Trans Formative Training of Tribal Area Teachers

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AN INNOVATIVE TEACHER TRAININGMODEL ON TRIBAL EDUCATION IN

ODISHA-D R . M A H E N D R A K U M A R M I S H R A

F O R M E R S T A T E P R O J E C T C O O R D I N A T O R M L E P R O G R A M E

S S A , O R I S S A

National Consultation on Inclusive Classroom, Social

Inclusion/Exclusion and Diversity: Perspectives, Policies andPractices

7-8 September, 2010Auditorium, India International Centre, 40 Max Muller Marg, Lodi

Estate,New Delhi.


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Voice from the indigenous..

There is no quality in an education

where every thing is based on aculture other than ours. Our culture

have a rich reservoir of knowledge ..

We want to share it for the benefitof human kind.

Ole Henrik Maga ,President of the UN permanent forum for indigenous

issues


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Consider asituation

Patient : Bab-mian asu dattinj ( Ihave a severe headache)

Doctor : What is that

Patient : Asu datinj ( severe pain) Doctor : Let me test( testing)

Patient : kantid (not this )

Doctor : (irritated )Tell me, whathappened to you .

Patient :(showing his head ) Bab-mianj Asu datinj

Doctor: Oh, I don't understandwhat you say.


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IF THE DOCTOR IS UNABLE TOUNDERSTAND THE LANGUAGE OF

THE PATIENT WHAT WILL HAPPEN TO THE

consider

AND WHEN A TEACHER IS

UNABLE TO UNDERSTAND THELANGUAGE OF THE CHILD

THEN ?


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Consider what a teacher says

they are uncivilized-we have to civilize them

They dont understand my language how canthey learn

Jagannath Tripathy

teacher of Makundpur, RayagadaThis is one case


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Orissa sceneario 1,60000 teachers

16900 tribal teachers

19000 schools with language diversities

17 lakh students are tribal ( 6-14 age)

schools

62 Scheduled Tribes

26 are spoken( while main streaming restlanguages were lost )


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Learners LearningDifficultiesLearners LearningDifficulties

Teachers TeachingDifficultiesTeachers TeachingDifficulties

Language of text bookContent

How to teach if thechildren's language isdifferent from the uniform

Challenges in tribal education

Learning atmosphere

Threatened self image

School as a nonresponsive place

s a e curr cu um

Negative attitude andbehaviour

Lack of professional skillon addressing bilingual/multilingual classroom


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Student ,community school relation


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Results9

High dropouts

Low achievement Failure in achieving national goal

Loss of human resource

Increase in social discrimination Blocking education and literacy

Non participation of community

Violation of children's linguistic and culturalrights


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Orissa efforts

An innovative teachers training after diagnosing

the issues and problems Children's need were the first priority

Then teachers belief, knowledge and attitude

Teachers base knowledge on tribal culture, languageand society tribal childrens

they prepared the content and process of training

module


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Teachers training contentUnderstanding tribal children's learning context

Exploring the rich language and cultural resources

of tribal community and their cultural methods oflearning ( katha tie kahun)

Applying the cultural resources (tales, songs,

narratives, art and craft, cultural mathematics,games) as learning items

Knowing how to visualize local knowledge as

foundation of children's learning resource


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Contd..

Respecting the values of tribal culture (oral local

knowledge, oral tradition, festivals, performance) Exploring the learning potentials from these

materials

Preparation of materials for children in theirmother tongue


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Teachers need in tribal area schools

meaningful use of children's language in classroom

Preparation of primers based on cultural context inchildren's language

training module on use of primers

Bilingual teaching learning materials Picture word dictionaries

Story chart / wall activities


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School reform for effective teaching learning

Transformative Teacher Training

1. Sensitization( belief, attitude and knowledge )2. Content and methods( indigenous and modern

combined)

languages4. Acquisition of second language skill

5. How to prepare a lesson from the cultural content(Teacher as researcher)

6. Co curricular activities to improve school climate

7. school as a community resource center


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Impact of Teacher Training

A strong bottom up approach emerged since

teachers of tribal areas demanded it A culture of inclusion was initiated

teachers entered in to a new pedagogic discourse

Tribal teachers took leadership on MLE They brought a change in responsive classroom


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SRUJAN

How local knowledge was included in school system

Story telling festival

Nature Book Cultural math

Art and craft

Traditional games Children and community resource persons shared

their knowledge and practice- inter-generationally

Teachers explored local knowledge as curricularknowledge

School community solidarity established


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Multilingual Education 60 tribal RPs

650 tribal teachers in MLE schools made their roadto MLE

Teachers from tribal communities as curriculumdesigners and textbook writers based on cultural

Literacy skill based on pedagogical standards

Children as explorers of ones own experience fromthe classroom transaction

Develop reading , writing and literacy skill throughMT based MLE

Curriculum in ten tribal languages


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Here is asituation :Sudarsan Juang

A teacherunderstand thelanguage of thechildren(Juang

The schoolensure

freedom ofthought andfreedom of speech!!


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Thank you

Documents

Trans Formative Training of Tribal Area Teachers