7 lessons I learned from a stuck elevator!

I had always wondered what it feels like to get stuck in an elevator in pitch dark. Strangely enough, like most of my dreams, thoughts, visions have sooner or later came true, perhaps this one could not wait any longer to transmute into reality. While stepping in the elevator at the third floor of a shopping store (name withheld) I could never think what the next 15 minutes of my life would be like. Surely! Life is unpredictable (Learning 1: Never underestimate the unpredictability factor in your life. It holds immense power to surprise, scare or shock you in ways you had never imagined). 

As soon as the elevator closed I started zipping the chain of my handbag (Yes, I have a careless habit of forgetting to zip my handbag. I welcome theft!) and with a sudden jerk the elevator stopped and the lights turned off. After a happy shopping experience, I was definitely not prepared for such an unusual episode. It took me a few seconds to realize that I am stuck in an elevator. My first reaction was to reach out for the emergency buttons but I could not see a thing. I searched for my phone in my handbag and flashed its light on the buttons. To my extreme horror, there was no emergency button in that lift! I immediately started banging the door for help but all I could hear in reply was weird silence. This silence was nothing less than creepy and horrifying. With each passing minute, I was losing control over my senses as my breath was getting shorter. For the first time in my life I felt claustrophobic. I could realize that the strength of the bangs on the door were getting weaker. I thought to call my loved ones before any mishap happens and at least narrate them the true incident. After all, nobody wants to die a death that conjures speculations. (Learning 2: We are obsessed with closures. We want a closure even after our death.)  

I dialed my landline number but immediately cut the call fearing that it would create a lot of panic among my family members. I consoled myself that it is just a situation and I am going to get out of it, alive! I reminded myself of the worst of phases that I have lived through and reassured that this is just a minor and refined version of all that (Learning 3: Once a psychologist, always a psychologist). Although now I feel that it was a scary yet not a dangerous situation; but in that very moment I was full of apprehensions which made me imagine the worst (Learning 4: We have the hardest laugh on situations which were the scariest. Believe me while writing this I am laughing it off). While imagining all this, I quickly typed a few texts which were supposed to convey my feelings to the people whom I love. I planned that in case there is no help for a long time and my breath became even weaker, then I am going to press the send button. I wanted to make sure that the most important people in my life know how much I love them (Learning 5: We never miss the last chance of saying ‘I LOVE YOU’ to the most assorted people of our life. Then why not say it in time?).

Surprisingly, as I leaned on the mirror of the elevator and closed my eyes to relax, this overwhelming claustrophobic experience did not shut my reflective mind. In fact, suddenly I found myself overly empathetic towards people who have died because of suffocation. Instead of figuring a way out of that elevator, my mind took me on an eerie journey to imagine the helplessness and vulnerability of those who met their fate through drowning or getting suffocated in a car, container, small room, or even worst, an elevator. (Learning 6: We often live our entire life in an illusion that we control everything. But the truth is that sometimes we can’t even control our little intangible mind!).

Empathy gave me a lot of courage, so much so that once again I gathered my strength, took a long breath and started banging and shouting out loud for help. This time I could hear the voice of a man rushing towards the door of the elevator. He told me that there was a power cut in the building and unfortunately the generator did not start. He said that the electrician is fixing it and the elevator would start any moment. I just took a sigh of relief and chanted my prayer to thank my lord. The moment the door opened, I could see a small crowd of workers gathered outside the elevator to see me. I assume that some were standing out of genuine sense of apology and regret whereas others joined in out of curiosity to see who that girl was who got stuck in the elevator. But nothing mattered to me at that moment, neither the apologies nor the crowd. The only thing that counted was fresh air and daylight. I have been living since so long but in that one moment I realized that I am alive. Somewhere that moment taught me the essence of existence. (Learning 7: We often live a life full of apprehensions, insecurities and fears that have no rational basis. Let go off all the negativity that is pulling you down and learn to acknowledge the sense of being alive. In case you are too lazy, then wait and watch as your life takes charge and place you in a situation where you learn these lessons the 'interesting' way).  

Innovations in an Inclusive classroom: Moving away from traditional approach

My experience of working as a pupil teacher in one of the private schools of North Delhi helped me develop a perspective regarding the much hyped ‘Inclusive Education’. I taught Psychology at the senior secondary level and social science at secondary level. The 9^th standard classroom was typically an inclusive one where students from diverse geographical and linguistic backgrounds, and with hearing disability were enrolled. On my first day of teaching practice, I was aghast to see the insensitive and inconsiderate attitude of their peers towards them. The peers used to call them names, bullied them, considered them as ‘different’ and alienated them. This made me reflect upon the effectiveness of the inclusive model. Does the inclusive model genuinely serve its purpose? Does it incorporate the deeper concerns like recognizing the individuality of each student and celebrating their diversity in addition to giving them a common platform? This article purely depicts the ways I adopted to struggle with my trepidations regarding inclusive education.

What is Inclusion?

Philosophically speaking, inclusion is a paradigmatic shift from segregation through mainstreaming and integration to inclusion. Inclusive education seeks to address the needs of everyone, including children, youth and adults with a special emphasis on those who are vulnerable to marginalization. It not only means to include children with disability but also those with diverse abilities and backgrounds like geographical location, language, socioeconomic status, caste, gender, ethnicity, color etc. The major issue underlying inclusion is the acceptance of diversity, and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within an individual.

The inclusive approach suggested by the Salamanca Statement and Framework of Action (UNESCO, 1994), NCF (2005) and RTE (2009) ensures the right to education for all, regardless of individual differences. There is an effort to modify the teaching learning process in accordance with the individual needs, their personal learning styles, and environmental consequences of the learners in order to enrich their lives and draw out the full potential of every individual. However, the problem lies in the gaping chasm between the suggested measures and their implementation. Introducing innovative methods in the classroom can not only bridge the gap but also address the inadequacies of the conventional system of education. However, before employing innovations, it is fundamental for the school and teachers to realize that inclusion is not a compulsive burden which they have to abide by but the right of every child.

Preparing teachers for Inclusion  

“It is only when the mind is free from the old that it meets everything anew, and in that there is joy.” ― Jiddu Krishnamurti

Teachers must psychologically free themselves from the traditional ways of education which implied a one way flow of information from the “know-it-all” teachers to the “know-nothing-at-all” students, and make a shift towards an interactive teaching learning process where the teacher and the learners collaboratively construct knowledge. Inclusion is a challenge for the teachers as it demands personalized pedagogical approaches in order to address the varying needs of all the learners in a classroom. However, with innovative classroom modifications, patience and sensitivity a teacher can successfully engage all the leaners and give them a sense of meaningful existence in the classroom.

Sensitize the Peer Group: The peer group must be sensitized about the varied needs as well as the strengths of their classmates in order to develop an amiable and trustworthy relationship. They must be aware about the facts and myths surrounding special needs in order to develop empathy and compassionate thinking.

Create a Conducive Environment using Humor: There is nothing more contagious than a humorous teacher. Using humor in classroom not only fosters cordial relationship between the teacher and the learners but it also helps the teacher to create a conducive environment for learning and communication by reducing stress and relaxing the learners.

Altering the physical environment: Apart from the psychological wellbeing, appropriate accommodations in the school building and classroom for the children with physical disabilities and manipulation of classroom environment for children with mental impairment is very essential.

Innovative Practices in an Inclusive Classroom

Teachers are making efforts to put the innovative practices to use in the classroom. They recognize the potential of innovation in individualized instruction, exploratory opportunities, collaborative learning, developing social skills, individualized educational plans, and effective classroom management to include all the students in an inclusive classroom. Incorporating innovative practices is also contingent upon the attitudes, beliefs and experiences of the teachers which in turn influence the decisions and actions regarding teaching progresses and change.

Following are some of the innovative practices that I adopted in my classroom:

·       Peer Tutoring and Support: A peer (tutor) of the same status or higher provides assistance to the other peer (tutee) who has difficulty in learning. Apart from a rich educational experience to the tutor, it facilitates the experiences of the school life and enhance a sense of community among the participants.

·       Cooperative group learning: I designed appropriate group tasks and taught process skills to deal with problems. This strategy created a positive interdependence among the learners yet then remain individually accountable for their work. Teacher may provide scaffolding where necessary.

·       Individualized Education Program (IEP): It is an individualized adaptation of the curriculum for the learner who is not able to cope with the regular curriculum. After assessing the student in all the required areas, IEP is tailored according to the educational goals that correspond to the specific needs of the learner.

·       Learning styles: Children learn in diverse ways i.e. visual, auditory, tactile and/or kinesthetic, abstract conceptualization and/or concrete experience. Therefore, it was a challenge to assess the learning styles of the learners and choose the method which best fits each student’s learning style.

·       Make appropriate use of Context: I included contextual examples in the classroom to create an appreciation for diversity. For instance while teaching geography, a student from a different geographical location was asked to describe the weather and soil of his/her native place, thus fostering an acceptance of diversity. 

·       Information and Communication Technology (ICT): Incorporating multimedia in education leads to better learning as students use multisensory modalities for receiving, processing and retention of information. ICT creates an adaptable and effective learning environment in an inclusive setup especially for learners with visual/hearing impairment and learning disabilities.

·       Other Strategies: Various other learning strategies were used including semantic mapping, cognitive strategy instructions, storytelling/drama, discussion webs, key word picture, alternative algorithm, scaffolding, analogy, acronym, music etc.

It is essential for the teacher to regularly assess the learners and provide explicit and timely feedback. Informing learners about their progress helps them identify areas of improvisation and enhance their performance.

 

Conclusion

The identity of inclusive education would be reduced to paper if we as teachers don’t intervene to end all forms of discrimination and foster social cohesion. We must realize the crucial role we can play for the welfare and sustained improvement in the quality of life of the children with special needs. Nothing gives more satisfaction than nurturing your learners in a way where they develop individual strengths and realize their maximum potential.

This is published in EducationMatters@ETMA in its September 2014 issue. You can also log on to www.etma-india.in for the e-magazine. 

Understanding God!

Who is God? Does he exist? Why does he choose to remain invisible to us? What are the attributes of God? Can monotheism/polytheism be proven? Is God fair to all or does he allow the innocent to suffer? Does God answer prayers of a sinner? Is God loving and forgiving or is he cruel and punishing? Is it wrong to be angry or feel disappointed with God? Does God seek our love, devotion and worship? Can God really perform miracles? Does God speak to humans? Etc. We all have struggled with such questions pertaining to God at some or the other point in our lives. Since time immemorial many scholars, philosophers, gurus have attempted to understand the answers to all such questions about God. All the influential religions of the world have described God through their teachings and scriptures. There are around seven billion people in this world and each person has his or her own views about God that are influenced by his religion. I was always fascinated with the fact that though God has been described in millions of ways yet he enjoys the position of being indescribable.

My quest to explore God dates back to my childhood. My maternal grandma played a significant role in orienting me towards God. As I was growing up she used to narrate me stories related to God, imparted spiritual teachings and made me understand the subtle messages they conveyed. I remember visiting Temples and attending Satsangs with her and since a very young age I actively participated in the discussions pertaining to God. To my astonishment everybody had varying views about God and they all spoke about their opinions with outstanding confidence as we speak about our dear ones. As a child this made me even more curious to find out which view was appropriate. As I grew up, I realized that there is plethora of views regarding God varying from individual to individual. Their views can be placed on a long continuum ranging from the views of people who completely believe in God to the views of those who are atheists and deny his existence. From nothing to everything, God enjoys different significance in each and every person’s life. My interest further collated when I enrolled in a course on Indian Psychology during the second semester of Post Graduation in Psychology. The course gave me an impetus to look into the various aspects of our life where we feel the presence of God.  As a child I was curious to know his miracles and now as an adult I was curious to understand his exceptional role in our lives.

I often wondered what made god ‘The God’? Is it the product of our imaginations, faith and beliefs or are we a creation of his imagination? Is it that humans have created God to establish law and order or is the law and order established because of God? Is it that we need God or is it that God also needs us? The questions were many whereas the answers need to be individually looked for. I began my journey to understand God by exploring his status and relevance in the lives of different people belonging to various stages of life; and gender. This exposed me to multiple roles that God plays for them in their day to day life. Each time I met a new participant my journey became more exhilarating as my own perspective about God was either strengthened or questioned. However, I was delighted to know that a majority of people believe in God and his Divine presence around us. Some of the elderly participants even shared their experiences about how they realized God in their lives. This motivated me to work with zest all throughout the study. 

My own thoughts and beliefs were rejuvenated in the process of the research project I had undertaken as a part of the Masters program. Now when I look back I realize that I have gained an unmatchable experience for lifetime. My perspective to look at myself, others and God has changed a lot. There might be one God that we all worship but there are innumerable ways to look at him. After getting an opportunity to know so many people’s perspectives and point of views, my personal belief is that God is Faith which is garnered by the Love and Devotion of a believer. Just like beauty is in the eyes of the beholder similarly God is in the faith of the believer. The believers see him in the flowers which bloom, the birds which chirp, the water that flows through the rivers into the oceans, the sun that gives energy, the moon that gives calmness and everything of the universe. He manifests himself as love we experience for self, others and nature. I appreciate that God’s grace has no limits and I am utterly certain it exceeds any imagination a human being might have of it.

Oh Lord, I seek you through knowledge, I know of you

I seek you through others, I see your reflection

I seek you within, I behold you clear

But when I seek you through all the three, I was illumined

Exploring the role of Social Media in Education and Career Planning

Mother: “Rohan! I am fed up with the way you waste time on social networking sites. They are simply a hindrance in your studies.”

Rohan: “Mom, it’s not as redundant as you think. In fact, nowadays social media has been very effective and helpful. It not only entertains us but also help us in apposite networking and information.”

Mother, “Haha! Stop befooling your mother. How can social media be of any good use? Does it assist you in your studies or in making an appropriate career decision?”

Rohan, “Of course mom. It definitely does! Provided we use it to good effect.”

You all must have experienced similar conversations wherein parents stress on the detriments of social medial whereas you advocate its essentiality but in vain. Through this article, I intend to break your mental blocks regarding the uses of social media and assist you in discovering its multifaceted roles in your education and career planning.

Now, you must be wondering how social media can help you explore plausible career opportunities and decide an appropriate course of action for a successful career. While keeping in mind the inherent risks involved in social media, it is equally important to be familiar with the plethora of potential benefits that social media offers in order to attain your educational objectives.

Social media redefines the way we relate to other humans and to the organizations with which we are affiliated. It is dialogical – a two way communication that brings people together to discover and share information, build networks and enhance professional development.  

Social networking sites like Facebook, Google+, LinkedIn, iBibo, Hi5, Myspace etc. are not only a platform for meeting new people and getting in touch with old friends but it is also a common dais for sharing and exchanging information, knowledge and creativity with concurring individuals. Social media fosters deeper learning experiences, promote collaboration, and provide timely feedback. A few ways have been listed below which can help you explore the new dimensions of learning and career planning with the help of innovative activities on social media:

·       Discussion Forums: You can create study groups on sites like Google+, Facebook etc. in order to initiate discussions about specific subjects. Members of the group can post links, media, queries, editable documents, events, and can comment on the posts too. You can invite students from various schools to be a member of your groups as it will augment informative and qualitative aspects of the trending discussions. Request your teachers and seniors to monitor the authenticity and appropriateness of the content, and answer the queries posted on the study groups. Learning in collaboration with your peers and teachers will enable you to build better school communities. Moreover, it is fun too!

·       Class Blogs: If you are fond of blogging, create your own class blogs on sites like edublogs, weebly, kidsblog etc. Blogs are a form of online journal with one or several authors that encourage creative writing, improve grammar skills and enhance your knowledge about various subjects. You can also import study relevant blogs from Blogger, LiveJournal and other blogging services to your individual profiles or study groups.   

·       Expand your circle of knowledge: Sharing knowledge (or study material!) with others help you expand your knowledge horizon. You can help each other with homework and research by sharing documents, study material, assignments, and notes on sites like dropbox, scribd, icloud etc. Slideshare is the world’s largest community for sharing online presentations. You can also tag your friends in Facebook notes to share relevant information and embed images about specific educational topics and career information.

·       Nailing down the competitive exams: Preparation for competitive exams may elicit anxiety and stress. However, joining groups related to specific competitive/entrance exams like SSC, IAS, AIEEE, JEE, CLAT, NET, CTET, NCHMCT, NIFT and many more, wherein individuals discuss queries, share their experiences and other relevant information regarding the exams can provide some relief. It serves as a good platform for interaction between people who have passed the exam and those who are aspiring for it.

·       Straight from the horse’s mouth: Locate an expert in the field of your interest and ‘shadow’ them on the net. Sites for professional networking like LinkedIn helps you to view the profiles of professionals who are well placed in their careers. You can also follow them on Facebook to familiarize yourself with the ideas they broadcast and their public updates. You may also join career related pages or groups to know further about the practical aspects of your impending profession and the latest developments. Joining pages and groups of the colleges in which you are interested to study would acquaint you with the ethos of that college including its students, alumni, events and happenings.

Not only this much! In the age of Web 2.0, you can do much more with social media like initiate a campaign; spread awareness; assess the reviews of a particular educational course, college, and career; use google tools for education, find breaking news stories on Twitter, use geotagging to find places you are studying, download e-books and audio books from sites like libgen and ebooks, etc.

A Word of Caution!

In this digital age if you err in judgment, you could have massive repercussions. Any injudicious post on social media can be used against you in future by your prospective employer. Deletion is just an illusion as everything is recorded on their database even after it appears deleted. When in doubt, remember to opt for the discretion of your parents and teachers. Also, over dependence on the internet for every idea may surpass your own thoughts and creativity. 

“Participation is no longer an option as Social Media isn’t a spectator sport” (Solis 2008). Engaging in social media not only helps you shape your online presence but also make you digitally literate. So go ahead cautiously and discover the power of social media!

The article is published here: http://www.idreamcareer.com/social-media-for-career-planning/

A ‘Royal Road’ to Psychology!

If your mind is often boggled by the way our brain processes information, how we learn, why we forget; how  we think, why  we feel , why  people react the way they do, etc.; then your quest is likely to be answered by Psychology.

Psychology is a science that helps us understand describe and predict human (and animal) behaviors. It also explains cognitive processes, affective states, experiences and states of consciousness. This study is growing dynamically with the ever evolving society. It is a multifaceted discipline which lies at the crossroads of other disciplines like biology, medicine, sociology, linguistics, medicine, anthropology, history and education as its content overlaps with other subjects, with unfailing regularity It is considered  both as a Science and a Social Science, even though a majority of schools, offer it  with the Humanities stream.

What is ‘not’ Psychology?

You may have heard a lot of notion about Psychology which are commonly constructed and concretize the already existing myths regarding Psychology. For instance, we often hear that psychology is a ‘luxury for the rich’ and that it does not have much scope in the Indian context.  It is essential to deconstruct these false notions prevalent about the subject, so that you can make a well informed career decision.

a)    Psychology will not help you read minds, or predict what the other person will do next. Psychology is not an occult science but it empowers you to derive meaning from the otherwise not so obvious situations.

b)     A lot of students perceive psychology as easy and think that it would require no hard work. As they say, there is no shortcut to success! Psychology includes a lot of understanding and critical thinking as the subject matter deals with humans. In most of the boards like CBSE, there is due weightage allotted to practical work as well. Psychology is a challenging yet interesting subject. You can succeed with your efforts and determination.

c)    

    Psychology is considered as sheer common sense. People think that psychologists get paid huge sums of money for listening and giving advice which their family and folks can also give. They think that psychologists waste their time researching about stuff which is typically common sense. Just because something seems true does not necessarily make it so.. Psychologists study these research questions in a scientific manner and predict human behaviors based on the results and observations. Our commonly held beliefs and attitudes are assessed for truth and falsehood in a rational and objective way.

d)  An interesting misconception is that psychology will help you hypnotize people and extract their private information against their wishes. Hypnotism is a special technique which is practiced by a particular school of thought and their therapists. Not every counselor or psychologist knows how to practice it.

So the next time you hear any such myth, don’t forget to debunk it. After all, awareness is contagious too!

Career Prospects

The increasingly complex world has helped opportunities for psychology graduates to grow manifold. These range from working in hospitals and schools to NGOs and corporate houses. An undergraduate course in Psychology is career oriented as it offers atheoretical understanding ofthe major schools of thought along with providing practical skills in psychometric testing and various psychological tools. Specializations in the areas of Social Psychology, Abnormal Psychology, Counseling Psychology, Organizational Behavior (OB), Rehabilitative Psychology, Health Psychology, Sports Psychology and Medical Psychology are available. Those of you who opt for Counseling Psychology can further specialize in marital counseling, child counseling, family counseling, drug rehabilitation and trauma counseling. 

You can add to your skills  by opting for additional courses like Special Education and learning disabilities which train you to become special educators; both in mainstream and  special schools. As a matter of fact, it is now mandatory for schools to employ both a counselor and a special educator. Given the complexity of managing and retaining human capital, there is a growing demand for psychologists in the corporate sector as well. An MBA degree preceded by graduation in psychology, preferably Human Resource Management, is well sought in corporates. Well-established companies seek such professionals for recruitment, training, talent management, and learning and development. Research analysts studying consumer behavior and market trends are also sought by market research companies.

One can pursue a career in journalism, public relations and advertising too. A specialization in forensic psychology can get jobs in police departments and crime branches. You can study social work and pursue careers in NGOs, family courts and social welfare organizations. Further specialization in child and women welfare, educational needs and criminal behavior can be obtained. 

There is a lot of scope to pursue career in academics as a researcher, school teacher and assistant professor. After post-graduation in Psychology one can pursue B. Ed. and work as a PGT Psychology or clear the National Eligibility Test (NET) which is held every six months for eligibility as an assistant professor by the University Grants Commission (UGC). UGC also qualifies the meritorious candidates for Junior Research Fund (JRF) for pursuing PhD.

Your career choice notwithstanding, there are a few basic prerequisite qualities and skills that you need to possess, for a successful career in Psychology. Firstly, you should have good interpersonal skills and an inherent interest in human behavior Secondly, you should be able to empathize with people, and be patient and tolerant to various situations. Apart from this, trustworthiness, open mindedness and emotional stability are also essential qualities of an effective psychologist.

Studying psychology will not only give you a wide spectrum of career options to choose from, but is also likely to add positivity and harmony to your life. Apart from the financial benefits, intrinsic satisfaction and rewarding relationships are almost certain with a career in Psychology. What else can one ask for!

This article is published here:  http://www.idreamcareer.com/career-as-a-psychologist/

Beyond the Cognitive: Reflections from my Teaching Experience

"To strive, to seek, to find and not to yield" is the guiding philosophy of the school (name withheld) where I went for my School Experience Program. The ethos of the school reflects the ideals of Maharishi Dayanand and Mahatma Hansraj. It reflects the "Value System" prevalent in India which aims at nurturing our socio-cultural heritage as enshrined in the Vedas. Learners are imbibed by these values so as to develop them into good human beings. To this effect; the Vedic ritual of performing 'Havan' has a place of pride in the school’s curriculum and is performed regularly to purify the air and environment. The education in the school is an amalgamation of ancient Vedic values and contemporary scientific temperament. Along with the intellectual development, the school aims to promote the traditional Indian values with due emphasis on competence, creativity and inculcation of scientific outlook and aesthetic appreciation.

I taught Social sciences to class IX^th and Psychology to class XI^th. The majority of students in class IXth were boys whereas in class XIth it was the other way round. Though the students were full of energy and enthusiasm, their curriculum permitted little time for self-reflection, but I felt a need to re-channelize their energies. Interestingly, even though the boys in XIth std were less in number and got sufficient attention from the teacher, they were still reluctant to study and attempted different means to distract the teacher in order to avoid participation in the classroom. Exploring the issue further, I learnt that Psychology was offered as an option against Political Science. Perhaps it was because of a limited choice of subjects rather than the interest that compelled them to opt for Psychology. On the other hand, the girls looked forward to share their personal experiences which enriched the classroom discussion. This made me wonder whether the girls were more intuitive and inward looking or were they simply more interested in studying Psychology?

At the end of the term I felt a need to evaluate myself viz.-a-viz. my teaching and my interaction with my learners. I asked both the classes to fill a feedback performa which consisted of ten indicators of teacher effectiveness. Besides these indicators, there were a few qualitative questions. One of the questions required them to answer what they had learnt from their teacher. Quite a few of them wrote that they learned to control their anger. They mentioned that many a times they would try to provoke me, or enrage me, but I remained tranquil and composed.

I was both perplexed and touched by their responses, and what amazed me the most was that a similar feedback was received by not less than 12-13 students from both the classes. They perceived anger as a negative trait and, admired the teacher and her management of anger. This experience laid a path for a self-reflection of my journey as a teacher. I wanted to understand the way in which my learners conceptualized anger, why they expected me to be angry and how was I different from the other teachers? I was overwhelmed that I could make them aware of their anger and kindle a need to manage it.

I reflected on this underlying yet essential difference between the relationship they shared with me and the relationship they shared with other teachers. Before my School Experience Program, I had already reflected on the kind of relationship I wanted to establish with my learners. I viewed my learners as sentient beings who deserved respect and dignity. I encouraged them to share their thoughts and opinions while my focus remained inculcate sensitivity and tolerance in them. I don’t claim absolute tolerance but I never thought of using anger as a tool to establish control or discipline in the classroom.

I was amazed that the learners were aware of their naughty behavior and deliberately tried to elicit an aggressive reaction from their teacher. Not receiving the expected reaction made them perceive the teacher as different from the rest. While pondering over these issues, I began to read Krishnamurti and got many answers from him. He believed that there is a peculiar quality to aggression which is isolation. Even I feel that an aggressive person is alienated from the world. This alienation is twofold: one is when the world distances itself from him. Second is when the person is frustrated from the world and develop resentment towards it and creates a psychological barrier which prevents others from entering. When as teachers we get aggressive in classrooms, the students develop a fear for us and consider us as different from them. Students show their non-acceptance in the form of noncompliance. At times, this leads the teacher to develop a negative opinion about the students and distance herself from them. As far as my context is concerned, I still wonder whether I was able to form a personal connection with them at the affective level where a mutual understanding of others’ emotions prevailed or not.

I think that this is similar to what power and authority does to a human. When you are in an authoritative position you generally tend to look down upon others as less knowledgeable or less capable than you. A most common fallacy in which the teachers lead their entire life is that of supremacy. This sense of supremacy has emerged from our religious and cultural milieu which privilege gurus to enjoy supremacy even over God. Because of the prevalent norms around the conceptualization of guru it is being incongruously equated to teacher which gives her undue power. Although a teacher may feel a sense of pride to be considered as supreme but the underlying authority completely disengages the teacher with the learners. The role of teacher is reduced to passing knowledge and no deeper engagement is possible.

To my mind, for a teaching learning process to be effective, some amount of transformation should take place in the teacher as well as the learner’s personal transformation is initiated by the realization that you are capable of looking into your inner self. While I was reading the feedback of my students I felt as though I was undergoing some kind of transformation. Though I had an idea about the kind of relationship I will establish with my students I never consciously behaved in a subtle way or masked my anger. At that point I realized that it was not that I was trying to overcome my anger or control it. It was that I did not feel the emotion of anger at all. Krishnamurti said that you become what you fight. I think this happens because when you have to fight or control anger consciously, there will be an urge to keep on thinking about the ways to fight it. In this manner, the emotion of anger would still persist in our minds and no meaningful transformation would be probable. One may question that how can one get rid of anger and transform oneself.

I believe this can be arrived through self-awareness when one can attempt to delve deeper into oneself and try to comprehend the cause of anger. But this must be done objectively as a third person who witnesses. If we initiate a dialogue between ourselves and our anger, we tend to defend and attribute reasons which will not let us view it as it is. The problem of anger can be solved when we look at it without condemning it or passing judgments. Self-awareness is the first step forward on the path of personal transformation.

The transformation which we undergo would not be worthwhile if it doesn’t reach others. Would my transformation be meaningful if it was just restricted to me? I wouldn’t have considered my behavior as noteworthy if my students wouldn’t have learned from it. This experience became significant only because of its power to transform me as well as initiate a transformation in my learners. Though the transformation was implicit to me, it was effective as it was able to bring me closer to my inner self and my learners.

Therefore, I believe that personal transformation can’t take place in seclusion. It will lose its significance if social transformation would not follow. The personal transformation I experienced was a result of my deeper engagement with not only myself but also with others.