Learners in Context


Learners in Context: Children’s voices and experiences do not find expression in the classroom. Often the only voice heard is that of th...

Learners in Context:

Children’s voices and experiences do not find expression in the classroom. Often the only voice heard is that of the teacher. When children speak, they are usually only answering the teacher’s questions or repeating the teacher’s words. They rarely do things, nor do they have opportunities to take initiative. The curriculum must enable children to find their voices, nurture their curiosity—to do things, to ask questions and to pursue investigations, sharing and integrating their experiences with school knowledge—rather than their ability to reproduce textual knowledge. Reorienting the curriculum to this end must be among our highest priorities, informing the preparation of teachers, the annual plans of schools, the design of textbooks,learning materials and teaching plans, and evaluation and examination patterns. 

Children will learn only in an atmosphere where they feel they are valued. Our schools still do not convey this to all children. The association of learning with fear, discipline and stress, rather than enjoyment and satisfaction, is detrimental to learning. Our children need to feel that each one of them, their homes, communities, languages and cultures, are valuable as resources for experience to be analysed and enquired into at school; that their diverse capabilities are accepted; that all of them have the ability and the right to learn and to access knowledge and skills; and that adult society regards them as capable of the best. We are becoming more aware of the importance of these needs as our schools expand and increasingly include children from all sections of society. The midday meal and the provisioning of infrastructural support and pedagogic concern for inclusive education are among the most significant developments in recent times. A strong stand must be taken against all forms of corporal punishment. The boundaries of the school need to become more porous to the community. At the same time, the problems of curriculum load and examination-related stress require urgent attention in all their dimensions. Physical and emotional security is the cornerstone for all learning, right from the primary to the secondary school years, and even afterwards.


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CLEAR CTET: Learners in Context
Learners in Context
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