%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\( Annual ) Tj 0 -12.75 TD -0.1759 Tc 0.3634 Tw (Report, 2002) Tj 57 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1255 Tc 0.4201 Tw (03, pg. 5\). GS should, in the next few years, use all its advantages ) Tj 296.25 0 TD -0.1357 Tc 0.3232 Tw (derived from the existing ) Tj -357 -12 TD -0.1658 Tc 0.3533 Tw (200 scale operation to revamp the total system of the AMC schools as much as possible. ) Tj 391.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -391.5 -17.25 TD /F5 9.75 Tf -0.0369 Tc -0.1506 Tw (Rashmi Paliwal) Tj 62.25 0 TD 0 Tc -0.1875 Tw ( ) Tj -62.25 -17.25 TD 0.4715 Tc 0 Tw (Mar) Tj 18 0 TD -0.2467 Tc (-) Tj 2.25 0 TD -0.1316 Tc -0.0559 Tw (Apr 2007) Tj 36 0 TD /F0 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj -56.25 -19.5 TD /F1 12 Tf 0 Tw ( ) Tj ET endstream endobj 57 0 obj 4122 endobj 54 0 obj << /Type /Page /Parent 55 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F5 49 0 R >> /ProcSet 2 0 R >> /Contents 56 0 R >> endobj 6 0 obj << /Type /Font /Subtype /TrueType /Name /F0 /BaseFont /TimesNewRoman,Bold /FirstChar 32 /LastChar 255 /Widths [ 250 333 555 500 500 1000 833 278 333 333 500 570 250 333 250 278 500 500 500 500 500 500 500 500 500 500 333 333 570 570 570 500 930 722 667 722 722 667 611 778 778 389 500 778 667 944 722 778 611 778 722 556 667 722 722 1000 722 722 667 333 278 333 581 500 333 500 556 444 556 444 333 500 556 278 333 556 278 833 556 500 556 556 444 389 333 556 500 722 500 500 444 394 220 394 520 778 500 778 333 500 500 1000 500 500 333 1000 556 333 1000 778 667 778 778 333 333 500 500 350 500 1000 333 1000 389 333 722 778 444 722 250 333 500 500 500 500 220 500 333 747 300 500 570 333 747 500 400 549 300 300 333 576 540 250 333 300 330 500 750 750 750 500 722 722 722 722 722 722 1000 722 667 667 667 667 389 389 389 389 722 722 778 778 778 778 778 570 778 722 722 722 722 722 611 556 500 500 500 500 500 500 722 444 444 444 444 444 278 278 278 278 500 556 500 500 500 500 500 549 500 556 556 556 556 500 556 500 ] /Encoding /WinAnsiEncoding /FontDescriptor 7 0 R >> endobj 7 0 obj << /Type /FontDescriptor /FontName /TimesNewRoman,Bold /Flags 16418 /FontBBox [ -250 -216 1178 1000 ] /MissingWidth 327 /StemV 136 /StemH 136 /ItalicAngle 0 /CapHeight 891 /XHeight 446 /Ascent 891 /Descent -216 /Leading 149 /MaxWidth 982 /AvgWidth 427 >> endobj 8 0 obj << /Type /Font /Subtype /TrueType /Name /F1 /BaseFont /TimesNewRoman /FirstChar 32 /LastChar 255 /Widths [ 250 333 408 500 500 833 778 180 333 333 500 564 250 333 250 278 500 500 500 500 500 500 500 500 500 500 278 278 564 564 564 444 921 722 667 667 722 611 556 722 722 333 389 722 611 889 722 722 556 722 667 556 611 722 722 944 722 722 611 333 278 333 469 500 333 444 500 444 500 444 333 500 500 278 278 500 278 778 500 500 500 500 333 389 278 500 500 722 500 500 444 480 200 480 541 778 500 778 333 500 444 1000 500 500 333 1000 556 333 889 778 611 778 778 333 333 444 444 350 500 1000 333 980 389 333 722 778 444 722 250 333 500 500 500 500 200 500 333 760 276 500 564 333 760 500 400 549 300 300 333 576 453 250 333 300 310 500 750 750 750 444 722 722 722 722 722 722 889 667 611 611 611 611 333 333 333 333 722 722 722 722 722 722 722 564 722 722 722 722 722 722 556 500 444 444 444 444 444 444 667 444 444 444 444 444 278 278 278 278 500 500 500 500 500 500 500 549 500 500 500 500 500 500 500 500 ] /Encoding /WinAnsiEncoding /FontDescriptor 9 0 R >> endobj 9 0 obj << /Type /FontDescriptor /FontName /TimesNewRoman /Flags 34 /FontBBox [ -250 -216 1166 1000 ] /MissingWidth 324 /StemV 73 /StemH 73 /ItalicAngle 0 /CapHeight 891 /XHeight 446 /Ascent 891 /Descent -216 /Leading 149 /MaxWidth 972 /AvgWidth 401 >> endobj 13 0 obj << /Type /Font /Subtype /TrueType /Name /F2 /BaseFont /Symbol /FirstChar 30 /LastChar 255 /Widths [ 600 600 250 333 713 500 549 833 778 439 333 333 500 549 250 549 250 278 500 500 500 500 500 500 500 500 500 500 278 278 549 549 549 444 549 722 667 722 612 611 763 603 722 333 631 722 686 889 722 722 768 741 556 592 611 690 439 768 645 795 611 333 863 333 658 500 500 631 549 549 494 439 521 411 603 329 603 549 549 576 521 549 549 521 549 603 439 576 713 686 493 686 494 480 200 480 549 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 600 620 247 549 167 713 500 753 753 753 753 1042 987 603 987 603 400 549 411 549 549 713 494 460 549 549 549 549 1000 603 1000 658 823 686 795 987 768 768 823 768 768 713 713 713 713 713 713 713 768 713 790 790 890 823 549 250 713 603 603 1042 987 603 987 603 494 329 790 790 786 713 384 384 384 384 384 384 494 494 494 494 600 329 274 686 686 686 384 384 384 384 384 384 494 494 494 600 ] /FontDescriptor 14 0 R >> endobj 14 0 obj << /Type /FontDescriptor /FontName /Symbol /Flags 6 /FontBBox [ -250 -220 1250 1005 ] /MissingWidth 333 /StemV 109 /StemH 109 /ItalicAngle 0 /CapHeight 1005 /XHeight 503 /Ascent 1005 /Descent -220 /Leading 225 /MaxWidth 1042 /AvgWidth 600 >> endobj 15 0 obj << /Type /Font /Subtype /TrueType /Name /F3 /BaseFont /Arial /FirstChar 32 /LastChar 255 /Widths [ 278 278 355 556 556 889 667 191 333 333 389 584 278 333 278 278 556 556 556 556 556 556 556 556 556 556 278 278 584 584 584 556 1015 667 667 722 722 667 611 778 722 278 500 667 556 833 722 778 667 778 722 667 611 722 667 944 667 667 611 278 278 278 469 556 333 556 556 500 556 556 278 556 556 222 222 500 222 833 556 556 556 556 333 500 278 556 500 722 500 500 500 334 260 334 584 750 556 750 222 556 333 1000 556 556 333 1000 667 333 1000 750 611 750 750 222 222 333 333 350 556 1000 333 1000 500 333 944 750 500 667 278 333 556 556 556 556 260 556 333 737 370 556 584 333 737 552 400 549 333 333 333 576 537 278 333 333 365 556 834 834 834 611 667 667 667 667 667 667 1000 722 667 667 667 667 278 278 278 278 722 722 778 778 778 778 778 584 778 722 722 722 722 667 667 611 556 556 556 556 556 556 889 500 556 556 556 556 278 278 278 278 556 556 556 556 556 556 556 549 611 556 556 556 556 500 556 500 ] /Encoding /WinAnsiEncoding /FontDescriptor 16 0 R >> endobj 16 0 obj << /Type /FontDescriptor /FontName /Arial /Flags 32 /FontBBox [ -250 -212 1211 1000 ] /MissingWidth 276 /StemV 80 /StemH 80 /ItalicAngle 0 /CapHeight 905 /XHeight 453 /Ascent 905 /Descent -212 /Leading 150 /MaxWidth 1009 /AvgWidth 441 >> endobj 22 0 obj << /Type /Font /Subtype /TrueType /Name /F4 /BaseFont /TimesNewRoman,Italic /FirstChar 32 /LastChar 255 /Widths [ 250 333 420 500 500 833 778 214 333 333 500 675 250 333 250 278 500 500 500 500 500 500 500 500 500 500 333 333 675 675 675 500 920 611 611 667 722 611 611 722 722 333 444 667 556 833 667 722 611 722 611 500 556 722 611 833 611 556 556 389 278 389 422 500 333 500 500 444 500 444 278 500 500 278 278 444 278 722 500 500 500 500 389 389 278 500 444 667 444 444 389 400 275 400 541 778 500 778 333 500 556 889 500 500 333 1000 500 333 944 778 556 778 778 333 333 556 556 350 500 889 333 980 389 333 667 778 389 556 250 389 500 500 500 500 275 500 333 760 276 500 675 333 760 500 400 549 300 300 333 576 523 250 333 300 310 500 750 750 750 500 611 611 611 611 611 611 889 667 611 611 611 611 333 333 333 333 722 667 722 722 722 722 722 675 722 722 722 722 722 556 611 500 500 500 500 500 500 500 667 444 444 444 444 444 278 278 278 278 500 500 500 500 500 500 500 549 500 500 500 500 500 444 500 444 ] /Encoding /WinAnsiEncoding /FontDescriptor 23 0 R >> endobj 23 0 obj << /Type /FontDescriptor /FontName /TimesNewRoman,Italic /Flags 98 /FontBBox [ -250 -216 1166 1000 ] /MissingWidth 378 /StemV 73 /StemH 73 /ItalicAngle -11 /CapHeight 891 /XHeight 446 /Ascent 891 /Descent -216 /Leading 149 /MaxWidth 972 /AvgWidth 402 >> endobj 49 0 obj << /Type /Font /Subtype /TrueType /Name /F5 /BaseFont /TimesNewRoman,BoldItalic /FirstChar 32 /LastChar 255 /Widths [ 250 389 555 500 500 833 778 278 333 333 500 570 250 333 250 278 500 500 500 500 500 500 500 500 500 500 333 333 570 570 570 500 832 667 667 667 722 667 667 722 778 389 500 667 611 889 722 722 611 722 667 556 611 722 667 889 667 611 611 333 278 333 570 500 333 500 500 444 500 444 333 500 556 278 278 500 278 778 556 500 500 500 389 389 278 556 444 667 500 444 389 348 220 348 570 778 500 778 333 500 500 1000 500 500 333 1000 556 333 944 778 611 778 778 333 333 500 500 350 500 1000 333 1000 389 333 722 778 389 611 250 389 500 500 500 500 220 500 333 747 266 500 606 333 747 500 400 549 300 300 333 576 500 250 333 300 300 500 750 750 750 500 667 667 667 667 667 667 944 667 667 667 667 667 389 389 389 389 722 722 722 722 722 722 722 570 722 722 722 722 722 611 611 500 500 500 500 500 500 500 722 444 444 444 444 444 278 278 278 278 500 556 500 500 500 500 500 549 500 556 556 556 556 444 500 444 ] /Encoding /WinAnsiEncoding /FontDescriptor 50 0 R >> endobj 50 0 obj << /Type /FontDescriptor /FontName /TimesNewRoman,BoldItalic /Flags 16482 /FontBBox [ -250 -216 1195 1000 ] /MissingWidth 332 /StemV 131 /StemH 131 /ItalicAngle -11 /CapHeight 891 /XHeight 446 /Ascent 891 /Descent -216 /Leading 149 /MaxWidth 996 /AvgWidth 412 >> endobj 2 0 obj [ /PDF /Text ] endobj 5 0 obj << /Kids [4 0 R 12 0 R 19 0 R 24 0 R 27 0 R 30 0 R ] /Count 6 /Type /Pages /Parent 58 0 R >> endobj 34 0 obj << /Kids [33 0 R 37 0 R 40 0 R 43 0 R 46 0 R 51 0 R ] /Count 6 /Type /Pages /Parent 58 0 R >> endobj 55 0 obj << /Kids [54 0 R ] /Count 1 /Type /Pages /Parent 58 0 R >> endobj 58 0 obj << /Kids [5 0 R 34 0 R 55 0 R ] /Count 13 /Type /Pages /MediaBox [ 0 0 612 792 ] >> endobj 1 0 obj << /Creator <FEFF0041007000700065006E0064006900780020003300300020004700790061006E007300680061006C00610020007200650070006F007200740020005B0043006F006D007000610074006900620069006C0069007400790020004D006F00640065005D0020002D0020004D006900630072006F0073006F0066007400200057006F00720064> /CreationDate (D:20090511163545) /Title <FEFF0041007000700065006E0064006900780020003300300020004700790061006E007300680061006C00610020007200650070006F00720074> /Author <FEFF006500640075> /Producer (Acrobat PDFWriter 4.05 for Windows NT) >> endobj 3 0 obj << /Pages 58 0 R /Type /Catalog >> endobj xref 0 59 0000000000 65535 f 0000110945 00000 n 0000110521 00000 n 0000111482 00000 n 0000007187 00000 n 0000110552 00000 n 0000102390 00000 n 0000103489 00000 n 0000103759 00000 n 0000104848 00000 n 0000000019 00000 n 0000007166 00000 n 0000014472 00000 n 0000105108 00000 n 0000106174 00000 n 0000106432 00000 n 0000107519 00000 n 0000007317 00000 n 0000014451 00000 n 0000023521 00000 n 0000014627 00000 n 0000023500 00000 n 0000107773 00000 n 0000108869 00000 n 0000031871 00000 n 0000023653 00000 n 0000031850 00000 n 0000038737 00000 n 0000032002 00000 n 0000038716 00000 n 0000047778 00000 n 0000038868 00000 n 0000047757 00000 n 0000056487 00000 n 0000110660 00000 n 0000047898 00000 n 0000056466 00000 n 0000064742 00000 n 0000056608 00000 n 0000064721 00000 n 0000073366 00000 n 0000064874 00000 n 0000073345 00000 n 0000081246 00000 n 0000073498 00000 n 0000081225 00000 n 0000089505 00000 n 0000081378 00000 n 0000089484 00000 n 0000109139 00000 n 0000110242 00000 n 0000097904 00000 n 0000089661 00000 n 0000097883 00000 n 0000102246 00000 n 0000110770 00000 n 0000098048 00000 n 0000102225 00000 n 0000110845 00000 n trailer << /Size 59 /Root 3 0 R /Info 1 0 R /ID [<8c9c790684f2a0c5c3f412a0d20a32cd><8c9c790684f2a0c5c3f412a0d20a32cd>] >> startxref 111532 %%EOF