the learning objective at hand.

·         Immediate Feedback. 

Instead of waiting weeks to receive a score on an assignment or exam I can read and review comments on assignments as they become available, and receive scores for online tests and quizzes upon completion. These online progress reports help keep me informed on my academic performance so I can stay on track to obtain the grade I want.

·         Increased Participation & Engagement. 

Interestingly enough, I’ve found that online correspondence with my peers and instructor is faster and more helpful than face to face conversation on important course topics. The interactive comment and share features help me engage with and connect to my classmates. 

      Instead of sitting in a classroom at the same location, time, and days each week I can login into an online learning platform that connects me to my course content, classmates, and academic performance anywhere, anytime, making it easier for me to learn on my schedule. Important course content is available at my fingertips, and communication with my classmates is faster, and more efficient through live virtual discussion boards where I can read and respond to my peers questions, thoughts, and responses to what they’ve learned instantaneously.

Scope of Virtual Classroom: 

Since the 1990s, we have been hearing that virtual classroom is the next big thing.  However, it has taken a while for it to reach the level that was predicted them.  Earlier these were a lot of things that were missing from the eco-system.  But now due to the advancement of technology and information processing the scope of virtual classroom is increased day by day.

·         Boost in the field of technology:  Because of the new inventions in the field of technology these days’ people starts thinking of education out of the box and people are more willing to use technology in the field of education.  Many educational institutions now starts taking interest to provide education through virtual classes because it is less expensive and more suitable to the masses because of its accessibility.

·         Adopting IT culture in the field of Education:  With the enhancement of e-learning these days students and working people are now much interested in e-learning or in virtual classes because now our society is adopting the IT culture in the field of education and now technology is not considered as barrier rather it has been considered as Bridge towards the gateway of knowledge.

·         Distance learning:  Now virtual classrooms are also very much helpful for distance learning.  The students of distance learning can easly access to the different educational activities.  With the help of it they can enhance their knowledge regarding their subject.

      Thus we can say that virtual classes have a big scope in the field of education because of its accessibility and approachability to the lesson.

Activities:  There are two different categories, i.e. unsupervised activities and teacher led session.

·         Unsupervised Activity:  Unsupervised activities that the virtual classroom setting can have their benefits and drawbacks.  Some of the benefits include the ability to accommodate participants with unusual schedules due to the 24/7 availability.  Another benefit of this structure is that it allows participants the opportunity to move at their own pace.  But an obvious drawback is that unsupervised activities don’t allow the student access to immediate feedback or answers from a live person.

•    Power- Point slide
• Multiple choice surveys.
• Websites
• Live application, such as word and Excel.
• Online video source.
• Tutorials.
• Flash Presentations.

·         Teacher led activities:  These activities are those in which the teachers give instruction to the learners and learner did everything under the supervision of teacher or tutor.  With the help of web- phones and online video source teacher led activities can be possible e.g.

•      Providing instructions through web-phones.
• Correcting the learner or guiding toward a desirable response.
• Online video source.
• Tutorials.

     Thus from the above discussion we can conclude that virtual classrooms are very much helpful for us for enhancing the scope of education.  It helps to provide wide platform to the teachers as well as the learners.  It is just because of Virtual classrooms that the Distance and e-learning can become more interesting. 

Programming your mind for success | Carrie Green | TEDxManchester

Sajjan The Robber (A Power Point Presentation)

Thank You.

The poor farmer and his three daughters

Once upon a time there was a poor farmer and he used to spend most of his time doing work in the fields. He didn't have any son but still, he felt proud to be the luckiest father of the world as all the three of his daughters were very loving and caring. It was a time of 1857 revolt. 

India was struggling for its independence and most of the youngsters were participating in that war.  The farmer's youngest daughter also wanted to participate in it as she wanted to do something for her country.  But she was also very much worried about the dilapidating condition of her father.  She had decided to make some arrangement for her father before going to particiate in a war.   She showed her willingness to her eldest sister and expressed her desire to do something for the nation.  She appreciated her decision and assured her that the two would take care of the father.

Now the youngest daughter saught to participate in the war.  She took the permission of her father.  The father felt very proud after listening these words from his daughter and out of pride he said,  "Go and be brave like Rani Laxmibai."  She took the pledge in front of her father that she endeavoured to be like Rani Laxmibai. She came to the contact of some of the worriers.  She expressed her deep desire to fight for the nation but the worriers didn't believe her and started making fun of her.  

She felt very gloomy as they were treating her like a weak woman.  Ultimately she had decided to teach a lesson to them so that they could comprehend the power of women. 

She constructed a plot to make them her prey.  Very skillfully and marvellously she took them under her imprisonment.  

Afterwards, they agreed and felt pardon for their biased remarks. The team was being prepared for the revolt.  Though they were amateur yet they had a great fortitude.

They were just like the setting sun but still, they were having the courage to do something for the nation.  The youngest daughter of the farmer was very witty and she constructed a plan against the East India company.  They followed the plan and attacked the army of the East India company.  Now it was the right moment to see how skilful and witty the youngest daughter of the farmer was!

On the other hand, the two daughters of the farmers were helping her father for ploughing the field.  They were performing all the deeds very skillfully which was considered the copyright of men at that time.  The farmer was very happy with the performance of his two daughters and decided to give them a reward.  

One night he called both of his daughters and told them that her mother was a person having some supernatural power.  He told them that due to it they too had the same.  He told them the way how to awaken their powers.  He said that you have to recite the word eikraj repeatedly and then their powers will be awakened.  Both of the sisters told very humbly to the father that they didn't need it as with great power great responsibilities also came. 

They suggested that this power should be given to their youngest sister as she was having a philanthropic set of mind.  After listening to these words the farmer told them, "You have to think of your youngest sister and repeat this mantra four times."  Both of the sisters did so.  And in the end, the youngest daughter got supernatural powers.  She killed most of the army of the East India Company and also saved her companions. 

Thus, in the end, she saved her village from the Britishers.  Though very few people knew about her but she was one of the ladies who fought in 1857 revolt very silently and was killed by her own companion.     

(Note:- This story is just an imagination)