Prabesh Satyal
“Sir, I can’t focus on the novel, and this month I don’t want to read it,” a student confided in me during class, calling me over to his desk. I asked if we could talk for a few minutes after class. The class resumed normally, and afterward, I spoke with him about what specifically was bothering him about the novel. The novel at that time was ‘Being Billy’, which featured some rather tough characters. I suggested that the mentally challenging characters struggling in the story might be creating a distressing experience for him. I explained that while the characters were different from him, they were deeply disturbed individuals. I shared that adolescence is a roller coaster of emotional experiences, and such encounters could be part of someone’s life. If he tried to understand the mental state of these characters and empathized with them, he could become an authentic friend. I also shared that literature shapes our endurance and understanding of life’s circumstances. I was teaching grade 11 students at the time. The next day, he was the one who presented exceptionally well in my weekly class. This experience made me realize how powerful purpose-driven teaching and one-on-one doubt-clearing sessions can be. In teaching English literature, the key is to create an adventure in every session.
One of the most successful practices in my classes, from grade 7 to 11, was the cover page discussion on the first day of the month. This was the day when students shared their viewpoints and expectations about the plot and character nature suggested by the novel’s cover. Then, the students were divided into groups, with each group choosing a theme that would guide the next discussion. The group leader made the discussion interactive with quizzes, and I monitored the process with a Continuous Assessment Sheet. It was amazing to see how even the less involved kids became engaged with great excitement. The discussion minutes were recorded by students who took turns playing different roles.
Every class had something unique, especially when a new novel and its thrilling moments began. I also incorporated Socratic discussions, where students were asked questions like “In what way…?” “How…?” “Why do you think so…?” and “What if this were…?” These questions directed our discussions and were greatly enjoyed by the students.
Additionally, various other activities can make a class more dynamic. Poetry, story, and drama drafting drills could add more adventure, particularly when these write-ups are peer-reviewed. Role-playing a character from a novel was another exciting activity.
Students can also draft assignments and set grading standards, including the evaluation criteria. Activities like creating plot timelines as a game, designing book covers, podcasting on themes, or making videos on issues connected to real life can also be very engaging. Ultimately, if the class is adventurous, nothing can stop us from being memorable teachers and making each student a valuable partner in leading the class.
Happy teaching!
(Prabesh Satyal is a ten-year-plus experienced English literature teacher who has completed a Master of Arts from IACER College, Pokhara University.)
