shell bypass 403
%PDF-1.2 %���� 10 0 obj << /Length 11 0 R >> stream BT 72 708.75 TD 0 0 0 rg /F0 12.75 Tf 0.1514 Tc -0.0889 Tw (Eklavya Annual Report 2007) Tj 162 0 TD 0.2543 Tc 0 Tw (-) Tj 4.5 0 TD 0.375 Tc (9) Tj 6 0 TD 0 Tc -0.1875 Tw ( ) Tj 26.25 -21 TD 0.1608 Tc -0.3483 Tw (Appendix 30) Tj 70.5 0 TD 0 Tc -0.1875 Tw ( ) Tj -35.25 -18.75 TD /F1 11.25 Tf 0.1875 Tw ( ) Tj -178.5 -19.5 TD /F0 11.25 Tf -0.1178 Tc 0.2116 Tw (Gyanshala\222s Initiative in the Schools of Ahmedabad Municipal Corporation) Tj 356.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -321.75 -18.75 TD -0.1036 Tc 0.0768 Tw (\(A Review of Strategies, Responses and Classroom Processes\)) Tj 288 0 TD 0 Tc 0.1875 Tw ( ) Tj 16.5 -18 TD -0.1543 Tc 0.3418 Tw (Rashmi Paliwal) Tj 73.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -468 -18.75 TD 0.0203 Tc 0 Tw (Introduction) Tj 60 0 TD 0 Tc 0.1875 Tw ( ) Tj -60 -18 TD /F1 11.25 Tf -0.0761 Tc 1.1207 Tw (Gyanshala, a project of the Ahmedabad based Education) Tj 258 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.069 Tc 1.0065 Tw (Support Organisation aims at providing good ) Tj -261.75 -12.75 TD -0.1049 Tc 1.8365 Tw (quality primary education up to class 3 to poor and marginalized urban children living in slums and ) Tj 0 -12.75 TD -0.1334 Tc 2.4772 Tw (bastis. Currently it runs over 200 classes in Ahmedabad. The children who complete class 3 under ) Tj T* -0.0854 Tc 1.7729 Tw (Gyanshala proj) Tj 67.5 0 TD -0.1245 Tc 1.7651 Tw (ect are admitted to municipal and other schools in class 4 on passing a qualifying test ) Tj -67.5 -12.75 TD -0.1742 Tc 0.3617 Tw (taken by the municipal authority.) Tj 145.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -145.5 -18.75 TD -0.1925 Tc 3.6478 Tw (In 2006 the municipal authority invited Gyanshala Project to collaborate with it in improving the) Tj 0 Tc 0.1875 Tw ( ) Tj 0 -12 TD -0.131 Tc 0.3185 Tw (performance of selected primary scho) Tj 166.5 0 TD -0.1148 Tc 0.36 Tw (ols under its administration. As ESO has set before itself the goal of ) Tj -166.5 -12.75 TD -0.1018 Tc 0.4217 Tw (reforming the mainstream and making it effective in providing good quality education to all children at a ) Tj 0 -12.75 TD -0.1287 Tc 2.5662 Tw (mass scale, the organization was keen to use the opportunity offered by the Ahm) Tj 386.25 0 TD -0.1072 Tc 1.4197 Tw (edabad Municipal ) Tj -386.25 -12.75 TD -0.1643 Tc 0.5393 Tw (Corporation in this direction. ) Tj 130.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -130.5 -18.75 TD -0.1548 Tc 0.3423 Tw (The chairman of the School Board of AMC met GS persons in some other context and decided to visit the ) Tj 0 -12.75 TD -0.1752 Tc 1.0686 Tw (project classes. He was impressed with the confidence and competence shown by the children in the GS ) Tj T* -0.0609 Tc 0 Tw (clas) Tj 17.25 0 TD -0.1503 Tc 1.0521 Tw (ses and felt that he would like to enter into a joint venture with the GS Project Team, which to him ) Tj -17.25 -12 TD -0.135 Tc 0.3225 Tw (seemed hard working, large in size and competent.. It had been observed that children who come to AMC ) Tj 0 -12.75 TD -0.116 Tc 1.8035 Tw (schools after attending GS classes did better than th) Tj 240.75 0 TD -0.1035 Tc 1.6035 Tw (e other children in AMC. This success prompted ) Tj -240.75 -12.75 TD -0.1094 Tc 0.2135 Tw (AMC to seek a partnership with GS. The Deputy Administrator of AMC School Board was also aware of ) Tj 0 -12.75 TD -0.1623 Tc 0.5373 Tw (the project and felt that while there is a lot of talk on quality improvement in education in the government ) Tj T* 0.4388 Tc 0 Tw (ci) Tj 7.5 0 TD -0.1031 Tc 0.4671 Tw (rcles, it cannot be brought about without some special initiative and change in actual practice. Thus the ) Tj -7.5 -12.75 TD -0.1201 Tc 1.8076 Tw (current environment of universalizing elementary education and improving its quality that was taking ) Tj 0 -12.75 TD -0.0705 Tc 1.758 Tw (over administrative and political consciousness w) Tj 227.25 0 TD -0.1748 Tc 1.8623 Tw (as impelling AMC officials to look for interventions ) Tj -227.25 -12 TD -0.1312 Tc 0.1312 Tw (with good chances of success.) Tj 132 0 TD 0 Tc 0.1875 Tw ( ) Tj -132 -18.75 TD -0.1311 Tc 1.6102 Tw (Initially this was an offer to train teachers of AMC schools in GS pedagogy and materials. Using the ) Tj 0 -12.75 TD -0.1017 Tc 1.7892 Tw (funds available under the Sarva Shiksha Abhiyan for teacher training cou) Tj 341.25 0 TD -0.0908 Tc 1.564 Tw (ld have done this. But GS ) Tj -341.25 -12.75 TD -0.1196 Tc 1.8071 Tw (insisted that unless provision was made to equip the class) Tj 267.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1173 Tc 1.4834 Tw (rooms with materials that children can use ) Tj -271.5 -12.75 TD -0.1394 Tc 0.3269 Tw (individually, the teachers will have no scope to use the lessons of the training in their daily teaching. Thus ) Tj 0 -12.75 TD -0.1516 Tc 0.3391 Tw (on the insistenc) Tj 69 0 TD -0.1367 Tc 0.4179 Tw (e of Gyanshala, the AMC enlarged the scope of the partnership to include the provision of ) Tj -69 -12.75 TD -0.1471 Tc 2.721 Tw (the teaching learning materials that they have developed in select AMC class) Tj 365.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.2131 Tc 2.0881 Tw (rooms along with the ) Tj -369 -12.75 TD -0.1018 Tc 0.2893 Tw (accompanying teacher training and class room support processes. GS m) Tj 318 0 TD -0.115 Tc 0.3025 Tw (ade its own funding arrangements ) Tj -318 -12 TD -0.1777 Tc 0.3652 Tw (to provide the required t) Tj 105.75 0 TD 0.0038 Tc 0 Tw (-) Tj 4.5 0 TD -0.1275 Tc (l) Tj 2.25 0 TD 0.0038 Tc (-) Tj 3.75 0 TD -0.1351 Tc 0.3226 Tw (ms for the classes being taken for the project. ) Tj 202.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -318.75 -18.75 TD -0.1357 Tc 0.3232 Tw (GS has set before itself the objective of improving the pedagogy and classroom practices in AMC schools ) Tj 0 -12.75 TD -0.1475 Tc 0.585 Tw (through its intervention. It also hopes to) Tj 177 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1063 Tc 0.3562 Tw (use this opportunity to interact with the AMC at a systemic level ) Tj -180 -12.75 TD -0.1547 Tc 1.7981 Tw (and find ways of mainstreaming the innovations. It is expected that the initiative would enable GS to ) Tj 0 -12.75 TD -0.0955 Tc 1.133 Tw (enhance its understanding of change in class room interactions. GS would like to see a ) Tj 401.25 0 TD -0.0938 Tc 1.0313 Tw (shift in class ) Tj 61.5 0 TD 0.375 Tc 0 Tw (\226) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -468 -12.75 TD -0.0903 Tc 0.2778 Tw (room processes away from rote learning towards more interactive small group work with the teacher and ) Tj 0 -12.75 TD -0.0951 Tc 0.3268 Tw (peer learning among children. \(Background note on Gyanshala and the AMC initiative; pg. 6\) It hopes to ) Tj 0 -12 TD -0.205 Tc 0.3925 Tw (carry forward the programme in cla) Tj 156.75 0 TD -0.1629 Tc 0.4004 Tw (ss 2 and 3 in the AMC schools in the coming years. Later, more AMC ) Tj -156.75 -12.75 TD -0.1323 Tc 0.3198 Tw (schools can also be taken under the project. ) Tj 194.25 0 TD 0 Tc 0.1875 Tw ( ) Tj ET endstream endobj 11 0 obj 7092 endobj 4 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R >> /ProcSet 2 0 R >> /Contents 10 0 R >> endobj 17 0 obj << /Length 18 0 R >> stream BT 72 711 TD 0 0 0 rg /F1 11.25 Tf -0.0705 Tc 0.3904 Tw (From June 2006 to January 2007 GS embarked on the new intervention by securing the required official ) Tj 0 -12.75 TD -0.11 Tc 0.2975 Tw (permissions, sampling and selecting school) Tj 189.75 0 TD -0.1004 Tc 0.2129 Tw (s, training teachers etc. These efforts have been documented in ) Tj -189.75 -12.75 TD -0.1516 Tc 0.9706 Tw (its reports and notes. It has implemented the project in 46 classes of 23 schools, having 33 teachers and ) Tj 0 -12.75 TD -0.1997 Tc 0.5372 Tw (covering 2000 children in class 1.) Tj 148.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -148.5 -18 TD -0.1761 Tc 0.4573 Tw (The essential inputs of the project have been succe) Tj 223.5 0 TD -0.236 Tc 0.4235 Tw (ssfully put in place: ) Tj 88.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -312 -18.75 TD ( ) Tj 18 -19.5 TD /F2 11.25 Tf 0.075 Tc 0 Tw (\267) Tj 5.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 30.75 0 TD /F1 11.25 Tf -0.1589 Tc 1.0964 Tw (All 46 classes have been supplied with the trunks containing the well) Tj 312 0 TD 0.0038 Tc 0 Tw (-) Tj 4.5 0 TD -0.1369 Tc 0.6994 Tw (packed and organized ) Tj -316.5 -12.75 TD -0.1275 Tc 0 Tw (t) Tj 3 0 TD 0.0038 Tc (-) Tj 3.75 0 TD -0.1275 Tc (l) Tj 2.25 0 TD 0.0038 Tc (-) Tj 3.75 0 TD -0.0638 Tc (ms.) Tj 16.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -65.25 -19.5 TD /F2 11.25 Tf 0.075 Tc 0 Tw (\267) Tj 5.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 30.75 0 TD /F1 11.25 Tf -0.1085 Tc 1.096 Tw (The specially designed and made to order racks for keeping the volumes of worksheets for ) Tj 0 -12.75 TD -0.1495 Tc 0.337 Tw (the children have reached all the classes.) Tj 178.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -214.5 -19.5 TD /F2 11.25 Tf 0.075 Tc 0 Tw (\267) Tj 5.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 30.75 0 TD /F1 11.25 Tf -0.1385 Tc 0.2578 Tw (The worksheets, booklets, notebooks have been printed and have reached the classes.) Tj 375 0 TD 0 Tc 0.1875 Tw ( ) Tj -411 -19.5 TD /F2 11.25 Tf 0.075 Tc 0 Tw (\267) Tj 5.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 30.75 0 TD /F1 11.25 Tf -0.1371 Tc 0.2564 Tw (The teachers have received training for 15 days in two parts. ) Tj 269.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -305.25 -19.5 TD /F2 11.25 Tf 0.075 Tc 0 Tw (\267) Tj 5.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 30.75 0 TD /F1 11.25 Tf -0.1313 Tc 0.3188 Tw (Monthly meetings are being held to provide continuous support to teachers.) Tj 333 0 TD 0 Tc 0.1875 Tw ( ) Tj -369 -19.5 TD /F2 11.25 Tf 0.075 Tc 0 Tw (\267) Tj 5.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 30.75 0 TD /F1 11.25 Tf -0.1981 Tc 1.1356 Tw (A set of four supervisors of GS ha) Tj 156 0 TD -0.1642 Tc 0.9142 Tw (ve been relieved to devote the second part of each day to ) Tj -156 -12 TD -0.1081 Tc 0.4456 Tw (visiting AMC classes and provide on) Tj 165 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.0297 Tc 0.2172 Tw (site support to teachers. They visit each school twice a ) Tj -168.75 -12.75 TD -0.1315 Tc 0.2253 Tw (week to assist the teachers in using the materials.) Tj 216 0 TD 0 Tc 0.1875 Tw ( ) Tj -252 -19.5 TD /F2 11.25 Tf 0.075 Tc 0 Tw (\267) Tj 5.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 30.75 0 TD /F1 11.25 Tf -0.0879 Tc 1.1192 Tw (Another senior GS person has been relieved to maintai) Tj 248.25 0 TD -0.0933 Tc 0.9058 Tw (n appropriate liaison with the school ) Tj -248.25 -12.75 TD -0.1271 Tc 0.3146 Tw (administration and the Municipality administration to resolve any emerging bottlenecks.) Tj 388.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -442.5 -19.5 TD /F0 11.25 Tf ( ) Tj 0 -18.75 TD -0.0255 Tc 0.0255 Tw (The Scope of the Review) Tj 114.75 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj -114.75 -18 TD -0.044 Tc 0.2641 Tw (I was asked by SIG of ICICI to visit the AMC schools under the GS project. The aim of the visit was to ) Tj 0 -12.75 TD -0.375 Tc 0 Tw (un) Tj 10.5 0 TD -0.0748 Tc 0.3092 Tw (derstand the Gyanshala strategy of collaborating with AMC; to look at the various processes that have ) Tj -10.5 -12 TD -0.1496 Tc 1.7434 Tw (been instituted in the intervention and the response of various stakeholders to these processes; also to ) Tj 0 -12.75 TD -0.1107 Tc 0.2982 Tw (observe the classroom processes, the pedagogy and) Tj 228 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1022 Tc 0.3731 Tw (the content of the teaching learning material that was ) Tj -231 -12.75 TD -0.1268 Tc 0.3143 Tw (introduced by the project.) Tj 113.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -113.25 -18.75 TD ( ) Tj 0 -18.75 TD -0.1475 Tc 2.585 Tw (I spent five days, from the 16) Tj 143.25 5.25 TD /F1 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.2143 Tc 2.6518 Tw (to the 20) Tj 42.75 5.25 TD /F1 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1238 Tc 2.6551 Tw (of January, in Ahmedabad. I visited four classes under) Tj 0 Tc -0.5625 Tw ( ) Tj -208.5 -12.75 TD -0.0896 Tc 0.2771 Tw (Gyanshala Project in the bastis and five classes in municipal schools un) Tj 319.5 0 TD -0.0847 Tc 0.366 Tw (der the GS project. I also met the ) Tj -319.5 -12.75 TD -0.1202 Tc 0.3959 Tw (Chairman of the School Board, its Administrator and Deputy Administrator. I met all members of the GS ) Tj 0 -12 TD -0.1312 Tc 0.975 Tw (Core Team and others who develop the materials, supervise fieldwork, document the data related to the ) Tj 0 -12.75 TD -0.183 Tc 0.3705 Tw (project. Extensiv) Tj 74.25 0 TD -0.0823 Tc 0.2698 Tw (e discussions and deliberations took place with all these people. The GS team also made ) Tj -74.25 -12.75 TD -0.1708 Tc 0.976 Tw (presentations of its curriculum in the three areas they focus upon \(maths, language and project\). The GS ) Tj 0 -12.75 TD -0.1439 Tc 0.2633 Tw (team has made a number of relevant papers, reports and other do) Tj 285 0 TD -0.1391 Tc 0.3266 Tw (cuments available to me.) Tj 109.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -394.5 -18.75 TD -0.1348 Tc 1.7848 Tw (To begin with, I give below a detailed narration of the municipal school classes that I sat in. This is ) Tj 0 -12.75 TD -0.1504 Tc 1.6879 Tw (followed by observations on the pedagogy and classroom practices. Following this, I shall discuss the ) Tj T* -0.1352 Tc 1.0727 Tw (response of various stake) Tj 114 0 TD -0.1615 Tc 1.0413 Tw (holders. I shall conclude with observations on the GS strategy in working with ) Tj -114 -12.75 TD -0.1205 Tc 0.058 Tw (the AMC schools. ) Tj 82.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -82.5 -18 TD ( ) Tj 0 -19.5 TD /F0 11.25 Tf -0.1082 Tc 0.2957 Tw (Municipal Class) Tj 76.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.0939 Tc 0.2814 Tw (rooms under the Gyanshala System) Tj 166.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -246.75 -18.75 TD -0.265 Tc 0.4525 Tw (School One) Tj 53.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -53.25 -18.75 TD -0.0838 Tc -0.4787 Tw (Class 1) Tj 33 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj ET endstream endobj 18 0 obj 7079 endobj 12 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 13 0 R /F3 15 0 R >> /ProcSet 2 0 R >> /Contents 17 0 R >> endobj 20 0 obj << /Length 21 0 R >> stream BT 72 711 TD 0 0 0 rg /F1 11.25 Tf -0.1772 Tc 1.8647 Tw (A large building inside a boundary walled compound. We cross a long corridor to enter a la) Tj 427.5 0 TD -0.1856 Tc 0.7481 Tw (rge sized ) Tj -427.5 -12.75 TD -0.024 Tc 0 Tw (class) Tj 21.75 0 TD 0.0038 Tc (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.175 Tc 1.7302 Tw (room. Outside the children are finishing with the mid day meal. The classroom has the tell tale ) Tj -30 -12.75 TD -0.0652 Tc 0.2527 Tw (Gyanshala rack) Tj 68.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0774 Tc 0.2649 Tw (black steel with four broad shelves. The Gyanshala worksheets are neatly piled on these ) Tj -75 -12.75 TD -0.1594 Tc 1.9969 Tw (shelves. The Gyanshala aluminium trunk ) Tj 194.25 0 TD -0.1563 Tc 2.3053 Tw (rests near a wall. The board on the wall has the date, the ) Tj -194.25 -12 TD -0.104 Tc 1.2915 Tw (attendance written up ) Tj 104.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1515 Tc 2.439 Tw (and most importantly, also the day of the Gyanshala class. It is day 87 of ) Tj -115.5 -12.75 TD -0.1023 Tc 0.4221 Tw (Gyanshala here. The floor is divided into four squared areas marked out by the durrie strips. The) Tj 435 0 TD -0.1019 Tc -0.0856 Tw (se have ) Tj -435 -12.75 TD -0.0847 Tc 0.3049 Tw (been laid out in fours in each area. A table and chair for the teacher and plenty of charts etc. on the walls ) Tj 0 -12.75 TD -0.1577 Tc 0.3452 Tw (make up the totality of the classroom. ) Tj 168.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -168.75 -18.75 TD -0.0783 Tc 0.3842 Tw (This is one section of class one. Another section is held in the next room. The two teachers who w) Tj 441.75 0 TD -0.2498 Tc 0.8122 Tw (ork in ) Tj -441.75 -12.75 TD -0.0976 Tc 0.383 Tw (these sections come and sit down with us on the mats on the floor. How do they find the new project? It ) Tj 0 -12.75 TD -0.173 Tc 2.5223 Tw (is a marked departure from the method and framework they have used till now. Earlier in teaching ) Tj T* -0.0802 Tc 1.1248 Tw (language they began with the alphabets and went) Tj 225 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.0466 Tc 0.9841 Tw (on to teach words. Now they begin with stories and ) Tj -229.5 -12 TD -0.1419 Tc 0.9911 Tw (words and then come down to teaching alphabets. This new method is better, they say because children ) Tj 0 -12.75 TD -0.1372 Tc 0.3247 Tw (learn to read, understand and write at the same time. Earlier they would begin writing but were not abl) Tj 451.5 0 TD -0.0825 Tc -0.105 Tw (e to ) Tj -451.5 -12.75 TD -0.1418 Tc 0.9543 Tw (read for long. In teaching mathematics too there is a marked change. Earlier, the children were made to ) Tj 0 -12.75 TD -0.1774 Tc 1.0733 Tw (count and write till 50 and then they began teaching operations with numbers. But now, they begin with ) Tj T* -0.1561 Tc 1.4269 Tw (five numbers at a time and engage with many ) Tj 216 0 TD -0.1296 Tc 1.4957 Tw (operations requiring mathematical thinking at the same ) Tj -216 -12.75 TD -0.063 Tc 0.2505 Tw (time. ) Tj 24.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -24.75 -18.75 TD -0.0813 Tc 0.3759 Tw (It is time for the class to begin. The children have poured in and seated themselves in four groups on the ) Tj 0 -12 TD -0.0872 Tc 0.2747 Tw (mats. Most of them are not in the school uniform. The teacher walks up to the table. S) Tj 386.25 0 TD -0.0997 Tc 0.2872 Tw (he calls out to two ) Tj -386.25 -12.75 TD -0.1548 Tc 0.378 Tw (children to come and stand beside her. She gives 5 pencils to one child and 4 to another. The total number ) Tj 0 -12.75 TD -0.1375 Tc 1.075 Tw (of pencils are counted together) Tj 138.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2064 Tc 1.0998 Tw (the number is 9. Then, she gives 4 pencils to the first child and 5 to the ) Tj -146.25 -12.75 TD -0.106 Tc 0.7935 Tw (second. Every one cou) Tj 102 0 TD -0.1495 Tc 1.037 Tw (nts again to reach the same number: 9. The supervisor of Gyanshala is present in ) Tj -102 -12.75 TD -0.0887 Tc 0.4085 Tw (the class too. She gets up and joins the teacher. Together they organize more demonstrations of counting ) Tj 0 -12.75 TD -0.1318 Tc 1.7511 Tw (with different objects. The two children standing by their side count ) Tj 320.25 0 TD -0.0808 Tc 1.3183 Tw (worksheets: 3 worksheets and 2 ) Tj -320.25 -12.75 TD -0.0972 Tc 0.3597 Tw (worksheets is a total of five worksheets. Three pencils and one pencils is a total of four pencils. Teacher ) Tj 0 -12 TD -0.1568 Tc 0.3443 Tw (has four pencils and she gives one to Chirag. Who has more pencils? The activity is carried on with chalk ) Tj 0 -12.75 TD 0.1341 Tc 0.8034 Tw (pieces. M) Tj 43.5 0 TD -0.2051 Tc 1.1821 Tw (eanwhile the teacher is trying to locate some material in a bag and then in the trunk. She finds ) Tj -43.5 -12.75 TD -0.0573 Tc 1.0289 Tw (the plastic box she is looking for and brings it to the table. It contains dice. Now dice are used as the ) Tj 0 -12.75 TD -0.0598 Tc 0.3545 Tw (material and similar questions are asked. Teacher has) Tj 239.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0868 Tc 0.4106 Tw (3 dice. Then she got 2 more dice. How many does ) Tj -242.25 -12.75 TD -0.0755 Tc 0.4297 Tw (she have now? By now the children are counting in a lowered voice, the gusto declining. The supervisor ) Tj 0 -12.75 TD -0.1447 Tc 1.7928 Tw (has almost taken over the session and is doing most of the activities and the talking. She exhorts the ) Tj T* 0.255 Tc 0 Tw (c) Tj 5.25 0 TD -0.141 Tc 0.3285 Tw (hildren to perk up ) Tj 82.5 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0621 Tc 0.3902 Tw (\221\222 I expected you all to be high on energy after your meal!\222\222 she chides them. \() Tj 354 0 TD /F4 11.25 Tf 0.125 Tc 0.0625 Tw (The ) Tj -450.75 -12.75 TD -0.1217 Tc 0.1592 Tw (kids were running out of interest and motivation, it seemed to me. They had done the tasks too many times ) Tj 0 -12 TD -0.0239 Tc -0.0386 Tw (in a row\). ) Tj 46.5 0 TD /F1 11.25 Tf -0.2447 Tc 0.6465 Tw (The kids perk up and reply in loud) Tj 150.75 0 TD -0.1484 Tc 0.3359 Tw (er voices to the next question she asks of them.) Tj 207.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -405 -18.75 TD -0.1086 Tc 0.9672 Tw (All this would have gone on for about 20 minutes I think. The supervisor then announces that we shall ) Tj 0 -12.75 TD -0.1693 Tc 0.3568 Tw (now move on to the ) Tj 90.75 0 TD /F4 11.25 Tf 0.1073 Tc -0.6698 Tw (choukadi ka kam) Tj 75.75 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1029 Tc 0.1751 Tw (\( the work on the books\). She takes up the maths worksheet. Opens ) Tj -169.5 -12.75 TD -0.2475 Tc 0 Tw (page) Tj 21 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0876 Tc 0.3146 Tw (87. Draws some pictures from the page on the board and solves a problem related to them. Then all ) Tj -24 -12.75 TD -0.1536 Tc 0.3828 Tw (the children are asked to solve the remaining problems on the page in their own worksheets. The monitors ) Tj 0 -12.75 TD -0.1172 Tc 0.9297 Tw (of each of the four groups are asked to get up and g) Tj 234.75 0 TD -0.1745 Tc 0.887 Tw (et the worksheets for their group from the rack. The ) Tj -234.75 -12.75 TD -0.1236 Tc 1.0194 Tw (other children remain seated in their places. The monitors get the worksheet pile and distribute it to the ) Tj 0 -12 TD -0.167 Tc 0.6045 Tw (children in their groups.) Tj 105.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -105.75 -18.75 TD ( ) Tj 3 0 TD -0.1164 Tc 1.9914 Tw (Every child opens the worksheet on page 87. They start working on the) Tj 337.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.0432 Tc 1.4307 Tw (sums. The teacher and the ) Tj -345 -12.75 TD -0.1151 Tc 0.3026 Tw (supervisor go and sit down in one group each. There are 25 children in the class. 10 out of these are older ) Tj 0 -12.75 TD -0.1367 Tc 2.4492 Tw (than the rest. Children start leaving their place and walking up to the teacher or the supervisor for ) Tj T* -0.1312 Tc -0.0563 Tw (clarifications and ) Tj 78.75 0 TD -0.1501 Tc 0.2876 Tw (checking of their work. One child stops another from walking off saying that the teacher ) Tj -78.75 -12.75 TD -0.0734 Tc 0.4109 Tw (will come over here. But soon enough, both of them walk off to see the teacher/ supervisor sitting in the ) Tj 0 -12.75 TD -0.0666 Tc 1.0041 Tw (other group. The older children finish the sums faster than t) Tj 273 0 TD -0.1196 Tc 1.0571 Tw (he tiny kids. Finally even many of the tiny ) Tj -273 -12.75 TD -0.1428 Tc 0.4017 Tw (kids do the sums and bring them over to be checked. One kid is sprawling over his worksheet for the past ) Tj ET endstream endobj 21 0 obj 8818 endobj 19 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F1 8 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 20 0 R >> endobj 25 0 obj << /Length 26 0 R >> stream BT 72 711 TD 0 0 0 rg /F1 11.25 Tf -0.1724 Tc 1.0309 Tw (10 minutes. A neighboring child attempts to explain the work to him but to no good. The other children ) Tj 0 -12.75 TD -0.2075 Tc -0.355 Tw (who ) Tj 22.5 0 TD -0.1415 Tc 0.9466 Tw (have finished getting their page checked, walk down to the rack and keep back their worksheets in ) Tj -22.5 -12.75 TD -0.1804 Tc 0.4215 Tw (the assigned place. They return to their group and look around for something to do.) Tj 366 0 TD 0 Tc 0.1875 Tw ( ) Tj -366 -18.75 TD -0.1387 Tc 0.4869 Tw (A small Gujarati booklet and a copy of the language worksheet given by GS ) Tj 344.25 0 TD -0.1334 Tc 0.4459 Tw (is lying in the middle. They ) Tj -344.25 -12 TD -0.2642 Tc 1.2017 Tw (start on it) Tj 42.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0903 Tc 0.9278 Tw (struggling to read. There must have been something there that they know because they start ) Tj -50.25 -12.75 TD -0.1041 Tc 1.0416 Tw (singing it aloud with enjoyment. The free kids from the next group also wander over to this group and ) Tj 0 -12.75 TD -0.1882 Tc 0.7507 Tw (join in the singing, ) Tj 87.75 0 TD -0.1874 Tc 0.9843 Tw (raising the sound level in the class. They are reprimanded mildly by the teacher and ) Tj -87.75 -12.75 TD -0.135 Tc 0.9843 Tw (the supervisor who ask them to sit back in their respective groups. These two are continuously engaged ) Tj 0 -12.75 TD -0.1429 Tc 0.3304 Tw (with some children. ) Tj 90 0 TD 0 Tc 0.1875 Tw ( ) Tj -90 -18.75 TD -0.1705 Tc 1.108 Tw (Among the issues in the worksheets the kids re) Tj 212.25 0 TD -0.2376 Tc 1.1751 Tw (quire support in is the sum that asks for what is 0 plus 0. ) Tj -212.25 -12.75 TD -0.1368 Tc 0.2868 Tw (This whole page has sums asking for additions of beads strung on two different lines. The last sum has no ) Tj 0 -12.75 TD -0.0561 Tc 0.2436 Tw (beads on either of the lines. So, the smaller children, I think, fill the lines up on thei) Tj 372.75 0 TD -0.1242 Tc 0.4617 Tw (r own! And they sum ) Tj -372.75 -12 TD -0.0896 Tc 0.3112 Tw (it by drawing some shapes in the box given for writing the answer. When I act out the no beads here and ) Tj 0 -12.75 TD -0.1114 Tc 1.1142 Tw (no beads there, so no beads in the total idea and a kid agrees that there are no beads in the answer, he ) Tj T* -0.0215 Tc 0.209 Tw (anyway writes it as a cross) Tj 120.75 0 TD -0.0759 Tc 0.3102 Tw (, and not as zero. The teacher is also explaining this issue to another child. Of ) Tj -120.75 -12.75 TD -0.135 Tc 0.2154 Tw (course some children are fine with the procedure and are showing how to do it to other kids who are lost. ) Tj 465 0 TD 0 Tc 0.1875 Tw ( ) Tj -465 -18.75 TD ( ) Tj 0 -19.5 TD /F0 11.25 Tf -0.1538 Tc 0.3413 Tw (School Two) Tj 54.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -54.75 -18.75 TD 0.0621 Tc -0.6246 Tw (Class 2.) Tj 36 0 TD 0 Tc 0.1875 Tw ( ) Tj -36 -17.25 TD /F1 11.25 Tf -0.2083 Tc 0.3958 Tw (It is the 85) Tj 46.5 5.25 TD /F1 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1651 Tc 0.8026 Tw (day of Gyanshala in this class.) Tj 135.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0996 Tc 0.2295 Tw (There are about 25 children in the room. The room has all the ) Tj -194.25 -12.75 TD -0.2386 Tc 1.9261 Tw (GS equipment) Tj 63.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1014 Tc 1.7889 Tw (the rack with the worksheets, the trunk with the t) Tj 229.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1275 Tc (l) Tj 2.25 0 TD 0.0038 Tc (-) Tj 4.5 0 TD -0.1633 Tc 1.6633 Tw (ms, the pin ups on the walls. The ) Tj -312 -12.75 TD -0.139 Tc 0.3265 Tw (benches and sloping) Tj 89.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.0697 Tc 0.4447 Tw (top desks of the classroom are arranged along three walls marking out fo) Tj 326.25 0 TD -0.0476 Tc -0.1399 Tw (ur separate ) Tj -419.25 -12.75 TD -0.1631 Tc 1.7321 Tw (spaces. The space in the middle of the room is furnished with durries. The children are seated on the ) Tj 0 -12.75 TD -0.1601 Tc 1.0187 Tw (durries as we enter. The teacher is explaining the contents of page 85 of the language worksheet. She is ) Tj T* -0.1131 Tc 0.3006 Tw (teaching the ooo kee maatraa. It is a) Tj 159.75 0 TD -0.1286 Tc 0.2584 Tw (fternoon and I am told that the story telling and activity sessions were ) Tj -159.75 -12.75 TD -0.1082 Tc 1.0457 Tw (over in the morning hours. The 85) Tj 156.75 5.25 TD /F1 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1046 Tc 1.0421 Tw (page requires children to write out the first letter of various words ) Tj -166.5 -12 TD -0.1506 Tc 0.3381 Tw (printed in it. The teacher shows how this is to be done. She reads out soopad) Tj 336.75 0 TD -0.151 Tc 0.1242 Tw (i from the page and asks what ) Tj -336.75 -12.75 TD -0.0773 Tc 1.0148 Tw (is the first letter? Soo say the children. No, you have to write sa, says the teacher. She reads kulhaadi. ) Tj 0 -12.75 TD -0.099 Tc 2.4482 Tw (Children call out ku. No you should write ka says the teacher. The GS person accompanying me, ) Tj T* -0.1364 Tc 1.8239 Tw (interrupts and points out) Tj 112.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.0594 Tc 1.6146 Tw (to the teacher that it is fine to write soo and ku. She agrees as readily and ) Tj -117 -12.75 TD -0.1569 Tc 0.5319 Tw (instructs the children likewise. ) Tj 137.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -137.25 -18.75 TD -0.1686 Tc 2.4296 Tw (She keeps down the language worksheet and picks up the maths volume. Opens page 85. She asks ) Tj 0 -12.75 TD -0.0463 Tc 2.4838 Tw (children to recap what they know about ascending a) Tj 249 0 TD -0.1021 Tc 2.4458 Tw (nd descending order of numbers. They let out ) Tj -249 -12.75 TD -0.1846 Tc 0.3721 Tw (something of a rhyme on this) Tj 129 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1656 Tc 0.4066 Tw (or some definition, which they speak out loud in a singsong way. She takes ) Tj -135.75 -12 TD -0.1704 Tc 0.3579 Tw (an example from the page and shows to children how to do the exercises there.) Tj 346.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -346.5 -18.75 TD -0.1785 Tc 2.616 Tw (She keeps down the maths wor) Tj 148.5 0 TD -0.1949 Tc 2.4016 Tw (ksheet and picks up the volume on project work. Opens page 85. It ) Tj -148.5 -12.75 TD -0.1616 Tc 1.0158 Tw (requires children to observe the pattern in a sequence of pictures drawn in different lines and extend the ) Tj 0 -12.75 TD -0.1637 Tc 2.3365 Tw (pattern. She does one exercise on the board. Then she asks one child to get up and ) Tj 401.25 0 TD -0.2275 Tc 2.1025 Tw (fetch a pile of ) Tj -401.25 -12.75 TD -0.1269 Tc 0.2354 Tw (worksheets at a time. First the Gujarati worksheets are brought over. She calls out the name of every child ) Tj 0 -12.75 TD -0.1641 Tc 0.3159 Tw (and hands over the volume in the child\222s hand She looks over to us and explains that the volumes get very ) Tj T* -0.1924 Tc 3.3799 Tw (disorganized and so she is) Tj 126.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 6 0 TD -0.1094 Tc 2.9635 Tw (distributing them herself. Having finished with the Gujarati worksheet ) Tj -132.75 -12 TD -0.1305 Tc 3.1305 Tw (distribution, she carries on to handing out the maths and project worksheets to the children. The ) Tj 0 -12.75 TD -0.0677 Tc 1.0588 Tw (distribution over, children are asked to go over to their benches and start working on) Tj 390 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0303 Tc 0.4678 Tw (the sheets. They ) Tj -393.75 -12.75 TD -0.1371 Tc 0.2496 Tw (scamper back to the desks and start off their work. ) Tj 224.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -224.25 -18.75 TD -0.1016 Tc 1.0832 Tw (Teacher moves around the groups for sometime, helping and explaining. Then she sits on the bench in ) Tj 0 -12.75 TD -0.1737 Tc 0.3612 Tw (one group. Children run up to her from the other groups too and crowd around. ) Tj 353.25 0 TD 0 Tc 0.1875 Tw ( ) Tj ET endstream endobj 26 0 obj 8142 endobj 24 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R >> /ProcSet 2 0 R >> /Contents 25 0 R >> endobj 28 0 obj << /Length 29 0 R >> stream BT 72 711 TD 0 0 0 rg /F1 11.25 Tf -0.03 Tc 0.2175 Tw (The s) Tj 24.75 0 TD -0.0737 Tc 0.2217 Tw (maller children are a bit lost but struggling to make their way. They are looking for support at each ) Tj -24.75 -12.75 TD -0.1141 Tc 0.3016 Tw (step. The pattern exercise is out of reach of the tiny ones. Instead of drawing the picture that should come ) Tj 0 -12.75 TD -0.1037 Tc 2.6349 Tw (next, they draw the pictures per se. Some pic) Tj 219.75 0 TD -0.0314 Tc 2.1962 Tw (tures such as that of the star, the butterfly are very ) Tj -219.75 -12.75 TD -0.1387 Tc 0.2887 Tw (challenging for the tiny ones. I wonder if sufficient work has been done to arrange things in a pattern with ) Tj 0 -12 TD -0.0919 Tc 0.2794 Tw (concrete objects? ) Tj 78.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -78.75 -18.75 TD -0.0883 Tc 1.1329 Tw (As kids finish the worksheets, they put it back on the rack. Some have sa) Tj 337.5 0 TD -0.0895 Tc 0.9198 Tw (t down on the durrie and are ) Tj -337.5 -12.75 TD -0.1207 Tc 0.2332 Tw (writing the alphabets on a standard slate meant for this exercise.) Tj 282 0 TD /F0 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj -282 -19.5 TD ( ) Tj 0 -18.75 TD 0.0621 Tc -0.6246 Tw (Class 3.) Tj 36 0 TD 0 Tc 0.1875 Tw ( ) Tj -36 -18 TD /F1 11.25 Tf -0.2079 Tc 1.8272 Tw (We sat in for a few minutes in the next class of this same school. Again, we see the by now familiar ) Tj 0 -12.75 TD -0.1766 Tc 2.7213 Tw (setting. About 25 children, working in groups on) Tj 0 Tc -0.5625 Tw ( ) Tj 235.5 0 TD -0.1458 Tc 2.1547 Tw (their benches arranged around the classroom. The ) Tj -235.5 -12.75 TD -0.1533 Tc 0.9783 Tw (teacher sitting on with one group, but children from all the other groups walking up to her as and when ) Tj 0 -12 TD -0.0802 Tc 0.4256 Tw (they finished their work or did not know how to proceed. They are doing the maths worksheet related to ) Tj 0 -12.75 TD -0.0607 Tc 0.2482 Tw (larger than) Tj 47.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.0561 Tc 0.2436 Tw (smaller than signs. The sheet has lines with balls of different numbers strung on each and the ) Tj -51 -12.75 TD -0.1677 Tc 0.9287 Tw (children have to write the numbers and put the comparative sign of greater than, smaller than. However, ) Tj 0 -12.75 TD -0.1454 Tc 0.9892 Tw (the balls are also of different sizes, even a) Tj 189.75 0 TD -0.199 Tc 1.074 Tw (s they are strung up in different numbers. This means the kids ) Tj -189.75 -12.75 TD -0.0852 Tc 0.2727 Tw (have to keep two variables in mind while negotiating the task) Tj 273 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1352 Tc 0.5102 Tw (and the third dimension is that of grasping ) Tj -279.75 -12.75 TD -0.1606 Tc 0.3922 Tw (the sign to be put in. I thought the kids were too small for such complex exercises, c) Tj 371.25 0 TD -0.183 Tc 0.183 Tw (ertainly those who are ) Tj -371.25 -12.75 TD -0.167 Tc 0.3545 Tw (just around age six or less, with this being their first year in school. ) Tj 298.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -298.5 -18 TD ( ) Tj 0 -19.5 TD /F0 11.25 Tf 0.0621 Tc -0.6246 Tw (Class 4.) Tj 36 0 TD 0 Tc 0.1875 Tw ( ) Tj -36 -18 TD /F1 11.25 Tf -0.1636 Tc 1.1011 Tw (Again, the familiar setting) Tj 117 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1535 Tc 1.0228 Tw (around 25 children working in groups, doing their language worksheet. They ) Tj -120.75 -12.75 TD -0.1401 Tc 0.9839 Tw (showed their work to the teacher and then went) Tj 213.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2032 Tc 1.0157 Tw (up to the rack to keep the volume in the assigned place. ) Tj -217.5 -12.75 TD -0.078 Tc 2.569 Tw (They were able to recognize the words they had been taught in the previous worksheets) Tj 423 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1462 Tc -1.1662 Tw (haathee, ) Tj -432 -12.75 TD -0.1363 Tc 0.2702 Tw (paaghadee, sasaloo, bus, gaay etc. as the teacher wrote these on the board. ) Tj 331.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -331.5 -18.75 TD -0.1419 Tc 1.0794 Tw (There is a palpable conc) Tj 111 0 TD -0.1125 Tc 1.1036 Tw (ern about low attendance in the mind of the GS person accompanying me. He ) Tj -111 -12 TD -0.1328 Tc 0.1953 Tw (checks up on reasons for absence and exhorts children to come every day.) Tj 325.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -325.5 -18.75 TD ( ) Tj 0 -18.75 TD ( ) Tj T* ( ) Tj T* ( ) Tj 0 -19.5 TD /F0 11.25 Tf -0.1251 Tc 0.3126 Tw (School Three) Tj 62.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -62.25 -18.75 TD 0.0621 Tc -0.6246 Tw (Class 5.) Tj 36 0 TD 0 Tc 0.1875 Tw ( ) Tj -36 -18 TD /F1 11.25 Tf -0.0768 Tc 1.1143 Tw (Teacher goes into the class at 11.30 with just 15 children. She invites the kids to) Tj 371.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD 0.0316 Tc 0.7809 Tw (sing a song or tell a ) Tj -375 -12 TD -0.1575 Tc 0.9928 Tw (story. They take turns at it and for the next 20 minutes or so the class is alive with pleasant spirits. One ) Tj 0 -12.75 TD -0.1834 Tc 1.1209 Tw (little kid comes up and stands in front of every one to give a solo narration of the story) Tj 392.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1978 Tc 0.6353 Tw (the mouse with ) Tj -399.75 -12.75 TD -0.0664 Tc 0.7539 Tw (the seven tails. ) Tj 71.25 0 TD -0.0552 Tc 0.9927 Tw (He holds forth for almost five minutes. Throughout this vibrant, gay morning hour the ) Tj -71.25 -12.75 TD -0.0762 Tc 1.0512 Tw (other children and their parents stream in to join the class. Soon there are 27 children, 10 girls and 17 ) Tj 0 -12.75 TD -0.1237 Tc 1.7431 Tw (boys. The teacher takes the attendance, writes it up on the boar) Tj 294 0 TD -0.1592 Tc 1.5134 Tw (d with the date and day and year and ) Tj -294 -12.75 TD -0.1274 Tc 0.3149 Tw (discusses this with the class. ) Tj 127.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -127.5 -18.75 TD -0.1374 Tc 1.1903 Tw (She writes one word after another on the board. The words learnt till now) Tj 336.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0858 Tc 0.7733 Tw (hathee, paaghadee, sasaloo, ) Tj -344.25 -12 TD -0.1503 Tc 1.0878 Tw (bus, gaay, madhmaakhee, jungle, aakaash, kairee, nishaan, fuggo, pahaad. She is call) Tj 382.5 0 TD -0.1745 Tc 0.862 Tw (ing out a child at a ) Tj -382.5 -12.75 TD -0.0523 Tc 0.2898 Tw (time and asking the word to be 'read.'. Then she writes out a simple new word) Tj 349.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0677 Tc 0.2552 Tw (karam. The kids struggle ) Tj ET endstream endobj 29 0 obj 6659 endobj 27 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R >> /ProcSet 2 0 R >> /Contents 28 0 R >> endobj 31 0 obj << /Length 32 0 R >> stream BT 72 711 TD 0 0 0 rg /F1 11.25 Tf -0.5013 Tc 2.1888 Tw (with it) Tj 28.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0852 Tc 1.0227 Tw (sounding out each syllable separately. She gets them to say it together. Now, she asks them to ) Tj -36 -12.75 TD -0.1522 Tc 1.6897 Tw (remind her of the words tha) Tj 129.75 0 TD -0.192 Tc 1.7388 Tw (t have got left out \(from the corpus of words they have worked on in the ) Tj -129.75 -12.75 TD -0.1864 Tc 2.0615 Tw (class\). The children call out) Tj 127.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1347 Tc 1.6615 Tw (driver, ticket, jhaadh. She writes on as they call out. Then asks them to ) Tj -135.75 -12.75 TD -0.1614 Tc 0.2912 Tw (recognize random words from the board one at a time. Some kids cannot recognis) Tj 360 0 TD -0.1517 Tc 0.1892 Tw (e the words. She teaches ) Tj -360 -12 TD -0.1511 Tc 1.0205 Tw (those words on the board again. Such as, aakaash. She refers to the story of the kite that flew off to the ) Tj 0 -12.75 TD -0.1311 Tc 0.2561 Tw (sky as she teaches how the word is written to the class. ) Tj 244.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -244.5 -18.75 TD -0.1406 Tc 1.0781 Tw (She rubs off the words from the board. Writes da. What is this? Ki) Tj 303 0 TD -0.133 Tc 0.9038 Tw (ds say da. She writes dada. What is ) Tj -303 -12.75 TD -0.2003 Tc 0.3878 Tw (this? ) Tj 23.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 12.75 -18.75 TD -0.2503 Tc 0.4378 Tw (Kids ) Tj 23.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0105 Tc 0 Tw (dada.) Tj 23.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -91.5 -18.75 TD -0.1676 Tc 0.3194 Tw (She goes on to practise ka? kaka? raja? Some say jungle to raja, obviously taking the cue from ja. They go ) Tj 0 -12.75 TD -0.1323 Tc 1.1093 Tw (on to mama, pen, kem, netar, kesar, dev. To dev, some say dada, again the cue from da. Or, i) Tj 424.5 0 TD -0.1083 Tc 0.7958 Tw (s it dava? ) Tj -424.5 -12.75 TD -0.0934 Tc 0.2434 Tw (They try an alternative. Teacher points to the ey kee neeshanee on da and remarks that she had not added ) Tj 0 -12 TD -0.1669 Tc 0.3544 Tw (the aa kee neeshaanee to da so how can it be daadaa? She teaches the ey kee neeshaanee and explains dev. ) Tj 470.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -470.25 -18.75 TD -0.0804 Tc 1.7679 Tw (The teacher goes on to recapitulat) Tj 157.5 0 TD -0.1153 Tc 1.7403 Tw (e the O kee neeshaanee, asking children if they remember that she ) Tj -157.5 -12.75 TD -0.1237 Tc 1.8112 Tw (taught them ko? They agree to it and answer her next query) Tj 279.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.363 Tc 2.0505 Tw (what is this) Tj 51.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1335 Tc 1.521 Tw (mor? Mor, they speak out ) Tj -348 -12.75 TD -0.0811 Tc 0.2686 Tw (together. To mo she now adds sam and makes mosam. She asks the kids to read it out. Next, t) Tj 419.25 0 TD -0.04 Tc 0.2275 Tw (he kids are ) Tj -419.25 -12.75 TD -0.1383 Tc 1.183 Tw (instructed to write the words in their note) Tj 189 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1449 Tc 1.1978 Tw (books. She keeps a box of pencils in the center of the room. ) Tj -192.75 -12.75 TD -0.0447 Tc 0.9822 Tw (Some kids jump their desks to collect pencils and go back. One kid takes a sharpener and goes to the ) Tj 0 -12.75 TD -0.162 Tc 0.4432 Tw (dustbin in the corner of the room to s) Tj 164.25 0 TD -0.1233 Tc 0.3108 Tw (harpen his pencil. Many children take out a small booklet containing ) Tj -164.25 -12 TD -0.1131 Tc 0.3006 Tw (words of different maatraas and start writing out from there. On the walls are pasted some A) Tj 410.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1694 Tc -0.1431 Tw (3 size sheets ) Tj -414 -12.75 TD -0.1279 Tc 1.2797 Tw (with the same words printed in large font besides pictures of the images they re) Tj 364.5 0 TD -0.0445 Tc 0.982 Tw (ferred to) Tj 39 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0925 Tc 0.655 Tw (gaay, sasalu, ) Tj -411 -12.75 TD -0.1197 Tc 0.3072 Tw (madhmakhi, keri, haathee, paaghadee. ) Tj 171 0 TD 0 Tc 0.1875 Tw ( ) Tj -171 -18.75 TD -0.1415 Tc 1.1131 Tw (It is 12. 15 and new kids are still coming in to join the class! She takes attendance of the children who ) Tj 0 -12.75 TD -0.1645 Tc 0.3103 Tw (have come in the past hour. Now there are 39 children! They come in and try to start of) Tj 384.75 0 TD -0.1873 Tc 0.2498 Tw (f on the task that is ) Tj -384.75 -12.75 TD -0.1306 Tc 1.0323 Tw (ongoing. As they finish the kids walk up to the teacher to show her their work. At 12.30, she winds up ) Tj 0 -12.75 TD -0.172 Tc 1.1095 Tw (this recap session and plays on her rattle. She gets them to do some physical exercises) Tj 388.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2207 Tc 0.9082 Tw (hands up, down, ) Tj -395.25 -12 TD -0.1444 Tc 1.0819 Tw (on your shoulders, on your) Tj 122.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1105 Tc 1.173 Tw (head etc. She gently reprimands children for coming in late. Then instructs ) Tj -126 -12.75 TD -0.1611 Tc 1.8111 Tw (them on how to proceed for the mid day meal. The class empties. The kids carry their plates in their ) Tj 0 -12.75 TD -0.1943 Tc 0.3818 Tw (school bags and take it out for the meal.) Tj 175.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -175.5 -18.75 TD ( ) Tj 3 0 TD -0.0727 Tc 2.8317 Tw (They are back in about 15 minutes. ) Tj 181.5 0 TD -0.077 Tc 3.3479 Tw (This school organizes the cooking of the meal for several) Tj 0 Tc -0.5625 Tw ( ) Tj -184.5 -12.75 TD -0.1709 Tc 1.0334 Tw (neighbouring schools. Thus the meal is ready on time and gets done in a few minutes. As they come in, ) Tj 0 -12.75 TD -0.1654 Tc 1.1029 Tw (they bring their worksheets to show to me. The project work worksheet gives space to draw pictur) Tj 444 0 TD -0.0928 Tc 0.2803 Tw (es on ) Tj -444 -12.75 TD -0.112 Tc 0.3352 Tw (various themes; a page is left blank for drawing a cricket game, one for drawing a kitchen and so on. The ) Tj 0 -12.75 TD -0.0692 Tc 1.0067 Tw (pictures are beautiful and exquisite, showing the unassuming bravery children are capable of. I would, ) Tj 0 -12 TD -0.1479 Tc 1.0854 Tw (and so would most teachers, and other adu) Tj 192.75 0 TD -0.1753 Tc 0.9975 Tw (lts, be quite nonplussed at how to draw a kitchen or a cricket ) Tj -192.75 -12.75 TD -0.2668 Tc 0 Tw (ground!) Tj 34.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -34.5 -18.75 TD -0.1116 Tc 0.3491 Tw (Teacher resumes the class by playing her rattle and repeating some more of the hands up) Tj 394.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0772 Tc 0.2647 Tw (down regimen. ) Tj -401.25 -12.75 TD -0.0978 Tc 1.077 Tw (She offers to tell them all a story of a lion and a mouse. Taking the center of th) Tj 366 0 TD -0.0785 Tc 0.716 Tw (e room, she enacts the ) Tj -366 -12.75 TD -0.1514 Tc 1.042 Tw (story with great love and emotion, engaging and addressing the class very endearingly. A few questions ) Tj 0 -12.75 TD -0.0998 Tc 1.7457 Tw (on the story follow. She is simultaneously collecting the pencils taken from the box by the kids and ) Tj T* -0.1373 Tc 0.3248 Tw (replacing them in the box, wh) Tj 131.25 0 TD -0.135 Tc 0.3225 Tw (ich she keeps away.) Tj 87.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -219 -18 TD -0.1111 Tc 0.3427 Tw (Then a bit abruptly, she is on the board, and writes keyree. She introduces ree. They speak out) Tj 419.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0834 Tc -0.4791 Tw (ree. Then ) Tj -426 -12.75 TD -0.1613 Tc 0.3488 Tw (she write see. They speak out see. One kid mutters softly) Tj 251.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1221 Tc 0.2346 Tw (a,b,c \( see?\) ,d,e,f,g,. She goes on to mee. Then ) Tj -258 -12.75 TD -0.1527 Tc 0.3402 Tw (starts writing nisha) Tj 84 0 TD -0.0784 Tc 0.3101 Tw (n, which the kids speak out even before she has finished writing it \(this belongs to the ) Tj -84 -12.75 TD -0.0937 Tc 1.0312 Tw (corpus of recognized words\). She writes the two maatraas) Tj 263.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1028 Tc 0.707 Tw (i and ee and discusses these. Writes mee. \(I ) Tj -270.75 -12.75 TD -0.1777 Tc 0.459 Tw (can see that some kids are losing interest ) Tj 182.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD -0.1235 Tc 0.311 Tw (and engaged in trad) Tj 86.25 0 TD -0.1915 Tc 0.379 Tw (ing of things, followed by fighting\)) Tj 155.25 0 TD 0 Tc 0.1875 Tw ( ) Tj ET endstream endobj 32 0 obj 8834 endobj 30 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F1 8 0 R >> /ProcSet 2 0 R >> /Contents 31 0 R >> endobj 35 0 obj << /Length 36 0 R >> stream BT 72 711 TD 0 0 0 rg /F1 11.25 Tf -0.0235 Tc 0.2944 Tw (She writes pa and asks what is this? They say) Tj 205.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0541 Tc 0.5416 Tw (patang nu pa. She corrects them) Tj 144 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0221 Tc 0.2096 Tw (don\222t say patang nu pa, ) Tj -363 -12.75 TD -0.082 Tc 1.0195 Tw (say pa. \(the distraction has spread to a few more benches by now and she has to call out frequently to ) Tj 0 -12.75 TD 0.1019 Tc 2.3356 Tw (discipline t) Tj 51 0 TD -0.0686 Tc 2.4123 Tw (he class and demand their attention\). She introduces pee, then nee. She says, \221 koi koi ) Tj -51 -12.75 TD -0.1426 Tc 0.2551 Tw (moolakshara nee aagad i hoi to ni, ee hoi to nee.\222) Tj 216 0 TD 0 Tc 0.1875 Tw ( ) Tj -216 -18 TD -0.1026 Tc 0.2901 Tw (The teaching done, she asks them to speak out words that contain the sound ree. She calls out to different ) Tj 0 -12.75 TD -0.1937 Tc 0.3812 Tw (children t) Tj 41.25 0 TD -0.1258 Tc 0.3133 Tw (o speak out a word each. They say:) Tj 155.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -196.5 -18.75 TD -0.0963 Tc 0.19 Tw (baaree, reetu, reema, kareena, reeng \(cooker nee reeng, cycle nee reeng\), reemot, t.v, riksha, raveena. She ) Tj 0 -12.75 TD -0.1406 Tc 0.1977 Tw (is writing these words as they are spoken out. Then she calls a child at a time to underline ree in the words ) Tj T* 0.0013 Tc 0 Tw (wri) Tj 14.25 0 TD -0.1022 Tc 1.0397 Tw (tten out. She clarifies about riksha ) Tj 163.5 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0905 Tc 0.903 Tw (ismein ree chhey? No teacher, yell the kids. Some words are ) Tj -187.5 -12.75 TD -0.0727 Tc 0.3316 Tw (written too high on the board and she offers to underline the ree in those. But the older children jump up ) Tj 0 -12.75 TD -0.1197 Tc 0.3072 Tw (to do the task. ) Tj 64.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -64.5 -18.75 TD -0.1336 Tc 0.9461 Tw (The teacher goes on to words wi) Tj 147 0 TD -0.1834 Tc 1.074 Tw (th si and see. She resorts to her rattle and raise hand regimen for a split ) Tj -147 -12 TD -0.167 Tc 0.2863 Tw (second to refocus attention. The words with si and see come in) Tj 276 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -279.75 -18.75 TD -0.0803 Tc 1.0178 Tw (ceevil, \(civil\), C.I.D, seema, maasee And singh, silpa, khul ja sim sim, shiva. Teacher calls the kids to ) Tj 0 -12.75 TD -0.0609 Tc 0.2484 Tw (come and u) Tj 51 0 TD -0.1646 Tc 0.3521 Tw (nderline the see in the words she has written out on the board. ) Tj 274.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -325.5 -18.75 TD -0.1588 Tc 0.2994 Tw (She goes onto introducing ki and kee. They supply the words with ki and kee as follows:) Tj 390 0 TD 0 Tc 0.1875 Tw ( ) Tj -390 -18.75 TD -0.1344 Tc 0.2147 Tw (tikit, kisan, krish And veekee, keekee, keedee. ) Tj 206.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -206.25 -18.75 TD -0.0987 Tc 1.0362 Tw (She uses her focus) Tj 85.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0808 Tc 0.8308 Tw (funda again and goes on to pi and ) Tj 159.75 0 TD -0.1093 Tc 1.2135 Tw (pee. The words come in : priyanka, pinal, pink ) Tj -252.75 -12.75 TD -0.143 Tc 0.4187 Tw (colur \(ya to angrezi mein chhey!\). pita And, peepoodee, peepalo, peen, and paanee peeyu chhoo mein pee ) Tj 0 -12 TD -0.1624 Tc 1.0374 Tw (aave chhey, they say. Someone says paper and she talks about it) Tj 294 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1407 Tc 0.8282 Tw (paper mein pey aavechhe; then some ) Tj -301.5 -12.75 TD -0.0928 Tc 0.2803 Tw (one s) Tj 23.25 0 TD -0.0934 Tc 0.2809 Tw (ays paapaa \(ismein to paa aave chhe. Worksheet mein papa nu soo kahvaaye? Pitaa. Ismein pi aave ) Tj -23.25 -12.75 TD -0.0081 Tc 0.1956 Tw (chhe\). ) Tj 30 0 TD 0 Tc 0.1875 Tw ( ) Tj -30 -18.75 TD -0.1449 Tc 0.2491 Tw (She proceeds to ni and nee. The words offered by the children are: nishaan, anil, nirma, neema, maneesha, ) Tj 0 -12.75 TD -0.1428 Tc 0.3303 Tw (neel, neelesh. ) Tj 62.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -62.25 -18.75 TD -0.0669 Tc 1.0044 Tw (She shows a hell) Tj 76.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0487 Tc 0.9862 Tw (bent sincer) Tj 49.5 0 TD -0.1119 Tc 1.1175 Tw (ity in completing the task, trying desperately to remain friendly, engaged, ) Tj -133.5 -12.75 TD -0.0515 Tc 0.339 Tw (patient, excited. A truly heroic performance. There is so much that is distracting in the class) Tj 413.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0619 Tc 0.2494 Tw (the trading ) Tj -420 -12 TD -0.0768 Tc 1.2018 Tw (and infighting is spreading, some old kids are forever hanging on to th) Tj 324.75 0 TD -0.0773 Tc 1.0148 Tw (e window from the outside and ) Tj -324.75 -12.75 TD -0.089 Tc 0.3836 Tw (peeping in, another tiny tot is constantly coming up to the door of the class room and one of the students ) Tj 0 -12.75 TD -0.1221 Tc 0.3096 Tw (is walking up to her to give or take something and shove her out every now and then. She has not lost her ) Tj T* -0.1916 Tc 1.8791 Tw (cool even onc) Tj 64.5 0 TD -0.1262 Tc 1.7387 Tw (e. It is 2 P.M. She has been teaching ee and e for 45 minutes. Now she winds up this ) Tj -64.5 -12.75 TD -0.1575 Tc 0.9825 Tw (session. Spreads a durrie in the center of the room. Calls over pahala group children to sit on the durrie. ) Tj 0 -12.75 TD -0.1304 Tc 0.3804 Tw (10 children come and sit on the durrie. She has kept 10 plastic) Tj 277.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0843 Tc 0.1647 Tw (boxes containing beads and cards ready at ) Tj -280.5 -12.75 TD -0.1083 Tc 0.3285 Tw (hand. She hands out the boxes, one to each child. She gets up and goes over to the board and writes out a ) Tj 0 -12.75 TD -0.0904 Tc 4.5636 Tw (few words. These are words without maatras and with aa kee maatraa. Param, kanak, anaaj,) Tj 0 Tc 0.1875 Tw ( ) Tj 0 -12 TD -0.0712 Tc 0.2587 Tw (aaraam,kaaraj, sam) Tj 84.75 0 TD -0.141 Tc 0.3285 Tw (aaj, jaanam, saras,naman, ramat, majaa, havaa, karaa, raam. The rest of the 30 children ) Tj -84.75 -12.75 TD -0.1649 Tc 0.3524 Tw (in the class have to write out these words in their notebooks. ) Tj 268.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -268.5 -18.75 TD -0.0555 Tc 0.3007 Tw (She returns to the group of ten kids on the durrie. She instructs them) Tj 306.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0299 Tc 0.2174 Tw (throw a dice, read the number th) Tj 146.25 0 TD 0.0638 Tc 0.1237 Tw (at ) Tj -459.75 -12.75 TD -0.196 Tc 1.0621 Tw (comes on top, take the number card showing that number from the box and keep it down on the durrie . ) Tj 0 -12.75 TD -0.1581 Tc 0.3456 Tw (When three children have done this) Tj 156.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0982 Tc 0.2857 Tw (they have to arrange the three number cards in the descending order. ) Tj -163.5 -12.75 TD -0.1644 Tc 1.8519 Tw (She is hurrying them up) Tj 111 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1964 Tc 1.8839 Tw (and conducting the wor) Tj 108 0 TD -0.1899 Tc 1.6047 Tw (k in a tense, goading style. This does not seem very ) Tj -227.25 -12.75 TD -0.1146 Tc 0.9336 Tw (encouraging for reflection and thinking on the part of the children. At 2.10 P.M she winds up the work ) Tj 0 -12 TD -0.1528 Tc 0.2962 Tw (and asks them to go back to the benches and write out the words from the board. ) Tj 357 0 TD 0 Tc 0.1875 Tw ( ) Tj -357 -18.75 TD -0.183 Tc 0.7455 Tw (The third group is ) Tj 83.25 0 TD -0.0272 Tc 0.2147 Tw (called out on the durrie. She puts away the dice boxes, and brings forth another set of ) Tj -83.25 -12.75 TD -0.1773 Tc 0.9964 Tw (10 boxes containing cards with pictures and syllables. She makes the kids close their eyes and pick up a ) Tj 0 -12.75 TD -0.0988 Tc 0.2863 Tw (picture card. Some other kids have to pick up the syllable card) Tj 276.75 0 TD -0.1305 Tc 0.318 Tw (s. Then, they open their eyes and recognize ) Tj -276.75 -12.75 TD -0.0801 Tc 0.3426 Tw (the syllable and speak out the word related to the picture on their card. Then they have to find their pair) Tj 464.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj ET endstream endobj 36 0 obj 8513 endobj 33 0 obj << /Type /Page /Parent 34 0 R /Resources << /Font << /F1 8 0 R >> /ProcSet 2 0 R >> /Contents 35 0 R >> endobj 38 0 obj << /Length 39 0 R >> stream BT 72 711 TD 0 0 0 rg /F1 11.25 Tf -0.0739 Tc 1.7614 Tw (the picture has to pair with the syllable that comes first in speaking the name of the picture. She is ) Tj 0 -12.75 TD -0.0842 Tc 0.3902 Tw (conducting the group activity in a desperate kind of tense hurry. All this while, the 30 children sitting on ) Tj T* -0.1181 Tc 1.0162 Tw (their benches writing the words, are calling out to her loudly \221 Hey Teacher\222 \223 Hey Teacher\222 Some are ) Tj T* -0.178 Tc 0.3655 Tw (coming up to her to show their work and she i) Tj 201.75 0 TD -0.0975 Tc 0.0037 Tw (s ignoring them as best as she could. ) Tj 164.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -366 -18 TD -0.0993 Tc 0.3243 Tw (We leave the class at this juncture. Later, I learn that the time allotted for group activity in the Gyanshala ) Tj 0 -12.75 TD -0.1184 Tc 1.1988 Tw (plan is 10 minutes per group. She has to finish with 4 groups in 40 minutes. What we observed in the ) Tj T* -0.273 Tc 0 Tw (above) Tj 26.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0785 Tc 0.3076 Tw (class was the first half of work planned under the GS project. The second half consists of working ) Tj -29.25 -12.75 TD -0.1687 Tc 1.7437 Tw (on the worksheets for each of the three subjects. We have observed this part of the work in the other ) Tj 0 -12.75 TD -0.1317 Tc 0 Tw (classes.) Tj 33 0 TD 0 Tc 0.1875 Tw ( ) Tj -33 -18.75 TD ( ) Tj 3 0 TD ( ) Tj -3 -19.5 TD /F0 11.25 Tf -0.1825 Tc 0.12 Tw (Pedagogic Features and Concerns) Tj 159 0 TD 0 Tc 0.1875 Tw ( ) Tj -159 -18 TD /F1 11.25 Tf -0.165 Tc 0.3525 Tw (The main fe) Tj 53.25 0 TD -0.1405 Tc 0.253 Tw (atures of the classroom pedagogy I observed therefore are as follows:) Tj 305.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -340.5 -18 TD /F0 11.25 Tf -0.0705 Tc 0.008 Tw (Discourse Around Concrete Experiences:) Tj 195.75 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 6 0 TD -0.109 Tc 0.2965 Tw (Children get opportunities to use concrete materials and ) Tj -201.75 -12.75 TD -0.0676 Tc 0.2551 Tw (do some activities in class; materials are available, organized; teachers are prepared to) Tj 384.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1135 Tc 0.301 Tw (use them with ) Tj -387.75 -12.75 TD -0.1481 Tc 0.9856 Tw (children. This seems best done through demonstration involving a few children, watched by the rest ) Tj 0 -12.75 TD -0.1183 Tc 0.0558 Tw (of the class. ) Tj 54.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -54.75 -18.75 TD /F0 11.25 Tf -0.0657 Tc 1.3783 Tw (Shortage of Time:) Tj 88.5 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1326 Tc 1.6326 Tw (When each child gets the opportunity to do activities with concrete materials, ) Tj -93 -12.75 TD -0.1051 Tc 0.4801 Tw (there is insufficient time and) Tj 128.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0432 Tc 0.2884 Tw (the teacher hurries them through the task like a ritual. Children need to ) Tj -131.25 -12.75 TD -0.115 Tc 1.8025 Tw (play around with things a bit. This scope exists in original GS class design, when each group of ) Tj 0 -12 TD -0.146 Tc 1.0367 Tw (children gets 15 minutes of free time to play and read as they want. But even there,) Tj 377.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2906 Tc 1.0781 Tw (I am not sure if ) Tj -381 -12.75 TD -0.2112 Tc 1.8987 Tw (the materials used in the small) Tj 139.5 0 TD 0.0038 Tc 0 Tw (-) Tj 4.5 0 TD -0.2085 Tc 1.896 Tw (group teaching is left free for use of children later on. I think it is ) Tj -144 -12.75 TD -0.1639 Tc 0.3514 Tw (packed up and kept away.) Tj 114 0 TD 0 Tc 0.1875 Tw ( ) Tj -114 -18.75 TD /F0 11.25 Tf -0.0792 Tc 1.7667 Tw (Options: ) Tj 49.5 0 TD /F1 11.25 Tf -0.1662 Tc 1.6537 Tw (Various possibilities can be tested for the best way of organising the concrete work for ) Tj -49.5 -12.75 TD 0.087 Tc 0 Tw (individual) Tj 44.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0743 Tc 0.2618 Tw (children. Teacher can demonstrate an activity for the whole class and then divide the class ) Tj -47.25 -12.75 TD -0.1521 Tc 0.3396 Tw (into 10 groups of 4 children each. The 10 sets of boxes of t) Tj 259.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1275 Tc (l) Tj 2.25 0 TD 0.0038 Tc (-) Tj 3.75 0 TD -0.1745 Tc 0.362 Tw (ms can be used for the ten groups of four ) Tj -269.25 -12.75 TD -0.1877 Tc 0.469 Tw (children each. Having watched the demonstration for 10 min) Tj 267 0 TD -0.1295 Tc 0.317 Tw (utes, all the children can have 30 minutes ) Tj -267 -12 TD -0.0557 Tc 0.3265 Tw (to play in their groups. This way they can spend more time with concrete materials. At present, they ) Tj 0 -12.75 TD -0.0402 Tc 0.1882 Tw (have to go on writing words from the board while the teacher sits with group after group of children ) Tj T* -0.18 Tc 0.3675 Tw (to conduct ) Tj 48.75 0 TD 0.0425 Tc 0.145 Tw (the ten) Tj 30 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1641 Tc 0.3516 Tw (minute session of activity. ) Tj 117.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -203.25 -18.75 TD -0.0921 Tc 0.4879 Tw (Other variations like the competition between two groups in the class on doing a certain task right is ) Tj 0 -12.75 TD -0.1051 Tc 2.5426 Tw (also effective in focusing and making an activity meaningful in the true sense. For example, I ) Tj T* -0.0869 Tc 0.2744 Tw (watched two groups c) Tj 97.5 0 TD -0.1133 Tc 0.4079 Tw (ompete for answering questions on a map of Ahmedabad district in a GS class. ) Tj -97.5 -12.75 TD -0.1374 Tc 0.3249 Tw (Such activities give enough time for every one to figure out the task) Tj 299.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1709 Tc 0.3584 Tw (they see it happen several times.) Tj 141.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -447.75 -18.75 TD -0.1356 Tc 1.0154 Tw (The same effect is achieved when the teacher calls a few children to demon) Tj 342 0 TD -0.0842 Tc 0.7217 Tw (strate an activity for the ) Tj -342 -12 TD -0.0562 Tc 0.3187 Tw (whole class. However, a similar effect is lost when the material is given to a child for a few minutes ) Tj 0 -12.75 TD -0.05 Tc 0.2375 Tw (and taken away) Tj 69 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1284 Tc 0.3659 Tw (the teacher tense about getting ten children to perform the chore in ten minutes total. ) Tj -75.75 -12.75 TD -0.151 Tc 1.3385 Tw (Thus various suitable ) Tj 101.25 0 TD -0.1335 Tc 1.6543 Tw (strategies can be put in place with the characteristic design) Tj 270 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.2146 Tc 1.7146 Tw (detail that GS is ) Tj -375 -12.75 TD -0.0605 Tc 2.548 Tw (capable of achieving. I am only pointing to the need to improve the effectiveness of concrete) Tj 0 Tc -0.5625 Tw ( ) Tj 0 -12.75 TD -0.1405 Tc 0.328 Tw (activities with children in small groups. ) Tj 177 0 TD 0 Tc 0.1875 Tw ( ) Tj -177 -18.75 TD /F0 11.25 Tf -0.1247 Tc 1.0622 Tw (From Teaching) Tj 74.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3 0 TD -0.1729 Tc 1.1104 Tw (Down to Working Along wit) Tj 135.75 0 TD -0.0634 Tc 0.6259 Tw (h Children: ) Tj 60 0 TD /F1 11.25 Tf -0.1564 Tc 0.9868 Tw (Teachers found it difficult to shift from ) Tj -273 -12.75 TD -0.067 Tc 0.9577 Tw (the established norm of whole class teaching and organize group work with the children. GS team ) Tj 0 -12 TD -0.1067 Tc 0.4942 Tw (supported them by demonstrating the logistics of doing this in the monthly meetings. GS supervisors ) Tj 0 -12.75 TD 0.153 Tc 0.7845 Tw (have a) Tj 30 0 TD -0.15 Tc 0.9469 Tw (lso demonstrated group work to teachers in their visits to the classrooms. As a result teachers ) Tj -30 -12.75 TD -0.0712 Tc 0.2146 Tw (have begun to conduct group work. Teachers had also been taken to GS classes where they observed ) Tj 0 -12.75 TD -0.1829 Tc 3.3704 Tw (GS teachers conduct group work in the much smaller rooms they ) Tj 3.0038 Tc 0 Tw (f) Tj 324.75 0 TD -0.2016 Tc 3.6391 Tw (unction in. From complete) Tj 0 Tc 0.1875 Tw ( ) Tj ET endstream endobj 39 0 obj 8058 endobj 37 0 obj << /Type /Page /Parent 34 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R >> /ProcSet 2 0 R >> /Contents 38 0 R >> endobj 41 0 obj << /Length 42 0 R >> stream BT 90 711 TD 0 0 0 rg /F1 11.25 Tf -0.0475 Tc 0.235 Tw (resistance in the beginning, the teachers are now coming around to start attempting group work with ) Tj 0 -12.75 TD -0.1677 Tc 0.3552 Tw (children every day. It is a step in the right direction. ) Tj 231 0 TD 0 Tc 0.1875 Tw ( ) Tj -231 -18.75 TD -0.124 Tc 1.1769 Tw (The teachers are not yet ready to follow the GS system of group rotation) Tj 333 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0765 Tc 0.8265 Tw (throughout the day. Still, ) Tj -336.75 -12.75 TD -0.1587 Tc 2.4639 Tw (they try to engage with individual children and support them. There is a marked shift from the ) Tj 0 -12 TD -0.08 Tc 1.0617 Tw (authoritarian paradigm of the teacher instructing the class as a whole. The teachers try to sit down ) Tj 0 -12.75 TD -0.1357 Tc 1.2607 Tw (with the children, explain issue) Tj 141.75 0 TD -0.0949 Tc 1.0949 Tw (s to them separately and look at their work individually. This alone ) Tj -141.75 -12.75 TD -0.0859 Tc 0.4313 Tw (can prove to be a big input in achieving greater learning. But in the absence of an organized rotation ) Tj 0 -12.75 TD -0.128 Tc 4.1727 Tw (of groups, it does not work out smoothly at all. The teachers themselves complain of) Tj 429 0 TD 0 Tc 0.1875 Tw ( ) Tj 6.75 0 TD 0.1675 Tc 0.02 Tw (the ) Tj -435.75 -12.75 TD -0.0654 Tc 0.3466 Tw (unmanageable situation that is created in the class by the expectation that children should show their ) Tj 0 -12.75 TD -0.157 Tc 0.9761 Tw (work and discuss it with the teacher after they have done it every day. \(Refer to reports of teachers\222 ) Tj T* -0.0862 Tc 1.1308 Tw (monthly meeting.\) The teachers have to over t) Tj 211.5 0 TD -0.0842 Tc 0.9383 Tw (ime realize that this expectation can be fulfilled best ) Tj -211.5 -12.75 TD -0.1479 Tc 0.3354 Tw (only by allotting separate time for the groups.) Tj 201 0 TD 0 Tc 0.1875 Tw ( ) Tj -201 -18 TD /F0 11.25 Tf 0.0831 Tc 0 Tw (Follow) Tj 32.25 0 TD 0.0038 Tc (-) Tj 3.75 0 TD -0.0999 Tc 0.2874 Tw (Up through Worksheets:) Tj 117.75 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 6 0 TD -0.0709 Tc 0.2584 Tw (Introduction to a concept is followed by organized well) Tj 246.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.0305 Tc 0.218 Tw (designed ) Tj -410.25 -12.75 TD -0.1259 Tc 0.5634 Tw (written work on it done individually by children. The wo) Tj 253.5 0 TD -0.0716 Tc 0.1653 Tw (rksheets are well made and supplied to each ) Tj -253.5 -12.75 TD -0.1779 Tc 0.997 Tw (child. These are kept in an organized manner in the classroom. Great care is taken to ensure that the ) Tj 0 -12.75 TD -0.078 Tc 0.3905 Tw (work sheet designated for a day is completed that day. This enables teachers to conduct follow up of ) Tj T* -0.1706 Tc -0.3919 Tw (teaching ) Tj 41.25 0 TD -0.1145 Tc 1.1843 Tw (in an efficient manner. No time is spent on writing out questions on the board, copying it ) Tj -41.25 -12.75 TD -0.1317 Tc 1.9317 Tw (from the board or the text book in the copies, \(as is the norm in normal class rooms\) or getting ) Tj 0 -12.75 TD -0.1399 Tc 0.4346 Tw (diverted into some other task, leaving the teaching) Tj 222.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2706 Tc 0 Tw (follow) Tj 28.5 0 TD 0.0038 Tc (-) Tj 3.75 0 TD -0.0354 Tc 0.9729 Tw (up hangi) Tj 38.25 0 TD -0.1227 Tc 0.4173 Tw (ng in mid air. Children also enjoy ) Tj -300 -12 TD -0.1008 Tc 0.2883 Tw (working on the work) Tj 92.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1172 Tc 0.1797 Tw (sheets. They are interesting, purposeful, almost within their reach in most cases, ) Tj -96 -12.75 TD -0.0863 Tc 0.2343 Tw (with adequate challenge. And, above all, they have to solve it on their own. These are not answers to ) Tj 0 -12.75 TD -0.0718 Tc 1.0093 Tw (questions that t) Tj 68.25 0 TD -0.107 Tc 1.0914 Tw (eachers dictate to them and they have to learn it by rote by endless repetition. They ) Tj -68.25 -12.75 TD -0.1731 Tc 2.4922 Tw (have to put their minds to it. The fact that children succeed in working on the exercises in the ) Tj 0 -12.75 TD -0.1555 Tc 0.4263 Tw (worksheets itself raises the enthusiasm and motivation of the teachers.) Tj 309 0 TD 0 Tc 0.1875 Tw ( ) Tj -309 -18.75 TD /F0 11.25 Tf -0.1237 Tc 0 Tw (P) Tj 6.75 0 TD -0.0776 Tc 0.2651 Tw (rior Preparation for the Class:) Tj 144 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1777 Tc 0.3027 Tw (Some teachers certainly showed the ability to put in extra work and ) Tj -153.75 -12.75 TD 0.1106 Tc 1.5769 Tw (keep the t) Tj 46.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1275 Tc (l) Tj 2.25 0 TD 0.0038 Tc (-) Tj 3.75 0 TD -0.1912 Tc 1.7381 Tw (ms organized for the work to be done. Field notes of the GS supervisors indicate that ) Tj -56.25 -12 TD -0.0757 Tc 0.2632 Tw (many teachers do go through the teachers\222 guide either a ) Tj 255.75 0 TD -0.0834 Tc 0.3459 Tw (day before or come early to school to do so ) Tj -255.75 -12.75 TD -0.095 Tc 0.0325 Tw (and prepare for the class transaction. ) Tj 164.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -164.25 -18.75 TD /F0 11.25 Tf -0.0853 Tc 1.0228 Tw (Contextualized Learning Processes:) Tj 171 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1461 Tc 1.0836 Tw (The older frameworks of teaching language and mathematics ) Tj -174.75 -12.75 TD -0.1089 Tc 1.7964 Tw (have been modified to accommodate the new approaches embodied in the GS program) Tj 402.75 0 TD -0.0844 Tc 0.6469 Tw (me. These ) Tj -402.75 -12.75 TD -0.088 Tc 0.3909 Tw (focus on greater contextualised learning \(introducing words and syllables through stories and poems, ) Tj 0 -12.75 TD -0.1216 Tc 1.7154 Tw (drawing what one sees around etc.\) and acquiring a sense of numbers by manipulating objects in ) Tj T* -0.0867 Tc 1.9243 Tw (different contexts. The methodology integrates str) Tj 230.25 0 TD -0.1119 Tc 1.5494 Tw (uctured decoding work alongside the contextual ) Tj -230.25 -12.75 TD -0.1399 Tc 0.2485 Tw (work \(as for example in the teaching of the ee kee neeshaanee, ey kee neeshanee etc.\). After the initial ) Tj 0 -12 TD -0.1714 Tc 4.109 Tw (resistance and skepticism shown by teachers, GS has built a degree of conviction and even) Tj 0 Tc -0.5625 Tw ( ) Tj 0 -12.75 TD 0.0395 Tc 2.398 Tw (appreciation i) Tj 61.5 0 TD -0.1018 Tc 1.8893 Tw (n them in favour of this shift in approach. \(Reports of teachers\222 meetings bear this ) Tj -61.5 -12.75 TD -0.125 Tc 0.4488 Tw (process out too\). However, it seems to me that when a story is told and enacted, or a poem is done in ) Tj 0 -12.75 TD -0.1206 Tc 0.5425 Tw (the class, children do not have a copy of it in front of them and do ) Tj 300.75 0 TD -0.0173 Tc 0.2048 Tw (not get to run their fingers on the ) Tj -300.75 -12.75 TD -0.1526 Tc 0.4115 Tw (text. Even the teacher does not show the reading process by running the finger on a poster or pin up. I ) Tj 0 -12.75 TD -0.1022 Tc 0.5205 Tw (am not sure if this is possible when the teacher reads out the library) Tj 302.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1203 Tc 0.6292 Tw (books in the small groups in the ) Tj -306 -12.75 TD -0.0431 Tc 0.2306 Tw (GS classes. ) Tj 53.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -53.25 -18 TD /F0 11.25 Tf -0.0387 Tc 0.0387 Tw (Display of Children\222s Creative Work:) Tj 179.25 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 6 0 TD -0.1005 Tc 0.213 Tw (Display of children\222s pictures and stories as told to teachers ) Tj -185.25 -12.75 TD -0.0876 Tc 1.0251 Tw (or written by those who can write is not factored in. This can be organized through the creation of ) Tj 0 -12.75 TD -0.3431 Tc 0 Tw (wall) Tj 18 0 TD 0.0038 Tc (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1372 Tc 0.3247 Tw (papers by each group of children every week. The) Tj 221.25 0 TD -0.1397 Tc 0.2334 Tw (se things will enhance the contexts for reading ) Tj -246 -12.75 TD -0.1261 Tc 0.3136 Tw (and writing further and balance the weight falling on structured decoding work. Such free writing and ) Tj 0 -12.75 TD -0.0592 Tc 1.08 Tw (reading work will give more contexts to engage with various syllables and the way they are to be ) Tj T* -0.1167 Tc 0.3042 Tw (written. ) Tj 36.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -54.75 -18.75 TD ( ) Tj ET endstream endobj 42 0 obj 8416 endobj 40 0 obj << /Type /Page /Parent 34 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R >> /ProcSet 2 0 R >> /Contents 41 0 R >> endobj 44 0 obj << /Length 45 0 R >> stream BT 72 711 TD 0 0 0 rg /F1 11.25 Tf -0.1179 Tc 0.2265 Tw (The teachers must reach a state when they can relax with the children, explore and enjoy with them. They ) Tj 0 -12.75 TD -0.1046 Tc 1.1493 Tw (must invite the child to open up and share his/her world and ideas and go on to sharing and talking of ) Tj T* -0.0794 Tc 1.7669 Tw (things that the child wants to bring up. GS pe) Tj 216.75 0 TD -0.0783 Tc 1.6825 Tw (dagogy has to assimilate an element of flexibility and ) Tj -216.75 -12.75 TD -0.0996 Tc 0.2871 Tw (spontaeinity. At present the needs of punctuality, time keeping and accountability to schedule overwhelm ) Tj 0 -12 TD -0.1542 Tc 0.2584 Tw (the practices of the teachers and the GS staff both.) Tj 221.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -221.25 -18.75 TD /F0 11.25 Tf -0.1183 Tc 0.9058 Tw (Implications of irregular attendance and ag) Tj 208.5 0 TD -0.1122 Tc 1.0497 Tw (e difference:) Tj 59.25 0 TD /F1 11.25 Tf 0 Tc 0.9375 Tw ( ) Tj 7.5 0 TD -0.1684 Tc 0.9987 Tw (Irregular attendance by children is a reality ) Tj -275.25 -12.75 TD -0.0666 Tc 0.4514 Tw (that needs to be factored in a curriculum design that is seeking to remove obstacles in the endeavours of ) Tj 0 -12.75 TD -0.0677 Tc 1.1123 Tw (poor urban children. GS seeks to do this by ensuring adequate spiraling, repetition and s) Tj 405 0 TD -0.0672 Tc 1.0047 Tw (low pacing of ) Tj -405 -12.75 TD -0.1234 Tc 1.8109 Tw (conceptual teaching in its materials. It also seeks to ensure personalized support to each child by the ) Tj 0 -12.75 TD -0.0337 Tc 0.9295 Tw (teacher every day and additional support by supervisors every week. While I could see that the basic ) Tj T* -0.2232 Tc 1.1607 Tw (inputs were more or less in place in) Tj 160.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1654 Tc 0.9779 Tw (the design, a detailed observation is required to study if these reach ) Tj -164.25 -12.75 TD -0.1239 Tc 2.3471 Tw (the irregular children and address their needs appropriately. Some of the content seemed confusing, ) Tj 0 -12 TD -0.132 Tc 2.6272 Tw (complex and difficult for the smaller children in class one in particular. This aspe) Tj 390 0 TD -0.1547 Tc 1.5922 Tw (ct requires better ) Tj -390 -12.75 TD -0.1559 Tc 0.3434 Tw (feedback to the material development team.) Tj 192.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -192.75 -18.75 TD -0.1166 Tc 1.7041 Tw (There are indications that with the school and teacher showing more seriousness and effectiveness in ) Tj 0 -12.75 TD -0.1167 Tc 1.8042 Tw (engaging with the learners, parents are beginning to refrain from taking away children from t) Tj 431.25 0 TD -0.0343 Tc 0.9718 Tw (he class ) Tj -431.25 -12.75 TD -0.1685 Tc 0.3119 Tw (before the end of the day. This aspect must be highlighted and used to make schools more committed.) Tj 448.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -448.5 -18.75 TD ( ) Tj 0 -19.5 TD /F0 11.25 Tf -0.1009 Tc 0.2884 Tw (Processes and Responses) Tj 116.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -116.25 -17.25 TD /F1 11.25 Tf -0.135 Tc 0.3975 Tw (I have looked at the reports of monthly meetings, notes of the field supervisors and follow up visits of the ) Tj 0 -12.75 TD -0.0665 Tc 0.254 Tw (core team mem) Tj 68.25 0 TD -0.13 Tc 0.4906 Tw (bers. The project has shown great seriousness and rigour in implementing the intervention ) Tj -68.25 -12.75 TD -0.0772 Tc 0.3971 Tw (in partnership with the government. As mentioned above, the core team should spend more time in class ) Tj 0 -12.75 TD -0.1699 Tc 1.3574 Tw (room observation to get detailed and in) Tj 178.5 0 TD 0.0038 Tc 0 Tw (-) Tj 4.5 0 TD -0.1172 Tc 1.0547 Tw (depth feedback on the ma) Tj 117.75 0 TD -0.106 Tc 1.1372 Tw (terials used. I have not looked at the ) Tj -300.75 -12.75 TD -0.0842 Tc 1.0217 Tw (manner in which such feedback is recorded and used at present) Tj 288.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1107 Tc 0.9232 Tw (though, the presentations made by the ) Tj -296.25 -12.75 TD -0.1489 Tc 0.2923 Tw (core team referred to instances when material was modified on the basis of learning from the classroom. ) Tj 461.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -461.25 -18.75 TD -0.2749 Tc 0.4624 Tw (The politic) Tj 48 0 TD -0.1225 Tc 0.3635 Tw (al and administrative persons concerned with the intervention are keen and committed to make ) Tj -48 -12 TD -0.13 Tc 0.2734 Tw (it succeed and extend and expand it at the earliest. A comparative assessment between the performance of ) Tj 0 -12.75 TD -0.1162 Tc 1.0538 Tw (children under AMC) Tj 93.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.2296 Tc 1.2608 Tw (GS project and those not under it is th) Tj 171.75 0 TD -0.139 Tc 0.7952 Tw (eir chief demand. They also press for strong ) Tj -269.25 -12.75 TD -0.1627 Tc 1.7095 Tw (liaison with the commissioner, the secretary of education and the minister to build timely support and ) Tj 0 -12.75 TD -0.1374 Tc 0.9867 Tw (backing for the project. The deputy administrator is also ensuring that the format of learner assessment ) Tj T* -0.2513 Tc 0 Tw (th) Tj 8.25 0 TD -0.1466 Tc 0.4364 Tw (at has been issued by the GCERT to all schools is adhered to in the AMC schools linked to GS and that ) Tj -8.25 -12.75 TD -0.0702 Tc 0.2994 Tw (the children of the project should fare well on the assessment parameters of the GCERT. GS has already ) Tj 0 -12.75 TD -0.1182 Tc 1.2224 Tw (taken care to work out the linkage with the continu) Tj 233.25 0 TD -0.0945 Tc 0.9382 Tw (ous assessment format of GCERT and its curricular ) Tj -233.25 -12.75 TD -0.1011 Tc 0.2886 Tw (goals and worksheets. ) Tj 99.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -99.75 -18 TD -0.1475 Tc 0.985 Tw (However, the amenable working conditions of the original GS project cannot be replicated under AMC, ) Tj 0 -12.75 TD -0.1017 Tc 0.2892 Tw (such as regular classes on all days, full teaching time with no other distractions ) Tj 354 0 TD -0.0864 Tc 0.1489 Tw (on the part of the teacher. ) Tj -354 -12.75 TD -0.1486 Tc 2.3048 Tw (If the AMC intervention shows poorer results than the original GS results, the administrator fears a ) Tj 0 -12.75 TD -0.1097 Tc 0.9972 Tw (backlash from the teachers who might be held responsible for inadequate performance. GS has assured ) Tj T* 0.0066 Tc 0.9309 Tw (AMC that as a matter of pol) Tj 131.25 0 TD -0.0716 Tc 1.1091 Tw (icy it does not blame teachers but looks at ways to solve problems in the ) Tj -131.25 -12.75 TD -0.0901 Tc -0.0974 Tw (system and the package as a whole.) Tj 156 0 TD 0 Tc 0.1875 Tw ( ) Tj -156 -18.75 TD -0.1616 Tc 1.7366 Tw (The problem of drop out children is discussed with a lot of concern. AMC is pressing GS to take on ) Tj 0 -12 TD -0.1422 Tc 1.9797 Tw (additional initiatives to show some breakthrough) Tj 222.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1488 Tc 2.1176 Tw (on this count. GS is negotiating these pressures and) Tj 0 Tc -1.3125 Tw ( ) Tj -227.25 -12.75 TD -0.133 Tc 1.258 Tw (pressing for holistic school reform as the only long) Tj 232.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0875 Tc 1.025 Tw (term solution to the problem of drop out children. ) Tj -240 -12.75 TD -0.0902 Tc 1.7777 Tw (This problem exists even in the original GS classes and thus has many dimensions that are not ful) Tj 459.75 0 TD -0.2513 Tc 0.4388 Tw (ly ) Tj -459.75 -12.75 TD -0.1387 Tc 0.2762 Tw (understood yet. The Administrator has suggested that an action research be undertaken on this issue. ) Tj 444.75 0 TD 0 Tc 0.1875 Tw ( ) Tj ET endstream endobj 45 0 obj 7672 endobj 43 0 obj << /Type /Page /Parent 34 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R >> /ProcSet 2 0 R >> /Contents 44 0 R >> endobj 47 0 obj << /Length 48 0 R >> stream BT 72 711 TD 0 0 0 rg /F1 11.25 Tf -0.1432 Tc 0.4057 Tw (The Administrator was of the opinion that a pilot project has meaning only if it is scaled up and promised ) Tj 0 -12.75 TD -0.1497 Tc 0.3372 Tw (to find all possible ways to scale up the GS) Tj 190.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1544 Tc 0.4356 Tw (intervention in AMC schools, including allocating some funds ) Tj -193.5 -12.75 TD -0.1727 Tc 0.4436 Tw (to pay for the supply of teaching learning materials. ) Tj 230.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -230.25 -18.75 TD -0.1061 Tc 0.2936 Tw (The teachers in the schools have begun to overcome their resistance to the changes and offer co) Tj 423.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.2212 Tc 0.4087 Tw (operation ) Tj -427.5 -12 TD -0.0715 Tc 0.259 Tw (to the best of their abilities. T) Tj 132 0 TD -0.1115 Tc 0.3567 Tw (he field staff of GS was very apprehensive and disappointed with the non ) Tj 330 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj -468 -12.75 TD -0.1517 Tc 1.0475 Tw (functionality of the schools in the beginning but has begun to look at things more positively as teachers ) Tj 0 -12.75 TD -0.1363 Tc 0.3238 Tw (slowly showed a good response.) Tj 142.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -142.5 -18.75 TD -0.1887 Tc 0.3762 Tw (For eg. let us look at the supervisor\222s note) Tj 184.5 0 TD -0.1472 Tc 0.3347 Tw (s on the teacher Fatma Ben of Jamalpur School:) Tj 211.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -396 -18.75 TD -0.0766 Tc 0.4924 Tw (\221I began follow up in this class in the last days of August. Fatma Ben found it a little difficult to use the ) Tj 0 -12.75 TD -0.1099 Tc 0.2092 Tw (stories and teach the class. She would always complain that the children do not write; things take ) Tj 432 0 TD -0.1971 Tc 0.3846 Tw (too long ) Tj -432 -12.75 TD -0.1117 Tc 0.3409 Tw (to move. But now this teacher performs really very well. The children sit in groups. Activities take place. ) Tj 0 -12.75 TD -0.0982 Tc 0.2857 Tw (In the beginning the teacher was clueless and felt helpless in working with the children. I myself took the ) Tj 0 -12 TD -0.0857 Tc 1.0232 Tw (class and conducted the story t) Tj 139.5 0 TD -0.1025 Tc 0.915 Tw (elling, the subject teaching, the group activity etc. in her presence. Then ) Tj -139.5 -12.75 TD -0.0539 Tc 0.3096 Tw (she got a hang of how to go about it all. Now the class transaction has reached a certain level. When the ) Tj 0 -12.75 TD -0.0947 Tc 1.7822 Tw (children face any difficulty the teacher tries to support and help them. A) Tj 337.5 0 TD -0.1246 Tc 1.5122 Tw (ll her complaints against the ) Tj -337.5 -12.75 TD -0.1335 Tc 0.396 Tw (children are now gone. In fact now she is comfortable with me and takes my help in clarifying her doubts ) Tj 0 -12.75 TD -0.1566 Tc 0.3441 Tw (and has begun to use the learning materials quite well.\222\222) Tj 246 0 TD 0 Tc 0.1875 Tw ( ) Tj -246 -18.75 TD ( ) Tj 0 -19.5 TD /F0 11.25 Tf -0.0991 Tc 0.1795 Tw (Issues related to the GS strategy with AMC) Tj 204 0 TD 0 Tc 0.1875 Tw ( ) Tj -204 -17.25 TD /F4 11.25 Tf -0.0077 Tc -0.1798 Tw (A Supplement or a R) Tj 91.5 0 TD -0.0734 Tc 0.0109 Tw (eplacement to Government Curriculum) Tj 173.25 0 TD /F5 11.25 Tf 0.0038 Tc 0 Tw (:) Tj 3.75 0 TD /F0 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD /F1 11.25 Tf -0.1681 Tc 0.3556 Tw (In principle, AMC has invited GS to provide ) Tj -271.5 -12.75 TD -0.0892 Tc 0.2767 Tw (supplementary materials to enhance class) Tj 183.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1147 Tc 0.3022 Tw (room processes. The curriculum and text) Tj 180.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1019 Tc 0.5394 Tw (books prescribed by ) Tj -378 -12.75 TD -0.0856 Tc 0.2731 Tw (the GCERT remain untouched. The GS materials can play the role of supple) Tj 342 0 TD -0.0459 Tc 0.2334 Tw (mentation because they also ) Tj -342 -12.75 TD -0.086 Tc 2.4297 Tw (subscribe to the NCF 2000 and seek to prepare children to successfully integrate with the Gujarat ) Tj 0 -12.75 TD -0.1513 Tc 1.745 Tw (government curriculum from class 3. As such no variance or contradiction is expected in the ultimate ) Tj T* -0.1695 Tc 0.357 Tw (outcome of the GS interventio) Tj 132.75 0 TD -0.1463 Tc 0.3338 Tw (n with the educational expectations of the Gujarat state curriculum. ) Tj 299.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -432 -18.75 TD -0.0898 Tc 0.2398 Tw (In practice it seems to be an attempt to enable a larger number of children to reach the common expected ) Tj 0 -12 TD -0.1093 Tc 0.2968 Tw (outcomes in learning through a different and better pedagogy; whereas the state p) Tj 360.75 0 TD -0.1588 Tc 0.3463 Tw (rogramme fails to do so. ) Tj -360.75 -12.75 TD -0.1399 Tc 0.2899 Tw (GS has taken a benchmark test of children in class 2 in September 2006. These children of AMC have not ) Tj 0 -12.75 TD -0.1822 Tc 1.7512 Tw (been under the GS programme. The results of this test will be compared to the results of the children ) Tj T* -0.1815 Tc 0.5565 Tw (under GS initiative when t) Tj 116.25 0 TD -0.168 Tc 0.2978 Tw (hey reach the same point of time in class 2 in September 2007. ) Tj 279 0 TD 0 Tc 0.1875 Tw ( ) Tj -395.25 -18.75 TD -0.1673 Tc 0.9798 Tw (The GS project has sought a commitment of 3 hours teaching time per day from the administration. The ) Tj 0 -12.75 TD -0.1744 Tc 1.8619 Tw (understanding is that the remaining time can be devoted to the state curriculum work. In pr) Tj 421.5 0 TD -0.1425 Tc 0.705 Tw (actice too, ) Tj -421.5 -12.75 TD -0.0923 Tc 0.4465 Tw (planning and materials are given to cover duration of 3 hours. Thus in principle the GS project functions ) Tj 0 -12.75 TD -0.1076 Tc 0.4357 Tw (as a supplementary project. However, the situation in practice is that actual teaching learning never takes ) Tj 0 -12 TD -0.0879 Tc 1.0254 Tw (place for even three hours per) Tj 136.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0984 Tc 1.0359 Tw (day. Thus GS tries to remove obstacles to ensure that its supplementary ) Tj -140.25 -12.75 TD -0.1705 Tc 1.858 Tw (package of three hours work per day is implemented in reality in the schools. This then inadvertently ) Tj 0 -12.75 TD -0.1288 Tc 4.0663 Tw (becomes the total curriculum transaction that is taking place in these classes. ) Tj 2.8763 Tc 0 Tw (T) Tj 393 0 TD -0.2028 Tc 4.1403 Tw (hus, due to the) Tj 0 Tc 0.1875 Tw ( ) Tj -393 -12.75 TD -0.0943 Tc 1.0318 Tw (management of the school) Tj 117.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1558 Tc 1.0933 Tw (time in general, a supplementary programme of learning is inadvertently the ) Tj -125.25 -12.75 TD -0.1224 Tc 2.5182 Tw (entire programme of learning for the children of class 1 in the AMC schools where GS project is ) Tj 0 -12.75 TD -0.13 Tc 0.3175 Tw (implemented. ) Tj 63 0 TD 0 Tc 0.1875 Tw ( ) Tj -63 -18.75 TD -0.0329 Tc 0.3454 Tw (At the level of class one an) Tj 122.25 0 TD -0.0883 Tc 0.4258 Tw (d two the distinction between state curriculum and supplementary curriculum ) Tj -122.25 -12 TD -0.0779 Tc 0.3154 Tw (is not tenable either. The goals of reading writing, comprehension, basic numeracy and engagement with ) Tj 0 -12.75 TD -0.1516 Tc 2.5891 Tw (the world around are universally acceptable as goals for this stage. The diff) Tj 357.75 0 TD -0.1536 Tc 2.1411 Tw (erence lies in details of ) Tj -357.75 -12.75 TD -0.137 Tc 1.0745 Tw (examples, stories, topics etc. or basic method used for reaching the goals. In a sense GS intervention in ) Tj 0 -12.75 TD -0.087 Tc 0.5088 Tw (AMC schools is an intervention for curriculum reform. GS is strategically trying to build its relationship ) Tj T* -0.1992 Tc 0.3867 Tw (with the governme) Tj 82.5 0 TD -0.1043 Tc 0.3856 Tw (nt and ensure that it acquires the legitimacy to intervene in AMC schools. Thus care is ) Tj ET endstream endobj 48 0 obj 8051 endobj 46 0 obj << /Type /Page /Parent 34 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F4 22 0 R /F5 49 0 R >> /ProcSet 2 0 R >> /Contents 47 0 R >> endobj 52 0 obj << /Length 53 0 R >> stream BT 72 711 TD 0 0 0 rg /F1 11.25 Tf -0.0719 Tc 0.3094 Tw (taken to avoid conflicts with SSA programmes, avoid variance with format for continuous assessment of ) Tj 0 -12.75 TD -0.0988 Tc 1.1196 Tw (children as mandated by the government, avoid immediate dramatic c) Tj 316.5 0 TD -0.1333 Tc 1.0708 Tw (hanges in classroom management ) Tj -316.5 -12.75 TD -0.1202 Tc 0.1754 Tw (and practices that teachers are accustomed to. The energy devoted to give onsite support to AMC teachers ) Tj 0 -12.75 TD -0.1573 Tc 0.3448 Tw (to change classroom processes overtime is noteworthy. ) Tj 245.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -245.25 -18 TD /F4 11.25 Tf -0.0941 Tc 0.0941 Tw (Curriculum Reform or Systemic Reform:) Tj 180.75 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1958 Tc 0.5708 Tw (GS posits that the introduc) Tj 117.75 0 TD -0.0746 Tc 0.2621 Tw (tion of new t) Tj 57 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1275 Tc (l) Tj 2.25 0 TD 0.0038 Tc (-) Tj 4.5 0 TD -0.1167 Tc 0.3042 Tw (ms and accompanying ) Tj -369 -12.75 TD -0.171 Tc 1.8585 Tw (teacher support system is the main strategy it is following in AMC. However, a concern for systemic ) Tj 0 -12.75 TD -0.1669 Tc 1.1044 Tw (reforms is evident in GS\222s interaction with the administration. It is insisting on regularity of GS classes, ) Tj T* -0.0615 Tc 0.999 Tw (keeping tab) Tj 51.75 0 TD -0.0601 Tc 0.9441 Tw (s on teacher absenteeism, and trying to ensure that replacements are organized for teachers ) Tj -51.75 -12.75 TD -0.1333 Tc 0.9637 Tw (who are on leave. It is trying to ensure that the Principals do not take teachers away from classes for at ) Tj 0 -12.75 TD -0.1016 Tc 1.0391 Tw (least three hours. It is trying to ensure that trained te) Tj 240 0 TD -0.0684 Tc 0.9309 Tw (achers are not transferred out from the school. In ) Tj -240 -12.75 TD -0.1428 Tc 2.5362 Tw (another vein, it is posited that the strategy revolves around providing materials in the hands of the ) Tj 0 -12.75 TD -0.1464 Tc 0.5214 Tw (children. They can organize their own learning if suitable materials are provided and given in their h) Tj 444.75 0 TD -0.0367 Tc 0.2242 Tw (ands. ) Tj -444.75 -12 TD -0.0776 Tc 1.8835 Tw (If teacher support and attention is also provided, it can come as a bonus, the more the better. Thus ) Tj 0 -12.75 TD -0.1533 Tc 0.3408 Tw (ensuring provision of materials and teachers in the classroom is the driving force of the intervention. ) Tj 445.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -445.5 -18.75 TD /F4 11.25 Tf -0.1083 Tc 0.1083 Tw (Leveraging From An Independent Base:) Tj 178.5 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.0425 Tc 0.145 Tw (A strat) Tj 30 0 TD -0.132 Tc 0.3195 Tw (egic lever GS has is the existence of its own project in the ) Tj -211.5 -12.75 TD -0.072 Tc 1.0809 Tw (bastis of Ahmedabad. It is able to show how it can ensure regular teaching in the classes. It is able to ) Tj 0 -12.75 TD -0.1092 Tc 0.2967 Tw (show how it can organize group work and personalized support to each child with facilities) Tj 404.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0781 Tc 0.0156 Tw (that are much ) Tj -407.25 -12.75 TD -0.1047 Tc 0.3338 Tw (less than those afforded by AMC. It is able to show how information about various aspects of curriculum ) Tj 0 -12.75 TD -0.0919 Tc 0.4558 Tw (and class management are collected, kept and used for improving efficiency of the programme. And it is ) Tj 0 -12 TD -0.0082 Tc 1.6957 Tw (able to show that GS can manage al) Tj 171.75 0 TD -0.0272 Tc 1.6611 Tw (l this at a fairly macro scale of over 200 classes. Thus at both ) Tj -171.75 -12.75 TD -0.1202 Tc 1.7636 Tw (curricular and systemic planes, GS is in a position to press for desired changes. However, whether a ) Tj 0 -12.75 TD -0.1327 Tc 2.731 Tw (further expansion of GS classes will contribute to its leveraging potential is not a very) Tj 0 Tc -0.5625 Tw ( ) Tj 418.5 0 TD -0.0495 Tc 0.237 Tw (convincing ) Tj -418.5 -12.75 TD -0.1931 Tc 0 Tw (proposition.) Tj 53.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -53.25 -18.75 TD ( ) Tj 0 -19.5 TD /F0 11.25 Tf 0.0087 Tc 0.1788 Tw (In Conclusion) Tj 66 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj -66 -18 TD -0.0497 Tc 0.2372 Tw (AMC is a public sector facility for children that cannot ever be replaced by a private or NGO enterprise. ) Tj 0 -12 TD -0.1359 Tc 1.0317 Tw (Thus ideally GS should use its project to fight for sectoral reform such that AMC like facilities provide ) Tj 0 -12.75 TD -0.099 Tc 0 Tw (meani) Tj 26.25 0 TD -0.1064 Tc 0.338 Tw (ngful education to all, especially the poor. GS facilities compare badly with those of AMC in terms ) Tj -26.25 -12.75 TD -0.0869 Tc 2.348 Tw (of space and infrastructure. GS classes are run in small rooms inside people\222s homes. There is no ) Tj 0 -12.75 TD -0.0853 Tc 1.1061 Tw (advantage of keeping children in such cramped spaces for t) Tj 270.75 0 TD -0.1068 Tc 0.9505 Tw (hree hours for three years, while the larger, ) Tj -270.75 -12.75 TD -0.1287 Tc 1.8162 Tw (better furnished, lit and ventilated spaces f the government schools lie under utilized. GS also has to ) Tj 0 -12.75 TD -0.1629 Tc 1.1504 Tw (negotiate suitable processes to get its children evaluated by AMC administration and certified fit to join) Tj 468 0 TD 0 Tc 0.1875 Tw ( ) Tj -468 -12.75 TD -0.1614 Tc 0.3489 Tw (class 4 in government schools. \(Annual Report, 2002) Tj 233.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1397 Tc 0.1908 Tw (03,pg. 19\). It has to try hard to convince parents and ) Tj -237 -12.75 TD -0.0884 Tc 0.3944 Tw (others in the community to give value to the high quality educational inputs GS seeks to provide in what ) Tj 0 -12 TD -0.1849 Tc 0.3724 Tw (to parents does not seem like a school \(Ann) Tj 191.25 0 TD -0.1559 Tc 0.3434 Tw (ual Report, 2002) Tj 73.5 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.0934 Tc 0.2809 Tw (03, pg. 14\). ) Tj 54 0 TD 0 Tc 0.1875 Tw ( ) Tj -322.5 -18.75 TD -0.1394 Tc 0.4698 Tw (The case GS is making in favour of its feeder strategy is that it can provide good quality education at RS. ) Tj 0 -12.75 TD -0.1678 Tc 1.0636 Tw (1500 per child whereas the government spends RS. 5000 per child and even then fails to deliver results. ) Tj T* -0.2165 Tc 0.404 Tw (GS also point) Tj 59.25 0 TD -0.1515 Tc 0.418 Tw (s out that a larger proposition of its fund is spent for children and not on salaries of teachers. ) Tj -59.25 -12.75 TD -0.1004 Tc 0.9497 Tw (While these facts substantiate a case for a good social welfare programme that provides good value for ) Tj 0 -12.75 TD -0.0746 Tc 3.3454 Tw (money spent by donors, it does not address the larger) Tj 0 Tc 0.1875 Tw ( ) Tj 272.25 0 TD -0.0932 Tc 3.4057 Tw (issues of mass education in the country.) Tj 0 Tc 0.1875 Tw ( ) Tj -272.25 -12.75 TD -0.1521 Tc 0.6208 Tw (Undoubtedly the government must increase its spending on t) Tj 269.25 0 TD 0.0038 Tc 0 Tw (-) Tj 4.5 0 TD -0.1275 Tc (l) Tj 2.25 0 TD 0.0038 Tc (-) Tj 4.5 0 TD -0.0816 Tc 0.2691 Tw (ms and trainings. But, a properly paid and ) Tj -280.5 -12 TD -0.1032 Tc 0.9907 Tw (professionalised teacher cadre and a well maintained school infrastructure is not a dispensable factor in ) Tj 0 -12.75 TD 0 Tc 0.1875 Tw (the m) Tj 24.75 0 TD 0.1675 Tc 0 Tw (ass) Tj 14.25 0 TD 0.0038 Tc (-) Tj 3 0 TD -0.1206 Tc 0.3081 Tw (education enterprise. ) Tj 94.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -136.5 -18.75 TD -0.167 Tc 1.067 Tw (GS seems to suggest, for example that ten GS like units may be set up in Ahmedabad to provide strong ) Tj 0 -12.75 TD -0.1163 Tc 0.3038 Tw (educational grounding to children in slums and having prepared them well, can feed them into the regular ) Tj T* -0.0622 Tc 0.9997 Tw (municipal schools at cl) Tj 103.5 0 TD -0.1345 Tc 1.022 Tw (ass 4 level. However this is only one of the possibilities of partnership between ) Tj -103.5 -12.75 TD -0.0588 Tc 1.038 Tw (the public and the \221private\222 agencies \(and it is fraught with limitations as discussed above\). If GS can ) Tj ET endstream endobj 53 0 obj 8167 endobj 51 0 obj << /Type /Page /Parent 34 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 52 0 R >> endobj 56 0 obj << /Length 57 0 R >> stream BT 72 711 TD 0 0 0 rg /F1 11.25 Tf -0.1851 Tc 1.8726 Tw (demonstrate success in its present initiative with AMC, other possib) Tj 312 0 TD -0.1587 Tc 1.4712 Tw (ilities will also gain credence. For ) Tj -312 -12.75 TD -0.181 Tc 2.6721 Tw (example, GS can show how school management can be modified to improve learning processes. Its) Tj 0 Tc -0.5625 Tw ( ) Tj 0 -12.75 TD -0.0831 Tc 0.2706 Tw (understanding of the \221total system solution\222 approach \(Annual Report, 2002) Tj 337.5 0 TD 0.0038 Tc 0 Tw (-) Tj 4.5 0 TD -0.1162 Tc 0.5538 Tw (03, pg.3\) is crucial. GS may ) Tj -342 -12.75 TD -0.2152 Tc 0.9027 Tw (think of providing gr) Tj 93 0 TD -0.0622 Tc 0.2497 Tw (eater supervisory support and also the back up of some extra teachers to tone up the ) Tj -93 -12 TD -0.1404 Tc 0.9279 Tw (functioning of the municipal schools ) Tj 168 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1247 Tc 0.9997 Tw (as an interim measure put in place till administration is made to ) Tj -177.75 -12.75 TD -0.1498 Tc 0.3373 Tw (see the need for such investments and provide for them. ) Tj 248.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -248.25 -18.75 TD -0.0343 Tc 1.7218 Tw (GS can wo) Tj 51.75 0 TD -0.1164 Tc 1.7102 Tw (rk along with the administration to find \221out of the box\222 solutions for bottlenecks such as ) Tj -51.75 -12.75 TD -0.1193 Tc 2.4631 Tw (teacher absenteeism. In a discussion with the chairperson of the AMC School Board, a very novel ) Tj 0 -12.75 TD -0.057 Tc 0.3127 Tw (suggestion was being explored. The idea was to harness the trainees ) Tj 308.25 0 TD -0.0232 Tc 0.2107 Tw (of teacher training colleges to go to ) Tj -308.25 -12.75 TD -0.0887 Tc 0.3262 Tw (the schools where teachers were on leave for their practice teaching. Instead of more GS) Tj 397.5 0 TD 0.0038 Tc 0 Tw (-) Tj 4.5 0 TD -0.0949 Tc 0.0324 Tw (like classes we ) Tj -402 -12.75 TD -0.0988 Tc 1.0364 Tw (need more AMC classes under GS) Tj 157.5 0 TD 0.0038 Tc 0 Tw (-) Tj 4.5 0 TD -0.1232 Tc 1.2652 Tw (like projects. GS can in fact additionally organize help in escorting ) Tj -162 -12.75 TD -0.0619 Tc 0.2494 Tw (children to) Tj 47.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0985 Tc 0.3694 Tw (the AMC schools, which may be at a distance and involve crossing the road etc. GS may also ) Tj -50.25 -12 TD -0.1454 Tc 0.3329 Tw (provide support to learning by way of library and activity centers in the bastis. ) Tj 347.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -347.25 -18.75 TD -0.0695 Tc 0.3147 Tw (However, it appears that GS is \(understandably\) wary and unsure of the prospects ) Tj 369 0 TD -0.1218 Tc 0.4968 Tw (of the AMC initiative. ) Tj -369 -12.75 TD -0.1454 Tc 3.4329 Tw (Given the increased interest in education in political circles, this is a juncture when civil society) Tj 0 Tc 0.1875 Tw ( ) Tj 0 -12.75 TD -0.0878 Tc 0.369 Tw (organizations like ESO can concentrate on extracting the maximum results that are possible in the public ) Tj T* -0.0868 Tc 0.6493 Tw (sector. There will always ) Tj 117 0 TD -0.1346 Tc 1.0144 Tw (be time to try out the AMUL like strategy combined with competitive market ) Tj -117 -12.75 TD -0.1006 Tc 1.0881 Tw (dynamics among various CSOs vying to get contracts to deliver good primary level education\( Annual ) Tj 0 -12.75 TD -0.1759 Tc 0.3634 Tw (Report, 2002) Tj 57 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1255 Tc 0.4201 Tw (03, pg. 5\). 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