Wednesday, July 27, 2016

The "Big Goals" Sessions

During my 2 year long Teach For India fellowship, I designed and delivered 2 interesting courses. The first one was centered around "self" and the other was to do with "technology". Like everything else at TFI, these courses took root when I asked myself certain questions. These courses were my answers to these questions. The "Big Goals" course was the one centered on self where I tried to come up with a better question that "What do you want to be when you grow up?"

I have often wondered why do we ask little kids what they want to be when they grow up. Little kids keep changing their minds all the time - astronaut, scientist, footballer, dancer, teacher etc. And older kids set them up for disappointment if they fixate on one thing and aren't able to achieve it later on in life - think IIT and MBA aspirants, competitive exams, pressure of studies and in some cases even suicide.

There was something amiss in trying to inspire long term thinking through the question "What do you want to be when you grow up?". Maybe there was a better way to go about it, maybe there was a better question I could ask. I was sure that it had something to do with "Access and Exposure" (one of the three rungs of TFI's Student Vision Scale) but the right question to ask eluded me for the longest time. I had a bunch of 118 eight graders that I was responsible for and few ideas on how to keep them motivated to study and strive.

Then one day during one of the Phase III meets at American School of Bombay, I noticed the latest issue of Imagine magazine on one of the racks. This magazine published by John Hopkins Center for Talented Youth and features stories of high achievers. Most of these stories were 2 pages long and were biographical accounts written by the authors themselves. Whether they were written by high school students or researchers featured on TEDTalks, all the stories had a similar flow:

  1. The authors began with a few lines about the career/hobby that they are pursuing and described how they got hooked on to it early on in life.
  2. Then they spoke about how they seeked out opportunities and put themselves out of their comfort zones. If they had more than one thing that they were passionate about, they spoke of ways in which they tried to merge the two things together.
  3. They then talked about how they persevered, developed skills and excelled in their field of choosing.
  4. They finished with speaking about the values that they held dearest to them and advice for the readers who wish to pursue similar interests.
The best way to learn how to do anything is to copy others. I wondered if I could use these stories as read aloud passages in my class and maybe my kids would be able to copy the thinking patterns of the authors in trying to zero in on their own passions. And so I set to work. I went to Imagine magazine's website and downloaded a few articles, read through them a couple of times and made a list of RC questions to go along with the articles. Some of the articles were:

  1. Peter Otness – Crossing Cultures, Past and Present
    Peter a school student speaks about how he combined his love for French with his love for Archaeology by joining a team of French scientists in a dig at a Neanderthal site.
  2. Sara Volz – Fueled by Algae
    Sara speaks of how she grew cultures of algae under her bed and isolated algae that could produce bio-fuels.
  3. Edith Widder - The Glow of Discovery
    Dr Widder - A TED Talk speaker - talks of her journey researching the "oh so awesome!" bio-luminescent creatures in the deep sea.
  4. Will Gunderson - My First FIRST
    Will - A school student speaks of the robotics competitions that he took part in and his role now as a mentor for young students.
  5. Bernard Amadei - Engineering with a Human Face
    The founder of Engineers without Borders had the most fascinating story to tell.
Not all of the stories were by scientists. There were stories by artists, sportsperson and dancers as well. Needless to say the RC articles were a hit in the class. I integrated these sessions with the few other sessions that we (School Team - Kashish and Kanika) had already executed under the "Big Goals" brand in my class. The sessions I had covered earlier spoke of KIPP Values, colleges and such. After I had read out enough stories with the students in my class, I decided to now work on getting them to think about their own passions - their own world problem that they would like to solve. And so during one of the sessions I handed out worksheets that looked like these:

Worksheet to help students articulate their goals in life along with the values
and skills they think they will require to get there.
Soon I had gotten almost all of 118 students's responses. I set to work on turning the responses scribbled on those worksheets in to posters titled "Mission Cards". These personal posters feature their skills, values and possible career paths. I would plaster these posters all over the walls of the class for next year before the new fellows stepped in. Whenever the kids exhibited any of the values, or developed any of the skills mentioned in their posters, their teachers would give them a star next to the said value/poster. This would trigger their internal motivation to keep striving on. I even got them to write letter to their ex-fellow about their life's mission - got them to stick a stamp on it and post it to him (I had observed that the kids had never posted a letter in their lives). Here are some of the mission cards:

As you can see, each kid now has a list of diverse professions that he/she could take up to reach his/her goal. So, Asha who wants to "eradicate cancer from the world" could become a doctor and help patients directly or become a molecular biologist working to discover new drugs or even a businesswoman who sponsors cancer research. Being queasy at the sight of blood is no longer going to stop her from contributing to the problem that she wishes to help solve.

Here are a few slides from the overall Big Goals Sessions of which "What problem will I solve?" session were a part of .

As a part of the Big Goals sessions we also use Optical Mark Reader sheets to conduct an in-class survey where students rated each other on a scale of 1-5 according to each rung of the TFI's Student Vision Scale. What resulted in was a matrix of 118 x 118 x 3 data points. We used an OMR reader software to collate the data. This gave them some tangible inputs as to how they could improve themselves in the months to come and better align themselves with their visualized life journey. Not only that, but the classmates would now be invested in each other's growth as well. The survey provided us with solid data that we would use to establish what the whole bunch thought of particular kids. We would redirect all our counselling efforts towards that kind in order to help him improve himself/herself.

Isabela Dos Santos's article "Accidental Animator" in Imagine magazine inspired one of the kids - Pradeep Kale - to shoot his own stop motion movies. I gave him a camera and soon shot a couple of stop motion animations steadily improving his craft with each successive one. Here are two of his videos:


  • Google Drive folder with all the resources that I created/curated for the Big Goals sessions. Use your credentials to access it.
  • - A blog where my kids post their compositions, videos and photos
  • Our classroom's facebook page
  • - My startup where I am trying to improve the big goals sessions and commercialize it for high income schools as well. The course will be delivered in collaboration with Emoticons IndiaREBT Psychotherapy will be integrated into the Big Goals course.
  • SeekHOW's facebook page

Monday, July 4, 2016

What I learnt from George Joseph's "Feature Article" on TFI and Apoorv Shah's response to it

When I was in school, I was never told the difference between a 'feature article' and a 'news story'. It's only today that I cared enough to understand the difference between the two.

The purpose of a 'news story' is to relay only the facts about a particular incident through a particular style of writing. An author may paraphrase some lines from interviews that s/he conducts with people without changing the meaning. It seems to me that the author must practice Epistemic Responsibility while writing such an article - suspending all personal opinions and judgement for the purpose of the story.

On the other hand, the purpose of a 'feature article' is to bring out the human experience from a particular angle chosen by the author. The author is free to forgo his/her epistemic responsibility. In fact, while reading a feature article, a reader expects to glean an insight via the author's point of view, his beliefs and judgement about the situation at hand. Hence, it is obvious that in case of a feature article, each journalist has his/her own fan following of readers who have beliefs similar to his/hers. The author presents his viewpoints - the reader may choose to accept it or reject it. Accusing the author of holding certain beliefs and passing judgement is obviously invalid in this context.

That said, let's get to the main topic of this post.

The original article titled "Teach for America Has Gone Global, and Its Board Has Strange Ideas About What Poor Kids Need" was published on 1st July 2016 on The Nation's website. The author is George Joseph. Wikipedia says, 'The Nation is the oldest continuously published weekly magazine in the United States, and the most widely read weekly journal of progressive political and cultural news, opinion and analysis. It was founded on July 6, 1865.'

Apoorv Shah's, a TFI alum and staff member voiced his 'disapproval' via his blog: "How not to report a story".

Before I move further, please take time to read the original article and Apoorv Shah's response to it.

Some points I would like to reveal about myself.
  • I was a TFI fellow placed at Kilbil School, Pune from 2014 to 2016. Together with 2 other fellows, we taught 3 classes full of around 120 kids during their 7th and 8th grade. The school was towards the higher end of low-income schools: the annual school fees is Rs 14,000. 
  • This is the first article I have read of Mr George Joseph. I haven't read enough of his work to be his fan or detest him. I am aware that he has written another article on how he thinks TFA handles criticism which I have not yet read and analyzed fully.I personally have never interacted with Apoorv Shah
  • I have interacted with Alisa Currimjee on many occasions and find her to be a sharp, self-aware and dedicated individual. 
  • I have not yet read Shaheen's book: Redrawing India: The Teach for India Story 
  • I am 31 years old as of writing this article. I am based in Pune working to build a tech startup.
  • I am now a proud TFI alum.
  • I care more about my own 120 kids than the larger vision of TFI.
  • I am concerned about the culture within TFI and want to help ensure that TFIers are able to take criticisms well. It shouldn't matter how the criticism is presented to us, what matters is our ability to keep our immediate defensiveness at bay and take away the constructive parts from the criticisms to help improve our game.
  • My intention with the following analysis is not to be a Devil's Advocate or be the 10th man. I want to promote a culture of rational thinking in TFI. I want TFIers to be able to recognize when a rational debate is brought to the table and engage in it without invoking emotions
In the face of it, much of Apoorv Shah's accusing George Joseph of bad journalism is invalid because Apoorv failed to realize that this is a feature article and not a news story. This is evident from the title that he has chosen for his blog post. And when it comes to feature articles, I believe that its okay to have some dissenting voices - as an organization, it keeps us on our toes to keep improving.

George Joseph seems to have spent a substantial amount of time interacting with different people within and outside TFI. He has mostly limited himself to Mumbai but refers to his conversations with people outside this city. He has quoted stuff from Shaheen's book and reproduced figures from reports. His 'human experience' depends on the people he interacted with, reports and books that he read, classrooms/offices he stepped into and his own personal beliefs. The byline "In India, school funding is sorely lacking, but Teach for India just wants to transform attitudes." clearly states his angle - he is concerned about the educational funding and policies in India and wants to find out if TFI's faith in transforming people's attitude can sort of compensate for the lack of funding.

A large part of George's opinion about TFI is based on his visits to the school and the office. He reports what he saw on those days. He has no obligations to paint positive pictures of the people he interacts with. He can only base his opinions what the TFIers chose to tell him - the words they used to express their thoughts and emotions at that particular point in time. 

Apoorv Shah seems to have read between the lines and expresses his disapproval on what George "seems" to be insinuating. In his response, Apoorv has presented a list of things that he is not okay with, I have reproduced the same list with my thoughts on the same. Some of these thoughts are my way of extracting constructive criticism from the mishmash of opinions:

  • The start of the article paints a rather unattractive picture of a fellow's fellowship experience. I believe that Ms Alisa Currimjee might have wanted to say something about Ms Hemangi Joshi's opinion of her teaching technique. I also believe that even if Ms Hemangi's opinion was correct, it is unfair to judge a teacher based on one observation. I don't know how Ms Hemangi concluded that sticking to the textbook amounts to rote learning. The author writes about how the place where Ms Alisa is from stops her from being an effective teacher because she doesn't know the local language. How the author reached the conclusion about Ms Currimjee's competence in such a short span of time is something that surprises me. I believe that author should watch this video on the danger of a single story.
    Apoorv thinks that George has presented his conclusions about Alisa's competence, when clearly he has not. He has simple reported what he saw in the classroom and what Alisa and Hemangi said to him. Nothing more. What impression the reader forms of Alisa and Hemangi is completely upto the reader.
  • The author mentions that Teach for India is a sister organisation of Teach for America but fails to mention about Teach for All which is the main umbrella which coordinates between 40 odd such networks until later on in the article. The author fails to write about how 'Theory of Change' of different organisations are different based on their circumstances and ground realities. Just because there is similarity in the model, doesn't mean that they are 'one size fits all'. I would even go to the extent of saying that if a model works effectively in different countries, what's the harm in replicating?
    What the author talks about is clearly upto him. This is a "Feature Article". He has chosen his angle (In India, school funding is sorely lacking, but Teach for India just wants to transform attitudes.) and tries to stick to it.
  • The author's description of Ms Wendy Kopp's and Shaheen's education seems very sarcastic to me. In my opinion, the author is trying to hint, not so subtly, that Ms Kopp and Ms Shaheen went to elite schools and somehow that's a bad thing.
    Feature article. He is allowed to do that if in fact he is actually doing that.
  • The quotes are taken from Ms Shaheen's book and seem disjointed and out of context at best.
    Maybe - That's Apoorv's opinion of George's piece
  • The five line summary of 'why' Teach for India came into being does absolutely no justice to the effort and thought that so many people put in at the start of the organisation. If the author had read the book more thoroughly and interviewed people, he would have found out.
    George doesn't (and shouldn't) care about what went on into setting up TFI. He should and must care to present his angle and understanding. And that, only. 
  • "Despite this intensive work, however, the blueprint they came up with was almost identical to Teach for America's: Teach for India would recruit elite students, train them for five weeks, and then send them out to teach the urban poor." I believe the author's definition of 'almost identical' is very different from any dictionary definition. There are quite a few things similar between Teach for America's model and Teach for India's model but there are also a LOT of differences. Also, throughout the article, the author harps on the fact that the teachers get five weeks of training but fails to mention the ongoing training and support that fellows receive throughout the two years of the fellowship.
    Being a TFIer day in and day out, we know that there are a thousand minute differences between the models of organizations in various countries. For example. TFI limits itself to urban areas, where as Teach For China mostly serves rural areas. TFI fellows arrange for their own accommodations. Most TFC fellows live in schools that they teach in. But the basic idea of each organization is to recruit brilliant graduates, train them for 5 weeks and place them in low income schools or schools lacking good teachers and keep supporting them throughout their fellowship. Hence to an outsider, all the organizations would look similar. George has been careful to use the phrase "almost identical" and not just "identical"
  • "If deemed successful, this model will be poised to deliver large portions of India’s education system—and, indeed, others all over the world—into the control of the private sector on a for-profit basis." There is absolutely no evidence or data provided on how the author reached a conclusion that Teach for India is trying to privatize education or is even campaigning for a ‘for profit’ solution to the education crisis. The author does talk about Mr Ashish Dhawan funding organisations that are advocating for privatisation but there is no evidence provided to substantiate the author’s claim that Teach for India is trying to do it.
    Later on in the article, George mentions two things:
    "Despite these brutal reductions, Teach for India–affiliated groups like the Central Square Foundation and the Centre for Civil Society have hailed Modi’s education policies, satisfied with his willingness to slash regulations on private-school operators"
    "TFA’s critics say that inexperienced teachers make educational inequality worse, and that the organization has become a Trojan horse for the private takeover of public-sector resources."
    So his opinion is based on the conversations that he might have had with people from said groups. Also "poised" means "seems ready to" and doesn't not necessarily mean "actually going to". Nuances of meaning.
  • The author’s description of Ms Meghna Rakshit is nauseating and unnecessary. I don’t know why the author needs to write about Ms Rakshit’s clothes and the way she speaks. I don’t know if the quotes in the article were all that Ms Rakshit had to say about the education crisis. I have a feeling they were not.
    Doesn't seem nauseating to me. I think George has painted a very vivid picture of his interaction with Meghna - that's what you are supposed to bring out in a Feature Article - The Human Experience.
  • "By promising innovative classroom techniques and inspirational leadership, the Teach for All model seeks to transform tremendous material deficits into a problem of character.” I don’t know how the author concluded that Teach for India or Teach for All don’t consider material deficits as a problem. Yet another unsubstantiated claim.
    Maybe no one that he interacted with told him that we fellows hold collection drives to fund sporting gear for students, tech equipment and stationery for school/classroom etc. Note to self - if someone interviews you, remember to talk about this
  • The author then describes another teachers class whom the author addresses as Ms D. I don’t know why the author choose to use Ms Alisa Currimjee’s full name and even go into details of her native place. I hope that proper permissions were taken before using Ms Alisa’s name and other details.
    Not really sure if he really needs to take permission. He is a journalist. He asks you if he can interview you, you agree and go ahead. Permission to use your name is implicit. Ms D might have a difficult to remember name in the local language. So George might have forgotten it or might have chosen to not use it least it become distracting to the reader. Also I think he is protecting the identity of Ms. D because he says that she swats her students which is clearly a violation of law.
  • The author goes on to talk about how Narendra Modi government’s funding cuts have affected classrooms. There is also a line about how Teach for India’s patrons are friends with the Prime Minister. If this is the author’s attempt of giving this some political colour then I think the author should also have found out that Teach for India no political allegiances and that the organisation has an alum who works for the Congress party and also had Mr Arvind Kejriwal as a chief guest in one of its event a couple of years back. All this would have come out if the author had researched but it is not as easy as throwing allegations.
    George probably only talks about Narendra Modi because he is the one who pushed for funding cuts and he is the one who supports TFI - this may support his main "angle" - (In India, school funding is sorely lacking, but Teach for India just wants to transform attitudes.)
  • The author claims that only people who are ‘global citizens’ and don’t speak English in a ‘thick Indian accent’ are likely to become Teach for India fellows. I believe that the author again has no idea of the different places from where Teach for India recruits and has probably never interacted with more than a handful of fellows.
    Correct. That's the impression that George formed of TFI depending on the handful of fellows he interacted with. It is our responsibility to have helped expose him to all kids of fellows and staff members. He visited the office, that means he used official channels to access TFI's presence in Mumbai. We should have come up with a more diverse set of TFIers for him to have interacted with.
  • Also, ‘occasionally swatting’ students is illegal in the country. I am glad you did not mention Ms D’s real identity. I would urge you to talk to her about this ‘swatting’ and explain to her the mental trauma it causes students.
    Already covered above. Talking to Ms D is not his battle. He is a journalist.
  • Another sentence which shows the complete lack of research from the author’s part is the author’s belief that all Teach for India classrooms have a ‘Coteacher’ and that there are less than 40 students in Teach for India classrooms. The author himself, in the beginning of the article, talks about how student teacher ratio in the country is very extreme. Ms D or any other Teach for India classroom is no different. I think it would be a good idea to go visit some Teach for India classrooms to see the numbers.
    That's probably the impression that the TFIers that he interacted (and Ms D) with gave him. We should take a note and make sure that we expose a person wanting to know about TFI to a varied group of TFIers to ensure that we give them the correct picture. George seems to have gone through proper channels and seems to have reached a variety of people outside TFI as well. He seems to be a good researcher.
  • Ms D is not the only one doing three jobs. All fellows who work in government or private schools are required to do all that the other school teachers are required to do save election duty and census. So well, everyone is doing multiple jobs.
    Thanks for clarifying, he doesn't claim otherwise anyway.
  • Author claims that Teach for India often describes its movement as the second freedom struggle yet provides not even one instance where it has done so. If it happened so ‘often’, should a reporter share those instances?
    He doesn't need to produce instances - somebody from TFI or Ashish Dhawan seems to have used that line when talking about TFI. A quick google search, unearths to articles talking about "Second Freedom Struggle" in connection with TFI (Article 1 Article 2)
  • Author links budget cuts to economic liberalization. A link that has no logical connection. It is my opinion that the author does not understand economic liberalization. Moving the focus from inputs to student outcomes is a decision state government get to make independently. Neither the central government and definitely not Teach for India has any say in it. Right to Education gives the states the power to do this.
    I don't have a good handle on political spectrum and how it sways education and economic policies. So the only thing I understood while reading these lines is that maybe the government is trying to push for privatization of schools as well.
  • “Some teachers are trying to resist the relentless expansion of Teach for India and the education-reform movement in general…” First of all, Teach for India never has and can never force any school or teacher to do anything. Expansion happens when both parties are willing and see value in the relationship. Also, is the author trying to suggest that there are teachers who are trying to resist education reform movement? Wow.
    Here, George is not suggesting, he is reporting that Firoz Ahmed the primary school teacher feels this way. Maybe we as an organization need to work on our perception better. If Firoz Ahmad is afraid of TFI, we need to find out why and take corrective action in how we operate or clarify our stand and improve our relations with teachers in that area of Delhi.
  • “We are quite afraid they are going to use early screening and labeling to screen [students] into vocational courses… purely economic schooling. This is not just Modi, but they are obviously more aggressive. And this not just in India.” How is one person’s fear backed by no proff at all being considered as a threat? Just to clarify, Teach for India never labels children or screens them into vocational courses at any point of time. Maybe Mr Firoz Ahmed needs to talk to someone and find out more about what is really happening.
    Instead, TFI needs to look in to the matter and speak to Firoz. Maybe there is something going wrong in that region.
  • “It is unclear how much students will benefit from this handoff to the private sector” NO ONE IS HANDING OFF STUDENTS TO ANYONE!!!
    The sentence "It is unclear how much students will benefit from this handoff to the private sector, but the Teach for India program certainly strives to enhance its recruits’ future prospects beyond their brief careers in the classroom." does seem incoherent in referring to disjoint things. Not sure what George seems to be implying here. Not a good transition between paragraphs.
  • The author talks about how there are charts with dire consequences plans. It would be great if he would have mentioned one of them. Fellows are taught how to manage classroom behaviour in such a way that student dignity is maintained and still behaviour of the class is conducive to learning. This is done because traditionally, ‘swatting students’ like Ms D was the method used. Given Teach for India’s commitment towards Child Protection Policy, fellows are trained to use techniques which involve rewarding good behaviour with stars and tokens and there are consequences for bad behaviour which are generally taking away those stars and tokens. The most dire consequences are staying back for some time after school and having a conversation with the teacher so that the student understands the value of behaving in class and the importance of it in their education. Apparently trying to instil a work oriented culture is a crime. All this the author would have known if the author had not climbed the Ladder of Inference so fast.
    None of the words that the author has used shows that he is inferring anything. He is only making connections - he finds that these charts and rules are similar to those used by American Charter Schools.
  • The article ends with the author talking to three fellows about their community engagement techniques to which the fellows respond by saying that it is decided top down and that communities treat them as outsiders. [Update: fellows who are quoted in the article have informed others who reached out to them that they have been misquoted.] It is true that this happens when fellows aren’t able to build those relations with the community members. If the author had researched about the different community projects that fellows in Mumbai have undertaken, he would have gotten a second opinion. There are community centres which are started by fellows and are now run by community members. The trust that fellows share with the community is different for different fellows because the effort put in and the results achieved by different fellows are different. To judge an entire organisation’s community relations effort based on what 3 out of the 1000 fellows had to say is not right.
    I really believe that it was our duty to have presented an all encompassing view of TFI to George. Let this be a lesson to use. We should be frank enough to present our failures as well as successes to the world outside.
  • About the fellowship being marketable enough. I think the author would love to know that we maintain a 7-8% acceptance rate for fellows and an even lower rate for staff members. The organisation attracts top talent already and marketing is done to spread more awareness about the education equity gap more than anything else. There are reasons for why it is a two year fellowship. Also, there are fellows who are selected to do a third year of the fellowship and there are quite a few fellows who live in the community that they work in.
    Next time a journalist wants to know more about TFI, we would be sure to tell him/her all this.
I think that Apoorv is quite passionate about the work he does at TFI and it is only human to become defensive when the work that you do "SEEMS" to have been questioned. Apoorv and many other TFIers seem to have been quick to jump the gun in mounting a defensive response to the article when none was needed.

So here are a few things that I take away from the two articles:
  • It is essential to know the difference between feature article and news story
  • Its easy to get angered when someone accuses or "seems to accuse" you of the work that you are doing.
  • If a "feature article" provokes you, the thing to do is to read it again and try to empathize with the reader - try to understand his point of view, suspend your emotions and try to take away positive criticism from it. Not good to react to it immediately. One needs to sleep over it to understand what the author is getting at.
  • Being self-aware is important. If I think my reading comprehension skills aren't upto the mark, I would take the time to read the article to and fro a couple of time before deciding what to accept and what to reject. Good teachers/leaders need to work on developing good reading comprehension skills.
  • Don't read between the lines - you might think that the author is inferring something when he might simple be reporting facts or paraphrasing what some people have said to him.
  • When a person approaches your organization, it is our responsibility to makes sure that we present every facet of our collective to him/her.
  • We need to be able to recognize a rational debate when it comes our way and engage in it without invoking sentiments.
As I wrote this blog and re-read George's piece I realized that unlike many feature articles, in the one above, he has been careful from explicitly revealing his opinions on the matter. He seems to have arranged the facts in a particular sequence so as to lead the reader smoothly in on his angle. All the inferences that might seem to have been made on George's part actually turn out - on second or third reading - to be inferences made on part of the reader. I am actually awed by George's skill in molding public opinion of the not-so-careful reader. 

Wednesday, May 11, 2016

TFI vs. Religion vs. Amway

Basic strategy for world domination is to be a good public speaker/effective trainer/manipulator so that you can invest others in your idea and create clones of yourselves to multiply your impact. Humans are wired (genetically evolved ) to seek out groups to belong to - safety in numbers.

I am a 2014 Teach For India fellow.I have tried to be objective here, but I am sure my biases against ponzi schemes and religion would have crept in (although I know that direct selling and ponzi are not the same thing)

ParameterTeach For IndiaDirect Selling (Amway, Tupperware, Oriflame)
Impact parameterReach as many children as possibleConvert as many people (as customers and as representatives in the pyramid) as possible
Appeals toPerson's humanityPerson's greed
Key playerFellowAmway Business Owner
BenefitsChildrenAmway Business Owner
Leadership development opportunity for key player?YesYes
Training methodologySeniors trains junior, specialists train juniorsSeniors train juniors
SupervisorProgram managerSponsor (The person who introduced you)
Small scale meetingLearning Circles at homesTupperware tea party at homes
Large scale meetingCity Conference held at hired venuesLarger conferences held at hired venues
Celebration styleSong and dancelong term business owners who now earn a lot, come on the stage and brag.
TrainingInstitute, Lesson Planning ClinicsSpecial Training Programme, Books, Audio CDs, Online courses
What enforces cooperation between junior and senior players?Inherent human tendencyPyramid structure for sharing profits
What enforces cooperation between peers?Inherent human tendencyNothing. Infact there might be hostility
What enforces cooperation between players within and without organization?Inherent human tendencyNothing
HierarchyManagement > Program Team > Fellows > ChildrenPyramid structure

ParameterTeach For IndiaReligion (Hinduism, Christianity, New age like Sahaj Yoga and art of Living)
LeaderCEOSelf appointed Godman/Godwoman
Impact parameterReach as many children as possibleSpread faith and indoctrinate as many people as possible
BeliefEducation can save humanityHuman society needs a common set of laws on how to live life
AttitudeQuestion everything, keep improving, scientific attitudeBlind faith
Appeals toPerson's humanityPerson's fear of death and loneliness only
Key playerFellowFollower
BenefitsChildrenGuardians of faith - money and power
Leadership development opportunity for key player?YesGhanta
Conversion methodologySeniors trains junior, specialists train juniors, presentation at colleges, mediaPeer pressure, Family life influences children
SupervisorProgram managerAppointed local guardian of faith (Sadhu, bishop etc)
Small scale meetingLearning Circles at homesHawan, Vigil, gathering during family events (birth, death, marriage)
Large scale meetingCity Conference held at hired venuesSunday mass, Forums, Community meditation
Celebration styleSong and danceSong and dance, sacrifice, flowers, pour milk, burn stuff, gluttony
TrainingInstitute, Lesson Planning ClinicsReading of scriptures, chanting of hymns, getting kids to follow parents
What enforces cooperation between junior and senior players?Inherent human tendencyFear of harm if trying to defect from group (death, amputation, ostracization)
What enforces cooperation between peers?Inherent human tendencyFear of harm if trying to defect from group (death, amputation, ostracization)
What enforces cooperation between players within and without organization?Inherent human tendencyFear of harm if trying to defect from group (death, amputation, ostracization)
HierarchyCEO and Management > Program Team > Fellows > ChildrenReligious leader > guardians of faith > people
Cooperation between various organizationYes through Teach For AllNo - they are competitors

Thursday, April 7, 2016

Modern Day Caste System

He: "Did you know that I am Kshatriya - I belong to warrior caste"
Me: "To TCS mein kya kar raha hai?"
He: "I fight and kill bugs. Software bugs"
Me: "That explains the pot belly on your warrior body"

Me: "Who are your friends?"
He: "I have three friends. This guy is a Brahmin - he designs the architecture and writes code. That guy is Vaishya caste, he has telecon with the client.

Me: "What does that fourth guy do?"

He: "He is Shudra caste. He updates he documentation whenever I kill a bug. Also he is the mandatory D bander during appraisal season. We need to adhere to the bell curve you know"

Me: "Ya the Ghanta curve"

Algebra - Your first chance to show grit

Algebra is the new caste barrier.

Arithmetic is easy every child gets it. Algebra is abstract and hard. Those kids who fail to surmount the mountain that is algebra will be left behind and end up doing what most of us now perceive as 'menial' jobs. (They are menial because they pay less and don't require higher order thinking skills)

So, all the math teachers of students in 7th grade and above, push your kids to work hard and practise practise practise until they get algebra right - integer operations, distributive property, exponents, division and factorization.


The struggle

I think we are running after the wrong thing. In stead of striving for a life with fewer struggles, we need to strive for a life with more meaningful struggles, equip our selves to handle that struggle better - increase impact and efficiency of our efforts.

We must focus on increasing the quality of the the fight instead of tying to decrease the quantity of the fight.

Tuesday, March 8, 2016

School Science Education Workshop at IISER Pune

The following blog post is a compilation of notes by Ridhi Agarwal, TeachForIndia Pune Fellow 2014

Mr. Kamal Mahendroo spoke about the Hoshangabad Science Teaching Programme, which is under Eklavya <>

The three pillars of the HSTP were:
  • Development of Scientific Temper. (Scientific temper is the implementation of scientific method in every problem in our life.)
  • The modern times need technical and scientific literacy.
  • Science education is the foundation of the technological or scientific development of the society.

Some thoughts and questions he posed in front of the group were as follows:
  • How do we build scientific temper?
  • What are you teaching them and what is being assessed in science assessments?
  • Joy of learning vs Joy in learning. This was to stress upon doing activities and experiments for entertainment and engagement during lessons as opposed to doing activities and experiments to attain deeper learning and work on deeper development of every kid.
  • Lastly, he spoke of something that baffled the group. The competitive exam which find us our future scientists and engineers, etc. are assessing students on syllabus which is of higher rigour and sometimes of different content. Hence, the school syllabus is redundant for them and they HAVE to take extra classes. This seems to be feeding into a hidden economic agenda of the coaching centres and other educational institutes.
Teachers as partners
  • Teachers should be equal partners towards education development and research.
  • Initiatives need to be taken to turn zero-resource classrooms to low-cost-resource classrooms.
  • For Activity Based Learning, there should be a continuum between activity/experiments and learning.
  • The wheel of teaching and learning needs to be established in the mind-set of teachers. Teachers need to DO the experiments themselves and record their observations and make inferences. Only then can they be confident enough to execute those in class and answer the questions.
  • High stress was given to need for Peer-Learning among teachers and the setting up of teacher communities and teacher networks and create teacher development activities for them.
  • Epistemological beliefs: Teacher beliefs are strong and difficult to break. However, they need to be challenged to bring change in classrooms and teaching practices. Some epistemological beliefs will be discussed in the Math Research section below.
  • These teacher beliefs will only change with different experiences and observations. A platform or community needs to be set up for this.
  • Students have their own imagination and interpretation of what they hear, see or experience. What you have said or done might not be understood or interpreted the same way in the mind of your students. [This was a thought point given to us to explore.]
  • There needs to be an organic link between education departments and parent (content) departments for strengthening teachers and helping them master their subjects. For example, a teacher undergoing B.Ed. in Math method should be expanding his/her knowledge along with a Math professor or student under the B.Sc. or M.Sc. courses.
  • Crisis builds curiosity and sparks passion in students. Experiments are essential for building scientific temper in kids. Although, Science promotes ONE solution to a problem but there is no SINGLE observation or conclusion to every experiment. The students need to understand the importance of observation, inferencing, discussions and deliberations and these should be encouraged by teachers in every lesson and every topic. That is when the scientific temper will develop in kids.
Science Education Research by Jayashree Ramdas
  • Spatial Cognition in Science
  • SOTL – Scholarship of teaching and learning
  • POGIL – Process oriented guided inquiry learning
  • Confirmation bias among experimenters (students or teachers). This is relevant to activity based learning)
  • Alternative conceptions are present in kids and hence there is a difference in interpretation of the same content taught in every child.
  • Research needs to be done in how knowledge is organized in the memory and hence inform the methods of concept mapping for students.
  • Effects of socio-cultural factors on science education: STSE (Science, Technology, Society and Environment education), SSI (Socio-Scientific Issues).
  • Effects of different learning environments (Classroom, tuition, home, self-study) on learning.
  • Education Research is being done on how different disciplines are taught: DBER (Discipline-Based Education Research)
The points mentioned above can easily be looked up on Google and information can be obtained. I shall add explanations as and when I explore them.

Math Education Research by Ravi Subramaniam
  • The session by Prof. Ravi was on the topic “What Math teachers need to know (and need to DO)?”
  • Teachers need to DO science and math in order to learn from it and teach.
  • Teachers will be ready for solving questions and doubts ONLY IF they do the math they are going to teach. Personal experience is essential to be more responsive in their teaching.
  • Some essential concepts that came out were:
    • Teachers need to understand every concept in-depth. The deeper math hidden in every concept should be known before teaching it to the kids. It builds confidence in the teacher and they are able to answer students’ doubts.
    • There is a lot of math hidden in elementary math and that is exciting and essential to explore.
    • This is the PCK (Pedagogical Content Knowledge) that teachers need to have. Teachers' Integration of Subject Matter, Pedagogy, Students, and Learning Environments.
    • Example: What is the connection between division and multiplication?
  • Epistemological beliefs relating to Math which came out during their research were as follows:
    • Students should be taught the right way to solve.
    • Repeated practice is the best way to deal with errors.
    • How can students answer the questions if not taught?
    • Paying attention to the teacher is important to learn anything.
He argued that these aren’t essentially true. Students can arrive at the right way to solve; errors can be resolved in other ways too; and peer learning is another way students can learn.

Post these talks we had the following resource-persons come and talk about their organization:
  1. Manish Jain, Toys from Trash spoke on Hands-on Science.
  2. Tamara Philip, Avasara Academy spoke on Excitement and Enquiry in Science.
  3. Reema, Disha spoke on how they bring quality science education to low income communities.
  4. Gayatri Kshirsagar, Exciting Science spoke on the projects they undertake to expose students to the scientific community.
  5. Tarun Ayitam, Sciensation spoke about his venture to make science cool for students and teachers.
  6. Md. Irfan, spoke about his science centre in Nanded where he holds demonstrations of science experiments and trains students to perform experiments independently.

Monday, March 7, 2016

Some articles on parenting and teaching

No, honey, you can’t be anything you want to be. And that’s okay.
The Washington Post

Manipulative Child Behavior? My Kids Are “Too Smart for Their Own Good”
Empowering Parents
(Related video ad - Kissanpur - Real Joy Of Togetherness)

Indian Women Are Never Taught How To Be Alone, And That’s A Problem

Five fail-safe ways to silence a noisy class