On this Teacher's Day, let us reflect on the challenges and triumphs of this noble profession
Born into a family of accomplished women, I've often faced a question that has puzzled me for years: "Why did you choose to be a teacher?" This question, posed by family, friends, and even strangers, stems from two assumptions. First, that teaching is a lesser profession, inferior to careers like medicine or bureaucracy, which my sisters have pursued. Second, and more disheartening, is the belief held by some that only those who fail in other "proper" professions resort to teaching. The underlying notion is that teaching is easy and requires no special skills—a perception I find not just ironic but profoundly misguided.
The irony lies in the fact that we all remember teachers who profoundly impacted our lives. We recall the teachers whose classes we eagerly attended, whose kindness and encouragement shaped who we are today. Conversely, we also remember those whose classes were dull, who seemed to take pleasure in demeaning students, or who treated teaching as nothing more than a paycheck. The truth is, teaching is easy only for those who see it as merely a job—a means to an end, rather than a calling. For those who aspire to be remembered as "good" teachers, the profession is far from easy. It requires dedication, empathy, and a genuine desire to make a difference in students' lives.
Unfortunately, there has been a shift in attitudes towards teaching, influenced by a growing corporate mentality and consumer culture. Many teachers today seem more concerned with holidays, salary increments, and perks than with the students they are supposed to nurture. While it's not wrong to seek these benefits, when they become the sole focus, teaching is reduced to a transactional relationship. This attitude contributes to the negative perception of teachers in society, where they are often seen as nothing more than paid servants in an "easy" profession.
Yet, the disillusionment among teachers is not entirely self-inflicted. The idealism that once characterized the profession has been eroded by systemic issues that go beyond individual attitudes. Over the three-plus decades I've spent in education, I've witnessed changes that have not always benefited teachers or students. One of the most significant changes has been the shift from an annual examination system to a semester system at the undergraduate level. While the intention of aligning with global patterns is understandable, the semester system has reduced teaching to a race to complete syllabi, leaving little room for individualized attention or meaningful engagement with students.
This shift is particularly ironic in an era when "quality education" is a buzzword. The question we must ask is whether the semester system truly enhances quality or merely ensures that all the boxes are ticked on time. Teachers who feel they cannot do justice to the curriculum or their students are bound to feel frustrated. Even the most resilient educators may eventually succumb to the pressures of the system, abandoning the high ideals that initially drew them to the profession. The space that the annual system once provided for exploring innovative teaching methods has been replaced by a relentless focus on deadlines, leading to a sense of exhaustion and apathy among teachers.
The accreditation system, though well-intentioned, has also added to the burden. While it has encouraged institutions to improve infrastructure, training, and community outreach, the process itself is cumbersome. Hours are spent documenting activities and ensuring they conform to prescribed criteria for a good grade. This bureaucratic approach to education often detracts from the unique qualities of individual institutions, fostering a spirit of competition that can be more self-defeating than motivating.
Another challenge is the rapid succession of educational reforms—CBCS, LOCF, NEP, and others. While each reform is introduced with the intention of improving education, the pace of change has led to confusion, inadequate curriculum revision, and a lack of clarity about the objectives of these reforms among both teachers and students.
The result is a situation where "a little learning," as Alexander Pope warned, becomes a "dangerous thing." Instead of fostering deep understanding, these rapid changes have led to superficial learning and a sense of disillusionment among educators.
Despite these challenges, I remain steadfast in my belief that teaching is one of the most powerful professions in the world. A teacher has the potential to drive away the clouds of ignorance to teach empathy and integrity, and to guide students toward a brighter future. Rabindranath Tagore, captured this sentiment beautifully in his poem "Where the Mind is Without Fear," envisioning a world led by reason, truth, and freedom. On this Teacher’s Day, I urge my fellow educators to remember the profound role we play in shaping the future. Despite the odds, we must strive to create a better world by becoming more humane and resilient, even if we are the last ones standing.
(The writer is Professor and Principal, Janki Devi Memorial College, DU; views are personal)
