Teaching and Learning as a Democratic Process

chillibreeze writer — SRIJAYA CHAR

Students become independent learners only when learning becomes an ‘intrinsic activity’ Creating the right rapport with children is the first step to making them good listeners. Listening cannot be a one way activity. It is also important for teachers to be good listeners of their students as long as the students are relevant in what they want to convey. In my own experience as a teacher I have found that sharing certain personal experiences with them makes them good listeners. Narrating important and humorous anecdotes in class is important too! I was born before Gandhiji died and that incident of Gandhiji’s assassination is etched in my heart as ‘doomsday’.

When I narrate that incident in class, the children sit spellbound listening to me. At that time I was studying in Sacred Hearts School at Hubli. I was staying with my grandparents. We had planned to see a movie on that day, and we were about to turn our car into the theatre. Suddenly the gate was closed and the watch man called out to everyone that there would be no show on that day and that everyone should return home. ‘Gandhiji has been killed!’, he shouted and though I was a little girl, it went straight into my heart like an arrow. My grandfather was a Railway Officer working for the British, but his heart was with ‘Mother India’. He actually shed tears when he heard this and we soon reached home. The whole day, we sat around the radio and listened to each and every incident that happened. Whenever I narrate this in class, children seem to feel it. To imagine that I was a little girl when Gandhiji was killed is an amusement to the students. They keep asking me for other details about that day and I never tire of telling them about it. This is one way of catching the children’s attention.

Humour is another important thing that we should introduce in class which makes them good listeners. We should appreciate certain humorous incidents that the students want to narrate as well. While I was engaged with ‘Value Education’ classes, I would narrate stories from our epics. Once in a 7th Standard class, I was telling them about the ‘birth of Lord Krishna in the prison’ and the why’s and how’s of Kamsa’s intention to kill baby Krishna.

One bright kid from the corner of the class asked me a question that baffled me! He put up his hand and asked me, ‘Ma’am, if Kamsa did not want Krishna to be born at all, why could he not have put Devaki and Vasudeva in separate cells in the prison? Why did he put them together and kill all their babies?’ There was an uproar of giggles and laughter in the class and I had to muffle my own.

This was a humorous situation and I could not have been disturbed about this. I waited for the giggles to die down and said: “Yes. Abhishek, you are right. Kamsa, perhaps was not as clever as you.’ Though it took sometime for the class to get back to seriousness, I thought it was worth waiting for it. A 12 year old child who was able to think of an alternative has to be appreciated.

We can be firm with the children, but they should be aware that we are gentle within. They should know that though we are authoritative figures in class, we are democratic. Students should be made to feel that they are a part of our world and are not ‘pitchers to be filled with information’. When we allow self-motivation, give rewards and are aware of their subtle messages the trust between teachers and students becomes mutual.

A child’s right to ‘emotions’ has to be acknowledged and outlets have to be provided for strong feelings. It is not impossible for allowing time to ‘cool off’ when a child is angry or frustrated. There are times when the teacher has to show to the student that she can accept his disturbed emotions.

Teachers need to make an effort to invite an affirming spirit by fostering positive feelings in students about themselves. We need to exhibit delight when we find ‘hidden wellsprings’ in our students. If we need to help students become independent learners, we need to first build success in our relationship with them by capitalizing on their existing talents. We need to be always watchful for ‘growth sparks’ that they show in their learning.

Expert educators are good in teaching academic survival skills, like paying attention, following directions, asking for help when they need and giving the freedom for volunteering to answer. It is unnecessary to maximize minor problems and start a harangue that disrupts the class. A glance, a directed question or getting close to the student’s desk may be enough to stop certain uncalled for behaviours.

A teacher and a student should share mutual respect and not fear of ridicule; encouragement and concern gives better results than criticism or unconcern. Proficient teachers, who know their students well, set goals and sub-goals for their learning, based on their capacity. Children must become aware of evaluating and revising their own work. Freedom should be given to reorganize their ideas, change their mind about things and teachers have to support their evaluation.

Learning takes place only in a ‘democratic’ atmosphere and not an ‘autocratic’ one. Teachers should be guides and facilitators and not dictators.

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—About our writer:

Srijaya writes for chillibreeze.

Teaching and Learning as a Democratic Process

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