bayalu 84.pdf - amazon aws

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Core team

Ravi BT Ravindra Jain

Ramakrishna bhat Akkamahadevi

Gundappa Ilyas Parvez

Shivaji Showrish Kudkuli

Advisors

Umashankar Periodi Shreekanth Sreedharan

Umesh pade Rudresh S

Cover Page design inspiration

Malavika

Cover page design

Meghana P Baasri

Editorial Team

Ravi kumar. D Swetha H

Manjunath A R

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1. Art by Muzammil

2. Photo by Karishma

3. Drawing by Shruthi

4. ಎತ್ತ ಹರಿಯುತಿದೆ ಚಿತ್ತ ? By ರಾಘವೇಂದ್ರ ಹೇರ್ಳೆ ಜಿ., ಬೇಂಗಳೂರು

5. Making of an independent child– starts from Home, Anganawadi, Centres and Pre school.

—— Rama Devi, Sangareddy.

6. Micro - Teaching Skills - Ravi kumar. D, Ballari

7. Using Phonetics in the Classroom - Meghana P Baasri

8. Evolving Experince of Learning process: From the Background of Divaswapna

- Ravi Kumar. G

9. Oh no, Thermodynamics! - Divya shree

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“Barish mein bheegte sab hai..

pray for those who are affected and help the helpless"

Karnataka Field Institutes, Bayalu 84, August 2019

Gallery of Artworks

Art by Muzammil.

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p


Gallery of Artworks

With a small hope…..

A photo by Karishma

Perfect lines….

Drawing by shruthi.

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ಛಿದ್ರ ಬದುಕಿನ ಗೋರಿಗಳ ಒಳಗೆ

ಗುಲ ಮೊಹರ ನ ಸೌರಭ ಹುಡುಕುತಿ್ತದ್ದ ೋನೆ.

ಕಾಲದ್ ಅಂಕಪರದ್ಯ ಅವಶೇಷಗಳ ಅಡಿಯಲಿ್ಲ

ಗತವೈಭವದ್ ಸಂಹಾಸನವ ಶೋಧಿಸುತಿ್ತದ್ದ ೋನೆ.

ಮೌಲ್ಯಾ ಪಕಷಷದ್ ಕಂಧೂಳಿನ ನಡುವೆ

ಋಜುಮಾಗಷದ್ ಹೆಜೆ್ಜ ಗುರುತನ್ನು ಅರಸುತಿ್ತದ್ದ ೋನೆ.

ಹೊರಗೆ ಜಿಗಿದ್ ಮನಸುು ಒಳಕೆ ಸರಿಯುತ್ತದ್.

ಹೇಳು, ಹೇಳು ದ್ವ ಂದ್ವ ವೇ,

ನಿಜಕೆ್ಕ ಎತಿ ಹರಿಯುತ್ತದ್ ಚಿತಿ ?

ನಶಿಸದ್ ನಾಳೆಗಳ ಕನಸನ ಪದ್ರದ್ಲ್ಲ

ಭೂತದ್ ಅಹಮಿ್ಮ ನ ಮಡಕಗಳು ಇನ್ನು ತೊನೆಯುತಿ್ತವೆ.

ಇಂದ್ರರ ಯಗಳ ಗೆದ್ದ ಸವ ಘೋಷಿತ ವಾರಸುದಾರರು

ಲೋಲುಪತೆಗಳ ಚಕರ ತ್ತೋರ್ಷದ್ಲಿ್ಲ ಮುಳುಗೇಳುತಿ್ತದಾದ ರೆ.

ಸಕಾರಾತಿ ಕ ನಿಲುವುಗಳ ಮೂಟೆ ಹೊತಿ್ತ ಬೋಗಿದ್ವರು

ಚಂಚಲಕುಮಾರಿಯ ಸೆರಗಿನ ಮರೆಯಲಿ್ಲ ಮುಖ ತಪಿ್ಪ ಸುತಿ್ತದಾದ ರೆ.

ಹೊರಗೆ ಜಿಗಿದ್ ಮನಸುು ಒಳಕೆ ಸರಿಯುತ್ತದ್,


ನಿಜಕೆ್ಕ ಎತಿ ಹರಿಯುತಿ್ತದ್ ಚಿತಿ ?

ಕಾಲವಾಹಿನಿಯ ಪರ ವಾಹದ್ಲ್ಲ ಮೂಲೋತಿ್ಪ ಟನೆಯಾಗಿವೆ

ಹಲಕಲವು ಚಿಗುರುಬಳಿಿ ಗಳು; ಒಂದ್ರಷ್ಟು ಮಹತ್ಪವ ಕಾಂಕೆ ಗಳು.

ಹದುದ ಗಣಿ್ಣ ನ ಸಪಷಗಾವಲ್ಲನ ಕಾರಸ್ಥಾ ನದ್ಲಿ್ಲ

ನ್ನಲುಗಿ ಹೊೋಗಿವೆ; ಸುಟ್ಟು ಹೊೋಗಿವೆ ಬೆಳಿಿ ಗೆರೆಗಳು.

ಕಾಂಚಾಣ ರುದ್ರ ನತಷನದ್ ಕಪ್ಪಮುಷಿು ಯ ಪರಾಕಾಷೆ್ಠ ಯಲ್ಲ

ಕಾಲಕಸವಾಗಿವೆ; ಉಂಡೆದ್ದ ಬಾಳೆಲೆಯಾಗಿವೆ

ಬಡವರ ಒಡಲ್ಲನ ದ್ನಿಗಳು; ಕಣಿ್ಣ ೋರ ಕಡಲುಗಳು.





ಎತ್ತ ಹರಿಯುತಿದೆ ಚಿತ್ತ ?

-ರಾಘವೇಂದ್ರ ಹೇರ್ಳೆ ಜಿ., ಬೇಂಗಳೂರು

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ಪರ ಶ್ನು ಗಳ ಸರಪಣ್ಣ ಸುತಿ್ತ ಹೆಬಾಾ ವಿನಂತ್ಪಗಿ

ಉತಿರಗಳು ನಿವಿಷಣಿ ವಾಗಿ ಮ್ಮಸುಕಾಡುತ್ತವೆ.

ವಿಕಟಾಟು ಹಾಸದ್ ವಿಕೃತ್ತಯ ತೆವಲುಗಳು

ಸಜೆ ನಿಕಯ ಬೆನು ಮೇಲೆ ಜಂಭೂಸವಾರಿಗೈಯುತ್ತವೆ.

ಕೊನೆಯಿಲಿದ್ ಷಡಾ ಂತರ ಗಳ ಮಾಯಾಜಾಲದ್ ನಡುವೆ

ಸದಾಾ ವದ್ ಮಂತರ ದಂಡ ದ್ರಕೆು ತಪಿ್ಪ ಪತನದ್ ಅಂಚು ಸೇರಿದ್.




ಮೌನ ಮೊಗೆೆ ಯನೊಡೆದು ಬರಲ್ಲ.

ನಿವಾಷತದ್ ತ್ತಂಬ ಪ್ರರ ಣವಾಯು ತ್ತಂಬಲ್ಲ.

ಹೇವರಿಕಗಳ ನಡುವೆ ಆಶಾಗೋಪುರ ಕುಸಯದ್ರರಲ್ಲ.

ಸನಿಕತನದ್ ಒರತೆ ಬತಿ್ತ ಜಿೋವಜಲ ತ್ತಂಬಲ್ಲ.

ಶಿಲ್ಯಬಾಲ್ಲಕಯ ಕೊರಡು ಕಾಲ್ಲನಲ್ಲ ನ್ನಪುರಂಗಳ ರಿಂಗಣವಿರಲ್ಲ.

ಹಾಲು ಹುಣಿ್ಣ ಮೆ ಹರಿಯಲ್ಲ; ಜೇನೊದ ರೆಯ ತಡಿಯಲ್ಲ ನವಿಲನತಷನವಿರಲ್ಲ.

ಅಮಲೆನಿು ರಿ ; ಹುಚಚ ರ ಸಂತೆಯೆನಿು ರಿ ; ಆತಿ ರತ್ತಯೆನಿು ರಿ.

ಬೆಂಗಾಡ ಕೊರಕಲ್ಲನಲ್ಲ ಬರಿಗಾಲಲ್ಲ ಬೊಗಸೆಯೊಡಿಿ ದ್ದ ೋನೆ….

ಹೊಸ ಭರವಸೆಯ ಪರ ವಾದ್ರಯಂತೆ…!

ಹೊಸ ಕಾಣೆ್ಕ ಗಾಗಿ… ತಪಿ್ಪ ಲಿ ತ್ಪನೆ ?


8

When we say we are independent it is all about learning to do things for oneself, which includes

making decisions and taking on responsibility. These are hugely important skills for children to learn to

cope with in adulthood. Building confidence in the child is the foremost ability one has to hone in the

child growing years. When independence grows a child's confidence also grows. Independent chil-

dren differ from depending children in several ways. If children are independent, it means that we have

provided them with the belief that they are competent and capable of taking care of themselves. We

should let children to be who they are rather than we forcing them what we want them to be. For mak-

ing the child independent and confident we as parents, teacher educators, Anganwadi teachers, pre-

school teachers should understand the child's personality, listen to the child, play with the child, provide

the child a fearless, safe, secure environment, have patience in dealing with children. Should not be au-

thoritarian and intimidating. General notion of an adult is that we feel that the child cannot do it, it is

time consuming, he or she may go wrong, hence, we are so inclined in attending to their needs. It is a

way we express our love. However, to give children the opportunity to become successful in life, we also

have to know that these are the ways for the child to learn. When children learn on their own it gives

them the first-hand knowledge. They learn through trial and error.

It teaches children self-discipline in turn enhancing the child’s self-esteem. The Anganwadi centres have

ample scope to cultivate these and give opportunities for the children to be independent. From the ob-

servations and experiences of working with the Anganwadi centres in Sangareddy a simple routine exam-

ple to quote: A parent complains that the child does not eat food at home in spite of she preparing and

feeding the child but the same child in the AWC is eating on her own. The reason is the child wants to eat

on her own but the mother is force feeding the child thinking that the child cannot eat, takes longer time

to eat, also spills food all around and makes it messy. But the opportunity given in the AWC is that all

children are given food at the same time and in the group all of them eat in a very systematic way with-

out spilling, yes sometimes the children do spill the food all around but it is all trial and error, we need to

have confidence in the child’s abilities and trust the child, need not spoon feed everything. All this takes

time, patience and is not a single day effort. Other examples to quote are carrying the school bag,

buttoning the shirt, etc. Independent learning is important because it develops creativity and intellectual

curiosity and it is about children being active rather than passive. It is about them working out the an-

swers rather than being told them. It prepares children to handle failure and success. Through independ-

ence children got to enhance their skills, learn right and wrong, develop their personality, and take deci-

sions. To learn the ways of life, children need to experience life. This way, they will grow up strong, ready

to take on life challenges, emotionally secured, and happy.


Making of an Independent Child – starts from our home, Anganwadi centres and

preschools

B. Rama Devi, Sangareddy ECE Initiative

9

Micro-teaching style or method is practiced thoroughly by students of education and believed to

be a good better method to develop teaching skills as the style focuses on the specific or a particular

method or practice.

Micro-teaching was invented in the mid-1960s at Stanford University by Dwight W. Allen, and has subse-

quently been used to develop educators in all forms of education. The style is built around the frame-

work – plan- teach- get feedback – re-plan – re-teach- re-feedback.

Micro-teaching is just not about the audience. It is an attitude of a profession that is being built

up. It is always wise to have the qualities that students can respect and take you up as a role model. Mi-

cro-teaching skills is most needed practice for a teacher to better himself/herself. The skills mainly help

us understand the behaviour of a teacher. There are plenty of skills but highlighted or highly practiced

skills are- 1.skill of writing instructional objectives 2. Skill of introducing a lesson 3. Skill of explaining 4.

Skill of fluency in questioning 5. Skill of probing questioning 6. Skill of illustrating with examples 7. Skill of

using black board 8. Skill of reinforcement 9. Skill of stimulus variation 10. Skill of achieving closure.

Micro teaching can be practiced with a small concept or a single text and less number of stu-

dents. For example, if a teacher is to teach a literary theory she has to make sure a whole lot of things

like time, interest of students, her plan etc. In such situations micro teaching helps her to teach the theo-

ry in an effective and simple way so that students can easily understand the complex concepts. She pre-

sents her lesson to a smaller group of the students or faculty and gets feedback. Then she goes to real

classroom having the suggestions included, if they are helping her to deal with the concept very well.

Now, let’s through a light on the skills one by one.


Micro-teaching skills

Ravi kumar. D, Ballari

https://en.wikipedia.org/wiki/Dwight_W._Allen

10

The Skill of Writing Instructional Objectives: it is a statement that specifies the behavioral

(measurable) terms what a learner will be able to do as a result of instruction. It describes the intended

outcome is reached to the students rather than a mere summary or brief of your content. The objectives

are written before a lesson starts so that the focus of the teaching is to carry out the purpose of the

teaching and can cover knowledge, skills as well as attitude. It is completely learner centric and should

be realistic.

Skill of Introducing a Lesson: The skill of introducing a lesson involves establishing rapport with

children, capturing their attention and exposing them to the essential contents. When the class looks dis-

turbed and shows no interest of learning, then it becomes responsibility to create a desire of learning

among the students. A teacher should consider the pre-knowledge of students for integration of the con-

tent or lesson. He or she advised to use appropriate devices such as dramatization, showing pictures or

flash cards, audio-visual aids etc. After preliminary questioning and introducing teacher should link stu-

dents’ pre-knowledge with the new topic.

Skill of Explaining: To present the subject matter in a simplified form before learners and mak-

ing it acquirable is known as skill of explaining. It involves the ability of the teacher to describe logically

‘how’, ‘when’, ‘why’ concept etc. The teacher has to give proper explanations and reasons to bring clarity

and proper understanding of what it is being taught. While explaining the language of the teacher should

be fluent enough so that students can understand the concept well, the statement of conclusion should

be given after explaining a particular point or topic and should question the students to know their un-

derstanding of the concept. Teachers should not make any confusions by giving irrelevant statements

and the continuity of the teaching should not be broken.

Skill of Fluency in Questioning: While questioning the teacher should be conscious, confident,

focused on specificity and relevancy. S/he should know when to ask question. Questions should be asked

at the time introducing a lesson, developing content and recapitulation. Questions should always pur-

pose, to create curiosity or interest, to draw attention of students, to check previous knowledge, etc.

Skill of Probing Questioning: Probing is a skill of asking penetrating questions in response to

students’ initial response. Probing leads a student to discover the relationships, similarities and differ-

ences that distinguish new concepts from old. Probing takes question-asking step further because of the

focus of the probe is the students’ response.

Skill of Illustrating with Examples: Despite their efforts teachers sometime fail to convey the

true sense or concept. In such cases, it is necessary to have the skill of illustrating with suitable examples.

The examples should be related to the concept as well as student’s understanding and simple so that

student can easily connect the concept with their previous knowledge. A teacher can give example of a

picture, video or dramatize an action etc.

Skill of Using Black Board: Black board usage should be judicious, accurate and clean. Teacher

should make sure the straightness of the lines, spacing between lines, no over writing, focusing on the

relevant matter, size of the letters, legible hand writing and black board is not blocked and not seen

clearly because of over/less light.


11

Skill of Reinforcement: It refers to any stimulus which strengthens and encourages the

designed behaviour or increase the probability of specific response or participation. Positive

reinforcement strengthens desirable behaviour of the students. It increases students’ participation in

teaching learning process. [A teacher encourages by saying, “right, that’s good, yes, correct, fine,

excellent, splendid, etc.”]. Negative reinforcement weakens a student’s interest and freedom. It gives

punishing feeling to the students. [A teachers discourages by saying, “no, you are not good, do

something else, nonsense, stupid, wrong etc.]

Skill of Achieving Closure: The skill is complementary to set induction. It is attained when major

purposes, principles and constructs of a lesson or a portion of the lesson are judged to have been learnt

and the pupils are able to relate new knowledge with the best. It is more than quick summary of the

portions covered. Can use closure by drawing attention to the major points accomplished up to that

point.

Sources:

https://en.wikipedia.org/wiki/Microteaching

https://pcbeducation.com/aiou-solved-assignment-2-code-8626/

https://www.slideshare.net/deepati1/micro-teaching-skills-37998522


USING PHONETICS IN THE CLASSROOM

Meghana Baasri

English is a language that causes many confusions in the mind of a learner. Not only is the

written script different from the way it is spoken, but certain alphabets have more than one sound.

Why does ‘food’ have a long vowel sound, but ‘foot’ a short vowel sound? Such questions from curi-

ous learners leave English language teachers but with one response – “That’s just how English is!”

Such discrepancies in the language definitely do make things more complex for a learner who

is used to our vernacular languages, where the written form and spoken word match perfectly. As a

solution, many educational institutions have begun to use phonetics and phonology in their class-

rooms.

https://en.wikipedia.org/wiki/Microteaching

https://pcbeducation.com/aiou-solved-assignment-2-code-8626/

https://www.slideshare.net/deepati1/micro-teaching-skills-37998522

12 Karnataka Field Institutes, Bayalu 84, August 2019

SOURCE: Wikipedia Commons

Learners are taught the International Phonetic Alphabet (IPA) in an attempt to help them

recognise the true sounds of a word. Afterall, an IPA symbol has only one sound, reducing the scope for

any confusions in the learners’ minds. In the orthographic script, ‘th’ has two sounds – like in ‘thing’ and

the other like in ‘this.’ In phonetic script, /θ/ is the ‘th’ sound in ‘think’ and /ð/ is represents the ‘th’

sound in ‘this.’ Better still, IPA combines the sounds for ‘c’ and ‘k’ and has only one consonant sound /k/.

So /kænsəl/ can be pronounced in only one way, with one hard ‘c’ and one soft ‘c’ – there’s no room for

confusion. (The transcribed word is ‘cancel.’)

Perhaps taking the sounds into our Nali Kali classrooms can help our young learners in learning

English as well. With knowledge of the phonetic sounds, reading becomes one step easier. /k/, /æ/ and /

t/ sounds form the word ‘cat’ and /d/, /ɒ/ and /g/ sounds blend to form ‘dog.’ The learner can be taught

to blend together the three sounds to form the word. Knowing the phonetic sounds, can make it easier

to spell (most of the English words) as well, by mentally breaking down the word to sounds and then

writing the letters down. Also, with the knowledge of letter-sound associations, the learners can be

better taught concepts such as syllable breaks and minimal pairs – concepts that have been baffling

English language learners for ages.

https://commons.wikimedia.org/wiki/File:Phonetic_alphabet.gif


Learning is a concept which has a broad phenomenon. Learning is not simple unless it

becomes a child friendly event. So, every teacher has to ready for the experiment in the school.

Teaching is a “Tapassu”, which is not an easy what we think, but it is not so difficult, unless a teacher

dedicate himself or herself, it may become heavy to them.

The book, Divaswapna has been written by a prominent Gujarati educationist and teacher

Gijubhai Badekha. It was first published in Gujarati in 1932 and was translated into English in 1990 by

Chittaranjan Pathak.

The author was a strong antagonist of the existing education system which he incidentally

called in his book “the old servile system”. He was strongly against the kind of school whose sole

objective was to teach and guide students to overcome the ultimate test at the end of the year called

the “examination”.

The has propounded a new and different perspective, concept and method of his own to

counter the existing system. He propagated that school should be a place where children feel free to

learn, enjoy and like. Teacher should be like a friend and not feared by children. Children should

develop the zeal to learn and experience the joy of learning in the school. With his enthusiasm to

highlight the fault in the existing system through his own concept, he took the extra step in

convincing the Education Officer to provide him the opportunity to experiment his concept in the

school, which he succeeds with his perseverance.

We all know changes are not easy to come by. More so is to try and make people accept and

understand those changes. To put into practice the new concepts and methods of every teacher into

a school to challenge that system is an uphill task that teacher. He/she faces all kinds of challenges

from different corners be it from the children themselves, the teachers, community and higher

authority.

To win over the students, who have been groomed to a certain type of system and have

imbibed strong perspectives on that system is one of the biggest challenges that a teacher faces in

the school. For instance the narrator of the book used, “the game of silence” that he tried to put into

practice on his very first day at school does not work out as he expected. Silence and orderly manner

have never been a practice in that school. Another tough challenge comes from the teacher of the

school itself. For a teacher who has been teaching in that kind of system, it may not be a very

welcomed moved that in a way is challenging their method and technique of teaching. This

perception has been very evident from the sarcastic comments and often, outburst from the Head

Teacher that narrator has received from time to time.

Besides, the fact that the ultimate evaluation of the children will be done not on his new

concept, but in the existing system, i.e., the term end examination is a big challenge for the narrator.

This possesses one of the biggest risks for him as the performance/success of his students at the end

of the day will determine whether his new concept conveys a desire message

The Evolving Experience of Learning Process: From The

Background of Divaswapna

Ravi Kumar G, Yadgir


to the authority, or will it be nullified.

There are number of new technique in teaching that Gijubhai was given to the world of

education. The new methods of teaching may work out very successfully with the children.

Through these methods, children can be developed the art of writing, speaking, orderly behavior,

hygiene or cleanliness. In short, children attain the zeal of learning and experience the joy of it.

Those are,

Storytelling:

Mr. Gijubhai introduces the concept of “story telling” method. Through story telling he

taught students orderly manner, the art of listening attentively, discipline and the sense of silence

at other’s speech. Also, storytelling is a wonderful tool to build a good rapport between the

teacher and pupils. A teacher will be accepted by pupils as friend which is absent with every

other teacher in the school. This may help our teachers to establish a good connection with the

children. As I used this method in the classroom, it was workable. Actually that was my first class,

students treated me as a stranger, when I used to tell a story, children became very close to me.

Through this a message can be passed to the children, it will be an entertain them, they also

follow the teacher.

Games and Sports:

Playing games in school never was considered an ideal situation of learning. It was a

popular viewed that children should stay within the four corners of the classroom, read their

textbooks and listen attentively to what was taught by the teacher. That was the idea/concept of

what an ideal school should be like. But now those believes have been sidelined, so games are

given more importance. The games help the children to grow physically and mentally as well as

they teach the children to have a capacity of decision making among themselves and increases

the healthy competition among them.

Learning by doing: It is a new technique of teaching. It must be introduced in the whole

school system. Why because this method enables the children to learn themselves by putting

their mind to think and do. This method also helps them to find their own ways. For example, to

teach geography, a teacher has to take his students to the river, mountains etc. or take the

measurement of the school themselves. In that way students better understand what is taught to

them.

Another important thing is to have a collection of books which children can read. It is a view that the

availability of such books at their disposal would instill in the children the zeal of learning. It can infuse in

the children the habit of reading which is essential in education. Besides his idea of seeking contribution

from each child a book creates the sense of responsibility and ownership. So, to have a classroom library

or if it is possible to have a school library which must be maintained by the children only is a good

concept. By experimenting such numbers of new tools/technique in teaching, a teacher must attempt to

infuse different perspective towards education among the authority, society, teachers and the children

themselves. The main purpose of the experiment is to put forth a new perspective and concepts in

15 Karnataka

Field Institutes, Bayalu 84, August 2019

education among the people.

In this book, “Divaswapna” many important concepts get highlighted. Those new concepts are

essentially forming the basis of child’s education.

First is to propagate the child should be the center of learning. As such, even in his class the

primary focus is to instill in the children the enthusiasm to learn. A teacher must be propagated that

paradigm shift in our education system, from “curriculum centered” learning to “child centered”

learning. Then only child may open itself towards the learning unless it may become a burden on the

child.

A teacher has to believe in the creativity of a child. We must against to promote only the child

who fare better than the other children and neglecting those weaker students. For instance, the

narrator of the book flatly denied the participation of his class in the annual meet of the school as it

provides opportunity to only those children who are better than others. He called it a “mere

hypocrisy” as it was done to impress the commissioner who was to grace the event. So we have to

give the platform for every child to participate, then only his or her talent or creativity will be shown.

A teacher is not only propagating what is taught inside the classroom, it encompasses all

those activities which includes the physical, mental and emotional wellbeing of the child. We must

propound that education should not be confined to the curriculum or the teaching inside the

classroom alone. Education means beyond those boundaries. Education is an activity of the overall

development of the children with all sorts of resource.

Peer Learning: Children learn not from teachers and books alone, but from each other as well.

This is a concept that a teacher has to introduce in the school. He/she has to organize different kinds

of activities, games etc., through which children learn from one another. Because while we are

teaching children may not be able to understand some of the part, that time his or her peer group will

help them, this is a workable.

Punishment in schools has been so widely practiced that it is felt normal even by the students.

Children are of the view that if a child fails to learn the lesson, he/she deserves punishment, this must

be changed. However, on cross questioning them, they themselves express how they dislike

punishment. In a school where children are forced to learn their lesson. Not understanding the lesson

is not a crime and children should not be victimized on the pretext of not learning their lesson.

Finally, there must need the cooperation between parents and children, this chemistry will be

helped to a child to learn calmly and peacefully. Unless the cooperation between them that really

affects on a child badly.

In conclusion, the primary purpose of a school is to guide the child’s discovery of his or herself

and his/her world and to identify and mature the child’s talents . Just as each seed contains the future

tree, each child is born with infinite potential. Imagine a school in which sees children as seeds to be

nurtured-here the teacher is a gardener who tries to bring out the potential already present in the

child.

Bibliography: Badheka,Gijubhai. Divaswapna. Trans.Chittaranjan Pathak. New Delhi : National Book Trust India, 1990. Print

Wilipedia.com. Online.


"Oh no, Thermodynamics! Who changed timetable? No man...cant take it ", sulked Deepthi.

"This horrible thermodynamics class first thing in the morning, and for 2 hrs continuously and its

Nayyar sir. Ufff.", I added.

Everyone in class looked just like those coke tins without fizz. And Nayyar sir giving damn to all of

us started drawing ideal engine, carnot cycle, efficiency graph and blah blah blah on the black board.

5 minutes into the subject, my mind switched off and I could hear it sing "behti hawa sa tha

woh... udti patang sa tha woh...kahan gaya use dhoondo". Next 30 minutes it was all Kareena, Aamir and

Madhavan for me :D

I returned to class when Deepthi dropped her pen, with which she was religiously taking down

notes, and Ideal engine Vs Real engine caught my attention.

Ideal engine = Is one in which all the heat energy is converted into mechanical energy. Power

output is maximum and performance is 100%.

Real engine = Is one in which part of heat energy is lost through friction, wear, incomplete

chemical conversion and other inefficiencies. Power output is dependent on these factors. And to

maximize the performance, reduce the effect of these factors.

In practice, there is no ideal engine. A best real engine is one whose performance is closer to

ideal one, said a line in her notebook.

"OMG! what a fantastic thing i accidentally learnt today!!", I exclaimed to myself.

Every time I failed a task, I would lose heart and feel I am not an ideal person. I perform horribly

and incapable of doing anything perfectly.

But reality is, I have to be a real person. Not an ideal one !

Just like the best real engine whose performance is as close to ideal one and not equal to, all I can

be is, the best version of the real me.

As much possible, eliminate the effect of friction of what people remarked, the wear and tear

effect of past experiences, appearance of not so best efforts and so on... Slowly my performance will be

delta away from maximum!

My face beamed due to this sudden enlightenment and that's when Nayyar sir caught me and

asked, "What is Carnot principle?"

Oh no, Thermodynamics!

Divya shree


I heard me reply "kabil bano kabil, kaamiyaabi saali jhak maarke peeche ayegi" and Pappa was called to

meet the HOD next morning :D

Notice: please share your opinions and suggestions to restructure Bayalu and FA-Talkies.

bayalu 84.pdf - amazon aws

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