Khalil Gibran said 
Your children are not your children. 
They are the sons and daughters of Life's longing for itself.
They come through you but not from you, 
and though they are with you yet they belong not to you.


As adults we are fascinated and exasperated in equal measure by children of today. ‘They are sooo smart!’ exclaims a parent about her children who create rap songs or score high on a game of ‘Angry Birds’. Teachers, on the other hand, feel that children do not respect Indian values and argue incessantly. They, also, complain about how children are restless and have poor attention span and those who write answers as if they are writing a sms or a tweet. Then, we see these child prodigies on television who dance to the latest Bollywood hits or belt out jokes in comedy shows. 


In this blog series we begin by interviewing three parents to find out what they think about children of today.

Saroj Chowla

1. According to you, what interests the Children of today?

I interact with two set of Children- one who attend the Art of Living classes and the other who attend the present day schools. I feel those who are associated with the Art of Living classes are more close to our Indian values and cultural heritage. On the contrary, children attending the present day schools have a greater western influence on them.

2. How do you think are the Children of today different from what you were as a child?

As a child I was more innocent. I was happy with my upbringing. I was more accepting of the decisions that my elders took for me. However, the children of today don’t acknowledge the experience that elders have and end up being confused.

3. What do you think are the Children of today missing and lacking in their lives?

They are very touched by materialism. This makes them miss on the joy that little moments in life can bring.






Sarika Thukral

1. According to you, what interests the Children of today?

Largely, I think they are interested in television, their friends and a kind of music that is not at all soulful. Even, the friendships they have don’t seem to have any quality to them.

2. How do you think are the Children of today different from what you were as a child?

I was more inclined towards music that is meaningful and friendships that are qualitative. I used to play a lot of outdoor games. This made me evolve as a more focused person in life. Today’s children are simply not focused.

3. What do you think are the Children of today missing and lacking in their lives?

They are missing badly on relationships. They are lonelier.


Arnav Sood

1. According to you, what interests the Children of today?

According to me, the children of today have a keen interest in sports and computers. These are the two things that almost all of them are really good at.

2. How do you think are the Children of today different from what you were as a child?

Thanks to technology, the children today are more exposed to the world around them. It isn’t limited to their immediate surroundings.

3. What do you think are the Children of today missing and lacking in their lives?

I will say that they are missing on the cultural values. We were more attached to our relatives and extended family.

In these interviews, we heard the perspective of parents and grandparents about the children of today. In the following weeks, we will unravel whether children share the same perspective. So in our following blog series’ A Window into the World of Children, get ready to meet the child of the 21st century and get an insight into their fascinating world. 

Hear them talk about what motivates and excites them, their interests and their aspirations… 

Teacher Training – A Real Need

So far in this blog series we have explored different aspects of a teacher’s life. We have learnt why they became teachers and understood the joys and the challenges they face in their classrooms every day. Getting to know the teacher led to us realizing the need for teacher training. Effective teacher training provides teachers with opportunities to supplement their knowledge reflect on their beliefs and enhance their skills.

Today, in the final blog of the series we explore the thoughts and ideas of Radhika Suri and Sameera Sood of Inspire Education. Since 2009, INSPIRE has been a pioneer in bringing about notable changes in the field of education by providing effective curriculum, impactful training and relevant school set-up solutions. Inspire’s work reflects its vision to enhance the capabilities of all the stakeholders in the domain of education.

While parents and students are impressed with swanky schools - a school’s reputation hinges on the quality of teaching - learning practices. Teacher training ensures that teachers' remain motivated and challenged. Teacher training also means that teachers get an opportunity to upgrade their skills and grow professionally.

– Sameera

The reality is that there is no training program where teachers can go to enhance or upgrade their skills. Also, the courses that are offered are very high on pedagogy and not on practice so there is a gap between what is being taught and what they

actually need.

– Radhika

The goal of teacher training should be to help teachers enhance the quality of their teaching. It should enable them find solutions to real problems that they encounter in classrooms. They should be able to re – examine their strategies and adapt it to reach every child.

– Sameera 

Our approach is simple. It first and foremost merges pedagogy and latest research with workable classroom practices. We are skilled at this as we have been in the class for over a decade and know the reality of the classroom. We make our participants take small steps and enhance their skills. We also offer support and assessment so that they stay motivated.

–Radhika

Teacher training can be ineffective if the teachers are perceived as passive receptors of knowledge rather than active stakeholders in the process. Training that introduces teachers to new theories and paradigms without helping them explore the class room implications can prove to be redundant.
 – Sameera 

It is because of the quality of programs that is being offered. One needs to understand the psyche of a teacher, the time she can spend on training and what she actually needs and wants to learn. Also the quality of the trainer makes a huge impact. In my view teacher training and teacher education is critical and needs attention. Programs can be a blend of human interface and technology.
– Radhika


From the interviews we can see that a training program can be effective if and only if it is based on a real and felt need.  Teachers learn best by exploring, experiencing and actively participating. Opportunities to demonstrate and practice the skills taught in the class will better engage the teacher.

Inspire offers a number of training modules that schools can opt for based on their training needs and teachers’ interests. Each training module follows the Inspire ‘Circle of Empowerment’ model to provide an interesting and engaging experience.

Effective teacher training provides teachers with opportunities to supplement their knowledge reflect on their beliefs and enhance their skills.

India is a developing country. The key to the development process of a country is a strong education system. The teacher is the building block of the kind of education system we aspire to have in our country. This is why teaching the teacher is as essential as teachers are the bridge between knowledge that is available and knowledge that is acquired. 

Teaching the Teacher

One of the most frequently asked questions in the field of education is ‘Are good teachers born or made?’ It is believed that good training, skills and support can help teachers become better at the profession. Teaching is like any other skill – it can be acquired and honed. Most teachers can learn tools, strategies and skills to transform themselves into effective teachers who connect with their students and motivate them to excel.

So far we have explored the lives of teachers. In today’s blog we are going to meet two teacher trainers from different backgrounds who are working in different settings and see what they have to say about teacher training and what led them into the profession. .

Q. What made you become a teacher trainer?
Ritu Marwah	Dhruv Singh
“Sharing ideas with my colleagues in school, implementing them and seeing the joy of learning on my students gave me a high. This slowly transformed into teacher trainings which helped more teachers across the country and the feedback from them about their experiences made me go on.”	“I became a teacher trainer to facilitate teachers to reflect on the onus of being a teacher and to spread the passion and respect I have for this profession. Unless the teaching community looks at education both in terms of the social as well as the individual perspective there cannot be citizens who are able to balance social and individual concerns. If the education system needs to improve it is the teaching community that needs to be the role model; a responsibility that it no longer wants to shoulder.”
Q. What has your experience as a trainer been like?
“It has been amazing interacting with teachers from across the country. To help them with their constraints and make ideas work within their resources gives me immense satisfaction. I have learnt a lot from all the teachers I have interacted and it is amazing to see how diverse teaching experiences in our country are.”	“My experience as a teacher trainer has been rewarding: spiritually, cognitively and monetarily. I am idolised by many and teachers look forward to trainings. The flip side however is that in spite of teachers reverence, the idolising, the conviction with which they talk of the philosophy, their class room practices are devoid of the constructivist touch because it calls for perseverance, hard work and humility: so easy to appreciate but so difficult to practise.”

Q. What do you think works with teachers-content/mode of transaction.

“The best approach is a hand on approach keeping in mind the situations the teachers work in and their limitations. It works best when you customize the modules according to the school resources, student strength and the teacher background rather than giving them ideal solutions which may be very difficult to implement practically. Scaffolding the teaching strategies for teachers work best rather than giving them all at one time. Frequent trainings are the need of the hour rather than one training and then forgetting all of it later. “

“A balanced mixture of both: firstly the mode of transaction and secondly the content. People connect to you first for what you are and then with what you have to say. The mode of transaction should be what you want the teachers to do in the classroom, the content would determine they way and how teachers reflect on what they do in the classroom.”

The key to effective teacher training is understanding the adult. Adults are independent and self – directed. They need to be free to decide on what they want to learn.

A training program can be effective only if it is based on a real and felt need, and is attuned to the reality of the classroom situation. A trainer needs to be sound in pedagogy, but she needs to provide a practioner’s insight into how pedagogy will translate in class. She should be a skilled communicator, an empathetic mentor and a strong motivator. A tall order indeed! The goal of teacher training should be such that the teachers become stakeholders in the training process rather than passive receivers of knowledge.

Parallel Teaching Worlds

Every corner of our country has a school and every school has teachers. We have been intrigued by this fundamental question: Do teachers in different geographical, social and economic settings differ significantly in their approach to teaching, their interactions with the students as well as their career goals and aspirations. We decided to talk to some teachers from different settings to try and find answers to our questions.  Three Teachers were interviewed:

Ritu (name changed):- Working as a PRT teacher in a Government School.

Prachi (name changed):- Working as a PRT Teacher in an Urban International School.

Irfaan (name changed):- Working as an educator in an NGO.

Ritu: Most of my students are first generation learners. Their families are usually economically backward. As a result, you would find the boys employed as part time workers in factories and the girls doing household chores. For these kids, coming to school is in itself a struggle.

Prachi:  Almost all my students belong to a very affluent background. This automatically influences the performance of students. The education that they get in school is supported by the additional resources like story books, language games, internet access etc. that they get at home.

Irfaan: I teach at an NGO which provides free education to underprivileged rural youth. Our students come from very poor backgrounds, and realize the importance of the opportunity they are getting. They dream of not just doing well themselves, but of making a difference around them.

Ritu: I follow the syllabus as prescribed by CBSE. I use NCERT books in the classroom. Honestly, there is not much of teaching resources that I use in the class. In the kind of school environment we have and the kind of work teachers are required to do in the government school set-up, it becomes next to impossible for me to use any teaching aids.

Prachi: I teach Grade 1 students. In our school, we have a concept of buddy teachers for primary grades. Under this, each class has two teachers. The idea behind buddy teachers is that each child should get individual attention. What we do is that all Grade 1 teachers sit together and plan the curriculum for the coming months. We make sure that we include a lot of activities and resources that provide students hands-on-experience.

Irfaan: Our curriculum is based on the NCERT textbooks, though we do not limit ourselves to them. Resources like reference books, internet, and teaching aids are used.

Ritu: First, there is no kind of support that I can expect from the families of students. So, giving home assignments, expecting them to learn or revise something at home is out of question. Second, as government teachers, we are expected to maintain accounts, go for census duties and election duties along with teaching which wastes a lot of time.

Prachi: I don’t feel that there are any challenges or struggles that I face in school as such. The school environment, my colleagues and everyone for that matter in school are very supportive of each other.

Irfaan: I have been extremely fortunate not to have faced any struggles as such in my profession. In schools where I worked previously, creativity in teaching methods was somewhat curbed, but in my present employment, I get to experiment, learn and hone my teaching style.

Ritu: It would be the time when I was acknowledged by the whole staff and the principal as the only teacher whose students are able to speak and understand some amount of English. It is good to see that they are learning gradually.

Prachi: This year, just before the summer vacations, when we ended the school day, I in my usual way, said good bye to my kids. Everyone responded. That is when one of my students came near me, hugged me and said “I will miss you. I enjoy learning from you; you always listen to what I have to say.” That one incident really touched my heart.

Irfaan: A student was having trouble with life in general. He had become a bully, and was about to be thrown out of school, after he was detained in class 11. Through gentle, non-invasive guidance, we helped him, and today, watching him in-charge of his life is very comforting.


Ritu: If I look back at the training sessions that I have attended, I think that there are hardly any that benefitted me. They don’t talk practical things. I feel people who come to train us live in a dream world. They visualize classrooms that are not practically possible in our situations.

Prachi: Of course, teacher training is essential. We should not only have a strong grasp over the concepts we teach but also possess the skills that would help us efficiently transact the concepts to our students.

Irfaan: Yes, teacher training is essential. Teachers can come up with new thoughts and ideas when questions are asked of them, and they are given the time and space to search for the answers. Also, training offers a new perspective on what teachers are already familiar with.

The relevance of a right kind of support system comes to light clearly in these interviews. On the one hand we have a teacher who is learning and growing because of the school environment and parental support while on the other hand we have a teacher who is struggling with trying to keep her students in the school.

To make education a meaningful and evolving process, it is essential to have an innovative yet simple curriculum and also provide teachers with training. It is evident from the interviews that teacher training itself should change with the school setting of the teacher. Teacher training is an extremely effective tool to make better teachers and help teachers grow. However, there is a need for practical teacher training which is in touch with the reality that teachers face each day.

Teaching Perspectives

The title of this blog may sound like something you have heard and read about many times before! The role of a teacher, their importance to the education system, the importance of teacher training programs has all been discussed extensively. So we ask, what is different in today’s piece? Well, the difference is that today we introduce our new series of blog articles titled ‘Teacher Perspectives’ where over a few weeks we explore the lives of teachers and teacher trainers by actually talking to them, looking at what inspires them, understand their goals, challenges faced by them and what drew them to this profession.

The first place to start this journey into the minds and lives of teachers all over the country is by asking what draws people to this profession. The question to be asked here is: "Why am I aspiring to become a teacher?"

  

  

The above quotes by students of Elementary Education from different parts of the country shows that most of them believe in the ideal of teaching and consider teaching one of the key instruments in bringing about the change that they want to see in society. However one cannot overlook the fact that teaching is also considered a ‘soft’ career choice. By this we mean something that it is considered easy and convenient to undertake. This may not be the actual case. Now that we have understood what drives people to this profession, it is time we look at teachers who have been teaching for a while now and see what they have to say about why they are teachers.

The students who aspire to become teachers have almost an idealistic view of the profession. They believe that their vision to make a difference would help them overcome the challenges and the lack of motivation faced in this profession. However, after talking to experienced teachers we see that after many years they still remember what drove them to become teachers and it is this vision that helps them learn as teachers and bring the change they want to see!

Today’s blog was the first step in understanding why people become teachers and what keeps them in this profession. In the upcoming weeks we will explore what teachers do every day and how they grow.

Nature Wise

In our previous posts we have shared our thoughts about the change that is in happening in schools, families and within society. Meanwhile the mother of all changes has been taking place around us. 

Mother Nature has been stretched quite a bit with all the human action of ‘modernization’. Her reaction to the mayhem we created has come forth through global warming, changing seasons, melting glaciers, parched lands in one geography and torrential rains in another. It is not difficult to understand that impacts of these changes are going to stay with us for a while.

We often hear environmentalists complain about people being completely disinterested in issues related to conservation of the natural environment. 
Most middle-class families have a car, often more than one. They consider it inconvenient to use public transport, have a car pool or walk. People pluck leaves and flowers from trees with the same nonchalance as they throw a soft drink can out of a moving car or dump garbage under a tree or any vacant plot they can find. 

Yet, we also know that some people like our friend Tara carry back a toffee wrapper home to dispose it in the bin if they do not find a suitable spot to trash outside. Tara attributes this to the fact that ‘No littering’ was a message drilled in her school. She explains that the convent she attended was spotlessly clean at all times. The teachers constantly talked about the importance of cleanliness.

This brings us to the question: “Given that each one of us needs to become more sensitive and caring towards the environment, how do we instill this in the minds of young children?”

A story that a kindergarten teacher shared with us recently, provides us with a clue to answer this. 

This teacher is a Nature lover. She introduced her students to gardening in school. Every day her students would visit the patch of garden where they had sprinkled some carrot seeds, until one day it was time to pull out the carrots from the ground. Her fondest memories are of the look of wonder and amazement on the little ones’ faces as they realized that the seeds they had sprinkled had grown into marvelous red carrots. “This was hiding under the ground,” one child said.  “Miss I can smell the mitti!” said another one. This small exposure for the children to the wonders of Nature would have probably developed a greater sensitivity and interest in plants than all poems, stories, songs put together they had heard in class. 

So let’s think of how adults can create real and authentic experiences with Nature for their little ones. What about lifting a huge rock and asking children to see what is underneath? Or pointing to a squirrel seated outside the window and having children decide on a name for it? Then weaving a story around it? 

In this context we share a curious problem that a teacher faced in her class. There was a lizard that refused to be chased out. Several of the children were scared of the lizard; while many others were for throwing things at it or stamping on it. The teacher named the lizard ‘Changu- Mangu’ and created a story about it. So every morning the Circle Time concluded with a story about “Do you know what Changu-Mangu did last evening?” Finally when the housekeeping was able to remove the lizard from the class, the story was concluded because “Chang-Mangu had gone visiting her friends.” 

This is not to suggest that we allow our classrooms and homes to be infested with pests. We want to highlight a teacher’s ingenuity in turning an irksome situation into an opportunity to help children develop a feeling of compassion for animals including the not-so-cute-ones.

Simple initiatives like setting up a bird feeder so that children can feed and observe birds can bring children close to Nature. Another suggestion is to have children lie on their backs, observe the clouds and then draw them. Or have them adopt a tree or a plant during a year and care for it. 

We adults in our role as mentors and parents have myriad ways to help our children develop a sense of fascination and respect for Nature. Caring for the environment will be a natural corollary.

Yes Ma’am

As adults we reminisce fondly of our school days. We hold memories of our teachers walking into class, all students becoming silent, scrambling up to stand straight and saying “Good Morning/Afternoon” in a typical sing song voice! 

Contrast this to a classroom of today ... A teacher walks in. Some students become silent; many continue to talk regardless. The teacher looks dismayed and asks students to stand up and greet her. A lecture on respecting teachers follows. Most students hear her out with a bored look. The teacher goes back to the staff room fuming about how this generation lacks manners and values! 

Why has the behaviour of students changed? 

In the past was it fear or was it respect that prompted students to stand up and greet the teacher? Or was it the successful drill of the moral science classes where they learnt endlessly to “Respect your elders!”

On this thought we would like to share a school bus episode. A few front seats of a school bus were always ‘reserved’ for teachers. Over time the number of teachers commuting on that bus went up. Students who travelled on the same bus resisted giving away seats to teachers, especially those who did not teach their class. This prompted a senior teacher to scream at them and ask them to give up their seats. She questioned their behaviour and told them that they needed to have respect for their teachers. Some students got up reluctantly that day only to repeat the same story the next day. 

As adults we find it natural to impose authority and demand respect. However, do we really look at children to offer us seats for the fear of punishment? Or do we want them to respect us because they consider us worthy of their respect? 

Teachers in the past were revered as being the fountains of all knowledge. Today children have access to this knowledge easily in the print and electronic media and on the Internet. 
The school system in the past was entirely geared towards ‘doing as you are told to’. So students unquestioningly accepted all information that teachers provided; and did as they were told to do. 

On the other hand, teaching methods now adopted in schools encourage children to think, ask questions, debate and share opinion. To demand respect and unquestioning obedience from students who have internalised these skills is - unrealistic. 

Let us also reflect on current societal attitudes. Adults nurture relationships only when they see some tangible benefits from them. Children imbibe this at a very early age. 

The days of blind respect and obedience are over. Teachers today need to work on building bridges with children; enjoying the new age children who at times are ahead of adults!

Teachers may need to think of new age roles for themselves - as facilitators or mentors and work towards bringing wisdom rather than just knowledge to their students.