Why are you studying?

 Yesterday as usual, I prompted my students to probe into why they were studying and shockingly most of them mentioned that they did not like to study. On being probed further, they admitted that they came to College only to satisfy their parents. Most of them were first generation learners whose parents had never stepped into the portals of higher education and hence wanted their children to be at least a B. A. pass. But the students who had the least interest in studying were unsatisfied with the courses that they had to study.

What are we doing as instructors?

Many students expressed that they would like to become artists - sketching, painting, etc. while some wanted to become professional cricketers or actors. Well, I did explain to them the other side of the 'passion' part which among many other choices of professions does not give them money! They seemed to have a fleeting knowledge of the struggles but I don't think that they thought deep enough about what they really wanted. Unlike our time, where we had a goal and a path planned ahead, the Gen-Z does not seem to take the whole idea of 'ambition' seriously. Money features as an integral part of their plan unlike our generation which did not discuss money that much. The Gen-Z also seems to discard many values that we held dear, which is understandable given that each generation has its own design and path. 

I still hold on to the question of 'How are we to motivate the present crop of students as instructors?'

While the students realise that becoming an artist is not an easy endeavour, they are willing to try. One student has several side hustles to earn money which I thought was quite fascinating. But unlike our generation which did not give much thought about money, the present one seems to focus a lot of energy into thinking and making money.

Well, there are exceptions in every case and this is also another. What have you to say on this topic?

Curiosity killed the cat: Reflections at the beginning of a new academic year

'Curiosity killed the cat,' goes a popular adage but for a teacher, a wee bit of curiosity is required to keep their vocation live and throbbing. Standing at the threshold of a new academic year and the beginning of my fifth year in the college that I teach (M. E. S. College of Arts & Commerce), I am filled with a sense of excitement plus trepidation - new sets of students, new and old subjects, same subjects and new students, same students and new class, old students and new teaching methods. Curiosity about the new methods in teaching, curiosity to find out about the new students, curiosity to use crazy strategies and curiosity to understand my personality better is something the teaching fraternity should practice as a matter of principle. When the Principal addressed us (the staff) this morning, my takeaway from his speech was the word, ENGAGE. While referring to the usage of audio-visual equipment, he mentioned, "Don't just use the Power-point presentation, try to engage the students.' The word stirred me - I questioned myself abut the word, ENGAGE. Do I really engage my students or prattle off what is required and walk off? Do I effectively engage ALL the students or just a few vocal/smart/ambitious ones? How do I reach out to every single student present in the class? 

Many in the teaching fraternity would like to remain teaching the subjects that they have always taught. Reason: There is no much preparation required. But I beg to differ. Every single batch is a brand new one. I don't deny that the same types of students exist in every class but every individual has a different personality which requires a different strategy. I reckon that one cannot afford to be lethargic and lackadaisical either about the subject or the student. But I guess, it's easy to remain unaffected and plod on without any enthusiasm for many of them.

At the beginning of every academic year, I strive to introspect and reflect on my abilities to create a better version of myself, different from the previous year. This preparation gives me part enthusiasm and part trepidation at the commencing of every academic year. I look forward to the newness at various levels and the additional joy of the monsoon during the reopening time brings a spring to my step. And curiosity does not always kill, it does help us ENGAGE as well.

I do wish to ENGAGE and not merely complete what is assigned. May the force be with the teaching fraternity. 

IMAGE: Internet