In this session entitled ‘Managing the Silent Revolution’ the audience watched a video which showed how Activity Based Learning (ABL) has been implemented in schools in Tamil Nadu. We saw the teacher in a non-traditional role, not as the teacher standing as an authoritative figure at the front of the classroom, but as a facilitator of activities in which children were able to participate much more freely. Children were encouraged to work in groups and help each other, as well as monitor their own progress. The classroom scene was a refreshing change from visions of children sitting in rows listening to a teacher; here the role of the child is very much a participative one in which confidence and motivation are key to the learning process.
The film was a great start to the session on ABL, and will truly motivate teachers in other areas to learn from this project.
How could other schools implement ABL?
In the parallel session, ‘In-service and Pre-service English Language Teacher Education’, the room split into two groups to discuss the best way forward for in-service and pre-service teacher education.
One recomendation that came out was that Teacher Educators should come from schools and not from institutes or universities. They should be good teachers with a lot of practical experience and not traditional academics with doctorate degrees. What do you think?
Who is going to select these teachers? How to select them?
Should teachers be allowed to nominate themselves?
How do we replace the good teachers who we take out to become teacher educators?
Your comments please.
Three things I heard yesterday.
1. Colombia’s National Bilingual Programme is a 16 – year programme and started 11 years after a new language policy was enacted.
2. China is engaged in a 40-year language programme.
3. The UK Education acts of 1911 and 1918 which liberalised curriculum did not translate into progressive practice in the classroom until the 1960s.
What about India?
The 2008 NASSCOM Everest report warned that the ITES sector in India needs to recruit beyond the ‘ready to eat’ pool of talented graduates. With BPO expanding into 2nd and 3rd tier cities and even into rural areas, what does this mean for the future of the Indian corporate sector? How can India take advantage of its demographic dividend (nearly half the population is under 25)? What measures are necessary in the education and corporate sectors, and who is responsible. These are some of the questions we will be debating at the Third Policy Dialogue in Delhi, 19-20 Nov. What are your views?
I’m Seamus and I’m a Senior Training Consultant for Project English based in Sri Lanka. I’ll be blogging my way through the third policy dialogue giving you my impressions and talking to other delegates and giving you theirs too.
I’m looking forward to hearing about David Graddol’s research for English Next India and the debate around his findings. I’m particularly interested in how this might relate to Sri Lanka and will be talking to the Sri Lanka delegation to get their reactions.