Neel Bagh

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Neel Bagh

• Principles
• for
• Teacher Development

2
Creation of David Horsburghin 1970s

• Contributing Participants
• Doreen Horsburgh
• Children studying in NB
• Student-teachers
• Friends family
• Community

3
Inspiration Tree

• Rabindranath Tagore
• J. Krishnamurthi
• A.S. Neill, Summerhill School
• Bertrand Russell
• Progressive rational educationists

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Evolved Solutions for

• The whole child, not just the student
• Childrens unique ways of learning
• Child-directed learning
• Learning multiple languages
• To learn, one has to do, one has to be

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Right Education

• Multi-age children learning in the same room
• Inclusion of hand skills, arts, trade skills,
  life-skills into daily schedule
• Bi-lingual medium of instruction, Telugu
  English
• Rigour of learning academics or arts

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in the Right Way

• Mix of individual/group/ and collective
  activities presentations
• Resource Materials, few but a range
• Continuous assessment
• Board exams at end of school, when child feels
  ready
• Accountability responsibility
• School Life continuum

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Teacher Development

• Teacher development, not just training
• Teach, as you want teachers to teach
• Each persons uniqueness taken into account
• Individual learning, self work-plan
• Mix of individual meetings, group seminars, and
  collective activities
• 
  

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Teacher Development

• Learning clay work, carpentry, art craft,
  performing arts, outdoor activities
• Encouraged to teach subjects, skills known
  songs, crafts, languages
• Skills of a teacher BB drawing, handwriting,
  singing
• Learning from people every visitor a resource

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Teach, to learn teaching

• Each term a rotation of subjects, groups, classes
• Teach each other (student-teachers) a language
• For one class take the lead, for one be assistant
• Taking charge of one group, for one subject over
  a term
• Teach something one does not know

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Theory Building

• Written assignments every week
• Reading books in a variety of ways
• Working through different textbooks and workbooks
• Seminars group discussions every week
• Maintaining a diary
• Lunch/dinner meetings

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Attitudes Values

• Simple functional living buildings, food,
  facilities,
• Living with integrity
• Living in a community, not as a herd
• Humanness every child, teacher, parent matters
• Equality democratic values

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Link practice teacher education
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Quality Continuum

• From teacher focus, to curriculum driven, to
  child-directed
• From perception of MG as a problem, to coping, to
  natural way of learning as a pedagogy
• From children being mostly idle or repeating for
  most of the class time, to doing mechanically, to
  constructive work

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Quality Continuum Material

• From no resource material, to ad-hoc collection,
  to over-structured curriculum, to essential list
  of planned TLM
• From only teacher-made TLM, to shop bought, to
  given centrally, to a mix need for teacher-made
  TLM within given structure
• From only textbook, to workbooks, to no books, to
  use texts as resource

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If we don't stand up for children, then we don't
stand for much. --Marian Wright Edelman
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