• Dr Sheela Philip

A classroom of today reflects a major shift in its ideologies when compared to a traditional classroom of the recent past. Contemporary classroom interactions are meant to be joyful and dynamic as opposed to the conventional style of being dull and uni-linear. A teacher is expected to be a reflective practitioner, engaging students in discovery learning. Thus a classroom is expected to be a laboratory, that provides experiential learning to its pupils. Teachers are expected to show great fortitude and prudence while adopting experience-rich, learning strategies for their pupils. This study attempts at comparing several variables that affect the effectiveness of a teacher's vibrance in class. The data complied in this research is a repository of reflective elaborations made on teacher-perceptions of ideal dynamics in a classroom. It also provides in depth understanding of school policies and the process outcomes of teaching. This information is compiled using 41 teachers across the 4 Indian boards namely SSC, ICSE, CBSE and IGCSE. The questionnaire used for this purpose lists 144 items that are open-ended. The findings of the research is qualitatively analysed and it reveals the need for a proactive, progressive mindset among teachers. This study lauds the dialectic style of teaching as opposed to the didactic mode of teaching-learning. It reiterates the need for facilitators of education to be... life-long learners, who instil predudice and stereotype free attitudes using unbiased learning materials and a contextually rich curriculum. And, while it lauds the national and international boards it cautions them to pay heed towards nurturing the Indian traditions and culture while preparing students with global perspectives.

ICSE, CBSE, IGCSE, SSC, curriculum dynamics, teachers as reflective practitioners

"Contextualizing the School Curriculum: Teachers as Facilitators", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.5, Issue 8, page no.60-68, August-2018, Available :http://www.jetir.org/papers/JETIR1808489.pdf

"Contextualizing the School Curriculum: Teachers as Facilitators", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.5, Issue 8, page no. pp60-68, August-2018, Available at : http://www.jetir.org/papers/JETIR1808489.pdf