Is there a right environment for learningIJ If yes, what is itIJ Has it been defined and can it be replicatedIJ How can school ensure it through their cultureIJ Perhaps, in the rat race of scoring the highest marks, we have forgotten what education really is about: learning.
The dominant culture of education in our country has been the pursuit of marks. The first thing after getting their test paper back in class, a student is asked by their friends, “how much did you get”. This is further perpetuated by parents, and society as a whole.
Getting a perfect score generally means the child has a very good memory retention capacity, a skill that was more relevant in the 20th century! In the 21st century, where we all have access to limitless information at our fingertips, the world economy is not going to reward you for the amount of information that you have; but for how you can critically think.
Examine the child’s behaviour closely. A child scores poorly in two maths tests, and starts believing he is no good at it, and Maths is not his subject. Yet, he fails 15 times in a video game, and doesn’t lose hope. He tries again, goes on to win on his 16th try. There’s something very important educators need to learn from that. And the institution and the educator can together set the right mood for learning.
How do we define this moodIJ In my workshops for educators, I am offered answers like “the child should be happy, positive, or should not be sleepy or hungry”. Far more important than any of these is that the child’s brain should be curious, and engaged. If a child’s brain is not in this state of mind when entering a lesson, you can rest assured the “teaching” is not going to result in much “learning”.
The way curiosity is built by a skilled educator is by cultivating a purpose to the lesson. Why am I learning thisIJ If the purpose is just that I need to achieve a good test score or so that my teacher/parent doesn’t scold me, my brain is never going to be curious or engaged, and will not result in the building up of 21st century skills.
If an educator is not able to make the child’s brain feel challenged, then her role won’t serve the purpose. A child may be physically present in the class, but their brain is outside. That would be a lesson that got heard, but not listened toIJ “Today I will teach you English” is far less effective in getting the child’s brain ticking than “Today I will teach you how to write a great story”.
Educational institutions tend to focus much on their strategies. And strategy is important, but eventually it is only an intent. A school can have the best strategy, but if its culture is poor, the strategy is futile. Culture is the manifestation of ethos, values and plans in the everyday operation of the school. It is critical that a positive school culture is built where children’s brains are challenged, encouraged to think for themselves, where there is no fear in asking a silly question or giving a wrong answer and differing viewpoints are celebrated.
Schools need to focus on building conducive learning environments: Ideas, thoughts, experiences and attitudes that they carry through life.
The writer is Raghav Podar, Chairman, Podar World School