THE IDEAL TEACHER

What are our Expectations?

In education the long term goals, such as good behaviour, honesty, integrity, etc., which
are components of good character, are always intangible. The short term goals, such as good
results, prizes, admissions of students passing out to engineering and medical institutions, etc.
are concrete, varifiable goals. Hence, the definition of an ideal teacher would depend upon
the philosophical stance the school will adopt. In other words, a teacher’s efforts, and his
assessment, are determined by the school’s philosophy.
Let us take a concrete example. If in the eyes of the school an ideal teacher is one who
gives a 100% pass in school exam, only those teachers will flourish who emphasise rote
memory, repeated tests and course revisions. As matters stand now, memorisation and
convergent thinking can beat the exam system.
Every teacher brings with him/ her certain personal goals and expectations, some
capabilities and inadequacies, some ways of living and attitudes. On the other hand, the
school is expected to have some general aims, a philosophy, and possibly a Mission statement
of its objectives. If they run contrary to each other, this will give rise to discord,
misrepresentation and a communication gap. In the final analysis, the student is the loser. In
such a school system, we would rarely find an ideal teacher.
The first principle essential for a harmonious relation between a teacher on the one hand
and the school (Principal and management) on the other hand is of mutuality. There must be
trust and mutual understanding between them for the common good of the students under
their charge.
Types of Teachers
Sri Sathya Sai Baba gives three categories of teachers: those who complain, those who
explain, and those who inspire. The complaining teachers are always finding faults with the
system or the conditions around them, or in others. Such teachers mainly live at the physical
(body) level. They are always ready with excuses. Such teachers carry negative vibrations
and have a disturbing impact on the students. In fact, like rotten potatoes, they also spoil
other teachers.
The explaining teacher lays emphasis on rote memory and providing detailed information.
His knowledge is transferred from Head to Head. He is more concerned with efficiency (as
opposed to effectiveness), deductive approach (as opposed to inductive approach), and
convergent thinking (as opposed to divergent thinking). He thinks that the more times we
repeat a topic, the more the students will learn. He gives importance to the lecture method
rather that the activity or project method. Much of science is taught in the classroom rather
than in the laboratory. Even in the laboratory, the demonstration method is preferred over
students’ experimentation.
The Inspiring Teacher
The inspiring teacher is one who helps students to learn themselves. His attitude is that of
a friend, philosopher and guide. His aim is not to prepare students for short-term battles but
for the long-term war of life. His communication is from Heart to Heart; his message has a
deep impact on the mind and heart of the students. He is the teacher whom the students
remember for a long time. In fact, during his career as a teacher, he would have brought
about a positive change, many times a complete transformation, in the lives of at least a few
students. He prepares students to be life-long learners.
The inspiring teacher leads from the front. He says what he thinks, and he does what he
says. There is complete harmony between what he thinks, says and does. As MacLuhas has
said: ‘The medium is the message.’ He practises before preaching. It is this integrity, the
integration of thought, word and deed, which gives him the moral authority to lead. This
harmony between his Head (thoughts), Heart (word) and Hands (deed) makes him a Role
Model. He follows the motto, as Sri Sathya Sai Baba says: “First BE, then DO, then TELL.”
It is said that ‘If children have not learnt, we have not taught.’ From this point of view,
the educational import of leading from the front has to be clearly understood. Real learning,
that is internalisation of the teacher’s message, can take place when students observe teachers
following their own advice. The impact of sight is much more powerful than that of
listening. “Students close their ears to advice and open their eyes to examples.”
The ideal teacher requires little external motivation; he is a self-motivated individual.
Therefore, external incentives such as awards have only a small impact upon his approach to
his teaching. In fact, it is noticed that too much of praise may extinguish the fire in him,
because it creates a conflict in his mind as to the real purpose of his profession.
What touches the heart of students? Heart is the seat of values. Therefore, to elicit
response from the heart is to enable the values to blossom out. This is the real purpose of
education, EDUCARE. The Ideal teacher adopts the holistic approach in his teaching. He is
not merely a “subject” teacher; he teaches the “children”. He not only explains the “nuts and
bolts” of his subject, he also conveys the utilitarian aspect of that information. Not only that,
he brings out the beauty, the fascination, in that body of knowledge. Thus, is teaching is
holistic. His teaching has all the elements of Truth, Goodness and Beauty – SATHYAM,
SHIVAM and SUNDARAM.
Are ideal teachers born or trained? Which influence is greater – Nature or Nurture?
Perhaps the impact of environment is predominant. Elders, by setting personal example, can
mould the future of a new teacher. An environment that breeds tolerance, creativity and
flexibility can churn out ideal teachers. Our schools, when they persue the true goals of
education, have the potential to generate ideal teachers. The history of this great nation ais
full of examples which authenticate this statement. The GURU-SHISHYA PARAMPARA
(teacher-pupil tradition) was meant to serve this purpose.
As the teacher, so the students. As the students, so the nation.