Classroom Observation at ‘CHILUME SHAALE’

(Date: 08 March 2019 ; Shubhangi Teacher, Grade: 4)

An early morning drive through the busy Kanakapura road and eventually into isolated unnamed
lanes leads us to the ‘Chilume Shaale’, tucked into a small rustic estate with abundance of nature
and life. We are welcomed by Radha the calf, happy to see her young friends having branches of
juicy leaves for her, two estate dogs who are happy being petted and pampered early in the
morning, a small kitchen garden maintained by the school, a bamboo shelter which was built during
the building block, a simple outhouse converted into a classroom; sprinkled with handworks and
class work done by the feisty fourth graders, a space that organically converts itself into a prayer
hall, a movement room, a dining hall and a classroom effortlessly through the day.

The 10 happy ten year olds are hardly disturbed by the presence of us outsiders as they happily chat
about their previous days or early morning discoveries and events with each other. The teacher
walks in silently, acknowledges our presence with a nod and directly goes onto greet each of the
children with a warm handshake and ‘Hege iddira?’ and patiently takes in the response of each child
and prompts mild questioning if she feels necessary to know more about how they are feeling that
day. All hold hands, say a morning verse and silently settle down near the nature table in a
circle...also placing the thoughtful gift from Roopa teacher’s daughter who was an old student. As
the teacher is about to light the lamp, someone quickly puts off the lights and the next 10 minutes
takes us into another world, as the class in unison chant the ‘Rama Raksha Strotram’, flawless in
intonation, most melodious and harmonious from start to finish. At 7:30 am, it is one incarnating
start to the day!

Then what we witness for the next two hours is an organic flow directed in confidence by the loving
authority and followed with a meaningful display of will by the children...at their own pace and
energy but very harmonious and balanced. Mental maths, a Marathi movement song, skipping
(forward and backward) while telling the tables, group and individual answering of random sums
(being the maths block), happy chatting whenever someone feels important to share a relevant
experience, children sharing their vulnerabilities openly without inhibitions. As they are skipping
outdoors, suddenly someone spots a rare green bird and the entire group flocks to take a look. Again
getting back to the skipping. Suddenly one of them finds one the dogs Sheeba bleeding and brings it
to the teachers notice...which we learn has undergone a surgery and apparently scratched itself. The
teacher quickly informs the house owner to attend to it and silently guides the agitated children
back into the activity...a few are still asking questions but the teacher doesn’t feel the need to
answer and clarify everything, just leaves a few to be resolved among them or pondered at their
pace. The teacher is present but not present. He ego body is hardly coming in the way of influencing
any of the child’s personality, each with a different mix of temperaments. She is there when they
need her and very much invisible when they don’t. The vibes is one of complete approachability, lack
of judgement and freedom!

The loving cook Kamala Amma brings the piping hot breakfast of red rice idly-coconut chutney
(prepared in the school kitchen) and flavoursome Jeera tea. Children quickly spread their mats, set
their cutlery and settle down for breakfast after prayer. The simple breakfast is peppered with some
friendly banter, pulling each others legs or quick clarifications from the teacher on this and that. The
washing of plates (since soapnut is over, children use the mud to do the cleaning as a creative

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alternative), keeping drinking water for the dogs and calf, wiping the cutlery, following the rooster to
sweep the classroom and porch, watering the kitchen garden....all happening without instruction,
one after the other, a display of complete inner will and untampered rhythm.

A melodious song from the teacher and the class is ready for the main lesson hour...each one dips
their leg in the foot bath kept outside class...almost incarnating for the focused two hours that will
follow. The main lesson hour starts with a recorder session where they practice in two groups, one
playing and the other giving the beat, checking and recap on previous days homework, the lesson
planned for the day, relevant discussions, children uninhibitedly asking their doubts, pin drop silence
as they make the notes into their main lesson books, questions from practical life for them to relate
to, letting those who need more time to complete at their pace, individualised questioning based on
the child’s level (as observed by the teacher over time), delegating homework for the next day...and
the fractions lessons is a joy to take in...even for us sitting behind the translucent curtains such that
our curious eyes don’t disturb the flow! The teacher doesn’t lose an opportunity to do mental math
whenever she can, and guides them with simple easy to remember rules whenever they are stuck.
(eg. 8 + 2 is always 10) Through the day the teacher hardly reacts to anything. It is always a
measured response. Her personality or voice never dominates the space...

The children pester the teacher for a small story bribing her that they did so much work since
morning...and the teacher has to oblige. The main lesson hour ends with a beautiful story (on whole
and parts) – something with a deep meaning but gently left behind for them to reflect and
digest...something which the teacher will relevantly bring back in the fractions lessons at a later
stage.

The next one hour is occupied by a young visiting teacher who is guiding them for the annual day
fast approaching, where the children are going to play the famous Kannada folk tale – ‘Punyakoti’.
This is the time we get to spend with Shubhangi teacher to share our questions and observations
and also get her perspective on various topics. As we are busy interacting with her sitting under the
shade of the bamboo structure, Kamala Amma comes and informs quietly that Sheeba (the dog
which was injured) breathed her last just a few minutes back. The teacher is shaken for a second,
and wonders how the kids who are so attached to the pet would take it...the wise helper suggests to
not break the news till lunch else they wouldn’t eat...the teacher silently acknowledges the
suggestion and we move back to the class, in the midst of children animatedly discussing their
costumes for the play.

Children settle for lunch after another round of watering the garden, the cook serves hot vegetable
Pulao and curd Raita and hides her contemplative mood till children eat. Once lunch is done, the
teacher asks them to come out, pluck a flower from the trees around, much to their surprise as
otherwise this practice is not encouraged. They know something is coming and wonder but wait to
join the circle and listen to what the teacher has to say about this unexpected change in the day’s
rhythm. The teacher gently breaks the news about Sheeba, in a very measured and stable tone...a
few react, a few shed a silent tear, a few ask why it had to happen to her, a few worry about her
pups (another assuring that they don’t need her milk any longer), and then they silently form a line
and go to the coffin, pay their respects to their loving companion, the teacher recites the
‘Mruthyunjaya Mantra’ and stays there for a few minutes till each child tries to assimilate this deep
experience...

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Again time for the next lesson hour, starting with simple songs and children spreading their portable
tables and boards/papers to do the form drawing which goes on with its own texture, as its a
challenging form (three line braid) which they have to get right within the ample leverage of twelve
attempts. The teacher moves to each child, depending on their needs and helps them achieve at
their pace.

The day comes to an end by 2:30 pm...as they clear up the classroom, pack their bags and have a
small closing circle outside this time. A few hug and bid farewell, others do it vocally as they skip and
go towards the gate...not a dull moment through the day, not a sign of tiredness or boredom, just
happy 10 year olds filled with a day of rich sensory impressions, wilful learning and joyful
camaraderie!

A few insights most memorable for me:

- The children are just not inhibited to share their vulnerabilities or challenges openly. They
didn’t feel judged by their teacher or classmates. I wondered as adults when we lose this gift
and start holding back, especially when we are actually care givers to these very children?

- The teacher is there but not there. The accountability each child takes is almost with their
own will. The teacher ensures she doesn’t impose herself on anyone, and gives them ample
room and freedom to be themselves. Certain rules are well established and a gentle
reminder if it gets compromised, eg. digressing too far away from the topic, the rhythm
getting unduly disturbed, talking during bookwork, bullying etc.

- The sureness in the tone of the teacher – a well prepared confident handling which is
evident at every step. Even when something new is presented the teacher is able to find a
creative and steadfast solution without getting flustered or disturbed. When we asked her
about this being difficult always, she said there are days when she can be pushed. But she
ensures that she responds and shows her displeasure before it actually becomes an
emotional upheaval for her (such as anger or irritation)...which then would come out as an
‘out of control’ reaction. The individual should be so available to the present to actually take
control before it actually takes control of them.

- The teacher is also a learner. The teacher is learning and growing every single day, hence
doesn’t come in a hierarchical role or a feeling of ‘I know better’ and the need to control.
Lets children have the joys of childhood without influencing it or inhibiting it. This role has
been decided somewhere else (spiritual world) and hence deserves genuine respect/justice.

- When asked about an inclusive classroom, she said every child comes in with a gift for the
class, and it’s the teachers close observation that can help them find their accomplishments
as individuals and hence feel part of the group...The lack of judgement or labelling by the
loving authority means a lot for the individual and the class.

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Presented by: Remya Hariharan, As a part of Waldorf Teacher Training Seminar 2018-19
Mentor: Mr. Manivannan G, Kingdom of Childhood, Bangalore.

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