Our Outreach Manager, Payoshni Saraf reports back after three days of stories, storytelling and learning workshop with SCERT Delhi.

A common wisdom that all of us who work with children need to be reminded of is this - storytelling is the oldest form of teaching. Stories help shape beliefs, makes one curious, encourages exploration, makes one question and eager to know more – qualities every teacher hopes to build in her students. And teachers have always been storytellers. Sometimes they just need to be reminded of that.

Pratham Books joined hands with Pratham and SCERT, Delhi to bring teachers together and help them discover the storyteller within them to make classroom teaching more interactive. We conducted an extensive three-day training with teachers on specific subjects for each day - the idea was to delve deeper into the academic challenges they face in the classroom and how some of these challenges can be met by using stories, flashcards or other visual cues to make for engaging classrooms.

We began the training on a sunny Tuesday in April with a group of enthusiastic and experienced mentor-teachers. The mentor-teacher program by the Delhi Government is an effective one, where certain teachers are handpicked after a rigorous selection process as ‘mentors’ for other teachers. These teacher-mentors each handle about five schools and support the teachers in the school with regular trainings, observations, feedback and sharing of good practices. When a new idea or teaching tip is introduced to the mentor-teachers, they pass on the knowledge to their group of mentees making the information flow seamless and effective. In total, about 175 mentor-teachers participated in the 3-day training conducted across the following three broad curriculum categories: 

1. Languages (English, Hindi, Urdu, Punjabi and other mother tongue and academic languages

2. STEM concepts (Science, Technology, Engineering and Math)

3. Environmental and Social Studies

The session started with all the participants and the Pratham Books team introducing themselves. The introductions had a twist, where the teachers were encouraged to also talk about all the languages they know. The idea was to establish the premise for multiple languages in the classroom and the many choices and challenges children face while learning, thanks to the language gap between what they speak at home and what they learn in school. Post introductions, teachers were grouped together and asked to come up with academic challenges that they often face in class. Some of the challengess which repeatedly came up included:

• Most students are first generation learners of languages (especially English) and language understanding is essential for other subject learning.

• Teachers want  creative ideas to arouse student interest in class but face lack of quality creative resources.

• Making connections between the language spoken at home and medium of instruction is important

• Additional resources (like cue cards/ flash cards) are required to help learn languages, especially because of the diverse learning levels in classrooms.

• Not enough time is spent in class building concepts or relating concepts to real life situations and practicing learning by doing.

• Language barriers impede understanding concepts, especially in the case of spiralled learning where one concept builds on another. 

• Learning environment in the classroom is not joyful as not enough visualisation or experiential learning takes place.

• Teaching children to develop a genuine love and interest for writing is a struggle.

With the challenges tabled to be tackled in the later half of the day, the session moved on to why stories are important and how teachers can use StoryWeaver, a digital repository of multilingual content for children, in a meaningful manner to not only curate the content but also to create and adapt  stories, flashcards and illustrations as per their specific classroom needs.  A demonstration of the platform was given to all the participants and they were exposed to the diverse content that is hosted on StoryWeaver. The group also discussed ideas on how stories can be used in a classroom setting to assist learning and real-life examples from across the country were shared with the mentor teachers.

       

Post lunch, the session was handed over to our expert trainer, Subir Shukla. Subir is a former educational quality advisor to MHRD, Government of India. He developed the quality framework for the implementation of the Right To Education and Sarva Shiksha Abhiyan, India's EFA programme. Subir is now the principal coordinator for Group Ignus, which comprises of IgnusERG (consulting company), Ignus-PAHAL (non-profit) and Ignus-OUTREACH (low cost educational publishing). Subir joined us in training and spent a considerable amount of time with the mentor teachers to take them through some useful ideas on making classrooms more joyful and learning interesting and interactive.

Armed with Subir’s tips and knowledge of StoryWeaver, the participating mentor teachers spent the last part of the day curating content for their subjects and classrooms. Few groups also created some new stories and presented them.

The workshop ended with many enthusiastic mentor- teachers sharing about how they plan to take stories and StoryWeaver to the schools and teachers they work with. 

Click here to see more photographs of the day.

We are thankful to all the participating mentor-teachers who attended the training and their resolve to bring back stories into children’s academic lives. We are also grateful to Mr.Shailendra Sharma from Pratham and the Delhi SCERT for giving us this opportunity. A big shout out to Mr.Subir Shukla for the wonderful guidance he extended to all the participants.  We will continue to engage with more teachers and Government schools to take many more stories to India’s children.

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The language referred to as Saṃskṛta, "the cultured language" has long been venerated as a sacred, philosophical and classical literary language. A lingua franca in Greater India, today it is listed as one of the 22 scheduled languages of the country.

The 2001 Indian census reported that 14,000 people identified Sanskrit as their mother tongue and in 2010 Uttarakhand was the first state in India to declare Sanskrit as an official language.

Long looked upon as a classical language, in recent years a movement to revive Sanskrit and introduce it to a new generation of learners has emerged. Podcasts, blogs and websites are attempting to take a language that traces its origins to approximately 1500 - 2000 BC and make it relevant to a generation that is plugged in to Google and YouTube. StoryWeaver is proud to play a small role in the efforts of one organisation working in this realm.

StoryWeaver’s Sanskrit Journey

When StoryWeaver launched in September 2015, the digital open source repository of children’s stories had 24 languages. Within weeks of the launch, requests for new language additions began trickling in. One of them was for Sanskrit.

The request came from volunteers at Samskrita Bharati, a not-for-profit organisation, with its headquarters in New Delhi, and branches in Bangalore, India and San Jose, California. The organisation has been working to revive Sanskrit, in a number of ways. Their  10-day spoken Sanskrit classes are extremely popular and routinely organized all over India and in many major countries worldwide. Students learn conversational Sanskrit in a two hour class every day over a ten-day period and develop the ability to start having Sanskrit conversations.

Vikram Gakhar and Sreenivasan Chakrapani, both volunteer their time and efforts at Samskrita Bharati. It was at Vikram’s behest that Sanskrit was added to StoryWeaver, and in the 10 months since StoryWeaver’s inception, a growing community of Sanskrit enthusiasts have helped created a repository of children’s stories in the language on the site.

Mr Chakrapani is a former electrochemical engineer with a flair for languages. Fluent in English, Tamil, Hindi, Kannada, Italian and German, he chose to pursue the study of Sanskrit post retirement.

“An  inner urge took me to Sanskrit soon after retirement. I studied full time and set a target to myself: to be able to write in Sanskrit in two years and teach in the third year. I then volunteered to work for Samskrita Bharathi. They trained me, despite my advanced age, to conduct spoken Sanskrit camps. Since then I am doing my part on a small scale.” shared Mr. Chakrapani.

Mr. Chakrapani has conducted 10 spoken Sanskrit camps so far, and was introduced to StoryWeaver by his colleague at Samskrita Bharathi: Vikram Gakhar.  

Vikram is a full time engineer and a part time Sanskrit student/teacher/translator. “I teach Sanskrit to a group of 10 students at my workplace and try to create new material in Sanskrit whenever I get time. I came to know about StoryWeaver from the Pratham Books team at a storytelling session I attended in 2015.”

Both Mr. Chakrapani and Vikram use StoryWeaver to translate stories to Sanskrit with the intent of sharing them with students to help them improve their spoken Sanskrit skills.

“Translating stories on StoryWeaver serves a number of purpose. Creating simple reading material is useful to new students of Sanskrit. It's a fun and effective learning tool for my students which helps them exercise their knowledge of grammar to form sentences.  Also, since the stories are available in multiple languages on the platform, one can read and understand the Sanskrit version first and then read the same story in a more familiar language to find out what they didn't get the first time.” shared Vikram.

74 year old Mr. Chakrapani  admitted to not being very tech savvy, but found himself using StoryWeaver to translate with ease, thanks to its simple and intuitive user interface.

“We have a large student group and we circulate the translated story link via emails. Even the elders on the group have responded well, with grown ups wanting to read these children’s stories!” enthused Mr. Chakrapani.

Sujatha, another active translator, traces the origins of her translation work on StoryWeaver back to Samskrita Bharati too. An alumnus of the 10 day speaking course, she started reading children’s stories to improve her language skills before progressing to novels in Sanskrit.

“Translating stories for kids is a good way to start one’s learning journey as the language is simpler and helps one gain confidence. StoryWeaver has been a wonderful place for me to practice and hone my skills. ”

Sujatha shares how a dedicated group of Sanskrit enthusiasts get together every evening to converse in Sanskrit and share resources.

“Our group logs on to a Google Hangout every night at 9pm. Whoever is free can join in. We speak to each other in Sanskrit about everything from current affairs to what we are reading. We also use a Google group to document and share the translations we create, including the ones on Storyweaver. This way, it’s easily accessible to everyone.”

 

 

 

StoryWeaver is proud to have collaborators like Mr. Chakrapani, Vikram, Sujatha and their fellow language lovers Suneesh Namboodiri, Govindraj Kasul, Sini Mukundan and Anand Viswanathan. We look forward to seeing more translations by them on the site, and hope that we can be instrumental in sharing them with more people across the world.

Further reading and listening

Sudharma, is the only Sanskrit newspaper in publication today. Printed in Mysore, Karnataka, you can read an online version here.

Balamodini is a podcast of Sanskrit stories read by Samskrita Bharati volunteers from the Sambhashana Sandesha Sanskrit Magazine.

 

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During Pratham Books’ Storyweaver’s #WonderWhyWeek in celebration of National Science Week, at Edukul we conducted three story telling sessions with Rukma Sadekar. The story was from the Pratham Book ‘How do aeroplanes fly?’ written by Aditi Sarawagi. 

Flying is a topic that excites both, the young and the old. The children loved the character of Sarla.  The story session was followed by an open discussion on the different parts of an aircraft, the importance of seat belts, role of air hostesses, emergency exits, the duties of the pilot, co-pilot, and radio engineer were discussed. 

Post this, the children were guided to make paper aeroplanes and fly them to see whose flew the farthest. The children tried different ways of launching the aeroplanes and observed and discussed the how and why of flying. They watched a short video showing the early attempts at inventing aeroplanes, the Wright Brothers and their aircraft. This was followed by a short video that showed how aeroplanes fly providing an audio-visual experience of what they had heard in the story. The children were fascinated with the PowerPoint presentation on the different types of aircrafts – the largest passenger aircraft, the fastest, the different types of aeroplanes as per usage such as fighter planes, cargo planes and so on. Children found the session informative and fascinating and were most excited while flying their aeroplanes! 

 

Thank you Pratham Books’ Storyweaver for the inspiration and inputs.​

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