Education and Human Development: Education in Pakistan … HIJACKED by SHADOW SYSTEM ...

Education and Human Development: Education in Pakistan … HIJACKED by SHADOW SYSTEM ...: In a country like Pakistan which invests 2.5% of its GDP 1 on education and has 56% literacy rate 2 education has been hijacked by shado...

English in Science Classroom - A support or Hinderence

Being an international language, English has become the need of time. There are many language centres and English medium schools around which are considered of high standard due to their emphasis on English language. My visit to different well recognized English Medium Schools has shown that children get the maximum exposure to a second language (L2) through variety of activities both inside and outside classrooms. This could be through teachers’ modeling, teaching learning resources, positive attitude, exposure activities like movie shows, and many more. The same is reflected by Cameron (2001) that the amount and type of exposure to a language is essential for its development. I personally agree with the notion that more input will lead to the maximum output with reference to language in younger children. However, being a science educationist, my concern is that how English language supports or interferes in the cognitive development of a child.

Cameron (2001) suggested that L1 is always helpful in understanding new concepts and in the cognitive development of children. One of my observations in the Maths period in grade 1 indicates that students faced difficulty in understanding new concepts, which were only explained in English. For example when a teacher asked students to write “a quarter” numerically, most of them wrote 4/1. Had initial explanation been allowed in L1, the outcome might have been otherwise. Similarly, my own experience tells me that students feel comfortable when they are taught difficult concepts of chemistry in Urdu (L1). This makes teaching bilingual where the main terms are in English (as mentioned in the books) but the rest explanation is in Urdu (first language). This practice on one hand provides a comfortable and language friendly atmosphere in the class, however, isn't in accordance to the school’s language policy. Furthermore, it is also important to have a synergy in the medium of instructions in the classroom with the medium of assessment. Focusing on L1 in science classrooms and L2 for the assessment leads to the double standards for the children who may feel difficulty to express them at the time of paper pencil test. This is the biggest dilemma for me as a science teacher to find out my position while selecting the language in science classroom. Also, Many contextual realities make the issue more complex, for example, the importance of English language in society, less availability of learning resources in L1, lack of teachers’ command on L2 etc. How can one keep the balance between these important aspects of teaching and learning? Should teacher be bilingual and provide both language opportunities in the classroom simultaneously in order to meet the demand of child’s cognitive development and assessment.

A-Z OF TEACHING

A: Achieving excellence
B: believing in learners
C: creating learning spaces
D: dealing with diversity
E: exercising leadership
F: Focusing on learning outcomes
G: Growing personally and professionally
H: Having ownership
I: Inviting intellectual discourse
J: Juggling with ASK
K: keeping oneself updated
L: learning, unlearning and relearning

M: maximizing interaction

N: nurturing personalities
O: optimizing the learning opportunities
P: practicing what is preached
Q: Questioning the norms
R: raising the souls
S: self reflecting
T: Taking risks
U: understanding the contextual needs
V: valuing human
W: working collaboratively
X: Xeroxing passion
Y: yielding destiny

Z: zooming out the potential

ls

Culture of Questioning

Are we open for questions from our youngsters as a parent or a teacher or a brother or a sister? i don't think so. We show ourselves very liberal by allowing certain questions, however, there is a list where we exercise our authority to stop the reasoning practice. For example, as parents we don't like responding to questions that challenge our norms and customs. As teachers, we don't like students asking questions we are not sure about. But here I have a concern. Is it necessary that as an adult we know answers of each and every question? Or does every question have black and white answer? How can we raise a thinking generation if we don't give them freedom of opinion and question? Unfortunately, at the end we will get mere followers and not the leaders.

One of the critical incidents I observed in the class was when teacher asked students to raise questions out of the taught topic. To my surprise, students were silent. I thought they might have not understood the topic so I asked them to recap the whole session and they told me exactly what was taught to them. This was the true example of transmission mode of learning. When I reflected as a teacher and teacher educator, I realized that similar situation happens very frequently in our classrooms. One of the reasons could be that students don't know what to ask, why to ask and how to ask. The dilemma of our education systems is that classroom teaching is based on what syllabus asks for and not what learners need to. This results in the lack of interest as well as lack of conceptual understanding.

There are two main areas that lead to the above issue. One is the nature of curriculum. Are we focusing on the relevant and updated curriculum in our country? Do we teach our students about agriculture which is the biggest profession in our country? Where is the place of vocational training in our system? Out of many other issues, relevance is the biggest problem which results in the lack of motivation and clarity among the learners. Curriculum developers need to see the contextual realities and then link it with the appropriate and relevant content to make it interesting and applicable for the learners.

The second problem is pedagogy. As a teacher, do we make our students realized about the need and significance of the content we are teaching. Are we teaching different concepts as absolute facts or something which is application based and could be challenged. Our teaching methodology needs to be encapsulated with the constructivist approach of learning where we base our teaching on students' prior knowledge and learning gaps. This would help us to identify the alternative frameworks and as a result model some of the good questions in the class. Once students experience what to ask, why to ask and how to ask through teachers' modeling, they will learn and practice themselves.

Similarly as parents, we need to first develop this understanding with our children that questions may have grey areas to be discussed and challenged further. Adults, like all human beings, have limited knowledge and therefore don't have authority on ideas and knowledge. Once we develop this understanding, the second step is to practice them. For this, freedom of question is important. We encourage our children to ask questions and then facilitate them in finding out ways to reflect on their own questions.

I feel that as a nation, we need to have a shift in our attitude as adults. We should not control the thinking of our youth and making them slaves of existing norms, beliefs and practices. For this, first step would be to reflect our own practices (I meant questioning our own beliefs, perceptions and practices). Challenging oneself is the biggest challenge but would give positive fruit in a long run.

Stop telling God how big your storm is. Instead tell your storm how big your GOD is.

Following is the real story which gives a true lesson of faith and struggle in life.

In Phoenix, Arizona, a 26-year-old mother stared down at her 6 year old son, who was dying of terminal leukemia. Although her heart was filled with sadness, she also had a strong feeling of determination. Like any parent, she wanted her son to grow up and fulfill all his dreams. Now that was no longer possible..

The leukemia would see to that. But she still wanted her son's dreams to come true. She took her son's hand and asked, "Billy, did you ever think about what you wanted to be once you grew up? Did you ever dream and wish what you would do with your life?"

Mommy, "I always wanted to be a fireman when I grew up." Mom smiled back and said, "Let's see if we can make your wish come true."

Later that day she went to her local fire department in Phoenix, Arizona, where she met Fireman Bob, who had a heart as big as Phoenix.

She explained her son's final wish and asked if it might be possible to give her six-year-old son a ride around the block on a fire engine.

Fireman Bob said, "Look, we can do better than that. If you'll have your son ready at seven o'clock Wednesday morning, we'll make him an honorary fireman for the whole day. He can come down to the fire station, eat with us, go out on all the fire calls, the whole nine yards! And if you'll give us his measurement, we'll get a real fire uniform for him, with a real fire hat-not a toy one-with the emblem of the Phoenix Fire Department on it, a yellow slicker like we wear and rubber boots. They're all manufactured right here in Phoenix, so we can get them fast."

Three days later Fireman Bob picked up Billy, dressed him in his fire uniform and escorted him from his hospital bed to the waiting hook and ladder truck. Billy got to sit on the back of the truck and help steer it back to the fire station.

He was in heaven. There were three fire calls in Phoenix that day and Billy got to go out on all three calls. He rode in the different fire engines, the paramedic's van, and even the fire chief's car.

He was also videotaped for the local news program. Having his dream come true, with all the love and attention that was lavished upon him, so deeply touched Billy that he lived three months longer than any doctor thought possible.

One night all of his vital signs began to drop dramatically and the head nurse, who believed in the hospice concept that no one should die alone, began to call the family members to the hospital. Then she remembered the day Billy had spent as a fireman, so she called the Fire Chief and asked if it would be possible to send a fireman in uniform to the hospital to be with Billy as he made his transition. The chief replied, "We can do better than that. We'll be there in five minutes. Will you please do me a favor?

When you hear the sirens screaming and see the lights flashing, will you announce over the PA system that there is not a fire? It's just the fire department coming to see one of its finest members one more time. And will you open the window to his room?

About five minutes later a hook and ladder truck arrived at the hospital and extended its ladder up to Billy's third floor open window 16 firefighters climbed up the ladder into Billy's room. With his mother's permission, they hugged him and held him and told him how much they loved him. With his dying breath, Billy looked up at the fire chief and said, "Chief, am I really a fireman now?" "Billy, you are, and the Head Chief, Jesus, is holding your hand," the chief said.

With those words, Billy smiled and said, "I know, He's been holding my hand all day, and the angels have been singing.." He closed his eyes one last time.

God is Great

My Reflection:

It is fact that problems and issues are necessary parts of life and are equally important for the personal as well as professional development of an individual. The biggest fear in this world is the fear of uncertainty. In fact the center of life itself is "if" - a symbol of uncertainty, how one can expect to be certain throughout life. I firmly believe that problems in life are our friends because while coping up with them, we learn how to deal with change and thus we become stronger to deal with uncertainties.

Also, each problem in life brings opportunities with it, however, exploring them or wasting them depend on us. There are many examples around us where people have changed their problems into blessings. However, for this, two elements are necessary. one is power of faith that is believing in oneself as well as the supreme power - God, where later has complete control on our lives. Second is the power of self effort. His Highness the Aga Khan III said, "struggle is the meaning of life. defeat of victory is in the hands on God. but struggle itself is one's duty and should be his joy". It is true that nobody gets anything except what s/he tries to (Al-Quran). Some times the effort doesn't result in actual accomplishment of task but the learning, personal development, skills, self satisfaction and happiness out of that effort are real and long lasting achievements. My message to myself as well as to all readers is;

"Equip yourself with power of faith and effort and then take a step forward to deal with your problem. You will find yourself closer to your destination and that feeling itself is an achievement"

Letter from Heaven

The following poem I received from one of my colleagues on the demise of my father which this literally touched my soul and heart. I want to share it with all those who miss their beloved ones. I believe on each and every word of it as I've experienced the presence of my father in every second of my life.

LETTER FROM HEAVEN

To my dearest family and friends,

something I’d like to say…

But first of all, to let you know,

that I arrived okay.

I’m writing this from Heaven, Here I

dwell with God above.

Here, there’s no more tears of

Sadness; here is just eternal love.

Please do not be unhappy just

because I’m out of sight.

Remember that I’m with you

every morning, noon and night.

That day I had to leave you when

my life on earth was through.

God picked me up and hugged me

and He said, “I welcome you”.

God gave me a list of things that he

wished for me to do.

And foremost on the list, was to

watch and care for you.

And when you lie in bed at night,

The day’s chores put to flight.

God and I are closest to you … in the

middle of the night.

When you think of my life on earth,

and all those loving years.

Because you are only human, they

are bound to bring you tears.

But do not be afraid to cry; it does

relieve the pain.

Remember there would be no

flowers, unless there was some rain.

I wish that I could tell you all that

God has planned. But if I were to tell

you, you wouldn’t understand.

But one thing is for certain, though

my life on earth is over;

I’m closer to you now, than I ever

was before.

There are many rocky roads ahead

of you and many hills to climb;

but together we can do it by taking

one day at a time.

It was always my philosophy and

I’d like it for you too …

That as you give unto the world, the

world will give to you.

And when it’s time for you to go…

From that body to be free.

Remember you’re not going … you’re

coming here to me.

"Thank goodness I was never sent to school; it would have rubbed off some of the originality". (Beatrix Potter)

The notion of multiple intelligence and its implication in education is best explained by above video called "Animal School". Please watch the video and read the poem given below. Reflect on your own practices as teacher and past experiences as learner. Ask yourself are you an offender or a victim or both?

POEM

One Little Boy

Once a little boy went to school.

He was quite a little boy.

And it was quite a big school.

But when the little boy

Found that he could go to his room

By walking right in from the door outside

He was happy.

And the school did not seem quite so big

Any more.

One morning

When the little boy had been in school a while

The teacher said:

“Today we are going to make a picture.”

“Good!” thought the little boy.

He liked to make pictures.

He could make all kinds: Lions and tigers,

Chicken and cows,

Trains and boats

And he took out his box of crayons

And began to draw.

But the teacher said: “Wait”

"It is not time to begin!”

And she waited until everyone looked ready:

“Now," said the teacher.

“We are going to make flowers.”

“Good!” thought the little boy.

He liked to make flowers.

And he began to make beautiful ones

With his pink and orange and blue crayons.

But the teacher said, “Wait!

And I will show you how.”

And it was red, with a green stem,

“There," said the teacher,

“Now you may begin.”

The little boy looked at the teacher’s flower,

Then he looked at his own flower.

He liked his flower better than the teacher’s.

But he did not say this.

He just turned his paper over,

And made a flower like the teacher’s.

It was red, with a green stem.

On another day

When the little boy had opened

The door from the outside all by himself,

The teacher said:

“Today we are going to make something with clay.”

“Good!” thought the little boy

He liked clay.

He could make all kinds of things with clay:

Snakes and snowmen,

Elephants and mice,

Cars and trucks.

And he began to pull and pinch

His ball of clay.

But the teacher said:

“Wait! It is not time to begin!”

And she waited until everyone looked ready,

“Now,” said the teacher,

“We are going to make a dish.”

“Good!” thought the little boy.

He liked to make dishes.

And he began to make some

That were all shapes and sizes.

But the teacher said “Wait!”

And I will show you how.”

And she showed everyone how to make

One deep dish.

“There,” said the teacher

“Now you may begin”.

The little boy looked at the teacher’s dish,

Then he looked at his own

He likes his dishes better that the teacher’s.

But he did not say this.

He just rolled his clay into a big ball again.

And made a dish like the teacher’s.

It was a deep dish.

And pretty soon

The little boy learned to wait

And to watch.

And to make things just like the teacher.

And pretty soon he didn’t make things

Of his own anymore.

Then it happened

That the little boy and his family

Moved to another house

In another city.

And the little boy

Had to go to another school.

The school was even bigger

Than the other one

And there was no door from the outside

Into his room

He had to go up some big steps

And walk down a long hall

To get to his room

And the very first day

He was there,

The teacher said:

“Today we are going to make a picture.”

“Good,” thought the little boy,

and waited for the teacher

to tell him what to do.

But the teacher didn’t say anything

She just walked around the room.

When she came to the little boy,

She said, “Don’t you want to make a picture?”

“Yes,” said the little boy,

“What are we going to make?”

“I don’t know until you make it” the teacher said.

“How shall I make it?” asked the little boy.

“Why, any way you like,” said the teacher.

“And any colour?”

“Any colour,” said the teacher,

“If everyone made the same picture,

and used the same colours,

how would I know who made what,

and which was which?”

“I don’t know,” said the little boy.

And he began to make a red flower,

With a green stem.

(Source: “Strong Foundations – A guide for ECE Teachers“ Mahenaz Mahmud, Teachers’s Resource Centre – making a difference, 2002)