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The classroom environment

E R. Mahmood Hasan
Learning takes place, for the most part, in the classroom. Partly because of this and partly because this is where PEDP II has stumbled, let us focus on some aspects of the learning environment and teaching learning in the classroom.
THE problems in primary education are broadly two-fold: that children do not learn in schools and that a large number of them drop out Findings suggest that only about 20% of the learners are able to read, write and tackle math with any confidence on completion of their primary cycle; and that the drop-out rate could be as high as 47%. I’m inclined to believe that the latter may not be as bad as that.
One argument, frequently favoured by the decision makers and the donors, is that it is because children drop out that they do not learn. The converse, that it is because children do not learn and get bored, and often intimidated, sitting in the classroom doing little, that they drop out, is not seen by authorities as a convincing argument.
The first argument presupposes that the key elements of learning, Le., curriculum, trained teachers, learning materials, learning environment, teaching learning in the classroom, assessment and supervision are all in place. Then-fore, completion would in itself lead to acquisition of the defined competencies.
Consequently, packages of Incentives are thrown in to attract children of primary age group to stay on and complete school. This is similar to the argument advanced in the '90s, that as long as there was a school in the neighbourhood and children enrolled, they would leam.
The reason the second argument is not addressed may have a lot to do with not understanding quality, or not being able to distinguish it from rote learning.
Quality is all about learning. Learning is, in fact, the rationale for attending school. Enrolment, equity, attendance, drop-out and completion are meaningful only in the context of learning. If children do not learn, all these activities will be wasteful.
Learning, however, has little to do with rote learning. Learning refers to the acquisition of skill, ability and knowledge that help acquire higher levels of competencies. "Learning by doing" allows one to experience abstract concepts in the concrete, making learning relevant and interesting. Assessment of learning, therefore, is best captured by what the learner knows and is able to do as opposed to what s/he can recall from memory.
Learning takes place, for the most part, in the classroom. Partly because of this and partly because this is where PEDP II has stumbled, let us focus on some aspects of the learning environment and teaching learning in the classroom.
Teaching learning in the classroom
The frequently used concept "child-centred" basically means organising the classroom around the key characteristics of children. For example, children learn by talking to and sharing experiences with one another, they cannot concentrate for long on any one thing, each child is unique in her/his aptitude, interest and abilities, and children like being appreciated and acknowledged.
It makes more sense, therefore, to let children sit across or around a table so that they can interact with one another, and to have a wide selection of activities --ensuring that each activity is linked to acquisition of one or more of the competencies — creating the opportunity for each learner to engage her/himself actively in her/his choice of activities every minute.
Typical activities would include reading in "Book Corner;" playing with number cards and blocks, shapes and sizes, weights and measures, and money in the "Math Corner;" working with earth, water, seeds, or insects, or magnet, wires and cables and bulbs and batteries in a "Sci-encc/Project Comer," along with a ’ Play/ Home Comer."
It is meaningful to create the opportunity for children to display their drawings, creative writ ings and projects on display boards. This would give them a
sense of accomplishment!
In a conventional classroom situation, on the other hand, children learn passively as teachers follow poor quality textbooks for about 40 minutes. Naturally, children get bored and often feel intimidated, and eventually drop out.
Teacher training
A teacher has to put an active learning environment in place, facilitate activities ensuring that each learner was actively engaged every minute, and create an opportunity for learners to work in small and large groups as well as individually. This means that the teachers have to be trained hands on in classrooms that meet standards of active teaching and learning fully.
While the teachers in the mainstream government primary schools are required to have a Certificate in Education (C-in-Ed), the one year course includes some teaching practice in a so-called "demonstration school” attached to each PTI. We say "so-called" because these schools are in no way different from conventional schools.
Secondly, the instructors them-
selves do not have any experience in primary teaching nor have they ever seen an active learning classroom. The instructor and the teacher, understandably, are unable to create what they have never seen. As a result, training in the form of conventional C-in-Ed yields little, and reproduction of the conventional model becomes unavoidable.
Textbooks
As for the textbooks, especially for the early readers, it is difficult to see how these would help achieve the competencies defined in the curriculum. Let's take, for example, the Bangla textbooks. They are seen as the key material for language development.
In language development, the key competencies are the ability to read fluently with comprehension and enjoyment, and the ability to express oneself and communicate in writing. Only if a learner enjoyed reading would s/he want to read more. The purpose of textbooks, therefore, must be to help children acquire reading skill and to enjoy reading.
Children learn in a context. They enjoy reading storybooks with colourful, interesting, and often self-explanatory illustrations because these create a context. Having to learn the alphabets, spelling, and the formation of the conjunctive words is neither meaningful nor enjoyable. These exercises discourage children from reading, let alone enjoy reading. This, therefore, cannot be the definitive route to learning to read.
Second, children need books that they can finish in a single session, so that they can get a sense of accomplishment! This encourages them to go on to the next book. Third, children need a wide selection of books so that they can read what they like, stretching their imagination and exploring the world beyond. Fourth, books must be made available in the classroom so that they can read as often as they like.
Lastly, books for the early readers need to be free from messages, allowing them to enjoy reading without being influenced in any way. There is a time for everything, and awareness of nationalism and religious values can wait until children are ready to appreciate them.
PEDP II, incidentally, has published a series of 18 supplementary reading materials out of a total of 60 planned. The books include instructions on the inside back cover' which sadly aims to protect the books from the grips of children! As for textbooks, a breakthrough seems to have been achieved by the "Hard to Reach" curriculum team in the past two years.
Dr Mahmood Hasan is an educator with special interest in primary education