CODE OF CONDUCT

Article 59 for Teachers

The provisions of the CCS (conduct) Rules, 1964 shall apply mutatis mutandis to all the employees of the Kendriya Vidyalaya Sangathan. In addition to this, the following code of conduct shall also be applicable to teachers. Violation of these shall make an employee liable for action under the CCS (CCA) Rules, 1965.

1. Every teacher shall, by precept and example, instill in the minds of the pupils, entrusted to his care, love for the motherland.

2. Every teacher shall, by precept and example, inculcate in the minds of his pupils respect for law and order.

3. Every teacher shall organize and promote all school activities, which foster a feeling of universal brotherhood amongst the pupils.

4. Every teacher shall, by precept and example, promote tolerance for all religions amongst his pupils.

5. No teacher shall be a member of any political party or carry on activities either openly or in camera in support of any such party. He shall also not have any association with either any political party or any organization, which has been declared by the Sangathan to be carrying out is activities against the aims, objects and functions of Kendriya Vidyalayas.

6. The teacher shall be a member of the State or Central Legislature. He shall resign his job before contesting for elections as a Candidate.

7. No teacher shall be a member of the State or Central Legislature. He shall resign his job before contesting for elections as a candidate.

8. Every teacher shall take a stand against unhealthy and bad customs and practices in modern society and must strive his best to instill in the minds of his pupils the principles of co-operation and social service.

9. Every teacher shall co-operate with and secure the co-operation of other persons in all activities, which aim at the improvement of the moral, mental and physical well being of pupils.

10. Every teacher shall be strictly impartial in his relations with all his pupils. He shall be sympathetic and helpful particularly to the slow learners.

11. Every teacher shall be a learner throughout his life not only to enrich his own knowledge, but also of those who are placed in his care. He shall plan out his work on approved lines and do it methodically and vigilantly, eschewing all extraneous considerations.

12. Every teacher shall regard each individual pupil as capable of unique development and of taking his due place in the society, and help him to be creative as well as co-operative.

13. Every teacher shall be temperate and sober in his habits. He shall scrupulously avoid smoking, chewing of betel leaves and such other undesirable habits in the presence of students and within the precincts of the Vidyalaya.

14. Every teacher shall have an exemplary moral character. His dealing with the members of the opposite sex in the Vidyalaya or outside shall not be such as would cause reflection on his character or bring discredit to the Vidyalaya.

15. Every teacher shall take pride in his calling and try to promote the dignity and solidarity of his profession.

16. Every teacher shall be an advocate of freedom of thought and expression and the development of scientific temper in himself and his students.

17. No teacher shall indulge in or encourage any form of malpractice connected with examinations or other school activities.

18. Confidential matters relating to the Institution and the Department shall not be divulged by any teacher.

19. No teacher shall undertake private tuition or private employment or otherwise engage himself in any business.

20. Every teacher shall be clean and trim. He shall not be casual and informal, while on duty. His dress shall be neat and dignified. He shall on no account be dressed so as to become an object of excitement or ridicule or pity at the hands of students and his colleagues.

21. Every teacher shall be punctual in attendance in respect of his class work as also for any other work connected with the duties assigned to him by the Principal. He shall realize that he is a member of the team and shall help in developing a corporate life in the school.

22. Every teacher shall abide by the rules and regulations of the Vidyalaya and show due respect to the constituted authority, diligently carrying out instructions issued to him by the superior authority.

23. Every teacher shall avoid monetary transaction with the pupils and parents and refrain from exploiting his Vidyalaya influence for personal ends. He shall generally conduct his personal matters in such a manner that he does not incur a debt beyond his means to repay.

24. No teacher shall prepare or publish any textbook or keys or assist directly or indirectly in their preparation, or use such publications without obtaining prior approval of the Sanagathan.

25. No teacher shall engage himself as a selling agent or canvasser, one for any publishing firm/trader.

26. No teacher shall apply for an assignment or job outside the Sangathan directly. He shall invariably forward his application through proper channel.

27. No teacher shall present his grievances, if any, except through proper channel, nor will he canvass for any non-official or outside influence or support in respect of his own property or funds.

28. Every teacher shall consider Vidyalaya property and funds as if placed in trust with him and shall exercise the same with prudence and care, as he would do in respect of his own property of funds.

29. No teacher shall accept or permit any member of his family or any other person acting on behalf to accept and gifts from any pupil, parent or any other person with whom he has come in contact by virtue of his position in the Vidyalaya except as provided under Rule 13 of the CCS (Conduct) Rules, 1964.

30. No teacher shall, except with the previous sanction of the Sangathan, give any talk on the radio, publish any statement or document either in his own name or anonymously, pseudonymously or in the name of any other person, which has effect of an adverse criticism of any current or recent policy or action of the Central Government or a State Government, or which is capable of embarrassing the relations between the Central Govt. and the Govt. of any foreign State.

31. No teacher shall, except with previous sanction of the competent authority, ask for or accept contribution or other collections in cash or in kind in pursuance of any object, whatsoever.

32. It shall be the duty of every teacher:(i) To respect the National Flag and National Anthem.(ii) To promote harmony and the spirit of common brotherhood amongst all the

people of India transcending religious, linguistic and regional or sectional diversities and to renounce practices derogatory to the dignity of women.

(iii) To develop scientific temper, humanism and spirit of inquiry and re-form.(iv) To safeguard public property and to abjure violence.(v) To strive towards excellence in all spheres of individual and collective activity so

that the nation constantly rises to higher levels of endeavour and achievement.

33. If a teacher is convicted by a Court of Law or arrested, it shall be his duty to inform his immediate superior the fact of his conviction or arrest and the circumstances connected therewith as soon as it is possible for him to do so. Failure to do so will be regarded as deliberate suppression of material information.

34. (a) Every teacher shall at all times(i) Maintain absolute integrity(ii) Maintain devotion to duty.(iii) do nothing, which is unbecoming of an employee of the Sangathan

(b) Nothing contained in part (a) of this Article shall be deemed to take away or abridge the right of a teacher.

(i) to appear at any examination to improve his qualifications;

(ii) to become or to continue to be a member of any literary, scientific or

professional organization;

(iii) to make any representation for the redressal of any bonafide grievances, subject to the condition that such representation is not made in any rude or indecorous language.

LEARNER AS A CONSTRUCTOR OF KNOWLEDGE IN AN ENABLLING CONTEXT

Construction of knowledge means learning. It is logical necessity to trace the prevailing framework for understanding learning before we unlock the realities of learning from the perspective of construction of knowledge. When I scan the literature in the field of education, I find that learning has been an area of intrinsic concern for thinkers and researchers. A deeper look unfolds that several theoretical ideas advanced for conceptualization, interpretation and practice of learning are rooted on behavioristic perspective. The behavioristic theory formulated by B.F.Skinner drives much of the practice of teaching and learning, even today. Ideas are often sequenced and presented based on the principle that the best way to learn is to master small bits of knowledge and then integrate them into major concepts. The much acclaimed objective lesson plan format with the scaffoldings of behavioral terms that we follow is an offshoot of behavioristic tradition. The way we continue with the teaching practices woven around microteaching or teaching skills is yet another instance. Despite the prevailing trend, researchers have been examining learning from cognitive perspective and formulating constructivist idea of learning. The underlying idea of constructivism is that leaners learn best when they actively construct their own knowledge. In fact, constructivism derives from several theoretical traditions. Ideas of John Dewey, the pioneering work of Jean Piaget and the writings of Vygotsky have greatly influenced the foundations of constructivism.

Meaning of Construction of Knowledge

Let me take the path to the meaning of constructivism through behavioristic terrain to get a sharper view. When I look at constructivism, I see the challenge that it poses to the behavioristic view of learning which holds that learning is the resulting change in behavior due to reinforcement strategies. In behavioristic tradition learning is a process of changing or conditioning observable behavior through selective reinforcement of learners responses to stimuli. We can see the stress placed on learner’s efforts to accumulate knowledge and also to transmit knowledge. Space for learner initiated questions or independent thought is limited. The goal of the learner is to regurgitate the accepted explanation or methodology expostulated by the teacher. Preference for the learner’s manifest behavior, without looking for changes in mental states is the acceptable standard for identifying learning. Behavioristic tradition invariable emphasizes observable external behaviors and obviously, avoids reference to representation and thought of the learner. When we examine the behavioristic epistemology, we cannot ignore the stress placed on intelligence, domains of objectives, levels of knowledge and reinforcement.

With the mapping of key features of learning in behavioristic tradition, I turn to constructivism. Constructivism means construction of knowledge in the sense that learners actively construct their own knowledge by linking new information to the existing knowledge on the basis of materials presented to them. For example, a young learner’s initial construction of the idea of ‘mammals’ is based on domesticated animals like cow or dog using the features of giving birth, feeding milk to the new born and having hair. Likewise, after reading a text and viewing a video or illustrations on the text on transport system and human life. In fact in constructivism learning is the result of a learner’s mental constructions. A learner learns by fitting new information together with what he/she already knows and actively constructs his/her own understanding. It is the learner who interacts with objects and events, and thereby gains understanding of the features held by such objects or events. Central to constructivism is its conception of learning. In constructivism learning is a process, how the learner arrives at a particular answer. Certainly, it is not a stimulus-response phenomenon, rather it is a process of building conceptual structures through reflection and abstraction (Von Glaserfeld, 1995) and rather than behaviors or skills as the goal of instruction, the foci are on concept development and deep understanding.

If we move deeper, we can see that learning is a process of constructing meaningful representation so external reality through experiences. Construction of internal representation of knowledge depends on the degree to which learners integrate new knowledge with their existing knowledge base. In fact, integration demands restructuring and changing the existing knowledge structures. For instance, a learner who initially constructed the ideal of mammals around giving birth or giving milk to young ones, now with the support of textual materials and illustrations or video on the text, along with appropriate activities, reconstructs the idea of mammals from giving birth or feeding milk to young ones to the idea based on habitat, i.e., living in water, land, tree and air or to food habits-eating grass or flesh or to structural aspects such as having hoofs or trunk or pouch or higher brain. In reality, learning is a process of construction and reconstruction of knowledge. Given the right context, a learner becomes an active participant in knowledge structuring, engages in restructuring, manipulating, reinventing and experimenting with knowledge to make it meaningful and permanent. Learning is an internal process and influenced by the learner’s personality, prior knowledge and learning goals. Well the learner is encouraged to take responsibility of his/her own learning process. When the learner is given situations to construct his/her own learning, he/she learns to manage his/her own learning activities, develop metacognitive skills and gain higher level thinking that are essential for addressing later life situations.

It is true that construction of knowledge takes place within the individual. However, in recent year researchers have turned to the ideas of Vygotsky focusing on the relevance of cultural or social context. Social aspect of understanding and learning are increasingly important for the simple fact that knowledge construction requires an active process of interpretation within a social and cultural setting by a learner. Vygotsky points out that every function in the child’s cultural development appears twice-first on the social level, between people (inter-psychological) and later on the individual level, inside the child (intra-psychological). He proposes that a learner’s understanding is shaped not only through adaptive encounters with the physical world but through interactions between people in relation to the world- a world not merely physical and apprehended by the senses, but cultural, meaningful and significant, made so primarily by language. Human knowledge and thought are fundamentally cultural, deriving their distinctive properties from social activity, language, discourse and other cultural forms. All higher functions originate as actual relations between human beings. Vygotsky’s argument that social interaction is fundamental to learning and for the realization of optimal performance, gives wider meaning to learning in constructivist perspective. Further he contends that we need to consider not only the learner’s current capacities but also their “zone of proximal development’ implying that how far their capacities can extend given the support of their teacher and their peers. The theory of Vygotsky in conjunction with contemporary theories of information processing and learning have formed the basis of current theories of socially-distributed practice, conceptualized in terms of how competence can be situated in and maintained by a group working closely together. Underlying this theoretical orientation is the premise that the knowledge needed for a complex task can reside in a collaborating group, as opposed to the individual. Thus knowledge is in part shared, in part distributed.

It means that there is a social aspect of the construction process in the sense that the process of constructing is always embedded in a particular social setting of which the individual is part. However, mainstream constructivism used to neglect the social aspect and emphasized individual’s construction, instead. Mainstream constructivism continued to hold the view that mental representation or construction of mental models of external reality is stored in the humans brain. Learning, then, is an individual process. However, social constructivists do not deny the storing mechanism of the human brain but claim that knowledge has significant social aspect. For example, for a young learner living in the Tibetan region, Yak, instead of cow, makes meaningful representation of mammal. Likewise, collaborative and cooperative learning situations provide multiple or alternate viewpoints. Similarly, one can see the role of language in knowledge construction. Knowledge can be distributed among the members of a group or shared by the group. Knowledge is then, something that is between the individual and the social. Our concern here is not to align with either of the positions-individual or social aspect of construction of knowledge. Ernest’s view, “there is the risk of wasting time by worrying over the minutiae of differences”, prompts me to move ahead. What we need to underscore is that

learners construct knowledge for themselves-each learner individually and socially constructs meaning as he/she learns. Constructing meaning is learning.

Critical Principles

Construction of knowledge is an active process involving mental actions of the learner. Constructivism views learning as something experienced, created and discovered. In fact, knowledge is the result of active construction built by the learner within a social context that shapes and constrains that knowledge but does not determine it in an absolute sense. Learner constructs meaning using sensory inputs and such constructions are possible only and only, if he/she engages in cognitive actions. Physical actions or hands on experiences are the essential conduit for engaging the learner for thinking.

Active construction is contingent upon the “doing activities”. Goodlad’s (1984) description of classroom activities based on a study reveals that most of the time, most of the teachers talk to the learners. Learners explained that physical education, fine arts or industrial arts were their most interesting classes because they actually got to do something. When they have something to do they are active participants in learning rather than passive recipients of information. That is the primary message of constructivism. Learners who are engaged in doing or performing activities, are making their own meaning and constructing their own knowledge in the process.

Constructivist learner involves in interactions and collaborations. Constructivism recognizes the essentiality of interactions with other beings – teachers, peers, family members and others in learning. Use of conversation, discussion, interactions with others and sharing ideas form an integral aspect for construction of knowledge and this cannot be ignored. In fact, construction of knowledge is interactive, inductive, and collaborative where multiple perspectives are presented and where questions are valued. The stress here is on socially mediated learning such as collaborative or cooperative learning and fostering communities of learners and it requires that a learner constructs knowledge as part of a group.

Knowledge construction involves language. The critical role of language can be sensed while we deal with structuring of activities, initiating conversations and discussions or encouraging questioning. At times we might have noticed learners talk to themselves while they learn. The arguments formulated by Vygotsky (1986) demonstrate how language and learning are inextricably intertwined.

Context related to knowledge construction is critical. Learners do not learn isolated concepts or ideas or facts. They relate in relation to what else they know. For instance, on a project on

environmental pollution, learners read a passage on environmental pollution and then, they move on to look at illustrations or watch a video depicting the passage and later, relating what they already know to the commentaries on the same portion of environmental pollution or relating to a variety of reference materials depicting different situations on environmental pollution (contextualization). In contextualization learners access background and contextual materials of various sorts to aid interpretation and argumentation. It means that we should pave the path for building new knowledge structure linking to connect previous knowledge and materials depicting different situations for insightful construction of meaning. Ernest (1995) , for instance, articulates the importance of social contexts such as difference between folk or street mathematics and school mathematics and suggests the relevance of exploiting the former for the latter. Obviously, the process of learning is effected by the context of the learning environment and is referred to as situated cognition.

Knowledge construction involves multiple perspectives on representations of concepts and content. When the learners interact in groups and with various materials they generate multiple perspectives. For instance, in the project on environmental pollution, the passage reading, viewing the video or illustrations on the text, and reading the reference materials or listening to comments expose them to various ways to interpret the data (multiple interpretation). They may also find how the different principles of biology and chemistry can be used to make sense of pollution and discover the various ways pollution affects human life (multiple manifestations). Collaborative and cooperative learning strategies (groups) provide conditions for generating and sharing multiple viewpoints. Multiple representations or perspectives are encouraged and are found in ideas or thought process- the way one thinks about an idea (e.g. means of checking pollution or the way transport system affects human life).

Errors serve as tools for reflection and reconstruction. Errors are seen in a positive light and as a means of gaining insight into how the learner forms knowledge construction. They provide feedback on the learner’s understanding and serve as tools for reflection and reconstruction of knowledge.

Construction of knowledge is not instantaneous. Construction of knowledge does not take place in a few seconds. Learner needs to revisit ideas, ponder them, and engage with them. If we reflect on the ideas we have learned, we may realize that it is the result of repeated exposure and thought.

Learner’s Construction of Knowledge

The above section outlines the meaning of construction of knowledge and the key principles of construction. Now I turn to the way the learner constructs knowledge. Construction of knowledge is learning. It is important to note that learning occurs when a learner strengthens

or weakens an association between stimulus and response, but this form of learning is often dominated by drill and practice. On the other hand, knowledge construction implies that learning occurs when a learner actively constructs knowledge representation in working memory and the learner is a sense maker. The critical point that we need to keep in mind when we say, learner actively constructs knowledge is that the process of knowledge construction depends on the learner’s cognitive activity rather than the learner’s behavioral activity. Let me highlight an instance to outline this point. A learner working on a lesson on ‘dairy farm and economy’ engages in copying marked portion of the text. Here, the learner is behaviorally active in the sense that he/she is actively writing in a notebook and may not be trying to make sense out of the material. Later, the learner focuses on the text, reads silently and tries to make sense out of the content. He/She identifies the key points – milk production, various milk products, supply and distribution, sales, pattern of employment, income generation and maps their interrelationships by creating a concept map. In this situation the learner is cognitively active meaning that he/she is trying to make sense out of the text through knowledge construction.

Knowledge construction involves learner’s activation of several cognitive processes. They consist of paying attention and selecting relevant information, organizing incoming information and integrating incoming information with existing knowledge. Mayer suggests the SOI model where, S is for selecting, O for organizing, and I for integrating, to outline the role of these cognitive processes in the construction of knowledge. It is significant to note that the prevailing information-processing theories emphasize the process by which incoming information is encoded into long-term memory. But the constructivist perspective makes a departure from the prevailing form and focuses on the way the knowledge is constructed by the learner in working memory. In this process of knowledge construction, the learner uses both incoming information from the environment and prior knowledge from long-term memory. In fact, in knowledge construction the focus is on the learner’s working memory and that is what the SOI model tells.

Working memory pays attention to incoming information or materials. It is practically impossible to register all such information only selected information or ideas are retained and processed. Researchers distinguish between visual working memory and auditory working memory. Visually presented materials, such as pictures and text are initially retained in visual working memory. Auditory presented materials such as lecture, discussion, conversation or audio programs are retained in auditory working memory. The learner selects the key or relevant images and words of the lesson and connects them together into respective pictorial and verbal chains based on a certain identified pattern of relations. Further, he/she makes mental connections between the two chains and also with prior knowledge. Following figure illustrates how the connections are formed as per the SOI model suggested by Mayer.

The mental connections are further illustrated through an example. Grade VI learners working on mammals see the illustration or view a video on the life of various mammals followed by reading a text related to the illustrations or video. Learners work on the text under the guidance of a teacher. They mentally select the key ideas based on the text and illustrations or video. Using the key ideas such as giving birth, feeding milk, having hair, wild or domesticated, nature of habitat, type of food and having hoofs or trunk or pouch or higher brain they classify the mammals. They are encouraged to construct relations for effecting classifications such as domesticated or wild, habitat, type of food, etc. Learners with the help of the teacher, construct a concept map of mammals. The concept map helps them develop further insight into the constructed relations- mammals go together form a group and see how they stand apart from the rest. They may also figure out how members of a group fall into different groups when they construct a different relation. For example, they sense that goat and tiger live on land but they fall into different groups when the relation focuses on food.

Let me now link the illustration of mammals using Mayer’s SOI model and the major cognitive processes- selecting information, and integrating information- involved in knowledge construction.

Selecting incoming information

The first step is selection of relevant incoming information for further processing. When the learners see the illustrations or video and read the text on mammals they represent pictures and words briefly in sensory memory. They do not retain all the details, only some of them for further processing. Learners need to focus on key images such as pictures and words of a cow giving birth or a cat feeding its kittens or a tiger eating its kill, movements of wild animals in the jungle, jumping of monkeys from tree to tree, swimming of whales, etc. The reading text helps to foster the selection process because it highlights the relevant key words or ideas. The important cognitive process is the selection of relevant or key information to be retained in working memory. This step is shown in fig.1 by “selecting” arrows in which incoming images are selected for further processing in visual working memory and incoming words are selected for further processing in auditory working memory as well. Providing summary or highlighting the key information using headings, italics, bold face, font size, bullets and arrows encourage the learners in the selection process. The teacher provides guidance in terms of lead questions, prompting and such interventions are equally important.

Organizing incoming information

This step focuses on how the constructivist learners organize selected auditory representation into verbal representation and selected visual images are organized into pictorial representations. This is done based on certain relations the constructivist learners construct, on the key or relevant ideas identified from the illustrations or video and text. They construct relations such as mammals, who go together i.e., living on land or water or air or tree, or eat grass or flesh, or have higher brain etc. Also sense that members of a group fall into different groups when they construct a different relation (e.g. living on land to food or to structure). This is represented by the “organizing” arrows in Fig.1, in which retained visual images are connected by appropriate links (mammals which go together in terms of living or food, etc) and retained verbal representations are connected by appropriate links (mammals which go

together in terms of living or food etc.) This cognitive process helps in the construction of a pictorial representation and a verbal representation, and it takes place in working memory.

Integrating Incoming Information

Integration of incoming information implies that the learners make one-to-one connection between corresponding elements of the pictorial and verbal representations they have constructed using prior knowledge. In the example on mammals, the learners need to make connections between words describing the type of habitat or type of food and the corresponding visual images. The outcome is an integrated representation and at the end, the mental representations constructed in working memory are stored in long-term memory for permanent retention.

It is significant to note that in constructivist view knowledge construction takes place in working memory. How the teacher has constructed the content and the activities as well, for guiding the learner’s construction of knowledge is key component in this context. Besides highlighting the text using headings, italics, font size, bullets, etc., use of advance organisers and construction of concept map can be effective tools in the process of knowledge construction

Creating a Learning Environment

Providing for a learning environment is an essentially for fostering construction of knowledge. Certainly, it is a challenging task that it depends on the teacher’s construction of activities. The activities need to be authentic in the sense that they should be real or actual in nature and provide room for knowledge construction. The key idea in creating a learning context is that such a context needs to provide for fostering construction of knowledge based on observation and background contextual information,. Two illustrations, one from social science and other from language, outlined below may help in clarifying the points.

Illustrations

Grade VI learners dealing with transport system look at the illustrations or view a video on the the topic. They examine the objects, people, events, activities and behaviors in different locale. Such events or activities consist of movement of bullock cart, car, scooter, bus, truck, train, ship, boat, submarine, helicopter, plane, etc. on land or on air or in water carrying people and goods. Instances of war, transactions in market, car race, boat race, etc form part of events and activities. The learners make note of the objects and key events or behaviors or activities

(observation). They, then, relate their analyses to the text or reference materials (contextualization) containing ideas about various forms of transport (i.e. land, air, water). The teacher initially talks or illustrates how he would analyze and interpret such information using an example of land transport system (cognitive apprenticeship). Then the learners form groups to work on the task (collaboration) while the teacher suggests or advises them as they proceed. Learners analyze and generate evidences to verify their hypotheses in the sense that learners specify different forms of transport system used on land or in water or on air (interpretation construction). They provide explanations and defend their ideas or hypotheses using their analyses and reference materials both within and between groups. Their evidences or arguments along with background materials expose them to various ways of finding answers or interpreting data – carrying people and goods, relation to economy, war situation, sports etc. (multiple interpretations). By going back and forth through the process and relating each contextual background on various events, activities and behaviors, the learners understand that the general principles embedded in what they are doing become manifest (multiple manifestations).

The second instance deals with language. Learners read the story of “Gulliver’s Travel” . Later, they are given background material with illustration of certain scenes of the story and brief descriptions. A few learners enact one or two scenes of the illustrations and the rest watch or the learners look at the illustrations (observation). Learners relate story of the text with the illustrations of the background material (contextualization). Using the scene enacted, the teacher models how to integrate reading the story and illustrations of background material (cognitive apprenticeship). Learners work in groups (collaboration) to develop their own interpretations of the story (interpretation construction). Comparing their interpretations within and between groups gives the learners the idea that people can have different reactions to the story (multiple interpretations). Using the text, background illustrations, and reflection, learners see how the same characters and themes can be manifested in several ways (multiple manifestations).

Classroom and the Teacher

The basic premise that runs along the construction of knowledge is that classrooms should provide natural or real situations for learning. Opportunities for learners to explore, enquire, discover and experiment form the primary consideration. It means that such classrooms become the sources for learning through experiences. Variety of learning situations such as projects, readings, visits, reports, discussions and fieldwork can be formulated and offered for construction of knowledge. For instance, learners observation of plants in the school site and

grouping them in terms of leaf or flower or fruit can be an interesting activity for knowing more about plants. In fact, activities should challenge learners to reason, question, draw connections, communicate, evaluate viewpoints, identify and use evidences to infer the embedded relationships and foster understanding. Social interactions are indispensable for the development of thought and action. Classrooms need to be flexible enough to include cooperative and collaborative learning. Multiple ideas and perspectives are inextricable linked to constructivist form of learning. To expose the learners to different ideas or viewpoints, classrooms are structured to include diverse learner groups (of age, abilities, linguistic and cultural backgrounds so that they are prepared to reach beyond their own frames of reference, to appreciate a range of ideas and to understand others viewpoints. Classes containing a range of grades provide a flexible environment in which learners can find different matches to their varying strengths, interest, learning styles and paces. It means that such a classroom provides bridging or scaffolding and helps to extend what Vygotsky termed learner’s zone of proximal development. The learner is encouraged to develop metacognitive skills such as reflective thinking and problem-solving techniques. The learner becomes intrinsically motivated to generate, discover, build and enlarge his/her own knowledge.

The process of developing such understandings cannot be completed within a fixed frame of content or schedule. Considering this aspect constructivist classrooms provide flexible schedule for exploration. Curriculum in this situation is generally interdisciplinary in nature. It gives students opportunities to move beyond the frames of classroom lessons into major ideas organized around generative themes. It is important in this context to reflect on the critical features of constructivist classroom. Brooks and Brooks (1993) point out that such a classroom needs to provide for learners to work in groups. Curriculum is presented what to part with the focus on big concept. Curricular activities are built on primary sources and learner questions are highly valued. Learners are viewed as thinkers and multiple views are encouraged. Teachers behave in an interactive manner and act as a facilitator, and seek learner’s point of view. Assessment of learning is interwoven with teaching and occurs through teacher observation of learners at work, and through their written work, or creations and portfolios.

Teachers act as guides, mentors and advisors. They formulate general plans about what they will teach and avoid fixed receipts for their lessons. They follow flexibility to let learners’ responses shift their teaching. Questionings is an important tool for the teacher. They use questions as a scaffold for learning. For example, questions such as : Did you see anything new? Can you see another way? Can you cite an example? Can you show me where the text or visuals support your arguments? Are important and set the directions of learner’s construction process. Errors are greatly valued and used as a mechanism to provide feedback on learner’s understanding. Teachers guide learners to discover their strength and interest using different forms of assessment. Teachers maintain documented observations of their learners as they

collaborate with others and make things or construct ideas. Some teachers use inventories, checklists and developmental scales that provide them information about what they can appropriately expect from their learners at different ages and grades. Others keep portfolio collections of learner’s work that are compiled over time. Teachers also use learner’s self-assessment of their own learning. In fact they use multiple formats to know what learners know and how they are able to do or perform.

Obviously, the teacher is a facilitator for learning. Becoming a constructivist teacher requires a transformation since most of them are prepared for teaching in the traditional form. It requires a paradigm shift implying the willing abandonment of familiar perspectives and practices, and the adoption of new ones (Brooks and Brooks 1993). Teachers need to decent their mindset and engage in learning experiences, collegial conversations and reflective processes, and set in motion teacher initiated researches. Learning through the process of setting standards provides for professional development. Teachers gain knowledge about teaching by engaging collaboratively in discussions that formulate standards for their work- for their professional practice, for the learning of their students and the essential facilities their schools and authorities should provide.

In short, I tried to outline learner as a constructor of knowledge. Construction of knowledge is learning. Tracing the prevailing approach to understand learning I explored the meaning of construction of knowledge and the embedded critical principles. Then, moved on to unlock the framework outlining the way the learner constructs knowledge. Well, it involves learner’s activation of several cognitive processes. These cognitive processes, based on SOI model, consist of selecting incoming information, organizing incoming information and integrating incoming information with existing knowledge. Then I turned to the idea of creating a learning context for fostering knowledge construction. The given illustrations suggest that it is possible to create such a learning context. The critical elements involved in fostering such a context are the nature of classroom and the teacher. Becoming a constructivist teacher requires a transformation since most of them are prepared for teaching in the traditional form. Obviously, a paradigm shift implying the willing abandonment of familiar perspectives and practices, and the adoption of new ones becomes an essentiality.

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7) Davidson K. 1995. Education in the internet-linking theory to reality (on-line)http;//www.nap.edu/reading room/books/teach gap/(1997, April 14).

8) Ernest, P. 1995. The one and the many. In L.Steffe and J.Gale(Eds.). Constructivism in Education: New Jersey: Lawrence Eribaum Associates, 459-486.

MODULE ON INCLUSIVE EDUCATION

Introduction

Two of the legendary stories of this country have a lot to say on inclusive education. The fisrt is the case of Sudama which is often quoted to highlight the value of friendship. But what is of significance here to us is the fact that Sudama, the physically challenged boy, spent his childhood along with Krishna and others in the same Gurukul. This is a solid proof to the fact that in the Vedic Era, all children whether normal, exceptional or challenged (both intellectually and physically), lived together in the gurukul and were taught together. For those students who had difficulties in academic learning, other options like gardening, tending the cattle, etc. were provided so that they too could learn some occupations. This provided an opportunity for everyone to be usefully employed in the society.

The second is the case of Vishnusarman. According to the legendary story, once upon a time there was a king who had three sons. These royal children were disinterested to learn in the conventional mode and were also “dull witted”. So he had to make an announcement stating that anyone who can teach his children successfully would be given half of his kingdom. Vishnusarman, an elderly courtier accepted the challenge and assured the king that he would design some special ways and teach those royal children. The strategy of Vishnusarman was to use the animal fables, now famously known as Panchantantra tales and thereby teach those ‘dull witted pupils the knowledge and values required for their life.

These two classic examples provide the best possible portrayal of inclusive education. With this introduction, we proceed to the contents of this module.

What is Inclusive Education?

It is the implementation of the ‘policy and process’ that allows all children to participate in all educational programmes. ‘Policy ‘ means that all kinds children including disabled children should be accepted without any restriction in all the educational programmes meant for other children.

The process of inclusion refers to the paradigm shift in services from “care of the disabled child” to his/her ‘education and personal development’. Disabled children are no longer viewed as impaired or handicapped rather the new definition is that these are children with ‘special education needs’.

Till recently, in many of the countries, inclusive education was thought of as an approach to serving children with disabilities within general education settings. This view is often referred to as integration of the disabled children in the mainstream schooling. The onus of

responsibility for integration is on the learner. However, not it is increasingly seen more broadly as a reform that supports and welcomes diversity amongst all learners (UNESCO, 2001). This view is referred to as inclusion in which accepting everyone and providing the necessary support for the growth and development is the responsibility of the system.

THE NECESSISTY FOR INCLUSIVE EDUCATION

A research study conducted by NCPDEP in August 2004 indicated that only 0.1% of the disabled students are in the mainstream education at the University level and 0.51% at the school level. The level of inclusion of disabled children in the mainstream institutions is so low that their participation in normal school or university can be treated as negligible. It was further pointed out in the Study that mere reservations will not help. A disabled-friendly environment in educational institutions is crucial for disabled students to not only get admission but sustain their studies in schools/colleges across India.

The then Honorable Minister for HRD Sh. Arjun Singh, has made a treatment in the Rajya Sabha on 21st March 2005, emphasizing the need for inclusive education which has arisen because it is now well understood that most children with disabilities can, with motivation and effort on the part of teaching institutions, become an integral part of those institutions. A further commitment was then made by him to provide education through mainstream schools for children with disabilities, in accordance with the provisions of the Persons With Disabilities Act, 1995.

Recalling that our Constitution provides for free and compulsory education of all children up to 14 yrs. and the Persons with Disabilities Act, 1995 provides for access to free education in an appropriate environment for children with disabilities till they attain the age of 18 yrs., the Honorable Minister had assured that the revised plan for Inclusive Education of Children and Youth with Disabilities (IECYD) modify the existing physical infrastructure and teaching methodologies to meet the needs of all children including Children with Special Needs. He further added that, the Persons with Disabilities Act, 1995 provides for 3% reservation in all institutions receiving funds from Government for persons with disabilities. The fulfillment of the reservation in schools admissions will however not be a criterion for denial of admission of other children with disabilities.

Going ahead, he had outlined his vision in this regard by stating that all the schools in the country will be made disabled friendly by 2020 and all educational institutions including hostels, libraries, laboratories and buildings will have barrier free access for the disabled. He had also assured that special attention will be given for the availability of Study material for the disabled and Talking Text books, reading machines and computers with speech software will be introduced progressively in addition to an adequate number of Braille books. To support the

entire process of inclusive education he had expressed to need to address issues of curriculum and pedagogy. Recognizing the importance of the role of the teachers, he had stressed the need to sensitize the teachers to the requirement of Children with Special Needs by including it as a component in the regular in-service training of teachers in inclusive education at the elementary and secondary level.

Definition and Principles of Inclusive Education

In its broadest and all-encompassing meaning, inclusive education, as an approach, seeks to address the learning needs of all children, youth and adults with a specific focus on those who are vulnerable to marginalization and exclusion. It implies all learners, young people – with or without disabilities being able to learn together through access to common pre-school provisions, schools and community educational setting with an appropriate network of support services. This is possible only in a flexible education system that assimilates the needs of a diverse range of learners and adapts itself to meet these needs. It aims at all stakeholders in the system (learners, parents, community, teachers, and administrators, policy makers) to be comfortable with diversity and see it as a challenge rather than a problem.

The element of “Inclusion” has been incorporated into the mainstream discussion on Education Policy and the common ways of thinking about inclusion and exclusion are:

1. Inclusion as a right: Since the 1950s there has been increasing dissatisfaction amongst educators in many countries, with the practice of ‘special education’ which separates so-called ‘disabled’ or ‘different’ children from the rest of society and educates them in different schools. Special education is seen as simply reinforcing problematic inequalities and exclusion. Therefore, the view is that inclusion is a matter of right rather than benevolence.

2. Inclusion as effective: This argues that inclusive schools are most cost-efficient, socially beneficial and educationally effective than segregated special schools. Research has shown that Inclusive education results in improved social development and academic outcomes for all learners. It leads to the development of social skills and better social interactions because learners are exposed to real environment in which they have to interact with other learners each one having unique characteristics, interests and abilities. The non-disabled peers adopt positive attitudes and actions towards learners with disabilities as a result of studying together in an inclusive classroom. Thus, inclusive education lays the foundation to an inclusive society accepting, respecting and celebrating diversity. Proponents criticize ‘special education’ programs as unsuccessful.

3. Inclusion as political: Marginalized groups, such as scheduled tribes or castes in India or indigenous peoples, view the inclusion of their special interests and needs within mainstream education as a political priority. Inclusion is a means to redress power

imbalances and to secure a greater share of resources, representation and involvement in society.

Benefits to the students without Special Education Needs (SEN)

The benefits of inclusion for students without SEN are as follows:

1. Students without SEN have a variety of opportunities for interacting with peers of their own age who experiences SEN, in inclusive school settings.

2. They may serve as peer tutors during instructional activities.

3. They may play the role of a special “buddy” for the children with SEN during lunch, in the bus, or on the playground.

4. Children without SEN can learn a good deal about tolerance, individual difference, and human exceptionality by interacting with those with SEN.

5. Children without SEN can learn that students with SEN have many positive characteristics and abilities.

6. Children without SEN have the chance to learn about many of the human service professions, such as, special education, speech therapy, physical therapy, recreational therapy, and vocational rehabilitation. For some exposure to these areas may lead their making a career in any of these areas later on.

7. Inclusion offers the opportunity for students without SEN to learn to communicate, and deal effectively with a wide range of individuals. This also prepares them to fully participate in a pluralistic society when they are adults.

8. Inclusive education ensures that a school responds to the educational needs of children in the neighborhood. It brings a school closer to the community.

9. To sum up, inclusive education results in improved social development and academic outcomes for all learners.

Role of the School in Inclusive Education

The school can make inclusion happen by playing a proactive role in terms of the following actions:

1. Removing physical barriers posed by stairs, doorways, toilets, water faucets, and other architectural aspects imperative to accessing facilities in the school.

2. Remove the barriers of the teaching system, by providing facilities for accessing information related to the curriculum, by the use of modern technology like computers using specialized software by providing awareness, sensitivity and solutions for teachers.

3. Removing the barriers of the examination system by providing means of free and fair evaluation of the students’ knowledge irrespective of his/her sensory/physical status.

4. Removing the barriers of attitude developed due to lack of awareness.

Role of the Teacher in Inclusive Education

The Open File on Inclusive Education (UNESCO, 2001) suggests that the following demands be placed on teachers from the perspective of inclusive curricula:

1. They have to become involved in curriculum development at the local level, and they have to be skilled in curriculum adaptation in their own classrooms.

2. They have to manage a complex range of classroom activities.3. They have to know how to support their students’ learning without giving them

predetermined answers.4. They have to work outside traditional subject boundaries and in culturally sensitive

ways.

In terms of specific competencies, research says that the teachers in an inclusive classroom should have the:

Ability to problem-solve, to be able to informally assess the skills a student needs (rather than relying solely on standardized curriculum);

Ability to take advantage of children’s individual interests and use their internal motivation for developing required skills;

Ability to set high but alternative expectations that are suitable for the students. This means developing alternative assessments;

Ability to make appropriate expectations for each student, regardless of the student’s capabilities. If teacher can do this, it allows all students to be included in a class and school; and

Ability to learn how to value all kinds of skills that students bring to a class, not just the academic skills. In doing this, teachers will make it explicitly that in their classrooms they value all skills

Also the teachers must be able to :

Recognize and respond to the diversity of students in their classrooms;

Accommodate to students’ different learning styles and rates of learning by employing a range of teaching methods, including cooperative group learning, peer tutoring, team teaching and individualized instruction;

Be aware of the rights of students with education support needs

Locate appropriate material, equipment or specialists; and

Identify and overcome barriers to learn.

Consult with and develop partnerships with parents/caregivers and collegues;

Use appropriate forms of assessment;

Adapt their instruction to the prior knowledge and beliefs of students;

Create an inclusive community that extends beyond the walls of the school; and

Seek to enhance the self-esteem of all students

Teaching Strategies

The teacher in an inclusive classroom has to accommodate the different learning styles and rates of learning of diverse students. On the other hand, he has to ensure that equitable educational opportunities are provided to all students. Therefore, the first step is to ensure that effective and inclusive teaching practices are in place.

Examples of Teaching Strategies

1. Observe carefully and plan interventions for students at risk.2. Let the light fall on your face and not behind you. This would be helpful in lip reading.3. Audio visual presentations are helpful for all students.4. Assist the visually impaired with good color schemes; put posters and displays in the

classroom at eye level of students5. Signing helps in communicating with children who cannot understand the language of

instruction well6. Adapt curriculum materials when required to suit the needs of different students7. Use hands-on approach that maximizes the use of all senses\

8. Expose students to real objects and meaningful experiences in natural environments at naturally occurring times of the day

9. Let all students experience success10. Collaborate with experts to teach learning strategies and study skills to students11. Provide extra time if required to complete assignments12. Provide small group tutoring or individual tutoring in or outside the class13. Maintain high expectations for all14. Provide leadership opportunities15. Teach appropriate social skills16. Use a pleasant tone of voice17. Never make fun of any child18. Provide opportunities to use language19. Promote positive interdependence in the class-make children with disabilities sit with a

competent peer20. Teach life skills21. Keep directions brief and clear22. Give examples23. Have interclass and within class groupings24. Provide reinforcements25. Ensure success for all

Examples of Curricular Modifications

Following are some examples of curricular modifications that will help in addressing the special needs of different children.

1. Multi-Level curriculum Instructions refers to teach a diverse group of learners within a shared activity in which students have individually appropriate learning outcomes within the same curricular area. For example, in a science class while majority of students may be working on what makes objects float or sink students with special needs may understand the concept of sinking and floating and the difference between them.

2. Curriculum overlapping happens when students have individually appropriate learning outcomes from different curricular areas but work on these in a shared activity. For example, when students are working in groups some may be achieving the learning outcomes for social studies while students with special needs may be working on development of communication skills.

3. Students with Physical Disabilities – may require adaptations to the physical environment of the school like ramps, proper toilets etc.

4. Students with severe visual impairments – may require adaptations in the equipment and the materials like reading material in Braille.

5. Students with intellectual challenges – may require modification in the curricular content to provide less complex information and learning of functional and vocational skills.

6. Students with hearing impairments may require the teacher to use short sentences, look at the student often while talking and ask the peers to help as much as possible.

7. Finally, Johnson (1993) has suggested to explore the following alternatives in relation to content, teaching materials, responses expected from the child and methods to assessment: Modification; for example, computer responses instead of oral responses; Substitution; for example, Braille for written materials Omission; for example, omitting very complex work for children with intellectual

disabilities; and Compensation; for example, self care skills, vocational skills.

CBSE Relaxation for Disabled Children

The facilities extended by the Board to the disabled candidates (Dyslexic, Blind, Spastic and candidate with Visual Impairment) are as under:

1. The persons with disabilities (Dyslexic, Blind, Spastic and Candidate with Visual Impariment) have the option of studying one compulsory language as against two. The language opted by them should be in consonance with the overall spirit of the Three Language Formula prescribed by the Board. Besides one language they can offer any four of the following subjects – Mathematics, Science and Technology, Social science, Another Language, Music, Painting, Home science and Introductory Information Technology.

2. From the 2002 Examination, alternate questions in lieu of questions requiring special skills based on visual inputs have been provided in Mathematics and Science for Secondary School Examination (Class X)

3. Blind, Physically Handicapped and Dyslexic students are permitted to use and amanuensis. The amanuensis must be a student of a class lower than the one for which the candidate is taking the examination.

4. The visually handicapped students appearing from Delhi were provided questions papers with enlarged print for 2003 Examination.

5. Disabled candidates are allowed additional one hour (60 minutes) for each paper of external examination.

6. Board does not give relaxation in minimum marks prescribed by it.7. Exemption from Examination in the Third Language.

8. The Board considers the Physiotherapy exercises as equivalent to Physical and Health Education course of the Board.

9. Centre Superintendents have been instructed to make arrangements for the conduct of the examination of such candidates on the ground floor as far as possible.

10. Physically challenged children will specifically indicate their category and also state whether they have been provided with a Writer in the columns provided in the main answer book. Answer book of such candidates are evaluated by the Regional Officers at one Nodal Centre.

11. The Centre Superintendents have been requested to send the answer books of such candidate in a separate envelope to the Regional Officer concerned.

12. Separate question papers in Science and mathematics at Secondary (Class X) level have been provided for blind students w.e.f. 2003 Examinations.

13. Assistant Superintendents for the blinds are teachers from the schools where the blinds are studying. As far as possible, teachers of the same subject are not allowed to be appointed on the day of examination. One invigilator is from outside the school.

To conclude, including children with disabilities in education is a challenging task. It involves providing appropriate responses to a wide spectrum of learning needs in both formal and non-formal settings. The following table illustrates the nature of inclusion by highlighting a few fundamentals.

Inclusion is about Inclusion is not aboutMaking provisions for all about providing for some children and not excluding any

About providing for some

Welcome and celebrating diversity About considering diversities as a burdenImproving quality of education for all Improving quality of education for someEnabling all children dignity and confidence to learn

Ridiculing children and having low expectations

Making all realize their basic right to education Denying some groups this right to educationSelecting inclusive learning tasks and pedagogical practices

Selecting inclusive learning tasks and pedagogies not accessible to all

Non exclusion Only inclusion of disabledRemoving physical, social, attitudinal barriers Considering some children to be inferior to

others and not capable of learning

CONTINUOUS AND COMPREHENSIVE EVALUATION

Recommendations of N.C.F. (extracts are given below)

In the Indian Education system, the term evaluation is associated with examination, stress and anxiety.

Currently the board examinations (CBSE) negatively influence all testing and assessment throughout the school years, beginning with pre-school.

A good evaluation system is one that is an integral part of the learning process and gives both the learners and the educational system credible feedback.

“Education is concerned with preparing citizens for a meaningful and productive life and evaluation should be a way of providing credible feedback to the extent to which we have been successful in imparting such an education.

Current processes of evaluation which measure and assess a very limited range of facilities are highly inadequate and do not provide a complete picture of an individual’s abilities or progress towards fulfilling the aims of education.

Evaluation should not be a means of encouraging competition alone.

Credible assessment provides a report or certifies the completion of a course of study besides giving information regarding quality and extent of learning.

Currently report cards carry information on subject areas and have nothing to say about the aspect of the child’s development, including health, physical fitness and abilities in games, social skills and abilities in art and craft. Qualities statements about these aspects of children’s education and development would provide a more holistic assessment of educational concerns.

Any meaningful report of the quality and extent of a child’s learning needs to be comprehensive.

In addition to learner’s achievements in specific subject areas, assessment would need to encompass attitudes to learning, interest and ability to learn independently.

Each area of the curriculum may not lend itself to being tested. This includes areas such as work, health, yoga, physical education, music and art where skills and competencies develop over longer time scales and require careful observations.

AREAS THAT REQUIRE FRESH THINKING

1. Continuous Comprehensive Evaluation needs more careful thinking.If CCE simply increases stress on children by reducing all their activities into items for assessment or making them experience the teachers ‘power’ then it defeats the purpose of education.

2. Information regarding quality and extent of learning.3. Assessment of co-scholastic areas – work, health, yoga, physical education, music and art

and life skills.

ASSESSMENT AT DIFFERENT STAGES

ECCE – Class I-II of the Elementary stage.

At this stage, assessment must be purely qualitative judgments of children’s activities in various domains and an assessment of the status of their health and physical development based on observations through everyday interactions. On no account should they be made to take any form of test oral/written.

Classes III-VIII of the Elementary Stage

A variety of methods may be used, including oral and written test and observations.

Grades or marks along with qualitative judgment of achievers and areas requiring attention are essential at this stage.

Children’s own evaluation can also be a part of the report from class V onwards.

Rather than examinations, there should be short test from time to time which are interim based.

Term wise examinations could be commenced from class VII onwards.

The progress card must indicate general observation on health and nutrition, specific observation on the overall progress of the learner and information and advice for the parents.

Classes IX-XII of the Secondary and Higher Secondary Stages.

Assessment may be based more on tests, examination and project reports for the knowledge-based areas of the curriculum along with self-assessment. Other areas would be assessed through observation and also through self-evaluation.

Reports could include much more analysis about the students, various skill/knowledge areas and percentiles etc. This would assist them by pointing out the areas of study that they need to focus on and also help them by providing a basis for further choices that they make regarding what to study thereafter.

The purpose of evaluation is not:-

To motivate children to study under threat. To identify or label children as ‘slow learners’ or ‘bright students’ or ‘problem child’.

Such categories segregate children placing the onus for learning solely on them, and detract from the role and purpose of pedagogy.

To identify children who need remediation (this need not wait for formal assessment, it can be detected by the teacher in the course of teaching and attended to as a part of pedagogic planning through individualized attention).

To diagnose learning difficulties and problem areas – while broad indications about conceptual difficulties can be identified vide evaluation and formal testing. Diagnosis requires special testing instruments and training. It is also specific to foundation areas of literacy and numeracy and not meant for subject areas.

ACTION RESEARCH

I Content: Introduction:- What is Action Research?

(i) Practice-based research or Need based research.(ii) Teachers and their heads actually responsible for making the school function as an

institution or organization that benefits their workplace can do action research.(iii) Teacher as a decision maker, consultant, curriculum developer, analyst, activist.

II. Steps involved in carrying our Action Research:

(i) Planning PhaseUnderstanding the problem! What are the most obvious reasons for the cause of the problem? List ideas that researcher has on how to intervene,

(1) Defining the project,(2) Determining the measures.

(ii) Action Phase(1) Implementing on Action and observing the Results.

(iii) Reflection Phase:(1) Evaluating the result.

Reflecting on the Project (Is there a necessity of entering into the record cycle of project? If not? Why?

(2) Training Objective:(1) Teachers understand their role as researcher,(2) Teachers realize that this research can be instrumental in making a schools

improve their standard through strong empirical interventions,(3) Motivation to take up action research.

Training Methodology:(1) Lecture method with examples from day to day problems faced in the

schools especially with the reference to treating of Emglish.(2) Group discussion(3) Case studies.

4. A.V. Aids to be used”(i) OHP/PPTS(ii) Handouts onto can be distributed.

RESEARCH ACTIVITIES FOR QUALITY IMPROVEMENT

OBJECTIVIES

Acquainting teachers/field level functionaries with different types of research with special focus on action research,

Equipping primary school teachers to carry out simple action research to solve their immediate problems related to school

Providing necessary inputs for conducting researches and utilizing research findings for improving the quality of elementary education.

What is Research?

Mouly (1978) has defined research in very simple words; Research is best conceived as the process of arriving at dependable solutions to problems through the planned and systematic collection, analysis, and interpretation of data”. It is the most important tool for advancing knowledge, for promoting progress, and for enabling man to relate more effectively to his environment, to accomplish his purposes, and to resolve his conflicts. Any systematic study designed to promote the development of education can be regarded as educational research. Educational research can broadly be classified as fundamental research and action research.

Action research

While the value of fundamental research is determined by the amount of dependable knowledge it adds to the already existing one, the value of action research is determined by the extent to which the findings lead to improvement in the practices of the people engaged in research.

Action research is the research a person conducts in order to enable him/her to be more effective. A school practitioner usually takes decisions on the basis of tradition or experiences of others or by using common sense. Action research is a step ahead of common sense approach. The difference between fundamental and action research is mainly of the degree of refinement and discipline in various steps for taking a decision. In action research, a teacher is actually careful in diagnosing the problem, in collecting facts, in designing hypotheses, in experiments with tentative practices and actions, and in evaluating results of the actions taken. Action research may be both individual and cooperative when many people deal with a problem or research is likely to effect many people.

Steps to be followed in Action Research:-

1. Identify the Research Problems

Usually teachers are aware of the problems which exist in the school situation. Many of these problems need investigation and can be easily taken up for research by teachers. However, a teacher should evaluate a research problem by responding to the following questions:

Can the problem be solved in part or full through the process of research?

Is it feasible to collect data to find an answer to the research questions? Is the problem related to an important education principle? Would the solution help in improving the situation? Do I have the understanding of different aspects of the problem to interpret findings? Are the data gathering devices available? If not, can I develop them on my own or

with the assistance of fellow teachers? Can I generate necessary resources for financing the study, if required? Can I manage time to complete the study?

Taking the above questions into consideration we can pin-point our research problems.

2. Define the Problem Pin point/specify the problem as to undertake an objective study. Specify limitations, merits and demerits of the study.

Specify the reasons responsible for the problem. Specify the factors within and beyond the control of the teacher.

3. Workout practicable strategies by determining Means and ways Available resources and resources to be created.

4. Workout financial and administrative inputs required.5. Follow team work, if possible and adopt a unified approach to solve the problem.6. Work on the project/problem in view of the strategies adopted (more than one strategy

can be tried-out at the same time).7. Evaluate the effect of process, strategies and resources involved in solving the problem on

a continuous basis and if necessary, modify the plan of action.8. Collect data through observation, teacher made tests, survey tools etc. with community

support.9. Draw conclusions with reference to

Observations Participation Achievement Activities undertaken Process adopted (may be further tested by using a wider sample)

10. Carry out modification in learning outcomes, environment building, regularity and punctuality, confidence in self-learning, interaction among the peer group, effectiveness of the resource material used and above all total effectiveness in learning outcomes on the basis of the research activities.

11. Suggest further strategies/actions to be undertaken for betterment of education12. Develop research modules at the elementary education level for teachers.

Priority areas of research

In the context of Sarva Shisha Abhiyan, some of the important problems that need studying are:

Education of the girl child Pre-school education and its linkage with primary education Education of children with special educational needs-physically and mentally

challenged, SC/ST, minority, socially and economically underprivileged, e.g. children from urban slums, labourers, families below poverty line, migratory population etc.

Achieving the goal of Universalization of Elementary Education with focus on quality improvement in the form of improving attainments of the school.

Promoting active participation of children in environment building. Teaching-learning process, evaluation, feedback and promotion of potential qualities

of children. Confidence building processes both among students and teachers. Community participation in the process of educational reconstruction. Enrichment of teacher’s knowledge – subject-wise and competence-wise in

transaction of curriculum. Assisting students in their academic performance Developing curiosity to learn more and more independently, among those children

who have practically no learning environment in their homes nor any encouragement from their parents.

Absenteeism among students and teachers Establishing interactive relationship between institutions located in urban, rural and

tribal areas and solving problems mutually. Knowing the system of education in rural and tribal areas. Creating awareness in the villages about the need to educate their children for better

life and living.

CONCLUSION

To sum up, it can be said that undertaking research activities at all levels and in all aspects of school education will go a long way in improving the quality of education.