Tap Kids’ Potential

Nishtha Shrestha

The month of Chaitra marks the end of the academic calendar in Nepal. As the end of the year examinations approach, preparations are made for the next academic year. The final examination tests the learning of the students throughout the year and the results determine whether they are suitable to handle the coursework for a higher grade. 

A written examination is the benchmark for academic assessment in many educational settings around the world. However, it is time we question whether the outcome of a single exam is sufficient to properly assess a child and decide whether the child is at the learning level expected at that age. 

The common feedback given by teachers is that the child has potential yet fails to demonstrate it. In the struggle to find who was at fault for the poor result, we fail to find a solution that works for the child. When the child resumes schooling after the break, the same teaching methods are followed regardless of whether the child has mastered the basics of previous grades. 

This adds to the gap in learning and reduces the motivation of the child to learn the new concepts introduced in the higher grade. When there has been no change in the child’s understanding of the basics, it is no surprise when the result remains the same. The solution to ending this vicious cycle is to encourage educators and school management to adopt teaching at the right level.

Literacy and numeracy are the core skills in education. Unless these foundational skills are developed, it is difficult for a child to grasp the advanced and complex concepts in the higher grades. The factors such as school readiness, intelligence of a child, socio-economic background and social support at home influence the learning pace of the child. It is the reason why some children grasp the basic skills quickly as they begin schooling while others struggle to learn from the start. 

Teaching at the right level needs to start from primary grade which involves assessing the children and grouping them not based on their age but on their learning level. 

It is not possible to redesign the curriculum for each child but when such assessments are in place, it becomes easier to identify children who need remediation to catch up with the curriculum. 

The purpose of teaching at the right level is not to discriminate against weaker students. 

This remediation approach helps to focus on the weaker areas rather than assuming the entire learning pattern of the child is wrong. Each child learns at his/her own pace and this approach gives children the time they need to pick up the selected skills they are yet to master. This helps to reduce disinterest towards learning and school dropouts, created by the existing education system, and boosts the confidence of the children to learn.

We need to start training teachers to conduct such regular assessments and regroup children based on their learning levels. 

This would allow teachers to develop suitable lesson plans and receive timely mentoring to cater to the needs of children effectively. It is not an easy task, but the results are rewarding. Learning is a lifelong process and if schools cannot instill this love towards learning then we will be creating adults with degrees rather than educated ones.