Sangati
Students’ feedback
Name: Suman Premkumar Kamat
School: Paspoli Pawai Hindi School No. 1 (S Ward)
We love Sangati - this year we learnt History through the stories Dadaji (grandfather) narrated to
Kabir and Sayida. We got to know about people’s lives in earlier periods; their culture, traditions . .
. In the Factsheets I liked many stories like how potato, tomato, coffee reached India, story of salt
trade, Pyramids. In the worksheet about turning enemies into friends, I thought about friendship
and have drawn nice pictures of cats and dogs. In the stories from Kit 4, I liked Maya's Story'
(about gender), 'Thakur Ka Kuan' (about caste) and 'Deevaar' (about communalism). The pictures
in these stories are very nice. I love making drawings the most.
Name: Nisha Shaha
School: Tare Marg Municipal School (R/N Ward)
Sangati is a journey. It is a bridge between the past and present. I gain something new every time.
I am eager to go home and share this new knowledge with my sister and friends.
Teachers’ feedback
Name: Mr.Gaurishankar Sevakramji Chopkar
School: Pracharya Vamanrao Mahadik Hindi School (F/N Ward)
The Sangati programme has enabled children to learn in a meaningful and joyful manner . . .
Children are expected to maintain files with worksheets and factsheets; this increases their
motivation to learn. Often they are encouraged to address a problem and suggest solutions. This
method of evaluation is so simple and enjoyable that children complete their worksheets with
great interest. The best thing is that they get an opportunity to connect Sangati with prescribed
school syllabus and to understand it better. In the kits on History the use of maps/visuals helped in
communicating complex, seemingly difficult topics.
Name: Mr Devendra Bisen
School: Pracharya Wamanrao Mahadik Hindi School No. 2 (F/N
Ward)
Sangati is a means to introduce new ideas and provide guidance to students. It also enhances the
knowledge of the teachers. It supplements the schools syllabus and is useful in our daily lives. The
teaching learning material can be used while teaching various subjects, e.g. the maps are useful
while teaching History and Geography. Children learn more keenly through stories. They became
aware of their rights, e.g. Right to Equality, Right to Voting etc. This programme is a good medium
for the mental, emotional and social development of students.
Case Study
Name: Kajal Bhardwaj and Summaiya Sheikh, Class 6
School: BMC School, Sahakar Nagar English Medium
When walls start talking Though Summaiya and Kajal lived in the same lane and have been studying together since Class 1,
it was observed that they hardly interacted with each other and preferred not to stand or sit next
to each other. The AAP representative wanted to understand the reason behind such behaviour
but the other students pretended ignorance and were reluctant to talk about it. Teachers also
tended to ignore their behaviour.
In Class 6, the AAP representative explored this curious situation and realized that the reason behind it could be religious stereotyping. When a session on Communalism from Kit 4 The Way We Live was conducted she discussed the matter with both the girls but they remained largely uncommunicative. They said that the social norms set by their parents and religious leaders were important and they would always follow them.
Meanwhile, The Wall, a story from Session 8, was discussed in class and had a tremendous impact on both the girls; it turned out to be a milestone in their lives. While discussing this story, the teacher asked the two girls to play the roles of Hari and Lali, encouraging the class to explore the mystery behind ‘the wall’. When she said that people often have their own prejudices and misconceptions based on what they have heard or experienced, Summaiya spoke about the impact of her mother’s opinions about Hindus on her.
But she also talked about Kajal’s negative behaviour towards her. “Kajal never shares her lunch with me, she does not interact with me” said Summaiya, starting to cry. When Kajal was asked to respond to this, she said her parents have told her Muslims are bad people. Other students then appealed to the two girls to forget their differences and become friends. The AAP representative then gave examples of well-known leaders and freedom fighters belonging to both religions, who have worked hard to promote peace and harmony in society.
Summaiya and Kajal promised that they would change their behaviour towards each other and would talk to their parents about the need to end caste and religious discrimination. Since then, they sit next to each other in the classroom and also share food. When asked, “What would happen if your parents come to know you are sharing food?” they answer, “Now we are not scared of our parents.”
This experience has underlined the importance of discussing various social issues with children and highlights the fact that such discussions can lead to deep positive change.
Manthan
Students’ feedback
Name: Divyangana Patil
Training College: Swayam Siddhi Mitra Sangh Adhyayan, Mahavidyalay.
Manthan program helped me a lot. I am sure it will also be helpful in future as I graduate
to next year and thereafter when I perform my professional duties as a teacher. I look
forward to learning many more things and gathering new experiences and insights through
this program. I learnt many games, insights, saw things in different perspective which will
be useful in my career because Manthan project triggers your thinking process.
In a way Manthan program is effortlessly forging connections between teachers and
students. Many activities and games show what your status in the society is and help you
look at things in a deeper way.
The Teachers' profession is considered to be ideal profession in the society. This project taught me many things. I sincerely thank you for that.
Name: Ashvini Vishnu Jadhav.
Training College: Baajipur Vanita Vinayalaya, Vasai.
Each teacher is an artist in the process of teaching learning. He has to enact different roles.
Hence it is needed that different teaching methodologies are used, teaching aids are used,
and different programmes are organised to keep the students attentive. Participation of
students is also very important and we will definitely make efforts to teach in that manner.
Teachers’ feedback
Name: Vandana Kamble
D.T.Ed College: S.S.M.Junior, Kalyan.
There was a kind of interdependence that got established among students. They
understood how to use different pedagogies while teaching.
Name: Filimona Pereira
D.T.Ed College: St.John D'Breito, Vasai.
Students who have an inferiority complex due to their socio-economic condition express
their views, opinions, thoughts with confidence. Seeing this is a delight. It is good to see
the Manthan representatives being so thorough with content and seeing them able to
handle children with care and affection was very touching.
Saath-Saath
Case Study
Name: Jaikishen Ahirwar, 12 years, Class: VI
Teacher: Bharti Ahirwar
Village: Bamran.
Jaikishen is a part of a seven-member household; the primary household occupation is agriculture.
During a visit by a Saath-Saath representative, session numbers 1 to 7 were evaluated. Discussion on varied issues was taken up, particulary on the discriminatory treatment meted out to boys and girls. Jaikishen opined that girls and boys had different tasks assigned to them at home. For instance, cleaning the house, washing utensils, clothes etc. were female jobs. Similarly, outside chores, working in the fields etc. were male jobs. He said that this was his viewpoint too prior to attending Saath-Saath sessions and he used to behave accordingly. He said his mother talked about the differences between males and females in a traditional way; also, he had never seen his father do household chores.
But he now looks at things differently and feels that women work both inside and outside the
home, doing double work whereas men only work outside the house. When the
representative asked him how he had come to change his views, Jaikishen stated, “When I
started attending Saath-Saath sessions, I gradually gained in knowledge and became more
aware. I realized that helping in household chores will not turn me into a female. I have
now started helping my mother and sister with minor household chores and I enjoy doing
so.”
It is hoped that more and more such boys will be visible in the village in the time to come.