In
a classroom of more than 30 students, an Indian teacher can take it for granted
that the diversity for experience will be overpowering not only for her but for
each student as well. India is country where each of the 29 states speak a
different language (“Wikipedia”, n.d.). Each state follows different culture
and traditions. Hindi being the official language has no effect on many as they
insist on speaking their mother tongue (The Hindu, 2019). We are grateful to
English for removing the communication barriers and sparing us the fight
between cultures.
When
I first started teaching, I found it quite overwhelming to manage a class of
students with diverse personality and attitudes. I can still remember the first
class I taught. It was the 5th Grade and I would say by experience,
that this grade is a tipping point for students moving towards adolescence.
Their emotions run high; they are more body conscious and temperamental. Things
can get very sensitive if not handled intelligently. Among my students were a few, who always stuck to me wherever I went. They were attention seeking. For a
while, I found that very odd, being followed everywhere like that. Later,
during a casual talk, I found that one among the girls was from a very traditional family. She was the middle girl child and felt neglected at home. She was
always looking for recognition and appreciation from me and I did not know how
to handle her case. Her scores were poor and there was no improvement even
after the required dose of attention from me.
After
getting to know the class better, I found my way with every student. It takes
time and patience to get involved with every child on a personal level. I found
this attention seeking in so many students that I decided to turn it into their
strength than weakness. I have always found B.F Skinner’s “Theory of
Reinforcement” and “Motivation Theory” very useful in classroom practice. This
theory stated that individual’s behavior is a
function of its consequences. It is based on “law of effect”, i.e.,
individual’s behavior with positive consequences tends to be repeated, but
individual’s behavior with negative consequences tends not to be repeated (Research
gate, 2014).With the application of
different kinds of reinforcement (Management study, n.d.), I got not only that
particular girl but the whole class attuned to my expectations.
Attention
seeking is one thing but to deal with students with low self-esteem and
confidence is totally another ball game. Only a teacher who can be selfless can
achieve this. “Integral Education” requires a teacher to be selfless and deal
with any challenge with the attitude of correcting it within herself first and
observing the changes in the students (ipi.org, n.d.). To deal with a student
with low self-esteem, I decided to recollect my school experiences and gathered
insights form it. The more I introspected, the more I was sympathetic to that
particular student. My sympathy enabled me to have compassion and the child
developed trust in my support. According to me, sympathy is a strength and not
a weakness, which many Indian teachers would vehemently disapprove. Empathy is
acceptable.
As
educators, we often feel called upon to improve the lives of the students with
whom we work like in the above two examples. Many teachers will argue that it
is a school counselor’s job and not ours. This requires discretion and brings
us to crossroads. A teacher must know when her student needs her and when he or
she needs to meet the counselor. It requires logic and practicality. My
education philosophy and practices compel me to go the extra mile for my
students.
Do
I have the expertise for it? Am I qualified to do that? Only with experience, can a teacher identify
and address student’s diverse backgrounds. When I was a student, I being a south
Indian, struggled to adjust to the north Indian culture and lifestyle. My
family had moved to the north. My school was in the capital and westernization
was at its peaks. I came from a humble traditional background.
We
did not have a car and that was enough to stop me from making friends and
getting uninvited from student groups and social meetings. I remember, always
requesting my father to drop me few meters away from the school gate to avoid
being seen on a scooter. This put such pressure and fear in me that I was
absorbed all the time trying to please people. My class teacher, who was very
kind, noticed this and had a discussion with me at length about the absurdity
of it all. She encouraged me to get a good education which is the only way to
elevate oneself and not by pleasing others. Of course, it did not help
immensely at that point but was a knowledge for the future accepted with
maturity.
Taking
her example, I was able to identify students with different backgrounds and its
effects on them. Therefore, my classes are always filled with motivational
stories, anecdotes and moral stories. I ensure my students are grounded and any
bullying behavior gets a strong subtle message. My student’s health and
happiness gives me peace and relaxation in the classroom.
My
philosophy and practice is centered upon the principles of mutual development
and growth. Integral Education advocates this principle (Ankita Mendiratta, n.d.). The whole
point of a Holistic education is to have a healthy mind, vital and physical.
How can a teacher exclude herself from the overall growth of her student? It is
unnatural and impossible
Conclusion:
We
as educators have many roles and responsibilities. Our educational philosophies
and practices can be limiting but an educator cannot limit oneself to just
technical education. It is our conscious responsibility to address the social,
cultural and personal development of our students. They may be silent but we
must help them in every possible way to emerge as strong individuals. This I
believe is an ideal philosophy of teaching and practice.
References:
(Wikipedia,
n.d.). Languages of India. Retrieved from:
(The
Hindu, 2019). Hindi the first choice of people in only 12 states. Retrieved
from:
(Research
gate, 2014). Review of B. F. Skinner’s ‘Reinforcement Theory of Motivation.
Retrieved from:
(Management
study, n.d.). Reinforcement Theory of Motivation. Retrieved from:
(Ankita Mendiratta, n.d.). Integral
Education: Learning Through Self. Retrieved from:
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