deschooling

Deschooling
Deschooling is a term used by both education philosophers and proponents of alternative education and/or homeschooling, though it refers to different things in each context. It was popularized by Ivan Illich in his 1971 book Deschooling Society.[1][2]

What is Deschooling?
Give yourselves time to adjust to the freedom of no school routines (stay up late and sleep in!); the freedom of not being told what to do every minute of the day. Everyone has lots of time now to relax and unwind, to try new things. To discover their interests and rediscover the joy of learning!

Concept[edit]
Philosophically, it refers to the belief that schools and other learning institutions are incapable of providing the best possible education for some or most individuals. Some extend this concept beyond the individual and call for an end to schools in general. This is based on the belief that most people learn better by themselves, outside of an institutional environment, at a self-determined pace. This is the meaning of the term as used by Illich.
Another common criticism is that institutionalized schooling is used as a tool for the engineering of an ignorant, conformist working class through constant schedules and prearranged time blocks and one-size-fits-all teaching methods.
Practical alternatives arising in place of institutionalized learning have been free schools, unschooling at home and forming networks with other deschooling families and individuals.

Practice[edit]
In a practical context, it refers to the mental process a person goes through after being removed from a formal schooling environment, when the "school mindset" is eroded over time. Deschooling may refer to the time period it takes for children removed from school to adjust to learning in an unstructured environment.
Families who have taken their children out of school to homeschool often find their children (and often the parents too) need a period of adjustment - learning to live without the reinforcement of grading and regimented learning. It is typically used to describe children who have been removed from school for the purpose of self-directed homeschooling, but technically applies any person leaving school, either by dropping out or graduating.

Sainik School
The Sainik Schools are a system of schools in India established and managed by the Sainik Schools Society. They were conceived in 1961 by V. K. Krishna Menon, the then Defence Minister of India, to rectify the regional and class imbalance amongst the Officer cadre of the Indian Military, and to prepare students for entry into the National Defence Academy (NDA), Khadakwasla, Pune and Indian Naval Academy. Today there are over 24 such schools covering all the states of the country.[1]
The schools come under the purview of respective state governments and Ministry of Defence, and in his Union Budget of 2008, Finance minister, P Chidambaram, allocated Rs 2 crore to each of the 22 Sainik schools, to counter rising attrition in the defence forces, especially at the officer level.[2]
History[edit]
The inspiration for Sainik Schools came from the Rashtriya Indian Military College (RIMC) which have given India many service chiefs and the public school system of England. Sainik schools can be regarded as the ordinary citizen's public school where deserving students can get high quality education irrespective of their income or class background. Seats are reserved for children of serving Defence personnel and concessions are given to children of Government officials.
The objective of the Sainik Schools is to prepare the students to lead as officers in the Defence Services of the country. The schools select bright and promising students through a national entrance examination and focus on moulding their overall personality with emphasis on extracurricular activities.
Sainik schools resources allow cadets to develop their skills in sports, academics and other extracurricular activities. Sainik Schools include running tracks, cross-country tracks, indoor games, parade grounds, boxing rings, firing ranges, canoeing clubs, horse riding clubs, mountaineering clubs, trekking and hiking club, obstacles courses, football, hockeyand cricket fields, as well as volleyball and basketball courts. Cadets also become a part of NCC. A cadet who complete their 12th standard usually possess a NCC B certificate.
Cadets are assigned to houses. They are classified as sub-juniors, juniors and seniors respectively depending upon their class of study. Cadets compete in sports, physical training, academics, cross country, drill and various other competitions to win their house trophy.
Sainik Schools Society[edit]
The Sainik Schools Society is an organization under the Ministry of Defence. Its board of governors is chaired by the Minister of Defence.
SALM – Simplified Active Learning Method
Active learning methodology is also a form of activity based learning. It makes all learners to participate in learning. In this method the students involve in reading, writing, speaking, drawing, sharing, expressing the skills and questioning individually and in groups. Active learning involves students in doing things and thinking about what they are doing.
According to Bonwell and Eison students must do more than just listen. They must read, write, discuss and solve problems. They must engage in higher-order thinking tasks. The tasks are analysis, synthesis and evaluation. Students like strategies promoting active learning than traditional lecture method. In active learning, the students are doing something including discovering, processing and applying information.
Many teaching strategies can be employed to actively engage students in the learning process. The activities in ALM improve skills in critical thinking, increase motivation and retention and interpersonal skills. Active learning involves students directly and actively in the learning process. Instead of simply receiving information verbally and visually, the students are receiving and participating and doing. Active learning methodologies require that the student must find opportunities to meaningfully talk, listen, write and read.
MERITS:
(1) Students are involved in learning. (2) More emphasis on developing students’ skills. (3) Students are involved in higher-order thinking (analysis, synthesis & Evaluation)
(4) They are engaged in reading, discussing and writing activities.
Active learning shifts the focus from the teacher to the student. Active learning derives from two basic assumptions:
(1) that learning is by nature an active endeavour and
(2) that different people learn in different ways.

ACTIVE LEARNING METHODOLOGY
Lesson Plan Model
Topic :
Standard :
Nature of the Topic :
Time : 90 minutes
Subject : English Grammar
Unit : II sec ‘C’
Technique : Chalk & Talk.
1. Introduction :
2. Understanding :
3. Mind mapping :
4. Summarising :
5. Discussion :
6. Writing Activity :
7. Revision :
8. Evaluation :
Primary school to implement SALM:
After the success of Activity Based Learning (ABL) methodology for standards I to IV and Active Learning Methodology (ALM) for standards VI to VIII under the Sarva Siksha Abhiyan (SSA), standard V have now been integrated into the process of innovative teaching-learning.
The department of school education, as part of the SSA initiative, is in the process of providing training to 4,700 primary and upper primary teachers in the district for implementing the new methodology from the current academic year.
The teachers are being trained by about 210 block resource teachers who were earlier orientated on the methodology by resource persons who attended the ‘train the trainers' programme in Chennai.
Training for three batches has been completed and the two-day orientation for the last batch will be completed this week, according to the Additional Chief Educational Officer – Sarva Siksha Abhiyan, L.Augustine Peter Fathima. So far, standard V students were taught with ABL cards and text books.
Since students get initiated into mind-mapping exercise from standard VI onwards under ALM, the simplified ALM is meant to provide them the right foundation. The methodology was trial-tested in five schools in each of the 16 blocks in the district last year and was found to be effective in bridging the gap between ABL and ALM.
Referring to the gradual and study successes of ABL and ALM, a senior official assured that the new methodology in which teachers take up the role of facilitators will create substantial impact. The role of teachers is to identify the comprehension level of the students and divide the portions into easy parts for better assimilation of the contents.
NON Graded Schools
Defining Nongraded
A nongraded school does not use grade-level designations for students or classes. Progress is reported in terms of tasks completed and the manner of learning, not by grades or rating systems. A team of teachers generally works with a team of students who are regrouped frequently according to the particular task or activity and student needs or interests. Many times these are multiage heterogeneous groups pursuing complex problem-solving activities in interdisciplinary thematic units.
Students are active participants in their learning and in the collection of documentation to be used for assessment and evaluation. The continuous progress of pupils is reflected in students' growth of knowledge, skills, and understanding, not movement through a predetermined sequence of curriculum levels.
History[edit]
Graded schools being largely an invention of the 19th century, the small, ungraded school could be properly considered traditional education, although they are rare enough now that they are usually classified as alternative education. Ungraded schools still persist in poor, ethnically disadvantaged, small, rural schools, where the limited number of students and poor attendance make organizing classrooms according to age-based grade levels more complicated.[1]
Logistics[edit]
Although most teachers use ability grouping on a small scale, assigning students to the correct group for every subject can be logistically challenging. Group sizes may vary significantly from week to week as students are promoted or need to repeat material at different rates.