Celebrating Teachers

09 October 2018 Volume 1, Issue 2

Dear All,
Welcome to the second issue of Collins Broadcast!
September and October are months we celebrate teachers worldwide. So, I would like to dedicate this issue to all the teachers. I would
also like to take this opportunity to applaud all the educators for the enormous role they play in shaping a child’s life. As an educator, one
knows that they are preparing children for life, not just for their classrooms. With this long-term view, if every child is treated with respect
and exhibited the behaviour that is expected of them, then we have set them up for success in and out of the classroom.
This issue of Collins Broadcast attempts to serve as a tool for educators, which will help them encourage diversity, skill acquisition, critical
thought, inclusion, democracy, value of different perspectives, and self-reflection in children. It includes key takeaways of prominent
educationists on successful behaviour management; on the pivotal role of a teacher in the life of a child; and on how to make science
education more innovative. It also showcases our latest initiatives, including Collins Scrabble for Schools, Collins Professional Development
Workshops, Collins Quizzes, and other teacher and student outreach programmes.
I would particularly like to highlight Collins’ collaboration with the Nehru Planetarium, which will help us further science education in
India by stimulating scientific curiosity in the young minds. I would also like to thank the educators across the country who shared their
perspectives on what drives them to work tirelessly towards the betterment of their students.
I hope you enjoy this issue of Collins Broadcast. It would be great to hear from you about INSIDE THIS ISSUE
your day-to-day experiences. If you have an idea or a success story to share, do write to us.  Collaboration with Nehru Planetarium 2
Regards,
The Art of Teaching Science 3
Teachers’ Bytes 4
Building Calm, Confident Children 7
Tenets to Behaviour Management 8
Chaitali Moitra Play-way Methods of Learning 10
Managing Director Spotlight 11
Collins Learning - India
Collins Collaborates with Nehru Planetarium
by Collins Learning

Collins Learning has joined hands with the Nehru Planetarium, Nehru Memorial Museum and Library,
an active hub of Astronomy outreach in India, to further science education in the country. Collaborative
activities of mutual interest are planned, and Collins aims to infuse the content and expertise from the
Planetarium through these collaborations into their resources and activities that inspire educators and
students nationwide. The collective efforts of both these educational divisions are targeted towards
exposing today’s youth to meaningful experiences in the field of science and astronomy.
Recently, they celebrated 150 years of discovery of helium in different parts of the country.

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The Art of Teaching Science
by Shailaja Abburi (Academician and Teacher Trainer)

The best teachers are artists who know the science of teaching — Richard Bankert
The biggest and most daunting challenge any teacher faces today is capturing the students’ attention
and putting across ideas and concepts in such a manner that they are imbibed and internalised. A
teacher is required to adopt varied and innovative teaching strategies to maximise learning. This
holds true for all subjects, but here we will talk about Science. Before delving into the methodology of
teaching science, we need to reaffirm the scientific attitudes and values that science teaching wants
to integrate. The fundamental nature of science is embedded in inquiry-based learning. Students ask
questions; make observations; plan and conduct experiments; gather and analyse data; use critical
thinking; develop explanations, conclusions, and predictions and communicate their findings. Central
to all science teaching are the Five Es – Engage, Explore, Explain, Elaborate and Evaluate. We live in
a scientific world, and innovative teaching techniques will help students develop the skills of scientific
inquiry, openness to new ideas and the scepticism that characterises science.
So here are some innovative ideas that will help teachers reinvent their teaching methods and
create a learning environment that is engaging, fun and challenging.

Flipped Classrooms Visual Learning

• Reverse traditional learning environment.
• Let students gain exposure to
instructional material outside the class
by reading, watching videos and other
multimedia material.
• Use class time for interactive discussions,
problem-solving and engage in
collaborative work.
Edutainment
• Teach in an interesting and fun way through
puzzles and games that will help children
think creatively.
• Introduce lessons through storytelling,
sci-fi movies and games.
Integrate ICT
• Technology is changing the way we teach
and learn at a rapid pace.
• Interactive white boards are visually
appealing with multimedia presentations.
• Digital textbooks and augmented reality go
a long way in capturing and sustaining the
interest of children.
• Educational virtual reality applications help
to stimulate learning in kids.
Beyond Classroom Walls
• Encourage participation in science
exhibitions, field trips, science clubs, science
quizzes, mini conferences, science theatre
plays, and role plays.
• There should be full
commitment to using
innovative teaching methods,
real-life tasks, a variety of
assessments and able to
adapt instruction to best meet
the needs of all students.
• Create a learning
environment that is fun,
rigorous, thoughtful,
challenging, and
innovative.
• Graphic organisers provide clear visual
illustrations of concepts, key ideas,
information and verbal statements.
• Research shows that when students construct
their own graphic representations, their levels
of understanding peak.
• Graphic organisers such as Flowcharts, Venn
Diagrams, Tree Diagrams, and Semantic Maps,
are useful in teaching inquiry-based skills.
• Word Walls help to illustrate different scientific
terms and concepts.
Peer-to-Peer Learning
• Create Buzz groups and Affinity groups.
In these groups, students are sub-divided
into groups of 4-5 to consider the issues
surrounding a problem.
• In Buzz groups, after 20 mins of discussion,
one member of each group presents the
findings to the whole class.
• Affinity group members are each assigned
particular tasks to work on outside the
classroom and carry out their presentations in
the class the next day.
Tie-ins to real life
• Tying current events into science lectures and
experiments is a great way to spark interest in
the discussion at hand. Case studies help too.
Hands-on activities
• Guided science experiments provide excellent
opportunities of learning.
• All activities should be followed up by
assessments that require to understand the
underlying mechanisms.

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I’m a Teacher…What’s your Superpower?

Name: Anuradha Khattar

School: GGSSS No.1, Madipur, Delhi
I wanted to do something for the society, and what could have been better way than
teaching children. I love their company. Their innocence and curiosity inspire me to be a
teacher. I like to share my knowledge with them and in return learn a lot from the young
blooming buds.

Name: Ashish Dean

School: The Doon School, Dehradun
Teaching is not just imparting subject knowledge. It is an opportunity to inculcate true
values of a good citizen. It is a gift that you can use to change the lives of many and
create great personalities out of them.

Name: Chandan Singh Ghughtyal

School: The Doon School, Dehradun
I am proud to say that I have followed the noble profession of being a teacher. I think
of myself as a child and a teenager whilst being around my students. 24 years back I
was given many career options; however, ever since I was a child I have aspired to be a
teacher because of my elder brother, who inspired many and had a key role in moulding
the lives of many children and in turn mine. So I thought I should follow his footsteps
and be the cause of my student’s joy. I enjoy working with the young minds and that is
why I chose to be a teacher.
Name: Debahuti Das
School: The Heritage School, Kolkata
Teaching to me is learning. It is a profession which involves a cycle of learning,
unlearning and learning . It is a never-ending process. Change, as we know, is constant.
With the changing of our educational patterns and tools and with the advancement of
technology, if we do not keep abreast with new knowledge, we shall fall behind. Hence,
it is important that we continue to learn.

Name: Deepika
School: Straightway Hr. Sec. School, Nagaland
I have been in this profession for four years and I find joy in what I am doing. The
opportunity that I get to help the children learn and mould their future, it’s a rewarding
thing. Not just that but the sheer chaos of the classroom, the noise, mess, laughter,
excitement and more. I also get to meet colleagues with a passion equal to mine.
Teaching has become a part of my life.

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I’m a Teacher…What’s your Superpower?

Name: D Satya Sri

School: Dr KKR GOWTHAM SCHOOL, Gudivada
I used to teach my friends during my school years and enjoyed doing it. I got passionate
about teaching from then onwards.

Name: GS Srinivasa Rao

School: THE BRILLIANTS E.M. HIGH SCHOOL, Vijaywada
I feel proud to be a teacher as I can contribute to building a knowledgeable nation.

Name: Jyotsna Srivastava

School: Modern School, Barakhamba Road, Delhi
Growing up without a mother, in a family of artists and professionals, I learnt that apart
from parents, it’s a teacher who is responsible for shaping up the entire personality and
character of a child. A teacher gives us lessons for life and for all the times & situations
to come. My father, Late Shri Faqir Chand Mathur, taught me to be strong, independent,
hard-working and yet humble & grounded. I wanted to reciprocate his teachings, and
becoming a teacher has given me an opportunity to do the same.

Name : Naghma Shaikh

School: JBCN International, Borivali, Mumbai
Teaching to me is a calling. It is a lifelong opportunity to inculcate a sense of ethics in
young minds, ignite in them a love of the motherland and instill the virtues of respect,
tolerance and acceptance of diversity.

Name: Neena Tripathy

School: Saupin’s School, Mohali
My own teachers, who taught me with passion, compassion love and dedication,
inspired me to teach. I just wanted to teach like them so that I could help and inspire
children to achieve greater heights. I continue to be in touch with my students. I learnt
a lot from them. I salute my teachers for whatever I am.

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I’m a Teacher…What’s your Superpower?

Name: Sabiha Umer

School: St Peter’s School Mazgaon, Mumbai
To inspire, to nurture, to motivate the children to tap their inborn resources and widen
their horizons. Learning is a life-long process and we guide them to think in a straight
line. We facilitate in developing their life-skills.

Name: SK Karimunnisa
School: Montessori English medium school, GUDIVADA
Teaching is my passion. Teaching is really about inspiration not information. A teacher is
a pillar of the nation who brings out creativity in their students. This the only profession
where you can learn new things every day.

Name: Syed Sabiha Sultana

School: Dr KKR Gowtham School, GUDIVADA
As a teacher I’ve embarked on a fantastic itinerary being with the students. Their
ignorance, innocence, curiosity, and love inspire me to be a teacher till I die. I am
thankful to my students for the happiness I’ve had during my career, because without
them I wouldn’t have explored myself.

Name: TJ Devi Padma

School: Bharatiya Vidya bhavan’s Residential Public school
When I was an eight-year-old child, I used to take the role of a teacher in the Teacher-
Student Game played with my brother, just trying to imitate my teachers. It was by
chance I became a teacher but the love, affection and concern displayed by my
students towards me has made me a responsible person. This accountability has
sharpened my competency as a teacher.

Name: Ritu Chaudhry

School: Gopi Birla Memorial School, Mumbai
Am fond of kids and feel truly blessed that I’ve the opportunity to inspire, nurture and
shape growing minds every single day. Making a positive impact in their lives by bringing
the world into the classroom with real-life experiences, anecdotes and storytelling is
very satisfying and fulfilling.

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How to Build Calm, Confident Children
by Sonal Sachdev Patel (Co-Author of GITA – Battle of the Worlds)

If someone were to ask me the most valuable tool I

have learned in my life – it would be the practise of
mediation and the associated tools that I have learned
alongside it. The main one being the art of introspection
and self-examination.
We teach our children all the academics we feel are
relevant to our world. However, many of the challenges
they face in life are nothing to do with these kinds
of studies. How to solve equations? Check. How to
conduct an experiment? Check. How to deal with
frustration from being excluded by my friends? How to
handle the pressure I feel from my upcoming exams?
Hmm – not so sure.
Arming our children with the tools to deal with such
trials is crucial to their development and ultimately
their happiness. Children – and adults are navigating
unchartered territories. Our modern classrooms in our
modern world are fast paced – driven by technology
and the advance of social media. Source: GITA - The Battle of the Worlds

Teachers are left to guide in this area too. In my tour of schools, I have been impressed at the ideas and
exercises that teachers have implemented of their own accord – whether it be random acts of kindness
charts, times for self-reflection and meditation or discussions about bullying. One teacher explained that
she works to identify bullies before their behaviour manifests – as they are usually the recipients of their
own trauma which in turn needs careful attention and support.
There are myriad examples around us, even in our ancient texts, for example, the Gita contains messages
which if presented in a way that a child can relate to would help them overcome many of their fears or
concerns. However, the ancient texts are not the starting point of where children, or even most adults
think to turn when they are facing a challenge in life. When I asked children in schools if they thought the
Gita was relevant to them, I was met with a resounding “No”. However, when I asked if they faced stress, or
upset due to exams, or friendships– and if they knew how to deal with this stress - their faces nodded in
unambiguous agreement. They were keen to know more.
Methods of meditation and introspection can be so valuable to our children. Learning to turn inward can
be helpful in supporting positive mental health. It is often the teacher that is the channel through which
this understanding can flow. The teacher can serve as a role model, a friend, a life changer, and the values
that the children imbibe at this age stay with them for their whole life.

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Tenets for Successful Behaviour Management
by Sunita Pourush (Child Psychologist)

Sustainability begins with teachers.
In order to make children good and productive human
beings, we need a teacher who has extra understanding,
patience, love and many more other qualities. I think
that children deserve to be respected and cherished for
who they are, yet corrected in a way that will help them
to understand the consequences of their choices. Before
we talk about some common classroom management
problems teachers tend to face and solutions to how to
deal with them, we need to understand what challenging
behaviour or problem behaviour means and the reasons
for it.
Challenging behaviour is any repeated pattern of
behaviour, or perception of behaviour, that interferes
with or is at risk of interfering with optimal learning or
engagement in pro-social interactions with peers and
adults. It may be used to communicate a message a)
when a child does not have language; b) when a child
has limited social skills, i.e. as a substitute to language;
and c) when a child realizes that such behaviour will
result in meeting his or her needs as in it “it works” for
them..
Challenging behaviour results in the child gaining
access to something (i.e. obtain) or avoiding something
(i.e. escape), etc.
According to Weber (1977), “Classroom/Behaviour
management is the set of activities by which the
teacher promotes appropriate student behaviour and
eliminates inappropriate student behaviour, develops
good interpersonal relationships and a positive socio-
emotional climate in the classroom, and establishes
and maintains an effective and productive classroom
organization.” In other words, “Classroom management
embraces all actions teachers take to maintain a smooth,
focussed flow of activity for nurturing learners’ academic
and personal development.”
There are some basic principles that can be used to
manage classroom and behaviour of the students.

BASIC PRINCIPLES
• Set some ground rules right at the start. Note
• Avoid power conflicts / put downs. • Losing a privilege – The
• Use private correction - isolates the misbehaving student. student understands the
• Seek out the causes of the misbehaviour to prevent recurrence.
importance when he
• Learn to distinguish between minor and major problems.
or she has to give away
• Respond to each situation in a fair and consistent manner.
something valuable to them
• Reinforce productive behaviour – use verbal praise, incentives, etc.
as a consequence of wrong
• Use nonverbal signals to show disapproval – gestures, eye
movements, facial expressions. behaviour.
• Use proximity control – move toward & stand near while continuing • Involving parents – It is
to teach. important to document
• Use learner’s name in context of lesson.
(date, time, behaviours)
• Redirecting a learner’s attention.
all misbehaviours. Involve
• Have learners take personal action – Count to ten, put head down,
go to a time-out spot, etc.
parents, where necessary.
• Take time for a quiet word (no public shaming). • Helping the child – The
• Provide a rule reminder. whole idea is to correct the
• Remove the learner from the situation or time-out. student’s behaviour. Post
• Respond with clarity & firmness. class rules and reiterate often.
• Talk to parents/Ask parents for help. Have a plan in place to help
the student.

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If we follow these rules, any behaviour can be • others how the teacher “lost it.” They feel powerful
managed well. Here are some instances of common- to know that they were the ones who caused it. Be
occurring problem behaviours in the classroom and careful; do not give them the pleasure. Stay calm,
how to manage them: cool, and collected.
• Lack of attention: Attention is required to learn • Students who are disrespectful: Treat students with
anything. Child can’t seem to follow directions or pay respect and firmness. Always remember you are the
attention and you may find it quite annoying. If they adult and they are the student. You must also show
are not paying attention, there is usually a reason why them respect if you want to receive it in return.
and that you need to find out. Change your teaching
method or lesson plan. Ask them questions about • Students who won’t talk: There are students who
what you have just said, get them involved and have just won’t talk and their only answer is silence. Use
them participate in an exercise or activity. pair work with them. Pair them up with someone
else. They will feel less pressure. Start a sentence and
• Students talk too much or out of their seats: Just have them finish it. Try role plays with them.
stand in front of the class and simple stare at the
class. One of the students gets the hint. Then you will • Students who are bored or not motivated: Usually
hear, “Shhh, shhh, shhh!” all over the room. Then start that means they are not interested in what you are
or resume your work. doing. It also could be how you are doing it. Add
more activities and games to your classes. Choose
• Students who use inappropriate or abusive topics that they are interested in.
language: If students are using disrespectful
language in class, you need rules in place and you • Students who are tensed/anxious/stressed:
need to issue a repercussion when this happens. Try to have more fun. Joke, play and make your
classes more active. Start your class with some deep
• A disruptive class or student: Don’t raise your voice breathing or relaxation exercises. Talk to them. Make
or yell at them. They love it. It gives them a chance to the lesson more interesting and easy by associating
raise their voice and argue back. They enjoy telling it with their day to day life.

Remember
• Lasting change takes time.
• Behaviour is a symptom of a larger issue.
• Reacting to a problem generally escalates the
problem, while being proactive usually helps to
de-escalate or avoid the problem in the first place.
• Consistency is the key!
• If students are engaged, they are not causing
trouble.
• You can win the battle but lose the war. Choose your
battles wisely.
• Parents can be allies or enemies. Assigning blame is
ineffective.
• Children need structure.
• Students rise or fall according to our expectations.
• If you fail to plan, you plan to fail.
• Do unto others, as you would have them
do unto you.
• We all make mistakes.

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Engage Students in Fun Ways of Learning

As educators we need to break the monotony of instructions and engage students in fun tasks with
built-in learning. An example is given below where students are sensitised to the environment in a play-
way method.

GAME
This game is played like Snakes and Ladders. Take a dice and roll it. Whoever gets 6, starts first.
The players move forward as they roll the dice. The player that reaches 100 first, is the winner.
This whole week you
ate fast food

100 99 98 97 96 95 94 93 92 91

81 82 83 84 85 86 87 88 89 90
You sorted and
threw garbage in

80 respective bins

79 78 77 76 75 74 73 72 71
You forgot to carry
You volunteered You burst
your cloth shopping
to clean your crackers during
65
bag and took plastic
room a festival bags instead

61 62 63 64 66 67 68 69 70
You use energy-
saving bulbs in
your room

60 59 58 57 56 55 54 53 52 51
You kept the water
running while
brushing your teeth

41 42 43 44 45 46 47 48 49 50
You forgot to switch
off the light when

35 34 you left the room

40 39 38 37 36 33 32 31
You do not take
the car to school,
you walk

21 22 23 24 25 26 27 28 29 30
You littered
the park

20 19 18 17 16 15 14 13 12 11
You planted a tree You closed the
on your birthday
tap after use

1 2 3 4 5 6 7 8 9 10

Excursions–5

Source: Excursions Book 5

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Spotlight

Collins appreciates all the schools that engage in various activities throughout the year to promote all-
rounded development of their students. The aim here is to develop students character and strengthening
their people skills including their teamwork and communication skills. To this end, teachers are also trained
so that they can implement these initiatives effectively in and out the school premises.

#CollinsScrabbleforSchools
workshop for 200
students in Delhi

English Language
Teaching Workshop in
Jamshedpur for
100 teachers

Teacher’s Day Celebrations

@Toddler Bay School,
Bengaluru

ELT Teaching
Methodologies
Workshop in Kolkata
for 100 teachers

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 Collins Broadcast is a quarterly newsletter. You can share your thoughts/ contribute to the newsletter by
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