THE HINDU Monday April 3 2006
Montessori System should reach the needy.
“I hope all Corporation schools of Tamil Nadu get the benefit of the Montessori system of education“said Madras High Court judge , Prabhe Sridevan.
Adyar Talk 15-21 July 2006
“The Montessori system of education at the kindergarten class is currently the talk of the town .
With the aid from Sri Ramacharan Trust the school is now under the Montessori system ”
City Express with New Indian Express Thursday July 5 2007
‘We provide hands on experience for the children,. They are allowed to work individually with the material. They are happy and cheerful.’
THE TIMES OF INDIA Saturday July 26 2008
Moms take Montessori to the Masses — Learning and social change go hand in hand in Chennai’s Corporation Schools
Montessori International www.montessorimagazine .com issue 94 January – March 2010
Montessori in India — Sri Ramacharan Trust set up 20 Montessori environments with trained staff in state schools. Their success convinced the state government to sponsor Montessori training for 60 teachers. As more qualified Montessori teachers graduate each year, there is palpable feeling of excitement rippling through the education system in Chennai.
PPP Paradox – Promise and Perils of Public – Private partnership in education
Pritha Gopalan – 2013
Pritha Gopalan – is an educational anthropologist engaged in research on public education reform. She has conducted extensive ethnographic research on social and educational issues in India and the United States over the last 20 years. She currently teaches in the Department of Humanities and Social Sciences at the Indian Institute of Technology, Madras and previously worked at the Institute for Financial and Managerial Research, Chennai and at the Academy for Educational Development, New York. Dr Gopalan received her Ph.D. from thew graduate School of Education at the University of Pennsylvania and has written extensively on educational issues.
Excerpts : page 102 the Chennai Montessori project
“ the partnership between the corporation of Chennai and two private non profit trusts as they work toward the goal of bringing an excellent preschool education to the children attending government schools in Chennai.
An informal arrangement between Sri Ramacharan Charitable Trust (SRCT) a charitable Organisation with an interest in education for the underpriveledged, and a Corporation school in Mylapore is the starting point for the initiative.
Page 110 A striking feature of this project is the low incidence of arguments and fights among students. There were a few incidents of children grouping to talk, but often it was to ask for help with an activity or watch a child learn a new activity. …….
Page 111: A teacher said : “ we used to shout and shout to get their attention. We used to raise the stick to make them listen. That is not necessary now. They want to use the materials and do it mostly by themselves. Our role has become very different.”….
In another classroom, a little boy initially refused to leave his mother’s side, but could not help watching an older child who was solving a puzzle.
The Connected Age: Being the Best You Can by Reinventing Your World
Sudhakar Ram : Born in Chennai, Sudhakar Ram is a silver medallist from the Indian Institute of Management Calcutta and the Co founder snd CEO of Mastek, a multinational IT services company headquartered in Mumbai. Started in 1982, it is one of the oldest software companies in India and has major presence in the UK, US, Canada and Asia-pacific. He was the recipient of CNBC Asia’s ‘
India Business Leader of the Year’ award in 2007.
Excerpts: Page 108
Primary Education – child –centered Learning
It was a normal school class- noisy, a little chaotic. A few students paid attention to the teacher standing over them. But most of the kids pushed and shved and screamed at each other. Two or three just stared into space. Next door, in the Montessori classroom, it was a different story.
No pushing. No shoving. It was quiet and orderly. Children picked up materials and worked on their own, with minimal assistance from the specially trained teacher. When done, the kids put the materials back where they found them. A four – year- old cut carrots by herself. The children exuded a quiet confidence and a natural eagerness to learn.
N. Chandrasekaran : Has a Ph.D. in Financial Management, Institute for Financial management and Research, University of Madras and has vast corporate and academic experience in Corporate Planning.,Corporate Valuations, Organisation Development and Supply Chain.
Excerpts : page 85
Change elements: The children were well groomed. They were neat and clean They were wearing freshly washed clothes. They were excited about coming to school, something acknowledged by their parents. Though they were in the 3-4 age range, they were adept in cutting vegetables, and proud of being to able to do so.The lesson taught to them was to everything with concentration and do it whenever they wanted. They were excited. The children were united and sharing. They were helping each other, and recognizing and participating in one another’s activities.