The Role of Teen Suicide Teachers: Tips to Prevent Part 5

My dear Ezine readers, I will make an effort to discuss the role of Teachers in preventing teen suicide. I am optimistic about your support in preventing teen suicide. I would focus my discussion around some suicide cases 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 mere humiliation is a slap in the face of our educational fraternity. How could teachers, who are the role model of society and true inspirational symbol of life for students, get involved in such a conspiracy whereby a student has to end his life? Whether it knowingly or unintentionally resulted in my teenager’s suicide, but the school administration has certainly failed to curb the humiliation of the students at all.

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

o In my first case study, I found that Charanjit Sharma, a 10th grade student
committed suicide in a mother’s prank that resulted in humiliation. In this case, not only his partner and colleagues acted irresponsibly, but also the teacher, due to the mere ignorance of the facts, contributed to his suicide.

o Despite being from a very poor family, he was studying well. His father was able to get him to school with great difficulty. He was a brilliant and outstanding student in grade 10. Because he was introverted and sensitive to studies, his friends used to cajole and joke with him. On the day the board’s 10th standard test results were reported, he went to school hoping to score with a minimum of 60% grades, a rare achievement for any student in the village in the early eighties.

o He entered the school with great enthusiasm and aspiration but before he could go to his class teacher; his few friends surrounded him and began to shout that despite being a bookworm he had failed. At first, Charanjit thought his two colleagues were joking, but when he met with nearly ten of his classmates, they all confirmed that he had failed. Despite knowing well that all his friends were joking by unanimously telling him that he had failed, he went to his class teacher to confirm it. The moment he asked his class teacher about his result, the teacher also, unaware of the effect of his internal mental conflict, reinforced his friend’s claim that he had failed.

oHe without asking anyone else, not even in the village, returned home taciturn and lay down on the bed with uttering a single world with no one. Although his mother realized that something was wrong with her son, she, being totally illiterate, did not ask anything about the school result. At around 4 p.m., he suddenly left the room and began to vomit violently. Meanwhile, his mother also returned after working in the fields and a large number of locals had supplemented her because her son Charanjit had made the village proud by passing through the first division. When he began to vomit more blood, the mother became concerned and when asked, Charanjit said that he had used sulfa pesticide to commit suicide because he could not pass the tenth standard to prove that he was a good son and.

o His mother cried, saying Oh! Is it what you have done? You have passed with the first division of the school, the only first division in your class. Hearing his mother’s screams, when all the villagers had gathered, Charanjit reported why he was using pesticides and began to beg my older brother Shri Balbir Sharma to save his life. He was immediately taken to the best specialist, but could not be saved. He went to the heavenly abode as a victim of the cruel jokes of his friends and the irresponsible apathy of the teacher. I have observed that he gave all the indications of his intention to family and friends before ending his life.

o Later, while interacting with his teacher, I learned that the teacher was not even aware of the fact that his friends were joking with him about the 10th result of the standard test; because he said that when Charanjit had asked him something he had not seen or was aware of its result. He further said that upon seeing Charanjit’s friends laughing, he simply nodded to agree with them, not realizing Charanjit’s true mental state of mental disorder. All of his friends later felt guilty that Charanjit had committed suicide.

Analysis Reader would agree with me that all the attributes of the Mental Stress Monitoring Response (MSSR), Symptoms of Risk Behavior Attributes (RBAS), and Visual Change Disorder (VCD) were evident before it was commit suicide.

o If your teacher had given you a correct answer, wouldn’t you have committed suicide?
If his mother and father had tried to find out why he became depressed after returning from school, wouldn’t Charanjit have committed suicide?
o If he himself had waited to see the result and then take a step, he would not have committed suicide. All the “hads”? have generated the extreme cumulative effect of MSSR and VCD failures.

In fact, I have found that teachers have adopted the attitude of Too Hoot to you (students), making the student believe that they have lost their prestige or status in the eyes of teachers and friends. The current suicide case is an example of the teacher’s irresponsible behavior and approach in dealing with such sensitive students. Although I elaborated on the responsibilities of teachers in Part 2 of my series, in this article I would also dwell on 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 issue to be debated? Readers would agree with me that teachers today have become more money-minded than servants of the social service psyche. Teaching, rather regarded as a noble cause of the former Indian Saints Education System (ISSY), has become an industry of education. In the name of privatization and of earning money for the State, the short-sighted political leaders in the Government have practically done away with the fulfillment of the basic letter of constitutional duty towards the citizen responsibilities of the State.

How, not only the so-called hawks of the Indian government think tank, but also the whole world, our leaders had replaced the basic human-oriented values ​​education (HOVES) systems of the past with the modern materialistic education system and worthless (MAVES) today. My debate is not to discuss what we have achieved with MAVES, but to analyze how human values ​​have been lost in modernity. The HOVES taught teenagers how to become a good human being, on the one hand, the MAVES teaches them how to gain wealth on the altar of human values. The role of teachers in imparting these values ​​also revolves around a materialistic approach. Some of the weaknesses of teachers observed when interacting with students are:

oOne; overly self-centered and mean approach in class;

oDos; only encourage and care for prospective students who otherwise perform well and neglect or spend minimal time studying weak students;

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

of our; minimal interaction with students after school hours;

oFive; no attempt to spend time with weak students;

oSix; don’t try to understand your students and their psyche in class;

or seven; focus more on wealthy, financially strong, and influential people than on the children of a common man;

oEight; large numbers of teachers develop blackouts, strong likes and dislikes for some students and they always try to prove that students they don’t like are wrong. In fact, I’ve seen those teachers find an excuse to scold those students daily in class. I met a student in the ninth class, who did not attend classes because his teacher did not like that it was his, because he was from a weaker section of society due to the Indian quota system. In fact, the fee had turned him into a hated man who later became a lawless human being;

nineth; Most teachers in the quest 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 was employed as a government teacher, did his PhD at government expense, but attended government school only for a period through manipulations. He ran his own seven teaching centers. He was on the wheels of a motorcycle for more than eight hours a day, crossing to move from one center to another. If such teachers are our role models, what can you expect from future teens? I call these teachers the Blind Man of Wealth (WBM). These WBMs have largely ruined our future generations;

o Tenth; Most teachers today are following the tactics of less teaching, more home work in the classroom. I also approached a teacher for a solution he gave my teenage daughter and was surprised to note that after more than an hour of trying I could not solve the physics equation for which he also received an award. After sweating for over an hour, he pretended to go to the bathroom and went inside. I’m sure when he came back he was confident to solve because I still think he had probably seen some solved sheets inside. My interview with over 3000 students from kindergarten through 12th grade students and their parents has confirmed this truth. More than 99% of teachers, especially from established schools, follow this teaching method.

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 have observed that the teacher did not know the names of all his students despite being their basic class teacher for almost a year. What a shame for our teaching community.

o Twelfth; Too Hoot to You syndrome is killing our teens through the negligence and careless attitudes of the modern world teaching community. To prevent the suicide of a teenager who goes to school, our community of teachers must be aware of the growing problem of his suicide.

I hope that World Teachers’ Day is celebrated with the vision of preventing adolescents from
suicide at school due to bad teachers – student relationship and MAVES approach of egocentric teacher. I am optimistic in the hope that my views will bring some meanings among teachers to follow HOVES and save a life. I’d like to further develop some new findings about teachers: Student relationships are sent with appreciation for the support.