Deconstructing Dyslexia

Understanding Dyslexia
Dyslexia is a type of learning disability. A person with a learning disability has trouble processing words or numbers. There are several kinds of learning disabilities; dyslexia is the term used when people have difficulty learning to read, even though they are smart enough and are motivated to learn. The word dyslexia comes from two Greek words: dys, which means abnormal or impaired, and lexis, which refers to language or words.

Dyslexia is not a disease. It's a condition that you are born with, and it often runs in families. People with dyslexia are not stupid or lazy. Most have average or above-average intelligence, and they work very hard to overcome their learning problems.

Educators have not been able to agree on what dyslexia really is. Some authorities believe that is strictly a language processing problem that involves the distinguishing of sounds of letters—this is why the struggling reader cannot remember phonics sounds to decode a word. Others believe that it is a visual/perceptual problem since these children reverse words laterally (b/d) and vertically (m/w) as well as scrambling letters (“the” = “het”) when they read and write. They are both correct.

Dyslexia is an auditory/language problem, visual/perceptual problem, and often also a visual/motor (eye/hand) problem. My 30 years of experience working with these bright, yet struggling learners has taught me that it is essentially a midline problem. Our brain is divided into two main hemispheres: the right, our “automatic” hemisphere, and the left, our “thinking” hemisphere. When children are suffering from dyslexia the processes that should have been taken over by the right hemisphere (such as eye tracking, writing, and letter identification) are still in the left brain. This means that the child has to think about the processes. The learning processes can be likened to the driving process. If you had to think about how to turn the signals and when to brake and accelerate while you were driving, it would be a very difficult procedure. While reading, recognition of letters, sight words, and letter combinations need to be retrieved from the right hemisphere where our long-term memory is stored. This is not happening with dyslexics.

You can suspect dyslexia in your child if all three of these processing areas are impacted and your child is past the first grade. If your child has only a minor problem in the areas it can be considered a learning glitch. If the problem presents itself more frequently and your child is older, it would be considered a dysfunction. If the symptoms are much more frequent, your child is above first grade, and two years behind in reading or writing, it would be considered dyslexia. The degree of the problem and age of the child are major considerations in the determination of dyslexia. Many times these children are not reading or reading at least two years behind grade level. They write almost no sentences from memory since their right, visual hemisphere is not storing words efficiently (copying a sentence is not considered writing). Transposing numbers (19/91) is not considered dyslexia. When a child reverses letters or numbers, even if only once in a while, you know that there is stress in the writing system—the child has to think about the direction of the letters rather than the content of the writing. I always take reversals (reading and writing) seriously past the first grade. One way to eliminate them is with Brain Integration Therapy exercises.

 
The following items should provide useful guidelines for teachers and parents to follow and support:

In the class:

• Of value to all children in the class is an outline of what is going to be taught in the lesson, ending the lesson with a resume of what has been taught. In this way information is more likely to go from short term memory to long term memory.
• When homework is set, it is important to check that the child correctly writes down exactly what is required. Try to ensure that the appropriate worksheets and books are with the child to take home.
• In the front of the pupils' homework book get them to write down the telephone numbers of a couple of friends. Then, if there is any doubt over homework, they can ring up and check, rather than worry or spend time doing the wrong work.
• Make sure that messages and day to day classroom activities are written down, and never sent verbally. i.e. music, P. E. swimming etc.
• Make a daily check list for the pupil to refer to each evening. Encourage a daily routine to help develop the child's own self-reliance and responsibilities.
• Encourage good organizational skills by the use of folders and dividers to keep work easily accessible and in an orderly fashion.
• Break tasks down into small easily remembered pieces of information.
• If visual memory is poor, copying must be kept to a minimum. Notes or handouts are far more useful.
• Seat the child fairly near the class teacher so that the teacher is available to help if necessary, or he can be supported by a well-motivated and sympathetic classmate.

Copying from the blackboard:

• Use different colour chalks for each line if there is a lot of written information on the board, or underline every second line with a different coloured chalk.
• Ensure that the writing is well spaced.
• Leave the writing on the blackboard long enough to ensure the child doesn't rush, or that the work is not erased from the board before the child has finished copying.

Reading:

• A structured reading scheme that involves repetition and introduces new words slowly is extremely important. This allows the child to develop confidence and self esteem when reading.
• Don't ask pupils to read a book at a level beyond their current skills, this will instantly demotivate them. Motivation is far better when demands are not too high, and the child can actually enjoy the book. If he has to labour over every word he will forget the meaning of what he is reading.
• Save the dyslexic child the ordeal of having to 'read aloud in class'. Reserve this for a quiet time with the class teacher. Alternatively, perhaps give the child advanced time to read pre-selected reading material, to be practiced at home the day before. This will help ensure that the child is seen to be able to read out loud, along with other children
• Real books should also be available for paired reading with an adult, which will often generate enthusiasm for books. Story tapes can be of great benefit for the enjoyment and enhancement of vocabulary. No child should be denied the pleasure of gaining access to the meaning of print even if he cannot decode it fully.
• Remember reading should be fun.

Spelling:

• Many of the normal classroom techniques used to teach spellings do not help the dyslexic child. All pupils in the class can benefit from structured and systematic exposure to rules and patterns that underpin a language.
• Spelling rules can be given to the whole class. Words for class spelling tests are often topic based rather than grouped for structure. If there are one or two dyslexics in the class, a short list of structure-based words for their weekly spelling test, will be far more helpful than random words. Three or four irregular words can be included each week, eventually this should be seen to improve their free-writing skills.
• All children should be encouraged to proof read, which can be useful for initial correction of spellings. Dyslexics seem to be unable to correct their spellings spontaneously as they write, but they can be trained to look out for errors that are particular to them.
• Remember, poor spelling is not an indication of low intelligence.

Maths:

• Maths has its own language, and this can be the root of many problems. Whilst some dyslexic students are good at maths, it has been estimated that around 90% of dyslexic children have problems in at least some areas of maths. General mathematical terminology words need to be clearly understood before they can be used in calculations, e.g. add, plus, sum of, increase and total, all describe a single mathematical process. Other related difficulties could be with visual/perceptual skills, directional confusion, sequencing, word skills and memory. Dyslexic students may have special difficulties with aspects of maths that require many steps or place a heavy load on the short-term memory, e.g. long division or algebra.
• The value of learning the skills of estimation cannot be too strongly stressed for the dyslexic child. Use and encourage the use of estimation. The child should be taught to form the habit of checking his answers against the question when he has finished the calculation, i.e. is the answer possible, sensible or ludicrous?
• When using mental arithmetic allow the dyslexic child to jot down the key number and the appropriate mathematical sign from the question.
• Encourage pupils to verbalize and to talk their way through each step of the problem. Many children find this very helpful.
• Teach the pupil how to use the times table square and encourage him to say his workings out as he uses it.
• Encourage a dyslexic child to use a calculator. Make sure he fully understand how to use it. Ensure that he has been taught to estimate to check his calculations. This is a way of 'proof reading' what he does.
• Put key words on a card index system or on the inside cover of the pupils maths book so it can be used for reference and revision.
• Rehearse mathematical vocabulary constantly, using multi sensory/kinesthetic methods.
• Put the decimal point in red ink. It helps visual perception with the dyslexic child.

Handwriting:

• Reasons for poor handwriting at any age can be poor motor control, tension, badly formed letters, speed etc. A cursive joined style is most helpful to children with dyslexic problems. Encourage the children to study their writing and be self-critical. Get them to decide for themselves where faults lie and what improvements can be made, so that no resentment is built up at yet another person complaining about their written work.
• Discuss the advantages of good handwriting and the goals to be achieved with the class. Analyze common faults in writing, by writing a few well chosen words on the board for class comment.
• Make sure a small reference chart is available to serve as a constant reminder for the cursive script in upper and lower case.
• If handwriting practice is needed it is essential to use words that present no problem to the dyslexic child in terms of meaning or spelling.
• Improvement in handwriting skills can improve self confidence, which in turn reflects favorably throughout a pupil's work.

Marking of work:

• Credit for effort as well as achievement are both essential. This gives the pupil a better chance of getting a balanced mark. Creative writing should be marked on context.
• Spelling mistakes pinpointed should be those appropriate to the child's level of spelling. Marking should be done in pencil and have positive comments.
• Try not to use red pens to mark the dyslexic child's work. There's nothing more disheartening for the child than to have work returned covered in red ink, when they've inevitably tried harder than their peers to produce the work.
• Only ask a pupil to rewrite a piece of work that is going to be displayed. Rewriting pages for no reason at all is soul destroying as usually much effort will have already been put into the original piece of work.

Homework:

• By the end of a school day a dyslexic child is generally more tired than his peers because everything requires more thought, tasks take longer and nothing comes easily. More errors are likely to be made. Only set homework that will be of real benefit to the child.
• In allocating homework and exercises that may be a little different or less demanding, it is important to use tact. Self-esteem is rapidly undermined if a teacher is underlining the differences between those with difficulties and their peers. However, it should also be remembered that far more effort may be needed for a dyslexic child to complete the assignment than for their peers.
• Set a limit on time spent on homework, as often a dyslexic child will take a lot longer to produce the same work that another child with good literacy skills may produce easily.

Integration:

• A dyslexic child's ability to write down thoughts and ideas will be quite different from the level of information the child can give verbally. For successful integration, the pupil must be able to demonstrate to the teacher that he knows the information and where he is in each subject. Be prepared to accept verbal descriptions as an alternative to written descriptions if appropriate.
  
  Alternative ways of recording should be looked at, such as :
  • The use of computers for word processing.
  • Audio tapes for recording lessons that can then be written up at a later stage.
  • Written record of the pupil's verbal account, or voice activated software can be used.
• More time should be allocated for completion of work because of the extra time a dyslexic child needs for reading, planning, rewriting and proofreading their work.
• For a dyslexic child the feeling of being 'different' can be acute when faced with the obvious and very important need of 'specialist' help for his literacy and possibly mathematical skills. Some specialist methods can be incorporated into the classroom so all children can benefit from them, thus reducing the feeling of 'difference'.

Schools responsible for textbooks

To avoid textbook controversies, the Central Board of Secondary Education (CBSE) has amended its affiliation bylaws, making school authorities responsible for the content of books prescribed by them. Schools have been advised to follow NCERT textbooks but if they choose to prescribe textbooks by private publishers then the principal will have to verify the content in such textbooks.

This has come after CBSE faced flak, last year, when it was found that a textbook prescribed by a CBSE school allegedly insinuated that non-vegetarians lie, cheat and commit crimes.

The board has incorporated an additional rule in its affiliation bylaws. As per the additional rule 15.1 (d), "The school will follow the syllabus on the basis of curriculum prescribed by NCERT for the middle classes as far as practicable or exercise extreme care while selecting books of private publishers. The content must be scrutinized to preclude any objectionable content that hurts the feelings of any class, community, gender, religious group in society. If found prescribing books having such content, the school will have to take responsibility of such content".

Schools have been asked to put a list of books prescribed by it on its website with the written declaration duly signed by the school manager and the principal "to the effect that they have gone through the content of the books prescribed by the school and own the responsibility".

The circular was issued recently to schools by CBSE after the affiliation committee and governing body of the board approved amendments and additions in the affiliation bylaws of the board.

Also as per amendments, CBSE schools will not have counsellors anymore. The board has made it essential for secondary and senior schools affiliated to it to appoint a person on a full-time basis for performing the duties of 'health wellness' teacher.

"The nomenclature of counsellor is proposed to be changed as 'health wellness' teacher to "make it more students/ parents friendly, as such the board purpose that wherever the word counsellor appears to be changed into health wellness teacher".

Schools having enrolment of less than 300 students in classes from IX to XII, can appoint a 'health wellness' teacher on a part-time basis. A step that would help reduce teachers' burden, CBSE has

now made it essential for schools to appoint a person exclusively to coordinate Continuous and Comprehensive Evaluation (CCE ) related work of the school. CBSE has also made it mandatory for all schools to appoint physical education teacher for CBSE affiliation.

All except 160 institutions come under RTE: Govt

The government has told the high court that in Bangalore, except for 160 minority institutions notified by the education department, others will come under the purview of RTE and that parents can apply for benefits in all such schools.

Earlier, the department issued a circular asking these institutions to get a certificate from the tahsildar to claim benefit as a minority under RTE. But from now on, only those who have registered under the National Commission for Minority Education institutions Act 2004 will get exemption from RTE.

The details of notified schools which come under RTE purview are there in the website for parents to check.

In a related development concerning free and compulsory education for all, Justice Huluvadi G Ramesh asked regional directors of both ICSE and CBSE institutions to appear before the court on February 12 to explain their stand on the issue.

One in ten students visits school medical room every month

Schools are more than just temples of learning. They are also an overactive arena for both physical and mental injuries. A unique attempt to map how injurious schools and their grounds can be showed that every month, almost one in 10 students of a suburban co-educational school made a trip to the medical room.

They were seeking attention for visible wounds (cuts, bruises, sprains) and not-so-obvious issues such as headaches or nausea, found a five-month survey of the 7,000-plus students of the school. "One in 10 is a big number," said Dr Vijay Shetty, an orthopedic surgeon with L H Hiranandani Hospital, Powai, who conducted the survey. "It shows there is an aspect of childhood we are not looking at. We need to understand the problem of injuries at school and take steps to improve the situation."

The survey identified a most innocuous object that could be quite a pain, literally: the all-important identity card. The school recorded 13 minor injuries caused by the cards that needed medical attention among children younger than 10 years. "The survey shows we need to put more thought into our I-cards . May be, schools need to use a rubber cover or innovate with I-cards for younger children," said the doctor.

The data, being analyzed by the Tata Institute of Social Sciences, shows almost 56% of the children who go to the medical room need first aid. "The remaining 44% come with complaints of abdominal pain or headache," said Shetty, adding that many of these kids, especially those who return with the same complaints, could be victims of stress.

Injuries cannot be avoided at school or any other place, said orthopedic surgeon Sanjay Agarwala from Hinduja Hospital, but society can try to minimize them at schools. The US has an elaborate programme to do so. The US National SAFE KIDS Campaign has found that 25% of the 14 million unintentional injuries to children under 14 occur at school. "Annually, one in 14 students suffers a medically attended or temporarily disabling injury at school... studies indicate school-age children are nine times more likely to sustain an unintentional injury than be the victim of an intentional injury while at school," said US government data.

Dr Agarwala believes schools could make a beginning at the planning stage by taking away sharp edges in classrooms . "Children, as a function of their age and immaturity, will get injured, but furniture with rounded edges would help. Schools could also cut down on injuries in sports if they invested in protective gear,'' he said.

A senior doctor pointed out that Mumbai's schools with tiny playgrounds and narrow corridors are a hotbed for injuries. "Children will run wildly as is their nature. Yet, in Mumbai , school administration usually focuses on having more buildings, often at the cost of grounds," he said.

Physical injuries are not the only aspect that needs attention. The survey shows that 44% of the 3,285 visits to the medical room pertained to non-so-obvious complaints like abdominal cramps and headaches. "Other most common medical problems for which students sought medical attention were headache and abdominal pain. These are often signs of stress," said Dr Shetty.

Psychiatrist Harish Shetty concurred. "Medical rooms are neutral rooms in schools. There is no fear or anxiety of meeting a teacher there. They want to miss a period because they haven't studied or they are worried about their parents' reaction to their marks in class tests.''

Education must be more goal-oriented

What do Indian parents want? Indian parents want their children to get a ‘good’ education. Given their resources and their understanding of education, they look for the best school their money can buy. They send their children to tuition or coaching classes and they buy other school materials.

The assumption is that ‘more is better’ — more years of schooling, more supplemental inputs into schooling and more expenditure. For most parents, whether rural or urban, high income or low income, ‘success’ means doing well in exams. Exam performance is the only way to get to the next stage, whether it is to further education or into the workplace.

What does the government want? The Right to Education law requires government to ensure that every school in the country has a specified set of inputs and processes.

Here the belief is that once these are in place, ‘education’ will be guaranteed. Underlying the government’s push to provide inputs is the assumption that more is better but appropriate number of qualified teachers, classrooms, days of teaching are needed. Going by what is stated in the RTE document, ‘success’ means that all schools have all the mandated inputs and processes, all children in India in the age group 6 to 14 are enrolled in school and all children complete eight years of schooling.

What does the evidence say? Data from all sources in India point to enrollment levels that are well above 96%. Putting both centre and state together, expenditures on elementary education in India have risen from Rs. 62,000 crores in 2006-7 to an estimated figure of Rs. 112,000 crores in 2010-11.

While there are still input gaps, the number of teachers and basic facilities is rising consistently each year.

What is stuck is what children are learning in school. Regardless of what you feel about learning outcome measurements done by Assessment Survey Evaluation Research (ASER) or by Programme for International Student Assessment (PISA), the evidence points to the fact that the value added for every year spent in school in India, is low and unchanging.

ASER uses basic reading and arithmetic tasks for assessment; the same set of tasks are given to all surveyed children from age 5 to 16. The exercise is carried out in every rural district in India every year.

While there could be discussion on the measures and methods, the fact remains that without basic reading, and arithmetic skills, children will not go far in school or in life. PISA is a more sophisticated international effort which measures what 15 year-olds can do. Again, there can be debate on how or what PISA does but the message from both exercises (as well as from any recent empirical evidence on student outcomes in India) is clear.

There is a crisis. The crisis is about the capabilities that every child in India should have by the time she or he finishes each stage of schooling. This crisis cannot be tackled simply by believing that more is better or proceeding as if it is business as usual. Concrete, clear, new pathways connecting inputs and processes to outcomes have to be built.

These pathways must be understood and must be implementable by schools, parents and teachers.

Clarity is key
Both in policy and in practice, our education system needs at least three fundamental and urgent shifts. First, capabilities and learning goals need to be articulated for each stage of the education system. These goals need to be clearly stated and be understood by ordinary people. Goals need to be such that most children can achieve them at each stage.

Clear articulation of goals will help everyone to understand that simply knowing textbook content or doing well in exams is not the objective of the education system. Parents and communities must understand what the school system is supposed to achieve. This understanding can lead to local accountability and also to support for schools.

Second, all elements in the school system need to be aligned in both design and implementation to maximise the possibility of reaching the goals.

These elements include appropriate allocation of funds, teacher preparation, curriculum, textbooks, methods of teaching, materials, organisation of schools and monitoring. A continuous system of field support and review will allow refinements and changes to be made to figure out what works.

Third, in a country with a weak culture and appetite for measurement, simple methods have to be used on scale to gauge the progress being made every year. Such measurements need to be carried out by both the government and citizens.

The measurements should help school systems internally to refine and review their procedures and enable parents to pressurise schools to do better.

Measurement also means engagement — in understanding the situation and figuring out what to do next.

India has almost reached universal enrollment. This is an impressive achievement. This happened because everyone understood the goal. Policymakers, planners, practitioners and parents all understood what had to be done: get every child in school. To have every child in school and learning well, we need a similar clarity, priority and alignment for a new set of goals and figure out new effective pathways for achieving them soon.

Schools told to upload RTE info by Dec 31

Ironically, most of the violators (schools) are situated in areas either surrounded by middle class localities or slum areas. "Certainly, it's a serious issue. The department is looking into all possibilities to provide remedies and to take punitive action against them," said Sharma. The Act does allow them to serve notices, he added but it will be of no use as the session has crossed midway.

The State Commission for Protection of Child Rights (SCPCR) expressed shock over how 40% of the schools grossly violated RTE Act-2009. "The commission will look into the matter," said SCPCR member Vishamber. The department has refused to divulge the names of any school till they submit the final report.

Many violator schools claimed that they were not against admitting EWS students as the government reimbursement was higher than their own annual fees. "The government is expected to give around Rs 8,000 per child annually, which is more than the annual fees charged by many schools," reads one reply sent by a school.

To nail these violators, the education department has directed all schools to upload RTE information - number of seats and date of admission on their website by December 31. The circular reads: "Schools should compulsory publish material relating to RTE to help create awareness on this Act. They should also set up helpline kiosks during admissions to render all possible help to the beneficiaries."

Jharkhand Academic Council asks schools to create e-mail ID for benefit of Inter students

The Jharkhand Academic Council (JAC) has directed all government schools which will conduct secondary examinations in 2012-13 to create an e-mail ID and submit it to the council as soon as possible. In a letter issued to all secondary schools, the JAC said the schools must immediately submit their e-mail IDs so that the registration procedure for the secondary examinations can be completed on time.

JAC chairperson Laxmi Singh said there was a provision for students to improve their mistakes in the registration forms for secondary examination filled by them. "As they (students) are unable to see the original form submitted by them, so they do not know their mistakes. We have planned to put up all the forms that will be filled manually by students on the JAC website so that the students can check them and re-fill the form correctly. The corrected form will be submitted in the schools and the principals will send those forms to JAC in bulk. We will accept the corrected forms only from the IDs provided to us." Singh said.

The new JAC proposal will definitely help those students who are unsure about the form they filled and unable to see the copy even after visiting their school several times.

Manoj Kumar, a student of matriculation at Zila School, said: "It is a very good idea adopted by the JAC and if it is implemented properly we can be assured that we can correct the form if necessary it and resend it."

The principals of the schools have also appreciate the step taken by JAC. They, however, feel the option of submitting the refilled forms only once may create problems.

NG High School principal Tej Narayan Yadav said, "It is a very good proposal. But as we are supposed to send all the corrected forms only once, the students who had made any mistake while in filling the form a second time will not be able to correct it."

Singh says this was just the beginning of computerization. "In future all communications with the respective schools will be through the e-mail ID provided by them and all the information related to examinations will be given to the schools on the same ID, thereby, making the work easier and expeditious," she said.

Environment Service Scheme activity to be must in Mumbai schools

The state government plans to introduce Environment Service Scheme (ESS) in Mumbai schools to provide "action-oriented environmental literacy".

ESS, which is like the NCC and NSS, will, however, be a compulsory activity and is aimed at helping students understand the local environment, ecosystem and problems associated them. A brainchild of secretary (environment) Valsa Nair-Singh and a group of experts, ESS activities will include the study of resources such as soil, water, biodiversity and energy and issues like degradation, pollution, waste and scarcity.

ESS has already been implemented in 50 schools across 12 districts, and Mumbai schools-from class VII-will be taken up in the second phase this year. "The objective is to develop leadership skills on environment issues," a senior state environment department official said.

"They will have to work on projects related to natural resource management from social and environment points of view with the local community," a senior state environment department official said. "Schools must devote three hours every week for ESS. We are spending about Rs 90,000 for each school's activities."

The environment department has selected the state's nodal agency, the Centre for Environment Education (CEE), to handle the activity for three years.

The CEE will select schools, district-level NGOs and district coordinators in consultation with the department. The coordinators will not only train unit head teachers, but also provide education material, frame activity time-tables and submit budget estimates to the department.

The NGOs must be registered societies, cooperative institutes, trusts or associations having at least three years experience in the field of environment. They will act mediators between schools and the local community and contribute to project ideas. At the unit level, principals must get in touch with the nodal agency for the formation of ESS units in their schools.

ESS will be monitored by a state-level advisory committee under the chairmanship of the chief secretary and the government will look into its implementation.

UP schools to ban sale of junk food

In a significant step, the Uttar Pradesh government has issued instructions to all schools - Indian Certificate of Secondary Education (ICSE), Uttar Pradesh Board and Central Board of Secondary Education (CBSE) - to ban sale of junk food within their premises and outside, an official said on Thursday.

A senior government official told IANS the move was initiated by the Secondary Education Council, after it got instructions for the same from the Union Health and Family Planning Ministry.

In a letter addressed to principals of all schools, the Secretary of the UP Madhyamik Shiksha Parishad (Board of High School and Intermediate Education) asked to ban sale of all forms of junk food, carbonated cold drinks and high sugar containing food from their campuses, as these lead to a host of diseases at later stage of life, including diabetes, high blood pressure and piled up cholesterol levels.

The communique specifically mentioned the high trans-fat levels in foods sold in different forms like wafers, salted and fried items.

The official letter has encouraged school managements to promote healthy and nutritious food amongst school going kids.

The letter also warned strict action against the district inspector of schools (DIOS) of that area, if the orders were not implemented.

Fee hike row​ in another Ambala school

A controversy has erupted in Ambala over the fee hike by some public schools as the parents have been protesting against the hike terming it exorbitant and demanded roll back.

While the parents of students in Lord Mahavir Public school are on agitational path for over a month, a number of parents in the DAV River Side Public School has also taken up cudgels against the authorities on the same issue. Many parents have refused to enroll their children in the school until unless fee hike decision is not withdrawn by the school.

Describing the fee hike unjustified, dozens of parents expressed their resentment by staging protest at the DAV River Side Public school on Tuesday. Parents alleged the school has increased the fee by 40 % which is exorbitant and unacceptable to them. A parent, Dinesh Dhiman, resident of Parbhu Prem Ashram, Ambala Cantt said, "The decision to increase the fee without any notice is unjustified." Parents say they will join the Abhibhavak Ekta Manch, a parent's body that is fighting battle against the fee hike in Lord Mahavir Public school.

Describing the protest by parents uncalled for, the principal , Shivani Sarin said, only a handful of persons are raising objections over the fee hike. "The nominal fee hike will help the school in providing better infrastructure and facilities to the students. There is no opposition from most of the parents," she claimed.

Madras HC directs govt to discuss question of introducing moral education

The Madras High Court has directed the Tamil Nadu government to discuss introducing 'moral' education as a subject in state schools as suggested by an advocate, who attributed increasing aggression by youth due to lack of it.

Disposing of a PIL petition filed by advocate V Kashinatha Bharathi, the bench comprising Chief Justice M Y Eqbal and Justice T S Sivagnanam directed the petitioner to produce a copy of their order along with a representation, given by him to the government, to the Director of School Education, who should discuss the issue and take a decision as per law.

The petitioner, also an office bearer of a unit of Nagapattinam district MDMK, cited various violent instances, including the fatal stabbing of a teacher of a North Chennai school by a student of her class recently.

Stating that moral education is not being imparted to students in schools, he claimed that moral studies, physical education training and yoga classes alone would create better citizens of tomorrow.

No-fail policy may change to lift standards

When the Right to Education (RTE) Act became reality, there was a sense of jubilation all around. Students and parents welcomed, in particular, the 'no-fail' clause: no child could be held back in any class or expelled from school till the completion of elementary education (till class VIII). But teachers are complaining that some students take advantage of this clause and do not study at all. The state government has heard the complaints and is looking at ways to make changes to the rule. 

According to sources, the government has issued a circular to education officials, seeking ideas on the matter. "The new system may be that a student who does not fair well in a class will take a written test in April, failing which, he or she will take the test again in June. But it is the teacher who might have to make sure that the student passes. Thus, responsibility for the student's performance will shift to teachers," said an official. 

"Even though CCE ( continuous comprehensive evaluation) ensures that students are evaluated throughout the year rather than through just written exams, students have started taking the written exams very lightly," said a teacher from a school in Andheri. "We try to ensure that this doesn't happen in our school, but keep coming across students who are least bothered about studies." 

Though schools had welcomed most RTE clauses, many were opposed to the no-fail policy. With CCE in place, students are evaluated under two heads: formative (class work/presentations) and summative (written exams). The combined score is taken into consideration at the end of the academic year. "Students and teachers are easily getting adapted to CCE. Students also know that even if they don't score well in the summative part, they will score very well in the formative tests and pass with good marks," said Najma Kazi, principal, Anjuman-I-Islam Saif Tyabji Girls' High School, Byculla. She said she started remedial classes for students who were not fairing well in the summative tests. "Teachers in my school have been asked to hold these classes to ensure that students understand the topics well." 

While most government officials refused to comment on the issue, a senior official told TOI that instead of simply promoting children to the next grade, extra attention needed to be paid to teacher training. "Blindly promoting students does not help to make the quality of education better. Teachers need to be accountable to students and ensure their progress," said the official. "Teacher training programmes need to be more interesting and must incorporate skill-improvement plans."