 Dr Mahendra Kumar Mishra
State Tribal Education Coordinator,
Orissa Primary Education Programme Authority
Department of ...
•About more than 60 % teachers in
tribal areas are non tribal
• They have a different view about
tribal people and culture...
 Teachers attach their own cultural values
and attitude in the classroom
 Teachers are dominant and students
and parents...
 Mismatch of values, culture and language
 Gap and invisible conflict in the mind of the
teachers and the children
 Tea...
 We have to understand the school type
and classroom situation as a teacher
 Let us see the situation..
A child centered classroom is successful
when
 a child speak and understand in her
mother tongue, since the child see her...
 Space for children’s creativity through
learning activities
 Learning is interesting and meaningful,
 connected with t...
 Scope for learning from the environment
and culture
 Most important for the child is language
of thought and language o...
 Does the state curriculum and text
books responsive to the educational
needs of tribal children?
 Does the teacher trai...
If I don’t know the language of the children,
 Am I really competent enough to teach them?
 Why the tribal children are ...
 Attitude of teachers on tribal children:
 Tribal children lack intelligence
 Tribal language is inferior to the state
...
Do the teachers have training on importance
of mother tongue in early primary classes?
Do the teachers have training on ac...
 We have to be responsible for the
children irrespective of tribal and non tribal
 we have to rethink on our established...
GP : RALEGUDA GP; Malkangiri
Block
102 CHINTANDOLI NPS 50 17 67 50 17 100 100 100.00
103 DHULIPUT PS 63 35 98 63 35 100 10...
PODAGHAT GP
Khairput Block
Malkangiri
BALIGUDA NPS 37 32 69 37 32 100.00 100.00 100.00
BANKTIGUDA NPS 22 15 37 22 15 100.0...
 Knowing the strength of tribal society,
culture and language
 Knowing the traditional knowledge system
 Knowing how th...
 Content: Syllabus: NCF( 2005)
 Culturally appropriate curriculum
 Mother tongue as medium of instruction
 Method: Act...
 Specific methodologies for language
training
 Discovering learning methods from the
tribal communities( counting system...
 That starts from tribal culture; connected to life
experience
 Strengthening self esteem
 expanding the existing knowl...
 Quality tribal education involves
competent and qualified teachers who are:
 Familiar with tribal culture and language ...
 Using and creating responsive and
experiential teaching methods and
learning materials in cooperation and
consultation w...
Open to continuous assessment of their work and
teaching practices trained in teacher training
programmes and facilities o...
Thank you
 Why Rupantar ( Transformation)
 Concept:
Attitudinal Training makes the teachers
sensitive to issue concurring the
psyc...
 Indirect attempt to discover the inherent
values, beliefs, practices, assumptions, biases
and prejudices with a view to ...
 Change in attitude.
 Moving beyond the boundaries of the
textbook and understanding the child.
 Linking the background...
 1. Identification and sensitization of
teachers on attitudinal issues and to develop
training strategies ans training sk...
 1. Identify the current social bias, which
stands against tribal education and its
reflection in the textbook and transa...
 1. To acknowledge that it is not the
tribal child, rather the school and the
class room transactions, which create
probl...
 1. Identify strategies to link the
language resources of tribal children with
the medium of instruction at school and to...
 1. To make use of tribal folklore in the
learning process to make the classroom
contextual (in language, EVS and
mathema...
 1. To remove the ethnic stereotypes
beliefs and attitude embedded among the
teachers regarding tribal children, language...
 1. Listing out the attitudes which have
serious implications on transactional
strategies adopted by these teachers and
w...
 1. To develop the planning skills for
conducting attitudinal training programme
among the TRG
 To gather knowledge duri...
 Initial Attitudinal Assessment on language,
mathematics, tribal children, tribal society
 consolidation of the assessme...
 This is a four day Training programme:
 Day I: understanding tribal children from
tribal context( likes and dislikes,da...
 knowing the teachers Quality
 : Remember your childhood and state any one
characteristic/ incident for which you still
...
 Out Come: Teacher sensitization.
 - Self-recognition of a good teacher.
 -Self-assessment by individual teachers.
 De...
 Understanding Local Knowledge
 learning of language from social context and
l;earning of language in classroom context:...
 Analyzing a tale, song, game, riddle and
discovering learning style
 Creating new knowledge from the culture for
classr...
 Problems of tribal girls: teacher/
community perception on girls education
 Role specification for girls in home/ schoo...
 Analyzing the social strength of tribal
society
 Group solidarity
 Having a land and a language
 Cultural expressions...
15046936 -teacher-training-in-tribal-areas-of-orissa-india-rupantar- (2) (1)
15046936 -teacher-training-in-tribal-areas-of-orissa-india-rupantar- (2) (1)
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15046936 -teacher-training-in-tribal-areas-of-orissa-india-rupantar- (2) (1)

  1. 1.  Dr Mahendra Kumar Mishra State Tribal Education Coordinator, Orissa Primary Education Programme Authority Department of School and Mass Education, Orissa
  2. 2. •About more than 60 % teachers in tribal areas are non tribal • They have a different view about tribal people and culture • Schools in tribal areas are dominated by the non tribal values
  3. 3.  Teachers attach their own cultural values and attitude in the classroom  Teachers are dominant and students and parents live in culture of silence  Many teachers have a little knowledge about tribal culture and language  With all these in mind teachers run the schools.
  4. 4.  Mismatch of values, culture and language  Gap and invisible conflict in the mind of the teachers and the children  Teachers superiority is established  Children’s wisdom is neglected  Learning is blocked  Poor retention, poor achievement  National goal is not achieved
  5. 5.  We have to understand the school type and classroom situation as a teacher  Let us see the situation..
  6. 6. A child centered classroom is successful when  a child speak and understand in her mother tongue, since the child see her world in her language,  experience of the child is reflected in the learning and teaching.
  7. 7.  Space for children’s creativity through learning activities  Learning is interesting and meaningful,  connected with the experience of the child, exploring  Children have the freedom to speak and interact with out fear and hesitation
  8. 8.  Scope for learning from the environment and culture  Most important for the child is language of thought and language of speech Two questions:  In which language does the child see her world and identify the objects, and express her feelings?  Is it similar or different from book language?
  9. 9.  Does the state curriculum and text books responsive to the educational needs of tribal children?  Does the teacher training module contain tribal education as the special focus? How many sessions is given for tribal education  Does it fulfill the training needs of tribal area teachers?  Can we put blame on the community if they are not responsive to the school?
  10. 10. If I don’t know the language of the children,  Am I really competent enough to teach them?  Why the tribal children are non responsive, in spite of my efforts?  Is my classroom suitable to meet the need of tribal children effective and responsive ?  Knowingly or unknowingly, do my behaviour and language hurts the children and discourage them to come to school?
  11. 11.  Attitude of teachers on tribal children:  Tribal children lack intelligence  Tribal language is inferior to the state language  Tribal girls are weak in mathematics  Tribal children are docile  Tribal children should not use their language in the classroom
  12. 12. Do the teachers have training on importance of mother tongue in early primary classes? Do the teachers have training on acquisition of second language skill? Do our teacher- training Institutes have adequate academic facilities to impart tribal education below the district level?
  13. 13.  We have to be responsible for the children irrespective of tribal and non tribal  we have to rethink on our established ideas and thoughts on tribal people and children and to change our mind set  We have to prepare for a school where tribal children can get better opportunity
  14. 14. GP : RALEGUDA GP; Malkangiri Block 102 CHINTANDOLI NPS 50 17 67 50 17 100 100 100.00 103 DHULIPUT PS 63 35 98 63 35 100 100 100.00 104 MONDAPALLI PS 55 12 67 55 12 100 100 100.00 105 NARIDIPALLI PUPS 33 29 62 33 29 100 100 100.00 106 SARKUBANDHA PUPS 38 27 65 38 27 100 100 100.00 107 SUAPALLI PS 44 32 76 44 32 100 100 100.00 108 SUNAMGOI NPS 24 17 41 24 17 100 100 100.00 TOTAL 307 169 476 307 169 100 100 100.00
  15. 15. PODAGHAT GP Khairput Block Malkangiri BALIGUDA NPS 37 32 69 37 32 100.00 100.00 100.00 BANKTIGUDA NPS 22 15 37 22 15 100.00 100.00 100.00 GOBARKUNDA PS 22 18 40 22 18 100.00 100.00 100.00 SIKHPALLI CLY PS 16 14 30 16 14 100.00 100.00 100.00 AMLABHATTA PS 30 18 48 29 18 96.67 100.00 97.92 TUNGABAHAL PS 27 21 48 27 20 100.00 95.24 97.92 SIKHPALLI PUPS 37 28 65 36 26 97.30 92.86 95.38 PODAGHAT SS 80 61 141 78 56 97.50 91.80 95.04 JAMUGUDA PS 19 26 45 18 21 94.74 80.77 86.67 PUSPALLI RS 119 10 5 224 97 83 81.51 79.05 80.36 KALAPALLI PUPS 44 62 106 32 50 72.73 80.65 77.36 PUSPALLI CLY PUPS 21 23 44 14 20 66.67 86.96 77.27 TOTAL 474 42 3 897 428 373 90.30 88.18 89.30
  16. 16.  Knowing the strength of tribal society, culture and language  Knowing the traditional knowledge system  Knowing how the local knowledge can be put in to the school curriculum  Creating new knowledge from the foundation of local knowledge  Process of learning of tribal people  Children’s folklore( oral tradition, games, dance, music, art and craft etc.)
  17. 17.  Content: Syllabus: NCF( 2005)  Culturally appropriate curriculum  Mother tongue as medium of instruction  Method: Activity based/experiential  Child Centered  Participatory
  18. 18.  Specific methodologies for language training  Discovering learning methods from the tribal communities( counting system, units of measures etc. language learning process)  Community process of learning( How do they learn?)  Learning from the elders ( process of story telling,specific learning style of singing and dancing, games, material culture)
  19. 19.  That starts from tribal culture; connected to life experience  Strengthening self esteem  expanding the existing knowledge and skill system of the community/ learners  Creating a community based pedagogy Practical use of knowledge  Devising an interactive and reflexive learning teaching process by the teachers
  20. 20.  Quality tribal education involves competent and qualified teachers who are:  Familiar with tribal culture and language as well as the state/ national culture and language  Respect to tribal values and concepts regarding education and who engage in an interactive process with tribal communities and teachers
  21. 21.  Using and creating responsive and experiential teaching methods and learning materials in cooperation and consultation with the tribal community  Trained in mother tongue education/ multilingual teaching methods and language training methodologies
  22. 22. Open to continuous assessment of their work and teaching practices trained in teacher training programmes and facilities organized in cooperation with tribal people’s organization( jati mahasabha) tribal teachers should take the initiative/leadership in tribal education with state support, so that community involvement will be effective. Linda King: 2005)
  23. 23. Thank you
  24. 24.  Why Rupantar ( Transformation)  Concept: Attitudinal Training makes the teachers sensitive to issue concurring the psychology of tribal children. Analyse and reflect on their emotions and actions, which could have affected children psychologically.
  25. 25.  Indirect attempt to discover the inherent values, beliefs, practices, assumptions, biases and prejudices with a view to change them.
  26. 26.  Change in attitude.  Moving beyond the boundaries of the textbook and understanding the child.  Linking the background of the child with the textbooks teaching methods, thereby leading to better teacher community interaction and teacher- pupil and community interaction. `
  27. 27.  1. Identification and sensitization of teachers on attitudinal issues and to develop training strategies ans training skill  2. To assess the attitude of teachers towards tribal children as learners and also as a cultural group. The attitude objects are language, culture, children, and parents, teaching methods.
  28. 28.  1. Identify the current social bias, which stands against tribal education and its reflection in the textbook and transactional strategies.  2. Examine the beliefs, assumptions and stereotypes of the teachers about tribal children and their culture and make them examine these beliefs and assumptions.
  29. 29.  1. To acknowledge that it is not the tribal child, rather the school and the class room transactions, which create problem in the growth of the tribal children and learning outcomes.  2. To make the teacher non- judgmental, less ethnocentric and dismissive.  3.(a) To tune the school and the teacher towards identifying the potentials of tribal children so as to know how the tribal children learn in their social atmosphere.  (b) To understand and make use of the tribal language, culture, and customs in the learning processes of the children.
  30. 30.  1. Identify strategies to link the language resources of tribal children with the medium of instruction at school and to know the process in which a child learns language.  2. Develop basic approaches towards language, arithmetic, EVS, using the knowledge base from the natural and cultural environment of tribal children.
  31. 31.  1. To make use of tribal folklore in the learning process to make the classroom contextual (in language, EVS and mathematic).  Identify the concepts, skills, information’s, attitudes required by the teachers to understand and make the school suitable to tribal children
  32. 32.  1. To remove the ethnic stereotypes beliefs and attitude embedded among the teachers regarding tribal children, language & culture.  2. Sensitizing the teachers on each of the attitudinal objects (language, children, culture & customs) and analyse the implications these have on teachers- pupil interaction.
  33. 33.  1. Listing out the attitudes which have serious implications on transactional strategies adopted by these teachers and working backwards on the beliefs.  2. To discover the hidden potentials of tribal knowledge, and link that up with the textual materials and evaluation system.
  34. 34.  1. To develop the planning skills for conducting attitudinal training programme among the TRG  To gather knowledge during the training on how to prepare the learning- teaching materials in tribal languages
  35. 35.  Initial Attitudinal Assessment on language, mathematics, tribal children, tribal society  consolidation of the assessment of individual teachers and discussion  Discovering the training group and accordingly devise training stretegies
  36. 36.  This is a four day Training programme:  Day I: understanding tribal children from tribal context( likes and dislikes,daily life of a tribal child)  Experience of the child in her environment which bear enormous learning potentialities  To know the learning style of Tribal Children in their socio- Cultural context.
  37. 37.  knowing the teachers Quality  : Remember your childhood and state any one characteristic/ incident for which you still remember your teacher?  Remember and state one incident with your teacher during primary school, which had hurt you most?
  38. 38.  Out Come: Teacher sensitization.  - Self-recognition of a good teacher.  -Self-assessment by individual teachers.  Developing introspection in teachers.
  39. 39.  Understanding Local Knowledge  learning of language from social context and l;earning of language in classroom context: gap and bridge  Oral tradition and children;s folklore ( songs, tales, myths, legends, traditional games, riddle, food preservation process,forest, agriculture, family and village, festivals, music etc)
  40. 40.  Analyzing a tale, song, game, riddle and discovering learning style  Creating new knowledge from the culture for classroom transaction  Learning how to prepare a lesson from the text drawn from the community ( tales, songs, pictures,etc)
  41. 41.  Problems of tribal girls: teacher/ community perception on girls education  Role specification for girls in home/ school  Attitude and behaviour of teachers on girls in classroom that affects the girls  Parental attitude on girls schooling
  42. 42.  Analyzing the social strength of tribal society  Group solidarity  Having a land and a language  Cultural expressions  Village as a large family  Shared understanding of life  Collective decision  Sustained efforts

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