My work at aglance…..

During last ten years I have also worked as a columnist in various dailies. For the last ten years my short stories written by me without using compound consonant letters have been published in my columns or in other mouthpieces. For my innovative teaching and learning techniques and my work in the field of education and increasing the reading competency of the students studying in an interior and backward village of North Gujarat, I have been honored with ‘‘Sir Ratan Tata Innovative Teacher’s Award’’ by IIM [Indian Institute of Management, Ahmedabad] in the year 2005 as an innovative teacher at conference in Madurai.
Since my joining duties as a primary teacher in government primary school on 6/12/1999, I on the very first day in order to check the reading skills of the students in my class made every student of the class read individually and checked their reading competency. In the process I was very surprised to find that the students were extremely poor as far as reading skills was concerned. With such a low level of reading competence, it was difficult to do any kind of teaching and academic work. I was greatly surprised and concerned because the reading skill that the students lacked was in their very mother tongue. With such a status it was a mammoth task to involve them in academic work and to improve their reading skill as well. In order to overcome these impediments on the way of teaching and learning process, I started giving practice to students keeping in mind the chronological order of language development and reinforcement of the same.
             In the language development there are mainly 4 skills –
1. Listening, 2. Speaking, 3. Reading and 4.Writing
For this first of all, I made them do the following -
     – Learning of the alphabets,
     – Speaking of the alphabets,
     – Reading of the alphabets,
     – Writing of the alphabets.
Students who had achieved writing competency were inspired to listen, speak and read and write words using four selected alphabets. For example, as illustrated here, first listening to the 4 letters named Ga ( g ) (U), Ma (m) (D), Na (n )(G), Ja (j) (H) and later on introduction to words made from these four alphabets only, like UD (gm) (sorrow), GD (nm) (bow down), HD (jm) (eat), and HGD (jnm) (birth). After introduction of these words, I made them read simple sentences made from the above mentioned alphabets and words like DUG HD” (mgn jm) [ Magan Eat ], “UUG HD” (ggn jm) [ Gagan Eat ]. In this way starting from 4 alphabets, I started adding other alphabets and made them read simple sentences made from them and writing them as well. Thus, I tried to develop their skill. The most important point which I would to refer is that the alphabets were selected such a way that maximum meaningful words can be made naturally. The first 4 letters (alphabets) of Gujarati language if are joined together in their order no meaningful word can be made. The four-four alphabets are arranged in their order keeping in mind their pronunciation. The alphabets palatial, bilabial and dental which are arranged on the basis of their pronunciation are of no use in developing reading competence.
In any language of the world, there is a certain system to express thoughts and to know about new things. For example, in order to express personal thoughts one has to either speak or write; in order to know others thoughts one has to listen or read.
Now, let us look at the development of the language in its logical order:
1. Listening: - Others are Speakers, we are listener,
2. Speaking: - We are Speakers, Others are listener,
3. Reading: - Others written work, we are reader,
4. Writing: - For others to read, we write.
Thus, it is very necessary to read extensively to know others thoughts and to let others know our thought in this fast expanding world. For me the problem was that students were not able to read even their own text books!
There are 2 (two) well known methods to provide practice for the reading skill.
(i) Loud Reading: - A reader reads aloud in a way that others can listen,
(ii) Silent Reading: - A reader has to read in mind. In this kind of reading lips don’t move.
Ideal reading is an important incident for education. Because of lack of model/ideal reading the progress of various skills is not possible. While making my students learn model reading in my school, I observed the following impediments mentioned below affect the model reading.

·        Impediments
(I) Fault in pronunciation:-
In every language faults are seen to be committed the most as far as reading skill is concerned, ;-(s)-(Sa), X-(x)-(Sha), and QF-(8)-(Sha) are such alphabets which possesses permanent place in the list of faults in pronunciation. If it persists, for a long time, the improper or inappropriate pronunciation is woven into language of daily use. While pronouncing the following alphabets, the faults are committed in place of  each other for example.
They are :- 8 (3) (Ta) in place of T (t) (Ta),  9 (#) (Tha) in place of Y (4) (Tha), Z (r) (Ra) in place of / () (La), . ({) (ee) in place of  > ([) (i) such words alphabets are used in place of one another mostly for example GZ (nr) (Male) in place of G/ (n) (a tap) is used.
Because of this the meaning is totally changed and it is misunderstood too. For example ,8 (l3) (a lock of hair) in place of ,T (lt) (a habit) Because of this a reader or a listener can not comprehend a certain meaning and keeps away from reading.

(II) Dyslexia: - Many children are found to be suffering from Dyslexia problem. Actually speaking Dyslexia is not a disease. The child suffering from Dyslexia is a normal student like other students. He can understand the instruction completely and properly. But when we are discussing this problem as an impediment on the way to reading skill, it is very necessary that we understand it very well. For example a child suffering from Dyslexia problem reads “ON” in place of “NO”, “15” in place of “51”. The child who is suffering from Dyslexia problem is not mentally retarded but while reading, he commits mistakes because of reasons unknown. He can read words made from 2 or 3 alphabets and sites or can read even after changing their orders but when it comes to reading a little bit long sentences, these children get confused and avoid reading at this stage. The children continuously read wrongly, meaninglessly and from the backside. As a result such children become victim of permanent negligence. At last because of Dyslexia, a child remains away from reading. No doubt if such children are given proper and methodical training, they can achieve an extra ordinary place in a particular field.

(III)  Alphabets – Vowel Sounds:-
Words are made by using a group of alphabets. By using these below mentioned 4 alphabets – Uvgv(Ga), Dvmv(Ma), Gvnv(Na), Hvjv(Ja) several meaningful words are prepared like DGG vmnnv [Thinking], HGD vjnmv [Birth], UD vgmv [Sorrow], HD vjmv [Eat] etc. But when vav( F ) is added after first letter of each word, the meaning and the pronunciation is changed the for example - GD vnmv [bow-down] becomes GFD vnamv [a name or a noun] HD vjmv [eat] becomes HFD vjamv [Jam a food item used with bread] HGD vjnmv [birth] becomes HFGD vjanmv [beloved] UD vgmv [sorrow] becomes UFD vgamv [a hamlet or a village] So while introducing this long vowel i.e. [( FvavA a vertical line ] an unfamiliar and unknown concept, the students do not get well versed with this concept – sVFf Aav (aa) long vowel easily. It becomes a problem for the teacher too. Here the most important point which I would like to mention is that while forming or making words in Gujarati, whenever vowels like V vAv [a], VF vAav [aa-F], > v[v [ i-l ], . v{v [ee- L], p v]v[u-  ] ], µv}v[oo-  } ], V[vAev [e- [], V{ vAEv [ai-  {], VM vAov [o-  M], VF{ vAOv [au- F{], V\ vA.v [am-  \ ], Vo vA:v [aha:] are changed with the alphabets, the meaning is changed every time and every time we find a new meaningful word. But when we try to change the track from the simple single letter words, it creates confusion for them which keeps them away from the reading skill.

(IV) Compound consonant:-
Alphabets, simple words made from alphabets, and words made from certain symbol used after, before, over and under an alphabet which changes its pronunciation. The children getting confused while reading words made with the use of VFvAav F [aa], .v{vl  [i], >v[v L [ee], p v]v  ] [u], µ v}v  }  [oo], V[vAev  [ [e], V{vAEv {[ai], VF[vAov F[ [o], VF{vAOv F{ [au], V\vA.v \ [am], Vo vA:v o [aha], will feel more confused while reading the word made from compound consonants. It becomes more difficult for them to read, to comprehend and to write words made from compound consonants. As even the earlier concept of vowel sounds has created confusion for them, it is even more difficult for them to master the skill of reading, writing & comprehension of words made from compound consonants. E.g. GD -nm- [bow-down], GFD -nam- [Name] but in pronunciation of compound consonant it is DFgI -maNy- [Valid]. When the concept of reading second type of words has created confusion, the use of compound consonants [half letter], makes it d even more difficult for a child. Due to lack of meaningful sentences made by avoiding the use of compound consonants, it becomes difficult for a child just having primary knowledge of reading skill to comprehend because of this kind of a sentence. If one faces difficulty in reading, then there are few chances or possibilities of writing properly. Out of 4 impediments in the way of reading, the first 3 (three) are:
(1) Fault in pronunciation
(2) Dyslexia
(3) Words that are made from alphabets-symbol they harms reading skill.

But when a person facing no difficulty from out of these above mentioned 3 impediments, he might face problems when he has to read words made from compound consonants i.e. It is very necessary to make  writing easy by avoiding use of compound consonants too like:- ,Ÿ -l\- [L] + I -y- [Ya] = <I -Ly- [Lya], 5Ÿ -p\- [P] + 5 -p- [Pa], = %5 -Pp- [Ppa], -d\- [D] + I -y- [Ya] = wI -@y- [Dya], 8Ÿ -3\- [T] + 8 -3- [Ta] = Î -©- [Tta], WŸ -2\- [Dh] + I -y- [Ya] = n -´- [Dhya], DŸ -m\-  [M] + Z -r- [Ra] = D| -m/- [Mra] can change the meaning of the written word slightly. The compound consonants are written on the basis of which letter they are joined or associated or merged.

The alphabets associated in words made from compound consonants are not bound by any rule in pronunciation. For example 5|JL6 -p/vI`- [Praveen], ÊD -¢m- [Kram], SD" -kmR- [Karma] Here it is very necessary that we know how is alphabet associated with words made from certain symbol used after, before, over and under and how it is pronounced or written each time and what difference does it create with every change of words made from certain symbol used after, before, over and under in reading and writing. In compound consonants an alphabet is written half alphabets or half only. Thus compound consonants are a subject of extensive study.

Let us understand the compound consonants in brief. For example from – X -x- [Sha], I -y- [Ya], -l- [La] the vertical line – F -a- is removed and it becomes half and it is pronounced as per alphabet with it is merged or associated.


Ø Main Types of Short Consonants
[1] Short consonant with vertical line:- In this kind of compound consonants, the vertical line (F) -a- is removed from the alphabet and it is associated with another alphabet. For example while writing Z:TM -rSto- [Road], ;Ÿ -s\- [S] and TŸ -t\- [T] are joined and is spelt in Gujarati :T -St- [Sta], While speaking this half written alphabet [Short consonant] is half pronounced. Typical kind of alphabet is spelt with that kind of alphabet typically e.g. -p\- [P] when joined with 5 -p- [P] it is spell %5 -Pp- [PP] but when -t\- [T] is joined with T -t- [T] it is spell ¿ -%- [TT] is spelt T -t- [T] is joined with Z -r- [R] it is spelt T| -°- [Tra].

[2] Short consonant without vertical line:-
In this kind of compound consonant nothing is removed from the first alphabet and nothing is removed from the alphabet with which it is associated. For example while writing R»L -cDDI-” [a short wear like barmuda] – “0 -D-” [D] is joined with 0 -D-” [D] “0 -D- is spelt under 0 -D- this i.e. way » -DD-”. The compound consonant made by using 8 -3-” [T] is an alphabet without a vertical line ( F -a-) for  example ­8I -3y-” [Tya] but it is spelt or written as if the compound consonant with vertical line is written i.e. ­5 -p-”[P] + “­I -y-”[Y] = “­%I -Py-” [Py].

[3] Deceptive short consonant:-
In this kind of consonant one alphabet is removed from the two. For example “r” (­Z -r-) is deleted from ­5|SFX -p/kax- [ Prakash ] here if we go ahead with same kind of example- In this “rma” “D" ­-mR- is deleted from ­SD" ­-kmR-(karma). Please note this short compound consonant and Deceptive compound consonant pronunciation and writing change with compound consonant method.

[4] Particular consonant:-
These compound consonants are written into original Gujarati alphabets too. For example, with vowel and consonant U -g-sG) + G -n- (N) = 7 -)- (Gna) and S -k- (K) + ; -s- (S) = 1F -9- (Ksh) are particular compound consonant. Moreover X -x- (Sh) + J -v- (V) = `J -Xv- (Shwa) in lJ`J -ivXv- [Vishwa] Trust, W -2- (Dh) + D -m- (M) = wD -@m- (Dhm) s5wD -p@m-f Padma when read or written with any vowel; as a compound consonant it is written and read differently every time. 5|JL6 -p/vIn- (Praveen) when it is read or pronounced 5ZJL6 -prvIn- (Paraveen), it is considered to be a fault in pronunciation. Except 1F -9- (Ksh) and 7 -)- (Gn), 32 alphabets (consonants), 13 (vowels), four kinds of compound consonant and even unique method of writing, it is read as (Nam) when written with ( F -a-) (vertical line). And when it is written with various vertical line on the right side of alphabet consonants, then it is read or pronounced differently. For example S -k- (Ka), SF -ka- (Ka), lS -ik- (Ki), SL -kI- (Kee), S] -ku- (Ku), S} -kU- (Koo), S[ -ke- (Ke), S{ -kE- (Kai), SM -ko- (Ko), SF{ -kO- (Kau), S\ -k.- (Kam), So -k:- (Kaha).
Request:-
  Every language has its own structure (constitution). On the basis of this      structure or constitution, practice of reading and writing can be done and by reinforcing this, we can expect from students. Here, expect students to develop reading competence and proper pronunciation of the words.
With symbols used after before over and under an alphabet which changes its pronunciation and interrupts reading. These symbols used after before over and under an under an alphabet which changes its pronunciation come out as an impediment or obstruction.
  Here it is my humble request, that here through the medium of English language, I have described about the problem faced by a student of Gujarati language while reading words with the help of compound consonant and the remedial measures I adopted to overcome this problem while making them read and write to comprehend Gujarati language, but to clarify it completely, is nearly next to impossible. However I have tried my level best to clear and simplify it by using various example, words and techniques. For more clarification here by attempt to show the symbols used after before over and under an under an alphabet which changes its pronunciation of Hindi language to understand our point more clearly as Hindi and Gujarati languages have some similarities and a lot in common.
E.g.
Gujarati - S       SF       lS        SL        S]       S}       S[          S{        SM         SF{        S\         So
Hindi   -   k   ka  ik   kI    ku   kU   ke    kE   ko    kO    k.     k:
English - Ka    Ka    Ki     Kee      Ku    Koo   Ke     Kai    Ko      Kau     Kam    Kaha
 I hope it will help your good self to understand our endeavor better & oblige.

Effects:-
Thus in Gujarati on one hand because of vertical line and on the other hand because of compound consonant, the students can not gain good control over reading Gujarati and comprehension of the meaning as well. Due to weakness in reading skill, the child or a reader keeps himself away from extra reading. For example, "Mr.Kanjibhai is a Farmer" is written and the reader is unable to read it and consequently can't comprehend the meaning as well. Same situation arises when a child is not able to read the word made from compound consonant while reading and understanding. For example, Here, like when the child is not able to read or comprehend the under lined words in the below mentioned passage in English  language, the same situation arises when a child reading Gujarati language can not read the words made from compound consonant nor comprehend because of lack of reading skill required for reading these kind of words.

"The Railway station is a busy place. There is an inquiry window. There is a guard. We can see many hawkers and vendors. They sell noodles. There we can see heaps of garbage. We can see many taps there. There is a latter. There is a long queue at the ticket window. There are many porters ".
           
            Here when a reader can not read the above mentioned underlined words, is meaningful reading possible? If a child can not write the said words, what kind of situation arises? How can meaningful message be conveyed? Same situation arises when a child can not read and write the words made from compound consonant, consequently a child can not comprehend the words too. As a result he keeps himself away from extra reading.

Due to incompetence in reading difficult words made by using compound consonant, the student grows weaker in other subjects also that are learnt with the help of Gujarati language like Mathematics, Environment Science, Social Science, Health and Physical education and Sociology. Here when we think about difficulty faced by a student while reading compound consonant, it creates impediments or problem in the way of a child to reach up to a certain achievement level even in other subjects.

Solutions:
In order that the reading difficulty in students is removed and they can read exact words, vowels (Matras), compound consonants (half alphabets) meaningfully read and understand or use different words, vowels (Matras) and compound consonants to write effectively, it is important that the difficulty in reading is removed.

In order to reach the fixed goal, remedial teaching is important. In order reach to a level of using sentences without compound consonants in meaningful use, the following solutions/attempts were made:

i.       Alphabets with similar pronunciation or curves were added with suitable prefix and were made to continuously be pronounced.
ii.                             Exercises for listening to simple words with proper pronunciations through different games, processes in classrooms were effectively organized.
iii.                          Care was taken to continuously give practice of alphabets and simple words through copy writing and dictation.
iv.                          In order that children get familiar to use of compound consonants (half alphabets) and vowels, experiment on simple reading was also done. An example is stated here.

DFZF UFDG]\ GFD ;GY K[P (The name of my village is Sanath). VCL\ DUGEF. E]\E0LIF ;Z5\RGL HJFANFZL GLEFJ[ K[P (Here Maganbhai Bhumbhadiya is holding the responsibility of the Sarpanch).

Ø   Before making the students read these statements, first only alphabets of these sentences were introduced. For e.g.MR GMN NM SNT Ch.  DZ UDG GD ;GY K VC DUGE.EE0I ;Z5RG HJANZ GEJ K (read the alphabets with their sounds –M=D)

Ø   After making students read these alphabets, a vowel sound was added to it and the students were made to re-read the statement. For e.g.(Ma Ra GaMN NaM SNT Ch.)  DFZF UFDG GFD ;GY KP VC DUGEF. EE0IF ;Z5RG HJFANFZ   GEFJ K
In this way, different vowel sounds were sequentially added to the bring clarity to the statement.
Ø Slowly-slowly at the end of three months, all the students could read simple (without half alphabets or compound consonants) words, sentences and paragraphs. At this stage one began giving paragraphs or sentences without compound consonants to read.

Small paragraphs were available from different literature. Students used to read very beautifully. My primary difficulty was that students were not able to read a book/text book. Even then, all children were unable to read compound consonants with proper pronunciation and modulation (ascending/descending). On one-hand their academic curriculum was also important to be taken forward. At the end of the academic year, the result was also to be shown in their evaluation. For this, an attempt was made to make the students write the events, occasions, units included in the text book. Compound consonants will definitely be there in a language. For this, on an experimental basis, I wrote a story for my students of class seven on the basis of a particular chapter. They read this story more than two times. They gave answers to each question asked on the basis of this story. I then started liking this idea of independent – first hand writing.

Experimental project:
I gave 7th class students (age on an average 12 to 14 years) a story to read. On evaluating these students, I came to know that this exercise could yield better results. For this reason I started writing stories without any compound consonants. For this, certain basic pre-conditions/assumptions in my mind were the following:
Ø To write any event/occasion/description in the form of a story only.
Ø The names of different characters in the story – ministers (Mantri), president, war, rajya sabha, and all different names always comprised of a compound consonant.
Ø In a story, incident, occasion, order, etc on the whole will have a compound consonant. For e.g. ZFHFV[ 5=WFGG[ ;}RGF VF5JF Sæ]P(King asked the minister to give an order). l;5FCLV[ RMZG[ 5S0IMP (Soldier caught the thief).
Ø RMZ SC[o DG[ HFJF NMPPP DG[ 1FDF SZMP (Thief: Let me go… Forgive me)’.
Ø How to avoid these kinds of statements was my concern.
Ø How to change academic aspects, name of the unit/chapter, or occasion or place.
Ø How to incorporate Mathematics, Science, Social science, Environmental science, Health and Hygiene, etc subjects.

I had found a way out to all these emerging difficulties. Here a topic in reference to the text book is illustrated without the use of compound consonants which in the text book is described with compound consonants. It shows how a particular topic/subject matter can be taught to the student even without the use of difficult words.

                    Standard: 5                   Chapter: 5 – Shabari              Page no-12
Subject: Social Science       Compound consonants in reference to Text book

Competency: 1.5.5 – Students get informed about the important position that women hold in Indian culture.
As in the Textbook:
Ek motu gadh jungle. Junglema ek ashram. Ashram ma Matang namna ek rushi rahe. Teo roj pampa sarovar ma snan karva jay. Ek divas aavine jue che to ashramnu aakhu anganu chokkhu chanak. Panina paatro chokkha ane nirmal panithi bharelo. Rushine ashcharya thayu. Kone kari hashe aa mehnat? Najar kari pan aaju baaju koi nahi. Pachi to roj aam banva mandyu. Rushi roj vichar kare. Ek divas snan vidhi patavi teo ashram ma vahela aavi gaya. Thodi vaar thai an eek stri no pravesh thayo ane tene savarni thi safai sharu kari. Rushi e aavine aa stri sathe vaat kari. Teni seva bhavnathi Rushi khub j aanandit thaya. Aa stri shabari hati.
Translation: One big dense forest. In the forest there was an ashram (hermitage). In the ashram, a rishi (saint) named Matang lived. He went to Pampa lake to bathe everyday. One day when he returned back, he saw that the corridor of the ashram was neat and tidy. The vessels of water were clean and filled with cold water. The rishi was surprised. Who might have done this hard work? He looked here and then but there was no one around. Then this started happening everyday. Rishi thought everyday. One day he completed his bathing process and came to the ashram early. A little while later a woman entered and she started cleaning the place with a broom stick. Rishi went and talked to this lady. The rishi was extremely glad with her serving nature. This woman was Shabari.
(18 compound consonants are there in 11 lines).

Revised Version:
Ek motu jungle. Junglema ek mahan panditji ne raheva mate kutir. Aa kutir ma Matang namna sadhu rahe. Roj te pampa sarovarma jay. Anhi dainik kaam patavi parat thaay. Ek divas aavine joyu to kutirni aas paas saafsafai thayeli. Paani bharvana sadhan pan saaf. Tema shital paani. Matangji ne khub navai laagi. Kone kari hashe aa mahenat? Aas paaskoi na hatu. Aavi safai roj thava laagi. Matangji roj vichar kare. Ek divas te pampa sarovar vahela parat aavi gaya. Thodi vaar pachi ek mahila aavi. Tene savarnithi safai sharu kari. Matangji e aavi aa mahila sathe vaat kari. Teni sevathi matangji aanandit thaya. Aa shabari hati.

Translation: One big forest. In the forest there was a cottage for a great saint to live. In this cottage a saint named Matang lived. He went to pampa lake everyday. There he completed his daily chores and returned back. One day he came and saw that cleaning was done near around the cottage. Pots to store water were also clean. Inside them was cold water. Matangji was very amazed. Who might have done this hard work? There was no one around.  This cleaning started happening everyday. Matangji thought everyday. One day he returned back from pampa lake early. After a while a lady came. She started cleaning with a broomstick. Matangji went and talked to the lady. Matangji was glad with her service. This was Shabari.
Here there is not a single compound consonant. Even then the meaning and expression is the same. Even beyond historic characters in subjects like math, science major points can be covered by narration of an incident or occasion narrated through a story.    Innovative                                                                                                                                             Teachers Award by IIM-A has also approved of this concept/idea (stories without compound consonants) as an innovation. I sent similar stories to other schools on experimental basis, the information of which is stated here.


Year
Number of Associated schools
No of students weak in Reading
Students’ learning to read through stories

Rate of
Success
2001
2
30
24
80%
2002
13
68
61
89%
2003
19
80
73
91%
2004
24
123
118
95%
2005
22
109
104
95%
2006
28
114
112
98%
2007
13
107
93
86%
2008
14
123
109
88%
2009
21
136
124
91%
2010
25
142
123
86%
2011
24
154
127
82%
2012
28
184
163
88%
Total
233
1367
1231
96%

Conclusion:
Ø     Students were facing difficulty in reading due to compound consonants from
            which they were relieved.
Ø     In subjects others than Language like Mathematics and Science which are based
            on logic or Concept also got similar results.
Ø     Students moving away from reading also started reading.
Ø     Meaningful literature that all children could read got developed.
Ø     A material that can create inclination towards reading and take from easy to
            difficult levels.
Ø     June 2001 to May 2012 different 233 schools’1231 students out of                                                                 1367 students could gain understanding of different subjects through stories without compound consonants.
Ø     Students having good reading skill also had fun reading these stories.
Ø     Writing without Spelling, sentence structure or language error became   possible.
Ø     Slowly-slowly this novel approach gained acceptance.

Interests:
Continuously for one and a half years (December, 1999 to June, 2001) I wrote almost more than 70 stories without compound consonants. I regularly photo-copied all these stories and made them available to students, teachers and schools. At this stage finance for multiple copies was also paucity. My basic income was Rs. 2500/- . Demand from friends for the stories was also increasing. Ultimately, I started publishing these stories in newspapers.
In initial months only one story used to get published. Gradually in the children’s edition of the dailies, my stories started getting published in the form of a chain. As a primary school teacher, I wrote these stories which were useful for teaching purpose. Continuously for seven years I regularly wrote stories without compound consonants. Gradually in most newsletters, newspapers, children’s literature or educational material of Gujarat, my stories without compound consonants were published. And they are being published even today.
This experiment has been very useful to me in reaching the level of a writer of standard 5, 6 and 7 text books based on the curriculum of Gujarat State. I am also author in standard 1 to 8 school text book on base of ERAC. My self composed children’s songs and rhymes have been compiled in a book called ‘Geet Tarang’ – Part I and II in which more than 150 rhymes and children’s songs are written. And out of which 300 songs are without compound consonants. Today when I sit to write a story, I can write one in only about 9 – 10 minutes.
In the last ten years I have developed a book named ‘Aagvu and Anokhu’ (Brilliant and Unique) (series of articles introducing impressive students/persons), ‘Chalo Ramakadu Banaviye’ (‘Come, Lets make toys’ – a book showing process of making educational toys out of waste/best out of waste) and have written a series of stories without compound consonants in various dailies. I regularly write stories without compound consonants. I aspire to still move ahead in this interest of mine.
Available proofs with me in reference to the Record:

Ø Report by V-TV Gujarati News channel of 1000 stories without use of compound consonants.
Ø 34 books for songs and stories for kids.
Ø 24 video program and speeches on base of kids education.
Ø Different information/reports by Newspapers (State – Inter-state)
Ø  Letters/ Emails by Writers, Develop-mentalists, Educationists, News Reporters
Ø  Collection of stories and songs
Ø  Certificate of Notary and
Ø Certificate of Limca,India,Asia and world records Book Holder 

Bhavesh pandya
India(gujarat)

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