Once upon a time teachers could be recognised through their students – and vice versa. The student was the ‘product’, the ‘result’ the ‘outcome’ of a lifetime’s work -the very process of teaching. Nowadays the continuum seems to be inverted: the student has become a means, a tool to cover more and more syllabus, and to produce better and better grades.
How this inversion affects modern day education – especially the teacher, was examined during a short-course on ‘Educational Excellence – The Care and Growth Model’ which was conducted a while ago by Mr Fakhir Shah, in Karachi. The session was attended by a group of dedicated educationists belonging to various institutions.
A teacher can be the luckiest of all persons on earth – if s/he comes to work willingly, thriving on the experience of making a contribution to the development of our new generation, while s/he experiences a growth in his or her own capabilities. Or, s/he can be the most miserable person on earth, having to do a job that is mentally and physically exhausting, bearing the brunt of the administration’s wrath, the parents’ dissatisfaction and students’ misbehaviour…
Whether or not a person, in our case a teacher, comes to work willingly or unwillingly, depends, among a number of other factors, on the person s/he has to work for. If the ‘boss’ is perceived as sincerely interested in the subordinate’s growth, then the chances are extremely high that the person comes to work willingly, regardless of how tough the working situation might be. On the other hand, if the ‘boss’ is considered as selfish in so far that s/he only cares for personal benefit which is to be achieved through the subordinate, then chances are extremely high that the subordinate will come to work unwillingly, even if the work conditions as well as perks are otherwise attractive.
In the case of a teacher, especially, this creates a malevolent atmosphere which greatly affects the students. If a teacher is the means to realise the administration’s aspired benefits, then the student is the means to realise the teacher’s aspirations.
Books, syllabi, which were once considered as a means to make the student grow, and results which were supposed to be a measure with regard to how much of this growth has been achieved, have become now ends in themselves, which are to be realised through the student. The student feels (and rightly so), manipulated and abused. The natural consequence is that the student revolts – against the school, parents, and society at large.
This ‘revolt’, this feeling of dislike for school and education, will not cease unless the teacher succeeds in making the student feel that the process of education is meant for his or her betterment and growth. Obviously, this will not be possible unless the teacher too, changes the way s/he perceives and treats the student.
The beginning of this article mentioned an inverted continuum: how the natural ‘product’ of the educational process (that is the student) has become a means to realise what was actually supposed to be a means, namely syllabus coverage and grades. This inversion has unfortunately become a social norm. Teachers see themselves pressed by the administration to get grades out of their students. The administration sees itself pressed by the parents to make the teachers get grades out of the students, and parents insist on grades because that is what the society demands. Thus, a vicious circle has come into being, and unfortunately, there will be no ‘saviour’ to set things right again. The solution to this problem lies in the hands of each concerned individual:
Get the intent right: Teaching is not a profession. It is nothing short of worship, an act of worship, a service to the creation in order to please the Creator. It is all about giving: giving your knowledge, your experience, your time, and very much of yourself.
Foster willingness: ‘Revert’ the continuum. Let your subordinate (be it teacher or student) realise, through your own persistent behaviour that your intention is benevolent, that you truly care for the subordinate, that all your efforts are directed towards his or her growth, without any hidden agenda. Let them realise that it is they who are important for you.
Focus on the process: A teacher is expected to look beyond grades and numbers. S/he is meant to see, acknowledge and direct the effort put in by the students. Likewise, an administration is not to judge a teacher merely by the average result his or her class produces. In either case it needs to be seen whether the right course of action had been adopted. If that had been the case, then this should not go unacknowledged, even if the results are not as per expectation.
The adoption of right processes is usually coupled with right results, whereas right results, if they are not based on right processes, can be deceptive. If, in spite of adopting right processes, the results did not show, then the matter ought to be examined further. Often the cause lies where one would not have expected it. Hence it is important to create a supporting framework of ability, means and accountability in which teachers and students can operate.
Finally, it should be remembered that man was never charged with producing results. Man was not charged with making the seed sprout, with letting it grow into a sapling, and a plant. Rather, man was charged with doing what is right, with working the ground, putting the seed, with watering it and looking after it. Whether or not this seed is to grow, whether or not our efforts bear fruit is the result the granting of which the Almighty has reserved unto Himself.
Tags: Benevolent Intent, Care & Growth in Education, Educational Excellence, Fakhir Shah, Schuitema, Zahra Baintner
I am always struck in any organisation that I have worked in and with over the last 20 years how many ” givers ” rather than “takers” there are at every level and in every discipline It is as if intuitively there are people who evidence benevolent intent , sometimes in spades, irrespective of the preveiling milieu in which they operate Clearly if this was not the case organisations in general and the world at large would have fallen over long ago!
It occurs to me that there are many in the teaching profession - teachers, principals and learners - who have managed to get this inversion of means and ends thing right and who are out there evidencing this already Perhaps a useful way forward is to find a cross section of these people and get their story In their collective story I am sure that there would be something very useful to be taken further
I would welcome any response to this idea and any practical ideas on how we could do this?
Thanks Wendy for raising the issue. Yesterday I was having a similar discussion with Soraya, ‘How to keep ourselves motivated?’ I think that it is important to share moments in our lives in form of stories where our contribution touched someone’s life. It’s a tragedy that media in general is focussed towards negative stories. For them good news is no news.
Afia is doing a series of articles on Telenor, an organization where value driven business practices have led to great success. In case of schools we can start with Shahpur’s institution Bay View Academy. I can also interview people in Southern Punjab who are running around 100 schools with 1 teacher 1 school - primary education in 3 years to children from lowest strata with a monthly expense of 100 dollars only.