Student-friendly classrooms ‘vital for learning’
By Bonnie James
ASPECTS such as student-friendly architecture and furniture design, overlooked often, are vital components of interactive learning, the ideal method of education, a visiting expert in innovative educational techniques has said. “Theatre-style classrooms are not suitable and they should either be circular or hexagonal so that all students could sit around the teacher for best results,” Prof Marmar Mukhopadhyay told Gulf Times in an interview.
The director of Educational Technology and Management Academy (India), and consultant to organisations including Unesco, Unicef, Commonwealth of Learning, World Bank, and British Council was in Doha to attend Unesco’s Regional Conference for the Arab States on Mid-Term Review for Education for All, which concluded on Thursday.
Explaining that furniture design was a key element in creating a conducive environment for learning, Prof Mukhopadhyay who has held a host of positions in India and abroad, recalled that he once cut the legs of chairs in a classroom to bring them to a comfortable height in proportion to the tables.
“A child tracking system, which we introduced in thousands of schools in the south Indian state of Tamil Nadu, and learning management system are essential tools which augment effective learning,” he maintained.
The child tracking system database has exhaustive personal and background information on each student that could give insights into possible causes if he or she fails to come to school and prompt teachers to do the necessary
follow-up.
The learning management system keeps track of the strengths and weaknesses of the students and is a ready source of information for teachers to ensure remedial action whenever needed.
Prof Mukhopadhyay, a trainer, speaker, rural social activist, a former chairman of National Open School, New Delhi, and a long-time member of the Indian Planning Commission’s working committees, suggested that curriculum development should be brain compatible.
“The problem with today’s curriculum is that the child feels a foreigner as it does not fit in with the brain map that he or she has developed over five or six years of life,” he observed.
This happens because a child’s brain map is based on his or her background and upbringing about which the curriculum designers, who mostly rely on general ideas or principles rather than specific examples or real events, have no clue.
On the basis of the finding that children who attend more classes are better performers, Prof Mukhopadhyay once experimented by introducing special programmes in music and sports at a school resulting in a reduction in the dropout rate from 49% to 17% in three years.
“The extra-curricular programmes to be introduced have to be selected according to the local or regional tastes or preferences to ensure that the package is really attractive for children,” he stated.
A former vice president (Asia) of International Council of Distance Education, Oslo, Norway, Prof Mukhopadhyay, stressed that teachers should be good communicators too, apart from having a good knowledge of the subject.
“The present day teacher training is focused on cognitive competence alone whereas emotional competence is a crucial factor for better links with students,” he said.
Referring to the problems faced by the Arab region in the educational sector, Prof Mukhopadhyay was of the view that there is a lack of highly trained individuals who could guide others.
“The Arab countries also have to create and generate knowledge, and children should learn to discover knowledge and make it a habit so as to stop depending on imported knowledge,” he added.
By Bonnie James
ASPECTS such as student-friendly architecture and furniture design, overlooked often, are vital components of interactive learning, the ideal method of education, a visiting expert in innovative educational techniques has said. “Theatre-style classrooms are not suitable and they should either be circular or hexagonal so that all students could sit around the teacher for best results,” Prof Marmar Mukhopadhyay told Gulf Times in an interview.
The director of Educational Technology and Management Academy (India), and consultant to organisations including Unesco, Unicef, Commonwealth of Learning, World Bank, and British Council was in Doha to attend Unesco’s Regional Conference for the Arab States on Mid-Term Review for Education for All, which concluded on Thursday.
Explaining that furniture design was a key element in creating a conducive environment for learning, Prof Mukhopadhyay who has held a host of positions in India and abroad, recalled that he once cut the legs of chairs in a classroom to bring them to a comfortable height in proportion to the tables.
“A child tracking system, which we introduced in thousands of schools in the south Indian state of Tamil Nadu, and learning management system are essential tools which augment effective learning,” he maintained.
The child tracking system database has exhaustive personal and background information on each student that could give insights into possible causes if he or she fails to come to school and prompt teachers to do the necessary
follow-up.
The learning management system keeps track of the strengths and weaknesses of the students and is a ready source of information for teachers to ensure remedial action whenever needed.
Prof Mukhopadhyay, a trainer, speaker, rural social activist, a former chairman of National Open School, New Delhi, and a long-time member of the Indian Planning Commission’s working committees, suggested that curriculum development should be brain compatible.
“The problem with today’s curriculum is that the child feels a foreigner as it does not fit in with the brain map that he or she has developed over five or six years of life,” he observed.
This happens because a child’s brain map is based on his or her background and upbringing about which the curriculum designers, who mostly rely on general ideas or principles rather than specific examples or real events, have no clue.
On the basis of the finding that children who attend more classes are better performers, Prof Mukhopadhyay once experimented by introducing special programmes in music and sports at a school resulting in a reduction in the dropout rate from 49% to 17% in three years.
“The extra-curricular programmes to be introduced have to be selected according to the local or regional tastes or preferences to ensure that the package is really attractive for children,” he stated.
A former vice president (Asia) of International Council of Distance Education, Oslo, Norway, Prof Mukhopadhyay, stressed that teachers should be good communicators too, apart from having a good knowledge of the subject.
“The present day teacher training is focused on cognitive competence alone whereas emotional competence is a crucial factor for better links with students,” he said.
Referring to the problems faced by the Arab region in the educational sector, Prof Mukhopadhyay was of the view that there is a lack of highly trained individuals who could guide others.
“The Arab countries also have to create and generate knowledge, and children should learn to discover knowledge and make it a habit so as to stop depending on imported knowledge,” he added.





