Pioneer of change, motivator, guide, and nurturer et cetera are some common terms, often most justifiably, used to describe teachers all over the world. As Teacher's Day is celebrated across the country on September 5, a day in honour of Dr Sarvepalli Radhakrishnan, similar refrains are heard everywhere. Radhakrishnan, the first vice-president and later the 2nd president of India, was most noted for his commendable contribution in the field of education.
Albeit such glorious epithets, it is also a day to reflect objectively into the ‘profession’ of teaching and raise two pertinent questions - How far can teachers go to ensure their students get best learning experiences, despite all sorts of challenges? And, to what extent is the government enabling those in the field to profess the same in best possible manner?
Stories are bounteous across the world on how the actions of a teacher can act as a harbinger of change, for both students as well as the society, by going beyond the needful.
Take the instance of The Global Teacher Prize winner, presented annually to a teacher making outstanding contribution to the profession. This year finalists from all corners of the globe included advocate for inclusivity and child rights, integrator of migrants into classrooms, and nurturer of students’ abilities and confidence using music, technology, robotics and science.
Peter Tabichi, a teacher at the poorly equipped Keriko Mixed Day Secondary School of Kenya’s Rift Valley won the award. He dedicated his life to helping others and gives 80% of his teaching salary to local community projects, including education, sustainable agriculture and peace-building, goes the citation. “Seeing my learners grow in knowledge, skills and confidence is my greatest joy in teaching!,” he was quoted as saying.
“In what other profession are you selfless and completely devoted to creating the right opportunities for another person to achieve?” stated Andria Zafirakou, the 2018 winner, who teaches at a school in inner city borough of Brent, one of the most ethnically diverse locations in The United Kingdom. After learning the basics of many of the 35 languages and reaching out to her once marginalised students, the organiser noted, she earned their trust and established relationships with their parents. Zafirakou was instrumental in transforming the school into the “top 1 to 5% of the country in terms of qualifications and accreditations.”
Last week, a teacher in a “poverty-stricken area” of rural Mpumalanga in South Africa was conferred with a prestigious teaching award, after her students achieved an over 90% pass rate, despite the class having access to only one textbook. In India, the National Award to Teachers is given on September 5 to recognise the unique contribution of some of the finest teachers in the country, who through their commitment “have not only improved the quality of school education but also enriched the lives of their students.”
Back home, there are many instances of pioneering teachers as well as current practitioners, whose exemplary works have had inspired many others. Teachers working at the predominantly lowly paid private schools or at far-flung areas, with limited resources are most notable.
Against this backdrop, often eloquent and magnanimous tributes are paid to teachers by those at the helms of affairs on every Teacher’s Day. However, on one hand, as evident from the reports of unpaid salaries or other grievances highlighted regurlarly, the ground reality often does not incommensurate with lavish platitudes. The Government needs to wake up to this reality. On the other hand, teachers in Nagaland, among other things, are often faulted prominently for ‘regularising’ and sending proxies on one’s behalf. This is in contrary to the notion going beyond the call of duty to motivate and inspire pupils and becoming ‘the change’ in the society.
Abdications of duties by both, rightly, can be considered as doing great disservice to the society.
