Lesson Plans and Storytelling: A knot to secure
Margaret Atwood wrote, “In the end, we’ll all become stories. Or else we’ll become entities. Maybe it’s the same.” The profundity in the quote can be accessed in various layers and perhaps countless contexts, if the path to accession is clear and objective. As educators we weave stories, multiple ones, often a singular time as we walk into the classroom to teach and learn with our students. We do hope that our students achieve success (however subjective that word is) and significance in life. We wish them happiness and prosperity, but deep down inside we aspire to become stories in their lives. There lies a possible sense of actualisation for a profession that is still not viewed through the deserved lens of reverence in our society. In concert with that lies the method, the pedagogical practices, the struggle between the established conventions and the effervescent demands of a new time. When machines are getting better every second to write stories, can we essentially become the important characters in our students’ stories? The question can be spirally assessed from understanding why story-telling as an art form must be incorporated in everyday pedagogical practices, irrespective of grades, subjects and examination boards.
