Learning By Doing: Effective Teaching Method

Last week, a video related to a cultural programme, organised by a school in Butwal, went viral on social media. The school, Everest School, is a well-known and reputable institution in the area. Because of its strong academic performance and goodwill, parents from different districts admit their children there with high expectations. The viral video, however, raised serious concerns about the use of students in extracurricular activities and the responsibility of schools toward children’s psychological and emotional well-being.

According to the school management, the cultural programme was organised to make students aware of the Sanatan culture, particularly the Hindu marriage ceremony. The intention, as stated, was educational. In education, there are several teaching philosophies, and one popular approach is “learning by doing.” This method believes that children learn better through activities rather than only by listening to lectures. While most schools still rely heavily on lecture-based teaching, only a few try to apply activity-based learning, especially for young children. There is no doubt that for junior students, this method can be very effective.

Appropriate methods

However, it is equally important to understand that not everything can or should be taught through practical demonstration. For example, if a student asks what may happen when a car is driven at a very high speed on a steep road, a teacher can explain the consequences. But it is impossible and unethical to demonstrate such a dangerous situation in practice. In such cases, explanation, discussion, stories, or videos are more appropriate.

For senior students, when concepts are already clear but direct demonstration is difficult or risky, vicarious learning becomes very useful. In this method, students learn by observing others’ experiences through videos, case studies, or stories that show cause and effect. Many lessons, especially those involving danger, loss, or death, cannot be taught practically. We cannot demonstrate what happens after death or how it feels to be near death. In such situations, indirect methods of learning are the safest and most responsible options.

In the cultural programme, organised by Everest School, students themselves were used as actors to demonstrate a Hindu marriage ceremony. One boy and one girl from the school were chosen to act as husband and wife. They were made to sit together in the mandap and perform rituals such as exchanging places and washing feet. Though the video is unclear in some parts, the presence of sindoor and traditional attire was visible, which made the situation more sensitive and controversial.

From a psychological point of view, no responsible psychologist would suggest asking school students to role-play the full roles of husband and wife. Even in classroom activities, teachers avoid assigning roles such as boyfriend and girlfriend because of their social and emotional impact. In drama or cinema, many scenes are intentionally hidden or symbolically shown. Certain actions, especially those related to adult relationships, are not appropriate for children, even if the intention is cultural education.

The programme may have been entertaining for the audience, but the school seems to have failed to consider the long-term consequences for the students involved. In our society, where child marriage is still a sensitive issue, such role play can easily lead to teasing, labeling, and emotional pressure. Other students may start calling them husband and wife, which can deeply affect their mental state. There is a risk that one or both students may feel uncomfortable enough to change schools or lose focus on their studies. Their psychological and emotional health could be seriously affected.

The school later clarified that the programme was organised with the consent of parents and students. However, consent alone does not remove the school’s responsibility. A school is not just an academic institution; it is responsible for the overall development and protection of children. Before organising such sensitive activities, schools should consult psychologists, education experts, and social scientists. The widespread criticism shows that this aspect was overlooked.

Educational value 

Whenever children are involved in public activities, schools must think carefully about the possible consequences, especially psychological ones. Educational value should always be balanced with safety, dignity, and long-term well-being. After this incident, the school should provide extra care and counseling support to the students whose videos went viral, so that the situation does not harm their future.

This incident should not be seen as a problem of one school alone. It is a lesson for all schools, clubs, and social organisations. While teaching culture and values is important, protecting children’s emotional and mental health is even more important. Thoughtful planning, professional guidance, and child-centered decision-making must always come first.

(The author is a psychological counselor.)