District Institutes of Education and Training - Teacher Education

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District Institutes of Education and Training: A Comparative Study in Three Indian States Sikna Sikana Package: This scheme is also good. But we are not able to understand that why so many new schemes are being made. If you want to make them, then make only one scheme and let that scheme run in a complete form. All the schemes are good but a definite shape is not being given (MP/DHA/Kuk 003). In their responses to question three, teachers responded favourably to the introduction of ‘play way’ methods, activity-based learning and the introduction of teaching learning materials and more songs and stories; for example: Work should be done on the basis of activities in primary schools, by play way, and also all the activities should be evaluated. By making use of pictures and words children are taught, they learn fast and learn how to recognise pictures and read words. So they will start to achieve their competencies. Thanks to the changes that have come some children are able to do activities while playing and hrough activities they are able to achieve the competency (MP/DHA/Kuk/028). In response to question four, teachers reported that villagers, not they, were averse to some of the changes: Children also learn easily whatever is told to us. But the villagers are not at all ready to accept the changes. We are not able to make them understand that the aim of all is to teach the child. But they sit at the tea stall and criticise the teachers, saying it is all silly. All day they just dance and sing, they do not teach, rather they teach the child to dance and sing (MP/DHA/Kuk 003). It is a nice thing that the teacher teaches and explains any of the poems to children through expression or acting and dance again and again. But the villagers do not like this kind of teaching method, of the teacher teaching through dance to the children (MP/DHA/Kuk 032). Question five was also revealing for the DIET staff: In the field of Primary Education there have been many changes in the past 5 years. There are such changes like through the medium of songs…we accept this change and are also making efforts to implement. But with this the level of child to recognise the alphabets, to make words, to make sentences and to read them etc all such things the child is not able to achieve. Thus we are not being able to implement this in the classroom completely (MP/DHA/Kuk 006). It is very difficult for a teacher wherever there is multigrade. Even after explaining to the students again and again they fight and are naughty. Children also do not listen to the monitor. For instance when the teacher is teaching the 5th std and noise is coming from the other classes, the rhythm of the teacher breaks and again and again the teacher has to go to speak to the children in the DFID 141
District Institutes of Education and Training: A Comparative Study in Three Indian States other class. This is very difficult in schools. This way according to me multigrade teaching is not helpful. This is only possible when there are 2 teachers (MP/DHA/Kuk 022). Teachers also made interesting suggestions in question six, and here too their answers provided the DIET with insights into the issues they faced and their views on processes of change: I myself would like to have these kinds of changes in primary education. The curriculum or course should not be changed all the time, and if it is changed then it should be made a little less, according to the level of 5th class children because children are very small. Limited information should be given instead of the whole country. It would be nice if limited knowledge is given like of the District instead of the whole country. Because as and when the child grows his/her memory would increase. In maths also it should be limited to addition, subtraction only. According to the village if the child learns that much also it is considered an achievement. In maths the knowledge up to 1000 is enough for the child. For village children the topics/subjects should be very simple so that the child does not face any kind of problem. And questions should also be according to the level of village children. Further it is your wish but after you read this diary, you think about it and also try to find out a solution along with your colleagues. For 5th class the course is too much (MP/DHA/Kuk 003). We ourselves want these kind of changes in primary education, that when you all implement/introduce a scheme, in order to understand it, one year practical training should be given. The training for the schemes which are introduced are for 3 to 12 days only, by which the teacher is not able to learn completely. For this reason the training period should be long. Apart from this, the 2nd reason is that you people introduce new books or a new scheme all the time. Instead of this, it would be nice if you would pay a little attention towards examinations because till now there has been no change in the examination method. Mostly when they fail, they start doing wrong things. That is why we want to take your advice, it would be nice if little difference is kept between the rural and city children. Because in rural areas even today the old customs are going on. The child who passes out will be made to study further while the child who fails will have to do household work. If you set the paper with respect to rural children this situation may not arise. We want to know your views in respect of this. If you people find it appropriate then certainly make an effort to do it. It would be very nice on your part (MP/DHA/Kuk 015). The final question was not answered by many teachers, but those who did respond made a plea for DIET staff to go and see them in schools All the schemes being introduced are good. But all people go for supervision and evaluation to each school. Why do you people not come? You should go to 142 DFID
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District Institutes of Education and Training - Teacher Education

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