Practice:Lessons

Follow the VITA Model of pedagogy VITA…. The Carmelite Pedagogical Model The VITA Model invites a teacher to consider the four steps of vitalization, interiorization, transformation and action V is for Vitalization. To vitalize is to invigorate, to inculcate, to endow with life, or vitality. The first focal point of Carmelite pedagogy is to provide a sort of cerebral energy to the learner. This can come through dissemination of facts, theories, principles accompanied by discussions, probing, role play, brain storming and other participatory modes. Dissemination is not merely doling our facts to passive learners. It also means Directing. By this we mean that the potential to learn is inherent and the learner has to be provided with a direction in accordance with our charism. This should help him develop without a compromise in values. The learner should be equipped with life skills as decision making, conflict resolution, interpersonal communication, self awareness and acceptance, self reliance, managing differences positively. Every lesson, every activity that we conduct has scope to include some or the other life skill. There are suitable ways to incorporate these keeping in mind the learner’s background, the available resources, the teacher’s own potential and the current happenings. Dissemination and direction should ultimately aim at development … development of qualities of head, heart and hand..

I …Interiorisation The very important step of applying the acquired knowledge to oneself and one’s present life as well as one’s projected life. The knowledge received in step one is interiorized after silent reflection regarding its implication. The basis behind this step is since we are all incarnations of God, we are divine. When we interiorize the experiences we have received in step one we apply the same to ourselves and reflect on the message these experiences carry. Just like the rain water needs time to percolate to the ground so is it with knowledge. Some quiet and serenity is necessary to let this knowledge be assimilated and this is done through interiorisation.

T—transformation. Acquiring knowledge is like passing a test in driving. After passing the test one doesn’t stop driving rather he starts driving. So is it with knowledge. Gaining knowledge ought not to end with the gain of knowledge. Rather this knowledge is to be put to good use. This is actualized by translating it to action. But prior to that is an important step of transformation which will involve some kind of value judgment. This point is the point of synapse where blending of qualities of the head, heart and hand occurs. It may involve some change in one’s attitude, need the shedding of some lethargy, some pre conceived notions and be ready to take a stance. It should be remembered that transformation is the result of interiorization and hence effective interiorization will ensure good transformation leading to good action, which is the fourth step of the VITA model.

A Action In this stage one sees how what one has learnt and dwelt upon can be translated into action for ‘the life of the world’. How do I use my experiences to bring about a change in my surroundings … both internal and external? As in the above example of adjectives, the student would have to find ways to achieve those labels that he / she decides for him/ herself. How do I become cooperative, helpful, just…. Every action of mine should reflect this interiorisation of my experience. My actions should lead to my self actualization. God had a plan for me when He made me. To unfold my latent talent and help it bloom is my job. To help me in the same is my teacher’s job. Since all of us have a unique pattern, we can’t be put in one mould. To help us understand our complexity, to help us accept and appreciate our uniqueness we need the teacher so that we can contribute to the world in our own way.

After curricular transaction that is after teaching the complete lesson, the teacher confers with the students to find out what they expected from the lesson and the extent to which these expectations were fulfilled. This helps in modifying the teaching strategies if necessary. Thus action is not simply action on part of the learner. The teacher also uses the same steps to improvise his / her interaction. The VITA Model has the potential to perpetuate a chain in learning. This is once again in keeping with the vision of ‘education with a difference for a difference’. One more highlight is that learning is not relegated to the classroom but in the step of action the child goes beyond the class and this leads to Vivification of life by practicing values that bring out the best in every individual. Acknowledgement of the dignity of each individual Help in the building of the local community. Work for the peace and justice in society. Teachers may follow this model to seek feedback from pupils, authorities and peers and use the same four steps to modify their behaviour. The Model can be modified as per the level being taught. At the Pre Primary and Primary levels, the step of interiorisation may need a lot of teacher intervention perhaps even to the point of sounding ’preachy’. However the step of action can be and should be reached. Subjects like Environmental sciences, Languages or even craft can incorporate the Model at these levels. As the child moves on to higher classes, interiorisation will be easier. But also bear in mind that influences of the material world may prove a challenge. The child perhaps will debate in his/ her mind and may even question if it is worthwhile being sincere and committed when the world offers a contrary picture. Hence the step of interiorization and transformation is very vital and should be handled skillfully as the children of today are the only hope for the troubles of tomorrow Strategies for: VITALISATION Preprimary: Explanation, use of stories, dramatization, questions, field visits, group activity, sharing activities, playway, multi sensory experiences. Primary: Explanation, use of stories, dramatization, questions, field visits, group activity, sharing activities, projects and playway Secondary: Explanation, use of stories, dramatization, questions, field visits, group activity, sharing activities, debates, discussion, self learning, independent library work, Projects, experimentation Degree level: Discussion, lectures, presentations, student seminars, use of web based learning as blogs, webquests, linkages with neighbourhood colleges, inquiry based approach, projects with industry linkage, portfolio designing, research. Teacher training: Discussion, lectures, presentations, student seminars, use of web based learning as blogs, webquests, linkages with neighbourhood colleges/ practicing schools, group work, inquiry based approach, projects with industry linkage, teacher portfolio designing, research Interiorisation and Transformation: Preprimary	Primary	Secondary	Degree college	Teacher Training Students being immature at this stage may need an explanation to assist interiorisation. Students being immature at this stage may need an explanation to assist interiorisation. Initiate interiorization by giving some lead questions to reflect over. Meditation, sharing one’s thoughts with a peer or the whole class will help Diary writing Reflection and peer sharing. Diary writing Insist on respecting the thoughts shared by others	Reflection and peer sharing. Reflective practices Diary writing Portfolio maintenance Insist on respecting the thoughts shared by others Action: Could be on an individual basis: eg deciding to be a better person, deciding to be punctual, planning a schedule. On a social basis actions could be participating in different programmes eg planting trees, spreading awareness, deciding to give up use of plastic. Participatory responsibility like writing to concerned authorities, assisting an NGO, executing one’s duties as a citizen are all part of action