Muhammad Elyass
Today, I want to share a story that is both fascinating and heart-breaking, shedding light on the chaotic and often absurd hiring process of private schools in Kashmir. Recently, I received a call from a close relative and friend who was seeking a teacher for social studies at a private school in Drugmulla. I approached another friend who was in need of a job, but he had already secured a position elsewhere. On my way back home, I wondered if I might be eligible for the role myself. When I asked my friend, he encouraged me, saying, “Yes, why not? You should go there today to seize this opportunity.” This is what true friendship looks like.
Prompted by his suggestion, I immediately set off for the school. On the way, I called one of my former teachers, a humble and kind-hearted individual, who advised me to go directly to the chairman’s office instead of wandering around. Upon my arrival, I knocked on the chairman’s door and requested permission to enter. After a brief conversation, I discussed my educational qualifications and the subjects I had studied during my bachelor’s program. Although they were primarily looking for a history teacher and I had neither studied history during my graduation nor pursued a postgraduate degree in that field, I assured them of my ability to teach any subject up to the 10th grade, excluding Mathematics.
The principal took me to the 9th grade, where I began teaching history. I also conducted classes for the 10th and 7th grades. After these three classes, I returned to the principal’s office, waiting for feedback on my teaching from the students. I appreciated that the principal asked me to prepare a proper lesson plan for the next day, as some students had expressed dissatisfaction with my teaching style.
The following day, I returned for a demonstration class. According to the schedule provided by the principal, I was to teach the 8th, 10th, and 6th grades, all focused on history. After completing these three classes, I had a vacant period and was waiting in the courtyard for feedback from the students. In the midst of this, the accountant brought me back into the office, informing me that the principal was looking for me. When I entered her office, she shared that some students from the 10th grade were still dissatisfied with my teaching and that students from the 8th grade found my teaching approach boring because I taught them line by line.
I understood that the students were struggling with the material, as they mentioned they had already studied the first unit. In an effort to gauge their understanding, I asked a few students to read the first paragraph of the chapter and explain it to me. Unfortunately, I received mostly negative responses; many were unable to articulate their thoughts. This only added to my confusion—was I really doing this for their benefit, and what was I gaining in return?
As you know, NCERT textbooks are critical for competitive examinations, and each sentence carries significant weight. I was trying to instill a deep understanding in my students so they would not regret their past choices when they moved forward. Yet, despite my genuine and sincere efforts, the principal called me in again, requesting yet another demonstration class where she would personally evaluate my teaching methods.
Leaving her office in frustration, I reflected on my experience. It became clear to me that many private institutions prioritize finding experienced, accomplished tutors who can train students in rote memorization without considering their future. The teaching styles and strategies of new educators are often neither recognized nor appreciated. Students are still young; they often do not grasp the essence of education and are eager to escape the classroom.
School authorities need to reflect on this dynamic and appreciate the efforts of newcomers who are not there just to waste time or energy but to empower students. Completing a chapter in a single lecture is far less vital than ensuring that students understand the material over time—perhaps a single topic a day—while ensuring comprehensive understanding with additional context.
Parents, I urge you to assess what your children are learning in school. Are they capable of summarizing a topic they recently studied? You are investing a significant amount of money in their education. If you remain preoccupied with your own tasks and fail to engage with their learning, it constitutes a disservice to your children, jeopardizing their future and careers.
Education is not merely about rushing through lessons, answering textbook questions, or memorizing information. The purpose of education extends far beyond this chaos. Furthermore, repeatedly requesting classroom demonstrations seems less about evaluating teaching quality and more like an excuse to maintain the status quo. It’s crucial to remember that experience is not everything; sometimes, fresh talent can elevate both students and institutions to remarkable heights.
Muhammad Elyass can be reached at mohammadilyass5152@gmail.com
