Abstract

Education is progressing towards sustainability through an individualized capacity-building approach for a holistic development of learners by having a conducive classroom culture . In earlier times, classroom as one whole component was counted and labeled as a good or notorious or indiscipline class. No micro structure like an individual identity was filtered or given attention too until the child was either gifted or super problematic in cognitive or psycho-motor or in the emotional domain. The classroom was never considered as a collection of individuals with a diversity of ethnicity, culture, caste and creed. Once a child was inside in the classroom, motto was to upscale the cognitive area by various means. The approach taken by the master/faculty was unquestionable. The lecture method was considered to be best suited for all but it wasn’t tailored for individual talents. Representatives of the class were either the toppers or the notorious ones but the average masses were never in the picture. Scholars had to play a cheerleader role for the success of the classroom and were notorious as the active citizens or activists in the classroom. Average students were trained to always be followers. Differently able students were given the category of “sympathetic poor fellow”, always denied of human rights and considered as part of society for the namesake of inclusivity but in reality these students were never felt welcomed in class as they were considered as extra work for teachers.