(From the forthcoming book: From the Principal’s Desk – A Journey of Lessons)
Dr Arun Prakash
When DPS Korba was established by NTPC for the children of its employees, it wasn’t the only school in town. Several other schools, both in Hindi and English mediums, catered to the township. Since most of the students came from families employed by NTPC, the company provided numerous facilities, including free transport. Buses were scheduled to transport children to different schools across town, allowing drivers to interact with students and teachers from various schools.
One day, a bus driver asked us, “Sir, are DPS teachers more educated?” His question surprised me. Initially, I thought he was curious about our teachers’ qualifications, perhaps for the sake of some family member. I explained that all schools followed the same standards set by educational authorities—graduates and postgraduates with teaching degrees. But as we spoke further, I realised he was referring to something deeper: the behaviour and conduct of our teachers and students, which he observed was different from other schools.
His observation was an eye-opener for me. He noticed how DPS teachers treated children with respect, helped them board and disembark, took attendance attentively, communicated politely with parents, and treated drivers and staff with dignity. He also saw that our students behaved more courteously than their peers from other schools. This was a pivotal moment for me, as I was relatively new to school education. It made me realise the profound impact schools can have on a child’s development, beyond mere academics.
Education, I came to understand, is not just about imparting knowledge; it is about shaping character. Schools are responsible for equipping children with the skills for success but also for nurturing them into decent, well-rounded human beings.
The Bigger Picture: What Do We Want for Our Children?
I often hear from parents and grandparents who wish for their children to grow up into good human beings. They say, “Padh likh kar aadmi ban jayega” (study to become a good person). They don’t mean, “Padh likh kar saheb ban jayega” (study to become an elite official). Their aim isn’t merely for their child to achieve financial success or high status; they want them to develop values that will guide them through life. This is where schools, and particularly teachers, play a transformative role.
Before diving further into this topic, we must ask ourselves: what exactly is education? Is it merely a means of providing academic knowledge and skills to secure a livelihood, or is it something more? A timeless explanation comes from our elders in the Sanskrit phrase, “Sa shiksha ya vimuktaye”—meaning, education is that which liberates. It frees us from misconceptions and ignorance, guiding us towards enlightenment, success, and true fulfilment.
Education, then, is not just about academics. It is about shaping a person, making an “admi” (a complete human being), not merely a successful or financially independent individual.
Learning from the Community: My Childhood in the Village
When I was young, my father worked as a government employee and was rarely home. We lived in a joint family, and it was my grandmother, who we affectionately called “Chachi,” who took on much of the responsibility for raising me. She, not my mother, was the real parent in many ways. In those days, parenting was not limited to one’s immediate family—raising children was a shared responsibility of the entire community.
In those days, the village was our school. Elders would gather around the fire during winter evenings and share stories of wisdom and courage. The entire village kept an eye on the children, and we learned from everyone around us. This “village” education wasn’t limited to academic learning but included life lessons that shaped our character.
There is an African proverb that resonates deeply with me: “It takes a village to raise a child.” In the past, this was a lived reality. Children were not only raised by their parents but by the whole community, contributing to their development. Teachers, neighbours, and even passers-by played a role. Sadly, this shared sense of responsibility is fading today with the rise of nuclear families and urban lifestyles.
The Impact of Modern Urbanisation on Character Development
As society evolves, the sense of community is eroding. Migration from villages to cities, the rise of nuclear families, and urbanisation have diminished the traditions of shared values and collective care. We barely know our neighbours today, and children are increasingly glued to their mobile screens, just like their parents and elders.
On average, children now spend six to seven hours in front of screens, often during their most productive hours. This growing communication gap leaves children vulnerable to the influences of the internet, both good and bad. In our time, parents were keenly aware of their children’s friends and surroundings. Today, however, the internet has become the primary source of information, often unfiltered, making it difficult for children to distinguish between truth and falsehood.
Despite these societal shifts, the role of schools remains unchanged. Education in India has traditionally followed the Gurukul system. In the Ramcharitmanas, Goswami Tulsidas wrote:
“Guru grih gaye padhan raghurai, alp kaal vidya sab pai.”
(Ram went to the Guru’s house to learn, and in a short time, mastered all knowledge.)
Even though Ram was a prince, he went to live with his guru Valmiki in the forest. The guru didn’t come to the palace to teach him. In this humble setting, Ram learned not only academics but also the values and skills needed for life—how to live simply, serve others, be humble, and respect all, whether prince or pauper. Gurus played a vital role in shaping their students’ character, imparting values that transcended social status.
What About Today?
Today’s children live in comfortable homes, with plenty of resources and security. Yet, they often miss out on the care and wisdom of grandparents, the advice of elders, and the shared responsibility of the community. Streets are no longer safe, parks are often poorly maintained, and our lives have become increasingly isolated. Outings are now limited to visits to malls and restaurants, and even family gatherings are rare. Grandparents, too, are often absorbed in their mobile phones, and children tend to avoid them, complaining that they “nag too much.”
In this rapidly changing landscape, the role of schools and teachers is more critical than ever. As Mr. Pavanesh Kumar, former Controller of Examinations for CBSE, emphasised during a seminar on the National Education Policy (NEP), teachers are pivotal to the success of the NEP’s initiatives. Their understanding, quality, and implementation of the policy will determine the future of education.
What Is Our Role as Educators and Parents?
As educators and parents, we have a crucial role to play in this fast-changing world. Schools must go beyond academics to instil values, ethics, and discipline in students. We need to create environments where children not only learn but grow into individuals of strong character. Let’s explore how we can do this.
The best way to instil values in students is for teachers to embody those values themselves. Teachers must serve as role models in every aspect, both in and out of the classroom. For example, a teacher who consistently arrives late cannot expect students to appreciate the importance of punctuality. Similarly, if a teacher neglects their responsibilities or disrespects others, they unintentionally signal to students that such behaviour is acceptable. By leading through example, teachers can positively influence their students’ character and behaviour.
1. Leading by Example: The Role of Teachers
- Punctuality and Responsibility: Teachers must model punctuality by being prepared and respectful of students’ time. Just as we expect students to submit assignments on time, we must be prompt in grading and returning their work.
- Respectful Communication: A teacher who speaks politely and listens attentively sets a powerful example for students, teaching them how to engage respectfully with others.
- Accountability: Teachers must hold themselves accountable for mistakes. By admitting when we are wrong, we show students that it is okay to err, as long as we take responsibility and learn from it.
One of the most memorable anecdotes from Mayo College’s history involves its principal, Jack Gibson (1954-1969), who was known for his unwavering commitment to fairness and ethical behaviour. As the story goes, during a school assembly, Gibson realised he had wrongfully punished a student. In a remarkable display of humility, he called the student forward and asked him to hit him back, correcting his mistake in front of the entire school. This act is remembered as a powerful example of accountability and the values of character and fairness that Gibson instilled in his students throughout his tenure.
2. Consistency Between Words and Actions
Children are incredibly perceptive. They learn as much from watching as they do from listening. If schools emphasise honesty, but students see teachers bending the rules, the message is lost.
- Fairness and Integrity: Teachers must practise fairness, whether in grading, resolving conflicts, or assigning roles. This creates an environment where students respect the values we aim to instil.
- Ethical Practices: Schools must maintain high ethical standards in all operations, from fee collection to transparency in admissions, teaching children the importance of honesty.
3. Fostering Empathy and Kindness
Schools must consciously teach empathy and kindness. Encouraging students to show appreciation to bus drivers, janitors, and other support staff can instil gratitude and humility. Community service programmes, where students engage in activities such as cleaning up local areas or visiting the elderly, can help cultivate empathy and responsibility towards others.
4. Encouraging Discipline Through Self-Regulation
Discipline is not about imposing rules but fostering self-regulation. Schools must guide students to set their own academic goals, encouraging self-motivation. When students understand that they are responsible for their success, they develop discipline that will serve them throughout life.
- Ownership of Learning: Teachers should empower students to take responsibility for their own learning. By setting academic goals and managing their time, students develop critical self-regulation skills.
- Creating Boundaries with Compassion: While it’s important to have rules, enforcing them with compassion can lead to better understanding. If a student is late, rather than punishing them outright, teachers should understand the reason behind it and guide them towards improvement. Compassionate discipline reinforces that actions have consequences, but it also offers the possibility of growth and learning from mistakes.
5. Teaching Critical Thinking and Ethics
In today’s world, teaching students to think critically and navigate ethical dilemmas is crucial. Schools should integrate discussions on moral and ethical issues into their curriculum, encouraging students to think deeply and form their own values.
- Ethical Dilemmas in Lessons: Whether in literature, history, or science, teachers can introduce ethical questions related to the subject matter. For example, examining both the achievements and the moral decisions of historical figures fosters deeper critical thinking. Students can apply these discussions to real-world situations, preparing them to navigate complex ethical landscapes.
- Encouraging Open Discussion: Classrooms should be safe spaces for students to voice their thoughts and opinions. Encouraging respectful debate teaches students to appreciate diverse perspectives and develop a more nuanced understanding of ethical issues.
6. Building a Sense of Responsibility and Leadership
Giving students opportunities to take on leadership roles helps them develop a sense of responsibility and accountability.
- Student Councils and Leadership Programmes: Schools can encourage students to participate in student councils, where they make decisions on behalf of their peers. This teaches them the complexities of leadership, including the need to balance individual and collective interests.
- Mentorship Programmes: Teachers can foster leadership by encouraging older students to mentor younger ones. This not only builds a sense of responsibility but also strengthens the sense of community within the school, as students support and guide each other.
7. Promoting a Growth Mindset
Schools should also emphasise the importance of resilience and the belief that abilities can be developed through effort and perseverance, often referred to as a “growth mindset.”
- Celebrating Effort Over Results: Instead of focusing solely on grades, teachers should celebrate effort and improvement. Reinforcing that learning is a journey and that mistakes are opportunities for growth helps students develop resilience and persistence.
- Teaching Reflection: After exams or projects, students should be encouraged to reflect on their performance, not just academically but also in how they collaborated with others and applied ethical reasoning. This fosters self-awareness and a commitment to continuous improvement.
By following these practices, schools can nurture students who are not only academically proficient but also individuals of strong character, integrity, and compassion. Education is not just about preparing students for exams but for life. As educators, it is our responsibility to shape future generations who are not only successful in their careers but also thoughtful, kind, and ethical human beings.
