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 purposeful occupation. For example, long lines form to have slates inspected, and many children go temporarily off the specified task while the teacher is thus occupied. Given such space, they exploit this informal opportunity of freedom, perhaps to experiment alone. 3:45 Rini looks at the small board on which letters ma, na, ga, ja are written, along with the letter ya. She puts the ya in between to form the sequence ma, ya, na, ja, ga. Rasila is moving her fingers over the outline of the animal painted on the wall (27.7.00) The decorative classroom environment supports an expectation of a richer literacy menu than the teacher offers: children often look at the walls on which pictures are drawn, or the teaching-learning materials on which letters can be arranged, and also manipulate them. In these informal spaces, they also work together and learn from each other: Vipul Vimala, write ga Vimala looks at Vipul. Vipul Write ma Vimala writes ma Vipul Now na Vimala looks at Vipul and the other children, who prompt na nagara no na. Vipul traces it with his finger to show how to write it. Vimala writes na. (14.9.00) A boy from a higher class comes and asks for some number the principal has requested. Veena begins searching, then calls Rini and sends her to another teacher’s class to ask for it. She sets the whole class a task: Veena Come on, write 1 to 10 and show me. She searches in her bag for the number. 2:56 Kiran shows her slate. V says “yes” without looking at it. Kiran goes back to her place, sits and looks at the walls. V is still searching. Sameer has written and shows V his slate; she looks at it but seems to be thinking about something else. Vipul writes ma, na on his slate [not the designated task]. He shows V, who says it is wrong, and goes back. Mohan is writing something on his slate. 3:02 Kiran has done something on her slate that Mohan, Vipul and Vimala lean over to see. Then Sameer and Uday also lean over. Vipul has got his own book, which contains letters and pictures. The little group is sitting, turning pages and looking at the pictures. Uday has a similar book and now opens it. Vipul shows one picture and asks Uday DFID 29
District Institutes of Education and Training: A Comparative Study in Three Indian States Vipul Do you have one like this? Uday Yes. Vipul Where is it? Vimala also joins the group. They look on as Uday turns the pages of his book. Another child in the class is playing on her own. She places all the slate pencils on the slate and slants it downwards. The pencils roll down (11.9.00) Veena does not make use of the textbook until December, half way through the first school year. Until that time, her literacy approach is dominated by rote memorisation of the letters of the alphabet, which is neither contextualised within everyday language, nor within the world of text. Her reason for withholding the textbook is explained: SS Have you given them the textbooks? V Yes, I have given the textbook to those who know to read and write. But not to take home. They only use them in the classroom. They tear it if they take it home so I don’t let them. I had given them the books to cover and while doing that so many of them tore them. SS Tore them? V They have torn so many pages. SS So you have not given the books to everybody? V No I have not given to all. Some are so small that they are not all getting the idea as to how to hold a book, how to see pictures. I have not given to them. I have given to those who know to read and write. SS How many such children are there (i.e. who know to read and write)? V Those who stood up today - 6-7 are there. And the other thing is that their parents do not pay attention at home. This time there are very young children (5.12.00) Once Veena had introduced the textbook, each new lesson was introduced to the whole class, although some children learned and were ready for a new lesson before others. Group work was used for reinforcement and exercises: the class was divided according to children’s knowledge of the textbook content, which she evaluated by calling them individually and hearing them read. This evaluation was focused exclusively on the child’s reading skill. Veena asked no questions to see what sense each child was making of the textbook content. If a child was progressing faster with the reading, s/he would be shifted into the group a step ahead. At the end of the day Veena would tell all the children to read the specified lessons but then would point out groups of children which lesson in particular they should prepare at home. Veena also made a list of students according to how much they could read by that time, grouping them into those who could read simple words, and those who 30 DFID
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District Institutes of Education and Training - Teacher Education

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