Looks familiar? Like your classroom in
school? Except that this was 100 years ago. The one institution that has not
changed physically in 100 years is, you’ve got it, schools. After two punishing years of lockdowns, how unlikely is it that they are going to look any different even as we
blithely consider cutting back on the curriculum or spout off about technology
in classrooms?
There has been much discussion in Indian
education circles about how the pandemic has affected schooling. Research
studies have documented many struggles: inequality of technology access,
student drop out, ‘learning loss,’ curtailed curriculum, and teachers managing
students rather than teaching.
Now with schools reopening everything is
back to ‘normal’ but what is the ‘new normal’ for teachers? They have been
irrevocably changed by experiences of the past two years which have been a
strange mixture of comfort and inconvenience, of familiarity and strangeness.
How will they fit back into school buildings that have remained static?
Pandemic-while
During the pandemic, for close on two years
teachers were forced to mix personal and professional settings creating modern ‘one
room schools.’ This sudden change in physical context made for conditions of
working and living inconvenient and comfortable simultaneously.
Like most of us who live in flats, teachers’
houses are not large enough for a dedicated room per member of the family. When
a private place could be spared to work in comparative solitude, patriarchy determined
that menfolk had first rights so that the husband or son in the family closed
the door to the room and left the womenfolk and children to share common areas.
Various shared spaces perforce functioned
as ‘multiple classrooms,’ whether it was the drawing room, a bedroom or the
kitchen table. They had to be frequently rearranged to accommodate ‘school’ and
‘home’ functions. Dining tables had to be cleared every morning for laptops
which in turn had to cleared off at mealtimes. Beds had to be remade several times
after constant use. These arrangements naturally were very inconvenient and
upsetting for the entire family.
Most schools avoid placing children in
their parents’ classroom to circumvent accusations of favoritism.
Teacher-parents were reminded of how welcome this unwritten rule is! In close
proximity at school-home, instances of irony abounded. Teacher-parents had to
tune out a colleague’s professional practices, hoping the Golden Rule
would apply to them, too. They could hear their child’s teacher echo their own
calls for attention. They watched helplessly as their own children, just like
their students, muted their audio and turned off their video to watch TV. They
heard their children offer a familiar, specious complaint - ‘My internet is not
working, Miss.’
A brighter side to this was that teachers
were in their own homes, in familiar surroundings, on familiar territory which,
to a large extent, they could negotiate to suit themselves. Even called on more
often than was convenient to serve tea or clean up after a meal, they were
conscious of the convenience factor of being in their own homes, in a place of
comparative physical comfort brought on by familiarity. They could regulate the
ambient ventilation, lighting and noise. They sat at ease under their own fans
or in air-conditioned comfort. They closed windows when the noise from neighbours
became too loud.
Though these convenience factors may outweigh
the crowd factor for short spells, they could not for the interminable two
years that Covid-19 sanctioned. It is not surprising that teachers were raring
to get out their houses and back into school buildings.
Post-Pandemic
With schools in full swing again, teachers
are back in a very familiar mode. They are back in the whirl of school assembly
and bell to bell periods, and hurried lunches and even shorter tea breaks. Students
are in one room, under their eagle eye, unable to remain unseen, anonymous or absent.
Life is back on track. Phew!
But do they see schools as the Garden of
Eden before the fall?
Furnishing classrooms
The most depressing thing about schools is their
physical set up, how they are furnished and maintained. Rooms are usually
packed tight and the narrow aisles are most inconvenient. In fact, unless the teachers
are as thin as walkway models, they can scarcely get to the back of the room.
The quality of student furniture leaves a
lot to be desired. Gouges and scratches bear witness to the boredom of generations
who have graced the building, and quickly descend into a state of dilapidation.
They are not regularly painted or varnished and are not replaced until they become
unsafe.
Teachers’ chairs, if they are provided one
at all, are hardbacked with even harder seats that are murder on their backs
and bums. A definite disincentive to rest tired legs.
The poor ambience of the classrooms is
exacerbated by the fact that teachers have little to no say in the location or
arrangement of their classrooms. Why then would they have a stake in it and take
ownership of the state of the room?
Ventilation
Classrooms are hot and not well-ventilated.
Schools have little choice in the placement of their buildings, especially in
overcrowded cities. So while homes may run north-south to let in air but not
direct sun, classrooms windows, where they open to the outside, are perfectly
positioned to trap the heat of the day, which is multiplied by forty warm bodies.
A majority of the classrooms are equipped
with at least fans, if not air-conditioning. Though it must be acknowledged the
intermittent, unreliable electricity flow make these fittings moot. Further, teachers
are discouraged from switching them on to conserve on utility bills. End result
is that classrooms are sweatpits.
Is it any wonder that by the end of the day
the fetid atmosphere in the classroom makes teaching or learning untenable?
What can school do?
No, I am not advocating for existing schools
to be torn down and rebuilt, though most of them beg for it, let’s be honest. Even
within the existing infrastructure, life can be made a little less unpleasant physically
for teachers.
1.
Encourage teachers to rearrange
furniture to serve their pedagogy. If they can turn chairs around, or pile up desks
and chairs against the wall, they may use interactive activities rather than
lecture.
2.
Require teachers to switch on
the fan in every classroom and leave them on through the day. Even when students
are not in the room, the fans will sweep out the stuffiness and swelter.
3.
Equip windows with wooden blinds
or shutters that can be closed against direct sunlight. They will be less expensive
and require less maintenance than curtains.
4.
Invest in and maintain generators
for the entire school, not just the administrator block or IT labs. Regular sources
of power should be considered as essential as furniture.
Then may be the school building will be the
teachers’ workplace of choice, and not just an escape from overcrowding at home!