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Why Use Internet Parental Control?

The Internet is home to millions of pages offering content and entertainment on almost every topic you can think of such as news sites, gardening sites and homework sites and even dating and social networking sites. However, the Internets great advantage is also its disadvantage: anyone with a computer can develop a web site, and the web pages that person or company makes available may not be something you want your child to be exposed to.

Parental Control Software can help in blocking that content by giving you a number of controls. These controls allow you to block websites, take screenshots and record chat sessions. No computer accessible by young children should be without Parental Control Software.

Can My Child Bypass Parental Controls?

As much as we want to protect our kids from all of the ugly content that is available on the Internet, parental control filters on a computer are just not going to cut it by themselves. Childrens curiosity, when peaked, can turn them into mini super sleuths. If they want to find something out, they will do whatever it takes to get it, whether that means going to another computer at a friends house, or getting the help of a friend to help bypass whatever settings you have on your computer.

Is there a way to derail these little masterminds?

Having a couple layers of protection will definitely help. Choose an Internet Service Provider that provides content filtering from their servers as well as have local protection on your computer at home. Also, if you have broadband Internet (high speed) try enabling logging on the router or DSL (Digital Subscriber Line) or cable modem, and password protect the modem. Then you can check where people are going to in the logs. Do not forget the power of Parent discipline -- it too can be just as effective.

Does Parental Control Software Block Everything?

No parental control system is perfect. It is equally important to educate your children about online safety and monitor what your child is viewing. Here are a few tips on helping to secure your Internet:

1. Sit down with your children and let them know what the limits are. Just like watching TV, set limits. For example, 1 hour of Internet time after supper and once homework is complete.
2. Ask your children if they know everyone in the contact list of their chat program. Ask them if they have been receiving emails from anyone they do not know. If they do have contacts that they are not familiar with, make sure those contacts get deleted, and even block them.
3. Relocate your home computer to an open area where it is in plain view of everyone.

Spying On Your Kids - Good or Bad?

It is always hard to determine how much privacy you should give your children when it comes to the Internet. Some would say that spying develops trust issues between children and parents. On the other hand, by being honest with your child and communicating with them about online risks and safety, you can help build a trust between you and your child.

Sit your children down and talk to them about your expectations of them using the Internet and everything that has to do with the Internet. Explain to them that you would like to have their usernames and passwords for email, web forums and anything else that requires login information. Let them know that this is not for watching their every move, but just so that you check every once in a while.

Set time limits on the computer. You can come up with a certain amount of time that you deem reasonable, and perhaps let them pick the time of day. If not, you can simply tell them what the time will be and go with that.

Finally, install a Parental Internet Monitoring program that will help you monitor what sites your children are visiting and what they are looking at. If you feel that there no real threat or problem right now, but you would like to have a monitoring program for safety purposes, then let your child know that.

If you do know or feel that your child is trying to hide something from you, then perhaps it would be best to install an invisible monitoring program that runs in the background. You might get better results when they do not know your watching.

ISPs and Parental Controls

There are so many Parental Control programs that it is hard to know which one will suit your needs. Before heading to the store to purchase your programs, check your Internet Service Provider to see if they offer any content filter first.

Here is an example of an ISP that does offer such a tool. Yahoo AT&T Internet offers Parental Control for the parent which includes:

1. Email—you can specify with whom they can exchange email while using their AT&T Yahoo! Mail accounts.
2. Instant messaging—you can restrict with whom they can exchange instant messages while using AT&T Yahoo! Messenger
3. Web filtering—you can restrict the types of web sites, as well as specific web sites, that your children can access

Yahoo also offer reports cards that provide you with the users activity as well as permission slips which allows the user to request permission to access certain websites or communication with other friends.

Be sure to read as much information as you can on what can and cannot be filtered to ensure your ISP is offering what you need. You may be lucky enough to make one less trip to the store this week!

What is Content Filtering?

Client Tip: Content filtering is the ability to block websites that you feel may contain offensive material such as images of sex, violence or strong language or hate speech. There is no effective filtering on the Internet itself, so people have to use content filtering software to mange this themselves. Internet Browsers have built-in functionality that allows you to set some restriction on what kind of content can be viewed, however this is not a fail-safe solution, only a little bit of help.

If you are using Microsoft Internet Explorer, you can use its Content Advisor to restrict access to websites that are:

A) on a list of acceptable sites that you create or
B) have rated themselves using a rating standard and which meet content criteria that are set by the user.

To switch on Content Advisor, open Internet Explorer, select Tools, then Internet Options, click on the Content tab and then click on Enable.

Some Internet Service Providers have content filtering options. Check with your provider. It is always good to have a backup solution to your Content Filtering package.

What Sites Should I Be Blocking?

You always want to be ahead of the game when it comes to blocking websites.
Do some searching on your own by searching in a search engine for innocent words that you would not think would pop up harmful information. Will you be surprised with the search results for "Barbie"? What happens when you search for the latest CD by the rock band, "Bare Naked Ladies"?

Once you have a list of websites you feel are not suitable for a youngster, use the website blocking software to block those sites from showing in your web browser. You can also use keywords to block certain web pages as well, however you have to be careful when using this method as you may end up blocking a lot of potentially legitimate and safe sites.

How Effective Are Internet Content Filters?

Internet content filters are not 100% effective in blocking unsuitable content from your children. You may find that certain filters will not block offensive content or that the filter will not allow you to access websites that you do want to visit. To help avoid this, many Internet content filters use a combination of White Lists, Black Lists and filters. As a result of using these lists:

1. White Lists are the most effective at blocking offensive material but are the most restrictive; and
2. Black Lists, when used with a content filter, are the most popular and they tend to block most of the unsuitable content while allowing access to most of the appropriate content.

Internet content filters combine all three methods to produce the most effective filter technique. As an example of this, you will be able to set up different profiles for different users in your house, and specify their different level of access.

Reviewing the Results

So now you have your software configured and ready to start recording information as it takes place on the computer. But what do you do with the information once it is recorded?

First and foremost, do not underestimate your childs curiosity. So many times parents have been so shocked to learn that their children are doing things they never they never would have imagined on the Internet. Take a look at the information and determine if there are in fact any issues that stand out and need to be addressed immediately. Porn blocking software, if configured properly, should yield results if adult sites have been viewed.

If you find that you have children who are viewing inappropriate material, sit down with them and let them know that you have been monitoring their computer usage for their own safety and the dangers that could come about by viewing such content on the Internet. Some consequences may be required based on the severity of the issue such as the removal of the computer for a period of time, or perhaps the disconnection of Internet. Be prepared for some angry children as some might see this as an invasion of privacy, but all parents would agree that an angry child is a safe child!

Always keep your Porn Blocking Software up-to-date with the latest software patches, version upgrades, or bug fixes as they become available. As the world of porn, viruses and spy ware evolve, so do the software packages that keep them out of your computer.

Should I Be Concerned With Content Filtering?

An adult living on their own or perhaps with another adult, but without children, may not have a need to restrict access to certain sites, or to block certain sites from popping up.

Public places that have Internet terminals such as libraries, hot-spots, schools, community colleges and other establishments that provide Internet access to the public, all have a responsibility to protect their users from browsing inappropriate content. Content filters should be set up for places such as these.

With the widespread availability of broadband Internet, it is all too easy for a child, student or employee to be tempted into viewing unsuitable content putting themselves at risk as well as the organization or person offering the service.

Blocking Websites - What Can I Use?

Client Tip: There are a couple of different options when it comes to blocking websites.

First, if you are using Internet Explorer as your browser, you can use its Content Browser. To do this click on Tools, then Internet Options. Now, click on the Content so that is the active tab. Here you will find a button that says "Enable". When you click this button you are brought to a new window with a new set of tabs. Click on the tab that says Approved Sites. Here you can supply websites and set the to "Always" viewable or "Never" viewable.

Another option is to use software that will allow you to block websites. This is basically done in the same fashion as the Content Advisor, by adding website address to the program and specifying whether or not they are allowed to be viewable.

Routers, which are networking devices, can also provide you with an option to block websites as well.

Taking a nonchalant approach to blocking websites these days if you have small families using the Internet is not a wise decision. There are far too many websites containing adult images and information that are accessible to anyone. If you feel you do not have the ability or knowledge to do this affectively then seek advice or help from someone who can.

Internet Service Providers and Internet Content Filtering

Software programs for filtering unwanted websites are readily available in stores and on the Internet. All have documentation that will assist you in the basic configuration of the software. Do not be discouraged however when the software does not block all content. Having more that one type of protection is always a good idea to help the fight against "non-family oriented" websites.

There are a number of "family-friendly" Internet service providers that offer numerous levels of filtered access for different age levels in the house. Be sure to check with your ISP to see if Internet Content Filtering is available to you!

If Internet Content Filtering is not available to you through your ISP, or you feel that you should have another option, Web Watcher has superior Internet Content Filtering functionality. Filter such things such as crime, hate groups, pornography, illegal drugs, promotion of non-medical drugs, on-line gambling and violence and enjoy your Internet experience.

How Do Filters Work?

There are 3 basic components to how Internet content filters work:

1. Black Lists - A black list is a list of websites that are commonly known to carry unsuitable content for public viewing. The filter will compare the website to the black list and if there is a match found, the website will be blocked and access will be restricted.
2. White Lists - These lists are the opposite of black lists. White lists contain addresses of websites that have no trace of unsuitable content.
3. Content Based Filters - These filters will search a webpage before it is present to the user. They will scan for keywords, phrases, and/or pictures with a large percentage of flesh colored photos. If the content found does not match the acceptable viewing level set by the filter, the user will be denied access to that webpage.

Content Filtering in Schools

As a parent you have a right to know what your kids are using the Internet for at school, and how the schools are monitoring their activity. Ask to speak to the computer lab teacher or even the principal to see if you can sit at one of the terminals when there are no classes being taught to see the websites kids can get to. Or perhaps you can get a copy of all of the school blocked sites. Ask to see a copy of the computer usage policy. If there is no policy or permission slip for parents to sign before their children access the computer, then there should be. School is supposed to be a safe place for kids to be. Let us make sure that it remains that way.

Are classrooms ready for laptops?

There was a time, when notebooks in a classroom meant a sheaf of paper in a hardbound cover. Now, imagine a classroom in which the teacher is wirelessly connected to students through their notebooks – the computer variety. No messy tangled wires here, thanks to wireless connectivity. The student is served interactive content controlled by the teacher. This content includes primary curriculum as well as other resources such as encyclopedias and dictionaries.

Students practise their learning through tests, ensuring that they not only learn but also improve their scores and performance. The students are wired in a controlled environment with limited access to sites they can visit. The teacher controls the entire user experience.

Imagine again. The same computer network also performs mundane tasks such as attendance monitoring, preparation for lessons, and executing class tests, and providing feedback on students to administrators and parents. The network also empowers parents by enabling them to keep a close tab on their children by accessing feedback from teachers, helping them to coach their children in better ways.

Now, stop imagining. The good news is that such projects have already been launched in India. It has already been working in countries like Nigeria and Brazil.

Some of the biggest names in technology are behind the main project. Microchip makers AMD and Intel, software giant Microsoft, and HCL are among the backers of the idea of taking notebook computers, long considered the symbol of the yuppie executive, to schools.

Under the World Ahead Program, companies like Intel are looking at the huge rural Indian market of 6,50,000 villages. The chip maker’s Classmate PC, launched last month, fits into this big picture. Classmate PC has already run the pilots in India with sixth standard students at the Delhi Public School at Vasundhara in Ghaziabad. Intel also recently ran a pilot with the Navodaya Vidyalaya Samiti (NVS) and initiated another pilot in which it has seeded Classmate PCs for fourth standard students at the Padma Sheshadri Bal Bhavan, Bangalore to research and gather engineering feedback.

“The primary charter of Craig Barrett’s visit to India is to drive the Intel World Ahead Program with communities, government, academia and industry. This program is an initiative through which Intel plans to invest $1 billion globally over the next 5 years to accelerate access to uncompromised technology across four major focus areas: accessibility, connectivity, education and content,” Intel said. There is also a project called One Laptop Per Child (OLPC) . OLPC was founded by digital guru Nicholas Negroponte with a core of the prestigious Media Lab veterans, but quickly expanded to include a wide range of people from academia, industry, the arts, business, and the open-source software community.

OLPC has a plan to offer laptop computers at $100 –that is just about Rs. 4,000. The scheme was rejected by the government last year. The reason for rejection wasn’t spelled out clearly. Nigeria is said to have ordered 10 million pieces under the scheme. Intel joined the project last month. There are also unconfirmed reports that IBM is working on a Rs. 8,000 machine for students, to be launched this year. The good news is that the student’s notebook is not fragile, unlike many corporate laptops that are delicate. It is as tough and rugged as computers could get. A water-proof keyboard, a seven-inch protected LCD screen, a shock-proof shell with an attachable cover all make it a strong proposition.

What if careless students lose their data? The notebook doesn’t have a hard disk. It has a flash memory of 1 to 2 gigabytes (GB) which means that even under strenuous conditions the data will be safe. For those worried about schoolbag weights, the news is that the device weighs only 1.45 kg and works on battery backup of 3-4 hours.

Though Intel has joined the OLPC project, its separate experiment earned the description of “Battle of Goodwill” for the project in which it rivaled OLPC in vying to equip children with aggressively priced laptops. Both were until recently seen as fierce competitors. While the success of OLPC largely depends on support and big orders from governments, Intel for the time being seems to be taking a different route by getting private financiers such as IL&FS into the project.

Both Intel and OLPC need orders to get the pricing right. OLPC’s $100 price tag in India can only be a reality if it gets large orders. Intel has priced its Classmate PC at Rs 18,000. However, the idea of laptops replacing paper notebooks receives mixed reactions from citizens.

Madhur, a teacher at a prestigious Gurgaon school termed it as “progressive and a step in the right direction.”

But not everybody is optimistic.

“In India everybody is out to extract money. The school, tutors and now private firms. Why can’t they simply work on the quality of education instead of gizmos?” said Supriya Rathore, wife of an army official.

TRAINING

TRAINING METHODOLOGY

In the recent past, Extension Training Programs have witnessed multi-farious changes in the training methodology. The old days’ training methods like lecture are now being replaced with different multi dimensional training methods. With the introduction of modern communication techniques, the extension training has received numerous improvements. Senders (1965) commented that to make a training effective it should be based on the fundamentals that people learn by seeing with their own eyes, hearing with their own ears, saying with their mouths and doing with their own hands. Considering the above factors and all the modernisation in the field of training methodology, the Institute has also incorporated latest training techniques and extension teaching methods. The tentative course content developed by the faculty members is put up before the participants during inaugural session. They are requested to go through the course content and indicate their training need through additions and deletion of any particular topic in course content. After inaugural session, the participants are divided in 2-3 sub-groups to discuss their role and responsibilities while performing the present job and there training needs are assessed.
A brief discussion of the training approach/methodology presently being followed by the Institute is given hereunder:-

(i) Lecture-cum-Discussion

The participants of the training courses conducted by this Institute usually are Master Trainers/Scientists of State Agricultural Universities and State, Distt. & Sub Divisional level Extension Officers from State Govts. Since the adult/senior people do not relish too much listening to others, the talk-cum-discussion method is used to orient the participants about concept of a particular module during the training session. The opportunity is provided to the participants to discuss their field experiences and problems related to the particular module. This method is used for the modules on extension talk, skill teaching, A.V.aids and other topics like communication process and broadbased agricultural extension etc.
To make deliberations more effective, faculty members also conduct some simulation exercises which have been designed to acquaint the participants with the basic principle involved.

(ii)Planning Session

In all the courses conducted by the Institute, before practice or presentation on any module, the participants are provided with an opportunity to plan the particular topic in each module under the guidance of faculty members.

(iii) Pract ice Session

After planning the topic, the participants are provided with an opportunity to practice it. The practice on letter writing and drawing techniques are given to the participants in order to develop skill in preparation of visual aids. Similarly participants practise for extension talk session as well as skill session before the actual presentation. This helps in developing confidence among the participants in use of various extension methods and A.V.aids in the field situation.

(iv) Presentation.

The presentation of extension talks and the skill teaching plans by the participants forms one of the important techniques adopted in all the courses. These presentations may either be an individual or a group activity. The extension talks delivered by the participants would invariably be supported by some kinds of visual aids which they would prepare by themselves in consultation with the faculty members. The participants are requested to present their talk plans and skill plans, after proper planning & practice/rehearsal.

(v) Appraisal

The appraisal of the presentations of extension talks & skill teaching plans is done by the faculty members and participants on certain norms. The appraisal of the visual aids is part of the appraisal of extension talks. In the process of appraisal, the strong points are highlighted and points for improvement are given in the form of suggestions for further improvement.

(vi) Recall Session

The recall is done with the specific objectives to strengthen the remembrance of the participants on the major learnings daily/weekly. The participants are asked to recall the important/major learnings on individual/group basis, which are visualised on chart(s) and kept displayed in the class room till concluding session.

(vii) Backhome Application

nbsp; At the end of the course the participants are requested to indicate about the major learnings during the course and their application in their backhome situation.

(viii) Evaluation

The training programmes conducted by the Institute are being evaluated which help in monitoring the training progress and also provide opportunity to the faculty to incorporate the topic(s)/revise methodology as per the need of the trainees while planning for future course.

(ix) Inductive Learning

Generally in most of the courses the above mentioned training methodology is adopted.
However, in some courses like Extension Management, Monitoring & Evaluation Project Management & PRA Techniques and Management of Training Programme “COVERDALE” Training Methodology, in which participants are divided in sub groups and task is given, is used. The group members are requested to assemble in general session for presentation/appraisal/inputs. This provides 100 % involvement of the participants.

PEACE TEACHER - PEACE METHODS

Students gathered around the teacher as usual in the morning under the tree to hear the days sermon. Then a bird came to the tree and sat on a branch. It sang a beautiful song. At the end the teacher said: "The sermon for today is ovel:"

Understanding the Concept

Unlike academic subjects, peace education is as dependent on the person as the teacher is. Children learn peaceful behaviour more from the ways a teacher speaks, responds to challenges, and looks at issues, than what he teaches. Obviously an unpeaceful teacher cannot teach peace, because his behaviour contradicts what he teaches. This chapter explores the characteristics of a peace teacher along with his approaches to teaching and learning in the classroom.

Attitudes and values are difficult to teach. Teaching them tends to create resistance in learners, because such inculcation itself is experienced as an imposition. Carl Roger (1961) rightly says in this regard,

It seems to me that anything that can be taught to another is relatively inconsequential and has little or no significant influence on behaviour: . . . . . . . Hence I huve to feel that outcomes of teaching are either unimportant or hur@A @. 267)

Teacher-centred and subject-centred approaches are ineffective in peace education. The most effective approach would be child-centred education. In fact, child-centred education is a natural extension of the notion of child rights into the classroom and school.

It is built on the following principles:

*Acceptance of the childs rights to the freedom of expression, obtain information and make opinion.

*Acceptance of the right to childhood.

*The child is the agent of his own learning.

*Each child is unique in his complex of capacities, aptitudes, interest and experience. Therefore a general approach and treatment in the classroom is unfair and less helpful.

*Education should foster the development of the individual in the child.

*Education is not mere preparation of the child for an adult life in future.

*The child has a right to enjoy a child [Every age, every stage in life has perfection, a ripeness in its own.

Subject fragmented curriculum distorts the perception of wholeness. Adoption of integrated school curriculum is helpful to whole child development. Children need life education as well.

*Lifelong education should be encouraged from the primary stage.

*Learning to learn is the foundation of child-centred education.

*Learning by doing [experiential learning] is most effective.

*Learning needs to be related to self.

*Understanding Childrens Needs

*Basic Human Needs

Abraham Maslow (1960) identified five basic human needs. They are:

1. Physiological Needs: e.g. food, clothing, rest, health, exercise, clean environment

2. Security Needs : e.g. social security, freedom from threat, etc.

3. Love or Acceptance Needs: e.g. understanding, tolerance, support, friendship, warmth, good relationships.

4. Se~f~esteen~ needs: e.g. positive evaluation being respected.

5. Se!f-ac/trcrli,7alion: e.g. developing word perfection. Discovering the ultimate meaning of life. Peak experiences are ultimate achievement.

According to the theory, the locus of a persons attention starts from physical needs and rise to higher needs. The three basic levels implied here are physiological, social and self. Though these needs were found in adults, they are visible in children as well Childrens needs

E. Wallet (1974) attempted to identify childrens needs, basically following the above model. He postulates six needs in children.

1. Physiological needs: e.g. food, clothing. house, health.

2. Love and attention: e.g. encouragement, proxies, physical touch and warmth, support.

3. Creative expression: e.g. development of the capacities of sense, creative self-expression, joy, exploring new ways of self-expression.

4. Achievement of cognitive skills: e.g. learning to know.

5. Social skills: e.g. acceptance by peers, interaction with others and need to be related to others.

The need to be a person

Carl Rogers stresses that there is an intrinsic need in us to be an authentic person. The basic quests that constantly arises from our inner depth are:

- Who am I ?

- How can I know myself ?

- How I can be my true self

- Am I living at present in such a way as to express my true self!

- Am I living in the most self-satisfying way ?

Carl Rogers postulates the negligence to be the true self, creates frustration leading to psychological conflicts.

In the child-centred approach, the teacher is more active at the preparation stage of the lessons than the delivery stage. He has to select appropriate learning activities.

In being a facilitator the teacher:

- identifies, meaningful and relevant learning activities through which the lesson could be built and delivered effectively.

- encourages children to discover concepts and approaches through the use of creative methods such as brainstorming. and problem-solving.

- builds a conducive atmosphere in the classroom where students can openly express their opinions, attitudes, assumptions and judgements.

- prefers short verbal presentations.

- encourages students to look at issues from various view points, leading to divergent thinking.

- builds the summary of the lesson as key points, and concepts on the board.

- directs students to various activities such as reference to sources in order to gather information.

- helps students to organize information into knowledge.

Experimental Learning

The basic approach adopted in child-centred education is the experiential learning method, popularly known as learning by doing or activity-based learning. For this the teacher has to select suitable activities relevant to the subject content. Through these activities children discover knowledge for themselves. Experiential learning is effective in learning concepts, values and attitudes. Peace education uses this approach as a basic method.

It is useful here to discuss how to present and conduct learning activities in a class.

A learning activity means here a learning experience provided to students to discover certain concepts, generalizations, values and attitudes relevant to the lesson concerned.. A good learning activity has the following characteristics.

- It is a game like interesting activity.

- It is well structured.

- It provides a meaningful learning experience.

- It is appropriate to the level of the learners.

- It is challenging.

- It inspires self-development.

Teacher’s Role as Facilitator

In the child-centred method the teacher plays a number of roles, as a facilitator. As a planner, the teacher sets goals and selects most appropriate learning activities. As an initiator of learning he creates interest and introduces activities. He builds a conducive climate for the lesson. He guides the process towards the goals by directing, supporting, bringing in the missing points, and helping individual learners. He mediates between groups or individuals when they are stuck with problems. At the end of the activity the teacher organizes their knowledge through discussion. Finally he evaluates how far the goals have been achieved.

Experimental Learning

Learning from experience is most natural to us. But that does not mean we learn from every experience. To learn from experience you have to reflect and inquire as to incident. For instance, you have to ask yourself: What happened? What can I learn from it? This means that learning from experience demands reflection, conceptualization and generalization and application to new situations. (After Kolb 1984) The model could be presented in the following manner:

1 .Concrete Experience

2. Reflection

3. Conceptualization and Generalization

4. Application

Experimental Learning Cycle

Following the learning cycle above, the teacher provides an activity relevant to the lesson. Students individually or in pairs or in groups may do it. The outcome of the activity is not revealed ahead allowing the students to discover it by themselves.. On the completion of the activity the groups are convened to class, where they reflect on the activity. The teacher facilitates reflection by asking them:

1. What did you do ? (To remind the type of activity)

2. How did you proceed ? (To remind the sequence)

3. How did you feel ? What did you find out ? What do you think ? (To get involved in discussion/ sharing)

Discussion proceeds from reflection to conceptualization and then to generalization.

During this discussion students identify and build concepts, arrive at conclusions from their findings. They also investigate application of the findings to practical situations in daily life.

TYPES OF PEACE LEARNING ACTIVITIES

Grouping

Activities are structured to be carried out individually, in pairs, triads, small groups, large groups or whole class.

Physical arrangement

Some activities can be carried out within the class, with no special arrangement. However, many activities need space to move around and work in groups, in sitting or standing positions. In carrying out certain play like activities, the most convenient arrangement would be to sit in a large circle facing inside making a large space in the centre. Sitting in a circle creates a participatory climate. When you find no hall facilities inside the school, you can take the class out.

1. Debating

Debate is a curiosity provoking activity that leads learners to find information on a particular social, political or ethical issue under study, e.g. should we abolish capital punishment ?

Debate promotes students critical and logical thinking. It also helps to improve skills in public speaking and presentation. A debate need not always be organized elegantly. It can be used as a brief activity during a lesson at the classroom. For instance, you can have an instant and short debate on a controversial issue related to the lesson. Divide the class in the two sides of the controversy. One student can speak for or against for 3 minutes only or present only one argument. A judgement is not necessary. Such debates help extensive exploration into the issue under discussion.

2. Colloquy

Colloquy is a formal discussion. As a part of lessons colloquies are useful in developing perception, awareness, and in-depth exploration. The participants in a colloquy need to be well prepared. To begin with the class has to select a moderator, who will conduct the discussion in the right direction. The discussing group can sit in a circle, in front of the class while the rest of the students listen and observe. At the end of the discussion, they can question or present their views on the discussion.

3. The fisltbowl

This is a more interesting form of colloquy. A group of participants are selected to conduct a discussion on a given topic. They sit in a circle. The rest of the class sit behind them in the larger circle. The remaining students, sitting behind, observe critically both the content and the process of discussion, e.g. Did everyone participate in the discussion? Did they miss any important aspect of the issue? Did they provide feedback on the discussion at the end? This form of colloquy is called tishbowl because the participants in the discussion are watched by the observers as fish in a bowl.

4. Values clarification

This category of activities help students to reflect and reconsider their own values, attitudes and vision.

Teacher questioning

When a student speaks out on attitudes, if the teacher feels, that he/she needs to reconsider it, she asks a simple question, without expecting a reply in order to bring insight.

e.g. Student : Love is an illusion.

Teacher : What kind of love do you mean here ?
(other possible questions )

Q. What about mothers love ?

Q. What prompted you to come to this conclusion ?

Q. Is there a love, beyond our illusionary loves ?

This side and that side

The class stand in a space without furniture, where they can move freely. The teacher asks the class a value ridden question and says, Those who agree with the statement go to that side, and those who do not agree stay on this side. Examples for value ridden statement:

By bad means you can achieve good ends.

Productions just environmental pollution.

village life is better than urban life.

Issues arising in subjects like social studies, civics, history could be discussed in this form, e.g. Science serves only the rich.

When the students divide themselves into agree and not agree groups, the teacher asks: each one in the group to give at least one reason for his/her position.

The opposition party can disprove the argument. Lively debates and discussions emerge out of the situation naturally.

5. Case studies

Provide a case study relevant to the issue under discussion in the lesson. Students can critically study it, in groups and answer the given questions. They can identify the cause - effect relationship, underlying principles, practical implications of the issue.

6. Brainstorming

Brainstorming is a method of encouraging students to come out with ideas, solutions, or views about the issue under study. It generates creative ideas and alternative solutions to problems.

e.g. The teacher says, " Lets find out the various uses of a handkerchief. Each one of you think of at least two uses and discuss them. Let us find out 15 uses within five minutes." Then the class responds with ideas. The teacher lists them on the board. During this responding stage, she should refrain from any criticism of the ideas presented. Criticism discourages creative responses. When you find children have exhausted their ideas, review the responses, identify basic concepts and build the intended knowledge for the lesson.

7. Puzzles

The teacher gives a puzzle related to the lesson. The class has to guess, or find the solution. They can work individually or in groups.

e.g. Leopard, goat and fodder.

A man buys a leopard a goat and a budge offodder and takes them home. On the way he comes across a river There is a small boat, which allows only one thing to be taken across with him at a time. How does he solve the problems? For example : If he takes the leopard on the boat, leaving the goat behind it will eat the fodder Or ifhe leaves the goat, the leopard will eat the goat. How does he take all three across?

Children in groups have to find the solution in groups. Every country has thought provoking puzzles. They provide effective tools for improving skills in problem-solving and creative thinking. They provide rich tools for improvising problems, slowness and creative thinking activities in children.

Crossword puzzles

Prepare a simple crossword puzzle as an exercise, to be given at the end of the class. The words are taken from the terms used in the lesson.

8. Self-expression

Children like to express their feelings, wishes, fancies and ideas in various forms. They can be used as effective learning activities in the class. Examples : Sharing experiences on an issue under discussion. Expressing ones future wishes e.g If I am a doctor.. . . . Expressing imaginary wishes e.g. If I am a bird.. . . . Getting into great characters e.g. Suppose you are Socrates. You have been condemned to death by the citizens of Athens. Give a speech to the public after the conviction.

These activities can be done in writing as well. Interesting insights emerge out of such free expressions, which could be used to enrich the lesson.

9. Co-operative story-telling

To stimulate creative thinking, children can sit in a circle and build a story. The first child starts with a sentence to begin the story. The second one adds another sentence and it goes from one after another in the round. The story gradually builds up adding. new events. The teacher may intervene at difficult points to help the process go on the right track. Once it is completed it can be edited to assume an acceptable form.

10. Making stories

The groups are given a situation discussed in the lesson, e.g. a story of a slave, working under the tyranny of a pharaoh in Egypt. .A part of the story can be given, to find a successful end by the groups. The stories can be written and read or acted out.

11. Writing poetry or songs

Children can be easily guided to write simple verses or songs. Stimulate their effective feelings on a given topic, allow them to express feelings in the class and let them write the feelings in poetical forms. Their writing could be recited or sung.

12. Drawing

Drawing is an activity that can be used for almost every subject in various ways. In a traditional school, drawing is considered to be an activity, which should be taught only by a trained artist. Teachers of other subjects think they cant draw and therefore they shouldnt use drawing in their subjects. They also think that drawing involves following many rules which they do not know or are unfamiliar with. However any teacher in any subject could use drawing creatively in spite of whether she has had a formal training in it or not. In such contexts, drawing is used exclusively for free expression. The fear of children that they cant draw beautifully should be removed. Here are two examples showing how drawing could be used in other subjects.

* Language - Drawing students impression of an event in literature.

* Religion -Drawing a picture that portrays a religious motto.

Drawing is also a useful tool for development of attitudes. Consider the effects on children in drawing the following topics.

How do I see myself? Draw your self-portrait.

Draw a portrait of your friend.

Make a mask to express a particular emotion, e.g. kindness, joy, terror.

Think of a good deed you have done. Draw a series of cartoons showing how and what you did. Show it to your friends.

Draw yourself, in a disaster, e.g. caught in a flood/ a fire/ lost in a forest.

Draw a fantasy creature, by joining parts of various animals.

Drawing could be done in groups as well. Such group collaboration helps children to experience co-operation and to develop socializing skills. e.g. Draw [in groups] : a scene from a fairy tale.

Alternatives One member in the group draws an object [a tree, animal, etc] Others one by one add things to improve the picture.

Whatever children draw needs to be appreciated in the class.

13. Guided fantasy

As we pointed out earlier, children are highly imaginative. This powerful faculty could be fruitfully used while learning in the class. Especially, imagination can appeal to deep positive feelings in children, such as kindness and peace. Examples: You want to describe the Sahara desert. You can take them on a fantasy trip. You ask the children to close their eyes and relax for a while as in meditation. Then you say, "Lets go on an imaginary trip to Sahara. We all get wings. We fly, as a group over the great desert. You see vegetation is getting thinner and thinner, and finally all that you see is a land of sand " So you continue describing the desert in picturesque language. After the experience you request the students to express what they saw in their minds eye and how they felt. Guided fantasy could be used for meditation, which evoke deep, peaceful, pleasant and aesthetic feelings. Such activities help emotional development.

14. Acting out

Acting out certain situations and events makes learning fun and entertaining. It specially helps to improve speech. There are several forms of acting that can be used in the classroom.

aking funny faces

Thic- is an activity, which brings fun, particularly good for primary grades. Childre,l stand in a circle. The first child has an unusual expression on his face. The face is. passed around the circle. Many variations could be used. For example, the teacher calls out an adjective: e.g. kind, sad, strong. Children imitate the quality on the teachers face.

Pantomiming

In pantomiming children express certain actions by gestures in silence. In these activities children. express certain actions by silent gestures. e.g. Gesturing how a guitar is played/Drawing water from a well/ Opening a door/ Searching for a lost object, etc.

15. Energizers Variations

The teacher describes a situation, e.g. " You are walking alone on a road. Suddenly you see a poisonous snake. You take fright." A volunteer comes to the middle of the circle and pantomimes.

A small group pantomimes an occupation or an event. Others guess it.

Role-play

Role-play involves setting up an imagined situation through acting out certain characters. The teacher sets the scene by inviting a number of students to play out a scene, relevant to the lesson. The activity takes the forms of instant extempore drama or dialogue. Role-plays develop childrens skills in communication They can help inculcation of good attitudes as well. The activity is especially helpful to develop understanding of the characters they play. Role-play needs to be followed by reflection and discussion.

Simulation

This is an activity, which tries to recreate a situation by acting out the characters and the events in order to study it, e.g. interview, a scene at the post office,

15. Icebreakers

These are activities that help to break down barriers between participants making them relaxed and interactive. They open up and create the social climate conducive to the session. e.g.

* Say your name and a thing you like most and a thing you dont like most.

* Go outside and pick up something that represents you. Introduce yourself to the group though it.

These are physical game like activities used to release students stress and boredom. They arouse energy. When the teacher finds children are restless or bored or in low energy, she gives one or two energizers for a short while and then starts or continues the lesson.

e.g. Fruit salad

Children sit in a circle on chairs. The teacher asks them to give four names of fruits they like most. They call out names of the four fruits one by one in sequence in ,the circle. Then a participant is invited to come to the middle. His chair is then removed so that one chair is short in the circle. The child in the middle calls out one name of the fruits. Then those who have called out the name of that fruit, exchange their seats quickly. Meanwhile, the participant in the middle runs and sits on an empty seat. As a result, someone finds no seat to sit on. That participant becomes the next leader and continues the game by calling out another name of a fruit.

Variation:

1. The leaders can call out two names.

2. When the leader says fruit salad, all the children have to change their seats.

3. Other items could be used instead of fruit, e.g. Those who are vegetarians change their seats.

17. Co-operative games

There are activities designed to build up co-operation, group awareness and trust in the groups. Everyone has to work together in the activities, e.g. Make a machine joining up together and rhythmically show how it works, with sounds.

A small group holds hands in a tight circle and pressing themselves together, by holding others. Two outside participants come and try to untangle the group.

18. Making sounds

These games are vocal energizers. They are noisy and should be performed in the open air so that others in the school are not disturbed. Children imitate various sounds, e.g;

Rain storm, thundering, a night in a jungle, a railway station

19. Affirmation activities

These activities are effective in developing the self-esteem of children. Children express affection, positive remarks, appreciation and friendship for each other either verbally or non verbally, in these activities, e.g: Children move around the classroom making pleasant comments to each one they meet.

A child is invited to come to the middle of the class. The participants one by one come to him/ her and expresses their positive feelings in a manner that makes the child feel happy.

ABRAHAM LINCOLNs LETTER TO HEADMASTER

A letter written by Abraham Lincoln to the Headmaster of a school in which his son was studying. It contains an advice, which is still relevant today for executives, workers, teachers, parents and students.

A WORD TO TEACHERS

"He will have to learn, I know, that all men are not just and are not true. But teach him if you can, the wonder of books.. but also give him quiet time to ponder the eternal mystery of birds in the sky, bees in the sun and flowers on a green hillside.

In school, teach him it is far more honorable to fall than to cheat.....

Teach to have faith in his own ideas, even if everyone tells him he is wrong.

Teach him to be gentle with gentlepeople and tough with the tough.

Try to give my son the strength not to follow the crowd when everyone getting on the bandwagon...

Teach him to listen to all men; but teach him also to filter all he hears on a screen of truth, and take only the good that comes through.

Teach him, if you can, how to laugh when he is sad... Teach him there is no shame in tears.

Teach him to scoff at cynics and to be beware of too much sweetness.. Teach him to sell his brawn and brain to highest bidders, but never to put a price on his heart and soul. Teach him to close his ears to a howling mob.. and stand and fight if thinks he is right.

Treat him gently, but do not cuddle him, because only the test of fire makes fine steel. Let him have the courage to be impatient.. Let him have the patience to be brave. Teach him always to have sublime faith in himself, because then he will have faith in humankind.

This is a big order, but see what you can do. . He is such a fine little fellow my son!

- Abraham Lincoln"