School is not merely a classroom restricted to teaching and assessment. It is a second home where they learn basic interpersonal skills of caring, sharing, learning together and class-conduct, says DR MANISHA SHARMA
The bells are ringing again, laughter echoes in the halls and classrooms, the swings have come back to life-it is so good to see children back where they belong-amidst their friends and teachers. A pall of gloom has been lifted from the dull, lifeless classrooms. There is a buzz of activity—the tiny tots entering their schools for the first time physically-intimidated by the sudden socialising, unable to sit in class or follow basic instructions. The middle-schoolers, bursting with energy and curiosity, glad to be out of confinement. The high schoolers are partly lackadaisical due to the prolonged lockdown, partly stressed due to the imminent board exams.
The onus lies on the educators now. We need to reflect, understand our learners, re-connect with them and adapt to this change. We have to keep aside our personal challenges of resuming work and adopt new patterns and new techniques to bond with our students. School is not merely a classroom restricted to teaching and assessment. It is a second home where they learn basic interpersonal skills of caring, sharing, learning together and class-conduct. Think of the toddler who has stepped into a real classroom for the first time, met his teacher whom he has hitherto only seen on screen. Every minute in the school is a novel experience for him-unfamiliar and somewhat scary. I recently met the mother of one such 6-yr old.
She shared how the child was very excited to come to school on the first day, but was reluctant on the next day. He had done his maths-if he stayed at home, he could play or lie down after one hour of online classes but coming to school involved the arduous task of getting ready, sitting in class, paying attention and mingling with other bewildered toddlers like him. He decided it was easier to stay at home. To follow a routine, be a part of a team, obey orders, conduct himself as expected were all too intimidating for him.
These are going to be our challenges in the coming months. The teaching fraternity will need to muster up all their patience and perseverance, innovate and engage their learners in diverse ways.
The adolescent students will have to be handled with delicacy too. Pre-pubescent mentality, lack of exposure to opposite sex, lack of physical activity, too much screen time, over-dependency on gadgets and virtual well-being will have to be assessed and borne in mind while helping them adjust well in classrooms again.
Teachers will need to be more flexible while teaching and assessing. We will have to re-invest ourselves to adopt active learning techniques. The thrust needs to be in getting the children ready for school-and sustaining it. If all teachers are empowered to engage children in active learning, they will certainly look forward to coming back. With a clear understanding of keeping the happiness quotient high in our classrooms, we should be able to address this challenge appropriately. We need to prepare the earth before we can begin sowing the seeds of learning. We need to nurture more than ever before.
The writer is Dr Manisha Sharma Principal at Venketeshwar International School