We have been traveling with 16 math and science teachers from all over the United States. Every person in our group is a dedicated teacher and has great enthusiasm and passion for their profession. I have learned a lot from them and appreciated getting to know each and every one. It has been especially enjoyable sharing a room along the way with each of the seven women in our group. In the quiet of our room at the end of the day we reflected on our trip, shared a little about our lives and made a friend for life. It will be sad to have to go our separate ways but everyone promises to share pictures and keep in touch.
The following report was compiled at the end of our seminar and reflects the thoughts of our group of 16 teachers:
The objectives of the Math and Science Teaching and Student Achievement Seminar in India 2008 were twofold; first: a chance for U.S. middle and secondary mathematics and science teachers as well as administrators to observe teaching, curriculum development, and the training of teachers in various cities across India; and two, emerge these understandings into the broader themes of India’s history, culture, and society. With these new understandings each participant is working in collaboration with a partner teacher in Delhi on a curriculum project or their choice.
Some themes were evident in each city. One of the most resounding themes is the complexity and contrasts of modern India. One of the most overwhelming aspects of the trip for most of us was the extreme juxtaposition of poverty and wealth: children and sick beggars outside of a McDonald’s; rickshaws next to BMW’s; beautiful art and architecture next to slums; billboards for diamonds and movie stars above hungry people. Another layer of contrasts is the coexistence of traditional life styles amongst modern technology: women in burkhas talking on cell phones; the holy cow in the middle of a traffic jam; satellite dishes on top of straw houses; some rural families with the desire for children to become engineers and computer scientist. The contrasts can even be seen within politics. For example, progressive laws are on the books to address gender inequity, compulsory education, and caste issues; but real change in people’s personal beliefs and comprehensive implementation is taking generations.
Similarly, a complex spectrum exists in India’s education system. There are still children who because of accessibility and economic status do not attend school while at the same time India’s elite private schools are producing some of the most talented math and science professionals in the world. We were exposed to numerous prestigious private schools with impressive resources and programs for their students. On the other hand, in spite of our limited chances to visit government schools or schools that served underprivileged populations we were impressed by the learning that was taken place and the dedication of the teachers with use of very few resources. We had no experiences with rural schools.
We were impressed and inspired by our visits with some of the leading educational institutions and government officials. There seems to be general recognition of a need to shift from the sole use of rote learning to including inquiry based and investigative learning practice. Likewise, many professionals recognize that to actually impact the classroom teachers’ attitudes and practices will need to change over a period of time.
We realize that our small fraction of time spent in India has been nowhere near enough to completely understand its society, culture, or schools; but it has given us small glimpses into the broad themes of India. It has also allowed us a different lens into our own culture and classroom practices at home. What follows is a compilation of the educational and cultural highlights from each city.
Conclusion
If we had only spent time in Delhi, the objectives of the seminar would not have been met. A powerful part of the seminar was the fact that we were able to see so many different and unique cities in India. We were able to form a much more complete, concise, and clear picture of the Indian education system, curriculum development, and instruction. It was because we were able to visit so many parts of India that allowed us to really meet the objectives of the trip. Throughout the trip each of our curriculum projects gradually took shape. It was a gift really to have each city contribute to each of our individual academic and personal interest and add those insights into our project. Our collaborative teachers in Delhi were helpful throughout this entire process.
Each person in this group had a number of takeaways from this experience –both personal and academic. It is safe to say that we each will be a better teacher or administrator upon our return to the United States because of the perspectives we have gained on this trip. We are eager to share our projects and our experiences with our students, schools, communities, and families.
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