Times have changed and so have our classrooms. When I look back at my teaching career, which spanned decades before I retired seven years ago, I can almost trace the shift. It was slow at first, then suddenly overwhelming. I began teaching in an era where teachers were respected, their judgement was trusted and their role was clear – to guide, shape, discipline and nurture young minds. But by the time I stepped away, the ground beneath our feet had shifted so drastically that I often questioned my choice of profession.
There was a time when parents saw teachers as partners in raising their children. Our concerns mattered, our observations were heard. Then something changed. Schools slowly adopted a new philosophy. We were told parents are clients and clients must be kept happy. It sounds harmless until you realise what it does to the ecosystem of a school. When parents become ‘customers’ teachers automatically become service providers and children, knowingly or unknowingly, start to exploit this power imbalance.
I remember one specific incident that still hurts. A student in my class struggled deeply with basic tasks. I watched him, guided him, nudged him forward, but nothing helped. During a PTM, I gently suggested to his parents that they consult an expert and there is perhaps a learning gap that needed attention. My intention was pure, I knew early intervention can change lives.
But that single comment spiralled into an unexpected storm. The matter was escalated to the Principal. I was summoned, lectured and told never to ‘upset’ parents by suggesting such things. The child was moved out of my class. My intentions were questioned, my expertise dismissed. That day, something broke inside me. I realised my role was no longer to guide but simply to comply. Teach the syllabus, tick the boxes, keep everyone ‘happy’ and move on.
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Ironically, a year later the same parents approached me. Their child had indeed been diagnosed on the autism spectrum and with therapy, he was improving. They admitted they should have listened sooner. I smiled politely. But inside, I carried the weight of everything I could not say.
This is not an isolated incident. It is symbolic of what today’s teachers face. Children now know that a complaint from them can override a teacher’s authority. Disciplining has become almost impossible. Teachers walk on eggshells, afraid to say or do the wrong thing, not because they lack conviction but because the system no longer supports them.
And the real tragedy? It’s the children who suffer. Without boundaries, discipline or honest guidance, they lose structure. Without trust between parents and teachers, early problems go unnoticed. Without respect for educators, learning becomes transactional.
I am relieved to be retired, but I worry for those still in the system and even more for the students growing up in environments where the adults who are meant to guide them are constantly silenced. Something needs to change. Because when teachers lose their voice, an entire generation loses its direction.
(Times Now Digital has started a limited series on teachers’ experiences in the recent times. In this series, teachers share their first-hand experiences on how the profession has changed from being treated as Gurus to mere service providers. More teachers can share their good or bad experiences with us at timesnoweducation@timesgroup.com)
