In education in India, homework has long been viewed as a staple, a marker of a student's engagement with academic material. Yet, the question arises: is homework serving its intended purpose, or has it become a mere ritual devoid of creative essence?
In many
schools, homework is handed out routinely, often forgetting its true purpose –
a tool for revisiting learned content, challenging students with new levels of
difficulty, and fostering independent learning. Unfortunately, the noble
intentions behind homework often get lost in the demanding schedules of public
schools or the myriad professional obligations of teachers in private
international institutions.
A critical
shift in perspective is needed. Teachers, equipped with the knowledge of
educational psychology and various intelligences, should approach homework as
an opportunity to enhance a student's self-learning ability. The prevailing
trend of assigning project work or assessments, while well-intentioned, often needs to achieve meaningful learning objectives.
Consider the
traditional scenario where a mathematics teacher assigns routine exercises from
a textbook or a social studies teacher prescribes chapter readings and
accompanying questions. The repetitive nature of such assignments raises
concerns about their effectiveness in engaging students. A survey of students'
attitudes towards homework would likely reveal a lack of genuine interest.
The
disconnect between the intent and execution of homework is palpable. Teachers,
despite their training in educational psychology and integrated teaching
methods, often succumb to conventional approaches. A crucial aspect missing in
this equation is the teacher's role as a researcher – delving into what
students truly need and why.
Taking a cue
from the contemporary education framework known as Continuous and Comprehensive
Evaluation (CCE), which emphasizes project work, it is essential to ensure that
the learning objectives remain central. Unfortunately, students sometimes
prioritize the aesthetics of their projects over the substance, missing the
crucial opportunity for self-driven learning.
In an
attempt to infuse creativity into the learning process, a teacher's role
becomes pivotal. For instance, a mathematics teacher can replace monotonous
exercises with more creative assignments, tailoring them to different learning
levels within the class. Similarly, a history teacher, leveraging the digital
age, can transform mundane homework into an engaging exploration of topics
through multimedia resources.
Recognizing
that today's students are immersed in technology, a paradigm shift towards
integrating internet resources and technology into education is imperative.
Instead of resisting this shift, teachers should embrace it, making learning
more interactive, dynamic, and reflective of the students' digital reality.
A case in
point is a creative approach employed by a teacher teaching the concept of
perimeter and area of a circle. The teacher designed assignments tailored to
different proficiency levels, encouraging practical application for weaker
students and abstract problem-solving for brighter ones. Such personalized
approaches not only make homework more engaging but also cater to diverse
learning styles.
Furthermore,
projects like writing a book review can be transformed by offering students
choices and providing them with examples of exemplary work. This not only
fosters creativity but also ensures that students comprehend the expected
standards of their assignments.
In essence,
it is high time for a paradigm shift in education. Teachers must evolve into
facilitators of meaningful, creative learning experiences. The traditional
model of education may have served its purpose in the past, but the demands of
the present generation call for an educational revolution that aligns with the
digital age. It is time to stand up for what we believe in – a child-centred,
creative, and technology-infused approach to teaching and learning.
Author: Amit Kharat
