Chukka Ramaiah favours analytical questions
Noted educationist, Chukka Ramaiah, expressed dismay at the degeneration that has set in IIT coaching in the State.
Not long ago it was thought provoking but now it had been totally commercialised. Not just the government and the economic factor, the IIT managements too were responsible for this situation through introduction of objective type question.
“The students may get ranks but they disappoint teachers”, Mr. Ramaiah remarked. He strongly favoured replacement of objective type questions with analytical questions to give scope for creative thinking. He was speaking after releasing the innovative concept maps for IIT aspirants developed by Butterfly Edufields in physics, chemistry and mathematics here on Sunday.
Excellence missing
Mr. Ramaiah, who is considered an IIT coaching guru, said excellence was now missing in the students. Teaching had taken a toll as many posts in IITs were vacant. Poor funding and marketing strategy had further pulled it down. He was shocked to know that even rank holders were now asking for notes. “In IITs students prepare notes and make teachers work “, Mr. Ramaiah said.
Dwelling at length on how he had taken IIT coaching as a challenge, he said it was the individual rapport between the teacher and the taught which made the difference. No technology could replace teachers who inculcated behavioural changes among students. “It is my students who made me taller”, he remarked drawing applause from the audience. He advised the Butterfly management not to follow the market trend but break new grounds. It was not the product but the process which was important. “Don't give solutions but let students think. Let others emulate the students from the State. That will be my ‘gurudakshana'”, he told the young IIT-IIM graduates behind the project.
Sharat Chandra, founder director, Butterfly Fields, said the concept maps was a comprehensive revision tool for IIT JEE and AIEEE aspirants and others attempting competitive exams. The product covered one topic in just one page as against 40 to 50 pages in a textbook. This enabled students to go over all the key components quickly. Last year concept maps were launched for class VIII and X and now they were being extended to 11 {+t} {+h} and 12 {+t} {+h} classes.
