Teachers play with chana-rajma to relearn PLace Value

-
Simple objects can be used very effectively to teach Maths. Here, I used Chana (Chickpea) and Rajma (Beans) for teachers to explore various mathematical concepts such as—place value, addition and subtraction with regrouping, multiplication, division and fractions. When the primary students actually hold such objects in their hands,while picking them up or putting them back, the physical impression creates the conceptual knowledge in their minds. 

Comments

Post a Comment

Popular posts from this blog

Judge a man by the questions he asks!

-
Image
Judge a man by his questions rather than his answers. (Voltaire) All our lives, we have been told that our smartness is measured by the answers that we have. And here comes Voltaire who says the opposite! My initial reaction is, ‘What does this mean?’ However, since it is Voltaire that says it, I think it must have some meaning and I dig deeper! As a listener, I may learn more by the questions I ask instead of by the quiet judgments I make. As a reader I may gain more by my questioning the text instead of believing what I read blindly. As a human being, I may contribute more to society by questioning the traditions than blindly following them. “The questions do mean a lot in life, not just for the sake of saying it, but for the sake that they define where your life is headed and how you are going to shape your life”, (Inspire99, 2019, para. 5) . As I read this blog piece, I felt pieces dropping in my mind and a change in the way I approached questions. Questions as a way to
Read more

Discipline models in classroom

-
Image
There are several models of discipline by different theorists. However, they can be broadly categorized  as (a) low approach, with low degree of teacher control and high degree of student control; (b) medium approach, with medium degree of approach for both; and (c) high, with high degree of teacher control and low degree of student control. Fay and Funk/ Low-control/Guiding model Jim Fay and David Funk focus to “create a classroom environment in which students can develop their own self-discipline and independent problem-solving skills” ( Models of Discipline Low Approach,n.d. ). The objective is for teachers to learn “ techniques to avoid arguments and power struggles”, ( Delosio, 2008 ). These are based on 9 essential skills for teachers which are, “(a) Neutralizing student arguing, (b) Delaying consequence, (c) Empathy, (d) The recovery process, (e) Developing positive teacher-student relationships, (f) Setting limits with enforceable statements, (g) Using choices to prevent po
Read more

Building school communities

-
Image
How do we build school communities that develop the knowledge and competencies that are essential for living and learning in a globally connected world? “With increasing diversity and difference in today’s education, schools now more than ever constitute a microcosm of our larger society”. (Evans, Montemurro, Gambhir) . Hence responsibility of a school community towards development of global mind-set. A globally connected world requires a mind that is progressively moving towards a global mind-set. Global Mind-set Ranker (2018) “It is the ability to step outside one’s base culture and to understand there is no universally correct way to do things”. In others words, everyone is right. Keeping this at the heart, how do we them function as a community in a school, where everyone opines differently? It would require effort to cultivate some values and systems for the same. When I say values, I am taking it as a sum total of attitudes, skills and approaches to be developed. I a
Read more