Skip to main content

Creating a Consistent and Fair School Culture

In any education system, the primary focus must always be the child. Much has been said about ‘child-centered’ education, but what does it truly entail? Unfortunately, it is often left to the discretion of individual teachers to interpret and implement, leading to varied experiences for students. Each year, children navigate through multiple teachers, each with their own approaches and expectations, often receiving mixed signals in the process.

Recently, a Class X student called me to ask who was preparing the Social Science question paper. Since three teachers, including myself, handled the subject, I was intrigued by the question. I asked why it mattered, and the student promptly replied, “If you are setting the paper, I expect more value-based and personality-related questions.” His response made me reflect on how students perceive and adapt to their teachers. To ensure fairness, I disclosed the question paper details to all students, preventing any advantage or speculation.

Each teacher conveys different messages—sometimes unconsciously—within the school environment. Some are friendly and lenient, while others are strict. Some favor boys, others favor girls. Some conduct surprise tests; others do not. When extra classes are scheduled, subjects like physical education and music are often sacrificed. Some teachers allow latecomers without question, while others demand explanations and even reprimand students publicly. Some emphasize marks and grades, whereas others prioritize skills and socialization. Inconsistent expectations can leave students confused and anxious.

This inconsistency extends beyond academics. Some teachers permit students to open textbooks, while others discourage it. Some distribute chocolates, while others do not. Certain teachers have favorite students, while those with special needs are sometimes overlooked. Classroom discipline also varies—some teachers manage situations independently, while others resort to sending students to the principal at the first sign of trouble. These varying approaches often place children in difficult and conflicting situations.

For students, this lack of uniformity fosters uncertainty. Some struggle to adapt, while others become adept at manipulation. This inconsistency, though often unintentional, creates an environment where insecurity, fear, and even hypocrisy can take root.

What children truly need is a school culture that is morally and ethically fair, consistent, and integrated—while still respecting teachers' individuality. They require teachers who are firm, not simply strict or lenient. A recent survey in my school revealed that students felt most comfortable with teachers who were consistently firm with all students, rather than those who were selectively lenient or strict. This sends a clear message: fairness is valued above all.

The ideal teacher is one who is firm yet reflective, accountable for their actions, and thoughtful in their approach. When teachers blend empathy and compassion with fairness, they create an environment where students feel secure, respected, and motivated to learn. After all, what more could a student ask for than a teacher who guides with integrity and care?

Comments

Post a Comment

Popular posts from this blog

Reading Before Rote: Rethinking the Basics

 We often hear a familiar phrase echoing in classrooms: “This child lacks the basics.” But what exactly are these basics? Is it mathematical operations, grammar rules, or scientific definitions? Let’s pause and reframe this. In most cases, what teachers refer to as “the basics” is actually a lack of language fluency . We overlook the real foundation: the ability to read, comprehend, and respond confidently. Without the power to understand the medium of instruction—usually English in most schools—children are not just struggling with subjects, they are struggling to learn itself. 🔤 Language First, Then Learning Imagine a child who cannot differentiate between “bat” the animal and “bat” used in cricket. For this child, even a simple sentence in a textbook becomes a hurdle race. When a child struggles to listen, understand, read, and comprehend a question, expecting them to grasp content in science or math becomes unrealistic. This is why language is not just a subject—it i...
2 comments
Read more

The Natural Path to Language Learning: From Listening to Writing

Language learning follows a natural order—listening, speaking, reading, and writing . Just as babies first listen, then speak, before learning to read and write, children should also be taught in this sequence. However, many educational systems reverse this process , prioritizing writing and reading first, making learning difficult and stressful. This matters even more when children are learning a second or third language , as their comfort with the new language develops gradually. Why Start with Listening and Speaking? Children absorb language best when they hear it frequently and use it in conversation . Listening and speaking are natural and spontaneous , while reading and writing require more effort. If children first understand words through speech , reading and writing become easier. But if they are forced to write before they fully grasp the language, they may feel overwhelmed and lose interest. When learning a second or third language , this sequence is even more crucial. If a ...
Post a Comment
Read more

HAPPY PARENTS – A MUST FOR A SCHOOL

In a recent teachers’ conference I attended, a teacher declared as if all her problems revolve around parents and parents alone. I do not understand where that comes from. Surprisingly, it seemed to be a popular opinion. It reminded me of a famous Mulla Nasrudin story.  A man is walking home late one night when he sees an anxious Mulla Nasrudin down on all fours, crawling on his hands and knees on the road, searching frantically under a streetlight for something on the ground. “Mulla, what have you lost?” the passer-by asks. “I am searching for my key,” Nasrudin says worriedly. “I’ll help you look,” the man says and joins Mulla Nasrudin in the search. Soon both men are down on their knees under the streetlight, looking for the lost key. After some time, the man asks Nasrudin, “Tell me Mulla, do you remember where exactly did you drop the key?” Nasrudin waves his arm back toward the darkness and says, “Over there, in my house. I lost the key inside my house…” Shocked and e...
8 comments
Read more