Teachers Forum
July, 2001

Integrated
Primary Education Initiatives
in Madhya Pradesh, India

Part 2: Viewpoints from four Abhudaya Project teachers conducted by Ila Varma and Sushmita Malaviya Read Part One: An Overview

Interview with Mrs Alka Sharma, M. Sc (Mathematics); B. Ed, Bhopal

Question: Have new teaching learning materials helped relate better to children? Answer: I have been teaching for the last 13 years. Here, I teach children in the age group of 6-8 years. I have taken keen interest in the new teaching learning material that has been introduced in our school under the Abhudaya Project. The books, with their bright colours and attractive designs, are a constant source of joy and entertainment to children. Many children are tempted to take the books home! Earlier books were printed in black and white, and tore very easily. The laminated and colourful books, on the other hand, make the task of the teacher easier because there is little apprehension of children putting pencil marks or smudging them. Often, even if the books have been sullied, the teachers can easily clean them.

A: Parents have begun to comprehend the significance of interacting with school authorities. Earlier, parents were simply not interested in sending their children to school, but now they even ensure that children come to school neat and tidy! They also take interest in their child's progress. Of late, I have noticed that even when parents take their children out for a family wedding, they inform us beforehand. This has never happened before. The cold indifference of earlier is beginning to be a thing of the past - for good.

The environment in the school has also changed in the last year. For example, classes are cleaner, and nearly all the children attending school - even if they are from the labourer class - come clean and tidy. Amongst us teachers, we often bring things from home to give to the very poor children. During last winter, one child always came to school clad only in a shirt. I dug out an old sweater and gave it to the child. This change in attitude has made children look up to their teachers as part of an extended family. Now we want our school children to participate in more activities. Recently, our school children won at an inter-school competition. When the children returned, we announced their achievement during school assembly and you should have seen their self-esteem soar!

Interview with Nagesh Pandey, B Sc; B Ed.

A: With resources at a premium in most schools, some schools like the Deepshika Middle School have still managed to work miracles. Mine is an interesting story: I used to study in this very school. I remember the days when I used to come to school as a child. Today I can see the difference between what we were taught then, and what children in Government schools are taught now.

The changes have helped us increase our enrolment. From 431 children in 1999-2000, the school now has 754 children. The school, which caters to Ambedkar Nagar, Sudhama Nagar and AG Colony, has also managed to convince the local corporator to contribute to its development. The corporator not only ensured the putting-up of a chain-link fence, he is now committed to helping with permanent fencing as well.

Further, the school has managed to convince the Bank of India to donate some fans to the school.

However, though the Government has the will to implement changes, the magnitude of the problem prevents it from doing everything on its own. Even today, we know that Government schools are only able to provide very limited opportunity to their children.

With the change now visible in school, we have had an easier task in convincing parents to send their children to school. Despite numerous initiatives, there is still a lot that needs to be done. For instance, a pressing need right now is for more furniture.

Also, apart from the daily diary that teachers maintain to keep track of a child's progress, children are now being encouraged to be more candid in their questions and apprehensions. Since many teachers have already undergone training and many more will do so soon, they are now in a better position to deal with problems that these children routinely face.

Following the implementation of Abhudaya, my school has been able to generate the confidence for others to help us with our most pressing needs. SCERT has chipped in to make the school look more colourful by helping convert their classes into labouratories, with walls of classes being painted with related subjects.

Interview with RK Tilkar, MSc; B Ed.

A: Of course. Teachers have to set the standards for children in school; only then will they be able to inculcate good habits. The teacher should be clean, punctual and, compassionate, yet firm in his or her convictions. There have already been several changes following the implementation of the Abhudaya Project, like the children have begun to come to school on time. Most of these basic changes have come about only because of the change in teachers. Teachers who have undergone training have tried to have more interaction with children so that they are able to teach them habits that their parents have not been able to.

Also, the playway methods have convinced many a child to remain in school and continue the learning process.

A significant change that we have been able to bring about in children is about keeping school toilets clean. During several interactions, we have been able to motivate children to voluntarily come forward to keep their classes clean, speak appropriately, and to solve their own problems.

Interview with Mrs Seema Sharma, MA (Hindi), BT.

A: A few years ago, I used to teach in Karondiya, which is 45 kilometres from Bhopal. I was a middle school teacher, and was often frustrated by children in these classes not really having a good grounding in their basics. Many children, even in Classes six and seven, were unable to read and write. This used to worry me.

When I was transferred to Bhopal, I requested the Principal of the school to shift me to teaching junior classes. Today, I have already undergone training under the Abhudaya Project and hope I am able to make a difference in the way children are taught in these classes. I especially welcome the Government's recent decision to have promotion exams in the lower classes, because this is the only way to bring about a teacher's accountability. The Project has helped change not only the future of thousands of children, but has also broken the mindset of teachers who have otherwise been in the same rut over the years.

I can now feel the difference when I teach. While earlier, I did not have any way to entertain children, the teaching-learning material provided in the school today lets me relate one subject to another even as the children enjoy the experience! Apart from this, when I see children are distracted and need a change, I have the option of so many other activities to engage them.

Children will always remain children, and now they get to hear even more stories, and during school hours, at that!

Would you like to read other interviews with practising teachers?