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Stories from our schools – Shreerag and the paper plane

It’s absolutely wonderful when parents are part of this collaborative journey of learning that we create in our schools. Recently, one of our moms sent us a heartfelt message of thanks with a great piece of evidence on her child’s progress. Shreerag is in UKG at Wunderbar Kids, a happy and active child.

Last week, when he was at home, he wanted his father to come upstairs and join him in his play. Instead of shouting out to his father (like kids normally do), Shreerag painstakingly wrote out the message, “DAD, PLIZ KUM UPSYD (upstairs)” onto a paper plane and floated it down to his father!

Imagine his parents surprise and happiness! His mom says ” I’m so happy. He’s learnt to say the sentence in English and now he’s joining the sounds and writing them too.”

What’s amazing to us isn’t just Shreerag’s progress – though that in itself is a reason to cheer. It’s also the fact that his parents have recognized his progress, have understood the steps that lead up to this moment, and that they’re choosing to record these moments and play them back to us. To us, as educators, that is a real game changer.

Here’s to more parents like Shreerag’s. Don’t you agree?

3 things you absolutely must know about your child’s pre-school!

Sometimes, it’s very hard to understand what to look for in a pre-school for your kids. We understand the pain of deciding whether a 5:1 student teacher ratio actually will impact your childs development as opposed to a 3:1 ratio. However, we do know that you want a school that allows your child to grow in terms of abilities and skills? And you definitely want a school that doesn’t force anything on your child, or put your child under undue pressure.

You want a pre-school where you child will love to learn! But how can you make this out from one visit? In todays world of near-crazy competitiveness, it is very critical for you to understand what you’re signing your child up for before you take admission in a pre-school.

Well here’s our Pre-school MUST HAVE list.

Do understand that this isn’t a complete list – there are many other factors to consider as well – like safety and security, the teachers competence etc, but these are some of lesser known factors to consider.

  1. Do they have a classroom that is child led?

What is your image of a typical classroom? Neat rows of chairs facing a blackboard? This may look neat and impressive, but it isn’t what you should look for.  If you step into any typical pre-school classroom in India, you’ll probably find this sort of classroom. There may be pretty charts and pictures on the walls, and lots of books and toys put away in corners, but the main interaction area will still be functional and boring. In such a classroom, children are forced to sit and listen to the teacher without any engaging or interesting way to learn, and this kills their interest in learning!

A good child-led environment is one that provides children the opportunity to interact naturally, and to satisfy their natural curiosity through that interaction. Look for a classroom in which the main area for interaction is a free area filled with interesting items – books, toys, wall graphics etc, and children should be able to spend the maximum time learning through these mediums.

Interaction areas are better for children to learn in than desks and chairs

Interaction areas are better for children to learn in than desks and chairs

  1. Do they play enough?

Look for a pre-school that encourages children to play. The teacher should encourage children to draw on their own resources to spend time – whether children want to sing, dance, play, run or scribble should be up to them – within an overall structure and curriculum. Children should be encouraged to investigate and draw on their own curiosity, use their imaginations and generally express themselves.

This doesn’t mean that the teacher does nothing. The teacher’s role should be to assist each individual child to be the best they can be in each activity that they do. Also, overall, the pre-school curriculum should definitely be structured in a manner that gets each child to actually progress in the development of their skills.

Look for a pre-school where children take the lead in many activities without too much instruction or correction from teachers. For eg: scribble time or story time where children get to express themselves without any other briefs or boundaries

Structured Play helps children express themselves

Structured Play helps children express themselves

  1. Do they understand children’s learning patterns?

This is a very important check. You may have noticed over time, about your own child, that he/she learns best in a specific manner. Some children are auditory learners and learn best through listening. Some are kinesthetic and learn best through doing, some learn best through writing, and so on.

Your child’s pre-school should be able to identify your child’s learning patterns and tailor activities to suit. Even more important, they should be able provide activities that are unique to your child’s personality or character! A child with lots of energy and enthusiasm needs to be able to have a lot of physical activity while learning, otherwise he/she will become bored or restless and quickly be termed as ‘difficult’ or ‘naughty’.

Do check if your child’s pre-school is primed to actually help your child learn.

Every child is a unique blend of interests, aptitudes and skills. At Wunderbar Kids, we understand this, and celebrate each child’s uniqueness!

Learning from Students – Stories from our schools

Joy is our school leader at Vishwajyot International School (Phaltan). And in this school, we have a mix of students – some who’ve been with us from their younger years, to others who’ve studied in Marathi medium schools and just joined us. This makes for interesting classrooms, where a diverse set of children, with diverse skills, abilities and interests all need to be catered to. Also, in the higher grades like the 5th Std, the children are slowly being inducted into the mainstream school system, so they all need to know some of the key basics in terms of information, and need to have developed the basic skills sets as well. Especially important are skills such as perseverance, creativity and problem-solving, all of which will form the basis for their preparations for high school.

Joy says, “This mix of backgrounds makes it challenging to draw out each child to their full potential, or so I thought! Until my own class proved me wrong”

Here is Joy’s story.

“I was conducting poetry recitation with the 5th Std class, but also wanted to build their critical thinking and communicating skills. So while children recited poems one at a time, the other children would assign scores to them. I would also ask a few of the children to give feedback to the speaker and to defend the scores they awarded.

Sagar was one such speaker. Objectively, his performance was poor. He fumbled many times and struggled to remember, but kept trying till he completed. I scored him 2 out of 4. But when I looked around and asked my students about their scoring I was surprised to see perfect/near perfect scores awarded to him. I was now curious. I asked Ayush “Why have you awarded 4/4 to Sagar”, I said. “Teacher, Sagar is from Marathi medium but yet he stood in front of the class confidently”. ” Hmm …But he made quite a few mistakes, how can you give him full marks?” Ayush replied, “I know but look at his confidence, although he didn’t recite correctly but he did not leave the stage in middle. He looked at our eyes and faced us. It’s true he couldn’t remember the whole poem this time, but we will help him learn next time”.

I wanted to hug him, but I had a class to conduct so I moved on to Rajdeep. Rajdeep himself was awarded 2 out of 4 earlier but had scored Sagar at 3.5 ” Why 3.5?”. He replied, “I wanted to give 4 but cut .5 so that he doesn’t become over confident next time.”

What a humbling moment for a teacher in the classroom! Joy’s students proved that context and effort are both factors to be considered while assessing a performance, something our system does not take into account when assessing students. Subjectivity is completely discouraged in our assessments eco-system today, a relic of the factory-type education system where the quality of teaching staff is highly variable. In today’s world however, the need of the hour is to besubjective – and systemically allow for differences in context.

Joy ends her story with an appeal to all educators.

“Instead of hiding behind objectivity let us consider the context in which performances are being measured. Let us try to move our assessments from being judgmental to being informative – systemically. Let us value effort and perseverance instead of pure performance, and then perhaps we can encourage kids to keep fighting for their dreams. If we let our kids lead perhaps they will build the school they deserve”