Yes, all the spaces/classrooms are airy, well ventilated with large windows, clean and large open spaces for Lab, Library and workshop activities



Download 150.26 Kb.
Page1/2
Date conversion11.06.2018
Size150.26 Kb.
  1   2
Kedi Residential School for Tribal Girls

1.     Does the school provide a light, well-ventilated clean space for children to learn in?


Yes, all the spaces/classrooms are airy, well ventilated with large windows, clean and large open spaces for Lab, Library and workshop activities.

2.     Are there outside safe spaces for children to play?

 Yes, clean, safe and open play areas are available on the campus as well as across the campus. In both the cases, Play areas are not owned by the School.

 3.     Is the school a stimulating environment for learning? Do displays, pictures and charts relate to what the children are learning o reflect concerns about social issues and the environment? How frequently are displays changed, added to or extended? How could children be more involved in the selection process?



Yes, the environment at schools is very stimulating and inspiring to learning. The displays like charts, photographs, paintings, pictures, craft items are made and displayed with pride, by children. Kedi is a school for girls so we discuss women’s rights, self reliance, fight against abuse and social injustice etc. Almost every day. When it comes to display, it is math, science, social study and various arts that yakes lead. Environment is a major part of science as well as vocational training like Orgenic farming and animal husbandry.

4.     Are levels of noise a distraction from concentrated learning? Could there be a possibility of creating quiet spaces and quiet times?

 Yes, noise and other disturbance slightly affect the concentration, but not to the extent of it becoming an issue.

Students meditate during evening prayer time, as well as during morning Karate practice. They are allowed two hours of free time to rest and be by themselves.

5.     Who is responsible for maintaining the physical environment? Can the children be more involved in caring for the buildings and compound?


All the individuals affiliated with the school in any way are responsible for maintain the physical environment. Maintain hygienic condition, cleaning the entire building, mending the garden, arranging library books, kitchen and cow shade area washing etc. are done by various groups of students regularly. These groups rotate their area of responsibility every week.

 6.     What happens to waste in the school :

 Waste from kitchen, farm and garden goes to compost pit and eventually used in schools farm.


Cow dung is being used as a fertilizer as well as in a very near future will be used for Gobar gas plant.

 

We do sell glass, used metal pieces to recycling vendors and waste like plastic (very small quantity) is given to municipal garbage collectors.

Can this be made part of a learning process?

Yes we already have made it a part of learning process .They learns to recycle, reuse, separate organic waste and use less of plastic.

7.     Is there access to toilets?

 Yes. There are sufficient number of toilets and bathrooms for all the students on the premises.

8.     Is drinking water available ?

 Yes, this year we drilled a bore- well that has a sufficient quantity of sweet clean water.

9.     Does the school provide facilities for children with physical disabilities?

 Currently, the schools do not have such children.

 

Usage of Materials

 

1.     Are materials used efficiently and economically?



 Yes. We all are very conscious when it comes to recycle and reuse. Fortunately, the students also respond to our appeal. We use every material very economically.

2.     Are natural and waste materials used in creative ways? How could they be more utilized?



Waste from kitchen, farm and garden goes to compost pit and eventually used in school’s farm.

Cow dung is being used as a fertilizer as well as in a very near future will be used for Gobar gas plant.

We reuse paper to practice for drawing exams, hands on training for block printing, warli painting and card making. 

 

3.     How far are children responsible for the storage and distribution of materials?


 All the responsibility lies with students for storing and keeping log of various material like annual function props, dresses, musical instruments, games equipments, books, solar gadgets, mechanical tools, science experiment material and grains, vegetables etc. of the school work happens through children’s committees and teams. Children are responsible for games material, first aid material, cultural material, display, games and sports material etc


Composition of the School Body

 1.     What is the basis of selection of the pupils?

         Geographical proximity

         Intellectual ability

         Community or religious identity

         Economic background.



The very first criterion is gender. Second is economic inability and third and least important is intellectual ability as it is our responsibility to enhance their intellectual capacity even if they are low achievers or have learning disability. At Kedi, we have students coming from 20 km. To 70 km. distance and from Valsad, Navsary, Vyara and the Dangs districts. Religious identity is not at all a criterion. 

2.     In what ways could the school include a greater diversity?

         Economic

         Religious

         Caste and class

         Linguistic groups

         Differently able children

 At Kedi, all the students are tribal girls. Although there are sub-tribes amongst them, they all come from a very poor, mostly agrarian society. At least 20% students are Christian.



We have some students with learning disability but none with physical disability.

3.     In what ways does the teaching staff, management and maintenance staff represent diversity in terms of gender, community, and differently able persons?

 

Details

Male

Female

Differently abled

Teaching staff


5

5

0

Vocational staff/cook

1

2



Management

2

1



Total

8

8

1

We have 70% of the staff is from local rural tribal communities and 30% from urban communities.

 

Ethos of the school

 1.     What are the rules of the school?  What purpose do they serve? Are they flexible?

What are the unwritten laws of the school? What do the children understand as the rules and their reasons?



At Kedi, we consciously stay away from making rules that one normally see in similar academic institution because from primary school level, the students are already suppressed and made habituated to obey strict rules and are asked not to express their views or ask any question which leads them to become docile, dull and in turn, rather than enjoying, they loos interest from education.

We like students to communicate with the staff, freely and openly and we encourage them to learn to argue and express their views without any inhibition. We make an effort to create friendly and warm atmosphere that is relaxing and conducive for students with learning disabilities.


We do not discuss small mistakes made by students, publically. We treat all the students equally and with dignity.

Students are free to make their own rules for their convenience.

Some of the unwritten rules that we encourage students to observe for their own safety are:


  • Never to leave campus without informing The Rector.

  • If leaving the campus, come back on prescribed time.

  • Never to cause any disturbance to the Neighbours. 

6.     What things are celebrated and why?

At kedi, we celebrate Diwali, Holi, Uttarayan, Navratree as well as annual day, parent’s day, Science day, sports day, Gandhi Jayanti, 15th August and 26th January.

It gives all of us a chance to come to gather and enjoy social time! This also allows management and staff personal to talk to parents regarding their daughter’s progress or any other special remark we have made. Annual day and craft bazaar days provide students to show their talents to parents and well wishers. In turn such events boost student’s self confidence.

7.     In cultural programmes what proportion of children are included?  What is the basis of selection?



Teachers encourage all the students to participate, if they desire to do so. We do not force any students but we try to have at least one item per subject per standard. Students are allowed to come up with some good skits and monologues. 

The selection depends on student’s choice of subject or Item that they like to perform. Teachers act as a helper or a guide.

8.     Do the cultural items selected reflect the cultural diversity of the school and the community? What kind of values are we wanting to communicate ?


Student’s selection range from most modern drama or poem to local folk dance and storytelling. Fortunately they know many nice modern poems that they can sing very beautifully with a melodious voice, in sync.

We are glad that they have started reading more books and are getting familiar with contemporary literature, at the same time keeping their native tribal culture alive!! They have made a very good collection of local songs, stories, sayings and local art of making Ayurvedic medicines and sure, they are practicing the age old native art of Warli wall painting.

 9.     What is the purpose of excursions? Are the distance and expense justified? What local places might be visited?  How could all be included?



The most primary purpose is to inquire and learn while having fun. This year students visited bank to learn its activities and they also opened their personal accounts. Short trips to the post office, science centre, Folk art museum, back waters of dam reservoir, Nature walk, factories, Sea Shore etc. were scheduled. Longer trip to the Bird sanctuary at Nalsarovar, The desert of Kutchha, Salt pans, Sun temple at Modhera, underground step well at Adalaj, Science city, Imax theatre, Gandhi Ashram at Ahmedabad was highly educational and enjoyable for the students.

On December 15th we have planned a one day trip to Sardar sarovar dam on the river Narmada. So far for local trips, students either walk or go by local autorikshaw, for medium distance, they go by local state transport bus and for longer distance we rent bus for three to four days for the ease of travel for a large group of 80 to 100 persons.

Coming summer, the school has planned a trip to New Delhi, Agra, Fatehpur Sikree, Manali and Kullu in the Himachal Pradesh, where they will be able to see, experience and enjoy snow and the megificent Mountain ranges of the Himalaya, for the first time!!


This will be our first experience for out of state trip. We have a well wisher who arranges such trips for other schools professionally and is helping us without charging any profit. We will go by train and state transport bus where we may be eligible to get student discount. We are also thinking to ask for Rs. 250/students as “Lok Bhagidari” from their parents.

So far all the trips we have taken has proven very economical for the places we have covered during each trip.

10.     What kinds of achievement and success are commemorated? Are achievements in areas other than sports and academic excellence recognized in public? How can we avoid labelling of high achievers and children with learning difficulties and yet at the same time meet their specific needs?



At Kedi our emphasis is on holistic growth of the rural tribal students. All the students that come to Kedi are talented in many different ways. Some of them have a leadership quality, some are good at elocution, others are good with drama and dance and many are naturally gifted artists, and of course they all have a gift of melodious voice!

Along with their academic achievements students are praised for their various achievements during assembly sessions and again during annual day function.

Students with learning disabilities and the teachers and students who help them make progress have earned a very special mention. The staff members and a team of students have made students with learning disabilities, feel so much at ease that all six students achieved 55% to 67% academically and excelled in extracurricular activities.

11.            Does the timetable reflect a concern with creating a balanced use of time?

 Yes. Apart from academic schedule the timetable allows personal free time, time for extracurricular activities, for Vocational and Craft activities, for Karate and music classes and group task assigned by hostel management.

 Learning

 Different kinds of learning

 1.     In what ways does the school try to integrate art, music, craft, drama and movement into other areas of learning?


As we mentioned earlier, the school holds Workshops every Saturday where we use Drama, Poetry recital, singing competition, Maths and Science Quizzes, essay competition, Map reading competition atc.

For Maths and Science, apart from various experiments, teachers as well as students have made many learning aid material using 3D material and craft. Instead of just learning about various measurements theoretically, we hold measurement seminar where students learn the practical application while interacting with guests.

For annual day program students are allowed to come up with some good skits and monologues. Student’s selection range from most modern drama or poem to local folk dance and storytelling. Fortunately they know many nice modern poems that they can sing very beautifully with a melodious voice, in sync.

For monthly assemblies and annual day program, the staffs encourage students to make stage sets and props by themselves where they have to show their artistic talents.

Obviously, some students that are very good at art and craft, are already learning crafts like festival decoration, Gift envelop making, Duptta and dress painting and hand and machine embroidery. In future, his may also help them financially. At Kedi our emphasis is on holistic growth of the rural tribal students. All the students that come to Kedi are talented in many different ways.

We are glad that they have started reading more books and are getting familiar with contemporary literature, at the same time keeping their native tribal culture alive!! They have made a very good collection of local songs, stories, sayings and local art of making Ayurvedic medicines and sure, they are practicing the age old native art of Warli wall painting.

Annual day and craft bazaar days provide students to show their talents to parents and well wishers. In turn such events boost student’s self confidence.

2.     How does the school include the opportunity for children to respond imaginatively and sympathetically to different aspects of the curriculum, for example to poetry, stories, environmental issues etc.?


For literature please see our response to question no. 1.

We have taken many initiatives to make students more sensitive to environmental issues. To bring about awareness for all these initiatives, student’s is very important.

The school has installed solar steam cooking system and a team of students are trained to take care and operate the system smoothly. The team is responsible for repair and maintenance of the system. They are made of using less wood as a fuel for cooking. Some of the ladies coming for vocational training are given small family size solar cookers to save them time and in turn save wood.

We are in process of constructing a plant to produce bio gas using gas from septic tank cum gobar gas using cow dung.

The school also offers organic farming as a part of vocational training and whatever is being produced, is used in school kitchen. At present, we have four cows and apart from milk for students, we use cow dung as a manure as well as natural pesticide and also for producing gobar gas.

This summer we are planning to add 50000 gallon rain water collection and storage tank that we can use during monsoon and summer for drinking and cooking.

 

 3.     What role does work have in the school? Does the school alienate students from physical work? *  Does the work in the local community – such as agriculture or masonry or carpentry  - have a place in the school? What does this mean from a theoretical point of view? From the communities point of view?


 All the individuals affiliated with the school in any way are responsible for maintain the physical environment. Maintain hygienic condition, cleaning the entire building, mending the garden, arranging library books, kitchen and cow shade area washing, Helping cook with cutting vegetables and making chapaties, cleaning dishes etc. are done by various groups of students regularly. These groups rotate their area of responsibility every week. In turn for getting reasonably low charge medical help, students also land their hands in once a year cleaning of the whole of campus.


All the students belong to an agrarian society. During their training for organic farming they all work in the farm and keep a log of their vegetables. In turn they get to eat farm fresh chemical free vegetables and fruits.

Each year the school reopens after the first heavy rain enough to start sawing seeds hence students can participate in family farming.

We emphasize the importance of physical work and the staff members work with the students to provide encouragement.

4.     What is the importance given to sports and physical activities? What are the provisions for sports and physical activities? *



Students have formed a cricket team. They also play badminton and volleyball regularly every evening. We have many indoor games too. As we mentioned earlier students do participate in various other physical activities around the school. We hold annual sports day every year.

5.     How can we break down the conventional divide between so-called scholastic and non-scholastic learning. For example can craft be integrated into the teaching of geometry or physics?  Can the skills of masonry or carpentry be correlated with learning math or science concepts?



In our views both types of learning cannot be differentiated as they are complimentary activities to each other. As language is one of the biggest obstacles for tribal students, only scholastic teaching-learning will not suffice. Therefore we have combined both.

As we mentioned earlier, art and craft are being used for teaching not only maths and science but almost all the subjects.

While students make any article during their vocational training, they apply their knowledge of geometry and maths as they create motif and repeat it, they make various shapes and angels with those motifs, they have apply their knowledge of addition, subtraction, multiply and divide when they go to the market place to sell some of the items made during vocational training.


Supporting independent learning

 1.     Do children have easy access to libraries and other resources?

 Yes we have a very good library where we keep adding more books. We subscribe many magazines for various subjects. The school is also equipped with activity room, Vocational training hall and Computer and Science lab as well as sports area.

 2.     Does the library include books related to social concerns?

 Yes. Many

 3.     How can the school positively acknowledge and support different paces of learning for example by providing additional and challenging work for some children to work on independently when they have finished particular tasks?



Each year we create a special batch of the students that are either slow learner or have learning disability. We allow them to learn at a slower pace, do more hands on activities and more homework. They have to spend one extra year at school.

Mainly, as we mentioned above, such students benefit from vocational training as it involves practical aspects of otherwise theoretical curriculum.

 4.     How is the child supported to become an independent reader and writer?



We hold reading seminars for two days, four times a year. Twice a week, they have library hours. These have proven very addictive for the students. Once they get hooked on books, they demand more books, without any prompts. Writing is the skill we are still working on without much success. Although students do participate in essay writing and elocution competition, their writing lacks originality and creativity.

 5.     How is the child encouraged to access information for example in the regular usage of dictionaries, reference books, maps, newspapers etc.?


Use of dictionaries is taught and assignments are given for during language classes.


The library leaves encyclopaedia out on reading tables and students are free to use it.

Similarly, we teach map making, map and Atlas reading and various usages of maps during workshop and geography class and students are asked to read maps during quiz.

Positive communication

 1.Are there spaces for children to share with each other their learning, interests and experiences?



School assemblies, classrooms, seminars, discussions, group activities, celebrations events and even break times provide plenty of space.

 2. Is time given for reflection and open-ended questions?



Either when some special situation arises or we may create a situation, we ask students what they will do in such circumstances to solve the problem. We provide them with some time to think and have discussion among them to come up with an answer.

Most of the times when they have to come to a decision about some matter, they are asked to take some time and to weigh the situation and come up with an answer.




  1   2


The database is protected by copyright ©hestories.info 2017
send message

    Main page