It was a long time ago, nearly five decades back, during my school days in a small village in Bangladesh. The country itself was still young, having gained its independence only a few years earlier. Those were very different times. Life in the village was simple, opportunities were limited, and our school had few facilities. Yet the memories of those formative years remain remarkably vivid, carrying with them the hopes, struggles, and quiet optimism. In the morning class, the teacher wrote a math problem on the board and asked students to solve it. Almost immediately, hands rose. Without hesitation, most students had their answers written down and were eager to show the teacher they were right. But not everyone was moving at the same pace. A few students could not produce an answer and were still staring at the problem, trying to figure out where to begin.
One student, in particular, seemed completely stuck. As the minutes passed, he became increasingly uneasy, nervously biting his fingers as his discomfort grew more apparent. He looked at the board, then at his notebook, and then around the classroom, where others had already finished. Soon, a few students began to laugh. A student whispered, “He is always so slow.” To the student, this may have seemed neutral or even supportive, but for someone already struggling, it could have reinforced the belief that he has no capability. The teacher could have compounded this belief by saying things like, “Why haven’t you understood this?” or “Everyone else has finished.”
Instead, the teacher approached the student. Without getting angry or upset, the teacher told the student to check the problem one more time. Rather than providing him with the answer, the teacher helped him along. “What do you already know?” the teacher asked. “Start from there.” The student gave it one last shot, tried again, paused to correct himself, and continued. His facial expression changed suddenly. He had found the answer. “I got it, sir!” he said, exclaiming in surprise at his own success. That same student, once sitting nervously in a small village classroom in Bangladesh, now became a distinguished professor in the West.
Learning should never make students feel like they are not good enough just because they learn things more slowly. A slower learner does not necessarily have to be less capable. Sometimes they need an additional explanation, or maybe just an hour more of your time saying, “Try one more time, I believe you can do it.” There can never be a substitute for explaining things multiple times. Teachers should not just praise the ones who answer the questions. They should also focus on the ones who don’t. The students who you think are slower learners today could shock you with their abilities in the blink of an eye. When someone struggles, don’t make the struggle heavier with criticism. Offer patience, guidance and another chance. Sometimes a little support is all that stands between “I can’t do this” and “I got it.”
The Indian Gurukul system valued each learner’s uniqueness. Teachers guided students based on their individual abilities and interests. The Sanskrit saying, “Vidya Dadati Vinayam” (knowledge bestows humility), shows that the highest form of learning makes a person more compassionate and considerate. Likewise, the Chinese philosopher Confucius stressed that teaching must relate to individual learners. In his view, teaching requires patience and guidance. Socrates envisioned teaching not as filling a void, but as bringing out what is already present in the learner. Humans learn in different ways. An educator with true empathy, patience, and encouragement must also appreciate that learning is an ongoing process. As each flower in a garden blooms at a different time, each learner matures at a different time. Judging and criticising individuals who appear less capable shows a lack of appreciation for the individual. Each person has different skills. A truly educated person appreciates that education is ultimately a positive experience.
Respect for others is one of the most fundamental values education strives to develop. With that in mind, education is an ongoing journey toward becoming someone capable of understanding and empathising with others. Because of this, it is never justifiable to ridicule, scold or humiliate those who seem less capable than you. This behaviour shows a lack of respect and wisdom. The purpose of teaching is to help educate every student, regardless of their place within society.
Each student is a whole person with a variety of interests and abilities. A student who struggles with mathematics may have many skills and talents, such as the ability to think creatively and lead artistically. The same person may also have strong emotional intelligence, verbal and nonverbal skills, and the patience and persistence to keep going. Throughout history, people who were underestimated at a young age have made a great positive impact on the world. Remember that knowledge paves the way for humility.
Educators should be builders and guides. Learning is not about finishing first or completing tasks as quickly as possible. They should be patient and understanding. The rewards of encouragement will show when students stretch to their full potential. Successful teachers recognise that mistakes are necessary for growth. Every student deserves the chance to follow their individual path and grow at their own pace. They don’t dwell on weaknesses. Instead, they show learners where they shine and help them build on those strengths. Constructive feedback, along with support and guidance, helps students build determination to overcome the hurdles that come their way as they work toward their goals.
Students also need to create a culture of respect and inclusion. Well-performing students should use their skills and knowledge to assist their peers rather than humiliate them. Helping peers, offering ideas and suggestions, and even challenging students respectfully can build strong relationships and help create a classroom learning environment for all students. This ultimately helps both the student offering support and the student receiving the support. We cannot measure people’s potential just by how well they perform.
Many people become confident and resilient when they are not criticised. Educational institutions must set an example of kindness, empathy, humility, and respect for others. Character and the ability to assist and encourage others in their learning must be the measure, rather than just how many certificates someone has.
An education system that lacks humanity is incomplete. A real educator understands that knowledge has a higher purpose. Knowledge is not to be used as a means of dominating others. Rather, it is a gift to be shared with others who struggle. True wisdom is measured by the ability to use that knowledge to uplift the many. It is not by how much we attain, but by the opportunities we provide for others to grow.
Schools and places of learning are most effective when students learn that the true spirit of learning is best shown through cooperation and service to others, rather than competition and the furtherance of self-interest. True education comes from supporting and providing opportunities to people who are less able to support themselves. Treating others with respect and support is a cornerstone of effective teaching.
The writer is a UK-based educator, author, and researcher
