Background of the Swing: The swing which is installed in the school (primary school, class 1-5) playground is in two parts. The frame, which is permanently set in the ground and the swing-chairs (with chains and screws), which can be setup or dismantled from the frame using a set of pliers. Due to unavailability of a caretaker to guard the school premises after the scheduled hours and a few incidents of damage to school property in the past (by some local villagers), the headmistress keeps the swing-chairs dismantled and locked in the office (for fear of theft). The setup and dismantling of swing-chairs is a laborious task for the headmistress or the children. It is not possible to do it every day during the meagre 35 to 40 minutes of lunch/play break. The headmistress allows the children to setup the swing only once or twice a month, generally when they insist too much and some male person from the village is available to setup the swing.
The story: For me, it was just another lunch break. But for the children, it was not. Since morning class, they were pushing me to set up the swing in the playground. Knowing that my sole decision in this matter might offend the headmistress, I told them to ask her. As we approached the lunch time, they requested me again for the same. I finally gave in and asked the headmistress. I guess, she already had a hint of what was going on. She agreed for the same. A bright smile ensued on their faces on hearing her words.
Two of them immediately rushed out to the room where the swing chairs were kept. They were barely able to lift them (They are made of iron. The attached chains also add to the weight). A table was brought from the class to set-up the same. I climbed the table and they handed me the chains and screws. I fastened the screws to setup the first swing chair. Then I tried to setup the second swing-chair, but the socket (where the screw went) was bent out of shape (probably due to repeated setting up and dismantling). It was impossible for me to adjust it with bare hands. I told them the same, thinking it might upset them. But for them, one swing was better than none. Then we washed our hands and proceeded for lunch.
After lunch (which was just a 10 minute affair), 15 students (20 came to school that day) gathered around the swing. One of them was yelling “लाइन लगा लो सब, एक-एक करके झूलेंगे। कोई शोर नहीं मचाएगा।” (Form a queue, we will play on the swing one by one. No one will shout or yell.) I was observing them silently, from a distance. In the beginning, all of them played on the swing turn-wise, with a level of decorum I have rarely seen in class. Three class 5 children were (sort of) facilitating the whole process. After a while, these 3 children started playing out of turn. I could sense some discomfort among other children for this change in process, but they kept silent. (The headmistress might have ordered them to stop if they made a lot of noise.) I observed for another few minutes, but when the situation worsened, I decided to intervene.
I went there and asked the three of them politely, “बार-बार तुम लोग ही क्यों झूल रहे हो? बाकी सब को भी झूलने दो।” (Why are you playing on the swing again and again? Let others also play.) One of them replied, “सब ने झूल तो लिया एक-एक बार। हम ने झूला लगाने को पूछा था, हम ज्यादा झुलेंगे।” (Everyone has played once. We asked for the swing to be put up so we will play more.) I replied, “ऐसे तो झूला मैंने टांगा, तो मैं ही झूलता रहूँ और तुमको न झूलने दूँ तो तुमको कैसा लगेगा?” (If we go by this logic, I have setup the swing. If I play all the time and do not let you play, how will you feel?) They did not say anything after that but looked a bit annoyed on my interference. As, we were already past the lunch time, I asked them to make a line and then each of them played on the swing once. Then, I dismantled the swing and we proceeded for the class.
Reflections: Though, there are many systemic challenges which can be seen here, but I would like to mention a couple of points that came to my mind after this whole incident.
Children form a system (or process) of their own, for the things they do. I feel that this system is developed and shaped by their experiences and the environment around them. In this case, they developed a system to play on the swing by themselves (Forming a queue, playing turn-wise and not creating a nuisance). Nobody told them to do it in that particular way. (The headmistress does not play with them.) They have a system for everything, though it may be a bit flawed at times.
“Affective” development of children and role of teacher as a mentor: Games are a very good way for “affective” development of children. In this case, sensitivity towards others, sense of equality etc. can be developed. Teachers have a very important role to play in this “affective” development of children. Teachers should play with children and act as mentors. They can help foster democratic values in children as envisioned in our curriculum framework, through such games.