Tuesday, 24 December 2013

மழலை மாறாத வயதில் மன அழுத்தம்: ஏங்கும் பிஞ்சு குழந்தைகள்

மழலை மாறாத வயதில் மன அழுத்தம்: ஏங்கும் பிஞ்சு குழந்தைகள்


பதிவு செய்த நாள் :  டிசம்பர் 24, 2013, 02:07 IST

- நமது நிருபர் -

"மழலை மறக்காத வயதில், குழந்தைகளை பள்ளிக்கு அனுப்புவதால், பெற்றோர்களின் ஆதரவு கிடைக்காமல், மனதளவில் வன்முறை வலைக்குள் குழந்தைகள் சிக்குவதாக, குழந்தைகள் நல ஆர்வலர்கள் தெரிவித்தனர்.

இன்றைய பரபரப்பான உலகில், நடமாடும் இயந்திரங்களாக மனிதர்கள் மாறிவிட்டார்கள். குடும்ப வரையறைக்குள் நுழையும், கணவன், மனைவிக்கு குழந்தைகளை அக்கறையாக பார்த்துக் கொள்ள போதிய நேரம் கிடைப்பதில்லை. இதனால், மூன்று வயது கூட ஆகாத குழந்தைக்காக, பலமணி நேரம் காத்திருந்து "அட்மிஷன் வாங்கி பள்ளியில் சேர்க்க, பெரும்பாலான பெற்றோர்கள் முன்வருகின்றனர். கூட்டுக்குடும்பம் உடைந்து தனிக்குடும்பம் உருவான பிறகு, கணவன், மனைவி இருவரும் வேலைக்கு செல்வதால், குழந்தையை பார்த்துக் கொள்ள ஆட்கள் இன்றி, "பிளே ஸ்கூல்' எனும் அறிமுகமில்லாத இடத்துக்கு, குழந்தைகளை படிக்க அனுப்புகின்றனர். 

மழலை மனம் மாறாத வயதில், இதுவரை அறிமுகமில்லா நபர்களின் பாதுகாப்பில், குழந்தைகளை விட்டு செல்வதால், பெற்றோர்களின் அரவணைப்புக்கும், அன்புக்கும் வாய்ப்பு கிடைக்காமல், தனிமையில் ஏங்க வாய்ப்புள்ளது. 

இப்படி, சிறிய வயதிலே அதிக நேரம் பெற்றோர்களை விட்டு பிரியும் குழந்தைகளுக்கு, எதையும் வெளிப்படையாக பேசத்தெரியாத மனநிலை உருவாக வாய்ப்பிருப்பதாக ஆய்வில் தெரியவந்துள்ளது. மேலும், பெற்றோர்களை விட்டு பிரியும் குழந்தைகள், மனதளவில் வெறுமையையும், வன்முறை குணாதிசயங்களோடும் இருப்பதாக, குழந்தைகள் நல ஆர்வலர்கள் தெரிவித்தனர். 

தனிமை, வெறுப்பு போன்ற குணநலன்கள் அதிகம் வளருவதால், குறிப்பிட்ட வயதை அடையும் போது, சுயமாக முடிவெடுத்தல்,பெற்றோரின் ஆதரவை நாடாமல் இருத்தல், மழலையாக பேச வேண்டிய வயதில், வயதுக்கு மீறிய செயல்களில் ஈடுபடுதல் போன்றவற்றுக்கு வாய்ப்புள்ளதாக, குழந்தைகள் நல மருத்துவர்கள் கூறுகின்றனர்.மேலும், "பிளே ஸ்கூலில்', நாகரிகம், படிப்பு, விளையாட்டு என பல நல்ல விஷயங்கள் கற்று கொடுக்கின்றனர். 

ஆனால், அதை புரிந்துகொள்ளும் பக்குவம், நான்கு வயதிற்கு மேல்தான் வருகிறது. அந்த வயதிற்கு முன்னால் கற்றுகொடுக்கப்படும் விஷயங்களால் குழந்தைகளின் மனதில், பள்ளியில் இருக்கும் நேரம் பெற்றோரை பிரிந்திருக்கிறோம் என்னும் எண்ணமே ஆழமாக பதிந்திருக்கும் என மனநல நிபுணர்கள் கூறுகின்றனர்.

கோவை மனநல நிபுணர் மணி கூறுகையில், ""குழந்தைகளுக்கு இளம் பருவத்தில் 

பதியும் எண்ணங்களே, பிற்காலத்தில் வேர் விட்டு படர்கின்றன. இந்த பருவத்தில் குழந்தைகளுக்குப் பெற்றோர்களின் குறிப்பாக தாய்மார்களின் கண்காணிப்பும், அன்பும் அரவணைப்பும் அவசியம். குழந்தைகள் பெற்றோர்களை சார்ந்தேஉள்ளனர். அவர்களாகவே எதையும் கேட்டுப் பெறாத நிலையில் உள்ளதால், புதிதாக ஒரு இடத்துக்கு அனுப்பப்படும்போது பயம், வெறுப்பு, பிரிவுக்கு ஆளாகின்றனர். 

இதனால், ஐந்து வயதுக்கு மேல்தான், குழந்தைகளை பள்ளியில் சேர்க்க வேண்டும். கல்வியை காட்டிலும், சுற்றுப்புற அறிவே, குழந்தைகளை அறிவுள்ளவராக மாற்றும். கல்வியில் சிறந்த மாணவராக குழந்தைகளை உருவாக்குவதை காட்டிலும், சிறந்த மனிதராக குழந்தையை ஆளாக்க வேண்டியது பெற்றோர்களின் கடமை. 

இதை புரிந்து கொண்டு, குழந்தைகளின் மழலை உலகத்துக்கு சென்று, அவர்களோடு மனம் விட்டு பேசவும் நேரம் ஒதுக்குவது அவசியம்,'' என்றார்.

Courtesy_

Monday, 23 December 2013

Private school closure indicates grim future caused by tough norms: Associations

Private School closure indicates grim future caused by tough norms: Associations

COIMBATORE, December 22, 2013

R. SAIRAM and KARTHIK MADHAVAN

Parents demonstrating in front of a private matriculation school on Sanganoor Road in Ganapathy, on Saturday against the management's decision to close down citing financial difficulties. Photo: J. Manoharan
Parents demonstrating in front of a private matriculation school on Sanganoor Road in Ganapathy, on Saturday against the management's decision to close down citing financial difficulties. Photo: J. Manoharan

The decision of a private school at Ganapathy here to close down at the end of the current academic year citing its financial inability to comply with all the Government norms portends a grim trend caused by "excessive regulation of private schools" in the State, says private school associations.

Around 150 parents gathered in front of the higher secondary school – which had nearly 800 students – on Saturday to protest against the move. The school management had found the going tough in the recent past.

The Saravanampatty Police said that the parents gave up their protest after the Chief Education Officer A. Gnanagowri went to the spot, spoke to the parents as well as the management and suggested a solution. Thereafter the parents left the place.

Tamil Nadu Nursery, Primary, Matriculation and Higher Secondary Schools Welfare Association general secretary G. Krishnaraj said that the new norms introduced in the past couple of years had both driven up the expenditure of private schools while restricting their ability to raise revenue.

The Central Governments' Right To Education Act, which mandated a certain number of classrooms and teachers, and the Fee Determination Committee constituted by the State Government together had imposed significant financial burden on private schools, he said.

Tamil Nadu Private Schools Association president R. Visalakshi said that the Fee Determination Committee prohibited the private schools from collecting money from the students to meet the additional infrastructure required under the RTE Act. Also, the schools were told to comply with the new norms immediately with little time being given. Further, the recognition of private schools that did not comply with the norms were kept pending.

Apart from the threat of heavy fines under the RTE Act, the Class X and Plus Two students studying in schools lacking recognition cannot take the public examinations, she said.

"Also, the Government is yet to reimburse the fee for students admitted under RTE Act quota. Faced with financial pressure from all sides, private schools have but little choice. This could be the first of many more schools to close down in the coming months," she said.

Norms violated

Ms. Gnanagowri said the Department of School Education had not renewed the recognition of this private matriculation school at Ganapathy since 2011 as it had not conformed to some of the Government norms.

As it had not addressed the violations pointed out by the Department, the school was given a closure notice.

Talks

However, she said that considering the interest of the students, talks were initiated with the school management asking them to close down their higher secondary sections. Conversion of the school to high school status would bring about some relaxation in the norms.

Courtesy_

Also read the related stories

Schools violating RTE norms: Survey

NEW DELHI, October 2, 2013

STAFF REPORTER

Glaring infrastructural gaps and denial of admission were major issues noted in the study

Provisions of the Right to Education (RTE) Act are being violated in various government educational institutions in the Capital, says a report released by non-government organisation Child Rights and You (CRY) and its alliance partners here on Monday. It noted "several infrastructural gaps in schools".

The study was conducted in six districts of Delhi and covered 131 schools.

As per the Act, there should be 40 students in a single classroom, but the study notes that 80-120 children were made to sit in a single classroom.

"The ideal student-teacher ratio is 40:1, but it is not maintained in corporation and government schools because there have been no new appointments since the inception of the Act," notes the report.

Non-availability of proper outdoor games facilities, teachers being hired on contract basis and unhygienic conditions of toilets were the other major drawbacks noted during the study.

According to the report, the unhygienic condition of toilets in government schools is one of the major causes behind children dropping out of school. Denial of admission was another major issue observed during the survey leading to mental harassment of parents as they are made run from pillar to post, the report claimed.

Courtesy_

Income not the sole criterion for admitting students under RTE quota

‘Income not the sole criterion for admitting students under RTE quota’

COIMBATORE, December 5, 2013

R.SAIRAM

The annual income ceiling is only one of the several criteria for students to qualify for admission in private schools under the quota created for ‘disadvantaged groups’ and ‘weaker sections’ by the Right of Children to Free and Compulsory Education Act.

Chief Educational Officer A. Gnanagowri told The Hindu here on Wednesday that G.O. No. 174, dated November 8, 2011, which outlined the State Governments’ rules for admitting students under the quota, included several groups in these two categories. 

The ‘disadvantaged groups’ were defined to also include “a child who is an orphan or affected by HIV or a transgender or a child of a conservancy worker” in addition to the definition given in the RTE Act. 

‘Weaker sections’ were defined as those with parents or guardians whose annual income was lower than Rs. 2 lakh.

Further, the Central Government had already included in the ‘disadvantaged groups’ category the children belonging to Scheduled Castes and Scheduled Tribes besides socially and educationally backward classes having a disadvantage owing to various social, cultural, economical and other factors.

She said that the income ceiling would not apply for the disadvantaged groups.

The Chief Educational Officer said that many parents were unaware of documents that had to be submitted. 

Refuting the allegations that the Department of School Education had not verified the documents of students admitted in private schools, she said that the documents were scrutinised at the beginning of the academic year. 

As this was the first year of full-fledged implementation of the legislation, there were bound to be some shortfall.

Courtesy_

Also view the related GO of School Education Department

G.O Ms No.174 dated November 08, 2011

பத்தாம் வகுப்புக்கும் முப்பருவ கல்விமுறை?


Courtesy_
Dinakaran ePaper

Monday, 2 December 2013

The heart of education

The heart of education

June 27, 2010

ARUNA SANKARANARAYANAN

Surely, there's a better way? Photo: K. Ananthan

Another student is driven to death in Kolkata as corporal punishment continues to haunt our schools. There is an urgent need to train teachers in humane, emotionally mature ways of correcting ‘misbehaviour’.

“Caning of student callous”, “I am sorry for caning: La Martinere principal”, “Linking boy's suicide to caning unfair”. As the recent tragic death of a student in Kolkata evokes strong emotions, the issue of corporal punishment has once again reared its ugly head. Even though this heinous practice is prohibited under the Right to Education Act, instances of physical abuse repeatedly surface in the media. Beating, caning, ear pulling and making students stand for hours in the scorching sun continue to be default disciplinary measures in many schools.

Glaring lacuna

Obviously, our crying foul and even banning corporal punishment does not deter people from embracing these punitive methods. A glaring lacuna in our educational system underlies this malaise in our country. While schools endeavour to make students literate and numerate, they often fail to cater to the emotional needs of children and teachers. Further, teachers are not adequately trained to handle behavioural issues; as a result, they resort to ad hoc disciplinary strategies that can have tragic consequences. Instead of dehumanising children by using violent disciplinary tactics, teachers may embrace more positive approaches to correct misbehaviour. Just as schools invest effort in drawing up lesson plans for every class, they should also strive to become emotionally literate.

This involves open channels of communication between teachers, students and parents, chalking out clear-cut rules, involving students in decision-making and valuing the needs of individuals. Disciplinary methods like loss of privileges need to be spelled out. Schools may also incorporate emotional literacy as part of the curriculum. Through role-plays, games, stories and reflective discussions, students may be taught to recognise and label their own emotional states. Students may then learn effective ways for dealing with strong negative emotions like anger and fear. Empathy and social problem-solving skills may also be covered in value education classes.

Teachers should also be equipped with skills and knowledge to identify emotional problems in children. And, more importantly, they need to respond sensitively. As Carl Rogers, one of the founders of humanistic psychology, says, “Students learn more and behave better when they receive high levels of understanding, caring and genuineness, than when they are given low levels of them.”

That said, how should schools deal with misdemeanours and offensive behaviour? While we may brand teachers who use physical punishment as merciless and inhumane, we have to remember that a teacher's job is far from enviable. For example, imagine a Chemistry master explaining the structure of the periodic table to 60 adolescent boys. A paper rocket lands on the bridge of his nose, almost knocking his spectacles off. “Who threw the rocket?” asks Mani Sir in a terse voice as he hears smirks and giggles. Heads tilt towards the floor. Frazzled, Mani Sir turns towards the board when another rocket hits him. “Nithin Kumar,” says Mani Sir, “I saw you throw it.” “But Sir, do you have eyes at the back?” asks Nithin as the class cheers.

How should the teacher respond? Dealing with such episodes in an emotionally intelligent manner involves surveying the entire context of the situation. Is there a reason why this class is particularly distracted today? Does Nithin disrupt classes often? What is the child communicating through his body language and tone of voice? Is the child desperate to win peer approval? How is the child faring otherwise? What is Nithin's family background? How do others view him?

When confronted with defiant behaviour, a teacher should not blindly react but respond in a calm and collected manner. Instead of trying to take control, which can end in vain, it may be more prudent to give the child a choice and a chance to maintain his dignity. “Nithin, you may wait outside now and talk to me after class or I will have to send for the Principal.” Moreover, teachers have to realise that in trying situations, strong emotions may arise in both the student and teacher. When intense negative emotions arise, they often overrule our more rational side and make us act in ways we may regret later. Thus, teachers have to ensure that they don't succumb to “emotional hijacking”, a term coined by psychologist Daniel Goleman.

School heads too have to model emotional restraint. A survey of over 1,500 children in four Indian states by Saath Charitable Trust revealed the shocking fact that corporal punishment typically has a cascading effect; first the child is hit by the teacher, then the principal and finally the parent, all for the same offense!

Parents too play a significant role in addressing behaviour problems. When parents view the school as an adversary, it is often the child who takes the brunt of the blows as parents and teachers indulge in a reciprocal blame game. At times, parents are not tuned into their child's emotional needs; the “parents know best” attitude sometimes works against the child. Many parents strongly assert that their child is not under any stress or strain even though the child's behaviour tells otherwise. As the child is labelled with a slew of adjectives — wilful, stubborn, difficult, defiant, irresponsible and lazy — her behaviour only continues to worsen, reinforcing the adult view that the child is to blame. I am not suggesting that we condone children's inappropriate behaviour; however, taking a confrontational stand often exacerbates the behaviour we are trying to correct.

Signs of trouble

At times, untoward behaviour is a sign that a child needs help. Repeated behavioural problems are usually a manifestation of strong emotions that are suppressed. Anger, shame, guilt, fear or jealousy may cause a child to behave in socially inappropriate ways. The child may not even be consciously aware of these feelings or may mask his insecurities with a facade of indifference.

We must convey that it is the child's behaviour that is the problem, not the child. Statements like, “You are a nuisance” and “You are the most irresponsible child” may be rephrased as, “Your banging on the table was distracting others” and “You have not brought your books for three days; what can you do to remember to bring them?” When we ask a child to change his behaviour, we need to provide alternatives as to what he can do instead. Changing behaviour effectively takes time. In some cases, professional help maybe required.

Perhaps it is time we reconsidered the purpose of education. The manner in which schools are run suggests that education is perceived as preparation for work. Parents reinforce this notion by emphasising marks, often at the cost of a child's well-being. But if education is viewed more holistically as preparation for life, then we cannot ignore our emotional side. As teacher and writer Haim Ginott succinctly puts it, “Fish swim, birds fly and people feel.” The essence of being human is to feel. Thus, education should also address our feeling side instead of focusing solely on cold cognition. Finally, it is the ethos of the school that matters. As psychologist Steve Killick aptly writes, “Schools do not ‘teach' emotional literacy, they need to practise it.”

Instances of Corporal Punishment

1998: A 12-year old boy lost 20% of his vision in one eye as a teacher flung a duster in Delhi.

2003: A Class 10 student was stripped and beaten by his teacher; the child committed suicide in Chennai.

2007: A Class-12 student is beaten for keeping his legs on a table; the child succumbs to injuries in Udaipur.

2008: An eight-year old student is slapped by his teacher; the child's head hit the wall and he died in Kolkata.

2009: An 11-year-old student died after being made to stand for two hours in the hot sun in Delhi.

The author is the Director, PRAYATNA, Centre for Educational Assessment & Intervention. She may be reached at arunasankara@gmail.com

Courtesy_

Disclaimer

This Blog Spot is meant for publishing reports about the usage of RTE Act (The Right of Children to Free and Compulsory Education Act, 2009) so as to create an awareness to the general public and also to keep it as a ready reckoner by them. So the readers may extend their gratitude towards the Author as we quoted at the bottom of each Post under the title "Courtesy".Furthermore, the Blog Authors are no way responsible for the correctness of the materials published herein and the readers may verify the concerned valuable sources.

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