Sunday 24 March 2013

Break the mould

Teenaged Netra lived in the fear of her parents. She believed it was her moral duty to please them by scoring the maximum marks in every subject.   Her mother was very strict and often pushed her to excel in everything. She ensured that Netra went through the rigmarole of classical music and dance. But for Netra the experience was so rigorous and severe that it alienated her from the art form. She dreaded the classes and instead of growing to love it she grew to abhor it.  But her mother was oblivious to the growing resentment in her daughter .She believed that a girl from their community had to be trained in arts to be considered a well reared girl. The mother believed in the mould.

Today Netra is a parent of two teenage kids and during the course of one of our conversations, told me that she had read “The battle hymn of the Tiger mother” by Amy Chua. She could sometimes see her mother and sometimes herself in Amy Chua. She identified with the author and vehemently accepted that she was confused. As an educator I meet scores of parents and know that most who  read the book face the same confusion.  The confusion arises from the clash between their own upbringing and how they feel they should deal with their kids.

The case of extreme parenting as elucidated by Ms.Chua strikes a raw chord in almost every Indian parent of this generation .Most parents who have teenage kids face the similar dilemma as experienced by Ms.Netra. In trying to keep up pace with the highly competitive world, we want our kids to excel in everything resulting in the development of unnecessary emotional and social pressure. Most parents of this generation are, sadly, victims of this scenario themselves. Ask any engineer or doctor today, he/she will tell you how his/her youth was wasted over exams, exams and more exams.  Yet as a parent he/ she fears today that if not pushed their kids would not be as successful as they are today.

And here is where I would want each one of you to pause and think. Reflect on your own experiences. How different do you think life would have been if you had followed your heart and given vent to your creative thinking? What is, then your definition of success? Is success measured only in terms of clearing exams or would you rather measure success in a way that will enhance your child’s personality?

The human brain is capable of immense learning .The potential to learn is maximum at an early age and it is wise to tap this at an early age. But while doing so, one needs to be equally careful of what impact our actions could have on the subconscious mind of the child.  A very harsh and authoritarian parent can foster only negativity in the mind of the child towards the task and the task master (the parent or the teacher in question here). Many parents believe that only punishment can rectify. One doesn’t ‘rectify’ a child. An able parent will be one who gauges the impact of his or her action not in the immediate frame of time but in a lifelong perspective.

Little Roshan in preschool was upset that he made mistakes while writing the alphabets and this angered his mom. He refused to go to school as in his mind Mama was angry with him because of school. We had to speak to Roshan‘s mama to let her know that he was only learning and it was ok for him to pace ahead at his own speed. He did not have to fit the mould in her mind.

Child hood fears and scars sometimes surface in the adult age of an individual. Parents can be really pushy at times trying to relive their childhood dreams through their children. Reality shows show aggressive child participants and even more aggressive parents. What does the child of a pushy argumentative parent learn? He learns that one needs to be over competitive. He never learns to lose with grace. He never learns that failure is not the end; it is in fact a stone to progress.

But that also doesn’t mean that a parent acts only to keep his child happy. A permissive parent too doesn’t succeed. Children need role models and a parent who says ok to everything is not ok for the child. Children grow up thinking that my parent never thinks about what I do or why I do that .He/ she doesn’t care about me. A highly unregulated environment could also misguide the child.

Netra now  knows that there is no right or wrong style of parenting. What are important are the practices she sets up for the children in such a way that the child feels cocooned and safe and yet grows up daring to be adventurous.

Confusion is bound to be around as each child is different.Ms. Chua imposed certain rules on both her daughters. Her elder one heard her out but these rules  held no water for the younger one .The same style of parenting will not work .Each child is different and demands a different strategy. As much as we would want, it is difficult to treat all our children alike. I feel that we need to differentiate, so as to ensure that we allow each one to develop his or her own traits. Do we treat all our colleagues in the same way? No, we have different perspectives for each one and decide our strategy based on what his or her personality is.

And this is what we need to do when we deal with our kids too. Each kid is an individual in his own right and we need to treat them that way. Nurture as you go along and proudly watch your child find his own way. Do not make the mould and try to fit him into it. Break the mould. Let him mould himself. Just be the wind under the wings and see him soar to glory...........


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Monday 11 March 2013

The age of the Entrepreneur


Speaking to Raj and Amit, both who are entrepreneurs in today’s market, I realised how the skill to take initiative is one that we consciously need to develop in our kids. Both are successful business men who decide to strike it out on their own for personal and professional reasons. Both agreed that it was only in their thirties that they had decided to do this and one of the key motivational factors was to be their own boss. They did not want to work for someone else. Moreover they enjoyed the fact that they could take the risk and push the envelope.  It brought out their hidden leadership skills and the sense of responsibility to their own ambition. 

As parents we regularly ask our kids “What did you do today?’”But how often do we ask them, “What did you begin today?” Do we actually believe that innovation and the need to take initiative are skills that kids need to develop? When we think of ‘new’ we usually think of new products. 
Do we think of new ideas, new beliefs and new notions that we can cultivate in a child’s mind? Ever observed a four year old with a toy train? He wants to know what makes it run and usually tries to open it up to figure out what makes it run.  Do we let him? No, we fear he might get hurt or at times worry how costly the toy train is. Systematically we destroy every initiative he makes to unravel mysteries for himself. Soon he curbs his curiosity and stops taking initiative. Parents love compliance. It just easier to manage a quiet, compliant kid than a thinking, questioning, curious little brat.  

When I began Kangaroo Kids, Entrepreneurship was not what a parent usually wanted his/ her child to be in. But the scenario is fast changing. The age of the Entrepreneur is here. We have moved from the Industrial Age into the Conceptual age and now is the time to heed to Seth Godin who says POKE THE BOX. 

The last century belonged to people who were ready to think out of the box. Innovation was the key to success and one needed to rebel against set rules if one had to move above the crowd. We are a generation that is unlearning what we learnt .But are we still teaching our kids the same? We have to teach them to not just think out of the box but to poke the box. The space above the crowd is also getting crowded now. With increased awareness about thought processes that can move and shake the world, we have travelled over a decade into the new millennium and the time for a paradigm shift in thought process is slowly hovering over the horizon. 

With job markets getting stale and economies going for a toss, the biggest alternative that an individual today has is to strike it out on his own. His conviction, his passion fuelled by his needs will determine the trajectory he chooses to follow. If Robert Frost took the path less trodden, the winner of tomorrow needs to tread the path that he decides to create for himself.

And this is where we can gift our kids with the biggest skill and attitude of the times: the guts to initiate.  Seth Godin’s book talks about how to take initiative at the corporate level but the insights he offers can just be transferred to parenting.

Just ask your kids to write down two lists: What they are allowed to do and what they are not (by you). You will find that they are able to complete the longer ‘not allowed’ list faster than they are able to complete the ‘allowed’ list. This is because its innate human nature to remember what he is not allowed to do as that gives him the choice to rebel against it. Ask him what he would want to do the most in the not allowed list (and if it doesn’t fall in the realm of endangering life, then let him take the initiative to do it.) 

Boundaries are usually in the mind. We have so many boundaries for ourselves that we transfer the boundaries to our kids. So the next time you daughter tells you she wants to be a rock star, get her a guitar. Let her poke the box.






Sunday 3 March 2013

Evaluating the evaluation systems

What is the purpose of education? Why do we send our children to schools? What do we expect out of a fifteen year process? These are the questions that matter the most when we think about educational systems and its impact on society.

Toppers in English who can’t speak a grammatically correct sentence in English to toppers in Mathematics who can’t apply their knowledge in daily life situations are no different from the dropouts who appear at the other end of the spectrum. Where is the system then regularly and systematically churning out individuals who are ‘educated’ ‘marks –heavy’ but highly unskilled and market ‘un-ready’?

All these questions lead us to the one place where our education system has faltered: the Examination and evaluation systems that we have in place in our schools and colleges. Following the historically set systems of the British who wanted educated Indians who could read and write like an English man but work like an Indian, we still have courses that are content heavy and exams that test retention of content.

With rising voices of dissent among educators and the globalisation bringing alternative educational practises to our door steps, the Gigantic Indian education system has woken to the need to change these patterns.

And The Continuous comprehensive Evaluation system was introduced in schools by the Central and State governments. 

It’s almost two years now that the Continuous Comprehensive evaluation has been accepted by most schools across the country. Hailed as revolutionary and forward looking, aiming to clear the mess that the evaluations systems are in, as they existed in our country, the CCEs seemed to be an answer to all the ills that plagued the old Giant.

Rubrics to grade students meant a variety of parameters for each and every aspect of the task at hand. The student would now be graded on not just what he thought about a book but also on why he thought it, and how he presented the work. Ah! Weren’t we covering every little thing? Wasn’t it so objective now? We didn’t leave much to the teacher’s discretion. Oh, she could not now be partial and impose her thought process on the write up! Yes, we had rectified the process or so did the world of educators and evaluators think.

Has this pattern really changed anything? Has it made us better educators or has it enabled creation of better learners? Loop holes as huge as creators on the moon are staring at our face today. The life of a student is suddenly surrounded only be tests and exams: some announced and some unannounced. If the school offers 6 subjects for a fifth grader then he is scrutinised almost 96 to 120 times in a single academic year! 

Teachers have turned into data entry points, with each teacher filling up sheets and sheets of data regarding the various parameters being tested .Teachers have to observe up to 60 students in a class on a daily basis and fill in observation charts.  Given that each teacher deals with at least 5 classes that comes to 300 students a day.  So that means that a teacher needs to observe ever 300 students respond to debates, discussion, behave with friends and react to situations on a daily basis with a highly balanced mind.  That’s not a tall order, or is it?

How eager will be a child to write an essay when he knows that each aspect of his essay will be graded? His concentration on parts will lead him away from the whole. The details take over the bigger picture. Earlier we were testing the end product but now we are testing the entire process. And that has taken away the fun of learning. The process is equally stress filled now.

Feedback has to be qualitative .Kids need to know how they can write better or how they can apply their math better. They need not be told that 50 % of what they have done is right or that their writing is within acceptable standards. They need to know why the other 50 % is wrong and what can be done to improve that. They need to be told writing is meant to free the mind and express their inner selves. They need to be prepared for the ‘real world’ which is beyond marks, rubrics and grades.

We need to evaluate our evaluating systems.