Refresher training of teachers in chowki block

A one day refresher training of teachers was conducted on the request of Mr. Santosh Pandey, BRC, Chowki block.

Theoretically, refresher trainings are meant to jog the memories of the already trained resource persons on topics covered. We decided to start of the session by briefing the audience on the progress achieved so far by the Sampark team in Chhattisgarh and further plans in the ensuing academic year. Apprising them about the diagnostic test conducted in select 30 schools in their district we shared a few of the diagnostic tests with them, sharing the results of the test. Easing into the session, the teachers also began to share their experience of the kit and the myriad ways they used to teach various concepts using the kit in classes 1 and 2.

much ado, we began the session with a brief introduction on the concept of teaching following the Concrete- Representational- Abstract (CRA for short) framework. Upon enquiring whether they taught using this methodology almost all of them answered in the positive, reinforcing the effectiveness of the training conducted 4 months ago. Further we moved onto cover the basic concepts.

During the midst of the training teachers shared with us a few examples of delivering concepts.

Teaching the concept of comparison of numbers through examples: a) The bird: You hold the number in your hand. If the bird is facing you, it means it is afraid to come near you. This indicates the number in your hand is bigger than the bird. If the bird facing opposite you, it means it is not afraid to come near you because it is bigger than the number you hold. b) Tug of war: Divide class into two groups. The bigger group (bigger number) always won.

Enriched by these simple ways to teach concepts it was our time to share examples we had witnessed over the course of visits to different schools. While explaining the concept of place value we share the example of the teacher of P.S Marutola of Khairagarh block.

Concept of division taught along with cementing the concept of place value: Three groups were formed of 4 students. 3 students from each group were identified and each one held a small card of ‘Ones’, ‘Tens’, ‘Hundreds’. The groups were now ready to play the game of cards using the ‘currency play money notes’. A banker was assigned in each group as had been taught earlier. The banker went to the main bank to collect the money and divided the notes equally, when it was not possible to divide equally he/she collected the requisite change and divided the notes equally amongst the 3 students in order of ‘hundreds’, ‘tens’ and ‘ones’.

The teacher of P.S Ghorda of Chowki block opined that earlier to explain the concept of place value he used match sticks to represent values in the places of ‘ones’, ‘tens’, ‘hundreds’. But due to limited matches he used to run out of examples to convey this concept. He added that that the coloured blocks, rods and blocks along with the ‘Place Value Mat’ have made his life easier especially to teach the concept of place value which mos;pt children find it difficult to understand. To teach the concept of conversion to children, he shared another example of using the plastic measuring cups of cough syrup bottles to explain the concept of ‘c.c.’ and plastic bottles to explain the concept of milliliter and litre.

The teachers shared with us the common mistakes committed by children while addition where they forget to transfer the carry generated to the digit on the left. The teacher on the right explained how conveyed this concept through repeated practice by using the square line book or even the single line book.

This mutual sharing of examples devised by teachers in various schools was the highlight of the session.

The session ended on high note with teachers thanking us for having taken time to conduct refresher training in their block. The teachers stressed upon the importance of such sessions and regular monitoring of the Math program by the Sampark team. It was heartening to note that teachers were keen to play a participatory role in this monitoring process with support from the administration. They felt that they would be proud to disseminate these learnings to teachers of various other blocks and districts for the benefit of the teaching and learning communities.

The day could not have come to a better end without a few lines from one of the participants, stressing upon the need for regular monitoring and evaluation of the program.

 

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