Thursday, August 19, 2010

Our Environment

OUR ENVIRONMENT
Darvesh Karim, Faculty, PDCN Gilgit.
We are blessed with some of the nature’s gifts on which our life is dependent. It includes air, water, land etc and they are very obligatory for our life and are serving the human beings to improve the quality of life. The collection of these natural resources is called the Environment.


Environment is the keyword in the modern world. It is now threatened by various issues like pollution, deforestation, extinction of rare species, depletion of ozone layer and destruction of natural habitat. Human beings are a part of nature so the changes in the natural environment have direct effect on their lives and society at large.

In the age of globalization, media have caught buzzword, the environment, to be the most immediate concern of humanity across the globe. Various non-governmental organizations are active to disseminate information and awareness among the masses regarding the preservation of their own environment. Such agencies like the World Wide Fund for Nature (WWF) and International Union for Conservation of Nature (IUCN) have undertaken a lot of projects to save our environment from further degradation. The Human beings of this modern era have faced multiple problems like pollution, deforestation, extinction of species and drought. These problems are directly caused by the disturbance of natural environment with the advancement of technology. The abuses of this technology has caused serious problems to the whole Earth like emission of poisonous gases, thinning of ozone layer, destruction of marine life and most of all the arm-race and nuclear explosions. When this nuclear energy is used for political purposes with evil desires like to launch missile to detonate atomic device and to prepare a nuclear bomb then the survival of the human beings in future cannot be guaranteed. As a result of the misuse of this technology and scientific inventions the environment has been the most affected area because the air is the common heritage of all the humanity. It can’t be confined to a particular state, region or continent and the radiation of the nuclear explosions in one country can affect the whole world. The disadvantaged groups of this atomic age are the citizens of the backward societies who are left with no care to protect themselves from the misdeeds of the developed world.

I believe that the problem of the environmental degradation can’t be understood in isolation from economic and political problems. It demands huge cost to protect our environment from the bad effects of the nuclearisation of the developed world. We are politically dependent on the major powers of the world and we can’t compel them to abstain from their destructive activities. The only thing we can do is to raise awareness among our people regarding the significance of a clean environment. I really appreciate the efforts of all NGOs specifically Karakoram Area Development Organization - KADO-  to undertake the challenging task to sepread awareness of the ecology among the people of Hunza and elsewhere in Gilgit-Baltistan.

Sunday, August 15, 2010

What is an Educational Portfolio?

EDUCATIONAL PORTFOLIO
(Darvesh Karim, Faculty, PDCN Gilgit)

Definition

A portfolio is a collection of various information about a teacher’s and students’ work like reflective writing, lesson plans, student assignments, teachers’ written descriptions, and formal evaluations by supervisors. Essentially, a portfolio is a collection of information about a teacher’s practices. [It] should be more than a miscellaneous collection of artifacts or extended accomplishments attained over an extended period (Wolf as cited in Retallick, 1996)

A portfolio serves as a collection or record of our professional background and experience. Items often found in a portfolio include a statement about the philosophy of education, curriculum vitae, examples of materials, activities, or lesson plans, video clips of our classroom teaching, samples of student, peer, or administrative evaluations of our teaching, and so on. According to Dietz (1993), the professional development portfolio is an envelope of the mind, a collection of essential questions, artifacts, and evidences that represent growth, continuous learning, and the current level of performance and interests of the learner. A portfolio is a compilation of evidence, which demonstrate the acquisition, development, and exercise of knowledge and skills in relation to any work place (Retallick & Groundwater-Smith, 1996).

Proposed Components of Portfolio Expected Outcomes.

1. Reflective journal. • Reflective Professional Teachers.

• Identification of teacher’s weaknesses and strengths.

2. Students progress record

3. Formative assessment record. • Students progress (weaknesses and strengths)

• Pedagogical change/modification.

• Child centered teaching.

4. Lesson plans record. • Learning to Teach.

5. Parents’ interaction record. • Healthy relationship with parents.

• Solutions of Behavioral problems/emotional/academics/modification.

6. Co-curricular reports. • Future planning. Involvement of students

7. Trainings and Workshops record.

8. Practical application and challenges faces. • Reference

• Self Evaluation.



Purpose of Portfolio

The purpose of a portfolio is to encourage teachers to conduct on-going self-evaluation and reflection, and to provide them information about self-improvement and professional development in future. Portfolios also help teachers to conduct meaningful peer evaluation, and can help a school’s principal function as an education partner with teachers, not just as a judge or critic of their practice (Wolf, 1996). Furthermore the purpose of maintaining a professional portfolio is;

1. To allow teachers to document actions as strategic planners.

2. To allow participants to take a reflective stance and reset goals for their future professional development.

3. To enable participants to examine the impact of their professional growth on the overall institutional development and growth.

4. To generate collegial support and sharing attitude among teachers.

5. To help participants to see continuous professional growth and development.

6. To provide a sense of affiliation and a vehicle for collaborative work. (Xu, 2003)

7. To provide a sense of purpose and to energize teachers at different levels of their practices.

References

Elbaz, F. (1983). Teacher thinking: Study of practical knowledge. London: Croom Helm.

Shulman, L. S. Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14

Wolf, K. (1996). Developing an effective teaching portfolio, Educational Leadership, 53(6), 34-37.

Three Idiots - Film Review

FILM REVIEW - THREE IDIOTS
Darvesh Karim, Faculty, PDCN Gilgit

Theme

The story of the film (3 Idiots, 2009) is really a unique one as 'Three Idiots' is a great combination of humor, love, emotions and knowledge. The performances by all the actors are worth acknowledging. On one hand Three Idiots has shown the circumstances faced by the engineering students and on the other side it has also tried to bring out the true meaning of friendship. The major theme of this movie revolves around a well-deserved strike on the existing education system of sub-continent in general and India in particular where rote-learning has become part of the educational life of every student. It is a lighthearted and entertaining journey of three friends as they try to figure themselves out and share unforgettable experiences. It is an Educational movie, which shows the actual face of existing education system.

Analysis

Life is all about listening to our heart and chasing the dreams. Three Idiots is not about the real idiots but it is about three engineering students who believe in 'I'll Do It On my Terms' and that's what the three characters achieve in life. That's the essence of 3 IDIOTS. Three idiots is an amazing movie, a worth watch for the whole family. It is entertaining, emotional, enlightening and has high youth appeal. Aamir Khan’s magic has worked again and 3 Idiots has become one of the finest films ever produced in India.

3 Idiots is definitely an overvalued good movie. The inherent message for the youth to peruse their passion instead of joining the rat race is also exemplary. The message for the students to give precedence to knowledge over marks and follow their passion is definitely admirable. The movie impresses and moves the viewer deeply at certain places. It’s a clean movie, with some good advices if we can pay attention to. The jokes are overall not vulgar, but a small percentage of them may be walking a thin line with the visuals. It’s a movie which does not require you to concentrate, but it does not do much to challenge your sense of logic either.

Two friends embark on a quest for a lost buddy. As they make their way through the dangerous landscape another journey begins: their inner journey through memory lane and the story of their friend - the irrepressible free-thinker, who, in his unique way, touched and changed their lives during their co-stay at engineering college hostel. It's a story of their hostel days that swings between Rancho's romance with the energetic Pia and his clash with and oppressive mentor Viru, and then one day, suddenly, Rancho vanishes... Who was he? Where did he come from? Why did he leave? The friend who influenced and inspired them to think creatively and independently, even as the traditionalist world called them three idiots. Where is the original idiot now? These were the questions of their quest and they were trying hard to solve these problems. The mystery is solved and a new journey begins. Just when you think that the story would be solved, a new story begins. Of course, the pace dips slightly in its second hour, especially during the delivery sequence of Mona, but the immediate sequence, when the baby boy is born and also the subsequent sequence between Boman and Aamir brings the film back on track.

Findings & Explanation

The plot touches upon applicable issues in the Indian education system which sometimes forces rote-learning, peer-competition, strict nature of professors, etc which are prevalent in engineering colleges of subcontinent today in India and Pakistan as well. The plot is light hearted, in that the viewer experiences emotions even through comic scenes and dramatic gestures like a strict professor finally breaking down, or after problems, folks meet with success – two of basic human feelings, which on a practical level, most of us empathize or rejoice with respectively. Personally I believe that this - two basic human feelings – comparison is the major finding of this movie. The movie can flatly be placed in the comic & educational genre, and is also presented in comical means – with a fellow student who mugs up a speech in Hindi, which Rancho and Farhan modify to teach Raju what consequences rote-learning has. Although the view may forget the lesson soon enough, the scene is very well delivered and leaves a lasting impression (especially with the choice of words).

The movie plot also discusses parents’ genuine aspirations for their children, and how while growing up, we feel torn apart between parents’ wants and our own. But the story also carefully depicts how they only seek our happiness and are willing to sacrifice theirs, as always. The movie does not have a colorful appeal, in that, the students are shown to be from modest backgrounds and are looking to have a good time in limited means. In short, in my personal observation, the story is not designed to give a specific message, but to shows students' life at Engineering College and what their interests are along with a quick glance of educational system in India.

References

Chopra, V.V. (Producer), Hirani, R. (Director). (2009). 3 Idiots [Hindi Film]. Mumbay: Vinod Chopra Productions.

Monday, August 9, 2010

Me and my teaching Career - Darvesh Karim

Me and My Teaching Career – Darvesh Karim


• B.A (Karachi University)

• B.Ed. (Allama Iqbal Open University)

• M. A (Political Science from Karachi University)

• M.Ed. (Aga Khan University –Institute for Educational Development in 2009 – Educational Leadership and Management)

• Computer Courses (Various Institutions)

• Three Cambridge IT Awards (Cambridge University through British Council Islamabad).

My educational journey as a teacher starts almost 13 years back in September 1997, when I had initiated a computer institution – High Mountains Computer Institute - HMCI – in Karimabad Hunza as a pioneer institute in the valley to impart modern technological skills and knowledge which I had gained in Karachi during my study, to the young generation of the area.

While managing the said computer institution, I got an offer from the management of Hasegawa Memorial Public School Karimabad Hunza in 1999 which is a well reputed English medium school, to join as a (computer) teacher. I accepted the offer and my initial appointment with the said school was as a teacher, then promoted and assigned administrative tasks as an admin officer along-with my casual teaching and finally positioned as Principal of the school. During this period (1999 – 2007), I endeavored to gain insights into the students' learning psychology from in-class and off-class communications with them so as to bring something new for each lesson and I gained much experience of school leadership and management.

However, the origin of my intense interest in education, an interest which has now evolved into an aspiration and a career in the field, happened during my undergraduate studies (B.Ed). A workshop facilitated by the two young graduates from AKU-IED changed my understanding of education and, together with it, the course of my life as well. Those graduate students were young, vigorous, and highly intelligent, demonstrating impressive teaching expertise. In particular, I was fascinated by their unique teaching methodology which they had flourished at AKU-IED. Through their teaching I came to realize that education should be dominated by advanced concepts, assisted by effective teaching strategies, both of which are vitally important for bringing out a greater social role from education. Education represented for me a field in which I can achieve more satisfying personal development. So, a strong inner desire and a question aroused in my mind at the time that will I be fortunate enough to get a chance to study in AKU-IED, so that I could be able to transform myself to a professional in education like these two young fellows?

With this inspiration and particularly the university’s powerful pedagogical resource, vibrant intellectual atmosphere and a comprehensive curriculum, (I had heard about) I was very much eager to get a chance of studying at AKU-IED. The year 2007 proven itself the luckiest year for me, when I was selected for the M.Ed course at AKU-IED and I assume it the fulfillment of my inner desires and the response to my earlier question which was eagerly aroused in my mind. My option for Educational Leadership and Management course was motivated by my strong interest in the application of modern teaching and leading methodologies and educational management institutions and especially the integration of information technology, in the field of education and in the nature of a series of revolutionary changes resulting thereof. My final thesis as an M.Ed. student is also on the same line which is exploring head and deputy head teachers’ attitude towards using computers in education.

Thursday, June 10, 2010

How did I join AKU-IED?

THE UNCERTAINITY

In central Hunza among the teachers, it use to be their utmost desire to become AKU-IED graduates and of course it was also my dream and ambition to gain professional training of management and teaching learning process from AKU-IED. Hence, with great hopes I appeared in admission test, then for an interview and delivered a demo lesson. Finally, I got the admission offer letter from The Aga Khan University Institute for Educational Development on June 08, 2007 saying that I become on their standard and criteria for admission. On my success and selection I thanked God-Almighty. I had plenty of time for the preparation and for the planning as I was asked to join the university in the first week of August 2007.


It was my understanding that successful candidates are financed by PDCN Gilgit and they have to just sign an agreement to serve the institute for a certain period after completion of the course. It was no problem for me as I assume PDCN is a reputed and excellent educational institution in Gilgit-Baltistan and joining this institution was of course an honor for me. So; on June 08, 2007 very happily I received my result and admission offer letter. How much I was delighted and cheerful, I cannot express my feeling of pleasure in words.

Now it was the time to receive the compliments and good wishes from my friends, family members and from all the community members in particular and from the whole villagers in general. I was feeling myself flying in the air, while receiving the wishes. At the other hand, I was also preparing to join AKU-IED. I was involved in different community and social activities, and it was the time to hand over the responsibilities. First of all I called the meeting of Karimabad Business Association, of which I was the Honorary General Secretary because of a small family business in Karimabad, and I informed the quorum about my selection and handed over all the responsibilities to an another member of the Association. The association arranged a farewell party.

I was the Vice Principal of Hasegawa Memorial Public School – a private English medium school – and according to the service rules of the institution, resigning employees should append their resignation one month earlier, so keeping that condition in mind I submitted my resignation in the last week of June. Principal and my school colleagues arranged a farewell party. Simply to say that day by day I was burning all my boats of survival in Hunza.

The final boat was my Convenorship of Aga Khan Conciliation and Arbitration Panel for Karimabad-Altit. I informed the regional board about the selection and handed over the required information and responsibilities. The panel colleagues also arranged a farewell party. So finally I burnt the last boat.

I was getting the praise and wishes from all around while I was also releasing myself from the responsibilities I was engaged in. Meanwhile I was anxiously waiting for the call from PDCN to sign the agreement bond which was getting late.

From June 08 to July 08 all these celebrations took place and I really enjoyed the days withy my family members and friends. Those days I use to smile even there is not a situation to smile. However, the tension was increasing within me day by day as I was not getting any response from PDCN Gilgit. Finally this period of joy got over and the situation become fade when there was a community based presentation session on July 8, 2007, which was to be presented by Dr. Mola Dad Shafa, Head PDCN Gilgit. After the gathering, I met Dr. Shafa and asked him that I am anxiously waiting for the call. Dr. Moladad Shafa stared at me and exclaimed that why I was waiting? I told him that as I have qualified the M.Ed. test and I am waiting for your call to sign the agreement bond. Dr. Moladad Shafa informed me that the private school candidates are supposed to be the self financed candidates and they directly approach AKU-IED with their tuition and hostel fees. PDCN does not financially support them and what else he was telling me I was now totally speechless and became absent minded. I was unable to hear his words and was just nodding my head without understanding, as all the burnt boats were appearing one by one in my mind.

I had already resigned from the services and enjoyed the farewell parties. I had no other choice than just getting out of my home town, but I was not hopeless yet because I believe in ‘Pevaste reh shajer say ummeed-e-bahar rakh’. I had the full month of July to explore the possibilities for getting admission in AKU-IED. So, I approached through email with request for educational scholarship to management of AKU-IED in Karachi and PDCN Gilgit. They were kind enough to approve my request and finally they agreed to sponsor my studies. My deep hearted gratitude goes to Dr. Sadruddin Pardhan, Director Outreach AKU-IED and Dr. Moladad Shafa, Head PDCN Gilgit for their support and guidance which enabled me to fulfill my utmost desire and dream to become AKU-IED graduate.

Parental Involvement in Education.

PARENTAL INVOLVMENT IN EDUCATION

(Dawn Islamabad, Sunday, July 11, 2010, p. 21)
Darvesh Karim, Faculty Member, AKU-IED-PDCN Gilgit.

There is a question which always arises in the minds of parents, teachers and the administration of schools that "Why there is a need for parents to be involved in school life as it is the child who attends the school, not the parents?"

It is well understood and researched that when we involve parents in education, children's learning positively relates to higher achievements. So, the more intensively parents are involved in their children's learning, the more beneficial are the achievements and their effects with a long-lasting impact. There are strong indications that the most effective forms of parent involvement are those which engage parents in working directly with their children on learning activities. Programs which directly involve parents with their children like observing and helping in reading, supporting at home works and tutoring them using materials and instructions provided by the teachers, show particularly impressive results.

Likewise, any activity which provides parents the opportunity to take part in decision making about school programs, is also called involvement. This may include being a school board member, a participant on a parent advisory committee or a local school improvement council, or an active member of the PTA- Parent Teacher Association. Areas/programs in which parents can help to make decisions include goal setting, development and implementation of program activities, assessment, personnel decisions, and fund allocations etc. However, the area of parental involvement in daily educational activities has been one of the most controversial issues. Some parents would like to play a more active role in this type of involvement, whereas most school administrators and teachers exhibit great reluctance to encourage parents to become partners in governance and they assume it an unnecessary interference and hindrance to the smooth functioning of schools. Therefore, it is very much critical to remove the misconceptions parent, school administration and teachers may have about one another’s motives, attitudes, intentions and abilities. So, it is important to create such an atmosphere that these stakeholders may sit together by keeping the students achievements on top priority in their views. It is important for schools to arrange conversation programs for parents all times. They need to be aware that they are not only being approached to communicate the weaknesses of their child and problems of the school, but for the fun and other aspects as well.

If the aforesaid form of parental involvement is accepted and initiated then it firstly may cause to the growth of parents' ability to serve as resources for the academic, social and psychological development of their children with the potential for long-lasting influence, as the direct involvement of parents with their children's learning positively relates to higher achievements and long lasting impact. Furthermore this form of parental involvement in education with their children directly and with schools may increase parents' own skills and confidence and sometimes enhancing their own education and upgrading their jobs, thus providing improved role models for their children. On the other hand this involvement may increase in parents serving as advocates and promoters for the schools, throughout the community and area.

To practically implement this form of parental involvement, initially schools have to repeatedly communicate the message to parents that their involvement and support makes a great deal of difference in their children's school performance, and that they absolutely need not to be highly educated or have large amounts of free time for their involvement. If this encouragement and involvement starts all the way from the time their children first enter school because parents use to be aware of child’s initial development, then it will have a long-lasting impact, because parents will be passing the information about the child to teachers, which will allow them to build on the attitude, skills and knowledge already attained.

Besides the encouragement, schools should manage programs to teach parents those activities such as modeling reading behavior and reading to their children, which will surely increase children's interest in learning. Likewise schools have to develop and initiate parent involvement programs, orientations and trainings for parents that include a focus on parent involvement in instruction - conducting learning activities with children in the home, assisting with homework, and monitoring and encouraging the learning activities of their children.

Secondly, it is a huge responsibility of schools to make special efforts to engage the parents of disadvantaged students, who standout to benefit the most from parent participation in their learning, but whose parents are often initially reluctant to become involved, but schools have to continuously emphasize that parents are partners of the school and that their involvement is needed and valued.

Concluding this paper I must say that the benefits of parental involvement in education are of many folds. Parental involvement is a combination of commitment, trust between the stakeholders and active participation on the part of parents while on the part of school welcoming behavior, assuming parents as school partners and to ready sharing and accepting parents' active participation and initiating parental awareness programs. This partnership will surely lead to a successful school in terms of improved students achievements and outcomes and improved institutional capacity, which use to be the major objective of establishing a school.

School Improvement

SCHOOL IMPROVEMENT


(A small case study by Darvesh Karim, Faculty, AKU-IED-PDCN, Gilgit)

It is very well said that school improvement is a “systematic, sustained effort aimed to change in learning conditions and other related internal conditions in one or more schools, with the ultimate aim of accomplishing educational goals more effectively” (Hillman & Stoll, 1994), and personally I believe that for effective accomplishment of this objective a gradual and a significant period of time is required. This reflective paper focuses on the same parameters to explore the school improvement through the perception of teachers of a government girls’ pilot school in Karachi, which was loaded with 1238 students of low socio-economic background and 54 teachers with a vision to develop students who will become curious, confident and responsible citizens of the world, capable of critical decision making. I tried to critically examine this school to analyze and link with their vision on the basis of my observations, artifacts/documents analysis, and semi-structured interviews with two teachers and principal to explore the existing state of school improvement and their perceptions. The discussion of this paper is based on two visits only. However, I feel that these two visits were insufficient to have a deeper understanding of the phenomenon which is of-course a huge area to discuss as schools are known the reflection of society (Leach, 2003). This paper outlines the state of the existing practices, procedures and perceptions of teachers according to school improvement and lastly tries to critically analyze and put forward some recommendations.

Quality education is every citizen’s right and its responsibility lies with the state therefore government sector is the largest provider of education in Pakistan. According to the general perception, normally government schools (mostly in rural areas), are nothing more than a room, chalkboard and a teacher, which can be termed as ‘something is better than nothing’. But according to my understanding this term should never be used when it comes to education. Perhaps under a political agenda some years back as a first step towards accomplishment of its vision of ‘quality education’, the provincial government had started pilot educational facilitation in every district of Karachi. The school I visited was also established as a pilot school, fully equipped with almost every facility required for a ‘good’ school in terms of its physical structure and facilities, like extended physical structure with two huge annexes/blocks with boundary walls all around, playing grounds and other facilities such as sufficient teaching staff, separate labs for home-economics, physics & computer, band facility, library, separate offices, staffroom, notice boards, special needs room, filter water, washrooms, furniture, gardens/lawn, ground-swings, canteen, girls guide room and art room.

With all this fully equipped structure and facilities, one should absolutely think that the school would be a successful school and its improvement should progress further. Of-course this would be the feelings of every reader, so the question arises here that what was the state of school improvement?

To explore the ground realities, I observed classes, assembly, staffroom; documents were analyzed and interviews were taken, which guided me to say that all these facilities were in proper use a ‘very long ago’, which become the part of school history to remember. Now, I felt and teachers also indicated that there is a lack of funding from government for maintenance and follow-up, so every facility and infrastructure is getting rotten by every single day passes.

Co-curricular activities and sporting events are not that much in practice, while very well written artifacts and honor boards were present showing success stories of past as they were updated up to 1995, which was now stopped for no reason. When enquired from Principal, she also felt the lacking and told us that because we are not getting additional grant for such activities, so we could not continue the practices. Every thing was concluding with the same excuse that we are not getting much grant from government.

School has many professionally trained teachers. When discussed with these teachers they showed that there is no motivation from the authorities and leadership. According to a teacher, “there is no praise and appreciation for a good work and no judgment for careless teachers, so our moral became down”. At that moment, I was reflecting on myself that, weather the trainings I usually get from different institutions, is just limited to get the praise from my authorities and those expertise will only be exercised, when I will be motivated by my leadership to utilize? During my observation I felt that, yes; the principal is not motivating teachers properly, but at the other hand, she has also given a free hand to practice and to take initiatives for teachers. I am sure, if these teachers initiate some new teaching strategies, principal would not be the hindering factor.

School campus was reasonably big and the support staff was very limited and it was according to principal and teachers due to non-provision of required staff from government authorities. So, they had an alternative solution for this purpose by involving students (late comers and class room punishments) to collect garbage and cleaning of classroom and school campus. According to teachers, students’ strength was very much high some years back, which has been decreased now and they were justifying it with increased number of private schools in the vicinity and blaming government that it is not providing much funds for modern facilities. However, I felt that may be this ‘punishment’ to students can be one of reasons of the decreased number of students’ enrollment.

Library and books were present, librarian ne-da-red , Science Labs, art room, home economic room were present but the respective attendants ne-da-red, and so these rooms never open. It was amazing for me that for cleaning purpose, teachers had created an alternate solution and even they had contributed to hire a lady for the preparation of tea during their break time, but for Library, labs and other facilities of school, no solution has been sorted out, but waiting for government to depute the required staff. This lacking can also be traced among the state of staff co-operation, as I found that there was lack of collaboration among teachers, although during the interview, teachers told me that there is a good collaboration, but while interviewing a teacher in staff room on a specific table, some other teachers entered and the teacher whom I was interviewing told me that we should move to another table, as this was ‘their’ table, which showed a face of balkanized culture (Stoll & Fink, 1996) among teachers. This type of collaboration is known as neither isolated nor work as a whole school. In this situation becoming on a focal point by all teachers as a team seems impossible.

Teaching and learning in school was observed as traditional teaching, very well known as ‘Talk, Chalk and Walk’ and encouraging and promoting rote memorization among students. There was no concept of group work and activity based teaching. The teachers were having an opinion that existing teaching strategies should be changed towards visual aids, classroom activities, and activity based teaching, but my mind was striking me again, that who would initiate these strategies; the government or the teachers on whom government has already spent lots of money to train them in prestigious institutions? Another problem identified by the teachers that what ever they do in their classes, they don’t get any feedback even from Head teacher as she use to observe classes but never gives feedback. According to these teachers good schools mean the school teachers with positive attitude while for bad schools they were in opinion those schools with teachers but no effective teaching.

Likewise, the school celebrations were limited to 14th Aug., 23 Mar., 6 Sep., and on asking why these days are celebrated, teachers responded that to give students knowledge about Pakistan and to create the sense of sacrifice (qurbani ka jazba)’ and to boost up the sense of love to their country (‘watan say mohabat’). On asking what other days should be celebrated, teachers told me that sports day, bait-bazi, share-o-shairi, literary debates etc. should be included in our celebration as co-curricular activities. But the question still remained un-answered, that who would initiate these activities and celebrations? While teachers were in on opinion that government should instruct us to do these things. I couldn’t figure out, that when government had instructed them to hire a lady as a personal maid and utilize students as cleaners of school!

When I asked teachers that what is good about this school and what are lacking and what are the things you would like to change? Teachers told me that school needs more facilities for students, sports are lacking, which should be increased, debates and co-curricular activities should be included. But to do all these according to the teachers there was no or less budget allocation from government. Teachers further blamed parents that they are not taking interest in their children education, which reminded me of the characteristics of a sinking school (Stoll & Fink, 1996). While, teachers told me that only few educated parents use to visit school, although school doesn’t have a proper and effective mechanism to interact with parents. I was amazed that to organize debates and other co-curricular activities what type of financial aid is required from government.

Teachers were confidently saying that our school is better than others as we are getting good board result every year and we prepare students well for board exam. School vision was displayed on the school entrance, however on asking the vision of school, teachers told me that our vision is to make students good citizens, and could be able to differentiate between good and bad.

I understand that there are continuous changes and reforms in education sector all around the world. One of the key elements in most of these reforms is the professional development of teachers. Societies are acknowledging that teachers are the most significant change agents. This role of teacher in educational reforms makes the field of teacher professional development a growing and challenging area. Definitely to bring change in teaching strategies, teachers need to be aware of the new ways of teaching. Even the best and brilliant teachers need professional knowledge to learn about teaching and learning strategies (Rizvi & Elliott, 2007). Currently this school is loaded with 12 professionally trained teachers (of-course a big human resource to motivate and effectively utilize their capacities), but there was no trend of in-school trainings, however out of school trainings for science teachers and others was existing through high ups of education department.

After having said initially that ‘schools are the reflection of society’, now it is the time for schools and responsibility of teachers to reflect back a different and positive image in society. School is a major source that will help to trigger change. This will occur only when teachers and learners are assisted in adopting classroom level initiatives that reflect new images based on positive approaches for school improvement. To bring improvement in this regard, I recommend the following strategies to change the existing state of school improvement;

1. According to my observation, every thing is available in school; the only object required is to re-shape the existing school facilities by willingness and active efforts to change (Fullan, 2001). Head teacher and every individual staff member is required to understand that traditional cultural response patterns are now not longer appropriate, they need to change. The culture of school has become dependent on government, which needs to be re-shaped with positive initiatives to create ownership of school by every stakeholder.

2. Strong leadership is required for development of shared vision and goals (Rosenholtz, 1989) through improving collegiality to create learning communities (Sergiovanni, 1998), so that a sense of ownership could be developed. Likewise, effective utilization of the capacities of existing trained staff and reforms are required to introduce instructional initiatives. This can be done through positive leadership by showing trust and empowering other staff members by distributing leadership (Gebhardt et al., 2003), which starts from willingness to share authority, the capacity to facilitate the work of staff, and the ability to participate without dominating (Gronn, 2003).

3. Since parents are a critical part of a learning community so their involvement is very much crucial. To involve parents in schooling activities, I suggest initiating volunteer programs involving parents for different activities or as a first step, parents can be asked to work with a child at home on reading and home work (Tinzmann et al. 1990).



REFERENCES

Gronn, P. (2003). The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform. London. Sage Publications.

Leithwood, K. (2004). What we know about successful leadership. The practicing Administrator, 4

Libereman, A. (1988). Building a professional culture in schools. New York. Teachers College Press.

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UNDERSTANDING CHILDREN RIGHTS

    UNDERSTANDING CHILDREN RIGHTS, OUR RESPONSOBILITIES AS ADULTS, & CHILDREN RESPONSIBILITIES,     LEARNING ENVIRONMENTS ...