The teaching-learning process in an EVS classroom should be designed so as to help the learner acquire knowledge and skills in an interactive environment. It should be seen as an opportunity for teachers and students to learn together. There is a need to shift from the mere transmission of information to involvement in group work, debate and discussions. This approach to learning keeps both learners and teachers alive to social realities. The following suggestions can you help make the teaching-learning process in EVS participatory:Assign students to work in groups and assume the role of a coach / a coordinator.Create a classroom environment that includes group workspaces where resources are shared.Teach students how to cooperate with each other.Create circumstances for students to interact with each other to express their opinions and to evaluate other students arguments.Link the school to the community at large, e.g. engage students to collect data from the village about food habits or electricity use, etc.Arrange debate/dialogue/discussions on emerging issues, e.g. 'Use of diesel vehicles in transportation should be prohibited' to help students in appreciating multiple perspectives on this issue.Arrange discussions of students with local resource persons and public functionaries, e.g. artisans, artists, postman, bank officials, police officers, farmers.Hence, we conclude that the purpose of organizing debate is to help students in appreciating multiple perspectives on this issue.