Role of Teen Suicide Teachers: Tips to Prevent Part 5

Dear readers of the ezine, I will make an effort to discuss the role of teachers in teen suicide prevention. I am optimistic about your support in the prevention of adolescent suicide. I would focus my discussion around some cases of suicide in which we have failed as parents, friends and teachers. The suicide of a thirteen year old boy in Bangalore at St Thomas School on March 9, 2007 due to humiliation by his mother is a slap in the face for our educational fraternity. How could teachers, who are the role model of society and true symbol of life inspiration for students, get involved in such a conspiracy whereby a student has to end her life? Whether it knowingly or unintentionally resulted in the suicide of my teenage son, but it is certain that the school administration has failed to curb the humiliation of the students at all.

To what extent we would be able to justify the teacher’s conduct, and pin responsibility for the murder in such circumstances is a matter of debate, but the blatant culpability of his class teacher’s carelessness is unequivocal. The suicide note left behind by the unfortunate student speaks of the teachers’ involvement. The teacher had not only failed to determine her student’s Mental Disorder (MD), but she had directly instigated the teen’s suicide. I have studied six cases of student suicide; and in all cases it was revealed that the teachers were directly involved in promoting suicide in one way or another. Some of the findings are concluded as follows:

In my first case study, I found that Charanjit Sharma, a tenth grade student, had

committed suicide for a mere joke that resulted in humiliation. In this case, not only his classmate and classmates acted irresponsibly, but also the teacher, due to ignorance of the facts of her mother, contributed to his suicide.

oHe, despite being from a very poor family, was studying well. His father was able to get him to school with great difficulty. He was a brilliant and outstanding student in tenth grade. Since he was introverted and sensitive to studies, his friends used to cajole and joke with him. On the day the results of the board’s 10th standardized exam were declared, he went to school hoping to qualify with a minimum of 60% grades, a rare achievement for any village student in the early 1980s. .

o Entered school with high hopes and aspirations but before being able to go to his classroom teacher; His few friends surrounded him and started yelling that despite being a bookworm, he had failed. Initially, Charanjit thought that his two colleagues were joking, but when he met almost ten of his classmates, they all confirmed that he had failed. Despite knowing well that all of his friends were joking by unanimously telling him that he had failed, he went to his class teacher to confirm it. At the time when he asked his class teacher about his result, the teacher also, unaware of the effect of his inner mental conflict, reinforced his friend’s statement that he had failed.

oHe, without asking anyone else, not even in town, returned home grumpily and lay in bed without saying a word to anyone. Although her mother realized that something was wrong with her son, she, being totally illiterate, did not ask anything about the school result. At approximately 4 pm, he suddenly left the room and began to vomit violently. Meanwhile, her mother also returned after working in the fields and a large number of villagers had congratulated her because her son Charanjit had made the village proud by passing with the first division. When he began to vomit more blood, her mother became concerned and, upon questioning, Charanjit said that he had taken sulfa pesticides to commit suicide because he could not pass the tenth standard to show that he was a good son.

oHis mother cried, saying Oh! what have you done You have passed with the first division of the school, the only first division of your class. Hearing his mother’s screams, when all the villagers had gathered, Charanjit reported why he consumed pesticide and started begging her to spare my elder brother, Shri Balbir Sharma’s life. He was immediately transferred to the best specialist, but could not be saved. He left for the heavenly abode, victim of the cruel jokes of his friends and the apathy of the irresponsible teacher. I have observed that he gave all indications of his intent to family and friends before ending his life.

Later, while interacting with his teacher, I realized that the teacher was not even aware of the fact that his friends were joking with him about the result of the 10th standard exam; because he said that when Charanjit had asked him something, he had not seen nor was he aware of the result of it. He further said that upon seeing Charanjit’s friends laugh, he simply nodded to agree with them, not realizing Charanjit’s true state of mind. All of his friends later felt guilty because of them. Charanjit had committed suicide.

Analysis The reader would agree with me that all of the attributes of Mental Stress Supervision Response (MSSR), Risk Behavioral Attribute Symptoms (RBAS), and Visual Change Disorder (VCD) were evident before he committed suicide.

oIf your teacher had given a correct answer, wouldn’t you have committed suicide?

oIf her mother and father had tried to find out why she became depressed after coming back from school, Charanjit would not have committed suicide.

oIf he himself had waited to see the result and then had taken a step, he would not have committed suicide. All the “had?” have generated the extreme cumulative effect of MSSR and VCD failure.

In fact, I have found that teachers have adopted the Too Hoot to you (students) attitude, making students believe that they have lost their prestige or status in the eyes of teachers and friends. The current case of suicide is an example of the teacher’s irresponsible behavior and his approach in dealing with such sensitive students. Although I have elaborated on the responsibilities of teachers in part 2 of my series, in this article I will also dwell on the analysis of the changing roles of teachers.

Second, my discussion would focus on the changing character of educational institutions in the so-called modern developed world.

Has teaching become a business, is it the real question to debate? Readers would agree with me that teachers today have become more money-minded than servants of the psyche at the service of society. Rather regarded as a noble cause of the ancient Indian Holy System of Education (ISSY), teaching has become an educational industry. In the name of privatization and making money for the State, the short-sighted political leaders of the Government have practically undone the basic letter of constitutional duty towards the responsibilities of the citizens of the State.

How, not only the so-called hawks of the Indian government think tanks, but also world leaders had replaced the basic Human Oriented Values ​​Education (HOVES) systems of the past with the modern materialistic and materialistic education system. without values ​​(MAVES) today. My debate is not to discuss what we have achieved with the MAVES, but to analyze how human values ​​have been lost in modernity. While HOVES teach teenagers how to become a good human being, on the one hand, MAVES teach how to gain wealth on the altar of human values. The role of teachers in the transmission of such values ​​also revolves around the materialistic approach. Some weaknesses of teachers observed when interacting with students are:

oOne; too self-centered and mean-spirited approach in class;

oTwo; only encourage and take care of the next students who are otherwise performing well and neglect or spend minimal time on the studies of the weak students;

oThree; teach less in classrooms, but encourage more students to join the tuition class, either at their homes or at an institute of their choice;

oven; minimal interaction with students after school hours;

orFive; no attempt to spend time with weak students;

orSix; do not try to understand your students and their psyche in the class;

oSeven; concentrating more on the wealthy, financially strong and influential people than on the children of a common man;

oEight; A lot of teachers develop swoons, strong likes and dislikes for some students and always try to prove students they don’t like wrong. In fact, I have seen such teachers find an excuse to scold such students daily in class. I met a 9th grade student, who was not attending classes because her teacher didn’t like hers, by virtue of being from a weaker section of society due to India’s quota system. In fact, the quota had turned him into a hated man who later became a lawless human being;

or Ninth; most of the teachers in the desire to earn more money have forgotten to neglect the social responsibility of the noble cause of education. I had the opportunity to interact with a teacher in the subway, where he worked as a government teacher, he did his PhD on government spending, but he only attended government school for a period through manipulations. He ran his own seven enrollment centers. He was on the wheels of a motorcycle for more than eight hours a day, commuting from one center to another. If such teachers are our role models, then what can be expected of future adolescents? I call such teachers the Wealthy Blind Man (WBM). These WBMs have generally ruined our future generations;

or Tenth; most teachers are now following Less Teach, More Homework tactics in class. I also approached a teacher for a solution he gave my teenage daughter and was surprised to see that after over an hour of trying she was unable to solve the physics equation for which she also received an award. After sweating for over an hour, he pretended to go to the bathroom and went inside. I’m sure when she came back she had confidence to solve because I still believe she probably had seen some resolved leaves inside. My interview with over 3,000 students from kindergarten to grade 12 and her parents have confirmed this truth. More than 99% of teachers, especially from established schools, follow this method of teaching.

or Eleventh; The most important aspect of fear is the widening of the communication gap between teachers and adolescent students who are shy, fearful, and weak in studies. In one class, I observed that the teacher did not know the names of all of his students despite having been their basic class teacher for almost a year. What a shame for our teaching community.

or Twelfth; Too Hoot to You Syndrome is killing our teens through the neglect and careless attitudes of the modern world teaching community. In order to prevent the suicide of a school-going adolescent, our community of teachers has to be aware of the growing problem of their suicide.

I hope that the world teacher’s day will be celebrated with a vision to prevent adolescents from

Suicide at school due to bad teachers: student relationship and the MAVES approach of the self-centered teacher. I am optimistic in the hope that my views will bring some sense among teachers to follow HOVES and save a life. I’d like to elaborate further on some new findings on teacher-student relationships with thanks for the support.