Muhammad Elyass
Today, I share a story that is both fascinating and heartbreaking—shedding light on the chaotic and often absurd hiring process of private schools in Kashmir.
Recently, a close relative and friend called, seeking a Social Studies teacher for a private school in Drugmulla. I approached another friend who was in need of a job, but he had already secured a position elsewhere. On my way back home, I wondered whether I might be eligible for the role myself. When I asked my friend, he encouraged me, saying, “Yes, why not? You should go there today to seize this opportunity.” This is what true friendship looks like.
Prompted by his suggestion, I set off for the school. On the way, I called one of my former teachers—a humble and kind-hearted person—who advised me to go directly to the chairman’s office. Upon arrival, I knocked on the door and requested permission to enter. After a brief conversation, I discussed my qualifications and the subjects I had studied during my bachelor’s program. Although the school was primarily seeking a history teacher, and I had neither studied history during graduation nor pursued a postgraduate degree in the subject, I assured them I could teach any subject up to the 10th grade, excluding Mathematics.
The principal then took me to the 9th grade, where I began teaching history. I also conducted classes for the 10th and 7th grades. After these three classes, I returned to the principal’s office to await student feedback. The principal asked me to prepare a proper lesson plan for the next day, as some students had expressed dissatisfaction with my teaching style.
The following day, I returned for a demonstration class. As per the schedule provided by the principal, I taught history to the 8th, 10th, and 6th grades. After completing the classes, I waited in the courtyard during a vacant period. The accountant soon brought me back, saying the principal was looking for me. She informed me that students from the 10th grade were still unhappy with my teaching and that some 8th-grade students found my approach boring because I was teaching line by line.
I realized the students were struggling because they had already studied the first unit. I asked a few students to read and explain the first paragraph of the chapter. Unfortunately, most were unable to articulate their thoughts. This left me wondering—was I doing this for their benefit, and what was I gaining in return?
NCERT textbooks are crucial for competitive examinations, and each sentence carries weight. I was trying to instill a deep understanding in my students so that they wouldn’t regret their academic choices in the future. Yet despite my sincere efforts, the principal requested yet another demonstration class, this time with her present in the classroom.
Frustrated, I left her office and reflected on the experience. It became clear that many private institutions prioritize finding experienced tutors who can drill students in rote memorization over nurturing genuine understanding. The innovative teaching methods of new educators are often ignored or undervalued. Students, being young and distracted, don’t always appreciate the essence of true education.
School authorities must reassess their priorities and acknowledge the sincere efforts of newcomers who aim to empower, not just instruct. Rushing through a chapter in one lecture is far less effective than ensuring deep comprehension over time—even if that means covering only a topic a day, enriched with meaningful context.
Parents must also engage in their children’s academic lives. Ask them if they can summarize what they’ve recently learned. You are investing heavily in their education—don’t let that go to waste through disengagement. Education is not just about finishing the syllabus or memorizing textbook answers; it is about nurturing critical thinking, understanding, and curiosity.
Lastly, repeated demonstration classes feel less like genuine evaluations and more like a tool to maintain a flawed status quo. Experience is not everything. Sometimes, fresh talent can bring about the most impactful change—both for students and for the institutions meant to serve them.
