Wednesday, November 6, 2019

LITERACY THROUGH CREATIVITY: The Love for Letters!


Each letter of the alphabet has a story to tell…




T’ tells the story of the Table where the teachers- Sangeeta and Sonam stood up to display on the wall, the poster for Van Mahotsav (Forest Day) for their class children.

‘B’ tells the story of the ‘Bananas and Biscuits’ that Saurabh brought and shared with his hungry friends. 


P’ tells the story of the Paper with which Parvati decorated her Rakhi and tied on her classmate, Pandav’s wrist.



As more stories get unfolded, we will take a look at the different ways in which the Edu-Leaders of i-Saksham have made learning the Letters of the Alphabet fun, creative and thus effective. And the children? They were only left asking for more. Quite like the letters, each Letter Teaching Technique had a different story to tell, unique memories and observations to be revealed..

Chalk Challenge




·      It seemed as if a page from a Language textbook had come alive on the floor! It all started with a chalk. Two forms were designed by the Edu-Leader, one was a word and the other was the matching picture to it. The children had to simply string the letters together to read the word and identify the matching picture! Oh, and they had to fill up within the chalk outline too. With colours? No! With slippers. And the outcome: children ended up without their slippers but with an increased appetite to practice writing their letters and words the same way, the very next day!

    
      An Inter-Connected Chain of Letters



·        i-Saksham Edu-Leader, Sangeeta was enthusiastic about shared learning. Whether it was to learn a new technique as a teacher or whether it was to involve the class in a co-operative group activity, sharing was the key to learn! Sangeeta said, “The children were tracing the letter ‘a’ on each others’ backs. This is a technique that I learnt from my Buddy, Sonam Bharti. It helped those children especially who were having difficulty in writing.”


      Flash The Cards




The i-Saksham Edu-Leaders use Letter Cards in many different ways to engage the children. The cards could be hung up on the wall and their sequences altered so that children develop a more solid foundation of letter and phonic sound comprehension. Several classroom games too have been developed using these Letter Cards. One of them includes randomly picking up a Letter Card, identifying it and singing a rhyme that begins with the letter.


In this picture, Edu Leader Sangeeta is teaching children how to construct words using the letter flashcards






Likewise, i-Saksham Edu-Leader, Rohit’s favourite game with his class children is distributing one Letter Card to each child in the class and then calling out a word, say, चमक. The children with each of the letters stand up in the required order to make up the word. 
After building foundational letter recognition and word building skills, Edu-Leader Rohit focusses on developing reading skills. In this picture, he’s encouraging the children to read aloud.
Matra ki Yatra

The matra (vowels in Hindi) are made with thick chart paper and stuck on the board. Children combine it with letters to distinguish between the sounds. Rohit explained, “When we write the words with the matras on the board with a chalk, they get rubbed off easily and children forget. But when the matras remain stuck on the board, the concept remains fresh in the child’s memory for longer.”



Charisma of Colors

Another creative teaching technique involved blending crafts and colours in making words! The colourful beads that would be used for stringing were used innovatively by the teacher, while the children enjoyed practicing the letter forms and uniquely designed them.



Learn with Tech







Educational apps have also been tapped to enrich the learning experience of the letters of the alphabet. Several App based learning games like ‘Hindi Matra Waale’, ‘Varnmala’, ‘Word Swipe’  etc. have  helped the children in writing the letters, and in hearing and saying the sounds, reading and naming the letters, moving their hands smoothly and even recognizing the colours.


As a result of these diverse creative teaching strategies, the children have started taking a deeper interest in not only writing and reading in class, but also helping their fellow classmates in picking up these skills. As one child listens, the other one helps them recognize and name the sound of the letter. As one child names aloud the letter or the word, another child helps him or her by holding the hand and writing that word or letter in the book. And the question that the teachers get asked the most, “didi, when will we do this activity again? Should we learn this again?”













Sunday, September 29, 2019

जीविका की कहानी उसी की जुबानी - रोहित की कलम से

जीविका की कहानी उसी की जुबानी  


       
नमस्कार दोस्तों ,
                   पिछले  शनिवार को हमलोग जीविका ग्रुप से मिले एक दुसरे को जाने ! बहुत ही अच्छा लगा सबो से मिलकर ! जैसे की हम सब लोग जानते है , की हमारे गाँव या शहर से हमारे परिवार में से कोई न कोई जीविका ग्रुप से  जुड़े हुए  हैं  !
हमलोग भी जीविका केे बारे में कुछ न-कुछ जानते हैं , लेकिन अाज  हमने इसे  विस्तार से जानने के लिए जीविका का ही  एक सदस्य C.M रोशनी जी से कुछ बातचीत किये !  इनसे हुई बातचीत केे कुछ अंश आप लोगों के समक्ष प्रस्तुत कर रहा हूं !

मैं:  नमस्कार मैं रोहित मैं भी सोनाय का ही रहने वाला हूँ , मैं आपको जीविका में  जुड़े बहुत दिनों से देख रहा हूं ! आप इसके C.M  पद पर भी हैं ! मैं आपसे इसके बारे में कुछ  कुछ जानकारी जानना चाहता हूँ  और आपके  अनुभवों को जानना चाहता हूं !

C.M :  जी हाँ जरूर  क्यों नही, हम जहाँ तक इसके बारे में जानते है आपको जरुर बताएँगे !

मैं : पहले मैं यह जानना चाहूंगा की CM का क्या  कार्य है ? पहले अपने बारे में ही थोड़ा बता दीजिये !
CM: पहले मैं भी एक स द  ही  था , जो इस ग्रुप का जो CM था ! उसका कुछ दिनों से तबियत खराब चला रहा था , तो ग्रुप में दिक्कते होनी लगी इसलिए मुझे उनके स्थान पर चुना गया , तब से मै इसी पद पर हूँ ! 10 ग्रुप पर एक CM को चुना जाता है !  मेरा काम है , की हर  week में अलग - अलग समुह में बैठक कराना मैं इन दसो ग्रुप को सही से चलाऊ और भी लोगों को समुह में जोड़ कर कोशिश करूँ ! इसके अलावा कोई ऋण उठा केे देना ! खाता वही का हिसाब करना ऑफिस में इसके लिए meeting में जाना और भी  कुछ जिम्मेदारी का जो हमें करनी होती है !

मैं:    स्वयं  सहायता समूह क्या हैं ?
CM: स्वयं सहायता समूह महिलाओं का ऐसा समूह है जिससे  महिला  राशि का बचत कर खुद की  सहायता व अपने परिवारों का भरण - पोषण करें !  यह पंच सूत्रों से मिलकर बना है !( i) नियमित सप्ताहिक बैठक (ii) नियमित सप्ताहिक बचत (iii ) नियमित ऋण की मांग (iv ) नियमित  ऋण की वापसी ( v) नियमित लेखांकन ...सभी महिलाएं एकजुट होकर सशक्त हो सके , अपने परेशानियों को खुद निपटा सके ! इस समूह का उद्देश्य यही है कि हम सब महिलाएं एकजुट होकर अपना सहायता कर सकें !

मैं: इसमें  पुरुष क्यों नहीं शामिल हो सकते हैं सिर्फ महिला ही क्यों ?
CM:  (हंसते हुए कहती है ) देखिये ऐसे तो  ज्यादातर पुरुष घर में रहते नहीं है !  जो भी घर का देखभाल हिसाब -किताब  करना होता सब महिलाएं ही  करती है ,  और हम महिलाओं में बचत की भावना होती है ! जहां तक होता  हैं हम लोग बचत करने का बहुत कोशिश करते हैं !

मैं :  इस समूह कितने लोग शामिल हो सकते हैं ?
CM :   एक समूह में अधिकतम लोगों की संख्या 15 होती है लेकिन  कम से कम 10 से 12 लोग शामिल जरूर होनी चाहिए !

मैं : आपको समूह बनाने के लिए क्या - क्या करना पड़ता है?
CM: हमें समूह बनाने के लिए अपने गांव के महिलाओं से मिलना पड़ता है और उन्हें इसके बारे में बताना पड़ता है कि इससे हमें  बहुत  फायदा है  ,इससे हम  जुड़कर अपने राशि में बचत कर सकते हैं और भी कई फायदा उठा सकते हैं !

मैं : इस समूह में कौन - कौन से लोग शामिल हो सकते हैं ?
CM: इस समूह में 18 से ऊपर  वर्ष की महिलाएं और 60 वर्ष से नीचे तक की महिलाएं सिर्फ रह सकती है , इसमें गरीब  महिला और  जिसकी आय कम होती है वह शामिल हो सकते है ,  लेकिन आजकल तो सभी लोग इसमें शामिल हो रहे हैं !  जरूरत नहीं कि इसमें सिर्फ पढ़े-लिखे महिला ही शामिल हो सकती है ,  बस इन्हे इनकी कुछ जानकारी होनी चाहिए !

मैं: क्या इसमें आप लोगों की बैठक भी होती है अगर हां तो कब -  कब और कैसे  ?  इस बैठक में क्या-क्या बताया जाता है ?
CM:  जी हां इसमें बैठक होना बहुत ही जरूरी होता है ! क्योंकि इसका अधिकतर प्रक्रिया बैठक के समय ही होता है ! इस समूह का बैठक सप्ताह में एक बार होता है ,  यह C.M के द्वारा कराया जाता है !   सप्ताह के बैठक में ₹10 जमा करना होता है ,  खाता बही और बचत से संबंधित बातचीत भी होती है ! इसका एक और बैठक होती है ,जो महीने में एक बार होती है,  इसे हम V.O Meeting कहते हैं ! इस बैठक में जितने भी ग्रुप होते हैं , सब एक जगह शामिल होते हैं ! जैसे : इस गाँव में total 12 group है , इन बारहों को इस मीटिंग में शामिल होना  अनिवार्य होता ! इस मीटिंग में ऋण के अलावा और भी कई महत्वपूर्ण जानकारियां मिलती है !

मैं :  जहां तक हम सुने आपके अलावा इसमें और भी कई सदस्य शामिल होते हैं ,वो कौन - कौन होते हैं और उनका  कार्य क्या - क्या होता है ?
CM: हां इसमें मेरे अलावा ,  तीन और मुख्य सदस्य होते हैं !  अध्यक्ष कोषाध्यक्ष और सचिव !  अध्यक्ष का काम होता है खाता बही से संबंधित देखभाल करना ,  कोषाध्यक्ष का काम होता है पैसे का देखभाल करना  और सचिव का काम होता है ग्रुप में लोगों को बुलाना और इस पर  सही से कार्य करवाना !

मैं : इसमें आपके बहुत सारे खाता बही भी होते हैं उसमें आपका  क्या क्या कार्य होता है ?
CM: हां  इसमें   पांच पुस्तिकाए  होती हैं , ऋण पुस्तिका, कार्यवाही पुस्तिका ,लेन देन  पुस्तिका ,बचत पुस्तिका, खाता - बही  अन्य ! (इस इस खाता बहि के नाम से आप समझ रहे होंगे कि इसका क्या कार्य होता होगा )

मैं : इसमें खाता खुलवाने का क्या  प्रक्रिया है ? हम कौन कौन सा बैंक में खाता खुलवा सकते हैं ?
CM:  जहां तक मैं जानता हूं , हमारा ग्रुप का खाता बिहार ग्रामीण बैंक में खुला हुआ है ! और भी अन्य बैंको में खाता खुलवा सकते हैं लेकिन इसके बारे में मुझे जानकारी नहीं है !  खाता खुलवाने के लिए सबसे पहले  कम से कम 10 लोगों की जरूरत होती है ,  उनमें से तीन सदस्य को  अध्यक्ष कोषाध्यक्ष और सचिव  को चुना जाता है ,   और सब मिलकर ग्रुप का कोई नाम रखता है जैसे हमारा ग्रुप का नाम है शिव गुरु ग्रुप  खाता खुलवाने के समय इन तीनों सदस्य का फोटो document  और सिग्नेचर लगता है ,  या खाता किसी का पर्सनल खाता नहीं होता ! जब कभी इस से पैसे निकालने की जरूरत होती है तो इन तीनो सदस्यों का जरूरत होता है !

मैं : क्या इस समूह में आप के अध्यक्ष का और भी कोई नियम होते हैं !
CM:  हां इस समूह में  सदस्य और अध्यक्षों के कुछ नियम होते हैं ! सभी को समय पर बैठक बुलाना होता है !  जो ऋण  है उन्हें समय पर वापस करना होता है ! देर होने पर यह लोग ग्रुप मिलकर कुछ फाइन का भी  करते है , जैसे 5रु. या 10 रूपया  उन सदस्यों को देना आता है जो विलंब करते हैं !  अगर इस में से कोई एक लोग ऋण  नहीं पूरा कर पाए तो सभी सदस्यों को मिलकर इसे पूरा करना होता है ,  क्योंकि इस  समूह को हम सब मिलकर के चलाते हैं  न !  इस समय में तो सभी सदस्य नियम बनाते हैं उसे सभी को  मनना होता है ! अगर कोई सदस्य इस ग्रुप को छोड़ना चाहता तो उसने जो भी ऋण लिया उसे  ब्याज के साथ चुकता करना होता है  अथवा अगर वह नहीं लिए हैं   तो उनका जो भी पैसा निकलता है तो उन्हें खाते से निकाल कर दिया जाता है ! फिर  उन्हें आगे मिलने वाले लाभों से वंचित होना पड़ता है !

मैं : अच्छा, अगर हम फायदा पर बात करें तो इससे  जुड़कर आपको क्या लाभ मिल रहा है ?  क्या आप इससे संतुष्ट हैं ?
CM: हाँ , फायदा तो बहुत मिल रहा तभी तो  समूह से जुड़े हुए हैं ! पहले जब कभी  रुपयो की जरूरत होती थी , तो महाजन केे पास से 5 रु. या 10 रु.   सैकडे के हिसाब से ऋण लेना पड़ता था ! जो बहुत ही ज्यादा होता है ,  लेकिन हमे  इससे 1 रु.  ब्याज की दर से ऋण मिल जाता है , और  जैसे से पिछला ऋण चुकाते जाते है और भी ज्यादा ऋण मिलता है साथ ही साथ - RF:  इलाज के लिए अगर पैसा मिलता है ,तो उसका कोई ब्याज देना नही होता और PF के अलावा और भी अन्य लाभ मिलता है !

मैंने : क्या यह प्रगति पर है ? क्या सरकार इसे आगे बढ़ाने केे लिए  सहयोग कर रही है ? future में आप इसे कहाँ तक देखते है !
CM:  हां यह तो बहुत प्रगति पर है , ऐसे  तो यह एक गैर सरकारी संस्था है ! लेकिन महिलाओं का एकजुटता देखकर सरकार भी हम लोगों को बहुत  मदद कर रही है ! अभी हम हर जगह देख रहे हैं कि हर  महिला जीविका से जुड़ी हुई ,  भविष्य में या और भी आगे बढ़ेगा और हम लोग को बहुत मदद मिलेगी इससे !

मैं : क्या I-Sakham के बारे में आप कुछ सुने हैं !
CM: हाँ , मैं तो बराबर देखता हूं कि i- सक्षम के कुछ लोग आपके सेंटर पर आते रहते हैं ! मैं आपके PTM meeting में भी कई बार शामिल हो चूका हूँ ! इसलिए मुझे पता है इसके बारे में !

मैं : क्या आपको पता है , अब i- सक्षम आपके जिविका केे लिए शिक्षा पर कार्य कर रही है कुछ दिन पहले ही जमुई और  खैरा ब्लॉक केे  गांव से  एक- एक ट्यूटर का चुनाव किया गया और उन्हें पटना में एक  सप्ताह तक आवास में रख ट्रेनिंग दिया गया ! अब वे जमुई में रह कर  2 साल तक ट्रेनिंग करेंगे !  और साथ ही साथ वे अपने गांव के  सरकारी विद्यालय में  पढ़ाएंगे ! इसके लिए उन्हें जीविका तरफ से कुछ fee भी मिलेंगे !
CM: ये तो सच -मुच बहुत बड़ा  खुशखबरी है !  मुझे भी इसके बारे में कहा गया था , लेकिन मैं इन बातों को समझ नहीं पाया ! अगली बार जब कहेंगे तो मैं अपनी तरफ से भी एक tutor को देना चाहूंगा !


मैं : क्या इसके बारे में आप अपने तरफ से कुछ msg देना  चाहेंगे , आपके बातों को कुछ और लोग भी पढ़ रहे होंगे  !
 CM: मैं तो इतना ही कहना  चाहूंगा कि आप ही लोग बच्चे का भविष्य है ! जो भी माता है  एवं बहनें हैं  अपने बच्चे को जरुर  स्कूल भेजे ,  और सभी महिलाएं आपस में एकजुट होकर रहें !  जब हम लोग जागरूक होंगे तभी शिक्षा आगे बढ़ेगी !  धन्यवाद !!

मैं : आपका बहुत - बहुत  धन्यवाद रोशनी जी आपने हमें अपना कीमती समय निकालकर इन सब चीजों की जानकारी  बहुत ही अच्छे से दी !

(फिर हम बात - चीत को  समाप्त करते हैं और अपने अपने घर चले जाते हैं )

रोहित  i -Saksham  फ़ेलोशिप बैच दो में है. 

Friday, September 20, 2019

The Sky- Our Dream: By Rohit, i-Saksham batch 2 fellow

THE SKY  ( OUR DREAM ) 


Hello friends ,
Today I was teaching children in class. Suddenly some children came out and started to make fun. I thought that children was  fighting with anyone, when I went out and saw, the children were showing something by pointing at the sky! I clicked a photo of them all. I told the kids this is a rocket. Which goes far into the sky. Then I asked everyone to go to class and started teaching. I also told the children some information related to the sky.

The word the sky is our favorite word from the beginning. We hear many stories about the sky in our childhood. Our grandparents used to tell a lot of stories about it. When we used to sleep at night, we used to dream of the sky. Sometimes I felt like flying in an airplane with my friends. Sometimes he used to see such flies! When dreaming of suddenly falling from the sky, sleep was broken. Used to play stories with friends for a long time, everyone narrated their dreams.

Trying to count stars while we slept on the terrace. It was great to hear the story of the seven brothers of the stars. Grandparents used to say, the day you count the stars you will become a king and whatever you ask for through the breaking stars will be fulfilled. We used to hear a lot about the story of the moon uncle.( chand Mama) At that time, we really considered sun and moon as one human being. When we used to get angry, we were entertained by pointing at the sky. When someone was in trouble, people would sit up and ask for prayers. Whenever we asked, it was said that God is above. They are all watching When thinking about the sky, there was a strange kind of magical feeling. Used to think if we had wings, we would fly like birds. There was a great desire to take a walk in the sky.

As we went forward. We kept learning a lot about it. Till I readers in 5th class. The sky was a mystery to us. When we moved beyond this, there was something else in the book. Chanda Mama was not written anywhere, and no Suraj was some man, and there was mention of the Suraj  does not walk We were surprised to know that our earth is a planet and it is also hanging in the sky! When we read about the planets, we understood those things very closely and went very deep. Now that flying dream did not come in the night, I do not know why he could not even see the dream. Those magical things no longer looked magical. Perhaps we knew the truth of it. We started confusing the things that used to be told to us by the stories of Chand Mama. It was no longer a dream thing with friends, it was directly done to its depth. I learned about the 9 planets which we previously knew only by day. We knew the reason for the rain from the sky. We told some of all this to our family and friends who did not even know about it. All of them also used to be surprised, is this true? He used to feel sorry for some time that, even if we had studied, today we would have had all this information too. But even today, when we look at the sky, it is childish. Looks so cute when colorful rainbows are formed in the sky, when the shining stars twinkle in the night. When clouds create new shapes. When the moon changes its shape. The rising and setting sun when the big and red - appears. The colorful clouds that make the day even more colorful. The dripping rain drops from the sky, which makes the weather even more pleasant. Our relationship with the sky is very strong, every time we keep trying to find new information from it. Scientists keep searching for it in different ways. Sometimes Mars keeps going to the moon sometimes. Many experiments were successful too, a few days ago, Chandrayaan Mission 2 was  unsuccessful. But we still stand with courage, we believe that this mission will definitely succeed next time! Great people who must have discovered the planets, when they looked at the sky, what would they think. If they thought that the sky was confined to the clouds, would we know about these things today? .........
We also want that we do not remain confined to the cloud, try to look beyond the cloud too because the sky is infinite. ......

#written by Rohit Raina

Thursday, September 19, 2019

रिमझिम बरसात - कनक की कलम से

          रिमझिम बरसात -   कनक की कलम से 



आज का मौसम कुछ अनोखा सा महसूस हो रहा है.
झांकी जब खिड़की से बाहर तो ऐसा लगा बचपन खड़ा है.
ये सोचने वाला बात है ना आखिर क्या था खिड़की के बाहर जिसे देख बचपन याद आने लगी.
वो रिमझिम सी बरसात जो पिछले दो घंटों से हो रही थी.
अगर हम होते बच्चे तो अभी पानी में छप - छपा रहे होते,
अगर हम होते बच्चे तो अभी कीचड़ में खेल रहे होते,
अगर हम होते बच्चे तो कागज की कश्ती बना कर बहा रहे होते,
और अगर हम होते बच्चे तो अभी तक माँ से दो - चार चमाटे खा चुके होते.
इतनी बातें खिड़की के पास खड़े होकर सोचती रह गई और ये रिमझिम बरसात कब खत्म हो गई पता भी ना चला..... 

Tuesday, September 17, 2019

शिक्षक बच्चो को शारीरिक दंड क्यों देते है ? - By Rohit Raina

शिक्षक बच्चो को शारीरिक दंड क्यों देते है ?


 और बच्चो पे इसका क्या की प्रभाव पड़ता है ?.. शारीरिक दंड* जैसे :- छड़ी मारना , एक पैर पर खड़ा रखना , मुर्गा बनाना , धुप में खड़ा रखना और भी कई प्रकार केे शारीरिक दंड बच्चो को पढाई केे दौरान गलतियां करने पर दिया जाता है !
शिक्षक बच्चो को शारीरिक दंड देते है  इसका कई कारण हो सकते हैं ! ( सभी शिक्षक ऐसा नही करते हैं )
इसके निम्न कारण हो सकते हैं !
बच्चे  HW नही बना के लाते इससे उसको मार पड़ती है !
क्लास में हल्ला करने के कारण मार पड़ती है , बदमाशी के कारण मार पड़ती है !
क्लास में बिना पूछे कोई काम  करता तब मार पड़ती है !
बच्चे  शिक्षक का  बात नही मानता इसके लिए मार पड़ता है !
दुसरे बच्चे के तुलना करके पीटना !
कोई अलग ही तरह का खेल खेलना जैसे : लट्टू  नचाना  , गुल्ली डंडा खेलना , लड़ाई झगड़ा वाला खेल खेलना इत्यादि !
absent के कारण !
test में कम अंक लाने या फ़ैल हो जाने के कारन ! 
कभी – कभी तो बीच – बीच में बच्चे का पेरेंट्स खुद आके बोलते हैं की  मेरे बच्चे घर में पढाई नही करता और नाही मेरे बात मानता है , इसे पीटिये ! लेकिन आज तक  मैंने  किसी पेरेंट्स के मुह से ये नही सुना की इसे दंड नही  दीजियेगा ! इस कारण से भी शिक्षक  गुस्सा होकर  बच्चो को पिटते हैं ! 
उदहारण के तौर पे  मान लीजिये मैं एक एसा शिक्षक हूँ , जो इस तरह के बातो को सोचकर बच्चो को शारीरिक दंड देता है ! ( बल्कि मै ऐसा नही करता हूँ )
H .W अगर न बनाया तो : - अगर आज मैं इसे नही पिटा तो कल से फिर HW नही बनाएगा मुझे इसे पीटना चाहिए !
बदमाशी करने पर : अगर मैं इसे नही पिटा तो इसी तरह से ये बदमाशी करते रहेगा , इसे देख कोई दूसरा भी ऐसे करेगा !
बिना पूछे कोई काम करना जिससे नुकसान का डर हो  : मुझे इसे  PUNISH  करना चाहिए  , नही तो ये दुबारा एसा करने को सोचेगा !
शिक्षक का बात न मानने पर : मैं इसे बहुत बोलता हु फिर भी मेरा बात नही मानता अगर मैं इसे पिटा तो ये मेरा  हर बात मानेगा !
दुसरे बच्चे के तुलना करके पीटना : अगर मैं इसे दुसरे बच्चो के साथ तुलना करके पिटूँगा तो ये भी उसी के जैसा बनने का कोशिश करेगा !
PARENTS के बात न मानने पर : हमे तो पेरेंट्स के तरफ से FULL आर्डर मिला है , मैं इसे किसी भी तरह से सुधार सकता हूँ ! मैं इसे punish भी  कर सकता हूँ ,  तब ये घर में सब काम सही सही - करेगा और parents का बात भी मानेगा !
शिक्षक को ऐसा लगता है की , बच्चे को इस तरह  पढ़ाने से जल्दी सिख जायेगा , लेकिन ऐसा नही होता है ! जब शिक्षक कभी बहार निकलते है तो बच्चे उनके दर से छुप जाते है , उसको पता है अगर सर हमे देख लिया तो मार खाना निश्चित है ! जब बच्चा शिक्षक से दर जाता है , तो शिक्षक को बहुत ख़ुशी होती है , की बच्चा हमसे डर  रहा है !
मुझे अच्छी तरह से याद है , जब मैं middle स्कूल में पढता था मुझे वो फीलिंग आज भी याद है ! साथ – ही साथ मुझे tution का भी सारी बातें याद है !
जब कोई HW मिलता था , और नही बना पाते थे , तो अगले दिन  मार लगता था , या कोई पनिशमेंट मिलता था ! जिससे साथी लोग हँसते भी थे !       feeling :- गुस्सा भी आता था , और सर्मिंदगी महसूस होती थी !
मन उदास हो जाता था ! कभी – कभी ज्यादा hw मिलता था  तो ! tution  ही नही जाते थे !
absent : - इसका भी नियम था एक दिन नही जाते थे तो 10 छड़ी मार लगती थी !
कभी – कभी सर से इतना दर जाते थे की कुछ दिन सवाल ही नही पूछते थे , हमे लगता था अगर पूछेंगे तो कही फिर न मार पर जाये ! ...............................और भी कई सरे फीलिंग होती थी पनिशमेंट के कारण !
कभी – कभी सर  अगर दुसरो के साथ तुलना करके पिटते थे तो और भी बुरा लगता था ! demotivate  के साथ – साथ कभी –कभी  तनाव ग्रस्त भी महसूस करते थे ! कुछ students तो पढना छोड़ दिया था !
हाँ लेकिन उन कारणों में से कभी – कभी हम सोचते थे  की हमे आखिर punishment क्यों क्या जाता था खुद में  बदलाव लाने के लिए मेहनत  भी करते थे !  लेकिन इस तरह से कुछ students ही खुद में changing लाया ! बाकि कई लोगों पर इसका कोई प्रभाव नही पड़ता था !
ऊपर दिए गये जो भी punishment की बात कही गई , जरुरी नही की उसमे सभी चीजे एकही शिक्षक अपनाई हो कुछ बहुत अलग होते है , कुछ  शिक्षक punishment को अपने क्लास में बिल्कूल  नही अपनाते है !
* इससे बच्चों पर और भी कई प्रभाव पड़ते है !
1) डर से school / tution नही जाना
2) शिक्षक से सवाल  पूछने से डरना
3) पढाई से नफरत करने लगना
4) dipression में आ जाना
6)सही से सो नही पाना 
7 ) demotivate हो जाना +  और भी कई तरह केे  बुरे प्रभाव बच्चे पर पड़ते हैं ! जो सही नही हैं ! हमे बच्चो केे भावनाओ को समझना चाहिए ! कि वो किस तरह से सोचते हैं , क्या चाहते हैं ? हमे उनके जैसा बनके सोचना चाहिए उसकी  रोजमर्रा की जिंदगी में झांककर देखना चाहिए ! और हमें उसका सहयोग करना चाहिए ! तब यह शायद खत्म हो सकता है !  हमने  पिछले शनिदवार I-Saksham office में एक छोटा सा video देखा वो भी इससे बहुत मिलती जुलती है !  .........यह मेरे नजरिये से था ! आपके नजरिये से क्या  हो सकता है ?
                    . .......धन्यवाद .............By Rohit Raina

Monday, September 16, 2019

MY GOAT - by Rohit Raina

MY GOAT 


Hello friends, today I am going to share with you about my goat,
today I clicked on it pic of you who are looking at the goat in this picture.
it is my goat, its color is white and black. We call it Memni lovingly. It looks so cute. My mother bought it at someone's place. When it was very small. In childhood, she also looked very cute. Now it has grown, it has given birth to seven children so far, some of them goats have been given by the mother to others. Just a few days ago, she again gave birth to two small children like herself. I have named both of them as Loli-Molu! These  are very naughty .Its horns has not come out yet. These are fight and fight, and also play. Sometimes it even eat the page in the wall. My mother loves to raise animals. She looks after it very well. Whenever it falls ill, treatment it to the doctor too. It tastes like grass, bread, rice and many other things. My mother takes it to the farm every day for grazez .Sometimes she brings grass herself. It also has some difficulties in raising it, sometimes it goes to another field, so you have to listen to the scolding too. When harvest time comes, it has to be tied in a peg . So that it does not go into another field. When I ask my mother about it, she tells me that I love to raise it. We love caring for animals. Along with this, my mother likes to adopt many other animals such as: - Dog,  chicken, cow etc. Also I like animal .
              ... Thanks...

Our pond - By Rohit Raina

 OUR POND 







This pond is located right next situated our house. This is the largest pond in our village. There are many ponds like this. But this is the only pond from cleanliness to depth. At first it was small in size. But after digging there was a lot of difference.

This pond fills during the rainy season, but when there is no rain in the year, this pond will come to the brink of drying, which causes a lot of trouble for the animals! Many fish are also found in this pond. It also has a lotus flower. Once a year it is dried and the catch fishes .

We consider this pond sacred because in our Chhath festival of Hindus, all the people of the village take a bath in this pond and worship at this place. We also know it by the name of Chhat Ghat and Badki Ahara Pokhar .

We used to take a lot of bath in this pond in my childhood because earlier the water was clean but now gradually its importance is also decreasing. The reason is that washing clothes, bathing animals, cleaning utensils, throwing trash etc. are happening in this pond. Due to which pollution is spreading in our pond. Still animals drink of this pond. Which is a disease sign. We should not pollute the pond. This is having a huge impact on our environment. This is harming all animals.

Sunday, September 15, 2019

पिंटू जी और गुड्डू जी के यहाँ कुंदर में हुए PTM पर मेरा अनुभव: - संजय

पिंटू जी और गुड्डू जी के यहाँ कुंदर में हुए PTM पर मेरा अनुभव: - संजय 

आज कुंदर में PTM 1 बजे होना था, परन्तु हम सभी team member को यह ज्ञात था की वहां PTM 3 बजे से है| हम सभी इसी कारण अपने अपने काम में उलझे थे| मैं अपने लैपटॉप पे कल के लिए presentation को अंतिम टच दे रहा था| तभी करीब 1:10 में मेरा फ़ोन बजा| ज्योंही मै फ़ोन pick किया, उधर से गुड्डू सर की आवाज़ आई| गुड्डू सर ने मुझसे पुच की सर अवि आप कहाँ तक पहुंचे| मैंने बताया की अभी तो ऑफिस में ही हूँ| तभी उन्होंने बोला की सर आपलोगों को तो अभी PTM में मेरे यहाँ आना था| मैंने उन्हें बोला की 3 बजे आना था ना| तभी पिंटू सर बोल पड़े की क्या सर आपलोगों को तो 1 बजे बोल दिया गया था| मैंने बोला की सर आप PTM शुरू कीजिये, हमलोग आ रहे हैं|

मैं और गोल्डन जी कुंदर के लिए निकल पड़े| वहां हमलोग 2 बजे पहुंचे| तब तक सर अपने पढ़ाने का तरीका सारे parents के साथ शेयर कर दिए थे| हमारे वहां पहुँचते ही पिंटू सर के चेहरे पे मुस्कान छा गयी| इसी बीच 9-10 के कुछ बच्चे भी हमलोगों से मिलने गेट पे ही आ गए| थोड़ी देर बाद हम सभी लोग उस कमरे में गए जहाँ parents हमलोगों के इंतज़ार में गर्मी होने के बावजूद आराम से बैठे हुए थे| सर्वप्रथम गोल्डन जी अंदर प्रवेश किए और इंतज़ार करने के लिए parents का अभिवादन किया और हमलोगों के लेट आने के लिए क्षमा याचना की|

शुरुवात 9 की बच्चियाँ स्वागत गीत गा के की| इसके बाद हमलोगों ने अपना परिचय दिया और उनसे परिचय के लिए ये बातें रखीं गयी की आप अपना नाम, जो बच्चे यहाँ पढ़ते हैं उनका नाम और आप उन्हें क्या बनाना चाहते हैं ये बताएँ| एक माँ ने ये बताया की वो अपने बेटे को पुलिस अफसर बनाना चाहती हैं| इसके बाद गोल्डन जी ने dice उठाया और सबसे पूछा की इससे आपकी क्या समझ बन रही है, इसमें कितने तक के अंक हो सकते हैं| तभी किन्ही ने बोला की 26 तक| tab एक अभिवावक को बुला के देखने को कहा गया| देख के वो बताई की इसमें तो 6 तक दिया हुआ है| फिर सब से ये जानने की कोशिश की गयी की वो कहाँ तक पढ़ें हैं| एक महिला ने बताया की वो 8 तक पढ़ी हैं तो दूसरी ने बताया की वो 5 तक| तभी मैं अपने पास बैठे बच्चियों से पूछा की आपलोगों में से 12 बजे तक कौन पढ़ीं है, ये सुन के हर कोई मुस्कुरा दी| ये सब बाटें चल ही रही थी की एक दादी ने कहाँ की हम तो पढ़े- लिखे नही हैं| इस बात पर पिंटू सर ने कहाँ की मैंने आपलोगों को कहा था ना की मै थोड़ा बहुत आपलोगों को भी पड़ाऊंगा| फिर गणितमाला के बारे में बताया गया| इसके लिए मैंने 3 बचियों को आगे बुलाया| एक बच्ची गोटी गिन गिन के बता रही थी, बाकी दोनों गणितमाला को थामे हुए थी| इसी दौरान गोल्डन जी ने एक महिला से निवेदन किया की वो आगे को आये और dice को घुमाएँ| इस तरह जो भी संख्या आ रही तो वो माला पे गोटी के मदद से गिनी भी जा रही थी| कुछ देर होने के बाद 2 round में हुए गिनती की संख्या को जोड़ने कहा गया| सबसे पीछे एक महिला ने उसका उत्तर दिया पर वो बोलने में संकोच भी कर रही थी| इस तरीके से फिर लाइब्रेरी के किताबें, TLM और Tablet के माध्यम से दी जा रही शिक्षा की जानकारी उन्हें दी गयी और उनसे पूछा गया की ये आपके नज़र में कितना सही तरीका लगता है| ये बाटें निकल के आई की बच्चा 5-6 साल की उम्र में स्कूल जाना शुरु करता है| उससे पहले इन् तरीकों से वो बहुत कुछ सिख लेगा| अंत में ये पूछा गया की कोई अगर कुछ भी कहना चाहे तो आराम से कह सकते हैं, जिन्हें जाना हो वो अपना हाथ शिक्षा के साथ दर्शाते चलें| हाथ की छाप देते वक़्त अधिकतर महिला उत्त्साहित थी| PTM अच्छी तरह से संपन्न हो पाया|

PTM ख़तम होने के बाद 9 के students ने ये हमें कहा की सर आप लोग जब भी आते हैं, बच्चों को ही सिखाते हैं| कभी हमलोगों से भी मिलने आईये और हमें भी कुछ नए तरीका सिखाईये| कुछ ने तो ये जिद्द भी की कि आप मुझे spoken सिखाईये| मैं इन सब बातों को उस समय क्या जवाब देता, समझ ही नही आ रहा था| परन्तु मैंने बोला की देखता हूँ की आपलोगों से कब मिला जा सकता है| तभी पिंटू सर और गुड्डू सर ने ये आग्रह की कि आने वाले गणतंत्र दिवस पे वो कुछ खेल, गतिविधि करवाएंगे सो हम सभी लोग उनके यहाँ सम्मलित हों|

9th के students के साथ हमने थोड़ी बहुत बातचीत की| आज उन लोगों का Tense & Voice पे टेस्ट था| मैंने उनका tension दूर करना के लिए tense क्या है पे थोड़ी बातचीत उनसे की| 9th के students तो हमे जाने ही नही दे रहे थे| हमने जैसे-तैसे उनसे विदा ली| फिर भी जब तक हमलोग bike स्टार्ट नही किए, tab तक वो गेट पे आके हममे bye-bye बोल रहे थे| रास्ते भर मै यही सोचता रहा की हमलोगों को कभी कभी सीनियर बच्चों से भी मिलना चाहिए| उन बच्चों की बार बार आग्रह पे सोचने को मै विवश हो गया| अब देखना यह है की कब हमलोग इस दिशा में भी कुछ सोच सकते हैं|

धन्यवाद|

Saturday, September 14, 2019

सीखते कैसे है ? - रोहित

हम सीखते कैसे है ? - रोहित 

 नमस्कार दोस्तों ,
              आज  मैं  आपलोगों के बिच  कुछ  बाते साझा करने जा रहा , जो हमारा आज का सेशन रहा
हम समय पे ऑफिस पहुँच गये थे ! बाहर से ही मैंने श्रवण सर का आवाज सुन लिया था ! वे कुछ अंग्रेजी के sentences  के बारे में बता रहे थे , पैदल आते आते हमारी   energy low हो गई थी ! लेकिन जैसे जैसे ही ऑफिस गये फिर उर्जा खुद व खुद आ गई , पहले ही पता चल रहा था आज कुछ मजेदार होने वाला है ! मैडिटेशन के बाद   हम  लोग बारी – बारी से   PTM  का  अनुभव  शेयर किये ! उसके बाद हमलोग तीन – तीन के ग्रुप में अलग होकर  अंग्रेजी के कोई एक टॉपिक को लेकर उसपर बोलना था , और बाकि दो को लिखना था इस तरह से हम सब ने कोई एक ऑब्जेक्ट को लेकर बोलना शुरू किया और लिखने का भी अभ्यास किया इससे हम बहुत सारे sentences में हो रही गलतियों को सुधारने और sentence को सही से बनाने में मदद हो रही है !  फिर बारी आई की   शिक्षा क्या है ?  हमलोगों को दो white चार्ट पेपर दिया गया ! उसमे हम सब ने अपने – अपने मत के अनुसार सिक्षा क्या है वो लिखा !
अचानक से फिर श्रवण सर एक  question किये की कोई ऐसी तीन काम बताये जो आपने सुबह से लेकर अभी तक किये हों ! हमारा मन में चल रहा था की शायद ये भी कुछ अंग्रेजी से ही related होगा ! लेकिन जैसे इसके बारे में बाते बढ़ते गया वो और भी मजेदार होते गया ! कुछ लोगों ने उन कामो के बारे में बताया ! सर कार्यो में  उस कार्य  को चुने जो एक जानवर भी करते है , जैसे नहाना  फिर उन्होंने कई सवालों के साथ बताना शुरू किये ........
आज  से  कई हजार वर्ष पहले हम जब हमारे पूर्वज वनमानुष  होंगे तो कैसे नहाते होंगे ?, क्या चीज से नहाते होंगे ?! सभी ने अपना अपना राय बताया की  किसी ने कहा ‘’ तालाब में नहाते होंगे , किसी ने कहा नही नहाते होंगे, किसी ने कहा उछल –उछल कर नहाते होंगे किसी ने बताया जब उसे गर्मी लगता होगा तब नहाते होंगे  , किसी ने कहा’’, मिटटी लगाकर नहाते होंगे तो किसी ने कहा ऐसे ही नहाते होंगे !  हम सब अतीत में खोये थे , सभी के चहरे पे हंसी थी , बड़े ही मजे से हमलोग एक कहानी के जैसा सुन रहे थे , हम में से कई न वनमानुस के नहाने का एक्टिंग भी किया जो बहुत ही मजेदार था !
सर का दूसरा सवाल था ‘’ अब हम कैसे नाहते है ?  , किन चीजो से नहाते है ! सभी ने बतया , की साबुन से नहाते है , सेम्पू से नहाते है टब में   नहाते हैं , बाथ रूम में नहाते हैं , swimming में नहाते है , और कई सारे चीजो से नहाते है !
 सर ने कोई एक जानवर का उदहारण दिया की  गधा  कैसे नहाता है ?   क्या हमारे जैसा उसमे भी बदलाव आया  या नही  ? ..सभी का जवाब था  नही बिलकुल नही .. लेकिन ऐसा क्यों हम क्यों बदलते गये और जानवर आज भी वैसे के वैसे  है !
जवाब था हमने  सिखा और बदला  !   जैसे-  जैसे  हम सीखते गये समय के साथ बदलते गये !
आखिर ये सब कैसे हुआ आज हम इतना कैसे बदल गये हैं ? .. सभी ने इस तरह से बताया .. अचानक से कुछ हुआ होगा जिससे वो समझ गये की ऐसा  करने से ऐसा होगा जैसे अचानक से पत्थर में पत्थर टकराने से आग लग जाना , किसी ने खा खुद से कर कर के देखा , किसी ने बताया देख कर सिखा , किसी ने कहा ‘’ उसे कोई सिखाया होगा !
आब बात थी हम सीखते कैसे है ? ... देखकर ,खुद से  अनुभव करके  या कोई सिखाया ! इसमें सिखने का सबसे अहम हिस्सा क्या होती , वो है सिखाना सर ने बात को क्लियर किया की अधिकतर चीजे हमें सिखाई जाती है , हर चीज को हम खुद से अनुभव कर के नहीं सिख सकते है ? जैसे :- न्यूटन उनके सीर पर जब सेव गिरा तो उन्होंने गुरुत्वाकर्षण बल की खोज कर डाली अपने अनुभव से सारी चीजो को खोज निकाला , हमने इसे कहाँ से जाना .विद्यालय से किताब से पढ़ के या अपने अनुभव से ..........?
हम सब भी जब  जब बच्चों को सिखाते है तो वे सीखते हैं , कहीं न कही हम हर चीज को दुसरो के देखकर या बताने के बाद अनुभव करके के सीखते हैं !
बहुत ही मजेदार रहा आज का सेशन हँसते – हँसते  हमने बहुत कुछ सिखा ! हम अगली बार शिक्षा क्या है इसके बारे में जानने के लिए फिर से उत्सुक हैं !                          
                                                                     ,,,धन्यवाद ,,,

Friday, September 13, 2019

My bicycle's story - by Rohit

My bicycle's story - by Rohit




Good Morning Friend
Today I am going to tell you about my bicycle. This is my bicycle, I bought it in 2016 in 800 rupees.  This is from Hero compony. It runs very fast, it is not very heavy, it is a bit taller, its tire and many parts are a bit thinner than others. I bought it when I used to go home and teach. I saw this bicycle in a student's house for the first time, nobody used to drive it, it was lying in a corner. This bicycle was great to see. And I had seen him many times before in his village walking the child's father. It used to run very fast! His father-in-law gave them this bicycle in Tilak too. But since he came out to work, his bicycle was not manipulated. I used to think that I would like to ask my parents to sell this cycle. But we could not ask that we would understand anything else. I too had to buy a bicycle at that time. Because there was difficulty in going to the market, bringing ration, and other things.All my friends had bicycles, everyone used to run in the evening. I had already learned to ride a bicycle very well. My friends used to ask us when I am buying a bicycle. I used to say that I am going to buy a good bicycle very soon.
One day I was teaching children in his house. The child's mother said that I want to sell this bicycle, I asked why they said that no one runs it anymore, so it remains idle like this. Then he said that I had been thinking for a long time that I would sell this bicycle and deposit my fee. He had not deposited fee for a few months. She said if anyone wants to buy it, let us know. I smiled and said that you first talk to the father of Piyush then tell us, I have become very important to take a bicycle too. They said that I am not saying this to you. Piyush's father called us and said that if someone wants to buy a bicycle, then sell it.
I was very happy in my mind. I asked him the price of the bicycle, he said, what more price should I ask you, the fee it will be charged. I also did not say much because Fee was not much left, it was only about 700-800 rupees. They said, you take it with you, it will spoil some parts, get it made. I thanked them and brought the bicycle back home. I was coming back thinking that my mother would be very happy to see this but when I came home, she was a little angry with me that why did I pick up the bad bicycle and came back? Then I explained to them that I got it cheaply. And there is nothing wrong with it. When I get it made, it will be completely new. Now she had agreed.
The next day I went to get it made, I changed his tire tube and many other parts and got the greasing done too. 600 - 700 rupees was almost spent. Now it had become like new.
I came home running it with fun. Many friends of mine also ran it that day. Now it was not difficult for me to go far and fetch anything. Travel from college to market with this bicycle. It helped me a lot Thank a lot my bicycle ............. Today is Vishwakarma Puja, today I am going to worship this cycle along with other things!

Wednesday, September 11, 2019

Leslie went to Rohit's learning centre in Sonai village, Jamui.

It’s not everyday that you get to bear witness to realities or narratives that you’ve come across only at the movies. So naturally, when I was asked to refer to Manjhi - the Mountain Man, while getting my research in place before my next field visit, I was intrigued. This would be my first visit to i-Saksham fellow, Rohit Kumar’s study centre in Jamui’s Sonai village.

On our way to his centre, there appears to be just one well-layed road that cuts through the length of his village. Rohit later tells us, that as the appointed sachiv of his village, along with the Zonal Officer for that area, it was he who overlooked the construction of the road a couple of months ago. But again, projects such as laying the road or setting up a water tank in the village are rare. Rohit otherwise, relies on his tuition classes to keep him occupied and serve him with modest livelihood.


Born in Kolkata, Rohit along with his family moved back to their native village. It was when he was studying in class 8 at the local Government school, that a neighbour requested him to tutor his children. 




“I’d give tuition to children at their homes for an hour everyday. I started off with about 2 students, at a monthly fee of Rs. 50!” he recollects. As the number of children began to grow, owing mostly to word of mouth, Rohit started giving tuitions at his home itself. Today, he tutors children across four batches, starting at 5am and wrapping up his last batch at around 5 in the evening. 


Taking up this vocation was never on his radar. Back in the day, he’d dream of making a career for himself in the performing arts - dancing and singing. He would end up performing for most of the small-time events around his locality, missing no opportunity to perform.


“But after I started teaching, I kept going at it since I started liking it,” he says. Rohit is the eldest of three siblings - a younger sister, who helps him with the teaching and a younger-todlersibling, who as we speak, walks into class and recites three English poems. 


Rohit currently pursues his graduation in Geography from Bodh Gaya’s Magadh University. But this degree, he feels, is of little importance. As is the case with most of the educational institutions that I’ve come to know of recently, a standard graduate degree that other colleges would confer upon their students at the end of three years, is usually stretched across five years or more. Rohit now wants to sign up at Jamui’s K.K.M. College. 


But the want to pursue an education stems from reasons, other than modelling what his friends are doing. Rohit’s village has dwellers from across castes and communities, thought most of them from what are traditionally known as the lower castes - including the Manjhi, Musahar
and Chamar communities. Most of the men here, with the women being homemakers, works in brick fields or as construction labourers. The others labour on fields not owned by them. 
For children from such families, especially from the Manji
community, going to school isn’t a norm. It’s something you do out of the blue. However, the households in this community do earn reasonably enough to pay for their child’s education. 

Where is the gap then?


“Children haven’t been to schools, since generations together. So the culture of going to school simply isn’t there,” says the boy who we struck a conversation with, while he awaited his turn to bathe at the borewell installed in the middle of the village. The boy in question, also from the Manjhi
community has been studying at Rohit’s centre for years now - with a gap of two years in between, since his father shifted base, in search of work. One of four siblings, Rohit tells me he funded most of his studies himself, from labour work he undertook earlier. He was one amongst the bunch of children from that community, that Rohit urged to study at his centre. “They wouldn’t study anywhere else. I pushed for their parents to send their children to me to study free of cost,” says Rohit. Things changed when two of them passed their class 10 exams - this encouraged others to join Rohit’s centre too. But some of them, in spite of all the efforts, fall out of the circle - succumbing to migration in search of low-paying livelihood. 

The drive to get more and more children into his centre, especially those from disadvantaged communities is, from what I gather, one of the intangible impacts of Rohit’s association with i-Saksham. 


A couple years into teaching, Rohit was paid a visit by the surveying trainers from the organization who offered a three month long training, at no cost and that right next door, in the same village. Since he was anyway tutoring kids by then, taking up the training, along close to ten other youth tutors in the locality, seemed to be a win-win situation for him. At the end of the training, he was the lone tutor in the programme - the others either got married and shifted base, or just lost interest. 


After being absorbed into the two year long i-Saksham Fellowship program, one of the first questions he faced in one of the questionnaires had him baffled - how did he plan to single handedly teach a class of 50 students who belong to different classes and grades and who probably fell on varied points on the learning horizon? 


Along other interventions, i-Saksham has introduced a multi-level, multi-grade approach to teaching, that it extends to its fellows. Here, the multi-grade bit refers to the fact that the students are from various classes, from standard one to six, on an average. The attempt however, is to tailor the teaching not according to the grades, but according to the learning levels of the children. This acknowledges the fact, that though the child might study at a higher grade, his learning ability might still need some enriching, from the fundamentals and upwards. The process first begins with a baseline assessment tests - some outsourced, while others curated by i-Saksham itself - that are conducted every three months or so at the study centres of the fellows. This not only helps to identify where exactly the student stands on the learning spectrum and group children of a certain level together, but also helps in tracking the learning curve over a period of time. 


“Earlier, I used to just teach them from their textbooks and push them to rote learn the subject. Now I understand them better and focus on explaining every details to the child,” says Rohit. Along with the teaching material provided for by the organisation, the network built amongst fellow tutors across villages proves potent. According to Rohit, visiting other study centres and interacting with other fellows and tutors, helps him discover newer methods and better models of teaching. 


Rohit’s decision to pursue his own studies is an attempt to emancipate from the general living conditions around him. “I want to get a job in the private sector, a job in an office,” is the 21-year old’s description of what he want to do eventually. And helping him fine tune this somewhat vague aspiration, is his association with i-Saksham  - knowing well enough that without a proper degree, he’ll have to follow his father’s footsteps as far as choosing a vocation in concerned. In the remaining one year of the i-Saksham fellowship, he plans of utilising all of the resources in the knowledge pool available to further his training, increasing his qualifications and getting into institutes of higher learning. 



On my way out, I notice a white stretch of chart paper stuck on the raw-brick wall, right where a rat-pup had scurried over a minute ago. On it is a list of tasks, written down by Rohith using different coloured markers. These include ‘earn more money’, ‘get Aadhar card’, ‘learn maths percentage’ and ‘prepare (for) i-Saksham fellowship learning’ among others. 


         He quickly rushes to take a selfie with me. Soon after along with the snap just taken, he shows me other pictures in his phone gallery that he has edited himself. “Even when I’m pursuing higher education, I’ll look for ways to do these things,” he adds. “Singing, dancing, editing - all this can be done while studying too, right?” 





Tuesday, August 6, 2019

Learning and Teaching English- Leslie



Every Saturday, all of i-Saksham’s current fellows, with a bunch of ex-fellows, flock to the Jamui center for a morning of training and a socialising of sorts with fellow tutors and the i-Saksham team. This weekly training session includes a motley of exercises to help build the fellow’s knowledge in a particular subject, from English, Hindi and Math. For the past two months, the training has intrinsically focussed on building the English language capabilities of the fellows - written and spoken. To this effect, the activities revolve around written and spoken comprehension, vocabulary among others, the recent addition to which was the ‘Role Play’ exercised which encouraged fellows to enact a short play in English, to a given circumstance, right from scratch. 


One of the exercises includes reading out parts of a poem in English, explaining it to the rest of the fellows in the learning circle, and eventually reconstructing the poem again in your own words. However, the fellow needs to ensure the sequence of events in the poem is followed. In this exercise particularly, Rohit Kumar shines through - not only narrating the story effectively, but also assisting his fellow participants in the process. 

Visit to Vikas's Learning Centre (written by Leslie)

Close to seven kilometres from i-Saksham’s centre at Jamalpur, in a modest room tucked away in one of the bylanes, Vikash Kumar is busy making his students jump and laugh. In the last 5 minutes towards the end of his study session, he makes his students move about to the action song - a series of action words, which upon listening, the students have to imitate, albeit quite animatedly. These help the children, from classes one to six, understand the meaning of verbs like running, shouting, laughing, crying, sleeping and so on. One look around, and you’ll find nearly every inch of the inner walls at Vikash’s study centre adorned with drawings and number charts among others, which aren’t all together conventional. 



“I learnt this from a co-fellow at the Fellowship session,” says Vikash, pointing to one of the interactive poster. The sheet has strips of paper, with numbers 0 to 9 written on them vertically, placed next to each other - behind a labelled flaps. Each strip represents a place value, beginning from the units place and going beyond tens of thousands. Students in Vikash’s center are expected to pull the strips to form a particular number across all the place values, when instructed to, by their tutor, or Vikash bhaiyya. This, he says, is just one of the ways the kids learn better and more effectively. Most of his students come from the neighbouring households, where the families in the immediate periphery belong to the OBC community. For a livelihood, while some work on the fields, the others mostly handle vegetable carts. 


Vikash has completed one year of the i-Saksham fellowship. He picked up the above mentioned tactic to teach numbers to children, from one of his co-fellows, Sanjay Das, at a weekly Fellowship session at the i-Saksham office in Jamalpur. But unlike many of the other fellows that I’ve met, Vikash has always wanted to be a teacher. “I started teaching when I was in class 9, somehow I’ve always wanted to do this,” says the fourth of six siblings. Though he often helped his father in his fields, ever since he took up the role of a tutor, his field visits have become rare. 

With around 40 children from the neighbourhood, Vikash would use more-or-less the same teaching method adopted by a standard tutor - teach from the textbooks of the students and stick to the content available, mostly relying on rote-learning. “I obviously taught them the same way I learnt when I was in school,” says Vikash who has recently appeared for his Class 12 examinations. Ask him more about how he used to teach kids earlier, and he doesn’t spin a very different story - raising his hands on the children, pushing them to learn things by heart and growing impatient at their inability to do so, among other motifs. 


“I love coming here!” shouts an interruptive call, that of Abhishek - a class 4 student who’s been coming here for the past three years, in a clear affirmation of how things have changed for the better at Vikash’s centre. His favourites from the activities done here in the study centre are listening to stories and poems from his tutor. His younger sister Sandhya and he are visibly two of the more excited learners at Vikash’s centre. Even before we’re done introducing ourselves to each other, he hops up on the wooden bed and points out to every second drawing on the wall as his, followed suit by Sandhya. “He’s pasted his drawing all over at our house too,” says their mother, Gudiya Devi. 

 Abhishek’s parents themselves are uneducated. And this is something Gudiya Devi reiterates every now and then, in the course of our conversation. Her only parameters to judge her son’s studying patterns and the improvement therin, is others’ opinions. “His principal at school has good things to say about him. He gets the highest marks in his class too,” she says. A norm in the village, and possibly in other villages too, is to first send the child to the local government school. In case the child turns out to be a weak performer at the school, in spite of the preschool tuitions he or she is sent to like every other child in the neighbourhood, the teachers recommend for the parents to get their children into an English medium private school. This, in the hope that the child will learn better there. The private tuitions the children are sent to aren’t just to prep them in academics before they are admitted into schools, but also train them to sit in a classroom along with other children. Perhaps, this is also the beginning of the culture where in parents are involved in the education of their children only as much as to ensuring admission and paying for the classes, along with the buying of stationary for school. “We just ask them if they have done their homework or if they need anything. We spend our money too, so we want to study well, that’s all,” says Gudiya Rani. When asked if she is aware of what her children study, out comes her ever-reliable answer -“I’m not educated myself. How can I ask them about their studies?”

Like all tutors involved in the i-Saksham fellowship, Vikash organises Parent-Teacher Meetings for the parents of all of his student, every three months. This practice, put to force by the organisation, stems from the well-founded fact that educating a child from a comparatively disadvantaged set-up may not just be about the child and the sources of education (as in, schools and tuitions). Once home, the child may again be exposed to reasons that hinder his or her access to getting a near-decent education. Even if that isn’t the case, the absence of aware family members or an unconducive environment may play spoilsport too. “Earlier, the parent turnout at the meetings was really low, barely 8 to 9 of them turned up,” says Vikash. Ever since, he started going to their homes and call them for the meeting personally. On the agenda at such meetings are everything - from the tutor’s own experience - with the children and at i-Saksham, introducing the parents with trainers or members from the organisation and most importantly, inform them about how they can get more involved in their children’s studies. The latter, is significantly seen as a ‘no man’s’ land for these parents, especially if they have never been to school themselves. An important consequence of such parent-teacher meetings is the change in that mindset. The parents now look into their children’s homework and ensure their completion along basic yet essential things such seeing to it that their children go to school well-groomed and tidy. 

Perhaps, what comes as a boost to this mindset-shift is the change they see in their children. For example, Gudiya Rani tells me about how her children would barely remember what they learnt in class. “They’d study something today and forget it tomorrow; that doesn’t happen anymore” she says. 


Every tutor, part of the i-Saksham fellowship and otherwise, who’s come in touch with the organisation, is encouraged to make use to TLMs - Teaching and Learning Materials. Some are provided by i-Saksham itself - for example the TLM on Fantastic Phonics. However, this is just to set into motion a cycle where provided TLMs push the tutor to get inspired and draw up unconventional teaching methods of their own. Vikash pulls out a TLM that he designed himself, to teach numbers. Math is clearly the winner among subjects, to prove itself the trickiest of the lot for its students and newer methods to learn the subject are always welcome. In his method, Vikash spreads across sheets of paper, each of different size. On each paper are drawn checks, the end result somewhat resembling a chessboard. Vikash then hands over a paper to a child, and asks him or her to tell him the number of checks on the paper. Other times it’s the reverse - he’ll ask them to pick the sheet which has a specific number of boxes - either 10 or 100, there’s a sheet for each! “It just helps them understand numbers better, other than just point at the number drawn in their textbooks,” he explains. But isn’t all this a lot more work for him? Teaching a kid strictly from his textbooks, relying on rote learning on the kid’s part is so much easier. When one chooses to make learning interactive and more effective, it’s taking an entire bunch of added tasks. “What work? It’s my responsibility to shape the children, making money isn’t the goal here,” says Vikash. The answer more or less seems rehearsed. But this is what I learnt at i-Saksham, he says. 

His association with i-Saksham hasn’t brought changes to his teaching pedagogy alone. His personality too, has undergone massive changes. For example, sitting in a room full of people, talking to a stranger were things he couldn’t bring himself to do easily earlier. He now aims at pursuing a graduate degree in Hindi (honours).This comes as a surprise, especially when about a year ago, his ultimate goal was to get himself a government job after his class 12 examinations. 

As we sit talking, another of his students Lovely Kumari walks in, eager to show me her painting on the wall of fame. Her mother, Hema Devi sitting besides, joins in the conversation. “Vikash is known to everyone in the locality. So when he offered to take tuitions, naturally people trusted him and sent their children to his centre,” she says. Like Gudiya Devi, Hema too trusts her daughter is in good hands. Her parameter, as well as Vikash’s for that matter, to judge the child’s progress is her choice of evening -time games. “I’ve heard the children sing the songs and poems learnt at the centre, even at home or while playing outside!” she laughs. 

Lucky, Abhishek and Sandhya in the meanwhile, gather around another of Vikash’s many intriguing chart posters at his centre. This one has the eleven vowels in Hindi, forming a semi-circle on the poster. At the bottom of the semicircle are about 33 strips of paper, dangling from a pin. Each strip has written on it one of the close to 33 consonants in the Hindi language.  What the child has to do here, is move the consonant-strip along the semi-circle, and pronounce the letters formed with each of the vowels. Abhishek even gives me a demo of the model. On my way out I ask him if this is how he’s taught in school too. “Nahi nahi. We are taught kho, kha, khi and all in our Gyanganga textbooks,” he explains. “It’s all written in one straight line there.”






Wednesday, July 17, 2019

i-Saksham: Creating Awareness and Building Leaders of Tomorrow in Rural India

As a proverb says "Do not teach kids how to count, teach them what counts the most". It is very important for children in today's world to be active citizens of tomorrow. For this, efforts are required not just in academic education but towards building creativity, leadership and knowledge among children of the world. 

Such kind of efforts are mostly seen in Urban parts of the country, but the rural India still remains deprived of it. i-Saksham is bringing a wave of change by making children in rural parts of the country  aware about important events of the country and the world, thereby letting children spread the words of knowledge in their communities. 

To bring about this change, i-Saksham fellows who are teaching in government schools (part time) or learning centers of their own are celebrating important national and international events with their students and communities to make them aware of the great history associated with the events and acknowledging their creativity through celebrations. These children take part in debates, give speeches and take up marches at their learning centers and communities to sensitize everyone regarding important issues and days associated with them.

In the past few months, our fellows have celebrated World Health Day where children at few learning centers took up the march and sang slogans to spread awareness in the community regarding the importance of health and hygiene.



In the month of April, children painted on papers and saw videos on saving the planet earth during the occasion of International Mother Earth Day. 

On the other hand, International Yoga Day came up as a surprising one where i-Saksham fellows and their students across all their learning centers and schools woke up early morning and did yoga along with learning the importance of it. There were tiny tiny hands on the nostrils try to do "anulom-vilom" asanaas and kids aged about 7-8 trying their best to meditate. The kids were on cloud 9 and few have them have started with doing yoga every morning. 

 



Through the celebration of such events, i-Saksham is trying to make both children and their communities realize the importance of national/international days along with making them feel important as building blocks of the nation. We hope to develop children as better citizens of tomorrow and actively engage in activities important for nation building and their personal development. 

Tuesday, July 16, 2019

i-Saksham in Partnership with Jeevika: Empowering Communities by Providing Quality Education


i-Saksham, on 6th March 2019 singed a Memorandum of Understanding (MoU) with Bihar Rural Livelihood Promotion Society (BRLPS) which is an independednt and autonomous society established by the Government of Bihar. 

BRLPS aims to improve rural livelihood options and works towards social and economic empowerment of the rural poor and women and it intervenes with the communit through institution and capacity building, social development, microfinance, sanitation, health, nutrition and livelihood development. It also focuses on women and strives to create sistainable livelihoods through self managed community institutions, to provide greater access to social protection and establish strong voices in the community. 

With the partnership in action, the community based organizations (SHGs/VOs/CLFs) nurtured by BRLPS will mobilize and develop edu-leaders to enrich education experiences of children in resource deprived extremism affected regions. This will also empower women in the region by letting them choose the potential candidate who can act as edu-leader in the community and work towards bettering the life prospects of children. These women being from the same communities where other people are less bothered about education, will help spread the knowledge about the importance of education thereby sensitizing the communities towards it. 

This joint effort can lead to the improvement of grade appropriate learning outcomes among poor children and help youth in the communities to serve as role-models for others along with seeking better life opportunities.