Stories of Sparsh

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My Experiment With Gratitude

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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 familia...
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The Age Old Struggle with English

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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.
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JYOTI BRINGS HER PROGRAM TAKEAWAYS TO HER CLASSROOM

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Jyoti is pursuing B.Ed and undergoing her final phase of teacher training. Jyoti often shares that being a good teacher is something she is really passionate about and has set high ambitions for her students’ achievements through classroom learning. After Aaina Dekho, she states that it has been a journey of substantial transformation in the way she perceives herself and others. Jyoti shared that earlier, she easily labelled a few children in a class as ‘intelligent’ on a very subconsciously chosen basis of how well they responded. A  report that she had to submit, had to consist of the names of 5 ‘intelligent’, 5 ‘average’ and 5 ‘weak’ students. After the program, she realized that these were mere labels she had given to her students. This made her execute 3-phases of pre-test to really know how her students have been doing. In the first phase, she took a pre-test of 20 questions; in the second, she made the student make a working model of something that they had learnt and f...
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