Addressing Diversity

Diversity is the soul of India. Children of different languages (Chhattisgarhi, Telugu, Marathi, Bhojpuri etc), culture, religion, socio-economic status, physical status and, moreover, of different IQ & EQ level study in almost all govt. schools. They have their different food habits and living styles and learning levels.

 Navodaya, run and funded by the Ministry of HRD, being residential in nature, has its own uniqueness. A teacher like me has to face sundry challenges at every nook and corner of his curriculum development. A teacher in Navoaya Vidyalaya is a subject teacher in class room, a parent in the House, a nurse when a child falls ill, and a mother in the dining hall. Ours is a demanding task. A true picture of diversity can well be viewed here.

The challenges that I have to face as a subject teacher:

I have to help the children of class VI learn the syllabus of 6th years of English language learning whereas in reality they are the beginners (We teach them ABC to some students in class VI), the first year of English Language Learner. Patching up this wide gap is really an enormous task.

1. I have to help them learn every thing of English language learning in the same class where some students are fluent in spoken as well as in written part. The ditch between the two is exigent to cross easily.

2. Preparing the students of Class X for the tenth years of English language Learning is a mammoth task. They are in reality the fifth years of English Language Learner. We do it bravely. Proof of the same is the result of CBSE AISS Exam 2006-07 when students scored 70.8% subject average where as in 2007-08 they scored 64.2% (syllabus had been changed that very year and the practice resources became available very lately). And in the year 2008-09 one student was in 0.1 % merit by CBSE. She scored 98 out of 100. For the same I have been honoured with Guru Shrestha Certificate in the year 2007 followed by Regional Incentive Award 2008 and Navodaya National Award 2010.

3. To minimize the obstacles in their way we bring them on to a prestigious platform. For the same we organize objective oriented remedial classes for the poor performers and suggestive measures for the bright ones for their advanced studies to score above 90 so that both the categories must maintain certain pace at the certain walk of life.

4. Parental care, timely counseling, proper guidance, motivation and reward, providing opportunities to groom their creativity, originality and individual talents, taking care of their emotions, boosting their moral and interpersonal relation with them have made my school children feel they are not in a water tight compartment rather they show confidence in me. They feel ease at home. This way, my works addresses diversities to differently able children. These have in turn given me a quartz contentment of the task performed.

·   Handling diversity in the classroom: Children of various interests, IQ level, socio-economic backgrounds, languages, and religion study here together. I have to take care of these all at a time so that their interests and expertise in a particular area is not curbed down rather they should be given proper credence and magnitude to groom lest the basic instinct of learning should be cramped. 

Development and modification of the curriculum according to the diversity: Preparation of Question Bank and Minimum Learning Capsule at the vidyalaya level with the support of the teachers from NVS Bhopal Region to help them do exhaustive practice for the board exam and interlinking the same with my website (www.freewebs.com/mishramanojkumar/) with classroom activity tell their own saga.