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?

Strange times of teaching and learning

 A blogger friend on Instagram posted on how working from home, though comfortable, makes her miss the office routine of having complete time for oneself in terms of work and socialising. While reading and responding to her post, I realised that my predicament was a mixture of many emotions. During the first lockdown starting March 2020, the fear of the virus and the comfort in the confines of the home made me create a routine in which I managed to thrive quite well. Then in June 2020, the college reopened (no students and no classes but we still had to go to college) and I found myself weary and complaining - there was no point in going to work when there wasn't any need to. The new academic year began in September 2020, I think, and the prospect of classes beginning gave a new energy to me and I was looking forward to the online classes after a long break; when the classes finally began, the students and I were collectively lamenting that we could not see each other and observe the expressions of each other. September passed and so did October and we grew familiar and comfortable with the new mode of teaching-learning albeit punctuated with complaints now and then but overall smooth sailing. I was especially despondent that I could not connect with my first year students who had newly joined college not that I was familiar with the second year students who I had not taught previously.

2020 gave way to 2021 and somewhere there was a tiny thought that the virus would die off and things would gradually return to normalcy. How wrong was I! 2021 seemed to be unfurling like 2020 (March onwards). The online mode of classes continued with few weeks of working from home whenever someone tested positive.

Online mode of teaching

The new academic year was slated to begin from February in offline mode for the students in their final year of study and the rest online. I oscillated between feeling happy and morose. On one hand, I was eager to finally 'see' students face to face while on the other hand, I thought I would miss the comfort zone of online teaching which allowed me to sit in a comfortable position and conduct my classes. Well, on the appointed day, the students came and briefly we were both excited and elated. 

Then the troubles began . . .

The students started to bunk college. The strength of the students began to steadily decline because they were unable to easily shake off their lackadaisical ways of attending classes from the comfort of their beds and breakfasts;  the pyjama and home clothes had to be exchanged for early morning rush hours and presentable clothes. The sheen of offline classes though was welcome in the beginning began to wash off. The reason for this was that though the offline classes had resumed, the normalcy wasn't restored. The wearing of masks, social distancing and constant talk of the virus had killed the easy and relaxed ambience of a campus setup. There were days when I had to drag myself to a class dreading to see the faces of students. I longed for the online classes because either way we had to go to college everyday.

Empty college campus

In April 2021, the cases were rising and the scenario in our state was going from bad to worse. Online mode again! And then the curfew led to suspension of classes which were termed as 'vacation.' I still don't understand my thoughts when it comes to online classes. I am at a loss unable to decipher what I feel and think. Though I am able to comfortably navigate through both the modes, I tend to oscillate in my preferences solely because I tend to hold a picture that is closer to 'normalcy,' which I know would never be restored as before. In the midst of these, the quality of the classes is my concern as well. Sometimes I am unable to give my 100 per cent and function as though everything is normal. It is here that the mental health of teachers come into the picture. As important stakeholders in the education system, it is vital that instructors allow themselves to take time to observe the various changes both mental and physical that they undergo during these times. Understanding themselves either by observation or with the help of others would enable the students also to be able to perceive the changes that these times have brought about. 

Everyone should be able to acknowledge the fact that this isn't a mere change in the mode of teaching but a paradigm shift that comes with its own challenges and takes time to adapt and engage.

Teaching at 25 and after 35

The title gives away the topic and I guess that you already know the content of this post but then HOW I say it matters, and I hope that this keeps you hooked.

The passion: Waxes and wanes

The energy levels: Waxes and wanes

The students: A general lull in life

The subject: Partly exciting, partly drudgery

The feeling every morning: Depends

The situation (physical, mental and emotional): Like a graph

End result: Growing older also means that one has some firm ideologies and notions which are a bit difficult to alter nevertheless I tend to allow myself to be questioned and amused by students. Sometimes it so happens that I already know what is going to be uttered but I still shut up because students - sometimes tend to surprise you and break your pre-conceived notions!

Will I teach forever: I don't know

Would I like to teach forever: I am pondering

Bottom-line: CARPE DIEM (Every single freaking day!)

Missing trepidation

A new academic year is on the threshold but this time, I seem to be calm and collected in starting the new year. Usually, I feel anxious and jittery but this time it is a different feeling altogether. I don't know whether it is the familiarity, or a sense of belonging or something else. Last year around the same time, I wrote about how I feel anxious and a sense of butterflies taking flight at the deep end; I guess I have passed that stage but that also makes me wonder whether it's the age - ageing does that to you! Nothing seems to surprise or shock you and you have the uncanny ability to anticipate and foresee happenings, reactions, responses and everything else. For example, I can exactly predict what my colleague will say when I ask him/her something; I know what response a student will give when asked some inane question. So much so, I can even predict how meetings and exams will go. Hmmm. No place for novelty, it spells out loud!

But wait, there are moments, tiny ones, which take you by surprise and in some cases, extreme surprise, which make you feel alive and reassure you that yes! moments like these are also there - invisible but there and that they needed to be provoked. Now, it does seem that I am contradicting my self - perhaps so, you have to give some credit to my thought process which is getting rusty and mellow with age! No, before you even start thinking, "Ah! No, you are not so old," let me assure you that this has nothing to do with ageing but ageing of the mind and experience.

That said and done, I await moments - moments that make people engage to their utmost levels devoid of compulsion, marks, people-pleasing and doing-things-for-the-sake-of-doing. You get the drift, right. I just hope and pray that the forthcoming year gives me moments to cherish and job done sans procrastination.

New semester, here I come! Are you ready?