After catching a bus from Khajuraho to Chhatarpur and checking into the Shelter Inn, I slept up to get ready for our arrival at Kendriya Vidyalaya Chhatarpur public school the next morning. We received an incredibly warm welcome during the school's morning assembly, receiving garlands of flowers, bindis, and a kind introduction by both Arun and the school's principal, Mr. Vishan Sigh Rathore. A group of students sang "We are the World" as well! We observed the morning assembly, which happens every morning at schools in India, where students engage in yoga and meditation and prepare their minds for learning as a collective group. Very interesting concept and apparently well-liked by the students. We met with Principal Vishan and learned more about the school, its students, and the Chhatarpur community. Next we got to visit one of Arun's English classes, where the students told us about many of the learning and extracurricular activities that are available at Kendriya Vidyalaya. Deanna and I also both gave powerpoint presentations about our native states, schools and personal lives. I talked up Vermont, passed out Bernie Sanders buttons, and fielded some great questions about the U.S. and education in Vermont schools. We also started meeting many of the teachers at the school, which serves K through 12.
On Tuesday, Deanna and I observed many presentations on Indian culture and the various states by his students. We learned about fashion, food, education, language, holidays, school life, and much more. The students did a great job and had clearly put a lot of time into their presentations. In the afternoon, we had time to meet with other teachers regarding co-teaching opportunities. I brought materials for a STEM engineering challenge activity. We had been advised (and observed) that much of the teaching strategies used in Indian schools were still based on direct instruction and rote memorization. Some of this was likely due to limited resources (especially for science activities) and limited access to technology (although schools we visited all had computer labs, not all with internet). I wanted to do a lesson that was project-based, required some critical thinking, collaboration, and that was a great example of engineering design. I landed at a classic balloon car challenge, which I was able to teach to two different sections of students (~35 students each section of mixed age and gender), where students were given a bag of supplies and had to design a self-propelled (via the balloon 'motor') car. Students could choose between multiple styles of straw, wheels, car body, axles, as well as deciding how many balloons they were going to attempt to use. By doing a hands-on activity at the start of a unit, students are likely to have an easier time understanding physical science concepts (Newton's 2nd and 3rd laws, friction, inertia, gas laws, kinetic and potential energy, etc.) when they are formally introduced by the teacher. Giving the students direct experience experimenting with the various variables by participating in the fabrication of their cars and the trial-and-error process of improving their designs is a common learning technique of the NGSS learning model. Students had a lot of fun and made some great balloon cars. Some groups even took them home and kept working on them, showing me their suped up designs the following day. Their curiosity and effort was really amazing...the type of engagement and enthusiasm that I have much more difficulty inspiring in my own students. It was a very humbling experience, and incredibly positive.
We also visited two other schools while in Chhatarpur: a public residential school, Jawahar Navodaya Vidyalaya (JNV) and a private school, Maharishi Vidya Mandir (MVM). JNV is a school specifically for students that test highly in rural Indian communities, which then make them eligible to study for free at this residential school in Chhatarpur. Similar schools are found in the other Indian states. We got the full red carpet treatment at JNV, meeting the principal and other administrators, whom we ate lunch with in one of the cafeterias that served the female students. The food was amazing and we nearly had to prostrate ourselves over our plates to stop them from feeding us more. It was awesome! Next we walked the red carpet to an outdoor assembly, where we were introduced, observed a beautiful dance routine by female students, and then had a questiona and answer session with the entire student body. I finally got some Donald Trump/Hilary Clinton questions and some other inquiries about education in the United States. After another performance by the boys' tribal dance group, we were set to leave when the seemingly shy male students surrounded me and enthusiastically asked me question after question. We found a vacant classroom and I answered as many of their questions as I could, took some selfies, and then Arun found me and we made our exit. It was an amazing show of curiousity and courtesy.
Later in the week, we visted MVM, a school based on the principles of the Yogi Maharishi Mahesh, the very same Yogi the Beatles famously studied under in India in 1967. We walked their beautiful campus, with numerous buildings for the different grade levels, immaculate playing fields and playgrounds, and observed some classes, especially in the primary grades, which were great. We also observed some devout Yoga and meditational practice by students from an affiliated program at the school. In talking to one of the female students that was out for recess, she said that the meditational philosophy of the school greatly enhanced her education because it "prepared her mind for learning." It certainly got me thinking about how little stock we put into getting our students minds ready for learning in the United States. Perhaps I need to tap into my inner transcendental self to help set the learning environment in my classes. The results looked remarkable. It also presented the familiar dichotomy between private and public schools, whereby the former have nicer facilities and resources, while the latter provide better salaries to the teachers.
Later in the week, we visted MVM, a school based on the principles of the Yogi Maharishi Mahesh, the very same Yogi the Beatles famously studied under in India in 1967. We walked their beautiful campus, with numerous buildings for the different grade levels, immaculate playing fields and playgrounds, and observed some classes, especially in the primary grades, which were great. We also observed some devout Yoga and meditational practice by students from an affiliated program at the school. In talking to one of the female students that was out for recess, she said that the meditational philosophy of the school greatly enhanced her education because it "prepared her mind for learning." It certainly got me thinking about how little stock we put into getting our students minds ready for learning in the United States. Perhaps I need to tap into my inner transcendental self to help set the learning environment in my classes. The results looked remarkable. It also presented the familiar dichotomy between private and public schools, whereby the former have nicer facilities and resources, while the latter provide better salaries to the teachers.
Much of the remainder of our time in Chhatarpur was spent interacting with faculty and students, as well as spending time outside of school with Arun, his wife Shalini, and their son Rowhan. Arun and Shalini lived right on the school campus, along with much of the rest of the faculty, and they totally opend their home to us. We spent many hours lounging at their house, enjoying delicious food, and having great discussions on any number of topics. They took us out to the local Chhatarpur market one night, where Shalini kindly selected some bangles for my wife, Lauren. Deanna and I also enjoyed interacting with Rowhan. Rowhan and I put a Lego plane together. We also spent time with the principal and his wonderful family. Vishan even took Arun, Deanna, and I out to a resort restaurant, where we met his brother-in-law and enjoyed an amazing Indian dinner. Getting to interact with the other faculty members of the school was certainly one of the highlights of the trip. Everyone seemed highly dedicated to their profession and their learning community seemed so comforting and genuinely wholesome. The politeness, enthusiasm, and boundless curiosity of all the students really stood out to me. Everyone was so appreciative of our visiting, Deanna and I often felt we hadn't done nearly enough to justify their remarkable kindness. Students and teachers alike brought us homemade food to try, and students gifted us beautiful painted folders and drawings. Chhatarpur certainly has a place in my heart and Deanna and I began conspiring with Arun and Vishan on grant opportunities that we could apply for to continue our collaboration. Hopefully this story is to be continued!