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Wednesday, 22 October 2014

All about a handshake



My problem with handshakes started about ten years ago. I had learned, I think during my college days in Trichy, Tamil Nadu, that when two people meet, it is the senior person (by age or position) who has to offer the hand first. A student, for example, should not extend a hand to his/her teacher as part of a greeting. While the practice is almost natural for me when meeting someone, three instances related to this have taught me something.

Episode 1: I was in University Putra Malaysia (UPM) to lead a TCI Workshop. On arriving the campus I was introduced to a young lady in the admin department. She was wearing a loose flowing dress which covered her head and shoulders down to her arms and appeared warm and hospitable.
Considering it a basic courtesy while meeting a new person, I offered my hand, forgetful of the fact that Malaysia is predominantly a Muslim country. She did offer her hand in return, but to my shock, it was sheathed in her flowing dress! 
I learned a painful lesson.

Episode 2: This happened in Maldives. At the end of a TCI workshop there was a ceremony to give away certificates. The chief guest was Principal of one of the leading schools in MalĂ©, the country’s capital. He gave certificates to each of the participants with a word of appreciation and a handshake.
When it came to one of the lady participants who looked as young as a school student, she responded: “I don’t shake my hand sir.”  
I was only a witness then. My Malaysian pain subsided a little because it was my friend, a senior Muslim Principal, who got the shock this time!

Episode 3: The scene this time is in Calicut, Kerala, where I have done at least twenty workshops so far without any ‘shock’. 
But it did come, last week. A good friend of mine, an Assistant Professor at a college, came to pick me up from the hotel where I was accommodated. As soon as I entered his car, sitting on the front seat adjacent I greeted him, spontaneously offering my hand.
To my astonishment, he showed me his right wrist to receive my hand, holding his palm closed.
The old Malaysian pain returned. But my TCI awareness of chairpersonship got activated. “Should I ask him why he offered his wrist instead of hand?” The last time we met, he was generous enough to take my hand, and even receive a hug of appreciation. What happened this time? Is he under the Malaysian influence too?
Anyway, I looked inside (I had to ask), I looked outside (at the cultural context), then decided (fully aware that I am totally responsible for my actions) to ask. “Dear friend, what happened? Why didn’t you take my hand?”
Having gone through the previous experiences, I must have been expecting another disappointing answer, but what he said was an unexpected paradigm changer for me.
“Sorry sir. I am having an eye-disease called acute conjunctivitis. Doctor told me that the infection spreads through touch and I did not want to infect you.”
Goodness, gracious! What a relief, what a joy to hear this!

INSIGHT
I remembered Ruth Cohn’s auxiliary rule: “If you ask a question, say why you ask it and what that question means to you”. Similarly, if you do something like my good friend did, say why you did it, to avoid shock and pain that could hurt relationships.

Wednesday, 15 October 2014

Should headmasters 'supervise' teachers' performance?



The other day, I was part of a consultation programme on school leadership at Thiruvananthapuram in Kerala. Its objective was to develop a design for leadership training for high school headmasters, to be implemented by the government. Distinguished consultants from India and UK took part in the event. 

A particular aspect that came up for discussion was monitoring of teacher-effectiveness by the headmasters. Is it desirable for a headmaster to walk into a classroom and to take a seat there while the class is going on? Many, including the foreign experts, thought it was ok to do it.

I begged to differ. I said that I will not welcome a headmaster to sit in my class to observe my teaching with a view to give feedback. And if I were a headmaster, I would never do such a thing to a teacher. For me, it is a matter of reverence to the teacher as an individual. 

“Reverence is due to every living thing and to its growth.” - Ruth Cohn

Aren’t there other ways in which the headmaster can assess and ensure the teachers effectiveness?

In Maldives, where I have conducted teacher-effectiveness workshops in more than 10 schools, they have supervisors to monitor teachers’ performance. Similar system is seen in UAE too. 

I told the management of the Maldivian schools about the impropriety of the designation ‘supervisor’. It literally means to look from above (to find fault) and is irreverent. Hence they changed the designation to ‘Leading Teachers’. A school in UAE is also considering the same.

Interestingly, in both these countries, the so-called supervisors do not teach, and therefore have no opportunity to experience the classroom challenges that constantly change along with changes in the society. These supervisors are considered ‘above teaching’ and ‘above teachers’. 

This is a hierarchy paradigm, which we need to replace with net-working paradigm.

“Don’t go in front of me, I don’t want to be led. Don’t come behind me, I don’t want to lead. Come walk by my side and be my friend.”

Both the issues mentioned in this post are related to teacher empowerment. I would like to know how headmasters and teachers respond to these issues, especially the appropriateness of headmaster walking into a class to critically observe the teaching process, and also the practice of appointing ‘supervisors’ to monitor teaching-learning processes. Do let me know your thoughts.


Monday, 13 October 2014

Workshop for Senior Citizens: 'Ageing Gracefully, Living Meaningfully'



This post is an introduction to an upcoming two-day workshop for senior citizens and those interested in the welfare of senior citizens organized by the Mahatma Gandhi University’s School of Gandhian Thought and Development Studies (Kottayam, Kerala).

The theme of the programme is ‘Ageing gracefully, living meaningfully’. Dates are 17 and 18 October 2014. If you are interested do join in. 

What is special about this workshop?

1.       This is a personal transformation-oriented programme. That means the emphasis will not be on transmission of information on ageing and its implications. Instead, it will be on attitudinal change for ageing gracefully and meaningfully. 

2.       The methodology will be applied humanistic psychology known as Theme-Centred Interaction. That means there will not be any lecture or power-point presentations. Emphasis will be on introspection and interaction leading to transformation.

3.       It is going to be intensive learning experience, free from formalities and ceremonies. To learn is to change. Therefore, through this programme, participants can expect an attitudinal and behavioural transformation.

I have offered to lead this workshop because I see around me a number of seniors who are frustrated or have turned negative with age. It is important that all of us become sensitive to the type of energy we radiate around us. Is it positive energy, negative energy or neutral energy? How can we turn negatives into positives, turn obstacles into stepping stones? This is going to be an important focus. 

Today there are lots of senior citizens' clubs all over Kerala. It is time for us to give attention to the question whether they are able to impact the quality of life of the persons involved in this field. How can senior citizens’ clubs become organisers of programmes for social development, instead of merely concentrating on welfare and time-pass?

The fee for the above mentioned workshop is Rs.1000 per person, inclusive of lunch, refreshments, learning journal and study materials. If you want to be a part of this innovative learning event, please contact: 

Dr. Harilakshmeendra Kumar, Asst. Professor at MG University. Ph: 9447569925
Mr. Mathew Kanamala, Research Scholar. Ph: 9447306586