Malathi Teacher Sex Story Reading
Sibyl Piccuillo
Recently, I stumbled upon a review of the book The Woman Who Climbed Trees by Smriti Ravindra. The title jolted me back to a memory from three score and ten years ago, when I was an under-graduate student at City College. I had penned a short story based on a true incident, and the similarity of the two titles left me flummoxed.
My story was a tribute to Miss Gangu, our history teacher, an athlete, and a sports enthusiast. She encouraged her students to aim for new goals in physical feats. She had a few favourites who followed her around and went by the tag of Chamchis. In the opposite camp were the Kudumis, or nerds. If and when I was caught in the crossfire between the Kudumis and the Chamchis, I preferred to take a neutral stand. An observer rather than a participant.
Not the one to go by stereotypes, Miss Gangu encouraged her students to break norms, especially gender norms, calling upon her girls to be different and original. That was a very progressive and bold approach from a teacher. Her Chamchis loved her for that. They played volleyball in saris, tumbling in the sand, but all the merrier for it. They beat the boys at throwball and kabbadi matches.
Once, Miss Gangu organised an excursion to Jog Falls. We were all excited and signed up for the trip. The trip was a great success, with the chamchis and the kudumis singing and playing word games on the return journey. The train stopped at a small station. The trees on the platform were covered in pink blossoms, and the air was fresh. Some of us got down to stretch our limbs, as did Alamu, the shortest among us. In a trice, she had climbed a tree, her short legs carrying her to a fork in the tree, where she sat grinning, her face red as a tomato. Perhaps she wanted to impress Miss Gangu with this bold act and win some praise.
Now, based on this incident, I wrote, not typed, for laptops were unheard of in those days, the piece titled When Women Climb Trees and gave it to the editor of the college magazine. The story was published with my name indelibly printed alongside it. Everyone read it and enjoyed it. Only Alamu stopped talking to me, and Miss Gangu was not at all amused.
I have a passion for teaching children and believe that all children deserve the opportunity to see themselves in mirror books as well as seeing others in window books. Mirror books give children the chance to see a representation of themselves in a book. For some children, this is not a common occurrence, but when it happens it lets them know that this world is full of people who are just like them. Window books give children another outlook on the world. They may not get the chance to see different cultures outside of their everyday life, but through window books, they can travel and see the world.
This semester in Language Arts, my class and I have had the opportunity to conduct fieldwork in a third-grade classroom. While in the classroom, we are in charge of leading the students in Picturing Writing. Picturing Writing is an Artists/Writers Workshop that was created by Beth Olshansky. In Picturing Writing, the students are instructed to paint before they begin writing. There are several topics that can be focused on such as animals and seasons, but our class has been focusing on time of day, sunrise, day, sunset, and night. Each time of day consists of two sessions, one for painting and one for writing.
On the first painting day, after a mentor text featuring sunrise, the students were instructed to paint a picture of what comes to mind when they think of a sunrise. The following class, they would brainstorm and write a sunset writing about their picture. They continued this pattern for day, sunset and night paintings and writings.
Given a choice, their teacher chose to use King for a Day written by Rukhsana Khan, illustrated by Christiane Kromer and The East-West House written and illustrated by Christy Hale as mentor texts for her third graders day and sunset paintings. Before one of my peers read aloud the book, the students were encouraged to look at each picture and explain their thoughts on what was going on. This prepared them for when they would have to paint by introducing them to pictures of the different times of day.
Both King for a Day and The East-West House were either mirror or window books for the students. If there were students who could relate to Isamu Noguchi from The East-West House, who is Japanese-American, or Malik from King for a Day, who is Pakistani, they became mirror books. For the students who were not familiar with these characters and different cultures, they were window books that opened up new cultures to these students.
While doing fieldwork I had the opportunity of meeting an African American girl named Carly. Her brilliance was like a light, beaming out of her. She told me that she did not own any books. To me, coming from a house where we owned more books than toys, this news was shocking.
Anna Nardelli is a junior at Mount Saint Mary College in Newburgh, New York. She is a history major from Hopewell Junction, New York and is earning her certification in early and elementary childhood.
Listen as our esteemed guest Dr. Malathi Srinivasan (Stanford University) discusses how to make teaching engaging on any virtual platform. We cover how to turn your in person lectures into digestible, entertaining virtual content, while reminding yourself of the reason you are teaching in the first place.
The Curbsiders are partnering with VCU Health Continuing Education to offer FREE continuing education credits for physicians and other healthcare professionals. Visit curbsiders.vcuhealth.org and search for this episode to claim credit. See info sheet for further directions. Note: A free VCU Health CloudCME account is required in order to seek credit.
Typically when teaching in person, the educator can build off learner energy. In the virtual setting, teachers give energy first and can set the tone of the session. Dr Srinivasan encourages us to ask ourselves: What would draw you in as a learner? Is there something in the lecture that makes your learner care? Would I be happy receiving this content?
Dr. Srinivasan encourages educators to think about their educational product, recognizing how much effort went into creating the in-person lecture. Doing so can reinvigorate educators, reminding them of their passion and experience that can be used to further inspire others to learn new things. Now, we just have to take the content and make it digestible on a virtual learning platform.
Learning over video is often a higher cognitive load on both learner and educator. A higher cognitive load spent on navigating and interpreting information from the virtual environment can reduce the amount of content learners can process (Hickam 2022).
Be aware of group dynamics, if this is a new group of learners make sure you save time for the team to get to know each other, a few minutes for breakout room transitions and ice breakers. Make sure you have a report out after breakouts.
What is the added value of the technological tool you want to utilize? Will it drive home a teaching point? Are you trying to get the temperature of the class? Using it as a step-off point? Technological tools are not necessary to a great online lecture. Technology can be a nice add, but the learning does not occur through features. The features are just tools. Nothing will be a good substitute for a good story (Said 2021).
There are some unique aspects to teaching online that you can use creatively. Use video clips, encourage learners to search for different things independently, use breakout rooms working on different cases.
If you set up a good learning environment and have trusted learners, asking for feedback directly from learners can be helpful. Having a peer educator watch your teaching and give you specific feedback (and then reciprocate!) can be very valuable. Keep an open mind and stay humble.
The Johari Window is a model of awareness and communication by Joseph Luft and Harry Ingham (Esposito 1978). We all have blindspots. Feedback allows us to view those blindspots to grow and improve, adapting to the ever changing learning environment.
Anyone can do this. There is nothing secret about teaching online. Trust that you care about the people you are teaching and the content you are teaching. Prepare, connect, and engage. Practice and get feedback. Spend more time building your community to allow people to come together and feel accountable and professional. Education is fun, carry that joy forward!
The Curbsiders are partnering with VCU Health Continuing Education to offer FREE continuing education credits for physicians and other healthcare professionals. Visit curbsiders.vcuhealth.org and search for this episode to claim credit.
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