How to make record in world record Book
Bhavesh Pandya
Primary Teacher
Block - Deesa-385535
Dist –
Banaskantha
Date:29
/ 02 /2012
To,
The Chief Editor,
world Book of Records
Subject: - To get a place in Limca Book of Records - 2009.
Respected Sir,
Please accept
the warm regards from Bhavesh Pandya, a primary teacher from Deesa block in North Gujarat . It is really a rare pleasure to find a
place in world Book of Records, a collection of unique and extraordinary feats.
I am working as
a teacher in the government primary
school of Gujarat
I have also
worked as a columnist in various dailies. For the last seven years my short
stories written by me without using compound
consonant letters have been published in my columns or in other
mouthpieces.
On the basis of
this description, my appeal to ‘Limca Book of Records’ publishing committee
that, in the last seven years “I have
written more than 800 stories without the use of compound consonants; also
almost a 500 children’s songs without the use of compound consonants;” I
here by cordially request you, that
having written maximum stories and songs without the use of compound
consonants, a request for my name be registered in the ‘world Book of Records’.
Please go through my claim. It will be a
great honor for me if I get chance to publish my name in ‘world Book Of
Record’. I have enclosed detail of my work. I am ready to send you my all
documents if you need.
Thanking you in anticipation.
Yours Faithfully,
Pandya Bhavesh
Enclosed:
- About me…(page
1 )
- My work at a
glance (page 2 to 15 )
3.
Available proofs with me in reference to the Record ( page 1 )
About me…
Experience: I
have been serving 8 years as Primary Teacher.
Member:
·
State
resource group in Gujarat council of education
research and training (GCERT Gandhinagar).
·
Core
group member in learning guaranty program. (Sarve Shikhsha Abhiyan Mission
·
Core
group member in Building as learning aid Project (BALA Gandhinagar)
Revewer
STD1 to 4 Gujarati Text Book for Gujarat State School
STD
3 to 4 Environment Text Book for Gujarat
State School
Author:-
STD
5 to 7 Social Science Text Book for Gujarat State School
STD 6 to 10 Social Science Text Book for Gujarat State School
STD
3 and 4 Exercise Book of Environment for Gujarat State
School
STD
5 and 6 Map Book of Social Science for Gujarat State
School
Column & Publication:-
§ In the last seven years I have
developed a book named ‘Aagvu and Anokhu’
(Brilliant and Unique) (series of articles introducing impressive
students/persons).
§ ‘Chalo Ramakda
Banaviye’ (‘Come, Lets make toys’ – a
book showing process of making educational toys out of waste).
§ I have written a series of stories
without compound consonants in various dailies. I regularly write stories
without compound consonants. I aspire to still move ahead in this interest of
mine.
§ My self composed children’s songs and
rhymes have been compiled in a book called ‘Geet
Tarang’ – Part I and II in which more than 150 rhymes and children’s songs
are written. And out of which 100 songs are without compound consonants. Today
when I sit to write a story, I can write one in only about 9 – 10 minutes.
Awards:-
I
have been Awarded with ‘‘Sir Ratan Tata
Innovative Teacher’s Award’’ by IIM [Indian Institute
of Management , Ahmadabad ]
in the year 2005 as an innovative teacher at conference in Madurai
My School:-
My postal residence
address :-
Bhavesh Pandya
52,tirupati wila
aengola road.
Aabu High way,palanapur
385001
My postal officece
address :-
Sanath primary school
Post;Loravada,Block:Deesa
PIN;385540
My mail ID :
bhaveshpandya2008@gmail.com
My contact phone numbers :
Mo:09925044838
office :02742 299133
My work at aglance…..
During
last seven years I have also worked as a columnist in various dailies. For the
last seven years my short stories written by me without using compound consonant letters have been
published in my columns or in other mouthpieces. For my innovative teaching and
learning techniques and my work in the field of education and increasing the
reading competency of the students studying in an interior and backward village
of North Gujarat, I have been
honored with ‘‘Sir Ratan Tata Innovative
Teacher’s Award’’ by IIM [Indian
Institute of Management, Ahmedabad] in the year 2005 as an innovative
teacher at conference in Madurai.
Since my
joining duties as a primary teacher in government primary school on 6/12/1999,
I on the very first day in order to check the reading skills of the students in
my class made every student of the class read individually and checked their
reading competency. In the process I was very surprised to find that the
students were extremely poor as far as reading skills was concerned. With such
a low level of reading competence, it was difficult to do any kind of teaching
and academic work. I was greatly surprised and concerned because the reading
skill that the students lacked was in their very mother tongue. With such a
status it was a mammoth task to involve them in academic work and to improve
their reading skill as well. In order to overcome these impediments on the way
of teaching and learning process, I started giving practice to students keeping
in mind the chronological order of language development and reinforcement of
the same.
In the language development there
are mainly 4 skills –
1. Listening, 2. Speaking, 3. Reading
For this
first of all, I made them do the following -
– Learning of the alphabets,
– Speaking of the alphabets,
– Reading of the alphabets,
– Writing of the alphabets.
Students
who had achieved writing competency were inspired to listen, speak and read and
write words using four selected alphabets. For example, as illustrated here,
first listening to the 4 letters named Ga
( g
) (U), Ma (m) (D), Na (n )(G), Ja (j) (H) and later on
introduction to words made from these four alphabets only, like UD (gm) (sorrow), GD (nm) (bow down), HD (jm) (eat), and HGD (jnm) (birth). After introduction of these words, I
made them read simple sentences made from the above mentioned alphabets and
words like “DUG HD” (mgn jm) [ Magan Eat ], “UUG HD” (ggn jm) [ Gagan Eat ]. In this way starting from 4
alphabets, I started adding other alphabets and made them read simple sentences
made from them and writing them as well. Thus, I tried to develop their skill.
The most important point which I would to refer is that the alphabets were
selected such a way that maximum meaningful words can be made naturally. The
first 4 letters (alphabets) of Gujarati language if are joined together in
their order no meaningful word can be made. The four-four alphabets are
arranged in their order keeping in mind their pronunciation. The alphabets
palatial, bilabial and dental which are arranged on the basis of their
pronunciation are of no use in developing reading competence.
In any
language of the world, there is a certain system to express thoughts and to
know about new things. For example, in order to express personal thoughts one
has to either speak or write; in order to know others thoughts one has to
listen or read.
Now, let
us look at the development of the language in its logical order:
1.
Listening: - Others are Speakers, we are listener,
2.
Speaking: - We are Speakers, Others are listener,
3. Reading
4.
Writing: - For others to read, we write.
Thus, it
is very necessary to read extensively to know others thoughts and to let others
know our thought in this fast expanding world. For me the problem was that
students were not able to read even their own text books!
There
are 2 (two) well known methods to provide practice for the reading skill.
(i) Loud Reading
(ii) Silent Reading
Ideal
reading is an important incident for education. Because of lack of model/ideal
reading the progress of various skills is not possible. While making my
students learn model reading in my school, I observed the following impediments
mentioned below affect the model reading.
·
Impediments
(I) Fault in pronunciation:-
In every
language faults are seen to be committed the most as far as reading skill is
concerned, ;-(s)-(Sa), X-(x)-(Sha), and QF-(8)-(Sha) are such alphabets which possesses
permanent place in the list of faults in pronunciation. If it persists, for a
long time, the improper or inappropriate pronunciation is woven into language
of daily use. While pronouncing the following alphabets, the faults are
committed in place of each other for
example.
They are
:- 8 (3) (Ta) in
place of T (t) (Ta), 9 (#) (Tha) in place of Y (4) (Tha), Z (r) (Ra) in place of / (–) (La), . ({) (ee) in place of > ([) (i) such words alphabets are used in
place of one another mostly for example GZ (nr) (Male) in place of G/ (n–) (a tap) is
used.
Because
of this the meaning is totally changed and it is misunderstood too. For example
,8 (l3) (a lock of hair) in place of ,T (lt) (a habit) Because of this a reader or a
listener can not comprehend a certain meaning and keeps away from reading.
(II) Dyslexia: - Many children are found to be
suffering from Dyslexia problem. Actually speaking Dyslexia is not a disease.
The child suffering from Dyslexia is a normal student like other students. He
can understand the instruction completely and properly. But when we are
discussing this problem as an impediment on the way to reading skill, it is
very necessary that we understand it very well. For example a child suffering
from Dyslexia problem reads “ON” in
place of “NO”, “15” in place of “51”.
The child who is suffering from Dyslexia problem is not mentally retarded but
while reading, he commits mistakes because of reasons unknown. He can read
words made from 2 or 3 alphabets and sites or can read even after changing
their orders but when it comes to reading a little bit long sentences, these
children get confused and avoid reading at this stage. The children
continuously read wrongly, meaninglessly and from the backside. As a result
such children become victim of permanent negligence. At last because of
Dyslexia, a child remains away from reading. No doubt if such children are
given proper and methodical training, they can achieve an extra ordinary place
in a particular field.
(III)
Alphabets – Vowel Sounds:-
Words are made by using a group of
alphabets. By using these below mentioned 4 alphabets – Uvgv(Ga), Dvmv(Ma),
Gvnv(Na),
Hvjv(Ja) several meaningful words are prepared
like DGG
vmnnv [Thinking], HGD vjnmv [Birth], UD vgmv [Sorrow], HD vjmv [Eat] etc.
But when vav( F ) is added
after first letter of each word, the meaning and the pronunciation is changed
the for example - GD vnmv [bow-down] becomes GFD vnamv [a name or a noun] HD vjmv [eat] becomes HFD vjamv [Jam a food item used with bread] HGD vjnmv [birth] becomes HFGD vjanmv [beloved] UD vgmv [sorrow] becomes UFD vgamv [a hamlet or a village] So while introducing this long vowel
i.e. [( FvavA a
vertical line ] an unfamiliar and unknown concept, the students do not get well
versed with this concept – sVFf Aav (aa) long vowel easily. It becomes a
problem for the teacher too. Here the most important point which I would like
to mention is that while forming or making words in Gujarati, whenever vowels
like V vAv [a], VF vAav [aa-F], > v[v [ i-l ], . v{v [ee- L], p v]v[u- ] ], µv}v[oo- } ], V[vAev [e- [], V{ vAEv [ai-
{], VM vAov [o-
M], VF{ vAOv [au- F{], V\ vA.v [am-
\ ], Vo vA:v [aha:] are changed with the alphabets, the
meaning is changed every time and every time we find a new meaningful word. But
when we try to change the track from the simple single letter words, it creates
confusion for them which keeps them away from the reading skill.
(IV) Compound consonant:-
Alphabets,
simple words made from alphabets, and words made from certain symbol used
after, before, over and under an alphabet which changes its pronunciation. The
children getting confused while reading words made with the use of VFvAav
F [aa], .v{vl [i], >v[v L [ee], p
v]v ] [u], µ v}v } [oo], V[vAev [ [e], V{vAEv {[ai], VF[vAov F[ [o], VF{vAOv F{ [au],
V\vA.v \ [am],
Vo vA:v o [aha], will feel more confused while
reading the word made from compound consonants. It becomes more difficult for
them to read, to comprehend and to write words made from compound consonants.
As even the earlier concept of vowel sounds has created confusion for them, it
is even more difficult for them to master the skill of reading, writing &
comprehension of words made from compound consonants. E.g. GD -nm- [bow-down], GFD -nam- [Name] but in
pronunciation of compound consonant it
is DFgI
-maNy- [Valid]. When the concept of reading second
type of words has created confusion, the use of compound consonants [half
letter], makes it d even more difficult for a child. Due to lack of meaningful
sentences made by avoiding the use of compound consonants, it becomes difficult
for a child just having primary knowledge of reading skill to comprehend
because of this kind of a sentence. If one faces difficulty in reading, then
there are few chances or possibilities of writing properly. Out of 4
impediments in the way of reading, the first 3 (three) are:
(1) Fault in pronunciation
(2) Dyslexia
(3) Words that are made from alphabets-symbol they harms reading skill.
But when a person facing no
difficulty from out of these above mentioned 3 impediments, he might face
problems when he has to read words made from compound consonants i.e. It is
very necessary to make writing easy by
avoiding use of compound consonants too like:- ,Ÿ -l\- [L] + I -y- [Ya] = <I -Ly- [Lya], 5Ÿ -p\- [P] + 5 -p- [Pa], = %5 -Pp- [Ppa], NŸ -d\- [D] + I -y- [Ya] = wI -@y- [Dya], 8Ÿ -3\- [T] + 8 -3- [Ta] = Î -©- [Tta], WŸ -2\- [Dh] + I -y- [Ya] = n -´- [Dhya], DŸ -m\- [M] + Z -r- [Ra] = D| -m/- [Mra] can
change the meaning of the written word slightly. The compound consonants are
written on the basis of which letter they are joined or associated or merged.
The alphabets associated in words
made from compound consonants are not bound by any rule in pronunciation. For
example 5|JL6 -p/vI`- [Praveen], ÊD -¢m- [Kram], SD" -kmR- [Karma] Here it is very necessary that we
know how is alphabet associated with words made from certain symbol used after,
before, over and under and how it is pronounced or written each time and what
difference does it create with every change of words made from certain symbol
used after, before, over and under in reading and writing. In compound
consonants an alphabet is written half alphabets or half only. Thus compound
consonants are a subject of extensive study.
Let us understand the compound
consonants in brief. For example from – X -x- [Sha], I -y- [Ya], -l- [La] the vertical line – “F -a-” is removed
and it becomes half and it is pronounced as per alphabet with it is merged or
associated.
Ø Main Types of Short Consonants
[1] Short consonant with vertical line:- In this kind of compound consonants,
the vertical line (F) -a- is removed
from the alphabet and it is associated with another alphabet. For example while
writing Z:TM -rSto- [Road], ;Ÿ -s\- [S] and TŸ -t\- [T] are joined and is spelt in Gujarati :T -St- [Sta], While speaking this half written
alphabet [Short consonant] is half pronounced. Typical kind of alphabet is
spelt with that kind of alphabet typically e.g. 5Ÿ -p\- [P] when
joined with 5 -p- [P] it is spell %5 -Pp- [PP] but when TŸ -t\- [T] is joined
with T -t- [T] it is
spell ¿ -%- [TT] is spelt T -t- [T] is joined
with Z -r- [R] it is spelt T| -°- [Tra].
[2] Short consonant without vertical line:-
In this
kind of compound consonant nothing is removed from the first alphabet and
nothing is removed from the alphabet with which it is associated. For example
while writing “R»L -cDDI-” [a short wear like barmuda] – “0 -D-” [D] is joined with “0 -D-” [D] “0 -D-” is spelt
under “0 -D-” this i.e. way “» -DD-”. The compound consonant made by using
“8 -3-” [T] is an alphabet without a vertical
line ( F -a-) for
example “8I -3y-” [Tya] but it is spelt or written as if the
compound consonant with vertical line is written i.e. “5 -p-”[P] + “I -y-”[Y] = “%I -Py-” [Py].
[3] Deceptive short consonant:-
In this
kind of consonant one alphabet is removed from the two. For example “r” (Z -r-) is deleted
from 5|SFX -p/kax- [ Prakash ] here
if we go ahead with same kind of example- In this “rma” “D" -mR-” is deleted
from SD" -kmR-(karma). Please note this short compound
consonant and Deceptive compound consonant pronunciation and writing change
with compound consonant method.
[4] Particular consonant:-
These compound consonants are written into original Gujarati
alphabets too. For example, with vowel and consonant U -g-sG) + G -n- (N) = 7 -)- (Gna) and S -k- (K) + ; -s- (S) = 1F -9- (Ksh) are particular compound consonant. Moreover X -x- (Sh) + J -v- (V) = `J -Xv- (Shwa) in lJ`J -ivXv- [Vishwa]
Trust, W -2- (Dh) + D -m- (M) = wD -@m- (Dhm) s5wD -p@m-f Padma when read
or written with any vowel; as a compound consonant it is written and read
differently every time. 5|JL6
-p/vIn- (Praveen) when it is read or pronounced 5ZJL6 -prvIn- (Paraveen), it is considered to be a fault in pronunciation.
Except 1F -9- (Ksh) and 7 -)- (Gn), 32 alphabets (consonants), 13
(vowels), four kinds of compound consonant and even unique method of writing,
it is read as (Nam
|
Request:-
|
|
Every language has its own structure (constitution). On the basis of
this structure or constitution,
practice of reading and writing can be done and by reinforcing this, we can
expect from students. Here, expect students to develop reading competence and
proper pronunciation of the words.
With symbols used after before
over and under an alphabet which changes its pronunciation and interrupts
reading. These symbols used after before over and under an under an alphabet
which changes its pronunciation come out as an impediment or obstruction.
Here it is my humble request, that here through the medium of English
language, I have described about the problem faced by a student of Gujarati
language while reading words with the help of compound consonant and the
remedial measures I adopted to overcome this problem while making them read
and write to comprehend Gujarati language, but to clarify it completely, is
nearly next to impossible. However I have tried my level best to clear and
simplify it by using various example, words and techniques. For more
clarification here by attempt to show the symbols used after before over and
under an under an alphabet which changes its pronunciation of Hindi language
to understand our point more clearly as Hindi and Gujarati languages have
some similarities and a lot in common.
E.g.
|
|
Gujarati - S SF lS SL S] S}
S[ S{ SM SF{ S\ So
|
|
Hindi - k ka ik
kI ku kU
ke kE ko
kO k. k:
|
|
English - Ka Ka Ki
Kee Ku Koo
Ke Kai Ko
Kau Kam Kaha
|
|
I hope it will help your good self to
understand our endeavor better & oblige.
|
Effects:-
Thus in Gujarati on one hand because of vertical line and on
the other hand because of compound consonant, the students can not gain good
control over reading Gujarati and comprehension of the meaning as well. Due to
weakness in reading skill, the child or a reader keeps himself away from extra
reading. For example, "Mr.Kanjibhai is a Farmer" is written and the
reader is unable to read it and consequently can't comprehend the meaning as
well. Same situation arises when a child is not able to read the word made from
compound consonant while reading and understanding. For example, Here, like
when the child is not able to read or comprehend the under lined words in the
below mentioned passage in English
language, the same situation arises when a child reading Gujarati
language can not read the words made from compound consonant nor comprehend
because of lack of reading skill required for reading these kind of words.
"The Railway station is a busy place. There is an inquiry
window. There is a guard. We can see
many hawkers and vendors. They sell noodles. There we can see heaps
of garbage. We can see many taps there. There is a latter. There is a long queue at the ticket window. There are
many porters ".
Here when a reader can not read the
above mentioned underlined words, is
meaningful reading possible? If a child can not write the said words, what kind
of situation arises? How can meaningful message be conveyed? Same situation
arises when a child can not read and write the words made from compound
consonant, consequently a child can not comprehend the words too. As a result
he keeps himself away from extra reading.
Due to incompetence in reading difficult words made by using
compound consonant, the student grows weaker in other subjects also that are
learnt with the help of Gujarati language like Mathematics, Environment
Science, Social Science, Health and Physical education and Sociology. Here when
we think about difficulty faced by a student while reading compound consonant,
it creates impediments or problem in the way of a child to reach up to a
certain achievement level even in other subjects.
Solutions:
In order
that the reading difficulty in students is removed and they can read exact
words, vowels (Matras), compound
consonants (half alphabets) meaningfully read and understand or use different
words, vowels (Matras) and compound
consonants to write effectively, it is important that the difficulty in reading
is removed.
In order
to reach the fixed goal, remedial teaching is important. In order reach to a
level of using sentences without compound consonants in meaningful use, the
following solutions/attempts were made:
i. Alphabets with similar pronunciation
or curves were added with suitable prefix and were made to continuously be
pronounced.
ii.
Exercises
for listening to simple words with proper pronunciations through different
games, processes in classrooms were effectively organized.
iii.
Care
was taken to continuously give practice of alphabets and simple words through
copy writing and dictation.
iv.
In
order that children get familiar to use of compound consonants (half alphabets)
and vowels, experiment on simple reading was also done. An example is stated
here.
“DFZF
UFDG]\ GFD ;GY K[P (The name of my village is Sanath). VCL\ DUGEF.
E]\E0LIF ;Z5\RGL HJFANFZL GLEFJ[ K[P (Here Maganbhai Bhumbhadiya is holding the responsibility of
the Sarpanch).”
Ø Before making the students read these
statements, first only alphabets of these sentences were introduced. For e.g.MR
GMN NM SNT Ch. DZ UDG GD ;GY K VC DUGE.EE0I ;Z5RG HJANZ GEJ K” (read the alphabets with their sounds –M=D)
Ø After making students read these
alphabets, a vowel sound was added to it and the students were made to re-read
the statement. For e.g.(Ma Ra GaMN NaM SNT Ch.) “DFZF UFDG GFD ;GY KP VC DUGEF. EE0IF ;Z5RG HJFANFZ GEFJ K
In this way, different vowel sounds were sequentially added to the bring
clarity to the statement.
Ø Slowly-slowly at the end of three
months, all the students could read simple (without half alphabets or compound
consonants) words, sentences and paragraphs. At this stage one began giving
paragraphs or sentences without compound consonants to read.
Small
paragraphs were available from different literature. Students used to read very
beautifully. My primary difficulty was that students were not able to read a
book/text book. Even then, all children were unable to read compound consonants
with proper pronunciation and modulation (ascending/descending). On one-hand
their academic curriculum was also important to be taken forward. At the end of
the academic year, the result was also to be shown in their evaluation. For
this, an attempt was made to make the students write the events, occasions,
units included in the text book. Compound consonants will definitely be there
in a language. For this, on an experimental basis, I wrote a story for my
students of class seven on the basis of a particular chapter. They read this
story more than two times. They gave answers to each question asked on the
basis of this story. I then started liking this idea of independent – first
hand writing.
Experimental project:
I gave 7th
class students (age on an average 12 to 14 years) a story to read. On
evaluating these students, I came to know that this exercise could yield better
results. For this reason I started writing stories without any compound
consonants. For this, certain basic pre-conditions/assumptions in my mind were
the following:
Ø To write any
event/occasion/description in the form of a story only.
Ø The names of different characters in
the story – ministers (Mantri),
president, war, rajya sabha, and all different names always comprised of a
compound consonant.
Ø In a story, incident, occasion,
order, etc on the whole will have a compound consonant. For e.g. “ZFHFV[
5=WFGG[ ;}RGF VF5JF Sæ]P” (King asked
the minister to give an order). “l;5FCLV[
RMZG[ 5S0IMP” (Soldier caught the thief).
Ø “RMZ SC
Ø How to avoid these kinds of
statements was my concern.
Ø How to change academic aspects, name
of the unit/chapter, or occasion or place.
Ø How to incorporate Mathematics,
Science, Social science, Environmental science, Health and Hygiene, etc
subjects.
I had
found a way out to all these emerging difficulties. Here a topic in reference
to the text book is illustrated without the use of compound consonants which in
the text book is described with compound consonants. It shows how a particular
topic/subject matter can be taught to the student even without the use of
difficult words.
Standard:
5 Chapter: 5 –
Shabari Page no-12
Subject:
Social Science Compound consonants
in reference to Text book
Competency:
1.5.5 – Students get informed about the important position that women hold in
Indian culture.
As in
the Textbook:
Ek motu gadh jungle. Junglema ek
ashram. Ashram ma Matang namna ek rushi rahe. Teo roj pampa sarovar ma snan
karva jay. Ek divas aavine jue che to ashramnu aakhu anganu chokkhu chanak.
Panina paatro chokkha ane nirmal panithi bharelo. Rushine ashcharya thayu. Kone
kari hashe aa mehnat? Najar kari pan aaju baaju koi nahi. Pachi to roj aam
banva mandyu. Rushi roj vichar kare. Ek divas snan vidhi patavi teo ashram ma
vahela aavi gaya
Translation:
One big dense forest. In the forest there was an ashram (hermitage). In the
ashram, a rishi (saint) named Matang lived. He went to Pampa
(18
compound consonants are there in 11 lines).
Revised
Version:
Ek motu jungle. Junglema ek mahan
panditji ne raheva mate kutir. Aa kutir ma Matang namna sadhu rahe. Roj te
pampa sarovarma jay. Anhi dainik kaam patavi parat thaay. Ek divas aavine joyu
to kutirni aas paas saafsafai thayeli. Paani bharvana sadhan pan saaf. Tema
shital paani. Matangji ne khub navai laagi. Kone kari hashe aa mahenat? Aas
paaskoi na hatu. Aavi safai roj thava laagi. Matangji roj vichar kare. Ek divas
te pampa sarovar vahela parat aavi gaya
Translation: One big forest. In the forest there
was a cottage for a great saint to live. In this cottage a saint named Matang
lived. He went to pampa lake everyday. There he completed his daily chores and
returned back. One day he came and saw that cleaning was done near around the
cottage. Pots to store water were also clean. Inside them was cold water.
Matangji was very amazed. Who might have done this hard work? There was no one
around. This cleaning started happening
everyday. Matangji thought everyday. One day he returned back from pampa lake
early. After a while a lady came. She started cleaning with a broomstick.
Matangji went and talked to the lady. Matangji was glad with her service. This
was Shabari.
Here
there is not a single compound consonant. Even then the meaning and expression
is the same. Even beyond historic characters in subjects like math, science
major points can be covered by narration of an incident or occasion narrated
through a story. Innovative
Teachers Award by IIM-A has also approved of this concept/idea (stories
without compound consonants) as an innovation. I sent similar stories to other
schools on experimental basis, the information of which is stated here.
|
Year
|
Number of
Associated schools
|
No of
students weak in
|
Students’
learning to read through stories
|
Rate of
Success
|
|
2001
|
2
|
30
|
24
|
80%
|
|
2002
|
13
|
68
|
61
|
89%
|
|
2003
|
19
|
80
|
73
|
91%
|
|
2004
|
24
|
123
|
118
|
95%
|
|
2005
|
22
|
109
|
104
|
95%
|
|
2006
|
28
|
114
|
112
|
98%
|
|
2007
|
13
|
107
|
93
|
86%
|
|
Total
|
121
|
628
|
585
|
93%
|
Conclusion:
Ø Students were facing difficulty in
reading due to compound consonants from
which
they were relieved.
Ø In subjects others than Language like
Mathematics and Science which are based
on
logic or Concept also got similar results.
Ø Students moving away from reading
also started reading.
Ø Meaningful literature that all
children could read got developed.
Ø A material that can create
inclination towards reading and take from easy to
difficult
levels.
Ø Between June 2006 and May 2007
different One hundred and Twenty One
schools’
585 students out of 628 students could gain understanding of different
subjects
through stories without compound consonants.
Ø Students having good reading skill
also had fun reading these stories.
Ø Writing without Spelling, sentence
structure or language error became possible.
Ø Slowly-slowly this novel approach
gained acceptance.
Interests:
Continuously
for one and a half years (December, 1999 to June, 2001) I wrote almost more
than 70 stories without compound consonants. I regularly photo-copied all these
stories and made them available to students, teachers and schools. At this
stage finance for multiple copies was also paucity. My basic income was Rs.
2500/- . Demand from friends for the stories was also increasing. Ultimately, I
started publishing these stories in newspapers.
In
initial months only one story used to get published. Gradually in the
children’s edition of the dailies, my stories started getting published in the
form of a chain. As a primary school teacher, I wrote these stories which were
useful for teaching purpose. Continuously for seven years I regularly wrote
stories without compound consonants. Gradually in most newsletters, newspapers,
children’s literature or educational material of Gujarat ,
my stories without compound consonants were published. And they are being
published even today.
This
experiment has been very useful to me in reaching the level of a writer of
standard 5, 6 and 7 text books based on the curriculum of Gujarat State
In the
last seven years I have developed a book named ‘Aagvu and Anokhu’ (Brilliant and Unique) (series of articles
introducing impressive students/persons), ‘Chalo
Ramakadu Banaviye’ (‘Come, Lets
make toys’ – a book showing process of making educational toys out of
waste/best out of waste) and have written a series of stories without compound
consonants in various dailies. I regularly write stories without compound
consonants. I aspire to still move ahead in this interest of mine.
Available proofs with me in reference to the Record:
Ø Report by E-TV Gujarati News channel
of 700 stories without use of compound consonants dated 10th
December, 2005
Ø Different information/reports by
Newspapers (State – Inter-state)
Ø
Letters/
Emails by Writers, Develop-mentalists, Educationists, News Reporters
Ø
Collection
of stories and songs
Ø
Certificate
of Notary and
Ø
Certificate
of Limca Book Holder
If
you and your comity select me to add me in ‘Limca book of Record’ I assure to submit my all documents
for my work and records you need.
Comments
આભાર.....
Thanks.
Dr. santosh Devkar