Semicircular seating in schools not a fix for education quality, says Hooghly expert

In a move aimed at reforming classroom dynamics, several schools have begun implementing semicircular seating arrangements. Authorities claim the new structure helps eliminate the sense of isolation often felt by students seated at the back and enables all students to maintain equal proximity to the teacher, improving engagement and classroom participation.

However, educationists argue that such changes in seating structure alone cannot address the larger issues within the education system. Pramod Kumar Tiwari, principal of Rishra Vidyapith High School in Hooghly and a senior educationist, stated that education is not a linear process and depends on various factors such as student interest, teacher competence, curriculum structure, availability of resources, and assessment systems. “There are over 30 teaching methods globally including Montessori, Dalton, inquiry-based, and dialogue methods. If one method was complete, others wouldn’t exist,” he said.

Tiwari questioned whether changing how students sit would improve the quality of textbooks or teacher preparedness. He stressed the importance of guiding students according to their natural abilities rather than focusing on changes in classroom furniture. “Will placing students in a semicircle change book quality or teacher preparation?” he asked. Citing the example of Sachin Tendulkar, he added, “If he had been taught in a semicircle, would he have become an academician?”

He also cautioned against relying on idealized portrayals of classroom learning. “Even if Amitabh Bachchan promotes pan masala, it doesn’t turn it into nectar,” Tiwari remarked, underlining the need for substantive reforms based on policy commitment and practical understanding rather than cosmetic changes in teaching environments.