Producing well-rounded students
A teacher’s role is closely tied with students’ outcomes but these need to be viewed with wider lenses that capture more than the number of As in examinations.
THEY had been talking about their students’ performance in public examinations, comparing notes on whose had scored the most number of As, when one of the teachers in the group suddenly said: “To me, it’s a lose-lose situation most of the time”
The others turned to look at her in surprise. They had just been regaling each other with tales of their own, mostly significant sounding roles in their students’ achievements. One of them had just started yet another sentence with: “I don’t mean to boast but ..... ” when the first teacher had cut in.
“I have gone through this many times,” the teacher went on. “Each year I try to give my best to my students, in the midst of all the other duties. I spend so much time and energy ... practically teach my lungs out... past year exam exercises, extra classes, notes. The whole works. And then when the results are announced and they get the As, who do they give credit to? Their tuition teacher. But when they fail to get their As. Who gets the blame? Yes, it is us the subject teacher in school. So you see, it’s lose-lose either way.”
There was some murmurs of agreement all round and then someone else said: “You know, that is why we must make it a point to praise ourselves when our students do well in exams. What’s wrong in taking credit for their achievements and success? After all, we invest so much of ourselves in them.”
Taking credit
Regardless of the extent to which it is deserved, as teachers, there is a definite sense of pride and ownership when our students display outstanding achievements. Whether it is vicarious, shared or reflected pride, we all to some degree, want to feel or believe that we had some significant part to play in our students’ success.
Some teachers are sincerely modest about this and prefer to take a step back from the accolades poured in their direction, while pointing out the role of other factors that may have made an equally or even more significant contribution to the success of their students. Others have no qualms about claiming all the credit, expounding at great lengths how they almost single-handedly managed to produce so many As from the classes they teach. Never mind that the students were already on the high-achieving scale to begin with. Never mind that they had full parental support, were self-motivated and exceptionally bright or gifted even.
While the role of the teacher may have made that crucial difference in the final step towards achieving that standard of high excellence or raised the bar to record breaking heights, it would be unfair to magnify this role to such heights that other contributing factors in their students’ success are eclipsed.
What would perhaps be even more unfair to teachers themselves is to measure their role or effectiveness chiefly by their students’ academic achievements. Contrary to what seems to be popular belief, teachers are so much more than just enablers of examination success. Our role is closely tied with students’ outcomes, that is true, but outcomes need to viewed with wider lenses that capture so much more than just the number of As in examinations. Or when you think about it, even more than the number of medals or awards won for co-curriculum pursuits.
It was really refreshing therefore, when in a recent conversation with a principal of a local secondary school, she turned to me and said.
“Do you know what the greatest success of this school is?”
I had not asked her the question so I was a little unprepared for that remark.
“It is the way we have helped to build student character,” she went on. “No, our school is not famed for its number of students with strings of As. Even our co-curriculum achievements are not among the top achieving schools. Occasionally we do have students with outstanding results or teams who win major competitions. We are all thrilled of course when that happens. But like I said, those are not our chief triumphs.”
Moulding character
Her gaze turned towards a framed photograph of her school staff on the wall.
“Our chief goal is the moulding of student character.” There was a different expression on her face as she went on. “Many of the students who come to us are from broken homes, single parents, attitude problems...you know. The teenage or adolescent phase is challenging enough by itself for them. The changes they are dealing with. The seeking for identity, the conflicts, the questions. Dealing with difficult family situations makes it so much worse for these kids. It affects them on so many levels.”
She paused for a moment as if trying to remember something and then went on. “Above all else I tell my teachers this. As important as their academic results are, it is not the most important reason why they or we are in school. School is about education and education is about getting them ready for the real world out there. Teach the students under you, I tell them. But
teach them more than just your academic content. Teach them about their own value as human beings and the value of others who are around them. Teach them to be honest, responsible and caring. To look out for others as much as themselves. And teach them to see themselves as people with a bright future. There are many who come with serious behavioural problems...you won’t believe what we have had to deal with. “But over the years we have seen them change. Not overnight, but slowly. My teachers are reminded to always appreciate every success, change, step forward, no matter how small it may seem. These are our achievements and successes,” she said looking out of the window as a group of girls gathered round the basketball court.
“Ah, the girls are early today for their session,” she said. “These are the ones who have volunteered under the ‘Help to Help’ programme”, she said. “Can you believe it, they came up with the idea themselves, these girls. They have each taken one junior student under their wing. Someone with learning problems, slow learners, those with language difficulty or just anyone who needs someone to look out for them. Maybe it’s because they themselves were once like the ones they coach. Challenging family backgrounds, low opportunities, difficulty making friends. And you know what, none of these volunteers are particularly high academic achievers. Average performance mostly. It is very likely that they may not score any As in the final exam. But there are different ways of getting As right,” she said, as we left the principal’s room.
Dr G Mallika Vasugi who currently teaches in a local university, provides insights on the teaching profession. The views expressed in this article do not necessarily reflect the views of The Star.