By Kyntiewborlang Kharakakor
I’ve had sleepless nights over the past few weeks for a number of reasons. My beloved G.O.A.T. had to go home early – unwillingly, as his teammates—especially the so-called “World’s Best Midfielders”—were apparently feeling homesick. My only consolation then was to shift all my hopes to Dictator Mbappe. But that too was squashed by Columbus’ descendants as they sailed their Santa Maria into the Finals of the FIFA World Cup and conquered the game. But that’s not the only reason why I’ve been up late. It’s Mid Term season, and on my desk stood what seems to be a veritable Tower of Babel waiting to be assessed and graded– not because the answers are gibberish but each paper speaks in its own unique voice. To add to this Apot Sep Sngi (great misfortune), Mr. Edu Dept dropped by and left us teachers with yet another homework assignment—A Simple Guidebook – P.T.M Guidelines. In the wee hours of the 16th, I let out a cry of happiness and satisfaction—No! not because of Messi’s brilliant assist, but because I had finally completed the last P.T.M. Improvement Plan Questionnaire for my girls— all 57 of them. To even write one is a challenge in itself. But perhaps the Hand of God— Maradona’s, not Michelangelo’s —decided to assist this weary English teacher.
“The heart of the P.T.M Day”
The PTM Guidelines for Teachers (PTM – a Simple Guidebook) is a part of the Meghalaya Project for Adolescent Wellbeing, Empowerment & Resilience. It outlines a simple and practical framework for teachers to conduct Parent Teacher Meetings – from welcoming parents, to having a fruitful one-to-one talk and finally to chart a concise improvement plan for the child’s progress. According to it, the meeting should aim to answer these three simple questions – What is the child doing well? What help does the child need? and What can parents & teachers do together? It also gives suggestions on preparation for the day for both parents and teachers alike. A two paged Parent Teacher Meeting Consent Form (Iron and Folic Acid Supplement, Deworming tabs and APAAR ID creation) and Student Support Note is given to school authorities.
What is the child doing well? What help does the child need?
It would be a great injustice if a child’s progress is measured simply by grades/marks, for a traditional PTM as understood by most parents is centred on that. Every red mark on the child’s answer script fuels parental frustration. Then comes the usual refrain – “she’s always on the phone”, “she’s very careless”. A child’s growth often reveals itself in the smallest of moments. Out of the blue, a Class 2 girl stepped forward in class- untied her shoelaces and tied it again, reciting a rhyme as she loops the thread. She wanted the teacher to notice her achieving a small milestone and proudly showed her fine motor-skills.
Classroom interactions, classwork, participation, behaviour, and countless small moments often reveal far more than an examination script ever can. At times Sherlock’s observation skill is needed, especially with young adolescent girls, to see what they are quietly accomplishing beneath the surface. But when a classroom holds 57 unique jewels, even Sherlock Holmes would struggle to keep track of them all. Observation alone is not enough for teenagers. They don’t display their strengths, struggles and aspirations openly and we cannot infer everything from their behaviour. Beneath a smile they hide a mountain of academic and often emotional burdens. We have to create a safe space and give them opportunities to articulate their own strengths and needs. By doing so, the focus shifts from “What do parents and teachers think about the child and the help she needs?” to “How does this child think of herself?”. The child is no longer a passive vessel to be filled but an active participant whose voice deserves to be heard.
At times we have to listen with wisdom, rather than observe like Sherlock. The guidebook’s philosophy was put to the test in the class. Instead of asking out rightly what they are doing well/good at or where they needed help, those very questions are woven as normal classroom dialogue. With a pen and a slip of paper, they quietly revealed their strengths, struggles, aspirations and worries. No amount of observation could unearth such precious revelations. This exercise also becomes a satisfying release for the children. Now, the Improvement Plan can be tailored as per the requirement of each child.
What Teachers can do
A child scored very less in English – commits a lot of grammatical and spelling errors. She finds that Maths equations/problems are like the intertwined wires on Laitumkhrah’s street. Instead of blaming the child for not studying or for often getting carried away with the tea brewing on the next bench during class lessons, teachers should also reflect on themselves. At times we asked ourselves why the child is not learning, but the real issue is why isn’t the child understanding. Maybe the language was too high during explanation…or her understanding of the foundational concepts were not that strong. We have to step in and channel the “Youtube Indian Guy” from within us and simplify concepts to a point where students can easily sip with a straw. Some are afraid to approach and seek help fearing judgement from peers. This manifests in stress before exams. Teachers have to become trusted confidants, assuring the child that asking for help is never a sign of weakness and their struggles can remain between them. Coordination between professional counsellors and teachers in school is a must to tackle emotional and mental challenges that a child encounters in her learning experience.
What parents can do
It is never 50-50. A child is not a prized commodity or a contract. Teachers give their 100 percent in school and parents should also do the same at home. The welfare of the child is our No.1 priority. Additional support, all round, is required from the parents’ side in order to enrich a child’s learning experience. A child’s development is much like Spain’s World Cup Win, not the result of individual brilliance alone, but of countless well-coordinated passes between teammates. Parents and teachers must become those teammates, chasing one goal at a time.
Give credit where credit is due
For years and decades, teachers have always held meaningful PTMs, even before the guidebook came into existence. Credit, however, should be given to the minds behind this initiative. By providing a clear framework, the guidebook keeps the conversation centred on the child rather than allowing it to drift into something unproductive. In some cases, from the moment kwai is offered by the mother, a PTM without a clear framework can often wander into every imaginable topic—except the child. Conversations are dominated by marks, complaints, comparisons with classmates or disciplinary issues. This overshadows the serious questions: What is the child doing well? What help does the child need? and What can parents & teachers do together?
A small note to Mr. Edu Dept: Thank you for the thoughtful gift. Next time, could Santa Claus make the delivery before the school year starts instead of halfway through the script-correction season?
