Ind eng-211-ppt
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1) A group of five students from Vidyaa Vikas Matric HR Sec School in Tiruchengode, India visited the Elim Rehabilitation Centre for the Mentally Challenged to bring awareness about the challenges faced by mentally disabled people. 2) At the centre, the students interacted with the children, sang songs, danced and had snacks with them. They were surprised by the children's smiles and enthusiasm but also their difficulties with basic tasks. 3) The students learned that the centre provides education and support to the children, but requires more funding and assistance. They shared their experience with other students and teachers at their school to spread awareness and garner support for the centre.
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Ind eng-476-ppt
The team conducted a workshop in an underprivileged community in Pune to raise awareness about English medium learning. During the workshop, they taught English and math to around 45 children ages 6-12. The students were engaged and eager to learn. Both the team and students found the experience rewarding and believed it could help the children develop confidence and opportunities. Parents and community organizations supported the initiative as a way to help children's holistic development and build self-confidence.
[Challenge:Future] people who needs love
The document is about orphans living in an orphanage who lack love, care, and affection from family. While they have each other, visiting people provide happiness and entertainment. The orphans form close bonds and see each other as family. However, many have health problems and need proper food, clothing, and medical treatment. Money alone is not the solution - the orphans need love, care, and encouragement to survive and reach their full potential, as there may be future engineers, doctors or scientists among them. The document encourages visiting and giving love to support the orphans.
8 Newsletter Sept 2013
This document provides a summary of activities at The Summit Foundation in Cambodia from July to September 2013. It describes educational, sports, and cultural activities for children as well as humanitarian outreach events in local communities led by scholars and youth leaders. These included cleaning at a high school, distributing supplies at a primary school, and assisting an elderly woman who had lost all five of her children. The document also outlines staff development programs including English classes and leadership training.
Mad dfc red_poison
The document describes a Design For Change project carried out by children from Hyderabad to raise awareness about the problems of gutka consumption and cigarette smoking. Over the course of several meetings, the children brainstormed problems in their community, developed a play to educate others, and performed their play at a local school and at Golconda Fort, attracting audiences of 50-100 people. Despite challenges in coordinating their efforts and initial nerves about performing, the children successfully brought awareness to these issues in their community through their play.
IND-ENG-2014-045
The students organized a 5-day workshop and training session to boost the confidence of the school's attendant staff. The workshop covered basic literacy and numeracy, first aid training, health and hygiene, and a cultural performance. The vice principal praised the effort, saying it would increase the attendants' confidence. The students thanked everyone who supported their project to help the attendant staff through "Design for Change."
CFOCJan-Feb11Final
This document provides an interview summary with Elder Fred John about his experiences with drumming, cultural healing, and residential schools. It is presented in three parts:
1. Elder Fred John discusses how he got involved in drumming and cultural healing after feeling something was missing from his life. He teaches drumming and holds healing circles to help people reconnect with their culture.
2. Elder Fred John describes the types of counseling offered at his healing center, including working with families and helping people reconnect with their cultural identities. He discusses the impacts of residential schools and how reawakening culture can help address intergenerational trauma.
3. Elder Fred John shares more about his experiences in residential schools where he was punished for
Sunny Prep School
This document summarizes a project by the DFC Team of SPHS to help students at the Naba Prayas school for hearing and mentally impaired children. The team visited the school, learned about its financial struggles and the students' skills. They helped by organizing a sale of the students' products, musical activities, and fundraising to buy needed supplies like a grinder. The project benefited both the special needs students and the DFC team members, who grew in their understanding and commitment to helping the underprivileged.
TEENAGERS ENGLISH GUIDE PROJECT
Este proyecto es apreciado por el gran trabajo en equipo que se desarrolló, por su desarrollo en la gestión de los procesos de argumentación, valoración, observación y presentación. Es un proyecto hecho por todos los participantes del equipo asumiendo su rol como especialistas de las áreas que componían el contenido, cada uno agrego sus perspectivas coordinados por el objetivo principal y las estrategias establecidas.
Editor: William Pineda
Corrector de Estilo: Diego Santa
Diagramación: Sindy Aldana Arismendi
Gustavo Andrés sierra
Ilustración: Jevica Avellana
Beto
Fotografía: Sindy Niño
'Standby' Magazine article by Monique Verhoef
Article by Monique Verhoef about the Vihiga Children's Home, published in the Standby Magazine in Holland, 2012
19Anti‑Bias Education and Why It MattersThe Four Anti‑Bias
19Anti‑Bias Education and Why It Matters
The Four Anti‑Bias
Education Goals Are
for Adults Too
One of the great gifts of teaching is the ongoing
learning that it requires. Quality ABE relies on
teachers who embrace the four core goals as tools for
their own growth. Understanding who you are—and
how you came to be the person you now are—gives
you a deeper understanding of how children develop
and what shaped them. This is a lifelong process.
Teachers are on a continual journey of self‑discovery
as they work with children, families, and staff,
who sometimes reflect their own experiences and
sometimes challenge them.
ABE goals for teachers parallel the four core goals for
working with children:
Adult Goal 1, Identity: Increase your awareness
and understanding of your own individual and social
identity in its many facets (race, ethnicity, gender,
ability, sexual orientation, family structure, economic
class) and your own cultural contexts, both in your
childhood and currently.
Adult Goal 2, Diversity: Examine what you have
learned about differences, connection, and what you
enjoy or fear across all aspects of human diversity.
Adult Goal 3, Justice: Identify how you have been
advantaged or disadvantaged by the isms (ableism,
classism, heterosexism, racism, sexism) and the
stereotypes or prejudices you have absorbed about
yourself or others.
Adult Goal 4, Activism: Explore your ideas,
feelings, and experiences of social justice activism.
Open up dialogue with colleagues and families about
all these goals. Develop the courage and commitment
to model for young children that you stand for
fairness and to be an activist voice for children.
Stop & Think: Your Own
Expectations for ABE
What do you hope ABE could do
for the children you teach? For their
families? If your hopes are realized,
how will it benefit them?
What anxieties and concerns might
you have about doing ABE in your
particular setting or community?
Where could you find support for doing
ABE within or outside your program?
What seems most interesting and
inviting about becoming an anti-bias
teacher? Which anti-bias goal
interests you most right now?
• • •
You Have Already Begun
Whether you are an experienced teacher or a
beginning student, ABE offers the opportunity to
expand your understanding of how the social forces
of systemic oppression and biases shape children.
Deepening your knowledge of the dynamics of bias,
fear of differences, and institutional inequity in
the society at large and in your own life provides
insight into your role as an early childhood educator
in countering prejudice and discrimination. So too
does coming to fully understand the four core goals
of ABE as they apply to children and educators. This
is urgent work that calls on all the best hopes you
have for children, for the world, and for yourself.
It is work that matters. Keep reading and learning!
There’s more to come.
Evidence of connec ...
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A JOURNEY TO REMEMBER : When I met with students of SPECIAL SCHOOL!!!!!
A JOURNEY TO REMEMBER : When I met with students of SPECIAL SCHOOL!!!!!
19Anti‑Bias Education and Why It MattersThe Four Anti‑Bias
19Anti‑Bias Education and Why It MattersThe Four Anti‑Bias
More from Riverside School
Kids on the move - DFC USA Story
Fifth grade students at G Ross Elementary School in Lancaster, Pennsylvania created a project to address the lack of safe bike paths in their city. They went through a four step process of feeling the problem, imagining solutions, taking action, and sharing their project. The students met with city officials, created a petition and letter of support, and planned a Bike Rodeo community event to raise awareness of the need for designated bike paths. Their goal is to encourage the development of bike paths in a new urban parkway to promote exercise and bike safety for children in their community.
Help me go home DFC Singapore Story
This document summarizes a student project called "Project Help Me Go Home" carried out from August 9-15, 2010. The project involved raising awareness and funds to help patients with Vertigo-Associated Injuries (VAI) through activities like selling pins and holding a charity car wash. Volunteers said the project taught them about making a difference and helping those in need. The students worked as a team, learned about their community's needs, and gained real-world experience through challenging yet fulfilling work.
Help me go home - DFC Singapore Story
This document summarizes a student project called "Project Help Me Go Home" carried out from August 9-15, 2010. The project involved raising awareness and funds to help patients with Vertigo-Associated Injuries (VAI) through activities like selling pins and holding a charity car wash. Volunteers said the project taught them about making a difference and helping those in need. The students worked as a team, learned about their community's needs, and gained real-world experience through challenging yet fulfilling work.
The design for_change_krasnoyarsk
1. A small school in Siberia wanted to connect with the wider world but felt isolated due to its remote location.
2. The students came up with the idea to partner with a school in Britain to build international friendship and learn English in order to communicate globally.
3. Through initiatives like performing in song contests, writing letters to elderly homes, and online cultural exchanges, the students worked to make connections and help others while gaining confidence in themselves.
Let's make the world green
The students at School N1 in Birobidzhan, Russia worked to make their new school greener by planting flowers and plants with encouragement from their teachers. They grew window plants that made their classrooms nicer and the students from the 5th A form planted violets as gifts for their mothers.
Design for change access
The participants from Russia organized an anti-drug campaign to warn young people in their small town about the dangers of drug abuse. They prepared a lecture and created posters and leaflets with information obtained from the Red Cross. They presented their campaign in their school, where students listened attentively. They hope to prevent drug addiction among youth and are proud of their work addressing this important issue in their community.
Ind hin-008-youtube
This 3 minute YouTube video shows a man demonstrating how to tie a basic square knot. He explains that the square knot is useful for tying two ropes together of similar thickness. The man holds up two ropes and clearly shows how to tie the knot by first passing one rope over and then under the other rope, then repeating the process with the other rope to complete the square knot.
Ind hin-007-youtube
This 3 minute YouTube video shows a timelapse of construction of a large apartment building over the course of a year. Workers are seen excavating the site, pouring concrete and erecting steel beams to form the building's structure. Floors are then added one by one until the finished 14 story building is complete at the end of the timelapse.
Ind eng-860-youtube
This 3 minute YouTube video provides an overview of the key events in the life of Martin Luther King Jr., including his role as a leader in the American civil rights movement from the 1950s through the 1960s. It highlights Dr. King's advocacy for nonviolent protest and civil disobedience, as well as his most famous speeches including the "I Have a Dream" speech delivered at the 1963 March on Washington. The video concludes by noting Dr. King's assassination in 1968 and his legacy as one of the most influential leaders of the civil rights movement.
Ind eng-859-youtube
This 3 minute YouTube video provides a tutorial on how to tie a tie knot. It shows step-by-step instructions with illustrations and descriptions for making a basic four-in-hand knot, considered the easiest and most common tie knot. Viewers learn how to place the tie around the neck, pass the small end through the neck loop from front to back, and then cross and tighten the knot for a proper fit.
Ind eng-858-youtube
This 3 minute YouTube video provides a tutorial on how to make homemade pizza dough. It shows how to mix flour, yeast, salt, olive oil and water together to form the dough. The dough is then kneaded, shaped into balls, and allowed to rise before being topped and baked.
Ind eng-857-ppt
The children of Virinchipuram village took up the issue of cleaning the area around their learning center, Eureka Superkidz Centre, which was located in an unclean area with thorns, bushes and garbage. When their petition to the village panchayat did not receive a proper response, the children, with the help of their teacher, took the initiative to clean the area themselves. The document outlines the objectives of encouraging children's participation in community issues and debates, the issue the children addressed of cleaning around their learning center, and the action they took when the panchayat did not respond by cleaning the area themselves.
Ind eng-856-ppt
Children from AID INDIA Superkidz Centers in Vellore, Cuddaore, Kanchipuram, Krishnagiri, and Dharmapuri participated in cleaning up waste dumped near their school campus in Vempalli Village, Krishnagiri District. The children cleaned the area around the school, and insisted that people stop dumping waste there. As a result, the local community is now more mindful about not littering near the school.
Ind eng-855
Children from 66 AID INDIA Eureka Superkidz Centers participated in a Design for Change contest. In the village of Palavathimmanapalli in Krishnagiri District, children created awareness among parents about the importance of saving water by closing taps immediately after use to prevent wastage. As a result of the children's efforts, the villagers gradually started conserving water by following this instruction. The project was facilitated by AID INDIA.
Ind eng-854-ppt
The children of Manjakollai village in Cuddalore District participated in cleaning the local water canal. The canal was a secondary source of water for the village but had become polluted with weeds and plants, limiting its usage. When the village council did not adequately address their petition, the children took matters into their own hands and cleared the weeds and plants from the canal to improve water access for the community.
Ind eng-853-ppt
Children from AID INDIA centers in Krishnagiri District participated in a design contest to solve the problem of lack of electricity at the SHG building in Imadinayakanapalli village. The children petitioned the local panchayat about the issue since it was difficult for them to study at night. A team of 5 children - Nandhini, Lalithkumar, Bavani, Sathish and Kasthuri - worked with AID India representative Nagaraj and volunteer Poolakshmi on a solution to bring electricity to the building.
Ind eng-852-ppt
Children from villages in Vellore, Cuddaore, Kanchipuram, Krishnagiri, and Dharmapuri districts identified issues their villages faced due to a lack of proper street lighting. They determined which streets needed lights most urgently based on traffic. The children then prepared a petition signed by village members requesting the installation of new street lights, which they submitted to their local village council.
More from Riverside School (20)
Ind eng-211-ppt
- 1. VIDYAA VIKAS MATRIC HR SEC SCHOOL TIRUCHENGODE
- 2. DESIGN FOR CHANGE SCHOOL CONTEST-2010
- 3. SMILE PLEASE
- 4. Feel: The most pitiable creature of mankind is the person who is mentally challenged . Even animals and birds know what they need and they follow a way to attain their requirements . Born as human beings, these people are unaware of what they know, do or need or how to get them. We decided to bring about an awareness about these people among the students of our age group and to open the doors of their minds so they may help these helpless people in future.
- 6. Imagine: Getting set of the goal, we five sat together and discussed what can be done to them. We decided to give an enjoyable time to them with our dances, songs and snacks. From our Teachers we came to know about Elim Rehabilitation Centre for the Mentally challenged in Andrapatti near Tiruchengode (Near our locality). We informed our school management about our plan and they accepted for it whole heartedly and agreed to help us. Our teachers talked to head of Elim institution. Miss. GUNA SEELI and got a day fixed for our visit on 15.09.10 to give our programme.
- 8. DO: We entered the world of innocence “ELIM REHABILITATION CENTRE “at about 9.30am. We were shocked to see the immature children behaving in a funny way. They seemed to be very much excited about our arrival and welcomed us with their never ending smiles. We went to them and asked their names. Some answered us as Gokul , Mangai, Santhosh, Mohan, and so on with diffcult in speaking and Understanding . They did so with the assistance of their tutors. Very few felt shy to talk to us.
- 10. DO: At about 10.30 am we started our programme. After the introudcing session we danced and sang attractive songs on a small stage. They were very happy and expressed their bliss by the way of loud laughs, claps and meaningless yellings Some of them joined us in dancing . We encouraged them and this encouragement induced them to dance well untiringly.
- 14. DO: Even we got tired they didn’t. They themselves performed a short programme for us. We were amazed to see their performance. After a short rest, we all sat together to have our snacks. We felt very bad to see the way they had the snacks with a great difficulty. By seeing this, we understood their hardships in performing their basic activities in life.
- 17. DO: Then they were taken to their respective classrooms. We entered a classroom where only 8 children. We were surprised to see them writing numbers, words( in Tamil) and identifying vegetables, animals, birds and fruits correctly.
- 21. DO: Then we enquired about the children to the head of the institution, Miss Guna Seeli who seemed to be very patient and affectionate to all. She answered to all our questions humbly and gave us many information about the history of the children, the institution, the aid or fund they are getting, the support from kind hearted people their various locality and also their requirements. We, on out pact, answered her that we would lend a helping hand whenever needed.
- 22. DO: Arriving at School, we talked about the institution and the children present to our principal and request him to arrange a L.C.D class to express our feelings. He did the same we spoke about the mentally retarded children to all the students of VI, VII and VIII . We showed them the videos and clipping taken there. Many felt tears in their eyes.
- 24. DO : Atlast, we conveyed the message which we planned to do. Our school mates are also now ready to help mentally retarded children in their life. Thus we achieved the goal and awareness about these pitiable people on the earth.