Dr Tazeen Siqqiqui - Democracy

Democracy Is not a successful system of government  in countries where there is

1-Unemployment
2- Corruption
3- Religious Power Politics (Blind Politics)

The unemployment rate in India rose to 7.2 per cent in February 2019, the highest since September 2016, and up from 5.9 per cent in February 2018, according to data compiled by the Centre for Monitoring Indian Economy (CMIE)

Unemployment adversely affects the system of Democracy as people are hired to work for the political parties which in turn takes away their own ideologies and thought process which affects the voting process. Unemployment brings a great impact on the system of democracy as it encourages Power politics and injustice is encouraged.

Corruption ruins the Economy at a state and national level and majorly affects the Democracy system of government as people are bribed to vote and more privileged are the private sectors and it increases the gap between the poor and the rich which can lead to a breakdown of war between the haves and have not. Corruption leads to the most alarming situation in the nation where uneducated people lead the nation which shakes the law and order of the nation and peace is at its danger.

Religious  Power politics encourage to vote on caste, race and religion which deviate the focus from the real issues of the nation that affects every individual life of the nation in every department. Religious Power politics are“ Blind Politics” that encourage people to accept the wrong, believe the wrong and do the wrong. It encourages people to fight and vote on the basis of caste, creed and religion blindfolded of the realization of its results.

 “ DEMOCRACY IS REAL POWER WHEN LET IN HANDS OF JUSTICE”
                       

Dr Tazeen Siddiqui, Mansha Vision India, Email fortazeen@gmail.com

David Geurin: Balancing Achievement and Agency

How do you define student achievement? Is student achievement defined by how students perform on some type of standardized assessment? When politicians, policymakers, and lots of educators too, talk about raising student achievement, it usually means raising test scores.

The problem is that test scores are a very narrow way to define student success and student achievement. That definition favours a certain type of student, magnifying a certain type of skill set while diminishing a whole range of other factors that can lead to success academically and in life.

So why is it the current definition of student achievement is always tied to how students perform on one test that happens in one moment once a year? I want to see more emphasis on student agency. I want to find ways for students to connect to what they are learning, to apply what they are learning, to do things with their learning that are making a difference. To me, when students exercise agency and demonstrate growth, that is an achievement.

When we are driven by preparing kids for a test, we may neglect to prepare them for life. I'm not saying we can't prepare kids for the test and for life, but too often I think that's exactly what's happening. The test is driving everything in some schools.

But does the learning stick? Will students remember the things they must know for the test? I really like how Will Richardson put words around this idea. He says we need to aim for learning that results in permanence. We should seek learning that has lasting value. When students have agency and ownership in learning, it's much more likely to have long term impact. When it connects to their passions and their goals, they're much more invested emotionally and intellectually.

Another question I would raise is this, does the learning shift perspective? Simply learning content and using it to answer test questions doesn't necessarily change who you are or how you see the world. And I think education should always result in more empathy and understanding. It doesn't just change what you know but helps you better understand who you are and how you can make a bigger difference.

If we want more permanence and perspective in education, we have to be willing to invest agency. We must empower students and teachers to do things that are bigger than just mastering content standards. We have encouraged creativity and connection and allow for learning that taps into strengths and passions.

So let's aim to get a better balance between achievement and agency. Achievement won't solve the world's problems unless our students learn they are powerful problem solvers. They must know first and foremost the significant agency they have to make a difference.

Originally published:
http://www.davidgeurin.com/2019/05/balancing-achievement-and-agency.html

“When I am teaching at my best, I am like a _________ .”

When I am with my Angels I am like a  mother to them helping them to grow up to be good human being taking care of all there needs with love kindness and patience being with them is a joy and a privilege  I wish all my little angels to have a  bright future ahead. - Corrine  Gomes

When I am teaching at my best I am like a mother. I do not only impart bookies knowledge but also teach good manners.  I try to inculcate good values in these children. I want them to feel loved and wanted in this home away from home. Sincerely hope that I make them grow up to good human beings. - Deepa Kharga

When I am teaching at my best, I feel like a programmer. I try to program the teaching and events in a much simplified manner. For me, teaching is like coding a program which is to be done in a proper way to get the best output. - Arvind Jha

When I am teaching at my best I feel like an "Architect", who design, develop and construct a house to provide the maximum utility of space and make the living happy and comfortable. Similarly, my job is somewhat like an architect who is in "man making industry". I design, develop and construct the study programme to cater the needs of every individual in my classroom, provide them with the maximum utility of space to grow, derive the maximum out of them, develop sense ownership and responsibility, living behind a memorable and happy moment. - Rakesh Kumar Das

When I'm with my boys, I play the role of a father, a brother and a guide, where they feel free to share their feeling, thoughts and difficulties so that I may be able to guide them in the right path to be well behaved and make them a good human being. I Ralston Hurley a pastoral member taking care of boys from classes 9 & 10. - Ralston Hurley

The post is inspired by Palmer Parker's work Courage To Teach.