Giving Delayed Learners a Boost in India

By Saroj Pattnaik, ChildFund India

At Avadi Municipal Middle School in Thirvalluru, India, the story of the animal kingdom is literally painted on the walls. Each day, students entering the school are greeted by a massive mural, a colorful landscape with wild animals in their environment.

On another wall of the fourth-grade classroom are posters demonstrating fruits and vegetables and their importance in our daily diet.

computer in Indian school

Students have access to computers at school now.

“These are things our students get to see every day,” teacher P. Jayanthi says. “They not only see those paintings and posters but learn a lot from them. Now, it is easy for us to teach our students through these materials.”

The paintings and other learning materials were made available to the school by ChildFund India under its Enhanced Education Quality Improvement Program (EQuIP). Supported by the Caterpillar Foundation, this program is being implemented in about 100 primary and middle schools around Chennai, the capital city of the southernmost Indian state of Tamil Nadu.

The three-year project, which started in September 2011, seeks to make comprehensive quality improvements in 100 schools in Villivakkam and Ambattur areas of Thiruvallur and Chennai districts of Tamil Nadu. These schools are run by the government and most students are from impoverished homes. Many are from the first generation of their families to attend school, so they may lack full support at home. So far, the project has reached more than 4,800 students.

“These wall paintings and hangings have made our task fairly easy. They not only help the classroom look great, but also help us in a great way to engage children in learning activities continuously,” says Mercy, a teaching assistant.

“All the classrooms of our school have some kind of thematic wall paintings, and we have observed that the paintings have helped gain students’ focus and increase learning,” she adds. “This has helped us greatly in teaching slower learners or those who take a longer time to grasp any subject material. We are thankful to ChildFund India for this support.”

School Management Committee

The School Management Committee.

Under EQuIP, schools were provided with learning modules specially designed for delayed learners, as well as workbooks, whiteboards, pencils, art materials, science sets, ceiling fans, round classroom tables and computers, among other resources. ChildFund has also appointed teachers trained to work with delayed learners.

The project has the following key objectives:

  • Improve the physical environment to make it more conducive for learning.
  • Promote an interactive and participatory learning environment.
  • Increase community involvement in and support for high-quality education initiatives.
  • Increase awareness regarding education initiatives and their importance among stakeholders.

“Many slower learners suffer from low self-esteem and lack confidence,” says teacher N. Nalini. “You can address this not only by praising small achievements but also by personalizing lessons.

“I always keep this in mind and encourage them to work on their learning abilities. I encourage children to use our learning materials to observe, predict and solve problems. I invite them to tell stories and revise lessons on a regular basis. They like the attention given to them.” When the project started last year in this school, about two dozen children were designated as delayed learners. Now, 20 of these students have improved dramatically and are at par with their peers, she adds.

Eight-year-old Pallikondal had a problem in identifying animals a year ago. But today, she says, “I know everything about these animals in this painting,” pointing to the elephants.

School Management Committee member M. Laxmi is pleased about the progress her three grandchildren have made at school. “They are all doing well in their studies. I am very happy.”

pallikondal

Pallikondal, 9, shows us an elephant on the classroom mural.

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