'TIME-TABLE!!'

                                                TIME-TABLE!!!!

11th February,2015, 9:00 pm

A child spends one-third of his/her day in the school. The time spent in the school by teachers and students is structured by the time-table. Thus, time-table is an important administrative tool, which helps in the organization and structuring the teaching-learning strategies of both-the learner and the teacher. Time-table of a particular school is the reflection of its aims, vision, objectives, curriculum and scope for experimenting with the pedagogy style. Thus, an effective and detailed analysis of the time-table helps us to understand the school in a better way. It can also act as a constructive way for evaluating the school by taking the feedback into account.

I also got a chance to have a look and reflect on the time-table of a Government minority school for Muslim girls. In this particular paper, I have focused on classes I, II and class VIII. The reason for limiting my focus to these classes is to draw the changes in the time-table that happen over the grades (since, these classes are at two extremes- one is the lowest grades of the school and the other is the highest grade). I have tried to analyze it through different angles: number of periods given to per subject in a week; balance between curricular and co-curricular subjects; subjects dealt in pre and post lunch timings; duration of a period and balance between theory and practicum.

Time-given per subject in a week and Balance between scholastic and co-scholastic subjects:

In classes I and II, the subjects dealt are: Mathematics (6 periods per week), Urdu (6), English (5), Kannada (5) and EVS (6).

However, in class VIII the scholastic subjects dealt are: Mathematics (6 periods per week), Urdu (6), English (5), Kannada (5), General Sciences (6), and Social Sciences (6). Apart from these, subjects like: computer, library, physical education, drawing, M.PT, Life Skills, Vocational Education and S.U.P.W have 1 (or 2 for S.U.P.W) period per week.  

An interesting thing to note is that in lower grades there is no special period for games/sports/physical education, library, drawing or any other co-scholastic subjects. However, if one digs deep into it, one can see that for classes I and II, the State government has adopted Nali-Kali system, which focuses on activity-based learning. Thus, if 1 hour 20 minutes is used effectively, then it may take care of co-scholastic subjects up to some extent, but not completely. Also, in class VIII, the time given to scholastic and co-scholastic subjects is not balanced. This imbalance, clearly point out that this particular school gives quite a bit importance to the scholastic curriculum.

Balance between theory and practical:

This is especially with regard to higher grade (class VIII), the time-table is so tightly packed that there is no schedule or separate period for practicum. If a teacher, wishes to facilitate an experiment or practical in science or in any other subject as well, then there is no special provision for it. She/he will have to take out time from his/her own period, which is only for 40 minutes. Thus, even if the teacher wants to make a balance in theory and practical for the learners, by default fails to do so, effectively!

Subjects dealt in pre and post-lunch timings and organization of subjects:

In classes I and II, the time-table remains the same through-out the week without any variation in the timings of the subject dealt. Before lunch, Urdu and Mathematics are taken and post-lunch the focus is given to E.V.S, English and Kannada.

However, in class VIII there is some variation in the schedule. But, most of the co-scholastic subjects are given a time slot of post-lunch. Since, post lunch the students usually get restless. So, all the co-curricular subjects have been placed in the post-lunch time-slots. Does that indicate, in this school co-curricular subjects are not given importance?

Also, one more thing that should be taken care of is that in classes I and II, second and third language i.e. English and Kannada is scheduled in continuation. The teaching-learning process of any languages is usually similar. So, is it fine to schedule two languages period back-to-back?

Drawing from the interaction, I had with language teachers (English and Kannada), one of the major concern for them is the ‘not-so-rigid structure’ (syllabus, textbooks) for these languages results in treating language periods as free-period (specific to classes I and II). So, one way of looking at it, keeping these two languages together at the end of the day is, that they are not given utmost importance till class III!

Duration of a period, Pupil-Teacher Ratio and children’s concentration span:

An interesting thing to note, is that though the number of periods given to scholastic subjects remain similar across the grades, but the time varies. Thus, 1 period of Mathematics for lower grades means 1 hour 20 minutes and 1 period of Mathematics for higher grades is 40 minutes. Thus, keeping in mind, the actual PTR of the school, which is 60:1 of almost every class, a period of 40 minutes seems unjustified for both-the learners and the teacher. Such a short time-period and large class-strength does not leave any option with the teacher to try new and innovative teaching-learning methods in his/her classroom. But, on the other hand, too longer duration of a period also raises an issue. It is difficult for children to concentrate for more than 20 minutes at one time (as per research). Thus, in this particular case where the PTR is almost double the recommendation given by Right to Education (RTE, 2009), I think we should increase the duration of a period to an hour, where the teacher has the autonomy of choosing the appropriate pedagogy. And even then, the teacher should take into account that it is difficult for students to pay attention for an hour. Thus, she/he can include small 5 minutes break in between, which will also act as a way to enhance teacher-student relationship! But, it will be of any help, only and only if we use it properly. By extending the time and not changing the pedagogy will not serve our purpose. Since, the reason behind this is so that teacher is able to cater to individual needs.   

Time-slot for Lunch:

The school has a lunch break of 40 minutes, which is same across the grades. The time given to lunch and any other period is equal. Thus, one must appreciate the thought of the school of taking into account the time-needed by the students to refresh themselves and thus, acknowledging the need for unstructured time for students. Though the slot of unstructured time overlaps with lunch break, but one must pay heed to the time for lunch break which is usually less in other schools. However, since we do not know the exact reason for the same, but, this can be taken in positive spirit!!

Towards the end, I think the teachers’ involvement in framing the time-table should be given utmost important. And equal focus should be given to scholastic, co-scholastic subjects, theory and practical. It would be great if the time-table could find some space, say 10-15 minutes per day for class-teacher and students interactions exclusively!!

This, analysis is based on my understandings and observations. It does not take into account the perspective of time-table maker, completely. It would have been better if I could have got a chance to interact with the person who actually framed the time-table!