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instance, let us take the example of the 11 (out of 18) children attending the GPS from the 18
households in the urban sample. Five children attending classes II, III and IV showed poor
learning levels. Three children from class II were unable to recognise alphabets or numerals. The
two children in class III were also unable to read, write or count, though they knew certain
lessons by rote. ‘Earlier class II pass could read postcards, now they cant even write their
names’, complained a father during the FGD in urban Sitapur. ‘What is the use of sending him to
school. I pulled him out after class 4 and he now helps me with my work.’
Box 14: The difference a committed teacher can make
The Headmaster has made all the difference to the functioning of the school in the urban
periphery slum. He restored our faith in the possibility of a government school functioning well.
He was posted to the school only about a year ago. All the teachers live in the town 6 kilometres
away. The HM has planned how the teachers could coordinate their travel, share an auto and
come to the school on time. Further sharing the auto means that none of the teachers has to spend
too much. He has allowed some of the women teachers to leave 15 minutes earlier but ensures
that no time is wasted between classes. The HM keeps a close watch, crosschecking with the
children to see what is happening in the class.
We were witness to a somewhat funny situation. On one of our visits, a child came to the HM
saying the teacher had asked him to bring paper. The HM handed over a few blank sheets of
paper. About 15 minutes later the teacher came bustling in and quite annoyed that he had wanted
the daily newspaper. The HM ticked him off saying that the classroom was not the place for
reading the paper. He further remarked that many complaints were coming that the teacher was
not teaching. The HM threatened to withhold his increments if this continued. The children in
their interactions confirmed that the HM had on several occasions pulled up this particular
teacher.
The community feels that the HM has a positive impact on the school. Teachers are regular,
classes are held and therefore many more children are present in school. This is borne out by the
fact that the average attendance in this school is about 70%. The HM is confident that this would
improve considerably once they are able to demonstrate that children are indeed learning.
For a long time this school had functioned as a single teacher school. It has the distinction of
being the oldest primary school in the town. The impact of a full complement of teachers for the
past two years on children’s learning levels has still to be seen. He is quite aware that many
children are well below par in terms of learning. The HM feels that this impact too would be
visible within a year. He has now ensured that teachers give homework and we saw some of the
teachers actually checking the homework notebooks.
The HM has also been active in mobilising funds for school improvement from the Rotary Club.
He raised 15,000 rupees towards repairing the asbestos roof in the main classroom hall in the
school.
The final testimony to his commitment to the school was from a mother who now plans to
withdraw her daughter from a private school where she pays Rs.50 per month and put her in the
government school as she says the Headmaster has restored her confidence in the school.
Source: Andhra Pradesh Report
Educational Resource Unit Page 59 April 2003