A shift from the traditional ‘chalk-and-talk’ approach can revolutionize Tharparkar’s learning environment
By Narindar Kumar
The traditional teaching methods employed in District Tharparkar of Sindh Pakistan schools have long relied on rote learning and memorization techniques, requiring students to fill pages with notes. Although this approach produces neat assignments and lengthy fair copies, it fails to foster creativity, critical thinking, or practical understanding in students. It is high time for District Tharparkar teachers to recognize the need for change and adopt modern educational approaches aligned with 21st-century demands.
One major drawback of traditional methods is that they limit students’ potential to explore beyond textbook content. In conventional settings, teachers often adhere to a rigid format: reading from textbooks, assigning tasks, and checking completed fair copies. This method encourages memorization over conceptual understanding. Consequently, students lose interest and become passive recipients of information. As W.B. Yeats aptly said, “Education is not the filling of a pail, but the lighting of a fire.” The goal should be to spark curiosity and teach students how to learn, rather than merely completing assignments for grades.
Instead of relying heavily on written work, District Tharparkar teachers should focus on practical activities engaging students in hands-on experiences. Benjamin Franklin’s words resonate: “Tell me and I forget, teach me and I may remember, involve me and I learn.” Activities encouraging active participation include group discussions, role-plays, presentations, and project-based learning. These methods hone students’ fundamental skills – reading, writing, speaking, and listening – while enhancing critical thinking and problem-solving abilities.
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A shift from the traditional ‘chalk-and-talk’ approach can revolutionize Tharparkar’s learning environment. Teachers can leverage technology and multimedia tools for interactive lessons. Collaborative projects improve subject knowledge, teamwork, and communication skills. As Leo Buscaglia noted, “Change is the end result of all true learning.” Therefore, educators must evolve their teaching strategies to nurture students’ natural abilities and aptitudes.
The excessive focus on fair copies and written assignments can lead to burnout and discourage joyful learning. Emphasis should shift from quantity to quality. Practical activities – science experiments, language games, storytelling, and debates – allow students to explore interests and apply theoretical concepts in real-world contexts. These activities make learning meaningful, ensuring longer information retention.
Developing critical thinking skills is essential for holistic student development. Teachers should design tasks that prompt students to question, analyze, and evaluate information. Instead of lengthy essays, encourage discussions on current issues, case studies, or community projects. This fosters active learning, confident expression, and informed decision-making.
It is high time for District Tharparkar schools to adopt dynamic, student-centered teaching that nurtures practical skills. Marva Collins‘ words inspire: “The greatest sign of success for a teacher is to be able to say, ‘The children are now working as if I did not exist.'” By embracing innovative practices, teachers ensure students engage actively in learning, preparing them for the future.
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The author is pursuing his MS at Sindh Madarsatul Islam University (SMIU) Karachi. He is researcher from Mithi, Tharparkar with an interest in Linguistics. He is passionately dedicated to advocating for climate change action, promoting environmental sustainability, and empowering youth through education and skill development.
