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On the 25th of March 2020, the Prime Minister, Mr. Narendra Modi, announced a nationwide lockdown to stem the spread of the novel Coronavirus, COVID-19. The decision, while imminent, was unplanned and unilaterally made without any consultation with the state governments. This has consequently caught millions of migrant workers and the bureaucracy off-guard, leaving them no time to plan for such an emergency. While millions of migrants successfully reached their home states, only to be quarantined in camps, many remain stranded far from home, with no money or food. We are therefore confronting a lethal combination of crises: health, hunger, sanitation, and trauma, both physical and psychological.
Children are, first and foremost, individuals and so it follows that their developmental patterns are influenced by environmental conditions. With even twins differing in their abilities and milestones, it is near impossible to predict at what rate a child will learn. Thus children enter school with a wide range of abilities — and therefore possibilities.
However, the assumption that all children can learn the basic curriculum at the same pace, in the same way and to the same extent and level- is unsupported either by research or by personal experience. If we agree that children have varied strengths (multiple intelligences) the it surely follows that teaching methods have also got to vary correspondingly and that there have got to be multiple teaching styles.
This issue addresses many of these concerns and to do that we have a wide range of articles from writers across the country which establish resoundingly that every child can indeed learn — only it requires empathy and compassion from the teacher to make it happen.