BREAKING NEWS
Fortunately, some schools and educators are making efforts to move beyond traditional memorisation-based teaching. They are focusing on conceptual clarity, classroom discussions, practical activities, questioning and understanding rather than expecting students to memorise every answer.
As an educator, I have often witnessed a disturbing pattern in our society: whenever examinations approach, panic begins to spread among parents, and that anxiety is eventually transferred to their children. Instead of encouraging children to learn with confidence and curiosity, many parents begin to put them under immense pressure to secure the highest marks. In this race for academic excellence, we often forget that children are human beings with emotional, physical and intellectual needs.
During my experience as an educator, I have observed parents sending their children to tuition classes for several hours, sometimes without even considering whether they are hungry, tired or mentally exhausted. Their primary concern often appears to be that their children should become toppers. But an important question remains unanswered: Are these children actually understanding what they are learning? Do they have a clear understanding of the concepts, or are they simply memorising information to reproduce it in examinations?
Unfortunately, our society has become excessively dependent on rote learning. Academic success is frequently measured by marks, ranks and positions rather than by understanding, creativity, critical thinking and the ability to apply knowledge in real-life situations. Children are encouraged to memorise answers instead of exploring ideas, asking questions and developing independent thinking.
When Education Becomes a Race for Marks
The pressure to perform well does not come only from parents. In some schools, the way the syllabus and examination preparation are organised also contributes to this problem. Students are sometimes provided with lengthy folders containing extensive notes and answers to memorise for half-yearly or annual examinations. The focus becomes completing the syllabus, preparing the material and securing marks, rather than ensuring that every child understands the fundamental concepts.
Completing a syllabus does not necessarily mean that learning has taken place. A child may memorise an entire chapter and reproduce it perfectly in an examination, yet struggle to explain its meaning in their own words. Another child may obtain average marks but possess a sound understanding of the subject and the ability to apply that knowledge practically.
This raises a fundamental question: What is the real purpose of education—to produce high scorers or to develop knowledgeable, confident and thoughtful individuals?
The Hidden Cost of Academic Pressure
Excessive academic pressure can gradually affect children's motivation, confidence and interest in learning. When children are constantly reminded that they must achieve the highest marks, they may begin to associate education with fear, competition and the possibility of disappointing their parents.
Instead of developing a genuine interest in their subjects, they may study merely to avoid criticism or to satisfy the expectations of others. Over time, learning can become a burden rather than an enjoyable process of discovery.
We must also understand that every child learns differently. Some children grasp concepts quickly, while others need additional time, different teaching methods or individual attention. A child's learning pace should not become a reason to label them as weak or unintelligent. Such labels can undermine confidence and prevent children from recognising their own potential.
As educators and parents, we must remember that a child's hunger, rest, emotional well-being and need for encouragement are just as important as academic preparation. A tired and anxious child cannot always learn effectively, regardless of how many hours they spend studying.
Marks Do not Define
One of the most important changes our society needs is a shift in the way we understand intelligence and success. Marks are useful for assessing certain aspects of academic performance, but they cannot measure every ability a child possesses.
A child may excel in problem-solving, creativity, communication, practical activities, leadership or artistic expression without always securing the highest marks in examinations. Similarly, a child who performs exceptionally well in written tests may still need opportunities to develop communication, collaboration and practical skills.
Therefore, we should stop treating examination results as the complete measure of a child's capabilities. Instead, we should recognise individual strengths, identify learning difficulties and provide children with opportunities to improve.
The purpose of education should not be to compare one child with another. It should be to help every child progress from their own starting point.
A Positive Change Is Possible
Fortunately, some schools and educators are making efforts to move beyond traditional memorisation-based teaching. They are focusing on conceptual clarity, classroom discussions, practical activities, questioning and understanding rather than expecting students to memorise every answer.
Such approaches demonstrate that a student does Beyond Marks: Why Our Education System Must Move Away from Rote Learning
By an Educator
As an educator, I have often witnessed a disturbing pattern in our society: whenever examinations approach, panic begins to spread among parents, and that anxiety is eventually transferred to their children. Instead of encouraging children to learn with confidence and curiosity, many parents begin to put them under immense pressure to secure the highest marks. In this race for academic excellence, we often forget that children are human beings with emotional, physical and intellectual needs.
During my experience as an educator, I have observed parents sending their children to tuition classes for several hours, sometimes without even considering whether they are hungry, tired or mentally exhausted. Their primary concern often appears to be that their children should become toppers. But an important question remains unanswered: Are these children actually understanding what they are learning? Do they have a clear understanding of the concepts, or are they simply memorising information to reproduce it in examinations?
Unfortunately, our society has become excessively dependent on rote learning. Academic success is frequently measured by marks, ranks and positions rather than by understanding, creativity, critical thinking and the ability to apply knowledge in real-life situations. Children are encouraged to memorise answers instead of exploring ideas, asking questions and developing independent thinking.
When Education Becomes a Race for Marks
The pressure to perform well does not come only from parents. In some schools, the way the syllabus and examination preparation are organised also contributes to this problem. Students are sometimes provided with lengthy folders containing extensive notes and answers to memorise for half-yearly or annual examinations. The focus becomes completing the syllabus, preparing the material and securing marks, rather than ensuring that every child understands the fundamental concepts.
Completing a syllabus does not necessarily mean that learning has taken place. A child may memorise an entire chapter and reproduce it perfectly in an examination, yet struggle to explain its meaning in their own words. Another child may obtain average marks but possess a sound understanding of the subject and the ability to apply that knowledge practically.
This raises a fundamental question: What is the real purpose of education—to produce high scorers or to develop knowledgeable, confident and thoughtful individuals?
The Hidden Cost of Academic Pressure
Excessive academic pressure can gradually affect children's motivation, confidence and interest in learning. When children are constantly reminded that they must achieve the highest marks, they may begin to associate education with fear, competition and the possibility of disappointing their parents.
Instead of developing a genuine interest in their subjects, they may study merely to avoid criticism or to satisfy the expectations of others. Over time, learning can become a burden rather than an enjoyable process of discovery.
We must also understand that every child learns differently. Some children grasp concepts quickly, while others need additional time, different teaching methods or individual attention. A child's learning pace should not become a reason to label them as weak or unintelligent. Such labels can undermine confidence and prevent children from recognising their own potential.
As educators and parents, we must remember that a child's hunger, rest, emotional well-being and need for encouragement are just as important as academic preparation. A tired and anxious child cannot always learn effectively, regardless of how many hours they spend studying.
Marks Do not Define a Child's Intelligence
One of the most important changes our society needs is a shift in the way we understand intelligence and success. Marks are useful for assessing certain aspects of academic performance, but they cannot measure every ability a child possesses.
A child may excel in problem-solving, creativity, communication, practical activities, leadership or artistic expression without always securing the highest marks in examinations. Similarly, a child who performs exceptionally well in written tests may still need opportunities to develop communication, collaboration and practical skills.
Therefore, we should stop treating examination results as the complete measure of a child's capabilities. Instead, we should recognise individual strengths, identify learning difficulties and provide children with opportunities to improve.
The purpose of education should not be to compare one child with another. It should be to help every child progress from their own starting point.
A Positive Change is Possible
Fortunately, some schools and educators are making efforts to move beyond traditional memorisation-based teaching. They are focusing on conceptual clarity, classroom discussions, practical activities, questioning and understanding rather than expecting students to memorise every answer.
Such approaches demonstrate that a student does not have to be a topper to become a meaningful learner. Even a child who is considered academically below average can develop a strong understanding of important concepts when taught patiently and effectively.
This is the kind of educational environment we need to encourage—one in which children are allowed to ask questions, make mistakes, learn at their own pace and develop confidence in their abilities.
Parents also have an important role to play. Instead of repeatedly asking, “How many marks did you get?” they should ask, “What did you learn today?” Instead of comparing their children with classmates or relatives, they should appreciate their individual progress. Rather than creating fear around examinations, they should help children approach them with preparation, confidence and a healthy attitude.
Schools, too, must review their teaching practices and ensure that completing the syllabus does not take priority over genuine learning. Teachers should be given the opportunity to focus on conceptual understanding, creativity and the individual needs of their students.
Let Us Change Our Mindset
Education is not merely a process of preparing children for examinations. It is a process of preparing them for life. It should teach them how to think, understand, question, create, communicate and solve problems.
If our children are memorising hundreds of answers but struggling to understand basic concepts, we need to reconsider our approach. If they are losing interest in studies because of constant pressure, we need to examine the expectations we are placing upon them. And if we are judging their intelligence entirely through marks, we need to broaden our understanding of what it means to be educated.
As an educator, I strongly believe that the real achievement of an education system lies not in how many toppers it produces, but in how many children it helps become confident, capable and independent thinkers.
Let us stop treating childhood as a race for marks. Let us create an education system where understanding matters more than memorisation, curiosity matters more than competition, and every child is given the opportunity to learn, grow and discover their potential.
Because, ultimately, the success of education should not be measured only by the marks children bring home, but by the knowledge, values, confidence and understanding they carry throughout their lives.not have to be a topper to become a meaningful learner. Even a child who is considered academically below average can develop a strong understanding of important concepts when taught patiently and effectively.
This is the kind of educational environment we need to encourage—one in which children are allowed to ask questions, make mistakes, learn at their own pace and develop confidence in their abilities.
Parents also have an important role to play. Instead of repeatedly asking, “How many marks did you get?” they should ask, “What did you learn today?” Instead of comparing their children with classmates or relatives, they should appreciate their individual progress. Rather than creating fear around examinations, they should help children approach them with preparation, confidence and a healthy attitude.
Schools, too, must review their teaching practices and ensure that completing the syllabus does not take priority over genuine learning. Teachers should be given the opportunity to focus on conceptual understanding, creativity and the individual needs of their students.
Let Us Change our Mindset
Education is not merely a process of preparing children for examinations. It is a process of preparing them for life. It should teach them how to think, understand, question, create, communicate and solve problems.
If our children are memorising hundreds of answers but struggling to understand basic concepts, we need to reconsider our approach. If they are losing interest in studies because of constant pressure, we need to examine the expectations we are placing upon them. And if we are judging their intelligence entirely through marks, we need to broaden our understanding of what it means to be educated.
As an educator, I strongly believe that the real achievement of an education system lies not in how many toppers it produces, but in how many children it helps become confident, capable and independent thinkers.
Let us stop treating childhood as a race for marks. Let us create an education system where understanding matters more than memorisation, curiosity matters more than competition, and every child is given the opportunity to learn, grow and discover their potential.
Because, ultimately, the success of education should not be measured only by the marks children bring home, but by the knowledge, values, confidence and understanding they carry throughout their lives.
Email:------------------------------mehvishshakeel96@gmail.com
Fortunately, some schools and educators are making efforts to move beyond traditional memorisation-based teaching. They are focusing on conceptual clarity, classroom discussions, practical activities, questioning and understanding rather than expecting students to memorise every answer.
As an educator, I have often witnessed a disturbing pattern in our society: whenever examinations approach, panic begins to spread among parents, and that anxiety is eventually transferred to their children. Instead of encouraging children to learn with confidence and curiosity, many parents begin to put them under immense pressure to secure the highest marks. In this race for academic excellence, we often forget that children are human beings with emotional, physical and intellectual needs.
During my experience as an educator, I have observed parents sending their children to tuition classes for several hours, sometimes without even considering whether they are hungry, tired or mentally exhausted. Their primary concern often appears to be that their children should become toppers. But an important question remains unanswered: Are these children actually understanding what they are learning? Do they have a clear understanding of the concepts, or are they simply memorising information to reproduce it in examinations?
Unfortunately, our society has become excessively dependent on rote learning. Academic success is frequently measured by marks, ranks and positions rather than by understanding, creativity, critical thinking and the ability to apply knowledge in real-life situations. Children are encouraged to memorise answers instead of exploring ideas, asking questions and developing independent thinking.
When Education Becomes a Race for Marks
The pressure to perform well does not come only from parents. In some schools, the way the syllabus and examination preparation are organised also contributes to this problem. Students are sometimes provided with lengthy folders containing extensive notes and answers to memorise for half-yearly or annual examinations. The focus becomes completing the syllabus, preparing the material and securing marks, rather than ensuring that every child understands the fundamental concepts.
Completing a syllabus does not necessarily mean that learning has taken place. A child may memorise an entire chapter and reproduce it perfectly in an examination, yet struggle to explain its meaning in their own words. Another child may obtain average marks but possess a sound understanding of the subject and the ability to apply that knowledge practically.
This raises a fundamental question: What is the real purpose of education—to produce high scorers or to develop knowledgeable, confident and thoughtful individuals?
The Hidden Cost of Academic Pressure
Excessive academic pressure can gradually affect children's motivation, confidence and interest in learning. When children are constantly reminded that they must achieve the highest marks, they may begin to associate education with fear, competition and the possibility of disappointing their parents.
Instead of developing a genuine interest in their subjects, they may study merely to avoid criticism or to satisfy the expectations of others. Over time, learning can become a burden rather than an enjoyable process of discovery.
We must also understand that every child learns differently. Some children grasp concepts quickly, while others need additional time, different teaching methods or individual attention. A child's learning pace should not become a reason to label them as weak or unintelligent. Such labels can undermine confidence and prevent children from recognising their own potential.
As educators and parents, we must remember that a child's hunger, rest, emotional well-being and need for encouragement are just as important as academic preparation. A tired and anxious child cannot always learn effectively, regardless of how many hours they spend studying.
Marks Do not Define
One of the most important changes our society needs is a shift in the way we understand intelligence and success. Marks are useful for assessing certain aspects of academic performance, but they cannot measure every ability a child possesses.
A child may excel in problem-solving, creativity, communication, practical activities, leadership or artistic expression without always securing the highest marks in examinations. Similarly, a child who performs exceptionally well in written tests may still need opportunities to develop communication, collaboration and practical skills.
Therefore, we should stop treating examination results as the complete measure of a child's capabilities. Instead, we should recognise individual strengths, identify learning difficulties and provide children with opportunities to improve.
The purpose of education should not be to compare one child with another. It should be to help every child progress from their own starting point.
A Positive Change Is Possible
Fortunately, some schools and educators are making efforts to move beyond traditional memorisation-based teaching. They are focusing on conceptual clarity, classroom discussions, practical activities, questioning and understanding rather than expecting students to memorise every answer.
Such approaches demonstrate that a student does Beyond Marks: Why Our Education System Must Move Away from Rote Learning
By an Educator
As an educator, I have often witnessed a disturbing pattern in our society: whenever examinations approach, panic begins to spread among parents, and that anxiety is eventually transferred to their children. Instead of encouraging children to learn with confidence and curiosity, many parents begin to put them under immense pressure to secure the highest marks. In this race for academic excellence, we often forget that children are human beings with emotional, physical and intellectual needs.
During my experience as an educator, I have observed parents sending their children to tuition classes for several hours, sometimes without even considering whether they are hungry, tired or mentally exhausted. Their primary concern often appears to be that their children should become toppers. But an important question remains unanswered: Are these children actually understanding what they are learning? Do they have a clear understanding of the concepts, or are they simply memorising information to reproduce it in examinations?
Unfortunately, our society has become excessively dependent on rote learning. Academic success is frequently measured by marks, ranks and positions rather than by understanding, creativity, critical thinking and the ability to apply knowledge in real-life situations. Children are encouraged to memorise answers instead of exploring ideas, asking questions and developing independent thinking.
When Education Becomes a Race for Marks
The pressure to perform well does not come only from parents. In some schools, the way the syllabus and examination preparation are organised also contributes to this problem. Students are sometimes provided with lengthy folders containing extensive notes and answers to memorise for half-yearly or annual examinations. The focus becomes completing the syllabus, preparing the material and securing marks, rather than ensuring that every child understands the fundamental concepts.
Completing a syllabus does not necessarily mean that learning has taken place. A child may memorise an entire chapter and reproduce it perfectly in an examination, yet struggle to explain its meaning in their own words. Another child may obtain average marks but possess a sound understanding of the subject and the ability to apply that knowledge practically.
This raises a fundamental question: What is the real purpose of education—to produce high scorers or to develop knowledgeable, confident and thoughtful individuals?
The Hidden Cost of Academic Pressure
Excessive academic pressure can gradually affect children's motivation, confidence and interest in learning. When children are constantly reminded that they must achieve the highest marks, they may begin to associate education with fear, competition and the possibility of disappointing their parents.
Instead of developing a genuine interest in their subjects, they may study merely to avoid criticism or to satisfy the expectations of others. Over time, learning can become a burden rather than an enjoyable process of discovery.
We must also understand that every child learns differently. Some children grasp concepts quickly, while others need additional time, different teaching methods or individual attention. A child's learning pace should not become a reason to label them as weak or unintelligent. Such labels can undermine confidence and prevent children from recognising their own potential.
As educators and parents, we must remember that a child's hunger, rest, emotional well-being and need for encouragement are just as important as academic preparation. A tired and anxious child cannot always learn effectively, regardless of how many hours they spend studying.
Marks Do not Define a Child's Intelligence
One of the most important changes our society needs is a shift in the way we understand intelligence and success. Marks are useful for assessing certain aspects of academic performance, but they cannot measure every ability a child possesses.
A child may excel in problem-solving, creativity, communication, practical activities, leadership or artistic expression without always securing the highest marks in examinations. Similarly, a child who performs exceptionally well in written tests may still need opportunities to develop communication, collaboration and practical skills.
Therefore, we should stop treating examination results as the complete measure of a child's capabilities. Instead, we should recognise individual strengths, identify learning difficulties and provide children with opportunities to improve.
The purpose of education should not be to compare one child with another. It should be to help every child progress from their own starting point.
A Positive Change is Possible
Fortunately, some schools and educators are making efforts to move beyond traditional memorisation-based teaching. They are focusing on conceptual clarity, classroom discussions, practical activities, questioning and understanding rather than expecting students to memorise every answer.
Such approaches demonstrate that a student does not have to be a topper to become a meaningful learner. Even a child who is considered academically below average can develop a strong understanding of important concepts when taught patiently and effectively.
This is the kind of educational environment we need to encourage—one in which children are allowed to ask questions, make mistakes, learn at their own pace and develop confidence in their abilities.
Parents also have an important role to play. Instead of repeatedly asking, “How many marks did you get?” they should ask, “What did you learn today?” Instead of comparing their children with classmates or relatives, they should appreciate their individual progress. Rather than creating fear around examinations, they should help children approach them with preparation, confidence and a healthy attitude.
Schools, too, must review their teaching practices and ensure that completing the syllabus does not take priority over genuine learning. Teachers should be given the opportunity to focus on conceptual understanding, creativity and the individual needs of their students.
Let Us Change Our Mindset
Education is not merely a process of preparing children for examinations. It is a process of preparing them for life. It should teach them how to think, understand, question, create, communicate and solve problems.
If our children are memorising hundreds of answers but struggling to understand basic concepts, we need to reconsider our approach. If they are losing interest in studies because of constant pressure, we need to examine the expectations we are placing upon them. And if we are judging their intelligence entirely through marks, we need to broaden our understanding of what it means to be educated.
As an educator, I strongly believe that the real achievement of an education system lies not in how many toppers it produces, but in how many children it helps become confident, capable and independent thinkers.
Let us stop treating childhood as a race for marks. Let us create an education system where understanding matters more than memorisation, curiosity matters more than competition, and every child is given the opportunity to learn, grow and discover their potential.
Because, ultimately, the success of education should not be measured only by the marks children bring home, but by the knowledge, values, confidence and understanding they carry throughout their lives.not have to be a topper to become a meaningful learner. Even a child who is considered academically below average can develop a strong understanding of important concepts when taught patiently and effectively.
This is the kind of educational environment we need to encourage—one in which children are allowed to ask questions, make mistakes, learn at their own pace and develop confidence in their abilities.
Parents also have an important role to play. Instead of repeatedly asking, “How many marks did you get?” they should ask, “What did you learn today?” Instead of comparing their children with classmates or relatives, they should appreciate their individual progress. Rather than creating fear around examinations, they should help children approach them with preparation, confidence and a healthy attitude.
Schools, too, must review their teaching practices and ensure that completing the syllabus does not take priority over genuine learning. Teachers should be given the opportunity to focus on conceptual understanding, creativity and the individual needs of their students.
Let Us Change our Mindset
Education is not merely a process of preparing children for examinations. It is a process of preparing them for life. It should teach them how to think, understand, question, create, communicate and solve problems.
If our children are memorising hundreds of answers but struggling to understand basic concepts, we need to reconsider our approach. If they are losing interest in studies because of constant pressure, we need to examine the expectations we are placing upon them. And if we are judging their intelligence entirely through marks, we need to broaden our understanding of what it means to be educated.
As an educator, I strongly believe that the real achievement of an education system lies not in how many toppers it produces, but in how many children it helps become confident, capable and independent thinkers.
Let us stop treating childhood as a race for marks. Let us create an education system where understanding matters more than memorisation, curiosity matters more than competition, and every child is given the opportunity to learn, grow and discover their potential.
Because, ultimately, the success of education should not be measured only by the marks children bring home, but by the knowledge, values, confidence and understanding they carry throughout their lives.
Email:------------------------------mehvishshakeel96@gmail.com
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