Reconciliation to Ideal

As thou alibi would make me free

As thou truth would either do

Like trust will break the unbroken

Like love will even cover-up to the fullest

Oh! You call out forgiving, would it make perfect?

Oh! Justice, so demising and fading

Will change come with little of hope and inspiration?

Look for what you want but Nay in wrong abode

Surely you shall see the mystery of idealism unfold

Yet fight and overcome the existences of reality

For it is truth that one seek in reality

So shall we reject idealism for the very meaning of itself?

Doers we do, part by part

Fighters will fight battle after battle

Breaking chain and barrier

Vow that we strive to see idea’s evolving into action

For it is said “No force on earth can stop an idea whose time has come”

Tirang 

Not PTR but PTR

No doubt Pupil Teacher Ratio (PTR) is one intrinsic element in achieving our desired objective in education system. With the mandate of RTE to fulfil the required PTR so much relieve has been brought to the entire concern stakeholder if not fully. Now the concern is would this number ratio translate automatically to desire outcome. Yes, it ought to be. If not, what is wrong? Where does this justification of right ratio exhausted? Who is responsible of this in-appropriation of resource input and output? These are some important questions that one would be tempted to asked with anguish. Again let’s not distract these inquires by the fact that various factors plays in education to bring out the so called desire outcome even to the extent of determining the ‘desire outcome’. Being specific and looking deeper there are worth exploring areas under this ratio framework. I would like to approach the factor of ratio based on the nature of Relationship.

Now, let me introduce this analogy “Not PTR but PTR” meaning “Not Pupil Teacher Ratio but Pupil Teachers Relationship”. I am not propounding for systemic change but a sincere introspection on our behavioural change. I am not trying to problematize the issue either. I am just reflecting upon it as I saw it, hear about it and read about it. In some typical government school class room scenes are such that children would be seating on the floor and teacher in a chair or either teaches them standing. Is this gap between the two just a conventional arrangement or is it a reflection of wide gap of relationship between the two. I wonder how transaction of knowledge could take place without intimacy or understanding between the facilitator and the receiver. How could a child relate to the nature of the subject, information, skills, and attitude, character, aptitude etc. without relating through the one enabling them? Can we overcome ratio problem with relational solution? Or can we overcome relational problem with appropriate ratio?

What is making it so difficult to bridge the gap between the two when the nature of human is in its purest form when we are young, so innocent and loveable? The wonders and curiosity reflected in their eyes, the construct of their physical so delicate, so gentle so natural and smile so faithful, their thoughts so unbiased and expression so raw who’s indurate heart would not fall in love with them? Whose eyes would not admire them if someone with no iota of truth in him/her? Why would we not like to break them free from fear? Give them some confidence, some inner energy and zeal in them, let them dream dreams. What efforts are missing to connect them that their academic performance is at stake?  Let’s remember to up-bring them (children) in a morally accepted way no amount of love and care would be too much or sufficient. Let’s remember the quotation ‘if I cannot learn the way you teach, can you teach me the way I can learn?’ One should be pro-active and extra committed to imprint positive change in children, if not, he/she is playing a wrong role in our society and should fell remorse about oneself.