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| EDUCATION TRIBUNE |
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twice before making false allegations Campus
Notes
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What teachers need to learn THOUGH corruption and incompetence can exist anywhere, unfortunately, it has become the bane of our nation. As far as the education system is concerned, performance challenges of teachers, like teacher attendance, learning outcomes and student employability, remain a serious problem. It is common knowledge that it is almost impossible to link the promotion of a teacher with his performance, increase his number of working hours, and reduce the number of paid holidays he enjoys, or dismiss him on grounds of incompetence. The Sixth Pay Commission has increased the salary of government teachers manifold, yet it has not resulted in improving their attendance or learning outcomes and employability of the students. The major cause always cited by the teacher for getting de-motivated having been addressed reasonably, there should be no reason for the teacher not to perform effectively like any other good professional. However, the scene remains as dismal as ever. The situation demands organising special motivational training and self-development programmes for teachers at different levels. The rot, in fact, begins with our education system, culture and opportunities available for making a living. Our system of selection and appointment of teachers leaves much to be desired. Whereas other career opportunities like engineering and management or medicine demand from the student to clear the entrance examination after passing Class XII, getting into the profession of teaching warrants no such urgency and gives another 4-6 years to a student for “consideration” of the choice. Most of those studying in educational institutions do not plan to take up teaching as a profession at any level and in any discipline. The first and perhaps the most obvious choice of any student is engineering, medicine or IT. It is only after a student fails to get admission to some reputed institution in any of the desired disciplines that he/she starts considering other choices such as teaching. Once he does “become” a teacher, it is taken for granted that he does possess the requisite knowledge, skill, motivation, communication and passion to perform his duties effectively. However, everyone knows that it is not so. The fact that teachers need to be trained to perform their assigned duties effectively needs no emphasis. Every training and development programme must have a policy and perspective, so that a specific approach is adopted. Training is carried out either by the institutions through their in-house faculty development programmes or by the Academic Staff Colleges of the universities in case of affiliated colleges. In both the cases, the emphasis is more on improving the functional or hard skills of the teachers and hardly any attention is paid to the soft skills aspects such as motivation, communication and passion. Since no criterion or system exists for the evaluation of the impact of training on the teachers or for assessing the efficacy of organisation conducting it, no one ever comes to know to what extent the training has been useful. The training of classroom teaching at the induction level needs to be given top priority. Since the wearer only knows where the shoe pinches, the best inputs to identify the training needs of a teacher should come in the form of constructive feedback from suitably selected responsible students. There is a strong connection between self-development and professional excellence and there is a direct connection between soft skills and self-development. For example, effective communication such as writing, public speaking, body language and listening leads to self-development. It is easy to understand why the erudition in writing, eloquence of speech, gesticulation of body expressions and empathy in listening helps in conscious evolution of any professional, especially a teacher. I totally agree with Peter Drucker who has said, “First and foremost, concentrate on your strengths. Put your self where your strength can produce results. Second, work on improving your strengths. Analysis will rapidly show where you need to improve skills or acquire new ones. Third, discover where your intellectual arrogance is causing disabling ignorance and overcome it.” It must be remembered that attitudes and behaviours are not significantly altered by a single exposure or one-shot training. Tracking the trained teacher and reinforcing the inputs at suitable frequency is necessary. Since we are a deeply religious and God-fearing people, the use of religious devotion and fervour among the teachers to get rid of the yoke of mediocrity may be considered. The route of canalising one’s religious intensity to perfection in teaching is not easy and is fraught with dangers. For example, some one may loose faith in one’s chosen deity if one does not get the rewards one expects after performing the duty of teaching with total devotion. However, the connection between one’s purely religious values and sanctity which a teacher brings to the classroom is a matter of more serious a study. We all know that training and development are the least and last priority in all our systems—education being no exception. It is hoped special efforts will be made by policy makers, heads of educational institutions and others to train the teachers and organise self-development programmes which help the teacher to realise his full potential as well as in the overall interest of education system.
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Think
twice before making false allegations PUPILS who make malicious accusations against their teachers could face criminal prosecution under new guidance on school discipline issued by the UK government. Figures show that as many as one in four school staff have been accused of wrongdoing, often claims of assault, by pupils during their careers. The new guidance tells headteachers that they have the right to exclude either temporarily or permanently any pupil who makes a false allegation. In extreme cases, it adds, they should inform the police if they believe a criminal offence has been committed. The new policy document also warns schools they should not adopt a “no touch policy” against pupils. “It is often necessary for a teacher to touch a pupil,” it says. It cites the example of a disturbance in the classroom and also points to complaints made by music teachers who say that a “no touch” rule would make it impossible to teach a pupil an instrument such as the violin. “We know that the majority of pupils are well behaved and want others to behave well, too,” said Schools Minister Nick Gibb. “The role of the government is to give schools the freedom and support they need to provide a safe and structured environment in which teachers can teach and pupils can learn.” The guidance, slimmed down to 52 pages from an earlier document running to almost 600, also guarantees teachers anonymity against charges unless a prosecution is brought — and tells heads not to automatically suspend staff if an allegation has been made against them. It also recommends that any investigation into a complaint, except in the most complex of cases, should be completed within three months. Also announced is a series of measures to crack down on school discipline, in the wake of statistics showing that nearly 1,000 children are suspended from school as a result of assault or abuse every day. Also, 44 school staff have needed hospital treatment for injuries in the past 12 months, the highest for five years. —
The Independent
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Campus Notes THE Ministry of Tourism of the Government of India has sanctioned a grant-in-aid of Rs 2 crore for the Institute of Hotel and Tourism Management (IHTM) of the university for infrastructure expansion, purchase of equipment, furniture and other necessary facility upgradation. According to the Director, IHTM, Prof. Dalip Singh, out of the total sanctioned money, Rs 50 lakh are meant for the expansion of infrastructural facilities, and the rest of the funds are likely to be used for the purchase of equipment, furniture and other miscellaneous items. He said the students of the institute would get benefited from this financial aid. Notably, the IHTM, which was established in 2007, has made rapid progress in the last four years, and has been listed among the best hospitality education institutions in North India. Meanwhile, the institute has announced to display the merit list of Master of Hotel Management and Master of Tourism Management courses on July 12. The selected candidates will have to submit their fee on July 13.
Results declared
The university has declared the results of B.A./B.Sc./B.Com (Hons) Part-I/II/III. According to the Controller of Examination, the results have been made available on the university website www.mdurohtak.ac.in. He said the candidates who wanted to appear in the next examination on the basis of this result could submit their examination forms up to July 19 without late fee. The varsity has also declared the results of B.Sc. (Home Science) Part-III and B.Sc. (Human Nutrition and Deities) Part-III examinations held in April 2010. The candidates who wish to take the next examination based upon this result may submit their examination forms up to July 18 without late fee. The result of LL.B (annual scheme) examination held in April 2011 has also been declared. While the result have been put on the university website www.mdurohtak.ac.in, the candidates who wish to appear in the next examination on the basis of this result have been asked to submit their examination forms up to July 14 without late fee.
B.Ed exam dates
The university has notified the date-sheet for B.Ed annual examination 2011. According to information available, the annual examination will start from July 12 and conclude on July 31. The exam will be held in the afternoon session from 2.30 pm to 5.30 pm. Meanwhile, the University Institute of Engineering and Technology has postponed the admission counselling for the M.Tech course scheduled on July 4, July15 and July 18 owing to unavoidable administrative reasons. The new counselling schedule will be notified later on, said the university spokesperson.
Develop diverse knowledge base
The true worth of education is when it is transformative according to nature and the knowledge needs to be connected to the social realities of the world. This was emphasised by the Secretary, Ministry of Human Resources Development, Government of India, Vibha Puri Das, during the inaugural programme of the second batch (2011-2013) of the Indian Institute of Management, Rohtak, held on the IIM campus at the university recently. Das exhorted the newly admitted students of IIM-Rohtak to develop diverse knowledge base instead of a mono-cultural or monochromatic approach. Dr P. Rameshan, Director, IIM-Rohtak, emphasised the importance of developing right value system, ethical practices, social commitment, and morally correct behaviour as managers. IIM faculty, staff members and students were also present on the occasion.
— Contributed by Bijendra Ahlawat
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