Wonders of Using Positive Narration in Classroom

-


 MGMD, time and again, emphasizes on building connect with every child in the classroom. After weeks of rigorous work with teachers in a government school of Vrindavan on using the technique of ‘positive narration’ in the classroom, it was remarkable to witness that teachers are using innovative ways to engage the seemingly ‘notorious’ (the often-used label) students of the class.

Our very own Priti ma’am, while teaching the topics of noun and pronoun in Hindi, found that there had been a couple of students who were not being attentive at the moment. She used the name of one of those students to describe the whole topic while keeping her narration extremely positive. She confidently said, “Abhinav is a good boy. Abhinav has started bringing his pencil and notebook to the school daily. Abhinav has started to behave in a better way in the class.” (Name of the student has been changed) Abhinav was then found engaged in the class for the rest of the period.
Inclusive and happy classrooms are one thought away! 

Comments

Post a Comment

Popular posts from this blog

What it means to connect with the 'self'!

-
Image
Humans have bodies. During the century technology has been distancing us from our bodies. We have been losing our ability to pay attention to what we smell and taste. Instead, we are absorbed in our smartphones and computers. We are more interested in what is happening in cyberspace than in what is happening down the street. It is easier than ever to talk to my cousin in Switzerland, but it is harder to talk to my husband over breakfast because he constantly looks at his smartphone instead of at me. In the past, humans could not afford such carelessness. Ancient foragers were always alert and attentive. Wandering in the forest in search of mushrooms, they watched the ground for any telltale bulge. They listened to the slightest movement in the grass to learn whether a snake might be lurking there. When they found an edible mushroom, they ate it with the utmost attention to distinguish it from its poisonous cousins. Members of today's affluent societies don't need such keen
Read more

My Experiment With Gratitude

-
Image
We live in a world where everyone is chasing some or the other thing in life. In this journey of moving from point A to B we act upon our emotions, needs, greed, aspirations and a lot of other things, in consequence, we produce joy, happiness, stress, sorrow, pressure, anger, peace, blame, gratitude and so on. When I was reading Vivekananda a few years ago, he mentioned somewhere in one of his speeches that instead of playing blame games we can take a pause and look inside to find the source of everything going out from us. This thought becomes dear to me when I was crossing boundaries and meeting people for personal development of mine by listening to their stories. Two years ago during a residential program, I have realized the power of gratitude, how it can create magic in the world we are dealing with!                       Since one and a half year, I am practising exercises of gratitude to which I become familiar while walking on the streets, reading books and having fo
Read more

The Age Old Struggle with English

-
Image
The relationship of government schools with teaching the language English is a common narrative. Children in our partner schools find the language a source of discomfort and non-identification. In a dialogue with the Principal, he shares, “I would honestly say that we are not able to give necessary importance to students learning English. We, also, do not expect them to. But, now, we believe that our children have no limits and can learn anything they wish to.”  We find this as a good time to partner teachers and children to make the surroundings a TLM. Children can be seen having fun labelling the tree, doors, chairs and other things around them in both languages (English and Hindi). Most of the older children, being at a concrete operational stage of cognitive development, are more likely to grasp from concrete knowledge-building experiences from their immediate environment. Most children from class 3rd to 5th remember the names of things around them in English.
Read more