It is not an uncommon sight for administrators and heads of various educational institutions to observe teachers displaying cold feet and symptoms of utmost nervousness when facing a new class.

Be it a naughty bunch of young folks in a junior school or a pack of perceived spoilt brats, both pose an everyday problem for their softhearted and timid teachers. This combined with the expected cat calls, fear of forgetting the lesson or lecture, anticipation of being seen as dumb when asked a smart question or simply finding themselves unable to face the little challengers in a classroom can bring panic to the hearts of any instructor.

Some members of the teaching fraternity face this syndrome due to a possible disconnection between themselves and the school, college or institution of higher learning’s social slab. There are quite a few fearful teachers out there who become so overwhelmed by their students’ behaviour that they ponder over quitting the profession altogether. But a focused review of such instances reveals that the remedies are quite simple though they require persistent application by the person concerned.

The first step in this respect is to identify the nervousness or possible self esteem-related issues. Teachers may find that they have problems facing the students due to a limited teaching experience. This is perfectly normal as even the most celebrated teachers and professors must also have gone through a debut day experience. So one may seek guidance in this regard from a senior peer along with carrying out meticulous preparations before entering the class. Time, too, is seen as the best mentor. A positive and self constructing attitude of a teacher will go a long way in building up his or her confidence.

Coming from the other side of a social divide can also be a reason for hesitation and fumbling performance. A teacher from modest origins may feel preponderated at a school or college frequented by pupils of affluent backgrounds. Children’s social traits, the common language they use, perceptions, remarks and attitudes can at times become a point of perpetual concern for their teachers.

A few of them may be found to be thoroughly spoilt, teasing and misbehaving. But the teacher must not feel ashamed or pinned down because of his or her humble origins. The vocation of teaching should be carried out in an objective manner. In doing so the teacher must identify the core improvements needed to bolster his capacity in fulfilling his assignment. Making an effort to deliver his course matter in an interesting and absorbing manner is an effective measure. A teacher who is able to popularise the subject he teaches himself becomes popular.

Some conscious attempts to apply the core tips of pedagogy can cause this near magic to take place. Reading the pulse of the students through sharp observation is a prime prerequisite. Estimating the absorbing of subject matter through the students’ body language is a pertinent capability. It can be done with just a bit of practice and the once shy or nervous teachers find themselves in full command of all kind of situation coming up during class.

Handicaps such as stammering during routine conversation can also be taken care of by seeking professional help. A teacher who stammers or staggers may invite spontaneous giggles on the first encounter with the students. But if solid in his scholarship, calibre and understanding, the same student body would simply overlook the small handicap and turn to the lessons with interest.

Suitable support can be acquired through advancement in technology and teaching aids. Interesting flash cards, flipcharts, multimedia aids, sliding boards, overhead projectors and the like can add much desirable substance to the teaching discourse.

Other common attitudinal problems faced by teachers include the inability to manage anger, the use of non-articulate language, easy distractions and lack of focus. Each can make them an object of criticism or potential ridicule while hurting one’s self confidence. Such seemingly minor entities such as inappropriate attire and shortcomings in conducting oneself can become soaring hurdles. However, all such problems are curable. Detection, analysis and action towards remedy can be the three basic steps to combat such short comings.

School and other institutions must carry out snap checks to indentify such teachers in need of support. A considerable difference can be made by resorting to different cooperative solutions such as professional counseling and grooming sessions.

It must be remembered that a competent and confident teacher is perhaps the most important building block in the edifice of education. While competence can be reasonably gauged from qualifications and other attributes, confidence has to be built cautiously and progressively. The teachers can themselves reach the different milestones in their career path with lateral assistance from school managements, professionals and peers.

The writer is professor and chairman, Department of Architecture and Planning, NED University, Karachi.