In September 2015, I was sitting through a teacher training
program in Houston for a project to convert all or some of it into an online
program. It was my fourth day observing the live training and I was getting bored. Just then,
the trainer put up a video of a teacher patiently teaching a young student how to
read. But hey, she was using the sounds of letters rather than the letters themselves! I was suddenly all ears! Later that night, as I sat up in the hotel room documenting my observations, I
opened the training notes for the day’s session and read them all in one go.
That was my first introduction to Phonics.
After returning to India, I got busy completing the same project for another six exhausting months. At that time, I was teaching spoken English in one of the neighbourhood Government schools and having a great time. I was determined to keep my classes fun and giving the children an hour of stress-free joyful time. Though it never left my mind, the thought of introducing the written word to children, who had a poor relationship with it, kept me from trying out Phonics. I wanted to preserve the love the children had for me and the classes, and I for them.
I did try to introduce Phonics a year later using cards and
sheets, but seeing some students struggling with it and zoning out, didn’t
pursue it further.
It was only later, during my Nishtha Sunday classes post
Covid, that I realised how serious the reading problem was in young adults. Most
college-going sponsorship students struggled to read the lines of English plays
I had written for them. Their discomfort, anxiety and shame in not being
able to read simple sentences was more disturbing to me than perhaps even to
them. 10 to 12 years of reading English textbooks had done nothing for most of
them. What did the content in their English text books mean to them? How had
they gone through those years?
I knew then that the only way to tackle this was to start early- with primary school children. I dug up my old notes from 2015 and of course the Internet and developed 20 charts to teach Phonics rules in a sequence.
Using charts instead of worksheets and cards was one of the biggest changes I made from my past attempts and it gave such a huge reward- children began helping each other! Cooperation, not competition!
Another change I made from commonly available Phonics materials was to use only those words and sentences that fit in the world of my school students. For example, one of the sentences for the OU and OW words is "The cow came in because the boundary of the school ground is broken." Everyone gets it!
And I didn’t forget about the idea of stress-free joyful learning- it is still a big and explicit part of each lesson. For example, the students pretend to faint when they encounter the word, bow to the queen whenever she appears in a chart, and run in the school grounds to understand the sentence "I ran so fast that I started sweating".
Thus was born the FiRST PiCk Phonics program tailored for rural Indian students. It took over six months to develop and pilot it at Chakwan school. The difference between the before and after reading scores, based on Pratham’s Aser methodology, was astonishing. Most students moved from Class 1 reading level to Class 4, and stayed there. Unlike spoken English, which dropped off in middle school because of lack of opportunities for speaking and listening, my hypothesis was that here was a skill the students could take with them in higher classes and use daily.
Today, we have six trainers working in 14 schools, teaching the program to over 220 students, thanks to Nishtha, who not only made it possible for me to accept funding from abroad, but also added funds to the bucket.
The FiRST PiCk Phonics program now includes 32 printed charts, and eight vocabulary card games that each trainer has with them. There is a handbook that the trainers can refer to for each chart and to learn about the Spoken English activities that we have retained from my Spoken English program. Our YouTube channel with explanatory videos is up and running. Our website is also almost ready.
Any new trainers joining the program to teach in more schools will have all these reference materials to help them get started. New trainers! The thought of state-wide, or country-wide implementation of this program gives me goose bumps. Won't lie- I dream about it!
Last week, a few ex-students of Slate Godam school, now in Class 6 in Kasba Narwana school, walked into our primary classroom and proudly declared that they are the best readers in their new school. Can I say hypothesis proven right? Not really! Not yet! But almost!