The Noun through Co-scholastic Activities
Written By: –Rathna Sindhur|
November 2, 2018|
In any grade, language plays a central role in the learning experience of the child. It enables the child to form concepts, organize information and interact with his or her environment. Language is a major tool for a child to decode the world; it is also a tool to learn about the world. Irrespective of the subject area, learners assimilate new concepts largely through language.
When they listen and talk; read and write about what they are learning in non-language classes, they use language, while acquiring new concepts in non-linguistic fields; thus, they enhance their linguistic skills as well. The modern age is characterised as ‘The Age of Specialisation’. This phenomenon has crept into all fields of education i.e. Scholastic and Co-Scholastic areas.
Co-Scholastic – ‘Co’ as it says are areas that supplement and complement the entire teaching-learning process and effectively impact student learning outcomes. Curriculum during infancy stage is purely physical education; in childhood stage also no formal education is recommended , but continuance of some physical care and natural education; adolescent period is of intellectual education, labour and study – young pupils are occupied with word and activity (do and learn).
The human infant comes into the world as a biological organism with animal needs. He is gradually moulded into a social being and he learns social ways of acting and feeling. This process of moulding is known as ‘socialisation’. Socialisation is the process by which an individual adjusts himself to the condition and environment of the society. To fulfil this objective of becoming socialised, there is a prime need of striking a balance between syllabus, curriculum, books and also activities beyond that. Do and Learn is one such area which introduces pupils to the world of work and service to the community so as to enable them to develop positive attitudes to work and workers, dignity of labour, tolerance, co-operation, sympathy, helpfulness, self-reliance and stamina for hard work.
Do and Learn / Socially Useful Productive Work (SUPW) and/ or FOLK Education are described as purposive, meaningful, manual work resulting in goods or services which are useful to the community. Folk Education is education related to professions which are transferred from one generation to another orally. In this unlike conventional education, people know by seeing and learn by doing. Generally, folk education includes pottery, poultry, field work, weaving and many more.
This subject has a wide range and as recommended by the Ishwarbhai Patel Committee, it finds a central place in the school curriculum because SUPW cuts across various disciplines and draws its content from various other subjects of the school curriculum.
A study of the most outstanding figure of India, Mahatma Gandhi clearly marks out continuity in Indian tradition extending over a few centuries. He was unequalled in his work which marks the beginning of constructive social thinking. According to Gandhi, education which does not mould character is absolutely worthless.
Words and numbers are the symbols that allow us to see beyond ourselves and the present. During the lesson ‘The Noun through Co-scholastic activities’, students were encouraged to surf details about various types of agriculture from all over the world. This lesson provided an opportunity to work in mixed groups of students across two grades, 8th and 9th. They learnt the importance of five natural elements (bhumi, jala, agni, pavan, akash) and about soil and water in detail. Learners were amazed to understand the history behind each and every type of work related to agriculture since 6th century. This wide reading of texts helps expose students to many words including rare words — not high in frequency but important in meaning.
The following strategies specify as the benchmark in vocabulary proficiency:
1. Dictionary use – students will learn to use different dictionaries at different stages.
2. Morphemic Analysis – this will greatly enhance and build the vocabulary and reading comprehension of all students, especially struggling readers. Students will become familiar with the most common morphemes; they can then use their knowledge of word parts to help determine meaning when they encounter unknown words.
3. Contextual Analysis – They will learn how to recognize clues to help add meaning to words they don’t understand in the text. The clues will help them comprehend.
4. Students will write a dialogue and essay, answer the given reading comprehension, meeting all the required details.
Procedure followed during this session is, students took the indoor classroom outdoors. Students were allowed to plan their land for digging and growing during spring season. They spent most of the time watering, weeding and watching young plants grow. Students divided the land into vegetable garden, herb garden and a flower garden. The place had enough sunlight which helped the plants grow easily and students noted the growth. Cleaning the lawn was also necessary as everyone likes to sit on green grass and admire flowers. Students mowed the grass with the help of a lawn mower. Overgrown hedges were chopped with the help of garden shears. They prepared their own compost by removing dried plants, leaves; dumping them in a pit and by watering the pit. This lead to the improvement of the fertility of the soil. Sowing of the seeds was also carried with great excitement. Students understood that India lives mostly in rural areas, in other words, more than 75% of the population in India are residents of rural areas. The Indian sub-continent can safely be called an agricultural country that is why it is often said that India lives in villages.
Map Marking- Students tabulated the crops cultivated, climate and land formation that support the growth of these plants.
Interview- Students had an opportunity to hear a renowned person, Salumarada Thimakka and acquire some knowledge about growing plants and maintaining trees.
Water cycle through Mantra Pushpam-
Mantra Pushpam is a vedic hymn which is used at the time of offering of flowers to the deities at the very end of the pujas. This mantra is taken from the Taittiriya Aranyakam of the Yajur Veda. This mantra speaks of water and emphasizes that water is the basis of this universe.
The main objective is to assess the research capabilities of the students. They are expected to possess and exhibit cognitive abilities. Cognitive abilities include comprehension, analysis, evaluation, understanding the structure of arguments, deductive and inductive reasoning.
Things began to take shape and excitement set in. This resulted in a huge learning experience for the students and teachers who worked for the best outcome of the topic. The students exhibited their highest talents by presenting their learned vocabulary through Word Garden.
Rathna Sindhur with her ambitious aim inspires young minds about love of learning and helps them become free thinkers. Rathna currently teaches English from Class III-V at Edify School in Bengaluru. Prior to this she taught French at elementary level from 2009-2012 at VIBGYOR High. Rathna loves to be working with people from different trades and walks of life at varied levels. As an ISA coordinator at Edify School, she balances concerns of different groups in order to reach a common goal. Academically, Rathna is an MA in English from KSOU Mysore University; she holds Diploma in Teachers Training, Cambridge TTF and Level-A in French from Alliance Francaise.