TEACHING POET

Relevance and Place of Poetry in School English Curriculum

The teaching of poetry to Indian children requires careful reorientation in content and method to make it educationally meaningful. Much of the English poetry prescribed at the secondary school level is unsuitable for Indian learners due to obscure language, complex ideas, difficult emotions, and unfamiliar cultural associations.

Such poetry neither matches the linguistic competence of students nor appeals to their interests. Although there is a debate on whether poetry should be included in the school curriculum, it cannot be completely excluded from English teaching.

While the primary aim of school English teaching is the development of language skills—listening, speaking, reading, and writing, poetry, when properly selected, can effectively support these aims. Even though literary appreciation may be difficult for learners with limited proficiency, poetry helps students enjoy the beauty of language.

Through poetry, learners naturally acquire vocabulary, sentence patterns, rhythm, and pronunciation, making language learning interesting and meaningful.

Conclusion:
Poetry should be retained in the school curriculum, but its selection and teaching approach must suit the linguistic level and cultural background of Indian learners, ensuring both language development and aesthetic enjoyment.

Aims of Teaching Poetry

The teaching of poetry aims at developing both language skills and aesthetic enjoyment among learners. Poetry refines emotions, imagination, sensitivity, and appreciation of language.

General Aims of Teaching Poetry

(i) To make the learners appreciate the beauty of the poem

This aim helps students feel the beauty of poetic language, sound, imagery, and emotions. Appreciation here means enjoyment and sensitivity rather than critical analysis.

Example: While teaching “Twinkle, Twinkle Little Star”, the teacher draws attention to the musical lines and simple imagery of the shining star.

(ii) To make them enjoy individual and chorus recitation of the poem

Recitation enables learners to experience rhythm and melody. It improves pronunciation, stress, intonation, confidence, and group coordination.

Example: The teacher conducts chorus recitation of a short rhyme, followed by individual recitation to build confidence.

(iii) To make the students understand the thoughts and imagery of the poem

Poetry uses imagery to express ideas and emotions. Students should be guided to visualize scenes and connect them with real-life experiences.

Example: In “I Wandered Lonely as a Cloud”, students imagine a field of dancing daffodils through guided discussion.

(iv) To create love and develop taste for literature

Exposure to suitable poems cultivates interest in reading literature and develops lifelong love for poetry.

Example: Regular reading of short, meaningful poems gradually builds students’ interest in literature.

Specific Aims of Teaching Poetry

(i) To make the students recite the poem with proper rhyme and rhythm

Proper recitation trains learners in rhyme, rhythm, stress, and flow of language, improving spoken English.

Example: The teacher uses clapping or tapping while reciting a poem to maintain rhythm.

(ii) To make them grasp and appreciate the underlying idea of the poem

Learners should understand the central theme or idea of the poem in a simple and meaningful way.

Example: In “Stopping by Woods on a Snowy Evening”, the idea of duty is related to students’ daily responsibilities.

(iii) To communicate a particular message of the poet

Poems often convey moral, social, or philosophical messages that guide learners’ values and thinking.

Example: Tagore’s “Where the Mind is Without Fear” is used to explain the message of freedom and courage.

Poetry Lessons for Teaching Language

Poetry lessons in English help develop a favourable attitude towards the language. Attitude plays a crucial role in language achievement. The rhyme and rhythm of poetry naturally attract children, making poetry an effective tool for language teaching. Simple, humorous, and interesting poems motivate learners and create a joyful learning atmosphere.

(i) The teacher should recite the verse like a song

The poem should be presented musically. Singing or rhythmic recitation highlights rhyme and rhythm, which enchant children and sustain interest.

Example: The teacher sings a short rhyme with actions, helping students remember sounds and sentence patterns naturally.

(ii) Word-by-word meaning should be avoided

Explaining every word destroys the charm of poetry. The teacher should explain only those words or expressions that are essential for enjoying the poem.

Example: Instead of translating each line, the teacher explains the overall idea using gestures and simple questions.

(iii) Moral of the poem should be avoided

Teaching poetry should not become a moral lecture. Overemphasis on moral lessons reduces students’ enjoyment and interest.

Example: The teacher allows students to feel the poem rather than forcing them to write the moral at the end.

(iv) Language teaching aspects should not be overemphasized

Poetry is not meant for direct grammar teaching. Language elements should remain secondary, emerging naturally from the poem.

Example: The teacher does not explicitly teach tense rules but allows students to absorb structures through repetition.

(v) Learners’ enjoyment should be the main focus

The primary objective of poetry teaching is enjoyment. When students enjoy a poem, language learning happens naturally and effectively.

Example: Students are encouraged to recite, act, or illustrate the poem creatively.

Language Learning through Poetry:
Though poetry sometimes uses irregular structures, it often contains regular grammatical and idiomatic expressions. Because poetry is appealing, such structures are easily absorbed and remembered by students. Memory poems, in particular, help learners recall and use these structures naturally in appropriate situations. Poetry also improves pronunciation, as rhythm is closely linked with stress and intonation in English.

Cyclic Steps of Teaching a Poetry Lesson

Step I
Creating Atmosphere
(Pre-reciting)

Step II
Teacher’s Model Recitation

Step III
Explaining Difficult Words

Step IV
Second Model Recitation

Step V
Student Recitation

Step VI
Clarifying Ideas & Imagery

Step VII
Comprehension Questions

Step VIII
Home Assignment
& Creativity

Exam Note:
The cyclic approach shows that teaching poetry is a continuous and interactive process. Home assignments and creative activities lead back to better appreciation, recitation, and understanding in subsequent lessons.