As a teacher, the day I mistook fear for obedience

As a teacher in my fourth year of instructing Sociology to high-school learners, I sought to alter my teaching approach, particularly my interactions with them. Having to manage a sizable class, I was disheartened by the prospect of the challenges that lay ahead, despite the growing popularity of the subject. In an effort to simplify matters, I sought guidance from a senior colleague, who advised that adopting a stern demeanor initially would ensure students' respect and facilitate a structured, predictable class progression.

While I initially disagreed with her perspective, I decided to give her advice a try. During my inaugural class with the new cohort, I outlined my rules and expectations, a departure from my usual more conversational style. However, to my surprise, the class remained eerily silent. Reflecting on it later, I recognize that my stern attitude had instilled fear in them, not respect.

Many teachers mistakenly believe that silence equates to respect; in reality, students yearn for a learning environment where the teacher fosters open communication. This realization echoed Jiddu Krishnamurti's assertion that education is "freedom from fear". My career began at a Krishnamurti school, and I began to question what had changed over time.

Certainly, the environment and educational philosophy had evolved, but more significantly, I had transformed. While institutional structures and circumstances may be challenging to alter, it is incumbent upon teachers to challenge the status quo and demonstrate resilience. Teaching is a constant endeavor that demands the courage to be different, as bell hooks emphasizes in Teaching to Transgress.

Upon recognizing my error, I swiftly returned to my original pedagogy. The students eventually regained their openness, albeit understandably hesitant given the existing power dynamic. As Krishna Kumar pointed out during a recent public lecture, this unfortunate reality highlights the need for teachers to resist predictability and instead embrace serendipity and uncertainty.

In today's education system, where lesson plans are often designed to meet predetermined learning outcomes, we must foster an atmosphere of unpredictability and creativity. While teaching can sometimes feel like a daunting task, I believe that by engaging with educationists who continually reimagine and question the purpose of education, we can cultivate a more fulfilling and impactful teaching experience.