Thursday, April 28, 2016

From expectation to hope

When I was in class VIII, our school got a new principal, a mild-mannered gentleman who had been our Math teacher in class VI and taught us fabulously. We had adored him in his previous avatar as he simplified life for us really well. We were full of hope.

He also turned out to be a good egg. He retained his mild-mannered behavior, kept things chugging along smoothly, brought some nice incremental changes and although the school did not do spectacularly well, things were steady all around. Importantly, the correspondent stayed away from the day-to-day affairs and seemed to have given the Principal a free rein. Late in the academic year, the Principal also got us into a tie up with a really good international school in the area that promised to supply us with some infrastructure. All was humming along fine when the year drew to a close.

The next year things turned ugly rapidly. The correspondent started interfering by collecting donations from all and sundry, which really harmed the School's reputation. Senior teachers started slacking, and once they realized that the mild-mannered principal did not once pull them up for their poor performance, they practically switched off after the mid-year. Some also dabbled in donation-collecting and currying favour with the Correspondent. Things took a turn for the worse when the brazenness of a few teachers surprised even the correspondent. Students lost all motivation. A few kids now thought of themselves as 'big boys' and engaged in unruly behavior as well. All in all, discipline was completely out of the system and it was nightmarish all around. We could not wait for the year to get over. We got the feeling that the Principal was tired of it all and he could not wait for the year to get over as well.

Next year, we had a complete change. We had a Principal who was an absolute disciplinarian. He was the correspondent as well so there would be no confusion (though his friend helped him with correspondent duties). Several new teachers were recruited and discipline was the buzz word. All the students, teachers and administrators had to turn up on time, be in proper uniform and be generally well-behaved. The Principal himself was an absolute beast. He not only traveled across the Country to meet other Principals and gain insights from them, he prowled the corridors and devoured reports from teachers and administrators. Students who had grown so frustrated with the brazen uncaring teachers were enthused by this new attitude. The school even began participating in competitions against the bigger school nearby and even some of the international schools from across town. We still lost, but it felt good to be at least competing now. Some of the internationals schools from across town were interested in how we were doing and wanted to start some exchange programs with us. We all felt that we were moving in the right direction.

We were all in a good place when the annual revision exams were held. These are held across the town and with one standardized paper. That year the paper was tough but we all thought we had done really well. The Principal and the Vice Principal were confident that we would come out on top. The only one voicing caution was the academic secretary who had originally spent time with the international schools and knew their strengths well.

The results were out, and although we had done better than before, the improvement was marginal. We were still way behind the international schools across town and some way behind our not-so-friendly bigger friend close-by. The Principal and Vice Principal were happy though and continued to be optimistic. But the truth remained we had taken a hit and some doubts had begun to creep in.

Students did some introspection and we could cull out three factors 1) Teachers were more disciplined and punctual, but perhaps truth was that they were not all that good in Math and Physics. They dotted the i's and crossed the t's but were not really effective. 2) The school had instituted a uniform for teachers as well and there was also now a brigade that used to bellow out the national anthem. These measures were constricting some of the older teachers who liked their creative freedom while teaching. Now they had all to sing from the same hymn sheet and this was definitely taking something away. They were also aggrieved that the teachers were not assessed by the impact they had but on attendance and punctuality metrics. 3) The Vice Principal had instituted a fee increase. This was cruel. This new team was supposed to be hyper-efficient and brilliant at extracting more from the system. In fact they had spoken of 'Fewer administrators but better administration', and this gentleman hiked fees when the going was tough as it is.

Added to this, there was now a brigade that wanted to make a virtue out of discipline and dedication. They wanted us to be happy that we were clean, hard-working and dedicated. All that was fine, but come the board exams if were last in the town we would have to settle for middling jobs once again. If the results are not good, all this chatter and chest-thumping amounts for pish tosh is what we students felt about all this.

So, here we are at a crossroads again. We hate the disaster that was our class IX, it still gives us nightmares. But we have to accept that our class X, although mildly better is not that great. Every passing day we are struggling to figure out what makes our Principal and VP so optimistic. (And dont even get me started on how they feel about how our school was 50 years ago, it makes me nauseated)

We are yearning for a time where the smart people can be given some room, where merely not being late is not considered a virtue, when some of these loudmouthed but limited people would be asked to shut up.

It would also be great if we could have our old Principal as our math teacher again. He was fabulous and is miles ahead of our VP (who is doubling up as a math teacher) who seems to think that if we collected 18 percentage of all numbers given in the question and put it into a box it is a good year.

A few months ago, the Principal got this idea that if we tossed away our old notes and started on a clean slate, this would dramatically improve our performance. The academic secretary, the sane old gentleman that he is, insisted that the old notes were not really the problem and our pedagogy was the key issue. He stated unequivocally that merely chucking away old notes and replacing them with fresh new ones was not going to change much. A tussle ensued and the academic secretary bid adieu. We did not think much of that previously. But now that we students see that our new, fresh notebooks contain pretty capture the same mediocrity that our old notes did, we think more wistfully of that brilliant academic secretary.

Any way, hope springs eternal. All is not lost. May be we will have good results after all. Although I must confess that quite a few of my friends who are very intelligent and hardworking have expressed the hope of joining one of the posher schools across town.

Perhaps our Principal is right. Perhaps we were blinkered in expecting everything to fall in place in just three months. Perhaps things are moving in the right direction, although a little slowly.

Perhaps, perhaps perhaps.... One thing we can say for sure over the past 3 months is that we have transitioned from expectation to hope. And I am less hopeful with every passing month. 


Friday, April 8, 2016

Thoughts from the math camp conducted at DAV Schools (Mar-Apr, 2016)

My colleague Baskar and I conducted a math camp at DAV Boys and DAV Girls school recently. I have jotted down a few of our thoughts on the topic here.

The kids are smart, well-behaved and keen
The kids were always respectful, always ready with a Namaste, always on time and largely interested in learning something new. They did not grudge the fact that some holiday time had been taken up by math and seemed genuinely disappointed when the math camp drew to a close. Quite a few of them had taken up 2-3 other activities and seemed to enjoy all of them. 

There is a certain raw enthusiasm about them that is endearing, that made me want to design more classes for them, even though some of their over-exuberance drove me crazy on occasions.

What are they good at?
They have registered whatever processes they have been taught, and know most of the toolkit that they should know by class V or VI. They can all add, multiply, divide merrily and have the ability to take in more formulae and details if these are thrown at them.

What are they less good at?
Now, I am going to spend some time on this list. Mainly because of two reasons -1) No point saying kids know everything already. All of us are looking to identify the gaps and plug them. So, we need to be brutally honest about these gaps and 2) I have a high expectation of what I think kids should know. The challenges we faced 25 years ago are nothing compared to what these kids will face globally 10 years from now. If they are not equipped, they will struggle.

I am going to be giving a few math examples here. Nothing too technical, but some bits of what I learn from class are best described by using the same examples.

Students have very little practice of “figuring out” stuff, and too little patience for “hanging in” there.
We discussed a question USA + USSR = PEACE, where U, S, A, R, P, E, C stand for digits from 0 to 9 and this addition holds good. This is a fabulous question for understanding the idea of “carry over” conceptually. We had done quite a few exercises on “carry over” prior to this, so they knew the idea. About 90% of the class did not know how to go about this, which is alright. About 80% of the class did not try to crack it until they were prodded and pushed. Anything out of the ordinary makes the majority of the class wind down and wait for the method to be unveiled.

Once they are prodded, they gave it a good go. But they are unused to the idea of figuring out and drawing inferences. That is a giant gap in their learning attitude that will need to be plugged.

Students do not have a ‘pause’ button, where they take in stuff and internalize them
This is particularly true of boys. The boys are overly keen to answer a question without ever pausing to think “Am I missing something here?” It is almost a scenario of any-answer-is-good-enough. Their mind jumps to the first possibility, they scream it out and then they are done with the question. Frequently (very frequently), their first answer is incorrect. But since they feel this enormous pressure to shout out an answer, they do not pause to think.

I had asked the students to add all the numbers from 1 to 100. One of them took some time, developed a fabulous method and gave the answer correctly as 5050. I asked all the boys to add numbers from 1 to 200. About 60% of the class did not try this seriously. Of the remaining who tried, quite a few confidently wrote down 10100 (twice of 5050) and stopped thinking after that.

They are happy to receive formulae but less ready to receive ideas
On the same question of adding all natural numbers from 1 to 100, I noticed a range of responses
1. Some tried to “brute-force” this. They just added numbers merrily, happily. I love this group. In my view, they will go on to learn lots of great things. Sooner or later, they will realize that they will have to do better than brute-force, and then their brute-force experience will help them come up with a method.
2. Many quit. Sad, but true.
3. Some tried and came up with new techniques. These were the brightest kids.
4. Some knew the formula. A great many of those who knew the formula were keen to know the new method I was teaching. So, their attitude was correct
5. Some knew the answer without knowing the approach or the formula ( do not ask me how. Apparently they were taught this in Abacus). These switched off the moment they wrote down the answer.

The method I taught them was the method that apparently Gauss had used in school. The story goes like this –

When Gauss was in the equivalent of 6th standard, his teacher had been called by the principal for a few minutes. Since the teacher did not want the class to erupt, he gave them all a task – to add numbers from 1 to 100. Gauss pretty much jumped up immediately and said 5050. When quizzed about the method, Gauss said 1 + 100 = 101, 2 + 99 = 101, 3 + 98 = 101. If we pair up the numbers from the extremes, each pair adds up to 101. There are 50 such pairs. So the total would be 5050.

I outlined this method and the story to the students and then asked them to add from 1 to 200. Students in groups 1, 3 and 4 were receptive. But the rest were not. One can add numbers from 13 to 98 easily with Gauss’s method, and that is the beauty in learning the idea.

Boys’ group dynamic is hurting their learning.
If there is one clear take-away from this entire math camp it is this – The peer pressure and group dynamic seen in boys classrooms is very counter-productive to learning. They are keen to shout out an answer, deeply conscious of who is seen to be doing well, cannot contain themselves when they know a correct answer and frequently switch off when something is not in their comfort zone.

The way the course was designed, we would have 75% of the questions to be simple ones. These are built for teaching an idea. The remaining 25% would be the trickier ones, designed to push the students to think. Only 20% of the class tried the second 25%. The rest were either not too keen or intimidated by the top 20% to try the question.

The girls are streets ahead attitude-wise, are ahead in mathematical ability also
There is a lot of research in the west that says that men occupy the very top slots in companies and academia, but women as a group outperform men as a group substantially. Our classes were a microcosm of this. We taught about 120 students – 90 boys and 30 girls. The top 10 would have probably had 6-7 boys and 3-4 girls, which is about par. But probably 28 of the 30 girls would have been in the top 60 overall. The girls have the patience to keep trying when things do not fall in place, and enjoy the challenge of pushing themselves to solve newer types of questions. When they work in teams, all students contribute and they learn from each other. When boys work in teams, the smart one tries and the other 4-5 just accept their ideas. Boys learn very little from their peers. They are probably too young for learning in teams.

A great experience for the two of us, it opened our own minds a lot
We enjoyed large parts of the math camp. We ended the camp with enormous respect for teachers who handle kids of this age-group. One needs loads of patience to be able to handle this age-group and consistently deliver value. A big round of thanks is due to the teachers who do this well. We can state unequivocally that it is not easy.

Schools cannot do much – this is a truth that we have to accept
To put it bluntly, the variance in intellectual ability across the student group is vast. Some are really sharp, some far less so. The school system simply cannot do justice to the entire group. If the course is pegged close to the lowest level (as is often done), the brightest kids end up largely twiddling their thumbs. The top 10% of the kids learn in an average school day what a sharp teacher can teach them in 40 minutes. If the pedagogy is pegged at a higher level, then the bottom one-third gets left out.

It is politically incorrect to have break classes into sections of “bright” and “not-so-bright” students. Although if I had to be very objective about it, I would encourage this kind of breaking up. In the current set-up, the brightest kids are not deriving value from the school. And the slower ones end up being intimidated by the brighter ones from early on and end up not trying new ideas. So, with our current system we are helping neither bunch.

What can be done to plug the gaps?
This is probably the most critical question facing us. I would argue that two things need to be done
1. Parents need to play a role in learning and teaching: This is non-negotiable. Our schools are stretched. They simply cannot handle the vastness of this school. Parents will have to learn new ideas and teach their kids. If the kid is bright, parents will have to find avenues to keep the kid intellectually stimulated.


2. We have to go online aggressively. The pace at which learning is imparted in schools will be correct only for perhaps 20% of the class. For the rest of the class, it will be too slow. Students need to be provided avenues for pushing themselves hard. 


Sunday, November 29, 2015

Climate Change talks, weighted averages and moral highground

It is that time of the cycle again. Where world leaders sit around, pontificate and negotiate how best to share the burden of cutting carbon emissions. It is that time where Tom, Dick and Harry from the media showcase fabulous moral outrage at how little world leaders have committed to, and how the human race is going to destroy itself by 20xx. The air is going to be thicker with the scent of sanctimony than an agraharam from the 1950's.

Competitive green grandstanding aside - we need to focus on two key questions. How grave is the problem? And what is the most just way of sharing the burden?

Science is now certain that the earth is warming, and weaseallably certain the humans are driving this temperature increase. There is no clear-cut prediction about how much warming will happen by when and how much it will affect the world. But let us accept that the problem is grave enough already. (Personally, I am uncomfortable with accepting mathematical models and so want to retain a speck of scepticism. But this is largely due to the fact that I worked in an industry where I created mathematical models to reflect my views)

Now, let us move to the second part of the problem. One of sharing the burden. The debate is outlined as follows. The stage is set as a face off between the Old Pollutants  - North America, Europe, Japan (OPs) vs. Aspiring New Pollutants (ANPs) - India, China.

The Old Pollutants' argument goes thus - We are facing a humongous task ahead of us. We need to share the burden. We do not have the luxury of 'allowing' you xx years of unbridled pollution and then think about increasing your share in cutting emissions. Just because you are new to the game, you cannot be given some time window.

The aspiring new pollutants argument goes thus - You guys had a go, you guys are rich. You take the lead in cleaning the place. We are just beginning to see the kind of growth you saw 30 years ago. Having an energy burden placed on us is unfair.

The Old Pollutants want Countries to commit to cutting their overall emission levels from current levels. The aspiring new pollutants want a time window before they make explicit commitments.

The Old pollutants have been very savvy in framing the debate and have taken any discussion of per-capita carbon emission off the table. Due to the relative bargaining power they wield, they have been able to force the ANPs to negotiate on overall limits. They have claimed "moral highground" by leading the charge on initiating action on climate change. This article from Willem Buiter showcases this line of thinking really well.

The Professor titles the piece - "Does poverty give a country the right to pollute the atmosphere?" straight-away climbing on to the moral high horse and refusing to come down. He goes on to say that Countries such as India suffer from post-Colonial hangover, argue that it is their turn to pollute, cite poverty as a reason when they still have military expenditure and are essentially shrugging off their moral obligation to fight climate change. If I were not inclined to give the benefit of doubt to the good professor, I would call the piece racist.

These arguments are spurious in the extreme. The ANPs are not claiming that it is their turn to pollute. The west seems to have the view that the top 'n' polluting Countries should pull together and lead the way. So, 1.2 billion strong India has a role, but no Country from the Middle East features on these lists. Technically, using this starting point, if India were to splinter and break itself into 30 Countries, we can use as much coal as we would want to, and then some. Utter balderash.

Per-capita numbers are out of whack in the extreme, but why spoil a good story with facts
By any yardstick, per-capita consumption is the apt parameter to compare emissions levels to be just. India can be asked to take the lead and begin chipping in even when it reaches, say, 75% of the per-capita levels seen in Western Europe. Right now, India hovers at around one-sixth of the per-capita levels seen in Western Europe, around 6-7% of the per-capita levels seen in the US, and less than one-third of the per-capita seen by fellow ANP China. Why India is even at this meeting and thinking of commitments baffles me.

The argument from India should simple. We will attend this meeting when our per-capita numbers are 50% of that of the developed world. 300 million Indians are below poverty line. To us, this seems a bigger, and more immediate problem than fretting about potential global impacts of warming a few decades down the line.

Accepting any form of carbon emissions control, any time in the future will be cruel to Indians. particularly the poorest Indians. We cannot afford to increase the cost of energy at this crucial juncture. The idea of limiting overall emissions is fatally flawed.

It's the weighted averages, stupid.
Let us see how the underlying numbers behave with a thought experiment. Let us say, we divide the Indian population into 5 different groups, A to E in order of their carbon footprint. 'A' being the group with the highest footprint and E being the group of people flirting with the poverty line. And let us say, the percentage of population belonging to each category and their respective emission levels are as follows (in some random units). Needless to say, the category A will have carbon emissions substantially higher than the rest. India being India, around half the population will have very low carbon emissions.



Now, let us say that Indians follow a regimen where each individual looks to cut emission Individuals in A, B and C should manage this. The emission number for E is probably just their share from common utilities such as Railways, Roadways etc. So, this probably creeps up a smidgeon. Conservatively, let us say group D stays flat. So, we have a table that probably looks like the one given below in 2020.



Now, due to natural progression seen in a developing Country, there will be some shifts from lower category to higher category. Even for India's level of governance and management, he percentage of people really poor should fall in 5 years. So, proportion of E should fall, and we should see a general bumping up across the board. The 2020 table probably looks like the one shown below.


Now, comes the funny part. The average emission levels of three out of 5 has fallen, one has been flat, and the least significant contributor has gone up a smidgeon.The fall has been steep in categories A, B and C. We are talking off a 10% cut in emission levels across multiple sections for a Country with a chronic power shortage. So, one might expect that the overall emission levels would be lower.

However, the overall average emission in 2015 is 15.9 while the one in 2020 is 17.2, about 9% higher. So, under aggressive assumptions about cut in emissions in each category, we still see an increase in overall emission levels. This is the case even under the assumption of modest shifts in weightages across categories. This is probably what will happen in India over the next 10 years or so. So, if we assume that folks riding bicycles would want to upgrade to motor bikes, and the ones with motor bikes will want to upgrade to cars, then even if we are careful across the board in each category, the overall emission level will probably increase. (And we have not even factored in population increases)

Any commitment India makes, or hints at potentially making in another 5 years time will be suicidal. The western world's moral high ground is utter tosh. India sells ten times as many bikes as cars each year. Ten times! In the west, they use motorbikes only if they want to make a statement. Motorbike transport is considered so blatantly risky that no self-respecting westerner will use it as a regular vehicle to commute. In India, the ones travelling by motorbikes are the luckier, wealthier lot.

The audacity with which these climate change negotiations have been outlined by the developed nations is spectacular. The irony of the developed world leading this need for lowering emissions is completely lost on most participants. The most benign nation and carbon-friendly western Country cannot begin to understand the first ideas of a "scarcity economy".

Scarcity Economy: Hands up if you have you heard of Compression Xerox
I worked in a bank in London where it was fashionable (for a while) to do photocopies back-to-back. This way we could all kid ourselves about doing something for the environment. I graduated from one of the better colleges in the Country where the education was heavily subsidized. On an average, students studying there were wealthier than 90% of their compatriots. This does not mean they were rich, it is just another number to say how poor vast parts of the Country were/are. Quite a few students used to study with compression xerox copies of their classmates' notes. This way, on an A4 page you could go back to back and squeeze 4 sides on to this.

This does unseemly things to the eyes, but budgetary constraints demanded this kind of cost-cutting. And I graduated in the 21st century, so I am not narrating some independence-era sob story here. At a cost of around 40 paise (that is less than 1 cent)  per side of photocopying, Indians in the 90th percentile or above as far as wealth was concerned found the need to reduce this cost by 60%without really evaluating the health cost associated with it (On top of this, we used to share these photocopies. But lets ignore that for the time being). The annual cost of photocopying the normal way would have amounted to $10 per student. We were screwing over our own eyes by attempting to slash this by another 60% or so.

Type in Indian middle class mentality, and you will see gazillion articles on top 10 habits followed by Indians in a bid to cut corners. Squeezing the life out of a toothpaste tube, adding water to 'draw' the last droplets of shampoo, 'merging' two bars of soap are all part of the normal upbringing for Indian kids. Shekar Kapoor has actually written a very interesting article on how this mentality might be holding us back. As an entrepreneur, the one thing that keeps me up at night is the worry about whether I am not thinking big enough.

On more real world metrics, a majority of Indian states face regular chronic power shortages, a decent proportion of our villages still do not have electricity. Actually, make that an indecent number of Indian villages still do not have electricity.

A scarcity economy whose individuals have been frightfully economically conscious historically, whose citizens on a per-capita basis pollute less than 10% of the guys on the other side of the table is being asked to reduce overall emissions when 20% of its population is still below poverty line. This would be satire gold if it were not so tragic.

And India still has the gall to attend global climate change conferences. And the world still has the gall to demand that India chip in at an overall level to combat climate change. On top of all this, the developed world wants to pretend as if all this is done as a moral obligation to save the world. What about the moral obligation to improve the life of the poorest billion in the world? What about the morality of imposing extraordinary cost on the current generation of really poor people, in a bid to potentially improve the lives of the next-to-next generation of reasonably well off people?

Moral high ground is just a facade, this is old-fashioned bullying. Either that, or the greens have hijacked this debate so much that no one cares about the poor of NOW, half as much as they worry about 'generations to come'.

I want to get on top of some mountain and say "Saving the world is a bloody first world problem. All you holier-than-thous can take your global warming agendas and shove them where the Sun dont shine. Spend 3 weeks in a poor village in Bihar, see their energy 'consumption' level, remove your effing blinkers off and dont every effing talk to India about Green agenda again."

Unfortunately, the pseudo-greens in my own Country have taken to talking about climate change and environmental protection. Caring about the environment and getting suckered into a commitment on climate change are two entirely different things. The Narmada bachao Andolan and efforts taken to protect Indian forests are Indian initiatives to protect the environment. These deserve a giant share of our time and energy. Climate change is a global problem. To put it bluntly, we have no business on that table. If the rest of the world is inviting us, shame on them. If we land there and pretend that is our problem also, shame on us.

Even India's so-called right wing has been suckered into this. Apparently, our venerable PM Shree Shree Narendra Modiji has mentioned Climate Change as a possible reason for the unusual rains in Chennai. How immensely it can strengthen our negotiating position I can only imagine.

Indian liberals have always preferred grandstanding to hard bargaining
The Indian left has been talking about India adopting Green measures and reducing emissions voluntarily. The left claims to represent the poorest people in the Country, and claims that any harm to the environment disproportionately affects them. This is true, if we considered local environmental damage. But on a global level, the opposite applies.

Again let us look at a hypothetical scenario. Transitioning from Bharat Stage II to Bharat Stage IV (or some such tripe) increases the cost of a truck by perhaps Rs. 1 lakh. It takes the monthly EMI up by perhaps Rs. 2000. This means the average trucker (a giant 200000 strong unorgainized segment) probably needs to spend an extra 2 days on the road every month to bring in the same amount. Somewhere, there is a Freakonomics level research piece waiting to be written on the correlation between AIDS and BS transition. A trucker who might have had 5 days free per month now gets 3 days free thanks to contributing to the environment. Ergo, increased AIDS.

Before the Green brigade jumps on to me on just putting random hypotheses out there, I am not saying there is a correlation here, I am not implying that there would be. I am not saying that we should not care about the environment. I am just saying that any deal India signs on climate change is going to affect the poorest Indians adversely. Something all liberals - Indian and Global, refuse to acknowledge. And that is the biggest travesty in this whole effing fiasco. Their fetish to pretend to do the morally correct thing blinds them to some basic realities.

The well-sold story has made us all lose sense of key priorities
The doomsday predictions from Climate Change impact that might be seen a few decades from tug at heartstrings. But the solutions being discussed are all going to make the current, visible real lives of extremely poor people noticeably worse. Somehow this perversion has gone unnoticed by the world. I am not making a case for not caring about the environment. I want to make a case for fighting malaria and diabetes. These are disproportionately bigger problems for India. Climate Change is a problem either for the first world or for tiny island states. Just like how Greece was a first world problem.

Recently, when attacks happened in Paris and Lebanon, the entire world's attention was on Paris, with Lebanon barely a footnote. Many found it perverse that one set of lives was considered noticeably more important than another. The Climate Change hoopla is far worse. Loss of quality in the future lives of people is considered a bigger crime than the poor quality of present lives of some others. The bigger irony is that the presently poor people/nations are being made to think like that.

Imagine a poor lamb merrily laughing its way to the slaughterhouse thinking how great it would be to feed the people who 'need' the proteins. India participating in Climate Change talks is similar to that.