The Teacher as Leader

By Vijaya Samarawickrama

When we look at the history of education we see that great changes have taken place in what we understand about the process of education as well as the role of the teacher in imparting knowledge. Traditionally, in Greece, India and China, formal education, which entailed passing down the wisdom of past thinkers was confined to a few select individuals who gathered at the feet of a teacher and learned from him.

But this method of transmitting knowledge was dramatically changed about 200 years ago in Europe when formal schools were established to teach children of a growing number of middle-class parents who had acquired new wealth in the Industrial Revolution. This necessitated the provision of special buildings with classrooms , desks and blackboards. Instead of a handful, a single teacher had to deal with a large number of children and this gave rise to many challenges. Personal attention became more difficult and discipline became a problem, in part because in the past the learners were eager to learn, whereas now many were forced into the academic mould, without the aptitude for it.

Teachers in the new system had to find ways of imparting knowledge and skills to those who were disinclined to study. It also meant that the teacher had to dish out a corpus of facts selected by so called ‘authorities’ which were divided into syllabuses and lessons, while at the same time examinations and tests were instituted to gauge how much ‘learning’ had taken place. Students were therefore now in the position of no longer ‘learning to be’ but ‘learning to remember’.

All these changes naturally meant that the role of the teacher in relation to her pupils was drastically changed from what had been the norm for centuries. In 1907 for example, the teacher was seen as the ‘center of the class and the responsibility for class discipline rested with her’. Obviously the teacher was accepted as a dictator with enormous power to do as she willed to ‘fit the child for life in civilized society’. Corporal punishment was sanctioned as an effective (indeed even as the only) means to get children to study and become responsible adults.

By 1925, thankfully, this attitude had changed and became more humane : ‘Pupils must come to think of their teacher as a friend… It is only in an atmosphere of mutual understanding, confidence and respect that the best that is in a child can blossom and fructify’.

Over the last seven or eight decades since then, the process of training the young and equipping them with knowledge has improved on this view and children are actually in a position to enjoy the process of learning. In recent years it has become increasingly clear that the role of the teacher in imparting knowledge is not so much to ensure that facts and data are imparted by any means available as to ‘act as leaders in the process of helping young people to grow’. Leaders need to model and invite collaboration, especially among teams – a “not mine, but ours” attitude.

The teacher today is no longer a dictator with the freedom to frighten her pupils into submission. She is today seen as a leader who helps children to discover and use knowledge rather than simply remember it to pass exams. The teacher’s task is to arouse children’s natural curiosity and to guide them to take on the responsibility for their own behavior and personal development.

In order to be a good leader to achieve these goals an effective teacher has to have certain characteristics. A good teacher-leader is :

1. Knowledgeable. A teacher must make every effort to constantly update her knowledge not only in her area of expertise but in all other fields of knowledge. A knowledgeable teacher who is always willing to learn inspires her children to love and respect knowledge.
2. Disciplined. A teacher who expects discipline from others must herself be disciplined. A disciplined person has control over her behavior which prevents tantrums and aggressiveness. Children feel assured in the presence of such an adult and will subconsciously take after her. A disciplined teacher is a confident teacher.
3. Respectful. A good teacher must respect those in her care. Every human being irrespective of age, social status, intelligence or ability deserves respect. One who knows how to respect others will in turn be respected.
4. Creative. A good teacher must always have fresh ideas and new ways of looking at things. Such a teacher will inspire others to develop their imagination and think independently.
5. Morally-principled. Remember the saying ‘Monkey see, monkey do’? Well, a good teacher can only influence the lives of her pupils if she herself practices what she preaches. Therefore it is very important that if a teacher wants to “teach” Buddhist principles, she must first practice them!