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Q & A
Here students constructed their knowledge on perimeter and
area on their own. Teacher provided the learning environment for it.
3. Parts of a Plant: Experience of a Teacher
The Class VI Science teacher entered the class with an objective to
interact with children about forms and functions of various parts
of different plants. She initiated the discussion by asking children
to tell something about plants and trees they are aware of. Peepal,
Banana, Jamun, Rose, Mehndi—tens of names reverberated in
the classroom environment. When this buzzing faded out, another
leading question from the teacher initiated thinking among
children. This was about different parts of plants. The teacher
advised children to form small groups and discuss and note down
important points about various parts of the plant and their
functions for group presentations. Children began to work. Soon
the bell rang, indicating the end of the day.
Next day, the teacher began the class with group work and asked
the children to present their work after the discussion was over.
Each group presented a number of points about structures and
functions of different parts of plants. A few of them tried to relate
the structures and functions with their own day-to-day life
experiences. For example, one child said, “leaves are the ‘kitchen’
of plants and the roots are suppliers of basic ingredients”. The
other child asked, “How does a plant get proper nourishment like
water, sunlight, etc., for standing erect and strong?” Another
child asked, ‘‘If we do not eat proper food, we fall sick. Do plants
also fall sick?’’ A few of them were eager to share stories about
plants and one child recited a poem. The teacher listened, observed
and facilitated the discussion when and wherever necessary. The
discussion continued about plants with lively participation of the
entire class. Children from tribal backgrounds shared their
knowledge and information about plants with other children.
However, the teacher noticed that two children were not
concentrating in the class. She went to them and asked for the
reason. She found that one was suffering from fever and the other
had lost her pencil box. She took due care of them and the class
progressed. The next day the teacher took the help of the textbook.
She raised some questions and gave them a few exercises. All the
children had something to say in response. Many raised related
and thought-provoking questions. The teacher was so inspired
that she arranged a period for taking the class to the garden and
also to the library. In the garden, the children themselves observed
