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 do not have upper primary classes. With the exception of one 3rd Std boy and a 4th Std. girl, all the 250 children enrolled here are from communities who are entitled under the Indian Constitution to the special protection of the state for their advancement (Scheduled Tribes, Scheduled Castes, and ‘Bakshi Panch’ groups). Table 2.1: Gaamru school enrolment 2000 Std. Boys Girls Total 1st 26 19 45 2nd 14 10 24 3rd 16 12 28 4th 16 13 29 5th 16 8 24 6th 29 15 44 7th 35 21 56 Total 152 98 250 The age for enrolment in Std. 1 is six, but children ranged from 4-10. None had had any pre-schooling. Although 45 children were registered in the first year, the number usually present varied from 18 to 27. Some of the ‘missing’ children had begun to attend a new small school opened near their home; others had joined parents on seasonal migration. The social make-up of the teaching force did not reflect that of the community it served: only two of the teachers were from the same communities as the children. The Year One teacher is a woman called Veena, in her late thirties. After her marriage, she opted for Gaamru because it is a roadside school – a common teacher preference because, as the principal commented, ‘it is quicker and easier to leave as soon as time is over’. The new textbooks had been the core Year One material for the last two years in the District and although Veena had been teaching Year One for that time, she had not attended the new textbook training that should have included all teachers. Classroom environment: unequal partnerships Gaamru school was included in the UNICEF-sponsored Joyful Learning scheme, so the first year classroom is decorated with sums, stories, animals and birds; a child-level blackboard strip runs round the room. There are a few charts made by the teacher last year during a teaching-learning materials making competition; some rough clay beads, made and threaded by children, hang on the window. The blackboard strip is rarely used, unlike the main blackboard which the teacher constantly uses; and there is one board on which the letter cards can be DFID 23
District Institutes of Education and Training: A Comparative Study in Three Indian States placed, which the teacher uses occasionally. In the other classrooms, the walls are mostly bare, and half the Std. 2 room is occupied by piles of dusty, broken desks. Veena knows all the children personally and often chats to them at the beginning and end of teaching sessions. Her teaching behaviour however veers from friendliness to harshness, her friendly interactions intermingled with threats, scolding and slaps: V Did you comb your hair? P Yes V But it is a mess. You are wearing the same clothes as you wore yesterday. They are the same, aren’t they? P Yes V Why? I told you not to wear the same ones. I told you if you wear the same clothes then you would lose your brains. Did I tell you or not? (26.7.00) Veena (herself of higher caste) differentiated between children of different caste backgrounds, particularly if they were in any way disruptive. In the class were two children she described as mad. One of them (Nani) attended school regularly and was observed to be responding more accurately and frequently than many other children. When another child (Rini) passed a comment about Nani, the teacher’s view of Nani emerged clearly: V Come on Nani. Nani reads nama instead of mana V Is it nama or mana? Rini She says at home that she doesn’t want to study. Saturday, Sunday also she doesn’t get up when her mother calls. V Tell her mother to heat the (chappati) tongs and stick them in her mouth. [to Vipul, Nani’s brother] If she doesn’t get up, hit her (11.9.00). Veena also commented that the whole community is stubborn and uncooperative. She and Gaamru’s teachers all displayed a lack of empathy towards the villagers through stories they narrated about their interactions. Such incidents and comments illustrate a significant gap between the moral code espoused in the new textbooks (Box 2.2) and teachers’ perceptions and actions in their interactions with children of the lower social classes and castes. 24 DFID
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District Institutes of Education and Training - Teacher Education

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