Inspiring Women Every Wednesday: Mrs. Lata Vaidyanathan

Mrs. Lata Vaidyanathan is a veteran educationist who stands dedicated and committed to the promotion of child-centred education.

Mrs. Lata Vaidyanathan was honored with the prestigious ‘National Award to Teachers’ for the year 2003, presented to her by the President of India on 5th September 2004, serving as a testament to her exceptional contributions to the field of education.

She has been a driving force in the movement for burden-free and joyful learning for children and strongly advocates for an educational system that recognizes and caters to the unique qualities and individuality of each child. Mrs. Vaidyanathan emphasizes the integral role of arts, music, dance, sports, and other cultural activities in education, believing these elements to be crucial for a well-rounded learning experience.

Her expertise and dedication have been internationally recognized. Sponsored by Boeing, she visited twenty-one schools and six universities, including Harvard University, in the United States. This exposure further enriched her understanding and application of progressive educational practices.

Mrs. Vaidyanathan is also a prolific author, having written numerous books for pre-primary and primary school children. Her commitment to education and continuous learning was further highlighted when she was selected to attend the “Project Zero Classroom 2004” course at the Harvard Graduate School of Education in Cambridge, Massachusetts. This program, which took place during the summer of 2004, focused on deepening the understanding of educational concepts at the classroom level, a testament to her lifelong dedication to advancing education.

In Conversation with Mrs. Lata Vaidyanathan – Preeti Juneja

Q. What is ‘Burden Free Education’? To what extent have we advanced in realizing the concept of ‘burden-free education’ in Indian schools?

The described concept of burden-free education represents a transformative approach to learning, which extends far beyond the traditional focus on textbooks and classroom materials. This philosophy is centered around making education a joyful, daily relevant experience, unburdened by the constraints of routine learning or heavy textual content. It advocates for a pedagogical shift, especially in early education, where the emphasis is on physical interaction and making content engaging and experiential, rather than passive. This ensures that learning outcomes are both enjoyable and evident to children.

As students progress into middle school, the approach adapts to their growing comprehension, maintaining a focus on the quality of interactions between educators, students, and educational resources. An integral part of this philosophy is the concept of learning through play and exploration. Activities like climbing, chasing, and kite flying are not just recreational but are subtly infused with learning opportunities, teaching concepts such as air pressure and wind direction intuitively.

This approach also recognizes the challenges posed by large classroom sizes, emphasizing the need for adequate infrastructure, materials, and a favourable educator-to-student ratio to effectively implement this experiential, action-oriented teaching. A key aspect is the creation of a socio-emotional learning environment, both in schools and at home, fostering a stress-free atmosphere conducive to learning.

The holistic approach calls for a collaborative effort between schools and homes, aiming for a seamless integration of learning experiences in a child’s life. Despite the challenges, there is an optimistic outlook towards achieving the goals of burden-free education through collective efforts, continuous evolution of educators, and aligned expectations among educators and parents. This modern educational philosophy promises a more effective and enjoyable learning journey, prioritizing the well-being, engagement, and holistic development of students over conventional rote learning methods.

Q. Tell us about your contribution towards inclusive education of differently-abled children. What were the challenges, and how did you approach them to ensure full or partial inclusion?

The educational board offers accommodations to ensure that students with certain challenges, particularly in exams and certifications, are given the necessary support to feel more at ease. This reflects the broader progress of our country, exemplified by achievements such as winning Paralympic medals and women joining combat forces. These developments underline the need for the teaching-learning community to strive for a fair and equitable playing field for everyone in society.

The focus on selective and inclusive education, along with participation, celebration, identification, and attempts at reservation, is becoming increasingly crucial in addressing these issues. Schools have become more organized and are implementing rules and regulations that are essential for modern times. However, the challenge remains in the lack of expertise within schools for handling these special needs. The ideal teacher-to-student ratio for such cases is ambitiously low, making it an economically challenging goal for schools to achieve on their own. This situation calls for significant government intervention, beyond mere tokenism.

The approach to education support and advocacy should extend beyond just engaging the parents of challenged children. The parents of other children need to understand and empathize with these challenges as well. This mutual learning and support is key to transforming the social fabric. While these goals are ambitious and easier said than done, government involvement is crucial in making meaningful changes.

For instance, when organizing a low-cost trekking tour, economic disparities become evident. Children from economically weaker sections might be unable to participate, limiting their school experience to mere textbook learning. This scenario highlights the need for government subsidies to ensure inclusivity. The complexities extend to the misuse of reserved categories by those who are well-off, while those who genuinely need support are often left behind. These intricate issues require thoughtful solutions.

The journey towards addressing these challenges involves working within our limitations and striving for the best possible outcomes. The aim is to foster a society that embraces all forms of inclusion – social, financial, religious, and beyond. Despite thousands of years of civilization and nearly a century of nationhood, achieving true societal inclusion remains a significant challenge in our country.

Q. ‘National Award to Teachers’ for 2003 conferred by the President of India on Teachers Day. To whom do you extend your most profound gratitude for this once-in-a-lifetime momentous achievement, and why?

“Matha, Pitha, Guru, Daivam”

My profound gratitude first goes to my parents, who were instrumental in my educational journey. Following them are the children, the true enactors of everything achieved.

As a young principal, I’ve been significantly involved in the lives of countless students. Whether they exceeded, met, or fell short of expectations, I accept full responsibility for their academic journeys. In every step, I’ve endeavoured to be sufficient, extending my thanks to my colleagues and the wider community. These individuals have been my teachers in the broadest sense, including both living beings and inanimate objects that served as my hypothetical mentors. Even migrating birds, with their patterns, have imparted lessons to me. This is the order in which I wish to express my deep respect and humility upon receiving this award. It has not only heightened my sense of responsibility but also reminded me of the ongoing journey ahead. This pursuit is my duty, my devotion, and my God – embodied in the children and the school I tirelessly serve.”

“Matha, Pitha, Guru, Daivam” is a famous and ancient Sanskrit phrase that translates to “Mother, Father, Teacher, God”. The phrase highlights the important role each has in the growth of the individual.

Q. What influenced your perspective or vision in doing remarkably new things?

In a single lifetime, it’s impossible to embody numerous personas. My aspiration to become a pilot, inspired by the boundless skies and my father’s Air Force background, reflects a desire to transcend borders. This yearning extends to various professions and accomplishments. I long to be a part of these achievements, to feel as if I’ve contributed to them. Whenever I see a skilled pilot soaring above, I wonder if they might be a child I influenced. If there’s an accomplished daughter out there, perhaps I played a role in shaping her life. Or a scientist making breakthroughs – did I ignite that spark in them? The unique impact of a teacher’s life allows this kind of influence. I find immense satisfaction in hearing from students from diverse fields and backgrounds – whether affluent or modest, in financial or other terms – who credit their success to my influence. It’s in these moments that the sense of “I” truly prevails.

Q. Each child is unique, and the educational system should facilitate and address the uniqueness and individuality of each child. What are your thoughts on this? What advice would you offer to parents to assist their children in managing educational stress, navigating life challenges, and fostering increased self-esteem in their children?

Every child often becomes a symbol of achievement for their parents, who may equate being ahead of others with happiness or success. However, this perception isn’t accurate. True achievement lies in age-appropriate learning, in joyful environments, and in experiences that are memorable and meaningful, rather than being solely determined by exams.

Examinations are not necessary to gauge learning. For instance, if a child incorrectly adds two and two to make five but then corrects themselves after a short while, it demonstrates not only their grasp of the concept but also their ability to self-correct. I hold the idealistic belief that exams might not be necessary until middle school, a view I’ve come to after 40 years in education. The more I see the stress exams cause and the race to outperform, the more concerned I become. However, my conviction in this approach is strengthened by my experiences. Early in my career, I learned that what students valued most were the lessons learned outside the classroom.

I urge parents to let their children be themselves. When a child runs a race, the focus should be on their physical health and encouraging them to dream big – like having strong muscles or climbing mountains. Success isn’t about beating others; it’s about surpassing your own personal best. If a child can improve their 100-meter sprint time from one minute to 50 seconds, and then to 30 seconds, that’s true achievement. Being first isn’t about leaving others behind; it’s about self-improvement.

I often remind graduating students that everyone blooms at their own pace. Some bloom early, others later, but all will eventually bloom. As they grow older and wiser, it’s clear that not all top students become CEOs, and not all CEOs were top students. The role of a CEO is just one example of how diverse success can be. This understanding is increasingly recognized by everyone.

Q. What single change would you implement in our education system if you had the chance to make a significant alteration?

I aim to infuse all academic subjects with a spirit of exploration and discovery. To put it simply, I encourage students to learn through their own journey of searching, researching, and experiencing to understand what drives success. For instance, when teaching about the Qutub Minar, is it better to rely on two textbook pages or to actually visit the monument? Or, when exploring the law of flotation, should students be taken to a swimming pool to experience it firsthand rather than just memorizing the definition? These approaches, I believe, are crucial in education.

Imagine the excitement in hearing poetry and witnessing sixth and seventh graders authoring books. If in one year, my school can boast of 40 student publications, with young students composing Haiku, that’s truly remarkable and the direction we should be heading.

I advocate for a syllabus framework that is age-appropriate and experiential, allowing schools the flexibility to implement it in their unique ways. Incorporating travel as an essential component of education is vital. I propose that outings beyond the school premises, at least once a month, should not only be encouraged but also made mandatory.

Q. Could you share a fond memory from your experience at one of the schools?

I am driven to transform the learning environment at Gyan Bharti School, leveraging its solid foundation to potentially make it one of the country’s finest institutions. My commitment to this goal is unwavering, fueled by a vision of a school brimming with life, ambition, achievement, social responsibility, environmental love, and sustainability. “Be the difference you want to see” is a principle I’ve embraced, reflecting the maturity of my views compared to when I started.

Reflecting on my time at Modern School, it holds a special place in my heart, a place where I had the freedom to implement my ideas without restrictions from the school’s administration or limitations in resources. It was a collaborative journey, with both children and parents eagerly participating.

My tenure at Eicher School in Parwanoo felt like nurturing a child from birth, starting from scratch to build an institution that significantly contributes to society. It was an experience akin to giving birth to an educational institution. My first role as principal at Bhartiya Vidya Bhavan in Chandigarh taught me the importance of treating public wealth with the utmost respect and integrity, a lesson reinforced by Mr. N. Khosla, who lived a century before recently passing away.

Throughout my career, I’ve learned from various individuals, from young children to the elderly. Some have guided me on what to do, while others have shown me what to avoid. A key takeaway has been the importance of maintaining a high moral standard and treating people equally as much as possible. Leading a balanced life, loving nature, respecting family, and understanding that true religion manifests through actions, not just prayers, are vital. Staying healthy and morally upright is essential.

Rapid-Fire:

What is Quality Education? Impactful and result-oriented.
Have you thought of writing another book? Someday probably I will do it. Yes, I want to.
Multiple choices of subjects help or confuse a child? No longer does it confuse a child. Through churning and confusion rises a clear mind and therefore confusion is no sin. If they lost a year or two to people’s perception, I wouldn’t deal with it too strictly. It’s okay to be confused, so multiple choices must be offered.
Aspiration or Inspiration, which one would you choose over the other? Inspiration.

One-Liners:

Your favourite subject is: Education. That transforms.
To keep memory sharp, one must do: Learn Sanskrit shlokas very early in life.
Influencing perception is best achieved when: When you can demonstrate action.
Smartness in a person is: You being you, who you actually are.
The National Education Policy 2020 is: Forward-looking.

About Author

Mrs. Lata Vaidyanathan

Mrs. Lata Vaidyanathan is a distinguished educator with over four decades of experience in the field of education, where she has been a staunch advocate for education focused on the individual needs of children. Her career includes significant roles such as serving as the Principal at Bhartiya Vidya Bhavan’s school in Chandigarh, Founding Principal at Eicher School in Parwanoo, and a fourteen-year tenure as the Principal of Modern School on Barakhamba Road. Currently, Director of Gyan Bharati School, Delhi.