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Notre Dame that cares
- By Pratima Adhikary Auckel
- Published 18th July, 2008
- Education
- Unrated
Pratima Adhikary Auckel
Copy Writer with News On Sunday/Financial News that also includes Industry Update. Holds a BA(Hons) and an MSc from Vishwa Bharati, Shantiniketan. She also writes features and news. She has worked for CAPART (Council for Advancement of People's Action and Rural Technology), Ministry of Rural Development, India.
View all articles by Pratima Adhikary Auckel
“We believe in the development of a knowledgeable society and in the elimination of gender inequalities. We are trying to contribute to a greater consciousness of citizenship at national and global levels,” says the Rector, Audrey Lassemillante.
She adds: “In fact, we are very much concerned with the overall human development of our students. We feel having a steady spiritual and moral outlook is sometimes more important than academic studies. Although our pass percentage is very good with 92 % at HSC and 97% at SC exams, we attach much more importance to values, and societal norms that help shape the student’s personality.”
Audrey says everyday the students are exposed to moral and human values through regular talks and lectures. “We want to create more awareness among the students about our lives and environment. We often come across situations where children feel that they are the victims of social ills end economic development.”
The school even organises frequent meetings and gatherings with teachers and students to give them more opportunities for discussions. There are groups - former students, friends of mother Marie Magdaleine, singers, among others - that look at many issues from different perspectives and contribute to the input available from texts with poems, songs, and real life experiences. Sometimes, there are talks on certain topics that spread over a month in classes. Such issues ensure a continuous debate and create a wider picture in the mind of the students.
The human values classes help the students to assume their responsibilities in life. “We try to create a balance between what we can do for the students and what they can do for themselves,” says the Rector.
Focus on low achievers
Many think it is difficult to work with pre- vocational students. Some consider it as a double failure, a bad learning experience, or lack of motivation and self-esteem, according to. Marjorie Legentil, teacher at pre-voc.
She says: “People don't realise that these children have a lot of potential and talents. One should give them the opportunity and accept them as they are. Teaching the low achievers demands of teachers to be very patient to make them become active learners.
“Since we have mixed ability students, trying to get them to learn through the talk and chalk method doesn't work anymore. We have to keep abreast of the latest innovations and activities based teaching, which prove to be beneficial for the students. A good lesson plan with clear objectives always helps. We should also tell them what we expect them to achieve.
“One way of getting them interested in education is by bringing them together with the mainstream students. In fact, we facilitate mainstream students to meet the others through different groups,” she adds.
This strategy is also in line with the vision of the founders of the institution, that is, to
bring together the daughters of both the workers and the masters.
“Notre Dame remains a platform of equal opportunity for all,” Marjorie says.
She further adds: “People in general tend to belittle the low achievers, which is wrong. Society must learn to accept the fact that all cannot be geniuses. As teachers, we find them very affectionate and good children.”
Teaching, learning process
Joëlle, an ex-student now teaches French from Form I to Upper forms. “I have noticed that the students take it for granted and think it as an easy subject. Their written works often have a mix of Kreol in the content. This mistake has become more common with the use of the mobile. Students often write SMS languages, which are a serious problem. It is a phenomenon which ranges from the lower to upper forms. There was a time when students did literature for pleasure. When one likes the subject, our job becomes easy. A lot of background reading, research on the author and his related works is required for learning literature,” she comments.
She sadly points out: “Since our education is more exam oriented, students study mainly for getting good grades. They limit themselves to reading the prescribed books and guides; they study for the exams. Many students are used to spoon-feeding; they wait for the teacher to do the first teaching and the first reading. I tell them not to do so. It's bad for them. I rather lay a lot of emphasis on self-study. I ask my students to prepare a lesson, on their own, in advance before starting the lesson myself. Later, in class, the lessons are carried out in the form of discussions and interaction. This interactive teaching is helpful and provides for greater sharing of experience. I believe students have to do the necessary research and try to understand the texts by themselves. It's only then that learning can take place and teaching can become effective,” she adds. Marie Joëlle says her students share books and make individual notes but , as teacher, she has to do the final checking of even small write-ups and notes. This exercise makes her students feel more confident in the subject when they know that their works are screened, monitored and praised.
“Showing affection and love helps in the learning process. Isn't it?” she asks.
The school
Founded in 1954, Notre Dame is the only school of the Congrégation des Filles de Marie in Mauritius. In its five decades of existence, this institution has grown by leaps and bounds. The manager, Sister Paul, is ably supported by a Rector and a Deputy Rector (Lilly Francette). The school helps to reinforce the cultural values of the catholic mission, the interpersonal and community dimensions, and caters for the social needs of the girls coming from the low-income groups. Universal values like tolerance, forgiveness, and self-respect are inculcated in the students.
Located in a pleasant and spacious surrounding, the school runs classes from Form I to HSC and also a pre-vocational one. Since 1999, it welcomes, in Form I, students who have failed their CPE.
She adds: “In fact, we are very much concerned with the overall human development of our students. We feel having a steady spiritual and moral outlook is sometimes more important than academic studies. Although our pass percentage is very good with 92 % at HSC and 97% at SC exams, we attach much more importance to values, and societal norms that help shape the student’s personality.”
Audrey says everyday the students are exposed to moral and human values through regular talks and lectures. “We want to create more awareness among the students about our lives and environment. We often come across situations where children feel that they are the victims of social ills end economic development.”
The school even organises frequent meetings and gatherings with teachers and students to give them more opportunities for discussions. There are groups - former students, friends of mother Marie Magdaleine, singers, among others - that look at many issues from different perspectives and contribute to the input available from texts with poems, songs, and real life experiences. Sometimes, there are talks on certain topics that spread over a month in classes. Such issues ensure a continuous debate and create a wider picture in the mind of the students.
The human values classes help the students to assume their responsibilities in life. “We try to create a balance between what we can do for the students and what they can do for themselves,” says the Rector.
Focus on low achievers
Many think it is difficult to work with pre- vocational students. Some consider it as a double failure, a bad learning experience, or lack of motivation and self-esteem, according to. Marjorie Legentil, teacher at pre-voc.
She says: “People don't realise that these children have a lot of potential and talents. One should give them the opportunity and accept them as they are. Teaching the low achievers demands of teachers to be very patient to make them become active learners.
“Since we have mixed ability students, trying to get them to learn through the talk and chalk method doesn't work anymore. We have to keep abreast of the latest innovations and activities based teaching, which prove to be beneficial for the students. A good lesson plan with clear objectives always helps. We should also tell them what we expect them to achieve.
“One way of getting them interested in education is by bringing them together with the mainstream students. In fact, we facilitate mainstream students to meet the others through different groups,” she adds.
This strategy is also in line with the vision of the founders of the institution, that is, to
“Notre Dame remains a platform of equal opportunity for all,” Marjorie says.
She further adds: “People in general tend to belittle the low achievers, which is wrong. Society must learn to accept the fact that all cannot be geniuses. As teachers, we find them very affectionate and good children.”
Teaching, learning process
Joëlle, an ex-student now teaches French from Form I to Upper forms. “I have noticed that the students take it for granted and think it as an easy subject. Their written works often have a mix of Kreol in the content. This mistake has become more common with the use of the mobile. Students often write SMS languages, which are a serious problem. It is a phenomenon which ranges from the lower to upper forms. There was a time when students did literature for pleasure. When one likes the subject, our job becomes easy. A lot of background reading, research on the author and his related works is required for learning literature,” she comments.
She sadly points out: “Since our education is more exam oriented, students study mainly for getting good grades. They limit themselves to reading the prescribed books and guides; they study for the exams. Many students are used to spoon-feeding; they wait for the teacher to do the first teaching and the first reading. I tell them not to do so. It's bad for them. I rather lay a lot of emphasis on self-study. I ask my students to prepare a lesson, on their own, in advance before starting the lesson myself. Later, in class, the lessons are carried out in the form of discussions and interaction. This interactive teaching is helpful and provides for greater sharing of experience. I believe students have to do the necessary research and try to understand the texts by themselves. It's only then that learning can take place and teaching can become effective,” she adds. Marie Joëlle says her students share books and make individual notes but , as teacher, she has to do the final checking of even small write-ups and notes. This exercise makes her students feel more confident in the subject when they know that their works are screened, monitored and praised.
“Showing affection and love helps in the learning process. Isn't it?” she asks.
The school
Founded in 1954, Notre Dame is the only school of the Congrégation des Filles de Marie in Mauritius. In its five decades of existence, this institution has grown by leaps and bounds. The manager, Sister Paul, is ably supported by a Rector and a Deputy Rector (Lilly Francette). The school helps to reinforce the cultural values of the catholic mission, the interpersonal and community dimensions, and caters for the social needs of the girls coming from the low-income groups. Universal values like tolerance, forgiveness, and self-respect are inculcated in the students.
Located in a pleasant and spacious surrounding, the school runs classes from Form I to HSC and also a pre-vocational one. Since 1999, it welcomes, in Form I, students who have failed their CPE.
