As we grow older, maturity shapes the way we act and respond to challenges. We are no longer childish in our decisions, and our perspectives become more balanced. As a teacher with over two decades of experience, I have learned that teaching is not only about delivering knowledge but also about understanding students’ attitudes and learning how to win their hearts.
In the early years of my career, I struggled with “naughty” or disruptive students. My instinct was to scold them, isolate them, and ignore their behaviour. I believed that those who refused to study hard deserved to fail. If they did not pass their exams, I felt no regret. Like many other teachers, I assumed discipline problems stemmed from laziness or disinterest. However, over time, through self-reflection, I realised that such an approach was limited and unfair.
The Turning Point
My outlook began to change when I made an effort to engage with these students on a personal level. Instead of pushing them away, I approached them. I talked with them, shared food and drinks, and gradually they began to open up about their lives. Their stories were often heartbreaking: family conflicts, financial struggles, neglect, or abuse. Many acted out at school not because they rejected learning, but because they were searching for attention and care.
This revelation reminded me of Maslow’s hierarchy of needs (1943), which emphasises that basic psychological and emotional needs must be met before individuals can focus on higher goals such as academic achievement. Without love, safety, and belonging, learning becomes secondary. Punishing students without understanding their context only deepens their sense of isolation.
Building Relationships with Students
The closer I became to these students, the more I understood them. I began to see them not as troublemakers but as children in need of guidance and compassion. I treated them as if they were my own children, offering encouragement and instilling hope for the future. Over time, I witnessed their transformation. Students once labelled as “naughty” developed into respectful young people who remembered their teachers with gratitude. They greeted me politely even years later, never holding grudges despite the scoldings they endured.
This experience aligns with Noddings’ (2005) theory of the ethic of care, which stresses that teaching is fundamentally relational. Students are more likely to thrive when they feel genuinely cared for and valued as individuals. By humanising my interactions with students, I saw positive changes not only in their behaviour but also in their academic progress.
A Broader Philosophy of Education
After 26 years as a teacher, I no longer differentiate between “good” and “bad” students. I believe every child deserves equal attention and support to succeed. My responsibility is to help all students discover their potential, regardless of their background or behaviour. This perspective echoes the philosophy of holistic education, which views success not merely in terms of academic performance but in developing character, resilience, and self-awareness (Miller, 2007).
I now spend more time motivating students and encouraging them to see education as a pathway to a prosperous life. I remind them that success in life is not determined solely by achieving straight A’s. Rather, it lies in cultivating critical thinking, noble values, and self-respect. Even if they pursue ordinary jobs, they can still live fulfilling lives if they know who they are and love themselves. This aligns with contemporary educational research, which highlights the importance of social-emotional learning (OECD, 2021).
Conclusion
In conclusion, my journey as a teacher has taught me that every student, no matter how disruptive, has a story. What they need is not rejection but guidance, care, and hope. Teachers must look beyond exam grades to nurture the whole person, helping students develop into individuals who are confident, responsible, and compassionate.
I continue to pray that all my students will find direction in their lives. Teaching, for me, is not simply a profession but a calling — an opportunity to shape lives with sincerity and love. True education is not only about producing scholars but about producing human beings who can live meaningfully and with dignity.
References
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Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50(4), 370–396.
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Miller, R. (2007). The Self-Organizing Revolution: Common Principles of the Educational Alternatives Movement. Brandon, VT: Holistic Education Press.
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Noddings, N. (2005). The Challenge to Care in Schools: An Alternative Approach to Education. Teachers College Press.
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OECD. (2021). OECD Future of Education and Skills 2030 Concept Note. Paris: OECD Publishing.
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