National Curriculum Framework for School Education 2000, confidently proclaims that, “As opposed to the epistemic model of the children which does not provide a great scope for their social experiences, the constructivist movement has re-emphasised the active role children play in acquiring knowledge. …. In the constructivist setting, the learners have autonomy for their own learning, opportunities for peer collaboration and support, occasions for learner generated problems that drive the curriculum, time for self-observation and evaluation and outlets for reflection. …. This perspective recognizes the teacher as primarily a facilitator of learning. Rather than dictating what should be done, the facilitative teacher tends to act as a guide, providing resources for learners and enabling them to decide how to learn and why to learn. The constructivist teacher follows no rigid prescriptions for successful teaching, acts as a facilitator of meaning-making rather than leader of all learning. “This knowledge acquisition is a constructive or generative process and each student’s knowledge is personal and unique.”