Progression of Textbooks

Textbooks have an indelible influence in the lives of children, such that that it is almost impossible to imagine a school scene without simultaneously thinking of chalkboards, chalk, notebooks and textbooks.

For a very long time textbooks were the only teaching- learning aid in the classroom. Typical to any demand-supply scenario, they changed character based on the needs of the education system.
In olden days, the teacher was the head of the classroom. He was the mentor – who guided students with his words and wisdom accompanied by the writings in the textbooks. The textbooks were mostly ‘reference material’.

However for the past many decades, the purpose of teaching became simply to ‘complete the syllabus,’ prescribed in the text book rather than focusing on knowledge gain for the students. This system relied less on the teacher’s competency and more on the textbooks. Teachers merely read out from the textbooks; students learnt to memorise the words and reproduce them exactly in their examinations.

In this system it was easy for publishers to develop textbooks. New text was really regurgitated material from books written ages ago. Old content was sold under a new cover. This worked very well to save development costs. More students and schools meant higher volumes of sales. A combination of these two gave publishers enormous margins. The books had little to engage a child and cater to his interest. A by-product of this system was a generation of students who ‘learnt’ by rote - including the answers for a published list of questions, and promptly forgot what they had learnt once their exams were over.

Fortunately the wheel has begun to take a turn. There have been significant changes made in the education system – NCERT being a pioneer in this. Teachers now enjoy a higher status, including more pay and benefits. This has led them to move beyond just reading the books out to their class. Emphasis has gradually begun shifting from rote learning to one that is based on experiencing, thinking and applying. As a consequence to this change in demand, the character of textbooks has begun undergoing changes. Books are being designed to be engaging and containing text that is relevant for modern-day students. They are interactive and provide many hands-on activities for students to apply their learning.

Textbooks continue to form an integral part of this ‘collaborative’ learning process. The influence of technology has helped give them a fresh lease of life since the medium is now no longer only print, but digital and mobile as well. Research has shown the necessity of including support or supplementary learning material alongside the text books. This material like the textbook not only helps in classroom teaching, it also makes learning easier and more interesting for students.

With rapid changes in technology, it is hard to imagine what form textbooks will take in future. One thing can be said however – just like a good teacher is irreplaceable in the life of a student, a good textbook is non-pareil.

To ensure that all children benefit from the current ‘revolution’ in textbooks, it must reach schools and students across different strata of society. Moreover focused effort needs to be given to research; content needs to be reviewed and upgraded periodically and feedback from actual classrooms needs to be incorporated in order to make these books most effective.

Just like a favourite storybook, a textbook should hold a special place in the heart of a student.

Classroom Settings

If you are asked to close your eyes and imagine a classroom – what do you see?

For most of us, it conjures a vision that consists of rows of desks and chairs seating students who are either bent over their books or listening to a teacher standing in front of the blackboard.

Think however if the learners as well as the way they learn are undergoing rapid and significant changes, can classrooms remain unchanged?

No.

A singular change needed in classrooms is the way they are set up.
The current setting of desks in rows is suited to the industrial model of education where teachers teach what they think is important and students are expected to learn.

Yet if we are looking at an increasingly democratic approach to education where students are informed about educational choices and are encouraged to voice their opinions, our class room settings should reflect this as well.

Having an imposing desk at the top of the class represents power and control. Most of us can recall the dread of being summoned up to the teacher’s desk to have our various sins of carelessness, indiscipline or general laziness highlighted.

Can there be an alternative way of organising classrooms where the teacher’s desk does not intimidate? Should the teacher’s desk have a permanent position as the Sun in the Solar System?

If we believe that education for the future is about helping children examine, evaluate and extend current knowledge, then we need to create classrooms where children can think creatively and divergently. This will involve providing opportunities for children to discuss, debate and critique - in other words learn not just from the teacher but from each other.

Co-operative learning encourages children to gain knowledge in a non-threatening environment which is essential for nurturing creativity. Try thinking out-of-the-box when you have been asked to stand up and have everyone’s eyes trained on you!

Classrooms need to be flexible to allow permutations and combinations of settings – which in turn support collaborative learning.