“Those who educate children are more to be honoured
than those who produce them” — Aristotle
Teachers are among the most
significant formative influencers outside the family circle. Research after
research has suggested that good and effective teachers remain the most
important influence on pupil achievement. This shouldn’t come as a surprise
to anyone. If anyone were to reminisce their school days and perhaps look back
at any important achievement – scholastic or otherwise – am sure they would
find the hand of a brilliant teacher/mentor who understood their weaknesses and
polished their strengths. Where would we be without our teachers?
Isn’t it therefore ironical that in
the current times, finding a good teacher is one of the biggest challenges
schools and colleges in the country are undergoing? There are myriad reasons of
course, from the lack of incentives that don’t make it more ‘lucrative’
career option to the reckless number of substandard education institutes coming
up including teacher training teacher institutes producing unskilled teachers
while also lapping up substandard pool of professionals.
Only weeks ago, the Centre banned
creation of new B.Ed colleges due to concerns over dropping standards in such
teacher training institutes. 2017 is to be considered a ‘zero year’ where no
new institutes will be established but time will be spent on reviewing and
auditing existing institutes to improve quality. While asking for quality
affidavits only, the Centre has received 7,000 applications while 4000 Bed
colleges were issued with show-cause notices. This drastic step might give an
indication as to the severity of the problem faced. Then, again, with 8-9 lakh
teacher training seats and 13,000 teacher training institutes it is highly
unlikely that demand will outstrip supply!
In our country, teaching has always
been considered as a sacred job. Teaching is not only a skill but an art.
Which is what makes teaching ‘teaching,’ difficult. However, aptitude and
intent of candidates backed with good curriculum, ample practical assignments
and holistic assessment are key for a successful programme. This is more
important for ECCE-teaching programmes wherein candidates are not only required
to know the theoretical aspects but also the emotional psyche of the student at
an age when s/he can’t even speak or not express what they feel in words. Gathering
cues and being generally empathetic, juggling myriad work and projects along
with giving individualised attention to each child all the while handling and
quelling parents’ fears, is not everyone’s cup of tea.
Nothing inspires me more than
watching my teachers at work and having the chance to groom them. Quality
Teacher training institutes imparting ECCE are the need of the hour for an
unregulated sector (ECCE). Providing quality preschool education remains a
lifelong aim and hence it was natural for me to take a step further and
establish a KITDR (Kangaroo Kids Institute for Teacher Development and Research) in Shastri Nagar,
Lokhandwala. This Diploma allows the student teachers to transfer skills
from other qualifications and up-skill in the area of early childhood teacher
education by applying child development practices to practice, assess child
growth and development, using best practices in teaching and learning and
hands-on live classroom sessions to develop as professionals.
It goes without saying that preschools need to move away
from the culture of being 'just Preschool' by being responsible for brain
development and outcomes in the 0-8 years of a child's life. Only if management
in schools understand this and enforce stringent measures and training
mandatory in schools will we raise the bar and like all developed countries be
able to leverage the position of a preschool teacher - making an impact in the
Kindergarten industry, gradually adding value to the entire education
industry..
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