T-LAB – Dream yard for Happiness

T-LAB is a dedicated space for children's creativity. We create T-LAB as a translation of the Natural learning model on ground, which becomes an attraction to children.

T-LAB aspires to give space to children to learn and grow in an environment of trust, responsibility and freedom. It consists of different work stations and an ever-growing repository of materials. Skilled facilitators are available to suggest various dimensions of the project they are engaged in. They also help the children to improve the design and processes.

We learn from eminent thinkers and philosophers and develop a unique design for the same.

Gandhiji's concept of education-an all-round drawing out the best in the child and man-body, mind and spirit 1 . “The complete development implies, therefore, the education involving 3H's-Hand, Heart and Head”. The present education and school only entertainHead, very little space of Hand on in the system and no one talks about children's Heart engagement. I believe quality education with the idea of 3H would certainly win over few other issues stopping children from receiving education.

The same is reflected in Ivan Illich's famous quote as well “Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting.”


What is T-Lab ?


T-LAB is a dedicated space for children's creativity inside the schools. At T-LAB children freely work on their ideas and questions at their pace and interest. T-LAB acts as a niche of children that validates and recognizes children's natural creative activities. We ensure children ownership of the space by making them partner in developing the space.


Resource segregation


The T-LAB has organized sections to facilitate the process and to divide the resources according to the nature of work such as Electricity LAB, Color LAB, Chemical & Microscope, different work stations etc.


Election process


No external authority to manage their activity in T-LAB. Children themselves are the authority of this space. So, we facilitate to conduct election and create three Teams Idea team (Planning) to ensure ideas of their peers to be in action and get support and encouragement. Second team Bank would manage currency transactions in T-LAB. And the third team Material Team would organize the stuff in T-LAB and sell according to the project need.


Election process


We spend significant time with T-LAB facilitators to help them unlearn the authoritarian role of teacher. They need to be around for children to discuss the ideas they are working on. The facilitators may influence their thinking process by asking questions and sometimes hand hold if required a higher level of skill set.


Execution and outcomes


Each child decides her own list of things to do and her own way of doing things. T-LAB in effect works on an individual and personalized syllabus and complements the ‘textual' academics from the school with the concept of ‘doing' academics 3 .The successes and failures add on to the gradual learning process and attaining different competencies and their levels. We believe it to be Experiential Learning 4 into action truly complementing school's learning. It enables achieving important personal and social values 5 , such as self-reliance, creativity, cooperation, critical thinking, problem solving, observing and questioning. It also provides plenty of opportunities to develop their motor skills.

I would bring you back to the original issue and end the article with Ivan Illich argument from his book ‘De-schooling society':

“The pupil is ‘schooled' to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is ‘schooled' to accept service in place of value. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work.”

I question the assumption that ‘we can fully understand the learning process at a cognitive level?'.‘Teaching' is not possible, only ‘learning' happens. The learning journey may not trace the same trajectory for all children. But there is scope to organize activities so learning happens with groups of children. I propose that we focus on activities with multifarious possibilities for open-ended and free exploration such as the Natural Learning Model.

Pramod Maithil

T-LAB – Dream yard for Happiness

T-LAB is a dedicated space for children's creativity. We create T-LAB as a translation of the Natural learning model on ground, which becomes an attraction to children.

T-LAB aspires to give space to children to learn and grow in an environment of trust, responsibility and freedom. It consists of different work stations and an ever-growing repository of materials. Skilled facilitators are available to suggest various dimensions of the project they are engaged in. They also help the children to improve the design and processes.

We learn from eminent thinkers and philosophers and develop a unique design for the same.

Gandhiji's concept of education-an all-round drawing out the best in the child and man-body, mind and spirit 1 . “The complete development implies, therefore, the education involving 3H's-Hand, Heart and Head”. The present education and school only entertainHead, very little space of Hand on in the system and no one talks about children's Heart engagement. I believe quality education with the idea of 3H would certainly win over few other issues stopping children from receiving education.

The same is reflected in Ivan Illich's famous quote as well “Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting.”


What is T-Lab ?


T-LAB is a dedicated space for children's creativity inside the schools. At T-LAB children freely work on their ideas and questions at their pace and interest. T-LAB acts as a niche of children that validates and recognizes children's natural creative activities. We ensure children ownership of the space by making them partner in developing the space.


Resource segregation


The T-LAB has organized sections to facilitate the process and to divide the resources according to the nature of work such as Electricity LAB, Color LAB, Chemical & Microscope, different work stations etc.


Election process


No external authority to manage their activity in T-LAB. Children themselves are the authority of this space. So, we facilitate to conduct election and create three Teams Idea team (Planning) to ensure ideas of their peers to be in action and get support and encouragement. Second team Bank would manage currency transactions in T-LAB. And the third team Material Team would organize the stuff in T-LAB and sell according to the project need.


Election process


We spend significant time with T-LAB facilitators to help them unlearn the authoritarian role of teacher. They need to be around for children to discuss the ideas they are working on. The facilitators may influence their thinking process by asking questions and sometimes hand hold if required a higher level of skill set.


Execution and outcomes


Each child decides her own list of things to do and her own way of doing things. T-LAB in effect works on an individual and personalized syllabus and complements the ‘textual' academics from the school with the concept of ‘doing' academics 3 .The successes and failures add on to the gradual learning process and attaining different competencies and their levels. We believe it to be Experiential Learning 4 into action truly complementing school's learning. It enables achieving important personal and social values 5 , such as self-reliance, creativity, cooperation, critical thinking, problem solving, observing and questioning. It also provides plenty of opportunities to develop their motor skills.

I would bring you back to the original issue and end the article with Ivan Illich argument from his book ‘De-schooling society':

“The pupil is ‘schooled' to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is ‘schooled' to accept service in place of value. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work.”

I question the assumption that ‘we can fully understand the learning process at a cognitive level?'.‘Teaching' is not possible, only ‘learning' happens. The learning journey may not trace the same trajectory for all children. But there is scope to organize activities so learning happens with groups of children. I propose that we focus on activities with multifarious possibilities for open-ended and free exploration such as the Natural Learning Model.

Pramod Maithil