Snippets

I've fiinished the basic minimum requirement for the assignments.
So taking a break . Time for some lighter moments.

A nice site to visit

Internet Humour:
The Great Game
The environment that nurtures creative programmers kills management and marketing types - and vice versa.
Programming is the Great Game. It consumes you, body and soul. When you're caught up in it, nothing else matters. When you emerge into daylight, you might well discover that you're a hundred pounds overweight, your underwear is older than the average first grader, and judging from the number of pizza boxes lying around, it must be spring already. But you don't care, because your program runs, and the code is fast and clever and tight.
You won.
You're aware that some people think you're a nerd. So what? They're not players. They've never jousted with Windows or gone hand to hand with DOS. To them C++ is a decent grade, almost a B - not a language. They barely exist. Like soldiers or artists, you don't care about the opinions of civilians. You're building something intricate and fine. They'll never understand it.

I think I'm a programmer!!!!!

The picture is from the Lord of the Rings scrapbook , look closely at the background ,you'll love the detailing. (http://img-nex.theonering.net/images/scrapbook/orig/12631_orig.jpg)

Aditi - the present.

So we come to the last phase - Juggling as a metaphor for teaching - personal commitments - school and teaching/learning processes - finding the answer to problems and solutions. Suddenly I am a learner once again.

I find a most interesting development occurring. My learning skills have suddenly blossomed again but it seems to be affecting my teaching skills............ !!!!!!!!!!!!!!!!!!!!!! I know it's temporary.

I love this uncertainty. Challenge. How to come out on top of this and every other new challenge that's ever gonna be thrown at me by life as its way of getting me to excel.

The game is for winning. As is the dame:) LOL.

End of timeline exercise. Summing up.
1985- 1993: teaching my friends in college unofficially
1993: teaching as a researcher
1994-1995: teaching in tutorial colleges
1995 - 2005: teaching in a Private, Govt. aided, NAAC accredited college under Kerala Univ.
1995-2005: Teaching as resource person for refresher courses for teachers and also conducting vivas for P.G students, guiding research projects officially and 'unofficially' for P.G. and M.Phil.

To sum up: Contexts are fluid, whichever way you look at it but content in the case of working with prescribed syllabuses is more or less fixed. The battle I'm now into is how to master the new demand of the context of teaching plus two students and high school students in a way palatable to them so that they pass the exam and get good grades etc without compromising on my inner drive to awaken them to see that there is something more to learning than basics like getting through an exam or getting good grades. In brief the content should be how they can be inspired to ask the "right" questions and find creative, original, innovative and deep solutions . And the context: Well , they need to know that there are concentric circles of contexts and each matters in its own way. The teacher has to creat contexts and not just know them.


Colour coding used: blue for theorizing, red for quotes and white for reminiscing.

News: I have started my first educational blog. Wish me luck!!!