Page 92 - EW-January-2026

Special Report

Kumar, former director of NCERT. In this easy-to-read vol- riential learning into every subject. It is a must-read for
ume with 27 chapters, Wasi examines the many facets that teachers aspiring to implement ‘new age,’ child-centred and
constitute ‘good education’, using the metaphor of ‘bricks engaging learning experiences.
and mortar’.
Totto-chan: The Little Girl at the
What is Worth Teaching? by Krishna Kumar (Ori- Window by Tetsuko Kuroyanagi
ent Longman, 1992) (Kodansha, 1981)
This is an old favourite — still very rel- This book is a masterclass in teach-
evant for all teachers and education policy er training. Through the character of
formulators. Why do teachers teach the Mr. Kobayashi, headmaster of Tomoe
way they teach? What is the purpose of Gakuen, an unconventional school, edu-
teaching? Could we teach in other ways? cators understand that meaningful learning begins with hu-
As teachers/teacher educators, we rarely man connection, not instruction. It highlights how teachers
get time to reflect on the impact of our can unlock students’ confidence, motivation and stimulate
work in classrooms within the context of lifelong love for learning.
the bigger historical, socio-political national canvas. It still
isn’t part of the training and induction process of teach- How Children Fail & How Children Learn by John
ers. This slim compilation of seven lecture-essays connects Holt (Pitman Publishing, 1964 & 1967)
teaching with national society and culture. These two path-breaking books by Ameri-
can educator John Holt are best read as a
Stoned, Shamed, Depressed by Jyotsna Mohan single, comprehensive study. They chal-
Bhargava (Harper Collins, 2020) lenge the notion that students become a
Schools, teachers and parents today struggle to understand “problem” when they fail to perform. In-
adolescents. This book provides a glimpse into the secret stead, Holt shifts the onus to the teacher,
lives of urban India’s teenagers. It narrates explosive ac- classroom environment, and pedagogies
counts of struggles with addiction to substances, social me- employed, demonstrating how effective teachers can trans-
dia and gaming, and dealing with the devastating effects of form children into engaged, capable learners.
peer pressure, bullying, body shaming and resultant mental
health problems. Punished by Rewards by Alfie Kohn (Houghton Mif-
flin, 1999)
In an era that glorifies awards, American
Dr. Popat Vats’recommendations author-educator Alfie Kohn provides a
necessary, evidence-based critique of
DR. SWATI POPAT VATS is widespread use of marks, praise, incen-
founder-president of the tives and punishments in schools. He
Early Childhood Associa- demonstrates how traditional rewards
tion of India (estb.2011) can be counterproductive, undermining
and President of the Po- intrinsic motivation and deep learning.
dar Education Network of The book is a roadmap for teachers to move away from
490 pre-primary schools. “empty praise” toward developing genuine, intrinsic mo-
She is one of India’s most tivation. Especially relevant for teachers aspiring to move
influential proponents of beyond rote and exam-centric education.
universal early childhood
care and education (ECCE) Totakahini (Parrot’s Training) by Rabindranath
for children below age six. Tagore (Visva-Bharati, 1898)
A satire on education, relevant and relat-
Divaswapna by Gijubhai Badheka (Navjeevan Pub- able today. Through the tragic fate of a
lishing House, 1931) parrot subjected to excessive “instruc-
Written in 1920 by Gijubhai Badheka, one tion,” Tagore exposes how rigid and
of India’s pioneer ECCE proponents, this memorization rewarding education sys-
book was way ahead of its time, predat- tems destroy children’s curiosity, joy and
ing many teaching-learning concepts in- imagination. Written over a century ago,
corporated in NEP 2020. It tells the story this is a timeless warning against education systems that
of a teacher who reimagines the classroom prioritise compliance over understanding and instruction
by integrating games, stories, and expe- over imagination.

92 EDUCATIONWORLD JANUARY 2026