Teachers in 71 Percent of Surveyed Tamil Nadu Classrooms Do Not Check Written Work
A newly released education report has revealed that teachers in 71% of surveyed Class I and II classrooms in Tamil Nadu do not check children's written work or provide feedback. The Teaching Learning Practices Survey (TLPS) 2025, which was conducted between November 2024 and March 2025, evaluated 150 classrooms across the districts of Krishnagiri, Villupuram, and Ramanathapuram to assess teaching and learning practices in basic literacy and numeracy.
The study was anchored by the Language and Learning Foundation and supported by Tata Trusts. In Tamil Nadu, the survey was implemented by the Madhi Foundation and Educational Initiatives. The broader national survey covered 1,050 classrooms across nine Indian states, though the findings in Tamil Nadu are based specifically on the sampled classrooms and are not representative of the entire state.
According to the report, teachers in 47% of the surveyed classrooms relied solely on choral responses to check if students understood the lessons. Overall, nearly 70% of the classrooms either skipped comprehension checks entirely or relied on collective choral responses instead of conducting individual assessments.
The survey also tracked student engagement, finding that children were off-task for 25% of their classroom time. When students were on-task, they spent the majority of their time copying work or participating in choral repetition.
Despite these gaps, the survey highlighted some positive trends in Tamil Nadu. Print-rich materials were displayed in 77% of the surveyed classrooms, which is significantly higher than the TLPS 2025 national average of 48%. Additionally, teachers' planned use of teaching-learning materials in mathematics stood at 61%, while children's use of these materials was at 77%.
The study acknowledged that Tamil Nadu has made significant progress in prioritizing basic literacy and numeracy through its Ennum Ezhuthum Mission. However, the report recommended a sustained focus beyond the early grades.
To improve learning outcomes, the report suggested broadening the vision of foundational learning to include critical thinking, strong oral expression, independent writing, mathematical problem-solving, and reasoning. It also recommended that teachers receive regular mentoring on language and mathematics-specific pedagogy.
