The study of the wealth and extent of natural resources carried out by students in their school campus has been a rich experience both for the students and the teacher. Learning from direct observation, being close to nature, also brought a refreshing dimension to the education system.

Every child, through mere intuition develops a lot of misconceptions about various phenomena. Merely telling a child how a certain phenomenon works will not drive the point home, because intuitions are always stronger. It is important for the science teacher to bring these intuitions out and break them by allowing children to observe and reason.

How does one begin to learn geography? A great deal of geography can be done in the observation of the immediate environment, both natural and human, through direct fieldwork and observation. Much of the learning can be connected to activities such as walks in the neighbourhood, gardening on a plot of land, as well as field trips.

Observation should become the foundation for learning biology. Children need to be moved outdoors for learning. Instead of textbooks, there should be classroom libraries, and perhaps, textbooks should be discarded altogether. Importantly, children need to be given time for learning.

When the teacher makes a provision in his classroom teaching, in the assessment and feedback process, for different kinds of students in his class, the overall learning of the subject is enhanced for all.

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