The simplest answer to this question might be: we want everyone to be educated, become well-rounded citizens, and thrive economically. However, in a diverse country like India, with 121 native languages and 22 scheduled languages (Census 2011), how can this seemingly simple goal be achieved when the language of instruction differs from students’ native languages? As a teacher, you’re likely well aware that your classroom is multilingual. On the one hand, the Indian constitution protects minority languages, while the language of instruction may be different, as with English. These are just the tip of the iceberg; many other questions need to be addressed in classrooms.

Pardon me for the odd question: do we need teachers? Of course, we need them! Rather, the question must have been, How are teachers making a difference in classroom learning? How do teachers relate to classrooms? How are they bringing about changes as social agents? The importance of teachers in achieving these goals is partially rooted in the policies, acts, and schemes taken by the government of India, NGOs, and private entities through corporate social responsibility. Notably, the RTE Act, or The Right to Education Act of 2009, aims to provide free education for children aged 6-14. Similarly, the Sarva Shiksha Abhiyan (SSA) program focuses on the growth and development of children, while also recognizing the crucial role of teachers. Likewise, NGOs like Agasty and Sahaara, among others, work to support a pluralistic society. All these initiatives require educated, capable, and confident teachers. What can teachers do that policymakers cannot? This demonstrates that a teacher or educator has influenced you to become an agent for social change. If you’re still looking for inspiration, check out this TED talk!

A comprehensive review of research on teacher-student relationships by Deborah Roorda et al. (2011) examined 99 studies around the world. The research found that positive teacher-student relationships predicted both increased student engagement and improved academic performance for struggling students. This highlights the importance of positive relationships, as they can motivate students and support those who face academic challenges. These findings tell stories of resilient, committed, and confident teachers who deal with a wide range of students. They are quick to sense elements of uncertainty and mutability.

Where do teachers get their inspirations from ?

Teachers’ inspiration likely stems from a combination of factors, including their creativity, knowledge, classroom-tested strategies, and a reflective nature that drives them to improve their students’ learning. Additionally, they cultivate sensitivity towards cultural background, gender, and geographical context. To support this, several models of “Good Teaching” exist, such as Danielson’s Framework for Teaching, TeachingWorks, and Measures of Teacher Effectiveness.

This quote from Anita Woolfolk’s book, “The difference between a beginning teacher and an experienced one is that the beginning teacher asks, ‘How am I doing?’ and the experienced teacher asks, ‘How are the children doing?'” (Codell, 2001, p.191) This highlights a key concept in educational psychology: the focus on student learning. Educational psychology equips teachers with tools and strategies to achieve this shift. Reflecting on this quote, I can see how my own teaching has evolved from seeking affirmation to leading. Educational psychology has played a vital role in helping me prioritize student success.

Educational practices in India have flourished in various forms throughout history. Vedic education, also known as Guru-shishya parampara, emphasized the teacher imparting life lessons and skills that were honed and applied in real-world contexts. During the medieval period, Muslim rulers influenced education through religious schools and established elementary education. Following this, missionary education was established with the aim of providing knowledge to prepare individuals for government jobs. Several modern Indian thinkers such as Gijubhai Badheka, Jiddu Krishnamurti, Swami Vivekananda, Rabindranath Tagore, and Mahatma Gandhi, among others, led the movement for mass education. Three prominent personalities, Dr. Radhakrishnan, Dr. Laxamanswami Mudaliar, and Prof. Kothari, brought reforms to education in post-independence India (or: the post-independence era in India), establishing a system of secondary education and universities.

According to Census 2011, 31% (37.24 crore) of the total population has children aged 0-14. The Gross Enrolment Ratio (GER) indicates a high dropout rate at the senior secondary level, with nearly 44% of children dropping out (Children of India, 2018). Further highlighting these challenges, the NGO Pratham Education Foundation’s ASER (Annual Status of Education Report) findings have stressed on the challenges of acquiring basic reading and arithmetic tasks between the age group of 5 to 16, among several other findings.

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