154. Learning how to teach better – II

Learning how to teach better – II:
Igniting Curiosity in Learners

Igniting Curiosity

As I scrolled through my Facebook wall, a status posted by an MBA student caught my eyes. He wrote, “The main role of a teacher should be to ignite the curiosity. This will drive students to be in a receptive mode. The learning process becomes joyful and intense.”

Since I firmly believe that teachers and students both should feel equally accountable for learning, I replied to his status, “And, the main role of a student should be to come prepared with an open mind and ready to be ignited with curiosity. The teaching process becomes joyful and intense.”

Curious about how learning happens, we are forever tangled in a big puzzle: who should motivate whom. The teacher? Or, the student himself or herself? Or the parents? About this confusion, a colleague of mine usually quips, “I can’t be Tony Robbins. My job is to teach, not to motivate.”

“You cannot motivate other people,” writes Bob Pike, in his book Creative Training Techniques Handbook. Perplexing it may sound, upon reflection, the statement does make sense. We can’t wake up someone pretending to be sleeping. Similarly, we can’t motivate someone who doesn’t want to be. Pike also adds, “People do things for their own reasons, not yours.” Teachers may have reasons to teach, but learners may not have reasons to learn. Sounds rather depressing. But as teachers or trainers or mentors, we keep doing what we have chosen to do. We keep putting in our efforts. Hoping somehow we’ll be able to inspire the learners to be curious and motivated.

Can we untangle this puzzle? Let’s believe we can. But first, let me share you a bitter experience I had as a student.

I had always been a loudmouth back in my school days. And when I didn’t see the point of learning the geometric shapes, I had the nerve of asking my math teacher, “What’s the point of studying Geometry?” Back then, math teachers had a certain reputation. They were to be revered. And feared. Thus, as soon as I blurted out my question, I got a reply in the form of his murderous slap on my cheek. I didn’t dare ask anymore.

He could have said, “Geometry helps us understand the importance of balance.” He could have, he should have. But he didn’t. I never figured out the purpose of memorizing those theorems because my teacher failed to paint the big picture for us. He never cared enough to stir our curiosity.

And that’s what we – a lot of teachers, even the ones with good intentions, do again and again. By focusing too much on the details, we unconsciously neglect the part where we should be enabling students to visualize a bigger picture and connect it to the reality.

“If teachers can make us feel like we are learning a fascinating topic that will have a direct impact on our thinking and/or on our lives,” another student posted a comment on my FB status, “We have the natural instinct to become curious about that topic.” And, that could be the missing piece of the puzzle: enabling learners to realize the significance of the topic and to help them make real life connection.

In his book ‘Brain Rules’, molecular biologist John Medina writes that human brain processes meaning before details; the gist before the core concept; the bigger picture before the components. To put this in a very Marketing language, to grab the consumer’s curiosity, sell the benefit before selling the features.

The insight is: Start with the bigger picture and then logically explain the details. Present a real world example, connect it to the concept, tie the loose ends with details, and finally help the learners imagine endless possibilities. Or, share stories, make a point, lead that into the theory, ask students to reflect, and then help them implement the learnings in real situations.

Let me wrap this up. You may be a teacher trying to inspire students. Or a mentor trying to help a young entrepreneur. A trainer trying to transform an organization. Take the inductive approach. If we want to ignite curiosity in learners, paint the bigger picture in their minds, and then explain the meaning of the concepts, instead of bulldozing them with seemingly disparate data, details, and definitions. When we help them internalize and personalize the purpose, then perhaps, just like the MBA student said, the learning process becomes joyful and intense.

(Also published on The Kathmandu Post, Escalate. May 1, 2017)


153. Learning how to teach better – Part I

Back in my school days, we had a classmate who would rather give up his life than share class-notes with us. He would act as if we were plotting to snatch his beloved “First Boy” title. Like the hideous Gollum of Lord of the Rings, he would fight hard to hide the notes – his precious – away from us and other students.

Years later, when I joined university, I was astonished to meet once again a few of such Gollums. Like my sneaky school friend, they would conceal their precious notebooks from us – their competitors.

But luckily, we had a friend who would, without any hesitation and suspicion, share everything he had: books, notes, research articles. And we would share ours too. He would also ask us to come over his house for group study sessions. I still remember those sessions where four or five of us would teach each other, question each other, and listen to different explanations.

For me, those sharing sessions resulted in deeper grip of the concepts that we were trying to master, and helped us become better thinkers, analyzers, and creators of our own interpretations. We would discuss, argue, and often indulge in intense verbal battle – and each time, we would develop newer perspective and better insights. Bottom line: we taught each other and made each other better.

And this brings to my first point. As Russian psychologist Lev Vygotsky proposed, learning happens best through social interaction. The more we share, the more we learn. Yes, we all learn in our own peculiar ways, but we learn best by interacting with each other in different social contexts.


Now, imagine your teacher was to teach the concept of research. One way is your teacher starts the class with the definition of research. Explains the concept part by part. Gives some examples. Ends the class by going over the process of conducting research. This is what usually happens.

Another way is your teacher tells the students to visit 10 different companies, find out the number of employees in each, find out the salary range for males and females, and prepare a report – all these without giving you specific instruction. Asks you to write a reflection on what you did, share your findings, and finally the teacher connects everything to the concept of conducting a research.

I bet the second way will be far more effective because as a student, you would be engaged in constructing knowledge with your own hands. You would certainly learn and remember better from the experience than from memorizing the definitions written by the teacher on the board.

And, that’s my second point: learning happens when we actively participate in the learning process, when we take part in co-creating the knowledge by diving into real (or realistic) situations.


Once I was invited for a guest-lecture session in a reputed business college in Kathmandu. When I arrived at the college’s reception, the lady behind the desk looked indifferent, then confused. She asked me ten different questions about me and what I was doing there. I tried to explain her: “Look miss, this person from your college had called me yesterday for the session. So here I am.”

She snapped, for some reason. “What is wrong with this coordinator?” She exhaled anger. I stepped back. Literally. In a millisecond, her face turned evil red, and eyes looked possessed. “This coordinator never informs me and he shouts at me for not doing work properly. I am so fed up working in this office.”

And, all that time, I was thinking, “Dear lady, I don’t need to hear these internal stuff. I am an outsider. You don’t have to vent out on me.”

I was expecting a warm welcome and a cup of coffee. Instead, I witnessed a disgruntled employee losing her cool and risking the organization’s hard-earned goodwill.

Later when I thought about the incident, the theories of Organizational Behavior and Psychology started bouncing back in my head. I knew the theories, explanation, and examples from the books. But they made real sense only after I reflected on the incident unfolding in front of my eyes.

John Dewey, a pioneer in progressive education, had once said, “We do not learn from experience, we learn from reflecting on experience.” And that’s my third point: learning happens when we experience an event and consciously think back to analyze and make a meaning out of it.


Connecting all three scenarios, let me tell you what I believe about teaching and learning, and what we, as teachers, can do make it better.

When we help students explore, find, and draw multiple perspectives through classroom discussions, activities, enquiry, they learn better. When we understand this concept, we can design learning situations that allow students to ‘learn by doing’ and we help them experience and reflect to construct new knowledge.

Let’s reflect. Are we simply teaching the content? Or are we creating helpful environment which allows students to interact? Are we merely giving them assignments? Or are we allowing them to work together, learn together? Are we constantly dumping knowledge on them? Or are we giving them opportunities to reflect on their learning?

Dear teachers, let’s reflect.


A slightly modified version of this article was published on national daily The Kathmandu Post on April 17, 2017.

Becoming better mentors

149. 10 Things You Can Do to Make Your Workshop Experience Productive


[Published on The Kathmandu Post, April 3 2017]

“You are just passively sitting in a group and not contributing anything at all.” I whispered to a participant during a recent workshop we had conducted. She hesitated a bit and gave me an awkward smile. During the break, she came up to me and said, “Actually, I didn’t know much about this workshop. My friend dragged me here with her. So I was a little lost during the activities.”

Initially, I had assumed that she was just trying to give me an excuse. But clearly, she didn’t know why she was there. Her confession made me think deeper on why participants act the way they act during workshops. And how, not only the trainer but also the participants should take responsibility for the effectiveness of the session.

As a teacher and teacher-trainer, I believe that a workshop is productive only when participants are ready to explore and co-create knowledge by getting physically, mentally, and emotionally involved in various activities. The trainer’s role is to deliver the content and facilitate the learning but in an effective workshop, participants must also take active roles to learn by doing and reflecting on their learning. As much as the participants want the trainer to be prepared, the trainer also dreams of having participants who are ready to participate and learn.

So, next time when you think about participating in a workshop, keep these ten things in your mind so that you can make your workshop experience worthwhile:

  1. Understand your real reasons for joining the workshop and check if they align with the workshop objectives (besides the price, timing, and location). You may have wanted to, for instance, improve your fiction writing skills, but the workshop might be about technical writing. Sometimes, you may simply be curious and want to learn new stuffs. No harm in that but you may not apply the learnings when there’s a mismatch of the goals.
  1. Understand the modality of the workshop. Ask for the format, duration, and delivery style. Most of the time, workshops turn out to be long lecture sessions that put the participants into coma. You may have different expectations. And when your expectations don’t match with the workshop, your motivation (and consequently, overall learning) might slump down to zero.
  1. If you have signed up for a workshop, try to get in touch with other participants. This is easy these days because most of the workshops are promoted through Facebook where you can see who else have clicked ‘Going’. Also, try to get in touch with the facilitator and ask your queries and confusions.

Continue reading

147. Making Presentations Matter

(Published on The Kathmandu Post national daily, July 25, 2916)

Making Presentations Matter

Let me assume that you have seen a lot of presentations, and that you have also delivered many of them. For a few minutes, imagine that you were an observer in these two situations.

Situation 1:

You are watching a student do a presentation of an assignment. He stands in front of the classroom, frozen with nervousness. He mumbles and stammers, takes many awkward pauses, and mostly reads from the slides. Occasionally, he looks at you and at the rest of the audience as if to scream that he wants to avoid the ordeal. You find no connection, and you feel you have wasted your time.

Situation 2:

You are in a seminar hall. A highly acclaimed professor is giving a presentation on her recent research findings. She talks about the title of her research (which is like 70 words long full of archaic words), objectives, questions, methodology, findings, interpretations, and so on. You wish to be somewhere else because she is lecturing you back to Research Methods class. Her presentation slogs like a monologue on a slow train towards boredom.

You probably have been in both situations. And you must have been eager to leave the room. On occasions, when you couldn’t, you must have felt the dullness of the presentations chocking your enthusiasm. Why do most of the presentations suck? In agony, you must have muttered.

Some of the regular responses would be: the presenter is not prepared, the slides are outrageous and stuffed, the content is boring, the presenter doesn’t have proper eye contact, the presenter speaks too fast or too slow, the presenter exceeds the time. These are all valid reasons.

But let me argue that most presentations suck not because of the presenter’s skills, nor his or her knowledge of the content, or the lack of eye contact, or bad body language. Most presentations suck because of the intent.

If you have wanted only to impress your audience, clients, customers, or teachers with your presentation skills, you know deep down inside that you have only half-succeeded. Because your intention primarily was just to make an impression. Not to create an impact, nor to make a difference. You wanted applauds. You wanted grades.

Your intent – the core reason – will either make or break your presentation.

So before you set out for a presentation, ask yourself these three questions:

  1. Do you intend just to deliver a stunning presentation or do you also intend to create an impact?
  2. Do you just want to showcase a bunch of shiny slides or do you also want to inspire action?
  3. Do you just care about your message or do you also care about the audience?

When you ask these questions, you will eventually see a clear picture. You will understand that you must put impact over impression. You will know that your job as a presenter is to be useful, be relentless, and be humble. That’s your core. And, you will find ways to structure your message, to design your slides, and to deliver your content – so that you just don’t talk, you also change minds, touch hearts, and transform lives.

Let your presentation skills amplify your intent – to disrupt patterns, break conventions, and inspire actions.

Now, please put yourself as a presenter in both situations I talked about earlier. You have sharpened your axes. You know your content. And you know your intent. You are determined to be useful, relentless, and humble. You care about your audience – their needs, their happiness, and their expectations.

Then, your presentation will matter. You will matter.

144. Overcoming the wall of hopelessness with passion and pride

(Originally published on The Himalayan Times – Perspective on May 8, 2016)

THT An Open Letter To Passionate Teachers

Dear passionate teachers,

When I was in Class VIII, we had an amazing teacher who taught us Physics. I used to wait for his class the way I would wait for momos to be served. He was tall and skinny. He was funny. He was warm. And, Physics made sense. However, he left the school after only three months. On his last class, we were in tears, he was in tears. I did not forgive him for a long time, for leaving us, for betraying us.

Now that I’m a teacher, I realize that teachers have the most unthankful job. We are the most obvious targets for every dark spot in the education system. And, many good teachers quit. I will never know why the Physics teacher left us but I am giving him all the benefits of doubt. May be he didn’t want to, but had to.

Bright teachers enter the profession with hopes to make a difference but end up quitting when they see the huge wall of hopelessness staring at them. For instance, many educational institutions don’t have proper induction system for new teachers. They are usually left stranded to figure out everything on their own. As a result, many never feel quite at home.

Likewise, many educational institutions have an irrational ‘fear’ of allowing their teachers to go for professional development. Most admins assume: If I let my teacher go for trainings, who’ll handle the class? After such trainings, the teacher will demand higher salary. Or, the teacher will join another school/college. As a result, teachers rarely get opportunities to grow and improve.

But, let me not blame the institutions only. A major chunk of the problem lies within us. Even when an institution supports our growth, many of us ‘chop our own foot with an axe’ by not preparing a personal and professional development plan. Year after year, we simply go into the classroom, teach the syllabus, and come out. We perform just enough to be in the safe zone.

A couple of reasons: first, we are teaching for the time being, and waiting for something else. May be a job at an NGO. May be a visa to fly abroad. Second, we feel we were the victims of the situation and ended up being a teacher. We never wanted to be teachers in the first place.

And, here’s my argument. If you are a teacher – by choice or by chance – you can always choose to conquer the wall of hopelessness and make a difference. For that we need two weapons: passion and pride.

You may not know if teaching is your life’s calling. But as long as you are a teacher, teach with passion. Every single time we go into the classroom, we can choose to spread happiness among students, sow hope, and share dreams. As one of my mentors said: students can smell your passion, and regardless of any subject you teach.

We must also walk with pride. Let’s say with conviction: I am a teacher and I make a difference. Let’s not scratch our head, give a fake smile, and pretend that you didn’t have a choice. Pride is contagious. With pride comes respect. Let’s restore respect into this noble profession.

Dear teachers, we can’t wait for someone else to do it. Here’s what I propose: Let’s build a community of passionate and proud teachers. Let’s empower each other so that we can destroy the wall of hopelessness. You might ask – how?

Start an online community on social media, ask teachers to join in and contribute their stories. Then, start an offline community. At the college I work, we’ve started a weekly session named “Empowering Fridays” where we welcome passionate teachers to share their methodologies, stories and insights. You too can join in. Or better, you can start similar support groups in your colleges and schools.

When teachers get involved in a community full of passionate and proud teachers, may be then bright teachers wouldn’t feel lost and aimless. May be then, students wouldn’t have to feel betrayed by their teachers.

Passionately yours,
Umes Shrestha


(Published on the Republica daily on December 23, 2015.)

five bad habbits

“How many of you think that you are a good writer?” Every time I ask this to my students, I see only a few of them raising hands. I feel disappointed because even the ones who do write well think that they don’t write well enough.

I teach academic writing to grad and undergrad students. And I see a lot of them struggle with writing. A few have a knack of writing well, however, most can’t compose a simple essay. Besides, they take writing as a burden, and even annoyance. As a result, they invest little time in developing this skill.

In general, many think writing is difficult (which is partly true). And I can empathize with them because many a times we all struggle to write. However, just like creating great music or taking amazing photographs, writing is about developing a habit, staying focused and remaining committed.

So here’s my attempt to make wrongs ‘write’. Similar to “writers are born, not made” delusion, these five malpractices might be holding you back.

  1. Starting without an outline

Classic mistake. Many students jump into writing without a plan and come up with “chheu na puchhar ko” essays peppered with disjointed ideas, irrelevant examples and illogical ending. Starting without an outline is like giving the reigns to the keyboard; you won’t know where you’ll end up.

Some may say that outline restricts creativity and natural flow. It’s true. However, for writers who don’t write enough, outline is their best friend as it prevents the text from being loose, out of place and full of holes. An outline can be just a rough plan and it can give your text cohesion and consistency.

Cure: Write a basic outline to support your point. Also, start from the end and build your outline. Follow the plan as you write your first draft. Improvise but don’t drift too far off the plan.

  1. Trying to get perfection immediately

Unless you are Mr. Perfect of writing, your first draft will never be ‘awesome’. And, that’s okay. First drafts are meant to be ugly unorganized heaps of ideas. They are also meant to remind us that perfection doesn’t drop from the sky.

A few gifted people can articulate their ideas in a single attempt. But they are as rare as Devkota. Most of us have to slug – word by word and sentence by sentence – to weave a presentable text. It does get frustrating and quitting looks like a rational choice.

Cure: Only when you give the first draft a rest should you start adding, editing and polishing your text. Remember: every writing is a re-writing. A ‘perfect’ book you read must have gone through a countless re-writing. 

  1. Making an excuse of writer’s block

When writers get stuck in the emptiness and can’t put words on paper, they let themselves sink into a pool of excuses, like Writer’s block. But this is just a myth. You don’t need a mojo to start writing. Neither do you have to meditate in seclusion and wait for a lightening. You need a habit. Or unless you have a decision fatigue or cognitive overload or a real mental condition, writer’s block is just plain procrastination.

You may struggle to find the right word; you may have a solid outline but can’t get started; you may get distracted every 10 seconds – but that’s not a block. You may only be trying to avoid the sweat to get your writing done.

Cure: Don’t beat yourself up for getting stuck. It’s normal when you don’t have a writing habit. One remedy is to take a short break. Go out. Or, read a story. Or, watch Jimmy Carr. Give yourself a deadline. Start writing and finish the text.

  1. Shying away from feedback

We are reluctant to show our text for a review because, as we’ve learnt from experience, people laugh at our mistakes and spelling errors. How can we forget our teachers spreading the red-ink-terror during school days! Yes, it’s scary to think that people will judge our work, and even worse, they will judge us.

But if you want to improve, drink up a can of courage and face the bull. Because, feedback – negative or positive – gives you a reader’s perspective. It can also help you break the spell of dreaded ‘curse of knowledge’. You might learn why readers can’t understand the concepts that seem so simple and basic for you. Feedback can therefore help you express abstract concepts in a clear and meaningful way.

Cure: Print your text and give it to your friends (or to your enemy). Email it to the people in your writing circle. Send it to your teacher seeking improvement. Post the text in your blog and ask for feedback from the readers. There’s nothing shameful in trying to improve.

  1. Seeking unnecessary length

I blame the ‘bibechanatmak uttar’ – long answers for 20 marks we had to write in school days. As a result, most of us grew up with this mindset: if you want to score high, you have to write long answers filling the entire answer sheet. We would repeat the same ideas three times, elaborate the examples in great lengths, and write in endless circles to confuse the examiner.

Your teacher may give you high score (without even reading) for your answer. Your reader may not. One simple reason: everyone’s busy. And even if the reader has free time, she will think twice before reading a lengthy text that sucks energy and causes ulcers. Start with short articles, short stories and short essays. Your reader will love you.

Cure: Follow the KISS formula: keep it short and simple. Unless your teacher demands a 3000 word paper, never write a bloated text. Don’t beat the dead horse; get to the point. Let your reader know where you’re headed, and throw them enough hooks so they go through your lines.

That’s it. Those are the five ‘bad’ habits that hinder your writing and possibly destroy your self-esteem. They have one mission: to pamper you and keep you distracted. Toss them away – you’ll improve your writing. You’ll want to write more often. And, you might just write a perfect text!

121. Published: Students are not the problems, Teachers are

Article published on the national daily The Kathmandu Post, on Jan 18, 2015.

Umes Shrestha

I teach teenage students in a couple of undergraduate colleges. And, during breaks my teacher colleagues and I gather in the faculty room, sip milk tea and vent out our frustrations. We complain that our students are ‘ekdam khattam’; they have terrible concentration and just don’t like to study; that ‘student haru testai hun, jati padhaaye pani kaam chaina’; and that they have horrible sense of discipline and manner. ‘The problem is ten times worse in the students of plus two level’, we moan and decry. ‘Class ma ta chhirnai dikka laagcha’, another teacher confesses with a dikka laageko face.

These complain-sessions with my colleagues have made me question my own perception on this issue: are today’s teenage students the real problem? In this reflective article, I argue that they are simply different and we need to rethink on our outdated teaching principles. I also talk about how our students are very active and critical thinkers contrary to our quick assumption of how ‘bad’ they are; and at last I urge on the need to change our perception about students in general.

Teach for the Future, not for the Past:

Things change. With time, the meaning of education has also changed. But what about the teaching method? Has it changed? When I was in school, I had a Math teacher who would not hesitate to slap, punch and kick the students every time we could not blurt out algebra formulas. Our Science teacher believed in giving ‘notes’ and making us cram up every definition word by word. Most of the teachers were utterly mean, scary and forceful; and they made sure that everybody answered in the same pattern during exams.

That was a long time ago and, to quote our politicians, a lot of water has flown under the Bagmati Bridge since then.

However, we are still teaching as if we are the preachers at the center of a grand stage. We expect the students to be obedient and listen through our lecture. Some of us still believe in brandishing sticks and thrashing our students to yield compliance. We share them our glorious feat, “I used to study for eight hours a day when I was your age” but completely misread their faces – they are not going to do that. They don’t want to do that.

We insist on discipline management but the very word ‘management’ reeks off control and authority. They don’t want to be controlled.

The classrooms still resemble a horse stable with desks and chairs fixed to keep the students arranged, assembled and tamed. Schools and colleges look like factories that manufacture standard ‘products’ ready to join the workforce. And what about the curriculum? The pedagogy? The methodology? We tell students to think outside the box but rarely do we step outside the textbook and question patterns of the examination. Our teaching is largely directed by the standardized examination and we still measure our students with the percentage they get in SLC exam.

And here’s the kicker – our students know these all.

Our students are smart thinkers:

Our students are not ‘normal’ teenagers the way we want them to be; they are the screenagers who grew up with television, technology and internet. We ridicule them by calling them facebook generation, cellphone generation, Xbox generation, internet generation, Generation Y, etc. In the contrary, we are the ones who need an upgrade, similar to regular virus updates.

If Darwinism makes sense, we should know that human brain is highly malleable and adaptive. Studies say, because theses younger generations have been massively exposed to technology and digital media since their childhood, their brains have been wired digitally. Their brains have evolved to adapt with this new environment of constant interference and information overload. But that’s why they are the way they are – different from us when we were at their age.

Of course there’s a flip side to this digital evolution. Youngsters these days do want ‘instant gratification’. May be because of Reality TV, they think success and fame can be easily achieved. There are some who display obsessive compulsive behavior and are hooked on to technology and social media sites. Cell phones, for some of my students, are more important than the books. Facebook presence, for some, is more real than their offline lives. But that’s the environment they grew up in and they will eventually adapt to that environment.

Steven Johnson, the writer of the book “Everything Bad is Good for You” argues that today’s movies, television programs, videogames, etc are challenging the young viewers to think like grown up, to analyze complex social networks. There’s too much information out there, and it can be accessed freely. And thus as a result, Johnson suggests, our students have become very sophisticated thinkers who can understand opportunities and risks on their own. And hence, now we are not the traditional ‘pool of knowledge’ teachers anymore. We are just facilitators. We can’t treat our students like they are blank slates lying around in a corner, waiting for us to fill up their minds with our ‘outdated’ knowledge and ‘bookish’ skills.

Change is a must:

Our teaching is linear and one-dimensional, very left-brain approach. Where as the youngsters are more multidimensional and inclined towards right-brain approach. We need to realize this new truth and help our students see the big picture. But sadly our education system doesn’t have a tangible big picture. And as teachers, we are helpless and without vision.

Therefore, in many ways, students are not the problems, but we are. Let’s understand: they are different. Let’s accept: they will be disruptive. Let’s expect: they will not comply, they will not confirm. They simply have a different style and motivation of learning. We need to stop making quick judgment. We need to stop labeling them as jhur students.

We are still driven by the ethos of our past education and the teaching culture we valued so much. We believe in Guru devo bhawa – teacher is god. And with this ‘godlike’ authority and sometimes with abuse of authority, we still set out to make students obedient. Where as, we should be giving them autonomy and collaborative learning opportunities so they can understand and form their own construct.

We also need to step out of our daily classroom routine, defy the irrelevant ‘factory’ model of education and make efforts towards transforming it. I know this is a lot to ask because we might also say that teachers don’t have any authority over education policy, university policies, curriculum and so on. But let’s not wait for someone else to bring about any change in the field we are responsible for. Let’s be critical about everything. Our teaching, our education and our vision of education. There will be a change.

In conclusion:

We still imitate our own school-teachers and their methods. We are consciously or unconsciously becoming the teachers we used to hate. We hated them because they used to dominate us, abuse us and lecture us. Let’s not make our students suffer through our sufferings. Most of us were once the same khattam, manner-less, and hopeless students but let’s not give those labels to our students anymore. Because, what goes around comes around. Imagine our students sipping tea in a nearby shop, complaining and badmouthing us with the same adjectives – khattam teacher, jhur teacher, lecture matra diney teacher.