By: Dr Rabia Mukhtar
Educators at all levels, from Anganwadi to university, play a pivotal role in shaping the future of learners and society. Teaching is a noble and respected profession. Teachers are expected to command authority and respect and be respected both inside and outside the classroom. Teacher training programs are essential platforms to equip educators with the skills, knowledge, and techniques required to address the evolving needs of students.
In recent years, certain training programs are running incorporating activities such as singing, dancing, or overly dramatic performances as part of ice-breaking or inspirational exercises.
These exercises do serve a purpose in engaging students or making classrooms more lively, but often seem demeaning when imposed on adult professionals. Such exercises can unintentionally undermine the dignity of teachers, making them feel awkward and embarrassed rather than inspired. Subjecting them to such activities might appear juvenile or frivolous during training programs and in turn risk and diminish their professional stature. Expecting teachers to replicate such activities during their own training programs often feels out of place. While the intent might be to encourage creativity or demonstrate student-centered methods, these practices often overlook the difference between the roles of students and teachers.
The approach and activities incorporated in such programs should be designed with careful thought and respect for the dignity of teachers. Instead of making teachers enact or participate in student-level activities, facilitators should provide demonstrations and models that allow teachers to learn and adapt without compromising their self-esteem or sense of professionalism.
While engaging in collaborative and interactive activities is important, it is equally essential to consider the context and appropriateness of these exercises.
Training sessions should reflect the gravity of the role of educators, aligning activities with their professional responsibilities and intellectual capacities.
Training sessions should include:
- Collaborative Learning: Group discussions, brainstorming sessions, and workshops that encourage problem-solving and creativity.
- Professional Development: Focus on strategies, classroom management techniques, and innovative methods that teachers can apply and adopt.
- Respectful Engagement: Activities that respect the maturity and professionalism of teachers while fostering participation and interest.
Conclusion
The credibility and effectiveness of any teacher training program lies in its power to motivate and prepare educators while maintaining their dignity and self-worth. Organizers must be mindful of how activities are perceived and received by participants. By focusing on meaningful and contextually appropriate exercises, training programs can achieve their objectives without making teachers feel out of place or ridiculed or criticized. Let us strive for a balance where teacher training inspires and uplifts rather than trivializes the role of educators.
It is time we rethink our methods and ensure that respect for the teaching profession remains paramount in all that we do.
Author is s teacher and can be reached at rwani48@gmail.com
