MONASTIC EDUCATION AND LAMAISM IN SIKKIM

Introduction

Education system in Sikkim in early stage was family-based; emphasizing life skill centred education. The development of modern education in Sikkim is started only from the later half of the 19^th century on the initiative of the Christian missionaries, some of the enlightened people like Sidkyong Tulku and Phak Tshering Kazi and encouragement of Chogyal’s Durbar. However, it is found mentioned in some of the literature that the Buddhist institutional education was prevalent before that in Sikkim. The monasteries like Tashiding, Tolung, Pemayangtse and Sangacholing were catering monastic education at that time[1].

Lamaism and Sikkim

In short, Lamaism is Tibetan form of Buddhism. It is founded by the wizard-priest Padma Sambhava (Tib. Pedma Jungne), i.e. ‘The Lotus born’; usually called by the Tibetans Guru Rimboche (Rinpoche) or ‘The Precious Guru’; or simply ‘Guru’, the Sanskrit for ‘Teacher’[2]. It is also said that the Guru Rinpoche is equivalent to Mahadev in Hindu religion. The Lamaism may be defined as a mixture of Buddhism with preponderating amount of mythology, mysticism and magic. In recent days, the doctrine of incarnation is also prominent.

The history of Lamaism goes back to 747 AD when Padma Sambhava arrived at Samye (Sam-yas) in Tibet in the invitation of Tibetan King. It is said that Padma Sambhava, with the help of ‘dorje’ (thunderbolt) and spells from Mahayana defeated the devils and built a monastery in 749 AD and established first community of lamas. There are three schools of Lamaic Sect.

The genealogical tree of Lamaic Sects is as under:

1. Old or Unreformed School – Nyngmapa Sect

a. Hlatsun-pa

b. Kartok-pa

c. Nga-dak-pa

d. Mindolling-pa

e. Orgyen-pa

f. Other Nyingmapa

2. Semi-reformed School

a. Sakyapa

b. Ngorpa

c. Jonang-pa including Taranath

d. Karmapa

e. Lower Dukpa

f. Middle and Southern (Bhutan) Dukpa

g. Upper Dukpa

h. Talungpa

i. Dikungpa

j. Kargyupa

3. Reformed School

a. Gelukpa including Kadampa

The main sects of Lamaism irrespective of schools are Nyingmapa (Original), Sakyapa, Kargyupa and Gelukpa.

It is believed that Guru Rinpoche visited Sikkim during his travel to Tibet somewhere around 8^th century AD. However, the Lamaism appeared in Sikkim after the arrival of Lhatsun Chhempo in 1642. There is a story that the first Chogyal of Sikkim (Phuntsog Namgyal - the first King of Namgyal Dynasty) was consecrated by three Tibetan Lamas –Lhatsun Chhempo, Sempah Chhempo and Kathog Rigdsin at Yoksum (Now in West District of Sikkim) in 1642 A.D. desecrating Limboo King Phurumpho (Chung Chung Mapon in Bhutia language meaning the last king)[3].

Lhatsun Chhempo and his two friends were the followers of Nyngmapa Sect. As such maximum monasteries of Sikkim are of Nyngmapa sects. The other sect prevalent in Sikkim is Karmapa (sub-sect of Kargyupa).

It is mentioned everywhere that Sikkimese people are the confluence of three communities – Lepcha (Sikkimese aborigine), Bhotia (originally from Bhot i.e. Tibet) and Nepali (Originally from Nepal). The Bhotias (also include Sherpa & Tamang though these two castes are considered as Nepali) are original Buddhist. The Lepcha is said as animists turned Buddhist. The Buddhist Gurung is purely from Nepali origin.

Monasteries and Monastic Education in Sikkim

There are three categories of monasteries viz. ‘Takphu’ (Rock Cave), Gompa and Lha-khang. Takphus are the rock caves situated in remote, inhabitable areas could not serve the centres for education. The Lha-khangs are not full-fledged monasteries. These are small temples with one or two lamas in the village to fulfill religious wants of people. Therefore, only Gompas were made the centres of monastic education. However, very recently the Manilha-khangs are also recognized as monastic education centres.

Dubde Gompa which is recorded as built in 1701 by Lhatsun Chhempo is the oldest monastery of Sikkim. The monasteries like Pemayangtse, Tashiding, Ralong, Gangtok which were built in early decades of 18^th century are of high repute. There are about 16 (Sixteen) monasteries which were built in 18^th Century and 19 (Nineteen) monasteries in 19^th century. The vernacular names of these monasteries are in Tibetan language.

Bhutia, Lepcha, Sherpa and Tamang are four main castes of Sikkimese people who practice Buddhism. Some of the clans of Gurung like Tongi, Ghyabring, Pojyu, Meghi, Korongi, etc. call themselves ‘Lama’ and perform their social rituals using lamas but their lamas are not exactly from the Buddhist monasteries. Further, there is no historical record in 18^th and 19^th century regarding the existence of Sherpa, Tamang and Gurung Gompas in Sikkim. However, now-a-days, the gompas of Sherpa, Tamang and Gurung are also seen in the villages inhabited by these castes. There are above 200 monasteries in the state at present. However, only 79 (seventy nine) monasteries are running as Monastic Education Centres.

Why Monastic Education in Sikkim

The Lamas since entering in Sikkim had retained temporal power more or less directly in their hands as they consecrated the 1^st King of Sikkim. Indeed the Chogyals of Sikkim were all nominated by the pioneer Lamas of monasteries of Sikkim. Because of this, the lamas held high social position, honour and enjoy royal privileges in the society. This had fascinated the Bhotia family of Sikkim to become lama which subsequently resulted in the establishment of centre for Monastic Education.

Curriculum, Textbooks and Monkhood

Monastic education is normally the teaching of Lamaism which is called as Tibetan Buddhism and essentially a priestcraft[4]. The term ‘Lama’ is equivalent as pastor of the Christian Church. The teaching under monastic education is limited to knowing the Tibetan alphabets for reading the mantras/hymns of various Buddhist rituals and making them by heart.

There were two levels in monastic education in Sikkimese Monasteries viz. ‘Probation’ and ‘Ta-pa’ levels. The ‘Probation Level’ includes the staying of newly admitted lama boy in his tutors house which last for about three years and ‘Ta-pa Level’ actual student life in Monastic Education.

In ‘Probation Level’, the boy has to learn Tibetan alphabets i.e. ka, kha, ga… and after being capable of reading, he is made to read and recite by heart the prescribed booklets. The booklets pertains to ‘The Seven Chapters’ (A prayer book of Guru Rinpoche), ‘Charms to clear the way from Danger and Injury’ (A prayer to the Guru in twelve stanzas), An abstract of Transcendental Wisdom in six leaves, A sacrificial service for averting a calamity, Prayers for general welfare, The Confession of Sins, etc.

The probationers were also instructed in golden maxims of a moral kind. The examples are taken as under[5]:

1. The four precipices in speeches: If speech to be long,, it is tedious; if too short, its meaning is not appreciated; if rough, it ruffles the temper of the hearers; if soft it is unsatisfying.

2. The Requirements of Speech: Speech must possess vigour or it will not interest; it must be bright or it will not enlighten; it must be suitable ended, otherwise its effects will be lost.

3. The qualities of Speech: Speech must be bold as a lion; gentle and soft as a hare; impressive as a serpent, pointed as an arrow; and evenly balanced a ‘Dorje’ held by its middle (literally ‘waist’).

4. The four relations of Speech: The necessary questions should first be stated. The later arguments should be connected with the former. Essentials should be repeated. The meanings should be illustrated by examples.

The great religious king Srong-tshen-gampo has said, - ‘speech should float forth freely like a bird into the sky and be clothed in charming dress like a goddess. At the outset the object of the speech should be made clear like unclouded sky. The speech should proceed like the excavation of treasure. The arguments should be agile like a deer chased by fresh hounds, without hesitation or pause’.

5. Collections of human beings: Collections of human beings occur for three purposes, namely, (I) happiness, (II) sorrow, and (III) worldly gossip. The gatherings for happiness are three:

a. for doing virtuous acts,

b. for worship in the temples

c. for erecting houses and for feasts.

The gatherings for virtuous acts are four, viz., the gathering of the monks, the gathering for laity for worship, writing and copying holy books and giving away wealth in charity. The gatherings for worship in the temples are six, viz., the gathering of the rich, the gathering in the separate place of a common men, the gathering for thanksgiving of those who have escaped from their enemies grasp, traders who have escaped returned safely and successfully, sick man escaped from the devouring jaws of death, and youth on gaining a victory.

6. The eight acts of law-born persons: Using course language, impoliteness, talking with pride, want of foresight, harsh manners, staring, immoral conduct and stealing.

7. The ten faults: Unbelief in books, disrespect of teachers, making oneself unpleasant, covetousness, speaking too much, ridiculing another’s misfortune, using abusive language, being angry with old men and women, borrowing what cannot be repaid and stealing.

8. The three improper acts: To speak of a subject of which one is ignorant, to take an oath and to give poison to anyone.

In ‘Ta-pa’ Level, there exist the introduction of lamaic grades and discipline wherein the system of examination, failure and penalty for failure exist. The lamaic grade is being discussed under the sub-heading ‘Lamaic Grades and Discipline’, the main discussion in this section would be examination systems, contents (Text books) to be studied and penalties for failure. There are two sets of examinations at ‘Ta-pa’ level. The first examination is held within first year of his admission and the process of conducting examination is very simple. The examinee has to stand up in the assembly of the lamas and recite by heart all the prescribed text meant for first examination. The examination completes in one day. The content of the text for first examination comprises - ‘The obtaining of long life’, ‘The mild and angry deities’, ‘The fierce form of Padma Sambhava’, ‘The lion-faced demoness’, ‘Local and mountain deities’, etc.

The second examination is conducted at the end of second year of the admission for the candidate who clears first examination. The process of conducting examination is same as in first examination. However the duration of this examination is two days. The texts to be recited by heart in second examination comprise the following[6]:

a. The worship of “The lake-born Vajra”

b. The three roots of sagedom

c. The deeds of Dorje Phagmo

d. The subjugation of the host of demons

e. The sacrificial ceremony

f. The prayer of the glorious “Tashi” – the Lepcha name for Padma Sambhava

g. The circle of the eight Commanders of the collected Buddhas

There were different penalties for the candidates who fail the examination. It is found mentioned in the literature that the failing students were taken out from the assembly and beaten. Failing continuously for three years means rejection of the students in the monastery and re-admission needs higher investment than first one.

Admission Procedures

During admission in Buddhist System of Education, the student has to go through ‘pababha ritual’ with head shaved of all the hair, dressed himself in yellow cloths, placed his forehead at the feet of the monks living in the monastery, and then sat cross-legged on the floor to repeat the following words thrice – I take refuge in Buddha. I take refuge in Dharma. I take refuge in Sangh. In the same way, for the admission in monastic schools of Sikkim also had some rules and screening procedures in earlier days. The following screening procedures were adopted to admit the child in the monastic schools:

1. Age – the boy candidate brought for admission should be between the age of 8 to 10 years.

2. Family – the boy candidate brought for admission should be from Tibetan descent

3. Physical fitness - the boy candidate brought for admission should not have any deformity

After clearing all this formalities, the boy was given to a tutor with whom he had to learn Tibetan alphabets and learn to read and recite by heart the prescribed booklets. This period was called the Probation. It is like Gurukul type of arrangement. The boy has to stay in tutor’s house and has to work for his tutor. He collects firewood from forest, works in paddy field, look after cattle and sheep. The tutor observes and assesses the boy’s honesty in works. After two-three years of his stay in tutor’s house, the boy gets the certification to be monastic student. Then after the boy is considered as student ‘Ta-pa’ and brought under monastic rules. He is ceremoniously shaved, takes the vows, assumes the dress of a monk and receives a religious name.[7] This ceremony is the formal acceptance of the boy as student of monastery. All the students stay in monastery during their education. They beg alms for food and cloths.

However, the admission procedure is simplified in later days. On the admission day, the parent of the child being admitted in the monastery has to feed lamas of the monastery and give biscuits, fruits and a little cash to the monastery as alms. The procedures are further simplified after the inception of SSA. There is no age restriction in admission and system of rejection on failures but the girl children are still not allowed for admission in many of the monasteries. The system of putting the new comers in probation is also not seen that compulsory.

Lamaic Grades and Discipline

The lamas holding the highest honorary title hold the highest respect in the society and his seat is always at the high position in every occasion of monastic and ritualistic performances. There are two highest posts in the monastery. One is Dorjee loven and another is Omzey. Dorjee Loven is considered as highest sorcerer and possesses magical and mystical powers. Omzey is top ceremony performer. No ceremony is performed without him. These two lamas have special seats in the monasteries.

A lama boy (Ta-pa) during his monastic education is given first post called Kongyer in the monastery. He has to hold the post for three years to qualify for next higher post. The next higher post is called Chener. After another three years, he is again promoted to Uchunpa and after that Chutimpa. After this the next promotion would be of three equivalent posts viz. Chengipa, Dorchung and Chikhyap. Among these three posts, normally Dorchung gets promotion to Dorjee Loven. Kongyer, the initial post is not more than storekeeper of the monastery. He hardly gets chance to participate in monastic performances. However, during his stay in this post, he learns to identify the requirements of materials in different monastic performances. The students in their different posts are given step-wise exposure to various theoretical and practical contents of monastic and ritualistic performances on the basis of degrees of complexities.

However, ‘The Gazetteer of Sikhim’ has mentioned a little different regarding Lamaic Grades and Discipline. There is the mention of seven consecutive offices from lowest to highest. First three offices are lower offices which comprises the following grades:

i. Conch shell Blower – for about one year

ii. Pourer of holy water or Chhab-hdren – for one year

iii. Image care-taker or Kongyer – for three years: The Kongyer is also charged with the duty of dusting and arranging the objects on the altar and making the offerings of water, lamps, sacred food, etc. and removal of the same.

In higher offices, following grades are included:

iv. Chener (The Commissariat Manager) – tenable for three years: There are two Cheners in a monastery and are in-charges of the lay menials of the monastery. When the menials have any complaint it must be made through these two posts.

v. Chutimpa (Provost Marshal) – tenable for one year: This office requires qualities of pre-eminent learning, popularity, tact and ability to enforce discipline and respect. The Chutimpa is appointed by the vote the monks (Ta-pa).

vi. Omzey (Principal and Chief Celebrant):

vii. Dorjee Loven (Patriarch)

These two offices of Omzey and Dorjee Loven are held for life and the holders enjoy equal rank and receive the same stipend and perquisites, and sit opposite each other in the assembly room. But the Omzey is always the more learned of the two and is necessarily something of a man of the world. He supervises the whole establishment and controls the discussions, and it is to him that the peasantry resort for advice and settlement of their disputes. The Dorjee Loven upholds the dignity of religion by taking no part in secular matters and doing the mechanical work of meditation and some of the higher ritual, one of his chief duties being to abstract the soul of the dead and dispatch it on the right path to heaven or for a new rebirth.”

The students during their education in the monastery go for meditation (tsam) locally termed as ‘Gufa basnu’ in Nepali language to acquire more magical and mystical powers. The lama who has gone through more and more ‘tsam’ is considered as efficient sorcerer and has more healing powers. The system of promotion differs from monastery to monastery. Many of the monasteries follow seniority basis and some of the monasteries give the higher posts to the lamas having maximum duration of meditation.

Conclusion

The monasteries play the important roles in shaping the mentality of the Sikkimese people those who practice Buddhism. Even non-Buddhist people also visit monasteries to offer prayers. The Buddhist people have really high respect for lamas and aspire their children to hold such high respect in the society. However, the monastic education being delivered in the monastic schools have very little touch with modern sciences and technological advancements. As such, after the inception of Sarva Shiksha Abhiyan in Sikkim, the Government of Sikkim provided two each general teachers to 79 (seventy nine) monasteries which are running monastic schools. These teachers are appointed especially to teach Mathematics, Science and English to the children attending monastic schools.

During the course of time many reforms have been seen in the functioning of monasteries also. Now no children are ignored for admission on the basis of family and deformity. No children have to work in his tutor’s house in the pretext of probationers.

5^th May 2011

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[1] Sikkimma Manav Vikas: Awasar ani Chunauti, Dr. Mahendra P. Lama, p. 117

[2] The Gazetteer of Sikhim (1894), p. 244

[3] The Limboos of Eastern Himalayas with special reference of Sikkim, J.R.Subba (Pondhak), p. 10

[4] The Gazetteer of Sikhim (1894), p. 241

[5] The Gazetteer of Sikhim (1894), p. 296

[6] The Gazetteer of Sikhim (1894), p. 300

[7] The Gazetteer of Sikhim (1894), p. 297

PLANNING OF NEW APPROACHES IN SCHOOL SUPERVISION

‘Good supervision is always concerned with the development of the teacher, the growth of the pupil and the improvement of the teaching-learning process.’

- Jon A. Bartky

Introduction

It has been observed that the approaches being adopted by the educational managers (inspecting officials/school heads) to monitor, supervise and evaluate the educational institutions as a supervising and monitoring official of the Human Resource Development Department are not meeting the expectations and perceptions of the government and the civil society. Moreover, it is seen that the concepts and modalities of monitoring, supervision and evaluation of school education varies from person to person. There is neither specific set of targets diagnosed to be focused upon during the school visits nor specific techniques being adopted to diagnose the inadequacies on teaching learning processes. Thus, the common understanding on the issues of monitoring, supervision and evaluation of school education is the urgent need of present day education system in the state.

As the concerns and perspectives of education are changing, the prospectives of evaluation also have to change accordingly. The purposeful documentations, after the supervision of school, hold significant role in remedial and follow-up activities. This will also help the supervising officers to benchmark the institutional status.

Recording the activities and achievements of schools, analysis, identification of weakness/strengths and providing onsite supports to teachers and school heads, continuity of follow-ups, further recording of improvements (assessment of impact) after providing supports etc. are to be the new approaches for educational supervision and monitoring. This too has to be done with proper planning, prioritizations and specifications.

This will certainly increase the magnitude and complexity of the functions of the educational managers; there is the need to provide appropriate support for managerial accountability and to define role relationships. The clarity of roles will help the individual manager to link her/his work with her/his seniors and subordinates, with other departmental officials (convergence), PRIs, common public and target groups.

The stages and modalities for school evaluation are required to be clear and common to all. This will enable the senior officers to consolidate and analyse the findings of sub-ordinate officers at their respective levels and can provide required/specific supports.

Outcome based child-centered and goal oriented supervision, monitoring and evaluation is the demand of the age and the shifting of focus towards this aspect is to be encouraged at all levels of educational management. There should be preset parameters on already identified and prioritized school specific issues and these parameters are to be kept in mind while supervising, monitoring and evaluating the performance of the school.

It is also expected that the management has to provide a platform where all levels of educational managers meet together in regular interval of time to share their experiences and problems.

We know we may be the experts at our level. We also know the changed prospectives of education and its different approaches of monitoring, supervison and evaluation. But we may not be aware of the approaches amiable to our beneficiaries or we might be working from our own point of perceptions which may not be the correct approach as per the perceptions of the government and the common people. Thus, this is high time for everyone of us to introspect, change the mind set and think about reformations in our working system, conceptions and articulation to move ahead.

Planning for School Supervision

Planning is always considered important in every field. Planning enhances the efficiency of the work, spares time and tracks the outcomes. Hence, it is expected that a supervising officer should have proper plan of school supervision.

The plan should lay emphasis on pedagogical issues being faced by the teachers in the class and different aspects of skill development in a child. Teaching became more than memorizing. It aimed at stimulating children’s interest and enlisting their active participation in the learning process[1]. The planning of school supervision should focus broadly on five major dimensions as under:

a) Physical Dimension;

b) Cognitive Dimension;

c) Social Dimension;

d) Organizational Dimension; and

e) Management Information System.

Physical Dimension: Physical Dimension of the school is one of the main indicators of quality education. It doesn’t mean the beautiful RCC building. Physical dimension means the maintenance of physical environment of the school. Suppose the school is low cost and thatch roofed. But how the Headmaster and teacher have maintained its tidiness (not teacher himself) involving students to make it conducive for teaching learning process. The following components may be significant for planning the supervision of physical dimension:

1. School encourages personal tidiness (hygiene) of children;

2. School encourages children for the tidiness of school campus and classrooms;

3. Teachers use TLMs to make the class congenial for teaching learning process; (Grade-A for self developed TLMs and Grade-B for Readymade TLMs);

4. HM and Teacher sensitize students on environmental pollution, campus plantation with sensitization of importance of plants for the existences of human being on earth, not simply planting of siblings;

5. Availabilities of infrastructure like Blackboards, desk-benches (congeniality to be ensure) student toilet (separate girls toilet if not lower primary and primary school), staff toilet, electrification (if sufficient daylight not available in classrooms), drinking water facility (hydrant/platform congenial for children) and boundary wall if school location poses threats to children safety;

6. School sensitizes panchayats and community to improve school environment;

7. School displays students work on the school notice board or classroom profile;

8. School displays learning stimulating charts, designs in the class (not for HMs and inspectors); and ‘Encourage Corner’ (display of students good works which cannot be displayed at Notice Board);

9. School concerns for the improvement of child friendly elements in the school;

10. School ensures safe environment for the students (both for present and future).

Cognitive Dimension: The main activity of the department is always concern on Cognitive Dimension of the school. This dimension is highly technical and needs lot of expertise. All pedagogical matters are the main components of this dimension. The teaching learning activities and its enabling procedures starts and ends within this dimension. Precisely, the following 66 components are to be kept in mind while planning the supervision of cognitive dimension of the school:

1. School provides democratic schooling (students can ask questions of any type and teacher answer with positive comparison);
2. HM and teacher understand family/society/language backgrounds and academic levels of the children and use this understanding while planning lessons for teaching learning;
3. School encourages positive comparison among children;
4. Teachers identify learning pace of the student and provide support accordingly (slow learners and low achievers are not ignored);
5. HM and teacher maintain student’s profile to track learning level of individual student;
6. HM and teacher have idea about recent concern and prospective of education (aims of education in globalize and high tech village);
7. HM and teacher have ample idea of NCFs, textbooks and modern pedagogy;
8. School relates NCFs with State/District/Locality specific situations being faced by the learners;
9. HM and teacher have best idea of textbooks, its contents and TLMs required for teaching it;
10. HM and teacher have ample idea about how the knowledge is constructed in classroom situation;
11. HM and teacher have ample knowledge how to develop reading, writing, understanding and life skills among students (gradewise and subject wise);
12. HM and teacher are capable of relating the everyday experiences/observation of a child in teaching learning processes;
13. HM and teacher are aware of age appropriate competencies of his students;
14. HM and teacher uses grade-fit vocabulary for teaching/interacting with the child;
15. HM and teacher have higher level of references for teaching;
16. School conducts interesting activities for children and enable them to learn (construct knowledge and enhance enthusiasm for learning);
17. HM and teacher generates learning by asking simple and appropriate questions [interactive Teaching Learning Process(TLP)];
18. School provides self and peer learning with accurate learning records within and outside school;
19. Teacher uses the word like ‘Good’, ‘Very Good’, ‘Excellent’ etc. very often in the class;
20. HM and teacher avail benefits of the lowest achiever in TLP;
21. HM and teacher avail benefits of productive time of a child;
22. HM and teacher provide references other than textbooks;
23. School ensures the highest level of learning and 0% failures with appropriate academic level;
24. School ensures least range of slow and fast learners;
25. School amalgamates knowledge with moral values;
26. School conducts short/long educational tours with students (with parents’ consent);
27. HM and Teacher ensure optimum use of Blackboard and chalks in the class;
28. School uses classroom effectively;
29. HM and Teacher identify and use appropriate TLMs (Teaching-learning materials) for teaching learning process;
30. School prepares question bank for the evaluation of teaching learning process;
31. HM and Teacher refer textbooks if he feels the activities are missing in TLPs;
32. HM and Teacher use family background and learning pace of child while conducting teaching learning activities in the class;
33. School provides learning opportunity to slow learners;
34. School sensitizes vulnerable children;
35. School tries to harness child’s potentiality;
36. HM and Teacher staying at the school station has highest impact on students performance (need to make inventory);
37. Interaction between teacher and students in terms of ‘how much’, ‘how often’ and in ‘what way’ makes much difference in teaching learning process;
38. Interaction between the students and the teachers after and before school has highest impact in the students’ achievements;
39. HM and Teacher work with children for learning;
40. School develops the sense of team activities while conducting teaching learning activities;
41. HM and Teacher accept the students’ feel/think about school/world – conceptualization (its not compulsory to give the answer that the teacher has in his mind);
42. HM and Teacher know children by her/his name not by class and roll number;
43. HM and Teacher know the students’ father and mother individually;
44. Organize maximum activities to ensure maximum learning;
45. HM and Teacher display positive attitudes with children and their parents;
46. HM and Teacher have good rapport with students’ parents and community leaders;
47. Make more joyful and humorous class for learning;
48. Democratic class inspection providing the highest scope for leaning in the class;
49. Congenial sitting arrangement;
50. Provision of equal opportunities to all children to manage class congenially;
51. Use of maximum teaching opportunity time by the teacher;
52. HM and Teacher show maximum positive affectionity and sensitivity towards students;
53. School encourages the institutionalization of different disciplines like regularity, punctuality, serenity etc.;
54. HM and Teacher prepare plan for school (long or short term) as per NCFs and textbooks prescribed for syllabi;
55. HM maintains teachers’ profiles;
56. HM ensures maintenance of Lesson Plan and Lesson Diary by teachers;
57. HM observes class of every teachers and reports to the concern in-charge officer of the his/her jurisdiction periodically;
58. Teacher takes optimal level of accountability on students’ achievements (not failure);
59. Teacher keeps daily records of student’s learning;
60. Teacher corrects students’ works regularly;
61. Teacher evaluates his students with varieties of tools;
62. Teacher makes use of results of every assessment tests for further learning improvement of students (integration of evaluation in the teaching learning process);
63. Teacher assesses his own teaching processes as per the degree of learning of students and modifies teaching process if required;
64. Teacher gives regular constructive feedback to individual student and informs parents about student’s attainment;
65. Teacher promotes peer evaluation process;
66. Teacher use self appraisal and peer appraisal of the children for student assessment.

Social Dimension: Social Dimension is considered important for making the school environment conducive for teaching learning process and for stimulating the teachers’ professional growth. It is the relationships among the school staff, students, parents, PRIs and educational managers. It creates the emotional environment in and outside the school campus. An educational manager should focus on following areas while planning for supervision of social dimension of a school:

1. School creates safe, fear free and encouraging school/classroom environment;
2. HM and teachers create warm, affectionate and attractive school environment where every student loves to come to school;
3. School displays friendly and positive attitudes towards children;
4. HM and teachers try to understand the socio-economic backgrounds of every student;
5. HM and teachers identify the strengths and weaknesses of the students and provide appropriate supports;
6. HM and teachers motivates the children correlating the contents with their daily life experiences;
7. Class Teacher maintains students profile;
8. HM and teachers display sensitivity to the needs of different children;
9. HM and teachers sensitize children regarding the social relations;
10. HM and teachers address the emotional and social problems of the children besides academic aspects;
11. School guides and nurtures the child through the different stages of learning /growing up (e.g. enable child to confide in them, share their feelings, help them in making decisions and choices etc.)
12. School sensitizes the students to respect the culture, traditions, historical monuments and languages;
13. School encourages students to reflect on values and attitudes in daily life.
14. HM and teachers organize, conduct and participate in sports, cultural programme, quiz, debate competitions etc.;
15. School organizes health campaign;
16. School models the values (honesty, kindness, respect for each other etc), attitudes and habits of the students;
17. HM and teachers interact with parents regarding their children’s performance;
18. School undertakes social works in community and encourage students to undertake such works in the society.
19. Children have freedom to express in the classroom;
20. Teachers promote non-threatening school environment;
21. HM and teachers encourages democratic functioning in school/classroom;
22. Social skills taught in the school.
23. School mobilizes the community to enroll their children in school;
24. School mobilizes the parents for their children’s regularity and punctuality;
25. HM and teachers communicate the issues of children’s attendance, behavioural pattern, health and performance in the school;
26. School involves panchayat and community in formulation of school development plan;
27. School involves students and parents in the preparation of TLMs and pedagogical processes of the school;
28. School mobilizes resources from local community to generate sense of community ownership;
29. School establishes healthy relations with PRIs and parents.

Organizational Dimension: Organizational Dimension reflects the management and governance pattern of the school. This dimension determines the efficiency and effectiveness of the schooling processes. The supervising personnel should focus on following components of this dimension while planning for school supervision:

1. School maintains regularity and punctuality of teachers and students;
2. School ensures the optimum utilization of school hours;
3. HM and Teacher maintains high level of attendance in school;
4. HM and teachers love and enjoy teaching job(their activities in the school should reflect this);
5. HM and teachers display accountability and ensure optimal learning of the children through full use of time available;
6. Teachers take responsibility of students’ failure;
7. HM and teachers read support materials available in the school;
8. HM and teachers read books to refresh subject knowledge and pedagogical skills ;
9. HM and teachers show eagerness to participate in trainings or any type of professional development activities;
10. Teachers discuss with colleagues on pedagogical issues;
11. Teachers apply innovation in classroom;
12. All teachers participate in staff meeting/complex level meeting and share good practices with colleagues;
13. HM and teachers share training outcomes (if freshly attended any training) with other teachers and colleagues;
14. HM and teachers collaborate with SIE/DIET personnel by accepting their suggestions;
15. Teachers help each other and address the difficulties faced in teaching children;
16. Teachers share experiences of dealing with exceptional child in the class;
17. School prepares institutional plan and classroom plan for effective learning of children;
18. Teachers strive to resolve conflicts with colleagues amicably.
19. HM and teachers understand the need to reflect on own tasks;
20. Teachers participate in reflection on classroom practice with colleagues at the end of the day regularly;
21. Teachers share innovative practices with other teachers;
22. HM and teachers constantly evaluate/reflect individually and collective with others to bring about further development of students;
23. Teachers undertake action researches/classroom researches.
24. Teachers maintain own class records and school records;
25. HM and Teachers undertake/manage ‘non-class’ in-school activities appropriately (e.g. cooked MDM, SSA programme, Green Mission etc.)

Management Information System: Management Information System is main database activity of the school. It may be called as the numerical translation of whole school processes. However, it is found that maximum teachers, school heads and even educational managers ignore its importance in quality management of school education. The following components may be kept in mind while planning for school supervision:

1.Census of the school aged children and maintenance of Village Education Register in the school;

2.Maintenance of different registers in the school viz. Students and teachers attendance register, yearly student enrolment register, yearly teachers bio-data register, teacher engagement register (for scholastic and non-scholastic purpose) asset (stock) register, leave account register, class observation register, accounts and grants register, proxy register, dispatch register, invigilation register, exam routine register, exam record register (marks statement register), Notice register, student assessment register, inspection register, visitors register, teacher performance register (includes engagement of teachers on extra-curricular activities and his performance), SMC meeting register, parent/guardian meeting register, staff meeting register, etc.;

3.Monthly school staff salary register (for assessment of monthly school cost on human resources);

4.Total school aged children within school catchment area with bifurcation of school going and out of school;

5.Maintenance of registers on best teacher and grade-wise students performance;

6. Conduct of DISE survey.

In the conclusion, it is known to all that supervision in educational management means overall management of teaching learning processes to enhance relevant learning among the children attending schools which covers the educational personnel from principal teacher of a school to apex post of the department. The above qualities are the minimum requisitions to be a supervising officer in the education department at the time of their appointment. The apprehensions among the parents of the children are still to be empathized by the education system of our state.

4th July 2009

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[1] Bhatnagar, Dr. R.P. and Aggarwal, Dr. Vidya, Educational Administration Supervision, Planning and Financing, p. 193