Are we looking beyond traditional classrooms now?

 

Teaching with the pandemic tuned teachers to master learners.  Equipment's and technology are play things to experiment.  As we step out of the post-COVID era, we need to look at the possibilities of incorporating what was learned and adapted to during the COVID times. Preluding of the new learning strategy has been fast and without a preamble.  Erasing almost a year of online work and the process change is not worth neglecting. Adapting this into the new classrooms will be definitely wise.   

National's goal to a new education policy, NEP 2020, has been in discussion before, during and now after the pandemic.  Setting its goal with clear indication on 'skill development', which is very different from yesteryears, needs thinking and planning in new dimension. 

Ref: https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

The clear focus on developing appropriate skills from the age 3 upwards is specific with the educational policy.  Narrowing down the funnel to the schools the ideology stands with the approach with which schools focus on building such an approach in their delivery of the curriculum.  Short term goals to long term goals change is to be incorporated into the learning philosophy.  Pandemic being a blessing in disguise has readied our teachers to approach the new curriculum with the Web 3.0 tools.  

The potential skill level to approach the curriculum stands with

• Creativity
• Critical thinking and problem solving
• Conflict resolution and
• Communication

Steering schools into this direction is where the look beyond traditional classrooms is required. Pandemic gave us the opportunity of working from homes.  Though converting homes to office spaces was quite a cumbersome task.  Looking beyond the walls with the open space of internet was well within our reach.  When schools reopen and regular work starts the repository of our experiences should enable build better classrooms using both physical as well as virtual spaces.  Skill building is not on a one time creativity but on repeating the same level at every juncture of learning and teaching. 

Clear and structured approach from schools through their implementation of their curriculum can develop skills for the future.  Traditional classrooms were set for the era of industrialization, however, today the look-out is for people who can think differently within short spans and come out with solution.  Covid vaccine is one such example, it is a race out there to develop within the set time frame.  Teaching and learning also needs to be converted to such scales to stump upon individual abilities which cater to upscaling inherent abilities and fostering new practices which are adaptable.  Curiosity spices up creativity. Nurturing such beautiful congenital abilities should become the prima facie of  post-COVID schools. 

Core competency 'SELF CONTROL' - Needed during Covid times.

Covid times has led us to rethink on the competencies we are teaching our children for the new era.  The beginning of the lockdown saw crowing and massive purchasing by people.  When we look at this from an educationist perspective, we need to reflect on what went wrong in our system for people to behave in an anxious manner.  The education system nor our 21st century skills have exposed such weakness in our society.  Redesign to build a new system to accept new situations with confidence is to be imbibed among the young.

'Time changes and we have to change with time'

World Economic forum has stipulated 16 skills under the heading of 'foundational literacies, Core competencies and Character qualities' for life long learning.  Among the 16, the only one missing and essential one I see during these times is that of 'SELF CONTROL'.  In a situation where going out could cause harm to self and family, one needs to understand the need of self control.  The beginning of lockdown in India saw hoarding of essentials from food to medicine by different sections of the society.  As lockdown is being pulled over, the string of purchases is heavy.  The key question being

• Are these essentially needed?

Knowing the difference between ambitious living and minimalist living is essential during  pandemic times.  It is become obvious that our education system has not imbibed the know-how of 'need' and 'want'.  It is most important that we learn this during such times.  Let's take the example of migrants, who were either walking or cycling to reach their places.  Think about what they had and why did they take up such a risky journey, it was their need for survival.  If we were considerate enough and could live with the minimum then they would not have had such mad rush out of their workplaces.  Villages are self sufficient but agriculture needs a lot of support and how are we supporting them.  As educated members we are to think on these levels.

What we eat is not important.  Do we get to eat is important.

The need to incorporate 'SELF CONTROL' into our curriculum and plan  transfer of responsibility to individuals is important. To do this there must be a link on essentials of life rather than ambitions of life.  Working out of interest is different from working to earn or become rich.  When interest takes over we are satisfied with bare minimum and when earning becomes the keynote we strive towards unhealthy competition, feeling that this would satisfy us internally. 

How can we train our students to have 'SELF CONTROL'?

Concepts of  sharing, caring, concern and empathy for others will build values of compassion and self satisfaction.  

'Where the mind goes, the heart and stomach follows'

Education system should work on mind of young rather than talk about theories and achievement.  When minds talk the feelings develop and this creates opportunities to develop qualities of compassion. Covid - 19 has not only been a challenge to the great minds in research but also a challenge to the education system.  This pandemic has given us new lesson which we otherwise would not have cared for.  It is now important to realise and act upon rather than discuss and discuss on the behaviour norms of our society.  Thinking about 'what to change from the lesson of our past' will give us a better preparedness for our future because this his is just a beginning.