30. Whither Gardens

 

In a  gloomy world filled with  strife and conflict, gardens become a space where peace and beauty reign. The colours and textures splashed on the ground lures birds and butterflies. Students will find a quiet place to  hang out… to  engage  their senses.

For the poetic-minded, gardens can offer visions of  the invisible, grasp the intangible and hear the inaudible…It’s a place to work with silence. According to a  British  garden designer and artist, Gertrude Jekyll (1843-1932),  A garden is a grand teacher. It teaches patience and  careful watchfulness; it teaches industry and thrift; above all it teaches entire trust.

Schools in Europe have found  multiple benefits for school gardening.  It has been found that gardens give  scope  for children to  learn about water and energy cycles, the food chain, and the peculiar needs of individual species. When children  feel a sense of connection to a certain species or individual plant, they  will even have a reason to care about all the forces that impact that plant’s future. Even teachers can benefit from gardening in schools.  If they so desire they can transfer the gardening skills  to their  own homes which would  benefit their own health and the health of their families.

 

Recently, Dr. Prabodhachandran Nair, a  former Professor of Linguistics,  was invited  to a Workshop  organized at  the Regional Institute of Education (NCERT), Mysore. He was   deeply impressed by the layout of the campus and particularly its garden. In a  casual chat he narrated to me, his failure to  fulfil a  simple desire of his viz; to have a garden in the campus of the institution where he served for decades: 

The Professor asked  a newly appointed gardener to clear the weeds and shrubs and plant flower sprouting seedlings around the campus. Without trepidation,  the gardener told the Professor: “Sir I come from an elite Nair family of North Malabar and we never do such menial task”. The Professor adept at repartees quickly retorted “…well then  why don’t you take up the Asst. Collector’s  post now vacant in the  District Collectorate?      

It is a pity that despite the multiple benefits of gardening,  gardens are fast disappearing from  campuses in God’s Own Country, Kerala. The ‘one child one plant’ scheme, introduced by the State government  recently is indeed  commendable, but...  what next? 

 

Any comments or suggestions dear reader?

29-Does environment affect a child’s temperament?

Today, 29 August 2011 was a Government declared holiday for educational institutions in Kerala State. I was planning to clear up some piled up work when I received a call to attend a function at Chempazanthy, the birth place of the saint Sree Narayana Guru who preached about one Caste, one Religion and one God for mankind.

I got the programme timing completely wrong and had arrived at the place as early as 9.30 AM for a function originally scheduled for 12.00 noon. On reaching the spot, now considered holy, I visited the thatched hut in which the Guru was born. This took hardly fifteen minutes and I had over two hours with nothing to do. I could have easily rushed home and returned after two hours. But something about the place made me linger. As I sat under an old tree taking a deep breath and relaxing in the gentle breeze, I noticed something unusual.

Though afflicted with asthma, I felt a lightness of being…The tall trees that surrounded the thatched hut were swaying in rhythm and the plants in the temple nearby was in full blossom spreading a faint fragrance. I gazed around… some ants were scrambling over me not once venturing to prick me. They were apparently whispering to each other and appeared forging an union with Nature. For a moment I recalled Emerson :“The greatest delight which the fields and woods minister is the suggestion of an occult relation between man and the vegetable…” 

I saw some children oblivious of adults in the vicinity engaged in games of their invention. The pleasure they gained from it appeared contagious. One child particularly drew my attention. It was playing in the sand and was engrossed in building a tiny ‘shrine’ with twigs and leaves. The child didn’t notice my attempt to capture the ‘structure’ using my Cell Phone Camera.

Returning home and gazing at the images I captured in the morning, thoughts about the nature of the environment of some leading schools in Thiruvananthapuram crossed my mind. An International school in the suburbs of Thiurvananthapuram city boasts of air conditioned high-tech classrooms and campuses with swimming pools. There are many schools in the city with three/four storey buildings and Smart Classrooms. And what do these kids play …? Video games and Cricket!! After all which modern-day parent would encourage his/her child to play in the sand?

Does environment really affect a child’s temperament??

28. To Compete or Cooperate: Whose Competition is it Anyway?

The other day I was invited by a friend of mine to attend an International Conference on ‘Towards A Global Competitive Learning Community - Role of Active Pedagogy’. The final session of the Conference included a Panel Discussion. The pariticipants of the Panel Discussion included two eminent Professors from Kerala and three Professors from the United Kingdom.

After all the five speakers had presented their different perspectives, the facilitator of the Panel Discussion invited the audience to join. I had volunteered first and was permittted to speak.

I drew the attention of the Panelists to the fact that at the Secondary Level in India, a kind of streamlining takes place and depending on ability and aptitude children are directed to pursue Arts, Commerce and Science streams. But in a country like India, the children of the rich middle class often excel. Socio-economic factors do play a major role where, right from childhood they are pruned to compete and become part of a global competitive learning community. Unfortunately a sizable chunk of the population are less privileged and fail to excel at the secondary stage. So I asked the panelists whether the same active learning pedagogy would be suitable for both the successful ones and the unsuccessful ones.

Within  minutes a smart scholar rose up from the audience, grabbed the mic and began an illustration of the possibility of active learning. He even affirmed that emotional problems such as anger can be easily addressed by active learning and went on to narrate an anecdote to the amusement of the professors from the foreign university:... Once a lady continued to be irritated at a co-passenger eating the packet of cookies which she had purchased and even showed the impunity to share it with her. Later the lady found that it was all a mistake and that the packet of cookies she purchased was actually in her bag and the cookies which the man ate and shared with the lady was his own.

I didn’t want a debate... and so I walked up to the diaz and explained how the gentleman had completely missed the point and given me an unsought answer. I once again explained to the Panelists that what I meant was that, nurturing a spirit of competition to excel in life is one thing (perpetuated by the successful middle class in India) and learning to live in a spirit of cooperation (which schools such as the Sathya Sai Trust) perpetuates is another thing. Perhaps more than cognitive skills, spiritual values which the ancient sages in India have stressed are more relevant today! At least, this time I hoped the Panelists would answer my query.

But this is a land of brilliant minds! A lady from the front row shot up like an arrow towards the diaz and began a spirited affirmation of the need and possibility of instilling in learners the spirit of competition! Following the ‘spirtited affirmation’ another lady walked with a measured pace to the diaz and spoke with a softness that would lull all anxiety...She said. “ It is possible for active pedagogy to nurture even the affective domain and the kinesthetic domain of learners! By now, I was completely lost...I believe someone else responded too...but I could hardly follow. Soon, the organizers of the Conference, signalled to the facilitator in the Panel that it is time for tea break which is to be followed by the Valedictory Session. So the Panelists couldn’t speak or even answer my question after four euridite scholars from the audience had given me a ‘satisfactory answer’.

During tea break, as I sat floundering over the quaint responses ... wondering whose competition is it any way... all the three Professors from the foreign University addressed me: First, they said that they were completely ill prepared and were not fully aware of the strong spritual base that need to be considered for any educational programme in India. One of them to my relief told me that in Britain they are currently deeply engaged in finding a form of pedagogy to address the needs of the less privileged.

I felt a bit relieved and began to turn the leaves of a newly released book. Then from behind came a familiar voice... It was the same gentleman who responded to my question... He commenced yet another vigorous illustration of the possibilities of active learning. He said he is a trainer who employs active learning strategy to transform all and asked me “Didn’t Krishna transform Arjuna?”. The sparkle in his eyes and his passionate tone led me to believe that anything is posssible with ‘active pedagogy’. I was completely swept off my feet but there was nowhere to run to. So, I looked into his eyes with the deepest affection possible and told him... well, just now the Panelists from the foreign University told me that they too felt that a different pedagogy is under consideration for the underprivileged in Britain.... There was a completely confused look in the eyes of the gentleman. He rose up from the seat he had sat during his vivacious lecture, shed all grace and disappeared into the crowd.


But my question - should we advocate competion or cooperation still remains unanswered... well ...,can you dear reader, give me a proper answer ??

27.Christmas Messages for Curriculum Committee Members

Last year 2010, three speakers from three different religions- Christian, Hindu and Islam gave messages during the Christmas celebrations in the Government College of Teacher Education, Trivandrum. All the three, spoke profusely about peace and love. I shall cite a few messages given by the three speakers which appealed to me most.

Rev. Fr. George M. John, of the Mar Thoma Church made a reference to a seminar on the medium of instruction organized a few years ago by the Institute of English, University of Kerala. During the deliberations a speaker from the audience, Prof. Vishnu Narayanan Namboothiri (the 2010 year winner of the prestigious Vallathol award and Vayalar award) affirmed “: …all said and done, the most important medium for instruction is ‘LOVE’ that flows from the teacher to the student!”


Swami Atmalokananda of the Sri Ramakrishna Mutt in Trivandrum made a reference to a statement once made by Swami Vivekananda: “If one really wants to succeed in life, one ought to possess the intelligence of Sree Sankaracharya, the love of Jesus Christ and the kindness of Sree Buddha”. The speaker also said that we ought to focus not just on bread winning education but man making education!

Jalaluddin, the Imam of Palayam mosque, enlightened the audience on the close relationship between religions. In the Holy Koran in twelve chapters there is a reference to Mother Mary-the only lady mentioned in the Koran! Referring to the history of Kerala, he drew the attention of the audience to the fact that Muslims and Hindus had always lived in harmony in God’s Own Country, Kerala. The wholehearted support the Muslim community in Ponnani gave to the Hindu king- Samudiri of Calicut to fight the foreign invaders is a case in point. The speaker also expressed the hope that during curriculum revisions in Kerala if we consciously include the values upheld by different religions our children will learn to get to know, love and respect members of all religions…


Will the members of the Curriculum Committee in Kerala take heed of these messages?

26. Issues to Ponder on After Trainee Reflection

According to Ghaye (1996): “Reflection is looking back and making sense of your practice. Learning from this and using this learning to affect your future action. It is making sense of your professional life”.
Ghaye, T. etal (1996). An Introduction To Learning Through Critical Reflective Practices. New Castle-upon-Tyne: Pentaxion Press

Now, let us see how far this is true:

Last month (July 2010) I had attended and offered my comments for three consecutive Reflection sessions. (17th, 24th & 31st July). Yesterday (02 August 2010), I had to observe a class by one of my trainees in a local school, and had a glance at the daily reflection entered by the trainee in the Diary. It reads “ The Common Reflection sessions are boring!”. Here one should admit that perceptions of individuals do tend to vary. Now what exactly must have prompted the trainee to write that the sessions are boring? Given below are observations made by a few trainees after their Practice Teaching in the last week of July:

* I am sorry to say that most of my friends perceive the arrival of Supervising teachers/ Teacher Educators to observe classes as ones similar to raids by Income Tax sleuths!

* Engaging classes during Practice Teaching while the Supervising teacher is present in the class is like learning to drive a car with the instructor beside you with half the control in his/her hand!...for their presence acts as a bridle that checks the mischief mongers in the class. But on comparison of pupils in schools we have realized that children are alike everywhere…studious ones, interested ones, mischievous ones and the problem makers.

* When I asked some pupils to read from the Malayalam Course Book there was hesitation, pauses, and umpteen mistakes in pronunciation! Later while introducing a particular lesson related to the Ramayana, I had asked the same pupils to read a couple of lines from the Malayalam version of the epic. To my utter disbelief, the pupils read with a fair degree of accuracy with perfect pronunciation and articulation! … I really do not know whether the pupils are deliberately pretending to be dullards or does it have anything to do with their habit of reading the Ramayana regularly as a religious exercise in their homes.[Incidentally, the second half of the month of July, in Kerala State, South India is treated as the month of the Ramayana, when in devout Hindu families the sacred epic is read/recited everyday as a ritual]


* The trainees have to conduct Diagnostic Tests during Practice Teaching. In one school, there happened to be two trainees from the same optional subject. After the test was rendered in one division by a trainee, the pupils scored high, but when another trainee gave the same Diagnostic Test in another division, the pupils scored low. A couple of days after the test was given, on several occasions, the pupils who scored low used to tell the trainee who conducted the test : “You should learn from your friend who teaches in the other division… see, how liberally he awards marks! What are you going to gain by being stingy?”


Did these appear boring to you? Do you think advice of any kind is necessary here? BUT …don’t they raise a number of questions on the way Practice Teaching is conducted and the nature of the educational environment in schools in Kerala ? Any comments dear reader?

25. Are our priorities right?

The other day I had been to attend a talk-cum-discussion on ways of bringing about changes in English Language Teaching(ELT) in God’s Own Country, Kerala by several experts in ELT. The college in which the event was organized had nearly four thousand girls on the rolls. While most of the talk centred around peripheral aspects of language instruction, none of the participants made any significant reference to the very venue and the need for giving instruction to girls in particular.

Later that day during lunch-break, I had a very casual chat with a participant. The question he asked me was a real eye opener. He asked : “Don’t you think that if we gave all these four thousand girls in the college a through grounding in the English Language, we would be giving them the language of empowerment? Won’t we be helping four thousand families… for after all these girls will be getting married soon and will be raising children!” Those words kept ringing in my ears for days.

During the following days I was particularly reminded of the high brow sessions on Higher Education organized by the Kerala State Higher Education Council which I had the opportunity to attend. Most of the speeches for that seminar, centered around the Professional Courses in the country and not on courses on Arts and Science where the dregs, the hopelessly incompetent segment of the student community come to study.

Don’t you think that it is high time we did something significant to raise the standard of instruction in the Arts and Science colleges? How conveniently we forget the fact that these unfortunate students who form a significant size of the student population, will be the future citizens of the country who is likely to take the country into the 2020 dream, which the former President of India once spoke about!

Any comments dear reader?

24. First rates treat third rates

“ In terms of quality, the Universities of our country, doesn’t come within the first 125…The curse of the education sector is that first rate students are being taught by third rate teachers”.
- Dr. Rajan Gurukkal, Hon. Vice Chancellor of MG University Kottayam, Kerala State ( addressing the meeting of a teacher’s organization- Reported in the Malayalam daily Kerala Kaumudi dated 20 June 2010)


Most of us must have had to endure such intellectually enervating experiences in life! I will list down two… During my training for the Bachelors degree in Education, in the mid 1990’s in a college which draws the cream of talent from the State, I was taught Educational Technology, by a teacher who never used a single teaching aid. Shamefully enough, a couple of years later, that teacher retired as a Professor on UGC scale! No wonder that college received an abysmally low rating from the college accreditation agency of India, NAAC. But do things change …? The system as the Vice Chancellor said… is indeed ‘cursed’… Quite recently in my campaign to ensure quality in institutions of higher learning, I had to clash swords with an ‘enlightened’ Post Doctoral Fellow, from the same college, who claimed that at the Post Graduate level any one (even a teacher with a background in Educational Psychology) can teach Language Education!

How will ‘first rate’ students treat such ‘third rate’ teachers?. The college in question, is now celebrating its centenary, but despite a whopping two thousand letters being mailed to the alumni of the last ten years, and the hundred odd telephonic messages, just ‘eight’ alumni responded to the call, and attended its Centenary Celebrations. What else could one expect from students who were taken for a ride in the name of teacher training?... Well any comments dear reader?