EXCEPTIONALSTUDENT EXPERIENCE

MAGAZINE

Volume 3 October 16

InclusiveQuality Education To EndExclusion

Sramayeva Jayate

Today, more than at any time in history, Technology is power.

SHARANI P NARAYANADIRECTOR

Edition IIIInhouse Magazine for Prevailing Best Prac-tice in Education

Published by:Nspira Management Services Pvt Ltd.

Profile: Educational Magazine

Editorial Board:Puneet KothapaSivaKumar RVijaya Lakshmi KAni Sripada

Cheif Publisher:Puneet Kothapa

Editor-in-Chief:Ani Sripada

Content:The views, statements, positions, strategies and comments expressed are soley opin-ions of the respective entities or/and individ-uals.

The editors/publishers cannot be held responsible for its accuracy or validty of any such information.

Design:Venkat Kusuma

Dear Reader,

We are happy to reach to you with a new issue of the Voice Magazine, bringing further insight into developments in educational best practices.

Teacher-related topics, different aspects of teachers’ role in a contemporary education system, and the importance of professional development of teachers for social inclusion are in the focus of this edition. The attention is also paid to exploring democratic participa-tion of children from early years, followed by topics on diagnosing motor performance in pre-school and primary grade children, and on the pedagogy of free-time.

The themes of our interest remain to be those of significance worldwide. We shall continue to explore areas of lifelong, intercultural and non-formal learning, challenges in reaching education for all, and to promote creative and innovative approaches in education.

The beauty of learning is something that we also want to bring to you through this publica-tion.

Editor-in-Chief

This magazine profiles innovations and best practices in providing an excep-tional learning experience that have similar characteristics to the global best practices. The student experience, which encapsulates different facets of academic life affecting the experience of students, can be conceptualised through three interconnected themes: teaching and learning, opportunities and infrastructure.

Teaching and learning encompasses key activities such as curriculum renewal and blended learning through engag-ing students as participants, co-creators and change agents in curriculum renewal processes. Restructuring the curriculum gives students an opportuni-ty to broaden their studies, experiences and skills outside their discipline area. We invest in blended learning technolo-gy and expertise, particularly in the areas of science & technologies.

The importance of creating a sense of community through infrastructural investment develop streamlined, personalised student support services that take into account all of the students’ interactions with the systems and processes. Constructing a range of residential, sport and cultural facilities, often with a focus on environmental sustainability, and consciously seeking to connect these new facilities to teach-ing and learning.

EXCEPTIONALSTUDENT EXPERIENCES

TABLE OF CONTENTS

Director’s Note......................... 04Sharani P Narayana

Exceptional StudentExperiences............................. 06

Importance of AlumniNetwork................................... 08

Think Success.......................... 1010 Things Successful People Never Do

Technology in Classroom........ 12The emergence of smart learning

The Real Sense of Erudition...... 14K. Ramana Kumar

Events & Celebrations.............. 20

Did you Know??....................... 2214 facts about Indian education system

Tribute to Excellence............... 23Nagaraju Kandagaddala

Today!! Educational System..... 16

The Now and Future................. 18

The sum total of an institution is represented by its students. We are extremely honored to be the first choice of the students and parents alike in their endeavor to shape their future. The choice harbingers excep-tional responsibilities on our part and makes it imperative not to fail in par with the expectations.

To deliver the best, our resources have to be exceptional. We, at Narayana, are proud of having such a team. Be it teachers, students, parents, administrators, influencers, everyone is constantly striving for the best. A passion for excellence and vision to transform is what drives the legacy of Narayana to where it is today.

Hard Work without a vision does not yield success. Self-motivation, a purpose with defined short-term and long-term goals and belief in oneself are the instruments to realize one's aspirations. These are the qualities which (are / must be) inherent to all the Narayana Group employees and passed down in example to our students.

“I would like to wish you all the best and a very happy festive season ahead”.

Today, more than at any time in history, technology is power. Not only does technology affect us economi-cally, socially, culturally but it has transformed the way people across the globe connect. Networking and Collaboration are two powerful tools which can aid to enhance our teaching methods and learning goals.

In line with the mission and vision of Narayana, understanding the potential of the student is as import-ant as mastering the various teach-ing methodologies to presenting the concepts in a real world scenar-io. To reiterate, the Narayana Group is committed to constantly define and redefine education in pioneer-ing timeless academic rigor and zeal for competition to meet the zenith of success.

04

“As we enter the last quarter of the year, it is time to re-analyse our goals, what we have achieved and how much is yet to be done”.

“A passion forexcellence and vision to transform is what drives the legacy of Narayana to where it is today”.

Sharani P NarayanaDirector

05

We have conducted a health camp in our Co Vijay-awada office on 24th September, 2016. A team of doctors from “KAMINENI HOSPITALS” visited and conducted health check-ups like (B.P monitoring, GRBS, ECG, 2DEcho and Cardiologist/ General Physi-cian Consultation).

Doctor Mr Mahesh has taken awareness program regarding cardiac attack, cardiac problems and suggested the prevention methodologies from heart problems. Our com-plete staff attended for the health camp and utilized the services given by the doctor’s team.

HEALTH CAMP Corporate Office, Vijayawada.

06

EXCEPTIONALSTUDENT EXPERIENCES

TEACHING & LEARNING• Restructuring the curriculum to give students opportunities to broaden their studies, experienc-es and skills outside their discipline area. • Engaging students as participants, co-creators and change agents in curriculum renewal processes. • Investing in blended learning technology and expertise, particularly in the areas of science and technology.

STUDENT SUPPORT SERVICES• Constructing a range of residential, sport and cultural facilities, often with a focus on environmental sustainabili-ty, and consciously seeking to connect these new facilities to teaching and learning. • Developing streamlined, personalized student support services that take into account all of the students’ interac-tions with the university ’s systems and processes.

OPPORTUNITIES• Continuing to build comprehensive internationaliza-tion strategies to give students a diversity of global experiences. • Integrating work experience into learning, especially in the areas of entrepreneurship and leadership. • Encouraging community service and volunteering through face-to-face and online initiatives. • Providing formal recognition of students’ global, work and community experiences.

07

With a depth of knowledge and experience in real-world education, we are committed to creative research collaboration with education communities worldwide, and lifelong learning and alignment to economic development and education goals.

08

Inter-AlumniNETWORKING

THE IMPORTANCE OFA STRONG ALUMNINETWORK

09

As The Narayana Group ventures forward into increasing its overall strength in terms of students, teaching and non-teaching staff, it is important to pay close attention to those who have benefited from our strong education ethos and graduated from the Narayana Group of institutes. We are proud of the results that our group’s graduating students secure in terms of board exam results, ranks secured in competitive exams and admis-sions gained into prestigious professional medical and engineering colleges.

However, what happens after the batch gradu-ates? What happens to the alum who moves on as he or she navigates through the journey of life through various institutions, workplaces and professions? How can we stay connected with our alumni and in turn help them stay connected with each other? These are some of the questions that Ms. Sindhura Narayana, our MD is trying to solve and one where we are soliciting feedback from the entire group.

There are several challenges in building an alumni network that is engaged with each other and as well as with the group and Ms. Sindhura is deter-mined to overcome these challenges and build a useful alumni network. However, one thing is for sure – we need to start looking at our students as future alums and start brainstorming on a sustain-able process or technology which will help us engage with them in a useful way in the long term.

ALUMNI AS ROLE MODELS TO CURRENT STUDENTSOne mode of engaging alumni with the group is to bring the alums to our schools and have them interact with students in a semi-formal setting and with the support of senior regional man-agement. This is a win-win strate-gy on all counts as the alum has the opportunity to interact with senior regional management, the students have the opportunity to learn from anecdotes and exam-ples of past students who had similar experiences as theirs and the overall system gets encour-aged with the fact that there is light at the end of this so-called tunnel of academic engage-ment and testing.

INTER-ALUMNI NETWORKINGSeveral of our past students are now spread out all over the world working in several diverse profes-sions. However, common experi-ences and backgrounds within the alumni network exists and the ability to expand one’s network by virtue of the school or college he or she studied at is far greater than when interacting with strang-ers. Our aim should be to ensure that Narayana students feel part of the same family with a common vision. This sense of belonging will help them establish new relationships and further strengthen old friendships.

ALUMNI EXPOSURE TO THE GROUPAs we continue to expand and forward and backward integrate across verticals, we have a constant need to work with the best talent in the market. It is the belief of senior management that we can find the best talent from the very individuals we nurtured and there is no greater satisfac-tion than when a past student joins the group as part of our aca-demic or non-academic talent-ed resources. A strong relation-ship with our alumni will help us with our HR requirements in the future. Further, our students will become innovators and as a group, it is our duty to help our alums get the right resources and networks to help build their inno-vations and ideas to fruition.

Mr.Devashish Singh,Vice President, New Initiatives.

10

01

02

03

05

04

They Never Gossip!!

TheyNeverInterrupt!!

They Never Resent!!

They Never Let The Past Dictate Their

Future!!

They Never Say “Yes”

When They Mean No!!

THINK SUCCESS!!

11

06

07

08

10

09

They Never Think Negative!!

They are Never Afraid!!

TheyNever

Just Fit In!!

They areNeverLate!!

They Never Decide On

Time!!

10 THINGS SUCCESSFUL PEOPLE NEVER DO

12

The emergence of smart learning pushes educators to understand and leverage technologies for classroom use; at the same time, the on-the-ground implementa-tion of these technologies in the classroom can (and does) directly impact how these technologies continue to take shape.

While many new technologies have emerged through-out history, so has the cry for educators to find mean-ingful ways to incorporate these technologies into the classroom – be it the typewriter, the television, the calculator, or the computer.

And while some professional educators may have become numb to this unwavering ‘call’ – and for good reason – it is crucial to consider that the excitement over games and social networking isn’t just business and industry “crying wolf.” Indeed, those previous technolo-gies have a powerful place in instruction and the classroom; but without them, strong lessons and learning objectives can still be achieved. With these more recent technolo-gies, we think educators should take the call, even if only on a trial basis.

Undoubtedly, without these recent technolo-gies (i.e. digital games, Web 2.0, etc.) in the classroom, strong lessons can still be achieved, but there’s a sharp disconnect between the way students are taught in school and the way the outside world approaches socialization, meaning-making, and accom-plishment. It is critical that education not only seek to mitigate this disconnect in order to make these two “worlds” more seamless, but of course also to leverage the power of these emerging technologies for instructional gain.

THE EMERGENCE OF SMART LEARNING PUSHES EDUCATORS TO UNDESTAND AND LEVERAGE

TECHNOLOGIES FOR CLASSROOM USE.

TECHNOLOGY CAN HAVE A RECIPROCAL RELATIONSHIP WITH TEACHING.

CREATING DYNAMIC LEARNING ENVIRONMENTS

TECHNOLOGY IN CLASSROOM

13

Of course, as a result of these assaults on formal education, those in the “outside world” are often quick to pounce on edu-cators and the way education is (per-ceived to be) conducted in U.S. class-rooms.

This bandwagon perspective has become a mounting dialogue, charging the field of education with the imperative for a revolution— radical transformation of its system and practices. While it is clear that education is no different from the other sectors in its need to adapt and modify to our transforming world, it is also clear that many educators currently already imple-ment excellent teaching practices and are able to skillfully create dynamic learn-ing environments.

Attacking educators’ current practices combined with the lack of acknowledgment of current best practices only hinders the growth of the education sector.

There are countless educators who are masters at their craft, currently employing an array of exceptional instructional strat-egies. Lauding and building upon these strategies is critical to effective growth in the education sector in order to bridge the aforementioned divide.

We advocate for an evolution in educa-tional practices and approaches to instruction, which not only align with the processes and operations of the world outside of school, but also leverage the emerging power and potential of these new processes and technologies. Attend-ing to this end of the technology-teaching relationship has the additional benefit of helping to shape emerging technologies that is most effective for cognition and instruction.

WITH THESE MORE RECENT TECHNOLOGIES, WE THINK EDUCATORS SHOULD TAKE THE CALL, EVEN IF ONLY ON A TRIAL BASIS.

14

A profound scholarship lies not in mere holding higher level degrees, but in exploring the right means to lead life e�ectively and peacefully, which can only be attained with the enhance-ment of the inner richness of one's personality. Both happiness and peace stand on the strong pedestal of 'Contentment', a divine faculty, without which the ambience within boils down to a veritable hell.

External pursuits to acquire wealth may bring in comforts but not contentment. They may elevate a person to a higher status but only onto the physical plane. The more he hankers after the outer glamour, the more is he allured to the mirage of 'accumulation'. He is miles and miles away from self-realization constantly undulating on the low and high tides of life.

Education comes from within; one gets it by e�ort, thought and analysis. To enrich the inner glow by apprehension, assimilation and appli-cation of positive traits must be the highest priority of every person.

Happiness lies in the pursuance of something but not in the achievement of it. Similarly, the real contentment lies in the accomplishment of the work undertaken, but not in the mere fruit of it. There disappears 'ego', where the e�ect is treated insignificant.

One's weltanschauung, the comprehensive outlook of the world and human life, will be more strengthened by viewing at things from positive spectacles. A man with noble principles like obedience, simplicity, perseverance, giving attitude (charity), compassion, composure etc., can predominantly be more e�ective in his approach to life than the persons with wild goose chase.

The coherence of body, mind and intellect is better equilibrated in a person, whose analytical inward journeys bring forth fineness out of him. This act of self-introspection totally di�erentiates him from the others. At every phase of life, he excels others with his pleasant and poised mien, not perturbed by the fleeling splendors of exter-nal world.

Balancing the thoughts or feelings both nega-tive and positive is the primary step that a man is to work on. Though it is a mammoth task to weed out the negative seedlings completely from one's mind, it is really essential to nurture the positive feelings to the fullest strength. It is possible only when he turns his camera of perception inward and starts observing the flow of thoughts or feelings in any given situation and then sorts out the things for the requisite compo-sure. Later, he is to concentrate on how to make the positives dominate the negatives, though the latter allures him a lot.

With utmost control over the inner conflict, possi-ble only through constant observation and elim-ination process, while diligently brushing aside the intervention of Ego, one can see the positive dimensions dominate the darker forces or feel-ings. While transforming a positive thought into action, the contentment that he experiences can find no words. One can be closer to the Almighty, when the concept of thattwamasi is perceived and implemented.

Life is transient and so the pursuits must not get drifted to the seamy side. So with the constant analytical eye on both the worlds he lives in, inner and external, he can get a wonderful chance of drawing a coherence between the two and of broadening the horizons of his potential at every phase of life, till he confronts the final threshold which leaves him with a repertoire of radiant reminiscences and turns him to be a complete man.

K Ramana Kumar

15

THE REAL SENSE OF ERUDITION

16

Educational Establishments for Students

The students (as well as the parents) aspire their talent to be nurtured and fostered by their educational estab-lishment and excel in their subjects. It is the education-al institutions, which identify and bring out the inherent talents of the taught. It is very essential in the career of students to give shape to their goals, aspirations and ambitions.

Institutions creating Exceptional Students

The institutions have to identify the exceptional abilities of the students and enroll them in a special school programs. They should be provided every appropriate opportunity to participate in academic and non-aca-demic and extracurricular programs which are designed to enhance student’s academic, social, emotional and vocational development. The school administration, the teachers and other school person-nel must be available to them to extend appropriate and technical assistance to enable them to fulfill their academic and non-academic responsibilities. Thus, the institutions have to identify the innate abilities of the students and create exceptional students who would turn out to be models for others to emulate them.

Significant changes in Indian Educational Sector

At school level, the governments have intro-duced Continuous and Comprehensive Evalu-ation (CCE). It is a method of assessment/eval-uation mandated by the Right to Education Act of India, 2009. At the higher education level, the UGC made the Choice Based Credit System (CBCS) mandatory. Emphasis is also laid on skill and creative based and technical education. Special emphasis laid on the improvement of the effective communication skills of the students for better employment opportunities.

“Institutions have to identify the

innate abilities of the students and

create exceptional students who would

turn out to be models for others to

emulate them”.

TODAY!!EDUCATIONAL SYSTEM.

GOALS, ASPIRATIONS & AMBITIONS

17

Foreign Education System vs Indian Education System?

Pranab Mukherjee, the honourable President of India said that “Children are the future of the nation. They are, in fact, the foundation on which a strong, vibrant and dynamic India shall be built. Children are exposed in their formative years most to their parents and teachers, who have a tremendous responsi-bility towards inculcating in their young minds a sense of values, discipline, dedication and commitment to the nation.”

In fact, inculcation of these values are disap-pearing day by day and they are more becoming self-centred rather than nationalis-tic. It is due to the change of attitude of state and union governments in India. They are slowly getting away from the responsibility of the compulsory education to all by reducing the budget allocations to the education sector every year. They have the notion that spending money on education as unproduc-tive but they do not realize the fact that with-out the funding of the government to the schools, the country would not get/produce able and efficient human resources. This is what we are witnessing in print and visual media every day.

As far as the foreign countries are concerned, the education system in those countries and education system in India are very different. They have a notion that the school education is an important stage, which they consider it a formative stage of children. For instance, America, Finland, etc., provide free school education to make them self sustained by the time they finish their schooling. They feel that it is their responsibility to produce trained human resources for the development of the country. I think this spirit and feel of responsi-bility is lacking in our governments.

Few factors that are affecting quality of education?

1. Governments’ attempts to escape from the responsibility of providing education to all.

2. Under-staffed schools and poor infra-structure facilities in schools of public sector.

3. Under-qualified teachers and poor infra-structure facilities even in private schools.

4. No time/space for the extracurricular and games and sports activities in the private and corporate schools which con-tribute for the mental and physical fitness of the students.

5. Most of the students are not able to overcome the barrier of English lan-guage/Communication skills. Proficiency in English language/Communication skills definitely enables students to understand the subject comprehensively and feel confident himself.

6. Pragmatic approach to teaching is missing.

7. Ignoring the weaker students in the class.

8. More emphasis on marks rather than creativity and efficiency of students.

“The institutions have to identify the exceptional abilities of the students & enroll them in a special school programs.”

Dr. B. KrishnaiahAsst. Professor, Dept. of English

School of Humanities, University of Hyderabad

18

Many agree that games, simulations, and social networking technologies have much to offer edu-cation. Yet while the benefits of these offerings are still making themselves apparent, a growing number of educators are making sure they are on the front-end of the wave. By appreciating that the students filling their classroom chairs have a differ-

THE NOW, AND FUTURE

ent perspective on the world, these teachers are able to experiment with new ways to connect with kids through these technologies. Moreover, the research is supporting this work, showing that “multimedia education improves both compre-hension of the lesson material and students’ inter-est in the lesson topic”.

Where is good learning headed? And what does the future look like?While no one can say for sure, it is clear that the strong academic examples and applications of the technologies are growing exponentially. And others offer us a glimpse at where the front-runners of the field are headed.

19

At the Institute of Play—a non-profit led by profes-sor and game designer Katie Salen—big plans are in the offing for creating a new type of school. This school is in its developmental phase, pushing on the very ideas of this paper. For the past several years, this research-based, youth-oriented organi-zation designs game-based learning environ-ments, curriculum, and professional development programs centered on helping teachers gain fluency in the effective use of digital media and

Seem extreme? As we begin to truly examine games and what they offer, we get a deeper sense about their educational power.

games for learning. Building on their research and knowledge in this area, this school—entitled Quest to Learn—is a 6-12 public school for New York City set to open in 2009, and will use game design and game-inspired methods to teach critical 21st century skills and literacies as well as content in traditional subjects. Salen is looking at the ture of learning, and believes that the creation and use of games can be a foundation for learning and innovation in our ever-accelerating world.

THE FUTURE, NOT SO DISTANT.

"One of the powerful ideas undergirding games is the fact that games work as rule-based learning systems, creating worlds in which players actively participate, use strategic thinking to make choices, solve complex problems, seek content knowledge, receive constant feedback, and consider the point of view of others. As is the case with many of the games played by young people today, the school I am working on is designed to enable students to “take on” the identities and behaviors of explorers, mathematicians, historians, writers, and evolutionary biologists as they work through a dynamic, challenge-based curriculum with content-rich questing to learn at its core. It’s important to note that it is not a school where whose curriculum is made up of the play of commercial videogames, but rather a school that uses the underlying design principles of games to create highly immersive, game-like learn-ing experiences. Games and other forms of digital media serve another useful pur-pose: they serve to exemplify the complexity and promise of “systems.” Understand-ing and accounting for this complexity is a fundamental literacy of the 21st century."

Where are we headed with the use digital games, simulations, and social networking technologies in educational practice? While we cannot say for certain, we can say that the capacity for digital games, simulations and social networking technol-ogies to facilitate and leverage deep learning is evident enough to warrant further exploration and the development of new best practices. But we don’t need to wait for the distant future to under-stand if and how we can implement these tech-

nologies. Students today are using these technol-ogies now, and if you look around, it is highly likely that there is a Ross, a John, or even a tag-team like Hal and Kali right down the hall from you. And while, Ross, John, Hal, and Kali may not have all the answers, they are indeed finding strong results. Through every day explorations like these in the classroom, it is teachers who are building the steps towards the future.

- Salen

20

Teacher’s Day

Ganesh Utsav

21

Sports DayCelebration,

CHENNAI.

22

01 FACT. Just one out of nine children finish-ing school joins a college. India has one of the lowest higher education enrollment ratio of 11 per cent. In the US it is 83 per cent.

02 FACT. To meet its target of increasing enrollment levels to 15 per cent in 2012, the Eleventh Plan estimates that India needs to invest Rs 2,26,410 crore. Yet it has set aside only Rs 77,933 crore-just a fourth of the total needed.

03 FACT. A recent ASSCoM-McKinsey study showed that only one out of Ten Indian students with degrees in humanities and one out of four engineering graduates are employable. So much for India’s boast of having one of the largest technical and scien-tific manpower reserves in the world.

04 FACT. A study by the National Assessment and Accreditation Council showed that 90 per cent of the colleges and 70 per cent of the universities that the council graded were of middling or poor quality.

05 FACT. Shortage of teachers was endemic with even the IITs reporting a 20 to 30 per cent shortfall in faculty.

06 FACT. On an average most Indian univer-sities revise their curricula only once in five to 10 years but even then they get defeated in both letter and spirit.

07 FACT. Over-regulation by the government and a multiplicity of agencies have seen higher education stagnate and corruption become institutionalized.

08 FACT. In 50 years, only 44 private institu-tions were granted deemed university status by the University Grants Commission. In the last 5 years, it has granted that status to 49 more, leading to charges of impropriety.

09 FACT. The shortage of good institutions has seen cut-off percentages for entry into good colleges soar to genius levels. This year’s qualifying marks for RCom (Hons) course in Delhi’s SRCC was 98.75 per cent.

10 FACT. Studies show that the number of students committing suicide because of the pressure to perform well in secondary board exams is rising alarmingly.

11 FACT. Indian students now spend $7 billion to go abroad and study in foreign universities because of the poor quality of education at home. Yet the government drags it feet over permitting foreign universi-ties to set up shop in India. Where in same cost we can successfully implement and run around 10 more IITs.

12 FACT. The quality of school education hasn’t improved. A recent study found that in rural north India on an average day, there is no teaching activity in about half” of the primary schools

13 FACT. The US currently accounts for over a third of the entire world’s output of articles in science and engineering. India, in contrast, accounts for less than 3 per cent of research papers published and in terms of citations barely 1 per cent.

14 FACT. Almost half of the country’s popu-lation is below 25 years. Almost 10 per cent of them or 12 crore are between the ages of 18 and 23. If they are equipped with both knowl-edge and skills, they could drive India’s entre-preneurial and Competitive spirit and make it into global power.

DID YOU KNOW??14 Facts about Indian Education System

Among some of his artwork is a portrait of late artist MF Hus-sain made on biscuits, which he personally presented to the famed artist. Earlier he made similar portrait of YS Ra-jshekar Reddy, CM of erstwhile Andhra Pradesh, which was the first portrait ever made on biscuit. He created a piece of art on Radha-Krishna using 24,100 Glucostick beads which are used to check blood sugar. This representation took him 26 days to make and won him a National Record in Limca Book of Records in 2006. One of his favorites is the caricature of Mother Teresa made of grass. Recently, he has applied for Guinness World Record.

K Naga Raju, an employee of Nspira Management Services Pvt Ltd working in T&S department, is multi-talented. Off late, we found that he is a magnificent artist.

Recently, he has applied for Guin-ness World Record. Let us all wish him Best of Luck for the World Record.

Portrait of former President of India Prathibha Patil in Pencil art

Caricature of Super Star Rajinikanthmade using dry grass

Caricature of Radha-Krishna madeusing 24,100 glucostick beads

Certificate of National Recordissued by Limca Book of Records

10th Floor, Melange Tower, Survey No. 80-84,Pathrika Nagar, Hitech City, Madhapur, Hyderabad, Telangana, India - 500081

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