Kausar Hossain -Goldcrest High, Latur

Posted February 19, 2019 12:20 pm by

Kausar Hossain, an innovative Science Communicator cum Chemistry Teacherand Educational Administrative professional, is the current Head of Faculty (Science) at Goldcrest High (A Vilas Rao Deshmukh Foundation School) Latur, Maharashtra, India. He teaches Chemistry at ICSE, ISC level at the school.

GOLDCREST HIGH, the first ICSE School in Latur, at “Educity”, has been set up by Vilasrao Deshmukh Foundation (VDF), is an educational trust established in 2000, by Shri Amit Deshmukh, MLA, representative of the Latur constituency. Inspired by Rabindranath Tagore’s vision for an educated community, Goldcrest High imbibes the spirit of creativity and co-curricular excellence that complements academic learning.

Kausar Hossain shares his experiences with School magazine.

Choosing to be a teacher

I wanted to become a science teacher to be able to make a positive difference on the future of children. I aim to develop students’ understanding of scientific inquiry, helping them visualize science as a process of asking questions about phenomena, conducting investigations to answer those questions, and building explanations based on evidence. I want to be a teacher for developing a new generation of thinking individuals.

A typical day in the life of a teacher

A typical day of mine starts with the KIT/BAG INSPECTION of the students at the main entrance to the academic block section of the school, then we teachers gets divided as per the roster to conduct GAP (Goldcrest Activity Period) /GAMES / REMEDIAL. Usually in my GAP classes I teach Needle stitching and Embroidery Work to many of the mostly girls who opted for this activity out of thirteen activities. Then we all get ready for the School Assembly followed by Breakfast. Classes then ensue.

As the day closes to an end, I have my last Grade Mentor Interaction with my class students, sharing the days happy moments, success, failures, and other matters where the scopes for expectation is still to be met.

Experiences in the journey as a teacher

First, I have learned the importance of messing up. I know, this sounds crazy, but I have found myself so nervous about ruining something. I expected to always plan the perfect lesson, explain everything perfectly, and have everything go smoothly and as planned. And let me be the first to say, this is rarely the case. I have learned how important it is to accept that we are not perfect teachers. We all have things to learn, and my student teaching experience has taught me how to learn from my mistakes rather than letting them eat away at me.

With being honest about my mistakes and imperfections, I was able to also form stronger connections with the students. This is another takeaway from these years.

Finally, I have learned the importance of having an open mind. You can walk into any classroom and see completely different environments, teaching styles, student personalities, curriculum, resources, etc. It is so easy to have your own ways and your own approaches to teaching, disregarding anything else that you encounter. I have learned that opening up to approaches and styles that I am not particularly used to is beneficial to help me learn more ways that I can help my students and to also learn more about what I like and dislike as a teacher.

Why do students fear Science subjects?

Fear is what these students are experiencing. Can math and science be difficult subjects? Yes. Are math and science impossible to understand and grasp? No. Teachers and parents have a duty to help students stop hating math and science. With the right mindset, most things are possible. Yes, these subjects might make many feel anxious and some students even experience math anxiety, which is a negative emotional reaction to any type of mathematical problem solving.

Psychologist Christina B. Young describes math anxiety in “The Neurodevelopmental Basis of Math Anxiety” as occurring in the “same part of the brain that responds to fearful situations.” Anxiety is a natural response to a challenging or intimidating situation.

Although math and science might not be strong subjects among all students, teachers should help them overcome math anxiety and develop a plan to help these students succeed. Also, students should be pushed to dig deep within themselves and find the strength and courage to at least try to learn these fantastic subjects – the pride they feel when they experience success will be even greater because they had to overcome a challenge to get there.

Coaching classes – Bane or Boon?

No doubt, lessons are made fun and interesting in coaching classes, but they are mostly so at the cost of efficient and conceptual understanding. On a different note, these classes introduce students to ones from different schools across the city and reveal the amount of competition which exists beyond their little circle of friends.“Coaching classes at the school-level are completely unnecessary.

On the lines of the typical ‘chicken and egg syndrome’, coaching classes have given rise to a controversy on whether the coaching classes have arisen due to inefficiency of the teachers at schools or vice versa i.e. the schools have started getting increasingly inefficient with the encroachment of coaching classes on their space.

Innovative teaching is the need of the hour

Innovative teaching is a necessity for all teachers in order to meet the educational needs of the new generations. The classroom is a dynamic environment, bringing together students from different backgrounds with various abilities and personalities. Being an effective teacher therefore requires the implementation of creative and innovative teaching strategies in order to meet students’ individual needs.

As a teacher there is no ‘one size fits all’ solution, so here is a range of effective teaching strategies which I mostly use to inspire my classroom practice:

• Inquiry-guided learning (structured),
• Collaborative/Cooperative learning,
• Experiential learning,
• Critical thinking,
• Problem based learning
• Inductive-Deductive Constructivist Method,
• The Hybrid Learning Model (Blended Learning),
• Open-ended questioning,
• Think break.
• Think Pair Share (Peer Learning),
• Jigsaw (Fishbowl Socratic discussion)
• Brainstorming on the board
• Advanced Bloom’s Taxonomy for Questioning,
• Interactive Lecture Strategies (The Feed Back Lecture, The Guided Lecture, The Responsive Lecture, The One Minute paper, The Pause Procedure,)
• Team-based learning(TBL),
• Individualized Differentiated Worksheets
• Discussion strategies,
• Use of Slides/ PPT, Concept map/Test, Diagram, Flowcharts
• Model Problem-Solving Assignments,
• The Flipped classroom (Google classroom, Padlet, Quizizz, Edu puzzle)”.

Contact details

“Educity” P-165, Addl MIDC, Barshi Road,
Latur – 413531, Maharashtra.
Phone : (02382) 267721-28. Fax : (02382) 267729.
Website: www.goldcresthigh.com/latur/
Mail id: response.latur@goldcresthigh.com, ankubakshi2012@gmail.com