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 structural innovations met with little response; their benefit to these teachers was not obvious. Teachers did however have a lot to say about the ‘Lok Jumbish method’ which used a different textbook based on the ‘word method’ rather than the alphabet method of the older textbook. This, for them, was Lok Jumbish; and teachers stated that teaching could not be done by the LJ method - although one of them claimed to have tried but stopped when she saw that children were not able to retain it. No mention was made of any training in the new approach, and none of the teachers was able to describe or demonstrate what the ‘word method’ was, or the difference between the two approaches. There was no evidence from classroom observations of any attempt to implement the newer approach to literacy teaching. Part of their reason for this was entirely logistical, but teachers also had a weak belief in the appropriateness of the word approach: Asha Now it is the end of September and we haven’t received books yet. When these LJ people ask us to teach by this book they should have made it available to us. We have only six books and how can we teach about 70 children from these six books? If in class 1 children are not taught the letters of the alphabet then how can they learn words? This is the foundation, if the foundation is left weak can anything be done? Now, can you build a building without a foundation? It will definitely fall (Asha 22.9.99). There was also annoyance at repeated changes of textbook: Ruchi said ‘we teachers form the habit of teaching by a book, so we can’t keep on changing’. This remark was qualified by Asha, who said, ‘we wouldn’t mind changing but the change should have some meaning. In private schools also, this matra system runs [the old system which is the one they prefer] and in Pol and Ara blocks, LJ books have been boycotted, they are not improving the standard of education but making it deteriorate’ (28.9.99). In the absence of a sufficient supply of the new textbooks, with little understanding of the alternative approach to literacy or faith in the need for change, these teachers ignored the innovation. They continued to use the method they had become comfortable with over the years. Literacy teaching and learning in Rajpur school In Year One, teachers expected children to learn the letters of the alphabet, vowels and simple two or three letter words, which they should be able to recite, write and read by the end of the year. Formal literacy learning takes place from the beginning of the school year. Teachers used a textbook that is not provided by the Education Department but contains the method they like: Look, in this book, vowels and consonants have been given separately. First they are taught and then how to form two letter words is taught, then three letter words, then one by one vowels are taken. All is done in a systematic way. Each chapter includes only the examples that are related to that chapter so if the DFID 35
District Institutes of Education and Training: A Comparative Study in Three Indian States chapter is on the vowel Aa, then all the examples will of be “Aa”, not any other vowel (Asha 22.9.99). Children were taught to draw different shapes and curves and then to combine them with the first letter of the alphabet (ka). Teachers reported that they teach letters in order of simplicity (va, ba, ka) but observations revealed that they were taught in alphabetical order. Students begin rote memorisation and writing exercises as soon as classes begin in the morning: Asha completes the attendance register and puts it down. 11.02 Asha to students Take out your slates Asha is standing and is looking towards children as they are taking out their slates, she tells them again to take out their slates. Asha Put aa matra [long a]. Some girls have taken out their slates, some 6-7 are looking for something in their bags. Asha Write down the whole alphabet and then put the vowel aa, hurry up (6.3.00). Literacy learning in Rajpur school was characterised by much copying from the blackboard onto the slate. No relationship was made between the sound of the letter and the symbols children were busy learning: Both Year One classes are sitting together in the outside verandah corridor near a group of teachers sitting in the ground, who show no hurry to go to their own classes. Asha Write the letters [which ones are not specified, children are writing something anyway] and put the aa matra [long a]. One girl comes to show her slate to Asha. Asha Very good (meanwhile rubs out and corrects her mistakes). Now put the matra, aa matra on all the letters. All the children are doing something on their slates. Asha Puja, now I’ll hit you if you don’t start writing. One girl comes and shows her slate. Asha Put matra on all the letters. Asha gets up from her chair and looks at 3-4 children’s slates. Asha Write…you two (points to two girls) you haven’t come and shown me even once. What are you writing? Write chacha, papa, dada…write fast. Heena, write fast. One girl comes and shows her slate. Asha corrects the mistakes. [The child looks elsewhere while the corrections are done. No explanation is given.] 36 DFID
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District Institutes of Education and Training - Teacher Education

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