A creative and informative News Letter of the JEA for Jesuit Educators.
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Transcript
JESUIT EDUCATIONA creative and informative News Letter of the JEA for Jesuit Educators
(For Private Circulation Only)
“Be slow to speak, andthat you may understand
those who do speak. Thuswhen to be silent
Fulfilling the vision of St. Ignatius of Loyola
JEA NEWS LETTER – Vol
EDUCATION 2A creative and informative News Letter of the JEA for Jesuit Educators
(For Private Circulation Only)
and only after having first listened
understand the meaning, leanings, and Thus you will better know when to
silent” St. Ignatius of Loyola
Fulfilling the vision of St. Ignatius of Loyola
Vol- 6 (October 2015)
2020 A creative and informative News Letter of the JEA for Jesuit Educators
After many recent horrific incidents in many parts of the country: be it of the brutal murder of rationalist thinkers in Karnataka, or life threat to many human
right activists, or the hounding of NGOs or the recent lynching incident in UP, it is apt that all of us, especially as educationists ask this question seriously. We claim
that we are a great democracy, with secular constitutions. We claim to be progressing rapidly in all spheres and are in a hurry to be a world leader! People’s
aspiration for a better world, a world where everyone feels recognized and nurtured, has brought change of governments time to time. We introduce Digital India, Clean India, and slogans like ‘with all and development for all’ campaigns time to time. However, we see a negative society thriving on religious fanaticism and caste discrimination in India today. The latest example is the lynching of a 50
year old man on the basis of a rumour that in his house he was keeping beef! People in the village were living harmoniously for ages as brothers and sisters,
turned out to be as if they were foes for years!! Although the incident was made to appear like a spontaneous act of violence by an unruly crowd, there are strong
indications that this was a planned act, intended to terrorize a community of the district and suppress dissent across India over the beef ban implemented in some
states, thus aimed at polarizing communities on the basis of their religion.
News reports indicate the son of the lynched man, Danish was injured and is in critical condition. Another son of Mohammed Akhlaq is a serving corporal in the
Indian Air Force. Beyond the mob's inhuman behaviour, it is alarming to note that the police have sent the meat from the victim's refrigerator to a forensic lab to be tested! This
effectively turns the victim into the accused. Besides the law enforcement machinery, even the regional media has joined hands in labeling the victim,
Mohammed Akhlaq as a cow-killer in a biased manner. As educationists it is our moral responsibility to reflect dispassionately about the way the Indian society is moving. Is there a change of mind set happening in our
educational system? Do we educate our pupils to have minds, to have critical thinking, to have a progressive attitude? Do we teach them constitutional values
to respect human beings? Do we encourage safeguarding India's pluralist and tolerant ethos? Can we afford to intimidate, vandalize, create fear among large
number of communities and have a progressive and developed nation? Do not we have inherent contradictions in our proclaimed goals
and actual execution of policies? It is not a problem of Hindu-Muslim- Sikh- Christians…it is the future of the nation
that proclaims to the world the most tolerant values, and considers the whole world as ‘Vasudaiva Kutumbakam’ and ‘Aham Brahmasmi’.
If our education is unable to change our mind set, if it fails to make our people to live in harmony and love, if it fails to adhere in the values placed by the
Constitutions of the nation, if our education promotes religious bigotry and hatred among communities, if dissenting voices are suppressed, and communal
polarization is encouraged, then we need to think about the way we impart education to our students.
Let us reflect….and act with urgency… Let us think of the Nations future seriously and act accordingly!
Sunny Jacob SJ, JEA Secretary, South Asia
Reflections…
ON EDUCATION
By Kieth Abranches SJ
Socius to POSA
What is Education all about? The current debate about improving education; syllabus,
methodology, accessibility to all, and its affordability, is all guided by a utilitarian motive.
It must finally lead to a gainful, if not a high salaried job in the current market. With
education further linked to careers that are of a premium value such as: all white collar
jobs, but more specifically, careers as – Doctors, Engineers, UPS Cadre jobs, Computer
programmers, IT specialists, MBA’s, Lawyers, Architects, Journalists, Mass Media related
jobs, etc.
Little attention is paid to the capabilities and aspirations of the individual. Is it not
surprising that at the end of a course of study, and maybe a few years into a job based on
that qualification, the individual realizes he/she does not find job satisfaction. What then
can he/she start all over again? Theoretically the person can choose another line and purse
his/her real interest, and make it his/her life’s passion. In practice that is hard to come by.
After investing a good amount of money and time on one profession, changing to another is
not an easy option. One finds oneself stuck, having to make do with what one has in hand.
What then is education all about?
Let me think aloud and explore what I think is education as it should be.
Education is about learning, but learning that is fun. It is a response to intellectual
curiosity. The discovery of what lies hidden, and that beckons one to keep searching. There
is a joy in discovering, in unearthing what was there but has been hidden from one’s
awareness all along. Such learning is energizing. It brings the hidden potential of the
student – seeker, to the fore. Time and effort are not given grudgingly but are committed
generously to accomplish the task of finding what one’s heart seeks. Learning motivated by
this curiosity is creative and free.
One of the goals of education is to make a person well informed. Information does play an
important role in carrying out various tasks, such as writing an essay, opening a bank
account, giving a speech, travelling to a new part of the city or country, etc. But one need
not clutter one’s mind with needless details, which can be obtained as and when needed
from the right sources. What one will have to learn is where to obtain information, quickly
in time of need.More than being a walking encyclopedia, it is important to be a person who
thinks, and has a definite opinion on various matters. The ability to think, clearly, logically,
taking into account various points of view, and coming to a synthesis of all that is said on
the matter is a more useful objective than just parroting details that can be obtained from
the internet more effectively.
Education cannot be limited just to intellectual pursuits. It must bring about the integral
development of the person. In general psychology, mention is made of the head, the heart
and the hands. These three encompass the entirety of the human person. All these areas of
a person need to be developed to bring out the best in a person.
In conclusion two other matters are worth mentioning: The first is education is not value
neutral. It has to be value based. It communicates a definite set of values, inviting the
student to grown into them, to inculcate them in him/her personality and to live by them.
Values such as honesty, hard-work, faithfulness, concern for the other, compassion,
generosity, fair play, moderation, respect for others – elders and the weak, are a must for
every student to imbibe.
Two, education is for life.
What one learns in the classroom must prepare the person to live life, in a wholesome manner. It must give rise to a person who is respectful of others. A person who can embrace diversity in all its forms, see it as a value and not as a limiting factor. A person who gets along with others in interpersonal relationships, able to self-disclose, be empathetic with the other, reach out to the other not only in a functional manner but also to build working teams and lasting friendships. A person who can enjoy life, find joy in small things, able to laugh at self and be good humored, be comfortable with oneself, to being challenged by others, able to tolerate solitude for small and long periods. All of these qualities are a good preparation for a life of personal harmony and peace.
In Laudato si’, Pope Francis highlights the important role that education
plays:
“There is a nobility in the duty to care for creation through little daily
actions, and it is wonderful how education can bring about real changes in
lifestyle. Education in environmental responsibility can encourage ways of
acting which directly and significantly affect the world around us, such as
avoiding the use of plastic and paper, reducing water consumption,
separating refuse, cooking only what can reasonably be consumed, showing
care for other living beings, using public transport or car-pooling, planting
trees, turning off unnecessary lights, or any number of other practices”.
(211)
POPE FRANCIS TEACHES SPIRITUALITY FOR ALL
Jesuits, Teachers, Parents, and Students can go through the links for better understanding of the encyclical of Pope
Francis and act accordingly in your school family
RESOURCES FOR OUR SCHOOLS on Laudato Si
Laudato Si’ – An urgent appeal for action: This short film features a number of Catholic leaders
offering a unique Australian perspective on Pope Francis’ new Encyclical Laudato si’.
Connect, Care, Share: Our Common Home: This short film and supporting powerpoint explores the
vital role gardens play in connecting communities and creating a common home, in the schoolyard and
beyond.
Laudato Si’ Youth Workshops: Catholic Earthcare is offering a unique opportunity for school students
to learn about what Laudato si’ means for them.
The Francis Effect II: This is the first comprehensive response to Laudato si’ published and it offers
an exclusive insight into the Encyclical from the perspective of Catholic leaders across the country.
The Awesome Cosmic Story: This interactive, educational program explores the creation of our
universe through an inspirational blend of theology and science.
On Holy Ground: This foundational document supports schools with ecological conversion and
education for sustainability.
ASSISI: A ‘Strategic, Systems-based, Integrated Sustainability Initiative’ (ASSISI) provides a
theological, spiritual and practical program for sustainability in Catholic schools.
The National Energy Efficiency Network: Our National Energy Efficiency Network (NEEN) provides
schools with free information, inspiration and support to become more energy efficient and take
charge of their energy future.
The Garden Planet: This video resource invites us all to take up the call for ecological conversion.
Pure Gift: This package consists of an animated legacy letter from a father to his three sons,
liturgical, formation and prayer resources. It is aimed senior secondary students and adults.
ACTIONS
Watch Laudato Si’ – An urgent appeal for action and reflect on the discussion points.
Join TARUMITRA
Start a garden at your school.
Hold an Encyclical Youth Workshop for students.
Encourage students and teachers to sign our global Catholic Climate Petition.
Encourage your school to Fast for the Climate and celebrate Meatless Friday.
Use the Guide to Laudato Si’ and discuss the challenges and opportunities raised in Laudato si’.
Dear friends, as you all know International Jesuit educational web site is so informative and so
Participative for all the Jesuit schools. I wish all of you to encourage your staff and students to
register their names with www.educatemagis.org community site and be part of this global
initiative. You will find some of your schools are not having proper data and updated information
on the site. Kindly help us by sending relevant information and data to update it.
Thanks Sunny Jacob SJ Community Groups
• We wish to form new online cross-border groups in the areas below. See slides 20, 21 and 22 of the Educate Magis presentation to ICAJE from May 29th2015 for the description. While this is still very much part of our strategic plan and we have started a pilot group, I will get back to you with more details on these as we finalize our plans.
• Action 5 - Please tell us via email by the end of June if your region desires to participate in some or all of these groups.
Mission and Identity Religious Studies Math Studies International Student Exchanges Primary School Teaching Community Language Translation (for Educate Magis)
• Action 6 – please nominate one enthusiastic person for each group that you wish your region to participate in on or before July 30th 2015 In the meantime, if you think of people in your region who would be interested and enthusiastic about participating in one or more of these groups please let me know.
As always, if there is something I can assist with or something you would like more clarity on
please do not hesitate to contact me by email or skype (ciara.beuster).
Looking forward to working with you in the coming months!!
On our education: Jesuit 'ratio' was known for i)creative and critical pedagogy; hence the following thoughts: 1. How can we enhance 'human formation perspective' more visible in our educational institutions: care for the personal growth of students, respecting their dignity; selfbureaurcratic/authoritarian) 2. How can we encourage Jesuits to engage the class rooms with actual contact with students and divest our 'administrative' role to lay partners? 3. How can we have one brandacross the assistancy and make it more 4. Can we think of net-working among Jesuit schools that are poorer/rural with a brand-name across the assistancy (like Fe Alegria) with Asian, Jesuit thrusts of 'dignity and respect' for all? 5. Can our schools become/provide 'public space' interaction with neighborhood creating 'intelligentsia' in the area, involving parents or concerned citizenry? George Pattery,sj
POINTS TO PONDER FOR JESUIT EDUCATIONISTS BY POSA
On our education: Jesuit 'ratio' was known for i) humanistic thrust, ii) creative and critical pedagogy; hence the following thoughts:
1. How can we enhance 'human formation perspective' more visible in institutions: care for the personal growth of students,
elf-worth, sense of justice? (less bureaurcratic/authoritarian)
2. How can we encourage Jesuits to engage the class rooms with actual contact with students and divest our 'administrative' role to lay partners?
3. How can we have one brand-name for 'social out-reach' in our schools across the assistancy and make it more biting on our school communities?
working among Jesuit schools that are poorer/rural name across the assistancy (like Fe Alegria) with Asian, Jesuit
rusts of 'dignity and respect' for all?
5. Can our schools become/provide 'public space' for social sensitivity and interaction with neighborhood creating 'intelligentsia' in the area, involving parents or concerned citizenry? some random thoughts on our
POINTS TO PONDER FOR JESUIT EDUCATIONISTS BY POSA
humanistic thrust, ii)
1. How can we enhance 'human formation perspective' more visible in institutions: care for the personal growth of students,
2. How can we encourage Jesuits to engage the class rooms with actual contact with students and divest our 'administrative' role to lay partners?
reach' in our schools biting on our school communities?
working among Jesuit schools that are poorer/rural name across the assistancy (like Fe Alegria) with Asian, Jesuit
for social sensitivity and interaction with neighborhood creating 'intelligentsia' in the area, involving
some random thoughts on our Jesuitness?
A Young Jesuit response to the Questions of POSA
Vinod Fernandes, SJ
On our education: Jesuit 'ratio' was known for i) humanistic thrust, ii) creative and critical pedagogy; hence the following thoughts:
1. How can we enhance 'human formation perspective' more visible in our educational institutions: care for the personal growth of students, respecting their dignity; self-worth, sense of justice?; (less bureaurcratic/authoritarian)
Jesuit Education has been propagating holistic human formation through the documents, the Characteristics of Education (ICAJE, 1980)and the IPP (ICAJE, 1993). I wonder how it is put into practice either by us or our collaborators. In my few years of involvement in the schools as teacher and administrator, I have realized that it depends on the individual principals of the school to materialize it. Sometimes, they too are much burdened with day-to-day running of the school that they do not find either time or energy to do it or simply they are ignorant of it. I have conducted teachers’ orientation program for the Odiya Jesuit schools in Orissa along with other Jesuits, and I have found out that what we discussed or learned about IPP or Jesuit education is rarely put into practice. For example, I taught them how to do examination of conscience, which is also known as meta-cognition process in todays’ educational terminology, mentoring/counselling, journaling etc.but I do not think it is being practiced in any of those schools. When I was at St. Xavier’s school, Rutungia, teachers were conducting the examination of consciousness in a simple way during the school dismissal time, and I found its tremendous influence on the teachers and students. Once I left the place, the new practice also stopped. If we, Jesuits, do not believe in Jesuit spiritual practices, how will our teachers follow them. We, Jesuits , in the schools conduct orientations in the beginning of the year, but I wonder how much follow up is being done later. I suggest that every school should have a person other than the headmaster to promote the mission and identity of the educational institution. It should be a separate department which should organize programs to promote Jesuit educational practices and its integration in today’s situation while reading the signs of the times.
2. How can we encourage Jesuits to engage the class rooms with actual contact with students
and divest our 'administrative' role to lay partners? I do not think we have enough Jesuits to involve in teaching, and at the same time, I
wonder how good we are as teachers. What I suggest that we should think of starting campus ministry or department of mission and identity headed by a passionate and active Jesuit to promote interaction with the students through various programs.
3. How can we have one brand-name for 'social out-reach' in our schools across the assistancy and make it more biting on our school communities?
Recently, I read about a NGO PRATHAM (http://www.pratham.org/) a private and governmental entity which promotes education among the poor and deprived children. We certainly need to learn a lot from them as well as our own Jesuit networking system Fey-alegria. My concern is that as the number of Jesuits is coming down, we find very few Jesuits in the schools, so,we need to network with our other apostolates. Social outreach schooling, or non-formal schooling can be taken up by our social apostolates in collaboration with education commission. At the same, we can start a charitable educational society like Pratham at the assistancy level. We can give an apt name something like Parivarthan. It should be a network which can connect not only Jesuit educational mission but also the other religious or like-minded groups.
4. Can we think of net-working among Jesuit schools that are poorer/rural with a brand-name across the assistancy (like Fe Alegria) with Asian, Jesuit thrusts of 'dignity and respect' for all?
I know Jamshedpur Jesuit Province, has a network of 8 English medium and three Hindi Medium schools at Dhanbad known as De Nobili Schools, under De Nobili Jealgora Society. What I envision is that each province should have an Educational board or resource center to network with the schools in the province level; secondly, at the zonal level and thirdly, at the assistancy level. ( See also the above response)
5. Can our schools become/provide 'public space' for social sensitivity and interaction with neighborhood creating 'intelligentsia' in the area, involving parents or concerned citizenry?
Why not? It’s all depends upon the local Jesuit leadership, however, it is very challenging. It is certainly a need to get support from the like-minded organizations and people as our schools are often and easily attacked by the Hindutva outfits. Suggestions:
I think we have been talking a lot about networking, or educational transformation etc. but how much it is put into practice is a question. I know it is very difficult in today’s challenging situations. I believe that it is possible for us as we ourselves have a huge network but problem is we find it difficult to work as a team, secondly, we do not update ourselves about the modern educational research taking place and learn from our past. It’s true that headmasters and principals are , sometimes overly occupied with running the schools and taking care of the legal problems.
I see that mostly we follow secretary-principal model in our schools, however, the secretary has very little role to play. If the secretary is involved in all the official works of the school, the principal will get sufficient time to focus on academic and day-to-day running of the school. Something, like President-Principal model practiced in USA.
Response of a senior Jesuit Educationist to the concerns raised by POSA
Bob Slatery SJ Introduction Looking at all the questions, I would like to make general observations that partly apply to most of the questions. This may seem obvious but the critical area is leadership. We have very good documents, “School Improvement Through the S.I.P. Method”, “Jesuits and Laity: A Layman’s Perspective of a Partnership Model”, “All India Catholic Education Policy 2007” , “Education for Transformation A 21 C Jesuit School”, “Characteristics of Jesuit Education”, “The Ignatian Pedagogical Paradigm” and we are about to publish a further document to get us up to date on changes since the publication of the IPP document. But where is the implementation? Where is even the knowledge of these documents. Every year a Jesuit from our province gives a couple of days on Jesuit/Ignatian education to the tertians in Hazaribag. He reports that most of them haven’t even read the major documents! There are exceptions but most of our school leaders are too taken up in ordinary administration matters, compounded by the difficulties to run aided schools and the need to be continually dealing with the education department. On top of this, for some their idea of a successful school is different from the Jesuit concept of a successful school. For some, success means good exam results(important of course). But are we really forming students of compassion, competent, conscience and commitment to working for justice? We are often in the maintenance mode, not the mission mode. Unfortunately most government schools are not running well, sometimes hardly running at all, so we are happy that our schools are much better. Leadership cannot be solved by a 10 day course on Jesuit leadership unless the Jesuit already has the basic Jesuit
thrust. It goes back to our formation of course an easy way to put blame on others just as the class 7 teacher blames the class 5 and 6 teachers! One of our key aims is concern for the poor. In our better off schools for students, it is said that we need to have programmes where the students actually come into contact with the poor. Of course we sometimes run fund raising programmes to help the poor, but that is different from living in a village and working there in a social service programme. Having lay leaders to run our schools where we Jesuits work in a more pastoral role in the school is certainly an ideal. For this we need courage, we need programmes for lay persons in Ignatian spirituality, we need to see that they are paid well and have a secure position, we need to give them support. In the Australian Province, forced by the shortage of Jesuits, most of the schools have lay heads and it is working well. But they are supported by continual programmes. As far as I know, only two provinces in our assistancy have full time PCEs. Most of the PCEs are busy Headmasters. How can they visit schools, meet Heads, have meetings with them, give continual feedback to the Provincial? Isn’t a full time PCE a more important mission than a Headmaster in a school? 1.How can we enhance 'human formation perspective' more visible in our educational institutions: care for the personal growth of students, respecting their dignity; self-worth, sense of justice?; (less bureaucratic/authoritarian) Answer: Implement our Jesuit documents. 2. How can we encourage Jesuits to engage the class rooms with actual contact with students and divest our 'administrative' role to lay partners? Answer: Very important, a headmaster should be a master, a teacher. In fact except for one school, all our heads in Haz do teach. 3. How can we have one brand-name for 'social out-reach' in our schools across the assistancy and make it more biting on our school communities? Answer: An important part of the IPP is holistic evaluation. The CBSE has tried to work on holistic evaluation. But parents and students are only concerned with academic evaluation, how many marks in maths, physics etc. Insistence on really holistic evaluation, evaluation of the student in the areas of competence, compassion, conscience, commitment is necessary. In senior classes this would include evaluation of compulsory social service programmes. It could be called the magis programme. 4. Can we think of net-working among Jesuit schools that are poorer/rural with a brand-name across the assistancy (like Fe Alegria) with Asian, Jesuit thrusts of 'dignity and respect' for all? Answer: Net working must start in the province itself. It could be put in the contest of our option for the poor, and in the context of social service programmes.
5. Can our schools become/provide 'public space' for social sensitivity and interaction with neighborhood creating 'intelligentsia' in the area, involving parents or concerned citizenry? Answer: I may be wrong but I feel this question is presuming that most of our schools are English medium for better off clientele. For these schools, contact with parents is a crucial area, even more important these days with the BJP wave. Yes, our schools can become such social spaces. But is this considered an important part of the mission of the school? For example, how many heads are really committed to forming, nurturing the alumni/ae association. Many schools have no alumni/association. Most of our Haz schools are in villages, Hindi medium for dalits, tribals. Of course even there, there is need for heads to realize the importance of their mission to parents and neighbours. Bob Slattery Dt.30 Sept. 2015
16 points for teachers to remember
Good teaching, it turns out, is universal. Whether the topic is a new-product
launch, social studies, or a triple bypass, the same principles — and many of the
same techniques — apply. Are you ready to learn? Grab a desk, and open your
notebooks.
1. IT'S NOT ABOUT YOU; IT'S ABOUT THEM.
Some teachers see themselves as the designated expert whose role is to impart their
knowledge to students who are empty vessels. That's the wrong metaphor, says
William Rando, who has been training college-level teachers for 15 years. The best
instructors see themselves as guides. They share what they know, but they understand
that they are not the focus. Their students are.
2. STUDY YOUR STUDENTS.
It's not enough to know your material. You need to know the people you're teaching
— their talents, prior experience, and needs. Otherwise, how can you know for certain
what they already know and what they need to learn.
3. STUDENTS TAKE RISKS WHEN TEACHERS CREATE A SAFE ENVIRONMENT.
Learning requires vulnerability, says Michele Forman, who teaches social studies at
Middlebury Union High School in Middlebury, Vermont. Students have to
acknowledge what they don't know, take risks, and rethink what they thought they
knew.
4. GREAT TEACHERS EXUDE PASSION AS WELL AS PURPOSE.
The difference between a good teacher and a great one isn't expertise. It comes down
to passion. Passion for the material. Passion for teaching. The desire is infectious, says
H. Muir, global marketing training manager at SC Johnson, in Racine, Wisconsin. If
the teacher has it, the students will most likely catch it.
5. STUDENTS LEARN WHEN TEACHERS SHOW THEM HOW MUCH THEY NEED TO LEARN.
Teaching adults has given Tom McCarty, director of consulting services at Motorola
University, an appreciation for the old adage, "When the student is ready, the teacher
will appear." Some of the people who show up for the Six Sigma continuous-
improvement workshop aren't ready, because they don't think they need to improve.
They don't see the gap between where they are and where they need to be. Making
them aware of that gap is one of McCarty's first objectives.
6. KEEP IT CLEAR EVEN IF YOU CAN'T KEEP IT SIMPLE.
One of the chief attributes of a great teacher is the ability to break down complex
ideas and make them understandable. That's why teaching is important.
7. PRACTICE VULNERABILITY WITHOUT SACRIFICING CREDIBILITY.
To some people, being a teacher — or a leader — means appearing as though you
have all the answers. Any sign of vulnerability or ignorance is seen as a sign of
weakness. Those people can make the worst teachers, says Parker Palmer, a longtime
instructor and author of The Courage to Teach: Exploring the Inner Landscape of a
Teacher's Life (Jossey-Bass, 1997).
Sometimes the best answer a teacher can give is, "I don't know." Instead of losing
credibility, she gains students' trust, and that trust is the basis of a productive
relationship. Acknowledging what you don't know shows that you're still learning,
that the teacher is, in fact, still a student.
8. TEACH FROM THE HEART.
The best teaching isn't formulaic; it's personal. Different people teach Shakespeare in
different ways because of who they are and how they see the world. Or, as Palmer
says, "We teach who we are." The act of teaching requires the courage to explore
one's sense of identity.
9. REPEAT THE IMPORTANT POINTS.
If you want your employees to remember that new mission statement or market
strategy, you need to give it to them more than once. "The first time you say
something, it's heard," says William H. Rastetter, who taught at MIT and Harvard
before becoming CEO of Idec Pharmaceuticals Corp. "The second time, it's
recognized, and the third time, it's learned."
10. GOOD TEACHERS ASK GOOD QUESTIONS.
Effective teachers understand that learning is about exploring the unknown and that
such exploration begins with questions. Not questions that are simply lectures in
disguise. Not yes-or-no questions that don't spark lively discussion.
11. YOU'RE NOT PASSING OUT INFORMATION.
You're teaching people how to think. The last thing you want to do is stand up and tell
people what to do. Or give them the answers that you want to hear. The best
instructors are less interested in the answers than in the thinking behind them.
12. STOP TALKING — AND START LISTENING.
When it comes to teaching, what you do is nearly as important as what you say. After
all, your students are watching you. One way to show that you care about them and
that you're interested in them is by listening. Effective learning is a two-way street: It's
a dialogue, not a monologue. After asking a question, bad teachers fill in the silence
rather than wait for a response
13. LEARN WHAT TO LISTEN FOR.
Levi Watkins teaches heart surgery at Johns Hopkins Hospital in Baltimore, where the
residents learn by working side by side with attending and faculty surgeons. Before
surgery, Watkins asks a resident to walk him through the diagnosis and procedure, as
if the tables were turned and he were assisting the trainee. "I'm listening for how the
resident assembles all of this information, how well she organizes her thoughts," says
Watkins. "Choosing to operate on someone's heart is a very complex decision. You
may have a difference of opinion among doctors, but the buck stops there. We're the
ones who decide which vessels are worthy or not worthy of a bypass procedure."
14. LET YOUR STUDENTS TEACH EACH OTHER.
You're not the only one your students learn from. They also learn on their own and
from their peers. "That's how the triangle of learning works," says Marilyn Whirry,
who teaches 12th-grade AP English at Mira Costa High School in Manhattan Beach,
California. She's a big believer in small groups. She'll give the groups a question that
is based on the book the students are reading, and they have to respond to the previous
comment before making a new point. "They listen to each other," says Whirry, the
2000 National Teacher of the Year. "Maybe their friend has an insight that they hadn't
thought of. Maybe it's something that they can build on. It's exciting to watch."
15. AVOID USING THE SAME APPROACH FOR EVERYONE.
Good teachers believe that every student can learn, but they understand that students
learn differently. Some are visual. Some grasp the abstract. Some learn best by
reading.
16. NEVER STOP TEACHING.
Effective teaching is about the quality of the relationship between the teacher and the
student. It doesn't end when the class or the workday is over.
JEA MEETINGS and SEMINARS (September- October 2015)
At Guwahati, Giving the Keynote address on Education
At Patna addressing the Principals of the 6 Dioceses of Bihar
At Bangalore conducted Two days seminar for the Jesuit Principals and coordinators
Three Jesuits from three Provinces participated this National Seminar at Delhi
Delhi province has come out with a booklet on child protection policy
IGNITE THE WORLD WITH LOVE AND WISDOM
Interacting with a Jesuit school staff in Bangalore(where PCE, Henry is the Principal)
Coetus Previus Members in the Curia after their two weeklong meeting
St. Vincent Cup Football tournament Final Match at St. Vincent school, Pune
Success is not a straight line…it includes failures and setbacks, but goes forward!
ANNUAL JEA MEET OF THE SOUTH ASIAN ASSISTANCY at NORTH POINT, Darjeeling
The Annual JEA meet of all the Province Coordinators of Education is going to be held at St. Joseph’s North Point, Darjeeling. The meeting will be on 11th 12th and 13th of November, 2015. All the PCEs will attend the meeting. All the PCEs are expected to arrive there before 5 pm on 10th November.
We have networking among Global Jesuit Schools,
Among South Asian Jesuit Schools, Zonal level school network, and within the
provinces we have
JEA aims at preparing all our Jesuit schools’ students to become professionally
competent citizens who are at the same time concerned about others, especially the
underprivileged, in order to build up a just society in South Asia
Send your materials for publication to:
www.educatemagis.org
We have networking among Global Jesuit Schools, www.educatemagis.org
Among South Asian Jesuit Schools, Zonal level school network, and within the
provinces we have well knit school network.
www.jeasa.org
our Vision
JEA aims at preparing all our Jesuit schools’ students to become professionally
competent citizens who are at the same time concerned about others, especially the
underprivileged, in order to build up a just society in South Asia
Chandrashekhar Francis
Stephen Lourd
Send your materials for publication to: [email protected] , Click www.jeasa.org
www.educatemagis.org
Among South Asian Jesuit Schools, Zonal level school network, and within the
JEA aims at preparing all our Jesuit schools’ students to become professionally
competent citizens who are at the same time concerned about others, especially the
underprivileged, in order to build up a just society in South Asia
