Result and Analysis - Phase II Programme Evaluation

1	Program content	1	2	3	4	5	No Opinion
2	Chief Tutor’s knowledge	1	2	3	4	5	No Opinion
3	Chief Tutor’s delivery	1	2	3	4	5	No Opinion
4	Tutor’s knowledge	1	2	3	4	5	No Opinion
5	Tutor’s delivery	1	2	3	4	5	No Opinion
6	Effectiveness of instructional methods	1	2	3	4	5	No Opinion
7	Overall quality of the program	1	2	3	4	5	No Opinion
8	Was opportunity given to ask questions	1	2	3	4	5	No Opinion
9	Opportunity for hands-on learning	1	2	3	4	5	No Opinion
10	Classroom environment helpful to learning	1	2	3	4	5	No Opinion
11	Did you enjoy the training	1	2	3	4	5	No Opinion
12	Did you consider the training relevant	1	2	3	4	5	No Opinion
13	Did you consider the time length of the program sufficient	1	2	3	4	5	No Opinion
14	Was it a good use of your time	1	2	3	4	5	No Opinion
15	Ease and comfort of experience	1	2	3	4	5	No Opinion
16	Is there change in you in the direction or area that was intended in the training	1	2	3	4	5	No Opinion
17	Was there noticeable and measurable change in the activity and performance when you went back to your classroom	1	2	3	4	5	No Opinion
18	Perceived practicality and potential for applying the learning in your classroom	1	2	3	4	5	No Opinion
19	Can you use the relevant skills and knowledge in the classroom	1	2	3	4	5	No Opinion
20	Could you apply the change in personal life	1	2	3	4	5	No Opinion
21	Do you think the change in behaviour and new level of knowledge will be sustainable	1	2	3	4	5	No Opinion
22	Will you be able to transfer your learning to another person	1	2	3	4	5	No Opinion

The average of the total programme is 98 marks

The total points being 110 marks

Thus the programme receives an average 4.5 marks

Putting it at nearly excellent

Some answers to the Participants---

Question
9	6 of the 60 participants felt that there was average opportunity for hands-on learning. This is really surprising as a huge 50% of the programme was formatted as a practical lesson. I believe more than 50% hands-on learning is not possible as there has to be at least 50% time spent for lecture and dialogue.
12	5 of the 60 participants gave this point 3 marks and 21 participants 4 . Bringing the average to 4. This is very surprising as ONLY Life Skills education using drama was ever discussed and taught in all the sessions. So the question of giving average marks -3 is not applicable.
13	Considering time length. This is the only point that has received 3 -1/ poor mark and 3 -2 marks and 8 -3 marks suggesting the participants would like this programme to go on for longer.
15	There were 3 participants who felt unease- English. Understanding their problem all the other tutors spoke only in Gujarati.
	The rest of the questions have very personal answers and no explanation can be given for them.

The following are some suggestions given by the participants

Suggestions

• The participants would like a lengthier programme with reference to days and time as they feel 10 days are not enough to cover the topics of a life skills programme. Moreover, life skills are taught using drama, hence the participants had to additionally learn how to use drama-in-education. All in all 5 weekends / 10 days is too short for such a demanding, intensive and profound course.
• The participants feel the need to get together at least twice a year to re-cap and up-date learning and knowledge.
• The time duration between two sessions should be longer like maybe two months. This is to ensure that the participants can carry out the new learning in their schools.

• Medium of teaching should only be Gujarati or Hindi. The participants experience difficulty in understanding ‘research language English’.
• The participants feel the need for written material and notes of the lecture contents and games.
• The participants would like to learn more drama/ theatre games.
• The participants are keen to learn additional life skills not covered in Phase II, for example problem solving, critical thinking, creative thinking and decision making. They would like to gain deeper knowledge of the subject- ‘understanding self’

Feedback

• The participants ‘love’ [sic] this training because it is different from others.
• The participants appreciated the unique method of teaching feel fortunate to have attended this course.
• The participants learned a lot about themselves. They gained a great deal of self confidence in themselves and have become more confident in their personal and professional life.
• The participants observed a remarkable change in their students after they have taught them the lessons learned in this workshop. The participants also perceived a change in teacher behaviour.
• The participants have noticed a change in the relationship between the teacher and the students.
• Teachers acquired a new definition of the teaching profession.
• The participants feel this work shop can make a big change in the whole education system in our country.
• This training has built a fantastic bond and an incredible relation between all the trainees and the trainers.
• The experience from this programme has proved to be a life enriching experience for participants. The participants are eager to continue this programme for life time. They believe that this programme should be a life-long learning experience.
• The participants felt they have attended something worth while at last. They believe they were fortunate to have attended this course as they thought that the programme was very effective and inspiring. The participants felt that the tutors’ conviction about issues like role of the teacher in the students’ life and meaning of work in the teachers’ life, commitment and loyalty to one’s profession as a teacher and maintaining standards of ethics gave them a new sense of direction and achievement. Most participants had no hesitation to say this is the best program they have so far attended. Furthermore, following this training the participants feel proud of the fact that they are teachers. Additionally, the participants have now got the perfect idea what a teacher should do in the classroom

Programme Evaluation of Phase II

The following is the programme evaluation of Phase II of the ‘Life skills through Drama’ teacher-training carried out at Baroda. We started the programme with approximately 90 participants. However, only 61 continued till the end. The main reason for this is that there are numerous teacher-training programmes being carried out in Gujarat. This made it difficult for some teachers to continue with this programme.

Chief tutor = Swaroop Sampat-Rawal
Tutors = the team, Rakesh, Nima, Jignesh, Prakash and Prakash, Dharmesh,Mehul, Sachin, Maya, Divya, Binduba and Bharat
Participants= Primary teachers who came for the training

PROGRAM EVALUATION Phase II

Making Magic in Gujarat -Enhancing life-skills through drama
Participant Name:
Address:
Email:
Instructor’s Name:
Date:

Program content	1	2	3	4	5	No Opinion
Chief Tutor’s knowledge	1	2	3	4	5	No Opinion
Chief Tutor’s delivery	1	2	3	4	5	No Opinion
Tutor’s knowledge	1	2	3	4	5	No Opinion
Tutor’s delivery	1	2	3	4	5	No Opinion
Effectiveness of instructional methods	1	2	3	4	5	No Opinion
Overall quality of the program	1	2	3	4	5	No Opinion
Was opportunity given to ask questions	1	2	3	4	5	No Opinion
Opportunity for hands-on learning	1	2	3	4	5	No Opinion
Classroom environment helpful to learning	1	2	3	4	5	No Opinion
Did you enjoy the training	1	2	3	4	5	No Opinion
Did you consider the training relevant	1	2	3	4	5	No Opinion
Did you consider the time length of the program sufficient	1	2	3	4	5	No Opinion
Was it a good use of your time	1	2	3	4	5	No Opinion
Ease and comfort of experience	1	2	3	4	5	No Opinion
Is there change in you in the direction or area that was intended in the training	1	2	3	4	5	No Opinion
Was there noticeable and measurable change in the activity and performance when you went back to your classroom	1	2	3	4	5	No Opinion
Perceived practicality and potential for applying the learning in your classroom	1	2	3	4	5	No Opinion
Can you use the relevant skills and knowledge in the classroom	1	2	3	4	5	No Opinion
Could you apply the change in personal life	1	2	3	4	5	No Opinion
Do you think the change in behaviour and new level of knowledge will be sustainable	1	2	3	4	5	No Opinion
Will you be able to transfer your learning to another person	1	2	3	4	5	No Opinion

Would you like to continue this program for advanced development?

What topics would you recommend for future programs?

Additional comments:

hellooo

Hellooo to everyone who is following our blog.
We have just completed Phase II of MIG 2008 successfully. Within a few days I will post the comments of the participants. The comments I am referring to are from the Programme Evaluation forms all the participants filled in.
In the last session we covered the topic 'Understanding "self"'. We discussed

• self concept
• self esteem
• self image
• Ideal image
• self awareness
• self identity

I think 'self' is a very interesting topic. It is one of the most difficult topics in Life Skills. The focus of our work is on facilitating self-understanding and enhancing self-esteem.
Kant, the German philosopher, proposed that ‘self-knowledge is the beginning of all wisdom’, thus if we know ourselves well it would give a good foundation on which to build our lives. This knowledge would enable us to know our likes and dislikes, strengths and weakness, which would allow us to change our negative behaviour, maintain self-control and become more responsible humans.
‘When people know themselves they can maximize outcomes because they know what they can and cannot do’

Anything Fabric

Anything Fabric

How to Play: Participants stand in a circle. The teacher shows the fabric to the students, saying "What could this piece of fabric be? We are going to pass it around the circle and each of you will show us something that it could become."

The teacher demonstrates, turning the fabric into something (for suggestions, see list below) and then says what it is .

The fabric is passed from child to child , with each student sharing an idea.

If an idea is repeated, such as "a hat", the teacher asks the student to be more specific (a turban, a bonnet), thereby making the participant come up with their own idea. If the number of participants is small enough, the fabric can travel around the circle twice or even more. We played it the participants of the MIG phase II teachers in the evening after class and the fabric traveled round the circle three times.

A variation on this game is to limit the ideas to a category such as clothing, or things that are the color of the fabric.

a duster

a sari

a dhoti

a loin clothe ( लंगूत)

a diaper

a stainer

Fabulous February 4th session -

date.20.2.2010

10.00 am - to -1.00 pm ..

General session.....EMPATHY

post lunch - 2.oopm to 5.30pm

1. "Change" (doing things differently ,in pairs,atypical actions)
2. "Blind walk"

*playing both the roles ( being blind and also being guide)

*Variations of blind walk.

- with touch or holding hands

- spoken instructions only

3. convince me.

date 21-2-2010

morning -10.00am to 1.00 pm

• Empathy role plays (perspective taking)

1. Star story
2. Four strangers wake up in a strange hotel room in a strange town
3. every body shrinks (size change)
4. seven in a one blow
5. stranger arrives from a different era.

post lunch -2.00pm to 5.30pm

General session-

Tolerance

Tolerance

In the aftermath of the recent terrorist attacks on the soil of our country, all of us have been looking for ways to regain control of our lives and to cope with feelings of horror, loss, fear, and anger. For our children's sake--as well as our own--it is vitally important that we use only positive ways to deal with our emotions. We now have an opportunity to instil in our children some of the most valuable lessons they will ever learn about tolerance-extended not only toward their own friends and family, but toward all the innocent members of society.
If, on the other hand, we let ourselves fall into a destructive pattern of hatred, racism, and revenge, we risk instilling in our children those very same harmful traits and perpetuating a cycle of violence.
In reaction to the recent events, many people lash out--verbally, if not physically--against people who come follow different religions. While many of us feel the need to express our anger about the vile acts that took place, it's important that you take the time to think long and hard about the message you are sending your children. Help them to respond in a healthy way instead of falling prey to the urge to act destructively on their natural feelings of anger.
Tolerance is an attitude of openness and respect for the differences that exist among people. The concepts of diversity and tolerance can also be related to gender, people with physical and intellectual disabilities, and other differences, too.
Tolerance means respecting and learning from others, valuing differences, bridging cultural gaps, rejecting unfair stereotypes, discovering common ground, and creating new bonds. Tolerance, in many ways, is the opposite of prejudice. But does tolerance mean that all behaviours are accepted? No, I think behaviours that break social rules, like bullying, stealing and lying should not be tolerated Tolerance is about accepting people for who they are — not about accepting bad behaviour. Tolerance also means treating others the way you would like to be treated.
Like all feelings, tolerance is often taught in subtle ways. Even before they can speak, children closely watch and imitate their parents. Children of all ages develop their own values, in great part, by mirroring the values and attitudes of those they care about.
Many parents live and work in diverse communities and have friends who are different from themselves in some ways. Parents' attitudes about respecting others are often so much a part of them that they rarely even think about it. They teach those attitudes simply by being themselves and living their values. Parents who exhibit tolerance in their everyday lives send a influential message. As a result, their children learn to appreciate differences, too. Of course, celebrating differences of others doesn't mean giving up your own heritage. Parents can teach tolerance by example — and in other ways, too.
I read an interesting game that they do in the USA with 4-year-olds. Each child is given a lemon and given time to “get to know their lemon.” The children spend about 10 minutes playing with the lemon, rolling it around, throwing it or whatever else they want to do. Then, all the lemons are put into a bucket, and the children are asked to find their lemon. Amazingly, they always find their own lemon... When asked how they knew it was theirs, the children can point out specific characteristics of their lemon, such as lumps, bruises or colour differences. The teacher then remarks that people can also be different but once you get to know them, they become special to you.
Then they peel the lemons and ask the children to again pick out their lemons. This time they cannot because they all look the same. And that is the point. We are all the same on the inside.
It’s a 15-minute exercise but it stays with a child for life. Teaching tolerance is not about lecturing; it’s about exposing them to a variety of cultures and being a good example. If you treat everyone with respect, your children will too.
Talking together about tolerance and respect helps children learn more about the values you want them to have. Giving them opportunities to play and work with others is important as well. This lets children learn firsthand that everyone has something to contribute and to experience differences and similarities.
Notice your own attitudes. Parents who want to help their children value diversity can be sensitive to cultural stereotypes they may have learned and make an effort to correct them:

o Demonstrate an attitude of respect for others.

o Acknowledge and respect differences within your own family.

o Demonstrate acceptance of your children's differing abilities, interests, and styles.

o Value the uniqueness of each member of your family.

o Form an identity of yourself it is important

o Honour your family's traditions and teach them to your children and to someone

outside the family who wants to learn about the diversity you have to offer.
Learn together about holiday and religious celebrations that are not part of your own tradition. My children had the greatest opportunity to learn about diversity and celebrate it. We lived in a building with a Punjabi-Hindu family, two South-Indian –Hindu families, one Syrian-Christian family from Kerala, two Catholic families from Goa and one from Chennai ( the father is a Hindu from Bengal), one Jain, one Bohra-Muslim, one Parsi, one Muslim, one Bengali-Hindu and our family Gujarati-Hindu.!!!! We celebrated all the Indian festivals together. What fun all the children had when they lit the Holi fire and then ran up and down offering everybody slightly burnt coconut Prasad. We had sheer korma for Idd and Christmas cake to celebrate the birth of Christ.
I remember during the Mumbai riots when Muslims else where in the city felt unsafe Tyab uncle and Sakina aunty on the floor above us felt safe because Paresh reassured them the mob would have to pass our floor first to reach them. And he under no circumstances would let any harm come to them. My children learnt this and I am proud to say they have friends of all castes and religions. The best and most beautifully illustrated Mahabharata was gifted to my children by Tyab uncle!
Remember that children are always listening. Be aware of the way you talk about people who are different from yourself. Do not even make jokes that keep alive labelling Some of these may seem to be harmless fun, they can spoil all the learning of attitudes of tolerance. Answer children' questions about differences honestly and respectfully. This teaches that it is acceptable to notice and discuss differences as long as it is done with respect.
Keep in mind the powerful effect the media have on shaping attitudes. Point out and talk about unfair stereotypes that may be portrayed in the media. At ever step point out the wrong.
Remember that tolerance does not mean tolerating unacceptable behaviour. It means that everyone deserves to be treated with respect — and should treat others with respect as well.
Help your children feel good about themselves. Children who feel badly about themselves often treat others badly. Children with strong self-esteem value and respect themselves and are more likely to treat others with respect, too. Help your child to feel accepted, respected, and valued. Give children opportunities to work and play with others who are different from them.

When parents encourage a tolerant attitude in their children, talk about their values, and model the behaviour they would like to see by treating others well, children will follow in their footsteps. 

By

Dr Swaroop Rawal

See the change where "life skill programme" is running.

ઝાલા બીન્દુબા મહિપતસિંહ

રાજપુર પ્રાથમિક શાળા

તા.જી . ગાંધીનગર.

પરિચય- બીન્દુબા આ જ નાનકડા ગામ માં રહી ૮ વર્ષ થી કામ કરે છે.

વિષય- લાઈફ સ્કીલ થ્રુ ડ્રામા માં થી ‘ મારી શાળા ’ રાજપુરમાં આવેલ બદલાવ.

1. બાળકોના અંદરો અંદર ના ઝગડા ઓછા થઇ ગયા છે.

2. બાળકો ને શાળા વધારે ગમતી થઇ છે.

3. બાળકો ને હવે રાજા નથી ગમતી.

4. બાળકો માં સ્ટેચ્યુ –માઈમ –ડ્રામા ની સ્કિલ ઘણી કેળવાઈ છે.

5. બાળકો થોડા સમય માં વધુ શીખતા થયા છે.

6. ગામના પ્રશ્નોના ડ્રામા બનાવી રજુ કરતા થયા છે જેથી તે પ્રશ્નો ગામના લોકો ને સમજાય અને તેના નિવારણ માટે વિચારતા થાય.

7. બાળકોની સર્જનાત્મકશક્તિ ખીલી છે.

8. બાળકોમાં નેતૃત્વ શક્તિ પણ ખીલી છે તેઓ હવે જાહેર માં બોલતા ગભરાતા નથી.

9. શિક્ષક ની હાજરી માં અપશબ્દો બોલવાનું તા ટાળે છે.

10. પોતાની જાત વિષે થોડું જનતા થયા છે એટલે કે સેલ્ફ અવેર્નેસ વધતી જાય છે.

11. કોઈ પણ વિષય આપવામાં આવે તો તાત્કાલિક તેઓ તે વિષય પર સ્ટેચ્યુ કે માઈમ કરતા થયા છે.

12. પોતાને આપેલું કામ જવાબદરી સાથે પૂરી ગંભીરતા થી કરતા થયા છે.

13. બાળકો વચ્ચે અંદરો અંદર નું અન્ડરસ્ટેન્ડીંગ વધ્યું છે.