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 and I was beginning to get bored. Just then,
the trainer put up a video of a teacher teaching her young students how to
read. But hey she was using the sounds of letters rather than the letters themselves!
Later that night, as I sat up in the hotel room documenting my observations, I
opened the training notes PDF for the day’s session and read it all in one go.
That was my first introduction to Phonics and I was riveted.
After returning to India, I got busy completing the 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 one hour of stress-free
joyful time. And I wanted to preserve the love the children had for me and I for them. 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 that year.
I did try to introduce it 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 to perform. 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, taking care to use only words and sentences familiar to the target students.
For example,
there is no mention of airplanes, basketball and school buses in the learning
material, just cows and broken roads and cricket matches. In the training methodology,
I encourage cooperation and downplay competition. No one individual comes first, only teams do, and a team vicory requires that students teach and help each other. 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 till they sweat to explain what the sentence "I ran so fast that I started sweating" means. And when you see the way the children greet us or bid us goodbye, their love for us and ours for them is evident.
Thus was born the FiRST PiCk Phonics program tailored for rural Indian students. It took over six months to develop and another six to 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 practice and opportunities for speaking and listening, here was a skill the students could take with them in higher classes and use daily. Of course, this was just my hypothesis.
Yesterday, 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?
Today, we have six trainers working in 14 schools, teaching the
program to over 220 students. There are 30 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. Our YouTube channel with explanatory videos is up and running. A
website is being developed too. A new trainer joining the program will have all
these reference materials to help them get started.
Of course, I would like the program to have a wider reach. The thought of country-wide implementation of this program gives me goose bumps. Won't lie- I dream about it.
But I also worry about dilution that comes with scale. I worry about rote learning and competition gaining importance.
But mostly, I worry about love leaving the classroom.