Teacher's Name |
Location |
Medium |
Type |
# of Learners Present |
Observations & Comments |
Hayatun |
Tangra, home |
Urdu |
few small children, mostly older |
~18 |
barely enough space for the children to sit lively children, the walls were covered with their drawings, they were enthu about suggested new activities a computer (belonging to the teacher's brother) was there, children do try their hands on that from time to time some charts made by the teacher |
Atiya |
Tangra, home |
Bangla |
only 1 small child, rest older |
19 |
again barely enough space community wanted this to be a Bangla medium center even though it is in Tangra |
Nazma |
Tangra, home |
Urdu |
girls only |
~10-15 |
space-wise better than the above ones girls though initially shy opened up pretty fast, they were also open to new activities lots of TLM's & charts made by the teacher |
Nasima |
Tangra, home |
Urdu |
older children |
~15 |
crammed space charts & TLM's by the teacher no specific comment on the children |
Anwari |
Tangra, club |
Urdu |
all small children |
16 |
new teacher, definitely needs more training very enthu & lively children |
Swati |
Chetla, club |
Bangla |
girls only |
~10 |
lots of charts, some incorporating ideas from 8th meeting, but some can be improved further some of the girls were really prominent with their leadership skills, some were exactly the opposite, few came a little late since they had to finish various chores |
Basanti |
Chetla, club |
Bangla |
only 1 older child, rest small |
~15-20 |
ample space, children seated in a big circle some children always jumping up to answer, they have very clear idea on various things & can articulate them really well, they very clearly explained why "boat" & "nouko" (Bangla of "nao" in Hindi) are not the same, their reasons included what is each made of & how each is "driven" they had also clearly identified that only machine run vehicles emit smoke some TLM's & charts made by the teacher, can be used more effectively & in more than one way |
Alpona |
Chetla, club |
Bangla |
older children |
~10 |
less attendance due to Id, we had a dessert & biriyani that came from some of the children's homes significant # of special children, who have shown lot of improvement since coming to the center for few months some trouble in 2 neighboring areas resulting in very few attending from the further area, hopefully will get sorted in Oct again some charts made by the teachers, also saw syllabus created by teachers after analyzing primary curriculum |
Mira |
New Alipur, club |
Bangla |
all small children |
~10 |
post tiffin, so kind of low energy state enough space children were playing with some puzzles provided by Sesame Street |
Minati |
-same as above- |
Bangla |
older children (at a different time) |
NA (16) |
couldn't observe since this center will resume after pujo in Oct |
Naren |
Chetla, club |
Bangla |
older children |
~10 |
space seemed enough then, but must be overcrowded with full attendance 2 girls had mastered reading writing well enough to work directly from bridge course books (developed by Govt), only these 2 were in table-chair more boys than girls graded TLM made by the teacher but not used properly |
Shikha |
Chetla, club |
Bangla |
older children |
20+ |
long room, enough space for children to sit in a long U along the walls children literally bubbling with life, most energetic among all the centers |
Rekha |
Chetla, not even a room |
Bangla |
older children, few adults |
~10-15 |
most pathetic situation in terms of venue, leaking roof with a bucket underneath, no wall to keep the rain off, stench from the canal most diverse age group, one child has some problems that need proper diagnosis, generally quiet children again some charts made by the teacher the best teacher in terms of crisis management according to Arpan |
Susmita |
Tollygunge, club |
Bangla |
all adults for 10th std through OS |
~10 |
only center with no "children", all very motivated, only 1 male among many women enough high & low benches teacher needs lot of orientation to make it more meaningful & geared to adult learners, too much rote learning type |