Teachers help to inculcate various values like discipline, punctuality, being just in their dealings, how to handle success and failure, learn the importance of time and time management, learn to cope with stress, etc. All this will help a student in the long run to maintain a healthy work-life balance. Where a teacher’s influence begins and where it ends one cannot say – it is observable in the students.
If the teacher is to fulfil her role as being ‘sacred’ then it helps to try and understand what this term ‘sacred’ means. We are all familiar with the word ‘Altar’. The dictionary explains the word as “a sacred place where worship takes place.” So every teacher should look on their teaching job as a ‘Sacred’ calling as they face Three Altars whenever they step into the educational institution or place of work. It is at each ‘altar’ that the teacher needs to pay reverence, for it symbolizes the sacredness of the interaction that takes place in that space and time.
The first ‘altar’ is the one in the chapel. Many schools do have a chapel or a prayer room wherein the teacher have an opportunity to step in and spend a few quiet moments at the beginning of the day. It allows the teacher to drop her burdens at the foot of this altar so she can engage fully in her teaching activity without distractions or disturbances. Many teachers do carry burdens with them – it can be some illness in the family, some personal problem, an interpersonal relationship issue, etc. These do weigh heavily on one’s mind and can be a hindrance to the teacher in giving her best. It is at this ‘altar’ that one has recourse to God (irrespective of one’s creed); an interaction between the human person and the divine being helps to attain that peace of mind to enable a person to function to the optimum when dealing with young minds and hearts.
This helps the teacher to be compassionate, to practice empathy and recognize the dignity of everyone, be it staff members, parents, students, etc, whomsoever the teacher comes in contact with within the walls of the institution. The time we spend at this altar allows us to receive Grace from the Divine to cope with life. This
grace is always available; all we need to do is be open
to receive it.
The second ‘altar’ is the table in the staff room. It is here that the teacher spends time when not engaging a class. At times, the teacher is busy correcting notebooks, assignments, writing out lesson plans, engaging in work related to the syllabus, but there are also times when a teacher may spend time on the mobile or laptop, – work that is in no way related to one’s duty as a teacher.
At times, one’s colleagues are seated in close proximity engaged in their own work as well. This at times gives occasion to engage in dialogue with one’s colleagues, about one’s colleagues, about parents, the management or could it be about certain students. Such talk can be termed as ‘gossip’, if no good results surface. Such talk at times influences one’s mind set, judgments are passed and conclusions are drawn. This negativity rubs on to the teacher and in the long run develops a person who turns out to be critical and engaging in
fault finding.
Let this ‘altar’ be a place where healthy interactions and discussions take place. Sharing of ideas, thinking out of the box to plan activities will in the long run generate a healthy atmosphere that will benefit the institution and one’s own mental health and well-being.
The third ‘altar’ is the teacher’s table in the classroom. It is across this table/altar that the teacher interacts with the students in the class. It occupies a ‘sacred space’ in the classroom. Hence, the teacher’s table should remind the teacher to deal with all the students equally, without any discrimination of caste, creed or gender. Students are keen observers and can easily spot favouritism or the teacher being partial to some students and treat them as favourites. Students can also gauge the teacher’s behaviour responses. They realise when the teacher is calm, composed or agitated, disturbed, tense or stressed. Students are not only good observers but also good imitators and tend to occasionally act out the teacher’s behavioural responses or mannerisms.
Teachers are constantly under surveillance when in the classroom. Teachers need to inculcate and develop human values among their students, treat all fairly and justly. Interactions between the teacher and the students should create a sense of belongingness, a feeling of oneness, as part of the institution; it should be a home away from home. This will
allow the students to approach the teacher when in difficulty either in academic matters or with personal problems or to help resolve conflict situations. The teacher should help students to make correct and proper ethical choices especially in a world where commitments are short-lived and temporary.
This will allow the student to be open to corrections from teachers. Due to the rapport created, the student will understand that whatever the teacher says or does is for their good. This sacred space is the time and place to motivate students, to inspire them to reach for their dreams or ideals. You can be a role model for your students. Around this altar, teachers should be aware that students are under pressure – peer pressure, social pressure, academic pressure parental pressure, etc. Some students suffer from low self-esteem or poor self-image, so the teacher needs to be alert when dealing with different students and not treat them like roll numbers. The teacher needs to go beyond and get to know the students’ background. A challenge surfaces here when the teacher has to deal with physically or mentally challenged students. Teachers should be prepared to give these students a voice to express themselves or they will be left unattended.
When a teacher serves at these ‘three altars’, there will be cordial relations with all stakeholders. The teacher will treat the students and colleagues with respect and dignity. The teacher will handle all issues that arise with understanding and will learn to counsel instead of being judgmental. Knowing how sacred a teacher’s vocation is will handle one’s commitment with responsibility and accountability. It will make the teacher realize that each ‘altar’ is a place of service and sacrifice.
(Fr William Rodrigues, SJ is a retired headmaster of Loyola High School, Margao and presently the Superior of Loyola Jesuit Community at Margao)