We live in an age where attention spans of students are greatly reduced. Add to this the fact that in most scenarios, students view teachers more as authoritative figures, less perhaps as guides and mentors; knowledge gained in the classroom isn’t really reaching its full potential. We would all do well to increase teacher-student rapport in order for meaningful growth and development in our kids. However, there is one basic observation I have made over several years of teaching that I feel is paramount when it comes to building a meaningful relationship between a teacher and student. That is, ‘speaking the same language’.
Of different worlds
In India, the teaching profession is less want-based, and more need-based. Most teachers, especially at school-level, are ‘supplementary-income’ generators of their respective families. This leads to two brutal realities. First, and with utmost respect for the teaching community (of which I am myself a part), teachers aren’t what they used to be. The sheer commitment, the passion, the palpable excitement and enthusiasm that teachers had when our parents were at school, is arguably missing. The second ground-reality is that often times, especially in ‘good schools’ in urban centres, teachers and student, belong to completely different, disparate worlds. The result is that teachers are not in sync with the aspirations, motivations, interests, and cultural-context of students. This has to be remedied.
Get with it
As a community of teachers, we must strive to familiarise ourselves with the world that our students inhabit. Some time back, I had a student in one of my personality development workshops. Despite being clearly streets ahead of her batch in terms of aptitude and exposure, there was absolutely no engagement from her. One day, I complimented her on the watch she was wearing. As if a switch had been turned on, she opened up and became one of the most eager students in the batch! From complete disengagement, to absolute participation, all because of a superficial compliment! Ever since, I make it a point to keep abreast of the interests and influences of each grade that I teach.
Breaking the ice
Once a teacher is familiar with the world that students exist in, there are any number of activities that can be organised to create a healthy, trusting, mutually beneficial relationship between educator and ward.
1. Content with common cultural context: I employ this method often. I usually search for short films on online streaming platforms. Even though they have hidden messages that sensitise viewers to a number of issues,they are packaged in a manner, and use a cultural grammar, that students find fun and engaging.
2. Games: Kids are big on games. The moment you play even basic games such as charades or Pictionary with them, it lightens the atmosphere and draws them in. Learners’ perception of their teacher as an authoritarian figure begins to soften and they see their teacher able to be a fun, ‘normal’ person who can take a joke, laugh with them, and play with them. Games also serve as tools to enhance various skills in students, ranging from lateral thinking, to creative expression, vocabulary and so on.
3. Outings: The concept of the ‘field trip’ is not new. If teachers can find a way of making smaller groups of kids, and designing tailor-made field trips for them that are more in sync with their interest areas, these are visits that can deeply enhance the bond between student and teacher.
Ultimately though, a relationship between a student and a mentor is an infinite, perennial pursuit. It isn’t something that can be done, or undone, through a few games or interactions. It is constant, and needs constant work and updating. That constancy and consistency can only come about if educators make the effort of educating themselves in the ways of their students’ lives.
The author is a writer, educator and moderator.
