Category: April 2009

Being a teacher’s child

Chintan Girish Modi No one’s going to be after her. She can get away with anything. After all, she’s a teacher’s child. I am not surprised she’s got such good marks in the exam. After all, she’s a teacher’s child. Let us stay away from him; what if he goes and complains to his mother? After all, he’s a teacher’s child. Variants of such comments are commonly heard in school canteens and playgrounds. Do teachers’ children really have it so easy because of their parents? Don’t they have to work hard at their studies or follow disciplinary rules? And what about the teacher as parent? How does that double role play out in real life? The wearer knows where the shoe pinches, goes the old saying. We interacted with a few teachers’ children and teachers themselves, and found that their situation is quite contrary to the kind of popular beliefs mentioned above. It is tough being a teacher’s child, and the challenges are numerous. Sharmila and Shantharam (Shanthu) are siblings who studied at Madhava Kripa School at Manipal, Karnataka. Their mother Shyla Rao taught at the same school. “My mother was not very different at school. She was strict and used to hit me at the drop of a hat at home; she did the same at school. I was not let off the hook at all. In fact, she used to be extra strict with me to avoid being accused of nepotism. My friends felt quite sorry for me,” says Sharmila. Sreevidya Surendran, who studied at the Gulf Indian School in Kuwait, says that her mother Anuradha was always very conscious of the fact that she was teaching her children – Sreevidya and her brother Shreejith. “Amma could not be too comfortable, since that could have been taken as favouritism. One is always a little tough on one’s own children than the rest. In my mum’s class, I was never allowed to slacken. ” Sharmila’s mother Shyla agrees that as a teacher, she had to make a conscious effort not only to avoid any partial feelings towards her children, but nip them in the bud. At home, she was amma; at school, she was Shyla teacher. She recalls how her son once called out to her as, “Teacher! Teacher!” when at home and immediately added, “Oh God! I forgot this isn’t school!” She taught her daughter for five months, and her son for two and a half years. Shyla says that it was not

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Curbing groupism beyond limits

Among all the mixed messages and information overload we are subjected to every day in the news, one thing stands out for me this month: a young medical student’s death by ragging. While recognizing that what we read or see in the media is only part of the story, one cannot but be disturbed by such reports, particularly when they concern young people in educational settings that are meant to ready one for life. It makes you wonder about the attitudes of those who end up being involved in such events. How do young people pass through childhood and adolescence and develop ideas of self and other and then apply these concepts (consciously or unconsciously) in ways that put them on one side or the other of violence and victimization? And then, what is it about group behaviors and mob mentality that makes us suspend all sense of decency and indulge in acts of violence? While the answers to these questions are complex, the search for clear answers must not delay or limit our effort to respond. How can we, as professionals who deal with young people, who are in a position to influence attitudes and to some extent, behaviors, do something about it? Aman Kachru, the student victim of this most recent headline-worthy report of ragging, apparently irked the seniors to an extreme because he refused to submit to the indignities and he protested. The point of ragging is to “initiate” new members into a closed society, a process by which designated outsiders become accepted insiders. Even without the process of ragging children – and all people – have a sense of being in or out of a group, of a community, or a society. Perhaps as teachers and vigilant adults we need to watch out for early signs of “groupism” that goes beyond certain limits. We need to talk about such incidents and get children to recognize that seemingly innocent “fun” such as teasing and gentler initiation routines/traditions can sometimes get out of hand. While group identity and belonging may be a necessary part of life, it is important to keep in mind that not belonging is also okay, and it is a right that we must protect, for ourselves and for others.

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