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Land and Infrastructure needed for CBSE affiliation


Posted on April 25, 2018 | by Vinod Kakumanu

Land required for starting a CBSE school or for securing CBSE affiliation depends upon factors including the type of school i.e. primary, secondary, senior secondary; location of the school within the country. In case of Secondary schools, the requirement of land also depends upon the number of streams (science, commerce, humanities, vocational) the school is planning to run. We have detailed the specifications with regard to the minimum land area and infrastructure as given in the CBSE bye-laws—

Generally speaking, the land area needed for a starting a CBSE affiliated school is 1.5 acre. Specific land requirements are listed as under-

  1. For schools in Delhi, capital cities, Ghaziabad, Noida, Faridabad and Gurgaon of National Capital Region as well as in Panchkula (Haryana) and Mohali (Old SAS Nagar-Punjab) satellite cities of Chandigarh within the limits of their respective Municipal Corporation/ Development Authority has been fixed as 1 acre.
  2. For schools in Hilly areas, cities with population more than 15 lakhs, North-Eastern states and Jammu and Kashmir the area of land required is 1 acre.
  3. In any of the four metropolitan cities—Delhi, Mumbai, Kolkata, Chennai and within the state of Arunachal Pradesh—
  • Minimum land area required for pre-primary to higher secondary (class XII) running science, commerce and humanities stream is 3200 square meter
  • If the pre-primary to class XII School is running only 2 of these streams the area required is 2400 square meter
  • For Preprimary to secondary (Class X) the land area required is 1600 square meter
  1. For tier 1 cities viz. Ahmedabad, Bangalore, Hyderabad, Pune–
  • Minimum land area required for pre-primary to higher secondary (class XII) running science, commerce and humanities stream is 4000 square meter
  • If the pre-primary to class XII School is running only 2 of these streams the area required is 3000 square meter
  • For Preprimary to secondary (Class X) the land area required is 2000 square meter

 

The school building and infrastructure

The dimensions of the classrooms as prescribed by the CBSE are minimum 8 m x 6 m. Well-equipped Laboratories with minimum dimensions of 9 m x 6 m. The prescribed dimensions for the Library are 14 m x 8 m

The specifications of CBSE with respect to the classroom space mandate 1 sqm space per student. The strength of any given section of any given class must not exceed 40 students. The playground must be big enough to accommodate a 200 m track and there must be space for a volleyball court and outdoor sports like Kho- Kho and Kabbadi.

The schools that are applying for up gradation of affiliation or switch over must understand the stipulations of CBSE regarding the strength of the school and corresponding classroom area.  For instance, a school from pre-primary to class XII wants to accommodate 1000-1250 students it would need 1000 sq meter of minimum classroom area and then commensurate playground and facilities. It will amount to around 1 acre. As the number of students increases the sections in a class will have to be increased given the maximum strength norms. From preprimary to class X maximum sections for each class can be 3 and for XI and XII it can be 2 each.

Every school should have at least one adequately equipped computer lab with a minimum of 10 computers or computer student ratio of 1:20 and proper software. Wherever such facility is available, every school should have the facility of Broad Band Connectivity.

It is to be noted that the school land should be contiguous i.e. it should be at one place. The land must be secured with a pucca boundary wall.

The land and school infrastructure specifications of the board must be adhered to for securing affiliation and eventual up gradation. You can easily find land required for CBSE school on popular web portal schoolprop.com

For assistance on any aspect of starting a CBSE school or obtaining CBSE affiliation, up gradation or CBSE switch over of an existing school, contact us.

Documents Needed While Applying for CBSE affiliation


Posted on April 25, 2018 | by Vinod Kakumanu

Following documents are required to be uploaded while making an application for CBSE affiliation online —

  1. No Objection Certificate stating that State/UT Government has no objection with regard to CBSE affiliation of the school. The NOC will be considered valid until it is affirmatively withdrawn by the issuing authority, therefore the school promoters need not worry if the NOC is past its indicated period. The name and address of the school in this certificate should be same as mentioned by the school in the application.
  2. Formal prior Recognition letter issued by the education department of the state or the union territory declaring the affiliation of the school with the state board. If the school is applying for Middle Class Approval, recognition letter for classes I to V will be required. In case the school is applying for provisional CBSE affiliation for secondary level (class IX and X), it will need to submit the recognition letter for the class I to VIII.
  3. The mode of uploading must be a scanned single pdf file in case of both the NOC and Recognition letter
  4. Copy of Registration letter of the Trust/Society Section 8 Company. The name and address of the Society/Trust/Company in this certificate should be same as mentioned by the school in the application form.
  5. Land Certificate from the concerned authority
  6. Affidavits announcing the following (find sample affidavit at http://cbseaff.nic.in/cbse_aff/welcome.aspx)
    1. Non-Proprietary Character of society from First Class Magistrate.
    2. No relation amongst the School Managing Committee members.
    3. That without Affiliation school will not start class 9th/11th
    4. That society/school is not part of any franchise arrangement as per clause 19.1(i) (ii) and clause 7.2 Affiliation bye-laws of the Board
  7. Infrastructure detail photographs Front view, back view, library, all labs, top view from the roof of the school including a playground and all 4 sides of boundary wall in a single PDF file.
  8. Fire safety certificate
  9. Health & Sanitation certificate.
  10. Safe drinking water certificate
  11. Building Safety Certificate.
  12. Staff EPF deduction certificate Latest EPF challan in the name of the school
  13. Reserve funds proof (Only in case of up gradation).
  14. Balance sheet/Financial status certified by CA for last 3 years
  15. Salary paid through ECS/Cheque (Certificate issued by the associated bank).

 

In case of switch over from state board to CBSE at secondary or higher secondary level

  1. Affidavit for the closure of classes in a phased manner along with 2. 3 years State board result in gazette issued by the state board
  2. Land registration and/or lease documents

 

Important details related to the aforementioned documents

Land Documents: The documents related to the school land that the school must produce before the board at the time of application for affiliation, inspection and thereafter, include–

  • Legible copies of the registered sale deed, lease deed or the gift deed through which the ownership of land has accrued in the name of the school or the Society/Trust/Company running the school. Such land has to be in the name of the school or the society running the school. If the land is leased, the period of the lease must not be less than 30 years.
  • Land certificate–The school must acquire the original Land Certificate issued by the concerned District magistrate/Registering/Revenue authorities the format for which is given as Appendix-VI of Affiliation bye-laws.

Essential Safety certificates: The certificates among those aforementioned that pertain to the safety of the building and other amenities for children will be considered valid for 1 year after the date of issuance, this in case when the certificate does not have a specified date.

  • It must be noted by the school promoters that the Building safety certificate must have been issued by a Government Authority and not from private engineers. Safety certificate issued by empaneled engineers will only be admissible if they have been authorized by the state government to issue “Building and Structural Safety Certificate”.  Fire Safety certificate must be issued by Fire Department and Safe drinking water and Health & Hygiene certificate must also be issued by Govt. authority.

Balance Sheet: School’s account should be separate from that of the Society/Trust/Company to which the school is associated. Complete Balance Sheet for the last three years of school operations audited by CA should be in place for review.

Franchisee schools: The CBSE bye-laws clearly mandate that the school should not be paying any fee or royalty to any other organization or institution for the use of name, logo or motto. An affidavit stating the above is also required to be submitted.

All the documents that are to be uploaded at the time of application must be either in English or Hindi. If the document is translated from vernacular to English or Hindi, an affidavit to the effect that the translation is exact, free from omissions or commissions must be given by the Manager appointed by the School Management Committee along with the name designation and stamp/seal of the issuing authority. The proformas, certificates are given in the respective appendices of the affiliation bye laws of the board. It has to be ensured before uploading that the size of any file should not exceed the given limit.

For assistance on any aspect of starting a CBSE school or obtaining CBSE affiliation, up gradation or CBSE switch over of an existing school, contact us

How to Buy Classroom Furniture and Playschool Material?


Posted on April 13, 2018 | by Vinod Kakumanu

Furniture in the classroom can enhance or diminish the learning environment. Classroom furniture must be arranged in such a way that the teacher is visible and audible to every child in the classroom. In playschools, the children are supposed to be mobile in the classroom and play outdoors for a comparable amount of time. In elementary schools, there are students who are learning to be sedentary and concentrate on instructions being given by the teacher. School furniture must be appropriately designed for the age and the stage of physical development of the children constituting the class.

The influence of the teacher on the students is subtle and it must be ensured that the design of the furniture does not diminish the attention of the child by discomfort or restricted freedom of movement. The choice of correct furniture for early schooling i.e. preschools and elementary schools becomes extremely important in this regard.

Children in early developmental stages learn not just from their teacher but also from the environs composed by the surrounding space and its configuration. The classroom’s furniture is integral for the creation of an environment for the children to imbibe learning and discover the nature and utility of the material that surrounds them and achieve physical and mental independence in the process.

 

Classroom Furniture aids in early development

For a three or five year old child being sedentary and concentrating is a new experience. Sitting attentively at a stretch of half an hour is something to be acquired, it does not come natural. Classroom furniture is instrumental for learning to take interest in verbal and non- verbal information while being stationary. It is only rational to expect then that the furniture, the work table, chair or the bench are comfortable and safe inasmuch as they become extensions of the child’s body. The chair that lets the child place his or her feet on the ground beneath and a shared bench which let him or her move without inconveniencing the one sitting next. And the table which is spacious enough to let him spread paper or material while he or she engages creatively with them are requisite for designing a creative learning environment. Single Seater Desk and Chair, Double Seater Desk and Chair, Learner Desk And Chair, Genius Double Seater are ideal for creating a perfect and collaborative learning space in preschools and elementary schools

These furniture sets are designed to accommodate the children as best as possible while sitting and listening as well as while working with their hands. There are lot of indoor activities in which children are required to move their arms and bodies around. The furniture selected for the playschools and elementary schools must provide for that in their design and size. The floor must be within the reach of the child’s feet for increased stability. Dangling feet inhibit concentration of the children and make it hard to conduct activities. The posture of children is an important consideration. The furniture must support the back well. The adjustability of the furniture especially the chairs must be given premium as there are children of different heights in a single classroom.  The arrangement of the chairs or benches of the children must not hamper the movement of the teacher in the preschool and elementary classrooms as the teacher is required to give individual attention to the children in such early stages.

Trapezium shaped tables and Front Round Tables are ideal for elementary schools and differently shaped tables like Apple shaped tables go beautifully with the preschool environment.

 

Classroom Furniture should give the child Structure and Composure

The learning space that is primarily structured by the furniture followed by other furnishings. Stuffing the classroom results in stifling congestion and poorly selected furniture for preschools and elementary schools end up in a classroom with chairs that are either too small or too big for the child. The furniture should be selected keeping in mind the curriculum and the classroom activity it entails. There should be absolutely no room for tables that shake when the child is learning to write his first letter or structuring his first sentence.

Attention must be paid to the texture and color of the furniture, the designs the borders etc. The sitting arrangement in the group activities or lunch must be kept in mind while selecting furniture for the early classrooms which are the places of pleasant exploration.

Fixtures must be avoided in the preschools/playschool, daycare and elementary schools. The furniture must be movable and even portable. When the arrangements for a group activity, music activity, and games are to be made single piece pleasantly colored plastic chairs, round tables with chairs, square tables, rectangular spacious tables are needed.

Smooth single desk and chair set available in different sizes for the art room of the preschools and the elementary schools.

Keeping the child psychology in the developmental stages which is very responsive to the subtle changes in the environment, it is preferable to use different colors and designs, and of course sizes, for higher classes to which the child graduates. Sr. Desk and Chair set can be used in the senior classes of elementary schools.

 

Furniture must be selected for accommodating varying numbers of children

The classroom furniture for preschools and elementary schools must be selected keeping in mind that the strength of the class may vary frequently. To accommodate more children without compromising with the curricular activities it is best to equip the class with composite table sets like Little Fingers Desk and Chair, Maestro Desk and Chair. Preschools can also opt for Plastic Handle Chair to accommodate growing number of children.

Besides the furniture of the classroom, there are also other furnishings which are not to be considered superfluous. We are talking about the storage facilities. The children may be able to keep their artwork, toys, material etc. if a Book Shelf is provided. The daycare and preschools also require furniture that includes Children’s Cot.

Commissioning furniture for preschools and elementary schools must be done with precision and after considering the recommended curriculum of Montessori schools and Waldorf schools. If that is done the preschooling will become extremely purposeful and elementary schooling will become the foundation to reckon with.

Affordable Computing Devices for Schools


Posted on April 12, 2018 | by Vinod Kakumanu

Affordable computing technology options are being applied across organizations including schools. The technology that has gained prominence in the search for affordability is Virtual Desktop Infrastructure (VDI). VDI is a virtual computer technology, terms like ‘Thin client’ and ‘Zero clients’ are synonymous with virtual computing. In a VDI computing setting, administrators can minimize the number of real PCs or blades and operate several virtual PCs on server class hardware deploying Thin Clients or Zero Clients.

Thin clients and zero clients are the devices that enable several users to share a computer simultaneously. Modern computers are powerful enough to cater to more than one user at a time. VDI helps a set of end users utilize the unused computing power through thin clients or zero clients.  These devices enable the organization to migrate to the virtual computing environment. With the use of VDI, that is actually centralization of computing, the IT ownership cost of the school becomes very economical as it does not involve buying several new PCs but opting for single VDI server for thin or zero clients instead.

The technology with the use of Zero Client and Thin Client desktops puts into effect desktop virtualization infrastructure. Desktop virtualization happens when the software is separated from the thin client or zero client instrument. This helps in remote accessing of the data over several different devices by N number of users and curtails the vulnerability to the malware. This provides a considerable flexibility in the work culture.  All the software and data are not fed into a single device, disaster recovery is considerably easy in VDI.

Desktop virtualization has many implications including the reduction in the cost of computerization firstly by doing away with the need of installing individual desktops, or Fat Clients, and then by cutting the cost of maintenance and decentralized software up gradation. Functional benefits of desktop virtualization include the enablement of remote access to the data by the user. Virtual computing environment would include N computing device, thin or zero clients and the virtualization software for installation on the server.

With the aid of VDI, N number of users equipped nothing, but a keyboard and mouse and monitor can log in to a centralized operating system.  Thus, it follows that in a virtual computing environment only a server needs to be maintained instead of several different PCs for reliable backup and storage. The anti-virus protection is also centralized in case of such computing applications.

Desktop Virtualization capacitates the enterprise to replace the Desktop PC with a device with fewer components to fail and that have lower power consumption liability.  It must be stated that the virtual desktops including thin clients and zero clients are no less efficient than computing system built on array of several PCs.

Virtual computing devices come in ultra-small size or form factor like Ncomputing L300 with the virtualization software. Thin client and Zero Client vendors include Thinvent, ICTS, Ncomputing, Digi International, Pano Logic Inc., Teradici, Via Labs and Wyse Technology.

Thin Client and Ultra-Thin Client  (Zero Client) devices are basically small sized computers that are made to be used in remote server-based setting. Major portion of the work is centralized in the server. It includes processing software programs and storing data. Thin client function is opposed to the Fat Client or a conventional computer in that in the latter’s case the functions are performed locally. Thin Clients compose VDI which several end users can work on using the same server. This puts in place a centralized computing scenario with greater security in lesser cost.

It must be noted that before making a transition from a desktop PC based computing environment to a Thin Client or Zero Client- Server based centralized computing environment, there are certain considerations. If these are not observed the benefits of Thin Clients and Zero Clients may not be fully actualized.

 

 

 

Multimedia delivering capability

It is seen that the Thin Clients and Ultra-Thin Clients do not fare as well as the desktop PCs when it comes to multi-media usage. In a server-based computing environment the audio, video data on a thin client may lack quality. The problem lies with the optimization levels of the real time traffic through display protocols like Independent Computing Architecture and Microsoft’s Remote Desktop Protocol. There is also an issue with the remote display protocols’ support for high definition images in environment built on several monitors.

Fortunately, progress has been made to overcome these limitations. Wyse’s TCX Multimedia software has the capability to improve the multi-media experience of the thin computing architecture. Citrix’s High Definition User Experience Technologies (HDX) has the capability of delivering real-time audio and video as well as higher graphics.

It is important to set a clear criterion for checking adaptability of the thin clients and zero clients to the technology that enables them to access better multi-media experience.

 

Reliability of the Network

The thin client and zero client computing environment depends on consistent connectivity between the server and the thin client. To ensure the continued access to the server the robust LAN/WAN is indispensable.

 

Local Device Access

Thin client devices’ support for local device access has been reportedly not comparable to the fat client. It is known that the centralized computing environment does not lend itself generously to the local devices. The local devices consist of USB devices including cameras, scanners, video capture devices, remote drives etc.

There are solutions to satisfactorily resolve these issues too.  Citrix HDX makes USB support satisfactory. Wyse’s TCX USB Virtualizer can be used to complement the Thin Clients for better compatibility for USB devices.

 

Utility for Mobile Users 

Given the benefits we have dwelt upon already, it is apparent by now that thin client and zero client devices are ideal replacement for a desktop intensive computing environment. But in case there are number of end user working in silo on a laptop, the thin client replacement becomes something to be reconsidered.

There are technologies in thin clients including thin client mobile devices like Wyse X90 and Wyse X90e mobile thin clients and HP’s 4410t. In spite of the presence and usability of these technologies if there are end users who work off line on lap tops the thin client mobile devices’ deployment is of limited use.

However, if the laptops are being used as replacements for conventional desktops and not much for their mobility it is advisable to opt for thin clients or zero clients as replacements.

The thin clients or zero clients do not reduce cost if applied in isolation. Investments are also to be made on Thin Client Solutions that we have discussed above and virtual desktop infrastructure connection broker solution with Microsoft Licensing. The replacement cannot be wholesale, it must be selective. Then there are solutions to turn existing enterprise desktops into thin devices.

 In conclusion, it must be said that thin clients and zero clients reduce significant cost, enhance security besides reduced IT management liabilities.

Selecting Genuine Montessori Material for Schools


Posted on April 11, 2018 | by Vinod Kakumanu

Inanimate objects form an important part of the inventory of the Elementary Schools. They do so for a simple reason that works on a complex mechanism—they boost imagination and the learning to relate to objects. They engage the children better and improve the span of concentration which is naturally low in small children. They also make children proactive in a learning environment.

Montessori education method leads in the use of material in early schooling and other education philosophies follow suit. Objects, educational material and other related educational aid enhance the appeal of the learning environment and makes imparting of any lesson playfully easier. Children’s communication and emotional intelligence is stimulated when they are surrounded by objects they can manipulate while learning. Theory of multiple intelligence’s also recommends amplification of lessons through simplest educational aids i.e. objects and stories woven around them. And when it comes to educational use of material, it is best to employ handy figures representing farm animals etc.

It is important to procure material whose use in the early classrooms and their effect on child’s psyche is researched. Choice of material must not be random and must not be guided by the market either. It must be ensured that there is a variation of toys and material and there must be enough of them for each child to have some to explore. Touching is important for the brain development and for acquiring finer motor skills, hence it can be said that toys and other objects are requisite material for any preschool. Genuine Montessori material is designed according to the specific educational principles.

Montessori materials for preschools must be select and bought from sellers who supply objects made from materials like fabric, wood and clay. A series of objects and hand puppets are available for use in preschools that promote sensorial growth and development.

 

The learning material for early schooling is also crafted keeping in view the educational ideas of Montessori philosophy. The teaching-learning is centered around these thematic materials that include puzzles, blocks, thematic representations etc. The selectors of these material must follow certain criteria which are discussed as under-

Design must appeal to child’s mind

The children in the classroom will have freedom of movement and they will interact with the objects that fill the room. The objects must be of visually appealing designs and diverse textures—wood, fabric, enamel etc. The environs may also contain some naturalistic objects like simulated bird’s nests.

The Montessori environment is about sequential learning in a natural way. The child in the environment manipulates the material and, with careful instruction, learns to use them creatively and carefully, learning to become independent in the process.

The games that are provided are not only intended to be playthings but are scientifically proven stimulants of learning in children. The games’ and the materials’ complexity increases sequentially.

Every learning material is designed to teach a particular skill or concept or stimulate a particular sense. They range from materials like hand puppets, picture pairing ’and‘ number blocks’

There is an in built “control of error” element in Montessori material that facilitates learning from error in children. Although an occasional hint from the teacher is required.

Different materials are designed for different developmental levels. They help in learning simple manipulation of materials and motor skills to more complex development of perspectives of size and measurement.

The material must stimulate activity

Educational philosophies like Montessori and Waldorf emphasize on movement. Movement is related to early learning and so the material placed in the preschool must invite children to act. They must provide opportunities for development of motor skills and coordination.

The material must encourage child to “build” and simulate tasks

The material that offers itself for “growth” or build up stimulates growth in children, enhance engagement and develop perception of order. Keeping this in view materials and apparatuses like block puzzles, ‘Horizontal Dowel Variation – Serpentine’, ‘Cubes on Vertical Dial’ are designed. The playschool indoors are also constituted by contraptions and materials that help the child simulate certain activities and role play. These include ‘cook and play’ sets, ‘get out and grill’, ‘side by side kitchen’, ‘cook and store kitchen’, Juice Making Set, ‘Cleaning Grains’ set ‘Sieving Set ‘Pounding In Steel’ , ‘Sponging Set’ and ‘electronic sound pumper’ etc.

The material should encourage exploration

The children at the preschool interact with material and get instructed by their teachers to comprehend how things work and the desire to explore the functions that a particular thing placed before them entails must be stimulated. Materials like ‘shopping cart’ a composite ‘workshop’, ‘gas pump’ and ‘super chef kitchen’ are certain equipment that are suggested for the purpose of stimulating a sense of discovery in children. In a preschool environment a child learns by self- exploration, observing the teachers and the also other children. The lessons need to be structured and for that the Montessori materials materialize the functionality. The array of materials is the medium of growth of the body and the mind.

Help learn concepts of language and Mathematics

Montessori materials that develops and clarifies child’s concepts through their innovative design have to be carefully identified and selected. Early acquisition of language and numerical ability are elementary in development of IQ. There are an array of Montessori materials that help in building concepts of mathematics and cognitive framework of language. The Montessori language material include ‘Alphabet Tray with Knobs’ , ‘Tracing Capital Letter’ stencil set and ‘Pattern Writing’ set ‘Say and Spell’,  ‘Capital and Small letter Matching’ set etc.. These are extremely useful and playful instruments for initiating kids into writing. The special ‘Alphabet Phono Puzzle’ develop the auditory processing of language, its function is analogous to the ‘Alphabet and Picture Matching’ set which develop the language by visual association. Montessori language material is not confined to English. Hindi alphabet and numeral familiarity is also given a set of media through ‘Hindi letter to Picture Matching’,’ Hindi Numeral Tracing’ sets with similar sets for Kannada letters and numerals etc.

Montessori mathematics materials are equally diverse and fascinating, it includes introduction to calculation by ‘Junior and Senior Ariones’ set, Numeral Quantity Matching set, ‘Numeral Ring Stacker’ , Numerical Bead Stacker’ and Abacus type ‘Counting Frame’ etc.

Besides numerals and early introduction to calculation, concepts like time telling and watch reading can be introduced to kids through eduedge ‘clock set’.

Introduction to concepts of dimension can also be made fun and visual-spatial intelligence be stimulated through materials like ‘Shape Ascender’, ‘Follow a Pattern’, ‘Box with Square Prism’, ‘Tracing basic and Advance Pattern’ set.

The Montessori material is scientifically designed and it has been contrived in a way that catches a preschool child’s fancy. For children who have reached the developmental stage where concepts of language and arithmetic are introduced the above mentioned Montessori language and Montessori mathematics material make a great cache of learning aid for the purpose.

Selecting Interactive Whiteboard (IWB) for Schools


Posted on April 11, 2018 | by Vinod Kakumanu

Interactive whiteboard, also known as smart board is a 21st century substitute to the traditional black board. It is a mediating technology useful in turning the class increasingly interactive. It is a significant addition to the learning environment and a defining feature of educational technology for classrooms. The whiteboards have transformed classrooms, including that of primary and secondary schools across the developed world and have now entered the Indian classrooms. An Interactive Whiteboard for schools is basically an interactive display customized for the classroom teaching. With the use of the interactive whiteboard, a classroom with a single PC and projector can be turned into a more engaging multimedia learning space.

Among the leading manufacturers of Interactive Whiteboard are Smart Technologies, Promethean, MIMIO, Specktron and RICOHIndia.

The IWB can substitute for the use of mouse or keyboard and enable the teacher to conduct a presentation on its screen. The IWB is equipped with software to conduct interactive multimedia classroom and display online content integrated with the lessons in innovative ways. It makes the study of subjects ranging from geometry to geography much more content rich with visual imagery and hence many times more engaging.

An interactive whiteboard achieves efficiency in teaching and learning by a composite of whiteboard, touch and stylus pen and an LCD projector. The whiteboard has inbuilt software.

Mostly, in an interactive whiteboard configuration the interactive whiteboard acts as a computer screen and there is a projector which is mounted on the wall or on a stand. A particular software application can be chosen for the interactive whiteboard and it becomes an interactive screen visible to all the students in the classroom.

The teacher can use a PC connected to the projector to display the content on the whiteboard and speaker for audio. The content on the whiteboard can be manipulated by the teacher through the touch screen or a pointing device. Anything that ought to be done on a PC can thus be done on the interactive whiteboard itself.

With the help of the whiteboard, the teacher can make the lesson wholesome by incorporating videos, images, web pages and music etc.

 

 

Interactive Whiteboard’s use in the class activities

There is hardly any constraint to the expansion of the range of the classroom activities with the use of IWB. Class lessons can be enhanced through multimedia content. It can help the teachers in engaging the students by letting them conduct presentations of class projects etc. Students can be divided into groups and can relate their understanding with each other on any given topic. The interactive whiteboard can also be used by the substitute teachers to deliver a lecture prepared and recorded on the interactive whiteboard. The revision of lessons becomes several times easier with the use of the whiteboard. Animated figures, diagrams, maps and graphs displayed and compared on the whiteboard can enhance learning of mathematics, biology, geography etc. and virtual field trips can be arranged by using the interactive white board to integrate the imagination with visual memory of the students. It makes it easier to frame notes and distribute them to the students besides increasing the participation and concentration of the pupils.

 What should school look for while selecting an interactive white board?

Size and Design

Interactive whiteboards come as fixed. There also are mobile interactive whiteboards. Generally, the fixed whiteboard are opted for by the schools. It is the optimal choice for the classrooms having considerable number of students. Mobile whiteboard with wheels are chosen by schools to economize as they can be moved from one classroom to another in a sharing arrangement.

Size and model of the whiteboard may vary from a desktop size to large blackboard comparable size, the size may range from 16 inches to 84 inches or more.

The selection depends upon the classroom considerations like, how one intends to use the whiteboard in the classroom? If the purpose is to engage multiple students in an interactive lesson and the aim is to use multiple applications, then a large size whiteboard is the ideal choice. For a small group of students or for only making engaging lessons and presentations a desktop sized whiteboard would suffice.

Besides the size and the model one must check for the availability of multi touch points and active projection dimension the other important attribute is the resolution that the whiteboard offers.

The Operating system of the whiteboard must be selected with attention to detail.

Software

Interactive whiteboard is equipped with software. It can be called a software interactive whiteboard. Software for the IWB’s are designed for delivering different teaching – learning experiences. Software supporting touch and stylus pen are used for interactive discussions within the group, forming a digital narrative, lessons for specific topics of different subjects, real-time lessons and presentations. The interactive whiteboard can provide enough variety to accommodate the different learning styles of the pupils in the class. There are some other considerations like the Storage and operating temperatures.

Structuring Preschool Curriculum – Waldorf and Pikler Preschool Education


Posted on April 5, 2018 | by Vinod Kakumanu

There has been considerable research and studies done on the pedagogical methods and early education but few have been as successful and applied as the Waldorf and Pikler approaches when it comes to preschools.

The Waldorf Education that is based on the educational philosophy of Rudolf Steiner has been developed in early 20th century garnered considerable popularity in the 20th as well as the 21st century. With the emergence of preschools in India and, increased importance given to preschool education for early childhood development, Waldorf education has seen reinterpretations and wide span of application. It has been characterized as the philosophy behind the independent school movement, most successful in the world.

The Waldorf education centers itself on developmental stages that correspond to early years of human life. In the preschools, the Waldorf method is used along with other popular methods such as Montessori Method. The method emphasizes the holistic development of children and is not limited to preschools. However, its relevance for preschools and elementary schools is relatively high as the schooling post early years tends to become conventional curriculum based.

It will not amount to discounting the mainstream relevance of Waldorf education system if we classify it as an alternative preschool education system as its importance in early childhood development is particularly significant. The method is dynamically child-centered and emphasizes on the sensory-motor development of the child and reinforces the importance of enhanced interaction with the environment.

The preschools have spawned across the country and a suitable theorized pattern for engaging with the child in those early years before the teaching-learning phase of education begins is strongly advised. If a well-researched and organized way of conducting the preschools is not popularized the preschools tend to become disorganized and random totally dependent on the individuals’ skills of interacting with the child. The Waldorf method provides much-needed structure for the preschool curriculum.  It helps the teachers to use the time to promote an environment which does not impede the natural development by overemphasizing the need for “order” within the preschool. The play spaces are designed more scientifically and provide enough opportunities to the child to learn to integrate with the environment and to manipulate it besides developing communication and early social skills. It establishes the ground for meaningful interaction with the children and can also instruct teachers and parents on how to foster spaces for children to help them develop an interest in learning which comes as an immense help in elementary education stages.

Originally meant and widely applied by day care institutions, Dr. Emmi Pikler’s method of child pedagogy is the most recognized education method for toddlers. Dr. Pikler was a Hungarian pediatrician who, drawing on her experience, developed a set of principles that inform parenting for ideal development of children.  The Pikler methods have several distinctions to its credit.  Pikler methods of engaging with infants have been recognized by the World Health Organization. The objective of Pikler methods is to ensure regard for the children that go beyond mentoring. It emphasizes on a developmental partnership between children, parents and preschool teachers.

The Pikler method combined with the Waldorf education philosophy produces an efficient preschool curriculum. It brings together the well-being of the child with early intellectual and physical development. The preschools would fare more organized and dependable if these methods are relied upon. Adept preschool consultants can be approached for designing a structured preschool curriculum based on Waldorf and Pikler child development methodologies.


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