Quantitative and qualitative education

Dear Editor,
We would like to share our reactions on the latest instruction from the DSE on the recently conducted Pre-Board examination for Class X and XII.
Developing a classroom environment conducive to learning is approaches that entail staging the physical space, getting the students to cooperate, creating a communal environment, and finally maintaining a positive classroom climate and culture.
Of all these, getting students to cooperate is the most challenging aspect of maintaining a neat and organized environment. A teacher needs to define the rules and routines for transitions between activities and classes which include correction of undesirable behaviors amongst the learners. And a teacher is responsible for making appropriate demands, giving clear signals, and being constant. No doubt, providing conducive environment to the learners have been the basic guiding principles of education since the time immemorial.
Nevertheless, the provisions of conducive environment did not be understood as accommodation to all thereby degrading the system itself. And we wonder, is there any avenues left for evaluation? What is the accountability of evaluation if the results to be based wholly on pseudo leniency towards the learners?
Further, we have a question that was it that necessary to conduct a mock pre-board? And the incumbent government talk about quality education every now and then. How on earth can one expect quality education when the approach itself is technically bending towards quantitative education?
For a quality education the curriculum ought to be in such a way that the learner’s role be that of an active entity wherein the learner be let to know and explore the things around with an stringent examination and evaluation techniques where there is least space for the leniency. For we believe education to a child should mean nourishment and enriching of an individual to its highest possible standards of intellect. Rather than incorporating a parrot’s aptitude in an individual.
We earnestly request to those at helms of the affairs to have a second thought for the emotions and sentiments of teaching fraternity in days to come, at least.
Teachers in Pain