CULTURE, LEARNING and TEACHING

Blog # 12

January 12, 2017

This blog is authored by Study Abroad in India student Jeniffer Morron who is studying for her master's degree in Early Childhood Education at the City College of New York. She has an associates degree in Liberal Arts, a bachelor's degree in Journalism and is currently a head universal prekindergarten teacher at Noahs Ark Preparatory School ll in Queens, NY.

A Primary School

"This is our last visit guys!" Professor Gupta announced. A bittersweet feeling rose up and was reflected in almost all of our faces. Our last class was a site visitation to Cambridge Primary School located in New Friends Colony. Once arrived, you can see tall dark green trees, colorful plants kissing around each corner of the beautifully structured campus. The Cambridge School is a private, co-educational, English-speaking school. Their youngest students start in the Nursery class and children stay till the fifth grade. A large rectangular room with green tables and blue chairs surrounded by cabinets filled with various books was known as the school's library. Within that large and clean library, there were over 20 different genres all separated neatly in cabinets. Some genres included: give one take one (that means keep it or bring it back and take another one) Fairy tales, Chapter books, Wit and Wisdom as well as books separated by difficulty among children.

A few minutes after our arrival, children neatly dressed in dark blue uniforms walked in a straight line. Seven rows of six children took off their shoes and placed them neatly next to them along with their lanyard which held their picture ID's on one side and the other side held three contacts that they may be released to. Row by row, children sat down in a squared off section of the library, behind one another, legs folded, hands tucked on lap. The English teacher began her storytelling class by first asking the children, "Are u comfortable?" "Yes ma'am", they all replied in sync. Then she started to ask the children questions prior about the context of China. It was incredible to see how the children finished her sentences. She used so many physical gestures and was so animated!

After the story telling the class, we were able to have our first class ticket to go inside various classrooms. The children of a second-grade class were the ones who impacted me the most. Once a few of us walked in, the students stood up and the teacher told them to greet us and to make space for us to sit down. A few students near the back of the social studies classroom said, "Sit here ma'am!" I quickly moved to sit near the group of students, two girls and two boys. One of the student's book bag was in the way and once she saw me move it the young girl said, "I will do it, ma'am". I found this gesture not only respectful but also a sign of hospitality.

After our amazing observation within the classroom, we were able to interact with the teachers as well as the students in the grass field outside. The teachers looked so happy to be there, that was one of the many things that I noticed. They were dedicated, happy and invested within their teaching despite having 40 children in each classroom.

In the reading on Sri Aurobindo, there are three principles he states that are "true education":
1 )Nothing can be taught.
2) The mind has to be consulted in its own growth.
3) If anything has to be brought in from outside, it must be offered, not forced on the mind.

The teachers in this school, as well as the other schools we have visited, were the true examples of these principles. The teachers gave room for suggestions to the children rather than imposing on their work. The teachers in various grades were showing children how to acquire knowledge for themselves. Second, the teachers weren't hammering the children into becoming advanced robots. The children were seen to be comfortable to learn at their pace. Thirdly, the children were thinking about ideas on their own. Nothing was forced, their ideas were naturally developed as were their everyday skills.

Diversity of deities in a Hindu Temple

We moved on later that night to visit a temple called Shiv Mandir. We took off our shoes and walked inside to view the various Gods and Goddesses. Although the temple was dedicated to the Hindu God Shiva, there were many other Hindu gods and goddesses housed in the temple as well. Among these colorful and detailed statues were:
* Brahma, the Creator
* Vishnu, the Preserver
* Shiva, the Destroyer
* Ganapati, the Remover of Obstacles
* Avatars of Vishnu (Ram and Krishna)
* Saraswati, the Goddess of Wisdom and Learning
* Durga Devi, the Goddess of strength

Diversity of foods in an Indian Vegetarian Restaurant

After that memorable and spiritual experience, we went directly to Evergreen restaurant to have our last dinner as a whole class. Various foods were available to try from northern, southern and central Indian states such as Punjab, Haryana, UP, Tamil Nadu, Andhra Pradesh, Maharashtra, Madhya Pradesh. Some of the foods we tried were:

*Idli Sambhar
*Masala dosa
*bhel poori (my favorite)
*sarson ka saag aur makki roti
DELICIOUS! Our tastes buds were in for a surprise!

This was our last class here in New Delhi, and we all realized that we had been inspired by so much that affected us each individually. Mahatma Gandhi says, “be the change you want to see in this world." India inspired all of us to be free, be comfortable and best of all be happy.

Blog # 11B

January 11, 2017

This blog is authored by Study Abroad in India student Moraima Avalos who is studying for an undergraduate degree in Childhood Education at the City College of New York. For her masters degree, she plans to major in Early Childhood to broaden her understanding of young children as she wants to focus predominantly on kindergarten students who live in troubled homes.

Today's focus on Inclusive classrooms was a topic close to home for me. Both my parents are licensed special education teachers. My mother is an occupational therapist in early childhood agencies and I have become accustomed to being near children with special needs and have a soft spot in my heart for them.

We took a long drive to the school and finally reached it. The school, located near a couple of other government and private schools, had a beautiful campus. You could tell from the outside that this was a wealthier school. It was more of a college campus feel or even a boarding school feel which was interesting being that this school welcomes so many children with disabilities. This made me think that the administration really cared for the comfort of the students.

As the director of the special need department spoke to us, she informed us of the importance of making all students feel connected with the rest of society. The vision of the department is that all children should be given equal opportunity. Their school was committed to inclusion and felt that it is part of their DNA. Since the opening of this school, more schools have now made inclusion classes a part of  their curriculum. “All children can learn, every child has a right to learn” and if we accept that then we all believe in inclusion. Their ways of preventing this is through sensitization and awareness about people with different needs and also learning to accept. Here in India, some people haven't accepted the thought of special needs kids due to lack of exposure, lack of knowledge and lack of motivation which leads to negative feelings and false beliefs.

We then divided into two groups, one group visiting the higher grade classrooms and the other visiting the early childhood classrooms. As I am interested in kindergarten, I decided to visit the younger grade classrooms to know the different ways they instill independence and creativity. As we walked through the beautifully, colored halls; all the halls were filled with artwork from the students. Some of the classes were REM (remedial department) with 1-30 students following a mainstream curriculum. Other classes are NIOS (National institute of Open Schooling) and last, CSE (Center of Special Ed). NIOS focuses on students who are interested in sports or other hobbies and don't have much time to focus on education so this gives them a slower pace with 1-2 subjects in a year but the same work. CSE focuses on students with I.E.P and a ratio of 1:6. They differentiate planning for each student at different levels and incorporate ADA programs which enhance daily living skills.  As we walked around the classrooms I could see the creativity integrated into the curriculum. We even saw a classroom that helps the students learn independent living so they can leave school with these schools. It is important to make everyone aware of the ability of all children to learn . This school’s vision was very inspiring and I'm happy they feel it is important to give all students the same opportunity.

Blog #11

January 11, 2017

This blog is authored by Study Abroad in India student Christina Singh who is currently pursuing her Masters Degree in Early Childhood Education at the City College of New York.

The Step by Step school is a private inclusive school welcoming to all children who need support. The school is made up about 50 professionals who are all committed to inclusion. One core belief of the Step by Step school is that "students learn best in a respectful, supportive community of trust where each student's learning needs and abilities are understood and accommodated as fully as possible." At the Step by Step school, inclusion is well executed - inclusion of children as well as inclusion of communities.

As we entered the gates of the Step by Step school, I could tell what we were about to see was going to be different than the Pratham community-based centers. The grounds of the school were well groomed and lined with pots of plants. Children's art work hung on the pillars leading the way into the school. Upon arrival, an image of Mother Saraswati greeted us at the door. Saraswati is the Hindu goddess of knowledge, musi c, arts, wisdom and learning. As we walked through the school children's art work was displayed on the hallway walls. The hallways were long and extending into different directions. As we peeked into one classroom, we saw children engaged in story time. We passed by the computer room where children were playing mathematical games. In the art room, children were painting pottery they had made from clay. We entered a special education classroom specifically designed for autistic children. The classroom teacher told us that he set up his classroom in a way that would support the children and allow them to complete classwork without verbal instruction. He told us that the reward for the children was completing the actual task. This made me think about the extrinsic reward system in America where a child would get a sticker or star for completion of a task.

Tagore's Theory of Inclusive Education promotes the idea that "education is a relational process between the child, teacher peers and nature (environment)" (Mukherjee, 2013). At the Step by Step school, this is well represented as we saw the school and parents sensitize and raise awareness about children with special needs. Professionals at the Step by Step school help students to reach their full potential academically as well as holistically, along with the help of parents and communities near and far.

Blog # 10

January 10, 2017

This blog is authored by Study Abroad in India student Jasmine Kasheboon Khoury who is studying for an undergraduate degree in Anthropology at the City College of New York.

Today was our 11^th day in New Delhi, India. Our time here is coming to an end. Therefore, during today’s discussion we all took time to talk about our childhood experiences and our families. Through this conversation, we discussed how our identities have been formed and how we navigate between our own cultures and the assimilation into American culture. We evolve and form our own identity, making the decisions of what we want to hold onto within our culture and what we need to let go of on the basis of survival. With time everything changes. India is changing with time and this was shown to us through the presentations by faculty of The New Delhi Institute of Management.

The New Delhi Institute of Management (NDIM) gave us a very warm welcome today with a beautiful and tasteful lunch, presentations, interactive exercises, and of course, tea! We started off our visit by sitting in a circle with students currently studying in NDIM. About six of them told us about what they are studying, plan to do with their majors, and even their views of America. One of the students said that he is very influenced by American culture and that Paris Hilton is his Goddess. Another student told us a phrase translated from Hindi stating: “Delhi is full of people with hearts.” After this beautiful interaction, we sat in on three faculty presentations on the topics of Digital Marketing, Demonetization, and History of India.

The first presentation discussed how digital marketing was a way for people to connect. Through digital marketing there is a difference between stories and narratives. Narratives are meaningless, but stories have meanings and one-way to give something a meaning through social media is: hashtags. We see the use of people connecting and showing support through social media by talking about their experiences through hashtags like, #BlackLivesMatter, #ImWithHer, #Aleppo etc. Digital marketing has also made it easier for people to connect globally through Facebook, LinkedIn, Snap Chat, and Twitter. With the recent ability to “See Translation” of posts put on Facebook people can read posts/news in different languages.

Our second presentation focused on Demonetization which is the stripping of currency making it no longer a legal tender. Recently in India, 500 and 1,000 rupee bills were no longer worth any money as of November 8, 2016. These made up 86% of the currency that was suddenly unavailable leaving only 14% of currency still available in other smaller bills. Fourteen lakh crore was invalidated out of the sixteen lakh crore leaving the country with only two lakh crore in useable currency. The government has since printed new bills of Rs 500 and 2000 which are now being available to people. In India, this has happened twice before in 1946 and 1978, and now in 2016. Demonetization is done to stop the Black Market and counterfeiting. This move was made to help the common man because now the richer people have had to declare all their money and pay taxes on it. However, at the same time, interest rates have fallen and tourism has been affected during this transition because tourists have had less cash available to purchase gifts. The government is benefiting from this because taxes are being recovered and more money is going towards the government due to the penalties towards people who are part of the Black Market.

Our third presentation showed us the underlying philosophy of India; Unity Within Diversity. India is made up of many diverse states that come under the umbrella of one country: India. India is experiencing more feministic viewpoints, success within the IT industry, increased focus on education, and structured chaos. Education has become even more important and families do whatever possible, some families even selling their land and possessions to ensure that their children receive quality education. Two million phones a month are being sold creating a larger social network. And the strong cultural mindset of “jugaad” – the ability to make bad situations workable situations - is an innovative attitude that is widely experienced in India. All of this success and change is allowing the middle class to explode and poverty lines to decrease. India is changing.

Blog #9

January 9, 2017

This blog is authored by Study Abroad in India student Claudia Lara who is studying for a Masters degree in Early Childhood Education at The City College of New York. She has an associates degree in Deaf Studies, a bachelor's degree in Linguistics and is currently teaching 3 year olds in a preschool in Queens, NY.

Throughout our first week in India, we visited institutions that have taught us how different communities in India are being encouraged to continue their education. We are starting this week by visiting Skill India which is a skills development corporation for marginalized communities. As we learned in previous visits, the key to helping students succeed is to keep them engaged throughout process from education to employment. Skill India intends to help those who have dropped out of school by providing vocational training through hands-on activities.

Hearing "hands-on" made me think of activities related to the topic being taught however, seeing the classrooms made me realize it is more than providing activities. All the classrooms were different;  those training for hospitality had a replica of a hotel room for practicing, those training for a position associated with retail were standing in their classroom. Every setting aimed to provide real life experience to prepare them for the job position they would like to get.

As the article “Origins of Alternative Education in India: A Continuing Journey” by Deepti Mehrotra mentions, several schools have introduced alternative teaching methods that are different from the mainstream method (Mehrotra, p. 25). Besides introducing different hands-on experiences, Skill India has also introduced new equipment in the classrooms. The Institute has created and patented a touch screen projector which facilitates teaching. The projector has different features like graphing, browsing, and writing tools. It also has the option to live stream and record which can be played in centers that do not have teachers. Every setting and materials in Skill India was customized to fit students' career interest. Walking around the vocational centers made me wonder why classrooms in New York are not adapting to more realistic situations.