Practice Insights > Teachers for Inclusive Society

Every child can learn

Teacher: Veerayya
School: Government Higher Primary School, Nilogipura, Koppal, Karnataka

By: Rajashree Srinivasan 

This article can be read in Kannada here

The School Setting

The Government Higher Primary School (GHPS), Nilogipura is located in the Koppal district of Karnataka. Owing to the backwardness in human development indicators, Koppal, along with districts of Bidar, Yadgir, Raichur, Bellary and Kalburgi in the Karnataka-Hyderabad region, has been given a special status under the Article 371j of the Constitution of India. Specifically, on matters of education, this Article provides for a reservation of seats (by birth or domicile) in educational and vocational training institutions.

Surrounded by fields, Nilogipura is a quiet hamlet with about 300 families, most of who are land-labourers, and a few are land-owners. The Tungabhadra river flows silently about two kilometres away from the school that was built in 1958 and is for grades I to VIII. The campus includes a playground, five classrooms, one room with laboratory materials, the principal’s office cum staff room and a kitchen for preparing the midday meals. Grades I to III follow the Nali-Kali methodology. With 223 students enrolled, the school has seven male teachers but no female teacher. Most of the students come from the same village, but a small number also travel from nearby villages. On completing upper primary, children must attend high school either at Bochanahalli, which is 4 km away; or Alavandi, which is 9 km away; or Hatti, which is at a distance of 7 km. Travelling to high school by bus entails additional expenditure on families already living on meagre earnings, which is why continuing to high school is a challenge for most children, especially girls.

Veerayya’s personal sketch

Veerayya is the science teacher at GHPS. He hails from Davanagere from where he completed his high school, graduation and B Ed degree. Despite adversities at home, his parents encouraged him to pursue his education. Veerayya recalls the kindness and compassion of his school teachers who supported him in continuing his studies. In his early adult days, he worked as agricultural labour for an extensive period of time in order to support his family and his own education. In 2001, Veerayya joined a government primary school as a computer teacher. But because he aspired to become a science teacher, he wrote the eligibility test for appointment to high school. In 2004, through an upgraded appointment in the Gulbarga division, he joined the Nilogipura School. He, currently, teaches grades VI, VII and VIII. Veerayya has received several awards for his work as a teacher and this narrative tries to capture his experiences in the last 15 years at the Nilogipura School.

Commitment to teaching

The aims of teaching, for any teacher, are, the development of subject matter knowledge; advancing critical thinking; and, fostering ethical conduct among students. However, teachers vary in the ways they pursue these aims. At the centre of Veerayya’s teaching is his deep interest in the academic development of children, which finds expression in his work with them while also keeping their future life outside it, in mind. His interest and motivation are fuelled by his intention to have a positive influence on children’s life. Four strands of efforts characterize Veerayya’s teaching:

• Nurturing scientific temper

Veerayya recalls early days of his career as a science teacher when he taught science, primarily, from the textbooks. Hearing other teachers at training workshops share experiences about their work, he began to reflect on the possibility of making his classes more interesting by letting children experiment with their own hands. He, gradually, began to realize that experiments and activities could make the children ask relevant questions; learn and draw inferences from their own explorations and observations. He began to collect materials to develop a laboratory in the school. One of the rooms in the school has been converted into a laboratory and Veerayya beamed with joy as he opened it to show us his work. Most materials were displayed on the floor, while the chemicals were kept in an open shelf. A range of objects and equipment have been collected over a period of time in this little laboratory—solar cooker, magnetic field, anemometer, learning materials showing waxing and waning moons, magnetism, potential and kinetic energy, sound waves, light, acids/bases, series and parallel connection, the list is long.

The learning materials have been developed by him along with his students and some with the help of his peers. Students demonstrated the use of some of the materials.

How does Veerayya manage to collate the materials? From where does he learn to create learning materials? Where does he get the money to buy items he needs? Who helps him? What inspires him to do this? What are the outcomes of his efforts? Clearly his love for teaching children, developing a scientific temper in them and helping them continue their education is central to Veerayya efforts.

While the government provides a small fund to buy learning materials, it does not provide money to buy laboratory materials for the primary and upper primary schools. But Veerayya has his own creative and uniquely personal ways to deal with this situation— he uses waste or low-cost materials to make objects of learning. The materials that he needs for his projects are often not available in his village, so he goes to Koppal town to procure these. If he needs glass pieces, for example, he would go to a shop where glass is cut and purchase the waste glass pieces. Such a shop would charge him only for the glass pieces and not for the labour and so he would be able to buy these with his own money. Also, due to his repeated visits, the shop-owners have come to know him as a government school teacher buying material for teaching, and generally, they give him the things he needs for free. Sometimes, children moving to high school, after completing grade VIII, donate a small amount of money as a parting gift to buy science materials for younger children. For Veerayya, these challenges take backstage when he sees the children excited over novel things. He says, ‘When I show chemicals that they haven’t seen, children are always thrilled and enthusiastic.’ This sense of awe, wonder, and curiosity which are the hallmark of childhood, are thus, kept alive by Veerayya’s pedagogic practices. Indeed, teaching and learning are mediated through student interests, experiences and social contexts (Dewey, 1938).

Once the children have had the opportunity to observe and experiment, Veerayya gives them four questions to respond to and they document their observations and learning in their notebooks. Children, thus, learn to express in writing what they see, examine and inquire into.

Veerayya is happy with the fact that he has been able to give the children a feel of a science laboratory. He aspires to teach in ways that strengthen scientific thinking and temper. Regarding his vision of science teaching and learning, he says, ‘Science teaching should make them curious learners. They should develop capabilities to ask more questions. Children’s interest in science needs to sustain. Habits of thinking need to be formed.’ Veerayya is of the view that by working with the materials on their own, children develop a sense of independence. A short observation of his teaching reveals many aspects of his beliefs regarding science teaching.

In the class, we observed, Veerayya was teaching plant reproductive system. He had brought various types of flowers and vegetables to the class. He asked the students questions and gave examples of locally grown flowers and vegetables and got them to think through the reproductive system. Children listened with rapt attention and responded enthusiastically, giving examples. Veerayya’s ability to connect science content with the children’s backgrounds, contexts, interests and experiences and in the process help render the subject matter meaningful to them is what his science teaching is all about. And, undeniably, that is what good teaching should be about.

• Developing professional knowledge

Working with the science curriculum, pedagogy, science learners and a range of learning materials has also created a context for him to develop his own professional knowledge. He is focused on developing his pedagogical content knowledge (PCK), which is a ‘special amalgam’ of content and pedagogy, including teachers’ academic knowledge, students’ background characteristics, specific curricular materials, community contexts and knowledge of educational purposes (Schulman, 1987). He is constantly renewing himself to make his classrooms active and interesting and to sustain children’s love for science.

Veerayya learns to make materials from waste from the various melas organized by the Azim Premji Foundation and from YouTube videos. He borrows books from the Foundation’s Teacher Learning Centre (TLC) at Alavandi. There are several interesting discussions at the TLCs that, he says, find a way into his classrooms. An open mind to receive others’ ideas and utilize learning opportunities emerge clearly in his narrations. Veerayya values the support he receives from his colleagues. His peers at school view him as a friendly, approachable and soft-hearted person. His colleagues appreciate his ability to make the most difficult concepts appear easy for the students to grasp. Demonstration of activities and experiments through the locally available materials, as well as, using the local language has helped the children with problem-solving in science. Besides his expertise in science, peers have found him knowledgeable in social science and language too. He also writes poetry. An SDMC worker and the Anganwadi helper appreciated Veerayya’s friendly approach towards children and the personal interest that he takes in their education. The community appreciates Veerayya’s involvement in social activities of the village, like the Swachh Bharat Abhiyan, plastic pollution awareness etc.

• A caring relationship with children

Teaching is fundamentally a relational activity aimed at the development of students. Central to good teaching is caring about the learners’ learning. Good teachers care, and good teaching is inextricably linked to specific acts of caring (Rogers and Webb, 1991). Practices of caring include being sensitive to the needs and interests of the student, patience and understanding, communication, and emotionally connecting with students, to name a few. Caring of young children is enacted through curriculum, pedagogy, classroom management and in varied encounters with the child outside the classroom.

Children are very fond of Veerayya. One child said, ‘Veerayya sir wants us to become scientists.’ Another remarked, ‘He wants us to be more educated.’ Yet another, added, ‘We are very happy in this school.’ According to Veerayya, the atmosphere at the school is positive. He reiterates the need for all schools to have an environment of warmth and care for children to learn happily. He shared that children interact freely and openly with the teachers in his school. He mentioned that the children are very loving and expect reciprocation of this love and care. For example, they come and hold his hand; and, if they are free and find him sitting alone in the office room, they come and take him to their classroom. If he does not come to school, they call him and chat on the phone. But it is not the hugs, candies or calls that define care. Veerayya shares, ‘At times, when I have scolded a student and feeling bad about it later, have asked if I have hurt them, they have replied, “It is okay because it is for my own good, but you should not have scolded me in front of the others.”’ The openness with which children speak their mind to him and share their emotions freely, indeed reflect the mutual respect and care that the teacher and children have for each other.

Veeerayya believes that children constantly need encouragement in the classroom. When they raise doubts about their own capabilities, he assures them saying, ‘None of you lacks intelligence. You need to work hard. You don’t need to read anything new just revise at home what I have done at school.’ Teachers in these schools have the hardest job of all, for they are clearly aware that all academic learning will need to happen within the school as these children are mostly first-generation school goers and do not receive any academic support at home. The circumstances that they live in are so fragile that teachers are not sure if for familial or socio-economic reasons they may not turn up in school the next day. Children from the marginalized sections clearly need a caring adult in the school to help them academically, emotionally, socially and morally.

• Securing children’s future

Veerayya is deeply involved in teaching students who apply for the National Means-cum-Merit Scholarship (NMMS) offered by the DSERT, Karnataka. It is provided to grade VIII children who have scored 55% marks in the class VII examination and whose parents’ annual income is less than Rs 1,50,000. This state-level examination assesses reasoning, critical thinking and knowledge of science, social studies and mathematics taught in classes VII and VIII. Each child who clears this exam, receives Rs 1000, every month for four years until they pass grade XII.

At the beginning of the academic year, Veerayya identifies interested students in grade VIII. Preparation includes taking them through some of the basic topics, such as squares, tables, cube numbers, fractions, pictorial representations, and then moving to the advanced ones. He also has samples of OMR (Optical Mark Recognition used for answering multiple choice questions) sheets and a collection of model question papers, which he uses for revision of lessons. He meets these students either before or after school or on Saturdays. Of the 32 students who passed from the Koppal district last year, three students were from his school and all three were girls. According to him, although the number of girl children who apply is low, overall, the number of girls who pass, are high.

What makes Veerayya so involved in working towards children’s academic development? Clearly, Veerayya desires that children continue schooling and complete their higher secondary education. Sending a child to high school is determined by the parents’ monetary capacity. Financial constraints in the family may make them send their children for agriculture work and discontinue education. Often, it is the girls who are disadvantaged as parents prefer to get them married early or keep them at home to care for the younger siblings. The scholarship helps in stopping child marriages. Once they get the scholarship then it is far easier to convince their families to continue the education of these children. And if they get enrolled in grade IX with the scholarship, then there are more chances of them continuing their education for the next four years. Veerayya also shared that in the cities, for such scholarships, there are coaching classes; and in the town close-by, there are tuition classes conducted by private school teachers. However, the majority of Nilogipura School children can neither pay fees for these tuitions nor for the bus fare. Also, for many children, there are a whole lot of household chores that they need to do in the evenings, which would prevent them from going for tuition classes. So, he thinks, his teaching is absolutely crucial for the children.

Very empathetically, Veerayya remarks, ‘Many children in my village are very poor. The very poor actually study very well. All they need is support.’ His deep understanding of their socio-cultural and economic background coupled with his beliefs about children’s ability to learn amidst all odds probably makes him walk the extra mile in his teaching life, every day. Veerayya’s reasons for having the children pursue scholarships are not for socio-economic or family factors alone. He says if they get this scholarship, they will take responsibility for their life. They will develop an attitude that they have won it on their own. Not only will they be themselves motivated but may motivate others to pursue the path of education, too. He thinks that children’s thinking expands when they get exposed to knowledge beyond their books. Veerayya’s concern for the children’s future is not only evident in the efforts towards the NMMS exams, but it also seems to be a part of his ongoing work with children and parents. He tells the children that they must always respect their parents, study well and listen to them. But when it comes to the issue of discontinuing education, he tells the children to not listen to their parents. While he laughs as he shares this, he quickly becomes serious and reiterates to us that he ‘does’ instruct the students so. Clearly, Veerayya is deeply aware of the consequences of his instruction. Indeed, he is developing among the children the courage to stand up for their future and on issues that impact the course of their lives.

Veerayya keeps all lines of communication open with parents. Parents approach him for guidance about children’s continuity of education in high school. Given that there are many families from his hometown, Davengere, he says, he is able to convince them; though not without challenges, especially when they want to marry off their children early. The school teachers keep communicating the importance of children completing education to the parents in parent-teacher meetings and other gatherings also.

Veerayya evinces optimism when he shares that gender discrimination is fading and so is the practice of taking children out of school for short-term labour work. A few years back, parents would enter the school and call out for the child through the classroom window, but that has stopped now. Financial compulsions in the families still make a few of them pull out their child, but many children bring their parents along and seek the teacher’s permission to go and work. Veerayya’s aspires that the children of his school would be able to take up National Talent Search Examination (NTSE) which, on qualifying, would cover their entire tuition fee till higher education.

Some Reflections

In our country, although the law provides for access to equal quality education, ground realities are replete with examples of uneven access and dismal educational outcomes. Academic achievement has been elusive for a large number of our children in the school system, especially among the first-generation school goers. The conditions outside the control of the teachers, including inequalities outside the classrooms and schools, may prevent children from learning. For many in the society, dropping out, or of failing to learn to read, or of poor learning in general, are viewed as simply personal problems caused by the shortcomings of individual students, or as indications of a family’s poor habits, laziness, or lack of interest in education (Nieto, 2003). Children are in vulnerable situations not due to any fault of their own. They need teachers and an overall system that is supportive, and which consistently believes that ‘all’ children are capable of learning and achievement. That poverty, caste, religion and other social differences account neither for intelligence nor for inquiry, ought to be central to the philosophy and practice of schooling. It is these assumptions and beliefs that get reflected in the work of teachers like Veerayya, who are able to identify resources, options and alternatives to provide quality learning, despite several constraints. Setting up of the laboratory is one such example, which evinces the teacher’s deep commitment to children’s learning. Promoting critical thinking by allowing children to experiment, innovate and question things around them and generate their own understanding within their milieu, helps them gain a sense of independence over their learning. In other words, integration of subject area knowledge and students’ experience allow for social and personal growth (Dewey, 1902). For teachers engaged in this process, it means an expansion of their professional knowledge base and learning, and enhanced sensitivity and care towards children and their childhoods. For many of these first-generation school goers, whose lives are impeded by socio-cultural practices and financial constraints, a caring and supportive adult at the school who can help them complete their schooling, is a must. Indeed, these teachers work incessantly, despite the unfavourable social, political and economic contexts in which schools are located. While there is a need to recognize the limits within which they work, these teachers need support from the various actors of the education system so that their worthy goals will help the public-school system to flourish in a democracy.

Acknowledgements: Conversations with Veerayya, Science Teacher, Government Higher Primary School, Nilogipura took place at the school premises. Hameed and Shobha, members of District Institute, Azim Premji Foundation, Koppal and I interacted with Veerayya. We thank Veerayya for sharing his experiences and learnings with us. We also thank the school teachers and children for their interactions with us.

Author

Rajashree Srinivasan, Faculty, Azim Premji University

References

Dewey, J. 1938. Experience and education. New York: MacMillan.
Dewey, J. 1902. Child and curriculum. Chicago: University of Chicago Press.
Nieto, S. 2003. What keeps teachers going? New York: Teachers College Press.
Shulman. 1987. Knowledge and teaching; Foundations of the new reform. Harvard Educational Review, Vol. 57, No. 1, pp. 1-22.
Rogers, D., & Webb, J. 1991. The Ethic of Caring in Teacher Education. Journal of Teacher Education, 42(3), 173–181.