Teacher’s Sabbatical Adventure
18/03/2023 Delhi India
Author: Dr. Sanjay Kumar Assistant Professor Delhi, India
Story of a teacher who is bored from teaching
Mrs. Joly who had been teaching for 20 years. She loved teaching and her students, but lately, she found herself feeling uninterested and bored in the classroom. No matter what she tried, she couldn’t seem to shake off this feeling of monotony.
She would go through the motions of teaching, but her heart wasn’t in it. Her lessons felt repetitive and unengaging, and she noticed her students were losing interest as well. Mrs. Joly realized that she needed a change and decided to take a sabbatical to find her passion for teaching again. This sabbatical was adopting the role of a Mentor Teacher.
She traveled to different countries for exposure visits to the best education institutions of the world like finland, cambridge,Singapore as a part of her capacity building programme, she was also exposed to premier institutions of India like IIMS, TISS and SCERTs of different states, volunteered at schools and educational centers, and even took courses to update her knowledge. During her travels, she discovered new teaching methods and learned about different cultures and their approach to education.
After a few months, Mrs. Joly returned to her classroom, eager to share her newfound knowledge and enthusiasm with her students. She introduced hands-on and interactive lessons that kept her students engaged and interested. Her students were amazed by the changes in her teaching and her newfound energy. Mrs. Johnson was inspired to incorporate some innovative teaching methods and strategies to improve her classroom engagement and assessment. Some of these methods include:
Project-based learning: This approach involves students working on real-world projects that allow them to apply their knowledge and skills. Mrs. Joly could assign students to work in small groups on projects that are relevant and meaningful to them, providing opportunities for hands-on, experiential learning.
Gamification: Mrs. Joly could use elements of game design, such as points, levels, and rewards, to motivate students and increase their engagement in learning. For example, she could create educational games that challenge students to apply their knowledge and skills to real-world scenarios.
Technology-enhanced learning: Mrs. Joly could integrate technology into her lessons to make them more interactive and engaging. For example, she could use online simulations, virtual reality, and augmented reality to create immersive learning experiences for her students.
Inquiry-based learning: This approach involves students asking questions, making observations, and conducting investigations to drive their own learning. Mrs. Joly could encourage students to take an active role in their learning, using inquiry-based methods to help them make connections between what they are learning and the real world.
Formative assessment: Mrs. Joly could use formative assessments, such as quizzes, tests, and observations, to regularly check students’ understanding and adjust her teaching accordingly. This would allow her to provide targeted support to students who are struggling, while also challenging students who are excelling.
These innovative teaching methods and strategies would help Mrs. Joly to create a dynamic and engaging learning environment for her students. By incorporating a variety of approaches and using technology and hands-on experiences, she could foster a love of learning in her students and help them to develop critical thinking skills and real-world problem-solving abilities.
and Mrs. Joly was grateful for SCERTs capacity building programmes for the opportunity to rediscover her love for teaching.
From that day on, Mrs. Joly never felt bored in the classroom again. She continued to travel and learn, always bringing new and exciting experiences to her students. She inspired her colleagues and proved that a teacher’s passion and enthusiasm are essential to making a lasting impact on their students.
Yes, Mrs. Joly was also worried about the degraded status of teachers in society. She noticed that teachers were often undervalued and under pressure of seeing education as a commodity not as a service , and this made her feel disheartened. She realized that society’s perception of teachers had a significant impact on their motivation and morale.
However, instead of letting this worry consume her, Mrs. Joly decided to use her voice and her platform to advocate for teachers. She spoke at conferences and wrote articles, highlighting the important role that teachers play in shaping the future of society. She showed the world how teachers were constantly adapting and evolving to meet the changing needs of their students, and how their hard work and dedication often went unnoticed.
As a result of her advocacy, Mrs. Joly was able to bring attention to the challenges that teachers faced, and she helped to elevate the status of the teaching profession. She inspired others to join her in advocating for teachers and promoting the value of education. Through her efforts, she showed that one person can make a difference and bring positive change to society.
Mrs. Joly’s story proved that even when faced with challenges and adversity, a teacher’s passion and dedication to their students can inspire others and bring about change. She showed that a teacher’s impact extends far beyond the classroom, and that their work is truly invaluable.
Yes, Mrs. Joly was also concerned about the increasing number of non-teaching tasks that teachers were being assigned. She noticed that teachers were being asked to take on administrative and administrative duties that took away from their time to plan and prepare engaging lessons. This made it difficult for them to focus on their primary role, which was to educate and inspire their students.
She realized that this was having a negative impact on teachers’ morale and job satisfaction, and she wanted to bring attention to this issue. Mrs. Joly reached out to her colleagues, education leaders, and policymakers, to share her concerns and to find ways to address this issue.
Together, they worked to streamline administrative tasks and to create systems that would support teachers in their day-to-day work. They also advocated for more resources and support staff to take on non-teaching tasks, freeing up teachers to focus on their primary role of educating students.
Mrs. Joly’s efforts paid off, and teachers were able to focus more on their teaching, which in turn helped to improve the quality of education for students. Her story serves as a reminder that teachers are not just educators, but also advocates and champions for their students and the teaching profession.
Through her persistence and determination, Mrs. Joly showed that teachers can make a difference, not only in the classroom but also in shaping the education system and society as a whole.