VK ON EDUCATION .......

EDUCATION IN INDIA

Before we discuss what Education means in India, let us analyze the factors responsible for the present status – right or wrong.

Mind Status & Bringing up of a child

The MAJOR problem here is, who boast that (it is true also) India is the strongest in youth power,  the education is not student oriented;  the policy is based on pass percentage.

1.       A child is brought up by parents (with their full influence & socialization) till 5 years of age.

(in fact this socialization starts since the time the child is in the womb of the mother)

2.       Between 5 & 12 (roughly) it is by School activities, the Teachers & the School  environment.

3.       Then the friends who influence to a very great extent.

4.       Last the Society.

This is inevitable. The child is still mouldable, say up to 18 years and then he forms his own stable opinions (‘ he’ holds good for ‘she’ also)

1.       Up to 5 years, the parents play a very vital role. They have to live their life as a model for the child in building up their values of life.

2.       The child should be strengthened in vocabulary in mother tongue, by talking only in mother tongue,  not preach but Practice so that the child learns the virtues.  It should not be influenced by the  thought,  what the others(relatives , friends, society) say.

3.       Parents should be convinced themselves about what they are doing.

4.       The child should not be sent to School

5.       He should be taught to express first orally, then by writing, exposed to number of stories, encouraged to do whatever the child wants-like singing, drawing…anything; but should be natural. Only the environment should be provided without any influence.

6.       Taking the child away from the secured shelter at home to new environment at 2 ½ years is damaging to the mental health & attitude.  It is too early an age for the child to get influenced by people other than parents.

7.       The parents send the kids to so called ‘Kinder Garden’ –some of the reasons are

(a)    The mother finds it difficult to manage the child at home

(b)   Mother is not able to spend quality time with the child.

(c)    Worse is the case of working mothers

(d)   The mother  is influenced by others; compare with others and feels her child is missing out on something that other children are getting.

(e)   The mother feels that this way the child will learn to mingle & play with other children.

In olden days most of the families had several children, which was a learning platform for the child. Even otherwise before 5 they need not be exposed to variety.

8.       When the child is born (may be even before), the parents decide what the child should be & start brainwashing the child. That is why, IIT coaching has come down (as a Big Business) to 6^th Std. level.  It is not yet started to pregnant women!!!!!

9.       The mother starts her perennial comparisons with other children, other Schools, talks to friends non stop about School, teachers etc. (good or bad) and this leaves a very great impact on the child’s mind and this action has a reaction later, follows the law of nature that energy can not be lost.

Though I can still elaborate on this, I will stop here & put in a nut shell that Education till 5 years of age should be indirect, the child learning by observing, feeling, smelling, touching, rather than from Black Board within four walls, with a rigid time table. 

From 5 to 10

[One Major development  before 5 yrs. is the hand & eye coordination and similar coordinations with multiple sense organs.  Parents should not feel excited about “my child talks only English, he can recite number of Rhymes, can identify colors” etc. etc…..the list is long. It is more damaging when these important developments are compared with other kids & discussed at home. The child is exposed to an unhealthy competition at this age itself. If we think the child can not understand  these comparisons when he is 2 or 3, we are mistaken.  The child starts worrying about satisfying the mother by learning with the pace the mother wants and develops psychological pressures at that early formative years-which continues through life. ]

1^st Standard to 5^th Standard (Primary)

When the child crosses 5 yrs, it is natural but he starts seeking attention by the outside world. The first in line is the teacher.

In my opinion, this should be the age a child enters school. – mentally & physically ready to take more and needs it also.

The teacher has the greatest impact. Unfortunately teachers start talking about “finishing portion”, preparing the child for exams- which is very unhealthy approach.

The child needs knowledge – not facts. The subjects the child is exposed to (not taught) should be, writing in Mother tongue, speaking in one more language other than mother tongue (see I also struggle to get the spelling of tongue correctly),  Arithmetic and lots of activities.

Unfortunately the fundamentals of Arithmetic also is taught in an abstract way, the child not exposed to the logic behind it, which creates a fear of Maths, which is irreversible.

Make the child get used to the home away from home, not by giving chocolates by showing only love & not scaring the child with facts to be learnt by heart. 

All teaching should be activity based.  The number of topics taken should be limited; but with more depth.

For instance one topic can be chosen, more familiar for the child, say WATER.

Spoken English should be taught (not explicit grammer classes) by making the child talk about water. In the process the child learns new words, spellings (simple words). The child need not be exposed to compound statements.

(With all our pride, educating children in English medium, so many of children of today-even at Xth grade-  are not able to either comprehend or form flawless sentences.  I started my Alphabet learning in VI th standard. Till then only Tamil. But after that the learning process was faster, as the mind could assimilate better and by that time I entered college with English Medium, I was quite comfortable with the Language.)

Other scientific factors about water, geography, resource, resource management-all could be based on water.  Purification, health facts…….every thing.

Another Major draw back is – the teacher wants to show all her knowledge rather than encourage the child to imagine. The child can not visualize everything. The child has to be shown.  Activity based education, projects based on the theme of the month (one month-one theme) will definitely ensure a better learning process.  Lot of scope should be given to the child to imagine / think rather than reading from a book. (padam paarthu kathai solluvathellam poye pochu!!)

In a discussion on ABL, the teachers in charge of the same were all against it, giving united opinion, it takes longer time; how to finish the portion!!! How does the child know the pressure of the teachers to finish the portion??? 

The syllabus should be restricted to fewer topics, each done with greater depth. There is no depth in the education. Too many topics, less content in each, the contents are disjointed, there is no coherent, natural development of concepts.

The atmosphere should be not teaching atmosphere, but learning  atmosphere.  The children should be exposed to open area with more games, & they will learn co-existance in a natural way.

Mugging up should be totally banned. That is not learning. No home work. Mother is not there to teach the subjects. It is the teachers’ responsibility. The child should not be reminded of school, once he is back. But when he talks about school, give patient hearing without comment.  If the mother starts questioning about school activities, then the child, when attending school, will have the pressure that he has to report to the mother; so he has to learn everything by heart.

{Mind has a very great control over our body. There are articles “Mind & Matter” written by American authors..interesting facts..but most of the text give examples  from Indian Scriptures, philosophy & practice !!! Unfortunately we ignore ‘what is Indian’ & accept blindly when the same goes to West & comes back well presented in English. (1) Our writings are in Sanskrit… we won’t learn. If the prayer song in Parliament is in Sanskrit we will protest (2) We attach more value to western writing, as if they know better than us.}

 Let us come to the age grout 10,11,12… 6^th , 7^th, 8^th classes.

What I am trying to convey is how Education (not Academics) should take care of mental well being of a child.

This phase is one of the crucial periods. Till then the child tries to follow elders-parents, teachers. Now he starts thinking on his own; discusses his thoughts with friends. When there is disagreement, gets confused. Lacks knowledge of the so called priorities the parents & teachers advocate. This confusion where he is not allowed a natural transformation results in lowering of academic performances. All parents start worrying, “my son was very good in studies till 5^th. Now he is sliding down-not within 10 ranks (I don’t know why this 10 is a magic number. Parents are happy with ‘within 10’ & anxious with ‘above 10’ & worried if it is 10!!!)

At that age the child is mentally prepared to take more; but still not ready for abstract concepts. Our brain has several areas, each having a specific function. (Language, Calculations, Cultural development, fine arts, analytical thinking etc. etc. Each part has to be excersised for development of that part. The child is still not in a position to decide how his future should be. So the question put to the child “what will you become when you grow up is absurd” . The child’s answer is different to different persons, asking the same questions or they answer what the parents like.

GENE plays one of the major roles in what the child turns out to be.  The genetic factor can be inherited from the ancestors, since 5 generations. The pedigree of 5 generations is really very big.  There is no point in discussing this rather than accepting it.

(I want to mention about an advertisement; it goes like this; the son, on returning from  school, declares he got 1^st prize, a medal or something. The parents want to establish, the genes is from mother’s side… from father’s side, assuming it should be for academics. Then the child will say, the prize he earned is for a drawing, which he spreads & shows)

Genetically, if the child is very good at something, he will, at any cost, exhibit the talent and grow well in that field aggressively. One cannot suppress this. If no such natural talent is exhibited, it doesn’t mean that the child is good for nothing; but has inherited little of many things.

Ms.Sudha Raghunathan’s daughter has not taken to singing but dancing. But not public performances. Ms.Nithya shree has a strong  genes in Music. But if her little daughter also sings well (yes-she does), on one side it is Genes; on the other it is the atmosphere at home.

 (More to be added about genetics)

At the age-10 to 13 years (6^th,7^th, 8^th Class roughly), the environment plays a very vital role. That is why the School curriculum, atmosphere, teachers, head of the institution & of course the parents should be careful. The child is still in formative years.

The subjects could be distinguished now as Maths, Science (not specific Sciences),  History, 2/3 Languages etc. Other activities should be, for example, Music, drawing, painting, needle work, carpentry, electrical gadgets, electronics etc.  These activities should only be practicals. There should not be any theory to write down & learn.

Maths  of course should be taught to improve the analytical thinking of the child. Drilling is essential but not to the extent that the child starts hating it. I know a school, where they give Home Work, but the parents are not supposed to compel the child. If the child doesn’t do the home work, the child is not given new concept till he becomes clear with the earlier one. This works wonders. Without compulsion the child does his home work. But this should not be made very obvious humiliating the child.

Handling this age is like walking on a rope; at the same time easy if teachers and parents are more natural.

Science (Geography also is a science) should be taught relating each and every concept with day to day life situation. It is quite possible if the teacher puts effort.

[One thing I have to emphasise here. A teacher should be a continuous learner; not only from books but also from the students.]

The fundamentals of any topic should be taught leaving much to the imagination of the child. I came across a question - after the teacher taught about Universe, Gravitation, some Geography etc.- “write a note on what changes  you will come across if you happen to travel from SUN to EARTH. It is a very beautiful, thought provoking question where the answer will be slightly different with different child. This should not be corrected with red ink with lots of red underlines, x marks. The student should be made to read, not ridiculed & if the concept somewhere is wrong corrected in a lovely way.  Kids are very sensitive at this age. There is a metabolic transformation  in them and the harmones are disturbed.(This hormonal disturbances continue till 18 years – maximum between 13 to 18) So, if a child is criticized, it wounds the child some time beyond repair.

The topics in each subject should be limited and gone to depth. For instance, there are number of topics in Science like Heat, Light, Electricity, Magnetism, Sound, Atoms, force, work, power, energy etc. etc. (These are all classified as Physics-knowledge of Physical world. I couldn’t avoid this as my Major subject happens to be Physics !!!) All the topics need not be touched in one year, all superficially.  Few per year and taught little more deep. (Books to be given to the students need lot of changes. They should be more attractive, number of illustrations, not lots of text.) The students should be encouraged to do some simple projects, guidelines given by the teacher.

Most of the projects given now are for the parents than for the children. Some parents are creative and make good ones. Some may not. When they are presented, the child with an appealing one is praised (it is a complement for the parent who made it) and the others may feel offended & get angry with parents who are not creative. These projects or models are to bring out the understanding  and imagination of the child and not for exhibition !!!

At this juncture, I have to necessarily say something about the anxious parents and the wrong system of our Education & methodology. Till 5^th Std. the teacher provides all possible questions and the answers for them (to be re-written exactly in the same way!) in all the subjects, including Arithmetic(!) – the worst part is they all are written on the Black Board and the children made to copy.  At the time of copying, the child’s mind WILL wander with 50% concentration in what is being written. The child doesn’t bother to understand. It is just like photo copying. As the child copies, if the child by chances expresses his any doubt, he is suppressed by the teacher commenting, “see properly and write in the same way” .Some schools are even great. If they can afford, they provide photo copies. Even that 50% concentration is gone.

The worst scenario is at home. The mother takes the note books, happy that the question and answers are provided, starts drilling the child, once making him recite, once making him writing. This process is interluded with scoldings and beatings ( the typical common dialogues are: in colloquial Tamil “yen ippadi en uyirai vaangare;  oppichithaan vilayaada pOlam; vilayaadittu vandhu ezhuthi kaamikkanum; write aa ezhuthina T.V. le cartoon paarkkalaam; nee teacher kitta adi vaangathaan pOre; (then konjam konjals) samatthaa ezhuthummaa; un friendai paaru, avan ezhuthi mudichittaan; (that friend will look like a villain to the child)…… we can go on quoting phrases, typical phrases, surprisingly the story, screen play, dialogue, action are all similar in all the houses.

Then goes a series of phone calls with mothers of other children; how she is managing her son!! Bla…bla…bla…. I don’t have to elaborate, as every one has gone through this experience.

Till 5^th the mother  has the absolute pleasure of controlling(!) and monitoring the child’s performance. She also is proud that she has given her full attention and but for her, the rank within 10(!) would not have been possible.

Next curse is the written examination. In the exam hall, the child is more anxious to reproduce as his mother’s face is a night mare!! As soon as the child comes out of the room, the mother bounces on him, takes the question paper, checks first if she knows the answers for all the questions and then cross examines the child(the second exam!). In between comments like, “I told you this, I taught you this, I made you practice this etc.etc. She also is worried how other children have written compared to her own. (relative grading).  She counts the mistakes and keeps on repeating, he has made two / three mistakes; 2 / 3 marks gone etc. 

Let me stop here and ask; why this system of question / answers, learn by heart, repeat verbatim as dictated by the teacher!!! All because of the marks. Our lives are unfortunately linked with numbers in every stage. (this is a topic by itself.)

So the present system of examination should be scrapped fully. There is no need to assess the child in numbers. This puts the child as well as the parents under great pressure. During school going age the child witnesses lots of arguments, fights, ego clash etc. etc. between the parents & the child is at a loss to know which side to take. (This is again a separate topic by itself)

  

With the above back ground the child enters the age group 10 to 13, 6^th, 7^th, 8^th.

Already I have discussed about the subjects the child should be exposed to.  Here I have to mention about History. History classes are found boring to the students because, the content is not very good.  History is a must to learn subject. This instills a knowledge about our culture, government then & now, life styles of various periods I the past….etc. But the teacher handling the subject alone can create the interest.  Why can’t they narrate everything making the students have a mental picture? The years & events is a torture. Testing the same in exams is worse.  History is not only to learn the past; but also to guide our future life.

Civics should not be taught, again, with lots of theory. The child should be given a basic idea how a Government runs.

This reminds me of the two periods (1 ½ hours) session in my School days, named as citizenship training. This was for the middle school, part of curriculum, but not part of written examination. These classes were run under the shelter of a tree(much to the pleasure of the students);  the teachers narrates the history of freedom struggle, national leaders, make the children compose songs, create stories, enact plays related to general topics(not social issues), sing, learn little bit of cooking, first aid, etc. I feel most of the values of life & Indian culture are imparted this way, indirectly and has deep impact and transforms a child to be a better citizen.

Social problems, disaster management etc. need not be a part of discussion as the child is mentally not prepared to understand them. They have to, at this stage, learn to co-exist, understand some of their duties towards parents, the value of getting educated and modify their behavior.

During this period also, we have to carefully draft a plan to test the child and not create an aversion towards examination as a testing tool of their memory power.

Still, at this age group, the children are not yet ready for abstract concepts and the methodology of our testing with a question paper in hand, trying to recall from the text book and reproduce in the paper, the so called answers.

They are not going to achieve anything by such examinations. These examinations do not prepare the children for their future.

There can be continuous assessment and grading. Again, what is the purpose of these assignments & grading? Doesn’t it again compare the students and give report on relative performance????

A matter to be discussed by educationists, psychologists, sociologists.

I would like to mention an experience here. Once, as there was no power, the higher secondary students, 10 in number, were made to squat under a tree and the teacher sat on a small platform around the tree & taught the lesson, with a stand by black board, in case she had to necessarily use the board. The happiness on the faces of the children, who are within four walls of the class room always, were extremely happy and fresh!!!!

When a child enters 9^th standard,  the syllabus increases by a sudden jump.  But the child can take it. The subjects can be divided as Maths, Physics, Chemistry,  Biology, History, Geography etc. At this stage it is difficult for the child to choose few subjects of his choice and aptitude. So general Education is better.  But teachers and parents should not start putting a pressure on the children that they have entered Board Exam classes, therefore they have to score good marks from the beginning of the academic year. This pressure has unpleasant consequences and sows the seed for the children to resist whatever the parents / teachers say  till they finish their schooling. As they can not show their anger on the teachers, they take it out on the parents, especially the mother who is more emotional than the father who may be strict; I the sense the children have the fear of punishment by the father-especially the boys.

This is the age when the children get different kinds of worries about their personal self, their physique, their growth in comparison to friends, un answered questions about sex.  They start day dreaming, share more with friends than parents. Especially with the media influence of present day, the harmones become more active than what it was about 30/40 years back. This is the period the parents’ expectation go up, they are worried about every odd behavior of the child, they are not clear how exactly to treat the children. It is but natural. But the relationship also is not natural.

 (This is another topic which needs elaboration)

Coming back to studies, the curriculum has to be well framed for these transition classes. More of vocational training is to be introduced. This will give a chance for them to identify their interest and talent. Other than academics, some learning in fields like photography, assembling electronic gadgets etc. can be encouraged by crating clubs in schools, other than literary clubs. The children in no way should be influenced by parents, teachers, society about which line of profession is high yielding monetarily, within a short time etc. Let the children decide themselves in what field they want to specialize. There are very many avenues and scope with every subject, provided the child pursues with subject of his choice.

POEM 2 ..........

Written & read by VK during the final day

Management party of D.A.V.–April - 1990

1. 1. In Madras is a school of fame
         DAV is a magic name
         It’s held by all in great esteem
         With equal none it reigns supreme
   
   
   2. For many it is a school of dream
         Managed by Principal and Malathi team
         The lady rules with skill and tact
         The principal does the law enact
   
   3.  For boys it is a separate place
        It reaches the sky for want of space
        From infant grade to secondary high
        The children learn with out a sigh
   
   
   4. On full time work we concentrate
         Toil hard our motto great
         We rarely take a holiday
         Ev’n festivals are kept away
   
   
   5. In every weather - foul or fair
        Our work goes on without a care
        On the fearful cyclone days
        With strength of will our classes take place
   
   
   6.  With qualities high in mind and heart
        Our principal plays a vital part
        With defense training he has gained
        For discipline high the students are trained
   
   
   7.  Tamil Nadu government scale of pay
        We receive our salary happy and gay
        Though it’s much better than before
        We find it less for sarees more
   
   
   8. The uniform saree dull and white
         We want better quality and also bright
         We all will surely be doubly happy
         If the management decides to give it free
   
   
   9. Teachers interview the Principal holds
         The subject knowledge he surely explores
         Chances are more for ladies to teach
         If they follow what government does preach
   
   
   
   
   
   
   10. Teachers in primary send out I am sure
         The kids as yarns - 100 counts and pure
         The threads at middle level are coloured bright
         Yellow, green, blue and white
   
   
   11. With the able guidance of teachers senior
         A set leaves school every year
         The finished products are of quality number one
         All shine outside with equal none
   
   
   12. Boys are trained in Karate fight
         Their rope walking was a rare sight
         Gemini circus standard reached
         They easily proved what Darwin preached
   
   
   13. At standard ten a list we make
         As probable students for commerce to take
         A challenge given to Satish and Geetha
         The burden shared by Malini and Sharadha
   
   
   14. What a wonder even them
         They polish and make them shine like a gem
         To these teachers we wish to appeal
         The secret of success they should reveal
   
   
   15. Chemistry department’s tactics not clear
         Long list of failures through out the year
         The final results are seldom low
         Reason as clear as muddy H₂O
   
   
   16. The child is spoilt if the rod you spare
         A proverb in mind the masters bear
         This sure works wonders without any doubt
         Like lady teachers they don’t have to shout
   
   
   17. K.K.R. is one step ahead of all
        One or two slaps on boys do fall
        When they cross him on the stairs
        Can be in reserve just in case
   
   
   18. In beauty care if you decide to spend
        On Rajalakshmi you can always depend
        Slimining Facial and all the rest
        On hair styles she can guide you best
   
   
   
   
   19. Malathi, P.K. and P.K.R.
         English teaching staff they are
         P.K. guides students with standard high
        At times American accent she does try
   
   
   20. Malathi .R. has a fine collection
        Of sarees, jewels - a unique selection
        She never repeats for days 365
        In lead leap year one extra she has to buy
   
   
   21. 1000 sums - may be more not less
         Given as home work by whom you can guess
         Problems from Manjitsingh standard high
         (even while sleeping)
         You can here them solving X and Y
   
   
   22. Jayashree’s classes have no boundary
        Corridors, labs, under the tree
        Also in bus stop she extends her teaching
        Even after the exams she will continue her coaching
   
   
   23. The privileged one is the computer section
         With A.C. comfort the classes run
         My coming to the staff room is very rare
         The reason must now be very clear
   
   
   24. On Tuesdays I pray with the girls happily
         And escape the ordeal of speaking in assembly
         Some are willing and good speeches they make
         Permission or leave others manage to take
   
   
   25. Bio lab has a regular supply
         Of all that walk and swim and fly
         The future doctors first learn to kill
         But post mortem they perform with skill
   
   
   26. A blessed place is the room for the staff
         With Varadarajan’s jokes we have a good laugh
         We have dust, note books and noise plenty
         And also a water filter always empty
   
   
   27. A jolly trip for recreation we take
         Beyond Mahabalipuram we never make
         The journey we take in buses two
         From school routine we escape too
   
   
   28. From M.K.T., T.M.S and A.M.Raja
         To S.P.B. Janaki and Shylaja
         Tens and hundreds of songs we sing
         Our age by 10 years down we bring
   
   
   
   
   
   
   
   
   29. Breakfast and good lunch we eat
         The picnic without dance is never complete
         With pleasure great we say Ha Ha
         At Bhangra dance by Saroj Baggha
   
   
   30. The night before the exam day
         Without any sleep the teachers pray
         Good results is of course a pleasure
          But by average score is our success measured
   
   
   31. For the meeting to analyze the results of board
        To calculate the averages we are told
        Average then and average now - we show
        Upper half, lower upper, lower half, upper low
   
   
   32. With puzzled mind and attention high
         And Yogeshwari to clarify
         The meeting goes on till 5.45
         We come out more puzzled and with a sigh.
   
   
   33. The school was started in 1970
         We have many students with potential plenty
         A branch now in Anna Nagar too
         For our principal it is a dream come true
   
   
   34. In this happy function fare
        Our hearts are full - we can declare
         It is sure to turn a college soon
        For Madras youth it will prove a boon
   
   
   35. We thank the management for favours all
         With heart and soul we take their call
         Their schemes are sure to fast expand
         We wish them all a success grand.
   
   

POEM I ..........

Written & read by VK on farewell party day of Class XII

                            D.A.V. 1990

                       POEM I

 1. The wondrous set of year 90

     An excellent result we shall see

     At the temple of learning they write the test (Vidhya Mandhir)

     The results of course will be the best

 2. The election stir at center and state

     By two weeks time put off the date

    This gave a chance to the 12^th set

    What all they learnt to clean forget

 3. They hope to pass in a magical way

     Spending time in fun and play

     They find no need to read or learn

     The midnight oil they do not burn

 4.  Fretting and fuming to great extent

      The junior years the masters spent

      To beat & pinch & push & pull

      Success nil; but illness full (for the teachers)

 5. To treat them kind the masters chose

     To win their hearts in friendship close

     They thought this plan will change their course

     They really changed from bad to worse

 6. The senior ones of 12^th set

     They alone the top room get

     Maths classes are in silence found

     Physics classes run with noise & sound

 7. All things on earth they get by heart

     All the subjects – Science & Art

     Pages & pages of books complete

     At short notice they can repeat

 8. But what to do with diagrams all

     It is a problem - not too small

     In doing theorems in Geometry

    The proof & plan do not agree

 9. For some the Maths knowledge is wide & free

    Geometry - a kind of tree

    Triangles – what they see throughout the town

    Painted red & up side down

10. Economics set became a hopeless case

      But G.B. did not give up the chase

     Only left to turn to God

     To help them with HIS Mercy Broad

11. For all the Maths worked here & there  

      With the VP & TTV pair

      Though all should get a cent – not less

      Unless their minds are all in a mess

12. The steady ones in Physics band

      One can count with single hand

      Bhuvana, Monisha, Balaji, Naveen

      We turn with hope to Master Praveen

13. They learnt their Maths with interest great

      With Computer knowledge up to date

      Their Chemistry they learnt from the senior one

      By veteren teachers Physics is done

14. Computer programming is an art

      Our students have learnt them from the start

      Deepak, Bala, Satish, Sanjay

      In programming they hope to score high

15. Electrical gadgets they often make

      Not because of interest they take

      In E.G. Lab they take shelter

      Than subject learning it is better

16. Rohit finds CHEMISTRY – A TERRIBLE BORE

      From Physics & Biology He hopes to score

      But  when he does the questions fight

      He is sure to return the paper white

17. Dinesh T is the high command

      In matters all he has a hand

      He brings the boys to his own side

      The VP too he tries to guide

18. Ajit kumar from Sishya came

      For fighting with all he has a fame

      Even getting a hundred score

      He is sure to ask me why not more

19. Sourab, Sunil, Gupta & Kumar

     Students of Commerce class they are

     Gupta always curls his hair

     Sunil writes exams without a care

20. One foot scale in Satish’s hand

      On boys’ back they duly land

      At uniform rate of three a day

      He breaks the scales in this gentle way

21. We watch with irritation & helplessness

      The actions of Jitendra – full of restlessness

      Looking at Makeshwar tall

      The cause of spondulaitees for teachers all

22. N.Anand’a poems – a string of pearls

      His favourite theme – teenage girls

      Some sit back and loud converse

      Karthik & Vijay – lead of course

23. Venkatraghavan, Sundar shyam

      Specimens two you can’t reform

      Their mischiefs always bring to mind

      Darwin’s theory of mankind

24. Some did escape class & went

      Cultural shows with interest distinct

      And there they enjoyed the fun & treat

      Bringing shields with no one to beat

25. A group of girls in 12^th we find

      Beautiful all & jolly in mind

      Chemistry they learnt from Lalitha well

      Waiting always for the bell

26. The girls’ section became a perfect hell

      with songs & dance & terrible yell

      They finish their lunch at short break time

      The long break for lunch is their time to mime

27. A period to relax is SUPW

      Working sincerely are very few

      House coats, blouses & embroidery rich

      At home – even a button the mother has to stitch

28. Reshma stands in front of the board

      A chance for others she won’t afford

      Everywhere my way she blocks

      A craze she has for breaking chalks

29. All the girls though very friendly

      Priya, Nandini & Bhuvana three

      From class to class together they move

      To find them separate will difficult prove

30. Srilekha gets doubts in every sum

      Rekha, Harinee can never keep mum

      Niranjana looks ever distressed

      With hair she can never keep pressed

31. In picture field – experts two

      We have in Dimple – Bhagya too

      To theatres all a complete guide

      Wherever they are in Madras wide

32. Amirkhan’s picture – their favourite theme

      QSQT - their picture dream

      Twenty times they had its treat

      From balcony or class one seat

33. Some more gems in class we find

      Saphire, Emerald, Blue Diamond

      All are set in thangam pure

      D.A.V. make we can be sure

34.With all their faults we love the set

     The parting is sad – we all regret

     Wishing success all their life

     We send them out into the world of strife

35. I am sure they’ll get the P.M.’s call

     To Delhi’s famous Red Fort hall

     To take the President’s high award

     For CBSE students’ new record

36. And now the time has come to part

      We feel so sad with pain at heart

      We send them out with blessings kind

      In every field – to success find

      

SECRETS OF PEAK PERFORMANCE.........

Secrets of peak performance

All successful people have certain common traits. Any one can learn these if he or she wants to make the maximum use of the innate potential. Here are seven secrets of peak performance:

1.             Lead A Well-ROUNDED LIFE :

         High performers work very hard; but within strict limits. They know how to relax and at the same time, they excel in their academics and pursue their talents. Thus they lead a well-balanced life.

2.            Select a carEer you care ABOUT:

High performers choose the work that they truly prefer. They want internal satisfaction  and not external rewards such as praise, scholarship etc. But in the end, of course, they often get both. Why? As they really enjoy what they are doing, their performance is excellent, and their rewards higher.

3.            Rehearse each challenging task MENTALLY:

Before any serious or important situation, most of the good performers run through their desired actions over and over in their minds. This deliberate mental workout sharpens the skills actually required in the activity.

4.             Seek results and not perfection:

In order to be successful, one must be free of the compulsion to be perfect. If we do not consider our mistakes as failures and instead learn from them we are sure to do much better the next time.

5.            Be ready to face risks:

High performers generally face risks with greater ease compared to others. This is because they carefully consider how they would react, how they would adjust and how they would save the situation; in fact, they encounter tight corners but possess the mental courage to tackle the situation.

6.             Never underestimate your potential:

Any self-limiting belief is the biggest obstacle to a high level performance. We rarely know what our true caliber is. Many of us too often place our individual limits much below what we are actually capable of achieving. High performers ignore all barriers that are artificial. Instead, they concentrate more on their feelings, their functioning, and the momentum of their efforts and therefore, are more prone to success.

7.             Compete with yourself not with others:

High performers concentrate only on the betterment of their own efforts rather than beating other competitors. As they are more interested in doing their best by their own standards. They make good team players, not loners.

Such are the skills of successful people. If you want to make maximum use of your talents and live up to your potential, I’m sure these tips would enable you to lead a productive and successful life.

For Exam appearing students ........

For Exam appearing  students :-

(1)    Our examination system is such that, ultimately ..at lest at +2 level.. it is the marks in numbers that count… with all the arguments, discussions about ‘all round development’ .. with interest & improvement in other skills as well… Plus 2 marks & averages are  vital statistics for further education. At college level, a focus, a correct fixation of goal, competitive examinations are more individualistic than Plus 2, where comparative ranking is the system for further admission.

(children are pushed to a feeling of competition to such an extent that their prayer are “ let others score low..so that I will top in the rank !!!)

O.K.   .. a small example to shift focus.

When I go for morning walk… I go 3 rounds in… first ½ round.. I walk in my own pace.. warming up. Then I start fast walk to catch up with the immediate person ahead of me… after catching up… I shift my focus to the next person ahead …. (never  2^nd/3^rd… person ahead..just the next immediate)… it is not for ego satisfaction… but I feel  motivated  to walk fast … this goes on for next 2 rounds.

Last ½ round… I walk at a comfortable speed; the feeling that I am nearing my house gives me the necessary motivation to reach home .. my end goal.. and I take this comfortably…

Because, as exercise I have achieved a state when I can go in my own pace… & still make it well.

Students should Shift their goal to the next higher level of marks, make a conscious effort to improve, but never fix an unrealistic goal which will make them physically & mentally tired. !!!

  

(2)    You might have climbed the steps to reach Thirupathi Temple for Dharshan.

First few steps are difficult to climb. You hold your parents’ hand to climb these steps. This is like your nursery classes when you depended on your parents totally to move forward.

The second spell of steps are difficult; but not very difficult. You can climb with little bit of help and supervision. These are your primary school years.

Then it becomes a sloping road; very easy to climb – you cross your school academics easily upto 10^th.

The last spell is very difficult and already you are tired. That is the time you see the temple gopuram darisanam. That is your ultimate goal; seeing the gopuram, you climb with determination and finish your task of climbing.

This stage is parallel to your higher secondary. You must visualize your goal; concentrate fully; with your final destination always in your mind you can cross this stage easily. Bit the ambition and goal must be within your focus.

Once you have reached the top, then it becomes a normal walk which you can easily make till the shrine is reached. This will be your college life and final destination.

Examination technique

First impressions:

1.                  However well prepared you may be, you are still likely to look at the question paper and say to yourself, after a quick look, “There is not much there that I can do”.

2.                  The atmosphere of the exam room has something to do with this. Try to blot everything from your mind other than the job in hand. Concentrate hard. If you feel a bit panicky (most people do-despite the apparent looks of serenity around them) grip the table, take a deep breath, and get on with it. Remember, things are never as bad as they seem!

Time allocation:

3.                  Allocate each question time appropriate to the number of marks. At the end of the allotted time for a question go on to the next -  remember, the first 5 or 10 marks on a new question are more readily picked up than the last 1 or 2 on the previous question.

4.                  The temptation will be to say “I will write just one more sentence” but before you know you would have written several more and probably just managed to scrape another mark, whereas the same time spent on the next question could have earned 5 or 6 marks. TIME ALLOCATION IS IMPORTANT.

5.                  If you are running out of time, write down the main headings first, leaving a few lines between each – at least the examiner will see that you had the overall picture. Then go back putting in as much supporting details as you can.

General approach:

6.                  Read the instructions at the top of the paper.

7.                  Read the question paper once through. Make your choice of questions quickly. Pick up the easiest and get on with it.

Individual questionS:

8.                  Read the question again carefully. The question will involve a key principle or a set of principles. What are they? It is so easy to make the wrong decision at this stage, so read the question, underlining what appear to be the key words. This should help you. Irrelevancy has been criticized by examiners.

9.                  Do not rush into action with your pen yet. Jot down the main headings you will use in your answer – in the rough column. All this will take time-about 5 minutes or more, but the careful thought and outline answer represent marks already earned.

10.              If the questions are set out in a particular sequence, i.e. a, b, c etc., then answer them in that sequence or you will have a hostile examiner to cope with.

11.              Use the particular terminology used in the question, the examiner can then link the points in your answer to the relevant parts of the question.

12.              Assumptions are sometimes required. Having stated your assumptions, make sure that what you write is consistent with them. Do ensure, however, that your assumptions are valid and are not just a device for changing the meaning of the question to suit your knowledge.

Layout of answers :

13.              Tabulate where appropriate, using block capitals for your main headings and underline sub headings. Underline words or phrases which require emphasis. Use a ruler.

14.              Leave a line between paragraphs and subparagraphs. This makes for a good lay out. However, do not write on every other line within paragraphs, or on one side of the paper only – examiners are waste conscious!

15.              The use of different colour pens, where appropriate, is useful but don’t over do it. In fact one blue and one black felt-tip pen would be sufficient.

Charts & Diagrams:

16.              A descriptive heading or title must be given to each diagram (using the one in the question if indicated).

17.              Do not squeeze a diagram into a corner – spread it out.

18.              Do not cluster you diagram with too many details – this defeats the object, which should be clarity.

19.              Give a key to the symbols and the different lines you have used and again – use a ruler.

End of examination procedure:

20.              Have a quick look at each answer, checking for grammatical errors and badly formed letters.

21.              Ensure each additional book has the order number. Do not leave anything lying on the table.

Conclusion:

22.              Good technique plays a large part in examination success; this is a fact. Refuse to be panicked and with reasonable preparation you should make it.

23.              A final point – once you are in the examination room stay there for the full time and make use of every minute at your disposal.