This informal CPD article, ‘Expected or unexpected? Teachers in the eyes of their students‘, was provided by Marwa EL Hajj, Arts Integration specialist at QIN Platform, who are passionate about transforming education and preparing students for the challenges of the 21st century. They provide innovative education solutions that integrate arts, STEM, health education, and sustainability seamlessly.
Introduction
When it comes to addressing educational issues, the perspectives of students are often overlooked amidst the voices of teachers, parents, and administrators. Recently, during a candid conversation with my niece—a tenth-grade student—I sought her insights into teaching styles and her perception of educators. One prevailing sentiment, evident not just in her but in many of her peers, is a sense of viewing older generations as somewhat outdated. This disconnect arises from the inherent age gap between teachers and students, accentuated by the limited portrayal of teachers as masters confined solely to their taught discipline. Math teachers appear rigid, history teachers entrenched in ancient times, and English teachers seemingly disconnected from non-English cultures, etc.
How students can perceive teachers
At the elementary level, children often idolize certain professions, aspiring to emulate their favourite teachers or fictional characters. However, as they progress through their academic years and approach the threshold of choosing their future careers, a misplaced sense of superiority sometimes emerges. They start perceiving teachers as individuals confined to the school environment while they, the students, are poised to venture into the future. This perception is a result of the perceived divide—the teacher represents the past while the student envisions their world as the future. Yet, in reality, the past, future, and present converge, emphasizing the necessity of bridging this divide.
How teachers could engage with students
What if both teacher and student met halfway? What if the teacher extended an invitation to explore the student’s envisioned future while also sharing experiences from their past? Achieving this intersection is crucial. The first tenet of education for sustainable consumption underscores the importance of balancing present needs with those of future generations, an equilibrium deeply influenced by our ecological, socio-cultural, and economic choices. Among these choices, the relationship between teacher and student holds paramount importance, significantly shaping not just the students' roles in society but also influencing communal culture and political ideologies.
Encouraged by institutional policies, parental support, and governmental initiatives, teachers shouldn’t confine themselves solely to disciplinary teachings. They ought to embrace a broader spectrum, delving into Visual Arts, Music, Poetry, Drama, Dance, Technology, Health topics, Literature, Mythology, and more, thereby catering to diverse student interests and aspirations for their future jobs.
Students need to discover what it is to be a Designer, a Programmer, a Doctor, an Engineer, a Researcher, or whatever role they want to try while feeling safe and before career choice becomes a reality. And what would be better than a school environment to offer this opportunity, to try and fail until finding the right choice, who is better than the teacher to offer this guided orientation through their explorative journey? This exchange isn’t unidirectional; it fosters reciprocal learning and growth, enriching both teacher and student. It cultivates mutual respect, especially crucial when navigating differences in generations or cultures. It lays the groundwork for a functional society where each member contributes collaboratively toward a common, enriched culture and shared objectives benefiting the broader community.
This bond not only fosters harmony between teacher and student but also extends its influence into the behaviour of students, who will eventually lead the future and, in turn, become the 'outdated' generation in the eyes of the next cohort. The sustenance of these relationships forms the bedrock of education, emphasizing the importance of establishing a shared culture through an integrative teaching approach, rather than hierarchical dynamics, which often breed friction and resistance.
Conclusion
The education system should be a collaborative effort between students, teachers, parents, and administrators. Counselling offices in schools play an important role in sustaining this relationship. Students should be heard and seen and not be overlooked when it comes to addressing educational issues. Teachers should embrace a broader spectrum of teaching styles and be open to learning from their students. By fostering these connections, adopting an integrative teaching approach, establishing a collective culture, and encouraging mutual and continuous learning, education can truly thrive, fostering a society built on cooperation, diverse contributions, and a shared vision for a better tomorrow.
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