All India Rank: 1
Score: 469/504 (Subject wise marks were: Physics – 165/168, Chemistry – 142/168,Maths – 162/168)
Name: Satvat Jagwani
Category: OPEN (CRL)
Town/State: Satna, Madhya Pradesh
IIT Zone: IIT Kanpur
Family Background: Both his parents are doctors.
Success Mantra: He worked on the areas he was weak in and focused on strengthening his strong areas. He was just enjoying studying. Besides, his teachers helped him a lot. All he had to do was revise whatever they would teach him and do his homework for the class.
He also took a lot of mock tests. That helped him to manage the time and to know where he made mistakes. He had done well in most of the mock tests, which fueled his confidence for the actual examination.
Future Plan: He is interested in doing research work, possibly, in Physics and Mathematics.
All India Rank: 2
Name: Janak Agrawal
Category: OPEN (CRL)
Town/State: Indore, Madhya Pradesh
IIT Zone: IIT Delhi
Family Background: His father is a businessman, while his mother is a homemaker. Janak’s sister is in the final year of her chartered accountancy.
Success Mantra: A student of Ilva Higher Secondary School, Janak was expecting to be among top 10 rankers. He used to study 16 hours a day and started preparation for the exam from class XI.
Future Plans: The topper wants to go to MIT and become a scientist.
All India Rank: 3
Score: 453/504 (Subject wise marks were: Physics – 161/168, Chemistry – 142/168,Maths – 146/168)
Name: Mukesh Pareekh
Category: OPEN (CRL)
Town/State: Indore, Madhya Pradesh
Family Background: His parents run a transport business.
Success Mantra: A student of Agrasen School, Mukesh, secured AIR 3. He used to study for 13 hours every day. He gave credit of his success to his hard work.
Future Plans: He wants to pursue Computer Science from IIT-Bombay.
All India Rank: 4
Name: Kamana Nagendra Reddy
Town/State: Nellore, Andhra Pradesh
Family Background: His father is a professor, while his mother is a housewife.
Achievement: He scored 340 out of 360 in JEE Main 2015.
Success Mantra: The topper said that it was his hard work that finally paid off. He used to study for 14 hours a day. He was quite confident that he would clear the IIT-Advanced examination.
Future Plans: He wants to join IIT Bombay and study Computer Science.
All India Rank: 5
Name: Bharat Khandelwal
Town/State: Gujarat, Ahmadabad
IIT Zone: IIT Bombay
Family Background: His father is a CA, while his mother is a homemaker.
Achievement: The topper scored 320 out 360 in JEE Main and emerged as the best performer in state.
Success Mantra: Bharat started preparing for the JEE when he was in Class 9. He put in his 100 per cent into achieving his dream. He told that he never aimed at becoming a topper; rather his aim was to give his best shot. The topper used to study for up to eight hours for JEE.
Future Plans: He would like to get into IIT Bombay for CSE.
Message for JEE aspirants: He advised the students to take it easy the day before the exam and take a break of five minutes between the tests.
All India Rank: 7
Name: Himanshu Gupta
IIT Zone: IIT Roorkee
Family Background: His father is working in BSNL, while his mother is a housewife.
Success Mantra: Cricket lover, Himanshu is a student of Shivalik Public School. He gives credit of his success to his parents and teachers. The topper studied regularly for two years.
Future Plan: He aims at making it to the IIT Bombay in computer science.
Topper among female candidates
All India Rank: 47 (AIR 1 among girls)
Name: Krati Tiwari
Category: OPEN (CRL)
Family Background: Her father is a bank employee and her mother is a homemaker.
Success Mantra: She was preparing for JEE from class 11 and studied diligently for two years. She had confidence that she will do well in the exam, but didn’t dream of becoming the topper among girl candidates.
Future Plans: Her future goal is to take up research. She wants to study CSE at IIT Bombay.
Delhi State Topper
All India Rank: 26
Score: 398 out of 504 (Physics-152,Chemistry-123,Maths-123)
Name: Anjishnu Bose
City: New Delhi
Family Background: Anjishnu’s father is a Mechanical Engineer at Bharat Electronics Limited. He is an alumnus of IIT Kharagpur. His mother is an English and Science tutor providing private coaching to students. He has an elder sister who is also an engineer.
Success Mantra: Anjishnu’s mantra was to be consistent and focused with his studies. He used to study for 9 to 10 hours in the days when he did not have to attend school. On his school days he used to put 3 to 4 hours. He also took guidance from coaching which involved mock tests and expert analysis. He was a Science stream student at DAV School in Dayanand Vihar. He obtained 97.4% in his Class XII board exam.
Future Plan: Unlike other toppers, Anjishnu aspires to study B.Sc. in Physics from IISC Bangalore. IIT Kanpur and IIT Kharagpur are also his preferred institutes to study ECE or Electronics Engineering. In order to qualify for the exam, the candidates have to clear KVPY Scholarship which he has successfully achieved.
First of all, let us acknowledge that every human will find some subjects difficult to learn. Therefore, in some situations, we are all “slow students.”
Indeed, it is only by visualizing yourself learning a subject you find difficult, in a classroom where you feel inferior, that you can begin to understand how to teach slow students.
Then, all you have to do is answer this question: How would I myself like to be taught this subject?
Invariably, the answer will be the same for everybody, from the beginning of history to now. You want to be taught patiently and courteously, small step by small step. You want to feel confident, you want to feel you’re making progress, you want to feel that everything is unfolding the way it should. You feel relaxed. You think, hey, this might be fun.
Conversely, you never want to feel that you are falling behind, that you are too dumb to understand the subject, that the other people understand it better than you, and that the whole effort is a waste of time.
Such negative feelings, can be inspired in the first minutes of the class if the teacher says something that is too abstract, vague, convoluted, technical, or ahead of where you actually are.
Instead of starting with the easy detail, many courses start with difficult information, mysterious details, or big generalizations that make sense only if someone already knows the subject. Soon the students are shaking their heads and worrying that nothing good will come of this course.
Keep in mind, the moment a student feels 10% behind the others, this student will shut up. He will not be comfortable asking questions, or answering questions, because whatever he says is sure to reveal just how slow he is. He does not want to embarrass himself.
One of the ways we all knew that New Math was completely fraudulent is that it wanted to teach elementary kids about Boolean algebra, matrices, base-8 and other advanced topics. This guaranteed confusion for everyone except future math professors. Reform Math continues to use the same nutty idea. New Math and Reform Math show exactly the wrong way to do things.
Here is how it should be done. Whatever a teacher says, the students should react: “Yeah, I get that. No problemo.” There’s the golden gate to all pedagogical success.
Now suppose a teacher could put together 50 assertions that inspired exactly that response. 50 assertions add up to a lot of progress. Now students are deeply into the subject. Clearly, it’s the teacher’s job to find the 50 assertions that even the slower students will quickly grasp.
By all accounts, schools of education waste a lot of time on trivial material. Instead, they should be teaching how to identify the simple bits and arrange them in an ideal sequence. The students could take turns trying to solve the problem of how to teach chemistry, biology or American History. There’s room for a lot of creativity in these areas.
As a college student I had to take calculus and found it very difficult. I was a slow, slow student. My failure in this subject has given me a personal frame of reference for how things should and shouldn’t be taught. What is your own worst subject? You might find it very edifying to search that term on Google or in encyclopedias, and find out how various experts believe that subject should be explained. Quite often, unless you already know a subject, you won’t understand what they’re talking about. So you can explore the question: how should these people be teaching this subject to me?
Let’s consider how Stephen Wolffram, a famous mathematician, starts his lesson on calculus: “In general, “a” [sic] calculus is an abstract theory developed in a purely formal way.”
I have no idea why he thinks that is going to draw students into his presentation. His next sentence is: “The” calculus, more properly called analysis (or real analysis or, in older literature, infinitesimal analysis), is the branch of mathematics studying the rate of change of quantities (which can be interpreted as slopes of curves) and the length, area, and volume of objects.”
Wolfram doesn’t know how to teach calculus to people who don’t already know the subject. He might consider putting his huge intellect to work on this question: how then should we teach complex subjects to simple minds?
In 1953 a young schoolteacher named Joan Dunn wrote a book about her experiences in Brooklyn’s public school system. I think this is one of the most profound passages ever written about education, especially the last sentence: “The time that should have been devoted to school work in reading, writing, thinking, and speaking is given over to chatter. Nobody knows this better than the children. They want to be taught step by step, so that they can see their progress. The duller they are, the more important and immediate is this need.”
The slower they are, the more carefully they need to be taught. Meanwhile, bright kids will figure things out and survive. It’s the not-bright kids that desperately need to be carried along. But everything in our public schools does the opposite. Reading is taught in a way that will destroy the slower kids. Ditto arithmetic. Everything is taught in ways that will destroy the slower kids. Someone seeing a pattern here?
Whatever you want to teach, make a list of the 100 most interesting facts covered by that field. Arrange them in a sequence from easiest to less easy. So the first minute of the first day, you will tell students the single most interesting/easy tidbit in your field.
They will think: That was fun. What’s next?
John Saxon, one of our greatest educators and teachers, insisted on patient, incremental learning, with lots of review, plenty of practice, and as much fun as he could manage. He approached math the way a coach approaches football: “You create a structured system, and you work their tails off. They’ll love it because they will be successful.”
Mona McNee, a phonics expert, named her reading curriculum “Step by Step.” Every curriculum for every subject might well follow McNee’s lead: History Step by Step, Chemistry Step by Step, Biology Step by Step, etc.
There, in a phrase, is how you teach slower students.
It has been my observation that many of my best students became intrinsically motivated to put more effort into their education after they have decided on a career purpose. A work or career purpose or mission answers the following question: How do I want my career to benefit others? It is also important to identify who (the population) we want to benefit.
An example of a work purpose statement is, “I want to help those who are sick or injured to heal and rehabilitate.” This statement does not contain a career title, but it provides guidance for exploring a variety of careers that can fulfill this purpose. For example a student with this purpose could explore a variety of careers such as nurse, doctor, physical therapist, nutritionist, athletic trainer, fitness trainer, engineer or inventor of products for persons with disabilities, etc. The career that they choose will depend on their capability and willingness to acquire the necessary skills, education, training and credentials. Ideally the career choice will be one that uses their best talents and is one they will enjoy doing.
Do you ever share with students why you chose to work in the field of education? Students need to learn about different careers from adults who work in different career fields and to hear what motivated them to make their career choices.
I teach college success courses and I used to wait until the end of my courses to get into career development, exploration and planning. Students did not think about a career purpose until the last week or two of my courses. Recently I started covering these ideas in the second week of my courses so that students would have a clear direction for their education much sooner. Having a career purpose can make their education relevant and is likely to generate the intrinsic motivation to study and learn. Students need to be provided with opportunities for career guidance from counselors, teachers and professors in high school and college. You do not need to be teaching college or career success courses to do this, but can weave in a few questions and ideas into other courses.
Here are a few questions you can ask your students so that they can begin a process of self-reflection about their career purpose:
What purpose do you want to accomplish in your career?
What benefits do you want others to receive as a result of the work you do?
What specific populations of people do you want to help?
How do you want to contribute and make a positive difference for others?
If you were wealthy and chose to work what would you do?
What problem or need in the world would you most like to fill or solve?
If you knew you could not fail what type of work would you do?
What are some natural talents you would like to develop and use in a career to fulfill your work purpose?
When we expect students who lack self-knowledge and a work purpose to choose a major and career, we are putting the cart before the horse. Identifying a purpose first will guide students into better career choices. If we help students to determine an appropriate career goal then they will also have a purpose for pursuing a good education.
Author: Raymond Gerson
Stay updated with spur to have a brighter future/carreer.