Table of Contents
NCERT Solutions For Class 12 English Flamingo The Last Lesson
NCERT Solutions for Class 12 English Flamingo Chapter 1 provides precise the last lesson NCERT solutions to assist students in completing assignments and preparing for CBSE exams. It ensures access to all relevant information on the concepts covered in the chapter, offering necessary the last lesson questions and answers for exam preparation. NCERT Class 12 holds significant importance as it lays the foundation for subsequent academic years. Therefore, students aiming for success in English should utilize NCERT solutions for Class 12 English.
The last lesson class 12 questions and answers features both long- and short-type answer questions. Accessible through the Infinity Learn website, these NCERT Solutions provide students with a comprehensive understanding of the chapter, enhancing their ability to tackle the last lesson question answer in the annual exam.
NCERT Solutions The Last Lesson Class 12 Questions and Answers
Here are the Class 12 English Flamingo chapter 1 question answers form NCERT textbook:
Think as You Read Page No. 07
Q1. What was Franz expected to be prepared with for school that day?
Ans: M. Hamel had told the students that he would ask them questions about participles. Franz did not know anything about participles.
Q2. What did Franz notice that was unusual about the school that day?
Ans: Usually, when school started, there was a lot of noise that could be heard from the street. But that day, it was very quiet. It felt like a Sunday morning. There was no sound of desks opening or closing. His classmates were already seated. M. Hamel was not using his ruler to tap the table; instead, it was under his arm.
Q3. What had been put up on the bulletin-board?
Ans: For the past two years, all the bad news came from the bulletin board. A notice from Berlin had been posted, stating that only German would be taught in the schools of Alsace and Lorraine.
Think as You Read Page No. 08
Q1. What changes did the order from Berlin cause in school that day?
Ans: M. Hamel was wearing his best clothes – a beautiful green coat, a frilled shirt, and a little black silk cap, all embroidered. The school felt strange and solemn. Elderly village people were sitting quietly on the back benches, which were usually empty.
Q2. How did Franz’s feelings about M. Hamel and school change?
Ans: Franz learned that this was the last French lesson M. Hamel would teach them. From the next day, they would be taught only German. He felt sorry for not paying attention to his lessons before. The books that once felt like a burden now seemed like old friends. His feelings about M. Hamel also changed; he forgot about the ruler and how strict he was.
Understanding the Text Page No. 09
Q1. The people? in this story suddenly realise how1 precious their language is to them. What shows you this? Why does this happen?
Ans: M. Hamel informed the students and villagers that from now on, only German would be taught in the schools of Alsace and Lorraine. Those who considered themselves French would no longer be able to speak or write in French. He praised French as the most beautiful, clear, and logical language in the world. He mentioned that for enslaved people, their language is the key to their freedom. This made the people realize how valuable their language was to them. This demonstrates people’s love for their own culture, traditions, and country. Pride in one’s language reflects pride in the homeland.
Q2. Franz thinks, “Will they make them sing in German, even the pigeons’ What could this mean? (There could he more than one answer.)
Ans: Franz’s comment reflects a typical French reaction to the forced learning of German, the language of the conquerors. Losing the ability to learn their mother tongue means losing their connection to their homeland. Teaching pigeons to sing in German symbolizes the extreme measures the Germans might take in their efforts of linguistic dominance.
The Last Lesson NCERT Solutions- Talking About The Text
Q1. “When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.”
Can you think of examples in history where a conquered people had their language taken away from them or had a language imposed on them?
Ans: The mother tongue helps a person express their feelings and thoughts most clearly and intimately. Conquerors often try to dominate and control the people of the conquered territory by enforcing measures like using force to suppress dissent and imposing their own language.
Throughout history, victorious nations have imposed their own language on the conquered people and removed their native languages. For instance, the Romans conquered many parts of Europe and replaced local languages with Latin. Later, Spanish, Portuguese, Italian, and French evolved from Latin. Muslim invaders imposed Arabic and Persian in the countries they dominated in Asia. In many Arab countries, the local religion and language have disappeared. In India, a new language, Urdu, developed from the mix of Persian and Hindi.
Q2. What happens to a linguistic minority in a state? How do you think they can keep their language alive? For example:
Punjabis in Bangalore
Tamilians in Mumbai
Kannadigas in Delhi
Gujaratis in Kolkata
Ans.
In any state, linguistic minorities can be easily identified and often face the same discrimination as religious, social, or ethnic minorities. However, the way they are treated and accepted by the majority community can vary greatly. Cities like Delhi and Mumbai have a more cosmopolitan outlook, which can influence this acceptance.
Linguistic minorities try to maintain their identity by staying connected through their language during social gatherings, family events, and regional festivals. They also uphold their social customs and traditions, which fosters unity among them. For instance, they create a mini-Punjab in Bangalore, a mini-Chennai in Mumbai, a mini-Bangalore in Delhi, and a mini-Surat in Kolkata.
Q3. Is it possible to carry pride in one’s language too far? Do you know what “linguistic chauvinism” means?
Ans.
Linguistic chauvinism’ refers to the aggressive and unreasonable belief that your own language is superior to all others. It signifies excessive or prejudiced support for one’s language. Sometimes, pride in one’s language can go too far, and linguistic enthusiasts may become overly zealous about preserving and promoting their language. This zeal can lead them to overlook the merits and rich history of other languages, which also have their own art, culture, and literature. Instead of fostering unity and friendship, excessive pride in one’s language can create hostility and division. The strong resistance to accepting Hindi as the national language by the southern states of India stems from the fear of being dominated by Hindi supporters. As a result, the concept of ‘One India’ remains more of a slogan than a reality.
Also Check: The Last Lesson Class 12 Summary
Working with the Word Page N0. 09
Q1. English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a “world language”. For example’.
petite – French
kindergarten – German
capital – Latin
democracy – Greek
bazaar – Hindi
Find out the origins of the following words:
tycoon barbecue zero
tulip veranda ski
logo robot trek
bandicoot
Ans.
- Tycoon – Japanese
- Tulip – Persian
- Logo – Greek
- Bandicoot – Telugu
- Barbecue – Spanish
- Veranda – Portuguese
- Robot – Czech
- Ski – Norwegian
- Zero – Arabic
- Trek – South African Dutch
Q2. Notice the underlined words in these sentences and tick the option that best explains their meaning:
(a) “What a thunderclap these words were to me!”
The words were
- loud and clear.
- startling and unexpected.
- pleasant and welcome.
(b)“When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.”
It is as if they have the key to the prison as long as they
- do not lose their language.
- are attached to their language.
- quickly learn the conqueror’s language.
(c)Don’t go so fast, you will get to your school in plenty of time. You will get to your school.
- very late.
- too early.
- early enough.
- I never saw him look so tall.
M. Hamel
- had grown physically taller.
- seemed very confident.
- stood on the chair.
Ans.
(a) startling and unexpected.
(b) are attached to their language.
(c) early enough.
(d) seemed very confident.
Also Check: NCERT Solutions for Class 12 Maths | NCERT Solutions for Class 12 Physics | NCERT Solutions for Class 12 Chemistry | NCERT Solutions for Class 12 Biology
Noticing Form Page No. 10
1.Read this sentence:
M. Hamel had said that he would question us on participles.
In the sentence above, the verb form “had said” in the first part is used to indicate an “earlier past”. The whole story is narrated in the past. M. Hamel’s “saying” happened earlier than the events in this story. This form of the verb is called the past perfect.
Pick out five sentences from the story with this form of the verb and say why this form has been used.
Ans.
(i) For the last two years, all our bad news had come from there.
Reason: The ‘coming’ of bad news occurred before the bulletin in the story.
(ii) Hauser had brought an old primer.
Reason: The event of ‘bringing’ happened before Franz noticed it.
(iii) That was what they had put up at the town hall!
Reason: The ‘putting up’ of the bulletin happened earlier and is now being recalled.
(iv) They had not gone to school anymore.
Reason: The action of ‘not going’ happened much earlier.
(v) The hopvine that he had planted himself twined about the windows to the roof.
Reason: The ‘planting’ of the hopvine happened earlier than its twining around the windows.
Writing
Q1. Write a notice for your school bulletin board. Your notice could be an announcement of a forthcoming event, or a requirement to be fulfilled, or a rule to be followed.
Ans:
Q2. Write a paragraph of about 100 words arguing for or against having to study three languages at school.
Ans: STUDYING THREE LANGUAGES AT SCHOOL
In many Indian states, students are required to study three languages: the mother tongue, Hindi (the national language), and English (an international language). In Hindi-speaking regions, students also learn a South or East Indian language such as Tamil, Telugu, Kannada, Malayalam, Bangla, Oriya, or Assamese. This three-language policy promotes national integration by familiarizing students with the diverse cultures, customs, and traditions across the country. It emphasizes unity in diversity. However, this system can be burdensome for young learners. To address this, the language courses should be structured appropriately.
Q3. Have you ever changed your opinion about someone or something that you had earlier liked or disliked? Narrate what led you to change your mind.
Ans: Facts can be stronger than fiction. Sometimes, life presents us with experiences that open our eyes. Recently, I had such an experience that changed my view of our hostel warden, Miss Angela Thomas. I used to dislike her and even made up nicknames to tease her. But one night, I had a terrible nightmare and woke up crying. My roommate couldn’t console me and called Miss Thomas. When I regained consciousness, I found my head in her lap. Her eyes were red from crying, and she was praying for me. That night, she transformed from a strict warden to a caring, elder sister. She truly saved me, and I now feel ashamed of my previous behavior.
Things To Do
Q1. Find out about the following (You may go to the internet, interview people, consult reference books or visit a library.)
(a) Linguistic human rights
(b) Constitutional guarantees for linguistic minorities in India.
Ans: Extension Activity: To be done under the Teacher’s Guidance.
Q2. Given below is a survey form. Talk to at least five of your classmates and fill in the information you get in the form.
Ans:
Classroom Activity: Do it yourself.
Class 12 English The Last Lesson Very Short Question Answer
Q1. Why do you think was little Franz afraid of being scolded?
Ans: Franz was scared of being scolded because his teacher, M. Hamel, had said he would question them on participles. Franz admits he didn’t know anything about participles. He even said, “I did not know the first word about them.” Also, he was late for school that morning.
Q2. “It was all much more tempting than the rule for participles.” What did Franz find ‘much more tempting’? How did he finally react?
Ans: Franz found the warm and sunny day very tempting. The birds were singing near the woods, and the Prussian soldiers were training in the open field behind the sawmill. He wanted to stay outside and enjoy the day. However, he resisted the temptation and hurried off to school.
Q3. “What can be the matter now?” says Franz. Why, do you think, did he make this comment?
Ans: There was a bulletin-board near the town hall. When Franz passed by it, he saw a crowd gathered there. He didn’t stop to look but wondered what could be the matter this time. For the past two years, they had received all the bad news from the bulletin-board, such as lost battles, conscription, and orders from the commanding officer.
Q4. Who was Wachter? What did he ask Franz and why? How did Franz react?
Ans: Wachter was a blacksmith who was reading the latest bulletin. He asked Franz not to rush to school and said that Franz had plenty of time to get there. Wachter had read the latest news about the teaching of German. Franz thought the blacksmith was making fun of him, so he ran to school and arrived out of breath.
Q5. What was the usual scene when Franz’s school began in the morning?
Ans: Usually, when school started, there was a lot of noise and activity. The sound of students opening and closing their desks could be heard outside. They recited their lessons loudly and covered their ears to concentrate better. The teacher would be rapping the table with his big iron ruler.
Q6. How had Franz hoped to get to his desk? What had he to do and why?
Ans: Franz hoped to slip into his desk unnoticed during the usual morning commotion. But that day, it was very quiet. So, Franz had to open the door and walk in front of everyone. He blushed because he was late and feared the teacher might scold him, but M. Hamel spoke kindly to him that day.
Also Check: NCERT Exemplar for Class 12 Maths | NCERT Exemplar for Class 12 Physics | NCERT Exemplar for Class 12 Chemistry | NCERT Exemplar for Class 12 Biology
Q7. What three things in school surprised Franz most that day?
Ans: First, Franz was surprised because M. Hamel, the teacher, was wearing his best clothes—his green coat, frilled shirt, and black silk cap. Second, the entire school felt unusual and serious. Third, the village people were sitting quietly like school children on the back benches that were usually empty.
Q8. Why had the villagers come to school that day? How did they look?
Ans: The villagers came to thank M. Hamel for his forty years of dedicated service. They also wanted to show respect for their country, which they had lost. They felt regretful for not attending school more often. They sat quietly and looked sad.
Q9. “What a thunderclap these words were to me!” Which were the words that shocked and surprised the narrator?
Ans: M. Hamel told the children in a gentle but serious tone that it was their last French lesson. From now on, only German would be taught in the schools of Alsace and Lorraine. A new teacher would arrive the next day. This announcement, along with M. Hamel’s kind and gentle manner, shocked and surprised the narrator.
Q10. How did Franz react to the declaration: ‘This is your last French lesson’?
Ans: The words felt shocking and unexpected, like a thunderclap. Franz suddenly understood why there was a crowd at the bulletin board, why the village people had come to school, why the teacher was dressed in his best clothes, and why there was a sense of sadness and silence in the school.
Q11. What tempted Franz to stay away from school? [Delhi 2014]
Ans: Franz was not prepared Tor the test on participles. The Prussian soldiers were drilling in the open field at the back of sawmill. The birds were chirping at the edge of woods. These things tempted him. So he hurried off to school.
Q12. Who did M. Hamel blame for neglect of learning on the part of boys like Franz?
Ans: M. Hamel blamed the people of Alsace for postponing learning. He said parents were not keen on their children learning and preferred to have them work on farms or in mills for extra money. The teacher himself sometimes gave them holidays or got his flowers watered, neglecting their lessons.
Q13. What did M. Hamel tell them about French language? What did he ask them to do and why?
Ans:M. Hamel told them that French was the most beautiful, clear, and logical language in the world. He asked them to keep it safe and never forget it because when people are enslaved, as long as they hold onto their language, they have the key to their freedom.
Q14. Why were the elders of the village sitting in the classroom? [All India 2014]
Ans: The elders were in the classroom to attend the last French lesson taught by M. Hamel. They were there not only to show respect to M. Hamel but also to honor their own language.
Q15. How did Franz and other hoys enjoy their lesson in writing?
Ans: That day, M. Hamel gave them new copies with the words “France, Alsace, France, Alsace” written on them in beautiful handwriting. The boys worked quietly, and the only sound was the scratching of pens on paper. They didn’t even notice the beetles flying around.
Q16. How did M. Hamel feel and behave during the last lesson?
Ans: M. Hamel was solemn and gentle. He sat still in his chair during the writing lesson, gazing at different things in the room, perhaps to remember everything about the little school. It must have broken his heart to leave it all after forty years.
Q17. “He had the courage to hear every lesson to the very last.” What led Franz to make this remark?
Ans: Franz noticed that M. Hamel was sad about leaving after forty years and not being allowed to teach French anymore. Despite his sadness, he controlled his emotions and performed his duties faithfully, hearing every lesson to the end. The school was dismissed only at mid-day prayer time.
Q18. What happened when the lesson in history was over?
Ans: After the history lesson, the younger children recited their alphabets. Old Hauser, sitting at the back, put on his glasses and held his primer. He was spelling the letters along with the younger children.
Q19. “Ah, how well I remember it, that last lesson!” says the narrator. Which scene does he remember more vividly than the others?
Ans:The narrator vividly remembers Old Hauser spelling the letters from the primer with the younger children, tears in his eyes, and his voice trembling with emotion. It was so touching that everyone felt like laughing and crying at the same time.
Q20. How did M. Hamel behave as the last lesson came to an end?
Ans: M. Hamel stood up, looking very pale and tall. He wanted to say some parting words but was too choked with emotion. He wrote “Vive La France!” on the blackboard with a piece of chalk, then leaned his head against the wall. Without a word, he gestured to the students to leave as the school was over.
Class 12 Flamingo Chapter 1 The Last Lesson Long Answer Type Questions and Answers –
Q1. Why was Franz scared that day 1 What did he see on his way to school and how did he get to his deski
Ans: Franz was not good at learning. He would rather take the day off and waste time in searching birds’ eggs or going sliding on the Saar. Franz was scared that day because M. Hamel had said that he would question them on participles. Franz did not know anything about participles.
He found that the day was warm and bright. The birds were chirping at the edge of the woods. The Prussian soldiers were drilling in the open fields. There was a crowd in front of the bulletin-board near the town-hall.
Franz found the school room unusually quiet. So, he had no option but to open the door and go in before everybody. He blushed and was frightened of the teacher. M. Hamel spoke very kindly to him and asked him to go to his place quickly. Franz jumped over the bench and sat down at his desk.
Q2. What order had been received from Berlin that day? What effect did it have on the life at school?
Ans: An order had been received from Berlin that only German would be taught in the schools of Alsace and Lorraine. This order had far-reaching effects on the life at school. M. Hamel, who had been teaching French at the village school for the last forty years would deliver his last lesson that day.
It was in honour of the last lesson that M. Hamel, the teacher had put on his best clothes. Old men of the village were sitting quietly at the back of the classroom. They were sad as well as sorry for they had not gone to school more. They had come to thank the master for his forty years of faithful service and to show respect for the country that was theirs no more.
The teacher addressed the students in a solemn and gentle tone. He asked them to be attentive and explained everything quite patiently. He appealed to them to preserve French among them. During slavery it would act as key to the prison. He felt so overwhelmed by emotion that he could not bid farewell properly.
Q3. What do you think is the theme of the story ‘The Last Lesson’? What is the reason behind its universal appeal?
Ans: The theme of the story ‘The Last Lesson’ is linguistic chauvinism of the proud conquerors
and the pain that is inflicted on the people of a territory by them by taking away the right to study or speak their own language and thus make them aliens in their own land of birth. The story has a sub-theme also. It highlights the attitudes of the students and teachers to learning and teaching.
Though the story is located in a particular village of Alsace district of France which had passed into Prussian hands, it has a universal appeal. It highlights the efforts of the victors to crush their victims—the vanquished people in all possible manner—materially, spiritually, mentally and emotionally. Taking away mother tongue from the people is the harshest punishment. The proper equation between student and teacher, his focused attention, helpful and encouraging attitude and kind treatment can encourage students to learn better.
Q4. Comment on the appropriateness of the title ‘The Last Lesson’.
Ans: The story has an appropriate and suggestive title. It is the centre of attention throughout and the whole story revolves around it. The beginning of the story serves as preparation for it. The unusual quietness at school, presence of village elders and the teacher in his Sunday best dress—all point out to the unusual and unique occasion—the last lesson in French in a French village school in a district conquered by the Prussians. While delivering the last lesson, the teacher wants to transmit all his knowledge in one go. He explains everything with patience and the students as well as old villagers listen attentively.
For the narrator it is an unforgettable experience. “Ah, how well I remember it, that last lesson,” says he. Old Hauser is crying and his voice trembled with emotion. As the teacher is unable to express His emotions because of choked throat, he ends the lesson by writing Wive La France’ on the blackboard. He makes a gesture with his hand to indicate that the school is dismissed and students can go home.
Q5. What impression do you form o fM. Hamel on the basis of your study of the story ‘The Last Lesson’?
Ans: M. Hamel is an experienced teacher who has been teaching in that village school for forty years. He imparts primary education in all subjects. He is a hard task master and students like Franz, who are not good learners, are in great dread of being scolded by him.
The latest order of the Prussian conquerors upsets him. He has to leave the place for ever and feels heart broken. He feels sad but exercises self-control. He has the courage to hear every lesson to the last.
His performance during the last lesson is exemplary. He is kind even to a late comer like Franz. He uses a solemn and gentle tone while addressing the students. He has a logical mind and can analyse problems and deduce the reasons responsible for it. The problem for Alsace is that he (the district) puts off learning till tomorrow.
He knows the emotional hold of a language over its users. He is a good communicator and explains everything patiently. Partings are painful and being human, M. Hamel too is no exception. He fails to say goodbye as his throat is choked. On the whole, he is a patriotic gentleman.
Also Check: NCERT Books for Class 12
Class 12 Flamingo Chapter 1 The Last Lesson Value Based Question and Answers
Q1. War causes destruction and spreads hatred. People feel insecure. Discuss the disadvantages of war keeping in mind Franco-Prussian war (1870-71).
Ans: War is a great threat to mankind. Fear, anxiety, tension and hatred are some of the off springs of war. No individual is in favour of this brutal act. Innocent people lose their life because of the vested interests of some of the corrupt politicians. Moreover, war is not the solution to any problem. It only increases the hiatus between two nations. The desire to overpower the other disseminates hatred and the feelings of enmity. The aftermaths of Hiroshima and Nagasaki are evident before us. It should also be remembered that each nation is trying its level best to become a nuclear power. A nuclear bomb has the power to devastate nations. Thousands of people will lose their lives. There will not be any survivor. If someone is left alive, he/she will be crippled. There is no doubt that war has put the human existence at stake. We have heard seers say that one should shed one’s ego. The nations should also feel equally important. No nation is self-sufficient. Peace enhances creativity and productivity. The concept of a global village should be followed by all countries. Thus, war does not benefit any individual. It must not be encouraged.
Q2. It is often said that each language is unique in itself. No language is superior or inferior. People need to understand that a language is one of the means of communication. Discuss this statement in the light of the following lines:
“My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson…”
Ans: Language is always considered a medium of communication. Man is a gregarious animal. He has to interact with the fellow human beings. Therefore, a set of complex symbols is designed to serve this purpose. We must ruminate over the past before discussing the status of a language. There are innumerable man made problems. At the dawn of civilisation there was no discrimination on the basis of caste, colour, creed, language and nationality. But in this century these problems exist. Nature does not segregate nations. Scientific advancement, material prosperity, lofty aspirations, materialistic attitude, a desire to rule the world and vested interests are some of the causes of human sufferings. The concepts of all languages are similar. They have nouns, pronouns, adjectives, adverbs, prepositions and conjunctions. As no religion is insignificant in the same way no language is inferior. The characteristics and nature of all languages are similar. The only difference is in symbols and pronunciation. The purpose and objective of all languages are synonymous. There is a dire need to understand that there should be only one religion i.e. humanity and there should be only one language i.e. the language of love. A language must not become the cause of rift among masses. It should bring people together instead of spreading hatred. One should not despise others because of their language. It is against human dignity and grace.
Q3. The people of Alsace and Lorraine were forced to study German. They were not allowed to study French. It implies that students of the area were taught only one language. They did not follow the concept of three languages at school. Write an article on the topic Advantages of Three Language System at school.
Ans: Advantages of Three Language System
India is a democratic stater. It is replete with people who have diverse backgrounds, and culture. Their customs and traditions vary. Their languages are also different. The language of a South Indian is entirely different from that of the North Indians. People have their regional languages and dialects too. In such circumstances it becomes a herculean task to decide which language should be taught at schools. So, India opted for three language system at schools. It is a boon to the residents of a particular area. They do not feel that their language is insignificant and ignored. They are given ample opportunities to opt for the languages they intend to speak or learn. Pupils get fundamental knowledge of three languages and can appreciate the literature of all these three languages. Such students never face failure due to language barriers. They bring laurels to their parents and nations as well. They explore new avenues and horizons with an astonishing ease. Three language system must be adopted by all nations so as to acquaint the children with various language patterns. The people of Alsace and Lorraine could be taught both languages i.e. German and French. Linguistic discrimination mars the future of humanity.
Q4. Nature has the knack to fascinate even the cynics. Its beauty and spontaneous music galvanise the beings. Write an article expressing the astounding beauty of nature in the light of the following lines:
“It was so warm, so bright! The birds were chirping at the edge of the woods… It was all much more tempting than the rule for participles…”
Ans. Our touch with nature makes the whole world kin. Matthew Arnold has rightly said that:
“Nature, with equal mind,
sees all her sons at play,
sees man control the wind,
the wind sweep man away.”
Nature’s working is mysterious. It is an astonishingly fabricated universe. Man has, undoubtedly, progressed a lot. Scientific advancement has explored the portals of every field. The hidden realities have been exposed. But science has not unearthed the mysterious traits of nature. It is also an acceptable fact that nature gives happiness to weary minds. It soothes and consoles the troubled souls. It banishes anxiety, tension, worry, fear and dejection. Its law is to please every beholder. The aesthetic pleasure we derive from Nature is incredible and cannot be expressed in words. Keats has rightly averred that ‘A thing of beauty is a joy forever!’ Lord Byron has said:
“There is a pleasure in the pathless wood,
there is a rapture on the lonely shore,
there is a society where none intrudes, ‘
By the deep sea, and music in its roar:
I love not man the less but nature more.”
Nature is our mother. It must be obeyed. It gives us moral lessons. All the seers and intellectuals have understood the significance of nature. “Nature goes on her own way, and all that to us seems an exception is really according to order.” It fascinates those who are indifferent to life. The boring scientific explorations and linguistic principles make our life insignificant. We are becoming devoid of emotions. But nature evokes sentiments and help us to become sensitive.
Q5. Teachers can act as trailblazers in the lives of pupils. They can affect eternity. But the advancement of technology has changed the role of a teacher. Write an article on the para¬digm shift in educational technology and the role of teachers.
Ans: Technology and Teachers
It goes without saying that teachers shape the destiny of children. They mould them according to their inbred potential and considerable talent. Dronacharya taught his pupils together. But he could not make everyone so skilled in using the bow and arrow as Aijuna. He identified his latent talent and tapped the same potential. In modem education system teachers don’t have much time to study the child. Children stay in the school campus for six hours a day and study various subjects from teachers. At times it happens that the subject teachers do not remember the names of students. They use PITs, projectors and computers to make their lectures interesting. They lack any kind of emotional attachment with the pupils. It has happened because of the innovative educational tools and aids. Teachers are given softwares to teach students. The teaching community has made students information seekers. The role of a teacher has undergone a sea change. A teacher has become a facilitator. He has no right to scold and punish the child. The dictum ‘spare the rod, spoil the child’ has become obsolete and outdated. A teacher has to understand the psychology of a child in a period of thirty minutes. The role of a teacher is a mystery in today’s era.
