Tuesday, 26 September 2017

# TODAY'S KALAM, Today's NGO, July 2017

             TODAY’S NGO

Vandemataram LLL Program:

Vandemataram Foundation(VMF) employs Little Leader-Little Teacher concept in the identified schools or hostels:

A school/hostel with classes 6th to 9th along with the availability of the required financial support was identified by VMF.

    VMF have deployed its trained volunteers and have work with the students to realize the full value of the Little leader-Little teacher concept. A group of potential students from a school was selected and groom them into Little Leaders and Little teachers, a 10 day training camp was conducted at Aksharavanam, VMF. At the end of the camp these
students were inducted into the program as Little Teachers and Little Leaders to take the program ahead in their school.

For teachers (irrespective of the subject they teach) who are interested in improving the basic competencies of their school children, a 2 day implementation training camp was conducted at Aksharavanam so that the Little Leaders-Little Teachers programme can be effectively carried out by them at their schools. When/where teachers are not available, VMF personnel have carried out the programme. These LL’s and LT’s are given incentives in the form of gift vouchers. They place indent for the purchase of items from the list given by VMF. The list of items includes Note Books, Reference Books, Magazines, Stationary items, Games & Sports items, Shoes, Bicycles etc.
         The students taking part in this programme are divided into houses, groups and teams according to their performance in the base line test. Every day, initially, a student takes a quick test in maths for 10 minutes and another 10 minutes are allotted for correction. This quick test is called MNS test and is based on Dr. Kawashima’s brain training methodology.
The MNS test comprises of 120 questions of basic arithmetic operations (additions, multiplications and subtractions). The questions are designed in such way to make the students realize that multiplication is repetitive addition and division is decisive subtraction (although there are no questions on division). As students gain proficiency in the MNS, they make calculations and simplifications faster and more easily.


After exclusive preparation and practice with the MNS, eligible students are promoted to MLA-Maths program. Proficiency in the MNS test gives students a sense of accomplishment which works as a self confidence booster for the MLA-Maths program. In MLA-Maths programme, students are provided with worksheets for practice. Each worksheet consists of 20 questions. Each ability has 3 worksheets namely a, b and c with the problems arranged in the order of difficulty. But the child has the liberty to pick a worksheet of his choice from the pack of 3. If he is unable to do the worksheet well, he has the option to choose another worksheet from the pack. Thus he can learn at his own pace without the fear of being punished or humiliated for making mistakes and as he progresses his confidence levels also get a big boost. When a child works out all the three worksheets of a particular ability scoring the highest marks, he can opt for the worksheet of the next ability. Gradually the child understands the stage or level of worksheet he has to do and becomes aware of his
own pace of learning which he quickly learns to fine-tune. When a student gets a doubt or runs out of ideas to resolve it, he shall get it clarified by his co students in his team or the
captain of the team. If the captain becomes helpless, he will consult the Little teacher of the group.


1. At least 1 hour in the school time is required to carry out the programme for the students in a school.
2. The Head of the institution, the School management or any authority concerned should enter into the MOU with the VERTC to implement this program in the school.

When these LL’s and LT’s share their learning with their friends their learning is enhanced, their skills of consolidation and innovations are sharpened, new doubts are arisen that lead them towards more learning. So active learning takes place among the LL’s, LT’s and other students.

• Self-learning, collaborative learning and consolidation individually and collaboratively are possible in this type of organized class room activities.
• In this way students learn mostly from themselves and by themselves, through interactions and they share the knowledge through scaffolding.
• In this process of learning, students have to take a test every week and the marks are recorded in the SPR’s cumulative record sheet, specifically designed for this purpose which picturesquely gives a statistical account of the abilities the students have learnt and are yet to be learnt. This is also used for statistical purpose. In this test there will be 50 questions comprising of 100 marks to score. No two students get the same question paper to solve which totally eliminates the scope of any kind of copying or manipulation from the student’s side. After the examination, the LL’s and the LT’s will evaluate the answer sheets and make their group members enter the result in their cumulative record sheets.
• Besides scholastic learning, VMF strongly recommends, depending upon the availability of time, manpower and financial resources, to provide the students with co-scholastic activities like dancing, learning music, playing instruments like the key board, the drums, the mridangam etc., karate, yoga and meditation and yogic posture pyramids, folk dance, games etc. Thus academic learning is supplemented or even enhanced by co-scholastic and aesthetic learning making the true meaning of education a reality.
• Students are deliberately encouraged to develop the habit of reading newspapers and story books on a regular basis. During the 40 day Little Leaders-Little Teachers camp held at Aksharavanam, Kalwakurthy, Mahaboobnagar district, each student read about 50 story books on an average. In that camp students were provided 120 minutes for reading either story books or daily newspapers. Every two students were given one news paper.
• SCERT Telangana State, after thoroughly appraising this program as an external evaluation committee, found it useful, scalable and implementable to address and resolve the present crisis of inadequate basic competencies in mathematics and reading among the students in the government schools.

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