By Albert Thyrniang
September 5 is fast approaching. In about a week’s time we will there. Preparations for the much awaited day are on. Gifts and presents are being bought and wrapped, bouquets and garlands are being made and designed, felicitation and cultural programmes are being practised and rehearsed. All are being done for teachers. Yes on the D-Day students across the country will show their love, gratitude and appreciation for their teachers. At the national, state and district levels too teachers will be honoured on Teacher’s Day. Teacher’s day has a 50 year history. This year is the Golden Jubilee of sorts. The maiden celebration was on September 5, 1962. A group of students approached Dr. Sarvepalli Radhakhrishnan for permission to celebrate his birth day. Instead the eminent educationist and teacher par excellence suggested that he would be more pleased if they used the occasion to honour and thank the teachers for their selfless service rather than celebrating his birth day alone. Thus Teacher’s Day was born.
Besides teacher’s day, this piece is also against the backdrop of the flurry of letters against and for two premier educational institutions in the state capital recently. One was regarding a teacher who was ‘terror’ to the students, the other an ‘unseen’ head who ‘neglected’ her duties for a long stretch of time. Patricia Mukhim made her contribution in her column “Why are the institutions on the defensive?” dated 10th August, 2012 obviously not sympathizing with the concerned institutions. The “Padmashri” recipient was herself a school teacher not far away from the scene of controversy. There is no reason to doubt that she was a diligent, dutiful teacher who had student’s farewell uppermost in mind. She is familiar with the administration and management of the so called missionary schools. So her comments and observations are experience based. These institutions have a history, prestige, name and fame behind them. A sense of arrogance has crept in. Unwillingness to learn is real as apparent from the recent incidents. Sitting on a high pedestal can bring about a feeling of immortality. There is a false attitude that they cannot make mistakes. They fail to realize that they are as mortal as anyone else. When their mistakes/deficiencies are pointed out they are alarmed.
Deficiencies in administration and management are hidden behind excellent results and achievements. Is excellent result the only excellence? Is excellent result the ultimate value? Are these institutions merely result oriented? If the answer to the above question is ‘yes’, then I am not very impressed by the ‘top of the world results’ that some of these institutions produce. These institutions which boast of excellent results have a strict and stringent policy of high cut off percentage for admission. The students they admit are bright. They are from rich and affluent families. They are highly motivated. They can afford private tuitions. Tell me what is the merit in making these students pass in the first division or score letter marks? Take my challenge literally: admit third division students and make them pass in the second division. This is an achievement according to me. The point is social cause, commitment and responsibility which are supposed to form the basis for their existence. What about the ‘Holy Book’s’ inspired mission/vision to serve the poor? Are they mere slogans and rhetoric? Excellence is fine, but there are ground realities you can’t ignore just yet. There are still thousands of first generation learners. There are students from rural areas who might not have made the cut because of lack of facilities. Should we close the door for them?
Ms Mukhim in her article suggested that the heads of educational institutions should be selected through an open interview. I think there is little merit in it. If my source is correct one of the institutions where there was complaint of a ‘terror teacher’ the head is not a priest or a brother. Still the institution is seen as going from ‘bad to worse’. Priests and nuns have proved themselves as able administrators.
The controversy seemed to die down but for a group of students who through their letter on 20th August raised some pertinent questions. The title itself, “Who will teach them?” is a dilemma. About two years ago in the India Today a similar question was raised, “Who will mind the Medicos?” Through a survey/research it was found that medical doctors were less fit than non-doctors. Who will treat the doctors then? Well, they can always go to other doctors. As a matter of fact, it is not uncommon for doctors to be treated by other doctors. As for teachers who will teach them? The ‘concerned students’ who chose to be anonymous had many questions besides making relevant observations. These questions can be summarized under three head: teaching is a learning process, teaching is not just imparting knowledge and reward and punishment.
Teaching is certainly a learning process. The danger for us teachers is we stop learning. We stop reading. We stop updating. We are ignorant of the current events and happenings. Even if we are aware of them we do not know how to bring them to the classroom. As we teach year after year repetition is most common. In colleges notes prepared ten years ago (even more) are still the same. We also carry on with our own teaching methods. We do not care whether we are understood by the students.
Teaching is not just imparting knowledge. It is much more. It is not ‘only to teach, conduct tests, set questions and correct examination papers’. The students ask teachers to do more than fulfilling their duties. They ask them to understand their problems. If we explore the world of our students we will find their problems in this complex world. Some may be orphans; others may be from broken families; while others are exposed to drugs and other addictions. ‘What are they frustrated about’? More important than knowledge, teachers (should) impart values in the students. Students need role models. Recently in a school I noticed in exercise books, sketches and drawings of guns and bombs. We also see tattoos in bodies of students. What values are these students picking up? A gun toting culture? Who are their role models? Can we teachers be role models? Can we teach also with our life and example?
Punishment – physical and mental is another serious issue. The present rule clearly commands, ‘no corporal punishment’ as education should be student friendly. However, the old mentality still persists because, as the columnist points out, we ourselves were brought up (well) under the fear of the stick. “Spare the rod and spoil the child” is still the argument the proponents of physical punishment employ. The resistance to give it up will persist for some time to come I guess. But educators/teachers must change and adapt to the new world view. It’s a challenge. It requires patience and commitment. In the process many teachers may develop cold feet and just give up. ‘It’s impossible without the stick’ they say.
Physical punishment is often used for quick discipline. It’s a short cut method. Teachers often punish a child at the very first instance. A resource person at a refresher course recommended that in case of a ‘punishment’ the child has to understand why he/he is given the punishment. If they are made to understand that they deserve such a punishment often students don’t mind. Of course one has to apply one’s mind as to what is the suitable penalty for a particular ‘offense’. Severe, humiliating types of punishments should never be used. You never know what the consequences will be. There have been cases of suicide as a result of silly punishments. Therefore corporal punishment is out.
In the legal system there is reward and punishment. Perhaps in schools too much of punishment and little of reward is used. The education scene can be revolutionized if rewards and appreciations are liberally used. Positive strokes work wonders they say. A child can be better motivated when is he/she is rewarded than punished. Rebellious, suppressive and negative build ups in the child can be avoided. The child can grow in a more friendly and free environment where learning becomes a joyful experience. However, this is easier said than done.
“An un-reflected life is not worth living” said Socrates long ago. The Greek philosopher who himself was a teacher (of Plato who immortalized his master in his Dialogues) could inspire teachers to reflect on themselves and on their noble profession. Dr Radhakhrishnan believed that ‘teachers should be the best minds in the country’. They mould and shape the lives and minds of the young. They are the cornerstone of the future of millions. The nations itself depends on them. As we look forward to celebrate Teacher’s day with anticipation, teachers and educational institutions could resolve to serve humanity with humility and responsibility. We could take a cue from someone who says, “Reflection is the best celebration and the best celebration is reflection”. Happy Teacher’s Day!