Just help them out


It is re­ally sad and un­for­tu­nate to know that the sui­ci­dal ten­den­cies are on the rise, es­pe­cially among the stu­dents. These un­for­tu­nate oc­cur­rences of­ten come to light dur­ing the times of the fi­nal ex­am­i­na­tions. Sadly, I am bump­ing into such news in the news­pa­pers al­most on daily ba­sis. In this con­text, se­ri­ous and ur­gent steps are re­quired to be taken on the part of the teach­ing com­mu­nity and fra­ter­nity to as­sist the stu­dents with their prob­lems psy­cho­log­i­cally and emo­tion­ally. In fact such steps will go a long way in mat­ters of mould­ing the stu­dents and sooth­ing their minds greatly.

Be­sides that, the teach­ers are to the stu­dents what the par­ents are to their chil­dren. And this also im­plies that the teach­ers are clin­i­cally sim­i­lar to the par­ents. In the con­text of many painful sto­ries about the re­la­tion­ship be­tween the teach­ers and the stu­dents, the time has now come to al­lay fears and ru­mours about the strict teach­ers. The term ‘strict’ never means ‘harsh’. The word ‘strict’ can be bet­ter termed ‘ex­act’ and ‘pre­cise’.

To start with, it is only the strict teach­ers who are not only ag­gres­sively fight­ing for the good cause of the stu­dents but also tak­ing care of the pupils in all pos­si­ble man­ners. Sec­ond, the teach­ers have ev­ery moral right to give re­ports about the per­for­mance of their stu­dents. Third, only those stu­dents who cher­ish and dis­pay re­spect and re­gard for their tu­tors, are able to out­shine in the ed­u­ca­tional and scholastic ac­tiv­i­ties. Fourth, se­ri­ous and ef­fec­tive steps are needed to strengthen good rap­port in the teacher-stu­dent re­la­tion­ships. Fifth, teach­ers alone can go to great lengths in mat­ters of mould­ing the ten­der minds into good shape for the fu­tur­is­tic pur­poses. Fi­nally, the teach­ers are good-na­tured and the bestever coaches on the earth to keep the stu­dents on the right track.

Ed­u­ca­tion is a pow­er­ful tool that can change the world. To­day the youths are keen on learn­ing the new things be­sides their cur­ricu­lum. And in­ter­est­ingly, par­ents are tak­ing ut­most care of the ed­u­ca­tional needs of their chil­dren. Hav­ing said this, how about jobs? Cre­at­ing the right jobs for the ed­u­cated is of im­mense im­por­tance. Oth­er­wise it back­fires on the ed­u­cated youth who may be forced to turn to the wrong jobs, in­clud­ing the sui­ci­dal ten­den­cies.

The ed­u­ca­tional in­sti­tutes churn out nu­mer­ous stu­dents ev­ery year. And though the sta­tis­ti­cal fig­ures are alarm­ing and in­ter­est­ing, such things are un­doubt­edly good signs. More­over, the youths af­ter ed­u­ca­tion should not con­strain them­selves on get­ting jobs alone; in­stead, the work­sta­tions must cre­ate the con­ducive en­vi­ron­ment to en­cour­age the em­ploy­ees to learn fur­ther. The con­tin­u­ous learn­ing process not only helps the em­ploy­ees go to the next level in their jobs but also paves the way for at­tain­ing the sharp in­tel­lect. Fi­nally, bold, ur­gent and timely strate­gies are needed in or­der to in­crease the job in­flux at par with the emerg­ing ed­u­ca­tion sec­tors the sooner the bet­ter. —Via email

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