Our teacher trainer usually gives an example in his classroom management lessons, “Do not say hello young man, are you the son of Mr. Doctor? How is the Doctor sir doing? Students notice even the minutest details of our behaviour and conduct. The doctor’s son may enjoy the friendliness but it will force other students to feel aloof”.

The extraneousness and casualness without prior intentions give rise to a sense of distaste among the socially or economically less privileged students. Such students feel overlooked and deprived which leads to such despises that the teacher cannot afford.

The food for thought is that there must be differentiation, and focus on individuals but without being seemingly biased. Students are really proactive in their observation of their facilitators.

The challenge lies in being unbiased and giving equal priority to all the learners without ignoring or overlooking any individual.

I would like to give two examples of such challenges from my personal observation.
1) A student of grade 10 came to me with a complaint about a teacher saying that he was involved in favouritism. On further inquiry, she added, “He is looking at particularly some of the fast learners during his lessons and most of us crave for his attention”.

(I tried to be ‘PrISMic’ by asking the student, “Do you have any favourite teacher?”. The student named a teacher as I expected. I asked the reason behind her liking that particular teacher and all her answers were academic, like ‘because he teaches well, entertains us, doesn’t demonstrate any sign of favouritism etc.” I posed another question, “Would you like any other teacher who showcases the same?” Her answer was “yes” obviously. What I added further was, “See dear, a teacher is here to teach and facilitate the students with some expectations. It’s obvious that there will be some sort of bent towards some of the students who fulfill the expectations of the teacher. It’s not favouritism but a natural tendency just like you said about your favourite teacher. It is psychologically embedded in us that we like those who befit our expectations”.) The student was convinced but I myself was really not because there is always room for improvement.

2) I went to a lower grade class to take an oral test. As per instructions, I started questioning by focusing on the ‘slow learners’. I called the slow learners one by one who were continuously making mistakes and the ‘fast learners’ were raising their hands every time. I was continuously retorting, “I will come to you later on”. Finally a student who was continuously raising his hand retorted back with a whisper, “I’m also here to solve questions and give answers”. He didn’t know that I overheard him. As a remedial step, I went to those fast learners and assigned them individual tasks based on their level of intelligence. The students seemed partly satisfied because their work was not showcased, so I collected their works and showed them in front of the class and asked others to clap for those students and then for themselves. The students seemed satisfied but I wasn’t because there is always room for improvement.

These events put me in a reflective mood and the reflection is still going on. Again the same point comes to my mind, ‘Students observe more than we can think of’. They’re so innocent in their observations but as true professionals, we must not be so innocent to overlook the course of our actions. The students must never be let to feel distant or deprived because everyone of them wants our attention. That’s why calling their names to show that each student is focused and each student matters is a must. A teacher though is a teacher but s/he should show some friendly concern and let the learners feel equal part of the teaching and learning process.

Instructions should be differentiated without letting any student feel overlooked.
Never underestimate students’ observation.

Reflection by
Al-Naveed Ahmad