ScalableC

In conversation with Principal, D.P.S. International - Mrs. Amita Mishra

 What is the average number of students per class in your institute?

We’ve 25-30 students in a classroom. We believe that personal attention to each student is the only way to ensure true understanding of any subject and it helps the teacher address individual needs.

What standard do you follow for testing the students?

In an effort to train our students to meet the challenge of the IGCSE Examinations, we have upgraded our pass percentage for the Assessment classes. The pass percentage is 50% for classes IV to VIII, which is further increased to 60% once they are promoted to class IX. Our main aim is to shape self reliant individuals who successfully meet international standards in terms of knowledge, ability, skill and willingness to embrace any challenge. Thus, we have set the bar slightly higher for our students than most other schools.

Doesn’t this put greater pressure on the students?

Given the student teacher ratio we maintain, I don’t think it’s any added pressure. The purpose of any examination is to assess the understanding of a particular subject by a student. We hold weekly tests so as to keep a regular tab on the performance of each student and identify their weak areas. This also helps us notice the presence of a pattern, if one exists at all, of the difficulties a student faces and make interventions accordingly. This constant endeavour of achieving excellence with high standards to meet keeps the students motivated.

Is there a system in place for random checks in classrooms (to check on the teacher’s activity and whether the student is grasping what’s being taught in class)?

Yes. Senior teachers and I personally visit different classes regularly to keep a tab on the class activities. What must be kept in mind is that while we take it upon ourselves to guarantee good education to students, our responsibility also extends to providing the teachers a wholesome environment which prompts them to surpass themselves each day in everything they do and not feel judged. Students are also encouraged to share their feelings with the teachers and the principal on any issue of relevance to them. 

Are you able to include differently able students in the regular curriculum? How do you address their needs? Do you’ve infrastructure in place for their need? What are the ways in which other students can be sensitized towards this issue and the students?

I faced this issue for the first time a few years back when two students wanted to join D.P.S. East of Kailash while I was heading the school. There was no reason to refuse them admission except the fleeting moment of doubt at my own ability. I wasn’t sure if I’d it in me to understand their needs and ensure their growth into bright confident individuals they were more than capable of becoming. Both these students couldn’t see. Their parents’ confidence and the potential the kids showed gave me the courage to explore the possibility. Over the next three years through keen observation from the teachers, support of parents and the incredible zeal to learn of the students, we managed to include these students to not only be a part of the regular classrooms, follow the same curriculum but take the same examinations as the other students in the exact same time frame. One of the students has showed unimaginable knack for almost any subject and has been topping the batch since I’ve known him.

One of the easiest ways to sensitize students towards any form of disability is to shift the focus to the strengths of the students. If a child finds his/her area of brilliance and is given ample opportunities to polish the skill, respect follows on its own. Our current approach towards ‘disability’ falls short only because our focus remains on the so called disability and not things beyond and above it. 

Do you include activities that involve student-student interaction and encourage working as a group/team?

Our motto is to prepare children to become self reliant, productive individuals with clarity, precision and independence. To achieve this, regular activities involving interaction among students or with seniors like teachers is essential. We’ve a house system, each house named after an internationally renowned river. We organize various extra-curricular activities under this system thus ensuring regular participation from different students and helps develop various aspects of a student’s personality and instills leadership qualities and the ability to work as a team. 

Are the children encouraged to speak in front of the class and share their views?

Yes, students are encouraged to participate in class discussions. They are pushed to question things and not accept everything on face value.

What are the main challenges that you face as a teacher/administrator in dealing with kids and teaching them?   

To help them find their individuality. The main purpose of education is to develop free thinking individuals who’ve the ability to reason, can take decisions in different situations and discriminate between the right and wrong, as perceived by them. This is a huge responsibility.

What are some of the changes that you’d like to see in the functioning of the education system? Any changes specific to your institute?

The biggest issue that any educational institute faces today is the lack of well learned teachers. Over the past decade, the number of people entering this profession out of choice has been decreasing steadily. Also, the quality of most teacher training institutes can be questioned. Most teachers today fail to notice the common link between subjects or topics. Also, a teacher must be able to tackle all kinds of questions related to her subject, theoretical or application based. But a majority lack in one or both the aspects.   

Do you feel English is stressed on as a language, more than required?

To an extent, I do. English is a an important language but very often we treat it as the only important language, which shouldn’t be the case as in many parts of our country, English is not a widely spoken language thus unless proper guidance is provided, students are bound to be less proficient in it than perhaps their mother tongue. The emphasis, rather compulsion of studying most other subjects keeping English as the base isn’t the correct approach. Our aim is to familiarize the student with a topic and then improve their comfort level in various associated topics slowly but if the student is not at ease with the language in which he/she is being taught in, they are bound to get intimidated and perhaps even give up.

What are the areas/subjects that students on an average take additional time to grasp? How do you help students to achieve sufficient comfort level with these? Small student teacher ratio helps keep these issues in check in general. Also as I mentioned earlier, we’ve an examination system in which students are tested each week in a particular subject. Through the regular assessment we assess their levels of understanding and when the need is felt, extra classes are taken for particular topics or special classes for students weak in a particular topic to address their needs and answer the doubts.

Is there anything you feel needs greater emphasis on for wholesome development of children?

More opportunities need to be created for students to showcase their talent. This infuses a sense of pride which can deeply affect the student. Also, they should be introduced to young people working for various causes. This serves two issues, interaction with positive individuals who are trying to make a difference and increasing the level of awareness about the world thus developing an independent thinking mind.

Do you feel that the current teacher training programmes address all aspects of teaching and prepare a teacher adequately for the sensitive and demanding job?

No. This area needs a major uplift. The programmes, on an average, are not producing capable teachers and there is a lack of enthusiasm at each end, the trainers and trainees.

How important is it to introduce the current technology to the students?

It is exceptionally important to keep up with the current trends and if possible move ahead of them. The pace with which technology is changing today is so fast that if we don’t learn to think ahead, we’d end up putting in effort into teaching outdated technology to the students. The work culture everywhere is becoming more and more technology based. Thus, it is essential that we include content related to the latest technology in the curriculum.

Do you feel that it is possible to use technology to the advantage of the educators? Can you suggest certain ways in which this can be implemented or a particular area where a significant difference can be made?

Yes, I definitely believe that technology can assist the teachers in more ways than one. Most software available today is very user friendly and visually very appealing. This helps in capturing the student attention and enhances the understanding of concepts through the use of various kinds of graphics. Lessons don’t have to be completely theoretical. Various aspects of a problem can be looked at the same time. This also opens a child’s brain to different ideas.

Do you feel that technology can assist a teacher in addressing any specific needs of the students?

The existence of a lot of computer adaptive tests is an encouraging step in this direction. These tests help assess a child’s understanding of very specific concepts. During these tests, not only is the child corrected when he/she goes wrong, all the possible solutions and approaches are explained as well. There are some people who have been working consistently in this area. An attempt should be made to standardize these so that they can accurately evaluate the child’s knowledge and also to reduce the possibility of any sort of disparity/bias in the judgment i.e. the result is a better indicator of the child’s awareness of a particular subject. 

How can technology be helpful in shifting the emphasis from theoretical knowledge to actual practical implementation/application of concepts?

Technology can be helpful only if we shift our focus from theoretical knowledge to practical understanding. Till our mindset doesn’t change, we wouldn’t be able to introduce a change at any level or through any means. Unless we change our testing methodology, we won’t be able to address the teaching methodology.

Can technology be helpful in bridging the gap produced by any form of physical or mental handicap that a child may face? How can this be introduced at various levels of learning?

I’ve addressed this question partly in the last session. Technology is the most effective weapon we’ve today to overcome most forms of handicap. Technology, if used the right way, can introduce an amazing sense of normalcy in the life of a child but its easy availability remains a distant dream as it is still quite expensive. As for its introduction, with the help of the child and his/her near and dear ones, a lot of existing techniques/software can be manipulated slightly according to the child’s specific needs. Even a slight amount of effort in this area can bring an immense difference. All we need to do is to strive continuously to improve.