Teaching for Deep Learning

Talk with Ramdas Shenoyy on Stirfry MBA

http://www.stirfrymba.com/chalk-to-talk-with-dr-pramila-kudva-principal-pawar-public-school-mumbai/

http://www.teacherplus.org/teaching-for-deep-learning/

https://drive.google.com/file/d/1KWlGe1PPhImOJJTQdk60uOCtuYd89ODx/view Summer learning loss, Teacher ACER, April 2018

Pramila Kudva, Teaching Global Citizenship the Ubuntu way, Teacher, Volume 10, Number 1, Jan-Mar 2018, page 32

Pramila Kudva, Contextual and constructive learning, Teacher Plus, February 2019

http://www.teacherplus.org/2019/02/page/2/

Pramila Kudva, Eclectic learning Spaces, Teacher, Volume 13, Number 3, July – September 2019, Page 30

Dec 2018 – Journal of Education and development

www.journaledudev.in › journal › Vol-8 Dec 2018

Nov 10, 2018 – JOURNAL OF EDUCATION AND DEVELOPMENT. Multi-disciplinary …. Dr. Pramila Kudva. 374. A STUDY ON classroom Management… Vol-8, No.16, December 2018.

Optimal Utilization of Teaching moments

http://www.progressiveteacher.in/optimally-utilising-teaching-moments/

Perceptions of Stress

It is fashionable to talk of the stress encounteredin the workplace. But, what is understood by the term is not always clear. In this paper the general boundaries of current thinking about stress are outlined. The findings are reported from a survey of Primary school Heads of Mumbai.

Published in New Era in Education, Volume 84, Number 1, April 2003

Its only Ragging!

This type of school bullying referred to in this article as ragging can take place among girls as well as boys and is found all over the world.

Illustration by Susanna Masheder, from Mildred masheder’s book “Freedom from Bullyiong “, Merlin Press , 1998 New Era in Education, Volume 83 Number 2, August 2002

Thinking Globally and Acting Locally

About 2 million years ago, when humans changed from hunters and gatherers to producers, they began to change the environment to suit their requirements. Their ability to grow food and breed domestic anima ls led to a change of the natural systems into productive ones.

The environmental Education was infused through mythological stories mainly at the secondary level. 98 Simulated lessons were given on natural and socio-cultural environment.

The B.Ed trainees planned their lesson based on school subjects. The major findings of this study was that the trainees found it difficult to infuse Environmental Education through Maths. It was interesting to note that the students gave the lessons using myths from religions other than their own! This gave an insight into the rich cultural heritage and diversity of Indian culture.

New Era in Education, Volume 80 Number 2, August 1999.