Showing posts with label innovators .... Show all posts
Showing posts with label innovators .... Show all posts

Friday, June 29, 2018

JASUBHAI M. PATEL


I would like to be known as someone who used his personal hobbies to improve the quality of primary education. I have always endeavoured to increase the knowledge base of children through my collections of stamps (Indian and foreign), envelopes, post cards, inland letters, coins and currency notes.
Stamp collections as teaching aids
During my childhood, when I was in class 1 or 2, I used to paste torn off calendar leaves on to the plain windows of my house. Indian stamps also found a place on my windows. This was before 1947. Stamp collection emerged as a natural sequel. My father was a farmer and I had to help him during the day. But in the evenings I used to review my collection of Indian stamps and dream of enlarging it. My parents did not care for my fascination with stamps. When I asked for small amounts of money for stamps they thought I was wasting their money. I had to lie that this work would fetch me a lot of money in the future. This satisfied them. I cannot forget the indirect inspiration that they always provided. Unfortunately they died before I could receive the state and national best teacher awards.
When I became a teacher in 1958 I came into contact with a person who knew English. He wrote to some people in Europe who sent me some foreign stamps. My salary at that time was about Rs. 60 a month and I used to spend a lot of money on notebooks for the stamps and buying old stamps. One day it struck me that my knowledge about other countries was increasing. But what about the children who were under me? Shouldn’t they also benefit from my pleasure? My stamps were of various types and they had to be organised if they were to be of educational value.
I classified them according to different themes and pasted them on post-card size pieces of cardboard. Each card contained brief descriptions of the stamps and the themes which were culled from various reference books. The cards had to be small because children could not handle large cards with ease. Some of the topics which I have covered over the years include freedom fighters, poets, writers, social reformers, saints, animals, birds, butterflies and other natural life, mother and child, workers, great personalities, Presidents, Indian dances, parts of the body, railways, aeroplanes, planets, boats, Gandhiji, Nehru, housing, women, geometry, and many others. I also prepared a special section on achievements in outer space. Sometimes I classified the stamps according to their shapes. My special collections include Indian leaders and a comparative set of stamps from India, England and America.
Initially I asked the students to just go through the cards. They found them very interesting. They were delighted to touch the stamps and read the information I had written down. There was an element of novelty and fun in such experiments. They could travel all around the world at no cost. Later on I started using the cards as supplementary teaching aids to illustrate regular subjects. I generally use my stamps in all classes. The themes used most often are the human body, animals and birds, and household items in the lower primary classes, and cultural events, saints, reformers, freedom movement, geographical landmarks and historical events in the upper primary. I am now planning to teach the subject of environment through stamps. I have formulated my own syllabus and teaching methodology for this purpose.
Children have been motivated to collect stamps on their own and I have seen them deriving personal satisfaction from the fact that they could create something on their own. Whenever I obtained new collections we had lecture sessions on the depictions on the stamps. The curiosity of children increased.
Extension of the hobby
I have extended the stamp collection to include the following:
• A range of Indian postcards, from the earliest post cards issued to the latest. Likewise I prepared a collection of postal envelopes, from the earliest times to the present.
• Another collection included ancient and modern coins of India and some foreign countries.
• An album of Indian currency notes and foreign currency notes, old and new.
Every one has supported me—my students, family, colleagues, friends. Friends with similar interests have helped me in adding to my collections. However, my relatively weak economic status has made it difficult for me to maintain my hobbies, which are quite expensive. I compensate by spending my holidays and sometimes many hours during the night in using waste paper and other material to make albums. My son helps in the cataloguing and in maintaining newspaper clippings which are of relevance to the stamps in my collection. Some people ask me, “What is the use of this activity?” “Joy of working” is my standard answer. Of late many teachers have been coming to see my hobbies in operation in the school. This is my greatest reward. My regret is that I have not been able to motivate many teachers who have been working with me to take up similar activities. I have also exhibited my collection of stamps on achievements in space at various science fairs. I have even displayed my collection of coins and stamps in an agricultural fair.
Libraries and education
Another aspect of education which motivates me is the poor condition of libraries. In 1963 I was transferred to Bandhni village. There was nothing like a library. I held discussions with panchayat leaders and worked out ways of establishing a good library. It took us ten years to set up a well-functioning library. At this stage we decided to mobilise a fund since the credibility of the library had been established. We formed a trust in 1974 and raised Rs. 70,000 from
within the village and from members of the village who had migrated. I was associated with this library for 26 years before the pressure of my other library-related activities forced me to give up the work. I also served as secretary of the Petlad Taluka Library. Some of the other libraries with which I am associated include the Petlad Children’s Library, Library Association, District Library, Taluka Teachers’ library.
Essays and songs
I have found that my regular participation in essay writing competitions for teachers has helped in my personal development. I was winner for six consecutive years at the district level and thrice at the state level. These essays have never been used by others. I wanted to publish this collection so that teachers and children could read them, but economic constraints have prevented me from doing so till now. I write free verse. A manuscript Vedna na Van (Forest of Suffering) is ready but has not found any publisher. I have also prepared a collection of children’s songs (Talo Tamko). I have just convinced a publisher to accept a collection of prayer songs which is aimed at enabling children to learn correct pronunciation. My publication efforts are meant to be non-profit ventures. I have also attempted to reach out to other teachers. Between 1963 and 1975 I worked as secretary of our teacher study circle meetings. During these twelve years I was involved in informal training of teachers.
Promoting enrolment in a problem village
In 1981 I was posted in a village called Jedvapura. This was supposed to be a problem village. I surveyed the village and found out that only 48 percent of the children of school-going age were attending school. There were many social problems in the village. I was saddened by the low importance attached to the education of girls. I felt that there was no communication between the parents and the school. My fellow teachers and I worked out a plan for contacting every parent regularly with the purpose of creating an environment for education. The idea was to meet the parents regularly, at frequent intervals, so that our concern got communicated to them. This plan succeeded and during the next year the enrolment crossed 75 percent. After this initial breakthrough there were no further problems. Given the success in this village, and helped by the policy of establishing schools where there were children, seven new schools with Classes 1 and 2 were started at the same time in the surrounding villages. I saw this development positively and told my fellow teachers to keep in mind the proverb ‘blind leaders can only lead their followers into the well’. We worked hard on the quality of education we provided. People of the surrounding area noticed our efforts and our enrolments increased. They also set up a school fund, each parent contributing according to his or her capacity. I used this fund for buying teaching material which was essential to attract children of deprived communities to school.
Are tender backs stronger ?
I feel angry with the way primary education is treated in our country. A few non-governmental agencies run well-endowed schools, but they are the exceptions. The majority of the public-
funded schools are neglected. This neglect, and low status, extend to the primary school teacher. I think this is a general failing in our society—the closer the worker is to the grassroots and the people, lower the status.
One cannot ignore the sorry state of most primary school buildings and the educational facilities they contain. Some schools contain television sets, but to what extent are they used for educational purposes? The question one hears most often is who is going to pay the electricity bills? The mid-day meal scheme is a good idea. But are our institutions able to run it honestly and efficiently? Our public funding is biased in favour of high schools and higher education. High schools are provided with benches for seating their students. I find it hard to believe that the tender backs of little children attending primary school are stronger.
End note
I have two more years before I retire. My 36 years of teaching have been very satisfying. Throughout I have been motivated by just one dictum: do full justice to your profession. Time has always been in short supply and doing the various things that I have done has demanded a great deal of attention to planning my time. I would like to do my doctoral studies, if it is possible, on my innovations. After retirement, I plan to visit a developed country with the financial help of some of my former students and well wishers, in order to study the primary schools there.

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“High schools are provided with benches for seating their students. I find it hard to believe that the tender backs of little children attending primary school are stronger”

Thursday, June 21, 2018

KANTILAL B. DONGA


I was a pupil of the well-known educationist and administrator of Saurashtra, Shri Dholarrai Mankad. He influenced me greatly. The institutions in which I studied, Gopaldas Maha Vidyalaya and Aliyapada Adhyapan Mandir at Dhoraji, inspired me to become a good teacher. The Gondal area of Saurashtra had a tradition of compulsory education when it was under princely rule. The former ruler of Gondal state, Shri Bhagvatsinhji, was a far-sighted ruler. I have great admiration for his educational administrative acumen. The literacy levels in this area were reasonably good when we undertook the literacy mission in our village.
My main educational goals have been the following:
• Improvement of the physical environment of the school.
• Children-run children’s shop (self management).
• Publication of compilations by children.
• Developing creativity in children.
• Instruction in the Ramayan and the Gita.
• Teachers’ credit cooperative in school.
When I started working in my present school I found the conditions very insanitary. People used to use the land attached to the school as an open-air toilet and a rubbish dump. I tried to reason with them not to do so, but my words did not have much effect. I then decided to let the people use the land as a rubbish dump, but made it a point to clean the area myself everyday. Soon my students and fellow teachers joined in this regular cleaning drive. The people in the village were shocked and stopped using the school land as a place for rubbish. However, the practice of students cleaning the school compound everyday continues even today. I believe that the physical environment in which children study and play should be clean and teachers should ensure such an environment.
Children’s shop
The children’s-shop scheme was introduced around 20 years ago. This initiative had three objectives:
1. To provide the children with a learning experience based on small business transactions.
2. To provide a facility for children, managed by the children themselves, as well as to develop
in the children a sense of pride. 3. To raise small amounts of money for welfare activities.
The students manage the shop with some guidance from their teachers. We keep costs to the minimum possible. For instance, one of our teachers who is visually handicapped, suggested that he could buy the stocks for the shop from the town since he did not have to pay bus fares. The shop initiative has been very successful. The children enjoy running it and the school gets some money every year for children's welfare activities.
Learning through writing and visits
We also collect paper which is not being used and encourage children to write articles. The topics covered have included literature, interesting facts, things children should know, short comic stories. Usually the matter is compiled from various sources, though sometimes original matter does appear. The output is brought out under the children’s names. One particularly good compilation was a collection of various photographs of Indira Gandhi which was brought out when she died. This collection had some very rare pictures. Initiatives like these bring out the children’s creativity and also make parallel learning possible.
We take our students for visits to good educational institutions, cooperatives and panchayats so that they are exposed to the working of these institutions. Another experiment I carried out involved selecting passages from scriptures like the Ramayan and the Gita and instructing the children in the morals such scriptures teach us.
Television is a recent development. Many children watch TV regularly nowadays. I was intrigued by their behaviour and asked them, “What do you see most on TV?” They told me film-songs. I found that children imbibe a lot from the fantasies that are presented in the songs. I think that TV has its strengths from the point of view of education. But the misuse to which it is put needs to be controlled. I explained to the students that the behaviour one sees on TV is far removed from what happens in daily life. Some of the students realised this point.
Resource mobilisation
I must have collected about Rs. 400,000 for my school from various donors. In addition, I maintain a school fund to which the following contribute: children’s shop, parents when they enrol their children in school for the first time, former students and students who leave school on completion of their primary schooling.
Initially I did not get much support from the community. So I decided to work with individuals who could directly contribute to the school. For instance, I got desks made by our village artisan. I explained to him that he had to contribute some of his labour free to the school. He agreed. He had the satisfaction of doing something worthwhile for the school and I had the desks made at a low cost. I believe that even in an economically backward area like the one
where I live, one can raise resources for the school provided one’s commitment to the school and to the children is obvious. Many of the parents of the students are labourers. The most satisfying moments for me are when they present me with small amounts of Rs. 20 to Rs. 50 as their contribution for my labour. Slowly I roped in other members of the community into raising funds for improving the assets of the school. We now have a tape recorder, radio, physical training equipment like dumbbells, and musical instruments like harmonium, all mobilised from the community. I believe that for children from economically poor backgrounds, such additions have a far greater meaning in terms of quality of education. We also have an intercom system in each class which was set up by one of our former students. The water tank and lights have been contributed by our former students.
Networking with the village community and high school
My relationship with the village community may seem paradoxical. My personal belief is that there are more disadvantages than advantages in panchayat administration of primary education. At the same time, we have a functioning village education committee, comprising panchayat members. The committee takes part in school development activities. We involve panchayat members in mid-day meal scheme review meetings and in the pay-centre school meetings. The electricity bills of the school are paid by the panchayat. If the teachers think that a particular television programme is of educational importance, arrangements are made in the school compound for everyone to sit and watch the programme. What has possibly helped in maintaining good relationships with the panchayat is my principle of not gossiping about school matters in the village and not bringing village politics into the school.
I have also established good links with the high school teachers and the boys’ school in the village. We share laboratory equipment and sometimes we organise science experiments in the high school.
Involving colleagues
I received the state best-teacher award in 1984. However, the credit should go to all my fellow teachers. I have always believed in developing positive peer relationships. A peacock can look graceful only if it has feathers. I have also instituted the practice of encouraging my teachers to involve themselves in improvement of the schools attached to our pay centre. One of our teachers has undertaken to repair the boys’ school. Also all teachers do not take up such activities at the same time. We take turns. This year (1995) we have selected two schools under an infrastructure improvement project. We have already persuaded a well-off doctor to contribute to one of the schools. We visit our associated schools regularly, interact with the teachers and try to solve their problems collectively. Such activities help me to train the junior teachers also. I hope they will continue the tradition. I also tell my teachers that if a roti which is being cooked is not moved around, it will burn. Likewise, teachers should constantly upgrade themselves by looking for learning opportunities, if they are not to stagnate. The education system also needs to be under constant scrutiny so that changes can be made at the appropriate time.
As an active member of the teachers’ federation I have been involved in the study circles set up for teacher development. We are also working towards the establishment of a research centre for primary education. This should be ready in another two years. Such a centre should provide small research grants to good teachers because till now what we have seen in primary education are many experiments. Some of these have been short-term in nature. What we need to know are the effects of such interventions. Information exchange is another area for improvement and use of audio-visual educational aids should also be promoted.
After retirement I plan to start a private primary school in the village. I have already registered a trust called the Mahadev Vidyalaya Trust. I hope to continue some of the good practices which I have been following. I believe in steady and well thought out work. Only the light shed by consistent action will dispel darkness.

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“. . . if a roti which is being cooked is not moved around, it will burn. Likewise, teachers should constantly upgrade themselves by looking for learning opportunities, if they are not to stagnate

Tuesday, August 8, 2017

innovators of GUJARAT

समग्र भारत से पसंद हुए ग्रास रूट इनोवेटर्स को श्रृष्टि सन्मान मिला!उनके काम के बारे में डोक्युमेंट बनाने कीजिम्मेदारी हमें मिली!मुझे इसे कम्पाइल करना था!हमने सोचा की पूरी बात को वीडियो बनाले!ऐसा हमने पहले नहीं किया था!

हम उसके लिए रिहर्सल करना चाहते थे!इस काम में हमे सहयोग दिया डॉ.संजय त्रिवेदी ने!हमने पूरी जानकारी थोड़ी मिन्टोमे रेकोर्ड करे!

इस के लिए हमने प्रयत्न किया!उसका पहला रिकोर्ड आपको शेर कर रहे हैं! सीधे U ट्यूब पे रखने के लिए हमने क्या क्या होम वर्क किया वो कभी आपको शेर करूंगा!आपसे शेर करूंगा!

हम ग्रुप में काम कर रहे थे!इसका सेम्पल हमने बनाया!ये विडिओ हमने ग्रुप में शेर किया!सबही को पसंद आये!और हमने इसे अपलोड करदिया!आज आप के लिए फिरसे कुछ वीडियो यहाँ शेर करेंगे!इसके बारेमे अधिक जानकारी के लिए संपर्क  करें!!

गुजरात के  इनोवेटर्स

Saturday, April 1, 2017

IGNIT एंथम....



कुछ महीनो पहले हमने गुजरात में एक कार्य शाला का आयोजन किया!युवा ग्रीन फ़ौंडेशन और कावेरी दे केर स्कुल के सहयोग से ऐ संभव हुआ! अमदावाद या किसी बड़े शहर को छोड़ के नॅशनल क्रिएटिव वर्क शॉप का आयोजन किया! 17 राज्यों के 300 से अधिक बच्चे यहाँ आये थे!इस कार्य शलाका महत्त्व भी इस लिए था की सृष्टी इनोवेशन और हनी बी नेटवर्क हमसे जुड़े थे!

इस कार्य शाला के समारोह के लिए हमने जरा हटा के काम किया था!हमारे लिए बड़ी बात ये थी की हमने बच्चो के लिए एक गाना तैयार करना था! एक बार हमे कहा गया था की ऐसा कोई गाना हो!डॉ.अनिल गुप्ता सर ने दो साल पहले जाहिर किया हुआ विचार अब हम अमल कर रहे थे!डॉ.अनिल गुप्ता सर के मार्गदर्शन से एक गाना बनाने के बारे में सोचा! यह गाना केसा हो उस के बारे में सोचा!
सोचेंगे हम सोचेंगे...(U ट्यूब)


                          सोचेंगे हम सोचेंगे,
                         नई राह को पाएंगे !(2)

देखेंगे समजेंगे,नये तरीके खोजेंगे!(2)
नये दोरमे समजेंगे,
नई सोच फेलायेंगे ! (2)

सोचेंगे हम सोचेंगे,
नई राह को पाएंगे !(2)

आई नही  we, में नही  हम !*

नव विचार से सर्जन होगा, 
नये भारत को सजाना होगा!(2)

समझ को अपनी बढ़ाएंगे,
नया सवेरा लायेगे !(2)

सोचेंगे हम सोचेंगे,
नई राह को पाएंगे !(2)

थोडा बहोत तैयार किया!इस गाने के बारे में सृष्टी के सहयोगी श्रीमती नीपा भट्ट  को सुनाया! इस गाने को कलाम सर से हम जुड़ना चाहते थे!इसके आलावा अगर इग्नाईट एवोर्ड में कलाम सर का नाम जुडा हैं तो इग्नाईट एंथम में भी होना चाहिए! हमे अब्दुल कलाम सर के नाम के बगेर गाना अधुरा लगता था!



में नही हम, आई नही We.

कलामजी के पथ पे हम,
कलाम पंख से उड़ेंगे!

जीवन के हर सपनोमे
ध्येय उसीको बनाएंगे!(2)

सोचेंगे हम सोचेंगे,


नई राह को पाएंगे !(2)

हमारे साथी नीपा भट्ट ने उसमे फेर बदल किया!ऐ गाना डॉ.अनिल गुप्ता सर के विचार से प्रभावित होना ही था!मेने आगे कहा ऐसे प्रारंभिक तोर पे कुछ तैयार शब्द जो मेने लिखे थे नीपा जी ने उसमें कुछ जोड़ा!उन्हों ने उस गाने को सराहा ,सुशोभित किया! 

एक नया अंतरा जोड़ ने से दोनों अन्तरो को भी किसी तरह से जोड़ना चाहते थे!पहले मेने आई नही  we, में नही  हम' लिखा था! उसे उल्टा करके दुसरे अंतरे से जोड़ दिया गया!अब दूसरे अंतरे से में नही हम, आई नही We.  लिखा!अब गाना अच्छा दिखता था!जेसे की महेसुस होता था!

हमारी टीम को रेकोर्डिग से पहले रिहर्सल करना था!कोई अहमदाबाद से आता था!कोई गांधीनगर से आता था!कोई बच्चे कई दूसरी जगाह पढ़ रहे थे!सभी को एक साथ बुलाने में और पूरा जुगाड़ करने में मेरे साथी और सहयोगी श्री के.वी.पटेल और उनके युवा ग्रीन फाउन्डेशन का सहयोग प्राप्त हुआ!युवा ग्रीन फाउन्डेशन के सहयोग से हमने रिहर्सल और रेकोर्डिग  किया!दो सर्जको से बना ऐ गाना मेने कोम्पोज किया!श्री आशुतोष दवे (ओमकार संगीत)ने उसे सराहा,नया आकार दिया!उसे संगीत से सराहा गया कुछ नया जोड़ा गया!शब्द और संगीत को साथ में जोड़ा गया!! महेसाणा में उसका रेकोर्डिंग हुआ!श्री सागर रायका जैसे स्थानीय मगर प्रसिध्ही प्राप्त आर्टिस्ट ने रेकोर्डिंग किया!बच्चो के साथ काम करने में हमे ख़ुशी हुई!

इस दिन के पुरे कार्य को श्री के.वि.पटेल सर और अन्य साथियों के आलावा युवा ग्रीन फाउन्डेशन ने बहोत सहयोग दिया! श्री के.वी.पटेल और उनके फाउंडेशन के सहयोग के बिना यह काम हो नही सकता था!हमारे सभी कलाकार एक साथ जेसे पारिवारिक कार्य में जुड़े हो इस तरह से जुड़े!और एक अच्छा गाना तैयार हुआ!समग्र भारत के क्रिएटिविटी वर्कशॉप में, कार्य शाला में ऐ गाना बजता हैं! टीम गुजरात और टीम सप्तरंगी फाउन्डेशन के सभी सहयोगियो को में आभार व्यक्त करता हूँ!

आप इस गाने को यु ट्यूब पे भी देख सकते हैं!हमारे युवा साथी और डोक्युमेंट टीम के कन्वीनर निशांत ने उसे यु युब पे लगाने से पहेले तैयार किया!इस गाने से किसी भी प्रकार से जुड़े हुए साथियों ने हमें सहयोग दिया और फोटो ग्राफ भेजे!आज हम उसे आप के सामने प्रस्तुत कर रहे हैं!आप ते गाना यहाँ क्लिक करके   सुन सकते हैं 

सर्जन:नीपा भटट  और भावेश पंड्या
कोम्पोजीशन: भावेश पंड्या और आशुतोष दवे संगीत: आशुतोष दवे और चन्द्रकान्त प्रजापति 
गायक:

रुचा पंड्या...चार्मी भट्ट...जनेश सोनी...यात्री भट्ट...गायत्री सोनी...आरती शर्मा...नीपा भट्ट

रेकोर्डिंग स्टूडियो:महेसाणा 

                               सोचेंगे हम सोचेंगे...
                                                               (इग्नाईट एंथम)
नई राह को पाएंगे !(2)

देखेंगे समजेंगे,नये तरीके खोजेंगे!(2)
नये दोरमे समजेंगे,
नई सोच फेलायेंगे ! (2)

सोचेंगे हम सोचेंगे,
नई राह को पाएंगे !(2)

आई नही  we, में नही  हम !*

नव विचार से सर्जन होगा, 
नये भारत को सजाना होगा!(2)

समझ को अपनी बढ़ाएंगे,
नया सवेरा लायेगे !(2)

सोचेंगे हम सोचेंगे,
नई राह को पाएंगे !(2)

में नही हम, आई नही We.

कलामजी के पथ पे हम,
कलाम पंख से उड़ेंगे!

जीवन के हर सपनोमे
ध्येय उसीको बनाएंगे!(2)

सोचेंगे हम सोचेंगे,
नई राह को पाएंगे !(2)

*सर्जक:-*

डॉ. भावेश पंड्या
(गुजरात)

Monday, March 13, 2017

फेस्टिवल ऑफ़ इनोवेटर:२०१७

राष्ट्रपति भवन में इनोवेटर ...
bhavesh पंड्या पंड्या टीचर इनोवेशन नॅशनल इनोवेशन nif इनोवेशन...bhavesh रिकॉर्ड...वर्ल्ड रिकॉर्ड...टीचर इन शोध innovation...bhavesh pandya...teacher...iim...srusti...dr kalaam do bhavesh dr anil gupta....
unicef इंडिया के प्रतिनिधिओ के साथ!

आज में फिर से राष्ट्रपति भवन में जा पहुंचा!पिछले तिन साल की तरह आज चोथे साल भी मुझे निमंत्रण मिला! इस बार भी पिछले 8 साल की तरह इस साल भी नवाचार करने वाले ग्रास रूट इनोवेटर को राष्ट्रपति भवन में चार दिन के लिए बुलाया गया!

फेस्टिवल ऑफ़ इनोवेटर:२०१७ का यहाँ भव्य समारोह का आयोजन किया गया था!उद्घाटन में भारत के महामहिम राष्ट्रपति श्री प्रणव मुखर्जी उपस्थित रहे!उनकी उपस्थिति के साथ ऍन आई एफ केcheramen डॉ.माशेलकर उपस्थित रहे!उनके साथ डॉ.अनिल गुप्ता और कई गन मानी अतिथि विशेष उपस्थित रहे!भारत सरकार के केन्द्रीय मंत्री श्री हर्षवर्धन भी यहाँ उपस्थित थे!

सभीने साथ मिलकर सभी को सन्मानित कुया!प्रणव मुखर्जी के हाथोसे उन्हें सन्मान दिया गया जो समग्र भारत से ग्रासरूट इनोवेटर थे!समग्र भारत से आये बच्चे और टीचर को लेके उनके साथ काम किया गया!पिछले सलोकी तहत मुझे एक एक्सपर्ट के तोर पे यहाँ कार्यशालामे बुलाया हमने खूब काम किया!इस काम के बारेमे यहाँ पे हम मिलते रहेंगे!आज  में आपको ऐसा कह सकता हूँ की हमने ग्रुप में लिलाके जो सवप्न देखे हैं उसे पूरा करे....

में आप से अनुरोध करता हूँ की आप म ऐसे बाख हे और शिक्षक के बारेमे बताये!
धन्यवाद !


Tuesday, January 5, 2016

રમતાં રમતાં બીજ ગણિતનું શિક્ષણ

 
શિક્ષણ એ રસપ્રદ ઘટના છે.તેને અસરકારક રીતે અમલી બનાવવામાં આવે તો ચોક્કસ પરિણામ મળી શકે છે.શાળામાં આવનાર વિદ્યાર્થીઓની સામાજિક,આર્થિક અને બૌદ્ધિક ભિન્નતા હોય છે.વિવિધતા ધરાવતા આ જૂથને એક સરખી રીતે શીખવી શકાતું નથી.એક સરખા પાઠ્યક્રમમાં શીખવામાં ભિન્નતા ધરાવતા વિદ્યાર્થીઓને કઈ રીતે શીખવવું.આવી અનેક સમસ્યાઓનો શિક્ષક વર્ગખંડમાં સામનો કરે છે.આવા અનેક પડકાર કેટલાય શિક્ષકો સામે જોવા મળે છે.કેટલાંક મિત્રો આવા પડકાર સામે પોતાની કાર્ય પ્રક્રિયામાં ફેરફાર કરે છે.માળખાગત વિગતો કે અમલીકરણમાં બાલભોગ્ય ફેરફાર કરે છે.આવા ફેરફારો ધ્વારા ચોક્કસ પરિણામ મળે છે.આવી અનેક સમસ્યાઓ અને તેના સામે થયેલું કાર્ય અને પરિણામની વિગતોનો ખજાનો એટલે IIM અમદાવાદ.
અનેક રમતોનું નિર્માણ કર્યું.અરે! નાનાં મોટા સૌને રમવી ગમે એવી પ્રારંભિક કે દેશી  રમતોને પણ નવી  રીતે રજૂ કરી.
છેલ્લા દોઢ દાયકા કરતાં વધારે સમયથી આ કામ ચાલે છે.ગુજરાત અને ભારતના અનેક શિક્ષકો,નવતર કાર્યો કરનાર શિક્ષકોની શોધ કરવાનું કામ ચાલે છે.આ કાર્ય અંતર્ગત અનેક શિક્ષકોની પસંદગી થઇ છે.એક શિક્ષક તરીકે આઈ.આઈ.એમ જેવી વૈશ્વિક સંસ્થા સાથે જોડાવું એક અનોખું ગૌરવ છે.આવા ગૌરવને પ્રાપ્ત કરનાર કેટલાંક પૈકી એક એટલે જાગૃતિ પંડ્યા.પ્રાથમિક શિક્ષણ મેઘરજમાં લીધું. સ્ત્રી અધ્યાપન મંદિર,અનેરા ખાતે શિક્ષક બનવાની  તાલીમ લીધી.તાલીમ પૂર્ણ કરીને તેઓ આણંદ નગરપાલિકામાં જોડાયાં.નગરપાલિકામાં શહેરી જીવન વચ્ચે ગરીબી સાથે જીવતાં પરિવારની દીકરીઓ પણ શાળામાં આવે.નગરપાલિકા શાળા નંબર:20 માં કન્યા શાળા કાર્યરત છે..અહીં જાગૃતિ પંડ્યા શિક્ષક તરીકે ફરજ બજાવે.પ્રાથમિક શિક્ષણમાં અપર અને લોઅરનું વિભાજન થયું.જાગૃતિ પંડ્યા અપર પ્રાથમિકમાં જોડાયાં.અહીં થોડી સમજ કેળવીને આવેલો છોકરાં.ધોરણ છ થી આઠમાં ગણિત વિષય શીખવવાની જવાબદારી નિભાવવાનું થયું.અહીં શૈક્ષણિક કાર્ય કરતાં તેમણે જણાયું કે વિદ્યાર્થીઓને બીજ ગણિતમાં જરાય રસ નથી.જાગૃતિ પંડ્યા તેમના વિદ્યાર્થી જીવનમાં ઉત્કૃષ્ટ વિદ્યાર્થીની હતાં.ધોરણ દસ તેમણે સાયન્સ સાથે પાસ કર્યું હતું.બીજગણિત પ્રત્યે વિદ્યાર્થીઓને રસ લેતા કરવા શું  કરી શકાય?આ એક સમસ્યા સાથે અને આ સમસ્યા સામે શું  કરવું તે વિચાર સતત ચાલતો રહ્યો.
અહીં વાત આગળ વધારતા પહેલાં એક ગીત યાદ આવે છે. एक अकेला थक जायेगा,मिलकर बोज उठाना;साथी हाथ बढ़ाना! અહીં બસ આ ગીતની જેમ વિદ્યાર્થીઓને એકઠાં કરી શીખાવાવાનું  વિચાર્યું.આ માટે તેમણે એક રમત બનાવી.આ રમતનું નામ રાજાનો હાર’.એક કરતાં વધારે વિદ્યાર્થીઓ એક સાથે આ રમત રમે.જાતે જ સમજ કેળવાય.જાતે જ પોતાની વિગતોને સરખાવતા કે સમજતા થાય.આમ કરતાં કરતાં એક રમત ધ્વારા વિદ્યાર્થીઓને બીજ ગણિતના કોઈ એક મુદ્દો શીખી શક્યા.વિદ્યાર્થીઓ રમત ધ્વારા કોઈ એક વિગત સમજી શક્યા.આ સફળતા પછી જાગૃતિ પંડ્યાએ અનેક રમતોનું નિર્માણ કર્યું.અરે! નાનાં મોટા સૌને રમવી ગમે એવી પ્રારંભિક કે દેશી  રમતોને પણ નવી  રીતે રજુ કરી.બીજગણિત શીખવવા માટે રમતમાં અને રમતોમાં ફેરફાર કર્યા.સાપસીડી,સાચી જોડ,રાજાનો હાર,ગંજીફાની રમતો અને અન્ય પ્રવૃત્તિઓ વિકસાવવામાં આવી. શાળાની  વિદ્યાર્થીની નેહા ભરતભાઈ પ્રજાપતિ કહે: અમે જાતે રંગ કરી ધાબામાં મોટી સાપસીડી બનાવી છે.હાલ ધોરણ આઠમા ભણતી રુચિતા બાબુભાઈ પ્રજાપતિ નવાં રમકડાં અને તે રમત રમવાના નિયમો વિશે જણાવે છે.કઈ રમત રમવામાં કોણ વધારે વખ્હત જીતે છે?આવું પૂછતાં કુસુમ વિનોદભાઈ પ્રજાપતિ તરફ સૌ એક સાથે જુએ છે.દરેક રમતના નિર્માણમાં વિદ્યાર્થીઓનો સહયોગ.દરેક રમત બાબતે દરેકમાં સરખી સ્પષ્ટતા.નિયમો અને પરિણામની  જાણકારી દરેક વિદ્યાર્થી પાસે સરખી.અરે! બીજગણિત જેવા વિષયને રમત ધ્વારા શીખતા વિદ્યાર્થીઓ જોવા બસ...મજા પડે.એક એક કરતાં લગભગ ૧૮ કરતાં વધારે રમતો અને ૧૩ કરતાં વધારે પ્રવૃત્તિઓનું નિર્માણ કર્યું.આ પ્રવૃત્તિનો વર્ગ વ્યવહારમાં અમલ કર્યો.અને જાગૃતિ પંડ્યાને ચોક્કસ પરિણામ મળ્યું.નેહા પ્રજાપતિ  હાલ નવમાં ધોરણમાં ભણે છે.તેને આખા વર્ગમાં સૌથી વધારે માર્ક્સ મળે છે.તે ગણિતમાં સૌથી વધારે હોંશિયારી ધરાવે છે.
જાગૃતિ પંડ્યા જણાવે છે કે આ કામમાં શાળાનાં આચાર્યશ્રી,શાળાનાં સહકર્મીઓ અને સીઆરસી કૉ.ઓર્ડીનેટરનું વિશેષ માર્ગદર્શન અને સહયોગ મળ્યો છે. બીજગણિત જેવા ફ્રેમ આધારિત વિષયને રમત ધ્વારા શીખવવાનો વિચાર અને તેનું અમલી કરણ કરી પરિણામ મળે તે જ સાચો આનંદ.પણ તેમના આ વિચારને આઈ.આઈ.એમ ધ્વારા પસંદ કરવામાં આવ્યો.
ગાંધીનગર સ્થિત જીસીઇઆરટી ખાતે આયોજિત એક કાર્યશાળામાં તેમના આ નાવાચારનું નિદર્શન કરવાની તેમને તક મળી.ગુજરાત અને ભારતની ૩૯ શિક્ષિકાઓ પૈકી એક એટલે જાગૃતિ પંડ્યા.બીજગણિત ને રસપ્રદ બનાવવામાં સફળ રહેલા જાગૃતિ પંડ્યાને સ્વ. અબ્દુલ કલામની ઉપસ્થિતિ ધરાવતી થર્ડ ઇન્ટરનેશનલ કોન્ફરન્ફ્માં હાજર રહેવાની તક મળી.ડૉ.અનીલ ગુપ્તા અને પ્રો.વિજયા શેરીચંદ ધ્વારા આ કૃતિઓ પસંદ કરવામાં આવી હતી.ડૉ.કલામ અને ડૉ.અનીલ ગુપ્તા એ આ પ્રદર્શનની મુલાકાત લઇ તેમના કામને બીરદાવ્યું હતું.
ગુજરાતના એક નાનાં શહેરની કન્યાઓને પડતી મુશ્કેલી અને તેના નિવારણ માટે એક નાનો પ્રયત્ન થયો.આ પ્રયત્ને લીધે ચોક્કસ પરિણામ મળ્યું.પરિણામ મળવાથી આ વિગતની પસંદગી એક નાવાચાર તરીકે થઇ.આઈ.આઈ.એમ અને જીસીઇઆરટી ધ્વારા આવા શિક્ષકોને યોગ્ય પ્લેટફોર્મ અને માર્ગદર્શન મળ્યું.પોતાની વિગત અંગે તેઓ જણાવે છે કે આવી સંસ્થાઓ ધ્વારા આ વિચારને વધુ લોકો સુધી પહોંચાડવાની તક મળી.પ્રો.વિજય શેરીચંદ કહે છે કે આ પ્રક્રિયાથી લાભ શું થયો?વિદ્યાર્થી શું શીખ્યા?’બસ આવું જ જાગૃતિ પંડ્યાએ વિચાર્યું. આ રમત ધ્વારા મને વર્ગખંડમાં શું લાભ થાય.વિદ્યાર્થીઓને શું લાભ થાય.પૂનરાવર્તન   ધ્વારા આ રમત ધ્વારા શું શું શીખવી શકાય?કઈ કઈ બાબતોનો આ રમતો ધ્વારા મહાવરો કરી શકાય?’બસ...સતત રમતો અંગે જ વિચાર્યું.અરે મોબાઈલની રમતોને પણ બીજગણિત શીખવવા માટે સાધન બનાવ્યું.ચોક્કસ પરિણામ મળ્યું.આઈ.આઈ.એમ સુધી પહોંચ્યું તે અંગે પૂછતાં તે જણાવે છે કે માત્ર વાચન,ગનન લેખનને બદલે જેણે વાંચતા અને ગણતાં આવડે છે તેને માટે વધુ શું કરી શકાય તે અંગે વિચારવાની તક મળી તે જ સૌથી મોટી સફળતા.કન્યા શાળાનાં મહિલા શિક્ષિકા જાગૃતિ પંડ્યા.તેમને મળેલી આ સિધ્ધી માટે તેમના પરિવાર અને માતા પિતાનો આભાર માને છે.બીજગણિત જેવા વિષયમાં વિદ્યાર્થીઓને રસ પડે,વિદ્યાર્થીઓ સિધ્ધી હાંસલ કરે તો શિક્ષકને આનંદ થાય જ.આવા આનંદ સાથે કાયમી ફરજ નિભાવતા આ શિક્ષિકા બેનને જીવન શિક્ષણ પરિવાર વતી અભિનંદન.

Friday, May 2, 2014

નવા નદીસર

રાકેશ પટેલ અને ગોપાલભાઈ.બંને નાવાનાદીસર પ્રાથમિક શાળાના શિક્ષકો.પંચમહાલ જીલ્લાના ગોધરા તાલુકાની નવાનદીસર પ્રાથમિક શાળાનું એક અનોખું કામ.તેઓ સતત પાંચ વર્ષથી ઈ-મુખપત્ર ચલાવે છે.
અહી એક લીંક આપેલ છે.આપેલ લીંક વડે આ શાળાના મુખપત્ર જોવા મળશે.આ મુખપત્ર આખા માસમાં થયેલી શાળાની વિવિધ પ્રવૃત્તિની વિગતો આપવામાં આવે છે.
શ્રી રાકેશભાઈ મારા મિત્ર અને સાથી લેખક છે.તેમની આ નવતર પ્રવૃત્તિની નોધ આઇઆઇએમ્ સુધી લેવાઈ છે.દિવ્યભાસ્કર જેવા દૈનિક પત્રમાં પણ આ શાળાની નોધ લેવાઈ છે.રાકેશ પટેલ મારા મિત્ર અને સાથી.તે મને જણાવે છે કે ‘મારી શાળાના આચાર્ય શ્રી ગોપાલભાઈ પટેલ અને અન્ય શિક્ષકો મને આ માટે સતત મદદ કરી પ્રોત્સાહન આપે છે.’આજે શૈક્ષણિક રીતે લખતા બ્લોગ વિશે વાત થાય તો નાવાનાદીસર પ્રાથમિક શાળાના બ્લોગની નોધ લેવી જ પડે.