IDEAS Institute of Dyslexia Education & Attitudinal Studies.

The Demerits of the Old Teaching Style
Why Education Must Move Beyond “Talk and Chalk”
By Irum Mumtaz, Educationist, Remedial Therapist, Founder/ CEO IDEAS

For decades, classrooms around the world followed a rigid and traditional method of teaching commonly known as the “talk and chalk” approach. In this system, the teacher speaks and writes on the board, and students are expected to sit quietly, listen, memorize, and reproduce information during examinations. While this method may have worked for a limited group of learners in the past, modern research in neuroscience, psychology, and education has clearly shown that this style of teaching fails to meet the needs of many children, especially those with learning differences such as dyslexia, ADHD, autism, and other neurodiverse conditions.
Education is not about forcing information into a child’s mind. True learning happens when a child is engaged emotionally, mentally, physically, and socially. Unfortunately, the old, rigid teaching style ignores these essential elements of learning.
1. Passive Learning Reduces Understanding
In traditional classrooms, students are often treated as passive receivers of information rather than active participants in the learning process. The teacher talks, and students are expected to absorb knowledge silently. This creates rote memorization instead of conceptual understanding.
Many children may memorize answers for examinations, but they fail to truly understand the topic. Once the exam is over, the information is quickly forgotten. Learning becomes temporary rather than meaningful.
2. One Teaching Method Cannot Fit All Learners
Every child learns differently. Some children learn visually, some through listening, some through movement, touch, experimentation, or practical experiences. Traditional teaching usually focuses only on listening and writing, ignoring multiple learning pathways.
• This creates serious problems for children who cannot learn effectively through lectures alone. Such children are often wrongly labeled as: Lazy, weak, careless, slow learner, disobedient, etc. In reality, many of these children simply require multisensory teaching approaches to learn successfully.
3. It Damages Confidence and Self-Esteem
One of the most harmful effects of rigid teaching methods is emotional damage. A child who repeatedly fails in a traditional classroom begins to believe that they are unintelligent or incapable.
Constant comparison, punishment, humiliation, and criticism can deeply affect a child’s self-worth. Many children develop Anxiety, fear of making mistakes, school refusal, depression, behavioral problems, loss of motivation, etc. A classroom should be a place of safety and encouragement, not fear and emotional distress.
4. Creativity and Critical Thinking Are Suppressed
Traditional teaching emphasizes memorization rather than imagination, inquiry, and exploration. Children are often discouraged from asking questions or thinking differently.
As a result, Creativity declines, problem-solving skills weaken, independent thinking is discouraged, and curiosity disappears. Children begin studying only for marks instead of learning for understanding and growth.
5. It Fails Neurodiverse Children
Children with dyslexia and other learning differences suffer the most in rigid educational environments. Many brilliant children are unable to show their intelligence because the system measures only reading speed, handwriting, memorization, and exam performance.
When schools fail to adapt teaching methods, these children experience years of frustration, rejection, and failure. Sadly, many eventually stop believing in themselves altogether.
Research has shown that untreated learning difficulties and continuous educational trauma can increase the risk of: Emotional disorders, substance abuse, social isolation, school dropout,low academic achievement, suicidal thoughts, etc.
This is not because these children lack intelligence; it is because the system fails to understand how they learn.
6. Multisensory Teaching Creates Better Learning
Modern education strongly supports multisensory teaching methods because they engage multiple senses simultaneously. When children can see, hear, touch, move, and engage in learning, their understanding becomes deeper and more lasting.
Multisensory learning: improves memory retention, increases engagement, builds confidence, encourages participation, reduces learning anxiety, and makes education enjoyable. Children learn best when learning feels meaningful, interactive, and emotionally safe.
A Wake-Up Call for Educators and Policymakers
The world has changed, children have changed, and education must change, too. We cannot continue using outdated teaching methods while expecting children to thrive in a modern world. Teachers, parents, and policymakers must recognize that every child learns differently, intelligence is not limited to memorization, emotional safety is essential for learning, and inclusion is not a favor; it is a right. Schools must move toward inclusive, child-centered, and multisensory approaches that support all learners, not just a selected few. The purpose of education is not to create silent children who memorize facts. The purpose of education is to nurture confident, curious, compassionate, and capable human beings. When children are taught with understanding, patience, and the right methods, they do not just learn better; they begin to believe in themselves again.

At IDEAS, every child matters and every mind is understood differently. We strongly believe that no two children learn in the same way. That is why our teaching approach is multisensory, child centered, and individualized according to each child’s unique strengths and weaknesses.
We adapt our teaching techniques to suit the learning style of every child by using visual, auditory, tactile, and kinesthetic methods that make learning meaningful, engaging, and effective. Instead of forcing a child to fit into a rigid system, we reshape the learning environment to help the child grow with confidence and dignity.
At IDEAS, we focus on unlocking potential rather than highlighting limitations. With patience, understanding, and scientifically designed remedial strategies, we help children discover that learning can be joyful, empowering, and achievable.
Irum Mumtaz
Educationist & Remedial Therapist , Founder/CEO IDEAS Institute of Dyslexia Education & Attitudinal Studies.

**ایک ڈسلیکسیا کے شکار بچے کا خاموش صدمہ**
*والدین، اساتذہ اور پالیسی سازوں کے لیے ایک لمحۂ فکریہ*

از: **ارم ممتاز**
ماہرِ تعلیم / ریمیڈیل تھراپسٹ
بانی و سی ای او، IDEAS انسٹیٹیوٹ آف ڈسلیکسیا ایجوکیشن اینڈ اٹیٹیوڈنل اسٹڈیز

کوئی بچہ پیدا ہوتے ہی یہ یقین لے کر نہیں آتا کہ وہ “نالائق”، “سست” یا “ناکام” ہے۔
یہ احساس اُسے معاشرہ دیتا ہے۔

ڈسلیکسیا کے شکار بہت سے بچوں کے لیے جذباتی اذیت اُس وقت شروع ہو جاتی ہے جب وہ ابھی یہ بھی نہیں جانتے کہ ڈسلیکسیا کیا ہے۔ یہ اذیت گھر، اسکول اور معاشرے سے ملنے والے تلخ رویّوں، موازنوں، ڈانٹ ڈپٹ، سزا اور تضحیک کی صورت میں اُن کی زندگی کا حصہ بن جاتی ہے۔

جو بچہ پڑھنے، لکھنے، ہجے کرنے یا چیزیں یاد رکھنے میں مشکل محسوس کرتا ہے، اُسے اکثر لاپرواہ یا کم ذہین سمجھ لیا جاتا ہے۔ مدد اور سمجھ بوجھ دینے کے بجائے اُسے یہ سننے کو ملتا ہے:

“تم بہت سست ہو۔”
“تم کبھی دھیان نہیں دیتے۔”
“تم زندگی میں کبھی کامیاب نہیں ہو سکتے۔”

آہستہ آہستہ یہ الفاظ اُس بچے کی شخصیت کا حصہ بن جاتے ہیں۔
وہ سوال پوچھنا چھوڑ دیتا ہے۔
کلاس میں ہاتھ اٹھانا چھوڑ دیتا ہے۔
وہ کوشش کرنا چھوڑ دیتا ہے کیونکہ اُسے یقین دلایا جا چکا ہوتا ہے کہ وہ اچھا نہیں ہے۔

حقیقت یہ ہے کہ ڈسلیکسیا کے شکار بہت سے بچے غیر معمولی ذہانت، تخلیقی صلاحیتوں اور بے پناہ ٹیلنٹ کے مالک ہوتے ہیں، مگر اُن کی مشکلات کو نہ سمجھنے کی وجہ سے اُن کی صلاحیتیں کبھی پروان نہیں چڑھ پاتیں۔

یہ صرف تعلیمی مسئلہ نہیں، بلکہ ایک انسانی المیہ ہے۔

والدین کو یہ سمجھنے کی ضرورت ہے کہ ڈسلیکسیا کم ذہنی صلاحیت کی علامت نہیں بلکہ سیکھنے کا ایک مختلف انداز ہے۔ اساتذہ کو تربیت دی جانی چاہیے تاکہ وہ ایسے بچوں کو پہچان سکیں اور اُن کی درست رہنمائی کر سکیں۔ اسکولوں کو ایسا محفوظ ماحول بنانا ہوگا جہاں بچوں کو تضحیک اور بُلنگ سے بچایا جا سکے۔ پالیسی سازوں کو یقینی بنانا ہوگا کہ ڈسلیکسیا اور شمولیتی تعلیم سے متعلق قوانین پر حقیقی معنوں میں عمل درآمد ہو۔

ہر بچے کو عزت ملنی چاہیے۔
ہر بچے کو سمجھا جانا چاہیے۔
ہر بچے کو خود پر یقین کرنے کا حق حاصل ہے۔

آئیے اُن بچوں کو صرف اس لیے توڑنا بند کریں کہ وہ دوسروں سے مختلف انداز میں سیکھتے ہیں۔
آئیے فیصلہ کریں کہ ہم تنقید نہیں، ہمدردی کا راستہ اپنائیں گے — اس سے پہلے کہ مزید قیمتی زندگیاں خاموشی سے بکھر جائیں۔

#ڈسلیکسیا

The Silent Trauma of a Dyslexic Child
A Wake-Up Call for Parents, Teachers, and Policymakers

By Irum Mumtaz, Educationist / Remedial Therapist
Founder, CEO IDEAS Institute of Dyslexia Education & Attitudinal Studies.

A child is not born believing that he is “useless,” “lazy,” or “a failure.”
Society teaches him that. For many children with dyslexia, emotional trauma begins at a very young age. Long before they understand what dyslexia is, they begin to understand rejection, humiliation, and fear. The abuse often starts from the place where a child is supposed to feel safest, home. A child who struggles to read, write, spell, or remember things is often misunderstood as careless or unintelligent. Parents, unaware of the child’s learning difference, may begin with comparisons and harsh words: “Why can’t you be like other children?”
“You never pay attention. ”You are so lazy. ”You will never succeed.”
Some children are not only verbally abused but also physically punished for something completely beyond their control. Instead of receiving support, they are made to feel ashamed of themselves. Slowly, these words become a part of their identity.
Then comes school. School should be a place of growth and encouragement, but for many dyslexic children, it becomes another battlefield. Teachers may label them weak, inattentive, or problematic. They are forced to read aloud in front of the class, laughed at for making mistakes, or punished for poor performance. Classmates often make things even worse. Bullying becomes a daily reality. Children mock the way they read, write, speak, or answer questions. They are called “stupid,” “slow,” and “failures.” Some children stop raising their hands in class altogether because they become terrified of embarrassment.
Imagine waking up every day with fear in your heart.
Imagine being a child who already believes he is not good enough.
Imagine carrying this emotional burden silently while the world keeps demanding more from you. Over time, these repeated negative experiences shatter a child’s self-confidence. Many dyslexic children begin to isolate themselves. They stop believing in their abilities. They develop anxiety, depression, panic attacks, and deep emotional scars that continue into adulthood. What is even more heartbreaking is that many of these children are extraordinarily intelligent, creative, and talented. But because their struggles are misunderstood, their strengths are never nurtured.
Research and real-life experiences both show that children with untreated learning difficulties and prolonged emotional trauma are at a greater risk of mental health issues, substance abuse, self-harm, and suicidal thoughts. When a child spends years hearing that he is worthless, he eventually starts believing it..This is not just an educational issue. This is a humanitarian crisis. We urgently need awareness, compassion, and systemic change.
Parents need to understand that dyslexia is not a sign of low intelligence. It is a neurological learning difference. A dyslexic child does not need insults or punishment; he needs patience, encouragement, and emotional safety.
Teachers need proper training to identify and support children with dyslexia in classrooms. Schools must become inclusive environments where children are protected from humiliation and bullying. Policymakers must ensure that dyslexia laws and inclusive education policies are implemented in their true letter and spirit. Awareness campaigns, teacher training programs, mental health support, and accommodations for dyslexic students should not remain mere words on paper. Every child deserves dignity. Every child deserves understanding. Every child deserves the chance to believe in themselves. A single kind word can heal. A single supportive teacher can change a life. A single informed parent can save a child from years of emotional suffering. Let us stop breaking children for struggling differently. Let us start listening to them, supporting them, and protecting them. Because behind every “difficult child” may be a child silently fighting a battle no one can see, and before it is too late, we must ask ourselves: How many precious lives must suffer before we finally choose empathy over judgment?

For decades, our education system has followed an outdated mould where every child is expected to learn, think, write, and perform in exactly the same way. Children who cannot cope with rigid teaching methods are often labelled weak, careless, or failures, when in reality many of them simply learn differently. A child struggling in a traditional classroom may possess extraordinary creativity, imagination, problem solving abilities, or hidden talents waiting to be discovered. It is time for Pakistan to move beyond ancient educational practices and create classrooms that accommodate each child according to their individual learning needs. True education is not about forcing every child into one system. It is about understanding the child and helping them bloom in their own unique way.
Irum Mumtaz
Educationist and Remedial Therapist, Founder & CEO IDEAS Institute of Dyslexia Education & Attitudinal Studies.