HM joined the programme because of some latent fear of government enquiry or assessment
HM joined owing only to some negative incentives such as touring, working with young people from cities, or its cool to join an NGO etc.
HM joined hoping that this programme would boost his/ her image amongst peers or officials for recognition/ attention
HM joined the programme thinking that it would be an achievement/ accomplishment and further their prospects HM joined wishing that he fulfills his lifelong duty as HM/ teacher to the best of his abilities and with quality
HMs understanding of the program and motive for action
The HM is a part of the programme as a liability. Doesn't want to act upon objectives
The HM talks big, shows promise during trainings but doesn't participate actively in enacting the expected in the field
The HM enacts but not regularly, easily procrastinates. For working regularly he requires intense attention and support The HM acts on a regular basis and requires limited support and attention.
The HM works out of his own need attuned to clear, enlightened goals
HM’s attitude towards his work and job as a school leader
The HM got into this line because no other options worked out and the money wasn't bad.
The HM got into this line of work because it was easy and ensured security, money and respect.
The HM got into this line of work for it was noble, ensured respect. The money and security was also a consideration The HM joined because he always wanted to be a teacher or in the education setup. The money and security was not primary
The HM looks upon his/ her lifelong occupation as his/ her 'karma' and does it with quality and to the best of his/ her ability
HM’s attitude/beliefs towards learning
The HM thinks of him/herself as a know-it-all and there's no scope for more as (s) he’s content
The HM believes that there is not much to be acquired by him/ her, but the others need to through formal, orthodox methods and means
The HM believes that everyone learns but there are strict differences in learning in terms of age hierarchies, and things that one can learn from
The HM believes that everyone learns continually and can from anything but differences remain in terms of age hierarchies
The HM looks at learning to be continual and doesn't discriminate on grounds of who can learn from whom or from what
Ability to energize and motivate oneself to set and achieve goals without external motivations
HM is acting only because of external factors (supervision, suspension, govt regulation).He doesn’t want to achieve set goals.
HM is self-motivated to fulfill everyday basic work requirements like going to school regularly, entering the class sometimes, but may not be teaching regularly. He/she doesn’t find reason to complete any work on time.
HM is able to motivate himself/herself to complete basic administrative work requirements but needs support from teachers. He/she needs external validation to keep herself/himself motivated.
HM acts on sudden impulse of motivation and conscience, which tends to fade away or HM tires him/her self out very quickly.
The HM can articulate meaning for self in work and finds his/her own ways (including seeking support and reflection) to sustain self and maintain energy to keep going.
Ability to be in another person's shoes and to respond to others from this place.
HM is inherently convinced of his/her point of view that blocks him to view another perspective, which leads to inability to feel another person's situation and emotions.
HM is able to mold words and actions based on other's situation in a low stake situation where his/her own emotions are not intense. He/she is unable to feel another person's situation and emotions.
HM is able to understand another person's point of view, assesses the situation and respond in a low stake situation where my own emotions are not intense. He/she is unable to internally feel another person's situation and emotions.
HM is able to understand another person's point of view, create my own assessment of the situation and respond even in a situation where my own emotions are intense. He/she is unable to internally feel another person's situation and emotions.
HM is able to feel and understand another person's point of view or situation. He/she is able to develop his/her own assessment of the situation and respond based on this understanding even in a situation where own emotions are intense.
Attitudinal/Behavioral (Personal) Competencies
Ability to view child as a natural constructor of knowledge
HM Treats children as blank slates. (Eg:hazar baar samjaya tujhe samaj me nahi aata hai kya?)
HM knows that child has the sense of the world but does not treat it as knowledge for the classroom.
HM Knows child has previous knowledge but doesn't incorporate it in class. Textbook examples taken in the class.
HM knows a child has previous knowledge & so picks up examples form the child's environment but essentially, the Problem solving is happening in the HM's mind only.
HM creates opportunities around previous knowledge for children to explore and learn. so, essentially children find examples on their own, inturn engaging in independent problem solving and he/she acts as facilitator instead of a teacher.
Ability to use ‘Democratic environment’ as a medium for effective Teaching Learning.
(Class rules, without danda, balgeet, story telling, ghera)
HM generates fear in the environment and children are blind follower of the instructions in the class.
HM is convinced with the fact but still (s)he is not changing his actions due to his earlier belief system. (aap theek kahte hai par bina maare bachche nahi samajh sakte).
HM consciously tries to bring a democratic action in himself but only 10%(only in the classroom) of the time he's able to do it.
Hm is now consciously trying to implement it in his action and now doing it 50% of the time (Also outside the classroom-ab mujhe bachcho ko marna hi nahi hai).
Facilitator and children come to a state of responsibility to take decisions for the better utilization of the time and resource in the classroom.
Ability to empathize with the learner
HM is judgmental about the learners. HM is aware of the level but externalizes the causes, and therefore believes that it’s out of his control
HM is aware that things are in his control but chooses not to do anything about it, feels 'ghar ki safai mein haath kaun ganda karre' understands, empathizes and pushing himself to take the first step but not using his full capacity. Works on the AER (Awareness, Equanimity, Response), so is non-judgmental and therefore is takes full responsibility.
Ability to view Grouping ~ Assessment as different learning paces
Doesn’t use grouping in the class at all
Groups are made randomly, without any serious thought given to it and treats it as a mere form of seating arrangement groups the children but keeps it stagnant i.e. the children are not shifted to a higher group once acquired the required understanding
HM plans for each group , is broadly aware of group's movement but not individual child's movement
HM plans his activities each day in a way that he is able to assess the pedagogy and therefore the movement of each child
Understands and act on the Need for planning
HM enters the classroom without an objective in his mind.
HM sets an objective for 3 months
HM breaks 3 months plan into monthly plan and but doesn't review it.
HM breaks monthly plans into weekly plan and review it weekly
HM breaks weekly planning into daily planning and reviews it each day and plans for the next day.
Competency 6 :
Ability to view TLM as a mere aid and not a concept in itself
HM has an understanding of ABL as 'jab tak aap TLM nahi doge tab tak hum padha nahi sakte.
HM has an understanding that 'bacche ke beech mein TLM rakh denge to bachha kh ud seekh jayega', treats ABL as a mere imitation of BODH's activities. (narrow understanding of TLM's usage)begins to get the hang of ABL as a philosophy and be able to use his/her creativity to construct new activities. Use TLM to complement the TLP, only for the purpose of concretizing the concept, therefore he is able to treat anything/anyone as a TL resource.
Ability to Reflect on stereotypes
HM operates on stereotyped judgments be it for teachers or students . (its an unconscious act)has begun to identify & question such stereotypes but seems to have initial resistance in accepting or doing anything about them. It seems to understand the gravity of such stereotypes but doesn't do anything about it.
HM is sensitized and tries to be alert by checking himself during planning and interacting with students and his staff is sensitized and his behavior and speech exudes moral leadership.
Ability to develop Personal bond/relationship with children
HM doesn't even bother to remember the names of the kids he teaches nor do the kids.
HMs knows some of the kid’s parents name and calls them someone’s son/daughter. Doesn’t call by his/her name The kids look up to the HM with some emotional connection, but the HM doesn't bother much, except randomly.
Hm cares for children in some occasion and tries to connect/bound for the certain period of time.
HM loves the children and is aware of each one's situation as it really is. He continually works towards maturing the bonds