Bengaluru: Attention deficit, hyperactivity and cut off.
These are the words used by school teachers in Bengaluru to describe most of their students, who returned to campus after a covid-induced month break.
While classes on campus for students in grade 9 to 12 are back on August 23, offline learning for children in grade 6 to 8 begins only on September 6 which last went to school on alternative days.
After finally meeting them directly, the teacher and expert said that their worst fear of learning gaps came true.
Surekha KV, a science teacher at a government school in the city, told Stoi that even though the teacher at his school expected this, the amount of termination among students had surprised them.
“Students in class 9 have forgotten the basics of class 7.
We must repeat our online lessons and remind them of what is taught in 2019,” he said, adding that some of the smartest students, who answered questions and interact easily in the room Previous class, a little struggling now.
Shashi Kumar D, Secretary General of Management of the Karnataka Association from English Middle School (KAMS), said that the learning gap was not the same among students from one class.
“The gap varies depending on their presence in online classes,” he said.
Although hyperactive, some students find it difficult to concentrate and remember previous lessons.
“The situation is quite challenging for teachers.
Only half a day of class on alternative days is not enough to overcome the problems that have developed over the past 16 months,” he said, adding that the presence slowly took.
In some parts of Karnataka, students who started working to support their family financially have not returned to school.
School teachers with low presence work extra to bring their disciples back.
Kotresh B, an English teacher in a government high school in Tidigol Village in Raichur Regency, Sindhanur Taluk, said that staff members went from door to door and persuaded parents to send their children to class.
“Because the presence is not mandatory now, part of parents is not ready.
They are happy that their children bring home money.
We raise awareness about the long-term benefits of formal schools and see some success,” he said.
According to Kotresh, some children trapped at home suffering from mental disorders, depression and other problems.
“Reduce in their homes with additional family problems, they lose social interactions that occur at school,” he said.
Niranjanaradhya VP, a school development and mentor of school development and monitoring committee (SDMC), said that to fill the learning gap, the curriculum must be reorganized and the teacher must be trained.
The government must prepare a different plan at all to deal with emergency education, he suggests.
“Two months course bridges is not a solution to the problems we see.
The jerk response will not help overcome the gravity of the learning crisis.
A plan must be carried out with inputs from academics and teachers,” he said, adding that the national coalition in emergency education has worked to deal with problems the.