AN ideal SCHOOL?
Namasté dear Nepali friends We are happy to share some of our ideas about ‘an ideal classroom’. We will start first of all with some general ideas that lie at the basis of practical solutions to existing problems in the Nepali educational environment. At the same time, we want to express our admiration for all those teachers, parents, and students who often work in difficult conditions but are willing to do everything that lies in their power in order to improve education.
This is a map of Nepal
Kathmandu
What is THE ideal classroom? First of all, THE ideal classroom does not exist. What follows is not a description of THE ideal classroom, but a more tentative approach:
How can we improve the present situation so that children are at the centre of the school environment? It is their wellbeing and health that is the most important factor.
We are not Nepali people; we cannot understand or know all the details about the circumstances in which education is provided. But we have a long-standing experience in different levels of education (primary, secondary education, art education, teacher training) and a fair knowledge of the situation in Nepal, so we’ll do our BEST.
Factors to consider In order to design a classroom that is suitable for a certain area in Nepal, there are a great number of factors that have to be taken into account: the location of the school (Terai, hills or Himalaya) the present infrastructure the available natural resources the amount of money that can be spent the size of the school the age group of the children the present-day involvement of the local community the potential involvement of the local community the strength and capacity of the School Management Committee
Enthusiasm of all partners The enthusiasm of all the partners involved in education must be the starting point: improving the material circumstances, the infrastructure of the schools is only one step in the process of providing a good education for the children. All the partners in education must be involved when we prepare children to play an active role in society, when we help children to lead happy and fulfilling lives, which should be the ultimate goal of our efforts.
Children EXPLORE a destination
Teachers CREATE a destination
Parents SUPPORT a destination
This is the goal we pursue in designing ‘an ideal classroom’.
The classroom: Cooperation and responsibility “To love is not to look at one another, it is to look together in the same direction.” - Antoine de Saint-Exupéry
The infrastructure of a classroom is a starting point that is relatively easy to describe. But it is only a starting point. The attitude of teachers and pupils, their will to create a happy and stimulating environment, is the most important factor.
parents
teachers & school board
school
community
students
When teachers and pupils cooperate, a number of activities can help to create a classroom that is safe, clean, healthy, quiet, which in turn will lead to an atmosphere of trust in which studying becomes the main focus of attention. Present material conditions may not be perfect, but with the support of the local community, they can be improved. Moreover, if there is an atmosphere of mutual respect in the classroom, this is a very important advantage. Material conditions may be poor, but if the school board and the parents are supportive, if teachers are motivated and if pupils are willing to learn, this can compensate many disadvantages.
Step one: analyse the present situation A first step is to carefully analyze the present situation, paying attention to the general condition of the building Ă nd to the details:
If the answer to some of these questions is negative, the situation can be improved. We think the key words in this respect are: cooperation and responsibility.
Classroom checklist Is the floor clean and free of dust? Are the walls clean and free of dust? Do the walls offer protection from heat, cold, dust? Are there enough desks and benches? Are there any cupboards in which books or bags can be stored? Is there enough light in the classroom? Is there fresh air in the classroom? Is the classroom large enough? Is the classroom furniture clean and well-organized? Does the roof offer protection from heat, cold, rain? Can the children hear and understand each other and the teacher? Are any educational materials present in the classroom? Are educational materials displayed in such a way that all pupils can see them? Are educational materials well-organized so that the teacher can use them to support educational activities? Are educational materials kept in orderly cupboards?
yes
no
Let’s take the floor as an example: if the floor is dusty, teachers can work together with students and parents to find solutions. The school management committee can discuss the problem: all parties will be interested because a dusty floor is not beneficial for the health of pupils and teachers; parents care about their children’s health. People are happy to share ideas and be active if they are involved in the discussion process. The situation can be addressed in the next lesson. The teacher discusses the problem with the pupils and agrees on a measure: the floor will be swept on a regular basis. Pupils are formally assigned a responsibility: they will take turns in sweeping the floor, they will not throw anything on the floor. They will make sure the class environment is clean when they leave the classroom to go home and when they enter the classroom the next morning. Their turn will be indicated on a task chart. Teachers will regularly stimulate them and appreciate their efforts.
If any financing is available, the floor can be covered, preferably using locally available, natural and cheap materials such as woven mats, cloth, bamboo, wood. The floor can be improved using locally available skills such as mat weaving, bamboo cutting, and woodwork. Using the skills present in the community for the benefit of the school is only possible if people feel the school is part of the community, not a separate entity. If the floor (and the rest of the class environment) is very clean from the start of the new school year, then it will be easier to maintain this standard of cleanliness throughout the year. People tend to keep a clean environment clean. If a class is not well-kept at the beginning of the school year, it will be more difficult to motivate the pupils and to make them feel responsible.
The floor is only one example; other material conditions may also require attention. In improving conditions, it is important to involve the different partners in the educational process: the school management team, the teachers, the children and their parents. A first step is careful observation of the present situation, its disadvantages but also its advantages. Stressing only the negative points can have a discouraging effect. Many schools in Nepal are set in beautiful surroundings and are well-kept. With a disciplined approach, the positive aspects of the school environment can be enhanced. Moreover, we have observed that many houses in Nepalese villages are adapted to local conditions, offer protection from excessive heat, cold, rain and are kept very clean. Schools often look the same all over the country and may not be so well adapted to local climatic conditions. We feel local people are familiar with their natural environment and have developed skills and knowledge that are helpful in creating an adequate school infrastructure.
Ideas for my classroom:
weathe temperature
er
light
fresh air
The classroom: a happy and stimulating environment “If we are facing in the right direction, all we have to do is keep on walking.�
- Buddhist proverb
Once the material conditions of a classroom have been improved to the highest possible degree, all partners in education can help to turn the classroom into a happy and stimulating environment. In this respect, the situation in rural Nepal is not so different from the situation in ‘rich’ schools in the capital, or from the situation in western countries. Children learn best when they are appreciated. Teachers work most efficiently in an atmosphere of appreciation and respect. Parents care for their children and want to be heard. The school board wants to be respected. All partners in education must work together as a team to make education rewarding and efficient.
These are a few ideas on how a happy and stimulating classroom can be achieved: The classroom shows that children’s rights are respected: children are treated with love and respect; they are given responsibilities adapted to their age and abilities. The teacher appreciates the children’s efforts and achievements, for example by displaying (art) work in the classroom. The display is changed regularly and the work of all children is shown. It is important to teach children that their personal evolution is important: they are not expected to create masterpieces, they are expected to do the best they can. Children learn best when the starting point of a lesson is linked to their own situation and is adapted to their own intellectual and emotional characteristics. Children are motivated when teachers refer to their home situation, activities in their village or town, emotions children can understand and recognize. Children learn best when they are challenged and when they can participate actively. In general, the interaction between teacher and pupils will always be more important than the material class environment. Education can take place anywhere.
Educational materials are designed with care and well looked after: they are kept clean and away from damaging influences such as dust and moisture. Books, for example, are kept in a cupboard and are neatly arranged. Other educational materials may be kept in a wooden or metal box. Pupils will understand the value of these materials and will be stimulated to look after them well. Children learn naturally when they are given ‘good examples’. Educational materials do not replace school books, they support them. Posters should be neatly displayed, at a height adapted to the children. Teachers should actively use these materials in their lessons, so that it is not just ‘decoration’.
A disciplined approach is important: children are assigned responsibilities in keeping the floor, the blackboard, the desks clean and orderly. These responsibilities are agreed on, written down on a task chart and controlled at the beginning and end of each school day. The work done is explicitly appreciated. When teachers appreciate children’s work, children will respect them even more. When parents are invited to school, they can see the school is well-looked after and their children are receiving education in a positive atmosphere. They will feel grateful and more willing to support their children’s education. We firmly believe that once a classroom has become a safe, healthy, clean, happy and stimulating environment, the task of teaching and learning will also become happy and fulfilling and will prepare children to assume responsibilities in their adult lives.
temperature
organised materials
fresh air
light students
central chalkboard
space
clean
THe ClASSROOM: part of a larger unity “Be the change you want to see in the world.” - gandhi
The classroom is part of a larger unity: the school compound. Ideally, the layout of the school buildings is well thought-of and the school buildings are surrounded by the playground, a space in which children can relax or be involved in physical activities. Central in the design of a playground are ‘safety’ and ‘freedom’. The same principles apply to the larger unity: just like the different classrooms, a school compound should be a safe, clean, healthy, happy and stimulating environment. We believe the methods by which these goals can be achieved are the same as in our description of an ‘ideal’ classroom: careful observation discussion use of locally available materials and skills assignment of responsibilities cooperation and appreciation Once again, all partners in education can and should be involved: the school board, the School Management Committee, the teachers, the parents and the pupils. The most important thing is to remember that people, not buildings and desks, are at the centre of the education process.
The school compound is embedded in the local community; it is set in a particular rural or urban environment. This particular environment is part of a larger setting: the surrounding nature, the district, the country Nepal, the world. For us, human beings, it is not possible to create an ideal world, but we can do the best we can, according to our abilities, whether we are government people, school heads, teachers, parents or pupils. The school environment also reflects society at large. A safe and happy school environment reflects our respect for children and their rights, it shows that adults love and respect children and it teaches children that they should also assume responsibilities.
sports
trees for shade
fence
toilets
school
school entrance
playground
shady area
We all share a responsibility in creating the best possible school environment so that education can improve the prospects of the pupils, so that Education is a Light. There are no miracle solutions. Not all problems can be solved (by money), it is important to focus on the good things that are already there. A school environment is not static, it is always evolving and changing. Not all solutions will come from the government, from the authorities. When people know their rights, they can address teachers, the school management, educational authorities. But most importantly, people can achieve a lot themselves when they feel responsible, when they are given responsibilities that match their abilities Cooperation and solidarity create happiness.
In solidarity, Carine, Paul, Wart and Lin and our friends at CEPP
www.schoolingnepal.org Ideas and text: Carine Verleye and Paul BekĂŠ Ideas and design: Wart Thys and Lin Seminck Special thanks to Teeka Bhattarai & Michael Rai
Paul & Carine Wart & Lin
The ideal school? Made in 2015