Teachers: Mary
by Author::Mary
The students and teachers at Entity::Transition School come from many different countries and different states of India. This creates a multi-cultural environment that provides a myriad of opportunities for dynamic, creative teaching and learning experiences. Importantly, it exposes teachers and children to humanity’s rich cultural heritage and fosters human unity.
The material development of the school and the program, based on the thoughts of Mother and Sri Aurobindo, has adapted to the changes in Auroville and developed thanks to the individual and group efforts of many involved and dedicated Aurovilians working together toward common goals and aspirations. Our work as a team has been important to me and to others as we think it has led to innovation and courses of action for the good of Auroville, the school and the children. We feel that working closely with so many people, who sometimes view things differently, offers many chances for personal growth, change and discovery and also the chance to learn from each other.
Transition School is a teacher-run school. All decisions are made by members of the team. Every Friday afternoon we meet to discuss issues that are brought to the table. These are any issues that a teacher might want to discuss or debate. At a typical meeting we might try to solve problems regarding an unruly playground situation, a budget issue, a child with learning difficulties, and any other issue that has to do with the students, the program or the general running of the school. We often take time to review the program, discuss it and make changes or additions. Similarly, we have had many discussions about how to work effectively and for the good of each individual in a multi-cultural setting. Some people are more proficient or experienced in one area, some in another; but after discussion, the group together makes the decisions. Normally decisions are made by consensus, occasionally by vote. This way of working has led to a strong team and a sense that we are all in this work together.
Student Portfolio
Sometimes we have special meetings to work on particular topics. Last week we had an afternoon to work on the Student Portfolio. The Transition School Student Portfolio is a valuable tool to aid in the assessment of the progress of each student. It is an organized collection of samples of a student's work and related material that shows the student's skills, activities (both in school and outside of the school), personal characteristics, interests and progress. The collection should include evidence of student reflection and self-evaluation. Each piece is chosen deliberately and reflected upon by the student and is accompanied by an entry slip. The entry slip describes the piece of work chosen, and helps the student reflect on his/her input: participation, understanding, appreciation and other thoughts about the assignment. The fact that the students take an active role in selection and assessment helps them take ownership of their own learning and become more aware of themselves. This can guide them in their personal development as they are called upon to look honestly at themselves. Throughout the students’ time in Transition (grades 1-8), we work with them to help them create their personal portfolios, and help them learn to present their portfolios to their parents. Recently, we felt it was time to review and renew our efforts in the portfolios. Three teachers volunteered to prepare material and bring it to the others. We then worked in small groups to try to find ways to understand the meaning of and improve our Student Portfolio.
End of year Assessment
Another example of teachers working together is the All School Assessment. Every year, at the end of the school year we have a school year assessment meeting in which we try to identify what worked well and what things need to be improved. The teachers identify aspects of the school, the program, our relationships with each other and the students – anything that people feel needs work. After discussion and working to identify solutions, we make an action plan for the next school year. It is true that there are some things that we do not work on (for various reasons), but we do address many of the points, and when we do, we see changes. We have worked together on curriculum development and on behavior management plans, and studied different learning styles and various other areas of concern and interest. These types of workshops are very rewarding because the teachers are there, working together, supporting each other and listening and learning from each other; the school has grown from them.
Cultivation of Values
Creating a value-based atmosphere has been and continues to be an important aspect of our work. We aspire for a place where children can grow freely and learn to work, play and live in harmony with others. The school’s natural environment, programs, assessment methods, subject matter, reading and teaching material are all deliberated upon by the members of the team, as it is fundamental that these materials reflect the values of Auroville and of Transition School.
One example of our work together is the “Values for Human Unity” project. In 2001, we decided to try to develop an all-school project in which we would all – all students and teachers in the school – explore a chosen value. That first value was Truth. Since that time, we have done a project every year, working with values such as Respect, Harmony, Freedom and Responsibility, Courage, Kindness, Human Unity and other values that guide our daily lives. Through these projects we aim to help the children and ourselves understand, explore and experience the chosen value, potentially enriching our lives as individuals and in the collective sphere. We want to offer the children opportunities to know what values are, to explore them, to appreciate their importance, to want to put them into practice, and to experience and express them in their day-to-day lives.
Each teacher is free to put together the Value project for his/her class in the way that he/she thinks will be good for the students in the group. It is interesting to see how the different classes and age groups understand and become more aware of the value. Below is an excerpt from a report that explains how we approach the Value of the Year:
After choosing the value, It is important that the children understand what the value is – the meaning of the word. When the value is first presented, the children are helped to define the word, to reflect on it and to think about what it means in their own lives and in their relationships with others.
We also offer opportunities that encourage the children to develop feelings about or emotional commitment to values. Visualisation, imagination and intuition play an important role in childrens' development and in their understanding of values. To imagine a world of "Peace" or a world without "Respect" makes the values more relevant to children. In a nurturing environment they grow to want to think and behave in ways that demonstrate a commitment to values, which they feel good about, and at the same time develop a desire to change undesirable behaviour patterns.
Teachers carefully observe the children and offer them opportunities to live values, to act in ways that are in harmony with values, and to understand the consequences of the their decisions and behaviour. Concrete instances in the day-to-day life at school offer observant teachers many possibilities for discussion. When values are concrete and tangible, real in the lives of the children, the children are likely to develop the positive qualities.
Values can be explored in all subject areas including art, music, poetry, literature, science, and history; through role play, drawing, writing and discussing – to name just a few of the many activities possible.
This year, at the request of the Grade 8 students, we are focusing on the value of Trust. At the beginning of the school year the students asked when the project would start, and they said that they thought we should work on Trust. Representatives of the class came to the teachers’ meeting and stated this, and naturally we agreed with their request.
We, as teachers and as a team, know that if we want to guide the students and help them develop positive qualities, we must make every effort to embody these qualities and live them openly. When our daily activities reflect positive values and character traits, we as teachers can be meaningful role models. We work to establish a positive classroom environment, where everyone is treated with care and respect, and to offer an interesting and motivating class program. Even so, sometimes we face difficulties with a child or children. Some years ago we worked together to develop a method that we feel has helped us to work with a child showing behavioral or attitude problems. We try help the child understand that although his/her behavior or attitude is not acceptable, she/he as a person is great. We work with the child to help him/her change the problem, to find a solution. We want the children to feel that we are all on the same side, that teachers are there to assist them in developing and growing to their maximum potential. There should be no feeling of fear, just expectation of efforts to change. The relationship between the students and the teachers should be based on trust; with this, we can all progress. Of course, we all have times when we do not live up to the values that we want to live by, but we believe that with awareness, discussion and consistent effort and practice this project helps our children and ourselves.
Independent learners
One question that we frequently come back to is, “What is needed to help children become independent, life-long learners?” How can we help the children learn take ownership and initiative, and gain confidence in themselves as learners with their own unique potential, learning for their own pleasure and growth? The motivation involved in this kind of learning needs to be based on an internal striving for progress.
Each child is unique and has his/her own interests, learning style, talents, hopes, strengths and weaknesses. Keeping all of this in mind, a few years ago it was decided that teachers would make changes in their classrooms to include more opportunities for the children to organize their own work, work more independently, and have more choice in the activities. I have been working with the older children at Transition School (ages 13-14), and I was enthusiastic about trying a new approach. I wondered if offering this different way of working might encourage the children to take more responsibility for their learning, and generate more motivation and earnestness.
From this I developed the “work plan” method used at Transition. This is an outline of a child's schoolwork to be done within two weeks. Each child is given a work/learning chart that clearly states the expectations (assignments), and gives suggestions for alternative materials that they might want to use. The children understand that this work needs to be finished within the prescribed time, and that the work can be done in class.
This method of working surely brought a positive change in the atmosphere of the class. It led to students organizing themselves, working in small groups or individually to do the diverse assignments. I noticed a greater concentration, and less disruption. They seemed to enjoy the freedom of being offered the decision about what to do, instead of having to do a particular activity at a given time. Some of the children took a little longer than others to be able to work within this framework, but eventually most of them did adjust and appreciated this new structure.
With this way of working, new concepts are introduced to the whole class, and times are specified for large group and small group discussions. There is a lot more time for me to work with individuals and with small groups of students.
For the past several years most of the students have benefited a lot from this way of working, using group work, project work, and the freedom that the learning chart gives. With a balance of individual and collective work, it is possible to enhance the students’ sense of personal responsibility for their studies and to help them develop a good sense of organization. Every year I ask the students to assess the method. Through their comments, it is apparent that they not only liked the freedom of organizing their day, but also became more aware of their needs and personal growth.
*
These are just a few examples of the all-school programs and activities that we have been working on. The program is full and varied, but ultimately we strive to work together and provide the best conditions we can, to aid the children’s growth and to help them feel safe, grow in confidence and develop all aspects of their personality.
Mary moved to Auroville in 1984 after having lived in Nagpur and then Pondicherry for several years. She was immediately drawn to work with children. Her first work in that area was helping with the daily children's sports program in Certitude. Shortly afterward she started putting her energy into Transition School, where she has been involved for the past 30 years. Mary has also worked in the Entry group and is currently a member of the Auroville School Board and the SAIIER Board.
She can be reached through mkeyeskapur (at) yahoo.com.