Someone once memorably remarked that the two people every individual remains indebted to through life are the family doctor and a school teacher. How true! Even in the contemporary world of healthcare specialists, the universal favourite is the ‘family doctor’ or a GP we trust.
If you have been a teacher for many years and often wonder why you persisted with the teaching profession, take time off to reflect on encounters with your former students. How many of them have expressed gratitude to you for life-changing experiences you can’t recall? How you changed their handwriting, or how you made difficult maths formulae easy to learn; how you influenced their career choices, or helped them understand their parents’ aspirations. Every teacher wants to make a difference: it rejuvenates and inspires them to carry on.
Was it an African poet who said that it takes a village to raise a child? That’s an understatement. In today’s technology-enabled global environment, it takes the entire world to raise a child. Anything that happens anywhere, leaves an imprint on young minds. Head-butting in football, elbowing and sledging on the cricket field, road rage incidents, teens committing suicide. In a confusing world in which the sense and sensibilities of children are under constant assault, the teacher’s voice is often the sole voice of sanity that counsels children during their waking hours.
The point is that teachers do make a difference. Yet it’s also important to acknow-ledge that teachers can impact students positively as well as negatively. We can nurture and develop toppers and celebrities, but also those who kill, maim and terrorise. The plain and terrible truth is that some teachers leave a mark, others leave a stain.
All teachers are consciously or subconsciously aware that in the real world outside of school, an individual is required to possess an acceptable EQ (emotional quotient), reasonable IQ (intelligence quotient) and minimal SQ (spiritual quotient). A student’s intelligence, high grades and gold medals amount to little if his/her EQ and SQ are stunted. The challenge before 21st century teachers is to help students cope with anger, stress, mixed emotions and develop inner harmony, which will bring them coherence and peace. As the EducationWorld Survey of Schools 2008 — which ranked India’s top 250 schools on 12 parameters (academic reputation, co-curricular and sports education, faculty competence etc) — clearly indicated, over-emphasis on academic excellence is passe. Today in the corporate world, nobody is hired solely on the basis of high grades or percentages acquired in school! Individuals are recruited on the basis of life skills and their perceived ability to learn, develop and contribute.
Therefore it’s of utmost importance for us teachers to equip students with skills beyond textbooks. For instance if you’re teaching English, venture beyond the prescribed texts. Ask yourself whether you are honing your students LSRW (listening, speaking, reading and writing) skills. You could also focus on pronunciation, grammar, intonation and literary appreciation. We need to be careful that we don’t miss the wood for the trees, because the whole is more important than the parts.
This rationale is applicable to all subjects. What young minds require most to face life beyond school gates are good communication, life and soft skills, all non-negotiable necessities. Academic subjects apart, it is the fundamental obligation of teachers to teach their students how to develop self-esteem, empathy, and inter-personal skills. Simultaneously we need to teach them the importance of creative and critical thinking, to develop their problem-solving and decision-making skills. In the process, their ability to manage anger, emotion and stress is developed.
This imperative requires further elaboration. for instance if a student is prone to indulge in ‘risky behaviour’ — cheating, absenteeism, nicotine experimentation, bullying etc — advising her to be good and avoid evil is an option of limited value. A more effective alternative would be to equip the child with cognitive skill sets, which will enable her to make her own decisions and take responsibility for her actions. Teaching self-awareness helps children to acknowledge their strengths and weaknesses, the first steps towards building character and empathy. An empathetic teacher understands and accepts students for what they are, not what they should be.
Within the teachers community, we need to always bear in mind that we are not potters, nor are our students mere clay. Therefore we should avoid the temptation to mould students in our form. Our job is to equip, enable, empower. When we attain these objectives, we have the satisfaction of having made a real difference.
The teacher is every student’s link with society. If not anyone else, our students (mostly) respect us. We need to enjoy this respect while it lasts. When we practice self-belief and self-respect, we can — and will — make a vital difference.
(Jyoti Swaroop is the Chennai-based assistant vice president of IL&FS Education & Technology Services)