EVOLVING PEDAGOGY MODEL IN TEACHER & TEACHING-LEARNING PROCESS FOR THE EDUCATION OF UNDERPRIVILEGED CHILDREN – A JOURNEY OF SKILL DEVELOPMENT INITIATIVE AT NGOS ACTIVITY CENTER

Abstract

As a part of Ph.D. research fieldwork, the author has to visit the premises and/or activity centers of Vadodara based NGOs who are engaged for the educational related activities of underprivileged children which includes street children, children from slums, railway stations, under the bridge, construction sites, etc. During the author's conversation and interviews with the functionaries, staff, teachers, mentors, and the underprivileged children and observations of the teaching process adopted by the NGO’s teachers, a concept of blending education of textbook learning and skill-based training emancipated in author’s mind. The NGO team members shared that they have observed during their several years of association with these underprivileged children, the children are generally good in practical works and express interest in practical works/fieldwork. Their skills are good whether it is making of food, making of structures, etc. These children can grasp educational knowledge from the textbook if the practical demonstration is done on the subject taught. (Vasudevan, 2017). They understand the subject through textbook learning or from the teachers but basic understanding about the subject is reinforced with practical classroom or fieldwork. (Vasudevan, 2017; Sarangapani, 2013). During the author’s visit to the premises of one of the cases of the study, where the building construction was in progress, Bhavesh, nine (9) years of age, and his brother Shyam four (4) years of age, who are the children of the construction labourer constructed a small house using the scrap packing boxes, broken wood pieces, pebbles, bricks, etc. The author observed that little Shyam is sitting inside the house with a big smile on his face. The author asked them how and from where they learned these skills of making the house. Bhavesh replied that they observe and imitate their working parents, other labourers and try to convert their ideas into such structures. The author’s journey began from this touchpoint and selected three activity centers of two (2) Vadodara-based NGOs to impart training on technical skills and soft skills to the underprivileged children. For selecting the NGOs, purposive sampling technique was used. A total 58 number of students of standard 3rd to 10th were selected using purposive sampling (n=58). Through non-participant observations, data were collected on the pedagogy used by the teachers during the textbook teaching of the underprivileged children. The major findings are 1) Tailormade/suitable pedagogy style / skills can make a substantial difference in teaching the underprivileged children and children’s understanding/knowledge of the subject, 2) The children’s understanding of the subject is converted into knowledge when a practical demonstration is done using model or prototype, 3) The children perceive differently from textbook learning or teachers, 4) Study become interesting for the children when blended model i.e. theoretical and practical curriculum is practiced. The children find it easy while writing or explaining 5) Interactive style of pedagogy makes the children confident, removes their fear & inhibitions, brings clarity in their understanding, remains attentive, etc.