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C -A V Z -O -N B U C
MAITHILI ( C om pulsory )
Time Allowed
Maximum Marks : 300
: Three Hours
QUESTION PAPER SPECIFIC INSTRUCTIONS
Please read each o f the following instructions carefully before attempting questions
A ll questions are to be attem pted.
The num ber o f m arks carried by a question/part is in dicated against it.
Answ er m ust be w ritten in M AITH ILI (D evanagari script) u n less otherw ise directed in the question.
W ord lim it in questions, w h erever specified, should be adhered to and if answ ered in m uch longer or shorter th an the prescribed length, m arks m ay be deducted.
Any page or portion o f th e page left b lank in the Q uestion -cu m -A nsw er B ooklet m ust be clearly struck off.
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Language and communication are something that children learn by talking to one another. But schools consider this an act of indiscipline. Instead, we have a special grammar class to learn language! One educationist remarked, “It is nice that children spend ju st a few hours at school. If they spend all 24 hours in schools, they will turn out to be dum b!” In most schools, teachers talk, children listen. The same is true for other skills also. Children learn a great deal without being taught, by tinkering and pottering on their own. Changes in the school system, if they are to be of lasting significance, m ust spring from the actions of teachers in their classrooms, teachers who are able to help children collectively. New programmes, new materials and even basic changes in organizational structure will not necessarily bring about healthy growth. A dynamic and vital atmosphere can develop when teachers are given the freedom and support to innovate. One m ust depend ultim ately upon the initiative and respectfulness of such teachers and this cannot be promoted by prescribing continuously and in detail what is to be done. In education, we can cry too much about money. Sure, we could use more, but some of the best classrooms and schools I have seen or heard of, spend far less per pupil than the average in our schools today. We often don’t spend well what money
e-%e/47
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we have. We waste large sums on fancy buildings, unproductive administrative staff, on diagnostic and remedial specialists, on expensive equipm ent that is either not needed, or underused or badly misused, on tons of identical and dull textbooks, readers and workbooks, and now on latest devices like computers. For much less than what we do spend, we could make our classrooms into far better learning environments than m ost of them are today.
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